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Name: Charles Honoré Germain Reille Soult de Dalmatie (Baron) Also known as Charley Born: 8 Mar 1896 Paris Entered College at Notre Dame de Bon Secours de Jersey in 1908 Parents: (Baron) Andre Charles Jean De-Dieu Reille & Caroline Dephine Suzanne Vaisse. (Father was Député du Tarn and died 1898) Brother of René Charles Jean-de-Dieu Victor MPLF 21 Jun 1917 at Séraucourt-le-Grand & Jean de Dieu Marie Victor MPLF le 15 Apr 1915 at Rüpt-en-Woëvre Service: Sous-Lieutenant 1e R.C.C. (Regiment de Chasseurs a Cheval) Matricule au recrutement #2780 Seine 2Bureau, Class 1916 Awards: Chevalier de la Legion d'Honneur & Croix de guerre & 4 Citations Citation "Officer of rare intellectual and moral value. Accomplished platoon leader, adored by his men. Seconded as liaison officer to the General Staff of an infantry division. Has always requested the most perilous missions, giving the example of courage and faith in success. Mortally struck, September 29, 1918, during the pursuit of the enemy. Has been cited." (Translated) Died: KIA 29 Sep 1918 Somme Bione, Rouvray, Marne (killed by a shell when leaving Rouvray) Grave: Necropole Nationale Douamont, Fleury-Devant-Douamont Grave 12567 (Initially buried at Somme-Bionne, Marne but his grave was moved) His two brothers Rene Charles & Jean De Dieu Marie Victor are buried in graves 12566 & 12565 beside him. Memorial: Remembered on the War Memorial at Saint Armans Soult. Memorial Plaques at Ville De Paris & the Cathédrale Sainte-Cécile, Tarn. The Graves of the Three Reille Soult de Dalmatie brothers Necropole Nationale Douamont, Fleury-Devant-Douamont DEATH RECORD Remembered on the Memorial Commemorative Plaque Ville De Paris Entry in Tableau d'Honneur
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Course Syllabus Franklin High School 2020-2021 DIRECTIONS : For each course, complete the syllabus and share with your evaluating/supervising administrator as a pdf ("File-download-PDF document") by 9/28/20. Syllabi will be posted on the FHS website under your name for the public to view. ​ ​ | NOTE​: For core classes, all elements of this section (except for name and contact information) are the same. | | |---|---| | Course Title: NGSS Chemistry | | | Instructor Name: Michael Reardon | Contact Info: email@example.com | | Grade Level(s): 9-12 | | | Credit Type: (i.e. “science”, “elective”) Science | # of credits per semester: 1 | ​ General Course Description:NGSS chemistry is a semester-long course that engages students in the composition, interactions, and mathematical representations of matter. A multi-dimensional teaching approach offers a grounding experience that connects material to real-world phenomena. Prioritized National/State Standards: HS-PS3-2 Energy ​ Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). HS-PS3-4 Energy Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). HS-PS3-1 Energy Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known .HS-PS1-7 Matter and its Interactions Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS1-2 Matter and its Interactions Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Course Details Learning Expectations Materials/Texts: Students will be provided a fillable note packet to use for recording notes from lecture videos and for completing homework for use as reference material on tests and quizzes. | Semester 1 | Semester 2 | |---|---| | Measurements and Calculations | Chemical Reactions | | Matter | Bonding | | Modern Atomic Theory | Gases | | Chemical Foundations | Liquids and Solids | | Nomenclature | Solutions | ​ Differentiation/accessibility strategies and supports (TAG, ELL, SpEd, other):Because this is chemistry for all, in an effort to provide an equitable learning experience, students will be allowed to use a percentage of their grade to access a scaffolded version of the assignment. Students with accommodations and/or modifications will receive assignments in accordance with their IEP or 504. Safety issues and requirements (if applicable): Students and parents will be asked to fill out a safety contract upon return to campus. Classroom norms and expectations:Synchronous (live) class meetings will take place in Google Meet. When logging into Google Meet, make sure you log in with google and use your PPS login info. All class sections, individual appointments, and tutorials will use consistent meeting codes to enter. All meeting codes may also be found in the Canvas Module 0. Expected course etiquette can be found in the link and resources page of canvas Evidence of Course Completion ​ Assessment of Progress and Achievement: Each student is expected to have 1 binder. Each module contains printable resources to be used from home. These include a printable periodic table, and guided note packets to fill in as you watch pre recorded lectures. Each module is arranged by daily assignments. These assignments include lectures to watch and questions to keep you engaged. You will complete progress checks at the end of each day's material. These short homework quizzes will contribute 10 % to your total grade. You get 3 attempts at each quiz. I will keep the highest score. Homework can be used on these quizzes so completing the homework portion of your packet will be of great value. Progress Reports/Report Cards (what a grade means): Grading: Guided Notes Packet (Homework/Notes/section quizzes) Current Events Lab and Safety Procedures 30 % 10 % 5 % Labs/Projects 55% *Your lab, project, and homework assignment grades will come from separate websites and will not appear in your canvas grade synopsis. Your synergy grade will look different than your canvas grade and will be MORE accurate. Career Related Learning Experience (CRLEs) and Essential Skills: Communication with Parent/Guardian What methods are used to communicate curriculum, successes, concerns, etc.? Parents have access to act as an observer on canvas by setting up their own account. They can see the assignments for the week and their child's progress. In case of concerns, parents will be contacted via Synergy email. Please contact me at ​firstname.lastname@example.org​ if you need help pairing with your child's canvas account. Personal Statement and other needed info
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Making Statistics Fun in the Classroom Bradley J. Payne* Conker Statistics, Chipping Norton, UK firstname.lastname@example.org Too many data resources used at school are not engaging or fun for either the students or the teachers. In many cases hands-on data activities in the classroom are often avoided by teachers of KS3 and KS4 mathematics in the UK. The activities typically used involve data which is safe, predictable and the outcomes are limited to ensure the task of marking and assessment is made easier. Statisticians are partly to blame, as the promotion and marketing of the discipline within education has been poor, leading to students believing statistics is boring, difficult and dull. We explore innovative ways of engaging students and teachers with activities that are fun and initiate student led statistical enquiry. An overview of existing resources together with the new Classroom Olympics activity, 'Sprint', are featured. With a positive experience in the use of statistics at a younger age the perception of the subject can only improve. This is turn would encourage an interest in, and development of essential data skills for the future generation of data users and decision makers in a multitude of disciplines. Key Words: Hands-on data activities, Classroom Olympics.
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10 August 2008 MEDIA RELEASE "2,000,000,000 TONNES OF CARBON INTO FORESTS" There was a buzz of excitement at the South-East Region Conservation Alliance (SERCA) meeting in Bermagui on Saturday where new Australian National University (ANU) research into Green Carbon was discussed and highly commended by all present. The groundbreaking, world-first research, published last week in the ANU report "Green Carbon – The Role of Natural Forests in Carbon Storage", shows that south-eastern Australia's eucalypt forests are among the most carbon dense in the world and store three times more carbon than official UN climate change figures suggest. Lead author of the study, Professor Brendan Mackay, one of four scientists from the ANU Fenner School of Environment and Society who conducted the study, said that their findings increase the value of forests in fighting climate change. "Protecting natural forests serves two purposes," he said. "It maintains a large carbon sink and stops the release of the forest's stored carbon." However, the excitement within the meeting came when the scientific details of the report and the implications for our future were explored in detail. The intact natural forests of south-eastern Australia are shown to hold an average of 640 tonnes of carbon per hectare (t C/ha) with some forests holding more than 1,200 t C/ha average and over 2,000 t C/ha maximum – figures for the Eden and Southern regions are not yet available separately. As logged forests only hold an average of 60% of their carbon sequestration potential, the impact of stopping logging operations and letting our native forests grow is huge. The report shows that 2 gigatonnes (that's 2,000,000,000 tonnes) of carbon can be returned to the native forest estate – that equates to reducing the equivalent of 24% of our total 2005 carbon emissions across all sectors for 100 years. SERCA Convenor, John Hibberd, said "This ANU research finally lays to rest the old erroneous adage that young forests are better for climate change mitigation than mature ones." "Many recent forest management decisions have resulted in damaging outcomes that have actually increased carbon emissions," he added. The meeting called on Federal and State governments to act NOW in securing the future of the native forest estate as highly efficient carbon sinks. SERCA believes that the information is now available to demonstrate unequivocally that cutting carbon removal from public native forests is in Australia's best interests; environmentally, economically and especially in response to public demands for climate change mitigation. As participant Prue Acton stated after the meeting, "Deforestation and degradation of our forests are shown to be 20% of this country's carbon emission problem so it needs to provide 20% of the solution." "This means that it needs to get 20% of the attention from our governments in finding a solution to climate change," Prue said. For more info: John Hibberd – 0428 596 046 Email: firstname.lastname@example.org ANU Green Carbon report: http://epress.anu.edu.au/green_carbon_citation.html
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Forests Of Silence Lesson Plans Recognizing the mannerism ways to get this book forests of silence lesson plans is additionally useful. You have remained in right site to start getting this info. acquire the forests of silence lesson plans colleague that we meet the expense of here and check out the link. You could buy lead forests of silence lesson plans or get it as soon as feasible. You could speedily download this forests of silence lesson plans after getting deal. So, bearing in mind you require the books swiftly, you can straight get it. It's hence utterly easy and consequently fats, isn't it? You have to favor to in this manner It would be nice if we're able to download free e-book and take it with us. That's why we've again crawled deep into the Internet to compile this list of 20 places to download free e-books for your use. Forests Of Silence Lesson Plans companions, perilous quest, sinister Forests of Silence, gripping Deltora Quest series. What effect are these adjectives trying to achieve with the reader? Look at the spine. What is unusual about this spine? After reading the blurb, what do you think it is that is pictured on the spine? Open up to the first page. Explain this is the half-title ... Forests Of Silence - Scholastic This Literature unit has been designed to supplement teachers with ideas for use with the novel The Forests of Silence by Emily Rodda. The lessons in this unit cover getting to know the author and the book, suggestions for lessons for before the book, as well as, during the book. Literature Unit: Deltora Quest - The Forests of Silence Jarred stood unnoticed in the crowd thronging the great hall of the palace.He leaned against a marble pillar, blinking with tiredness and confusion. It was midnight. He had been roused from his bed by shouts and bells. Deltora Quest #1: The Forests of Silence The Forest of Silence Synopsis The evil Shadow Lord is plotting to invade Deltora and enslave its people. All that stands against him is the magic Belt of Deltora with its seven gems of great and mysterious power. When the gems are stolen and hidden in dark, terrible places throughout the kingdom, Download File PDF Forests Of Silence Lesson Plans the Shadow Lord triumphs and Deltora is lost. Deltora Quest Novel Study - Stage Three In this fun forest animal inspired lesson plan, students will learn all about the forest using a nonfiction text before creating their very own forest animal page! Kindergarten . Reading & Writing . Lesson plan. Who Let the A Out? Lesson plan. Who Let the A Out? Students will love brainstorming words and will be singing even after the lesson. ... Who Lives in the Forest? | Lesson Plan | Education.com ... It uses Part One of Emily Rodda's Deltora Quest: The Forests of Silence as a focus for chapter activities, which culminate in a written character analysis of the protagonist, Jarred. The extensive use of iPads within this course will enable you and your students to move from Substitution with the iPad to Redefinition. Year 5: The Forests of Silence - Teacher Edition - Free ... Lesson Plan: Podcasting About Animals and Their Habitats. In this lesson plan, which is adaptable for grades K-3, students use BrainPOP Jr. resources to explore habitats. They will identify animals belonging to specific habitats, and create podcasts describing an animal and its habitat. This lesson plan is aligned to Common Core State Standards. Forests Lesson Plans and Lesson Ideas | BrainPOP Educators Deltora Quest #1 Forests of Silence. by Emily Rodda. The Shadow Lord has crept out of hiding and taken over the vulnerable land of Deltora. The only defence to the Shadow Lord is the Belt of Deltora which has been destroyed. Lief and Barda set out on a journey to retrieve the seven stones that will complete the belt. Comprehension Questions - Deltora Quest #1 The Forest of ... Literature Unit: Deltora Quest - The Forests of Silence. Literature Unit: Deltora Quest - The Forests of Silence ... the lesson plans move into coming up with ideas to write a personal narrative. After an idea... yolanda sanchez ... Reading Lessons Reading Resources Reading Skills Reading Workshop Teaching Reading Close Reading Strategies ... Literature Unit: Deltora Quest - The Forests of Silence ... Forest School – School based Resources for KS1 and KS2 – 10 Free Lesson Plans Over the past year or so I Page 2/4 Download File PDF Forests Of Silence Lesson Plans have been working regularly in primary schools, mainly with Reception to Year 3. Listed are 10 Lesson Plans for activities that have proved popular. Forest School – School based Resources for KS1 and KS2 ... The Sound of Silence Students determine which types of mediums make the most effective ear protectors. Tests students' understanding of sound waves, loudness, and the properties of mediums. The Sound of Silence - TeacherVision All that stands against him is the magic Belt of Deltora with its seven stones of great and mysterious power. <br />In secrecy, with only a hand-drawn map to guide them, two unlikely companions set out on a dangerous quest. | Scholastic Forest Fires Teacher Resources. Find Forest Fires lesson plans and worksheets. Showing 1 - 138 of 138 resources. Forest Fires Lesson Planet. 3rd - 5th Students play the role of a Ranger with the Department of Forestry. In this forest fires lesson, students examine data on biomes and images to determine high risk areas for forest fires to ... Forest Fires Lesson Plans & Worksheets | Lesson Planet Yet even after all that effort to block external sound and thwart internal reflections, silence is surprisingly hard to come by in an anechoic chamber. In fact, people have a habit of discovering new sounds both real and fake in these disorienting environments." ESL Voices Lesson Plan for this post. Level: Intermediate – Advanced The Sounds of Silence…Can be Scary! | ESL Voices Pre-K & Preschool theme ideas for learning about forest animals, trees, and leaves. Find more Forest Activities for Pre-K What we learn about trees: How trees look: bark, leaves, etc. Trees as habitats for animals and Forest Theme Activities for Pre-K & Preschool Kids The Forests of Silence by Emily Rodda - A Study Guide Blurb DELTORA IS A LAND OF MONSTERS AND MAGIC … The evil Shadow Lord is plotting to invade Deltora and enslave its people. All that stands against him is the magic Belt of Deltora with its seven gems of great and mysterious power. Copyright : renomemo.rgj.com Download File PDF Forests Of Silence Lesson Plans The Forests of Silence by Emily Rodda - A Study Guide This website and its content is subject to our Terms and Conditions. Tes Global Ltd is registered in England (Company No 02017289) with its registered office at 26 Red Lion Square London WC1R 4HQ. forest school medium term plan with lesson plans ... Lesson Setting the Stage. Ask students if they have heard the terms acoustic ecology or soundscape ecology. Share with students that this field of study identifies and documents sounds—natural as well as man-made sounds—to deepen our understanding of the relationship between humans and the environment. Lesson Plan The Value of Listening - Global Oneness Project resource.scholastic.com.au resource.scholastic.com.au What others are saying Booktopia has The Forests of Silence, Deltora Quest Series : Book 1 by Emily Rodda. Buy a discounted Paperback of The Forests of Silence online from Australia's leading online bookstore. Copyright code : b44e531fe728062108b85501d3d7d7d0
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Wendy Natalone Health and Wellness Chair Report – February 2017 In the January 27, 2017 edition of "NYS PTAlert", NYS PTA included some excellent resources for parents. One of the resources was a video which shows how to save a choking child in seconds. St. John Ambulance, an organization dedicated to teaching medical first aid, produced the video. Statistics show that 40% of parents have witnessed their own baby choke, yet over 80% of these parents had no idea what to do in such a situation. This is an alarming statistic, especially when you consider that an average of 34 children are treated for choking on food, or other small objects, every day. Ideally, all parents and caregivers should receive first aid training to be aware of the proper steps to take in a lifesaving situation. However, many parents and other childcare providers are not trained in first aid or CPR. Statistics have shown that 70-80% of parents would not know how to assist an unconscious child, or administer CPR (cardiopulmonary resuscitation). In the forty (40) second video, four characters – a pen cap, a marble, a gummy/jelly baby, and a princess – work together, in a fun-filled manner, to show caregivers the proper life-saving technique. The link to the video is here: http://www.shareably.net/easy-way-to-save-a-choking-baby-v1/ The size of a young child's trachea (windpipe) or breathing tube is approximately the size of a drinking straw in diameter. Imagine a piece of popcorn or other food/object being lodged in this small area! Many people are unaware that the Heimlich Maneuver is not recommended for use on children younger than the age of one. The video demonstrates the proper technique. Step by step instructions regarding how to save a choking child are as follows: Clear the airway, and do the following only if the infant cannot cry, cough or breathe: - Support the infant face down by holding the head in one hand with the torso on your forearm against your thigh - Give up to five back slaps between the shoulder blades with the heel of your other hand - If the object is not expelled, roll the infant face up, supporting the back of the infant's head with your hand - Place two fingers on the breastbone just below the nipple line - Give five chest thrusts about one per second about 1 ½ inches deep - Continue cycles of five back slaps and five chest thrusts until the object is expelled or the infant becomes unresponsive - If the infant becomes unresponsive or is found unresponsive, begin CPR" (National Safety Council) http://www.nsc.org/learn/safety-knowledge/Pages/safety-at-home-choking.aspx For infants under the age of one (1) year old, the following steps for performing CPR are recommended: - Position the infant on his or her back. - Give 30 gentle chest compressions at the rate of 100-120/minute. Use two or three fingers in the center of the chest just below the nipples. Press down approximately one-third the depth of the chest (about 1 and a half inches). - Open the airway using a head tilt lifting of chin. Do not tilt the head too far back. - If the baby is not breathing or not breathing normally, cover the baby's mouth and nose with your mouth and give 2 gentle breaths. Each breath should be 1 second long. You should see the baby's chest rise with each breath. - Continue with 30 pumps and 2 breaths until help arrives" http://depts.washington.edu/learncpr/infantcpr.html For an interactive poster, which demonstrates how to perform CPR, see the following link: http://www.nsc.org/learn/safety-knowledge/Pages/CPR-Steps.aspx For older children, teens and adults, the Heimlich Maneuver is the procedure to follow when choking is suspected. If you see such a person clutching their throat, coughing, gagging, wheezing or passed out, here are the steps to follow: If a person is coughing forcefully, encourage continued coughing to clear the object. A person who can't cough, speak or breathe, however, needs immediate help. Ask if they are choking and let them know you will use abdominal thrusts, also known as the Heimlich Maneuver, to prevent suffocation. (As noted above, this procedure is not recommended for children younger than the age of one (1): - Stand behind the victim with one leg forward between the victim's legs - For a child, move down to their level and keep your head to one side - Reach around the abdomen and locate the navel - Place the thumb side of your fist against the abdomen just above the navel - Grasp your fist with your other hand and thrust inward and upward into the victim's abdomen with quick jerks - For a responsive pregnant victim, or any victim you cannot get your arms around or for whom abdominal thrusts are not effective, give chest thrusts from behind; avoid squeezing the ribs with your arms - Continue thrusts until the victim expels the object or becomes unresponsive - Even after choking stops, seek medical attention" http://www.nsc.org/learn/safety-knowledge/Pages/safety-at-home-choking.aspx If the victim is or becomes unresponsive, lower the person to the ground, expose the chest and start CPR. For children ages one (1) to eight (8) years old, the following steps for CPR should be performed: - Perform chest compressions: - Place the heel of one hand on the breastbone -- just below the nipples. Make sure your heel is not at the very end of the breastbone. - Keep your other hand on the child's forehead, keeping the head tilted back. - Press down on the child's chest so that it compresses about 1/3 to 1/2 the depth of the chest. - Give 30 chest compressions. Each time, let the chest rise completely. These compressions should be FAST and hard with no pausing. Count the 30 compressions quickly: "1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30, off." http://umm.edu/health/medical/ency/presentations/cpr-child-1-to-8-years-old-series For adults and children older than nine (9), the procedure for CPR is as follows: - Look inside the mouth and remove any objects. - Tilt the head and lift the chin to open the airway - Give two rescue breaths - Keep your elbows straight and position your hands, one on top of the other, in the center of the chest - Compress the chest about 2 inches deep, 30 times, at a rate of at least 100 per minute while counting aloud - Continue the cycle of two breaths and 30 compressions until the victim wakes up, an AED is brought to the scene or professional help arrives. For an interactive poster, which demonstrates how to perform CPR, see the following link: http://www.nsc.org/learn/safety-knowledge/Pages/CPR-Steps.aspx The New York State Department of Health's website contains resources for parents regarding choking prevention, including precautions that can be taken, a list of common choking hazards (foods as well as household items and toys), and other links to helpful websites. Please visit the following link to view these resources: https://www.health.ny.gov/prevention/injury_prevention/choking_prevention_for_children.htm To prevent choking in children, keep small objects out of reach, cut food into small pieces and don't allow them to have hard candy. Young children should be supervised while eating and playing. For more special tips on childproofing your home, please see the following link: http://www.nsc.org/learn/safety-knowledge/Pages/Childproofing-Your-Home.aspx
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Improving The Mental, Behavioral And Emotional Health For Kids Involved With The Child Welfare System Children who are involved in the child welfare system often have experienced adverse and traumatic childhood experiences, including child abuse and neglect. THE PROBLEM In 2019, more than 3.4 million youth in the United States were the subject of an investigation or response from child welfare agencies (U.S. Department of Health & Human Services, 2021 ). Youth who are involved in the child welfare system are more likely than sameage peers to have mental, behavioral, and emotional health problems. There are various barriers to behavioral healthcare for youth who are currently and/or who previously had involvement with child welfare services. These include the lack of a medical home or primary care physician, lack of family support, lack of adequate insurance coverage, and a lack of accessibility and funding for preventative services (Christian & Schqarz, 2010). For example, one study found that, compared to their peers, former child welfare clients were more than twice as likely to have a suicide attempt during adolescence and young adulthood, and two to three times more likely to have a serious psychiatric condition requiring hospitalization (Vinnerljung, Hjern & Lindblad, 2006). Practitioners should read and understand the Family First Prevention Services Act of 2018. Resources and tools for practitioners available from the American Bar Association here. Local communities of practice focused on improving behavioral healthcare for youth in the child welfare system can facilitate communication across sectors, accessibility, and information about appropriate services. These groups can also advocate for enhanced policies and funding to support behavioral healthcare for youth involved in child welfare services. Family-based interventions that help to improve parenting skills for families involved in child welfare systems (For example, Mt. Hope Family Center's The Incredible Years Parenting Group). Programs that work to prevent child maltreatment can subsequently prevent child welfare system involvement and consequent mental health problems for youth. Upstream prevention approaches that strengthen youths' protective traits and reduce risk factors. For example, the Fostering Healthy Futures program is designed to empower teens involved in the fostercare system through mentorship and skill building (Taussig et al., 2015). Developmentally-informed policies in child welfare are needed. There is also a need for guidelines and policies that aim to reduce racial and ethnic disparities in child welfare involvement (National Academies of Sciences, Engineering, and Medicine, 2019). Check out this webinar! Using Adolescent Developmental Science to Transform the Child Welfare and Juvenile Justice Systems, Susan Vivian Mangold: http://www.thetransformcenter.org /2020-21-webinars Child-centered policies and decision-making that support children's need for secure attachment relationships can help prevent the experience of further toxic stress for children in foster care (Rafeedie et al., 2019). References: Christian, C. W., & Schwarz, D. F. (2011). Child maltreatment and the transition to adult-based medical and mental health care. Pediatrics, 127(1), 139–145. https://doi.org/10.1542/peds.2010-2297 Rafeedie, J., Hudson, S. M., Deavenport-Saman, A., Rao, S., Rogers, K., & Roberts, S. (2019). Decision- making in foster care: A child-centered approach to reducing toxic stress in foster children. Children and Youth Services Review, 96, 10-16. Vinnerljung, B., Hjern, A., & Lindblad, F. (2006). Suicide attempts and severe psychiatric morbidity among former child welfare clients - A national cohort study. Journal of Child Psychology and Psychiatry and Allied Disciplines, 47(7), 723–733. https://doi.org/10.1111/j.1469-7610.2005.01530.x U.S. Department of Health & Human Services, Administration for Children and Families, Administration on Children, Youth and Families, C. B. (2021). Child Maltreatment 2019. Taussig, H., Weiler, L., Rhodes, T., Hambrick, E., Wertheimer, R., Fireman, O., & Combs, M. (2015). Fostering healthy futures for teens: Adaptation of an evidence-based program. Journal of the Society for Social Work and Research, 6(4), 617-642. National Academies of Sciences, Engineering, and Medicine. (2019). The Promise of Adolescence: Realizing Opportunity for All Youth. Washington, DC: The National Academies Press. https://doi.org/10.17226/25388 For Community of Practice examples, resources, and references, click here.
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Road to better drivers By GLEN HUMPHRIES Oct. 21, 2015, 3:30 p.m. A road education program has been partially responsible for reducing a "horrendous" road toll among younger drivers. Road Safety Education has been running the RYDA program for Illawarra high school students for the last decade. In that time, more than 15,000 Illawarra students have seen for themselves how long it takes to stop a car going 40km/h, 60km/h and 80km/h, the importance of leaving a gap between you and the car in front and other things designed to give them knowledge that could save their lives. And, according to Road Education Safety's Greg Rappo, it is helping to do just that. STREET SMART: Greg Rappo from Road Safety Education, the group responsible for RYDA, which teaches young people road awareness skills. Picture: Adam McLean "Ten years ago too many young people were being killed on the road," Mr Rappo said. "Back then the figure was nearly 500 young people aged between 17 and 25 who lost their lives on the road each year. "Something we forget sometimes is 20 times that number are left with a traumatic injury. "The figures were horrendous, so over the last 10 years there have been a whole lot of initiatives really focused on young drivers." Part of that is the RYDA program as well as changes to licences, alcohol restrictions and limits to the number of passengers. "The combined initiatives have reduced that road toll by 47 per cent," he said. Mr Rappo said the program wasn't about teaching young people how to drive. "Young people are generally very good at the skills of driving a car but the big thing is the consequences of their decision and the consequences of risky behaviour," he said. "Often in their lives they're encouraged to take some risks. But the thing about being on the road is, if you take a risk and things go wrong, they go wrong in a very big way." It wasn't just drivers that learned something at a RYDA course. Mr Rappo said passengers can affect what happens inside a car. "A lot of people don't realise the significant influence that passengers can have," he said. "It's generally a negative influence unfortunately. A number of young people here may not be driving in the very short future but they're going to be passengers and we let them realise that what they do in the car can influence the whole safety within that car." Editorial for October 21 edition Oct. 21, 2015, 7:29 p.m. EDITORIAL THE RYDA program has been proven to save lives. Having its origins from the community-minded organisation Rotary, the RYDA program (or Rotary Youth Driver Awareness program as it was originally known) has helped save the lives of many of our nation's young drivers. It's the 10 th anniversary of the RYDA program in the Illawarra and on Wednesday the program welcomed its 15,000 high school student for the one-day course. It's a course which gives students a warts and all view of what can happen on the road if you don't take great care. Not only in the driver's seat, but also passenger seat. ''Peer pressure from passengers has a major effect on the way young people behave behind the wheel,'' local Rotarian David Hooper said about the program. Studies have proven most young people are most at risk of a serious accident in their first six months of independent driving. Road Safety Education oversee the co-ordination of RYDA and national program director Greg Rappo said ''we must do more to ensure our young drivers are better prepared at the beginning of their driving lives''. ''We as a community owe it to them,'' he said. We as a community can also play a role. We can be more respectful, forgiving and attentive around our learner and provisional drivers on the road too. That is a simple an effective way we can play a positive role. Congratulations to all the Rotarians, police officers and driving instructors who give up their time to be a part of the RYDA program. Thank you for helping to protect our young ones.
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Medical Specialties Fast Facts Doctor Specialties -Need at least a four-year college degree to be accepted into medical school -Medical school takes another four years -After medical school, doctors must complete a residency in an area of their choice, which can last anywhere from three to nine years depending on the specialty -After residency, if a doctor wants to sub-specialize, they must complete a fellowship, which is an additional two to four years of training -So, a "new" doctor has anywhere from 13 to 21 years of training -MD is a doctor of medicine and uses a treatment method called allopathic, which is focused on treating disease symptoms by using remedies like drugs or surgeries -DO is a doctor of osteopathic medicine, which focuses on a "whole body" approach by addressing medical concerns from medical and lifestyle standpoints -DOs are required to take additional classes, usually 300-500 hours, that focus on how your skeletal system interacts with the rest of your body when you are sick -Typically, there is no difference in the type of care provided to patients Primary care physician (PCP) is also known as an internal medicine doctor, general internist, generalist or internist Some internal medicine doctors specialize in sub-categories -Pulmonologist -Endocrinologist -Cardiologist -Gastroenterologist -Hepatologist -Hematologist/Oncologist -Nephrologist -Rheumatologist -Allergist/Immunologist -Infectious disease doctor - Geriatrics Non-internal medicine specialties: -Obstetrician/Gynecologist (OBGYN) (several sub-specialties, such as maternalfetal medicine, reproductive endocrinology, gynecologic oncology and urogynecology) -Hospitalist -Dermatologist -Neurologist -Interventional Cardiologist -Interventional Radiologist -Anesthesiologist -Psychiatrist -Pediatrician (also have the same specialties that adults have, such as neurology, cardiology, hematology/oncology, ophthalmology, anesthesiology and surgery) : -Family Practice -Emergency Medicine doctor -Radiologist -Radiation Oncologist -Physical medicine and rehab doctor -Preventive medicine doctor -Addiction medicine doctor -Hospice and Palliative doctor -Pathologist -Medical geneticist -Sleep medicine doctor -Sports medicine doctor -Electrophysiologist Surgeons are doctors that specialize perform different operations. General surgeons typically can perform a wide variety of surgeries that aren't detailed or specific areas of the body. Similar to internal medicine, general surgeons can sub-specialize: -Cardiothoracic -Vascular -Cosmetic and reconstructive (plastic) -Colorectal (formerly proctologist) -Transplant -Trauma -Surgical Oncologist -Surgical Endocrinologist Non-general surgeon specialties: -Orthopedic surgeon (can in certain types, such as hands, shoulders, knees, hips, spines, sports medicine and orthopedic oncology) -Neurosurgeon -Bariatric surgeon -Urologist -Otolaryngologist (ENT) -Ophthalmologist -Oral surgeon -Microsurgeon NonMedical Specialties -A healthcare provider that receives extensive training in a certain area, but isn't a medical doctor -Can treat you for certain conditions, but might not be able to treat every condition that falls under their area of specialty or have certain restrictions that medical doctors do not have. Some examples: -Psychologist -Counselor -Podiatrist -Optometrist ©2018 Demystifying Your Health. All rights reserved. Demystifying Your Health does not provide medical advice, diagnosis or treatment.
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National Unit specification General information Unit title: Plain Tile Roofing Skills (SCQF level 5) Unit code: F1L5 11 Superclass: TG Publication date: April 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is suitable for learners who have limited knowledge of roofing practices. The Unit require the learner to set out elementary roofing projects, apply craft skills using plain roof tiles. Learners who achieve this Unit should feel confident in undertaking basic roof tiling skills and in progressing to Units based on other pitched roofing disciplines where competences gained in this Unit will be further developed and applied. Outcomes On successful completion of the Unit the learner will be able to: 1 Identify the terminology and apply calculations used in plain roof tiling. 2 Prepare a roof surface prior to tiling. 3 Fix plain tiles to a pitched roof surface including an opening. 4 Form a wet verge and bed ridge tiles. Credit points and level 1 National Unit credit at SCQF level 5: (6 SCQF credit points at SCQF level 5) Recommended entry to the Unit Whilst entry is at the discretion of the centre, learners would normally be expected to have attained the following, or equivalent: Single Lap Roof Tiling: An Introduction (SCQF level 4) Plain Roof Tiling: An Introduction (SCQF level 5) National Unit specification: General information (cont) Unit title: Plain Tile Roofing Skills (SCQF level 5) Core Skills Opportunities to develop aspects of Core Skills are highlighted in the Support Notes for this Unit specification. Achievement of this Unit gives automatic certification of the following Core Skills component: Complete Core Skill None Core Skill component Critical Thinking at SCQF level 5 Planning and Organising at SCQF level 5 Context for delivery If this Unit is delivered as part of a Group Award, it is recommended that it should be taught and assessed within the subject area of the Group Award to which it contributes. Equality and inclusion This Unit specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of learners should be taken into account when planning learning experiences, selecting assessment methods or considering alternative evidence. Further advice can be found on our website www.sqa.org.uk/assessmentarrangements. National Unit specification: Statement of standards Unit title: Plain Tile Roofing Skills (SCQF level 5) Acceptable performance in this Unit will be the satisfactory achievement of the standards set out in this part of the Unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. Outcome 1 Identify the terminology and apply calculations used in plain roof tiling. Performance Criteria (a) Types of Plain Roof Tiles are identified correctly. (b) Terms associated with Plain Roof Tiles are applied correctly. (c) Simple calculations associated with Plain Roof Tiles are applied correctly. Outcome 2 Prepare a roof surface prior to tiling. Performance Criteria (a) Underlay is fixed to the roof surface correctly. (b) Counter battens and tile battens are fixed correctly. (c) Gauge for tiling is determined correctly. (d) Tiling battens are fixed to gauge correctly. (e) Tiling battens are cut to overhang at verge correctly. (f) Work methods and activities comply with current health and safety regulations. Outcome 3 Fix plain tiles to a pitched roof surface including an opening. Performance Criteria (a) Position underclock correctly. (b) The eaves course is fixed to the roof surface correctly. (c) The main roof surface is tiled, including an opening correctly. (d) Work methods and activities comply with current health and safety regulations. Outcome 4 Form a wet verge and bed ridge tiles. Performance Criteria (a) Bed and point plain tiles to verge correctly. (b) Bed and point ridge tiles correctly. (c) Work methods and activities comply with current health and safety regulations. National Unit specification: Statement of standards (cont) Unit title: Plain Tile Roofing Skills (SCQF level 5) Evidence Requirements for this Unit Learners must adhere to relevant Health and Safety regulations and legislation relating both to working practices within the construction environment, as well as those specific to any practical task they are requested to carry out (such as emphasising the importance of selecting and using the correct PPE at all times). Evidence is required to demonstrate that learners have achieved all Outcomes and Performance Criteria. Written and/or oral evidence is required which demonstrates that the learner has achieved Outcome 1 to the standards specified in the Outcome and Performance Criteria. The evidence for this Outcome should be obtained under controlled, supervised conditions. The assessment will be closed-book and should last no more than 45 minutes. Performance evidence supplemented with an assessor observation checklist/record should be used to show that the learner has achieved Outcomes 2, 3 and 4 to the standard specified in the Outcomes and Performance Criteria. Each learner will be observed to show that they can achieve the following throughout the delivery of the Unit: prepare a pitched roof surface prior to fixing plain tiles fix plain tiles to a pitched roof lay and fix double lap tiles including wet verge and ridge tiles to a pitched roof Assessment of this Unit should be completed over a period of time and evidence should be gathered at appropriate intervals National Unit Support Notes Unit title: Plain Tile Roofing Skills (SCQF level 5) Unit Support Notes are offered as guidance and are not mandatory. While the exact time allocated to this Unit is at the discretion of the centre, the notional design length is 40 hours. Guidance on the content and context for this Unit This Unit has been developed as an optional Unit in the National Progression Award in Construction and can also be delivered as a freestanding Unit. This Unit is designed to introduce the learners to skills associated with plain tiles. It includes planning, organising, setting out and completing introductory projects using plain roof tiles. The learner will normally work as part of a team in order to complete the project. Effective participation with others forms an important aspect of this Unit. Prescriptive practical models are not outlined within the Unit Specification in order to allow centres to develop projects suitable to their particular situation. It is expected that learners will have little experience of roof work prior to this Unit. Outcome 1 The learner is required to demonstrate knowledge gained during the practical activities. This may be enhanced by activities in a classroom situation. The knowledge gained through this Outcome should include the identification of types of plain roof tiles, an understanding of the terminology used and calculations associated with plain roof tiling. Outcome 2 The learner is required to prepare a roof surface prior to fixing plain tiles, while working in an organised and safe manner. Centres should take the opportunity to explain possible defects and demonstrating how to check sarking boards (or equivalent) for defects (loose, split, dry/wet rot), the removal of all protruding nails and making any necessary repairs. Successful achievement of this Outcome will be through evidence that the learner can: cover the roof surface with roofing felt (or other simulated material) to stated tolerances fix counter battens and tiling battens to the roof surface in accordance with good practice National Unit Support Notes (cont) Unit title: Plain Tile Roofing Skills (SCQF level 5) Outcome 3 The learner is required to fix plain tiles to a pitched roof surface, to include opening while working in an organised and safe manner. Successful achievement of this Outcome will be through evidence that the learner can: position underclock correctly fix tiles to a pitched roof surface tile correctly around opening Outcome 4 The learner is required to bed and point tiles at verge and bed & point ridge tiles, while working in an organised and safe manner. Successful achievement of this Outcome will be through evidence that the learner can: bed and point plain tiles at verge bed and point ridge tiles Health and Safety and Sustainability are integral and key to the Construction Industry therefore throughout the Unit emphasis will be placed where appropriate on the application of Health and Safety and Sustainability. Safety working practices should be looked at in accordance with current safety codes of practice and regulations. Sustainability should include reference to criteria affecting sustainability, impact of not implementing sustainability on the environment and the legislation promoting sustainability Guidance on approaches to delivery of this Unit Outcome 1 can be integrated into the workshop situation during the practical activities where instruction and discussion methods could be used. Alternatively this may be better achieved and learned as underpinning knowledge in a classroom situation. . Outcomes 2, 3 and 4 are practical activities and as such form the basis of the practical projects, which should be completed on a simulated roof structure, of such a size to allow realistic approaches to plain tiling. It is recommended that the learners should be encouraged to work in pairs or small groups in order to simulate a 'real' roofing project. The projects will be deemed to be completed by the learners when the appropriate standards are achieved. As these Outcomes are of a practical nature appropriate safe working practices should be encouraged and the relevant health and safety regulations must be complied with at all times in order to achieve the standards required to achieve the Outcomes. National Unit Support Notes (cont) Unit title: Plain Tile Roofing Skills (SCQF level 5) Guidance on approaches to assessment of this Unit Centres may use the method of assessment which they consider to be most appropriate but are encouraged to use the Training Assessment Programme (TAP) developed centrally by SQA. It is expected that learners will have to demonstrate current knowledge and understanding of safe working practice and risk assessment methods, etc prior to being set the assessment tasks. Knowledge and Understanding of the processes involved in Plain Tile Roofing Skills (SCQF level 5) should be assessed before any practical assignments are carried out by learners. This will include assessment of a learner's ability to prepare the work area for laying modular pavement. Practical assignments should be carried out under supervised conditions and recorded in an assessor observation/operational checklist. Assessments should confirm that a learner has the ability to safely lay modular pavement using designated machinery or equipment correctly and safely, whilst adhering to current statutory Health and Safety regulations and legislation. Adherence to current statutory working regulations and Health and Safety procedures will be observed during the practical exercise carried out by the learner towards all Outcomes. Detailed assessment material for this Unit will be found in the relevant Training and Assessment Programme (TAP). Centres may use the instruments of assessment which they consider to be most appropriate but are advised to use the TAP which has been developed centrally by SQA. Any other instruments of assessment used must be comparable to the TAP and have been prior verified. Opportunities for e-assessment E-assessment may be appropriate for some assessments in this Unit. By e-assessment we mean assessment which is supported by Information and Communication Technology (ICT), such as e-testing or the use of e-portfolios or social software. Centres which wish to use e-assessment must ensure that the national standard is applied to all learner evidence and that conditions of assessment as specified in the Evidence Requirements are met, regardless of the mode of gathering evidence. The most up-to-date guidance on the use of e-assessment to support SQA's qualifications is available at www.sqa.org.uk/e-assessment. Opportunities for developing Core and other essential skills The elements of the Core Skill of Problem Solving, such as Planning and Organising and Critical Thinking will be developed and enhanced as learners undertake the Unit. Learners will need to take account of a range of factors in order to work efficiently and safely, such as the choice of tools, appropriate materials, safety issues, safety equipment and sustainability. There are opportunities to develop co-operative working skills, where learners agree responsibilities and provide support and information to others during assessment. National Unit Support Notes (cont) Unit title: Plain Tile Roofing Skills (SCQF level 5) Opportunities also arise to develop the Core Skill of Information and Communication Technology (ICT) by researching Health and Safety legislation affecting their area of work. Numeracy skills will be naturally enhanced through the interpretation of information from 3 dimensional working drawings and the practical use of calculation and measuring scales. Although Communication skills are not formally assessed, learners will have the opportunity to develop Written and/or Oral Communication skills This Unit has the Critical Thinking and Planning and Organising components of Problem Solving embedded in it. This means that when learners achieve the Unit, their Core Skills profile will also be updated to show they have achieved Critical Thinking at SCQF level 5 and Planning and Organising at SCQF level 5. History of changes to Unit | Version | Description of change | Date | |---|---|---| | 02 | Clarification of Standards and updated to new Unit Specification Standard. Core Skills Components Critical Thinking and Planning and Organising at SCQF level 5 embedded | 29/04/16 | © Scottish Qualifications Authority 2007, 2016 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this Unit specification can be purchased from the Scottish Qualifications Authority. Please contact the Business Development and Customer Support team, telephone 0303 333 0330. General information for learners Unit title: Plain Tile Roofing Skills (SCQF level 5) This section will help you decide whether this is the Unit for you by explaining what the Unit is about, what you should know or be able to do before you start, what you will need to do during the Unit and opportunities for further learning and employment. This Unit is designed to introduce you to skills required by craft persons working in the construction industry as roofing slaters and tilers. The Unit will focus on using a basic range of tools, materials, and equipment common to domestic properties and developing skills to fix and secure plain roofing tiles. You will also be provided with the knowledge to allow you to appreciate the reasons for carrying out the practical work in the manner directed and the reasons for using specific tools, materials, components and equipment. Health and Safety and Sustainability are integral and key to the Construction Industry therefore throughout the Unit emphasis will be placed where appropriate on the application of Health and Safety and Sustainability. Safety working practices will be looked at in accordance with current safety codes of practice and regulations. There will be a series of training exercises followed by some practical task based assessment and multi choice knowledge assessment. Completion of the Unit will provide you with the basic skills necessary to enable you to progress to more complex aspects of roof slating and tiling which in turn will further develop your skills and knowledge. The elements of the Core Skill of Problem Solving, such as Planning and Organising and Critical Thinking will be developed and enhanced as you undertake this Unit. You will need to take account of a range of factors in order to work efficiently and safely, such as the choice of tools, appropriate materials, safety issues, safety equipment and sustainability. There are opportunities to develop co-operative working skills, where you will agree responsibilities and provide support and information to others during assessment. Opportunities also arise to develop the Core Skill of Information and Communication Technology (ICT) by researching Health and Safety legislation affecting your area of work. Numeracy skills will be naturally enhanced through the interpretation of information from 3 dimensional working drawings and the practical use of calculation and measuring scales. Although Communication skills are not formally assessed, you will have the opportunity to develop Written and/or Oral Communication skills This Unit has the Critical Thinking and Planning and Organising components of Problem Solving embedded in it. This means that when you achieve the Unit, your Core Skills profile will also be updated to show you have achieved Critical Thinking at SCQF level 5 and Planning and Organising at SCQF level 5.
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E NO. 1 IN THE CENTER FOR WRITING AND SPEAKING HANDOUT SERIES Writing Effective Conclusions Decide what type of conclusion is best for your essay. * Some conclusions restate or summarize the essay. These conclusions are best when you want to remind the reader of the information presented in the body. Perhaps you have an exceptionally long essay or a complex argument. Summarizing your thesis and supporting evidence provides the reader with a brief reminder of your main points. Don't simply quote what you've already written. Instead, succinctly remind the reader how the points of evidence specifically support your thesis. * Some conclusions elaborate the thesis. You may want to use your conclusion to elaborate your thesis if your supporting arguments not only prove the thesis, but make also it clearer and more specific. Ask yourself how the reader better understands the thesis now that you've presented all the evidence, then include this new perspective in your conclusion. A conclusion of this kind can also apply your argument to a broader context. For example, a conclusion might suggest how your analysis of ancient Greek sculpture would apply to Western art in general. * Some conclusions discuss the implications of the thesis. Once you've proven your thesis, your conclusion can explore how further research can expand your argument. Implications can also include a discussion of how your thesis fills gaps in an area of academic study, or how your thesis supports or refutes one side of an academic debate. Write the conclusion following these guidelines: * Keep the conclusion consistent. Follow the tone and style of the previous paragraphs: avoid contradicting other points you make, and stay on the topic of your essay. Relate the conclusion back to the introduction, if possible. For example, if you started the paper with an anecdote or observation, apply your conclusion to that introductory narrative. * Keep the conclusion simple. Make your points briefly. This is not the time to elaborate each sentence or go into great detail. * Keep the conclusion specific. Even when discussing implications or expanding your thesis, stay within the boundaries of your topic, your research, and your argument. Don't over-generalize your argument by using your thesis as proof of a cliché ("Therefore, Romeo and Juliet proves that love conquers all").
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TEST YOUR MINDSET Please show how much you agree or disagree with each statement by clicking the number that corresponds to your opinion. Tick the box on the left – tick the statement you most agree with (e.g. strongly agree or strongly disagree etc) Question 1 You have a certain amount of intelligence, and you can't really do much to change it. | Agree | |---| | Mostly agree | | Mostly disagree | | Disagree | | Strongly disagree | Question 2 Your intelligence is something about you that you can't change very much. Question 3 No matter who you are, you can significantly change your intelligence level. | Agree | |---| | Mostly agree | | Mostly disagree | | Disagree | | Strongly disagree | Question 4 To be honest, you can't really change how intelligent you are. Question 5 You can always substantially change how intelligent you are. Question 6 You can learn new things, but you can't really change your basic intelligence | Strongly Agree | |---| | Agree | | Mostly agree | | Mostly disagree | | Disagree | | Strongly disagree | Question 7 No matter how much intelligence you have, you can always change it quite a bit. Question 8 You can change even your basic intelligence level considerably. Strongly Agree Agree Mostly agree Mostly disagree Disagree Strongly disagree Question 9 You have a certain amount of talent, and you can't really do much to change it. Strongly Agree Agree Mostly agree Mostly disagree Disagree Strongly disagree Question 10 Your talent in an area is something about you that you can't change very much Question 11 No matter who you are, you can significantly change your level of talent. Strongly Agree Agree Mostly agree Mostly disagree Disagree Strongly disagree Question 12 To be honest, you can't really change how much talent you have. Strongly Agree Agree Mostly agree Mostly disagree Disagree Strongly disagree Question 13 You can always substantially change how much talent you have Strongly Agree Agree Mostly agree Mostly disagree Disagree Strongly disagree Question 14 You can learn new things, but you can't really change your basic level of talent. Question 15 You can learn new things, but you can't really change your basic level of talent. Strongly Agree Agree Mostly agree Mostly disagree Disagree Strongly disagree Question 16 You can change even your basic level of talent considerably Strongly Agree Agree Mostly agree Mostly disagree Disagree Strongly disagree
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Aboriginal Health As part of the Population Health Equity Unit, Aboriginal Health aims to: * Work in partnership with Aboriginal communities to reduce inequalities and promote the health and wellbeing of Aboriginal people in Tasmania * Assist the Tasmanian Department of Health and Human Services to be responsive and culturally appropriate to the particular needs and circumstances of Aboriginal people. Key Partner(s): * Department of Health and Human Services * Aboriginal Organisations * Medicare Locals * Department of Health and Ageing (OATSIH) * Non-Government Organisations * Aboriginal Health Units nationally * Australian Institute of Health and Well Being * Australian Bureau Statistics. Key Projects (responsibilities): * National Partnership in Closing the Gap in Indigenous Health Outcomes * Indigenous Early Childhood Development Project (Element Two) * National Aboriginal Health Plan (currently in development) * Aboriginal Cultural Competency E-Learning (in development). Facts about need or why we do this work: * Aboriginal people have a lower life expectancy than all other Australians, 64.8 years for Aboriginal women and 59.4 years for Aboriginal men this is approximately 16-17 years less than the overall Australian population i * Aboriginal & Torres Strait Islander males generally experience poorer health than the overall population iii * Health conditions such as cancer, kidney disease, respiratory disease, notifiable communicable diseases, circulatory system diseases, rheumatic fever and rheumatic heart disease and ear and hearing problems contribute to the greater burden of ill-health experienced by Indigenous Australians compared to nonIndigenous ii * Aboriginal and Torres Strait Islander people were 2.2 times as likely as non-Indigenous Australians to smoke tobacco iv * Nationally about half of Indigenous Australians smoke regularly, about two and a half times the rates of non-Indigenous Australians v * Nationally more than half of Indigenous mothers (51%) smoked during pregnancy in 2008, and this rate remained relatively stable over the period between 2001 and 2008. vi Facts about the outcomes of the work we do: * Close the life expectancy gap within a generation * Ensure all four year olds in remote communities have access to early childhood education within five years * Halve the gap in mortality rates for Indigenous children under five within a decade * Halve the gap in reading, writing and numeracy achievements within a decade * Halve the gap in employment outcomes within a decade. * At least halve the gap for Indigenous students in Year 12 attainment or equivalent attainment rates by 2020 Key Resources: * www.healthinfonet.ecu.edu.au * www.fahcsia.gov.au/our-responsibilities/indigenous-australians/programs-services/closing-thegap/closing-the-gap-national-partnership-agreements Key Contact Details: Email firstname.lastname@example.org or call (03) 6222 7405 i ABS The Health and Welfare of Australia's Aboriginal and Torres Strait Islander Peoples, Oct 2010 iii Health of Australia's males-AIHW June 2012 ii AIHW Indigenous Health Overview iv Australian Institute of Health and Welfare 2012. Australia's health 2012. Australia's health series no.13. Cat. no. AUS 156. Canberra: AIHW. vi AIHW 2011 Substance abuse among Aboriginal & Torres Strait Islander people (AIHW) v AIHW 2011. Substance use among Aboriginal and Torres Strait Islander people. Cat. no. IHW 40. Canberra: AIHW.
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Hop to it little bunny, the fun has begun! Bubbles & soap bar, here we go! Wash yourself here from head to toe. Getting frustrated? Hang in there! Don't give up! Instead go check inside a cup. The Easter Bunny is known to hip and hop, so go check out where we keep the mop. You're on the right trail to finding eggs. The next clue is under something with legs. This one is challenging even for the pros. You'll find me when you blow your nose. Your treasure is near, no need to rush. Check where you keep your toothbrush. I'm found in the living room and help you sit. Two or three people I can fit. You're almost there, just a few more you need! Find one by the books you read. Smart Bunny, you found the last clue! A surprise is hiding where you sleep too! Shower OR Tub Chair OR Table Couch Cup Kleenex Box Bookshelf Closet Bedroom Bathroom
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AN INTRODUCTORY GUIDE FOR ASSESSING THE POTENTIAL OF BIOFUELS IN DEVELOPING COUNTRIES AN INTRODUCTORY GUIDE FOR ASSESSING THE POTENTIAL OF BIOFUELS IN DEVELOPING COUNTRIES Energy Team Office of Infrastructure & Engineering Bureau for Economic Growth, Agriculture, and Trade CONTENTS EXECUTIVE SUMMARY The world-wide development of biofuels today is a challenging and complex endeavor that gives rise to a number of questions that originate from the multitude of stakeholders and complex trade-offs that the production, distribution, and utilization of biofuels involves. The current interest in biofuels development stems from a major global reevaluation of traditional energy sources. There is tremendous enthusiasm and potential surrounding the biofuels sector. However, it is essential to understand that biofuels are not a panacea, but an important choice among a myriad of other energy options. Given the many misconceptions surrounding the issue, this guide hopes to clarify some of the most frequently raised questions and provide a basis for policy makers, from which a more thorough and careful study can be conducted. It focuses on ethanol, the most commonly used biofuel to substitute for gasoline, and biodiesel, a substitute for diesel. One of the major concerns that have been voiced about biofuels production is the implication for food prices. Biofuels production demands significant amounts of land and water, which is being reflected through the prices of the two leading agricultural feedstocks for ethanol: maize and sugar. Goldman Sachs projects that the world demand for corn will rise by 1.9% per year over the next decade. 1 To produce even the current amount of corn required in the United States, for example, farmers are growing less soya and wheat, which pushes up the prices of those crops too. As the grains to feed poultry and livestock become more costly, so do meat, eggs, and dairy. If this leads to a rise in commodity prices, as seen in the case for maize, sugar, rapeseed oil, palm oil, and soybean in 2006 and early 2007, food access could simultaneously be compromised for those already struggling to feed their families. How biofuels will affect energy security also remains one of the top considerations considering the global reliance on fossil fuels. Those countries that are net importers of crude oil, gasoline, or diesel fuel may be able to further their energy security goals by substituting domestically produced biofuels instead. In their current state of production and consumption, however, biofuels cannot be considered a replacement for fossil fuels. Truly enhancing energy security will require promoting biofuel use at a level that may not realistically be met without imposing significant strains on the environment. In fact, even if the entire corn crop in the US were used to make ethanol, that fuel would only replace 12% of current domestic gasoline use. 2 While biofuels may not be feasible replacements for fossil fuels, their production and consumption is still highly influenced by their prices. The International Energy Agency projected that biofuels would be competitive with petroleum at prices between US$60 and US$100 a barrel. 3 Recent research has indicated that biofuels production has not had any measurable impact on the price of crude oil. Instead, the price of biofuels has risen to that of petrol, and the 1 "Biofuelled." The Economist. 21 June, 2003. 2 Runge, C. Ford and Benjamin Senauer. "How Biofuels Could Starve the Poor." Foreign Affairs. May/June 2007. 3 Braun and Pachauri 2 prices of corn and crude oil have converged. 4 If oil prices remain high, a very likely possibility, the people most vulnerable to the price hikes prompted by the biofuel boom will be those in countries that have chronic food shortages and import petroleum, a situation many developing countries face. The potential for greenhouse gas (GHG) emissions reductions through the use of biofuels is one that intensifies the excitement surrounding biofuels. A number of studies have found that even when all fossil fuel inputs throughout the production and processing of feedstocks are accounted for, the use of biofuels results in some reductions in GHG emissions compared to petroleum fuels. However, this result holds only if there is no clearing of forestland or virgin cerrado, or draining of peat lands in order to grow these biofuel feedstocks. Potential emissions reductions vary significantly by feedstock. A study by the Argonne National Laboratory found that the production of 1 BTU of ethanol from corn requires 0.74 BTUs of fossil fuel, including cultivation, harvesting, and processing, yielding an energy balance of +1.35. The production of 1 BTU of ethanol from sugarcane, however, yields an energy balance of +8.3 because only 0.12 BTUs of fossil fuel are required in this process. 5 As other studies have also concluded, ethanol produced from sugarcane and cellulosic materials demonstrates the greatest potential for GHG emissions reductions. 6 In terms of biodiesel, an analysis by the US EPA reported that the use of a diesel mixture containing 20% biodiesel reduced particulate, hydrocarbon, and CO emissions by 10, 21, and 11 percent respectively, but increased the emissions of nitrogen oxides by 2%. 7 While biodiesel offers similar fuel economy to that of regular diesel, E85 contains nearly 28% less energy per liter than gasoline. In the US, blends of up to 10% ethanol may be used without modification to car engines, while 100% biodiesel may be used with minor modifications. Higher concentrations of ethanol require purpose-built vehicles, such as the flex-fuel cars manufactured in Brazil. In order to make a larger impact on reducing carbon emissions, a greater effort is needed to promote wider consumption. This increased demand may in fact promote environmental degradation through the clearing of forests for increased cultivation and cattle grazing, aggravating soil erosion and the depletion of soil nutrients by crops such as corn. The large scale mono cropping associated with biofuels production also leads to biodiversity loss directly through cleared forests and indirectly as pesticides and other toxins kill invertebrates in the soil, interrupting the food chain. Even varied and more sustainable crops grown for energy could negatively impact the environment if they replace wild forests or grasslands. Eutrophication of water bodies, acidification of soils and surface areas, and ozone depletion (all related to nitrogen releases from agriculture) are other potential impacts. Shrinking grasslands could lead to the loss of pastoral lifestyles as well. Thus, unless new policies to protect threatened lands, secure socially acceptable land use, and steer biofuel development in a sustainable direction are swiftly enacted, biofuels run the risk of further aggravating environmental problems. 4 "Biofuelled" 5 A Blueprint 43 6 A Blueprint 40 7 Kojima and Johnson 3 How and when the government should involve itself in the production and distribution process is one of the most contentious questions in the biofuels debate. Today, the production of biofuels is heavily depended upon government support in various forms, from policies supporting decentralized production or local use to those encouraging the organization of cooperatives. It took the Brazilian government thirty years of continuous support, along with private investment, to steadily improve production efficiency and make ethanol affordable. The use of tax and investment incentives, regulation, and direct public investments from the government can help achieve a critical market size to make such a production economically feasible. Also necessary is an enabling environment complete with biofuel trade and regulatory systems which are in their infancy in many countries. Although government support may be needed to promote a fullscale establishment of this nascent industry, experience has shown that once it has been granted, forms of government promotion are difficult to withdraw. Brazil's experience offers some valuable policy lessons. Among the most efficacious policies were Brazil's requirement that the auto industry produce cars using blended biofuels, subsidies for biofuels during initial market development, the opening of the electricity market to renewable energy-based independent power producers in competition with traditional utilities, support for private ownership of sugar mills, helping to guarantee efficient operations, and stimulation of rural activities based on biomass energy to increase rural employment. Today Brazil is the only country that has been able to withdraw federal subsidies and allow a self sufficient ethanol market to flourish. The current structure of agricultural markets in many countries results in the bulk of profits flowing to a very small portion of the population. As with many industrial activities, the existence of economies of scale leads to a favoring of large producers. The transition to liquid biofuels production can be especially harmful to farmers who do not own their own land, and to the rural and urban poor who are net buyers of food as a result of greater pressure on already limited financial resources. Helping farmers add value to their products and increasing their income is the best-case scenario, but at their worst biofuel programs could drive the world's poorest farmers off their land and into deeper poverty. Ultimately, large scale biofuel programs for transport are not very likely to help the poorest rural families; those in remote places with low density, widely distributed populations. Unfortunately, much of the developing world's agriculture is located in such regions. Small scale, decentralized biofuel programs for non transport purposes may offer a more promising alternative. 8 The guide considers these and other questions in depth to allow the reader an insight into the complex world of biofuels in developing countries. It also provides descriptions of biofuelsrelated activities that USAID has supported. For more information, please refer to the Further Reading section and contact the USAID Energy Team. 8 Kojima and Johnson 100 INTRODUCTION The world-wide development of biofuels today is a challenging and complex endeavor, and when considered in the context of a developing country, gives rise to a number of further questions that originate from the multitude of stakeholders and complex trade-offs that the production, distribution, and utilization of biofuels involves. So dependent are these issues on local climatic, economic, social, and agronomic circumstances that sweeping generalizations about specific approaches to biofuels development are hardly valid. However, recent history has demonstrated that some key patterns do exist in areas of biofuels production, and these patterns deserve attention and study before any extensive attempt to promote production elsewhere begins. The current interest in biofuels development originates from a major global reevaluation of traditional energy sources. Sky rocketing oil prices and increasingly dire warnings about climate change have transformed the previously marginal clean energy industry into a booming business, in which biofuels are an important element. A growing number of governments around the world are offering large subsidies to spur production of or require the blending of fossil fuels with ethanol and biodiesel, the two primary biofuels consumed in the transport sector. 9 Ethanol is an alcohol-based, clean-burning, high-octane fuel produced from renewable feedstocks. It is produced from starch, which can be derived from a variety of feedstocks including sugarcane, corn, wheat and other grains, sugar beets, potatoes, and switch grass. It is the most commonly used biofuel to substitute for gasoline. Biodiesel is a clean-burning, high octane renewable fuel derived from long chain fatty acids found in plant oils and animal fats. Potential feedstocks include rapeseed, canola, jatropha, and palm oil. Biodiesel is used to substitute for diesel. There is tremendous enthusiasm and potential surrounding the biofuels sector. However, it is essential to understand that biofuels are not a panacea, but an important choice among a myriad of other energy options. The opportunity to use biofuels to reduce greenhouse gas emissions from transportation (20% of global gas emissions in 2001 10 ) and stimulate local economies, establish centers of innovation and production, and attract private sector investment is enticing, but must be considered against the many environmental and economic problems that have also been associated with their production and distribution. There is no one universal strategy, and the decision to develop biofuels will require careful evaluation of government and public priorities and capabilities. Because of its complexity, the biofuels market is often surrounded by hype or by myth. In many instances biofuels are prematurely deemed either a perfect solution or a false promise, neither of which is an accurate assessment. Given that developing countries will require a larger share of world energy resources to meet the demand of growing populations, biofuels represent a clean alternative with many possible benefits. They will not, however, rid the world of fossil fuels 9 A Blueprint for Green Energy in the Americas. Prepared for the Inter-American Development Bank by Garten Rothkopf. 1 10 A Blueprint 4 anytime soon. Given the misconceptions surrounding the issue, this guide hopes to clarify some of the most frequently raised questions and provide a basis for policy makers, from which a more thorough and careful study can be conducted. Any decision will require the input and expertise of policy makers, economists, scientists, entrepreneurs, and the local farmers and populations which will affect and be affected by any change in policy or community activities. Q: WHAT ARE THE IMPLICATIONS OF BIOFUELS DEVELOPMENT FOR FOOD PRICES AND SECURITY? The effects of biofuels on food prices and food security are not only hypothetical, but have been increasingly observed across countries with established biofuel programs, such as the United States. Liquid biofuel production growth is occurring at a time when demand for both food and forest products is also rising rapidly. Filling the 25-gallon tank of an SUV with pure ethanol requires over 450 pounds of corn, enough to meet the caloric requirement to feed one person for one year! 11 These considerable demands on the world's land and water resources are beginning to reveal themselves through the prices of the world's two leading agricultural feedstock: maize and sugar. According to calculations done by Goldman Sachs, demand for grain grew by 1.2% a year during the 1990s when oil was cheap. In recent years it has increased by 1.4%, and Goldman projects it will rise by 1.9% annually over the next decade. 12 To produce even the current amount of corn required in the United States, for example, farmers are growing less soya and wheat, which pushes up the prices of those crops too. As the grains to feed poultry and livestock become more costly, so do meat, eggs, and dairy. To cope with today's boom, farmers will need to increase their yields much faster or bring more land into production, both of which require significant inputs of time, energy, research, and negotiation. The basis for the rise in prices comes from the competition for land between crops grown for bioenergy and those grown for food. Thus, the availability of adequate food supplies could be threatened to the extent that land, water, and other resources are diverted from food to biofuel production. If this leads to a rise in commodity prices, as seen in the case for maize, sugar, rapeseed oil, palm oil, and soybean in 2006 and early 2007, food access could simultaneously be compromised for those already struggling to feed their families. Studies done by the World Bank and elsewhere indicate that caloric consumption declines in the world's poorest regions by about half of one percent whenever the average price of all major food staples increase by one percent. 13 Cereal and subsistence crop growing may also be shifted to marginalized lands, decreasing yields. Another potential strain is the rise in meat and dairy demand that occurs as countries develop and incomes rise. To some extent, food security risks mirror the opportunities associated with biofuels. Agricultural commodity prices have long been influenced by energy prices through fertilizers, machinery, and the like. Rising commodity prices benefit producers but hurt low income consumers. Expanding agricultural commodity use for biofuel production will serve to strengthen this price relation and could increase food price volatility, with negative consequences for food security. 14 11 Runge, C. Ford and Benjamin Senauer. "How Biofuels Could Starve the Poor." Foreign Affairs. May/June 2007. 12 "Biofuelled." The Economist. 21 June, 2003. 13 Runge and Senauer 14 Sustainable Bioenergy 32 Also, if traditionally grain exporting countries begin to use their surpluses to produce biofuels instead, importing countries in need may experience more severe food shortages. Of course, if increased production of biofuels can raise the incomes of small farmers and rural laborers in developing countries, it may in fact improve food security. In addition, with further research it may be feasible to grow energy crops on marginal lands and food crops on more favorable lands, although marginal land yields are still under debate. Farmers can also rotate food and energy crops, yet again farmers' willingness to grow one or the other is highly dependent on relative prices fetched on the market. Thus, under the current situation, food production and biofuel production remain substitutes. In the future, a well designed modern biofuel system may abet local food production. For example, if leguminous nitrogen fixing crops for biofuels are rotated with cereals, the overall productivity of the system could be enhanced. These results depend on the advance of second generation biofuel technologies. Since both agricultural and energy markets are highly distorted through taxes, tariffs, and subsidies, however, it is hard to predict the net effects of reforms or advances in either sector. Q: HOW CAN BIOFUELS AFFECT OIL PRICES AND ENERGY SECURITY? Those countries that are net importers of crude oil, gasoline, or diesel fuel may be able to further their energy security goals by substituting domestically produced biofuels instead. Especially for countries that meet over half their energy requirement through oil imports from potentially unstable regions of the world, the argument for supply diversification remains a strong one. The extent of energy diversification, however, is limited by the demand for renewable transport fuels and the infrastructure in place to ensure supplies to meet this demand. This potential must be considered in the context of the numerous warnings that biofuels, in their current state of production and consumption, cannot be considered a replacement for fossil fuels. Truly enhancing energy security will require promoting biofuel use at a level that may not realistically be met without imposing significant strains on the environment. In fact, even if the entire corn crop in the US were used to make ethanol, that fuel would only replace 12% of current domestic gasoline use. 15 Biofuels may, however, enhance supply reliability for rural regions if they produce at affordable prices for local consumption purposes. While biofuels may not be feasible replacements for fossil fuels, their production and consumption is still highly influenced by their prices. Sustained higher oil prices create a favorable market for biofuels and make it possible for the industry to survive without sustained government support. The International Energy Agency projected that biofuels would be competitive with petroleum at prices between US$60 and US$100 a barrel. 16 Theoretically, greater biofuels use could help bring the oil market into balance and significantly reduce prices. Reality, however, reveals that biofuel consumption remains a tiny proportion of world energy consumption compared to the world oil market. Recent research has indicated that biofuels production has not had any measurable impact on the price of crude oil. Instead, the price of biofuels has risen to that of petrol, and the prices of corn and crude oil have converged. 17 If oil prices remain high, a very likely possibility, the people most vulnerable to the price hikes prompted by the biofuel boom will be those in countries that have chronic food shortages and import petroleum. This risk is applicable to a large portion of the developing world: according to the UN Food and Agriculture Organization, in 2005 most of the 82 low income countries with food deficits were also net petroleum importers. 18 The extent and benefits of energy diversification, however, can be significantly enhanced if biofuel trade is liberalized. Such trade is currently limited because of the protection of domestic producers and unwillingness on the part of home governments to subsidize imported biofuels. The United States currently offers a federal tax refund of 51-cents-per-gallon of domestically produced ethanol blended with gasoline, but has placed an ad valorem tariff of 2.5 percent as well as an import duty of 54-cents-per-gallon on imported ethanol. Liberalization of the biofuel 15 Runge and Senauer 16 Braun and Pachauri 2 17 "Biofuelled" 18 Runge and Senauer trade would allow the most efficient producers to expand operations beyond their borders. It would also promote increased efficiency and contribute to lower prices, allowing a greater source diversification worldwide. The cost of ethanol per gallon of fuel from sugarcane in Brazil, at $0.83 per gallon of fuel, is lower than the cost from corn in the United States, at $1.09 per gallon. 19 If costs are as low as they are in Brazil, biofuels may account for a sizable fraction of total transportation fuels. 19 Von Lampe, Martin. Agricultural Market Impacts of Future Growth in the Production of Biofuels. Organisation for Economic Co-operation and Development: Committee for Agriculture. 1 February 2006. Q: WHAT IS THE POTENTIAL FOR BIOFUELS TO REDUCE GREENHOUSE GAS (GHG) AND OTHER EMISSIONS? The biofuels field is experiencing an unprecedented wave of research and development, both in the private and public sectors, in part because of the widely accepted notion that biofuels are a "clean" and "green" source of energy, that they are renewable and carbon neutral. The momentum also stems from the necessity to engage the transport sector in any affective response to growing energy demand and intensifying environmental problems. Not only does the transport sector register the fastest greenhouse gas (GHG) emission growth in developed countries, but rapid economic growth in countries like India and China will increase energy consumption for transportation by 55% by 2030. 20 The introduction of cleaner non fossil fuels to this sector has become a priority. A number of studies have found that even when all fossil fuel inputs throughout the production and processing of feedstocks are accounted for, the use of biofuels results in some reductions in GHG emissions compared to petroleum fuels. However, this result holds only if there is no clearing of forestland or virgin cerrado, or draining of peat lands in order to grow these biofuel feedstocks. In fact, an article in Science magazine concluded that if the prime objective of biofuels development is the mitigation of carbon dioxide–driven global warming, policy-makers may be better advised in the short term (30 years or so) to focus on increasing the efficiency of fossil fuel use, to conserve the existing forests and savannahs, and to restore natural forest and grassland habitats on cropland that is not needed for food. The article, making no allowance for emissions arising from change in land use to produce fuels crops, found that forestation of an equivalent area of land would sequester two to nine times more carbon over a 30-year period than the emissions avoided by the use of the biofuel. 21 Potential emissions reductions also vary significantly by feedstock (see Chart 1). A study by the Argonne National Laboratory found that the production of 1 BTU of ethanol from corn requires 0.74 BTUs of fossil fuel, including cultivation, harvesting, and processing, yielding an energy balance of +1.35. Energy balance can be defined as the ratio of energy output to input which is the ratio of the energy output of the fuel to the energy input in growing the crops, producing the fuel, and transportation and delivery. The production of 1 BTU of ethanol from sugarcane, however, yields an energy balance of +8.3 because only 0.12 BTUs of fossil fuel are required in this process. 22 As other studies have also concluded, ethanol produced from sugarcane and cellulosic materials demonstrates the greatest potential for GHG emissions reductions. 23 Ethanol may also be used instead of MTBE, a carcinogenic groundwater pollutant, to replace lead as an octane enhancer in gasoline. 20 A Blueprint 4 21 Righelato, Renton and Dominick V. Spracklen. "Carbon Mitigation by Biofuels or by Saving and Restoring Forests?" Science. Vol 317. 17 August 2007 22 A Blueprint 43 23 A Blueprint 40 Figure 1: Ethanol Well-to-Wheel GHG Emissions Reductions Compared to Gasoline Source: IEA In terms of biodiesel, the major components of acid rain (exhaust emissions of sulfur oxide and sulfates) are virtually eliminated if biodiesel replaces conventional diesel. An analysis by the US EPA reported that the use of a diesel mixture containing 20% biodiesel reduced particulate, hydrocarbon, and CO emissions by 10, 21, and 11 percent respectively, but increased the emissions of nitrogen oxides by 2%. 24 Despite the apparent benefits of biofuel adoption, the International Energy Association envisions smaller emissions reductions in the transport sector than sectors such as electricity generation because of its conservative estimate of the potential for biofuels to replace fossil fuels in the medium term. 25 Analyses from many countries indicate that biofuels are currently a relatively expensive way to reduce GHG emissions, with the exception of Brazil, where ethanol from sugarcane is competitive with current gasoline prices. 26 Nonetheless, in order to make a larger impact on reducing carbon emissions, a greater effort is needed to promote wider consumption. 24 Kojima and Johnson 3 25 A Blueprint 33 26 Sustainable Bioenergy 49 Q: WHAT ARE THE ENVIRONMENTAL CONSIDERATIONS OF BIOFUELS DEVELOPMENT? An effort to promote wider consumption of biofuels will, in turn, require more production. This increased demand may in fact promote environmental degradation through the clearing of forests for increased cultivation and cattle grazing, aggravating soil erosion and the depletion of soil nutrients by crops such as corn. In the face of growing land constraints, farmers may choose to use less than optimal land, which will require additional water and fertilizer, increasing both costs and the danger of soil contamination and erosion. Such land constraints also limit the extent to which biofuels can be produced to meet domestic consumption needs and replace fossil fuels. Importing biofuels may be difficult given certain agronomic policies and energy security goals in place in some countries, but failing to do so could serve as a detriment to the environment. Looking for new areas to crop, the temptation for farmers to cut down wild forests is strong. Because of the rapid rate of deterioration of these lands, however, farmers can be observed moving to new deforested areas every four to five years. Along with deforestation and soil erosion, large scale mono cropping leads to biodiversity loss directly through cleared forests and indirectly as pesticides and other toxins kill invertebrates in the soil, interrupting the food chain. Soybeans and corn are row crops that also contribute to water pollution, require fertilizer and fuel to grow, harvest, and dry, and are the major cause of nitrogen runoff during the rain. The nitrogen runoff problem is further aggravated as corn displaces soybeans as a main source of ethanol. Even varied and more sustainable crops grown for energy could negatively impact the environment if they replace wild forests or grasslands. Eutrophication of water bodies, acidification of soils and surface areas, and ozone depletion (all related to nitrogen releases from agriculture) are other potential impacts. Shrinking grasslands could lead to the loss of pastoral lifestyles, loss of food for domesticated and wild herbivores depending on these lands, and related negative social impacts. 27 Potential water shortages or conflicts could arise due to the large water requirements for many of these crops. This gives a marked advantage to regions with adequate rainfall, such as Brazil, compared to growers in regions relying on irrigation, such as Australia and India. Alternatively, certain feedstocks can in fact add nutrients back to the soil and help curtail soil erosion. For example, corn and soybeans are often grown in rotation on the same land because soybeans add back nitrogen that the corn crops deplete from the soil. Plants such as jatropha can be grown in drier, rougher climates that minimize the need for irrigation, reducing the risk of soil erosion. 28 Good farming methods can also achieve increases in productivity with neutral or even positive impacts on the environment. Such practices include the use of bio-char (black carbon), intercropping, crop rotation, double cropping, and conservation tillage and can reduce soil erosion and water consumption, improve soil quality, and reduce the need for chemical fertilizers and pesticides. Because of the multiple stages of growing and processing them, however, biofuels still run the risk of further aggravating environmental problems unless new 27 Sustainable Bioenergy 44 28 Sustainable Bioenergy 43 policies to protect threatened lands, secure socially acceptable land use, and steer biofuel development in a sustainable direction are swiftly enacted. To that end, governments involved in biofuel production have implemented regulations to control the extent of environmental damage. For example, the Brazilian state of Sao Paulo requires that sugar cane producers set aside 20 percent of their total planted area as natural reserves. In India, a multi-species biodiesel program may help to ensure genetic diversity in plants as India seeks to protect its 300 species of oil bearing trees. 29 And at least some palm oil industries in Southeast Asia have promoted animal sanctuaries and green corridors to enhance biodiversity. Yet reports of large scale land clearing and increasingly threatened species only gain in number as biofuels become more popular on an international scale, putting into question the effectiveness and regulation of such legislation. For example, although Brazilian officials claim that scientifically, it is impossible to grow sugar cane in the rainforest, USAID officials traveling through the country as recently as February 2007 observed a large expanse of sugar cane and a recently installed ethanol plant near the Brazilian town of Capixaba, a landscape predominated by pastureland on what was formerly lush rainforest. There is every indication that sugar cane cultivation has joined cattle ranching and soybean cultivation as a profitable enterprise in the Brazilian rainforest, putting even more pressure on the unique ecosystem. As stated before, farmers often choose to relocate to lands of lesser quality that are not suitable for food production to grow energy crops. The practice and capability of growing energy crops on marginal lands has become an important area of research, especially as concerns about food security and biodiversity mount. Jatropha curcas, for example, is an oil bearing crop that produces a seed that can be converted into biodiesel. Capable of growing in infertile soil, even in droughts, and inedible by grazing animals, the crop is now a poster child of sorts for biofuels projects in the developing world. 30 Indonesia is planting Jatropha on non-forerstry and nonagricultural land. Mozambique is preparing to plant C4 (carbon fixing plants adapted to high daytime temperatures and intense sunlight) arid-resistant plants on unused lands. Mali is beginning to experiment with Jatropha on abandoned lands, and India has a thriving biodiesel sector based on Jatropha and Pongamia cultivation. With so many hopes pinned to this type of cultivation, forgotten are some of the basic reasons why marginal lands are, after everything is said and done, still marginal. Lacking adequate nutrients or moisture or both, marginal lands may seem to support Jatropha cultivation adequately. Yet without added nutrients, moisture, and improved germplasm, only marginal yields can be expected to come from those lands, threatening the economic viability of such an undertaking in the first place. 31 Poor lands may be cheaper and more available, but they are often plagued with infertile and stony soils, low rainfall, steep slopes, or bush cover that must be cleared. Greater technical expertise and careful management is needed to sustain crops on such lands. And although there may be an ample supply of marginal land available in developing countries, most often these lands are for communal use to graze livestock. Jatropha 29 Sustainable Bioenergy 46 30 UN Trade and Development 20 31 Benge 2 is toxic to livestock, weedy, and generally not a good plant to use in agroforestry systems save as living fences to shield food crops from livestock. If planted densely, Jatropha would push out grasses and shrubs on which livestock depend. Families that depend on these animals for food or income are put in greater danger of food insecurity. Also, farmers in developing countries generally only have access to a very small plot of land to grow food crops. Without some form of tenure recognized by the community, it is almost impossible for individual farmers to benefit from their labor. Financially acceptable crop yields from marginal lands can thus demand high costs and involved production inputs. Before automatically assuming energy crops can grow on degraded lands, it is essential to consider the difficult trade-offs between yield, output prices, site quality, and quality dependent production costs. 32 32 World Bank Roles 8 Q: WHAT CROPS ARE BEST SUITED FOR BIOFUELS? The two most widely used crops for ethanol production are sugarcane and maize, and most biodiesel today is made from rapeseed and soybeans. Yet there are many more crops that may meet the biological requirements for use as biofuel feedstock, and as such there is a tremendous amount of research being conducted to determine which crops and crop species are most suitable for different biofuel applications, soil types, farming systems, and cultivation scenarios. Economic viability, suitability for different biofuel applications, yield per hectare, input requirements, potential for yield increase, versatility, drought and pest resistance, competing uses, price volatility, and opportunity costs are just some of the key considerations to selecting feedstock. 33 Certain feedstocks are also more appropriate for large scale production while others are better suited for small scale applications. For example, areas with chronic unemployment problems may consider cultivating the inedible oilseed jatropha, for it is a labor intensive crop that must be harvested by hand. As a general rule, crops that demand high fossil energy inputs and scarce or valuable land with relatively low energy yield per hectare should be avoided. For the developing country context especially, crops that can grow on marginal land with little input and rainfall needs should be considered. However, it should be noted that transportation costs limit how far potential feedstock can be transported, and so crops growing on marginal land with little input do not automatically translate into low feedstock costs. As stated before, sugarcane is the most efficient feedstock today for ethanol production, in part because of its high yield per hectare and the ability of producers to use the bagasse and stalks of the cane to help power a processing plant. It is considered the leading feedstock candidate for first generation ethanol production. 34 The following table gives a brief summary of different crops and their growth requirements. Figure 2: Biofuel Feedstock Requirements | | CROP TYPE | | SOIL | | WATER | | NUTRIENTS | CLIMATE | |---|---|---|---|---|---|---|---|---| | Cereal | | less disruption of soil; very constant yield; humus balance is negatively influenced by annual removal of straw | | – | | medium | | | | Hemp | | | deep soil with good | some moisture the entire season | | moderate, no pesticide needed | | | | | | | watcr supply, pH | | | | | | | | | | balance between 6 | | | | | | | | | | and 7 | | | | | | 33 Sustainable Bioenergy 25 34 A Blueprint 44 | | CROP TYPE | | SOIL | | WATER | | NUTRIENTS | CLIMATE | |---|---|---|---|---|---|---|---|---| | Jatropha | | undemanding, does not require tillage | | can be cultivated under both irrigated and rain-fed conditions | | adapted to low fertility sites and alkaline soils, but better yield can be achieved if fertilisers are used | | | | Maize | | soil should be well- aerated and well- drained | | efficient user of water | | | require high | | | | | | | | | | fertility and | | | | | | | | | | should be | | | | | | | | | | maintained | | | | | | | | | | continuously | | | Miscanthus | | good water supply, brown soils with high humus percentage, optimum pH between 5.5 and 7.5 | | crucial during the main growing seasons | | low | | | | Oil Palm | | good drainage; pH between 4 and 7; soil flat, rich, and deep | | | even distribution | low | | | | | | | | | of rainfall | | | | | | | | | | between 1,800 | | | | | | | | | | and 5,000 | | | | | | | | | | throughout the | | | | | | | | | | year | | | | | Poplar | | deep, moist soil, medium texture, and high flood tolerance | | high; irrigation maybe needed | | high | | | | Potato | | | deep, well-drained, | high; irrigation required | | high fertiliser demand | | | | | | | friable, well-aerated, | | | | | | | | | | porous, pH between | | | | | | | | | | 5 and 6 | | | | | | | Rapeseed | | mild, deep loamy, medium texture, well-drained | | 600 mm minimum yearly precipitation. | | similar to wheat | | | | Rice | | needs permeable layer and good drainage | | very high, grown in flooded fields | | | relatively high | | | | | | | | | | input of | | | | | | | | | | fertilisers, very | | | | | | | | | | intensive | | | | | | | | | | systems | | | Sorghum | | light-to-medium textured soils, well- aerated, well- drained, and relatively tolerant to short periods of water logging | | shows a high d ree of flexibility towards depth and frequency of water supply because of drought resistance characteristics | | very high nitrogen feeding crop | | | | Soybean | | | moist alluvial soils | high | | optimum soil pH of 6 to 6.5 | | | | | | | with good organic | | | | | | | | | | content, high water | | | | | | | | | | capacity, good | | | | | | | | | | structure, loose soil | | | | | | | | CROP TYPE | | SOIL | | WATER | | NUTRIENTS | CLIMATE | |---|---|---|---|---|---|---|---|---| | Sugarbeet | | medium-to-slightly heavy texture, well- drained, tolerant to salinity | | moderate, in the range of 550 to 750 mm/growng period | | adequate nitrogen is required to ensure early maximum vegetative growth, high fertiliser demand | | | | Sugarcane | | does not require a special soil type, but preferably well- aerated with a total available water content of 15 percent or more | | high and evenly distributed through the growing season. | | | high nitrogen | | | | | | | | | | and potassium | | | | | | | | | | needs but at | | | | | | | | | | maturity, the | | | | | | | | | | nitrogen content | | | | | | | | | | of the soil must | | | | | | | | | | be as low as | | | | | | | | | | possible for a | | | | | | | | | | good sugar | | | | | | | | | | recovery | | | Sunflower | | grown under rain-fed conditions on a wide range of soils | | varies from 600 to 1,000 mm, depending on climate and length of total growing period | | moderate | | | | Switchgrass | | ranging from prairies to arid or marsh | | | drought- | low | | | | | | | | | resistant and | | | | | | | | | | very-efficient | | | | | | | | | | water use | | | | | Wheat | | medium textures | | high | | high | | | | Willow | | sandy, clay, and silt loams | | substantial quantities of water | | significant nutrient uptake | | can tolerate very low temperatures in winter, but frost in late spring or early autumn will damage the top shoots. | Source: Daimler Chrysler, WWF, Ministry of Agriculture of Baden Wuerttemberg, and UNEP Q: WHAT IS THE GOVERNMENT'S ROLE IN BIOFUELS PROJECTS? The production of biofuels is heavily depended upon government support in various forms, from policies supporting decentralized production or local use to those encouraging the organization of cooperatives. It took the Brazilian government thirty years of continuous support, along with private investment, to steadily improve the efficiency of its production processes and make ethanol affordable for consumers. Because most of the environmental and social benefits of bioenergy are externalities not considered in the priced market, leaving its development solely to the private sector will lead to economically efficient outcomes that may not, however, match their environmental and social potential. Additional support may also be necessary to ensure the continued participation of small scale farmers in medium or large scale biofuel production. Because of the extent of government involvement in the biofuel industry, it is essential to carry out a proper analysis to weigh the upfront and long term economic, social, and environmental costs and benefits of a biofuel program. When, where, and how the government is to be involved in an important step in this decision making process. The government can help overcome the high initial costs of producing and using biofuels. Any biofuel project requires massive and coordinated investments by farmers, processors, car manufacturers, consumers, and fuel distributors among many others. The use of tax and investment incentives, regulation, and direct public investments from the government can help achieve a critical market size to make such a production economically feasible. Also necessary is an enabling environment complete with biofuel trade and regulatory systems which are in their infancy in many countries. The public sector also has a role to play in overcoming vested interests in existing technologies, such as within the car and oil industries, which hamper biofuel expansion. Although government support may be needed to promote a full-scale establishment of this nascent industry, experience has shown that once it has been granted, forms of government promotion are difficult to withdraw. A classic example of this dilemma is America's corn subsidies (about $10 billion a year) that continue to be debated within political and economic circles. In fact, every country with a biofuel program has provided subsidies to the industry, and not one except Brazil has removed them yet. Tax considerations have also been essential in creating a biofuel market. Excise duty reduction or elimination has been a common method for fiscal assistance, along with low interest loans, tax holidays, lower corporate taxes, and tax reductions on hybrid vehicles. Other forms of support to biofuel manufacturers include administered pricing and restrictive trade policies. Protectionist trade policies have facilitated certain countries with no comparative advantage in the production of a biofuel feedstock to enter and expand the market. Such support for domestic farmers may boost production above market equilibrium and contribute to increased volatility of world prices, not to mention the negative impacts on efficiency and scientific advancement that stem from restrictions on import competition. Brazil's experience offers some valuable policy lessons. Among the most efficacious policies were Brazil's requirement that the auto industry produce cars using blended biofuels, subsidies for biofuels during initial market development, the opening of the electricity market to renewable energy-based independent power producers in competition with traditional utilities, support for private ownership of sugar mills, helping to guarantee efficient operations, and stimulation of rural activities based on biomass energy to increase rural employment. Developing countries should be aware of international experiences in the field before embarking on a brand new project. In terms of subsidies, one pattern observed across countries has been the disproportional benefit to agribusiness firms, rather than small farmers or landless workers. Such trends can further ingrain the tendency of public resources benefiting large producers at the expense of smaller ones. The potential for permanent price competitiveness of biofuels is an essential one for developing countries to consider, otherwise governments run the risk of locking themselves into persistent support mechanisms. Thus, government involvement in the sector runs the risk of reaching excessive proportions, leading to deteriorating agricultural performance and discouraging free, competitive trade and reducing the incentives for private investment in agriculture and agribusiness. Adverse public sector interference may also result in insufficient adoption of appropriate technology as well, leading to low irrigation, low use of purchased inputs and machines, low yields, and low labor productivity because it is not profitable to adopt productivity enhancing technology any longer. A commodity that requires direct government intervention may aggravate, rather than alleviate, already existing agricultural problems in several developing countries. The challenge facing all interested governments is to create a policy and market environment that supports the design and implementation of biofuel activities that contribute to sustainable development, without risking the possibility of perpetually financing an inefficient industry. The most likely national biofuel program to achieve this goal is one that coordinates among several tasks within areas such as rural development initiatives, energy policy and infrastructure development, fiscal and trade policy, agriculture/forestry policy, capacity building, and technology development. 35 Such a program is best managed through a central coordinating institution responsible for biofuel development that can help formulate the needed policy and regulatory framework. This institution should serve as an authorizing agency, one with the legal authority to design a coherent legal framework clarifying rules and roles of all potential participants. This sort of an institution signals to the private sector and other investors a serious commitment to biofuels. It is essential that the central coordination institution create a framework within which development NGOs, community based organizations, and most importantly the private sector, can work. Along with promulgating socioeconomic and environmental guidelines, the institution should provide clear and transparent rules and steps that private sector partners can follow. It should serve as an information clearinghouse for things such as regional biofuel assessments, descriptions, contacts for activities, reviews, evaluations, technical data, management practices, investors, legal regulators, etc. The roles of various players should be clearly delineated, with the proper rights and responsibilities bestowed on the parties. The private sector has an integral role to play in creating a long term vision for biofuel development, and the government must recognize and foster that involvement. 35 World Bank Roles 25 Governments can play diverse roles in facilitating the creation of private sector participation in biofuels development. The key to providing effective support to entrepreneurs is to highlight market creation activities that the entrepreneurs themselves cannot or will not undertake themselves. For example, since the private sector tends to under-invest in research and development because of universal rather than private benefits, the government should allocate funding in this area to compensate. Similarly, building consumer awareness is an activity that may fall on the government's shoulders. Some areas in rural regions of developing countries simply do not have a population of entrepreneurs who can take up the job of marketing a novel product. The government can, in this case, help provide some basic training to equip people with the necessary skills and information to take up entrepreneurial tasks. Again, one of the major barriers to entrepreneurial activity across countries has been complicated and lengthy processes of registration, permits, licensing, etc. Thus, the process for maintaining compliance with legal requirements should be streamlined. Simple steps such as making guidelines and applications available on the Internet have been greatly appreciated by private sector partners. A key element in the development of a sustainable market for biofuels is the establishment of a commodity status for biofuels. This feat has yet to be accomplished even in Brazil, despite the fact that the ethanol program has been running for the last 30 years. Ethanol is being produced and regulated based on the sugar market. The Government of Brazil is still providing high level subsidies to ethanol producers in order to maintain their commitment to produce. The private sector continues its investment in ethanol plants mainly because of the sugar market's backing, or in other words, if the sugar price is higher than the ethanol price, they still have the flexibility to produce sugar instead. The main result is that ethanol distributors do not find any producer willing to close long term ethanol supply contracts. Deals are closed just for the next crop. Flex fuel cars have contributed to the status quo: car owners just check the ethanol price versus the gasoline price, if ethanol price is 30% below gasoline's price, they fill the tank with ethanol, otherwise, they use gasoline. A commodity status for biofuels would help create a long-term role for and interest from the private sector. Q: HOW WILL BIOFUELS AFFECT LOCAL ECONOMIES? Countries around the world today are implementing aggressive blend mandates for their domestic fuel markets, increasing the share of biofuels in transport energy consumption to a projected 5% by 2020. Even under a conservative projection, meeting this demand would require a nearly five fold increase in biofuels production worldwide, and an investment of over $200 billion in the next 14 years just for expanding capacity. Worldwide investment equaled $38 billion in 2005. 36 Given the momentum behind this push for biofuels, there is tremendous scope for developing countries to position themselves for entry into this rapidly growing market. Biofuels hold the promise of contributing to rural development through agricultural growth in feedstock production, biofuel manufacture, and in the transport and distribution of feedstock and related products. Feedstock accounts for over half the cost of biofuels production. 37 Job creation is one avenue of growth that has received particular attention. Successful biofuel industries bring with them significant potential for job creation with positions that range from high skill science, engineering, and businesses focused jobs to low skill industrial plant jobs and unskilled agricultural labor. In particular, rural communities with persistent underemployment could benefit from the majority of jobs that are created in farming, transportation, and processing. Where such job creation is a high priority, the focus may include the encouragement of labor intensive biofuel feedstock, biodiesel versus ethanol production, and/or creating applications for that biofuel directly of use to the local community. Oilseed crops tend to be the most amenable to job creation of all biofuel feedstock in developing countries, especially when harvested manually. In general, bioenergy projects based on agriculture tend to generate more employment and earnings than their non-agricultural counterparts. 38 There are, however, equally as important threats to local economies that stem from biofuel production and manufacture. Although there is potential under certain conditions for job creation, in the case of large-scale mechanized farming there may be larger numbers of displaced workers in poorer labor conditions. Small scale and labor intensive production may seem less attractive if there are significant trade offs with production efficiency and economic competitiveness. In addition to weighing job creation potential against the costs of creating and maintaining the jobs, decision makers must assess the quality of those jobs. Sugarcane harvesting, for example, creates many jobs but they are seasonal and offer comparatively low wages. Since labor intensive jobs are usually the first to disappear in the process of economic development, the long term prospect of creating a large number of permanent jobs within this skill level is not necessarily favorable. Net job creation can only occur where growing crops for 36 A Blueprint 1 37 Kojima, Masami and Todd Johnson. Potential for Biofuels for Transport in Developing Countries. Washington, DC: Energy Sector Management Assistance Programme, October 2005. 7 38 Sustainable Bioenergy: A Framework for Decision Makers. UN-Energy, 2007. 17 biofuels is adding to, not displacing other, agricultural activities or where growing these crops displaces agricultural activities requiring less labor. 39 The current structure of agricultural markets in many countries results in the bulk of profits flowing to a very small portion of the population. Without more equitable ownership, this divide could become as severe for energy commodities as it is for food commodities today. As with many industrial activities, the existence of economies of scale leads to a favoring of large producers. The transition to liquid biofuels production can be especially harmful to farmers who do not own their own land, and to the rural and urban poor who are net buyers of food as a result of greater pressure on already limited financial resources. Helping farmers add value to their products and increasing their income is the best-case scenario, but at their worst biofuel programs could drive the world's poorest farmers off their land and into deeper poverty. The global market forces that are affected by the merging of the energy and agricultural industries could lead to new and stable streams of income, but could also increase marginalization of indigenous peoples and the poor, destroy traditional livelihoods, and drive small farmers without clear land titles from their land. The agricultural policy in effect in the area will thus also determine the scale and distribution of economic benefits. Policy considerations include the availability of rural infrastructure, credit, and land tenure. Without some form of tenure recognized by the community, it is almost impossible for individual farmers to plant, protect, and manage crops on these lands and benefit from their labor. The more involved farmers are in the production, processing, and use of biofuels, the greater is their chance of deriving some of the benefits as well. Having a stake in such stages buffers producers from the possibility of a decrease in crop prices since those low prices can benefit the bottom lines of biofuel production facilities and increase incomes of those who take part in ownership. Farmer ownership of processing facilities also reduces feedstock supply risk, and the economic multiplier effect in rural communities is dramatically enhanced when farmers receive a greater share of the profits from value-added activities. 40 Although smaller farmers are less likely to shift their production to biofuels because of higher personal risks, substantial supplies and associated public revenues can still be attained on a small scale by incubating the pool of resources, facilitating collective ownership, and enforcing fair pricing laws. 41 Examples can be seen in Brazil, France, Germany, Mauritius, and the United States where small and locally owned biofuel production facilities, such as farmer cooperatives, have brought about higher local revenues and lower social spending. Brazil's rural areas especially were helped by proper infrastructure policies, giving needed incentives for the development of a new industry. Smaller scale production, however, will probably necessitate higher government subsidies than larger scale production because of the efficiency trade-off. Ultimately, large scale biofuel programs for transport are not very likely to help the poorest rural families; those in remote places with low density, widely distributed populations. Unfortunately, 39 Kojima and Johnson 101 40 Sustainable Bioenergy 27 41 Ibid much of the developing world’s agriculture is located in such regions. Small scale, decentralized biofuel programs for non transport purposes may offer a more promising alternative. 42 42 Kojima and Johnson 100 Q: WHAT ARE THE NON-TRANSPORT USES OF BIOFUELS? Much of the literature on biofuels and its coverage in the media centers on transport uses of biofuels. When concentrating on the applications in developing countries, however, it is essential to consider biofuels for direct electricity production as well. The local use of endogenous biofuels in developing countries may be more attractive than transport or export oriented production, as direct use can replace expensive imports of oil or natural gas, create regional value chains, reduce indoor air pollution from biomass such as wood and charcoal, and accommodate more sustainable growing practices. The processing of oils from plants such as Jatropha into biodiesel can directly fuel non transport uses such as cooking stoves and lamps, or can be used to power generators for different applications. The need for processing infrastructure, of course, differs according to the purpose and scale of production. The amount of oil actually produced from the seeds and kernels of the plants is highly contingent upon the method of extraction, with hand presses being much more inefficient but inexpensive when compared to more sophisticated machines. The oil may also not be of use in standard equipment. When used for cooking and lighting, oil derived from Jatropha cannot be used directly in conventional kerosene stoves or lamps. Kerosene is still required to start the stove and to clean it just before it is turned off. 43 Unrefined Jatropha oil may also only be used in certain types of diesel engines, such as Lister-type engines. The Lister type engine is commonly used in developing countries to run electric generators to power small scale flour mills. Jatropha oil can be used in any diesel engine, however, if the oil has gone through a process called trans-esterification. The glycerin by-product of this process can be used to make a high quality soap to be sold locally as well. The ability of this process to be carried out in a small, rural setting, however, is highly debatable. Many remote communities across the developing world are already utilizing locally produced biofuels for dynamic uses. Some places in West Africa are using biodiesel to produce electricity for artisan activities (e.g. blacksmiths, mechanics, carpentry, etc.), to power tools such as cereal mills, alternators, and carpentry equipment, as well as using the electricity to distribute water. The market in India for biodiesel is quite mature, and The Energy and Resources Institute of India announced in January 2006 a 10-year project in conjunction with BP to cultivate 8,000 hectares of wasteland with Jatropha and install the equipment necessary to produce 9 million liters of biodiesel a year. 44 The successful development of this sector in India is often used to justify the processing of oils for such purposes in other countries. What should be understood is that India's sector combines both transport and non transport uses, and is based on processing an adequate year-round supply of a variety of nuts that allow entrepreneurs to amortize expensive machinery over a period of time and make a decent profit. Projects based on a single source of oil, such as Jatropha, which produces a variable amount of nuts only once o twice a year may prove to be unsustainable and inefficient. 43 Benge 6 44 Braun and Pachauri 6 This brings us to the larger question of the economics of Jatropha as a substitute for diesel in non transport applications. While the jury is still out on this question, it is true that a sustainable program could add to the energy independence of rural villages. What remains to be seen is the ability of such programs to survive on their own when project subsidies are removed. It is important when doing realistic planning to incorporate the fact that optimal seed yield of Jatropha won't be obtainable for several years. 45 45 Benge 10 Q: WHAT ARE THE INFRASTRUCTURE REQUIREMENTS OF BIOFUEL DEVELOPMENT? There are two stages at which infrastructure must be considered: the first stage includes the requirements for the production and distribution of biofuels, and the second includes the requirements for the actual consumption of biofuels in vehicles. For the first stage, adequate road and communications infrastructure is important so that fertile land with good rainfall can be accessible in order to minimize the costs of moving feedstock to processing plants and ethanol or biodiesel to consumption centers. Since there are economies of scale for biofuel production, infrastructure for transport and distribution is important to ensure the long term success and growth of biofuel projects. Corn based ethanol plants can be larger because of its ability to be stored for long period of time, whereas sugar cane must be processed within 48 hours to avoid deterioration. Communication ability is also important to stay informed about weather and market conditions. Infrastructure and other services tend to be limited and of poor quality in marginal areas, which can raise expenses incurred in getting the fuel to market and thus limit the economic scale of production. 46 In many instances, the relatively low energy density and bulkiness of crops limits the distance that cost effective transportation of unprocessed feedstock can be arranged. At the retail and end-use level, both ethanol and biodiesel can be mixed directly with fossil gasoline and diesel respectively. Consequently, there is no significant additional infrastructure needed for storing or producing these mixed products, save perhaps a splash blending facility for ethanol. Blends of fossil fuels and biofuels up to certain percentages may also be used in commercial vehicles without modification, but purpose built vehicles such as the flex fuel cars produced in Brazil may need to be purchased to encourage the use of higher concentrations. In the United States, unmodified gas vehicles can run on E10 (10% ethanol blended with gasoline) without difficulty, but flex fuel vehicles can run on blends up to E85. Ethanol, however, does not offer advantages in fuel economy when compared to gasoline. E85 contains nearly 28% less energy per liter than gasoline (actual performance varies by vehicle). 47 The final delivery of ethanol is difficult as well because it is easily contaminated with water and is highly corrosive. It cannot be used in the country's traditional gasoline pipeline infrastructure and thus poses an obstacle to its widespread sale and use. The addition of biodiesel to diesel fuel, even in modest quantities, can significantly improve the performance of conventional diesel. It has been shown to reduce friction and wear-and tear between moving vehicle parts, and biodiesel offers similar fuel economy as conventional diesel. Only minor modification is required for the consumption of B100 (100% biodiesel) in engines. The infrastructure requirements differ depending upon the feedstock used, but in every case there are significant costs involved from production to consumption of biofuels. For example, to optimize oil extraction from Jatropha seeds and to produce a quality of biodiesel that will maximize profits requires equipment, some quite expensive; chemicals such as caustic soda 46 Kojima and Johnson 56 47 A Blueprint 44 which may be very flammable, toxic, dangerous, and difficult to use; and timely placed infrastructure and trained personnel. Proper financing for infrastructure should be obtained before beginning any project to ensure the long term success of a biofuels project. Q: WHAT INTERNATIONAL AGREEMENTS ON BIOFUELS IS THE UNITED STATES GOVERNMENT A SIGNATORY TO? US Secretary of State Condoleezza Rice and Brazilian Foreign Minister Celso Amorim signed an MOU on March 9, 2007 in Sao Paulo, Brazil, to advance cooperation on biofuels. The agreement highlights the importance of biofuels as a transformative force in the region to diversify energy supplies, bolster economic prosperity, advance sustainable development, and protect the environment. As the world's two largest producers of ethanol, the United States and Brazil intend to advance the research and development of new technologies to promote biofuels use. The United States and Brazil already are working through existing mechanisms such as the U.S.-Brazil Commercial Dialogue launched in 2006, the U.S.-Brazil Consultative Committee on Agriculture established in 2003, the 1999 U.S.-Brazil Memorandum of Understanding on Energy, the U.S.-Brazil Common Agenda for the Environment established in 1995, and our 1984 Framework Agreement on Science and Technology. Regionally, the two nations intend to help third countries, beginning in Central America and the Caribbean, to stimulate private investment for local production and consumption of biofuels. The United States and Brazil expect to support feasibility studies and technical assistance in partnership with the Inter-American Development Bank, the United Nations Foundation, and the Organization of the American States. Multilaterally, the United States and Brazil intend to work through the International Biofuels Forum to examine development of common biofuels standards and codes to facilitate commoditization of biofuels. This initiative does not include discussion of United States trade, tariffs or quotas. Q: WHAT TYPE OF ACTIVITIES MIGHT USAID SUPPORT? USAID Missions, Regional Bureaus, and the Energy Team in USAID's Economic Growth, Agriculture and Trade (EGAT) Bureau have played an important role over the years in laying the foundation for energy sector reform, increased access to modern energy services, and ensuring the sustainability of energy sector improvements around the world. Currently, USAID Missions around the world spend approximately $100 million per year on clean energy development programs. Over the years USAID has supported a wide range of bio-energy projects, but support for biofuels programs has been limited. USAID does not have an all-encompassing viewpoint or policy on biofuels. Rather, USAID considers the various economic, social, and environmental advantages and disadvantages of each unique biofuels project. USAID works with governments to establish policy, legal and regulatory regimes that are attractive to private sector investment while safeguarding citizens' interests. The nature of USAID support for biofuels development will be highly dependent on the specific needs of a given country. However, it is likely that USAID programs might focus on four areas: (1) providing assistance to governments to ensure that sound regulations and policies are in place to attract private sector investment in biofuels; (2) helping ensure access to financing through a Development Credit Authority loan guarantee program (3) promoting public-private biofuel partnerships through the development of Global Development Alliances (GDAs) with the private sector; (4) working with governments and the private sector to ensure that growth in the biofuels sector is sustainable and does not have a negative impact on the human and natural environment. Below is a summary of existing and planned USAID biofuels activities by region: CARIBBEAN Haiti – USAID recently conducted an environmental assessment in Haiti and recommended expanding the use of bio-energy crops including wood and oil-seed bearing plants. The report noted that production of oil bearing crops in drier agricultural zones may be used to reduce soil erosion and improve watershed management but that these crops at the present time were not well established. The report recommends that the USAID Mission closely monitor liquid biofuel opportunities and work with local stakeholders to define an action plan for pilot efforts in this sector. Dominican Republic – The government of the Dominican Republic has expressed interest in working on biofuels. To date, the USAID mission has not had the financial resources to respond to government requests for assistance with ethanol conversion projects. Nevertheless, energy remains a priority for the DR mission. With the potential for an increase in energy funding in Fiscal Years 2007 and 2008, the USAID mission in the Dominican Republic hopes to be better positioned to assist with biofuel policy development and promotion of biofuel pilot projects. One possible area of support might be developing GDAs with the private sector. CENTRAL AMERICA Guatemala – USAID/Guatemala is presently considering a GDA project concept submitted to assist small producers of biodiesel from a native plant species in Guatemala. The mission is in the process of asking for a full proposal. Honduras – USAID/Honduras is currently exploring options for working with the Palm Oil plantations on the north coast that are producing biofuels to ensure that they do not have a negative impact on the region's rich biodiversity. In addition, the Mission is exploring options to work with the national government to develop a fiscal incentives policy to stimulate the development of biofuels. Regional Program DCA – USAID's regional programs and Development Credit Authority (DCA) currently have a $10 million loan portfolio guarantee program with five local Central American banks (Banco Cuscatlán, El Salvador; Bancentro, Nicaragua; Panabank, Panama; LAFISE, Costa Rica; and Bamer, Honduras) to support cleaner production and clean energy loans. USAID also provides technical support to the private sector to prepare investment plans and to bank representatives to educate them on the benefits of clean production. Under the terms of the DCA, biofuel projects qualify for the guarantee program. LATIN AMERICA Brazil – Biofuels is one of the components of the USAID/Brazil Energy Program. Recently one of the Mission's implementing partners (ICFI) prepared a draft U.S. Brazil Biofuels Roadmap with suggestions of possible joint activities on biofuels between Brazil and the U.S., and information on the Brazilian biofuels market focus on specific projects and partnerships with the private sector. The USAID/Brazil environment program is also working to encourage responsible sourcing of agricultural commodities – including biofuel commodities. The Mission currently has a GDA with The Nature Conservancy to engage soybean producers and traders on the Amazon fringe on responsible sourcing of soybeans. ASIA India – For three years, USAID has been supporting the International Crop Research Institute for the Semi-Arid Tropics (ICRISAT) to work in Adilabad District, Andhra Pradesh, India to promote a biofuel based groundwater irrigation project. The project supports communities to cultivate Pongamia and Jatropha tree and shrub species and extract biofuel from the oilseeds to run water pumps to provide irrigation services to farmers. USAID also supports a host of other community development activities associated with the biofuel production and utilization scheme. These include women's self-help group formation and empowerment; small-scale income generation from sale of tree seedlings, vermi-compost, oil, oilcake fertilizers, non-timber forest products (bamboo, honey, tendu leaves) and the innovative sale of verified carbon emissions reduction through fuel substitution; and watershed and wasteland management. USAID's Office of Infrastructure and Engineering/Energy Team is available to provide technical assistance to Mission's considering biofuels development programs. For more information please contact: Gordon Weynand Energy Team Leader Office of Infrastructure and Engineering Bureau for Economic Growth, Agriculture and Trade U.S. Agency for International Development 1300 Pennsylvania Ave., NW Washington, DC 20523 Phone: (202) 712-4169 Email: firstname.lastname@example.org Q: WHAT ARE SOME KEY QUESTIONS TO CONSIDER WHEN EMBARKING ON A BIOFUELS PROJECT? There are a number of questions to consider before a country embarks on a biofuels program. Some of the most important to ask are: * What is the geography of the land? This includes: o Climate o Rainfall patterns o Soil health * What agricultural products are currently produced in the region, and what is their possible energy use and expansion potential? * What other major economic activities occur in the region, and how may they be affected by a biofuels program? One important example is feedstock cultivation and the impacts of reduced land availability. * What modern technologies are available for bioenergy conversion and use? * What are the current agricultural policies that affect this area? How does the government plan to get involved? * Who are the other key stakeholders in this project? * What are the costs across the supply chain: raw material production or gathering, processing, transport, and infrastructure modifications? * Opportunity costs of land, labor, and water used? * What are the possible risks to food security? * What are impacts on jobs and present and future prices, markets, and subsidies? * How can biofuels be integrated into the community itself? * How will small scale farmers be involved and protected? * How will the project be financed in the long run? A good document to consider for specific developing country contexts is A Blueprint for Green Energy in the Americas, prepared for the Inter-American Development Bank by Garten Rothkopf. BIBLIOGRAPHY A Blueprint for Green Energy in the Americas. Prepared for the Inter-American Development Bank by Garten Rothkopf. Benge, Michael D. "Assessment of the potential of Jatropha curca for energy production and other uses in developing countries." Washington, DC: August, 2006. http://www.echotech.org/mambo/index.php?option=com docman&task=doc view&gid=179 "Biofuelled." The Economist. 21 June, 2003. http://www.economist.com/finance/displaystory.cfm?story id=9378875 Biofuels for Transportation: Global Potential and Implications for Sustainable Agriculture and Energy in the 21 st Century. Prepared by the Worldwatch Institute for German Federal Ministry of Food, Agriculture and Consumer Protection. Washington, DC: 7 June 2006. Challenges and Opportunities for Developing Countries in Producing Biofuels. United Nations Conference on Trade and Development, 27 November 2006. http://www.unctad.org/en/docs/ditccom200615 en.pdf Hazell, Peter and Joachim von Braun. "Biofuels: A Win-Win Approach That Can Serve the Poor." International Food Policy Research Institute. June 2006. http://www.ifpri.org/pubs/newsletters/ifpriforum/200606/IF15Biofuel.asp Kartha, Sivan, Gerald Leach, and Sudhir Chella Rajan. Advancing Bioenergy for Sustainable Development Guideline for Policymakers and Investors. Volumes I, II, and III. Washington, DC: Energy Sector Management Assistance Programme, April 2005. Kojima, Masami and Todd Johnson. Potential for Biofuels for Transport in Developing Countries. Washington, DC: Energy Sector Management Assistance Programme, October 2005. Mufson, Steven. "US Ethanol Research: On Capitol Hill, a Warmer Climate for Biofuels." The Washington Post 15 June 2007: D01. Righelato, Renton and Dominick V. Spracklen. "Carbon Mitigation by Biofuels or by Saving and Restoring Forests?" Science. Vol 317. 17 August 2007. www.sciencemag.org Runge, C. Ford and Benjamin Senauer. "How Biofuels Could Starve the Poor." Foreign Affairs. May/June 2007. http://www.foreignaffairs.org/20070501faessay86305/c-ford-runge-benjaminsenauer/how-biofuels-could-starve-the-poor.html Sustainable Bioenergy: A Framework for Decision Makers. UN-Energy, 2007. ftp://ftp.fao.org/docrep/fao/010/a1094e/a1094e00.pdf Von Braun, Joachim and R.K. Pachauri. "Essay: The Promises and Challenges of Biofuels for the Poor in Developing Countries." International Food Policy Research Institute, 2006. http://www.ifpri.org/pubs/books/ar2005/ar05e.pdf Von Lampe, Martin. Agricultural Market Impacts of Future Growth in the Production of Biofuels. Organisation for Economic Co-operation and Development: Committee for Agriculture. 1 February 2006. FURTHER READING GENERAL/BACKGROUND INFORMATION "Betting on Biofuels." The McKinsey Quarterly. Issue 2. 2007. http://www.mckinseyquarterly.com/PDFDownload.aspx?L2=3&L3=41&ar=1992&srid=17&gp=0 "Biofuelled." The Economist. 21 June, 2003. http://www.economist.com/finance/displaystory.cfm?story id=9378875 Challenges and Opportunities for Developing Countries in Producing Biofuels. United Nations Conference on Trade and Development, 27 November 2006. http://www.unctad.org/en/docs/ditccom200615 en.pdf Ethanol Blended Fuels. Clean Fuels Development Corporation in cooperation with the Nebraska Ethanol Board. http://www.ethanolacrossamerica.net/EthanolCurriculum93003.pdf Mufson, Steven. "US Ethanol Research: On Capitol Hill, a Warmer Climate for Biofuels." The Washington Post 15 June 2007: D01. . Runge, C. Ford and Benjamin Senauer. "How Biofuels Could Starve the Poor." Foreign Affairs May/June 2007. http://www.foreignaffairs.org/20070501faessay86305/c-ford-runge-benjaminsenauer/how-biofuels-could-starve-the-poor.html Von Braun, Joachim and R.K. Pachauri. "Essay: The Promises and Challenges of Biofuels for the Poor in Developing Countries." International Food Policy Research Institute, 2006. http://www.ifpri.org/pubs/books/ar2005/ar05e.pdf POLICY RECOMMENDATIONS A Blueprint for Green Energy in the Americas. Prepared for the Inter-American Development Bank by Garten Rothkopf. Biofuels for Transportation: Global Potential and Implications for Sustainable Agriculture and Energy in the 21 st Century. Prepared by the Worldwatch Institute for German Federal Ministry of Food, Agriculture and Consumer Protection. Washington, DC: 7 June 2006. Hazell, Peter and Joachim von Braun. "Biofuels: A Win-Win Approach That Can Serve the Poor." International Food Policy Research Institute. June 2006. http://www.ifpri.org/pubs/newsletters/ifpriforum/200606/IF15Biofuel.asp Kartha, Sivan, Gerald Leach, and Sudhir Chella Rajan. Advancing Bioenergy for Sustainable Development Guideline for Policymakers and Investors. Volumes I, II, and III. Washington, DC: Energy Sector Management Assistance Programme, April 2005. Kojima, Masami and Todd Johnson. Potential for Biofuels for Transport in Developing Countries. Washington, DC: Energy Sector Management Assistance Programme, October 2005. . Runge, C. Ford and Benjamin Senauer. "How Biofuels Could Starve the Poor." Foreign Affairs May/June 2007. http://www.foreignaffairs.org/20070501faessay86305/c-ford-runge-benjaminsenauer/how-biofuels-could-starve-the-poor.html Sustainable Bioenergy: A Framework for Decision Makers. UN-Energy, 2007. SCIENCE/TECHNOLOGY Benge, Michael D. "Assessment of the potential of Jatropha curca for energy production and other uses in developing countries." Washington, DC: 10 April, 2006. Kojima, Masami and Todd Johnson. Potential for Biofuels for Transport in Developing Countries. Washington, DC: Energy Sector Management Assistance Programme, October 2005.
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CREATEDU INNOVATION LAB GUIDE What is an innovation lab? An innovation lab is a space designed to foster creativity. How do I create an innovation lab? If you are looking to revamp an existing space or create a new space to serve as an innovation lab, there are many creative and inexpensive approaches that you can take. A key element to all innovation labs is flexibility. For example: *Furniture on wheels that can easily be rearranged *Resources that can serve more than one purpose (i.e. whiteboard walls that can be room dividers and/or used to brainstorm and capture ideas). Resources to create an innovation lab: *The book "Make Space" by Scott Doorley and Scott Witthoft, published by John Wiley & Sons, 2012 is a fantastic resource based on the work at the Stanford d.school and its Environments Collaborative Initiative. *Check out the "Make Space" website for more information about the book and to download 4 spreads from the book with detailed material lists and instructions on how to build resources that you can get started with right away. *InnovationLabs, created the following list of key elements that are part of a space designed to optimize innovation: * A unique environment for creativity and information sharing, creativity, building new knowledge, creating alignment, and developing comprehensive solutions. * Furniture on wheels creates a fluid work space that adapts to the needs of the participants. * Large, mobile whiteboards facilitate creativity and idea sharing. * Illuminated display environment captures the key ideas. * Presentation stage facilitates the exchange of complex ideas. * Real-time concept modeling feeds new concepts into the design process. * Technology to enable and enhance conversations and decision making. *Maker Media offers a free Makerspace Playbook to help you design your own makerspace and get it up and running. Maker Media also offers a Makerspace Playbook: School Edition Innovation Labs in Action Check out the following programs for innovation lab inspiration: *FabLearn Labs is a part of the Stanford Graduate School of Education. This program is creating a network of educational digital fabrication labs for middle school and high school students. Find out more here. * "Transforming Classrooms and Schools for 21st Century Learners by Design" by Bob Pearlman from P21: Partnership for 21st Century Learning. This blog discusses the importance of developing 21st Century skills using Design Thinking and provides videos, project descriptions and links for more information about many schools that have created innovation labs and are actively applying Design Thinking. *Use the MakerMap to find a makerspace or maker resource near you.
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personal care Assisting a person with dementia with changing daily needs the compassion to care, the leadership to conquer daily care for a person with dementia People with dementia slowly become less able to take care of themselves. At first, a person may need only prompting or a little help, but eventually caregivers will become responsible for all personal care. Loss of independence and privacy can be very difficult for a person with dementia. Caregivers must be aware of the person's reactions, abilities and fears to provide the necessary daily care. 1. bathing Bathing is often the most difficult personal-care activity that caregivers face. Because it is such an intimate experience, people with dementia may perceive it as unpleasant or an intrusion. In turn, they may show their discomfort or distress by screaming, crying, resisting or hitting. Such behavior often occurs because the person doesn't remember what bathing is for or doesn't have the patience to endure such unpleasant parts of the task as lack of modesty, being cold or experiencing other discomforts. To assist: Prepare the bathroom in advance Gather the supplies for bathing beforehand, like towels, washcloths, shampoo and soap. That way you and the person can focus on bathing. Check the room temperature to make sure it's not too cold. Make the bathroom safe To prevent falls, install grab bars on the wall and tub edge. Place non-slip mats on floors. Use a tub bench or bath chair that can adjust to different heights. Use only two or three inches of water in the tub, and test the temperature in advance to prevent burns. Never leave the person alone in the bathroom. Help the person feel in control Involve and coach the person through each step of bathing. You may need to experiment to find out if the person prefers tub baths or showers. Also, consider what time of day seems to be the best for bathing. Include the person in the process Be sure the person has a role in the steps of bathing. For example, have the person hold a washcloth or shampoo bottle. Respect the person's dignity Some people may be self-conscious about being naked. Letting the person hold a towel in front of his or her body, in and out of the shower or tub, may ease this anxiety. Don't worry about the frequency of bathing It may not be necessary for individuals to bathe every day. "Sponge baths" with a washcloth can be effective between showers or baths. Be gentle The person's skin may be very sensitive. Avoid scrubbing, and pat dry instead of rubbing. You may want to install a hand-held shower to make it easier to wash hard-to-reach areas. Be flexible Washing the person's hair may be the most difficult task. Use a washcloth to soap and rinse hair in the sink to reduce the amount of water on the person's face. 2. dental care Proper care of the mouth and teeth can help prevent eating difficulties, digestive problems and extensive dental procedures down the road. However, brushing is sometimes difficult because a person with dementia may forget how or why it's important to take care of his or her mouth or teeth. To assist: Provide short, simple instructions "Brush your teeth" by itself may be too non-specific. Break down each step by saying: "Hold your toothbrush." "Put paste on the brush." Then, "brush your teeth with the toothbrush." Use a "watch-me" or "hand-over-hand" technique Hold a brush, and show the person how to brush his or her teeth. Or, put your hand over the person's hand, gently guiding the brush. Monitor daily oral care Brush teeth or dentures after each meal, and floss teeth daily. Remove and clean dentures every night. Very gently brush the person's gums, tongue and roof of the mouth. Investigate any signs of mouth discomfort during mealtime. The person may refuse to eat or make strained facial expressions while eating. These signs may point to mouth pain or dentures that don't fit properly. Keep up with regular dental visits for as long as possible A dental care routine is essential for healthy teeth. Ask the dentist for suggestions or items that may help make dental care easier. 3. dressing Physical appearance contributes to a person's sense of self-esteem. For a person with dementia, choosing and putting on clothes can be frustrating. The person may not remember how to dress or may be overwhelmed with the choices or the task itself. To assist: Simplify choices A person may panic if clothing choices become overwhelming. Try laying out the outfit or offering just two choices of shirts and pants. Keep the closets free of excess clothing. Organize the process Lay out clothing in the order that each item should be put on. You may also hand the person one item at a time while giving short, simple instructions such as "put your arms in the sleeves," rather than "get dressed." Don't rush the person. Haste can cause anxiety. Choose comfortable and simple clothing Cardigans, shirts and blouses that button in front are sometimes easier to work than pullover tops. Substitute Velcro for buttons, snaps or zippers, which may be too difficult to handle. Make sure the person has comfortable, non-slip shoes. Be flexible If the individual wants to wear the same outfit repeatedly, try getting a duplicate of it or have similar options available. It's all right if the person wants to wear several layers of clothing, just make sure he or she doesn't get overheated. When outdoors, be sure the person is dressed for the weather. Offer praise, not criticism, if clothing is mismatched. 4. eating Proper nutrition is important for keeping the body strong and healthy. Regular, nutritious meals may become a challenge for people with dementia. They may become overwhelmed with too many food choices, forget to eat or think they have already eaten. To assist: Make mealtimes calm and comfortable Serve meals in quiet surroundings, away from the television and other distractions. Keep the table setting simple, using only the utensils needed for the meal. Avoid placing items on the table that might distract or confuse the person. Offer one food item at a time The person may be unable to decide among the foods on his or her plate. Serve only one or two foods at a time. For example, serve mashed potatoes followed by cooked meat. Encourage independence Make the most of the person's abilities. Allow the person to eat from a bowl instead of a plate, with a spoon instead of a fork or even with his or her hands, if it's easier. Be flexible to food preferences It is possible the person may suddenly develop certain food preferences or reject foods he or she may have liked in the past. Be alert for signs of choking The person may have trouble swallowing some foods. Guard against choking by avoiding foods that are difficult to chew thoroughly, like carrots. 5. grooming A person with dementia may forget how to perform grooming tasks, like combing hair, caring for fingernails or shaving. He or she may forget what the purpose is for items like nail clippers or a comb. To assist: Maintain grooming routines If the person has always gone to the beauty shop or a barber, continue this activity. If the experience becomes overwhelming, it may be possible to have the barber or hairstylist make a home visit. Allow the person to continue using his or her favorite toothpaste, shaving cream, cologne or makeup. Perform tasks alongside the person Comb your hair, and encourage the person to copy your motions. Use safer, simpler grooming tools Cardboard nail files and electric shavers can be less threatening than clippers and razors. 6. toileting Many people with dementia have loss of bladder or bowel control (incontinence). Causes include inability to recognize natural urges, forgetting where the bathroom is or side effects from medicine. Have the doctor rule out medical problems as the cause. To assist: Remove obstacles Make sure clothing is easy to remove. Clear the path to the bathroom by moving furniture. Create visible reminders Posting a sign or picture of a toilet on the bathroom door may help the person find it more easily. Using colored rugs on the bathroom floor and colored toilet lids may help the toilet stand out. Offer reminders Encourage the person to use the bathroom regularly. Look out for signs of agitation, like facial expressions or pacing, that may indicate the need to go. Monitor incontinence Identify when accidents occur, then plan for them. If they happen every two hours, get the person to the bathroom before that time. Reduce fluids in the evening or schedule bathroom visits in the middle of the night. Consider a bedside commode. Consider incontinence products Rubber sheets or incontinence pads on the person's bed may help. Padded undergarments or adult briefs are another option. Be supportive Help the person retain a sense of dignity. Reassure the person to reduce feelings of embarrassment. 10 10 quick tips assisting with personal care Be flexible – adapt to the person's preferences. 1 Help the person stay as independent as possible. 2 Guide by using easy, step-by-step directions. 3 Speak in short and simple words. 4 Avoid rushing the person through a task. 5 Encourage, reassure and praise the person. 6 Watch for unspoken communication. 7 Experiment with new approaches. 8 Consider using different types of products, such as large-grip toothbrushes or bathing chairs. 9 Be patient, understanding and sensitive. 10 The Alzheimer's Association is the world's leading voluntary health organization in Alzheimer's care, support and research. Our mission is to eliminate Alzheimer's disease through the advancement of research; to provide and enhance care and support for all affected; and to reduce the risk of dementia through the promotion of brain health. Our vision is a world without Alzheimer's . For information and support, contact the Alzheimer's Association: 800.272.3900 alz.org © 2012 Alzheimer's Association. All rights reserved. This is an official publication of the Alzheimer's Association but may be distributed by unaffiliated organizations and individuals. Such distribution does not constitute an endorsement of these parties or their activities by the Alzheimer's Association. 081312.02770-10-0019
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Basics of Electrical Engineering BASICS OF ELECTRICAL ENGINEERING 1.1 INTRODUCTION Electrical Engineering forms the foundation of Electrical, Electronics, Communications, Controls, Computers, Information, Instrumentation, etc. Hence a good grasp of the fundamentals of Electrical Engineering is an absolute necessity to become a good engineer in any discipline. In this chapter we discuss the basics of Electrical Engineering like sources of electrical energy-voltage and current sources and their conversion, Ohm's law, calculation of electrical power and energy and DC circuit analysis using mesh and nodal analysis. 1.2 CURRENT FLOW 1.2.1 Potential and Potential Difference An electrically charged particle sets up an electric field around it. If the particle is stationary, then the field set up by it is said to be Electrostatic Field. The electric field lines of a positive charge +q will be radial and directed away from the charge. The field set up by the negative charge –q will be radial and directed towards the negative charge. Like charges repel and unlike charges attract. The force of attraction 1 1 or repulsion between two charges q 1 and q 2 will be governed by Coulomb's Law which states that the force will be proportional to product of the charges q 1 × q 2 and inversely proportional to the square of the distance 'R' between them and depends upon the medium in which the charges are placed. where where F is the force in Newtons q 1 and q 2 are the charges in coulombs R is the distance in meters ∈ is the permittivity of the medium in Farads / meter The Absolute Permittivity for free space or vacuum, For other media the Absolute Permittivity, ∈ r is the relative permittivity of the medium which is a mere number. The force will be attractive if q 1 and q 2 are opposite charges and repulsive if q 1 and q 2 are like charges. If we want to place any charge from one point to another point in the electrostatic field work has to be done against the electrostatic force or coulomb force experienced by that charge. The work done in bringing a unit positive charge from infinity upto a given point p in an electrostatic field is defined as the potential at that point in the electro-static field. The unit for potential will be Joules/Coulomb. The unit is also called Volts. The work done in moving a unit positive charge from one point in the electric field to another field in the electric field is known as the potential difference between the two points and is measured in volts. If V A is the potential at point A and V B is the potential at point B then the potential difference between the two points A and B will be V AB = V A – V B . If V A > V B then V AB will be positive and is known as potential drop from point A to point B. If V A < V B then V AB will be negative and is known as voltage rise from point B to point A. The voltage rise from point B to point A is generally denoted by the letter E. 1.2.2 Electric Current An electron placed in an electric field will experience a force and move towards the positive potential of the field since it is negatively charged. Continuous flow of electrons constitute a current flow from negative potential to positive potential of the field. This current is known as electron current. The conventional current flow is opposite to that of the electron current in direction. The conventional current flow which is in opposite direction to electron current flow, will be flowing from a point of higher potential to a point of lower potential. In metals ( conducting materials ), a large number of free electrons are available which move from one atom to the other at random when a potential difference is applied between two points of the conducting material and the current starts flowing. The rate of flow of charges through any cross-section of a conductor is called a current and is denoted as 'i'. Current is expressed in terms of amperes. Ampere is denoted by A or sometimes by α. where where i is the instantaneous value of the current ( value at any particular instant of the current ) The steady current 'I' is given as, Q is the charge flowing through the cross section of the conductor in time 't', if the flow of the charges is uniform. Otherwise, 4 A wire is said to carry a current of one ampere when charge flows through it at the rate of one coulomb per second. Hence, one ampere is the current which flows when a charge of one coulomb moves across the cross-section of a conductor in one second. 1.2.3 Resistance or Resistance Parameter When a potential difference is applied across a conductor ( or wire ), the free electrons start moving in a particular direction. While moving through the material, these electrons collide with other atoms and molecules. They oppose this flow of electrons ( or current ) through it. This opposition is called Resistance. Heat is produced because of the collisions of moving electrons with the other atoms and molecules. Thus whenever a current flows through a conductor, heat is produced in the conductor and this heat has to be dissipated fully. Otherwise, the insulation of the conductor ( the Sheath made of insulating material covering the conductor ) will get damaged. The opposition offered to the flow of current ( free electrons ) is called Resistance. Resistance is denoted by R and is measured in ohms named after a German mathematician George Simon Ohm and is represented by the Greek symbol Ω. For very high resistance we use large units such as kilo-ohms ( kΩ which is equal to 10 3 Ω ) or Mega-ohms ( MΩ which is equal to 10 6 Ω ) while for small resistances we use smaller units such as milli-ohms ( mΩ which is equal to 10 –3 Ω ) or micro-ohms ( μΩ which is equal to 10 –6 Ω ). In electronic circuits, the current will generally be very small in milli-Amperes ( mA or 10 –3 A ), micro-Amperes ( μA or 10 –6 A ) or nano-Amperes ( nA or 10 –9 A ) and hence, the resistance or resistors used will be in kilo-ohms or Mega-ohms and will be denoted simply as k or M ( Ω is understood ). They will be made of carbon resistors and will have color codes for different digits. They will not be accurate and will have a tolerance limit denoted by another color band and the wattage of the resistors will also be specified as ½ Watt or 1 Watt. For higher wattages of 5 or 8 or 10 Watts etc., wire wound resistors will be used. Color Code of Resistors : There are resistors made from carbon mouldings or from metal-oxide film. Both are small, if not very small, and therefore we would find it most impossible to mark them with a rating such as 47,000Ω, ½ Watt and hence, color coding is used. 1 Watt resistance will be bigger in size than ½ Watt resistance. In the case of carbon resistors, it is usual to identify the ratings by means of rings painted around the resistors, as shown in Fig. 1.1. One of the bands is always placed near to the end of the resistor and should be taken as the first band. The first, second and third bands are used to indicate the resistance of the resistor by means of a color code which is also given in Fig.1.1 which explains the colour coding clearly. In the code the first two bands are orange and blue which, from the table are 3 and 6 respectively. Therefore we are being told that the resistance has a numerical value of 36. The third band tells us how many zeroes to put after that number. In this case, the third band is green and there should be five zeroes, i.e., the resistance is 36,00,000Ω ( 3.6MΩ or 36 KΩ, simply called 3.6 M or 36 K). In power electronics, the power electronic devices can carry very high currents like hundreds of Amperes. The resistance R of a conductor depends on 1. its length, in direct proportion 2. the area of cross section of the conductor, in inverse proportion 3. the material of the conductor, in direct proportion to the specific resistance of the material 4. the temperature, i.e. in direct proportion to the difference in temperature Usually, the resistance is given per unit cross-section and unit length. This is called specific resistance or resistivity of the material represented by the letter, ρ. Since Copper and Aluminium have good electrical conductivity and cheaper compared to Silver, they are used for conductors. The resistivity of copper is 0.0173 μΩ-m and that of aluminium is 0.0283 μΩ-m. The colour codes for the bands are given in Table 1.1 Table 1.1 Color Code If the resistance or resistivity is less the current flowing will be more. The resistance of a material is given by where ρ is the specific resistance of the material of the conductor in Ω-meters l is the length of the conductor in meters a is the area of cross-section of the conductor in square meters. Not only conductors, but a coil wound with a conductor or any other electrical equipment offers resistance to current flow. A wire wound coil with two fixed terminals is called a resistor or resistance. A coil with two fixed terminals and a variable contact terminal which makes contact with the body of the coil is called a Rheostat or Variable Resistor. A rheostat can be connected in two ways as, 1. Series Resistance ( as shown in Fig. 1.2 ( a ) ) If the moving contact is very near the starting terminal the resistance offered by the rheostat will be minimum and if it is nearer to the farthest end terminal, the resistance offered by the rheostat will be maximum. Sometimes the moving contact and one of the end terminals will be connected together in which case, the resistance offered will be the resistance of the remaining part of the winding. As the moving contact is varied the resistance offered by this part will be varying, as the moving contact is moved away from or towards the second terminal. If the moving contact is towards the starting terminal then the resistance offered by the rheostat will be less. 2. Potential Divider ( as shown in Fig. 1.2 ( b ) ) The two ends of the rheostat are connected across a voltage source which constitutes the input to the potential divider. The output is tapped between the moving contact and one of the end terminals, in which case, part of the input voltage will be the output voltage. The voltage tapped is given by, where R is the total resistance of the rheostat and R t is the reistance of the tapped part of the rheostat winding. Example 1.1 : Find the resistance of a coil of mean diameter 4 cm containing 400 turns of manganese wire 0.05 cm in diameter. The resistivity of manganese is 42 μΩ - cm. Solution : where or Number of turns ( N ) of the coil, Length per turn of the coil is π × D D is the diameter of the coil. Length ( l ) of the conductor of the coil, Resistance of the coil, 1.2.4 Effect of Temperature on Resistance As temperature increases the resistance of most of the conducting materials increase while for some material like Carbon, electrolytes, insulators the resistance decreases as the temperature increases. The change in resistance depends upon the temperature-coefficient of resistance, which will be positive if the resistance increases with temperature and negative if the resistance decreases with temperature. The change in resistance per ohm per degree temperature change is called temperaturecoefficient of resistance and its symbol is α. If a metallic conductor of resistance R 0 at 0 o C is heated to a temperature t 1 , then the resistance R 1 at temperature t 1 is given by Since the temperature-coefficient itself varies with temperature, it does not have the same value at all temperatures. Thus if R 1 and R 2 are the resistances of a conductor at temperatures t 1 and t 2 , we have where α 1 is the temperature-coefficient of resistance at t 1 oC. Variation of α is obtained as Example 1.2 : The resistance of a coil decreases from 70Ω at 75 o C to 50Ω at 15 o C. Calculate the value of temperature-coefficient of resistance of the material of the coil at 0 o C. Find the resistance at 0 o C. Solution : Let α 0 be the temeperature-coefficient of resistance and R 0 be the resistance at 0 o C. and or Dividing Eq. ( 1 ) by Eq. ( 2 ) we get, 1.2.5 Electrical Conductance The reciprocal of resistance of a conductor is called Conductance of the conductor and is denoted by 'G' and is expressed in terms of Siemen abbreviated as "S" or mhos ( ). where σ is called specific conductance or conductivity and is measured in Siemens per meter ( S/m ). If the conductance or conductivity is less the current flowing will be less. 1.3 SOURCES OF ELECTRICAL ENERGY 1.3.1 The Voltage Source The voltage source is assumed to deliver energy with a specified terminal voltage V T , if it is a steady voltage source or v(t) or simply v, if the voltage changes with respect to time. An ideal voltage source is expected to deliver a constant voltage to the outside circuit whatever be the amount of current drawn from the voltage source. The voltage of the source is called the Electro-Motive Force ( E.M.F. ) and is measured in Volts. It is denoted by the symbol E. v V Fig. 1.3 ( c )( i ) Model for a Voltage Source in which 'r' represents Source Resistance. The internal resistance 'r' will be very low. For the model of ( i ), the Terminal Voltage depends on source current as shown in ( ii ) where v t = v ir If the source has an internal resistance γ then, In practice the terminal voltage of the voltage source will be decreasing as the current drawn from it is increased due to the voltage drop in the internal resistance of the voltage source. The internal resistance has to be very small in order that the voltage drop inside the source will be very small and maximum voltage may be available to the load. Note : For any D.C. source, the polarities at the terminals will be same at all instants of time. For Time Varying Sources to polarities indicate the polarities at different terminals at any particular instant of time. 1.3.2 Current Source A current source is said to deliver a constant current i 2 = I to the circuit thorugh the terminals, if it is a steady current source or i(t) or simply i, if the current changes with respect to time. An ideal current source is expected to deliver a constant current to the outside circuit whatever be the circuit. An ideal current source can be In practice the current supplied by the current source will be decreasing as the voltage across the current source is increasing due to the internal resistance R of the current source, which is assumed to be across the current source. The internal resistance of the current source should be as high as possible so that maximum current will be delivered to the load connected across the current source with the current through the internal resistance being very very small. 1.3.3 D.C. & A.C. Sources If the voltage or current supplied by an electrical energy source is constant with respect to time as shown in Fig. 1.5 ( a )( i ) or Fig. 1.5( a )( ii ) then it is known as D.C. Voltage Source or Direct Current Source ( or Steady Current Source ). D.C. stands for Direct Current. A D.C. Source has two terminals from which energy is supplied to the outside load. They are known as Positive Terminal which supplies the positive ions and Negative Terminal which receives the returning current or which can be assumed as supplying negative charges called electrons in the direction opposite to the conventional current direction. D.C. supply is provided by batteries or D.C. generators. The battery converts chemical energy into electrical energy. The generator converts mechanical energy into electrical energy. If the voltage or current is varying with respect to time but, has the same polarity as shown in Fig. 1.5( b )(i ) then it is known as Unidirectional Source. If the polarity is positive, it is known as Positive Source. If the polarity is negative, it is known as Negative Source. If the voltage or current supplied by an electrical energy source varies in both magnitude and polarity with respect to time as shown in Fig. 1.5( b )( ii ) then it is known as A.C. Voltage Source or Alternating Current Source. A.C. stands for Alternating Current. e i ( b ) A.C. Uni-directional Voltage & Current Sources Fig. 1.5 A.C and D.C. Voltage & Current Sources The value of the voltage or current of an A.C. supply at any instant is called Instantaneous Value of Voltage or Current and is denoted as v ( t ) or i ( t ). In general, the instantaneous values may also be denoted as v or i. Generally no polarities will be marked for A.C. voltage or current. If at all polarities are marked for A.C. voltage or current, they mean the polarities of the voltage or current at the marked terminals, at any one particular instant and will be changing from time to time. 1.4 OHM'S LAW The relationship between the current flowing through a conductor and the potential difference across the conductor is given by Ohm's Law. The Ohm's Law states that the potential difference across a conductor is directly proportional to the current flowing through the conductor, the temperature of the conductor remaining constant. The constant of proportionality is R, the resistance. Here, V is the voltage drop across the conductor. Note : In the circuit, the voltage drop caused in the conducting wires connecting the battery and resistance are assumed to be zero as it will be negligible because the wire is a conducting material. Note : While writing the equations for Volt-Ampere relationships in matrix form the second form i.e. Eq. ( 1.4.1a ) will be applicable and can be expressed as, Ohm's Law can also be expressed as Here, E is the voltage rise across the conductor. The equation for Ohm's Law can also be written as, Ohm's Law also gives the Volt-Ampere relationship for an element. Ohm's Law can be applied to a part of a circuit or to the full circuit in which the current flows. Ohm's Law can also be applied to A.C. Circuits or to circuits with Unidirectional Source in Laplace Transform domain for instantaneous values. For steady state conditions of A.C Ohm's Law using impedances and using RMS values for voltages and currents, all in complex form will be discussed later. However, for resistive circuits consisting of only resistances Ohm's Law can be written as, where v and i are instantaneous values of Voltage and Current respectively. 1.4.1 Linear & Non-Linear Resistances Those resistances in which the current flow changes in direct proportion with changes in the voltage applied across them are called Linear Resistances. (curve 1 of fig. 1.7) The v-i characteristics for linear resistances will be current increasing as the voltage across increases. Ohm's Law is applicable as the resistance remains constant. v Fig. 1.7 Linear & Non-Linear Resistances Those resistances for which the current through them does not vary in direct proportion are called Non-Linear Resistances. For nonlinear resistances the v-i characteristics will be nonlinear. (curves 2 and 3 of fig.1.7) In certain nonlinear resistances like Thyrite, the current increases more than proportionately with applied voltage with resistance decreasing rapidly like in curve 2 of Fig. 1.7. Hence, it is used in Lightning Arrestors. In certain other nonlinear resistances like Semiconductors, Thermistors, the current decreases as the voltage across increases like in curve 3 of Fig. 1.7. Hence, thermistor is used in over current protection in Motors, etc. Example 1.3 : A current of 0.75A is passed through a coil of nichrome wire which has an area of cross-section of 0.01 cm 2 . If the resistivity of the nichrome is 108 × 10 –6 Ω-cm and the potential difference across the ends of the coil is 81V. What is the length of the wire? What is the conductivity and conductance of the wire? Solution : Resistance, where, Conductivity, Conductance, 1.5 ELECTRICAL POWER Power is the rate of doing work and is expressed in Joules per second. When one coulomb of electrical charge moves through a potential difference of one volt in one second the work done is one Joule/sec and in electrical engineering it is expressed as one Watt and is denoted by the symbol P. So Power supplied, where E is the source voltage. Power expended, V is the voltage drop. Applying Ohm's Law for V, or Applying Ohm's Law for I, where For A.C. circuits or circuits with unidirectional source, the equations for electrical power can be written using instantaneous values as, where e is the source voltage. Power expended, where v is the voltage drop. Applying Ohm's Law forv, or Applying Ohm's Law for i, The power expended is also known as Power Loss or Copper Loss since the power loss takes place in the conductor ( generally made of copper ). It is called copper loss, even though the conductor material is not made of copper. The power loss or copper loss appears in the form of heat. This heat has to be dissipated properly or else the insulation of the conductor or the insulation coating ( varnish )of the coil will get damaged and there will be short circuits between turns of the coil and the coil may get burnt away in the case of machines and other equipments using coils. 1.6 ENERGY CALCULATIONS Energy is the work done in a given time to achieve the required state of heating, lighting, lifting weights, moving the objects, etc. As such energy calculations are very important. Of late to have good efficiency in getting the work done and to have good economy Energy Auditing is resorted to in Industries and because energy charges are recurring charges involving expenditure. According to the Law of Conservation of Energy, energy can neither be created nor destroyed. As such energy can atmost be converted from one form of energy into another form like converting mechanical energy into electrical energy and vice versa, converting electrical energy into heat energy and vice versa, etc. In this process the efficiency of the equipment used in conversion plays an important role. Also the constants of conversion are to be considered. 1.7. ELECTRICAL ENERGY Electrical Energy is the total amount work done and is expressed in Joules or in Watt-seconds in electrical engineering. It is denoted by W. If E is the voltage rise or electromotive force and I is the current then, the energy generated or the energy supplied for a time t seconds is given as, For A.C. circuits or circuits with unidirectional source, where p,v,i all stand for instantaneous values and dt is the differential time So, The energy expended canl be obtained by using the above equations substituting V for E or v for e. If the power is supplied for time t 1 to t 2 seconds then, the total energy W will be given as, Since the Watt-sec is a small unit, for practical purposes, energy is expressed in terms of Kilo-Watt-Hour ( KWH ) or units. 1 unit of energy= 1 KWH Power distribution companies charge the electrical energy supplied to the consumer in terms of Standard Energy Units ( Board of Trade Units ) known as Kilo-Watt-Hours. 1.8 KIRCHOFF'S LAWS There are two more important laws governing the performance of a circuit known as 1. Kirchoff's Voltage Law ( KVL ) 2. Kirchoff's Current Law ( KCL or KIL) where I stands for current in KIL. 1.8.1 Kirchoff's Voltage Law ( KVL ) Kirchoff's Voltage Law states that, in a closed electric circuit the algebraic sum of E.M.F.s and Voltage drops is zero. By convention, the E.M.F.s or Voltage rises are taken to be positive and Voltage drops are taken to be negative. In the closed circuit ABCDA given in Fig. 1.8, applying Kirchoff's Voltage Law, we have, or Sum of voltage drops = Sum of E.M.F.s or Voltage rises Kirchoff's Voltage Law can be applied to any closed loop ( closed circuit ) even if there is no voltage source in which case the right hand side of Eq. ( 1.8.1b ) will be zero for several loops. KVL in matrix form is given as, 1.8.2 Kirchoff's Current Law ( KCL or KIL ) Kirchoff's Current Law states that, at any junction ( or node ) at which different elements are connected, the algebraic sum of the current at the junction is zero A junction or node is the meeting point of more than one element in a circuit. For eg. point B in the circuit given for Example 1.9 is a junction or node. By convention, a currents entering the junction are taken to be positive and currents leaving the junction are taken to be negative. The currents of the current sources entering the junction are positive. , applying Kirchoff's Current Law to the junction A, we have, Note : Kirchoff's Voltage Law and Kirchoff's Current Law can also be applied to A.C. Circuits or to circuits with Unidirectional Source using instantaneous values for Voltages and currents. In A.C., for steady state values using impedances and using RMS values for voltages and currents, all in complex form will be discussed later. However, for resistive circuits consisting of only resistances Kirchoff's Voltage and Current Laws can be written as, Example 1.4 : Applying KCL and KVL, find the currents in the various elements of the circuit given in Fig. 1.9. Find the power delivered by the battery and the energy supplied by the battery for a period of half an hour. Also calculate the power loss in the 6Ω resistor. Solution : Let the current supplied by the battery to junction A be I 1 . The same current I 1 flows through the 2Ω resistance towards junction B. At B a part of this current of I 1 flows through the 6Ω resistance towards junction F. Let it be I 2 . Applying Kirchoff's Current Law to junction A, the current 8Ω resistance will be ( I 1 – I 2 ) towards junction C. Applying Kirchoff's Voltage Law to the loop ABFGA, or i.e., and Applying Kirchoff's Voltage Law to the loop BCDFB, 8×( I 1 – I 2 ) + 4×( I 1 – I 2 ) – 6×I 2 = 0 Solving Eq. ( 1 ) and ( 2 ) we obtain, Also, Eq. ( 1 ) and ( 2 ) can be solved using Cramer's Rule, Similarly, or Substituting the values of I 1 = 3 we obtain, I 2 = 2 Amperes Current in 2Ω resistor, Current in 6Ω resistor, Current in 8Ωresistor, Current in 4Ω resistor, Current supplied by the battery, Energy, W = P×t Energy supplied by the battery for half an hour ( 1800 sec ), Power Loss, Power Loss in the 6Ω resistor = ( I 2 ) 2 ×6 = 24 Watts Example 1.5 : In the circuit of given figure, find the power supplied to the load. Find also the voltage at the load using KCL and KVL Equations. Also find the current through 0.2Ω resistance. Solution : Let the current entering node B be I 1 and let the current flowing through the resistance 1Ω resistance be I 2 . Applying KCL for node B, the current through 0.2Ω resistance will be ( I 1 – I 2 ). Writing KVL for loop ABFGA, i.e., Writing KVL for loop BCDFB, Hence, the current in the load is I 2 Current through 0.2Ω resistance is, The negative signs for I 1 , I 2, (I 1 - I 2 ) mean that the direction of the current flow is opposite to the assumed direction i.e., the current flows from B to A and not from A to B as assumed, I 2 from C to B and (I 1 -I 2 ) from F to B. Voltage at the load is V = IR × = 20.3125 1 = 20.3125 Volts Load Power, 1.9 RESISTANCES IN SERIES If the ending terminal of the resistance R 1 is connected to the beginning terminal of the resistance R 2 and the ending terminal of R 2 is connected to the beginning terminal of the resistance R 3 and so on then the resistances R 1 , R 2 , R 3 , etc., are said to be connected in series. In series circuits, the elements in the series can be connected in any order. For example, R 2 , R 3 , R 1 , etc., instead of R 1 , R 2 R 3 etc. In series circuits, the same current will flow through all the elements in series. In D.C. series circuits, while connecting the elements in series, one should be very careful of the polarities of the meters used to measure the currents or voltages or the polarities of the equipment. Positive polarities of the meters or the equipments should always be connected to the positive of the supply point and the negative terminals should be connected to the negative of the supply point. While two equipments are connected in series, the positive of the first equipment should be connected to the positive terminal of the supply point. Negative terminal of the first equipment should be connected to the positive terminal of the second equipment and the negative terminal of the second equipment should be connected to the positive terminal of the third equipment and so on. Ammeters are used to measure the currents. The ammeters should always be connected in series in the circuit so that the current to be measured flows through the ammeters. In order that, the voltage drop across the ammeter to be very very small so that full current flows through the circuit, the resistance of the ammeter should be very very small. Hence, if the ammeter is connected across the supply or across two points having large voltage drop, very heavy current will flow through the ammeter and the ammeter will get burnt. Voltmeters are used to measure the voltage of the supply or voltage drop between two points inorder that the voltmeter does not draw more current so as to + – Fig. 1.10 Circuit with Resistances in Series allow full current in the circuit, the voltmeters should have very high resistance. If the voltmeter is connected in series, it causes high voltage drop across it and the voltage supplied to the remaining circuit will be less. Hence, voltmeters should be connected only in parallel and not in series. In the closed circuit ABCDA given in Fig. 1.10 (a), applying Kirchoff's Voltage Law, we have, For the equivalent circuit of Fig. 1.10 (b), Comparing Eq. ( 1.9.1c ) and ( 1.9.2 ) we have, In general for n resistances in series, In terms of conductances for resistances in series, Example 1.6 : Fig. 1.14 shows three resistors R A , R B and R C connected in series to a 250V source; Given R C = 50Ω, and V B = 80Volts when the current is 2 Amperes, calculate the total resistances, R A and R B . Solution : Example 1.7 : A lamp rated 500W, 100V is to be operated from 220V supply. Find the value of the resistor to be connected in series with the lamp. What is the power lost in the resistance. Solution : Since the Voltage drop across the lamp is 100 V, Voltage to be dropped in the series resistor is 120V. Therefore, Value of the resistor = 120 5 = 24Ω Power Lost in this resistor = I 2 R = 5 2 ×24 = 600W 1.10 RESISTANCES IN PARALLEL If the starting terminal of two or more elements are connected together and the ending terminals of these elements are connected together then the elements are said to be connected in parallel. A parallel element may also be known as a Shunt Element. The voltage across all the elements that are connected in parallel will be same. In D.C. circuits, if the elements of the meters or the equipments with polarities marked are connected in parallel then terminals of the same polarities should be connected together. In the parallel circuit given in the Fig. 1.14( a ), applying Kirchoff's Current Law to the junction A, Applying Ohm's Law, For the equivalent circuit given in Fig. 1.14b, Comparing Eq. ( 1.16.2 ) and ( 1.16.1a) we have, or In terms of conductances, In general for parallel circuits with n resistances in parallel, If two resistances R 1 and R 2 are in parallel, If the two resistances are equal and in parallel i.e., then, R 1 = R 2 = R If three resistances R 1 , R 2 and R 3 are parallel, If three resistances are equal, i.e., R 1 = R 2 = R 3 = R then, In general, if n resistances, each of value R are in parallel the, 1.10.1 Division of Currents in Parallel Circuits If two resistances R 1 and R 2 are connected in parallel and if the total current entering the parallel combination is I then this current I divides into two parts I 1 flowing through R 1 and I 2 flowing through R 2 . The Voltage Drop across the parallel combination will be The current I 1 flowing through R 1 will be given as, When two resistances R 1 and R 2 are in parallel, Current through R 1 is given as, .......... ( 1.10.12 ) This form is used frequently in Electronic Circuits. Similarly, In general, the current through any parallel path is given as the product of the total current and the parallel equivalent resistance divided by the resistance of that path. Example 1.8 : Solve the network shown in the figure for the current through 6Ω resistor. Ω Ω Solution : Let the current flowing through various branches be as marked in the figure. Applying Kirchoff's Voltage Law to the following closed circuits, Circuit CDAHGBC, or or or Circuit BAHGB, Circuit FEAHGBF, Subtracting ( 2 ) from ( 1 ), we get, Eqn.(2) x 11.3 - Eqn. (3) x 6 gives Eqn.(5) x 4.2 - Eqn.(4) x 31.8 gives I 2 = 4.953A From Eqn.(5) substituting for I 2 From Eqn. (3), substituting for I 1 and I 2 Current in 6Ω resistor, Example 1.9 : Find the magnitude and direction of the currents in all branches of the circuit shown in the figure using Kirchoff's Laws. All resistances are in Ohms. 120A Solution : Let current from A to B junctions be I Amps. Applying Kirchoff's First Law, let current flowing through various branches be as shown in the figure. Applying Kirchoff's Current Law to current in each branch and Kirchoff's Voltage Law to a closed loop ABCDEFA, we get, Current in various branches is as under : 1.11 SERIES-PARALLEL RESISTANCES In the case of series-parallel resistances, the parallel equivalent of the resistances in parallel are obtained first as a single resistance which will be in series with the other resistances, thus bringing the circuit into a single series circuit. After finding the current flowing through this equivalent series circuit again the parallel equivalent resistance may be replaced with the corresponding parallel circuit and the current in the parallel paths are calculated as given in the Section 1.10, the current through any parallel path is given as the product of the total current and the parallel equivalent resistance divided by the resistance of that path. Typical values of currents are given below for the above circuit, Example 1.10 : A Wheatstone Bridge consists of AB = 4Ω, BC = 3Ω, CD = 6Ω and DA = 5Ω. A 2V Cell is connected between B and D and a Galvanometer of 10Ω resistance between A and C. Find the current through the Galvanometer. Solution : The circuit is shown in the figure. Applying Kirchoff's Current Law at junction B, A and C, the current in various branches is marked. Applying Kirchoff's Voltage Law to various closed loops and considering loop BACB, we get, or Considering loop ADCA, we get Considering loop BADEB, we get, or Multiplying Eq. ( 1 ) by Eq. ( 2 ) and Subtracting from Eq. ( 2 ), we get, Substituting the value of I 1 in Eq. ( 3 ), we get, Example 1.11: A resistance of 15Ω is connected in series with two resistances each of 30Ω arranged in parallel. A voltage source of 30V is connected to this circuit. ( a ) What is the current drawn from the source. ( b ) What resistance should be placed in shunt ( parallel ) with the parallel combination in order that the current drawn from the source is 1.2 A. The circuit is as shown in the figure given below. ( a ) R 1 is in series with the parallel combination of R 2 and R 3 . Hence, Total Resistance R t is, Hence current, Solution: Voltage Drop across parallel combination of R 2 , R 3 and R 4 is, Hence, Voltage Drop across each resistor R 2 , R 3 , R 4 is 12 V. 1.12 RESISTANCES IN STAR OR DELTA CONNECTIONS If the end of R 1 is connected to beginning of R 2 , the end of R 2 is connected to beginning of R 3 and the end of R 3 is connected to beginning of R 1 then, the resistances R 1 , R 2 , R 3 are said to be connected in Delta ( ) and the three points common to any two resistances are connected to the remaining part of the circuit as given in the Fig. 1.14 ( a ). If one end of the resistances R 1 , R 2 , R 3 , are all connected together and the other ends of the three resistances are connected to different points of the circuits, as given in the Fig. 1.14 ( b ), then the resistances R 1 , R 2 , R 3 are said to be connected in Star or WYE ( Y ). 1 1 Fig. 1.14 Resistance in Star-Delta Connection In general, more than three resistances can be connected in Star. In general, more than three resistances can also be connected in Mesh. In some cases, the circuits cannot be solved by means of simple series, parallel or parallel combinations but by finding the equivalent Delta for the given Star connection or equivalent Star connection for the given Delta connection of resistances, the circuit can be resolved into simple Series, Parallel or Series-Parallel combinations. 1.12.1 The Equivalent Star Resistances For Given Delta Connected Resistances Referring to Fig. 1.17 ( a ), in Delta Connection, we observe that between the terminals 1 and 2 the resistance R 12 is in parallel with the series combination of R 23 and R 31 . Referring to Fig. 1.17 ( b ), in Star Connection, we observe that between the terminals 1 and 2 the resistance R 1 is in series with R 2 . Equating the resistances between terminals 1 and 2 of Star and its equivalent Delta, we have R 12 in parallel with (R 23 + R 31 ) Rewriting the above equation we have, Similarly equating the resistances between terminals 2 and 3, we have, Similarly equating the resistances between terminals 3 and 1, we have, Subtracting Eq. ( 1.18.2 ) from Eq. ( 1.18.3 ), we have, Adding Eq. ( 1.18.1 ) and Eq. ( 1.18.4 ), we have, Hence, Rewriting the above equation, we have, Similarly, R R R 2 = 23 21 R .......... ( 1.12.6 ) 12 Note that from Eq. ( 1.12.5 ), Eq. ( 1.12.6 ) and Eq. ( 1.12.7 ), we observe that, the equivalent star resistance connected to a given terminal is given by the product of the two Delta resistances that are connected to that terminal divided by the sum of the three Delta connected resistances. The same statement can be extended to more than three resistances connected in Mesh and its equivalent Star !! ( check up ) 1.12.2 The Equivalent Delta Resistances For Given Star Connected Resistances Multiplying Eq. ( 1.12.5 ) and Eq. ( 1.12.6 ), we have, Multiplying Eq. ( 1.12.6 ) and Eq. ( 1.12.7 ), we have, Multiplying Eq. ( 1.12.7 ) and Eq. ( 1.12.5 ), we have, Adding Eq. ( 1.12.8 ), Eq. ( 1.12.9 ) and Eq. ( 1.12.10 ), we have, R 1 R 2 + R 2 R 3 + R 3 R 1 = R 12 R 3 by using R 3 from eqn.1.12.7 for the term inside the bracket Note that from Eq. ( 1.12.11 ), Eq. ( 1.12.12 ) and Eq. ( 1.12.13 ), we observe that, the equivalent Delta resistance connected between any two given terminals is given by the sum of the two Star resistances that are connected between those two terminals plus the product of those two resistances connected between those two terminals divided by the third Star resistance. In terms of conductances the equivalent mesh element can be given in terms of the star elements for star or delta having three or more resistances as If R 12 = R 23 = R 31 = R ( say ), then, the equivalent star resistances will be, If R 1 = R 2 = R 3 = R ( say ), then, the equivalent delta resistances will be, Example 1.12: For the network shown in the figure below, find the equivalent resistance between the terminals B and C. Solution: The given combination of resistances between the terminals B and C is neither series combinations nor parallel combination. If, the star connection between A, B and C is converted into equivalent Delta, we will have a known combination which can be simplified by series parallel simplification. The given figure is redrawn after replacing the star by its equivalent Delta. Example 1.13: Determine the equivalent resistance between A and B. Solution: The combination is neither series nor parallel. There is Delta and Star connection. Converting the star connection for which N is the star point and redrawing the circuit, we get, A A Ω 6.75 27Ω 13.5Ω B Therefore, Example 1.14 : In the Wheatstone Bridge Circuit of figure ( a ) given below, find the effective resistance between PQ. Find the current supplied by a 10V Batter connected to PQ. Solution : Converting the Δ formed by 5, 2 and 3Ω in a star of figure ( b ), we have, The circuit then reduces to the following form. The two 1.5 Ohm resistors are in series and this is in parallel with the 0.6 and 0.4 Ohm resistors which are in series. Therefore, the total effective resistance between P and Q = 0.75 + 1 + = 2.5Ω 3 1 31 If a 10V battery is attached to PQ, current drawn, Note : The above methods of reducing the circuit using series, parallel, series-parallel or star-delta conversions are applicable to A.C. circuit and also circuits with Unidirectional sources using instantaneous values. For steady state calculations of A.C. circuits, the R.M.S. values of voltages and currents and the impedances, all in complex form have to be used. 1.13 FEATURES OF A RESISTANCE 1. Resistance is used in both D.C. & A.C. circuits and it reduces the currents. 2. The current in resistance will be in phase with the voltage i.e., at an angle 0 o . 3. Resistance causes Power Loss and loss appears in the form of heat. Hence, sufficient provision should be made to dissipate this loss. 4. Resistance depends upon the dimensions and material of the resistance conductor. 5. In the case of resistance, the current is setup instantaneously when the voltage is applied and is cutoff instantaneously when the voltage is removed. 6. The resistance which is in the form of a coil, when used in an A.C. circuit will offer atleast some inductance and in precision work to avoid that inductance the resistance coil is split up into two halves which are wound in the opposite directions so as to have a pure resistance. 7. In precision work, the contact resistance, when the resistance is connected to a terminal should also be taken into account. 8. The resistance of the electrical transmission lines will have to be very small in order to cause negligible voltage drop across the resistance as it has to carry heavy currents. Thus, the resistance of the transmission lines is generally neglected in calculations. 1.14 USES OF RESISTANCE 1. Resistance is used in any circuit to limit the current. 2. Resistance is used in series resonance circuits to limit the currents at resonance point. 3. Resistance will be used in Wave Shaping Circuits to obtain a different wave form from a given wave form. 4. Resistance can be used in analog circuits, to solve for other systems like Mechanical Systems, Hydraulic System, etc., in terms of Electrical Systems 5. Resistance will be used in Filter Circuits to select or reject certain frequencies. 6. Change of resistances as obtained in Resistance Strain Gauges, which convert physical signals like temperature, strain, load, force etc., into electrical signals are used for measurement of the physical signals. 7. Resistance can also be used in Power Factor changing circuits but because it causes Power Loss and additional real power to be supplied, the power factor changing circuits generally do not employ change of resistances. 8. Resistances are used in quenching the arcs ( extinguishing the arcs ) in the case of circuit breakers, while breaking heavy current circuits in electrical transmission and distribution. 9. Resistance can be used in Measurement Circuits. For example, Variable Resistance is used to balance the bridge networks. Resistance shunt is used to extend the range of an ammeter or galvanometer, by diverting a major part of the circuit current through the shunt resistance so that only the allowable current flows through the ammeter or galvanometer. The actual current is calculated from the reading of the ammeter or galvanometer using a factor in terms of resistance of the galvanometer and the resistance of the shunt as in the case of parallel circuit. A shunt is a very small pure resistance of the order 1Ω or less. 10. Resistance shunt can also be used as a series resistance causing a small voltage drop across it, so that this voltage drop can be used in CRO ( Cathode Ray Oscilloscope ) to trace the current waveform which will be proportional to the voltage waveform across the resistance shunt. 1.15 DIFFERENCES BETWEEN ELECTRICAL & ELECTRONIC CIRCUITS 1. In electrical circuits, the cross over of two wires are shown as whereas in electronic circuits, the cross over is shown as . , 2. In electrical circuits, the junction of wires is shown as , whereas in electronic circuits, the junction is shown is shown as . 3. In electrical circuits, the circuit is given completely including sources and elements whereas in electronic circuits, the circuit will not be shown completely. A pointing arrow with voltage along with its polarity marked indicates the connection to the voltage source of that polarity. The return path is assumed to be through ground by indicating the ground connections at the required places as shown in Fig.1.15. A common ground wire will be run to which all the grounding points will be connected. 4. In electronic circuits like a transistor amplifier, the biasing of the transistor will not be shown separately. Only the input signal and the output load will be shown as in Fig. 1.16. In such cases, the biasing circuit is assumed to be present. Here resistances R 1 and R 2 are used for biasing to fix up the operating point in the characteristics of the transistor. The signal will make an excursion about the operating point. A separate wire for power supply to which power supply points will be connected and a separate grounded earthwire to which the grounding points will be connected, while rigging up the circuit have to be provided. While connecting the circuit the biasing circuit should also be connected. 5. The direction of electron current is denoted as " ". The direction of the conventional current will be opposite to that of electron current. Conventional current can be treated as the direction of the movement of positive ions and is denoted as " " (a) As in Electronic Circuit with Biasing Circuit (b) As in Electronic Circuit without Biasing Circuit Fig. 1.16 Grounded-emitter Amplifier using NPN Transistor 1.16 NETWORK THEOREMS 1.16.1 Introduction to Network Theorems We have already studied the general methods of network analysis. However, in a large and complex network, these methods tend to become laborious and timeconsuming. In many cases, it is advantageous to use special techniques to reduce the quantum of labour involved in circuit solution. We term such techniques as Network Theorems. The other important features of the theorems, besides saving labour and time, are : (a) they are applicable to a useful and fairly wide class of networks (b) their conclusion are simple (c) they sometimes provide good physical insight into the problems. The theorems are useful when the problem is limited like finding the current in a single element, the value of the load for maximum power etc. In this chapter we shall study some important theorems, viz., Reciprocity Theorem, Superposition Theorem, Substitution Theorem, Thevenin's Theorem, Norton's Theorem. Maximum Power Transfer Theorem, Compensation Theorem, Millman's Theorem and Tellegen's Theorem. While discussing these theorems the applicability of these theorems to certain kinds of networks only, must be clearly understood. The network elements could be classified as Linear, Limped, Finite, Passive and Bilateral and Bilateral usually abbreviated as LLFPB elements. 1.17 NETWORK CLASSIFICATION Electric Networks can be classified mainly in two ways. The first one is based on the kind of elements in the network e.g. time-invariant or non-linear or time variant etc. The second one is based on excitation (supply source) and response (output) i.e. for a given excitation the response decides the type of network. Here we shall study classification based on the second approach. 1.17.1 Linear Networks Suppose the network to be classified is under relaxed condition i.e., with no initial conditions and an excitation v 1 ( t ) is applied for which response is c 1 ( t ) and for excitation v 2 ( t ) the response is c 2 ( t ). Then the network is classified as linear if for excitation v 1 ( t ) + v 2 ( t ) the response is c 1 ( t ) + c 2 ( t ). This shows that a linear network follows superpositions principle. 1.17.2 Passive Networks Some networks have the property of absorbing / dissipating or storing energy. These are able to return the energy previously stored to the external network. However, this energy returned is never more than the energy stored. Such networks are known as passive networks. 54 Let network N be connected to a source S. Suppose the network is initially relaxed. If v ( t ) is the voltage of the source and i(t) is the resulting current into the network N 2 the average power delivered into the network is and the energy delivered w( t ) over time t is given by This energy will always be non-negative for a passive netowrk i.e., over time t there will be always be some energy delivered to the network or atleast there will not be any energy when the netowrk would have returned all the energy back to the source or it would have stored some energy. It will never be a situation for a passive network when it would supply more energy what it had drawn previously. Mathematically for a passive network. However, if the network has some initial energy stored equal to w( t 0 ) before it is switched on to the supply at t = t 0 then for a passive network energy delivered to the network from the source should satisfy the inequality at any time t. A circuit which does not satisfy this condition is known as active circuit. That is for an active circuit. 1.17.3 Lamped Networks Many devices in electric system are distributed in space e.g. transmission lines, the windings of transofrmers or that of the generators, are distributed in a way. Whenever these devices are energized, the effect is not experienced by the line length or winding lengths instantly because of finite velocity of elecgtric signals. However, if we are interested in steady state and terminal quantities, it is sufficient to assume the parameters to be lumped rather than distributed. Sometimes when we are interested i the intermediate values and point to point variation of electric signals, we talk true nature of these devices i.e., the distributed nature. Otherwise, we assume the parameters to be lumped. 1.17.4 Bilateral Networks The elements to be considered for electric network are assumed to be bilateral which means the voltage and current relations are same irrespective of direction of flow of current e.g. resistance, inductance, etc, However, for unilateral elements the voltage and current are different for two possible direction of flow of currents e.g. diodes. 1.17.5 Time Invariant Networks A network is said to be time0invariant when there is some response to a certain excilation irrespective of time of application of excitation. Suppose for certain excitation v 1 (t ) the response is c 1 ( t ), if now the excitation is v( t + t 0 ) the response would be c( t + t 0 ). Here the values of the parameters are assumed to be constant at all times and do not change with time. 1.17.6 Reciprocity A network is said toa be reciprocal when excitation and response teriminals could be interchanged, without any change in the performance of the network. If excitation v 1 produces a response i 2 and if the input and output are interchanged then with new v 2 = v 1 , the new response i 1 will be equal to i 2 . E.g., a transmission line as shown in fig. 1.17. 1.18 SUPERPOSITION THEOREM This theorem is applicabe to linear networks where the response is proportional to the excitation. Statement : In a linear network if more than one number of excitations are acting, the response in a certain branch can be obtained by superimposing algebrecially the responses due to various sources taking one excitation at a time of considering the remaining voltage sources, short circuited if they are ideal sources or replaced by their equivalent internal impedances and current sources are open circuited if they are ideal sources or replaced by their equivalent admittances. Proof : In a linear network, if for an excitation E 1 , the response I 1 of the given network is related by with initial condition equals zero and if for an excitatio E2, the response I 2 of the given network is related by with initial condition equals zero then for excitation (E 1 + E 2 ), the response will be ( I 1 + I 2 ) for the given linear network. It is to be noted that if the excitation and response are related by the linear equation, the network is not linear as for double the excitation; response will not be doubled. Thus a circuit with R,L,C elements with constant values with no initial conditions. and However, the initial conditions if any can be considered as sources or excitation and the overall response of the circuit can be obtained. Example 1.15 : Determine the current through the voltage source and the voltage across the current source in the network shown here. Solution : Since we have two sources (excitations) one voltage and another current we have to look for two circuits where in one circuit, voltage source will be short circuited and in another, current source will be open circuited. To find out current through the voltage source i.e., through branch AB we proceed as follows : ( a ) ( i ) When current source alone is acting, Current through AB is, in the direction from B to A ( i ) Voltage Source Short Circuited ( ii ) Current Source Open Circuited (ii) When voltage source alone is acting in the circuit, Current through AB is, in the direction of A to B. Therefore, the current through AB branch when both sources are simultaneously acting, is given by, the direction of the current is from B to A. (b ) To find out voltage across the current source we find current through the branch BC. Current through branch BC due to current source alone is 2.5 A from B to C. Due to voltage source it is 1A. again from B to C. Therefore, Therefore, voltage across the current source is, 1.19 THEVENIN'S THEOREM Somethimes it is desired to determine the current through or voltage across any one branch in a network without calculating currents or voltages in other branches of the network. in such cases it is not necessary to write complete set of equations for the whole network and then solving these equations for this single current or voltage in a particular branch. In other words, it is always not necessary to analyse the complete circuit. Thevenin's Theorem may conveniently be used for such problems. Thevinin's Theorem is frequently used in electronic circuits. Statement : A two terminal linear network N consisting of independent and / or dependent voltage or current sources and impedances can be replaced with an equivalent circuit consisting of a voltage source V Th in series with an impedance Z Th. The value of V Th is the open circuit voltage between the terminals of the network and Z th is the impedance measured between the terminals of the network with all enregy sources eliminated ( but not their impedances ). This is also called the Voltage Source Equivalent Circuit or Thevinin's Equivalent Circuit. Proof : In determining the Z Th of the circuit, all the ideal voltage sources are short circuited. The practical voltage sources are replaced by their internal impedances. Al the ideal current sources are open circuited and all the practical current sources are replaced by their internal impedance. In the case of D.C. networks, we use the notation V Th and R Th instead of V Th and Z Th . The current through any branch in the circuit can be calculated using Thevinin's Theorem, denoting that branch as the load branch Z 1 ( or R L in the case of D.C. networks) and finding the Thevinin's Equivalent Network for the remaining part of the network. Thevenin's Theorem can be explained with the help of two networks A and B connected as shown inFig.1.18 I The original network can be considered as a combination and connection of networks A and B. Network A contains linear elements which may have initial condition. It may also have an independent and dependent sources. However, there is no mutual magnetic source in A couple to B. For network B, the elements need not necessarily be linear. These could be non-linear or time varying or both. However, in our analysis we will assume that the network elements are linear and many a times this will be a single branch (load) of the network. Network A is to be replaced by an equivalent network under the condition that the current I and voltage V identified in the figure remain invariant when the replacement is made.This amounts to replacing network A by an equivalent Thevenin's Voltage source and an equivalent Thevenin's series impedance (resistance ) as shown in Fig.1.19 The following procedure is followed to find Thevenin's equivalent circuit. To determine V TH we remove the network B (could be a load resistor or the element through which current is required ) and solve the network A to find out voltage across the open circuited terminal. This voltage is the Thevinin's Equivalent Voltage Source V TH . Also Z Eq is the impedance as seen in the network between the two open circuited terminals replacing the voltage sources by their equivalent admittances. The impedance as seen is known as Thevenin's Equivalent series impedance. While finding Thevenin's Equivalent, dependent sources continue to operate in the network. If Z L is the load impedance and Z Eq the Thevenin's Equivalent series impedance Fig. 1.20 the current through the load impedance is given by. Example 1.16 : Determine the current I in the network by using Thevenin's Theorem. Solution : Step 1 : The Thevinin's equivalent circuit is, Step 2 : To find V TH : From the given circuit, disconnect B is negative polarity and A is positive polarity. Step 3 : To Calculate R TH : From the given circuit, kill the sources. The resultant circuit is, Circuit to find R TH Step 4 : Example 1.17 : It is required to find current through the 0.1 resistor in the figure, using Thevenin's Method. Solution : Step 1 : The Thevenin's equivalent circuit is, Step 2 : To find V TH| : From the given circuit, disconnect R L = 0.1 B is negative polarity and A is positive polarity. Step 3 : To calculate R TH : From the given circuit, kill the current. The resultant circuit is, Circuit to find R TH Step 4 : 1.20. NORTON'S THEOREM Norton's Theorem is the dual of Thevinin's Theorem and similar to Thevenin's Theorem, it is used in finding out the current through any particular branch of the network instead of solving the entire network. Norton's Theorem is also frequently used in electronic circuits. Statement : Any two terminal linear network can be replaced by an equivalent network consisting of a current source I SC in parallel with a network of impedance Z SC . The impedance is the same as the Thevenin's Impedance as defined earlier and I SC is the current between the two terminals when these therminals are short circuited. Proof : In Fig. 1.20 of the Thevenin's Theorem, the voltage supply V OC = V TH – I R TH can be replaced with a current source of I=I SC . This current I SC is obtained by short circuiting V OC . This leads to the development of Norton's Theorem. The circuit of fig. 1.18 can be represented as given in fig. by using Norton's theorem which is a dual of Thevenin's theorem. A In determining the load current I L , use is made of the formula for current division in any parallel branch knowing the total current for the parallel combination. Example 1.18 : Determine the voltage across 200 resistor in circuit by Norton's Theorem. A Solution : Step 1 : To find the short circuit current I SC , replace the 200 by short-circuit. The current through short circuited A, B is I SC . The modified circuit is shown below. A The voltage source will drive a current of 10/50 = 0.2A, whcih flows through short-circuited A, B only. Similarly, the current of 1A flows through 20 and then through short-circuited A, B only. 0.2A will not flow through 20 and IA will not flow through 50 . It is because of short-circuit. So, Step 2 : To find R TH : From the given circuit, disconnect R L = 200 between A and B and also kill the sources. The resultant circuit becomes as follows. Step 3 : Drawing Norton's equivalent circuit and showing the load resistance R L we get the following circuit. 1.21. MAXIMUM POWER TRANSFER THEOREM In electronic circuits, it is desirable to transfer maximum power through a source to a load or from one stage to another stage in the case of multi-stage amplifiers because the currents and also the currents and power in the circuits will be very small ofthe order of milli-Amperes ( mA ) and milli-watts ( mW ). This is what is done by matching the load impedance wih the source impedance. But in the case of electrical power circuits, maximum power transfer is not tried because the power is in the order of mega-watts ( MW ). Statement : In an electric circui maximum power is transferred to the load when the Load Resistance is equal to the Thevenin's Resistance in the case of D.C. circuits. In the case of A.C. circuits maximum power is transferred to the load when the load impedance is equal to the complex conjugate of the Thevenin's Impedance. The maximum power that can be transferred to the load will be 50% of the Power supplied to the circuit. An ideal voltage source V s will give the full voltage to a load connected to it. However, if the source has an internal resistance R s then the voltage across the load R L falls short of V S . As it is desirable to get as much power from V s as possible the problem that arises is one of optimising the load for maximum transfer of power. Depending on the parameters of the load the relation between R s and R L for maximising the power to the load will differ. There are three situations which are of significance. When the internal resistance R s is purely resistive the R L should be R L = R TH since any circuit upto the load can be represented by Thevenin's voltage V Th in series with Thevenin's resistance R Th . This V Th is similar to V s and R Th is similar to R s . and power in the load For maximising P L obtain L L dR dP and equate it to zero. Hence equating the numerator to zero we get Hence for maximum power to be transferred to the load R L we have the condition that The load resistance should be equal to the Thevenin's Resistance for maximum power transfer to the load in the case of D.C. circuit. In the case of A.C. circuits for maximum to be transferred to the load impedance Z L we have the condition that the load impedance should be the complex conjugate of the Thevenin's Impedance. Example 1.19 : The circuit shown in the figure R, absorbs maximum power. Compute the value of R and maximum power. Solution : Thevenin's equivalent circuit is drawn as below. To find V TH : Disconnect R from the original circuit B is negative polarity and A is positive polarity. To find R TH: From the above circuit, open circuit the current source. Thus, According to the statement of Maximum Power Transfer Theorem, the value of R for maximum power transfer to it. and the maximum power transfered * * * * * COMPREHENSION - 1 Note : By answering all the questions given in this comprehension one can answer any objective type of questions easily whatever be the form of the question. Answers for these questions can be obtained by going through the topics in this chapter carefully. 1. State the difference between Electrical and Electronic Currents. 2. State Coulomb's Law. 3. What is meant by Absolute Permittivity and Relative Permittivity? Give the value for Absolute Permitivity of Free Space or Vacuum. 4. What are the values of Relative Permitivity for Air and Mica? 5. Define the terms ( a ) Electric Field Intensity ( b ) Electric Flux Density ( c ) Potential ( d ) Potential Difference and mention their units. 6. Define the term Current and mention its unit. 7. What is Steady State Current? 8. What is the relationship between the Current and the Charge? 9. Define the unit of Current. 10. What is meant by Resistance Parameter? What are its Units? 11. How are Mega-Ohms, Kilo-Ohms, Milli-Ohms and Micro-Ohms denoted? 12. Explain the Color Code for Resistors used in Electronic Circuits. 13. What are the factors that affect a Resistance? 14. Given an expression for the Resistance? 15. Explain the different ways of connecting a Rheostat. 16. What will be the output in the case of a Potential Divider connection? 17. What is meant by Temperature Coefficient of Resistance? 18. Discuss the effect of Temperature on Resistance. Mention materials having negative temperature coefficients. What is meant by Negative Temperature Coefficient? 19. What is meant by Electrical Conductance? What are its Units? 20. Explain the differences between Ideal and Practical Sources of Voltage and Current. 21. What should be the nature of the Internal Resistance for ( a ) Voltage Source? ( b ) Current Source? 22. Distinguish between D.C. and A.C. Sources giving their waveforms with respect to time. 23. State and Explain Ohm's Law. 24. Explain the difference between Potential Rise and Potential Drop. 25. What is the difference between Linear and Non-Linear Resistances? Draw their v-i Characteristics. Give examples. 26. What is meant by Electrical Power? Give different forms of expression for Electrical Power. Give its Units. 27. Give expressions for Instantaneous Value of Power Loss and Power Supplied. 28. State and Explain Kirchoff's Voltage Law ( KVL ). 29. State and Explain Kirchoff's Current Law ( KCL ). 30. Give KVL and KCL in Point Form. 31. Explain the different methods of connecting Resistances. 32. Derive the Equivalent Series Resistance for a number of Resistances which are connected in Series. 33. Derive the Equivalent Parallel Resistance for a number of Resistances which are connected in Parallel. 34. Explain the nature of the Division of Currents in Parallel Circuits. 35. What are the Salient Features of Series and Parallel Connections of Resistances? 36. How do you reduce Series-Parallel Resistances into a Single Equivalent Resistance? 37. How are the Voltages and Currents measured in a circuit? 38. What should be the Resistance of a Voltmeter and an Ammeter? Why? How should they be connected in a circuit? 39. In D.C. circuits, What should be the nature & Polarities of the Voltmeter and Ammeter while connecting? 40. Explain Star and Delta Connection of Resistances. 41. Give the connection diagram for Mesh or Star connection using three and more than three resistances. How are their equivalent resistances obtained? 42. Give expressions for the Equivalent Star Resistances for a given Delta connected Resistances. 43. Give expressions for the Equivalent Delta Resistances for a given Star connected Resistances. 44. Explain the features of resistances. 45. Explain the uses of resistances. 46. Explain the differences between Electrical and Electronic Circuits. 47. What are the important features of Network Theorems? 48. What are the different classifications of Networks? 49. State & Prove Superposition Theorem. 50. When & How is the Superposition Theorem used? 51. State & Prove Thevenin's Theorem. 52. Explain the terms Thevenin's Voltage and Thevenin's Impedance. How do you obtain them? 53. What is the importance of Thevenin's Theorem? Where is it used generally? 54. Is the Thevenin's Theorem applicable for AC and for Transients? 55. What is the Dual of Thevenin's Theorem? 56. State and Prove Norton's Theorem. 57. Explain the terms Norton's Short-circuit Current. How do you obtai it? 58. What is the importance of Norton's Theorem? Where is it used generally? 59. Is the Norton's Theorem applicable for AC and for Transients? 60. How is the remaining part of the circuit other than the load represented in Norton's Theorem? 61. State & Prove Maximum Power Transfer Theorem. 62. What is the condition for Maximum Power Transfer to take place in (i) DC Circuits (ii) AC Circuits? 63. What is the importance of Maximum Power Transfer? Where is it used? * * * * * EXERCISE - 1 Note : By answering all the questions given in this exercise one can answer subjective type of questions easily including problems. The worked examples in the chapter may help in solving these questions. 1. ( a ) Distinguish between potential difference between two points and the potential gradient. ( b ) Find the potential difference and the potential gradient between two points A and B when the potential of point A is 30V and the potential of point B is –20V if they are separated by a distance of 2mts. 2. ( a ) What is meant by electric current? What is its units? ( b ) If a charge of 25C passes a given point in a circuit in a time of 125ms, determine the current in the circuit. 3. ( a ) What is meant by resistance? Give an expression for resistance in terms of its dimensions. ( b ) An aluminium wire 400mts long has a resistance of 0.25Ω. Find its area of cross-section. Find the area of cross-section required if the wire is of copper ( specific resistances of copper and aluminium are 1.73 ´ 10 –8 and 2.83 ´ 10 –8 Ω-m ) 4. ( a ) What are the factors that effect a resistance and How? ( b ) Give the color code for the resistors used in electronic circuits. ( c ) A conductor of 10mts long and with 2mm 2 cross-sectional area has resistance of 0.4Ω. Calculate the specific resistance of the conductor material. What is its conductance? [ Ans: ρρρρρ= 0.8×××××10 –7 ΩΩΩΩΩ-m; G = 2.5Siemens ] 5. ( a ) What is the effect of temperature on resistance? ( b ) Define temperature coefficient of resistance. ( c ) The resistance of the armature of a D.C. generator is 0.92Ω at 25 o C. After working for 6Hrs on full load, the resistance increases to 1Ω. Calculate the temperature rise of the armature, if the temperature coefficient of resistance is 0.0040 at 0 o C. [ Ans: 23.9 o C ] 6. ( a ) How does the temperature coefficient of a resistance vary with respect to temperature? ( b ) What is meant by Negative Temperature Coefficient of Resistance? Mention some materials having Negative Temperature Coefficient of Resistance. ( c ) A coil has resistance of 20Ω when its mean temperature is 30 o C and 24Ω when its mean temperature is 50 o C. Find the temperature coefficient of resistance at 0 o C. Also find the mean temperature rise when its resistance is 26Ω and the surrounding temperature is 20 o C. [ Ans: ααααα 0 = 0.0143/ o C; 40 o C ] 7. ( a ) What is meant by EMF of a source? ( b ) Distinguish between ideal and practical voltage sources drawing the V-I characteristics. ( c ) Distinguish between ideal and practical current sources drawing the V-I characteristics. ( d ) The internal resistance of a 12V battery is 0.9Ω. What will be its terminal voltage when the current drawn from the battery is 2A? [ Ans: V = 10.2Volts ] 8. ( a ) Distinguish between DC and AC sources of voltage and current drawing the waveforms with respect to time. ( b ) What is meant by Instantaneous Voltage and Instantaneous Current? How are they represented? ( c ) What is meant by Polarity of a source? When do you generally use it? Can you use the polarities for AC sources? 9. ( a ) State and explain Ohm's Law. ( b ) State Ohm's Law in Point Form. ( c ) A lamp takes 2.5A at 230V when switched on at room temperature ( 25 o C ). At the normal working temperature the current drops to 0.2A. What is the cold resistance and hot resistance of the filament at the operating temperature? 10. ( a ) What is meant by electrical power and electrical energy? ( b ) Twenty lamps of 60W are used each for 4Hrs in a building. Calculate the current drawn when all the lamps are working and the monthly electricity charge at Rs. 1.20 per unit. Assume supply at 240V. [ Ans: 92ΩΩΩΩΩ;1150ΩΩΩΩΩ] 11. A factory has a 220V supply and has the following loads: Lighting: Five Hundred 100W and Five Hundred 60W lamps: 5Hrs per day. Heating: 120KW: 10Hrs per day. Motors: 48KW with average efficiency of 80%: 4Hrs per day. Others: 15KW: 4Hrs per day Assume 6 day week, calculate the daily and weekly consumption of the factory. Calculate the current drawn with only the lighting load, lighting and heating. [ Ans: 1900KWH; 11400KWH; 363.6A; 909A ] 12. ( a ) Explain Kirchoff's Voltage Law ( giving an example of a circuit with atleast two sources of different polarities and two or three resistances in series ) ( b ) Explain Kirchoff's Current Law ( for a junction with two or three source currents of opposite directions and two or three load currents ) ( c ) Using Kirchoff's Laws, find the magnitude and direction of current flowing through the 15Ω resistance in the given circuit. 13. ( a ) Explain how the total resistance of a circuit having more than one resistance in series is calculated. ( b ) A 60W, 240V lamp is connected in series with a 40W, 200V lamp across 250V supply. Calculate the current taken, voltage across each lamp and power given by each lamp. Assume that the resistance of the lamps remain constant. [ Ans: 1A from A to B ] [ Ans: 0.12755A; 127.45V; 15.62W, 16.27W ] ( c ) A voltmeter has a resistance of 20,000Ω. When connected in series with an external resistance across a 230V supply, the instrument reads 160V. What is the value of external resistance? [ Ans: R = 8750ΩΩΩΩΩ ] 14. ( a ) Explain how the parallel equivalent resistance of a circuit having more than one resistance in parallel is calculated. Also explain in terms of conductances. ( b ) A resistor R is connected in series with a parallel circuit comprising of two resistances 12 and 8Ω respectively. The total power dissipated in the circuit is 96W when the applied voltage is 24V. Draw the circuit diagram and calculate the value of R. 15. ( a ) Explain the division of current in the parallel branches. ( b ) A circuit consists of three resistances of 12Ω, 18Ω and 36Ω respectively joined in parallel, and the parallel combination is connected in series with a fourth resistance R 4 . The whole circuit is supplied at 60V and it is found that power dissipated in 12Ω resistance is 36W. Draw the circuit diagram and determine the value of fourth resistance R 4 and the total power dissipated in the circuit. [ Ans: R 4 = 11.32ΩΩΩΩΩ; 207.84W ] 16. Three loads A, B and C are connected in parallel to a 250V source. Load A takes 50A. Load B is a resistance of 10W and load C takes 6.25KW. Calculate ( i ) R A and R C ( ii ) I B and I C ( iii ) Power in Loads A and B ( iv ) Total Current ( v ) Total Power ( vi ) Total Effective Resistance 76 17. ( a ) How do you reduce the circuit and obtain the total resistance in the case of a circuit with series and parallel resistances? ( b ) A 10Ω resistor is connected in series with a group of two resistances of 15Ω each connected in parallel. Draw the circuit diagram and find out what resistance R must be shunted across this parallel combination so that the total current taken from 20V supply is 1.5A. [ Ans: R = 6ΩΩΩΩΩ ] 18. Determine the effective resistance between terminals A and B in the circuit of the given figure. If the current drawn at A is 9A, find the current in and the voltage drop across each element. [ Ans: 9A, 18V; 3A, 72V; 4A, 12V; 2A, 12V; 6A, 60V ] 19. 20. ( a ) Explain the Potential Divider connection of a Rheostat. ( b ) A direct voltage of 240V is applied to a uniform 200Ω resistor connected between A and C. A load 40Ω resistance is connected between the terminal A and the tapping B ( between the terminals A and C ) Draw the circuit diagram and find the resistance AB in order that 1A flows in the 40Ω resistor. [ Ans: R = 71.65ΩΩΩΩΩ ] ( a ) Explain how three resistances can be connected in Star and Delta. ( b ) How do you extend Star-Mesh connection to more than three resistances? ( c ) Derive expressions for equivalent star resistances for given delta and equivalent delta resistances for given star. ( d ) How do you extend the finding out the equivalent resistances in the case of Star-Mesh connections having more than three resistances? 21. In the given figure, 160V are applied to the terminals AB. Determine the resistance between the terminals A & B and the current. [ Ans: R AB = 80ΩΩΩΩΩ; I = 2A ] 22. ( a ) Enumerate the features and uses of resistance. ( b ) Enumerate the differences between Electrical Circuits and Electronic Circuits. 23. Using Superposition Theorem, determine the current through the branch AB in Fig 1. . [ Ans: 0.8A ] 24. Using Superposition Theorem, determine the current through the 3 resistor and the power loss in it in Fig. 2. A [ Ans. 5.62A; 94.92W] 25. Using Superposition Theorem, determine current through the branch AB in the circuit given in Fig. 2. 26. Using Thevenin's Theorem, determine the current through 2 resistor connected between A and B in the circuit of Fig.3. [ Ans: 0.82A ] 27. Determine the Thevenin's Equivalent across the Terminals A, B, in Fig. 4. [ Ans : V TH = 11V; R TH = 5.7 ] 28. Using Thevenin's Theorem, determine the current through the ammeter of 2 connected is unbalanced Weat Stone Bridge of Fig.5. 29. Using Norton's Theorem, Solve Problem No.26 30. Using Norton's Theorem, Solve Problem No. 27 31. Using Norton's Theorem, Solve Problem No.28. 32. Using Maximum Power Transfer Theorem, find the resistance R 1 for the maximum power transfer in the circuit shown in Fig.6. Calculat5e the Maximum Power also. (Hint : AB is a redundant element). A [ Ans: R L = 1.75 ; P L = 1.08V ] * * * * * 79
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What is Type 1 diabetes? Type 1 diabetes occurs when the pancreas is unable to make enough insulin. Insulin is a hormone that acts as a key to let glucose from the food we eat, pass from the blood stream into the cells to provide energy. Type 1 diabetes is usually diagnosed during childhood or young adulthood but can occur at any age. What are the symptoms? Dehydration Being thirsty Increased urination Losing weight What causes type 1 diabetes? Some people carry genes which might make them more likely to get type 1 diabetes. However, it only develops in these people when something triggers the immune system to destroy the insulin-producing cells in the pancreas. These triggers are thought to be factors in the environment, but are as yet not well understood. Type 1 diabetes is not related to lifestyle or caused by eating too many sweets. It is not possible to catch diabetes from someone else. Type 1 diabetes is managed by: Blood glucose tests Being physically active Regular medical check-ups with diabetes team
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NEIGHBORHOOD DESCRIPTION North Granville is still a largely rural area with few through streets between the major arteries. Some working farms and forested areas still exist in the neighborhood. Most dwellings are large apartment complexes, with a few condo villages. HISTORY Over 50 neighborhoods on Milwaukee's northwest side once comprised the Granville Township in Milwaukee County, which extended from Hampton Avenue on the south to County Line Road on the north, and 27 th Street on the east to 124 th Street on the west. The Milwaukee neighborhood of North Granville was once the far northwestern tip of the Town of Granville. Early populations According to the Milwaukee Sentinel (March 22, 1877) there were originally three small settlements in Granville. The first, in 1835, was the family of Jacob Brazelton which included 11 sons. The second was duo Daniel R. Small and W.P. Woodward from Indiana who pitched their tents in the center of the Granville area shortly after the Brazelton family arrived and later built homes. The third group of settlers, the Joseph R. Thomas family and S.C. Enos, arrived shortly after Small and Woodward. Within a few years a new group arrived from the town of Granville in Washington County, New York. The assemblage included the Evert, Brown, Crippen, Lake, Dutcher, and Norton families. They gave their new home the name of their former home in New York. But it was not these earliest settlers that established much of the culture of Granville Township. That role belonged to a wave of Pennsylvania "Dutch" (i.e., Germans) who arrived just a few years later from Telford, Pennsylvania, including the Wambold, Leister, Scholl, Barndt, Price, Bergstresser, Borse, Klein, Martin, Huber, Groll, Horning, and Lewis families. The Pennsylvania Dutch, under the leadership of Samuel Wambold, quickly established the German Evangelical Lutheran and Reformed Church (now known as Salem Evangelical Lutheran Church) in 1847. The following year, the church's pastor, Wilhelm Wrede, called a meeting of local Lutheran ministers at the church. This group would later become the Wisconsin Evangelical Lutheran Synod. A museum of these early synod activities now stands on 107 th Street (see outings). In the 1840s there were over 200 people living in Granville Township, and the numbers continued to grow. A small Irish community settled on Granville's eastern border to the center of the township. Initially they set up tents, built brush shanties, and log cabins. But during these early years, Granville Township remained strongly German, and more Germans arrived every year. Movement toward annexation Economic prosperity reigned in Granville, due partially to the work ethic of these early German farmers. The town remained predominantly rural through the early half of the 20 th century. Gradually industries began to open in Granville and the area eventually became the most concentrated base of industrial employment in Wisconsin—today including industrial parks and over 75 companies. In 1956 the residents and property owners of Granville were given a choice to consolidate with the City of Milwaukee. Needing services that Milwaukee could offer— especially water--the majority of voters said yes to the referendum. By the 1960s, the western portion of Granville (16.5 square miles) was annexed by Milwaukee and the eastern section consolidated as the Village of Brown Deer. Milwaukee became one of the few large cities in the United States that still had working farms within its boundaries. The following is a sample of some of the businesses that were incorporated into Milwaukee at the time of annexation. Businesses on W. Brown Deer Road in North Granville in 1963 | | Address on W. | | |---|---|---| | | Brown Deer | Name of business from the Milwaukee City Directory | | 9906 | | | | 11122 | | | | 11340 | | | | 11400 | | | | 11500 | | | A new population arrives In the second half of the 20 th century African Americans began to migrate to the neighborhood. This happened for two reasons: (1) the need for housing following the razing of over 8,000 homes in the African American Bronzeville community in the late 1950s through the mid-1960s (see Halyard Park neighborhood), and (2) the availability of family-supporting jobs in industry in the former Granville community. As in most German-dominated areas in Milwaukee, the integration of the new population proceeded relatively smoothly. Many African American families were able to purchase homes and move into the middle class. Unfortunately, the deindustrialization movement that began in the 1980s arrested this course. Current populations (as of 2017) Few of the original German Lutherans currently reside in the North Granville neighborhood. Today the neighborhood has just over 1,000 residents. Slightly over half are African Americans, with the remainder almost evenly divided among Latinos and European Americans. Slightly less than half the residents in North Granville live in low income households (where annual incomes are under $25,000). North Granville has a few interesting anomalies. One is gender. While most neighborhoods anywhere tend to have an even number of males and females, this is not the case in North Granville. In this neighborhood there are significantly more females— in fact almost one-fifth more than men. A second anomaly is home ownership versus renting. Nearly 95 percent of the properties in North Granville are likely to be rented. This is probably due to the fact that the large apartment complexes were those that were developed in the area in the last half of the 20 th century, as opposed to single family homes. A third anomaly is occupation. North Granville has twice the number of people employed in the hospitality industries (over 20 percent) than the average for Milwaukee. In addition, nearly one in ten residents of North Granville are employed in farming, compared to less than 1 percent for the City of Milwaukee overall. INTERESTING FEATURES - Coca Cola Enterprises, at 11800 W Brown Deer Rd. - Colonial Pointe Apartments, at 8831-8843 N. 96 th St., a small "village" of apartment houses. - Aragon Industries, at 11500 W. Brown Deer Rd., a manufacturer of defense, appliance, restaurant, construction, agricultural, and other equipment. RECURRING NEARBY OUTINGS In the following section the website addresses have been eliminated due to technical problems with the various ways different web browsers display PDF files. Website information on these events is available through the book Milwaukee Area Outings on the Cheap. See below. | When? | Where? | Description and contact info | Admission | |---|---|---|---| | By appointment | Salem Lutheran | Tour of more than 1,000 artifacts and pictures of the | Free, but | | | Landmark Church, lower | Wisconsin Evangelical Lutheran Synod | donations | | | level, 6814 N. 107th St. | | welcome | | | | GRANVILLE BID CAR, TRUCK, AND BIKE SPECTACULAR | | | |---|---|---|---|---| | When? | Where? | | Description and contact info | Admission | | Late Sep., Sun. | Russ Darrow, 7676 | | Exhibition of iconic custom vehicles. | Free | | 10am-3pm | N. 76th St. | | | | | | | | | | | JULY 4TH CELEBRATION | | | |---|---|---|---|---|---|---|---|---| | | When? | | Where? | | Description and contact info | | | Admission | | July 4th, 9am- 10pm | July 4th, 9am- | Noyes Park, 8235 W. Good Hope Rd. | Noyes Park, 8235 W. | Parade, Doll Buggy, Bike & Trike, and Coaster judging, games, fireworks. | Parade, | | Free | Free | | | 10pm | | Good Hope Rd. | | | | | | | | | | | | | OPEN SWIM | | |---|---|---|---|---|---|---|---| | | When? | | Where? | | Description and contact info | | Admission | | Daily, 1-5pm, holiday times vary | Daily, 1-5pm, | Noyes Park, 8235 W. Good Hope Rd. | Noyes Park | Open swim year-round at indoor pool with diving boards, locker rooms, vending machines. | Open swim year-round at indoor pool with diving boards, locker rooms, | | $4, $3 kids | | | holiday times | | 8235 W. | | vending machines. | | <12 | | | vary | | Good Hope | | | | | | | | | Rd. | | | | | | | | | BUTLER FARMERS MARKET | | |---|---|---|---|---| | When? | Where? | Description and contact info | | Admission | | Early Jun.-mid | Hampton Ave. at | Fresh produce from Wisconsin farmers, baked goods, arts, crafts, | | Free | | Oct., Mon. 12- | 127th St. | activities. | | | | 6pm | | | | | | | | | | | | OPEN SWIM | | |---|---|---|---|---|---|---|---| | | When? | | Where? | | Description and contact info | | Admission | | Daily, 1-5pm, holiday times vary | Daily, 1-5pm, | Noyes Park, 8235 W. Good Hope Rd. | Noyes Park, | Open swim year-round at indoor pool with diving boards, locker rooms, vending machines. | Open swim year-round at indoor pool with diving boards, locker rooms, | | $4, $3 kids | | | holiday times | | 8235 W. Good | | vending machines. | | <12 | | | vary | | Hope Rd. | | | | | These outings are provided courtesy of MECAH Publishing. To access the book that provides nearly 600 outings—all priced under $10—for the entire Greater Milwaukee area, go to http://mecahmilwaukee.com/NonFiction.html QUOTES FROM RESIDENTS In The Golden Years of Yesteryear by Emily Treichel Boehlke (reprinted in A History of Granville by Miriam Y. Bird, 1996), Treichel Boehlke writes about her family's history in Granville from the mid-1800s through the late 20 th century. The following are passages from this work. "When my Grandparents Treichel were first married and lived in their one room cabin, the Indians would stop in and admire their baby. . . At Grandfather Hackbarth's the Indians set up camps in the woods every spring and fall when they came to do their trading in Milwaukee." "Weddings in the 1860s and later were quite different from today. The invitations were hand written by the bride and groom and they were the hosts, not the parents of the bride. . . the silk material for the brides' dresses was only 18 inches wide, so for a fancy dress, it took 18 to 20 yards of material. It was not unusual for a man to wear his wedding suit 20 to 25 years, or as long as it fitted." ". . . the settlers were having church services at the home of Ernest Zautcke, who had brought a reed organ from Germany to help him with his singing. One of the men could read a text from the Bible and the other religious books which they had brought from across. Mr. Zautcke then donated land for a church and school on the corner of [today's] Hopkins and Silver Spring Roads. They were served by visiting pastors from Milwaukee and vicinity." "School [of her parents] was then held at the house of one of the member's house one month and at another one the next month, whoever had a room big enough to seat the children." "The housewife had to plan well ahead for her household. There was the Arab that would come about once a month with two heavy suitcases full of notions and yard goods for house dresses. When he begged for a night's lodging the housewife would get a spool of thread for payment. Also a man with a big basket of oranges and bananas would come. Bananas were 25 cents a dozen for nice large ones. Later a baker would come once a week with bread and sweets." "Every mother had to be well-schooled in home remedies. . . Plants and herbs were gathered in the summer to be dried and stored for the winter, to be used for any and all ailments." "Grandfather would sit and knit many mittens and stockings for all the grandchildren while Grandma read to him and tended her many plants of which she had quite a variety." "Even the first street cars were propelled by horse power. There were only 2 lines, one on 3 rd Street to Williamsburg, a section of the city at North Avenue and Center and [one] further north (an all-German settlement)." "In the beginning of the 1900s, there was no Silver Spring Drive, not even a wagon trail west of Hopkins Street. But the plans were made to have a road there, so one of the farmers would ride through the woods with horse and wagon or on horseback as best he could, so it would be legally kept as a driveway to the next mile west." "During the first World War, all gathering of people was forbidden, due to the spreading of the flu. So at Freistadt Church only every other pew could be sat in, so all the people east of the church came for early services and all those west of the church came for later service. Also all talking and preaching was to be done in English, but Pastor Wehrs insisted on preaching in German as many of his older members could not understand English." "There were about 12 to 14 neighbors that exchanged labor. This was a hard job for the ladies also, with breakfast at 6, lunch at 9, dinner at 12, another lunch at 3, and supper at sundown. No 8 hour days." "When the first threshing machine came out the farmers started to raise barley for the Breweries in Milwaukee. My father raised quite a lot of it and we girls had to man the farming mill in the evening when milking was done and our lessons were finished. This was a cold and tiresome job until enough was cleared for a load to be hauled to town the next day. If you currently live in North Granville and would like to say something about the neighborhood, please contact Dr. Jill Florence Lackey at firstname.lastname@example.org. PHOTOS Condos and apartments in the North Granville neighborhood For more information on the history of Granville, refer to Miriam Y. Bird's A History of Granville Township. For more information on Milwaukee neighborhoods, refer to John Gurda's Milwaukee, City of Neighborhoods. Do you have great photos of this neighborhood? Are you a resident with an interesting quote about this neighborhood? Do you have recurring outings, additions, corrections, or general comments about this neighborhood? Please email your input to email@example.com
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SNOW ANCHORS FOR BELAYING AND RESCUE Don Bogie* Department of Conservation, Christchurch, New Zealand. Art Fortini, Sierra Madre Search and Rescue Team, California, USA ABSTRACT: The ability to build a snow anchor and know that it will hold the likely load is an important skill for people working and recreating in snow. A series of tests carried out in New Zealand by D. Bogie from the Department of Conservation and in California by A. Fortini from the Sierra Madre Search and Rescue Team has shown how strong snow anchors can be, has provided information on why they behave that way, and has shown a number of limitations in the use of both purpose made and improvised snow anchors. The strength of a snow anchor is dependant on a combination of factors, including: the snows strength in compression and shear; the strength, size and stiffness of the buried object; the angle of placement of the object; the location of attachment to the object and the depth of the bottom of the buried object. Anyone building a snow anchor needs to be aware of the factors that effect snow strength, be aware of the likely loads for the situation, and know a variety of techniques that will cope with the combinations of snow and loads. The three key things to do when ever possible are to increase snow strength, get anchors deep, and pull from the middle of the buried object. Skis despite their large surface areas make particularly weak anchors if used incorrectly. Two simple tests have been developed to help people with their decisions when building snow anchors: the snowball test and the finger test. 1. INTRODUCTION The strength of a snow anchor is dependant on a combination of factors, including: the snows strength in compression and shear; the strength, size and stiffness of the buried object; the angle of placement of the object; the location of attachment to the object and the depth of the bottom of the buried object. We need to look at each of these and at their effect on each other when looking at anchor systems. We also need to examine how strong anchors need to be for different alpine tasks so that we can build appropriate anchors for those tasks. Testing was done in New Zealand and in California, Utah, and Washington state. Tests were carried out in a variety of snow conditions involved slowly increasing loads using either people pulling on z pulleys or through using a hand operated turfer winch. Load cells were used to record loads at point of failure. 2. DEFINITIONS The following terms used in this document are defined as:- *Corresponding author address: Don Bogie, Department of Conservation, Christchurch, New Zealand; tel: 0643 3713723; email:email@example.com Standard sized (New Zealand) stake:- This is 60 cm long and is made of right angle section aluminium (referred to as V throughout the document) with 5 cm wide sides which gives it an overall width of 7 cm. Its area is 0.04 m 2 . The area is calculated by length times overall width less the area of the points. The surface area of the sides is not taken into account. Top clip:- Any anchor attached at its top. Mid Clip:- Any anchor attached at or near its middle. Upright:- Any anchor put in perpendicular to, or at an angle back from perpendicular to the snow surface. Horizontal:- Any anchor that is put in horizontally at right angles to the direction of load. 3. HOW STRONG DOES AN ANCHOR NEED TO BE? For rescue work, many practitioners recommend that the anchor be 10 times stronger than the static load. For a rescue sized load of 2 kN this means the total anchor strength should be at least 20 kN. Two by 10 kN anchors or 3 by 7 kN would satisfy these requirements if they were tied together with an equalised system. With climbing things are more complex as loads are often dynamic, and the snow behaves differently under high strain rates. The sort of uses that snow anchors get while 310 climbing makes it unlikely that one would receive the maximum sized fall factor 2 loads. They are mainly used for belaying on moderate angled slopes, belaying over crevasses and abseil anchors. Loads are likely to be in the range of 2 kN to 8 kN. If a snow anchor is being used to safeguard someone from an avalanche releasing then the load the avalanche is likely to put on someone needs taking into account. For large events forces will be higher than snow anchors can stand but most climbing avalanche accidents typically occur when the climbers set off an avalanche themselves. These avalanches are usually not particularly large and the climbers are normally high in the start zone. If someone is less than a rope length from the top of where an avalanche started the range of loads is likely to be between 2 kN and 13 kN. For snow safety workers using static cord as a safety line while being belayed in start zones the loads will be similar provided there is no slack in their ropes otherwise loads will be far higher than shown. 4. SNOW ANCHOR FAILURE Observations of 250 snow anchor failures by the authors shows that failures occur in four main ways. The equipment fails or the snow fails either in shear or the snow fails in compression or there is a combination of snow failure and equipment failure. The "pure" equipment failures are failures 311 of the attachment systems. Slings or wire strops fail usually in the range of 8 kN to 15 kN. There were a large number of cases of snow stakes bending and either folding and being dragged out of the snow or the attachment pulling out through the stake. Testing in a workshop showed that in order for the attachment to pull out through the stake at the loads being applied, the stake had to bend first. In order for a stake to bend there has to be a compression failure of the snow in front of the stake. Failures of this sort occurred in a range of 7 kN to 16 kN In compression failure the anchor pulls forward through the snow. Under a steady load this can be a fairly slow movement. The compression strength of a snow anchor is dependent on the compression strength of the snow, the size of the buried object, the stiffness of the buried object and whether the load is evenly spread over the buried object. Failures can either be in a straight line or can be accompanied by rotation of the stake. Compression failures occurred in the range of < 1 kN to around 9 kN In a shear failure, a stress cone in the snow is formed around the buried object. It has been observed to go out from the sides of the object at approximately 45 o and up from the bottom of it at approximately 30 o . Fortini (2002). When it fails it does so fast and the snow cone and anchor come out of the snow in an explosive manner. The strength of the snow anchor is dependent on the shear strength of the snow on its shear plane and the strength of the snow in tension on its tension surfaces. The size of the stress cone is a lot larger than the buried object. It can be over 50 times the size of the buried object depending on its depth and width. The size of the stress cone can be calculated by working out the surface area of the three surfaces that make it up by using the following formula. 2010 International Snow Science Workshop area of the stress cone being far larger than the compression area in front of a stake even though snow is around ten times weaker in shear than in compression. Figure 3: Stress cone failures in snow that has been manually compressed do not always show clean shears. Weaknesses obviously exist inside the compacted snow, which mean that the actual shear surface is less than the theoretical area and therefore the strength will also be weaker than the maximum theoretical strength. Failures under shear are still relatively strong when compared to anchors failing under compression. Shear failures occurred in the range of 8 kN to 19 kN. An important feature of shear failure is that increasing the depth of an anchor has a far larger effect on the size of the stress cone than increasing its width. When a standard stake is used as an upright anchor it is 7 cm wide. When used as a horizontal anchor it is 60 cm wide. A horizontal mid clip (T-slot) using a 60 cm stake would need to be 52 cm deep to have a bigger stress cone than the same stake in as an upright mid clip. Tension cracks were observed forming at times with anchors under constant load in strong snow. (ref figure 12) With several of these the entire tension zone was cut by snow saw to see what this did to failures. In those cases the anchor failed in shear at high loads when the load was increased further. This would suggest that the shear plane is the critical determinant of strength and that the tension zones are not adding a lot of extra strength. From a practical point of view when constructing snow anchors the most important thing is the snow's likely failure in compression. If the snow is strong enough not to fail in compression with the likely loads, then it will have a likely shear failure point that is much higher provided the anchor meets some minimum depth requirements. This can be explained by the size of the shear stress 312 Compression strength of snow varies hugely from < 1kPa for fist hardness to >1,000 kPa for knife hardness snow. See figure 4. It must be noted that the international snow hardness scale uses a force of 50 newtons. Many practitioners use a force of 10 to 15 newtons when doing snow hardness tests in order to more easily differentiate softer layers. McClung (2006) Figure 4: Theoretical compression strength of upright mid clips using international snow hardness scale. | Compression strength | | | | Theoretical Compression strength, if load evenly spread for 60 cm x 7 cm stake with area of 0.04 m2 | | |---|---|---|---|---|---| | Hardness | Pa | k Pa Range | | k N Range | | | fist | 0 - 103 | - | 1 | - | 0 .04 | | 4 finger | 103 - 104 | 1 | 1 0 | 0.04 | 0.4 | | 1 finger | 104 - 105 | 1 0 | 1 00 | 0.4 | 4 | | pencil | 105 - 106 | 1 00 | 1,000 | 4 | 40 | | knife | > 106 | 1,000 | > 1000 | 40 | >40 | Snow will fail when compressive stress exceeds compressive strength or when shear stresses exceed shear strength. In weak snow compression failure is the predominant failure mechanism. In strong snow shear failure is the predominant failure mechanism if the load is evenly spread across the anchor. If the load is not spread evenly then this usually means that the compressive stress at the point of greatest load exceeds the compressive strength of the snow and failure occurs in compression. This is the main failure mechanism in upright top clips. To get a snow anchor that can hold a reasonable load (> 8kN) when the load is spread evenly over the anchor you need snow that has compression strength of at least 200 kPa when using a standard sized stake (0.04 m 2 ) or 270 kPa with a 5 cm wide stake (0.03 m 2 ). These strengths are towards the bottom of pencil hardness snow. A simple snow strength test is the finger test. This is where a gloved finger is pressed as hard as is bearable (approx 100 N) on the snow surface. If it does not go in then this means the snow will be strong enough to build a strong mid clip anchor. If it will just go in then snow strength will be around 200 kPa. As the end of a gloved finger is about 20 mm by 25 mm this is 1/2000 of a m 2 . A force of 100 N acting on this area is 200 kPa. We can in some circumstances increase the strength of the snow and therefore the strength of a snow anchor by compacting the snow that we build the anchor in. The useful strength of this compacted snow depends on the speed of bonding. In moist snow this is very rapid. In wet snow some initial bonding usually occurs but bond strength will deteriorate quickly so a snow anchor in wet snow is likely to get weaker the longer it is used. In colder snow < -5 o bonding is slow and may not occur fast enough to be of any assistance in making an anchor stronger. The best test of whether compacting snow will make the anchor stronger is to make a snowball. If squeezing hard will make a solid snowball then you will create strong snow and strong anchors. If the snow crumbles, which occurs with cold snow, it is unlikely to produce stronger snow and may in fact destroy existing bonds and make the snow weaker. If water drips from a snowball then compacting the snow may give it higher density but bonds are likely to be weak and they may break down rapidly. 5. SNOW ANCHOR MATERIALS AND SIZES It is important that the materials used for a snow anchor and the attachment methods used with them are strong enough to handle the potential loads on them and to maximise the strength of the snow they are in. The shape of the stake did not seem to matter from the point of view of gaining maximum strength from the snow when used in strong snow. It is possible that the shape of the object could change the angle the stress cone comes out from the object at. Shape may be more of a factor in weaker snow. The theory has been that by placing a V stake point of V to load in all circumstances is that it is more stable when being pulled through the snow and that it can create a bow wave effect that compresses and strengthens the snow in front of it, which makes the anchor stronger. However if it were possible to strengthen the snow by compressing it, then it would be better to do it manually when placing the anchor and know that you have created a stronger anchor than to rely on an unknown amount of compression from a moving stake to do this. Width and length of the anchor are important for getting the area of snow that gives compression strength or producing the size of the stress cone. The shape and orientation of the section is 313 important for determining the structural strength of the anchor material when under load. In very strong snow when an anchor is pulled from a mid clip the strength of the stake is not a major issue as it is supported by the strength of the snow and the weakest link becomes the strength of the attachment system. In weaker snow the snow does not give this support, so stakes that do not have sufficient stiffness will bend and pull out through the snow. This has been observed at loads of around 7 kN with standard sized stakes. In hard snow where a top clip is being used stakes failing pulled forward under load as the anchor bent and the snow failed in front of the upper third of the stake. Testing in knife hardness snow showed that the stronger the material used in a snow stake the higher the load it could handle. With the weaker materials and the narrower 5 cm wide stakes the failure was in compression. With the strong wider stakes (7 cm to 10 cm) some shear failures were observed. In order for either of these to happen the upper part of the snowstake has to bend as its lower half is under very little load and is held firmly in the hard snow. Figure 5: Four upright top clips in knife hardness 10 o C snow. 1: Al alloy (6261 T6) failed in shear at 9.4 kN. 2: Softer Al alloy failed in compression at 6.7 kN, 3: Was open part of V to load and failed at 4.4 kN through bending of the stake. 4: MSR coyote that failed in compression at 7.8 kN. Bogie (2005) The length of a snow stake contributes to its overall area and when used as an upright midclip a longer stake gives a bigger stress cone. In order to gain the benefits of longer stakes the material the stake is made of has to be strong enough to counter the effect of greater leverage. Stakes longer than 60 cm will not make much difference to hard snow top clips unless they are made from materials that are strong enough to offset the effect of higher leverage on them. With mid clip stakes in less than 50 cm the stress cone size starts to get into a range where shear failures start to become more likely at lower loads. Holes are often drilled into snow stakes in order to provide attachment points, to lighten them and some people advocate it to provide grip. Holes can structurally weaken a stake so care needs to be taken in order to not affect its structural strength. Any holes placed for grip or lightening purposes may in fact reduce a stakes holding power in compression as they potentially reduce the area of snow being compressed. In order to understand how the stakes were behaving in the snow and to look at the differences between stake materials and stake orientations a series of workshop tests were carried out. This involved pulling on the centre of a stake while the stake was held in place by wire loops half way between the centre and the outside edge. This gave a reasonable representation of a mid clip supported by snow. The stronger combinations of shape with the stronger aluminum alloys failed suddenly at loads over 8 kN. The weaker materials and orientations bent slowly prior to the attachment pulling out. A minimum strength in this test of 8 kN before any bending occurs is recommended for purpose made snow anchors. In weak snow the snow will fail before this force is reached. In strong snow the snow helps support the anchor so anchor strengths greater than 10 kN can be achieved with stakes that meet this requirement. 6. PLACEMENT OF SNOW ANCHORS Snow anchors can be placed in several different modes, as up right stakes, with attachments at the top (top clips) or in the middle (mid clips) that can be tilted back at different angles. They can also be placed horizontally with attachments in the middle. (T slots) 314 One of the most critical things that effects snow anchor performance is where you pull from. An upright top clip is in engineering terms a laterally loaded pile. In the Foundation Engineering Handbook, Winterkorn (1975) it says the following about laterally loaded piles. "Piles are rather slender structural elements, usually vertically inclined, and therefore cannot carry high loads which act perpendicularly to their axis." If we look at how the load is spread in the snow for an upright top clip in figure 6 then we see that the majority of the load will be on the snow in the upper third of the stake. The actual cross over point from one side to the other will be dependent on the stiffness of the stake and the hardness of the snow. The stronger they are the further down it will be, which will increase the anchor strength as the load is spread over more surface area. If you pull from the center the load is more evenly spread. If the stake is strong enough it will be even, but if it flexes then there will be higher pressure in the center. Pressure on the snow with a standard sized stake being pulled from the middle with a load of 6 kN is around 150 kPa which is within the range of pencil hardness snow. During testing in knife hardness snow, some upright top clips were observed to start failing in compression at 6 kN. As knife hardness snow has a strength in compression of at least 1000 kPa this meant that a pressure of greater than 1000 kPa must have been applied to the snow in its upper third in order for this to happen. This is at least six times the pressure the same load would be applying if pulled from the middle. In knife hard snow conditions (stake needs to be hammered in) top clip anchors gave results for standard stakes in the range of 6 kN to 12 kN. Variations of around 4 kN occurred at times with the same sized stakes in close proximity. The differences appeared to be caused by minor variations in the hardness of the snow that were not detectable by the person placing the stake. As a general rule it would tend to indicate that if an anchor can be placed as a mid clip it should be, as that gives more certainty of a strong anchor than a top clip does. This can be done in most hard snow by cutting a thin slot (< 5 mm wide) with an ice axe pick or snow saw if you are using a stake that has a wire strop. Even if 10 cm or so of the stake is left sticking out of the snow it still gives a far stronger anchor than top clips in the same snow. The angle a stake is placed in the snow has a different effect depending on snow strength. What increases strength in strong snow has the opposite effect in weak snow. The depth of the bottom of the upright mid clip has a major effect on the size of a stress cone in stronger snow. The size of the stress cone decreases the further a stake is leaned back. This would weaken the anchor in strong snow. Having a stake as upright as possible in strong snow increases its strength but in weak snow an upright stake will pop up and out of the snow at low loads. In weaker snow where compression is the dominant failure mechanism, leaning the stake back will increase the anchors performance. As the stake moves towards the load as it begins to fail in compression, the angle of the stake influences whether it pulls straight forward, dives or lifts up out of the snow. * If α < 90 o it produces an upwards component and the anchor will come up * If α = 90 o it pulls in line with the direction of the attachment * If α > 90 o it produces a downwards component. If a stake is leant back 15 o from perpendicular to the snow surface with a stake in at its full length and an attachment coming out of the snow at twice the length of the stake (AL = 2L) it will form a right angle where the attachment meets the stake. Lifting up or pulling in line with the attachment will both cause the anchor to fail at relatively low loads. If the anchor pulls in line with the attachment the top of the anchor comes out of the snow and reduces the surface area of snow in the upper half of the stake, which causes it to rotate forward and fail. Tilting the stake back to make angle β, 45 o makes the stake dive down into the snow. Under load they have been observed to travel down slope by several metres and go down into the snow by more than a metre. Placing mid clip stakes back at 45 o in weak snow to encourage diving is not recommended as they can hit harder layers, lay back more then get pulled out at relatively low loads. If alpha is at 100 o between stake and attachment, Braun-Elwert, (2005) this should prevent lifting, minimise excessive diving and would also keep the total depth of the anchor nearly the same as if it were in vertically which maximises the potential size of the stress cone. This angle can be achieved by leaning the stake back by 25 o from perpendicular to the surface where the attachment wire or sling is twice the length of the stake, and both the end of the attachment and top of the stake are just at snow surface level. (ref figure 9) Further snow can then be compacted on top of it to get it deeper which makes for a stronger anchor. Twelve upright midclip stakes were tested at this angle. With those that failed in compression no lifting occurred. Several of the anchors were observed to pull forward and travel down slope maintaining their depth in the snow. In order to allow some room for error when placing a stake it is recommended that when placing upright mid clips that an angle of 30 o back from perpendicular is used. 315 Figure 10: This series of photos of an upright mid clip in at 10 o back from perpendicular to the snow surface shows it lifting from the snow at around 3 kN. A similar sized stake set back 45 o pulled down into the snow and failed at around 7 kN when the stake folded in the middle and the wire cable pulled out of it. The snow was cold <-10 o C and between pencil and 1 finger in hardness. It was not possible to compress it to make stronger snow. 7. MULTIPLE ANCHORS When there is a need to produce a stronger anchor than can be built with a single piece of equipment a multiple point anchor can be built. If the pieces of equipment are put in close to each other then an issue occurs with overlapping stress cones. Although combining two tools produces a stress cone larger than one tool, it produces less total shear surface area than two separate anchors would because the stress cones overlap. There is also a potential issue if using an upright ice axe in a multi-tool anchor if it is pulled from the top as this creates uneven load so it is possible that it is not adding to the size of the stress cone, but is instead contributing to the compression strength of the anchor in an inefficient way. It is important with multiple anchors that are likely to fail under compression to set them up so that they do not pull through where another anchor was. 8. T SLOTS The other mode for placing a snow anchor is horizontally, otherwise known as a T slot or horizontal mid clip. If the snow can be compacted in front of them to produce stronger snow they are very strong anchors. As stress cone size is heavily influenced by depth they would need to be dug nearly as deep as the length of the anchor in order to get greater strength than an upright mid clip that uses the same object. This would require digging and compacting a large volume of snow. In snow that can be strengthened they will take longer to build than an equivalent strength upright mid clip. In weak snow that cannot be compacted to make stronger snow they become the only option for a snow anchor if you do not have an anchor with a wire cable that can be pulled into the snow. In this sort of snow where moving the snow damages snow bonds, a narrow trench needs to be dug for the cord or tape attachment. 316 9. USING SKIS AS ANCHORS Although skis have larger surface areas than most of the stakes tested they did not have far higher values. As the load comes on a ski they flex putting higher pressures on the snow near the attachment point. In strong snow used as a mid clip this is not a significant issue. With top clips this flexibility is a major issue. All of the different combinations of skis used as top clips were weak. This is because the flexing of the skis puts very high loads on the surface snow. The use of skis as top clips is not recommended in any hardness snow because of this feature. Three top clip ski tests produced very low values in the range of 2.2 to 2.9 kN in snow towards the top of pencil hardness range. A top clip stiff stake with a similar surface area produced 4.5 kN in the same snow. If a mid clip had been used in this snow, it would have produced an anchor of > 10 kN. As a mid clip skis can make strong anchors but because of their flexibility they will not be as strong as similar sized stiffer anchors. In snow that can be strengthened through compacting it skis used as upright mid clips with at least half of the ski buried should give a strong anchor. If the snow cannot be strengthened through compaction then skis should be buried as T slots. 10. CONCLUSION The objective when building an anchor in snow is to quickly produce a snow anchor that will not fail under the expected loads. To do this users need to be aware of the factors that effect snow strength, be aware of the likely loads for the situation and know a variety of techniques that will cope with the combinations of snow and loads. Snow anchors do not come under the upper end of the loads they could be subjected to (6 kN to 8 kN) very often so catastrophic failures are infrequent with users. There will however be a number of situations where many people are operating very close to the failure limits of their snow anchors without realising that, particularly if skis are being used as top clips. The three key things are to increase snow strength, get anchors deep and pull from the middle. If it is not possible to increase snow strength to above 200 kPa then large objects such as skis or large packs/equipment bags need to be buried. 10. FURTHER WORK NEEDED There is a need to do further testing to see whether shape of the anchor affects the size of the stress cone and the differences dynamic loads make. The hypothesis is that dynamic loads that a falling climber could produce should not make much difference in very strong snow but could effect what happens in weaker snow. It is possible that if an anchor is placed so it will pull forward with out lifting that some of the energy of the dynamic load will be absorbed by the compression failure as the anchor moves and that an anchor could hold a higher load than the compression strength of the snow would indicate it should. 11. ACKNOWLEDGEMENTS * Ruapehu Alpine Lifts * DOC Aoraki Alpine Rescue Team * New Zealand Mountain Guides Association * Lindsay Main from Aspiring Enterprises * The Sierra Madre Search & Rescue Team * Grant Prattley from SARINZ * The Mountain Rescue Association 317 Bogie D., 2005. Snow Anchors, Christchurch New Zealand. Braun-Elwert G., 2005. Belays on Snow, Tekapo, New Zealand. Fortini A., 2002, The Use of Pickets and Flukes as Snow Anchors. International Technical Rescue Symposium, Denver, CO. McClung D., Schaerer P., 2006. The Avalanche Handbook, The Mountaineers Seattle Foundation. 4, 76-77. Winterkorn H. F., Fang H. Y., 1975. Engineering Handbook, Van Nostrand Reinhold Company.
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Eating to Optimize Surgery or Treatment If you are having surgery or major medical treatment soon, it's important to pay extra attention to nutrition. What you eat – and how much you eat – can help you do better during and after surgery and treatment. A healthy, balanced diet with extra protein can help you: - Build strength to prepare your body for surgery or treatment - Recover better after surgery - Heal wounds, bones and infections - Tolerate cancer treatments and other medical treatments better - Have enough energy and strength for physical therapy Poor nutrition has been shown to: - Increase infections and surgery complications - Impair wound healing - Increase the amount of time spent in hospitals - _Increase the amount of care and support needed after leaving the hospital Five tips to eat better, feel better, recover better 1. Get plenty of fuel - Make sure you're eating and drinking enough healthful foods and liquids in the weeks leading up to your surgery or treatment. Your body needs extra fuel, protein, vitamins, minerals and liquids to heal. - Eat 2 to 3 meals and 1 to 3 healthy snacks each day. 2. Eat foods from all of the food groups: Protein Dairy Vegetables Grains Fruit 3. Eat plenty of protein - Eat protein at every meal, especially at breakfast and after physical therapy. - Good sources of protein include fish, chicken, meats or meat substitutes, milk, cheese, yogurt, beans, nuts and seeds. 4. If you don't feel hungry, try to eat anyway - Eat smaller meals and snacks more often, and include protein. - _Eat with a friend or family member. Adults who share meals together tend to eat better. See Mealtime for Healthy Adults under Educational Materials at www.healthoregon.org/sharedmeals for more information. Weight matters before surgery and treatment Going through a serious illness, major medical treatment or surgery raises your risk of malnutrition – even if you are overweight. If you are overweight If you are underweight - Although losing weight ahead of time may improve surgery results, dieting right before surgery is not recommended – it increases the risk of malnutrition and makes it harder for your body to heal itself. - Stop any weight-loss efforts 1 to 2 weeks before surgery or treatment and for several weeks after. - Talk to your doctor or dietitian about when and how to restart your weight-loss program. - Avoid rapid-weight-loss diets (losing more than 2 pounds per week). - People who are underweight have more trouble recovering from major illnesses and surgeries. - Adults 65+ may look like their weight is normal, but are considered underweight if their body mass index is less than 22 or 23. Find out what your BMI is at www.bmi-calculator.net. - Adding 400 extra calories and 20–30 extra grams of protein daily can make a big difference in your recovery after surgery. - Boost your calories and protein by eating more healthful, nutrient-rich foods such as cheese, avocados nuts, peanut butter and eggs. - Adding more foods like gravy, sauces and jam is OK to boost your weight. - If eating is difficult, try homemade shakes and smoothies. Eating to Optimize Surgery or Treatment 2 If you don't have the energy for cooking, pre-made nutrition drinks, frozen meals and healthy snack bars can help. - Tell your doctors and nurses if you lose weight before or after your surgery or treatment. If you are currently at the right weight - Try to keep your weight the same before and after your surgery or treatment by eating a healthy, balanced diet. - If you lose weight after surgery or treatment, eat more and boost your protein until your weight stabilizes. Weight matters after surgery and treatment Losing weight in the weeks after surgery or major medical treatment can slow healing and weaken the immune system. Tell your doctor if you lose 5 or more pounds after your surgery or treatment. Ask your doctor or dietitian for help If you find it hard to keep your weight where it should be, talk to your doctor or to a dietitian. They can recommend specific tips to help you stabilize your weight to optimize your recovery from surgery or medical treatment. Be sure to talk with your doctor and surgeon about any supplements, pills, herbs or other medicinals you take. This information is for general educational purposes only – always follow your doctor's recommendations, and check with your doctor if you have any questions. Eating to Optimize Surgery or Treatment 3
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Original Article Original Article Combustion Rate of Ten Wood Fuel Combustion Rate of Ten Wood Fuel tree Species in Bauchi State tree Species in Bauchi State tree Species in Bauchi State Wakili, A 1 ., Abdullahi. M. B 2 ., Gani, A. M 2 . and Bello, A. A 3. 1 Forestry department, College of Agriculture, Bauchi, Bauchi State-Nigeria 2 Biological Sciences Programme Abubakar Tafawa Balewa University Bauchi,Bauchi State,Nigeria 3 Production/Mechanical Engineering programme, A T B U Bauchi, Bauchi State, Nigeria. Submitted: Oct. 16, 2011; Accepted: Nov. 12, 2012; Published: Dec. 17, 2012. ABSTRACT ABSTRACT Identification of major tree species used as wood fuel was carried out in six randomly selected Local Government Areas (LGAs), two from each of the three ecological zones of Bauchi state. These LGAs are Bogoro and Toro from Northern Guinea Savannah, Bauchi and Alkaleri from sudan savannah and , Giade and Katagum from sahel savannah zone. A quadrant of two hectares was laid in wood fuel collection center in the affected LGAs. The moisture content and combustion rate of the ten most frequent wood fuel tree species were determined. The result for the analysis of variance shows that the moisture content of the species at the time of the determination of combustion rate was the same. The highest temperature of 520 °°°°C was recorded for Combretum glutinosum during combustion within 8 minutes and lowest temperature of 230 °°°°C was recorded for Pterocarpus erinaceus for the same period. Terminalia glaucescens maintained temperature 100 °°°°C for the longest period of 30 minutes and Pterocarpus erinaceus maintained temperature above 100 °°°°C for only 8 minutes. Due to their natural features of maintaining heat for a considerable period of time, wood fuel users were advised to be making use of tree species which have good combustion properties. To guard against extinction of these ecologically important species, massive production and planting by government and individuals were recommended among others. Key words: Key words: Wood fuel species-Moisture content-Combustion rate Corresponding Author: Corresponding Author: firstname.lastname@example.org INTRODUCTION INTRODUCTION Forest is a storehouse for food and feed, ameliorator of weather and a primary source of renewable energy for some industrial and domestic uses. Bio fuel is a major source of energy in rural areas of Nigeria aside from energy of animal and human sources. Cooking and most food processing are dependent on wood fuel. Indirectly, therefore, wood fuel supplies affect the stability and quality of food supplies (Wak ili,2008). The non sustainable wood fuel extraction and as well as expansion for urban development have made one third of Nigerian estimated 96 million hectares of forest cover vulnerable to deforestation (FEPA, 1992). The trend of deforestation due to increased demand for fuel wood and consequent exploitation of the vegetation tends to be escalating on daily basis without knowing the specific species that are suppose to be utilized and those which possesses the combustion ability of gradual release of the energy content of the wood to enhance cooking and heating. The better the combustion ability of wood, the lesser the amount of the same quantity of wood required to carry out a heating and cooking exercises. It was highlighted by Wakili. and Abdullahi (2010), that since cutting of trees and collection of wood fuel entails little or no financial implication, it is likely to remain the dominant source of fuel for rural and semi urban communities for more years to come. The indiscriminate felling of trees for wood fuel results in deforestation leading to the disappearance of valuable species of trees that have little combustion value and its attendant environmental degradation (desertification, erosion, flood, soil infertility, decline in water table, drought, extinction of both flora and fauna species). It is in line with these threats; this research intends to evaluate the combustion rate of the ten most common wood fuel tree species in Bauchi state with a view to identifying the most efficient tree species in terms of the rate at which the calories content of the wood are released as energy. The result of this work is expected to serve as a guide for energy plantation project in Nigeria and beyond, and a means of reducing indiscriminate felling of environmentally friendly tree species but with poor combustion rate. MATERIALS AND METHODS MATERIALS AND METHODS Study area Study area Bauchi state has a land area of 49,259.01 km2 with a population of 4.6 million people and located between latitude 90° 30¹ and 12° 30¹ North of the equator and longitude 80° 50¹and 11° east of the green wich meridian. The state has a typical tropical climate marked clearly by the dry and rain seasons. The average annual rain fall is 700mm in the northern parts and 1300mm in the southern parts. The wettest months are July; August and September, dry season starts in November and ends in April, this is a period of harmattan, when the dust loaded North East trade wind from Sahara desert has a marked drying effect on the vegetation and the general climate of the state. Bauchi state is one the state in northern part of Nigeria that span three distinct vegetation zones, namely, the Northern Guinea Savannah, Sudan Savannah and Sahel Savannah with Sudan Savannah dominating. Northern Guinea Savannah become manifest as one moves along a belt that stretches from extreme western part of the state to the extreme southern part covering Local Government Areas of Toro, Tafawa Balewa, Dass and Bogoro. The Sudan Savannah type of vegetation covers six LGAs of Ningi, Warji, Darazo, kirfi, Alkaleri and Bauchi. The Sahel zone also known as semi desert type, becomes manifest on the middle of the state as one moves from south to the north. The character vegetation of the zone is isolated stance of thorny shrubs interspersed by short trees (Bauchi state official diary, 2008). Procedures for data collection Procedures for data collection In order to identify representatives of woody tree species used for wood fuel , in Bauchi state, two local government areas (LGAs) were randomly selected from each of the three ecological zones; Northern Guinea savannah, Sudan savannah and Sahel Savannah. In each of the six randomly selected LGAs, quadrants of two hectares were laid in an area identified as the major center for the collection of wood fuel. The LGAs randomly selected were katagum and Giade from sahel zone, Bauchi and Alkaleri from Sudan savannah zone, and Bogoro and Toro from Northern Guinea savannah zone. Katagum and Giade LGAs have madara and kurba forest reserves, respectively as major center for collection of wood fuel. Bauchi and Alkaleri LGAs had kumbuli and Gwaram communal forest, respectively while Toro and Bogoro had tatu forest reserve and Gwabbiya forest as the wood fuel collection centers. In each of the quadrant, wood fuel tree species were identified with the help of texts (Hutchinson and Dalziel, 1954, Keay et. al ., 1964 ). Determination of combustion rate of wood fuel The equipments used were: Pyrometer, stopwatch, thermocouple, thermometer, crucible vice, hammer chisel and weighing balance.30 gram of fuel wood sample was weighed and burnt. The combustion was initiated by addition of little kerosene. The temperature of the burning sample was taken at every two minutes intervals until it completely burn. Determination of moisture Determination of moisture content content content The moisture content of wood samples was determined with an electric oven (DHD9101). Other equipment used was: digital weighing machine, wet and dry bulb thermometers. Wood fuel samples were weighed and dried in an oven between one to four hours at 105°C and repeatedly weighed until uniform weight was attained. The moisture content was determined in accordance with ASTM-D143 (1982) RESULTS AND DICUSSION RESULTS AND DICUSSION Moisture c Moisture content of ten most frequent ontent of ten most frequent ontent of ten most frequent Wood Wood Wood fuel fuel tree species in Bauchi state tree species in Bauchi state tree species in Bauchi state The moisture content of ten most frequent wood fuel tree species as at the time of the determination of combustion rate ranges from 3.14% to 4.04%(Table 1).This shows that the wood samples contains little moisture at the time of the test compared to the combustible percentage moisture of 15% (Akpan et al., 2007). The higher the moisture content of wood the lesser the energy output because moisture content of wood is the major determinant of its combustion rate (Wakili et al .,2009).From this test, Prosopis africana had the highest moisture content (4.04%) and followed by Pterocarpus erinaceus (3.95%), while Combretum molle had the less moisture content(3.14%) as evident in table 1. However, the result for analysis of variance indicated there were no significant differences among the values signifying that there will be no much difference in their temperature output. Combustion rate of ten most frequent wood Combustion rate of ten most frequent wood fuel fuel species in Bauchi state species in Bauchi state species in Bauchi state Combustion rates of ten most frequent wood fuel tree species are presented in Table 2. The burning trend showed that temperature from the peak gradually dropped closed to room temperature over time because of the residual heat of the ash and the wood sample maintained their shapes even in the ash form. The temperature of the burnt samples were influenced by the density and specific gravity of the wood at the time of the test, because, these parameters expressed how much wood substance is present in a given volume of wood (Zobel and Van Bujitenen, 1989). Table 1: The moisture content of ten most frequent wood fuel tree species as at the time of the determination of combustion rate from six LGAs of Bauchi State ________________________________________________________________________ Not significant (P>0.05) Most wood burns relatively easily, though the wood of some species (e.g species of syncapia ) is fire retardant and will not burn except in hot fire in mixture with more flammable woods. Other woods, while they burn readily, may not be suitable because of excessive spark production or odorous, toxic or irritating smoke. The wood of Sesbania grandiflora for example is not highly regarded as fuel because of excessive smoke it produces while burning, Prosopis africana produces excessive spark and Terminalia glaucescens excessive smoke when burning (FAO,1994).The importance of these factors for domestic wood fuel use depends on the type of stove used, cooking method and adequacy of ventilation. Local preferences may also be important depending on the effect of the wood fuel on the flavor of the cooked food (Kataki and Konwer,2002). As different wood possesses varied burning properties, so also the tested wood samples differ in the intensity and duration of temperature; Species A showed the combustion rate of Pterocarpus erinaceus (Madobiya) . It attained the temperature of about 290°C in less than 6 minutes then gradually falls to about 45° C in 18 minutes. It can sustain a temperature above 100 °C for a period of about 8 minutes. Species B showed the combustion rate of Prosopis africana (Kirya) that attained a temperature of about 340° C in less than 14 minutes. The temperature gradually fell to 80 °C in 22minutes. It can sustain a temperature above 100 °C for a period of about 18 minutes. Species C indicated the combustion rate of Terminalia glaucescens ( Baushe).It attained a temperature of 350° C in 8 minutes, which gradually dropped to 18 . Species D represented combustion rate of Acacia hebecladoeids (Bakar kaya). It attained a temperature of 335° C in 10 minutes, the temperature gradually dropped to 11 °C in 26 minutes. A temperature above 100 °C can be sustained for a period of 24 minutes. Species E showed the combustion rate of Anogeisus leiocarpus (Marke). The temperature reaches 335°C in 8 minutes and gradually dropped to 105°C in 26 minutes. It maintained a temperature above 100°C for a period of 24 minutes. Species F showed the combustion rate of Balanites egyptiaca (Aduwa). It attained temperature of 500°C in 8 minutes and gradually fell to 100 0 C in 28 minutes. Temperature above 100 0 C can be maintained for a period of 24 minutes. 100°C can therefore be maintained for a period of 22 minutes. Species H showed combustion rate of Combretum glutinosum (Farin Ganye). It attained a maximum temperature of 520°C in 8 minutes gradually dropped to 65°C in 18 minutes Temperature above 100 0 C can be maintained for a period of 14 minutes . . Species I showed the combustion rate of Combretum hypopilinum (Jan farin ganye). It attained a temperature of 415°C in 12 minutes. It gradually fell to 80°C in 28 minutes. This showed that temperature above 100 0 C can be maintained for a period of 22 minutes. Species G showed the combustion rate of Vitellaria paradoxum (Tabo). It attained a maximum temperature of 440°C in 8 minutes. The temperature gradually fell to 95°C in 26 minutes. Temperature above Species J showed the combustion rate of Combretum molle (Wuyan Damo). It attained a maximum temperature of 335°C in 8 minutes and gradually dropped to 55°C in 18 minutes. Temperature above 100 0 C can be maintained for a period of 14 minutes. Table 2: Combustion rate of ten most common wood fuel tree species from six LGAs in Bauchi state TEMPERATURE (C) CONCLUSION AND RECOMMENDATION CONCLUSION AND RECOMMENDATION The combustion test was conducted in a form of open fire under indoor condition. After ignition, the wood samples were allowed to flame until completely burnt into ash. The test was conducted for the ten most frequent wood fuel tree species from six LGAs in Bauchi State. The test indicated that the burning trend followed similar pattern of starting with low temperature to the peak temperature through time as reported by Kyauta (2006). The temperature from the peak gradually dropped close to room temperature over time because of the residual heat of the ash and the wood samples maintained their shape even in the ash form. Majority of the species: Combretum hypopilinum, Vitellaria paradoxum, Balanites egyptiaca, Anogeisu s leiocarpus, Acacia hebecladoeids and Teminalia glaucescens can sustain temperature above 100 0 C for comparatively longer period of more than 20 minutes. These species, which are also high yielding and fast growing, could be good for energy plantation (Dean, 1998). These species when made to be the major components of energy plantation projects would drastically reduce the amount of wood utilization because of their natural ability to maintain heat for a considerable period of time. This special feature can reduce the rate of forest destruction and there by improving its productivity and enhance proper management of the environment. There is an urgent need to enlighten wood fuel users on the economic importance of using tree species of better combustion properties. This is because not much quantity of such wood is needed to carry out a cooking or heating exercise. Using such higher combustion rates species would reduce the amount of money being spent on fuel wood there by redirecting such funds for other uses. However, to guard against extinction of these ecologically important species, there is the need for massive production of these species by silvicultural specialist and be made available at little or no cost to wood lots developers and should as well be encouraged to raise these important tree species through a well-coordinated extension services. REFERENCES REFERENCES Akpan, M. Wakili, A. and Akosim, C. (2007). Fuel wood Consumption Pattern in Bauchi State:Aguide for energy planners in Nigeria. An International Journal of Agricultural Science,Sciences, Environmental and Technology, 7(1):1-11. ASTM-D143. (1982). American Society for Testing and Material Standard Methods for Testing Small Clear Specimen of Timber . Books of Standard, Philadelphia. 250pp BSOD. (2008). Bauchi State Official Diary. Ramadan press limited Bauchi. Pp7-8 Dean, R.(1998). Fire wood production and use. University Extension Bulletin. IOWA State University.pp5-6 FAO. (1994). Forest products outlook. Food and Agriculture Organization Rome. Pp. 80105 FEPA. (1992). Federal Environmental Protection Agency. Report of the United Nations Conference on Environmental Development, Rio Dejaneiro, Brazil pp16-17 Hutchinson, J. and Dalziel, J. M. (1954). Flora of West Tropical Africa . Mill Bank London. 27-39pp Kataki, R. and Konwer, D. (2002). Fuelwood characteristic of indigenous tree Species of north-east India.biomass and Bioenergy, 22 22:433-437 Keay, R. W. J. (1964). An Outline of Nigerian vegetation . 3 rd edition Government printers , Lagos.pp70-85 Kyauta, E. (2006). Characterization of Maize cobs and Groundnut Shell Pellets as fuel for Domestic use. Unpublished M.Sc. Thesis. Production Engineering program, Abubakar Tafawa Balewa University, Bauchi-Nigeria Wakili, A. and Abdullahi M. B. (2010). Identification of Fuel wood Tree Species in Bauchi State. Journal of League of Reserchers , 8(2): 51-58 Wakili, A. Gani, A. M. and Abdul, S. D. (2009). Calorific value and related properties of Anogeisus leiocarpus as one of the most common fuel wood species in Bauchi metropolis. Journal of league of Researchers in Nigeria, 10(1): 47-49 Wakili, A. (2008). Identification and Utilization of Major Fuel wood Species in Bauchi state. Unpublished M.Sc. Thesis, Biological Sciences Program, School of Science, Abubakar Tafawa Balewa University, Bauchi- Nigeria Zobel, B. J. and VanBujitenen, J. P. (1989). Wood variation, its causes and its control Springer Verlin 363pp.
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Richard Armstrong CROUCH Richard Armstrong Crouch was born in Ballarat in 1868. He completed his legal studies at Melbourne University and was awarded the Supreme Court Judge's prize in 1891. After being admitted to practice in 1892, Crouch worked as a solicitor in the city. At the first Federal election in 1901 he entered politics and stayed in Parliament until 1910. At this time he also had a commission with the Australian Infantry, rising to major in 1912, and was appointed LieutenantColonel in 1913. He commanded the 22nd Battalion of the Australian Imperial Forces and landed at Gallipoli in September 1915, but by early December, he was back at Mudros in Greece. With continuing ill health, he returned to Australia in 1916, when his appointment in the Army was terminated. He was active in the conscription debates of 1916 and 1917, speaking against conscription. Crouch returned briefly to politics in the 1920s, but after defeat in 1931, he directed his energies into philanthropy, travel, writing and the Royal Victorian Historical Society. He died in 1949.
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Teaching tips based on Cognitive Load Theory Cognitive Load Theory (CLT) suggests that learning occurs most efficiently when instruction is designed according to our knowledge of cognitive architecture. According to the CLT, learners have a limited amount of working memory, which is the memory needed for conscious activities such as processing new information. In fact, working memory is likely limited to about seven items or elements of information at any one time (Miller, 1956). In contrast, learners have an unlimited amount of long-term memory, which provides a repository of permanent knowledge and skills. Information elements are stored in long-term memory as schemata, which hold large quantities of information but can be processed as a single unit in working memory (Sweller, 1994). As a learner acquires schemata, their performance progresses from slow and difficult to smooth and effortless because the information can be handled more efficiently by working memory, or used automatically, in the form of schemata. Because learners have limited working memory, instruction should be designed to make the best use of this capacity without overloading it. Working memory load is affected by the complexity of the material (intrinsic CL) and the way the material is presented (extraneous and germane CL). When material is presented in a way that is useful in building schemata, cognitive load is considered germane (Sweller et al., 1998). In contrast, mental effort that is put forth but does not build schemata or interferes with schemata construction is considered extraneous CL. Thus, according to CLT, more learning can take place with the same mental effort when extraneous CL is shifted to germane CL. Although extraneous and germane CL cannot be directly measured, instructional approaches designed to efficiently build new schemata can result in better learning outcomes with equivalent or less mental effort (van Merrienboer et al., 2002). Instructional approaches that aid in the efficient construction of new schemata are described for a variety of teaching scenarios in the following tips. 1) Teaching problem-solving. Solving novel problems requires significant working memory if schemata are not already in place. Rather than asking students to immediately solve problems from start to finish, instructors should begin by providing worked examples and then asking students to finish partially-completed problems. Worked examples and partially-completed problems help students build schemata so that less working memory is required to complete a problem independently from start to finish (Sweller et al., 1998). 2) Designing instructional materials. Instructional materials often include a combination of text, figures, and tables, as well as abbreviated terms. The process of searching for referenced items generates extraneous CL because the learner must hold information in working memory while searching for the associated referenced item. This effort devoted to mental integration is caused by the format of the material rather than the intrinsic complexity of the material and is termed the "split-attention" effect. The split attention effect can be reduced by physically integrating text and figures in instructional materials (Sweller et al., 1998). For example, when possible, information included in a figure caption should be placed in a legend or as labels in the figure itself. 3) Delivering effective lectures. Working memory is thought to consist of two subcomponents one based on auditory working memory and one based on visual working memory (Baddeley, 1992). It is believed that working memory capacity can be increased by using both types of working memory rather than either stream alone (Penney, 1989). Therefore, learning can take place more efficiently when information is presented in two modes – audio and visual. Furthermore, explanations are better understood when corresponding words and pictures are delivered simultaneously rather than separately, and when auditory explanations include few extraneous words and sounds (Mayer and Moreno, 2002). Finally, when using multiple modes of delivery, it is better to present visual aids (e.g., animation) and narration rather than visual aids, narration and on-screen text to avoid redundancy (Mayer and Moreno, 2002). 4) Teaching laboratory procedures. Laboratory procedures often involve many steps and are considered complex due to the many interacting elements that must be understood to acquire new schemata. Research suggests that a two-phase teaching approach, where basic steps or elements are first presented ("pre-training") and then their interactions are explained, can be more effective than explaining the elements and their interactions at once (Pollock et al., 2002). Instructors of laboratory courses can make use of the CLT by teaching students basic lab skills prior to explaining the full laboratory procedure. The CLT provides guidelines for efficient instructional design. Limitations to working memory can be overcome by: constructing schemata, avoiding split attention and redundant information, using more than one presentation mode, and pre-training. These strategies can be incorporated into a variety of teaching scenarios to improve learning efficiency. References Baddeley, A.D. 1992. Working memory. Science 255: 556-559. Mayer, R.E. and R. Moreno. 2002. Aids to computer-based multimedia learning. Learning and Instruction 12: 107-119. Miller, G.A. 1956. The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review 63: 81-97. Penney, C. 1989. Modality effects and the structure of short-term verbal memory. Memory and Cognition 17: 398-422. Pollock, E., P. Chandler and J. Sweller. 2002. Assimilating complex information. Learning and Instruction 12: 61-86. Sweller, J. 1994. Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4: 295-312. Sweller, J., J. van Merrienboer and F.G.W.C. Paas. 1998. Cognitive architecture and instructional design. Educational Psychology Review 10: 251-296. Van Merrieboer, J.J.G., J.G. Schuurman, M.B.M. de Croock, and F.G.W.C. Paas. 2002. Redirecting learners' attention during training: effects on cognitive load, transfer test performance and training efficiency. Learning and Instruction 12: 11-37. Submitted by ̶ Hanna Poffenbarger Department of Agronomy Iowa State University
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New York State PTA Guidance on PTAs and School Budgets in Difficult Times The Governor's budget for 2012 – 2013 has proposed an increase in aid to education of 4.1% over the amount provided in the 2011 – 2012 budget. The actual amount allocated to each district varies considerably from this overall percentage increase. School boards continue to face challenges in developing their 2012 – 2013 budgets as a result of the newly imposed 2% tax levy cap. School boards will have to make very difficult choices in order to meet the needs of the children in their communities while adhering to the requirements set forth in the tax levy cap legislation. PTAs and Requests for Financial Assistance and Donations PTA is an educational advocacy organization and should not allow itself to be the provider of services, supplies or equipment even during difficult financial times. PTAs that feel pressure to provide financial assistance may find themselves under fire from varying groups requesting funds and may not be able to provide it to everyone, thereby creating dissension within their own school community. Reasons why PTAs should not provide this type of support: - It establishes a precedent that it is an acceptable practice and it may not be able to be sustained over time. - When one PTA provides services, supplies or equipment, it puts the other units in the district in a difficult position by exerting pressure for a similar item. - It can result in an inequity among schools in a school district. - Equipment does not necessarily remain in the school it was originally intended for. - Who will be responsible for the maintenance of the item? Constant fundraising establishes PTA as a "fund-raising" organization and our true purpose as advocates for children will be diminished. It is not PTA's job to provide financial assistance to schools. It is PTA's responsibility to be vocal during the school district's budget sessions to ensure that the needs of the children are met. PTAs and School Budgets It is the PTA's responsibility to educate themselves and to promote an understanding of the educational needs of the community and how the school budget supports those needs. PTAs should carefully review and consider the budget as proposed by the school board. Following that review a PTA may choose to take a position to support, educate about or oppose the school budget. In order for a unit to take a position on a proposed budget in the name of the unit, a vote of its general membership must be taken. In accordance with unit bylaws the proper notification of the meeting must be given to the members. In order for a council to take a position on the budget in the name of the council, an instructed vote is required. Each unit's general membership takes a vote and each unit then has one vote on council. If only the voting body of a council takes a position, it must be clearly stated that the position is that of the voting body of council and not the council as a whole. If only the executive board of a council or a unit votes to take a position, it must be clearly noted in any letters, publicity, etc., which body has taken this position. A proposed school budget need not contain all of PTA's priorities for it to be supported. A statement of PTA's concerns can inform the board of education of those aspects of the budget with which it does not concur. As a caution, opposing a school budget for insufficient funds and/or educational programs may be misinterpreted. PTA's position on the proposed budget and any statements of concern should be publicized in newsletters, local newspapers, fliers to parents and other community members. It is import to include an explanation when publicizing PTA's position. Information regarding the date of the budget vote may be sent home with students, but state education law prohibits the use of public funds to urge a "Yes" vote. If a PTA seeks to encourage a "Yes" vote the PTA: - Information must be mailed home and the PTA is responsible for the costs including postage. - May not reproduce any fliers or newsletters publicizing their position using school copy equipment or paper. This must be paid for using PTA funds. - School phones cannot be used to communicate the PTA position. School Budget Timeline - March 1 st – Districts must submit information necessary for the calculation of the tax levy limit to the state comptroller, commissioner of education and the commissioner of taxation and finance. - April 24 th – May 1 st - Districts must complete the budget 7 days before public hearing - April 23 rd - Districts must transmit "Property Tax Report Card" to NYSED by the end of the next business day following its approval by the school board, but not later than the 24 th day before the budget vote - May 1st – 8 th – Board must hold public hearing on the budget - May 9 th – Deadline for mailing budget notice - May 1 st – 15 th – Copies of the budget must be available to the residents upon request - May 15 th – Annual Budget Vote and School Board Election - June 19 th – Uniform Budget Re-Vote Additional Resources: - Your Region Director and Associate or Assistant Directors are valuable resources to assist, advise and guide you when dealing with these difficult issues. - The New York State PTA Resource Guide which can by found in the Members Only Section of the website at www.nyspta.org
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Common Mistakes Divers Make Poor buoyancy control. The most frequently discussed diving skill problem is lack of adequate buoyancy control, which is notorious for causing damage to fragile underwater habitats. Having poor buoyancy control means a diver can't stay neutrally buoyant throughout a dive, which is usually the result of wearing too much weight on the weight belt. Negatively buoyant divers have a tendency to bump into, kick and grab onto whatever is near them, or constantly compensate for the feeling of sinking by putting more air in their Buoyancy Compensator, kicking up and swimming with arms and bent knees. This, in turn, uses more energy, increases breathing rate and air consumption and can initiate the panic cycle. The end consequences are an exhausted diver and a trashed diving environment. Good buoyancy control is primarily a function of practice, but improvement comes more rapidly if divers wear only as much weight as is absolutely needed, considering the amount of neoprene being worn, the buoyancy characteristics of the tank being worn and the type of diving (i.e., water salinity, depth and movement). Scuba Staff should be alert to help divers determine the exact right amount of weight for them in any particular situation. At some dive resorts, damage to reefs by divers unable to adequately control their buoyancy has become such a problem that divers are asked to do a checkout dive with an instructor before being turned loose. We need to work more with students in the pool and at Open Water to assist in learning effective buoyancy skills. On open water dives the hover portion of ascent work is a vital part of buoyancy control skills. Problems on the surface. Inexperienced or uncomfortable divers often spend excess time bobbing on the surface after entering the water from a boat. When a surface current is present, an unaware diver can quickly be swept away from the dive site. If the buddy team chooses to descend away from the boat, there is a greater chance of navigational difficulties, since the boat is not available as a reference point. To avoid this situation, both buddies should enter together so one doesn't have to wait on the surface. They should be ready to descend before entering, with all equipment in place. They need to carefully follow the divemaster's instructions and spend as little time as possible on the surface. During the open water experience students need to be helped to be aware of timing in a buddy team. Each buddy team member needs to watch the other and help each other to become ready to dive at the same time and to work at staying together and functioning as a team. Mask removal. Another common diving mistake is removing a mask on the surface or placing it on one's forehead after surfacing from a dive. The reasons for leaving a mask on until a diver is safely out of the water are basic. A diver can see under the surface to remove fins or grab the boat's ladder and the diver will not water in the nose and eyes while doing it. The mask can't get lost if it's on the face, while even small wave is capable of washing it from the forehead. Removing the mask and placing it on a forehead is a primary indicator of an uncomfortable or distressed diver. If a mask has been in place for 30 minutes or more during a dive, there should be no reason why it can't remain there another couple of minutes while the diver exits the water. If it is uncomfortable, full of water or fogged, these are correctable problems which should be resolved before the next dive. Some experienced divers may remove their masks on the surface. Chances are it is just a bad habit that they have developed and is not something to be copied. Stress with students in the pool and at open water to place the mask on the face before entering the water and not removing it until they have exited the water. Not practicing scuba skills. The reason for learning scuba skills is because a diver might have to use them at some point to preserve their own or their buddy's safety. When that happens divers must react automatically, quickly and calmly to avoid adding stress to an already tense situation. The only way to maintain this level of readiness is regular practice. Divers should periodically devote part of a shallow dive to actually performing safety skills with their buddy. Practicing under the supervision of an instructor is always safest (like having a spotter in gymnastics) but if students choose to practice on their own, they should notify others to avoid causing undue concern. A diver's ability to effectively and comfortably perform even basic diving skills such as mask clearing or ear equalization with deteriorate significantly if divers don't dive regularly. A refresher is the answer. Divers should be encouraged to regularly practice their scuba skills. Not monitoring gauges. Students should be encouraged to prevent out-of-air situations by prevention -by looking at the pressure gauge every few minutes. Unfortunately divers have so many things to remember, not to mention the engrossing beauty all around, that it's easy to lose track of time. The fact is, divers can't be responsible for their own safety unless they have a good idea at all times during the dive of their own personal dive information, or what's easy to remember as D.A.T.A.: Depth -- how deep are you now and what was the maximum depth? Air -- how much do I have left? Time --how long have they been down and how much longer is the planned bottom time? Area -- where are they in relation to the exit point? If divers have trouble remembering to check their gauges every three to five minutes, they should pen the acronym D.A.T.A. on their palm or glove. Divers have developed the proper habit when they can give an approximate answer to each of the above question without looking at their gauges at the time. Both in the pool and during the Open Water Experience staff should routinely ask students what their air pressure is and in during the Open Water Experience ask them about depth, time and where they were are. EQUIPMENT Scuba is an equipment-intensive sport, consequently a good deal of our training involves learning to use and care for our gear. So it follows that a high percentage of diver mistakes would also involve equipment. Unfamiliarity with gear being used. Even if a diver owns their own equipment and has not used it for several months, a review of how each feature works is a smart idea. When divers are renting equipmen they should have the shop personnel provide a thorough briefing on its use. BCs require practice to operate effectively, and are therefore a prime source of difficulty for new divers. A very common BC usage problem is the failure to deflate adequately when trying to descend. This often leads to the erroneous conclusion that more weight is needed. Divers need to be helped to understand that with most BCs they must be vertical (head up) in the water with the inflater hose stretched above the head for air to flow out of the BC bladder. If they look up at the hose as they descend; they should see bubbles emerging. Squeezing the BC;s air pocket with the other arm will often help force the air out. Some BCs have two or even three air dump valves to assist divers to vacate the air from their BC in a variety of positions. Scuba staff should watch for these alternate dump valves and help divers learn how to use them. A similar mistake is adding air to the BC while ascending. Provided a diver is neutrally buoyant during the dive, to ascend a diver merely needs to gently begin to kick toward the surface before the BC will begin to expand and it will be necessary to begin venting air from the Bc as it expands. This helps prevent the common error of ascending too fast. Also, divers need to pay close attention to which button on the inflate/deflate mechanism they push. If they are not totally comfortable with using their BC, it is easy to accidentally push the inflate instead of the deflate button. If a diver holds the BC inflate/deflate mechanism wrong they could squeeze the inflate mechanism without realizing it as they try to get a firm grip on the mechanism in order to deflate the BC. Failure to preadjust, check and stow equipment. By the time divers arrive at the entry point, whether it is a shore break, dock or boat swim platform, all the equipment should be ready to go. Fins, mask and BC straps should already be the right length so that they can just pull everything on and enter the water. An important part of that readjustment process is checking the equipment for potential maintenance problems before it's too late to fix them. Discover and replace the cracked heel strap or bad hose before entry time. To avoid the embarrassment of having the tank slide out of the BC strap underwater, be sure the buckle is strung correctly and pulled tight. Once everything is assembled and checked, gear and accessories should be stored in a bag, bin or assigned space where they won't get lost or be in the way (unless divers are immediately gearing up for entry). Weight belts are always kept at ground or deck level to avoid an accident should it fall. Discovering the omission of a crucial piece of equipment (like a weight belt) can be prevented by divers religiously performing buddy checks before every entry. Students should be assisted in the pool and at the open water site to develop a routine for the gearing-up process which includes each buddy checking each other's gear for completeness and readiness. Thoroughness in getting ready can prevent a number of common mistakes which could lead to a delayed or aborted dive. Divers will also avoid inconveniencing other divers and help themselves feel more relaxed and confident, decreasing the chances of making additional mistakes in the water. Poor equipment care. The list of mistakes in this category is long, but by far the most common one is rinsing a regulator after a dive without replacing the dust cap, which allows water to enter the first stage. The dust cap is attached to the first-stage yoke by a cord or rubber loop, and should always be replace over the valve opening as soon as the regulator is removed from the tank. Also don't push the purge button when rinsing a second-stage unless the regulator is still on a tank and under pressure. Otherwise, water can travel up the low-pressure hose into the first-stage, causing corrosion. Another common mistake is hanging a regulator by the first-stage. This puts excess stress on the hoses where they connect with the first-stage. It is better to lay a regulator down with the hoses coiled loosely in an unstrained position. ATTITUDE Attitude mistakes arise from a diver having either too much or too little confidence, and are just as likely to be committed by longtime divers as novices. Not asking questions. Many divers feel that because they have a certification card, regardless of their actual level of experience, they are expected to know everything about diving. They fear the embarrassment of not knowing something when they think they should, and consequently make the mistake of assuming, rather than asking. Scuba staff should expect divers to be inexperienced and/or unfamiliar with local conditions and protocols, and should be happy to assist and answer questions. That is primarily why they are there; to help with equipment, to refresh skills, to guide dives. It is much easier for scuba staff to answer questions and correct problems early than to solve problems later. The only stupid question is the one not asked. Not planning the dive. This is often related to the problem of not asking questions. Many divers figure that when they are diving from a charter boat or in a group, there is no need for a dive plan. Even basic things like depth and time limits are left to chance or to others. Proper dive planning means preparing physically and mentally for a dive with your buddy before you enter the water. Topics that should be addressed when planning a diver include everything from establishing the dive profile and objective, preparing equipment, verifying that each buddy uses similar hand signals to running through predive checklists. Planning also means mentally preparing for the upcoming event by talking through potential dive problems, like running low on air, having equalization troubles or getting separated. Proper pre-dive planning allows divers to visualize the entire dive, and invent solutions to potential problems, before they step in the water. As the saying goes, "Safe dives don't just happen; they're planned." Pre and post dive briefings during the Open Water help students to acquire this habit. Complacency. All divers are guilty of this one once in a while. It's the old, ":the rules don't apply to me" lie that divers tell themselves. Divers who have been diving for awhile and who have broken or bent a few rules, even if accidentally -- gone too deep, stayed too long, worn equipment they knew was faulty, not listened to a dive briefing. Then the problem is compounded by concluding, "I got away with it this time, I guess it's OK if I do it again." Unfortunately, that attitude leads to sloppiness, which eventually catches up with every diver.
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Nappies www.westlondonwaste.gov.uk Electricals Furniture Food Waste Prevention Action Plan 16/17 Progress April – June 2016 Each quarter the Waste Minimisation Team reports on the work being carried out to fulfil the actions in the current Waste Prevention Action Plan. This report sets out what we've been doing and what we have booked or planned for the next few months. If you have questions about anything we've done or want to work with us then please get in touch. We can be reached via email: email@example.com, by phone: 020 8825 9468, on Facebook: West London Waste Authority and on Twitter @WestLondonWaste. What we do really is great fun and interesting, so please do get in touch today. The Waste Minimisation Team Food | Activity and Description | Targets | |---|---| | Shout about the benefits of planning, storage, understanding dates, perfect portions and lovely leftover recipes. More #secondchancesmoothie events will be held. We’ll aim for 1 in each borough if there is an appropriately large event and borough support available. | 2 Ready Steady LFHW events delivered Follow up actions developed and completed with 10 community groups Implement a food waste challenge | Progress The number of residents engaging with our LFHW (Love Food Hate Waste) promotion has continued to grow. Our #secondchancesmoothie bike made its debut of the year at the Richmond May Fair on 14 th May. It was a busy day in the sunshine as hundreds of residents sampled our smoothies made from fruit that would otherwise have gone to waste. More miles were pedalled at Hanwell Carnival and Pitshanger Party in the Park too. This quarter we were invited by Chiswick WI and Friends of Twickenham Green to give their members more information about reducing waste. - Chiswick WI – presentation (25 th April) – As a result of them attending our LFHW Ready, Steady Love Food evening, they approached us to speak to their members about the food waste issue. In June the National Federation of Women's Institutes passed a resolution about reducing food waste and food poverty so we're looking forward to speaking to more WI's and helping them implement actions locally. - Friends of Twickenham Green – (7 th June) – we gave a reduce, re-use, recycle talk around reducing food waste and waste in the local area. As well as these talks, we were also involved in other food waste reduction awareness activities – th - A talk about food waste followed by a school food waste analysis with pupils on 20 International School Hillingdon. The whole class measured the food waste from the dining hall and at the end of the day said what they were going to change at home to reduce food waste. April at ACS - Compost giveaways with Richmond (15 th May) and Ealing (28 th May) Council's Waste & Recycling teams - Hounslow Junior Citizen Scheme – we gave talks to year 6 classes from 11 schools (between 13- 24 June) about food waste at home and the children made smoothies on the day to help them understand about healthy eating too. Across the three months from April to June we've attended 12 separate events, spoken to 1,696 people and given out 2,394 recipe cards, bag clips, spaghetti measurers, leaflets and stickers. Over the next few months… July sees the start of our Love Food Hate Waste Library Tour with visits to 7 libraries in July, 8 in August and 7 in September. The full list of libraries on our tour is in the events section on our website www.westlondonwaste.gov.uk/events. There are confirmed smoothie bike events with another 3 community groups – Brentford Festival (4 th September), Rotary Club of Pinner (10 th September) and Queens Park Residents Association (18 th September). | Activity and Description | Targets | |---|---| | Promote food waste recycling | Project with Resource London - introduce food waste recycling interventions in 6000 households across 4 boroughs. | Progress To help make it even easier for residents to start using their food waste recycling service or to put a wider range of items in the caddies, our team is working with Resource London to deliver food waste recycling interventions in Brent, Ealing, Hounslow and Richmond upon Thames. These are designed to increase the number of residents opting to use their food waste recycling service as part of their normal waste and recycling routine while simultaneously reducing the amount of food waste ending up in the rubbish bin. Between April and June we have: [x] Coordinated the work program with borough's waste teams, contractors and communications teams [x] Collated food waste collection data for May to give us a comparison month [x] Sourced compostable caddy liners and organised printing of borough specific leaflets and stickers [x] Mapped routes and schedules In addition to 'no food waste' stickers placed on rubbish bins, each household in the target areas will receive a leaflet and six months' supply of caddy liners – based on an average of 3 liners used per week. After 6 months from initial delivery, more caddy liners will be delivered out to the same households to last another 6 months. Over the next few months… The table below details the deliveries scheduled to take place, the number of households and the interventions to be used in each of the boroughs. Delivery of the interventions in Ealing will commence in September 2016. | Borough | Intervention tools | Approx. number of properties | |---|---|---| | Brent | Stickers, leaflets and compostable caddy liners | 5500 | | Borough | Intervention tools | Approx. number of properties | Date of activity | |---|---|---|---| | Hounslow | Stickers, leaflets and compostable caddy liners | 6000 | 11th – 15th July | | Richmond upon Thames | Leaflets and compostable caddy liners only | 5500 | 11th – 20th July | Textiles | Activity and Description | Targets | |---|---| | Sew it On | Development of a project plan to investigate textile skills sharing in west London | Progress We have begun identifying the local activities, organisations and educational resources around textiles. We have also been speaking to Resource London and WRAP's LYC (Love Your Clothes) team about activities as they will be launching a program of textile events promoting skills sharing across the wider London area. Once more is known about this we will put a plan together. Over the next few months… We will continue speaking to Resource London and WRAP's LYC (Love Your Clothes) team to investigate how we can work in collaboration with them. T2 | Activity and Description | Targets | |---|---| | Swishing is a fantastic way to meet your local community and re-vamp your wardrobe. We will continue to encourage greater swapping of clothes by building capacity in the local community and helping them to host their own swishing events. Using the guide developed in 2014 and our equipment which can be borrowed by groups Support community groups and local organisations to run their own swishing events | 8 swishes | Progress Our only swish of the quarter took place on 16 th April at Hounslow Library with 14 people turning up and swapping 77 different items. Hounslow Library have approached us and indicated that they wanted a guaranteed schedule of swishes for the year, so swishes have been scheduled in with them until March 2017. Our GetSwishing website, created to give people all the information they need to run their own swishing events, is still live and received 476 visitors for the quarter. More activity is taking place on the GetSwishing Facebook page with increased likes (to 116 at the end of June) and more people reading and replying to posts. Over the next few months… As well as our upcoming scheduled Hounslow Library swishes on 23 rd July and 24 th September, we are holding a swish in Ealing Central Library on 21 st July in collaboration with NCS (National Citizens Service) as part of their overall summer programme. Furniture Progress In April 2016, Accession CIC was dissolved as an organisation and is no longer trading, the WPAP will be revised to reflect this. Contact was made with Hounslow Furniture Project and they are looking at a programme of works so they can refresh their premises to encourage more customers to visit their re-use shop. Over the next few months… We will be looking to work with other re-use organisations to help promote re-use services across our boroughs and will revise this action now that Accession CIC no longer exists. Electrical Items | Activity and Description | Targets | |---|---| | Promote local re-use and recycling services for residents in conjunction with DHL Envirosolutions, our compliance scheme Various activities to encourage residents to recycle more, dispose of properly, donate large items for re-use and buy second-hand. | 12 WEEE bring events Run a Recycle Week competition | Progress Recycle Week usually happens in June every year but has been moved to September instead as it coincided with the week of the EU Referendum vote. Activities will be looked at nearer the time. There was one WEEE Recycling bring event with the Harrow Recycling Team on the 19 th May at Holy Trinity Church in Wealdstone. 80kg of WEEE was collected on the day. Over the next few months… There is a WEEE Bring event in Harrow on the 20 th July at Camrose Baptist Church in Wealdstone. Planning will also be taking place to run our annual New Year WEEE collection drive across the boroughs in January and February. Nappies | Activity and Description | Targets | |---|---| | Support the promotion of washable nappies Development of a washable nappy trial kit to be used in west London It’s great to have a choice. We’ll promote washable nappies across West London and encourage parents to consider choosing to use cloth. | 18 nappy natters 36 parents borrowing the trial kit | Progress A selection of washable nappies has been purchased in readiness for the trial kits. Pages for the website and the terms and conditions for the nappy trial kit are all currently being developed by the team. Over the next few months… We are currently looking for a launch of the nappy trial kits in quarter 3 this year. Communications | Activity and Description | Targets | |---|---| | Maximise the use of www.westlondonwaste.gov.uk to bring engaging and interesting content to residents. Pages to be kept up to date and a new web article added each week | 10% increase in unique visitors to the website – 71,361 | Progress Since April we have published 12 web articles on a variety of topics including food waste recycling, home composting and National Composting week, Real Nappy Week, encouraging furniture reuse and Love Food Hate Waste. | Month | Number of unique visitors | Returning visitors | |---|---|---| | April | 5,998 | 1417 (20%) | | May | 7055 | 1708 (20%) | | June | 5294 | 1121 (18%) | Over the next few months… The schedule of web articles will continue and all the information on our website will be reviewed and updated where it's needed. | Activity and Description | Targets | |---|---| | Monthly newsletters to engage with residents about waste prevention. We’re going to make it even easier for others to find out what we’re doing by continuing to produce newsletters that residents can sign up to and boroughs can promote | Increase the number of people signed up by 10% - 709 | Progress A combined newsletter was sent out for March/April and individual ones for May and June. Copies can be viewed on our website. There are currently 636 subscribers to our monthly newsletter. Over the next few months… Newsletters will continue to be sent out each month for subscribers to keep up with all our activities across west London. | Activity and Description | Targets | |---|---| | Increase West London Waste Social Media presence | Increase Twitter followers by 5% to 2231 45% of tweets to be re- tweeted OTS 8 million per year | Progress We are continuing to use social media to promote all the work we do and to send out ideas and tips. | Month | Followers | No. of Tweets sent | Re-tweets | Facebook Reach | |---|---|---|---|---| | April | 2172 | 144 | 82 (57%) | 846 | | May | 2204 | 137 | 81 (59%) | 457 | | June | 2261 | 88 | 57 (65%) | 350 | | Total | | 369 | | 1653 | Our overall online reach has continued to increase and as a result, our online engagement is continually surpassing all expectations. Over the next few months… Since July there have been changes in the way our social media channels are measured and tracked due to changes with the way Twitter works. We will continue to promote all our events via social media and we are reviewing our use of Facebook to increase interaction with local residents and attract more people to our events. | Activity and Description | Targets | |---|---| | The Rubbish Diet Rubbish Diet will support all residents who sign up, they’ll respond to their questions and link people and groups to resources available from WLWA including our talks and events. | 500 sign ups for an online Diet for all boroughs | Progress Following review and discussions with our partners we are sad to say we're not able to continue with this project this year. Progress So far this year our team have attended 18 events and engaged with 1882 people across 5 boroughs. [x] Ealing 8 events 677 residents engaged with [x] Harrow 3 events 134 [x] Hillingdon 1 event 35 [x] Hounslow 3 events 392 [x] Richmond 3 events 644 | Borough | Type | Event name | |---|---|---| | Ealing | Food | Recycling Roadshow - Acton Morrisons | | Hounslow | Textiles | Hounslow Swish | | Hillingdon | Food | Food Waste Assembly - ACS International School | | Ealing | Food | Recycling Roadshow - Greenford Broadway | | Hounslow | Food/3Rs | Women’s Institute Talk - Chiswick | | Ealing | Food | Recycling Roadshow - Hanwell Waitrose | | Harrow | Food/WEEE | Harrow-on-the-Hill May Festival | | Ealing | Food | Recycling Roadshow - Perivale, Tesco | | Richmond | Food | Richmond May Fair | | Richmond | Compost | Compost Giveaway Day | | Harrow | WEEE | Harrow WEEE day - Holy Trinity Church | | Harrow | WEEE | Harrow College – Week long WEEE collections at Harrow Weald and Harrow on the Hill campuses | | Ealing | Food | LFHW talk @ Ravenor Primary | | Ealing | Compost | Ealing Compost Giveaway | | Richmond | Food/3R’s | Talk to Friends of Twickenham Green | | Hounslow | Food | Junior Citizen Scheme | | Ealing | Food | Hanwell Carnival | Over the next few months… The team is booked to attend a number of events over the next few months. We're happy to attend more though, so if you're putting on an event please get in touch to see how we can be part of it. | Activity and Description | Targets | |---|---| | Wastebuster Universe This action will support activity planned in the summer term 2016 by Wastebuster under their contract of work with DHL Envirosolutions | 200 individuals playing | Progress Interaction with the game by the Wastebuster schools has been low in this quarter. It is hoped that planned competitions for schools in the Summer Term will increase this. Over the next few months… The contract of work with Wastebuster finishes at the end of the Summer term and as a result so will this activity. | Activity and Description | Targets | |---|---| | Developing resources for the new education centre at Victoria Road Waste Transfer Station | | Progress Suez are currently undertaking further work to investigate the suitability of the existing building at Victoria Road as an education centre for children and adults. Until these checks are complete and the potential costs of adaptions are understood this activity is on hold. Over the next few months… Once the report has been received we may revise this activity to see what resources can be developed to support the talks and presentations we give to make our talks even more interesting if the education centre is not feasible. General | Activity and Description | Targets | |---|---| | The Waste Minimisation Team will actively seek out potential funding opportunities including commercial partnerships Helping people to find a way to reduce, re-use and recycle that meets their needs and means they do at least one thing differently. Respond to appropriate consultations encouraging prevention and re-use | Responding to consultations | Progress Funding has been secured from Resource London, in collaboration with Biogen, Countrystyle, LB of Hounslow and LB of Ealing to roll out a package of food waste interventions. The package (consisting of leaflets, bin stickers and compostable caddy liners) will be distributed to a limited number of households in Brent, Ealing, Hounslow and Richmond upon Thames – totalling 24,000 households. More details are shown under activity Fo2 earlier in this report. There haven't been any appropriate consultations to respond to yet this year. | Activity and Description | Targets | |---|---| | Waste Minimisation Team staffing and Shared Expertise programme. Maximum cost for staff including pension and NI contributions. Includes travel. We will also continue to support the Shared Expertise programme which allows the further partnership working and development of staff for each of the local authorities. | | Progress Recruitment took place in April/May and there is a full team in place to carry out the actions in this year's WPAP. Summary There are 14 activities in the Waste Prevention Action Plan relating to our priority materials, the status for each is shown in this report and a summary is below: Green 5 actions Amber 6 actions Red 0 actions Grey 3 actions The total budget for the activities outlined in this progress report is £217,960. The total spent to date is on track to be within this budget. Links with other waste prevention activities The activities described below are not covered by this Action Plan and run by Brent, Ealing, Harrow, Hillingdon, Hounslow and Richmond Councils. | Borough | April to June 2016 | |---|---| | Brent | Veolia Brent have organised/attended a number of events: Olive Road street festival. Stonebridge Park community day. Harlesden town centre litter pick. Village Way clean up day. Willesden Green garden party. | | Ealing | Recycling roadshows took place throughout April/May to promote launch of new alternate weekly service for recycling and rubbish. 12th April – Ealing Broadway 15th April – Acton 21st April – Greenford 23rd April – Northolt 25th April – Ealing Town Hall 26th April – West Ealing 28th April – Southall 3rd May – Perivale 7th May – Ealing Broadway | | Harrow | The Recycling Team have run 7 Pop up Road Shows in April and 5 in May. | | Hounslow | |
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BULLYING Kids are struggling more than ever with both being bullies and being bullied at school. The problem is so much bigger because of the internet and social media. The effects of bullying include depression, social withdrawal, and even suicide. These kids don't realize how just one statement or picture can have such big implications. Kids think they are "just teasing", or "everyone says that", or "I didn't really mean it" or even sometimes "well that kid deserved it." And for the kids on the other side, they are struggling to fit in and struggling to find acceptance as they are trying to figure out who they are at such and confusing time in their life and a confusing world. They take things to heart even if the other kid was joking, and things can get very overwhelming very fast. Bethany Rife M.D. Bullying means to treat someone else in a way that is intimidating, overbearing or aggressive. It often takes place over time. It can include: * Physical, such as hitting, pushing, kicking, or spitting * Verbal, such as negative name-calling, derogatory comments or descriptions * Social, such as deliberate isolation, or exclusion * Written, such as hand-written notes or electronic messages * Electronic, such as texting or posting pictures with negative messages on public websites Anything that makes a child appear different can make them a target of a bully – socioeconomic class, race, health problems (even just going to the nurse to get medicine at lunch), unique physical features, school struggles, moral or religious beliefs, sexual orientation, etc. Most kids will not come home and say they are being bullied. They may not understand what is happening and how much it is affecting them. They may be embarrassed or think there is nothing anyone can do. Pay attention to signs that your child may be struggling – falling grades, school avoidance, suddenly getting into trouble, complaining of headaches or stomach aches, being withdrawn or depressed. Ask open ended questions to let them know they can talk to you. Asking if they see other kids being mean or other kids feeling getting hurt may get them talking and then you can ask if it has ever happened to them. Ask things like "did anything make you feel sad today?" and go through other emotions, happy, angry, uncomfortable, confused, excited. You will connect more with them and see how they are doing at school. Also, even if it's not your kid being bullied, just watching an incident can induce feelings of sadness and helplessness. Talk to your kids about these feelings and ideas of how they may be able to help the victim child. WHAT IF MY KID IS THE BULLY??? Watch how your kid plays with kids, invite them to your house or make sure you listen in when in groups. Pay attention to how you talk about other people in front of them, as adults we know often say things to our spouse or friend and we don't realize what our kids are hearing. They don't understand how to filter their thoughts and opinions and how to not hurt others. Help them understand that everyone is different. Help them develop a respect for every human being. Teach them empathy. Let them see you be respectful to people your kid may think are different. Get them talking to different people and get to know them. Also, children are sometimes bullying other kids because they themselves are depressed or overwhelmed. Talk with your child and your pediatrician to determine ways we can help the child. HOW CAN I HELP MY CHILD THAT IS BEING BULLIED? First, always making sure your child knows you love them exactly how they are no matter what. Help them focus on what is true. The things the bully is doing and saying are wrong and not true. Help the child understand that the bully is probably hurting in some way and handling it the wrong way. Let the teachers and the school officials know what is going and ask if they can set up a meeting with the other parent so they can be involved in helping find a solution. If your child can avoid the bully in some way help them do that. Often, if the mean comments are responded to with kindness the bully will stop because it's not getting the response they want. Schools do have antibullying programs, but these have not yet proved to be effective. They often focus on specific targeted groups and tell kids not to bully them, but if often just causes the kids to target them more since now more attention has been drawn to their differences. Programs should focus on encouraging general respectfulness towards others. Parental involvement addressing the child who is acting as the bully is suggested and should be encouraged by the school. The most effective intervention has actually been shown to be a peer standing up for the victim. As parents we can help our children find ways to be kind and not afraid, and to get help from a teacher when needed. Reference: Trumbull MD, D. (2013). American College of Pediatrics. Retrieved from https://www.acpeds.org/the-college- speaks/position-statements/societal-issues/bullying-at-school-never-acceptable
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Thunderstorm Downburst Winds Monsoon Safety Awareness Week * Thunderstorms frequently produce strong downward rushes of air, called microbursts * These winds can gust in excess of 100 mph, and cause extensive property damage * Downbursts may generate areas of dense blowing dust * If thunderstorms approach, move inside a sturdy building and stay away from windows Photo credit: Mike Olbinski
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Original Article ISOLATION OF MICROORGANISMS FROM READY TO EAT FOODS COLLECTED FROM TWO SELECTED RESTAURANTS IN TANKE OKE-ODO, ILORIN *Anibijuwon, I. I 1 . and Sunday, O. J 2. 1Department of Microbiology, Public Health Laboratory Unit, University of Ilorin. 2Department of Bioscience, Faculty of Science, Kwara State University, Malete Ilorin, Ilorin, Kwara State, Nigeria. Submitted: Aug. 20, 2012; Accepted: Nov. 12, 2012; Published: Dec. 17, 2012. ABSTRACT The microbial assessment of four ready to eat food samples collected from two restaurants in Tanke-Oke-Odo area, Ilorin was carried out. The physicochemical parameters such as pH, moisture content, titratable acidity and ash content were determined. Five bacteria and three species of fungi were isolated and identified. The bacterial isolates are Staphylococcus aureus., Bacillus cereus, Escherichia coli, Salmonella sp., and Shigella sp. The fungal isolates are Aspergillus flavus, Mucor mucedo and Saccharomyces cerevisiae. The beans sample collected from the second restaurant had the highest mean bacterial count of 2 x 10 4 cfu/g while the rice and beans sample collected from the first restaurant had the least mean bacterial count of 8.5 x 10 3 cfu/g. The amala sample collected from the second restaurant had the highest mean fungal count of 8.5 x 10 3 cfu/g while the beans sample collected from the first restaurant had the least fungal count of 2.0 x 10 3 cfu/g. The significance of the counts, the presence of microorganisms in the food and the improvement in sanitary practices during the preparation of the food samples are stressed. Keywords: Microbial assessment, Physicochemical parameter and Bacteria count. *Corresponding author: firstname.lastname@example.org and email@example.com INTRODUCTION The term ready to eat food means food that is ordinarily consumed in the same state as that in which it is sold or distributed and does not include nut in the shell and whole, raw fruits and vegetable that are intended for hulling or washing by the consumer. These may include cooked rice, cooked beans, pounded yam, porridge, Eba, Amala, etc (ICMSF, 1986). Food is usually composed of carbohydrates, fats, proteins and water that can be eaten or drunk by animal or human for nutrition or pleasure(Davidson, 2006).Foods are complex organic substances which living organisms require for producing energy for metabolic processes and for building up of body tissues when they are broken down within the body of a living organism they may be used for repair of worn out tissues and cells, replacement of dead old cells, fight against foreign invaders(antigens), and proper functioning of body systems amidst a whole lot of other functions. Foods are important for metabolic processes in living organisms that lack of it or its inadequacy will result in diverse disorderliness and malfunctioning. Excess food can be detrimental to a living organism so likewise do contaminated foods have effects in living organisms when ingested (Alcamo, 1994). From the microbiological perspective, food can be viewed as a fertile ecosystem in which these organisms vie for their nutrients (Nester et al., 2004). The consumption of food is essential for human survival, but along with gaining good nutrition and satisfaction from eating food, occasionally human beings consume undesirable biological agents and toxins (Ali et al., 2004). Food microorganisms and human beings have had a long and interesting association that developed long before the beginning of recorded history. Food is not only of nutritional value to those who consumed them but also often are ideal culture media for the growth of microorganisms (Willey et al., 2008). Foods are normally contaminated with bacteria and others microbes since the environment in which we live is colonized by them. The current concern in public health is food safety. Consumers are much aware of the potential for the large scale food borne outbreaks because of mishandling or improper processing of foods, and they are demanding a safer supply (WHO, 2000; WHO, 2011). Foods prepared locally for human consumption is at greater risk of microbial contamination. The risk is highly variable in different people at different geographical locations. The hygiene procedures practiced during the preparation of food go a long way in reducing the risk of contamination and vice versa. Also, the health status of the individual preparing the food is a major determinant (Alcamo, 1994). A very good example of this is "typhoid Mary"-Mary Mallon, who was the most famous carrier of the typhoid bacteria. From the late 1980's till early 1990's, Mary Mallon worked as a cook and hence she was continually spreading the disease (Willey et al., 2008). In developing countries such as Nigeria, there are serious concerns about sanitation of ready to eat foods, particularly as potable water is seldom available at preparation venues and fast food stands and also most food handlers lack basic knowledge of proper personal and environmental hygiene (Bukar et al., 2010). Eating at local restaurants which could be canteen, cafeteria or restaurants is a common practice by students, staff and the general public. These local restaurants are located at different areas, some are very close to the road side, and some are located by dumping sites and bushes. The aim and objective of this work was to study the microbiological quality of some ready to eat food mainly the ones mostly eaten such as rice, beans, amala and eba sold in two local restaurants of highly student populated area of Tanke, OkeOdo area, Ilorin and how its quality is being related to the well being and health status of the consumers. MATERIALS AND METHOD Sterilization of materials All materials used were adequately and appropriately sterilized before and after use. Glass wares such as test tubes, conical flasks, pipettes, etc were thoroughly washed with detergents, rinsed properly with water and drained. They were wrapped in aluminum foil and sterilized in hot air oven at 170 0 C for 1 hour. Prepared media and distilled water were autoclaved at 121 0 C for 15 minutes. Metal equipments like the inoculating loop were heated to redness in an open flame before and after use. The laboratory bench was always swabbed using 70% ethanol for disinfection before analysis was made. Every isolation and inoculation was done near the flame to reduce contamination of the agar plates tubes. Collection of samples Samples of four ready to eat food which are rice, beans, amala and eba were collected from two local restaurants in Tanke Oke-Odo area in Ilorin. The food samples were collected aseptically to avoid contamination, labeled appropriately and were immediately transported to the laboratory for analysis. Physicochemical analysis pH Determination The pH of ach sample was determined in the laboratory using pH meter with glass electrode. Five grams of each sample was weighed and macerated with porcelain pestle and mortar. The macerated samples were dispersed in separate beakers which contains 50 milliliters of sterile distilled water. The suspensions were thoroughly mixed and left to settle for ten minutes. After about 10 minutes, the electrode of the pH meter was dipped into the solutions one after the other without allowing it to touch the settled particles beneath. The pH value was recorded. Moisture content determination Five grams of each of the macerated sample was weighed with aluminum foil, labeled and put in the oven to dry at a temperature of 170 0 C.For one hour. the samples were taken out of the oven and allowed to cool in the dessicator. The first weight was taken and recorded. The samples were then returned to the oven and subsequent weighing was done at 30 minutes interval. The process was repeated until a constant weight was obtained. The percentage moisture content was then calculated thus Weight of foil X grams Weight of foil + macerated sample Y grams Weight of macerated sample [Y – X] grams Weight of dried sample + weight of foil Z grams Weight of dried sample [Z – X] grams % moisture content loss in weight of sample X 100 Weight of sample [Z –X]grams – [Y – X] grams X 100 [Y – X] grams (A.O.A.C 1990) Titratable acidity determination Five grams of each sample was weighed, macerated and transferred into a beaker containing 50ml of distilled water. The mixture was emulsified and left for about 10 minutes. 20ml of each food sample filtrates was then titrated against 0.1M NaOH with 2 drops of phenolphthalein indicator added. The end point was reached when there was a color change from colorless to pink. The titre value of each was read from the burette and recorded. Ash content determination An empty crucible was weighed for each of the food sample and the weight noted. Five grams of each sample weighed into already known weight of crucibles and were put in the furnace at 600 0 C for 2 hours. The ash content was expressed as the ratio of the difference of the original weight of the samples and their weight after burning in the furnace to the original weight of the samples in percentage. % moisture content = loss in weight of sample X 100 Original weight of sample Microbiological analysis Total Bacteria Count The isolation and enumeration of the bacteria was done by using pour plate method. Fivefold serial dilution of the sample was prepared as follows; one gram of each macerated food sample was weighed aseptically and dispensed into 9ml of sterile distilled water to make 10 -1 dilution. From this mixture with the use of sterile pipettes, 1ml was taken from 10 -1 mixture into 9ml distilled water in a test tube to make 10 -2 dilution rate. Further dilution was made up to 10 -4 .One ml each was taken from 10 -3 and 10 -4 dilution using sterile pipettes and dispensed into sterile petri dishes. Cooled molten nutrient agar (NA) was poured aseptically and the plates were allowed to set. It was then incubated at 36 0 C for 24 hours and examined for microbial growth. Pure cultures were obtained by transferring a representative colony to a sterile solid nutrient agar surface and streaked using sterile inoculation loop. The plates were again incubated, it was continually subcultured until a satisfactory and desirable pure culture was obtained and was transferred into agar slants in MacCartney bottles and incubated for 24 hours and preserved in the refrigerator until it is needed. Total fungal count The isolation and enumeration of the fungi was done by using pour plate method. Five fold serial dilution of the sample was prepared by weighing one gram of each macerated food sample and dispensed into 9ml of sterile distilled water to make 10 -1 dilution. From this mixture with the use of sterile pipettes, 1ml was taken from 10 -1 mixture into another 9ml distilled water in a test tube to make 10 -2 dilutionrate.1ml was also removed from 10 -2 dilution with a sterile pipette into another 9ml sterile distilled water aseptically to make 10 -3 dilution rate.1 ml from 10 -3 was pipette aseptically into sterile petri dishes and cooled molten potato dextrose agar (PDA) was poured on the sterile plates and the plates were allowed to set and incubated at room temperature of 25 0 C for three to five days and examined for microbial growth. Different representative colonies were transferred to a sterile solidified potato dextrose agar using a sterile inoculating needle. RESULT pH values of the food samples The pH values of the food samples are shown in table 1.0. For beans, it falls within the range of 5.57-6.40 for the first restaurant and 5.92-6.20 for the second restaurant. The pH of rice falls within the range of 5.88-6.09 for the first restaurant and 5.91-6.33 for the second restaurant. The pH of amala is within the range of 5.56-5.67 for the first restaurant and 5.56-6.0 for the second restaurant. The pH of eba is within the range of 5.81-6.06 for the first restaurant and 5.71-7.21 for the second restaurant. Moisture content of the food samples The moisture content of the food samples are shown in table 3.0. For beans, it ranges from 65%-70% for the first restaurant and 67%-68% for the second restaurant. In the case of rice, it falls within the range of 55%-60% for the first restaurant and 55%-50% for the second restaurant. The moisture content of amala falls within the range of 70%-72% for the first restaurant and 70%-72% for the second restaurant. For eba, the moisture content falls within the range of 65%68% for the first restaurant and 65%73% for the second restaurant. Titratable acidity of the food samples The titratable acidity for each food sample was determined. For beans, it ranges from0.4ml/g-0.7ml/g for the first restaurant and 0.2ml/g-0.5ml/g for the second restaurant. For rice, it ranges from 0.5ml/g-0.6ml/g for the first restaurant and 0.6ml/g-0.7ml/g for the second restaurant. For amala, it ranges from 0.3ml/g-0.35ml/g for the first restaurant and 0.54ml/g-0.6ml/g for the second restaurant. For eba, it ranges from 0.5ml/g-0.6ml/g for the first restaurant and 0.3ml/g-0.4ml/g for the second restaurant. Ash content of the food samples The ash content for beans ranges from 3.0%-4.0% for the first restaurant and 3.0%-4.5% for the second restaurant. For rice, it ranges within 3.0%-4.0% for the first restaurant and 3.5%-3.7% for the second restaurant. For amala, it ranges within 1.0%-1.5% for the first restaurant and 1.5%-2.2% for the second restaurant. For eba, it ranges within 2.0%-3.0% for the first restaurant and 2.2%-2.9% for the second restaurant. Table 1: Physicochemical properties of samples of food samples collected from restaurants in Tanke Oke-Odo, Ilorin. R1 represented the first restaurant. KEY: Values are mean of two readings with standard error mean R2 represented the second restaurant. Total bacterial count (cfu/g) The first restaurant had a total bacterial count ranging between 1.2 x 10 4 cfu/g and 5.0 x 10 3 cfu/g for beans. For rice, it ranged between 1.0 x 10 4 cfu/g and 7.0 x 10 3 cfu/g. For amala, it ranged between 1.1 x 10 4 cfu/g and 9.0 x 10 3 cfu/g. For ebaa, it ranges between 1.5 x 10 4 cfu/g and 8.0 x 10 3 cfu/g. The mean total bacterial count for beans was 8.5 x10 3 cfu/g, for rice, it was 8.5 x 10 3 cfu/g. For Amala, it was 1.0 x 10 4 cfu/g and for Eba, it was 1.15 x 10 4 cfu/g. The second restaurant had a total bacterial count ranging between 2.1 x 10 4 cfu/g and 2.0 x 10 4 cfu/g for beans. For rice, it ranged between 2.2 x 10 4 cfu/g and 1.3 x10 4 cfu/g. For amala, it ranged between 1.7 x 10 4 cfu/g and 1.6 x 10 4 cfu/g and for Eba, it ranged between 1.9 x 10 4 cfu/g and 1.5 x 10 4 cfu/g. The mean total bacterial count for beans was 2.05 x 10 4 cfu/g, for rice, it is 1.75 x 10 4 cfu/g. For Amala, it was 1.65 x 10 4 cfu/g and for Eba, it was 1.7 x 10 4 cfu/g. From the values above, the second restaurant had the higher mean bacterial count for all the food samples compared to the first restaurant. Total of five bacteria isolates were obtained and identified as Staphylococcus aureus, Bacillus cereus, Escherichia coli, Salmonella sp., and Shigella sp. Total fungal count (cfu/g) The first restaurant had a total fungal count ranging between 3.0 x 10 3 cfu/g and 1.0 x 10 3 cfu/g for beans. For rice, it ranges between 2.0 x 10 3 cfu/g and 6.0 x 10 3 cfu/g. For amala, it ranges between 4.0 x 10 3 cfu/g and 3.0 x 10 3 cfu/g and for eba, it ranges between 5.0 x 10 3 cfu/g and 2.0 x 10 3 cfu/g. The mean total fungal count for the food samples are 2.0 x 10 3 cfu/g, 4.0 x 10 3 cfu/g, 3.5 x 10 3 cfu/g and 3.5 x 10 3 cfu/g for beans, rice, amala and eba respectively. The second restaurant had a total fungal count ranging between 7.0 x 10 3 cfu/g and 5.0 x 10 3 cfu/g for beans. For rice, it ranges between 5.0 x 10 3 cfu/g and 7.0 x 10 3 cfu/g. For amala, it ranges between 8.0 x 10 3 cfu/g and 9.0 x 10 3 cfu/g and for eba, it ranges between 6.0 x 10 3 cfu/g and 8.0 x 10 3 cfu/g. The mean total fungal count for the food samples are 6.0 x 10 3 cfu/g, 6.0 x 10 3 cfu/g, 8.5 x 10 3 cfu/g and 7.0 x 10 3 cfu/g for beans, rice, amala and eba respectively. From the values above, the second restaurant had the higher mean fungal count for all the food samples compared to the first restaurant. Total of three fungi were obtained and identified as Aspergillus flavus, Saccharomyces cerevisiae and Mucor mucedo. The details of their description are given and the structures of the isolated fungi are shown in figure 1, 2 and 3. Table 2.0: Variation in total bacterial and fungal count of food samples in Tanke Oke-Odo, Ilorin. Values are mean of two readings with standard error mean KEY: R1 represent the first restaurant. R2 represent the second restaurant. Table 3.0: Distribution of isolates among food samples from the restaurants in Tanke Oke-Odo, Ilorin. KEY R1: represented the first restaurant. R2: represented the second restaurant. + : Present - : Not Present DISCUSSION A total of five bacterial and three fungal isolates were characterized and identified. The presence of these organisms in the food samples may be due to various disposing factors. Microbial cells are significantly affected by the pH of foods because they apparently have no mechanism for adjusting internal pH (Frazier and Westhoff, 1995). The inherent pH of cooked foods varies, although most foods are neutral or acidic. Cooked foods with low pH values usually are not readily spoilt by bacteria and are most susceptible to spoilage by yeasts and molds (Frazier and Westhoff, 1995). The pH of the cooked food samples analysed is within the neutrophilic range (5.56 to 7.21. Fungi grow between the alkaline extreme to the acidic extreme. The presence and availability of water also affect the ability of microorganisms to colonize food. Water availability measured in terms of water activity of a solution is 1/100 of the relative humidity of the solution (when expressed as a percentage), hence the water activity of the collected food samples ranges within 0.5 and 0.73. The results of the assessment of the food samples have the following bacterial and fungal isolates, the Bacterial isolates are Staphylococcus aureus, Bacillus cereus, Escherichia coli, Salmonella sp., and Shigella sp. The fungal isolates are Aspergillus flavus, Mucor mucedo and Saccharomyces cerevisiae. The implications of the microorganisms isolated to human health are discussed below: Molds produce mycotoxins, which are secondary metabolites that can cause acute or chronic diseases in humans when ingested from contaminated foods. Potential diseases include cancers and tumors in different organs (heart, liver, kidney, nerves), gastrointestinal disturbances, alteration of the immune system, and reproductive problems. Aflatoxins are still recognized as the most important mycotoxins. They are synthesized by only a few Aspergillus species, of which A. flavus and A. parasiticus are the most problematic. Their presence in the food samples could be as a result of the favourable environmental condition for their growth. The expression of aflatoxin-related diseases is influenced by factors such as age, nutrition, sex, species and the possibility of concurrent exposure to other toxins. The main target organ in mammals is the liver, so aflatoxicosis is primarily a hepatic disease. Conditions increasing the likelihood of aflatoxicosis in humans include limited availability of food, environmental conditions that favor mold growth on foodstuffs, and lack of regulatory systems for aflatoxin monitoring and control (Machida and Gomi, 2010). B. cereus is a normal soil inhabitant, Their presence in the food could be as a result of contamination by dust raised into the air during the food preparation or serving and is frequently isolated from a variety of foods, including vegetables, dairy products and meat. It causes a vomiting or diarrhea illness that is becoming increasingly important in the industrialized world. Some patients may experience both types of illness simultaneously. Some strains of the B. cereus group are able to grow at refrigeration temperatures. These variants raise concern about the safety of cooked, refrigerated foods with an extended shelf life. B. cereus spores adhere to many surfaces and survive normal washing and disinfection (except for hypochlorite and UVC) procedures. B. cereus food borne illness is likely underreported because of its relatively mild symptoms, which are of short duration (Granum, 2005). For many years, E. coli was considered a commensal of human and animal intestinal tracts with low virulence potential. The presence of this organism could be as a result of the use of feacally polluted water for the food preparation. It is now known that many strains of E. coli act as pathogens, inducing serious gastrointestinal diseases and even death in humans (Smith and Fratamico, 2005). Shigella species are members of the family Enterobacteriaceae and are Gram negative, non motile rods. Presence of Shigella like E.coli which is faecal oral in origin. Symptoms include mild to severe diarrhea with or without blood, fever and abdominal pain. Further complications of the disease may be seizures, toxic megacolon, reactive arthritis and hemolytic uremic syndrome. Transmission of the pathogen is by the fecal-oral route, commonly through food and water. The infectious dose ranges from 10-100 organisms. Shigella spp. have a sophisticated pathogenic mechanism to invade colonic epithelial cells of the host, man and higher primates, and the ability to multiply intracellularly and spread from cell to adjacent cell via actin polymerization. Shigella spp. is one of the leading causes of bacterial foodborne illnesses and can spread quickly within a population (Lampel, 2005). Staphylococcus aureus is a common cause of bacterial foodborne disease worldwide. Its presence in the food samples could be as a result of the dirty and unkempt behavior of the food handlers. Symptoms include vomiting and diarrhea that occur shortly after ingestion of S.aureus toxincontaminated food. The symptoms arise from ingestion of preformed enterotoxin, which accounts for the short incubation time. Staphylococcal enterotoxins are superantigens and, as such, have adverse effects on the immune system (Stewart, 2008). There are various factors which contributes to the presence of microorganisms in cooked food samples. Some of the factors include the location of the restaurants, the sanitary procedures of the restaurants, the source of water used in the preparation of food, the cooking utensils used, the food handlers, etc. It was observed that the first restaurant from which food samples was collected was situated very close to bushes and food handlers looked unkempt and dirty. In general, the environmental conditions and the sanitary procedures employed in the second restaurant was poorer compared to that of the first restaurant. Hence, the lower microbial count of food samples collected from the first restaurant. CONCLUSION Food is very important to the survival of human. It supplies nutrients to the body for effective functioning and metabolism. Spores of microorganisms when heated with foods germinate and are not all destroyed. Foods that have been heated to destroy the competing microflora and given prolonged storage at room temperature should be reheated before consumption to destroy the toxins which are thermolabile avoid intoxication. To reduce the outbreak of diseases that results from the consumption of ready to eat food, all the measures discussed earlier should be taken into consideration. Proper cooking of food and proper storage should be done to prevent the contamination and growth of microorganisms in food so as to eliminate the risk of infection or intoxication. REFERENCES Aboloma, R. I. (2008). Microbiological analysis of bread samples from bakery to sale-point in Ado-ekiti, Ekiti State, Nigeria. Biological and Environmental Science, 5(3) :77 - 81. Alcamo, I. E. (1994). Fundamentals of microbiology. 4 th edition. The Benjamin/Cummings Publishing Co., Inc. Ali, M. S. and Samuel, A. B. (2004). Food science. American society for microbiology. Pp. 143-150. Brock, T. D. (1999). Milestone Microbiology. ASM Press, Washington D.C. pp 8-10. Bukar, A., Uba, A. and Oyeyi, T. I. (2010). Occurrence of some enteropathogenic Bacteria in some minimally and fully processed ready to eat food in Kano Metropolis, Nigeria. African Journal of food science. 4(2): 32 - 36. Davidson, A. (2006). The Oxford Companion To Food. 2 nd edition. UK, Oxford University Press. Granum, P.E. (2005). "Bacillus cereus". Foodborne Pathogens: Microbiology and Molecular Biology. Caister Academic Press. ISBN 978-1-904455-00-4. International Commission on Microbiological Specification from Foods. (1986). Guidelines for the Microbiological Examination of Ready to eat foods. http://www.foodstandards.gov.au/scienc eandeducation. Lampel, K. A. (2005). "Shigella spp.". Foodborne Pathogens: Microbiology and Molecular Biology. Caister Academic Press. ISBN 978-1-904455-00-4. Machida, M. and Gomi, K. (2010). Aspergillus: Molecular Biology and Genomics. Caister Academic Press. ISBN 978-1-904455-53-0. Nester, E. W., Anderson, D.G., Roberts, C. E. R. and Nester, N. T. (2004). Microbiology: A human perspective. Fourth edition. McGraw Hill, USA. Pp 610-628. Smith, A. and Fratamico, C. (2005). "Diarrhoea-inducing Escherichia coli". Foodborne Pathogens: Microbiology and Molecular Biology. Caister Academic Press. ISBN 978-1-904455-00-4. Stewart, G.C. (2008). "Staphylococcus aureus". Foodborne Pathogens: Microbiology and Molecular Biology. Horizon Scientific Press. ISBN 978-1898486-52-7. WHO. (2000). International Guidelines for food. 3 rd edition. General Switzerland. Pp32-33.
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SEA-90 from the ancient ocean Unrefined Mined Minerals 100% Natural 100% Natural & Water Soluble includes Trace Elements OMRI Listed™ Sea Energy in Agriculture SEA-90 is Dr. Maynard Murray's Sea Solids. Thirty years of research by Dr. Murray proved that soils enhanced with a full menu of 90 marine minerals grow crops superior to those grown conventionally. SEA-90 is 100% natural, water soluble, non-synthetic mined minerals listed by the Organic Materials Review Institute (OMRI) for use in production of organic food and fiber. SEA-90 quickly dissolves to disburse the sea's full spectrum of minerals and trace elements into the soil. A thorough rain or watering easily dissolves these crystals. Or spray or mist onto foliage and soil. SEA-90 is the only 100% water-soluble fertilizer containing the sea's perfectly balanced nutrients and elements in a readily available form. When H20 is extracted from seawater, 3.5% remains as solids—minerals in their simplest elemental form. Significantly, the elements in seawater are in the same ratios as human blood. This natural, full spectrum menu of minerals and trace elements is in perfect proportion and balance to sustain optimum biological life. SEA-90 is obtained from tidal pools in a select area of desert seacoast that meet Dr. Murray's stringent criteria for purity and proportion. At high tide, mineral-rich seawater floods tidal pools that slowly dry into crystals with elemental composition identical to seawater. SEA-90—Dr. Maynard Murray's Sea Solids—is provided exclusively by SeaAgri. Dr. Murray's knowledge is shared in his book Sea Energy Agriculture, and Charles Walters' Fertility From The Ocean Deep (available from Acres USA). SeaAgri is honored to supply SEA-90 to Soil Stewards—growers who sustain maximum soil fertility to produce the highest quality crops, seeds, feeds, and foods to deliver optimum health and vitality to humans, animals, and all life on our planet. for Certified Organic production Recycle the Sea The Sea: Cradle of Life Earth's most ancient solution The Ocean gave birth to life on Earth. Over two billion years ago, the first simple bacteria appeared in Earth's early seas. Throughout geological history, the seas were the primary reservoirs of life as evolution advanced and regressed through the ages. Today, the seas are the cradles of life. Earth's greatest sanctuaries of biodiversity are the seas. Soil Science Pioneer Maynard Murray M.D. Medical Doctor and Research Scientist SEA-90 is natural crystal from seawater. These simple salts are not refined, purified or processed in any way that alters their original nature. The crystals contain all 90 elements found in seawater. Only a few gases and volatile elements are missing. All Elements required to sustain life are present. SEA-90 is unlike other soil fertilizers. It is not a simple single-metal salt, such as sodium chloride, magnesium sulfate, or calcium carbonate. SEA-90 is a balanced blend of sea nutrients, including the major minerals, minor minerals and trace elements—even rare metals like silver, gold, platinum, and ytterbium. In the Ancient Sea, all creatures—from simple kelps and corals, to shellfish, fish and marine mammals— share direct access to these full-spectrum elements dissolved in the ocean. Every element and nutrient necessary to sustain healthy biological life is readily available in their natural balance as seawater. 6/26/07 Dr. Maynard Murray was perplexed that Americans are living longer, yet chronic illness, degenerative diseases, and physiological suffering steadily increased. Dr. Murray searched for the key to improve human health. He began his medical research by studying animal species that seem to possess inherent immunity to diseases. Dr. Maynard Murray's research led to the discovery that sea life does not suffer from cancer or other degenerative diseases. Incredibly, the only difference between life on land and that in the sea is sea life's exposure to a perfect balance of all elements in The Periodic Table of Elements. To study this remarkable resistance, Dr. Murray fertilized vegetables with seawater. As a result, the vegetables flourished, showed increased resistance to disease, and provided improved taste! Dr. Maynard Murray found the secret to human health in the sea! Seawater contains every element in The Periodic Table in perfect balance. He discovered our health (or lack of) is directly linked to the minerals and trace elements in the foods we eat. Our soils are deficient due to erosion, leaching, and poor soil management. For optimum health, it's imperative to renew our soils with all 90 elements in Sea Solids!
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Basic map and compass course: A six-hour course that will cover topographic map reading, location, trail and route finding skills, map coordinate systems, compass reading (including magnetic declination), basic use of a GPS device, plus an introduction to geologic maps and their importance to outside activities. Class consists of short lectures followed by field exercises. Course is recommended for hikers, backpackers, mountain bikers, and others that visit or work in remote areas. Class is usually taught outside and at several locations across southern California. Class size is limited to 12 students. Class cost is $45.00/student. Paper maps and exercises will be provided to the students during the class. Students must bring a clear-base compass with a declination-setting to the class (such compasses are manufactured by Brunton, Silva, and Suunto and can be purchased at outfitters such as A-16 and REI). For more information contact Thom Davis at: email@example.com
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22 activities in & out Cabin fever remedies for every age. By Aleigh Acerni baby Indoors: Swimming Head to the local indoor pool for a great way to get in some exercise when the weather outside is frightful; add baby swimming lessons (which typically start when baby is around six months old) or an afternoon of splish-splashing and it's a great way to get some quality time, too. Outdoors: Explore There are plenty of new things for baby to look at during the winter—icicles, leafless trees, sparkly white snow. Bundle up your bundle of joy, and take her for a gentle ride on a sled, or let her explore the snow at her own pace. Just be sure to head indoors when you start to feel chilled, change her out of her play clothes and snuggle up to those adorably rosy cheeks. toddler Indoors: Obstacle Course Using pillows, blankets and chairs, create a makeshift obstacle course for your little one, then cheer her on as she scrambles from one end to the other. It's a great way to encourage physical activity while also getting her to work on coordination and balance. If she starts to get bored, get out your watch and challenge her to see how fast she can make it through! Outdoors: Snow Painting Encourage your toddler's inner Jackson Pollack. Fill squeeze bottles or spray bottles with warm water dyed with food coloring. Then head outside to "paint" the snow. Don't forget to take pictures of your masterpieces before the snow melts! kid Indoors: Charades It's a classic for a reason: Write down people, actions, favorite movie characters or anything that can be acted out, onto strips of paper. Then, crumple them up, mix them up in a bowl, and have your kid choose one and act it out—bonus points if you can sneak in some words from next week's vocabulary test. (Hint: This works well with pictures from magazines, also, which is a good way to get younger nonreaders in on the action.) readbreathe.com Nature trail walks are our favorite. Bring a coloring pad and crayons and draw everything and anything you see. A walk in the woods is always good for the spirit— and a great way to calm a wild child. —Michelle Register, Atlanta, GA Mother of Collin, 5 yrs Outdoors: Animal tracking Fresh snow? Grab the camera, bundle up and head outdoors to look for tracks left behind by animals—when you find them, take pictures and then head home to search the Internet for animal tracks pictures to match up what you found with the animal who left them behind. Pretty soon you'll be able to recognize them without having to look them up! tween Indoors: Volunteer Winter is the perfect time of year to volunteer at a local homeless shelter or soup kitchen— and it's a great way to give an angst-y tween a little perspective. Even if you encounter some grumbling at the start, it's hard to maintain a bad 'tude when you're doing something good for your community. Outdoors: Geocaching We'll be really surprised if the phrase "hidden treasures" doesn't get your tween excited, and geocaching is a fun treasurehunting activity that's educational and the perfect remedy for a raging case of cabin fever. All you need is a GPS and a sense of adventure. (Although bringing along a snack couldn't hurt.) Check out geocaching.com for tips and a primer on getting started. teen Indoors: Cooking Cook together! It's an easy way to encourage healthy eating habits, give her a little extra responsibility, and build a sense of accomplishment—plus, the kitchen skills she learns now will be put to good use once she's out of the nest. If your teen wants to add more dishes to her repertoire, there are some great cookbooks out there for fledgling chefs. Two to try: Eat Fresh Food: Awesome Recipes for Teen Chefs and Cooking Up a Storm: The Teen Survival Cookbook. Outdoors: Hiking There's still a lot of fun to be had outdoors when cooler temperatures arrive—just dress in layers (so you can shed some once you get warmed up), and head to your favorite hiking trails to breathe in some fresh, crisp winter air. Bonus: All that exercise gives you a great excuse to celebrate the season with two treats that are loved by kids of all ages—hot chocolate and s'mores!
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Bringing lessons to life A growing number of psychology professors who use 'action teaching' say their students are learning more and working toward a more compassionate world. By Beth Azar F or one week each spring, a refugee camp takes shape on the University of California, Santa Cruz, campus. Psychology professor Tony Hoffman's students erect a displaced persons shelter and a refugee tent as part of his children and war course. Meant to raise awareness of the more than 9 million children worldwide who are dislodged by war, passersby can enter the shelter, crawl into the tent and peruse the posters, photos, handouts, charts and flyers that Hoffman's students create. Visitors learn, for example, that refugee children are malnourished and are at higher risk for disease. These children are also more likely to be victims of sex- and gender-based violence and are more likely to be recruited into the armed forces. This project is an example of what Wesleyan University psychology professor Scott Plous, PhD, calls "action teaching": turning a textbook lesson into a live experience through field work, classroom activities and other assignments. The experience, he says, "leads not only to a better understanding of psychology but to a more just, compassionate and peaceful world." Plous coined the term in 2000 as the teaching equivalent of what psychologist Kurt Lewin, PhD, called action research in the 1940s. Lewin believed that it wasn't enough to study issues academically. He believed research should lead to social action. "Lots of teachers go into teaching because they want to help 5 6 society," says Plous, who earned the American Psychological Foundation's 2008 Charles L. Brewer Award for Distinguished Teaching of Psychology in part for developing the action teaching model. "Action teaching means you can have it both ways. You can teach the individual and contribute to society." Creating lasting memories One of Plous's favorite examples of integrating coursework and social action took place just after Hurricane Katrina in 2005 at Harvey Mudd College in Claremont, Calif. Assistant professor Debra Mashek, PhD, and her introductory psychology students wanted to do something to help hurricane victims, but she didn't feel comfortable using class time unless she could integrate learning. That's when she hit upon the idea of combining her usual tutorial on persuasion with a lesson on raising money for hurricane aid. Using the introductory psychology textbook, the class identified four basic persuasion strategies that students could use to ask for hurricane-relief donations: "door in the face" where students ask for a sum that people are likely to turn down — say $20 — and then say, "OK, then will you give me $1?"; "foot in the door" where students ask for a tiny sum — 10 cents — and then say, "Actually, could you make it a dollar?; reciprocity where students give a small gift — say a piece of candy — and then ask for a donation; and direct order where students simply ask for a donation. The students then fanned out across campus to test which Monitor on psychology Wesleyan University psychology professor Dr. Scott Plous coined the term "action teaching." Bill Burkhart strategies worked best and, after an hour, returned to class not only with data to analyze and discuss, but with $600 to donate to the American Red Cross for disaster relief. Short and sweet "I was doing it initially because I was compelled by the disaster," says Mashek. "But it ended up being a great platform for teaching." As Mashek found, action teaching inspires critical thinking better than standard "lecture and test" techniques, says UC's Hoffman, who taught the more traditional way for most of his 20-year career. "Instructors are always looking for ways to show how their discipline is relevant," he says. "Action teaching does that by making the course material come alive in a way that makes the students care about what they're learning." Though formal studies comparing action teaching with other methods need to be done, says Plous, many action teaching instructors conduct informal evaluations of their projects. Students say that they prefer action teaching projects to standard research papers and lectures, even if they take more time and effort. They also say they feel more connected to the material. And, says Hoffman, more engaged students are better students. December 2008 Not all assignments need to be elaborate to get the point across. Purdue University psychologist Kip Williams, PhD, for example, punctuates his unit on ostracism with a 20-minute exercise called the "O Train." He arranges chairs in rows of three to mimic a train. Students randomly assigned to sit in middle seats become targets of ostracism by the two students next to them based on scenarios written in instructions handed to them as they "board" the train. For example, the students sitting in side seats might read that they are angry with the middle-seat student because of a social slight and once the "train" starts they should let the student know how they feel. Then, at the first whistle, they should begin to ignore and talk over that student. Students in middle seats are told their neighbors might be angry, but that they should try to talk to them anyway. After five minutes, Williams ends the role play and uses the rest of class to discuss what happened based on what students have learned about ostracism in class. "It allows students to learn firsthand how ostracism works," says Williams. "It's a memorable lesson that's not at the expense of learning psychology but in the service of learning psychology." 5 7 Action teaching in action Other examples of action teaching include: * "The Election Challenge," developed by Wesleyan University's Scott Plous, PhD, to teach the psychology of persuasion and broaden civic participation. He challenged students to persuade at least three people to vote for the U.S. presidential candidate of their choice. They then had to write a report describing the psychological strategies they used, the reactions people had and the number of votes they secured for their candidate. * "Using Lessons from the Holocaust to Reduce Bullying," created by Ruth Hannon, PhD, of Bridgewater State College. After students in a course on "Perspectives of the Holocaust" learn about research on such psychological factors as conformity, obedience and diffusion of responsibility, local middle school teachers visit the class and describe the challenges their children face from bullying. Students develop and present to the middle school children lessons from the Holocaust that teach about prejudice and bullying. * "Research for Community Action," used by Emerson College's Lori Rosenthal, PhD, teaches students research methods while engaging them in community service. Students pick an organization to work with and create and conduct a research project that not only teaches them research methods, but also helps the organization. For example, students worked with a local library to develop new programs that would help attract under-represented populations to the library. Students designed a study to find out why certain people don't use the library and what programs would entice them in. —B. Azar Because some students may find action teaching assignments such as Williams's "O Train" or Mashek's persuasion project uncomfortable, teachers should always offer – 5 8 alternatives to those who want to opt out, says Plous. Hoffman, for example, allows students to do a research report in lieu of working on his more time-intensive refugee camp project. Action teaching can expose instructors to accusations of proselytizing, says Hoffman, so they need to be prepared to defend their projects with campus staff, deans, facility personnel, and the students themselves. "They will question your motives but be supportive once they understand that this is a great form of student learning," he says. "The educational philosopher Paolo Friére said that all education is about promoting humanity," says Hoffman. "Action and education don't seem too far apart when one has that perspective." n Beth Azar is a writer in Portland, Ore. As part of his effort to encourage action teaching, Wesleyan University psychologist Scott Plous, PhD, created an annual Action Teaching Award. Winners receive $1,000 and a free oneyear membership in the Social Psychology Network. The deadline for the 2009 award is Jan. 20. For more information as well as award-winning action teaching resources, visit www.socialpsychology.org/ awards/teaching.htm. Monitor on psychology
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Remembrance Sunday 2016 13 November 2016 Belfast, NORTHERN IRELAND: On behalf of the Government of St. Vincent and the Grenadines (SVG), Dr Christopher Stange – Hon. Consul for SVG to Northern Ireland attended today's service at Belfast City Hall, where he laid a wreath at the Cenotaph within Belfast City Hall's grounds. Among others whom laid wreaths were Her Majesty's Lord Lieutenant of Belfast – Fionnuala Jay - O'Boyle, Secretary of State for Northern Ireland – Rt Hon James Brokenshire MP, Junior Minister – Alastair Ross MLA, Ireland's Deputy Prime Minister (Tánaiste) – Frances Fitzgerald TD, Lord Mayor of Belfast – Alderman Brian Kingston and other dignitaries alongside service organisations. The Act of Remembrance is organised by the Royal British Legion and Belfast City Hall to commemorate the sacrifices of the servicemen/women of the British & Commonwealth forces. Dr Stange commented: "It is a privilege to participate in such a commemoration ceremony of all nations that endured the ultimate sacrifice for the freedom that we all enjoy today. We must never forget these individuals and their memory lives on." ENDS
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Otonabee Animal Hospital "Going the distance for you and your pet!" (705) 743-4936 www.otonabah.com https://www.facebook. co m / # !/ pages/Otonabee-Animal-Hospital/298005720583?fref=ts March 2014 Newsletter Food Myths Below are some common pet food myths & facts for you, mostly courtesy of the Purina Veterinary Diets website. For more detailed information, please visit any of the websites listed. Myth Fact Grain-free diets are healthier. Gluten-free is healthier. Corn is a poorly digested "filler" that causes allergies. By-products are poorquality ingredients. Holistic is healthier Diets containing properly processed grains provide excellent nutrition. Properly processed grains are highly digestible and unlikely to cause allergies. Grains are an important source of fibre and provide energy. Gluten is an excellent source of high quality protein (not to be used as an alternative to meat protein for cats), provides structure & enhances the texture of pet food. GI problems associated with gluten are rare in dogs. Corn is an excellent source of many nutrients. Corn gluten meal is highly digestible. Corn is a high quality ingredient and not a common cause of allergies. However, the quality of corn in pet foods can vary greatly. Remember – it's the overall quality of the pet food that makes it a good choice for your pet. By-products are any ingredient that is produced or left over when some other product or ingredient is made, and are an excellent source of protein and other nutrients. Muscle meat is deficient in many nutrients, including calcium – many of these missing nutrients are abundant in meat or poultry by-products. Broths & gelatin are examples of meat by-products in human foods. Holistic is a vague term that can have many meanings. Holistic as it refers to pet food is not defined or regulated by any regulatory body. http://www.purinaveterinarydiets.com/healthandnutrition/myths/default.aspx http://hillspet.ca/en-ca/index.html http://www.royalcanin.ca/index.php/Your-Pet-s-Nutrition www.otonabah.com www.aahanet.org
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STARLIGHT QUILTERS GUILD GROUP PROJECT One Million Pillowcases The Magic Pillowcase This is a great way to make a pillowcase because all of the seams are enclosed. Remember, you can make a pillowcase for children or adults. Everyone likes having their very own special pillowcase. Fabric required: Remember the formula: 27 – 9 – 3 (easy to remember because 3 x 9 = 27) 1. Place the main fabric (A) on your cutting table with the folded edge on the left. Now lay the cuff fabric (B) on top of the main fabric, again with the fold on the left. Lay the trim (C) on top of the cuff with the fold at the left. The folded edges should all be lined up evenly but the selvage edges may not line up. 2. Trim off the selvage edges so that all the layers are the same width. Trim just enough to make all the pieces the same width with no selvage on any of them. 3. Fold the trim piece in half lengthwise and press. 4. Open the cuff fabric (B) and lay it out on your workspace right side up. Open the main fabric (A) and lay it on top of the cuff right side up and edges even. Place the folded trim piece (C) at the top of the main fabric with raw edges aligned. 5. Now roll up the main fabric, starting at the bottom edge. Keep rolling until the roll reaches almost to trim piece and the cuff (B) is exposed. 6. Keeping the top edges aligned, bring the lower edge of the cuff up over the roll of fabric. Pin all the edges together. 7. Sew a ¼" seam all the way across. Backstitch at the beginning and end. 8. Here's the magic part of making the pillowcase. Reach inside the roll and pull out the main fabric. Keep pulling until it is all the way out. The seam is now on the inside and the cuff and trim are magically finished. Press the cuff and trim. The trim should press toward the pillowcase. 9. Follow the pillowcase WRONG sides together. Align and pin the cuff and trim. Now you're going to make a French seam so that all raw edges are enclosed. 10. Sew a 1/4" seam along the bottom and side edge of the pillowcase. Trim this seam to about 1/8" being sure not to trim too close to the stitching. (Hint: you can stitch a 1/8" seam if you feel you can do so accurately. I found it easier to sew a ¼" seam and then trim it.) 11. Turn the pillowcase wrong side out and press the seam edges. Use a blunt-tipped object to push out the corners, but be careful to not push all the way through the seam. 12. Sew a 1/4" seam along the same sides as in step 12, enclosing the first seam. 13. Turn right side out and press. You've just made a Magic Pillowcase. If you are a visual learner or need help with this pattern, check out this tutorial on YouTube for making the Magic Pillowcase: http://youtu.be/C7yrDQ7G9so.
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Chapter 27 Management of Clinical Conditions in Children Overview While HIV can affect any organ of the body, skin diseases, malnutrition, diarrhoea, respiratory tract diseases, and fevers are the major causes of symptoms, distress, and mortality in children. This chapter describes the clinical management of the common clinical conditions of HIV disease in children. See also the adult chapters in Part 2 (Clinical Supportive Care) for more on specific clinical conditions. Chapter 28: Integration of Palliative Care with ART in Children describes the treatment of HIV disease itself with antiretroviral therapy (ART). Paediatric malignancies are not addressed in this book. Kaposi's sarcoma, non-Hodgkin's lymphoma (NHL), and leiomyosarcomas are the most common malignancies in children with HIV. Prolonged intensive chemotherapy is poorly tolerated by children with HIV/AIDS, but short, dose-intensive regimens are likely to have a better outcome. Kaposi's sarcoma is reported to improve on ART. Authors Henry Barigye Vanessa Adams Paul Roux Seggane Musisi At a Glance General Principles of Clinical Management Pain Constitutional Symptoms Respiratory Problems Draining Ears Diarrhoea Skin Problems Neurologic Problems Psychological Problems References Adapted from Chapter 12: The care of Children and Adolescents, by Nancy Hutton, MD, in: O'Neill JF, Selwyn PA, Schietinger H, eds. A Clinical Guide to Supportive and Palliative Care for HIV/AIDS, 2003 Edition. Chapter 27 Management of Clinical Conditions in Children Table of Contents General Principles of Clinical Management General principles for managing common conditions in children with HIV include: * Treatment of reversible conditions * Palliation of symptoms * Relief of distress for both the parents and children These three components are all considered essential in the palliative care assessment and management of children with HIV. The relative importance of each component may differ depending on the aetiology of disease and stage of infection. Acute Pneumocyctis carinii pneumonia (PCP) and lymphoid interstitial pneumonitis (LIP) may both present with cough and dyspnoea, but PCP requires immediate initiation of specific therapy whereas LIP requires long-standing palliation of symptoms. On the other hand, warts (verruca plana), a skin disease with no specific therapy, requires counselling of caregivers and children so as to mitigate against the distress it causes. Treatment of specific conditions requires knowledge of the possible aetiology and organism susceptibility to treatment. In resource-limited countries laboratory investigations are not always available and diagnosis may not be confirmed. In such settings, important considerations include the age of the child, presenting clinical signs and symptoms, whether the complaints are acute or chronic, whether the disease is suspected or confirmed, and the stage of the disease. Because it is difficult to exhaust all the causes of disease in children infected with HIV, health care workers (HCWs) evaluating them need to consider both the common and rare cause of symptoms. Pain See Chapter 4: Pain Management for a more complete discussion of the assessment and management of pain. Assessment It is important to state first and foremost that children suffer from pain. This might seem obvious to many but it is surprising how many HCWs practice as if children never suffer from pain. Assessment of pain is an essential part of paediatric consultation and requires a careful history as well as close observation (see Box 27.1). As with adults, the gold standard for pain assessment is self-report. Younger children will depend on caregivers for pain assessment. A HCW may assess that a child showing signs of irritability is experiencing pain. The severity of pain may be assessed using numeric scales for older children (older than seven years) and non-numeric scales (e.g., visual analogues, for children 3-7 years). The charts and scales for pain assessment in Chapter 4 can be used with children. Box 27.1: Recognizing Pain in Children Brief Pain: Crying Distressed facial expression Persistent Pain: Irritability Not wanting to move Lack of interest Decreased ability to concentrate Sleeping problems Changes in how the child moves Restlessness Increased breathing rate or heart rate Source: WHO, 2004. Management Treating Reversible Causes Managing pain involves identifying and treating any reversible causes of pain (e.g., infections responsive to antibiotic therapy). Specific pain management should complement curative therapies until the underlying problem is resolved and is no longer causing pain. Non-Pharmacologic Management Non-pharmacological approaches can be used even in resource-limited settings, especially for procedure-associated pain: Distraction (radio, music) Relaxation (imagining a pleasant scene) Breathing techniques (slow, deep breathing) Touch (stroking, massage, rocking, vibration) Cold or heat (a damp cloth) In managing pain it is important to assess and treat the whole child. Problems in various aspects of life (social, psychological, spiritual) may compound pain. Addressing these issues may also help relieve a child's pain: Support and counselling Information (answering questions and explaining what is happening) Pharmacologic Management Many pains, especially in advanced disease, elude clear delineation of aetiology or are due to conditions for which there is no effective therapy. In these circumstances, specific pain management is the pre-eminent therapy. Painful procedures need to be evaluated for their relevance and avoided if not needed. Children often suffer from pain as a result of multiple procedures, including pricks for blood smears, venipunctures for blood draws, and lumbar punctures. Many children also receive medications by intramuscular injections because there is a common belief in the general public that injections work better than oral medications. It is not uncommon in malaria endemic regions for a malaria blood smear to be done on a child with fever and then for the child to be treated empirically even when the smear is negative. HCWs need to be comfortable with the use of analgesics and understand the mechanisms of action, dosing options, potential for synergistic effects, side effects, and toxicities. Having a few basic medicines goes a long way toward relieving a child's pain (see Table 27.1). Table 27.1: Medicines Used in Managing Pain in Children Constitutional Symptoms See Chapter 5: Constitutional Symptoms for more detail on assessment and management of these problems. Wasting Assessment Wasting may be due to inadequate nutrition or HIV-related wasting syndrome. Inadequate nutrition may also be due to HIV-related complications such as oral/throat sores, poor appetite, diarrhoea, fevers, or actual lack of food. See Chapter 19: Nutrition. The objectives of management depend on the stage of the disease and aetiology of wasting. Management For inadequate nutrition: Treat the predisposing causes if any. Ensure availability of food in the home. Provide food in small, high-calorie, energydense portions frequently. Aim at catch-up growth. For HIV wasting syndrome: Prevent further deterioration by preventing disease and providing adequate macronutrient and micronutrient supplements. Assist child to have a sense of well-being and to maintain age-appropriate activities. Give vitamin A according to IMCI guidelines. In children who are terminally ill these objectives may be unachievable. At this stage, HCWs should help the family to provide the child with whatever he or she wants or likes rather than aiming at providing the required calories and protein. Published 2006 Anorexia Assessment Poor appetite may be due to various causes including: HIV disease itself, especially when advanced Intercurrent disease Medications used for HIV disease Psychological problems such as depression Management Treat the cause of poor appetite if it can be identified. Alternatively, stimulate the appetite using corticosteroids such as prednisone and dexamethasone or, if available, megestrol acetate. At the end of life, caregivers need reassurance that decreased food intake will not cause death. The body has decreasing nutritional requirements as death approaches. Forcing a child to eat or drink can be uncomfortable at this time, causing choking, abdominal pain, nausea, vomiting, or diarrhoea. Fatigue and Sleep Disturbance Assessment As with adults, fatigue and sleep disturbance are challenging symptoms of HIV disease that affect a child's quality of life. Management Non-Pharmacologic Symptom Management For fatigue, promote sleep through adequate symptom control and a peaceful and comfortable environment. Offer quiet activities. Help the family to encourage the child to play, walk outdoors, and remain awake during the day to promote sleep at night. Instruct caregivers not to awaken the child unless he or she is taking around-the-clock pain medication. Move as quickly as possible to long-acting analgesics. Respiratory Problems See Chapter 6: Respiratory Symptoms for generic management. Differential Assessment to Treat Reversible Causes Acute respiratory problems: Common causes of acute cough and or dyspnoea include bacterial pneumonia, Pneumocystis carinii pneumonia, malaria, and acute pyogenic pneumonia. Pharmacologic Symptom Management Give stimulant medication (methylphenidate 0.1–0.5 mg/kg/dose) to promote arousal during the day. Fever Treating Reversible Causes Acute: If the fever is acute and non-localizing, consider malaria and septicaemia. If it is acute and localizing, treat as recommended for the system concerned. Chronic: Consider tuberculosis, toxoplasmosis, cytomegalovirus disease, disseminated fungal infections, or malignancies. Non-Pharmacologic Management Give the child cool baths or wipe with damp cloth. Give plenty of water and other liquids. Pharmacologic management Give paracetamol 15 mg/kg body weight. Cough and Dyspnoea Assessment Cough and dyspnoea are the most common symptoms associated with HIV-related pulmonary conditions. While identifying and treating the underlying cause, HCWs should also manage these distressing symptoms as well as constitutional symptoms such as fever. Chronic respiratory problems: If symptoms are chronic, consider tuberculosis, lymphoid interstitial pneumonitis (LIP), and bronchiectasis. Bronchiectasis is often a complication of LIP, asthma/reactive airways disease, and sinusitis. Also, chronic sinusitis is a largely ignored cause of persistent/recurrent cough. Management Non-Pharmacologic Symptom Management Measures to relieve the child's sensation of shortness of breath include: Positioning for comfort (extra pillows to raise the chest) Assistance with walking Humidified air (create steam by heating a pan of water) Fanning the face Fresh air For cough, suggest soothing remedies such as honey and lemon, plain or with eucalyptus leaves or neem tree oil. To loosen sputum, suggest plenty of water and other liquids. Pharmacologic Symptom Management Treat asthma/reactive airways disease with bronchodilators. Add corticosteroids depending on severity and frequency. Treat the sensation of shortness of breath with: Opioids (systemic) If available, consider: Nebulized saline or bronchodilators Nebulized opioids Oxygen Pneumonia Assessment Both bacterial pneumonia and Pneumocystis carinii pneumonia are common in children with HIV (ANECCA, 2004). Clinical diagnosis can be based on history (fever, cough, rapid breathing, fatigue, cyanosis) and breath sounds on auscultation (decreased breath sounds, crackling/crepitations, or bronchial breathing). Laboratory work can also be useful. Increased white blood cell count with neutrophilia (granulocytosis) suggests bacterial pneumonia. If available, consider chest x-ray: Not necessary to diagnose and treat acute pneumonia, but may be useful when there is a poor response to treatment or when TB, foreign body, or tumour is suspected. Pneumocystis carinii pneumonia (PCP) is common in children <1 year of age. Clinical presentation differs from bacterial pneumonia in the following ways: Low-grade or absent fever Marked respiratory distress (retractions or chest in-drawing, cyanosis, inability to drink) Clear chest or diffuse fine crepitations on auscultation Poor response to standard antibiotic treatment Occasionally, oral thrush, lymphadenopathy, and/or weight loss If pulse oximetry available, evidence of severe persistent hypoxia Recurrent or persistent pneumonia (more than 3 times/yr) should alert the HCW to suspect TB, foreign body, or chronic lung disease. Management Treating Reversible Causes Bacterial Pneumonia: For mild pneumonia, give oral amoxycillin or penicillin or other antibiotic recommended in national guidelines. For patients on cotrimoxazole prophylaxis, caution should be taken in using it to treat an acute episode of pneumonia as is recommended by some countries like Uganda. Since there is currently no consensus on the matter it would be prudent to consider using other antibiotics according to national guidelines. Chapter 27: Management of Clinical Conditions in Children For severe pneumonia, treat in hospital or other inpatient facility in order to give supportive management (see pharmacological symptom management below) and intravenous antibiotics: Give antibiotic based on common organisms in the region. If common organisms unknown, give chloramphenicol. Alternatives include ampicillin/cloxacillin plus gentamicin if there is a high level of resistance to chloramphenicol in the region. If available, cephalosporins can be used if there is a high level of resistance to chloramphenicol in the region. Pneumocystis carinii pneumonia (PCP): If PCP is suspected, continue to treat for bacterial pneumonia, but also treat for PCP: Add high-dose cotrimoxazole (CTZ) PO or, if available, IV. After treatment, give PCP prophylaxis life-long (see Table 26.4). Non-Pharmacologic Symptom Management See section on cough and dyspnoea. Provide adequate oral hydration. Pharmacologic Symptom Management Give vitamin A supplementation if child has not received in last 3 months. If intravenous fluids are used for hydration, use with caution to avoid fluid overload. For severe pneumonia treated in hospital: Correct severe anaemia (Hb<5 g/dL) by transfusion with packed red blood cells If available, give oxygen For severe respiratory distress in PCP, give prednisone at 2 mg/kg/day for 7–14 days, and taper if treatment >7 days. Tuberculosis Assessment Tuberculosis is a common OI amongst children with HIV/AIDS. Most frequently the child with HIV acquires TB infection from an adult with HIV in the home. Children with HIV (<5 years or who are severely immunosuppressed) in contact with TB should receive preventive therapy, regardless of whether the sputum smear is negative or positive in the index case (see Chapter 26). Tuberculosis in a child with HIV is usually suspected in a child with one or more of the following: prolonged fever, chronic cough, contact with an active case, and weight loss. Children are often diagnosed after presenting with less specific symptoms and an abnormal chest radiograph and not responding to treatment with antibiotics. Unusual presentations include extrapulmonary disease with hepato-splenomegaly, lymphadenopathy, and anaemia in children with more advanced immunosuppression. It is difficult to distinguish unusual presentations of TB from advanced HIV/AIDS itself, lymphoma, deep mycosis, or infection by atypical mycobacteria. Children with HIV and TB coinfection have a shorter life expectancy than children with HIV alone, but respond to conventional antituberculous therapy both in the acute and the maintenance phase of treatment. In Uganda, based purely on the experience of clinicians, the traditional six months of treatment was increased to nine months for children who are HIV-infected. This is also recommended by the American Academy of Paediatrics (AAP, 2003). Management Acute conditions are curable and should be given specific therapy as recommended by national guidelines. Antiretroviral, antifungal, and antituberculous drugs interact with one another — refer to Chapter 11 and Appendix 2 for further details. Treatment for TB should be commenced two months prior to starting ART to avoid the immune reactivation syndrome which results in an exacerbation of the clinical features of tuberculous co-infection (see Chapter 28: Integration of Palliative Care With ART in Children). Lymphoid Interstitial Pneumonitis Assessment Children with HIV most often acquire lymphoid interstitial pneumonitis (LIP) at 2 or 3 years of age. The diagnosis is generally made on clinical and radiological findings: Respiratory distress (hard breathing and cough) Failure to thrive Finger clubbing Parotid gland enlargement Prominent generalized lymphadenopathy If available: Radiological lung infiltrates on X-ray Acute lower respiratory tract infections occur more frequently with LIP. This finding confounds the analysis of symptoms associated with LIP and contributes to an understanding of the aetiology of both bronchiectasis and cor pulmonale associated with LIP. Children with LIP may die from progressive pulmonary fibrosis, cor pulmonale, or cardiac failure. is also seen in miliary TB and cytomegalovirus pneumonia, in LIP it is indolent and nonresponsive to standard therapy. In children a resolution of this infiltrate has been correlated with a declining CD4 count and advancing immunosuppression, although this association is not absolute. Management Non-Pharmacologic Symptom Management Train caregivers to give daily chest physiotherapy and postural drainage. See section on cough and dyspnoea for supportive care. Pharmacologic Symptom Management Resolution of the pulmonary infiltrate has been observed in response to glucocorticoids as well as ART. Glucocorticoids: Pulsed steroid (2 mg/kg for 7 days, tailed to 5 mg/day over a month) offers appropriate palliative therapy for symptomatic LIP (significant hypoxemia, tachypnoea, or dyspnoea on exertion). Give bronchodilators for wheezing If available, consider: ART: Triple therapy is the most appropriate and effective treatment, although single and multiple regimens are used. Oxygen for hypoxia Bronchiectasis Assessment The classical chest radiograph in LIP has bilateral, predominantly lower zone reticular or reticulo-nodular opacities. While this pattern Pulmonary disease in children with AIDS frequently involves bronchiectasis, especially in the presence of LIP, recurrent or unresolved pneumonia, and CD4 counts <100. Chronic lung disease generally emerges in children who, because of intensive and comprehensive management, survive for longer periods of time. The diagnosis of bronchiectasis in children is suggested by: History of recurrent, febrile, productive lower respiratory tract infections Recurrent signs of lower respiratory tract consolidation Finger clubbing Recurrent infections and increased work of breathing contribute to failure to thrive. Plain chest radiography is not the gold standard for diagnosing bronchiectasis, but recurrent consolidation in the same anatomical distribution sometimes associated with lobar or segmental collapse is suggestive, in the presence of the other features mentioned above. Management Non-Pharmacologic Symptom Management Children benefit from daily vigorous physiotherapy with dependent drainage if damage is focused in a particular anatomical area. Train caregivers in these techniques. See section on cough and dyspnoea for supportive care. Pharmacologic Symptom Management Give bronchodilators for bronchospasm. Give antibiotics to treat acute bacterial superinfection of lower respiratory tract disease, rotating antibiotic regimen as prophylaxis against progression of bronchietasis-related lung damage. Use care when treating chronic lung disease with antibiotics. Frequent antibiotic use for respiratory signs and symptoms that do not resolve could result in selection for antibiotic resistant pathogens. This is particularly likely when X-rays are unavailable and diagnosis cannot be made with precision. Cor Pulmonale Assessment Cor pulmonale is hypertrophy of the right ventricle resulting from disease affecting the function and/or structure of the lung — excepting causes related to primary left ventricular or congenital heart disease. In children with HIV/AIDS, right ventricular hypertrophy is associated with recurrent pulmonary infections and is observed in children with bronchiectasis and/or LIP. Chronic hypoxia caused by interstitial pneumonitis or parenchymal lung disease is likely to play a part in the pathogenesis of cor pulmonale. Management Pharmacologic Symptom Management Drugs for heart failure are appropriate for palliative care: Diuretics Digoxin If available, consider: Oxygen therapy benefits patients with chronic lung disease greatly. ART provides unexpected and gratifying benefits in cardiac function. On ART, children with cor pulmonale have fewer episodes of intercurrent lower respiratory tract infections and fewer episodes of infection with associated increase in metabolic rate. Bronchiectatic change in HIV/AIDS is generally diffuse and not amenable to surgery. Where it is localised, surgery may be appropriate. Draining Ears Assessment Otitis media can be acute (lasting less than 14 days) or chronic (may be associated with continued ear drainage and a perforated eardrum). This is one of the most common HIVrelated infections in children. Symptoms of acute otitis media involve drainage from the ear and ear pain, exhibited by pulling on the ears, crying, and irritability. Diarrhoea See Chapter 7: Gastrointestinal Problems for more detail on assessment and management. Assessment Acute: Acute diarrhoea of childhood is largely considered to be viral and managed by rehydration (assess all children for dehydration and treat promptly). However for children with HIV, a high index of suspicion for other aetiologies such as Salmonella, Shigella, and Giardia lamblia that are treatable should be kept in mind especially in the following circumstances (Callahan, 1999): Diarrhoea with fever More than 5 leucocytes/hpf in stool. Blood in stool Diarrhoea without vomiting Management Treating Reversible Causes Treat acute ear infection with antibiotics. If available, consider ART, which usually resolves otitis media. Non-Pharmacologic Symptom Management Emphasize toilet: ear wicking 8 hourly when there is discharge. Teach caregivers how to do toilet. Explain to the parents and older children that otitis media often re-occurs. Chronic: Consider Cryptosporidium, Isospora belli, lactose intolerance, medications (e.g., ARVs), and idiopathic diarrhoea. If laboratory facilities are available, collect stool specimens for microscopy and culture and deliver them to the laboratory promptly. Repeat if they remain negative in persistent diarrhoea. Assess the child with prolonged diarrhoea for malnutrition and investigate the malnourished child more aggressively. Obtain serum electrolytes and a full blood count because anaemia and thrombocytopaenia are relatively frequent complicating factors. Management Treating Reversible Causes Where stools have been tested for microscopy and culture, treat with antimicrobials according to the lab results, using national guidelines. Chapter 27: Management of Clinical Conditions in Children For persistent diarrhoea with blood in the stool, presume Shigella and treat with an oral antibiotic effective for Shigella. If no improvement in 2 days, switch to another oral antibiotic effective for Shigella. If stool tests are not available, treat persistent diarrhoea without blood in the stool presumptively according to national guidelines or as follows: cotrimoxazole/nalidixic acid and metronidazole for children <8 years ciprofloxacin and metronidazole for children ≥ 8 years Be aware of treating for intestinal worms in a patient with acute diarrhoea as a worm bolus can result in an acute intestinal obstruction. Non-Pharmacologic Symptom Management The cornerstone of managing chronic diarrhoea is ensuring adequate nutrition during the disease. Address all episodes of diarrhoea with: Rehydration: Give parent instructions for mixing oral rehydration fluids (as in Box 27.2 for recipes for homemade oral rehydration fluids or use national guidelines) or a supply of packaged oral rehydration salts (ORS) for suspension in clean water. Advise caregivers to return to the clinic if the child becomes drowsy or if vomiting prevents fluid retention. Reduce lactose in diet in case of lactose intolerance. Give skin care when diarrhoea or incontinence threaten skin integrity. Advise family members about specific homebased interventions, including: * Giving more fluids than usual at the onset of diarrhoea. Water, unsweetened juice, and weak tea can be used as maintenance, but should not be used for rehydration. * Rice water and maize-based oral rehydration salts (see Box 27.2). * Dilute maize/millet/sorghum pap. * Encouraging children to drink as much as possible. Often they will not feel thirsty so encourage them to keep a glass nearby and take small sips every five minutes. * Continuing breast-feeding, but more frequently than before (at least every three hours). * Encouraging children to continue to eat. If children stop eating when they have diarrhoea this can cause malnutrition or make existing malnutrition worse. * Preparing food such as porridge more watery than usual so the child gets both nutrition and fluids. * Giving small amounts of nutritious and easily digestible food frequently. * In severe dehydration, stopping oral feeds for four to six hours for the carer to concentrate on rehydration (50–100 mL/kg). * After the diarrhoea has stopped, giving an extra meal each day for 2 weeks helps children to regain any weight lost during the illness. Box 27.2: Recipes for Oral Rehydration Fluids for Children Oral Rehydration Solution 1. 8 tsp sugar 2. ½ level tsp salt 3. 1 litre boiled water 4. Mix well and store covered in a cool place. Make a fresh solution every day. Rice-Based Oral Rehydration Solution 1. Fistful of dry rice grain (25g) 2. Wash and soak until soft 3. Grind to paste 4. Put 2 cups of water in pan and mix with paste 5. Heat and stir until bubbling 6. Cool and use within 6–8 hrs Maize-Based Oral Rehydration Solution 1. Add 50g maize to 1 litre water 2. Cook for 5–8 minutes 3. Add 1 tsp salt once cooled Pharmacologic Symptom Management Vitamin A supplementation (200 000 IU every 6 months) is said to prevent or reduce the severity of diarrhoea in vitamin-deficient people and malnourished children, with or without HIV/ AIDS. Zinc supplementation (1 mg/kg/day elemental zinc) reduces the duration of acute and chronic diarrhoea. Small doses of oral morphine solution may be useful for intractable diarrhoea. In children with diarrhoea accompanied by signs of shock or intractable vomiting fluid replacement is critical. If available, admit to hospital for intravenous rehydration. For shock, give a rapid infusion of normal saline. Infuse an initial aliquot of 20 mL/kg body weight over 30 minutes. The response to adequate resuscitation is a lowering of the heart rate and the return of previously impalpable pulses. Repeat the infusion up to three times. Introduce feeding and ORS as soon as shock has resolved. Skin Problems See Chapter 9: Skin and Wound Care for more detail on assessment and management of these problems. Assessment The common dermatological conditions include bacterial infections, dermatophytosis, scabies, molluscum contagiosum, warts (verruca plana), non-specific dermatitis, drug reactions, and herpetic sores. Scabies in children with HIV/ AIDS may have atypical presentation and should be suspected in any child with pruritic lesions. Varicella (chicken pox) may be fatal. Herpes zoster (shingles) causes severe pain and carries a high mortality rate in severely immunocompromised patients. Severely immunosuppressed children may have extensive mucocutaneous disease with persistent vesicle formation. Management Non-Pharmacologic Symptom Management Bathing, moisturizing, and massage all promote skin integrity and prevent skin breakdown. If child is bedbound, cushion the pressure points and change his or her position frequently to prevent pressure sores. Pharmacologic Symptom Management Use antipruritic medications for itching (hydroxyzine, diphenhydramine). Non-specific dermatitis may improve on ART. However, warts (verucca plana) and molluscum contagiosum, which rarely or poorly improve on therapy including ART, may require intensive counselling for caregivers and children. Fungal infections, scabies, and herpetic sores need specific therapy. For chicken pox: Symptomatic treatment with topical calamine lotion is marginally effective. For disseminated chicken pox with complications (e.g., organ system involvement, pneumonia): aciclovir 20 mg/kg PO 4 or 5 times daily for 21 days or, if available, aciclovir 20 mg/kg (up to 800 mg) IV 5 times daily for 7 days For herpes zoster (shingles): Give analgesia 'by-the-ladder and 'by-the-clock', beginning with a paracetamol and codeine combination 6 hourly (see Chapter 4: Pain Management). Apply a soothing topical antibacterial cream or calamine lotion. Post-herpetic neuralgia: amitriptyline 0.25–0.5 mg/kg PO nocté or 12 hourly Give aciclovir as for chicken pox. With shingles, the best response is obtained by starting aciclovir within 72 hours of the onset of symptoms. Neurologic Problems See Chapter 10: Neuro-psychiatric Problems for more on these clinical issues. Differential assessment Neurological impairment is common among children with HIV infection and often takes the form of a progressive encephalopathy. Neurological manifestations are characterized by developmental delays or loss of motor milestones with associated mental abnormalities, stunted growth and development, mental retardation, or even dementia. Children with HIV infection are at risk of secondary infection of the central nervous system resulting in meningitis, seizures, stroke, and delirium. However, most of the neurological findings are as a result of the direct effect of HIV on the brain. Children with HIV/AIDS often experience developmental delays and delays in the acquisition of skills. Whilst this may arise out of the direct effect of HIV infection of the brain, failure to acquire skills may also arise indirectly as a result of reasons such as malnutrition, lack of stimulation from ill parents, repeated absences from school resulting from the child's illnesses, or the effects of social stigma. Chapter 29: Psychosocial and Spiritual Care addresses ways to provide children with stimulation. Delirium and Seizures Assessment Common causes of seizures include meningitis (cryptococcal or bacterial) and toxoplasmosis that can be treated with specific therapy (see below). The occurrence of delirium and/or seizures is an ominous sign denoting a medical emergency which needs urgent medical attention, and admission to hospital to find and treat the underlying cause aggressively. Management Treating Reversible Causes If possible, find and treat the underlying cause of the delirium or the seizure. Pharmacologic Symptom Management Manage seizures with diazepam 0.5 mg/kg PR or 0.1 mg/kg IV. Repeat this dose every 5–10 minutes as needed up to three times. Other anticonvulsant medications are phenobarbitone and phenytoin, clonazepam, carbamazepine, phenytoin, and sodium valproate. Dementia is rare in younger children with HIV, but appears in adolescents in advanced HIV disease. A study of adolescents with HIV in Uganda identified dementia manifesting as global cognitive impairment but with significant memory deficits and inability to learn new material (Musisi, 2003). See Chapter 10: Neuro-psychiatric Problems for more on dementia. Control the delirium with a neuroleptic (e.g., haloperidol) or benzodiazipine (e.g., lorazepam) Meningitis Assessment If a child has meningitis there will be a history of vomiting, fever, inability to drink or breastfeed, severe headache or neck pain, convulsions, or irritability. The child may have a stiff neck, rigid posture, rash, lethargy, or bulging fontanelle. Signs of intracranial pressure include unequal pupils, rigid posture, focal paralysis in any of the limbs or trunk, or irregular breathing. In malarial areas, take a blood smear to check for cerebral malaria, either as a differential diagnosis or co-existing condition. If possible, obtain a lumbar puncture unless there are signs of raised intracranial pressure. In children with HIV, differential diagnoses include bacterial, tuberculous, and fungal infections (WHO, 2004). Bacterial meningitis: Streptococcus pneumonia and Haemophilus influenza type b (Hib) are frequent causes of acute meningitis in children with HIV/ AIDS. Tuberculous meningitis: Tuberculous meningitis is a significantly more common cause of meningeal infections presenting with sub-acute and chronic symptoms. Cryptococcal meningitis: Cryptococcus neoformans is an infrequent cause of meningitis in young children with HIV/AIDS but is common in older children and adolescents. Management Treating Reversible Causes Bacterial meningitis: First-line therapy is chloramphenicol 50–100 mg/kg/day IV in 24 divided doses or a third-generation cephalosporin (e.g ceftriaxone 100 mg/kg IV or IM once a day). Tuberculous meningitis: Isoniazid, pyrazinamide, and ethionamide penetrate the blood-brain barrier well, rifampicin less well. Ethambutol and streptomycin only penetrate in adequate concentrations in the early stages of treatment, when the meninges are inflamed. Experience suggests that 12 months of treatment with rifampicin and isoniazid together with pyrazinamide and a fourth drug (ethambutol, ethionamide, or streptomycin) for at least the first two months provides good results. Corticosteroids are recommended as adjunctive therapy in more serious cases. Cryptococcal meningitis: Give amphotericin B 0.7–1 mg/kg/day IV for 2 weeks, followed by fluconazole 3–6 mg/kg/day for 8 weeks or until CSF is sterile. If amphotericin B is not available, fluconazole can be used initially, but has a higher rate of relapse. Fluconazole requires an induction dose especially in children (10–12 mg/kg PO or IV in 2 divided doses). Maintain prophylaxis with fluconazole unless the child is on ART and with sustained immune recovery (3–6 mg/kg/day PO or IV). Non-Pharmacologic Symptom Management See sections on pain, constitutional symptoms, and delerium and seizures. If child is unconscious, educate caregiver how to maintain clear airway, nurse the child on the side to avoid aspiration of fluids, turn every 2 hours, change bedding when wet, and pay attention to pressure points (WHO, 2004) Pharmacological Symptom Management Address symptoms aggressively. See sections on pain, constitutional symptoms, and delirium and seizures. Focal Neurologic Deficits Assessment Toxoplasmosis, lymphomas, and tuberculomas can cause space-occupying lesions that result in focal neurological deficits such as paralysis that look like stroke, as well as focal seizures (see section on delirium and seizures). Management If available, provide physiotherapy to palliate the paralysis. Treat toxoplasmosis presumptively with specific therapy (see Chapter 10: Neuro-psychiatric Problems). Lymphomas may require radiotherapy, if available. Encephalopathy Assessment Encephalopathy commonly manifests in children as developmental delays. Diagnosis is mainly clinical and depends on the presence of at least 2 of the following for at least 2 months (ANECCA, 2004): Failure to attain or loss of developmental milestones or loss of intellectual ability Impaired brain growth or acquired microcephaly Acquired symmetrical motor deficit manifested by 2 or more of the following: paresis, pathologic reflexes, ataxia, or gait distrubances Normal CSF (or non-specific findings) and, if CT scan available, evidence of diffuse brain atrophy Developmental delays: Mental retardation is the developmental failure of a growing child to achieve his or her potential Intellectual Quotient (IQ). Such children are slow in learning, repeating Published 2006 classes and presenting as chronologically older than their classmates, though they may look smaller than expected for their chronological age. Other marks of retarded development including stunted growth and delayed pubescence. Children with developmental delays may develop other HIV-related neuropsychiatric problems. Both progressive multifocal leukoencephalopathy (PML) and HIV encephalopathy are indicative of advanced HIV disease. Note: HIV encephalopathy can only be reversed by ART. If ART is available, it is critical for children to be assessed for neurological function early so that ART can be initiated before severe, irreversible brain damage develops. Management Non-Pharmacologic Symptom Management Address movement disorders, attention deficit disorder, and psychiatric/behavioural disorders. If available, provide occupational, speech, and physiotherapy. Address developmental delays. If available, institute special education classes for affected children after thorough neuropsychological assessment. Chapter 27: Management of Clinical Conditions in Children Pharmacologic Symptom Management Treat pain according to WHO 3-Step Analgesic Pain Ladder (see Chapter 4: Pain Management). HIV encephalopthy, irrespective of CD4 counts or percentage, is a specific criterion for initiation of ART. If ART is available, it is unacceptable to wait for the child to develop severe brain damage due to HIV before starting ART. Psychological Problems See Chapter 14: Communicating with Patients and Their Families and Chapter 29: Psychosocial and Spiritual Care for more on assessment and management of these problems. Assessment Psychosocial problems, including low self esteem, inadequate family support, poor social skills, stigmatisation, and unresolved grief, are very common among children living with HIV/AIDS. Problems can result from trauma to the child, depletion of household resources, having to drop out of school, becoming orphaned, and other events that may occur any time along the HIV/ AIDS journey. They may be a consequence of either the child or a significant member(s) of the family becoming infected with HIV. Management Non-pharmacologicl symptom management If a child is anxious or depressed, the value of another human presence should not be underestimated. Encourage the child to use both verbal and non-verbal avenues for expression. Manage psychosocial issues using a multidisciplinary approach in partnership with caregivers and various resources from the community. Poverty, which propagates HIV transmission and is in turn a consequence of the disease, also needs to be considered in all attempts to mitigate the effects of HIV/AIDS on the child. Pharmacologic Symptom Management Psychosocial problems are a major cause of distress and compound the pains children living with HIV/AIDS may have. Unfortunately, these problems are often ignored by curative models of HIV care. Anxiolytics and antidepressants have important roles in relieving anxiety and depression. If the child is on ART, it must be noted that drug interactions are common between these drugs and protease inhibitors and NNRTIs (See Chapter 11: Pharmacology and Appendix 2). References African Network for the Care of Children Affected by AIDS (ANECCA). 2004. Tindyebwa D, Kayita J, Musoke P, et al, eds. Handbook on Paediatric AIDS in Africa. Uganda: African Network for the Care of Children Affected by AIDS. Available at: http://www.fhi.org/en/HIVAIDS/ pub/index.htm. Accessed 6/05. American Academy of Paediatrics. 2003. Red Book 2003. Report of the Committee on Infectious Diseases, 26th ed. Pickering LK, ed. Elk Grove Village, IL, U.S.: AAP. Callahan JM. 1999. Emergency evaluation and care. In Zeichner SL, Read JS, eds. Handbook of Paediatric HIV Care. Philadelphia: Lippincott Williams & Wilkins. Musisi S, Kinyanda E. 2003. The psychological problems of HIV-seropositive adolescents as seen at Mildmay Centre, Kampala, Uganda. Proceedings of the 4th Annual WPA Western Africa, Regional Psychiatric Conference. Nairobi, Kenya. WHO. 2004. Palliative care: symptom management and end-of-life care module, Integrated Management of Adolescent and Adult Illness. Geneva: WHO. Chapter 27: Management of Clinical Conditions in Children
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Flaxseed: Omega-3's & More By Nathaniel Cook, DVM, Technical Services Veterinarian Flaxseed is a nutritious oilseed that is often called a functional food or a superfood because of the important heath benefits that it offers. The flax plant (Linum usitatissimum) may actually have been the first plant to be domesticated (over 30,000 years ago). 1 Like other oilseeds, such as sunflower seeds, flaxseed is not a grain, but is the seed of the fruit of the flax plant. Flaxseed has a nutty flavor and the seeds range in color from yellow to dark brown with an oval shape. Allergies to flax in humans are considered exceptionally rare, and flax does not contain gluten, so there is no risk if there is a known or suspected gluten allergy or sensitivity. 2,3 While it is a good source of B vitamins, Vitamin E, and several minerals including potassium, calcium, phosphorus, iron, magnesium, and zinc, 4 the major health benefits of flaxseed come from the healthy fatty acids, dietary fiber, and lignans that it supplies. At The Fremont Innovation Center, Natura Pet's state of the art manufacturing facility in Fremont, Nebraska, we receive our flaxseed as intact whole seed. We grind the flaxseed freshly in our own mill to help ensure that we can deliver all of the healthful benefits of flaxseed to the dogs and cats eating our foods. Fat sources differ greatly in terms of specific fatty acid types and levels. This is important in terms of meeting requirements, but also in offering additional nutritional support to improve and maintain health in all stages of life. Flaxseed is the most concentrated natural source of the essential omega-3 fatty acid alpha-linolenic acid (ALA, 18:3n-3). ALA is an essential fatty acid for all mammals, including dogs and cats. In dogs and cats, skin and coat health is always at top of mind, and nutritional supplementation with flaxseed has been shown to improve the appearance and feel of skin and coat in dogs—with and without allergic skin conditions. 5 In humans, flaxseed has been shown to assist in the nutritional prevention and/or management of numerous health conditions including certain types of cancer, heart disease, kidney disease, diabetes mellitus, osteoarthritis, obesity, and degenerative aging diseases. 6-8 ALA is also the "parent fatty acid" or precursor to the longer-chain omega-3 fatty acids eicosapentaenoic acid (EPA; 20:5n-3) and docosahexaenoic acid (DHA; 22:6n-3). Studies have shown that dogs can convert ALA into EPA and DHA, 9 but because of their true carnivore nature, cats have low levels of enzymes required for fatty acid conversions. Therefore, cats are best provided with pre-formed EPA and DHA in their diet, which can be supplied with algal oil or marine fish and fish oils. 10 Natura Pet's expert nutritionists choose fat sources carefully to ensure balance and guaranteed levels of essential and beneficial dietary fatty acids. Healthy fats including flaxseed, fish oil (e.g. Menhaden, Herring), sunflower oil, and chicken fat are used to supply a healthy complement of fatty acids in the diet. The species-specific animal protein sources in foods from Natura Pet will also supply the corresponding animal fat to deliver essential and beneficial fatty acids and energy to our pets. Flaxseed is an excellent source of fermentable and non-fermentable fiber. Fermentable fibers (a source of prebiotics) can help to improve and maintain gastrointestinal health, especially of the colon or large intestine. Non-fermentable fibers help to maintain regularity of bowel movements and can aid in the management of both constipation and/or diarrhea. Dietary fiber has also been shown to help in the nutritional management of blood glucose control in dogs with diabetes mellitus. 11 Lignans are a type of phytochemical. In plants, phytochemicals have functions such as pigmentation and attracting insects for pollination, but when ingested by animals, we often refer to phytochemicals as phytonutrients due to their important heath benefits such as antioxidant activity. 12 Antioxidants are compounds that help to prevent oxidative damage due to free radical activity in the body and have a wide range of health benefits. The antioxidant activity of the lignans from flaxseed is actually higher than that of Vitamin E. 12 In humans, flaxseed lignans have been shown to provide benefits in the nutritional management of certain types of cancer, heart disease, kidney disease, reproductive disorders, and toxicities. 13 Recently, flaxseed lignans have also been used to aid in the management of the endocrine disorder atypical Cushing's disease (hyperadrenocorticism) in dogs. 14 If you have questions about flaxseed as an ingredient in Innova, Innova Prime, California Natural, California Natural Grain Free, HealthWise, Karma, or Mother Nature foods and treats from Natura Pet, please speak to your veterinarian, your local independent retailer, or a Natura Pet Product Advisor at 1-800-532-7261 or email@example.com. For detailed product information please visit our website at www.naturapet.com and for ingredient sourcing information at your fingertips visit us at www.seebeyondthebag.com. References 1. Kvavadze E, et. al. 30,000-Year-Old wild flax fibers. Science 2009; 325: 1359. 2. Lezaun A, et. al. Anaphylaxis from linseed. Allergy 1998; 53: 105-6. 3. Aubrecht E, et. al. Investigation of prolamin content of cereals and different plant seeds. Acta Alimentaria 1998; 27: 119-25. 4. USDA. (2013, June 21). Seeds, flaxseed. Retrieved from National Nutrient Database for Standard Reference: http://ndb.nal.usda.gov/ndb/foods/show/3692?fg=&man=&lfacet=&format=&count=&max=25&offset=&sort=&qlookup=flaxseed. 5. Rees CA, et. al. Effects of dietary flax seed and sunflower seed supplementation on normal canine serum polyunsaturated fatty acids and skin and hair coat condition scores. Veterinary Dermatology 2001; 12: 111-7. 6. Bauer JJE. Essential fatty acid metabolism in dogs and cats. Revista Brasileira de Zootecnia 2008; 27:20-27. 7. Das UN. Essential Fatty Acids-A Review. Current Pharmaceutical Biotechnology 2006; 7:467-82. 8. Simopoulos AP. Evolutionary aspects of diet, the omega-6/omega-3 ratio and genetic variation: nutritional implications for chronic diseases. Biomedicine and Pharmacotherapy 2006; 60: 502-7. 9. Bibus DM and PA Stitt. (1998). Metabolism of alpha-linoleic acid from flaxseed in dogs. In AP Simopoulos (Ed.): The return of omega-3 Fatty Acids into the food supply. I. Landbased animal food products and their health effects (pp 186-98). World Rev Nutr Diet. Basel, Karger. 10. National Research Council. (2006). Nutrient Requirements of Dogs and Cats (p. 96). Washington, DC: National Academies Press. 11. Kimmel SE, et. al. Effects of insoluble and soluble dietary fiber on glycemic control in dogs with naturally occurring insulin-dependent diabetes mellitus. JAVMA 2000; 216: 1076-81. 12. Bhathena SJ and MT Velasquez. Beneficial role of dietary phytoestrogens in obesity and diabetes. Am J Clin Nutr 2002; 76: 1191-1201. 13. Westcott ND and AD Muir. Flax seed lignan in disease prevention and health promotion. Phytochemistry Reviews 2003; 2: 401-17. 14. Fecteau KA, et. al. Effect of combined lignan phytoestrogen and melatonin treatment on secretion of steroid hormones by adrenal carcinoma cells. AJVR 2011; 72: 675-80. All Contents Copyright ©2013 Natura Pet Products, Inc. All Rights Reserved.
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Spotsylvania County Visitors Center 540-507-7090 visitspotsy.com Spotsylvania Museum 540-507-7278 spotsylvaniamuseum.org Spotsylvania County Department of Economic Development and Tourism 9019 Old Battlefield Blvd. Suite 310 Spotsylvania, VA 22553 540-507-7210 www.spotsylvania.org Historic District "Crossroads of the Civil War" Historic District The Spotsylvania Court House District was designated a Virginia Historic Landmark and listed in The National Register of Historic Places in 1983. Three major Civil War battles occurred in Spotsylvania County, and it was the Battle of Spotsylvania Court House that marked the beginning of the fall of the Confederacy. Spotsylvania Court House was the scene of one of the bloodiest engagements of the war. Because of its strategic importance, the intersection of Routes 613 and 208 controlled the shortest route to Richmond. Lee used the Spotswood Inn as an observation point and Berea Christian Church was used as a hospital during the fighting. The District represents important historical periods in Spotsylvania County, from the building of the Spotswood Inn, 1838, through the Civil War, to serving as the present location of the Spotsylvania Government Center. The Community Following the Civil War, the Community located around the Courthouse continued to function, with activities centered around the old tavern, two small churches and several smaller dwellings. It was not until the last years of the 19th century that any substantial building activity took place. An 1895 directory indicates the Clerk of Court, J.P.H. Crismond, Sheriff T.A. Harris, tavern and storekeeper, T.H. Harris, and the local Commonwealth‟s Attorney were the only full-time residents of Spotsylvania Court House. An 1887 picture of the tavern and Courthouse confirms written evidence that the Courthouse seat was then sparsely populated. By 1905, several substantial dwellings had been added to the tax rolls including the Crismond Residence, the Pendleton House (now the Christ Church Education building) and the T.H. Harris House, just outside of the Courthouse. Spotsylvania Courthouse The court system of Spotsylvania was first established at Germanna in 1722; moved to Fredericksburg in 1732; to the "Old Courthouse" in 1778; and to its present site in 1839. Lewis Rawlings, owner of the Tavern, gave the County ten acres for the present Courthouse green. The team of Malcolm Crawford, carpenter, and William Phillips, brick-mason, who helped Thomas Jefferson build the University of Virginia, won the contract and completed the Courthouse in 1840. The battering sustained by the Courthouse during the Civil War necessitated major repairs in 1870. By 1900, the building was declared unsafe; subsequently, a new, enlarged building of similar design was constructed on the site, using cream brick instead of red. The original Doric columns were salvaged and put in place. In 1964, the wing on the southwest corner was added to house government offices. Official County records were buried during the Civil War, and with the exception of three books which were damaged by water, the records are complete, dating from the founding of the County in 1720-1721. Spotswood Inn This imposing building, built by Samuel Alsop in 1838, was a popular stopping place since it was ideally situated on the well-traveled road from Fredericksburg to Richmond and Williamsburg. It was known for its hospitality and delicious meals. At one time, there was a large stone in front of the Inn which had been used by the Indians to grind their corn. It currently is displayed at the Spotsylvania County Museum. In its past, it has served as a school, post office, tavern and during the Battle of Spotsylvania Court House, as headquarters for General Jubal Early. It was also an observation point for General Robert E. Lee during this battle. WPA Building (Adjacent to the Courthouse) This one-story masonry building adjacent to the east side of the historic courthouse was a Works Projects Administration (WPA) project built during the 1930s. The WPA was created in 1935 by the Executive Order of President Franklin D. Roosevelt to provide jobs to citizens unemployed during the "Great Depression" of the 1930s. The moderate size of the building, which was used as the 20th century offices for the Voter Registrar, Juvenile Court and most recently as the County Administrator‟s offices, allowed the courthouse to be the focal point of the county seat. The plan of small buildings around a larger and sometimes elaborately designed courthouse preserved the rural village settings. NOTE: The WPA was Works Progress Administration when it was started in 1935. The name changed to Works Projects Administration in 1939 when it became part of the Federal Works Agency. Spotsylvania Jail 1855 The masonry Jail was built in 1855 after the 1839 Jail burned in 1853. The exterior brick walls are two feet thick while interior cell walls are lined with thick oak planks. A front iron door grate allowed for air circulation in the warm weather while a stockade door could be closed when necessary. Original iron bars on the windows reportedly were removed in the early 1940s for war materials. In 2004, bars were replicated and installed along with the sign over the door admonishing „no talking to prisoners.‟ After the Chancellorsville Battle in 1863, the Courthouse green and Jail yard were holding areas for Union prisoners. The Jail ceased to be a prison in 1943 but was leased to Rural Telephones of Milford and then Confederate Cemetery renovated for County offices. After being used for storage for many years, the Spotsylvania Preservation Foundation, Inc. (SPFI) in 1998 began the process of an adaptive reuse as a Jail Museum. (Picture: below, left) In this cemetery rest some 600 Confederate soldiers who were killed on the Civil War battlefields of Fredericksburg, Chancellorsville, The Wilderness and Spotsylvania Court House. They came from ten Confederate States to fight for the Confederate cause here in Virginia. One-third of the Battles in the Civil War were fought in this state, and one-third of those battles were fought in Spotsylvania County. The Spotsylvania Museum has a roster of Confederate veterans, as well as a list of other burials, in the cemetery. Old Berea Christian Church The present Old Berea Christian Church was built in 1856 under the supervision of Samuel Alsop. The church is a fine example of Virginia‟s Gothic Revival period architecture, and is exceptionally well-preserved, even though it was scarred by shots and shells during the Battle of Spotsylvania Court House in 1864. There is a cemetery located in the rear dating back to the pre- Civil War period. (Picture: above, right.) Christ Episcopal Church Christ Episcopal Church was constructed in 1841. It is believed that clay, from what is now a field at Robert E. Lee Elementary School, was used for the bricks. The Church was consecrated that same year by the Right Reverend Bishop More. Christ Church served as a hospital during the Battle of Spotsylvania Court House and still bears scars received from shelling during the battle. After an Episcopal congregation in Mattaponi dissolved, the church's large lectern Bible (King James Version), dated 1754, was brought to Christ Church. It is now prominently displayed as a church treasure. This little church is exceptionally well preserved and is a fine example of Virginia's late Federal period architecture. Don't forget to visit these three sites just outside of the District... Spotsylvania County Museum (Merchant Square Building) The Spotsylvania County Museum consists of 1800 square feet of exhibit space and tells a comprehensive history of Spotsylvania starting in 1722. The exhibit gallery features artifacts, photographs, and documents from the early Woodland Indians who were the original inhabitants of Spotsylvania through 1865. Special emphasis is given to the Battle of Spotsylvania Courthouse in May 1864, in a gallery entitled "17 Days in May." Exhibits and artifacts tell the story of one of the bloodiest battles of the Civil War, with special attention being given to local inhabitants. It is an excellent stop prior to visiting the National Park Service‟s Spotsylvania Unit. Zion United Methodist Zion United Methodist Church still stands near the road called "The Road To Travelers Rest" and at or near the spot that once was called "Liberty Meeting House." Spotsylvania County records state that on November 20, 1850, a Liberty Class of at least twelve persons was organized and may have met in the original "Liberty Meeting House." By 1859, the class had grown into a church of 40 members, and a church was erected under the name, Liberty Methodist Episcopal Church South and changed in 1861 to Zion. Zion United Methodist Church was used as a field hospital, look-out post, and temporary command post. General Robert E. Lee met with General A.P. Hill at his temporary command post at Zion. General Stonewall Jackson was carried past here on his way to Guinea‟s Station. Zion United Methodist Church still serves the community as a place for worship. (Portions of this information were taken from the pamphlet: "On the Road to Travelers Rest" by Mr. Bob Weeks.) One Room School This one-room school is typical of the schools scattered throughout the County beginning in 1870 with the establishment of the public education system. This 1930s school for African-American children was originally located on Stubbs Bridge Road and moved to its present location at Spotsylvania Court House in 1999. This modest building remains largely unchanged. Its clapboard walls enclose a vestibule, a small cloakroom, and a single classroom where children in grades 1-7 were taught. The building contained no plumbing and was not wired for electricity. A castiron stove was the only heat source. In its original rural setting, the schoolyard included an outhouse and a dusty play lot. The one-room school was closed by the School Board in 1943.
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River and Wetland INVASIVE PLANTS* COMMON REED GRASS 1,2 FLOWERING RUSH 1,2 WATER CHESTNUT 5 JAPANESE HOPS 3 CHINESE YAM 2 CURLY-LEAF PONDWEED 7 This material is based upon work supported by the Cooperative State Research, Education, and Extension Service, U.S. Department of Agriculture, under Award No. 2005-45060-03346 , acquired through the Urban Horticulture Team, UW Extension. Opinions, findings, conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the view of the U.S. Department of Agriculture. * Plants on this factsheet are early detection species. Report them immediately. Publication WT-905-2009 JAPANESE KNOTWEED 2 JAPANESE STILT GRASS 4 Photo Credits 1 Wisconsin Department of Natural Resources 2 Elizabeth Czarapata 3 David Eagan 4 North Carolina State 5 Anne Murray, University of Florida/IFAS Center for Aquatic and Invasive Plants 6 Vic Ramey, University of Florida/ IFAS Center for Aquatic and Invasive Plants 7 Aquatic EcoSystems, Inc. River and Wetland INVASIVE PLANTS* PHRAGMITES (Phragmites australis) Perennial, semiaquatic grass, 6-13 feet tall in dense clones. Vegetative spread by rhizomes. Leaves are narrow to 30 inches long. Flowers are light brown to purple; silky hairs and spikelets form inflorescences that bloom July-September. Threatens shorelines, wetlands and disturbed areas. Both native and non-native Phragmites exist in Wisconsin. JAPANESE HOPS (Humulus japonicus) Annual, herbaceous vine with downward pointing hairs along stem and petioles; climbs clockwise. Leaves are rough, have 5-9 lobes, and petioles are longer than leaves. Flowers are dull green with 5 petals in spikes that bloom July-October. Threatens floodplains, streambanks and lake shores. WATER CHESTNUT (Trapa natans) Rooted, annual herb that forms a leafy rosette that floats on the water surface. Stems are up to 16 feet long, and have 2 types of leaves. Submersed leaves are feathery, up to 6 inches long and are whorled the length of the stem. Emergent leaves are triangular, 1-2 inches long, and are waxy with serrated edges. Leaf stems have swollen bulbs that provide buoyancy. Flowers are small, white, and have 4 petals. Blooms late July to fall frost. Fruit is 1 inch wide nut with 4 stout barbs. Spreads by seed and plant fragments. JAPANESE KNOTWEED (Polygonum cuspidatum) Shrublike erect to arching perennial 4-10 feet tall in dense rhizomatic clones. Stems are hollow, bamboo-like with swollen nodes. Alternate leaves are up to 6 inches long, broad, and oval with a pointed tip and flat base. Small white flowers clustered in erect racemes in leaf axils bloom in late summer. Threatens riparian corridors, wetlands, and disturbed areas. Spreads by stem/root fragments; possibly by seed. FLOWERING RUSH (Butomus umbellatus) Perennial emergent aquatic herb 1-5 feet tall. Thin stems support pink to white flowers that have 3-6 petals 1 inch wide and bloom June-August. Leaves are narrow, up to 40 inches long, and have a triangular cross section. Spreads by rhizomes and stem fragments Threatens shallow water shoreline marshes, lakes and streams. CHINESE YAM (Dioscorea oppositifolia) Perennial herbaceous vine climbs counter-clockwise to 15 feet. Leaves are opposite with alternate upper nodes, are tinted bronze to red in leaf joints, and are spear- or heart-shaped. Flowers are small, white-green, smell of cinnamon, and bloom June-July. Spreads by bulbils, which are small, potatolike organs in leaf axils that are apparent June-September. Threatens streambanks, floodplains, and moist forests. BRAZILIAN WATERWEED (Egeria densa) Submersed, perennial, aquatic herb grows down to 20 feet. Stems may be branched. Resembles common Elodea canadensis, but these leaves are usually in whorls of 4 and very closely spaced. Bright green leaves are 0.8-1.2 inches long with finely serrated edges. Flowers rare. Spreads by fragments. Prevent the Spread of River and Wetland Invasives! * Remove any visible mud, plants, fish or animals before transporting equipment * Eliminate water from equipment before transporting * Clean and dry anything that came in contact with water (Boats, trailers, equipment, clothing, dogs, etc.) * Never release plants, fish or animals into a body of water unless they came out of that body of water. * Plants on this factsheet are early detection species. HYDRILLA (Hydrilla verticillata) Submersed, perennial, aquatic herb roots from inches to over 20 feet deep. Slender stems branch freely, often forming dense surface mats. Pointed leaves are 0.5-0.75 inches long. Resembles common Elodea canadensis, except hydrilla leaves have a serrated edge, barbs along the underside midrib and occur in whorls of 4. Spreads by fragments, turions and tubers. PURPLE LOOSESTRIFE (Lythrum salicaria) Perennial, semi-aquatic, emergent forb is often in dense stands with woody roots. Flowers are purple, in spike-like inflorescences from 1 to 30 inches long, and bloom from July to September. Leaves are 1.5-4.5 inches long, finely hairy, lancelike, and usually opposite (sometimes whorled above). Threatens wet meadows, shorelines and shallow waterways. EURASIAN WATER MILFOIL (Myriophyllum spicatum) Perennial, submersed aquatic herb rooted 2-15 feet deep. Stems branch freely and often form dense surface mats. Leaves in whorls of 4 with 12 or more pairs of leaflets and hang limply out of water. (Native milfoil leaves stout with 7-10 pairs, but hybrids occur.) Spreads by fragments. CURLY-LEAF PONDWEED (Potamogeton crispus) Submersed, perennial, aquatic herb with flattened stems. Forms dense mats. Alternate leaves are 0.5-3.5 inches long, greenbrown in summer with curly edges, and bright green and smooth in winter/early spring. Usually dies back in early summer. Spreads by root fragments and turions. Threatens water 3-10 feet deep. JAPANESE STILT GRASS (Microstegium vimineum) Annual grass that looks similar to a small bamboo and forms dense mats. Stems are up to 40 inches long, root at stem nodes and are somewhat reclining. Leaves are light green, 4-5 inches long, lanceolate, and have a silver strip of reflective hairs on the slightly off center midrib. Flower spikes are 1-3 inches long, bloom in early fall, and produce large quantities of seed. Threatens floodplains, streambanks and forested wetlands. Early detection is a must to prevent these species from becoming established in Wisconsin. Call the WDNR at (608) 267-7438 to report them or for more information. Taxonomy references from Gleason & Cronquist's Manual of Vascular Plants of Northeastern United States and Robert W. Freckmann Herbarium, University of Stevens Point .
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1 LEARNING NOTES Infozone, level 1 Guide script (all grades) Themes explored (1914—1918): * The conscription debate Welcome to Infozone. In this area we are going to look at the conscription debate. CONSCRIPTION DEBATE This area is all about reasons presented to the Australian public during the First World War for and against conscription. What is conscription? When a country does not have enough people willing to go to war they might enforce conscription. Conscription is compulsory military service – a law that says if you are able to fight then you must. If you don't fight then there will be penalties, usually jail. Australia enforced conscription during the Vietnam War; a war waged in Vietnam during the late 1960s, early 1970s. This policy sent many young men who did not want to go to war overseas to fight. Conscription was very unpopular then, just as it was during the First World War. Why did the government want to enforce conscription anyway? Let's find out. At the beginning of the First World War, Australian law required all young Australians to participate in national service WITHIN Australia, if Australia came under direct attack. This means that if Australia itself was threatened, all young men who were able to would have to fight to defend it. In the First World War, the war was being waged many miles away. Therefore, although Australia was at war, it was not under DIRECT attack. Under the laws of the time the government could not force men to go to war. All men and women who went to war had to do so voluntarily. Initially this wasn't a problem as many men were keen to enlist. But as the war dragged on and the true horrors became apparent, the numbers of men willing to enlist fell. This was a problem for the government at the time and in particular the Labor Prime Minister, Billy Hughes, who had promised the British government that Australia would provide approximately 7,000 new recruits per month. With enlistment numbers falling, Australia was having trouble filling its quota and so the Prime Minister asked the government to change the laws to enact conscription; in other words, to force eligible men to serve overseas on the front line, even if they didn't want to. His government refused. Billy Hughes knew that the only way his government could pass a conscription law was if they had the clear support of the public. One way governments can find out what the public is thinking is by holding a referendum. A referendum requires everyone of voting age to vote, 'Yes' or 'No' to a question. The question Billy Hughes asked Australia to vote on was whether to enforce conscription. Billy Hughes was confident Australia would vote 'Yes' and so he set a date for the referendum. Suddenly posters, such as those you see here, sprang up all over Australia detailing reasons for and against conscription. Public meetings were held to discuss the topic and the question of whether to vote 'Yes' or 'No' was discussed in every corner of the nation. The posters, newspaper clippings, letters and cartoons found in this zone present reasons either for or against the vote. Let's have a look at one of the cartoons that was shown in Queensland at the time. Distant LinesLearning Notes: Infozone, level 1 Guide script (all grades) 2 Locate and point to Trojan Horse Cartoon. To understand this cartoon you need to know about The White Australia Policy and the story of the Trojan Horse. Who can quickly tell me what the story of the Trojan Horse is about? The Trojan Horse is found in an ancient Greek myth about a ten-year war which was fought between the people of Troy and the people of Greece. The Greeks won the war when they gave the people of Troy a large wooden horse. The people of Troy thought it was a peace offering but when night fell, the myth states that hundreds of Greek soldiers climbed out of the horse, destroying the city and ending the war. Who can tell me what The White Australia Policy was all about? The White Australia Policy was a group of laws which aimed to keep Australia full of white people, largely of British heritage and to remove or not allow non-white people to enter the country. Have a look at the cartoon. What is happening in this cartoon? Do you think this cartoon is encouraging people to vote 'Yes' or 'No'? It is encouraging people to vote 'No'. Why is it asking people to vote 'No'? What does the illustrator think will happen if people vote 'Yes'? The illustrator thinks that if we send all the young eligible white men to war, then many will be severely injured or die leaving no-one left in Australia to work. This in turn would mean that Australia would need to let in non-white people to do the jobs needed to get Australia back on its feet. Now let's have a look at one of the posters that was around at that time. Move students in front of the 'Why I Should Vote Yes' poster. Is this poster encouraging people to vote 'Yes' or 'No'? This poster lists several reasons put forward at the time for why people should vote YES for conscription. Let's have a look at some of them now. Who can read point 4 for me? What do you think this means? This point states that we should vote for conscription to send reinforcements to help the men already serving at the front. Who can read point 5 for me? What Empire does this refer to? The Empire refers to the British Empire of which Australia was a part. It suggests that if one part of the Empire was in trouble, as England was when Germany declared war, then the other countries of the Empire should assist. Who would like to read points 6 and 7? A self-governing dominion is a country which governs itself, just as Australia does today and did back in 1915. What these two points suggest is that other countries, like Australia, had already enacted conscription, therefore Australia should too. Who can read point 9 for me? The point suggests that if you voted 'No' then you were being disloyal and that you were pro-German which means you supported the Germans who at that time were the enemy. Who does it suggest people were being disloyal to? It suggests people who voted 'No' were being disloyal to the British Empire and also possibly the men and women already serving at the front. Now I'm not going to tell you the result of the referendum. The reason I'm not going to tell you is that I want you to come up with an answer yourself. I want you to consider all that you read, see and discover today and to decide if you would vote 'No' or 'Yes' for conscription. At the end of your visit, I will ask you to cast your vote using the voting card in this booklet. Show Activity Passbook and the ballot box. Give students a few minutes to review this display. CONCLUDE Conclude your visit to this room by quickly reviewing what students have learnt. Key points are as follows: Conscription referenda: During the war Australia was asked to vote whether to enforce conscription. The debate divided the nation. Distant LinesLearning Notes: Infozone, level 1 Guide script (all grades)
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Koeksisters Yield: about 72 pieces Dough: | Ingredients | American | Metric | Yield% | |---|---|---|---| | Flour, pastry | 35 oz | 1000 g | 57.54 % | | Baking Powder | 1 oz | 30 g or 60 ml | 1.73 % | | Salt | 1 tsp | 5 g | 0.30 % | | Butter | 3 ½ oz | 100 g | 5.76 % | | Eggs, whole | 3 ½ oz | 100 ml (2) | 5.76 % | | Milk, whole | 10 ½ oz | 300 ml | 17.29 % | | Buttermilk | 7 oz | 200 ml | 11.53 % | | Total | 3 lbs 12.5 oz | 1735 g | 100.00 % | * Sift together the flour, baking powder and salt. Rub in the butter until the mixture is finely crumbled. * Whisk the eggs with the liquid, add to the flour mixture and knead to a soft, pliable dough. * Form into a ball, wrap and chill for a couple of hours or overnight if possible. Syrup: | Ingredients | American | Metric | |---|---|---| | Water, tab | 3 pints, 5 oz | 1500 ml | | Sugar, granulated | 6 lbs, 10 oz | 3000 g | | Cream of tartar | 1 tsp | 5 g | | Ginger, fresh, thinly sliced | (6) | (6) | | Lemons, fresh, grated and juiced | (3) | (3) | | Total | 6 quarts | 4505 ml | Method: 1. Combine the ingredients in a large saucepan and bring to boil, stirring until the sugar dissolves. Boil without stirring for about five minutes to form light syrup. Strain into a large bowl. Cool, then refrigerate until well chilled. 2. Remove the dough from the refrigerator. Roll the dough to about 1/8 thickness. 3. Using a pizza wheel, cut strips, 4 ½ inches long and 1 1/8 inches wide. Divide each strip into three strips as shown above (1). Fold the left strip into the middle of the remaining two (2) and repeat the same from the right side (3). Repeat the steps until the end. Seal by pressing the ends together. 4. Place on a parchment lined sheet pan. 5. Remove the syrup from the refrigerator and chill over a bowl of ice. 6. Heat frying fat or oil to 375 ° F. Deep fry on both sides about one minute, until golden brown. 7. Remove from oil and place on a paper towel lined tray. 8. Dip immediately into the chilled syrup. 9. Submerge in the syrup for about 30 seconds while still hot. 10.Remove from syrup and place on dripping tray. 11.Assemble on platter. 12.Present as above or as desired.
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Pediatric Flatfoot What Is Pediatric Flatfoot? Flatfoot is common in both children and adults. When this deformity occurs in children, it is referred to as "pediatric flatfoot." Although there are various forms of flatfoot, they all share one characteristic – partial or total collapse of the arch. Pediatric flatfoot Symptoms Flatfoot can be apparent at birth or it may not show up until years later. Most children with flatfoot have no symptoms, but some have one or more of the following symptoms: * Pain, tenderness, or cramping in the foot, leg, and knee * Outward tilting of the heel * Awkwardness or changes in walking * Difficulty with shoes * Reduced energy when participating in physical activities * Voluntary withdrawal from physical activities Diagnosis In diagnosing flatfoot, the foot and ankle surgeon examines the foot and observes how it looks when the child stands and sits. The surgeon also observes how the child walks and evaluates the range of motion of the foot. Because flatfoot is sometimes related to problems in the leg, the surgeon may also examine the knee and hip. X-rays are often taken to determine the severity of the deformity. Sometimes additional imaging and other tests are ordered. Normal pediatric foot Pediatric flatfoot can be classified as symptomatic or asymptomatic. Symptomatic flatfeet exhibit symptoms such as pain and limitation of activity, while asymptomatic flatfeet show no symptoms. These classifications can assist your foot and ankle surgeon in determining an appropriate treatment plan. Non-surgical Treatment If a child has no symptoms, treatment is often not required. Instead, the condition will be observed and re-evaluated periodically by the foot and ankle surgeon. Custom orthotic devices may be considered for some cases of asymptomatic flatfoot. Pediatric Flatfoot continued When the child has symptoms, treatment is required. The foot and ankle surgeon may select one or more of the following nonsurgical approaches: * Activity modifications. The child needs to temporarily decrease activities that bring pain as well as avoid prolonged walking or standing. * Orthotic devices. The foot and ankle surgeon can provide custom orthotic devices that fit inside the shoe to support the structure of the foot and improve function. * Physical therapy. Stretching exercises, supervised by the foot and ankle surgeon or a physical therapist, provide relief in some cases of flatfoot. * Medications. Nonsteroidal anti-inflammatory drugs (NSAIDs), such as ibuprofen, may be recommended to help reduce pain and inflammation. * Shoe modifications. The foot and ankle surgeon will advise you on footwear characteristics that are important for the child with flatfoot. When Is Surgery Needed? In some cases, surgery is necessary to relieve the symptoms and improve foot function. The surgical procedure or combination of procedures selected for your child will depend on his or her type of flatfoot and degree of deformity. The mission of the College is to promote superior care of foot and ankle surgical patients through education, research and the promotion of the highest professional standards. Copyright © 2010, American College of Foot and Ankle Surgeons • www.FootHealthFacts.org
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Contemporary Artists Rody Herrera Charito Bitanga Antonio Chan Fernando Sena Rosscapili RAMON ORLINA by Reuben Ramas Cañete Art is creation, creating something new, something original, something different and doing something to change a subject, to build." -Ramon G. Orlina he first thing that hits one who is confronted with the glass sculptures of Ramon Orlina is that of sheer stupefaction: how can such beauty result from such an ordinary material? After all, it is merely industrial glass, the type that is shaped into sheets for window louvers, skycraper facade cladding or dining tabletops. If one is sensitive enough, though, like peering through the thickness of your tabletop, you can see the same aquamarine green that animates Orlina's sculptures like a living sea organism. The prismatic effects of glass as it bends light is also evident as one peers at the rough texture of louver glass, but enlarged due to the piercings and cuttings that Orlina makes into the block of glass, which is then contrasted by the crystalline finish, done by bathing the surface with acid, and then polishing it smooth. T Achieving the material alone is laborious enough, requiring the cooperation of the glass foundry (in Orlina's case, the Republic Asahi Glass in Pasig City). First, the glass furnace where the material comes from must be shut down, which only happens once every five years (for servicing, and relining the furnace with the specialized refractory brick material that guarantees the furnace's constant efficiency). It is then allowed to cool down for at least two to three months before the glass has safely "cured" or condensed into solid form without cracking. By "glass" we refer to the waste glass that pools on the bottom of the furnace when it produced kilometers of sheet glass used by various industries, like construction. This often achieves pooled depths of up to five feet. The properly cured glass, called slag, must then be removed by jackhammers from the furnace, and trucked to Orlina's studio in the heart of Balic-Balic, Sampaloc. It is here that the miraculous process of transforming "junk glass" into works of art is achieved. The first step is to size up the shape of the drilled blocks of glass that fits to a design pattern that Orlina is trying to achieve. Because of the nature of the glass breaking up during the drilling process, and its fracturing due to temperature differences, no block of glass can be bigger than six cubic feet. Most are often no bigger than two cubic feet, or ten-by-eight-by-twenty inches. This is then traced with pen markings to indicate the shape, and grinded or cut to the proper proportions. The final steps are then the acid-bath and polishing. Home Publisher's Message Editor's Note Philippine Visual Arts National Artist Series AAP YMCA Contemporary Artists Private Focus Atelier's Challenge Public Gallery Art News Art Pintor Hue, There & Everywhere About us Developed in the late 1950's and early 1960's in America, the studio glass art movement has found its most faithful Filipino proponent in Orlina, who practices a variant from the normal process of hot glass-making utilizing a coldglass carving technique. Practicing since the mid-1970's, Orlina combines his veteran eye for stability (architecture was his first profession until 1974) and sensuality in form and execution. With the above-mentioned process, Orlina has made a name for himself in the very rare field of glass sculpture, which is still shaking off the reputation as a "mere craft," due no doubt to the still-attached discrimination of glass figurine makers in Europe and America as craftsmen, not artists. One such reason for this is the perception of craftsmen as inherently ignorant of design, often doing the glass piece to an artist's specification. In this case, though, it is Ramon's mind that still generates the design, being no art ignoramus himself (graduating as an architect at the prestigious University of Santo Tomas in 1965, and having as a school friend the sculptor Eduardo Castrillo). His apprenticeship with glass art started in 1975. With the loss of clients due to the effects of Martial Law, and the economic crisis spawned by the oil cartel embargo, Orlina shifted from architecture (being a staff architect of the legendary Carlos Arguelles) to Fine Arts via an initial exhibition of paintings done on sheet glass, titled "Reflections" at the Gallery of Hyatt Regency, which caught the eye of Republic Glass executives, and led to an offer to educate him in glass-making. Orlina accepted a revised scholarship on condition that he could learn and apply his glass making skills in any field he wanted, either locally or abroad. Thus was born a collaboration between glass maker and glass sculptor, whose relationship remains sound today. In 1976, Orlina got his first break via an offer from the Enriquez owned Silahis International Hotel, which commissioned him for an artwork that would grace the hotel lobby. The result was Arcanum XIX: Paradise Gained, which was a revolution in the way that sculptural relief was to be treated in the Philippines. Instead of the usual hardwood, metal or stone bas relief, Orlina made an assembly of interlocking glass blocks fit into a hexagonal bronze frame, which was then cantilevered from the lobby wall, creating a space for them to bounce off the marble wall, and reflect through the glass block. From that point on, there was no looking back, as local and foreign institutions vied with one another to get an Orlina commission: the Manila Hotel (Arcanum 7, 1977); Makati Greenbelt Chapel (Dove of Peace, Mudras Cross, Tabernacle Altar, and God the Father, all in 1983); Singapore's Forum Galleria (Fertile Crescent, 1985); the ASEAN Sculpture Park in the CCP Complex (Oneness,1987); Benedictine Abbey Church in Ayala Alabang, Muntinlupa (Stations of the Cross, 1987); Mandaluyong's Our Lady of EDSA Shrine (Crucifixion, 1989); and the Singapore Art Museum, (Quintessense,1995). Through his studies in glass, Ramon was able to visit and compare notes with glass sculptors abroad, notably in Czechoslovakia in 1983, and more recently in Seattle (1996), where he was able to meet up with two of the most famous glass sculptors of the Pacific Rim: the American glassblowing master Dale Chihuly, and the Swedish glass casting expert Bertil Vallien. But it was primarily through important exhibitions in the late 1970s and early 1980s that really established Orlina's reputation as an artist of serious import. Among them was "Trends in Sculpture" at the Museum of Philippine Art (MOPA), and "Five Directions in the Philippine Art," also at the MOPA, both in 1980. Another was his qualifying entry as the Philippine Representative to the prestigious XII Grand Pix Internationale d' Art Contemporain de Monte Carlo in Monaco (1977), and the VIII Bienal Internacional de Arte Valparaiso in Chile (1987). Most importantly, it was his victories at the Art Association of the Philippines (AAP) Annual Art Competitions in 1982 (Best Entry in Sculpture) and 1983 (Gold Medal, Photography) that convincingly cemented Ramon Orlina's reputation locally. Leading the AAP as its president since 1992, Orlina has also exhibited extensively with his glass sculpture. His more recent exhibitions since the 1990s have all concentrated on themes revolving the human body, animals and abstract curvilinear and cubical shapes, such as his Naesa (1988), NingNing (1992), Lumba-Lumba (1994), Emerald City (1996), and Kalayaan (1998) series. Despite the many challenges and hassles that go with the job of being the leader of the largest, most prestigious artist organization in the Philippines (founded in 1948, with current membership at 1,000). Orlina still finds the time and effort to continue on with his glass sculpture, helped by his wife Lay Ann (who serves as his executive secretary), and inspiration from his children and colleagues of the art industry. The 21st Century is indeed a time to look forward, as Orlina not only brings the dreams of the AAP (such as its own Art Center) to fruition, but also the completion of his personal dreams: the modern studio being finished next door to his home, and the encouragement of glass sculpture in Manila, through a possible school. In this, as in all things, Orlina's defining style and elegance will be the catchwords to a better tomorrow in modern sculpture in the years to come. AN A&A INTERVIEW WITH RAMON ORLINA (Glass Sculptor / President of AAP) A&A: What is your personal definition of art? Art is creation. Creating something new, something original and something different. It is doing something to change a subject, to build. Art is life. It is creating life on a material and making inanimate objects to have life. To create art is to give life. A&A: What made you decide to become a sculptor? Actually, I started as an architect. Sometime before, when I was 31 years old, somebody asked me when did I became an artist. I looked up in deep thoughts and answered, "thirty one years ago!" I believe I was born an artist. My artistic inclination was quite evident even as a young boy when I started drawing. I may have inherited my artistic genes from my great grandfather named Antonio Pintor. During the time I took up painting, sculpture and architecture classes, my classmate asked why I became an artist when all of us are architectural students. I remember in our freehand drawing class, I was the only one exempted during prelims and final plates, making my classmates conclude that I am more of an artist than an architect or sculptor. Nevertheless, I continued with my studies in architecture and it became a good background for me and helped me a lot in doing things I want to do. If you look at Renaissance artists like Michelangelo, Donatello and Donalesi, they were architects, sculptors and painters combined. Artists should not be limited in one field but must be adept at other artistic fields as well. I think, I became a sculptor because I met all the requirements to become one. A&A: Did you undertake any formal training? When Republic Glass allowed me to visit its factory and observe glass, I was No, not really. I work on the glass medium, and in Southeast Asia, there is no tradition of glass sculpture. Glass is more of blowing and casting. What I do is sculpting glass in the same manner that one sculpts stone, marble and wood. My work is totally different because of my medium. granted a 3- year scholarship to study anywhere I want to go but I decline the offer because I know there are strings attached to it. It is also a good thing that I did not accept because if I did, then I would have been influenced by what I will see. I trained on my own through trial and error, so I had no influence or a master to follow. I was able to go on my own direction and for me it was a good training. It was all determination, invention and improvisation, everything. One must always be creative. When I create, it is all from within myself. I create on my own and did not learn any technique or style from anybody or any school, though there are some influences of course. All my techniques and styles can be considered an innate and homegrown. When I was in Czechoslovakia, people there were amazed with my work because I have proven that I did not copy anybody's work and that for me was good and very fulfilling. A&A: Have any artist(s) in particular influenced your style? near. Then I tried texture because of the sculptor La Gucci's work having textures. All of these somehow influenced my work. A lot of sculptors have influenced me particularly on the different periods of my work. I like linear before so I admire linear sculptors. Then changed into curves. I liked Arch, then Henry Moore. Influence is according to what you maybe doing at a certain time. I also changed in my stages of development. This development is very angular, to very cubists, to very curvili- We are now living in a world where everything we see especially in the Internet can influenced us. But of course we must try to be original in our creations. With La Gucci, his textures were good but different from mine. In his work, you can see the texture only on one side while in my work, I can see the texture from more than one side because of the glass medium I'm using. A&A: If given the choice of sculpting like any sculptors, past or present, whom would you choose? I don't have any choice in particular. There are a lot of sculptors like Arch, Moore, La Gucci or Calvel but for me, I don't really look on one aspect of what they do. I try to look at things I perceive to be a source of inspiration. A&A: What motivates you to do sculpture? I do sculptures because of my yearning to create, to make something alive, something that can give happiness to others. These are things that satisfy me as an artist. I don't think much about money. Money will come. For me, it is more on the creation wherein there is a process. Innovation, process and other significant things that I put into my work motivates me. My family, my wife and my daughters always inspire me. A&A: How do you select your subject matter? I base my subject matter from my environment. There was a time (eight years) when my wife was breastfeeding our daughter and because of this 'exposure' to her role as a mother, I came up with a series of busts sculptures I called "Ningning" series. I am happy being married and my family is my inspiration. I also like to do birds, fish and preferably 'abstract' things. A&A: How do you begin a glass sculpture? When I work on a glass, I look at it on all its sides, front, left, right and back as I study all the angles. I start working on the glass without any preconceived ideas of what it will come out. Exceptions would be my work on "Ningning" series. I just look and feel the glass and let my work lead me into something that would pop up in my mind during the process. A&A: What do you regard as the important element in your work? With glass, it is very important that I meet the challenge of seeing the transparency in all directions and angle. A distinctive element in any sculpture is light. Shadow is important based on the amount of light. In my sculpture, light can go into my glass medium thereby creating another light inside. Element is actually oneness of the materials involve. Though my medium is glass, sometimes I also use support for it like stainless steel or cast bronze. But most importantly, is the element of transparency or translucence is hard to find in marble because it is limited to one face. A&A: Do you keep or throw away any sculpture you think did not meet your standard? I just keep them. I have a lot of unfinished work for the past 2 or 3 years. When I'm doing something, I sometimes stop and start a new one. Usually, I go back to continue and finished most of them. A&A: Do you have your own style and how did you develop it? My style depends on the development I can apply on my medium. The textures, with its effects, the frosting and the acid etchings are done to produce variety. As an artist, my work evolves from my artistic knowledge and emotions together with the technical style I learned from my on going process of working with glass. As you can see in my work, my style has developed since I started in the '70s. From prismatic to curve, then frosted. I did a "Naesa" series with polished and frosted effect. I also tried works with holes, with attachments and other different approach. I don't really change my style but trying different things is part of my development as an artist. I want to see all the possibilities of my medium because my medium is still new in a way and still unexplored compared to others. A&A: How long does it take you to finish a glass sculpture? It varies depending on the size I'm doing. For example, a medium size of 16 to 18 inches will take me 3 days to one week to initialize preliminary work. Then, it will be ground and smoothened by my assistant. On the 3rd week, it will be polished and returned to me again. By this stage, I can now visualize one side and work on it. On the 4th week, it will be polished again up to the 5th week. The longest period is two months due to the cutting, grinding, smoothing, and polishing stages. Some simple process I entrust to my skilled workers but supervise them intensively until we finish a sculpture. A&A: What do you expect a person can derive if they view your work? Of course, what I expect is for people to appreciate my work. For them to touch it because it adds up to more communication than just the visual kind. When you hold it, there is a sense of touch that becomes another sense of appreciating the artwork. Touching sends a signal to the brain more than just looking at the medium. As glass is a tactile medium, when you see it, the tendency is to touch and feel it. A&A: Aside from sculpture, what other interest(s) do you have? I sing and dance. I play the piano. I'm also fond of fortune telling. I believe my ESP is intense. I have a background in science and physics. I can also build a house. A&A: Do you read art books? I don't really read art books. I just look at the pictures or visuals. I try to absorb the artist's philosophy and appreciate the form of their works as I make my own interpretations and judgements. I read what the critics wrote but don't rely on their opinions. I believe everybody has his/her own likes and dislikes and must not be pushed to others. I read only to appreciate other artworks. A&A: What does art/sculpture mean to your life? Modesty aside, I think I started this (glass sculpture) kind of work in the Asean region. I represented the East by creating my glass sculptures as they have Chihuly in America or the West. I'm proud that I was able to pioneer something in the Asean and have been well recognized in the world. It really means a lot to me to accomplish this because I created this particular form of art. A&A: Any future plans, goals and wishes regarding your sculptures? My plan is to finish building my shop and employ apprentices for my work. I have an assistant but no followers. Somebody who works for me in six months will know my technique. But I cannot teach anybody my art. One has to seek his/her own style and direction. I don't want other people to copy or imitate me because art is creativity and originality. If somebody copies me then he will just be another Orlina and it would be unfair to that person. I want somebody to be his own person and established his own identity. A&A: Do you belong to any art group or organization? I was the former president of the Society of Philippine Sculptors and since 1992, I've been the president of the Art Association of the Philippines. I did a lot specially in helping the young artists. I'm happy doing those things even though it takes a lot of my time. When you help people, the blessing that you give out will come back to you more than you ever know. I can say that I have no regrets in helping people despite the intrigues. In the end, what matters most is what you did for others and not limited just to yourself. A&A: Could you give advice or words of wisdom to any aspiring or amateur artist? As an artist you have to make your own mark and develop an original work for you to become known. If you tend to copy other style, techniques and medium, you will be just a second rate artist. Of course with dedication, hard work and definitely an inspiration from God ( the most important), success will eventually come your way. Don't forget that God keeps everything in control. Art is a hard struggle. Maybe an artist shouldn't marry early. In my case, I married a bit late because I established myself in my work and I did not encounter problems in bringing up my children. You have to see that you are stable with yourself or you would be easily discouraged and put down by others. If in the beginning, you are still unsure where you are going. Then the struggle would be hard in achieving your goal. What's important is to create, to make something new and original. One-Man Exhibitions 1975 REFLECTIONS 1st One Man Exhibition, Paintings on Glass, The Gallery, Hyatt Regency, Manila 1976 PAINTINGS ON GLASS Citibank Center, Makati Metro Manila 1980 PRISMATIC GLASS SCULPTURE, City Gallery, Manila 1983 GLASS SCULPTURE All frosted finish of the "ARCANUM" series, Ayala Museum, Makati Metro Manila 1988 NAESA, Lopez Museum Gallery, Pasig Metro Manila NAESA CHIAROSCURO Le Meridien Singapore, Singapore NAESA CHIAROSCURO II National Art Gallery, Kuala Lumpur, Malaysia 1990 BATANGAS CULTURAL EXHIBITION San Sebastian Convent Exhibition Hall, Lipa City, Batangas, Philippines 1991 PREVIEW Artist's Corner, Hotel Intercontinental Makati FORMS OF LIGHT National Museum Art Gallery, Singapore, Singapore 1993 PREVIEW OF A TOUCH OF GLASS, Gallery III, Ayala Museum, Makati A TOUCH OF GLASS The Grand Hyatt Hongkong 1994 RECENT WORKS The Art Corner Lobby, Rufino-Pacific Tower, Makati 1995 ORLINA IN DAVAO Genluna Gallery Davao City, Mindanao, Philippines 1996 RAMON ORLINA SCULPTURES, Bryann Ohno Gallery Seattle, USA 1998 SALAMIN NG KALAYAAN George Sison Gallery, Seattle, USA INSPIRATION Shangri-La Hotel, Manila Awards / Merits 1982 BEST ENTRY 35th Art Association of the Philippines (AAP) Annual Competition, Exhibition Hall Philamlife Building, Manila 1983 GOLD MEDAL Art Association of the Philippines (AAP) Photography Competition, Main Gallery Cultural Center of the Phils. STUDY TOUR GRANTEE FROM THE MINISTRY OF CULTURE CZECHOSLOVAK SOCIALIST REPUBLIC Visited Studio Glass Artists of Czechoslovakia: Libensky, Hlava, Soukup, and others CERTIFICATE OF HONOR AND MERIT From the Art Association of the Philippines (AAP) for invaluable contribution to Philippine Art 1985 NATIONAL MEMORIAL OF THE PHILIPPINES 2nd Place Winner together with Eduardo Castrillo for design COMPETITION OUTSTANDING THOMASIAN AWARD In the field of Arts and Culture, University of Santo Tomas, Philippines 1988 ARAW NG MAYNILA/MAYNILA DAY CULTURAL AWARD FOR SCULPTURE By the City of Manila, Philippines 1993 ASEAN AWARDS FOR VISUAL ARTISTS Conferred by the Asean National Committee on Culture and Information at the Third Asean Awards Ceremony for Culture, Communications and Literary Works, Bandar Seri Begawan, Brunei Darussalam 1994 THIRD ASEAN ACHIEVEMENT AWARDS FOR VISUAL ART Conferred by the ASEAN Business Forum. Presented by Prime Minister Mahathir Mohammad of Malaysia in Kuala Lumpur. 1996 DANGAL NG BATANGAS AWARD Batangas on the occasion of the 415th Batangas Awarded by Governor Hermilao I. Mandanas of the Province of Foundation Day, Batangas City THE PRESIDENTIAL SPECIAL AWARD Bestowed by the United Architects of the Philippines for Excellence of Sculpture at the Shangri-La's Edsa Plaza, Hotel, Mandaluyong City, Metro Manila RIZAL COLLEGE OF TAAL, PLAQUE OF RECOGNITION IN THE FIELD OF ARTS Bestowed by the alma mater of the artist. OUTSTANDING TAALEÑO AWARD Presented by the Ang Bayan Kong Taal for excellence in the field of visual arts. Philippines 1999 Mr. F. Price "Silver Moon" Tayamura International Sculpture, Biennale '99 Hokaido, Japan Sept 19 Some of his works - "Kasabay ng Hangin" - "Nasa Pugad II" - "Ring of Life" - "Silver Moon" - "Kaisou," 1991 - "China Doll" - "New Horizon," 1999 - "Bagwis" - "Ecstacy" - "GradualEmergence" - "Golden Sun" - "The fountain Hero" - "Quintessence," 1995 - "Emerald City II" | | | | rody herrera charito bitanga antonio chan fernando sena rosscapili | | | | | | | | | | | home publisher's message editor's note phil. virtual arts national artist series aap ymca contemporary artists private focus atelier's challenge public gallery art news art pintor hue, there & everywhere about us
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Scotland must change its attitude towards food, says report Scotland's attitude towards food is in need of a radical overhaul according to a new report concerned with the nation's eating habits. The Food Commission has set out key areas to be addressed in order for the country to be considered a good food nation by 2025, calling for a "nationwide movement for change". Every Scot should have healthy and nutritious food readily available to them, diet-related diseases should be in decline and the environmental impact of food consumption and production should be reduced, according to Shirley Spear, who chairs the commission. She went on to recommend that food companies should be "a thriving feature of the economy and places where people want to work", adding that Scots should take "a keen interest in their food, know what constitutes good food, value it and seek it out whenever they can". "This movement for change must include everyone and be developed at every single level no single section of our population is blameless and everyone should look towards improving their own food choices and assisting others to do the same." Scotland's problematic relationship with food has been well documented, a primary factor in the nation being labelled the 'sick man of Europe'. High levels of diabetes and heart disease have plagued the country for years, putting an ever-increasing strain on the National Health Service north of the border. Last year, Food Standards Scotland issued a report indicating that Scotland's diet of predominantly fatty foods has remained almost unchanged since the start of the century, causing obesity to become normalised in modern society. The report said: "Being overweight and chronically unwell is our 'norm'. It is not down to individuals, nor retailers nor manufacturers alone to address this problem. Everyone has to shift their mindset and be willing to act differently to what is done today." More recently, a report last week from Obesity Action Scotland (OAS) criticised slow progress in tackling obesity, despite a 2010 government strategy aimed at addressing the problem. Environment Secretary Richard Lochhead said: "We need ambition from our food, drink and hospitality industries to tackle the challenges of health, sustainability and economic prosperity, and support Scotland to become a good food nation. "That is what the Food Commission is asking of the sector and I wholeheartedly support this call. "This extends to supermarkets, food service and retailers to promote and serve delicious Scottish ingredients, and to the public themselves to embrace the changes." STV 28 February 2016 http://news.stv.tv/scotland/1344520-scotland-must-change-its-attitude-towards-food-saysreport/
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ADVANCED SUBSIDIARY GCE SPANISH Speaking ROLE PLAY C 1 December 2010 – 7 January 2011 * This Candidate's Sheet is to be handed to the candidate 20 minutes in advance. INFORMATION TO CANDIDATES * You should use the time available to study the instructions overleaf. You may make notes on this sheet, which you should take into the examination room with you. * When the test begins you will be asked: (i) to carry out the task described overleaf (ii) to discuss with the examiner a topic or text which you have prepared during the course. The topic must refer to Spain or a Spanish-speaking country/community. * You may not use a dictionary. There are two sections to this examination: A. Role-play (5-6 mins) [30 Marks] B. Topic discussion (9-10 mins) [30 Marks] * Candidates may bring into the examination a maximum of one side of A4 notes for the Topic discussion. F721 ROLE PLAY C: CANDIDATE'S SHEET Note to the candidate: You should begin by asking the two questions. The task can then be completed in the order you prefer. You should base your replies on the English text, but sometimes you will need to use your imagination and initiative to react to the examiner's comments and questions. Situación Estás hablando con un español / una española que ha venido a este país con su familia para trabajar. Ha recibido un folleto y te pide información. Tarea Tienes un folleto sobre las precauciones que se deben tomar durante una ola de calor. Tienes que explicarle al español / a la española el contenido del folleto y convencerle de que es importante seguir el consejo ofrecido en el folleto. Primero debes preguntar sobre: 1 detalles de la familia española 2 el tipo de trabajo que hace Tienes que explicar: * las características de una ola de calor * la gente especialmente afectada * lo que debes hacer en casa * lo que debes hacer cuando sales * cómo se puede obtener más información Durante la conversación también se hablará de: * para ti, ¿qué tipo de tiempo es preferible y por qué? * tu opinión sobre las campañas de información de este tipo Look after yourself and others during a heatwave High temperatures day after day can be dangerous. Some people are at greater risk, including: * older people, babies and young children * outdoor workers * people doing sport * anyone taking certain medicines or with a serious medical condition. What to do: Use common sense. Plan ahead! Listen to your local weather forecast. Stay inside during the hottest part of the day (11am – 3pm). Only do physical activity in the early morning or evening. While the room is cooler, keep windows closed, but open them at night for ventilation. Drink regularly – water or fruit juice are best. Avoid alcohol and hot drinks. Eat normally, especially cold food, salads and fruit. Outside, stay in the shade. Wear a hat and light clothes. Take some water with you. For more advice contact NHS Direct: 0845 4647 or online. Copyright Information OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity. For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE. OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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MEDIA RELEASE: Let's keep Bermagui's future options open We call on the Commonwealth and NSW Governments to cease logging in Bermagui State Forest. Two compartments on the northern entry to Bermagui were logged and burnt last summer and autumn, and left in an ugly and blackened mess. Two of the remaining three compartments have now been listed for logging this season. Logging has already started in Coupe 10 of Compartment 2002. The issue of logging in these native forest areas is hotly debated and has many adverse implications for climate change, catchments and biodiversity. If it proceeds it will also severely damage Bermagui's tourism potential, damage that cannot be undone for many, many decades. The Commonwealth and NSW Governments have no coherent forest policies for this region. They have given primacy to timber supply that destroys the natural beauty of the area, its environmental integrity, and its water supplies. At the same time they are seeking to encourage national and international tourism, and specifically into the 'Coastal Wilderness' region from Bermagui to Bairnsdale in Victoria. The coupes in both compartments 2001 and 2002 have many beautiful, large old spotted gums and stringybarks, the most valuable for supporting wildlife. These are the main target of logging operations that will see half the canopy removed and the understorey and soils severely disturbed. New machinery makes it possible to log steeper slopes and gullies that escaped previous logging. The coupes drain into protected waterways and rainforest gullies. They provide habitat for many bird and animal species, including sea eagles, glossy black cockatoos, sooty owls. Located right on Bermagui's doorstep, they could be a major drawcard for tourists. This winter migratory Swift Parrots used the winter-flowering coastal Spotted Gums as a feeding refuge when their usual box-ironbark woodlands further west failed to produce flowers and lerps, presumably because of drought. They are listed as rare and endangered by both NSW and the Commonwealth. The food resource for the parrots was limited, because few spotted gums were flowering. To be reducing this limited potential resource seems to go against all reason. Coupe 10, like many other areas scheduled for logging is a relatively steep spur containing mixed stringybark and spotted gum forest, 21.7 ha of which is 'available for harvesting'. It has Narira Creek to the north and Black Lagoon to the east, both with a mere 50m strip of protected ground between them and the harvesting operations. The waterways are in the Batemans Marine Park and the lagoon is a fully protected Sanctuary Zone. The adjacent Compartment 2001 scheduled soon to be logged also drains into Black Lagoon or into the wetland of Long Swamp. In the event of a heavy storm after the logging and post-logging fires it would be inevitable that soil and debris from the disturbed areas would be washed into them. The strips of land exempted from logging are far too narrow to provide adequate protection for waterways and rainforest gullies and the plants and animals they support. Evidence is accumulating that logging such as we are experiencing at Bermagui should be halted for sound environmental and economic reasons, and in the interests of other regional activities. Plantation supplies could meet most of Australia's needs. ANU forest ecologists have found that Australia's south east forests are the most carbon dense in the world, and drawn attention to their importance as huge carbon stores, and their capacity to increase that role if left unlogged. The NSW Auditor-General last April found that Forests NSW was logging at an unsustainable rate, and running its native forest operations at a loss. Areas logged are increasing each year. The head of Treasury has queried whether native forests can be considered a renewable resource, because recovery times are far longer than logging rotations allow for. Bermagui and Murrah State Forests form what should be priceless links between three coastal parks, Gulaga, Biamanga and Mimosa Rocks. The links have cultural, biological and catchment value far exceeding that from sawlogs and woodchips. Allan Hawke's recent interim report for Environment Minister Garrett has raised serious questions about whether Regional Forest Agreements adequately protect environmental values and biodiversity. One could equally ask why their damage to other industries, to the climate and to vital natural resources is not taken into account. Issues involved in logging of Bermagui forest provide a prime example of what is wrong with current forestry practices. The logging should be called off by the two Governments before further damage is done. Dane Wimbush Heather Kenway Members of the South East NSW branch, National Parks Association and of the South East Region Conservation Alliance
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CONTENTS 15. INDIGENOUS CULTURAL HERITAGE 15.1. LEGISLATION Indigenous cultural heritage sites are protected under both Commonwealth and State heritage legislation. The legislation recognises the importance of sites and cultural landscapes to Indigenous people, local communities and to science, and provides measures for their identification and protection. 15.1.1. Commonwealth Legislation 126.96.36.199. Aboriginal and Torres Strait Islander Heritage Protection Act 1984 The Aboriginal and Torres Strait Islander Heritage Protection Act 1984 (ATSIHP Act) was established to preserve and protect areas and objects of particular significance to Indigenous people from injury or desecration. The ATSIHP Act provides Indigenous people with the opportunity to request intervention from the Federal Minister to protect sites they consider to be at risk. Any steps necessary for the protection of a threatened place or significant artefacts such as skeletal remains, are outlined in a gazetted Ministerial Declaration (Sections 9, 10 and 12) and can include prevention of development. Heavy penalties may be levied in the case of contravention of provisions of a Declaration (Section 22). 188.8.131.52. Environment Protection and Biodiversity Conservation Act 1999 The Environment Protection and Biodiversity Conservation Act 1999 (EPBC Act) protects sites of national or international heritage significance. The EPBC Act recognises the role of Indigenous people in the conservation and sustainable use of Australia's heritage values. The EPBC Act is administered by the Commonwealth Department of Sustainability, Environment, Water, Population and Communities (SEWPaC). Section 528 of the EPBC Act defines the heritage value of a place as including the place's natural and cultural environment, having aesthetic, historic, scientific or social significance, or other significance for current and future generations of Australians. Under the EPBC Act, actions likely to impact on a location of national environmental or heritage significance require assessment and approval. A Commonwealth Heritage List has been prepared, comprising places of national significance on Commonwealth land or under Commonwealth control. In Queensland, these are primarily natural and historical sites. As indicated in Section 15.2.3, no sites listed on the Commonwealth Heritage List are located within the vicinity of the South Galilee Coal Project (SGCP) and there are no cultural heritage values requiring approval from the Federal Minister for SEWPaC. 15.1.2. State Legislation 184.108.40.206. Aboriginal Cultural Heritage Act 2003 The Aboriginal Cultural Heritage Act 2003 (ACH Act) is the principal legislation protecting Indigenous cultural heritage in Queensland. The ACH Act states that its main purpose is to provide effective recognition, protection and conservation of Indigenous cultural heritage. Under the ACH Act, Indigenous cultural heritage is defined as: - a significant Aboriginal area in Queensland, or - a significant Aboriginal object, or - evidence of archaeological or historic significance, of Aboriginal occupation of an area of Queensland. A significant Aboriginal area or object must be significant to Aboriginal people because of either or both of the following: - Aboriginal tradition, and/or - the history, including contemporary history, of any Aboriginal party for the area. Section 23 (1) of the ACH Act states that a person who carries out an activity must take all reasonable and practicable measures to ensure the activity does not harm Aboriginal cultural heritage (the 'cultural heritage duty of care'). By meeting one or more conditions specified under Section 23(3) of the ACH Act, a person or corporation is deemed to have complied with the cultural heritage duty of care. These conditions include operating under an approved Cultural Heritage Management Plan (CHMP) or a native title agreement where cultural heritage is specifically considered. Under Part 7 of the ACH Act, when an Environmental Impact Statement (EIS) is required for any development works, a CHMP is mandatory. Activities undertaken under a CHMP fulfil the Proponent's duty of care. The ACH Act outlines the procedures for developing and obtaining approval of a CHMP. The development and execution of the SGCP CHMP is described in Section 15.5.2. 220.127.116.11. Torres Strait Islander Cultural Heritage Act 2003 The purpose of the Torres Strait Islander Cultural Heritage Act 2003 is to provide effective recognition, protection and conservation of Torres Strait Islander cultural heritage. 18.104.22.168. Queensland Heritage Act 1992 The Queensland Heritage Act 1992 (QH Act) covers items from the historic environment. Although it primarily provides for the protection of non-Indigenous places, it also provides for the protection of places with joint Indigenous and non-Indigenous values. The QH Act requires local government agencies to establish their own register of areas with 'cultural significance value', defined as a place or object with "aesthetic, historic, scientific or social significance, or other special value, to the present community and future generations". 15.2. DESCRIPTION OF INDIGENOUS CULTURAL HERITAGE VALUES Cultural heritage is the value people have given to items and places through their association with those items and places. These values include items and places of significance to Indigenous people and places of scientific significance. The Proponent will work with Traditional Owners to protect the Indigenous cultural heritage values located within SGCP area. 15.2.1. Previous Cultural Heritage Assessments No publicly available Indigenous cultural heritage assessments have previously been conducted within the SGCP area. Initial field surveys have been conducted prior to geotechnical and/or exploration works at proposed mining projects located north of the SGCP (e.g. Galilee Coal Project (GCP), Alpha Coal Project and Kevin's Corner Project). Although the associated survey reports are confidential in nature, some cultural heritage material has been identified (e.g. isolated artefacts, stone artefact scatters and scarred trees). Based on the findings of these initial surveys, a similar pattern of findings would be expected at the SGCP. 15.2.2. Aboriginal Party Identification A search of the National Native Title Tribunal Register for the current Native Title status of the SGCP area ascertained that the SGCP is within the boundary of the currently registered native title claim by the Wangan and Jagalingou People (Tribunal Number QUD85/04), (refer to Figure 15-1). Engagement with the identified Aboriginal Party and development of a CHMP has been undertaken according to agreed communication protocols (described further in Section 15.5.2). 15.2.3. Heritage Register Search A search was undertaken of the following heritage registers for items or places of significance on the SGCP site: - the World Heritage Register - the (former) Register of the National Estate - the National Heritage List - the Commonwealth Heritage List - the State Heritage Register - the Department of Environment and Heritage Protection (DEHP) Cultural Heritage Database and Register - Barcaldine Regional Council (BRC) heritage register, including the previous planning scheme for Jericho Shire Council. No items or places were identified within the SGCP in any of these registers. However, sites may exist within the SGCP area that have not yet been recorded. 15.2.4. SGCP Field Survey The Proponent has adopted a staged approach to the management of Indigenous cultural heritage. Initially, the CHMP was developed as described in Section 15.5.2. Initial cultural heritage inspections were undertaken prior to the commencement of exploration drilling and/or geotechnical investigations, with subsequent inspections conducted on an 'as needs' basis. This is in parallel with the exploration program to determine the presence of Indigenous cultural heritage prior to disturbance. Cultural heritage inspections of specific exploration drilling sites were conducted by representatives of the Wangan and Jagalingou People in August 2011 under the approved CHMP. No cultural heritage was identified during this process. Comprehensive cultural heritage field surveys across the proposed SGCP area commenced in October/November 2011, as described in Section 22.214.171.124. Cultural heritage field surveys have been prioritised according to the order in which target areas are expected to be subject to surface disturbance. Field surveys will be ongoing and will be completed prior to the commencement of construction. 126.96.36.199. Methodology The archaeological survey team consisted of four Wangan and Jagalingou representatives, one archaeologist and one representative from SGCP. The methodology adopted for the archaeological surveys is described below: - Plans for each of the priority survey areas were provided by SGCP and a systematic series of transects were generated by Wangan and Jagalingou's archaeologist. The survey transects were oriented in a north-south direction and spaced approximately 50 metres (m) apart. - The centre lines of the survey transects were loaded onto handheld Global Positioning System (GPS) units. The transects were surveyed on foot, with the archaeologist and SGCP representative walking along each transect and the four Wangan and Jagalingou representatives walking on either side to provide even coverage of each transect. - All field data (including ground visibility, ground integrity and general environmental conditions) was systematically recorded using transect forms and note books. - Any identified cultural heritage was photographed and recorded in-situ to inform the development of appropriate management regimes, in particular to allow the application of avoidance (i.e. leaving artefacts in-situ and on country) as the primary management approach. - During the archaeological survey, Wangan and Jagalingou representatives were encouraged to identify cultural material, provide oral information about culturally sensitive areas or objects and voice any general concerns relating to the impacts of the SGCP on cultural heritage. Where the Wangan and Jagalingou representatives specifically requested that a particular find or feature be recorded, it was recorded by the archaeologist regardless of their opinion on its artefactual nature/cultural significance. - Culturally modified trees, commonly called scarred or carved trees, were assessed according to a detailed list of selection criteria developed by the Wangan and Jagalingou archaeologist. The selection criteria allow for a degree of scientific rigour to be applied to the identification process. - Ground surface integrity and visibility were recorded across the survey area in order to provide insight into the levels to which the landscape had been modified, and how much of the ground surface was visible to the survey team. During the initial phase of the archaeological survey, it became apparent that artefactual material was only being recorded in the vicinity of ephemeral waterways. The survey methodology was therefore refined in consultation with the Wangan and Jagalingou representatives as follows: - The original transects were combined to form 100 m wide transects - These modified transects were used until sufficient artefactual material was recorded and/or the survey team considered that an area had significant archaeological potential, at which point surveying of 50 m wide transects resumed. 188.8.131.52. Field Survey Results Wangan and Jagalingou's archaeologist is currently preparing a formal report to the Wangan and Jagalingou applicants and SGCP. This report will describe the results of the archaeological survey and propose management recommendations, if required. Once the management recommendations have been agreed upon by the Wangan and Jagalingou applicants and the SGCP, the report will be finalised and management measures implemented. 15.3. CULTURAL HERITAGE SIGNIFICANCE Cultural heritage significance relates to peoples' perspective of place and sense of value, within the context of history, environment, aesthetics and social organisation. Thus the identification and assessment of the significance of cultural heritage values is an integral step in the process of management and conservation of cultural heritage. The International Council on Monuments and Sites (ICOMOS), the peak body of professionals working in heritage conservation in Australia, has adopted the Burra Charter as a guide to acceptable standards with regard to the assessment and management of items of cultural heritage significance. It is widely regarded as the acceptable best practice standard for heritage practitioners. The Burra Charter defines cultural significance as "aesthetic, historic, scientific social or spiritual value for past, present or future generations" (ICOMOS, 1999). Indigenous sacred sites of heritage significance cannot always be identified by features in the landscape and often involve no alteration to the natural landscape. As such they can be archaeologically invisible and only identifiable with the aid of Indigenous interpretation. If such sites are still remembered by local Indigenous communities, they will hold particular cultural significance. The heritage significance of an item should always be seen as independent of any practical management considerations. This significance assessment has been guided by the Burra Charter and the criteria for entry onto the Queensland Heritage Register. A place or item needs to only be significant in one of these criteria to be considered of heritage significance. An assessment of Indigenous cultural heritage relies on the assessment of the two core elements of scientific (archaeological) and social (cultural) significance. 15.3.1. Scientific (Archaeological) Significance Scientific or archaeological significance refers to the ability of a place or an item to provide information on past human activities or past environmental conditions that may not be available in other sources. The determination of a site's uniqueness, and/or its representativeness, helps to determine at a practical level its scientific significance. The more unique or unusual the site, the greater its significance. Representativeness generally refers to the ability of one site or a sample of sites to represent as accurately as possible, the range and frequency of site types in a particular area. The notion of representativeness also refers to the maintenance of site diversity. For any given place the significance will be greater where evidence of its association or the event that created it survives in-situ than, where it has been changed or evidence of context does not survive. An assessment of scientific significance will be made based on the results of the cultural heritage field survey (refer to Section 15.2.4). Any items of scientific significance will be managed in accordance with the CHMP. 15.3.2. Social (Cultural) Significance Social value embraces the qualities for which a place has become a focus of spiritual, political, national or other cultural sentiment to a majority or minority group (ICOMOS, 1999). Significance assessments by Indigenous people may be based on traditional, historical, contemporary or other cultural values. Criteria such as rarity, uniqueness and representativeness are often not relevant in this type of assessment. Places which contain no archaeological material may also be significant due to: - a past event - its association with a story, or - an inherent spiritual quality associated with the place. The scientific significance assessment of a site is not necessarily consistent with Indigenous peoples' perceptions and evaluations as the Indigenous cultural heritage values of a site may override other forms of significance assessment. The Proponent will continue to engage with the Wangan and Jagalingou People to identify any Indigenous cultural heritage sites, landscapes or places of cultural significance. Any items of cultural significance will be managed in accordance with the CHMP. 15.4. POTENTIAL IMPACTS The SGCP is not expected to impact directly on any currently listed Indigenous cultural heritage values. The SGCP area will be disturbed directly as a result of coal mining activities, such as land clearing, blasting, open-cut mining, subsidence, the creation of waste rock emplacements and the construction of infrastructure. Most of these activities will be localised and their potential impacts on the cultural landscape can be anticipated. Given the nature of open-cut mining, significant impacts on any existing cultural heritage values in the area covered by the open-cut mining area, waste rock emplacements or infrastructure will be likely. The SGCP also has the potential to impact indirectly on Indigenous cultural heritage (e.g. as a result of subsidence associated with underground mining). Indirect impacts are more difficult to anticipate and will vary depending on a number of factors (e.g. location in the landscape, type of cultural heritage feature, depth of cover). Mitigation and management measures have been negotiated and agreed with the Traditional Owners and are described in Section 15.5. In addition, it is important to note that impact mitigation and/or management measures may also result in impacts on Indigenous cultural heritage. Specific mitigation and/or management measures would be developed in consultation with the Wangan and Jagalingou People and the DEHP. 15.5. MITIGATION AND MANAGEMENT MEASURES 15.5.1. General Mitigation and Management Measures Impacts to significant Indigenous cultural heritage features will be avoided where practicable. The following general mitigation and management measures will be implemented at the SGCP to minimise impacts on Indigenous cultural heritage: - comprehensive field survey will be conducted prior to surface disturbance - where identified Indigenous cultural heritage features are located proximal to proposed surface disturbance, these sites will be demarcated where practicable to minimise the risk of accidental damage - where direct disturbance is unavoidable, consideration will be given to collecting and relocating significant Indigenous cultural heritage features - all SGCP employees and contractors will be made aware of their responsibilities and obligations in relation to cultural heritage (including procedures to be followed in the event of accidental discovery of Indigenous cultural heritage material or skeletal remains) as part of the induction and training process - in the event that significant Indigenous cultural heritage features are identified, a monitoring program will be developed in consultation with the Wangan and Jagalingou People prior to the commencement of construction in order to monitor the potential impact of the SGCP activities against baseline values. 15.5.2. Cultural Heritage Management Plan As described in Section 15.2.2, the SGCP is located within the registered Native Title claim area of the Wangan and Jagalingou People. Notification that the Proponent intended to develop a CHMP was sent to the Wangan and Jagalingou People in March 2011. The Wangan and Jagalingou People indicated that they wished to take part in the development of the CHMP and the applicant for the registered Wangan and Jagalingou native title claim was the Aboriginal Party for this purpose. A number of meetings were held with representatives of the Wangan and Jagalingou People to negotiate and develop the CHMP. The locations and dates of these meetings are provided below: - Brisbane, 16 March 2011 - Rockhampton, 11-12 April 2011 - Brisbane, 19-20 April 2011 - Bundaberg, 18-19 May 2011 - Brisbane, 8-9 June 2011 - Bundaberg, 20 June 2011. The CHMP was executed by all parties on 11 July 2011 and approved by the DEHP on 5 August 2011. The preparation of an approved CHMP allows the Proponent to meet its cultural heritage duty of care. The CHMP manages all aspects of Indigenous cultural heritage relating to the SGCP, including mitigation and management measures. The mitigation measures in the CHMP are comprehensive and include the following: - the obligations of each party (e.g. Aboriginal groups and SGCP) - an outline of the resources required to implement the CHMP and the responsible group or organisation nominated - a committee comprising of Wangan and Jagalingou and SGCP representatives to assist with the management of Indigenous cultural heritage management - a conflict resolution process covering all phases of the Project development - the process required to identify Indigenous cultural heritage within the Project area - a recording process to assist initial management and recording of accidental discoveries of Indigenous cultural heritage - the manner in which Indigenous cultural heritage is to be assessed - agreed processes for the implementation of management processes for Indigenous cultural heritage - procedures to be followed in the case of accidental discovery of Indigenous cultural heritage material - a process for the discovery of skeletal remains - cultural heritage inductions for the SGCP workforce. Practical strategies to manage potential impacts on Indigenous cultural heritage sites and artefacts/items have been formulated in consultation with the Wangan and Jagalingou Traditional Owners and are contained within the CHMP. Site avoidance is the preferred option for cultural heritage protection, although where impacts are unavoidable, alternative management practices will be necessary. Following the completion of Indigenous cultural heritage surveys, management plans will be developed which encapsulate survey results and provide direction on future management and protection of Indigenous cultural heritage values.
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PLAY SAFE ... STAY SAFE Can you spot all the dangers in this quarry? you could be badly hurt. Draw a circle There are at least six different places in which Quarries are important places but they are places for work and not play. The people who work in quarries have special equipment and know how to keep themselves safe. Quarries can also be dangerous places. There are often deep lakes with freezing water and dangerous machinery. Heaps of sand can suddenly give way and falling rocks can injure your head. Remember Play Safe... Stay Safe! Wordsearch Here is a wordsearch containing words about safety equipment used in quarries. We have started you off. Words can go up or down, across or diagonally. We have also hidden an important message – can you spot it? | A | J | N | Q | P | L | A | T | E | C | T | D | |---|---|---|---|---|---|---|---|---|---|---|---| | E | A | R | D | E | F | E | N | D | E | R | S | | A | C | E | S | C | Y | T | V | R | A | I | F | | T | K | M | T | N | E | V | N | U | N | V | T | | V | E | O | O | F | R | E | G | I | F | L | F | | S | T | S | O | U | H | E | L | M | E | T | A | | T | A | S | B | O | N | D | J | B | G | E | C | | H | D | L | I | I | H | A | E | P | E | S | E | | F | Z | G | H | Y | C | F | I | A | C | S | M | | I | K | C | W | W | I | L | E | B | E | F | A | | L | A | Y | P | L | A | Y | S | A | F | E | S | | M | Y | C | H | Y | C | X | F | D | B | Q | K | If you go to a quarry you won't have any of this safety equipment. So don't go there. Play Safe… Stay Safe. If want your teachers at school to show you and your friends a video about safety in quarries then ask them to contact: Elizabeth Clements Quarry Products Association Tel 020 7963 8000 e-mail firstname.lastname@example.org 1. helmet 4. face mask 2. jacket 3. boots 6. life belt 5. ear defenders 7. machine guard
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Wrens Newsletter – Week Beginning 24/04/2017 This week the children have been enjoying the new role play equipment and finding out all about the role of a builder and construction work. They have been designing their own buildings and drawing floor plans of their buildings. They have been measuring their models using non-standard measure. We have introduced the book The Tiny Seed and begun to talk about some of the common garden plants we might find in our area. The children have enjoyed planting some seeds in out pots and containers and talking about how a seed grows and changes through the seasons. In phonics we have revised the igh sounds and continued to work on the reading and spelling of Phase 2 and 3 tricky words. In maths we are working on counting on and back from any number up to 20. We are also working on instant recall of 1 more and 1 less than any number up to 20. We are very much looking forward to our class trip to Kew Gardens next Friday 5 th May. There are quite a few parents that still need to arrange payment for the trip. Please could you do this as soon as possible. Thank You. Finally… just a quick reminder that the newsletter will not include a home learning challenge. This is because we sent out a home learning grid at the end of last term. Can we just remind you to post any home learning on your child's tapestry page.
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HARVESTING Updated: 7/1/2017 To get the most from your crops, harvest them when they are at the best stage for eating. Vegetables will be crisper and cooler when harvested in the early morning. | Crop | Harvesting Information | |---|---| | Artichoke | Handle buds carefully during harvest to avoid bruising bud leaves. Cut artichokes from their stems about 1 to 1-1/2 inches below the bud base. Use immediately or refrigerate as soon as possible after harvesting. | | Arugula (Rocket) | Cut young leaves once they reach 3-inches tall but well before they flower. Young leaves have a milder flavor. Don’t pick in full sun to avoid wilting. | | Asparagus | Harvest 2 years from planting crowns or roots or 3 years from seedlings. Cut 5 to 8-inch spears just below the soil line; don’t damage the crown buds (next year’s asparagus). Asparagus should not be washed before storing it in the refrigerator, | | Beans | Snap beans should be kept picked (every 3 to 5 days) to keep plants producing heavily. Harvest snap beans when the pods are full-sized. The pods will break easily with a snap when they are ready. Seeds should not cause the pods to bulge. Harvest lima beans when pods are bright green and the seeds are full-sized. The ends of the pod will be spongy. Shelling beans are left on the stem until the bean and pod is completely dry. Dry beans can be placed in a sack; strike sack to break beans from shell. | | Beets | Pull the bulb when it is 1 to 3-inches in diameter. Greens can be harvested before the bulbs mature (leave the inner leaves intact). For best taste, harvest greens about 6-inches long. Beets get woody when over-mature. Beets will keep in the ground during frosts. | | Bok Choy | Cut outer leaves when heads are 10 to 12-inches tall. | | Broccoli | The immature flower heads, parts of the attached small leaves and a considerable portion of the stem (4 to 8 inches) are edible. Harvest before the flower buds open. Smaller side heads will form after the first head is cut. | | Broccoli Raab (Rapini) | Harvest plants before buds open, at a height of 10 to 15 inches. Cut the plants at the ground level, or where the stem tissue ceases to be tough and becomes succulent. If you harvest carefully, leaving two leaves intact, they will often re- sprout several times. | | Brussels Sprouts | Pick 1 to 2-inch sprouts before leaves yellow. Start with the lower sprouts first. Exposure to frost improves flavor and sweetness. | | Cabbage | Harvest when the heads are quite firm and well filled. Some cabbages can be kept reasonably well in the field during cool weather, and they also store well after cutting. When over-mature, cabbage heads may burst. | | Cardoon | Harvest stalks in winter and early spring before flowering. Handle carefully—the stalks are spiny. | | Carrots | Ready to harvest about 90 days after seeding but continue to grow and enlarge thereafter. Pull when the roots are of good size, but still tender (1 inch in diameter). If necessary, loosen soil first with a digging fork. If carrots are left too long in the soil or allowed to over-mature, the roots become tough, woody and may crack. | | Cauliflower | Harvest when the heads are of good size, usually 5 to 6 inches in diameter and still compact. As the heads become over-mature, they tend to segment or spread apart and the surface becomes fuzzy. | | Celeriac | Dig when roots are 3 to 5 inches in diameter. Cut off the rootlets and all but 1 inch of foliage. Harvest after first frost to sweeten the root. | Celery The crop is ready to cut in 90 to 120 days after transplanting when stalk is at least | Chard | Cut outer leaves at ground level when plant is 12 to 18-inches tall. Leave 4 to 6 inner leaves for continued growth. Unharvested outer leaves become stringy and tough. | |---|---| | Chayote | Harvest as soon as fruit is full grown (4 to 6-inches long). | | Collard Greens | Harvest outside leaves in the plant’s flat rosette to encourage new leaf growth. The younger leaves in the inner rosette can be harvested if sweeter, tender leaves are preferred. A tree-like stem results if leaves are harvested from the bottom up. | | Corn, sweet | Ready for harvest about 17 to 24 days after the first silk strands appear, more quickly in hot weather, more slowly in cool weather. Harvest corn when husks are still green, silks are dry brown and kernels are full-sized and yellow or white in color to the tip of the ear. Experienced gardeners can feel the outside of the husk and tell when the cob has filled out. Harvest corn at the "milk stage": use your thumbnail to puncture a kernel—if the liquid is clear, the corn is immature; if it's milky, it's ready; and if there is no sap, you're too late. Pick corn that is to be stored for a day or two in the cool temperatures of early morning to prevent the ears from building up an excess of field heat, which causes a more rapid conversion of sugars to starch. The best time to pick is just before eating the corn. | | Cucumbers | Harvest when they are about 2 inches long up to any size before they begin to turn yellow. Remove fruits by turning cucumbers parallel to the vine and giving a quick snap because it prevents vine damage and results in a clean break. Pick ripe fruit to prolong harvest. Harvest lemon cucumbers when they are light green with just a blush of lemon color. | | Endive | Harvest the entire plant when hearts are well blanched. Or, harvest outer leaves (like chard). | | Eggplant | Pick fruits when they are about 4 to 6 inches in diameter and skins are still glossy. Test for maturity by pressing with the thumb. If the flesh springs back, the fruit is green; if it does not and an indentation remains, the fruit is mature. Harvest when the fruit is about halfway between these stages. Mature fruit should not be left on the plant because they will reduce overall productivity. Use a knife or pruning shears to cut the fruit from the plants. | | Fennel, Florence | Use a knife to cut near the soil line when bulbs are 2 inches or larger in diameter. If grown to full size, seed can be collected for culinary use (see “Herbs”). | | Garlic | Harvest when the plant tops begin to die (when most the leaves turn yellow- brown). Use a garden fork to lift bulbs out of the ground. Pulling plants by hand could crack bulbs and reduce storage life. Let bulbs dry outdoors in the sun for about 3 weeks until the skins become papery. If you only grow a few plants, you can store them by braiding the tops and hanging the rope of garlic in a cool, dry place for use as needed. | | Herbs | Harvest fresh leaves in the early morning for maximum flavor. Most herbs can be harvested once the plants start growing vigorously. If harvesting foliage to dry, pick just before flowers open when leaves contain the highest content of aromatic volatile oils; cut individual stems about 6 inches below flower buds. To harvest seed (e.g., dill, coriander, fennel, etc.): when brown or gray seed heads form, place brown paper bag over seed head and tightly secure opening. Periodically shake the bag until a significant amount of loose seed can be heard. Cut the stem below the secured opening. | Kale Cut lower leaves and work way up stalk (which allows harvesting for an extended they grow tough (pods are not edible). The sugar content of peas readily transfers | Peppers, mild | Harvest fruits when they are green or red-ripe. When allowed to mature on the plant, most varieties turn red and sweeter and increase in vitamin A and C content. Cut, instead of pulling, to avoid breaking branches. | |---|---| | Peppers, hot | Fruit that you plan to dry are allowed to ripen on the plant. Hot peppers turn red when ripe; they may then be cut with 1 inch of stem attached, strung on a thread, and hung in a sunny place until dry and brittle. Use a sharp knife for cutting, as the stems are tough. Cherry peppers are harvested orange to deep red. The cayenne pepper group can be harvested either when green or red, and include varieties such as Anaheim, Cayenne, Serrano and Jalapeno. | | Potatoes, sweet | You can harvest when tubers are slightly immature if they are of suitable size; otherwise leave them in the ground until the roots are full grown and the vines begin to turn yellow. However, if the leaves are killed by frost before they yellow, cut them off; dig up the roots; and store them at once in boxes in a warm, moist place. Do not bruise the roots when digging, as this increases the possibility of decay. Sweet potatoes improve during storage because a part of the starch content turns to sugar. | | Potatoes, white | Small tubers can be harvested from growing plants if care is taken not to disturb the roots and remaining tubers. However, most of the crop should be harvested when vines die and/or the skin of the tubers is firm, not flaky. Remove vines before digging. Potatoes can be left in the ground until needed if frost or heavy rains are not a concern (but avoid exposing tubers to light or ground cracks). Do not wash potatoes before storing; brush off dirt. | | Radishes | Harvest as early as three weeks from sowing. Pull when 1 to 2 inches in diameter. Woody when over-mature. | | Rhubarb | Harvest 1 year from planting roots; 3 years from sowing seed. Either pull or cut the petioles from the crown (only the stalks are edible). | | Rutabagas | Harvest using a digging fork when roots are 2 to 3 inches in diameter and before freezing conditions occur. | | Shallots | Pull when they bulb out in the late spring and the tops yellow and begin to fall over. | | Spinach | Spinach is fast growing and short-lived and matures its leafy foliage in 7 weeks. When ready to harvest, you can either cut the entire plant or just remove the outer leaves. If you carefully cut the plant above the growing point, you can obtain a second crop. | | Squash blossoms | Male flowers (stem is thin) can be eaten. There are always many more male flowers than female. Harvest only the male blossoms unless the goal is to reduce production. Always leave a few male blossoms on the vine for pollination purposes. Use pruning shears or a sharp knife to cut squash blossoms at midday when the petals are open, leaving one inch of stem. Gently rinse in a pan of cool water and store in ice water in the refrigerator until ready to use. The flowers can be stored for up to 1 or 2 days. | | Squash, summer | Best when small and tender. Skins should be tender enough to poke a fingernail through. Zucchini types are harvested when immature, about 6 to 8 inches long and 1-1/2 to 2 inches in diameter; patty-pan types, when 3 to 4 inches in diameter; yellow crookneck, when 4 to 7 inches long. If the squash rind is too hard to be marked by a thumbnail, it is too old. Remove old fruit to allow new fruit to develop. Check plants daily once they begin to bear. | | Squash, winter (and pumpkins) | | Harvest before frost when full sized and well formed with the stem intact. They | |---|---|---| | | | should be well matured with good rind development typical of the cultivar. Most, | | | | but not all, squash is ready when the rind is hard enough to resist fingernail | | | | scratches and the plant materials dies back. The stem often is better indicator of | | | | ripeness—look for woody, brown stripped stems (aka “corking”) where it joins the | | | | fruit. Immature fruit have a fleshy stem. Cut the stem 2 to 4 inches from the fruit | | | | (for better storage). Exception: Hubbard-type squash store best with the stem | | | | completely removed. | | Tomatillos | Harvest when the fruit fills the husk (1 to 2-inches wide). Green (less mature) fruit contain more acid and are less sweet than fully mature yellow-green fruit (preferred). | | | Tomato | For best flavor, harvest when fruit are at full color for the variety. Store ripe fruit at 55-70 degrees to maintain fresh, ripe flavor. At the end of the season, pick immature fruit and store at 70 degrees to ripen. Immature fruit can be placed in a shaded area to further ripen them. | | | Turnips | Start harvesting when bulbs are 2 to 3-inches in diameter. Greens can be harvested before the bulbs mature (leave the inner leaves intact). Over-mature bulbs become woody. | | | Watermelon | To test for ripeness, rap the side of the fruit with your knuckles. A light or metallic sound means that the fruit is still green; a dull sound means it is ripe. This is most reliable in the early morning. During the heat of the day or after melons have been picked for some time, they all sound ripe. Fruits have a "ground spot" where they rest on the ground; this spot turns slightly yellow as the fruit matures. Watermelons tend to become rough as they mature. The tendrils closest to the fruit darken and dry up as the fruit ripens. Do not pull melons off the vine; use a sharp knife for cutting. | | Sources: - California Master Gardener Handbook, 2nd Edition, editor Dennis R. Pittenger - Year-Round Food Gardening in Sonoma County, Food Gardening Specialists, UC Master Gardner Program of Sonoma County - Vegetable Planting Summary, Food Gardening Specialists, UC Master Gardner Program of Sonoma County - Crop articles on the UC Master Gardener Program of Sonoma County website Collated by Master Gardener Food Gardening Specialist Stephanie Wrightson
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How to create your own professional development experience By Katie Lynn Milton-Brkich, Kristen Shumbera, and Becky Beran Defined as "any systematic inquiry conducted by teachers . . . for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn" (Mertler, 2009, p. 4), action research is empowering and professional research done by teachers to inform and improve Have you attended a professional development (PD) workshop that had nothing to do with the real world of your school or classroom? As three practicing elementary teachers (one fifth grade, one second grade, and one kindergarten), we decided we had experienced enough of these disconnected PDs and decided to structure our own. We did a year's worth of PD through a collaborative, cross-grade action research project that was both extremely applicable for improving our teaching and lots of fun! Find Your Wondering Like many elementary schools in our state, science was not a staple subject because for years it had not been tested for school accountability. However, that has changed as the fifth-grade students' performance in science on the state standardized test is now factored into each elementary school's statedetermined school grade. As teachers, our goals were twofold: to develop a culture of science learning across the entire school's population and to improve on our school's dismal science scores of previous years. In addition, we each had our own concerns about teaching science, including developing appropriate science activities, time allotment Second-grade and kindergarten science buddies draw the water cycle. Photographs courtesy of the authors for teaching science, and our expansive K–5 science curriculum that covers a breadth of content at each grade and across grades. The first step of action research is to find your wondering (Dana and Yendol-Hoppey 2009). Our wondering was "What would happen if we had our students teach each other science across grade levels?" We anticipated that the older students would be more likely to take ownership of their science content knowledge if they were required to teach it to younger students. Basing our project on our philosophy that "the best way to learn something is to teach it," we set out to involve our students in planning and implementing the buddy science project. the same time by focusing on content strands from the state-mandated curriculum benchmarks and grade-level expectations instead of textbook chapter sequences. We began with the physical and chemical science strands, as these were the areas our students seemed the most lacking. Over the course of the buddy science project, students had experiences with solids, liquids, dissolving, melting, gelatin, mixtures, and solutions. Later, they worked with the classification system of animals and animal habitats. They studied food chains, food webs, and life cycles. Earth's different forces, magnetism, and the water cycle were also explored across the grade levels. Find Support Our project was encouraged through a partnership with a teacher support center based at the local university. As part of the partnership, teachers had the opportunity to do action research on a concept they were interested in implementing, but might not have had the necessary support otherwise. The center provided us with this support through an on-site facilitator, who was available during monthly meetings to help set up project data collection and analysis, to speak with our administrators about doing such a project, to answer questions as they arose, and to provide additional teacher resources as needed. Although action research projects can be done without the support of an outside university professor, in our case she was necessary for our principal to grant permission for us to try something so different and to deviate from the county-mandated scope and sequence—we've gone on to do separate action research projects on our own. We can do them without a support person, now that we have learned how to navigate those systems of power. Considering our students' needs, we agreed to align our yearlong science curriculum, so that each class would be covering similar grade-appropriate content at 48  Science and Children Buddy Science Lessons We preassigned science buddies based on our knowledge of our students, including their reading abilities, behavior, leadership, and listening skills. Ms. Milton, the fifth-grade teacher, had many more students than Ms. Beran, the second-grade teacher, so most of their buddy groups were one second grader with two fifth graders. Ms. Beran and Mrs. Shumbera, the kindergarten teacher, had the same number of students, so student buddies were paired. Every Wednesday, two classes met and explored a concept together, with the older students guiding the learning of the younger students. First, Ms. Milton taught her students the content, and then together they designed a lesson to teach one of the concepts covered to the second graders. Ms. Milton gave guidance about what concepts were age-appropriate and developed the lesson completely after her students came up with the general plan. The first Wednesday, the fifth graders taught the lesson to the second graders, followed by Ms. Beran's continued instruction on the concept and related ideas for the remainder of the week. All three teachers would meet after the lesson to reflect by discussing what went well, what we would have liked to go differently, and how we could scaffold the idea down to kindergarten. The second Wednesday, Ms. Beran would prepare her students for their buddy lesson, and then they would teach it. The buddies in grades K–2 and 2–5 worked well together. If there were initial problems, we mediated between students to find a solution or switched buddies. The combined classes ran like a big class of students in pairs or triplets at tables or on the floor conducting their investigations. The teachers circulated, asked probing questions, and answered student questions when the buddy team needed assistance. After every buddy science lesson, the three teachers had a follow-up meeting to discuss the day's events and data. Data collected included: student activity and experimentation sheets, teacher observations, student quotations from buddy discussions, and (for the 5th–2nd pairs) reflection sheets completed by the older students about what they observed and experienced. These meetings were reflective, including pros and cons for the day's activity and time to look at the collected data to determine what could be assessed, how to follow up in the classroom, and how to grade the students. All of the areas discussed in the follow-up meetings were important areas to reflect on, but it was easier to discuss and analyze the different areas when we considered the information simultaneously instead of individually. Having the opportunity to discuss successes and mishaps in an open, laid-back environment, and having others to bounce ideas and concerns off made these meetings essential to the overall process. Assessment Assessment of student learning was an ongoing process that took place during buddy science lessons and in each Figure 1. Types of action research. | | Individual teacher research | Collaborative action research | Schoolwide action research | Districtwide action research | |---|---|---|---|---| | Focus | • Single classroom issue | • Single class- room or several classrooms with common issue | • School issue, problem, or area of collective interest | • District issue • Organizational structures | | Possible support needed | • Coach/mentor • Access to technology • Assistance with data organization and analysis | • Substitute teachers • Release time • Close link with administrators | • School commitment • Leadership • Communication • External partners | • District commitment • Facilitator • Recorder • Communication • External partners | | Potential impact | • Curriculum • Instruction • Assessment | • Curriculum • Instruction • Assessment • Policy | • Potential to impact school restructuring and change • Policy • Parent involvement • Evaluation of programs | • Allocation of resources • Professional devel- opment activities • Organizational structures • Policy | | Side effects | • Practice in- formed by data • Information not always shared | • Improved collegiality • Formation of partnerships | • Improved collegial- ity, collaboration, and communication • Team building • Disagreements on process | • Improved collegial- ity, collaboration, and communication • Team building • Disagreements on process • Shared vision | From Ferrance, E. 2000. Action research. Providence, RI: Northeast and Islands Regional Educational Laboratory at Brown University. Summer 2010  49 grade-level classroom. Because the work turned in was always a collaboration of the buddies, we never assigned individual grades based on the accuracy of the submitted work. Instead, we monitored participation during the meeting and completion of the required task afterward. For example, after the K–2 meeting about the water cycle, we checked that the buddies had completed their drawing of the water cycle stages, that the kindergarteners could explain the order using their water cycle bead bracelets, and that the K–2 buddy team could sing the water cycle song together. During buddy science lessons, we found the best way to assess student learning was to become observers taking in all that was happening and being said around us. We were able to observe and assess the second graders taking in the knowledge from their fifth grade buddies and transferring the information to their kindergarten buddies. We collected reflection sheets from the fifth graders, which aided us in assessing how the students felt their lesson had gone. In addition, in each classroom, assessment was based on individual performance throughout remaining science tasks pertaining to the different standards being taught. Students' ability to retain and use specific terms and methods taught during buddy science sessions were noted and monitored. Formal assessment occurred for second and fifth graders through traditional end-of-unit science tests and additionally for fifth graders on the endof-year standardized state science assessment. The kindergarteners had few formal assessments, due to the age appropriateness of the curriculum. However, the school had adopted a program, which consisted of a teacher-led penciland-paper test. Mrs. Shumbera would ask a question and the students would pick the appropriate picture. What We Learned Throughout the year, we predicted we would see increased motivation and achievement levels. However, we did not realize how soon students would become excited about buddy science. Because students were so motivated, we used this excitement to promote curriculum concepts and classroom behaviors. For example, if a concept was one that would be taught to another grade level, Ms. Beran and Ms. Milton informed the students so they knew to pay attention to learn enough information to teach the concept to their younger partners. In addition, Buddy Science became a motivator for classroom behavior. Students were rarely upset about losing recess or another free period, but they definitely Figure 2. The action research cycle. students learned that unless otherwise directed, they should never put anything in their mouths—even if it looked like something they might normally drink or eat. The students also gained an increased understanding and retention of science safety rules. On work samples safety questions were often included (e.g., Did not try to taste the liquid? Yes/No, Correctly smelled liquid? Yes/No). Students also learned about and practiced recording all of their observations during an experiment. Not only did students learn these things, but they were excited to use what they learned. This was seen in the first 5th–2nd buddy science pairing, when fifth graders taught the second graders the word waft and showed them how to use the technique when smelling something in the classroom. To participate in scientific investigations, students needed a strong understanding of and disposition toward safety around the materials being used. For example, in the first round of buddy science sessions, did not want to lose buddy science time. A fifth- and second-grade buddy pair sort pictures of animals' life cycles and put them in chronological order. 50  Science and Children Figure 3. The action research process. Articulate a wondering 1. Collecting data to gain insights into the wondering 2. Analyzing data 3. Making improvements in practice based on findings 4. Sharing learning with others 5. From Dana, N.F., and D.Yendol-Hoppey. 2009. The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press. Although this was not the main point of the lesson, the second graders were so taken with this word and technique that they applied it to other science lessons and also taught their buddies the technique on a 2nd–K buddy science day without prompting or guidance. Efficient and Effective PD Action research allowed teachers to work together and learn from one another. Our initial concerns of time constraints, classroom management, and adequate assessment with science were not made worse by the project; instead, buddy science helped us each see that science education does not have to be a daunting process. Not only was it fun being given the chance to coteach with our colleagues and to participate in PD we designed and implemented ourselves, it was thrilling to see our students take ownership of their science learning. After completing this yearlong project, we believe our action research project was the most efficient and effective PD in which we have ever participated. Throughout the process, we found several reasons why this project should be implemented in a variety of circumstances. We found that buddy science and participation in action research gave us an opportunity to collaborate and affect the achievement on multiple grade levels, not just the grade levels we individually taught. Additionally, we realized that action research could be done with any question or wondering that we had in our class and data we would want to collect to answer future wonderings. We believe this idea would be beneficial to all subject areas and suggest other teachers pursue opportunities to conduct action research as PD. Mrs. Shumbera and Ms. Beran remained at the school the year after this project and continued the buddy science project between grades K–2. Since then, they have moved to teach in other states, but continue to conduct a formal or informal action research project each year. n Katie Lynn Milton-Brkich (email@example.com) is a doctoral candidate in science education at the University of Florida in Gainesville, Florida. Kristen Shumbera is a fourth-grade teacher at Southwood Valley Elementary in College Station, Texas. Becky Beran is a third-grade teacher at St. Stephen's & St. Agnes in Alexandria, Virginia. References Dana, N.F., and D.Yendol-Hoppey. 2009. The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press. Ferrance, E. 2000. Action research. Providence, RI: Northeast and Islands Regional Educational Laboratory at Brown University. Mertler, C.A. 2009. Action research: Teachers as researchers in the classroom. Los Angeles: Sage. Internet Resources Center for School Improvement http://education.ufl.edu/web/?pid=904 Action Research Journals www.nefstem.org/action_research_journals.htm Action Research at Queen's University http://resources.educ.queensu.ca/ar Themes in Education www.alliance.brown.edu/pubs/themes_ed/act_research.pdf NSTA Connection For a sample lesson plan for the Science Buddies, visit www.nsta.org/SC1007. Connecting to the Standards This article relates to the following National Science Education Standards (NRC 1996): Teaching Standards Standard A: Teachers of science plan an inquiry-based science program for their students. In doing this, teachers * Work together as colleagues within and across disciplines and grade levels. Standard B: Teachers of science guide and facilitate learning. In doing this, teachers * Orchestrate discourse among students about scientific ideas. Professional Development Standards Standard A: Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academies Press. Summer 2010  51 Copyright of Science & Children is the property of National Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
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Let's Talk Dialogue Community Conversations about Drugs Yasmin tells us about her two best friends. "We all come from different religions and different parts of the world. I am Muslim, one is Christian and the other Bahai. We all have different ideas of how someone should raise their families. We have opposite political views. We completely disagree on a number of fundamental aspects of life. But I have never met such kind and wonderful people. I genuinely enjoy their company and have never laughed so much in my life. We are actually planning a trip to Europe this summer, just the three of us." Communities often find it difficult to address issues around which there is divergent opinion and contested evidence. Addressing such complex issues as drug use, overdose prevention or drug policy requires that we come together as a community and build understanding between ourselves. But how? In this time of growing deficit in human relationships, public health problems emerge as pathologies of dislocation. Overdose death rates spiral out of control. And community attitudes bounce between compassion, fear and rejection. We live in an age of hyper-individualism. An era where the phrase "what's in it for me?" replaces "what's in it for us?" The influence of this individualistic culture has "We need to instigate a cultural shift from 'buying' to 'belonging'—from extrinsic to intrinsic values— where our personal identity and wellbeing is based much more on the quality of our relationships and sense of community engagement than on the size of our bank balance or the heady offerings of a luxury consumer lifestyle, and where more of us are willing to put common interests before self-interest." But the problem continues to be seen as a problem of individuals – they are sick, they are bad, they are dangerous. Yet, part of the healing involves nourishing the bonds of community. – Roman Krznaric encouraged people to live and act in silos. A free market system has encouraged people to believe that the only way to find happiness is to pursue their own narrow self-interests. As a result, many people today feel disconnected from their community, from their government, and ultimately from each other. Problems on a social level – such as poverty, inequality, homelessness, problematic drug use, discrimination, and crime and violence – stem from our inability to define values that matter as a community and from a decline in social and civic participation. exclude them from full participation in the community make the situation worse. The people who are currently disconnected in our communities have valuable experiential knowledge that can help us craft safer, healthier communities. Attitudes and actions that stigmatize people or Dialogue is a manner of communication that involves two-way conversations where people not only speak to each other but also really listen with the goal to leave the conversation with a better understanding of the topic and the different perspectives that make up a community. This kind of listening involves empathy. Each partner in a dialogue is curious about the experiences of the other partners – about their assumptions, beliefs and values. Hans-Georg Gadamer, one of the leading thinkers on dialogue, suggested that true dialogue is distinguished from other forms of conversation by how we view "the other." Sometimes "the other" is viewed as an object or representative of a role (e.g., treating someone as a number, a case, something to be processed). Martin Buber describes this as the "I-It" relationship where the other is a means to an end rather than a genuine human being. Other times, we may view "the other" as a competitor or opponent – someone we listen to only in order to construct a better argument for our own position. But in true dialogue, neither participant presupposes to know the whole truth, rather each is open to the possibilities inherent in the other's views. Human life is fundamentally dialogical – we are introduced to the elements of our selfunderstanding through interaction with significant others. Our very thoughts, words and actions are shaped by the words and practices of others. We do not discover ourselves, our identity; we work it out through our interactions with others. In dialogue, the goal is to leave the conversation with a new understanding. Unlike many other forms of public communication (e.g., debates or negotiations), dialogue is not meant to lead immediately to agreement or action. Instead, the hope is that participants will come away from the conversation with a better understanding of the subject, of each other and of themselves. This new understanding means community members will be able to work together more effectively. Communities will be more flexible. Individuals and communities will have a greater sense of control over their own lives and well-being. Community dialogue can exist in many shapes and sizes. It can start on a small scale when two people are intently hearing one another about matters of community concern. It may be achieved in a large open forum when audience members indeed "give ear" to each other. It is not limited to a public meeting or sitting around a table. It could involve walking tours facilitated by different members of the community. It could be an art show, a series of "ask me anything" sessions or participatory theatre. The sky's the limit. The only critical requirement is that it helps us listen to, and understand, each other. Yet a word of caution is in order. Not everything called "dialogue" is dialogue. The word is commonly used interchangeably with debate, discussion, or deliberation. To begin to understand dialogue is also to begin to understand what it is not. Debate versus Dialogue Assumes there is one right answer – and I have it Assumes that many people have pieces of the answer and that together they can craft a solution Is combative – participants attempt to prove the other side wrong Is about winning Entails listening to find flaws and make counter arguments I defend my assumptions as truth I critique the other side's position I defend my own views against those of others Is collaborative – participants work together toward common understanding Is about exploring common good Entails listening to understand and find meaning and agreement I reveal my assumptions for reevaluation I examine all positions I admit that others' thinking can improve my own I seek a conclusion or vote that ratifies my position I discover new options and do not seek closure (From The Magic of Dialogue by Daniel Yankelovich, 1999) More dialogue – less debate We have become accustomed to debates that pit one against another: idea against idea; issue against issue, person against person. But this doesn't work. Those who lose do not go away, they simply disengage. This disengagement actually contributes to the situation we face today with rising overdose rates, various drug cultures and other problems related to drug use. Debate is the opposite of dialogue. The goal in a debate is to win an argument. In dialogue, we are passionately committed to understanding the other person. We have no instinct to prove anyone wrong. We understand that no one has "the right answer," because no one can see the problem from all sides. Dialogue is more than discussion "Discussion" is often used interchangeably with "dialogue." But make no mistake – they are not the same. Discussion is a rough and tumble activity. After all, it shares its root with "percussion" and "concussion." In discussion everyone is presenting a different point of view, but it doesn't take us very far. David Bohm likens it to a game of ping-pong in which people are batting ideas back and forth with the goal of scoring points and ultimately winning. This type of conversation is very popular in our society but it tends to be superficial. During a discussion, we are more occupied with formulating answers than we are about trying to really listen to what the other person is saying. Dialogue first, deliberation after Communities commonly come together to solve problems, to seek consensus or make a decision. This usually involves some sort of agenda, which tends to encourage an environment for power politics and special interest advocacy. When we are encouraged to make decisions without really understanding each other, we often don't make the right ones and end up back where we started. Dialogue offers another way. In dialogue, we propose, there is no agenda. Or at least, the agenda must be put aside long enough to build a foundation of real understanding. Dialogue offers the potential for deliberation in which individuals no longer seek to promote their own interest but the community seeks ways to support the interests of all citizens. Dialogue nurtures an optimal environment for good decision-making, but dialogue cannot be made into the first step in the deliberation process. One might say, dialogue precedes, underpins and permeates deliberation. Dialogue is a way of being with one another, not just an activity we engage in. People need a variety of opportunities, apart from the pressure of decision-making, to talk with each other in safe environments that build understanding and connection. When this community foundation is strong, deliberation is likely to lead to more successful decisions. In dialogue there is a different spirit. Nobody is trying to win. The goal is not to score points or prevail. We know discussion has moved to dialogue when a deeper understanding has occurred and trust is being established. In dialogue, everybody wins. "Real dialogue depends on us being passionately committed to our own world, and simultaneously, passionately interested in other worlds. It is possible to work for the realization of our values and interests, but to do so in a way that remains continuously open to inquiry and dialogue." – Margaret McKee Three fundamental elements of dialogue Openness to the other In order to be open to someone else's position, we must be aware of our own preconceptions and prejudices that grow out of our past history, culture, and personal experiences. This awareness allows us to consider the potential differences and similarities between ourselves and the other person. Being open to consider our own position as being shaped by our past, we can then be open to the other's position and allow the other, with a different set of experiences, to say something to us. Openness provides us accessibility to points of view that our experiences, thus far, have not made available to us. Questions, not answers In a genuine dialogue, according to Gadamer, our stance must be one in which we recognize that we are in the position of not knowing. This opens us up to be ready to ask a question. This is not as simple as it sounds. For Gadamer, a genuine question creates a state of indeterminacy such that the response of the other is not forced or predetermined by the questioner in any way. To use Bohm's metaphor, the question is not a "play in a game" but rather opens a space for honest seeking. This situation opens up a different stance for each of the participants, a stance of being open to receiving and giving in such a way as to accept new possibilities. The concept of possibilities This openness requires us to suspend the familiar ways of looking that orient us to our own world. This readiness to receive new information, regardless of the consequences to one's own position, does not require or prevent the acceptance of either view. As Margaret McKee says, "Real dialogue depends on us being passionately committed to our own world, and simultaneously, passionately interested in other worlds. It is possible to work for the realization of our values and interests, but to do so in a way that remains continuously open to inquiry and dialogue." Such a position is a position of truly listening to what the other has to say to us. Genuine questions open up possibilities, possibilities that were not there before the question was asked. Gadamer says that to the degree to which we are able to accept an answer as a possibility (rather than as a given), we are able to continue a genuine conversation. This dialogue of questions and possibilities leads to new possibilities and new levels of understanding that were not present before the conversation began. That is, the understanding generated by the dialogue is not limited to what either of the respondents previously understood. This is the generative nature of dialogue. Gadamer calls this a "fusion of horizons" which occurs when we are open to possibilities rather than focused on predetermined positions. "We cannot understand without wanting to understand, that is, without wanting to let something be said." "To be able to question means to want to know, and to want to know means to know that one doesn't know." ― Hans-Georg Gadamer Nurturing dialogue Although there are no "rules" for dialogue (since it is not a game), there are certain orientations we may learn as we go along. These principles help us learn different ways to give space to each other – something most of us are not very good at. Practicing empathy understand the inner life of another, to achieve an "authentic encounter" in order to experience a "deep presence." Without empathy, we remain within ourselves, imprisoned in our individuality. Without empathy, we are at an experiential disadvantage, limited by our own horizon. Empathy provides the way out. Empathy is one way by which we attempt to The connection between empathy and dialogue seems obvious. But the relationship is far from simple. A degree of empathy would seem to be essential to any genuine dialogue. Yet, with opportunities to "step into the shoes" of other people and understand their views and ways of being. But, by themselves, such strategies are not very effective. Creating contexts in which we have opportunities to sense some of the experiences of others' lives (e.g., walking tours through certain neighbourhoods), even if only temporarily, can nonetheless help erode the "us" and "them" mentality that underpins social injustice. Teaching ourselves to be reflective can build empathy. For example, when we experience feelings of guilt, we might pause to reflect on what human aspirations lie behind that feeling "All interactions are dynamic and more complex than might appear at first glance, and that it is the pursuit of understanding, rather than a pre-conceived function of its end, that allows one to recognize another in their full complexity, acknowledging nuances of similarity and alterity both." – Polina Kukar, on a take away from Edith Stein rather than either beating ourselves up or dismissing the feeling as unwarranted. Consciously creating dialogue across social divides encourages empathy. These do not always need to be face to face. For example, the Hello Peace Telephone Line allows any Israeli or Palestinian to call a toll- engaging in dialogue is a way to increase empathy. Empathy is an exercise in imagination. It is only when we try to imagine ourselves in someone else's shoes that we can start to acknowledge the complexity of another perspective and worldview. The attempt to understand another's experience or the world beyond our immediate experiences, while acknowledging the limitations of our capacity for understanding, is empathy. And it is this tension between what can and cannot be directly experienced that makes empathy unique. free number and speak to a random stranger from the other group. In its first five years of operation, over one million calls were made. Modern technology opens up many other possibilities for conversations in which people who are otherwise remote from each other can hear one another's story and begin to identify. No valid formula for nurturing empathy exists, but several strategies deserve consideration. For example, indirect experiences such as films, art, theatre, blogs (or other media) can provide us Ultimately, empathy is at the core of human relationships. Both empathy and dialogue seek to build greater understanding among individuals and groups in the complex world of similarities and differences so that we can function better together. Celebrating diversity Dialogue challenges us to be thoughtful about how we see and act when we encounter people who are different from us. In dialogue, we engage diverse stakeholders with openness and acceptance in order to facilitate a welcoming position to those different from us. This is not mere tolerance. When we have a genuine conversation with someone, we do not tolerate him or her as we would tolerate (endure) the pain of a toothache. Instead, we welcome the other as someone who challenges our assumptions and therefore our identity and, in doing so, opens up new possibilities. The beauty of the encounter with "otherness," and the subsequent discomfort, is that it gives us time to stop and reflect. Therefore, it is not good enough for a group of concerned citizens to gather and discuss solutions that largely relate to others not present. Dialogue requires a commitment to the concept of "nothing about us without us." Celebrating diversity means bringing a group of diverse citizens to the table and engaging them in meaningful and respectful interchange. Dialogue allows us to identify a particular area of misunderstanding, bring stakeholders from across the divide together, build trust and understanding and open ourselves to new possibilities. Some of the tools that help us get comfortable with, and ultimately celebrate, diversity include: getting comfortable with discomfort, engaging in reflective listening, practicing empathy, and getting to know individuals as people rather than carriers of a position. Promoting curiosity and learning When we are confronted with a new situation, it is common to want to know all the facts. This seems completely sensible. But there is a problem. When dealing with complex issues, like substance use, drug policy and rising rates of overdose, no one has all the answers. When we don't know all the facts, we sometimes conclude that we can't do anything. We have to wait for the experts to figure out the answers for us. But this isn't true; there are things all of us can do together. In dialogue, our intention is to learn from each other – to expand our view and understanding – not to evaluate and determine who has the "best" view. If we focus on learning, we tend to ask more questions and try new things. The openness to explore, to ask, to question is essential to gaining understanding and to moving forward as a community. Putting the focus on posing the right questions – questions around which community members can meaningfully engage – and nurturing an environment of respectful curiosity will help harness the wisdom of the community and provide needed resources for addressing community needs. This learning together is very much intertwined with empathy. The ability to experience through the other is an essential element of learning. When we listen to another's experience so different from our own, we ask ourselves why things are different for us. Here, we pose an open question based on the difference we witness. Empathy allows us to call ourselves into question and lets us recognize that the world could be disclosed to us otherwise. This recognition is the starting point of learning, While simple answers may be appealing, they are rarely useful. They do little to bring people together to address complex issues like those related to drug policy and drug use. Instead they provide position statements around which competing factions can coalesce and continue arguing. Closed questions – those with short factual answers – are not much more useful. One of the most powerful ways to bring people together and tap into the collective capacity of the community is to engage around truly open questions. These are questions for which there are "Dialogue cannot exist, however, in the absence of a profound love for the world and for people." – Paulo Freire no simple answers but that encourage us to explore, to identify our assumptions and think "what if?" This will provide a much stronger foundation for us to function together as a community. Exposing assumptions and suspending judgement We all have assumptions and opinions. These may be superficial, or they may be deeply rooted beliefs that provide the framework for our sense of who we are. But what happens when we meet someone with different assumptions that conflict with our own? Too often we uncritically defend our own assumptions. In fact, we rarely recognize them as assumptions. To us they seem self-evident, so unproblematically "the way it is," that the other's world seems blatantly incoherent. We may feel something is so true that we cannot avoid trying to convince another person how wrong they are to disagree with us. But this stance kills dialogue before it even gets started. To engage in dialogue, we must first become aware of our own assumptions and recognize how they shape our thinking, our conclusions, our way of seeing the world. Then we are able to critically examine our own thinking and share our way of seeing the world more effectively with others. When we become aware of how our way of seeing the world is influenced by our assumptions and the choices we have made along the way, we are better equipped to recognize how another's position represents another possibility to be explored with curiosity and respect. This requires us to suspend (not suppress) judgements as we engage in this exploration. Dialogue is one of the few ways of communicating that allow us to suspend judgement about someone else's assumptions while being able to reflect on our own. It is rare that we have an opportunity to confront our opinions and have space to reflect on how our own experiences have shaped them. If we are conscious about our assumptions and are open to learning more of others without trying to "murder the alternative," possibilities emerge that may not otherwise have been realized. To make the shift into dialogue, we need to pause in our premature desire to "fix" and take the time to explore together. Some of the tools that help us get comfortable with exploring assumptions and suspending judgements include: creating a setting where people feel safe to bring up deeply rooted assumptions without the fear of experiencing hostility, engaging in exercises in which people may reflect on their own experiences and how they have contributed to their way of seeing the world, and developing skill in using open questions to sensitively probe for deeper understanding. Putting power in its place Real dialogue requires that participants are able to engage as peers. The subtle – or not so subtle – coercive influences common in other styles of conversation (e.g., discussion or debate) are foreign to dialogue. Hierarchy and power, linked to status, may destroy the very possibility of a genuine conversation. Yet, some guidance is required to help participants realize the subtle differences between dialogue and other forms of group process. Even more challenging is the observation of thinkers like Michel Foucault who suggest it is not possible for higher-ranking people to simply remove their badges of authority and participate as true equals. In addressing the first challenge, we should recognize leadership in dialogue as being temporary and non-authoritarian. Leaders and facilitators must lead by example and focus not on controlling people but on shaping the environment that impacts the behaviour of the participants. This is no small challenge as any review of attempts at dialogue will demonstrate. But to the degree that we can achieve this, we enhance the possibility of genuine dialogue and real understanding. Steps that can be taken include starting with small format dialogues before attempting large-scale ones, focusing first on trust before beginning to address areas of conflict, and developing the culture of engagement together with the participants. The challenge raised by Foucault and others is even thornier. Power is not something we pick up and put down like a tool. Our authority is represented in our roles and engrained in us through our social hierarchies. Attempts to put it aside are often superficial. People in positions of authority can easily deceive themselves into thinking they are treating others as equals when they are not. Or well-meaning authority figures can seek to compensate by trying to be friends and "play nice in the sandbox." But these superficial responses do not address the real issue and often result in mere tolerance and complacency rather than understanding and action. Far better to have authentic conversations in which we can engage in straightforward discussions of the ways unequal power and wealth relations operate in everyday social interactions. This will undoubtedly lead us to a "pedagogy of discomfort" in which all must face up to issues and take responsibility to address them together. Conclusion Dialogue is a mode of being, an empathic way of relating, listening to and conversing with others. It is a vital means to a crucial end: mutual understanding of oneself, others and subjects of concern to different people. It need not result in strong consensus and a committed course of collective action, but it can build connectedness. As it brings about enhanced regard for and greater identification with others it provides a foundation for functional, healthy community and collaboration that is respectful of diversity. Dialogue moves us away from a system of privileging experts to one of more reflective and engaged citizens. Through practice, we share perspectives, increase our understanding of each other and move to a model of widespread public involvement. This requires us to abandon an approach that in the interest of efficient control would impose a formulaic process on community conversation in order to achieve professionally preferred outcomes. By pursuing dialogue instead, we begin to realize the dream of participatory democracy. Authors: Dan Reist, Kristina Jenei. Tim Dyck, Mahboubeh Asgari 2017
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TT01-08 issue 02 CLUB CODES OF CONDUCT THIS DOCUMENT WAS FIRST APPROVED ON 6 th APRIL 2009 THIS ISSUE (02/2013) WAS ADOPTED ON 8 th MARCH 2013 CONTENTS 5 CODE OF CONDUCT FOR CLUB COACHES ................................................................. 6 1 CODE OF CONDUCT FOR GROUP LEADERS 1. Before you start running introduce yourself to the group and briefly explain the session that they are about to undertake. 2. Always ask whether anyone is new to the group or is feeling unwell or carrying an injury. 3. Ensure that everyone has proper running shoes and suitable clothing i.e. hi-visibilty tops during dark evenings. 4. Begin each session with a gentle warm-up of at least 5 to 10 minutes of light running. Use regular members of the group to set the pace and do not be afraid to slow down the group if it is too fast. 5. Do not allow large groups. If there are more than 15 people then the group should be split into two separate groups. If there are more than 10 people nominate a second runner as an assistant group leader. 6. Respect the rights, dignity and worth of every member of the group and treat everyone equally. 7. Place the welfare and safety of the group above the development of performance. 8. Do not lead the group across private land or along busy or dangerous roads. Think of the whole group when crossing roads. 9. Runs to be a maximum of 1 hour, people may have other commitments. 10. Make sure that all activities are appropriate to the age, ability and experience of those taking part. 11. Try and avoid runners returning to the Club on their own. Always ask for someone to accompany a lone runner back to the Cluhouse. 12. Be particularly aware of slower runners or new runners to the group. 13. Do not always lead the group from the front. Be aware of the whole group and remember to look out for all runners from the front to the back. 14. Encourage – motivate – gain respect – offer advice 2 CODE OF CONDUCT FOR CLUB MEMBER RUNNERS 1. Listen to the group leader and respect what they have to say, they have the best interests of the group in mind. 2. Respect pedestrians and other road users. Give way to others when necessary. 3. Always wear suitable clothing and proper running shoes. Whilst running on dark evenings wear light coloured or hi-vis clothing. It is also advisable to carry a torch. 4. Do not run too far off the front of a group and always regroup at regular intervals or when requested to by the group leader. 5. Be honest about your ability. If the group that you are in is too fast or too slow then consider changing groups at the next session. 6. Respect private land, close gates after passing through them and run in single file along footpaths. 7. Do not use inappropriate or offensive language whilst running with the club. 8. Treat others with the same respect and fairness that you wish to receive. 9. Inform the group leader if you have any injury or illness that may affect your running 10. Look after the other runners within your training group, if someone is struggling make sure that they are not left on their own. 11. Warn other runners around you of impending hazards, pedestrians etc. 12. If unsure ask for advice. 3 CODE OF CONDUCT FOR PARENTS / GUARDIANS 1. Ensure that your child is equipped with proper running shoes and suitable clothing. This includes hi-visibility tops during dark evenings, long sleeved tops / long bottoms for cold weather and a jacket for wet weather. 2. Please provide a bottle of water for your child for each training session attended. 3. Encourage your child to learn the rules and play within them. 4. Discourage unfair play and arguing with officials. Publicly accept officials' judgements. 5. Help your child to recognise good performance, not just results. 6. Support your child's involvement and help them to enjoy their sport. Never force your child to take part in sport. 7. Set a good example by recognising fair play and applauding the good performances of all. 8. Use correct and proper language at all times. 9. Immediately report any concerns that you may have about the training sessions or associated activities to the Juniors Captain, Child Protection Officer or to any Club Committee Member. 10. Do not bring your child to any training sessions if he / she is unwell, injured or receiving any medication. The Coach or running supervisor can be asked for advice in respect of this. 4 CODE OF CONDUCT FOR JUNIOR ATHLETES 1. Play within the rules and respect officials and their decisions. Consistently promote positive aspects of the sport such as fair play and never condone rule violations or the use of prohibited or age-inappropriate substances 2. Never engage in any inappropriate or illegal behaviour. Avoid swearing and abusive language and irresponsible behaviour including behaviour that is dangerous to yourself or others, acts of violence, bullying, harassment and physical and sexual abuse 3. Respect the rights, dignity and worth of all participants regardless of age, ability, ethnicity, culture, religion or gender. Act with dignity at all times and treat others with the same respect and fairness that you wish to receive. 4. Keep to agreed timings for training and competitions or inform their coach or team manager if they are going to be late. 5. Wear suitable kit at each training session as agreed with the coach / team manager. Please also bring a bottle of water. 6. Athletes are not allowed to smoke or consume alcohol or drugs of any kind whilst attending club training sessions or representing the club at competitions. 7. Inform your coach of any other coaching you receive. 8. Notify a responsible adult if you have to go somewhere during a training session or competition. 9. Strictly maintain a clear boundary between friendship and intimacy with a coach, official or other person with whom you train. Do not respond if someone seeks private information, unrelated to athletics e.g. home life 10. Use safe transport or travel arrangements. Never accept a lift in cars or invitations into homes on your own or without the prior knowledge and consent of your parent / guardian 11. Speak out immediately if anything makes you concerned or uncomfortable. Tell your parents / guardian and / or the Club Child Protection Officer if you suspect that you or a club mate has suffered from misconduct by someone else 5 CODE OF CONDUCT FOR CLUB COACHES 1. Respect the rights, dignity and worth of every athlete and others involved in athletics and treat everyone equally. 2. Place the welfare and safety of the athlete above the development of performance 3. Be appropriately qualified including obtaining CRB clearance, update your licence and education as and when required by UKA and adhere to the terms of the coaching licence. 4. Ensure that activities you direct or guide are appropriate for the age, maturity, experience and ability of the individual athlete 5. Observe a recommended maximum ratio of 1 coach to 12 athletes at a training session or work in partnership with another coach/coaching assistant. 6. Cooperate fully with others involved in the sport such as technical officials, team managers, other coaches, doctors, physiotherapists, sport scientists and representatives of the governing body in the best interests of the athlete 7. Consistently promote positive aspects of the sport such as fair play and never condone rule violations or the use of prohibited or age-inappropriate substances 8. Encourage and guide athletes to accept responsibility for their own performance and behaviour 9. Develop appropriate working relationships with athletes based on mutual trust and respect, especially with those athletes under 18 years or vulnerable adults 10. You MUST NOT allow an intimate personal relationship to develop between yourself and any athlete aged under 18 years. Any violation of this could result in a coach licence being withdrawn. It may also be a criminal offence to conduct a relationship with an athlete aged under 16 years. It may also be a violation of your coaching licence to form an intimate personal relationship with a vulnerable adult coached by you. 11. It is strongly recommended that you do not allow intimate relationships to develop between yourself and athletes coached by you aged over 18 years. 12. Act with dignity and display courtesy and good manners towards others. 13. Avoid critical language or actions, such as sarcasm which could undermine an athlete's self-esteem. 14. Avoid swearing and abusive language and irresponsible behaviour including behaviour that is dangerous to yourself or others, acts of violence, bullying, harassment and physical and sexual abuse 15. Challenge inappropriate behaviour and language by others 16. Be aware that your attitude and behaviour directly affects the behaviour of athletes under your supervision 17. Never engage in any inappropriate or illegal behaviour 18. Do not carry or consume alcohol to excess and / or illegal substances. 19. Avoid spending time alone with young athletes unless clearly in the view of others to protect both yourself and the young athlete. 20. Avoid taking young athletes alone in your car 21. Never invite a young athlete alone into your home 22. Always explain why and ask for consent before touching an athlete 23. Ensure that parents/carers know and have given consent before taking a young athlete away from the usual training venue 24. Report any accidental injury, distress, misunderstanding or misinterpretation to the parents/carers and club Welfare officer as soon as possible.
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Name Title How Many Sinking? Which number is greater? Floating? Draw a picture of three objects, showing the item sinking or floating. Challenge yourself and write each of the objects name.
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First Semester Mighty Warrior Bands Chilhowie Middle School Chilhowie High School Newsletter January 12, 2014 Volume 1, Issue 1 1160 East Lee Highway Chilhowie, VA 24319 Band Director—Logan Childress PR/First Semester Newsletter—Melanie Garrett First Semester Band THE END OF ONE SEASON STARTS A NEW In a reflection of the first semester in band classes at Chilhowie Middle and High School, band students will be ending the first semester on notes of success and high expectations for the second semester. Reflecting on the first semester of the 2014-2015 school year, students in band have been working hard to be better musicians, practicing for competitions with other high school bands in and around the region, fund raising, practicing self discipline with private lessons, promoting school spirit, and supporting both Chilhowie Middle and High School with energetic melodies and rhythmic tones that showcase the growth of each student as a musician and the development of skill with their instrument. IT ALL STARTS IN THE SUMMER While many students are enjoying the end of their summers at pool side and sleeping in the last weeks of summer, high school band students and some middle school students afford a portion of their summer to practice and prepare for Marching season with a new field show each year. Students spend hours in the heat of summer setting and memorizing drill, fine tuning marching and maneuvering techniques, memorizing music, and working on field show effects that we all enjoy at half time at football games. Students also take their show on the road as they compete against many high school bands from around the region. A lot of the work is accomplished during Band Camp. Band camp is a time where students have intensive sessions of music and drill, as well as have the opportunity to have instrument specific sectionals with instructors where they have the opportunity to enhance music and become a strong component of the marching band. Band camp was held at Chilhowie High School from July 21-25, 2014. Band camp staff included Jeff Kleiber, Cameron Blair, and Tyree Manns. This years field show was called DANCER IN THE DARK. The show design was one by Scott Lambert, a respected retired music educator who is still very involved in the music community as both a musician and music facilitator in public schools around the region. http://chswarriorband.weebly.com/ INSIDE THIS ISSUE Israel O'Quinn recognizes CHS Marching Band .............. 2 Fundraising To Go To Florida.2 At Halftime Football Games and On the Road (cont. on page 3) ........................... ………2 Mighty Warrior Seniors . ………3 Appreciation to the Mighty Warrior Band Boosters .. ………4 Chilhowie Middle and High School Bands Share the Spirit of Christmas ................... ………4 Find Mighty Warrior Band in Social Me- dia………………………………..……5 Chilhowie Middle and High School students earn a position in All-District Bands ...... ………5 Private Lessons Available to students ……………………………..5 The Director Mr. Logan Childress…………………………………..6 Israel D. O'Quinn is an American politician. A Republican elected to the Virginia House of Delegates in 2011. He currently represents the 5th district made up of the cities of Bristol and Galax, Grayson County, and parts of Smyth and Washington counties in the southwestern part of the state. After their accomplishments at the Letcher County Marching Invitational, Israel D. O'Quinn sent a letter to Mr. Childress and the Mighty Warrior Marching Band to congratulate them in earning their title of Reserved Grand Champion, as well as a job well done! FUND RAISING TO GO TO FLORIDA Students have been fund raising to help pay their way to go to Disney. Still working on that possibility, students have been selling raffle tickets to family and community members for a chance to win one of two $500.00 Bass Pro Shop Gift Cards, Selling Little Caesar Pizza kits, and contributing when they can to pay their way to Disney. strument maintenance and/or cover other fees that are understood as a growing musician and the enriching opportunities that arise throughout the year. Band students experience opportunities in finance and personal budgeting as they work to earn the capital necessary to thrive and experience a once in a life time band trip. As they work to make gains in their student accounts, they still have to be cognizant of their needs as musicians by buying in- Good Luck Band! AT HALFTIME FOOTBALL GAMES AND ON THE ROAD This year, in addition to providing half time entertainment for the Chilhowie Warrior foot- ball team, providing fans with stand music to fire energy in the stands on Friday nights, and supporting the team when they travel, the Mighty Warrior band takes their field show on the road to compete against bands from near and far. The Mighty Warrior Marching Band had a successful year with their DANCER IN THE DARK field show , competing at the McChesny Band Competition, Letcher County Marching Invitational, and the Lonesome Pine Band Competition (Story Continues on page 3) AT HALFTIME FOOTBALL GAMES AND ON THE ROAD; STORY CONTINUTED At the McChesny Band Competition in Big Stone Gap, the Mighty Warrior band placed 2nd in marching and color guard. They also took 2nd place in Class AAA and earned an overall superior rating for the day. Amber B. was recognized for being the soloist of the day. Pictured is Amber B. and Ron Flannary. This award is given to honor his father, a band director. MIGHTY WARRIOR SENIORS Rachel B. Molly D. Jessica J. Ashley P. Brianna S. Katie T. Allyson W. The Mighty Warriors traveled to the Lonesome Pine Band Competition where they cleaned house earning 1st place in Color Guard, Drum Major, Music, General Effects, and Marching. They also took 2nd place in Percussion and earned an overall Excellent rating. The Color Guard walked away holding the highest Color Guard score of the day. BIGGEST APPLE FESTIVAL IN HISTORY At the Letcher County Marching Invitations, the Mighty Warriors took 1st place in Music, General Effects, Color Guard, and Drum Major. They also took 3rd Place in Percussion and earned an overall Superior Rating in Class AA. They walked away with heads high, earning the highest score in General Effect, Color Guard, and Drum Major. They were also awarded Reserved Grand Champions. The 62nd Annual Apple Festival Band Competition held at Chilhowie High School has always been a success not only for the Mighty Warrior Band, but it has also generated funds that go back into the community. This year's Apple Festival was marked as holding the largest enrollment of bands to ever compete. APPRECIATION TO THE MIGHTY WARRIOR BAND BOOSTERS There's a lot of support parents and other stakeholders that make up the Mighty Warrior Band Boosters. Parents volunteer their time to work concessions, help with uniform fittings, fund raising, chaperoning, and help in raising money for the program. Funds raised by the band boosters goes towards the maintenance of the equipment and items needed for the band program. School instruments need repairs, services, and sometimes replaced, on a regular bases. The cost to take care of the miscellaneous needs that arise throughout the school year is paid with funds generated by the boosters. The band boosters are greatly appreciated! CHILHOWIE MIDDLE AND HIGH SCHOOL BANDS SHARE THE SPIRIT OF CHRISTMAS On December 7, 2014 the Chilhowie Middle School and High School Bands performed for the community in their 2014 Christmas Concert. program. This year's concert also included a vocal accompaniment with Cindy Freeman, the choir director of both schools. Under the direction of Mr. Logan Childress, student musicians from sixth through twelfth grades spread the holiday cheer and showcased their outstanding musical talents at each level. Family, friends, and neighbors were entertained with Christmas music from each level of the band The combination of hard work and dedication practice by these young musicians, as well as the support and encouragement from their band director left the audience of approximately 350 with brighter holiday spirits. CHILHOWIE MIDDLE AND HIGH SCHOOL STUDENTS EARN A POSITION IN THE ALL-DISTRICT BANDS On December 12, 2014, twenty-two students from both Chilhowie High School and Chilhowie Middle School auditioned for Virginia Band and Orchestra Directors Association Distric7 All-District Band at John S. Battle High School in Bristol, Va. Over 800 students from the district auditioned and nine Chilhowie students earned a spot in the honor bands. They will have the opportunity to spend two days in February playing with other students who also earned seats in the bands at the Holiday Inn Convention Center in Bristol, Va. Congratulations students! Making Senior District Band: Molly D., Whitney B., Avery S., Kelly H., Amber B. Making Junior District Band: Michael R. Emily B., Rainni C. Emily F. PRIVATE LESSONS AVAILABLE TO STUDENTS Once the 2014-2015 school year started, many students in the Middle and High School bands were given the opportunity to take private lessons after school. Mr. Childress arranged to provide an instructor for the respective instruments where students had interest. As challenging as it is to accommodate all students with an instructor that will satisfy both student and instructor schedules, it has paid off to see the progress made with each student. On any given afternoon, there's a number of middle and high school students who take time to enrich their talents with their instrument. Private lessons take a lot of responsibility on the part of the student as they are stull held responsible for homework. They also develop a sense of time management in order to be able to afford time for both private lessons and school work. Private lessons are also an appreciated contribution from the parents as they bring students to lessons! The efforts and communication from school to home, from instructors to parents have helped enrich students and supported there to growth as musicians. Students who have interest in private lessons can speak with Mr. Childress at any time. FIND THE MIGHTY WARRIOR BAND IN SOCIAL MEDIA The Chilhowie Mighty Warrior band can be found on both Twitter and Facebook. MIGHTY WARRIOR BANDS CHILHOWIE MIDDLE SCHOOL CHILHOWIE HIGH SCHOOL 1160 EAST LEE HIGHWAY CHILHOWIE, VA 24319 Mighty Warrior Bands Chilhowie Middle School Chilhowie High School 1160 East Lee Highway Chilhowie, VA 24319 Phone: 276-646-8966 E-mail Band director Logan Childress: firstname.lastname@example.org THE DIRECTOR MR. LOGAN CHILDRESS When asked what he attributes his success as a musician and music educator, Mr. Logan Childress affords credit to Tom Cawford, his private saxophone instructor/teacher during his time attending East Tennessee State University. Also influencing Mr. Childress in band education in public schools, are Perry Elliot and Chris Lockhart from Elizabethton, TN. Mr. Childress wants students to walk away from his program with a deeper understanding and appreciation of team work and the value of self-discipline. His goals for all students is to keep growing and become even better musicians than what they already are. As for the program, he wants future bands to flourish and learn from current participating members and be motivated to set higher standards that are both challenging and rewarding. The students of both the middle and high school bands word very hard, every day, and even during the summer. Mr. Childress would like the community to know that the support and contributions from the parents, community members, and other stakeholders are extremely important and greatly appreciated! He and students invite your support for not only the band program, but other programs in the arts. Programs in the arts, not just music, but visual and performing arts are crucial for children. Plato said, "I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning." Studies have been conducted that conclude, students participating in music average approximately 63 points higher on verbal tests and approximately 44 points higher on Math tests than students who did not take music classes. Dr. Kevin Strother says that, "music develops analytical thinking because it requires students to be creative. They don't just regurgitate memorized facts. They have to apply those facts." These programs offer students the opportunity to explore and become creative. Visual and performing Arts education is important and your support is appreciated!
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Revised: Jennifer Gurick Date Reviewed: May 13, 2009 Department: Social Studies Course Title: HONORS UNITED STATES HISTORY I September | Essential Questions | 1. Who were the first European explorers of America and why did they seek new trade routes? 2. What was the impact of the Columbian exchange after the discovery of America was made? 3. What was the status of the American Indian before and after contact was made? | |---|---| | Content | 1. Early man to pre-Columbian exploration. 2. The first Native American tribes and cultures. 3. The economic reasons why Europeans sought new trade routes to the Far East. 4. European navigational improvements. 5. European explorers and their discoveries. 6. The rise of science and reason and its effect on religion. 7. The impact of the European invasion of America. 8. The Columbian exchange and genocide of the American Indian. 9. The Spanish, Portuguese, French, English, Dutch and Swedish colonies in America. 10. Indentured servitude and the African slave trade. | | Skills | 1. Locate Europe, Africa, Asia and the Americas on a world map, including the first and subsequent trade routes. Also examine early man and his migration to the Americas. 2. List the major Native American tribes and cultures. 3. Examine the major European explorers and what they discovered. Also evaluate the lifelong impact of their discoveries, conquests, and colonizations. 4. Compare and contrast the differences in the Spanish, French and English approaches to colonization and locations in the Americas. 5. Examine all European treatment of the Native American Indians. 6. Focus on New Jersey’s colonization and routes. 7. Analyze the slave trade and its impact on African and American History. Also examine the triangular trade routes. | | NJ Core Content Standards | 6.1, 6.2, 6.3, 6.4 | | Assessments | Tests/Quizzes Essays Debates/Discussions Oral Projects Mapping | October November | Essential Questions | 1. What were the major causes/problems between the Americans and British that caused such intense hostilities? 2. What were the main battles and participants of the American Revolution? 3. What “Americanized” the British colonists and what philosophical and economic ideas led to the formulation of the Declaration of Independence? | |---|---| | Content | 1. The first and second Continental Congress. 2. The idea of Loyalist versus Patriot. 3. The causes of the American Revolution – specifically British taxes, the Boston Massacre, the Boston Tea Party, and the Intolerable Acts. 4. The people of the Revolution with specific focus on Washington, Cornwallis, Jefferson, Franklin, and Henry. 5. Thomas Paine’s “Common Sense” and Patrick Henry’s “Give me liberty or give me death” works. 6. The early battles of the Revolution focusing on the battles of Lexington and Concord, Bull Run, Trenton, Philadelphia, and Saratoga. 7. The role of women and African Americans during the war. | | Skills | 1. Debate the justification for the American rebellion for economic and political reasons. 2. Assess the impact of George Washington and others on American/World History. 3. Analyze major works from writers of the time and their impact on the Revolution. 4. Compare and contrast major advantages and disadvantages for both American and British soldiers. 5. List major events, outcomes, and social impacts of the early battles of the Revolution. 6. List and analyze the inconsistencies between slavery and U.S. democratic principles as outlined in the Declaration of | December | | 3. Explain the main problems the young American nation faced immediately after the Revolution. 4. Compare the Articles of Confederation to today’s current U.S. Constitution. | |---|---| | NJ Core Content Standards | 6.4 | | Assessments | Tests/Quizzes Essays Debates/Discussions Oral Projects Mapping Biographical readings | | Resources | Textbook: The American Republic to 1877- Publisher: McGraw Hill 2007 Computer Lab Movie - “The Patriot” to show American Revolution lifestyle, relations, battles, and outcome. | January February | Essential Questions | 1. What was the reasoning for Jefferson’s purchase of the Louisiana Territory and Lewis and Clark’s findings of the area. 2. What were the major causes, battles and outcomes of the War of 1812? 3. How did the Marbury vs. Madison court case affect Adams and Jefferson’s presidencies? 4. Why did 19th century Americans move West and what were their findings? 5. Who were the major men representing Sectionalism in the U.S.? 6. What was the outcome of the election of 1824 and why did it cast a shadow over Adams’ presidency? 7. What were the major categories of Andrew Jackson’s presidency? | |---|---| | Content | 1. Jefferson’s presidency, the Louisiana Territory Purchase, and Lewis and Clark’s exploration of the land. 2. The War of 1812 – battles, people, outcome. 3. Adams and Jefferson’s presidency relating to the Marbury vs. Madison court case. 4. United States Sectionalism relating to Henry Clay, John Calhoun, and Daniel Webster. 5. 1824 and 1828 elections – candidates, propaganda, and outcome. 6. Categories of Andrew Jackson’s presidency. | | Skills | 1. Examine Jefferson’s reasoning and timeline of purchasing the Louisiana Territory, Lewis and Clark’s findings in the area, and the Purchase’s effect on the United States. 2. Examine the War of 1812 – discuss its major commanders, battles, outcomes, and effects on the United States. 3. Analyze Jefferson’s presidency – the Louisiana Purchase and the Marbury vs. Madison court case. 4. Define United States Sectionalism with reference to Clay, Calhoun, and Webster and each area of the country they represented. 5. Analyze the 1824 and 1828 elections, the Corrupt Bargain, and the beginning of Andrew Jackson’s presidency. | |---|---| | NJ Core Content Standard | 6.4F | | Assessment | Tests/Quizzes Essays Debates/Discussions Mapping Biographical readings | | Resources | Textbook: The American Republic to 1877- Publisher: McGraw Hill 2007 Computer Lab Movie – School House Rock to illustrate the Louisiana Purchase; The Rosa Parks Movie for Black History Month | March | Content | 1. Andrew Jackson’s presidency including the Indian Removal Act, the spoils system, and the Bank Veto. 2. Martin van Buren’s presidency and the Panic of 1837. 3. The definition of Manifest Destiny including the Gold Rush and people’s move west. | |---|---| | Skills | 1. Examine Andrew Jackson’s early life and how he came to be elected president. 2. Name the categories of Andrew Jackson’s presidency and debate whether or not he truly was a good president. 3. Explain the causes of the Panic of 1837 and compare it to current economic situations in our country. 4. Explain Manifest Destiny and how Americans believed they had a right to expand. 5. Examine a person’s travels out west and the difficulties they faced. 6. Identify the major reform movements that took place in the 1800’s including education, religion, alcohol, and the women’s reform movement. 7. List the first abolitionists with relation to the Underground Railroad and Harriet Beecher Stowe’s “Uncle Tom’s Cabin”. | | NJ Core Content Standard | 6.4F | | Assessment | Tests/Quizzes Essays Debates/Discussions Mapping Biographical readings Political Cartoons | | Resources | Textbook: The American Republic to 1877- Publisher: McGraw Hill 2007 Computer Lab Movie – Uncle Tom’s Cabin | | Interdisciplinary Connections | Students will be able to locate the states in which the Indian Removal act took place using Geography. They will be able to analyze political cartoons and debate Jackson’s presidency relating to Law classes. Students will be able to use current technology and news to discuss the financial problems that took place in 1837 which incorporates Economics. | April Questions 2. Which major groupsimmigrated to theUnited Statesinthe | Content | 1. Early 19th century inventions including the clipper ship, John Deere inventions, and farming tools. 2. German and Irish immigration and the causes of their immigration. 3. Slavery, slave songs, and slave life in the Americas. 4. The Compromise of 1850 and the statehood of California. 5. The Kansas-Nebraska Act and Stephen Douglas’s decision to Compromise. 6. The Dred Scott decision and its major impact on slavery and how people viewed it in America. | |---|---| | Skills | 1. List new 19th century advancements and inventions. Also explain the impact of these inventions on the Northern and Southern economies. 2. Identify immigrants of the 19th century and their reasons for entering the United States. Also examine their lifestyle while in the U.S. 3. Explain a slave’s lifestyle, identify slave songs, and examine “Uncle Tom’s Cabin’s” impact on American society. 4. List the stipulations of the compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision. | | NJ Core Content Standard | 6.4F | | Assessment | Tests/Quizzes Essays Debates/Discussions Mapping Biographical readings | | Resources | Textbook: The American Republic to 1877- Publisher: McGraw Hill 2007 Computer Lab Movie – Uncle Tom’s Cabin | May | Essential Questions | 1. What was the outcome of the 1860 election and what impac Did this have on American life? 2. What were the events that took place at Harper’s Ferry, Virginia? 3. What were the long-term and immediate causes of the Civil War? 4. What advantages and disadvantages did the Union and Confederacy possess going into the Civil War? 5. What were the strategies of the Union and Confederacy for winning the Civil War? 6. What were the key battles during the Civil War? 7. What events and factors led to the Union victory? | |---|---| | Content | 1. Outcome of the election of 1860 and discussion of the events at Harper’s Ferry Virginia. 2. Causes and Effects of the Civil War – in the United States and world wide. 3. Strengths and Weaknesses of Union and Confederacy 4. Chronology of events during the Civil War | | Skills | 1. List the candidates and outcome of the 1860 election and other events that lead to the start of the Civil War. 2. Examine causes of the Civil War and list effects the War had on the nation. 3. Identify the strengths and weaknesses of the Union and Confederacy. 4. List the major battles that took place during the American Civil War. 5. Debate the issue of slavery, but more importantly the issue of state’s rights. | | NJ Core Content Standard | 6.4F | | Assessment | Tests/Quizzes Essays Debates/Discussions Mapping Biographical readings | | Resources | Textbook: The American Republic to 1877- Publisher: McGraw Hill 2007 Computer Lab Movie – Uncle Tom’s Cabin; “10 Days that Unexpectedly changed America (Antietam)”; Sherman’s March video. | June
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City Connection www.cityofdacono.com City Calendar February 2015 Volume 14 Issue 2 Annoyed by Feral Cat Problem? City Seeks Volunteers for TNR Program City Council meeting February 9– 6:00 p.m. Planning & Zoning Commission February 10– 6:00 p.m. City Council Study Session February 10– 6:30 p.m. City offices closed February 16 in observance of Presidents Day Municipal Court February 19- 9:00 a.m. & 1:30 p.m. City Council meeting February 23 – 6:00 p.m. Planning & Zoning Commission February 24– 6:00 p.m. In This Issue Feral Cats– TNR Easter Egg Hunt Presidents Day Holiday Employment Opportunities ReBuild Colorado Scholarship Program Library Hours facebook.com/cityofdacono Twitter @DaconoColorado www.cityofdacono.com A feral cat is a cat born and raised in the wild, or who has been abandoned or lost and turned to wild ways in order to survive. While some feral cats tolerate a bit of human contact, most are too fearful and wild to be handled. Feral cats are prone to picking up serious diseases such as feline leukemia from other unvaccinated cats they encounter, and of course they are always in danger of being hit by cars. Female ferals are constantly pregnant or trying to nourish their kittens on a starvation diet, and males risk injury in violent cat fights. The average feral cat only lives for three years. In order to manage and reduce the feral cat population, the City of Dacono uses a trap-neuterrelease program or TNR. The Trap-Neuter-Release (TNR) methodology has proven an effective means of curbing feral cat overpopulation. TNR is the humane and effective approach for stray and feral cats. The cat is trapped in a humane cage, brought to a clinic, sterilized, vaccinated, and released back to its feral colony. Studies show that Trap-NeuterRelease improves the lives of feral cats, improves their relationships with the people who live near them, and decreases the size of colonies over time. important to have all feral cats spayed or neutered because it is the only 100% effective way to prevent unwanted kittens. Nuisance behaviors such as spraying, excessive noisemaking and fighting are largely eliminated and no more kittens are born. In order to make this program a success, the City of Dacono is seeking volunteers to assist with TNR feeding stations. A TNR caretaker provides food, water. Cat food is provided at no charge by the City of Dacono. The City of Dacono will provide training and all necessary equipment. If you are interested in assisting with this program, please contact the Dacono Police Department and speak with Community Resource Officer Lyndsey Steele at 303-833-3095 x160. Through TNR, feral cats can live out their lives without adding to the homeless cat population. It is very Source: Human Society of the United States Looking for a Job? Be sure you check out the City of Dacono website for current employment opportunities. www.cityofdacono.com City Government City Hall 512 Cherry Street Dacono, CO 80514 Phone: 303-833-2317 Hours: M-F 8 a.m.– 5 p.m. Water: 303-833-2317 x121 www.cityofdacono.com Trash (Gator Rubbish): 303-655-0710 Sewer (St. Vrain Sanitation): 303-776-9570 Emergency Police/Fire: 911 Police (non-emergency): 303-833-3095 Dacono City Library 512 Cherry Street Dacono, CO 80514 Phone: 303-833-2317 x129 Hours: T 12-5, Wed. & TH 2-7, Fri. 12-6, Sat. 9-2 Closed on Monday & Sunday Calling All High School Seniors New Library Hours College Scholarships Available Elected Officials - Charles Sigman, Mayor - Joe Baker, Councilperson At-Large - Debbie Nasta, Councilperson At-Large - Kevin Plain, Mayor Pro-Tem - Peggy Randolph, Councilperson At-Large - Geneiveve Schneider, Councilperson At-Large - Nicholas Vogel, Councilperson At-Large The City of Dacono is accepting applications for its annual college/vocational training scholarship. Eligible candidates must reside in the City of Dacono and be a senior in high school. Qualifying candidates should have at least a 2.5 GPA. Interested applicants should submit an essay which outlines educational goals and plans to achieve those goals, details extracurricular activities, and other information as requested. Awards range from $500-$1000 depending on number of applicants. Scholarship applications are available online at www.cityofdacono.com or by contacting the Dacono City Clerk. Applications are due by April 18, 2015. Selected recipients will be notified. The new Library operating hours are: Monday: closed Tuesday: 12:00 p.m.– 5:00 p.m. Wednesday: 2:00 p.m.-7:00 p.m. Thursday: 2:00 p.m.-7:00 p.m. Friday: 12:00 p.m.-6:00 p.m. Saturday: 9:00 a.m.– 2:00 p.m. Sunday: closed
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STEADFASTNESS, LOVE AND FAITH AMIDST THE CHALLENGES OF OUR TIMES INDEPENDENCE DAY ADDRESS 2011 Delivered Victoria Park, St. Vincent and the Grenadines On Thursday, October 27, 2011 Office of the Prime Minister St. Vincent and the Grenadines October 27, 2011 STEADFASTNESS, LOVE AND FAITH AMIDST THE CHALLENGES OF OUR TIMES BY DR. THE HON. RALPH E. GONSALVES PRIME MINISTER OF ST. VINCENT AND THE GRENADINES [FORMAL GREETINGS!] INTRODUCTION: JOY, FAITH, LOVE, SALUTATION Thirty-two years ago, on October 27, 1979, St. Vincent and the Grenadines became an independent nation. Here at Victoria Park on that historic occasion, our Founding Father, the Right Honourable Robert Milton Cato, raised our national flag, drinking from the cup of abundant joy and the chalice of hope for a brighter future. We were not naïve as to what was ahead of us. But we accepted, instinctively, St. Paul's instruction in Second Corinthians [Chapter 5, Verse 7]: "We live by faith, not by sight." Indeed, this Biblical injunction finds resonance in the lyrics of our national anthem in which we affirm that whatever the future brings, our faith will see us through. As we face our current travails, it is well to remember that on Independence Day 1979, there were some 20,000 of our nationals or roughly 20 percent of our population was still living in camps, consequent upon the volcanic eruption of April, 1979. It was not the most auspicious start to independent nationhood, but as in First Thessalonians [Chapter 5, verse 8] we were alert and self-controlled, ---- "putting on faith and love as a breastplate and hope of salvation as a helmet." JOURNEY TO NATIONHOOD Our nation's journey to independence was not easy. We had to overcome awesome challenges and impositions. In the words of one celebrated reggae lyricist it was "a hard road to travel". Through the agony of European conquest and settlement, the anguish of colonialism and imperialism, the savagery of genocide against our Garifuna ancestors, the barbarism of the enslavement of our African forbears, the trauma of indentureship of our forparents from Madeira and India, and the warping and bending our people's minds against independent thought and home grown cultural authenticity, through all this and more, our people nevertheless prevailed as a legitimate and noble component of our Caribbean civilisation. Our nationalist struggles at home and in the region, in concert with national liberation battles globally, over decades of gradual constitutional decolonisation, eventually brought us to the light and promise of independence. It is absolutely amazing that the very persons who killed us wantonly for our land and seas, who enslaved and indentured us, did not consider us worthy of self-rule; they actually thought that we were unfit to rule ourselves. Resistance by our ancestors to foreign hegemony was met with an unspeakable inhumanity. There is a heavy debt to be repaid to us in the Caribbean, in Latin America, in North America, and in Europe whose forbears have been subjected to genocide, slavery, and indentureship by colonising and imperial powers. An unequivocal apology is necessary but insufficient; compensatory reparations are required, urgently. OUR FOUNDERS Our nation's Founding Father, Robert Milton Cato, remains a beacon of hope for a better future. Long before him, in the late-eighteenth century, Joseph Chatoyer, our first and only National Hero, thus far, taught us, and continues to teach us, the glory and majesty of heroism, solidarity, and the ultimate sacrifice in the interest of our people. Titans who are no longer with us such as George Augustus Mc Intosh and Ebenezer Theodore Joshua are etched in our collective memory as exemplars of commitment to, and love for, our people. Sir James Mitchell and Sir Vincent Beache, both of whom are thankfully still with us, have helped us in fashioning a more modern and enterprising nation-state. In each family, too, across this blessed nation, there are matriarchs and patriarchs whom we treasure for their nurturing of us and for their outstanding contributions in their chosen fields of productive endeavour. Together, they have laid the solid foundations on which we now stand, and from which we have benefited enormously. We salute them! We thank them most sincerely! YOUNG NATION, YOUNG CIVILISATION We have had a long and arduous journey to nationhood. But, if the truth be told, our Caribbean civilisation is young and is still in a formative stage; and our nation is quite youthful. Comparatively, for example, the Chinese, Persian, African, Indian, Jewish and Arab civilisations are thousands of years old. The Caribbean and, indeed, the American, civilisations are just over 500 years old, though they contain populations whose antecedents go back to historical antiquity. Our nation is a mere 32 years old; dozens of others have been in existence not only for hundreds, but thousands, of years. PROGRESS MADE In that context, we have made immense progress over a relatively short period of time. Undoubtedly, as a nation, as families, and as individuals, we are far better today, materially, than we were in 1979. Our living standards, wealth, income, housing, education, health, sanitation, water, electricity, information technology, physical infrastructure are better by far today than in 1979. Our democracy is more robust and resonates with an alive constitutionalism; our freedoms are more widespread, stronger, and more effectively protected than before; our cultural awareness is sharper, despite the daily batterings which we receive from a powerful cultural imperialism, externally; and our people are more self-confident, more alert about themselves, their capacities, and the possibilities of nationhood than hitherto. STILL, THE LIMITATIONS At the same time, criminality and violence against each other have sadly increased. A sense of good neighbourliness has diminished; family and kinship ties have been loosened; community cohesion has been sacrificed on the altar of a rampant individualism; common courtesies and respectfulness, rooted in our tried and tested values, have been too often scuttled as old-fashioned; rights have been one-sidedly enthroned, and a corresponding emphasis on obligations has been down-graded; and laziness, which is an absence of virtue, in too many citizens, has become celebrated. We cannot build a worthy nation and satisfying individual lives unless we swiftly correct these limitations and weaknesses. We must work harder and smarter; be more peaceful, tolerant and good neighbourly; be committed, in practice, to shouldering our multiple responsibilities; and seek daily to lift ourselves, our families, and our communities. Daily we must reaffirm, in deeds, that our nation is founded on the belief in the supremacy of God and the freedom and dignity of man. Equally, we must strive always, to be productive and so secure just economic rewards for our labour. SOME CURRENT CHALLENGES The thirty-second anniversary of independence of St. Vincent and the Grenadines meets our nation in challenging economic times. Since September 2008, and continuing, the global economy has been put in an alarming recessionary tailspin from which it is yet to recover. This reality has impacted adversely on us in St. Vincent and the Grenadines and to widen Caribbean. Regionally, the unraveling of the insurance giants, British-American Insurance Company and CLICO, has threatened the stability of the financial system and impoverished thousands of policy-holders. In St. Vincent and the Grenadines, since last year's independence anniversary, Hurricane Tomas struck us with awesome power; in April 2011 a "freak storm" ravaged the northeast of St. Vincent; and the Black Sigatoka has further shaken the banana industry. As a consequence of this constellation of adverse forces, not of our own making, in addition to our own self-inflicted wounds of criminality, laziness, ill-discipline, and negligent actions or inaction, our economy and socio-political institutions have been placed under immense strain. Still, amidst all these profound challenges, our people as a whole, in concert with their leaders, and with help from friends overseas, have shown remarkable resilience, tenacity, and creativity in holding things together and advancing progressively on several fronts. Our efforts, including those of the government, have been most commendable, particularly since around us in several Caribbean countries and richer neighbours, things are falling apart and their centres cannot hold. UNCERTAINTY GLOBALLY International economic uncertainty continues and threatens to worsen. Today, in the USA, 46 million Americans are on food stamps. Greece is in a free-fall; Portugal, Ireland, Italy and Spain are at the edge of an economic precipice. Young people in the rich western countries have legitimate deep-seated grievances; their futures are being severely compromised. In America, 17.1 percent of persons below 25 years of age are out of work. In the European Union, youth unemployment averages 20.9 percent; in Spain it is a staggering 46.2 percent. The middle-aged in the USA and Europe face falling real wages and reduced pension rights. The elderly are experiencing a drop in their real retirement benefits and savings, as inflation eats them away. Neither European social democracy nor American "free enterprise" has been able to find adequate answers. A systemic crisis sizzles globally even while the major banks are back to their huge profits and bonuses. Remittances from abroad to St. Vincent and the Grenadines are experiencing a slow-down; indeed, many of our nationals overseas look to us at home for help; our source markets for tourism remain fragile and problematic; and foreign direct investment is no longer in a flood. That is the context which haunts us. The challenges arising therefrom we must meet, soberly and urgently. WAY FORWARD Sometime within the next seven or so weeks, I shall present the 2012 Budget to Parliament. The revenues of the Central Government have been falling as a consequence of slow, or no, economic growth and limitations in tax administration; the deficit has been increasing, though not in an unplanned or unrestrained fashion. This has been the fiscal condition, more or less, in almost every Caribbean country. Indeed, most are in a far worse position than us. This year, 2011, an economic growth rate of 0.8 percent is forecast for St. Vincent and the Grenadines. Tourism, manufacturing, and construction are likely to register modest increase. The year 2012 promises to be much better, unless a double-dip recession globally bites deeply. Economic growth for 2012 is projected at a modest 3 percent; fiscal rebalancing and consolidation will occur over the medium term without compromising our efforts at enhancing job creation, poverty reduction, health, education, low-income housing, and the physical infrastructure. 1. The rehabilitation of agriculture and strengthening food security. The rebuilding of the traditional agricultural sector and the reintroduction of the cocoa industry are priorities. Immediately, and over the next year, in the economic productive sectors, my government is focusing on: 2. The expansion of the tourism sector and the lifting of quality standards within it. Substantial tourism investments are ongoing at Buccament, Bequia, Canouan, Petit St. Vincent, and Mayreau. 3. The enhancement of air transportation, especially the continued construction of the historic Argyle International Airport. 4. The expansion of the information communication technology (ICT) sector. 6. The further expansion of the construction sector, including a robust public sector investment programme with a judicious mix of grants and soft-loans. 5. The building upon the recent expansion of manufacturing output in flour, animal feed, beer, and agro-processing. 7. The thrust towards renewable energy, especially in the areas of wind, solar, and geo-thermal. All these productive advances rest necessarily on an economy with solid fundamentals which reside in a stable currency, low inflation, a sound fiscal condition, and a well-regulated financial system (banks and nonbank financial institutions). A quest to maintain these fundamentals are part and parcel of an overall developmental thrust within the framework of the Eastern Caribbean Currency Union's Eight-Point Growth and Stabilisation Programme. A QUIET REVOLUTION Currently, a quiet revolution of huge significance is underway within the overall Education Revolution. This concerns the one-laptop-per-student policy of the government, the rolling-out of the programme of free, high speed wireless, internet connection to all educational institutions, and the equipping of all educational institutions and Learning Resource Centers with computer laboratories. Through a partnership between the Governments of Portugal, Venezuela, and St. Vincent and the Grenadines, we have already distributed close to 15,000 laptops to all primary school students above the age of six years and to the first forms in all secondary schools. Over the next several months, we shall complete the distribution to the remaining forms in the secondary schools and to the post-secondary institutions. And within the next two weeks the installation of the high speed internet facilities to all educational institutions and LRC s will be complete. Absolutely amazing and transformative! SOME ANNOUNCEMENTS It is well-accepted that my government, and the Prime Minister personally, have a profound love for all the people of St. Vincent and the Grenadines, especially the poor, the working people, the farmers, the young, and the elderly. Let us state certain facts and make some relevant announcements: 2. In 2012, and in each succeeding year, twice per year, we shall commend, acknowledge, and proclaim "Exemplars of Production" in celebration of those who have been exemplary in the production process in their respective fields of endeavour. We shall celebrate independent thought and action, creative and disciplined production, hard and smart work. It is upon the productive base that civilised living and independence rest. 1. In 2012, we shall commence the process to elevate one or more persons to pantheon of National Heroes to join the Rt. Excellent Joseph Chatoyer, Paramount Chief of the Garifuna. 3. During this week of independence, banana farmers who were badly hit by Hurricane Tomas and Black Sigatoka have been receiving cash payments for their fourth tranche of income support and further banana assistance and support in kind by way of free fertilizer. Plantain farmers who have similarly suffered will receive their financial support over the next two or three days. The total support package to the banana and plantain farmers is in excess of $2.5 million. Support is available for other farmers who have suffered loss. 4. Some 5,600 poor persons, on the non-contributory public assistance list, of whom some two thousand are secondary school students, have since January 2011 been receiving enhanced payments amounting to an additional $4 million annually. Another 1,200 or so deserving persons receive monthly benefits from one or the other of the two noncontributory programmes at the National Insurance Services (NIS). We are committed to a continuing strengthening of the safety nets for the poor. 5. Currently, BRAGSA, through several contractors and subcontractors, are employing hundreds of workers on a special $5 million programme of road repair works which should conclude by the end of November. This programme was preceded by a $2 million special road-cleaning programme. It will be followed by another $2 million road-cleaning programme for Christmas 2011. 7. The government undertakes to announce shortly a series of further initiatives to assist the elderly and retired persons, including those retired teachers who served at non-State schools and who are not currently eligible for any retirement benefits from the Consolidated Fund. 6. Last week Cabinet approved the names of the top six performing students at the "A" Level Cambridge and CAPE Exams as National Scholars. We shall announce shortly the recipients of National Exhibitions and Special Awards. The Education Revolution continues apace. 8. The government shall continue to pursue actively a full comprehensive regional solution for policy-holders of BAICO and CLICO. Barring any unforeseen hiccups, I expect a satisfactory resolution before our next anniversary of independence. 9. I hereby announce that the annual concessions for Duty-Free Barrels will be available from Monday, November 21, 2011, until December 31, 2011. SUMMATION We have withstood enormous external socio-economic challenges over the past three years. We have not wilted. We have stood steadfast and we have moved forward in progress on several fronts. We shall not be daunted by new challenges or old ones, amplified or in altered guises. We have endured far worse burdens during our history and have triumphed over them. We shall do so at every turn. We are fortified by an invincible spirit which has enveloped us from ancestral times. We must look out for one another. We must bind up the broken-hearted; comfort all who mourn; assist in the provision for those who grieve; bestow on the poor a crown of beauty instead of ashes; mark their bodies with the oil of gladness, not of mourning; and put on the garment of praise instead of despair. Each of us in this blessed nation can become a plank of justice, and an oak of righteousness. Our Lord will continue to help us: He will go before us and level the mountains and raise the valleys; He will break down the gates of bronze and cut through bars of iron. Our prophets and leaders of old shall be our guides; our people, our rock of solidarity; our Lord, the source of our faith, love, and hope. Happy Anniversary St. Vincent and the Grenadines!
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Question#11369 a train starting from rest picks up a speed of 20m/s in 200 seconds . it continues to move at the same speed for the next 500 seconds . it is then brought to rest next 100 seconds. 1. plot a speed time graph 2.calculate the rate of uniform acceleration. 3.calculate the distance covered by the train during retardation 4. calculate the average speed during retardation. Solution: Let: 1 2. 3. http://www.AssignmentExpert.com
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New Teacher Orientation Jurisdiction: Yukon Contact: Tina Jules Level: Adult Learning Theme: Teacher Training Program Description of Practice: New Teacher Orientation is an annual three-day event for teachers who are new to the Yukon. One of the three days is dedicated for teachers to learn about one YFN culture, history and language. The event is co-hosted by the Department of Education and a First Nation community. The First Nation day occurs on the traditional lands of the host First Nation community and all cultural events are delivered by the local First Nation resource people. Background: This event provides newly hired teachers and administrators with an introduction to Yukon First Nations culture and languages and helps to set the tone for the upcoming year in terms of teachers developing strong, lasting and meaningful relationships with the FN community they serve. Aboriginal students comprise 33.3% of the Yukon student population. Aboriginal people comprise 23% of the Yukon population. It is necessary for all Yukon teachers and administrators to understand the unique history of Yukon First Nation people and the unique demographics and political climate of the Yukon (11 of 14 Yukon's First Nations are self-governing with constitutionally protected authority and jurisdiction to govern themselves, their citizens, their lands and their resources in accordance with their SelfGovernment Agreements). It is a Government of Yukon priority to create a school system that is inclusive of and engages First Nation students. How is the practice integrated with ongoing non-aboriginal programming? Almost all teachers and administrators new to the Yukon on an annual basis, participate in this event. It is an opportunity to expose the new hires to Yukon First Nation history, cultures and languages. Exposure and awareness are prerequisites to understanding and thus full respect, such qualities in Yukon teachers and administrators will benefit all Yukon students. Development: The New Teacher Orientation – First Nations Day was developed due to the need to ensure that all teachers and administrators working in Yukon schools are not only sensitive to, but more importantly respectful towards, Yukon First Nation cultures, practises and perspectives. The full day event was expanded from a short presentation delivered by curriculum consultants in August of 2004. To date, three Yukon First Nation communities (Teslin Tlingit Council, Carcross Tagish First Nation and the Little Salmon Carmacks First Nation) have co-hosted the day alongside the First Nation Programs and Partnerships unit. Evidence: Evaluations completed by the new teachers and administrators, First Nation participants and the Department staff indicate that this day is truly satisfying and informative. Many say that it is the best day of the whole New Teacher's Orientation. Adaptability: Suggestions for adapting the practice in other jurisdictions: In terms of logistics and resource reality, the event could be offered on grounds where a natural environment exists with resource people setting up there. Key lessons learned: All new teachers and administrators should be required to participate in the First Nations day. It is a unique opportunity to engage in the practises of one YFN culture alongside your peers. Cautions for interested jurisdictions: This event needs to occur in full collaboration with First Nation governments. Further information: Sharon Jacobs, Cultural Consultant First Nation Programs & Partnerships Unit Public Schools Branch Department of Education, Yukon Government firstname.lastname@example.org (867)667-5931
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Tripartite Framework Agreement Jurisdiction: First Nations/INAC/BC Level: K-12 Contact: Dierdra McCracken Theme: Government Policies Description of Practice: Tripartite Framework Agreement signed in July 2006 between the Government of Canada, the First Nations Education Steering Committee, and the Province of British Columbia (BC) which establishes a process of transferring authority over First Nation education to First Nation peoples. Background: On July 24, 2003 First Nations representatives, along with representatives of the federal and provincial governments signed a Memorandum of Understanding (MOU) outlining the elements of First Nations education jurisdiction. Over the past three years negotiations have continued and in November 2005, the negotiators initialled the respective agreements. An official signing of the package of Agreements by BC First Nations, British Columbia and Canada took place on July 5, 2006 at the Xweme'lch'stn Estimxwawtxw School in North Vancouver. On November 23, 2006 Bill C-34: First Nations Jurisdiction over Education in British Columbia Act was introduced in the House of Commons by the Honorable Jim Prentice, Minister of Indian Affairs and Northern Development. Since then, it has been passed by both the House of Commons and the Senate, and received Royal Assent on December 12, 2006. Development: Bill C-34 enables the Government of Canada to negotiate individual Canada-First Nation Education Jurisdiction Agreements with interested First Nations. Participating First Nations will control the design and delivery of education programs and services that are culturally-relevant, community-tailored and provincially-recognized. First Nations will establish education authorities, set and enforce provincially recognized standards for curricula and teacher standards, and issue graduation certificates. They must ensure comparability between provincial schools and on reserve schools to enable First Nation students to move between education systems. Under the Agreement, the Province commits to recommend legislation enabling First Nation education jurisdiction within the Province. The two parties commit to keep each other informed of changes to education policy, standards and proposed changes in legislation relating to the operation of participating First Nations schools. Evidence: N/A - too new to assess Adaptability: As a tripartite arrangement, the First Nations Jurisdiction over Education in British Columbia Act speaks to the critical interface between on-reserve and provincial systems and the need to provide a consistent quality of education for First Nation children no matter where they go to school. While it is recognized that each province and territory has its own priorities and unique relationships with Aboriginal peoples, the BC experience can serve as a model for other provinces and territories. Further information: INAC: http://www.ainc-inac.gc.ca/nr/prs/s-d2006/2-02830_e.html FNESC: http://www.fnesc.ca/ Office of the Honourable Jim Prentice, Press Secretary, Dierdra McCracken, (819) 997-0002
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October 5, 2016 Spanish Oaks Elementary Wednesday, October 5, 2016 Wear Green - as a reminder to "go" safely as you walk or bike to school! When a "Walk to School Volunteer" sees you being safe by: Walking on sidewalks and not playing in or near the streets! Crossing at crosswalks or at a corner if a crosswalk is not available! Walking with a buddy! Wearing a helmet! Looking both ways before crossing! They will give you a green slip of paper to enter your name into a drawing. Awesome prizes will be given out at the end of the school day!
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Abhivadaye Mantra for all Gothras and its Rishis Example: Abhivadaye (Vaisvamitra, Aghamarsana, Kausika traya) arseya pravaranvita (Kaushiks) gotrah, (Apastamba) sutrah, (Yajuh) sakhadhyayi, sri (Your name) namaham asmi bhoh | Sl. No. | Gothram Name | |---|---| | 1 | Kundina Gowthama | | 2 | Bharadwaja | | 3 | Vadula,Savarni,& Yaska | | 4 | Maitreya | | 5 | Shaunaka | | 6 | Gartsamada | | 7 | Vatsa/Srivatsa | | 8 | Aarshtisena | | 9 | Bidasa | | 10 | Shatamarshana | | 11 | AAtreya/Krishnatreya | | 12 | Vadhbhutaka | | 13 | Gavisthiras | | 14 | Koushika | | 15 | Kalabodhana/Kalaboudha | 16 Bhargava Bhargava ,Tvashta,Vishvaroopa | 17 | Viswamitra | Vaiswaamitra,Devaraata, Owtala | |---|---|---| | 18 | Kowndinya | Vashista,Maitraavaruna, Kowndinya | | 19 | Kapinjala | Vashista,Aindrapramada,Abharadvasavya | | 20 | Vashista | Vashista(ekarsheya) | | 21 | Harita/Haritasa:(2 Variations) | 1.Harita, Ambarisha,Yuvanasva | | | | 2.Angirasa, Ambarisha,Yuvanasva | | 22 | Gautamasa | Angirasa,Aayasyasa,Gautama | | 23 | Mowdgalya(3 Variations) | 1.Angirasa,Bharmyasva,Mowdgalya | | | | 2. Tarkshya,Bharmyasva,Mowdgalya | | | | 3. Angirasa, Dhavya, Mowdgalya | | 24 | Sandilya (3 Variations) | 1.Kasyapa,Aavatsaara,Daivala | | | | 2.Kasyapa,Aavatsaara,Sandilya | | | | 3.Kasyapa, Daivala, Asitha | | 25 | Naitruvakaasyapa | Kasyapa,Aavatsara,Naitruva | | 26 | Kutsa/Kauchhsa | Aangirasa,Maandhatra,Koutsa | | 27 | Kapi | Angirasa, Aamahaiya,Orukshaya | | 28 | Kapila | Angirasa, Aamahaiya,Orukshaya | | 29 | Kanva (2 Variations) | 1. Angirasa,Ajameeda,Kaanva | | | | 2. Angirasa,Kowra, Kaanva | | 30 | Paraasara | Vashista, Saaktya, Paarasarya | | 31 | Upamanyu | Vashista,Aindrapramada,Bhadravasavya | | 32 | Aagastya | Aagastya,Tardhachyuta,Sowmavaha | | 33 | Gargyasa (2 Variations) | 1.Angirasa,Bharhaspatya, Bharadwaja,Sainya,Gargya | | | | 2.Angirasa, Sainya, Gaargya | | 34 | Bhadarayana | Angirasa,Paarshadaswa, Raatitara | | 35 | Kashyapa | Kasyapa, Aavatsaara, Daivala | | 36 | Sankriti (2 Variations) | 1.Angirasa,Kowravidha,Saankritya | | | | 2. Sadhya,Kowravidha,Saankritya | | 37 | Suryadhwaja | Lakhi (Mehrishi), Soral, Binju | | 38 | Daivaratasa | Viswamitra, Daivaratasa, Avudhala | | | chikitasa | Viswamitra,Devarata,Aghamarshana | Sutras: There are SIX Gruhya Sutras linked to Krishna Yajur Vedam and ONE linked to Sukla Yajur Vedam. Saama Vedam has THREE Gruhya Sutras. Rig Vedam has THREE Gruhya Sutras. Atharva Vedam has ONE Gruhya Sutra. Thus there are 14 Gruhya Sutras linked to the various Veda Samhithas. Let us comment on them briefly now. The Three Rig Vedam linked Gruhya Sutrams (GS) are: 1. AaSvakAyana GS: It has 4 chapters and many KaaNDams under them. The third chapter deals with SrArddam; Garkar, JayarAmar, Hariharar, GadhAdharar & ViswanAthar are the FIVE Commentators for this GS. 2. SaankhyAyana GS : Suyajnar is the author of this GS and this has 6 chapters dealing with descriptions of samskArams and Construction of New Houses and noothana gruha PravEsam 3. Kousheetakee GS: Saambhvyar is the author. Although some consider this the same as SaankhyAyana GS, it has significant differences from it. The first 4 chapters however are similar in thrust like SaankhyAyanam. The Seven GS (Six KrishNa Yajur Vedam and One Sukla Yajur Veda GS) starting with KrishNa Yajur Vedam are: 1. Aapasthambha GS: This is linked to Taitthareeya Samhithai. 2. HiraNyakESi GS: It is also known as SathyAshADa Sutram. Links are to Taittiriya Saakhai, 3. BhAradhwAja GS is the third one connected to Taittiriyam. 4. BhOdhAyana GS has the links to Taittitiyam and is connected to Kalpa sutrams and Sroutham as well. 5. Maanava GS is linked to the MaithrAyaNi Saakhai of KrishNa Yajur Vedam and has been commented on by AshtAvakrar. 6. KaaDaka (KaaThaka) GS: This is linked to KaTha Saakhai of KrishNa Yajur Vedam. 7. BhAskara GS: This is a famous GS associated with Sukla Yajur Vedam .There are three KaaNDams and the First KaaNDam the Aadhanam of the AavasthyAgni, GarbhA DhAanm and AnnaprASanam . The second chapter covers a variety of KarmAs including ChUDAkaraNam, Upanayanam, SamAvartanam, Pancha Mahaa Yaj~nam and SrAvaNa Karmaa. Saama Vedam has Three Gruhya SutrAs: gObilam, KhAdhiram and Jaimineeyam. 1. Gobhila GS: This is the most ancient and imortant. It takes its PramANams directly from Saama Vedam and its Mantra BrAhmaNams. 2. KhAdhira GS: It has overlaps with Gobhila GS but its links are to the RaaNayaneeya SaakhA of Saama Vedam. 3. Jaimineeya GS: It has 33 divisions (KaNDikais) and has examples quoted from Saama Vedam itself. The one and only GS associate with the Atarva Vedam is 1. KouSika GS. Haarilar and KeSavar have commented on this GS with 14 chapters. Mantra-Tantra KriyAvarNanam (AabhichArika PrayOgams) as well as links to Vaidhya Saastrams are found here.
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Published on Genders & Sexualities Alliance Network (http://gsanetwork.org) Home > Gay-Straight Alliance Defends Marriage Equality Gay-Straight Alliance Defends Marriage Equality On March 25, the Gay-Straight Alliance club at a San Francisco public high school, International Studies Academy (ISA), defended marriage equality in the face of possible student and parent protestors. Student members of the Gay-Straight Alliance (GSA) club did a presentation supporting marriage equality as part of a school spirit rally. The presentation featured a lesbian couple, gay male couple and straight interracial couple dressed in wedding attire. The couples came out on stage, holding hands, and then a public statement was read in support of marriage equality and civil rights for all people. GSA Network (a statewide youth organization with over 470 GSAs in California) and Equality California (the state?s LGBT advocacy and civil rights organization) organized community leaders and GSA supporters to assemble outside the school at 1 pm to show support for marriage equality and the GSA?s brave actions. ISA is located at Vermont St. at 18th in the Potrero Hill neighborhood. A dozen members of Equality California, including Molly McKay, Lisa Weightman, and Kelly Hart, as well as Assemblymember Mark Leno, Andy Wong from Community United Against Violence, Calvin Gipson from Glide Memorial, and Anna Damiani from Assemblymember Leno?s office came out to support the GSA. A few cars drove by slowly to check them out, but none stayed to do their counter protest. ?After reading so much about the upsurge in hate violence in the country, it was very encouraging to see the youth police one another as well as welcome our presence,? said Hart. ?For me this was further proof that we in the LGBT community need to stand shoulder to shoulder with our non-gay allies and put an end to all the hate speech that is dividing our nation.? The marriage equality action was spearheaded by GSA club president, Joshua Donatto, a junior at ISA and governing student body secretary, who was motivated to participate in the action because, as he stated, ?No one should have to question their rights and freedoms. Marriage is a right.? School administrators at ISA had previously received a number of parent complaints and a call from San Francisco Unified School District officials who also received parent complaints. Throughout the week, GSA club members had heard that a number of students planned to boycott the presentation at the rally and openly protest the GSA club. There had also been threats of parents and conservative churches protesting at the school on that Friday. Despite the hostility, the Gay-Straight Alliance decided to continue with the presentation, and ISA?s administrators backed the students in the GSA. ?It is disheartening to learn that some parents are putting pressure on the school to exclude equality issues from the school rally,? said Donatto. ?The GSA?s presentation is only a small part of the event. Parents should be supporting?not undermining?student leadership and enthusiasm for an event that was organized to celebrate school spirit and unity,? said Carolyn Laub, Executive Director of Gay-Straight Alliance Network. ?Gay kids deserve to dream of a happily ever after too,? said Geoff Kors, Executive Director of Equality California. ?It is unfathomable that in San Francisco, a city that prides itself on celebrating our diversity, that parents would attempt to infringe on students? free speech rights and discourage them from discussing pressing issues that impact their future rights, such as their right to grow up and marry the person of their choice.? He added, ?This conversation amongst peers is a critical part of the educational process.? The GSA issued the following statement: ?The Gay Straight Alliance at ISA believes that we have rights and freedoms that we are willing to fight for, no matter what the cost. We believe as youth that youth have the strongest voices in society and the community that they live in. There are not enough youth fighting for their rights and the rights of others. We want to compel and encourage other youth organizations and individuals to speak out against hate and oppression, and to fight for the rights of the people. This isn?t just about the right of same-sex couples around the world to marry but also about making a change and being part of that change. This is for all the rights and freedoms that are abused by those that support oppression of any kind.? Donatto concluded, ?This is our statement and our time to show the world that we care and we want change to happen now.? Mar. 31, 2005 Dennis McMillan News Article http://www.sfbaytimes.com/article_p.php?article_id=3465 [1] San Francisco Bay Times . Source URL: http://gsanetwork.org/news/gay-straight-alliance-defends-marriage-equality/033105#comment0 Links [1] http://www.sfbaytimes.com/article_p.php?article_id=3465
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RECAP Divert NS news and events: working to improve Nova Scotia's environment, economy and quality of life by championing recycling in Nova Scotia. In this issue: Welcome to our new online newsletter! Annual General Meeting Middleton Bottle Depot Farewell Moby! Summits: Circular Economy & Hazardous Household Waste Board & Staff Highlights Nova Scotia Recycles Contest Stories of Impact: Divert NS Video Divert NS Teams Up with Innovacorp Quality Control Updates Fiscal Results Sponsoring the Trurobotics Team 20 Years of Impact: Study Summer 2016 To reduce our paper waste, ReCap has gone digital. We hope you enjoy our new and improved approach to keeping you upto-date on everything Divert NS. Enjoy! Celebrating 20 Years of Recycling & Welcoming Divert NS This spring was an important and exciting time for RRFB Nova Scotia. We turned 20 years old, marking two decades of recycling in Nova Scotia! We also made a big transition in becoming Divert NS a change that came from reflection on the past and a refreshed vision for the future. Our new name celebrates the culture of recycling that Nova Scotians have built over the past 20 years, and reinforces the important role we all play in continuing to divert waste from landfill. Our new tagline, "Nothing Wasted," reinforces why we do what we do. Over the past few months, we have been working hard to update our brand, as reflected by our new logo, new website, new email addresses, and now this new online newsletter. In the months and years to follow, we'll be working to enhance and grow programs and events, but at our core, our goal remains the same: to work with Nova Scotians to reduce our environmental footprint and ensure that nothing is wasted. We can't wait to see what the next 20 years—and beyond—have in store. See page 5 for some major recycling impacts from the past 20 years! Middleton Bottle Depot Last year, the community of Middleton in the Annapolis Valley experienced the closure of a local ENVIRO-DEPOT ™. To provide service to residents, Divert NS established a temporary popup ENVIRO-DEPOT™ location to collect the community's recyclable beverage containers. Due to popular demand, Divert NS saw the opportunity to provide a longer-term solution. In early 2016, a new location was secured for the Middleton Bottle Depot at 185 Marshall St. in the Middleton Industrial Park. Jennifer Ruggles joined our team as manager of the depot. We look forward to working with the Middleton community toward continued recycling success! The Middleton Bottle Depot hours are: Monday to Friday 8 a.m. to 5 p.m. Saturdays 8 a.m. – 1 p.m. Like the Middleton Bottle Depot on Facebook for more updates! Annual General Meeting 2016 On June 23, 2016 we celebrated the impact of 20 years of recycling in Nova Scotia at our Annual General Meeting. Financial results of last fiscal, along with program highlights from the past year were presented at the meeting in Truro, NS. We welcomed Environment Minister Margaret Miller and partners from municipal and provincial government, industry groups, EnviroDepots, and academia to the meeting. Minister Miller speaks with CEO Jeff MacCallum and board members Bill Morash and Scott MacLean. The Honourable Margaret Miller thanked the Board and its partners for helping make Nova Scotia a "greener and more prosperous place," saying: "We take great pride in having recycling programs that work. They have been successful in making Nova Scotia a cleaner, greener province for all of us to enjoy." Leland Anthony, interim Chair of the Board of Directors, explained our recent name change. "Divert NS is not just a name of an organization," he said. "It is a dedicated Board of Directors and staff, people who care about our province, our homes, the air we breathe, and the soil we grow our food in." At the meeting, we heard from three recycling champions from around Nova Scotia. Josh MacMillian, provincial scholarship winner from this year's Nova Scotia Recycles Contest, presented his winning essay's executive summary; Bambi Hamilton from the Beehive Adult Service Centre in Aylesford spoke about local community programming; and Lise Leblanc from LP Consulting shared the impact of Divert NS funding programs. It was a pleasure to celebrate 20 years, our new brand, and the financial results at the Annual General Meeting. We thank all of those who attended and those who have contributed to our shared success over the last two decades. Click here to view more photos from our Annual General Meeting Click here to view our 2016 Annual Report Farewell Moby! Since 2002, Moby S. Loop the recycling robot has been helping teach Nova Scotians how to reduce, reuse and recycle. In June 2016, Moby made his last school visits and bid a fond farewell to the waste-resource education world. Over the past decade, Moby and his partner Lowden Ashley have made a grand total of 2,640 presentations to 150,000 students and teachers, covering over 300,000 kilometres of Nova Scotia roads in their travels. Moby has been an invaluable part of our education approach over the years, and we will work hard to continue spreading his message. Click here to see a collection of photos of Moby's career. Summits Circular Economy Summit June 2016 On June 29, we hosted a summit to bring together key stakeholders to discuss the Circular Economy - to raise awareness, learn how it is advancing in other parts of Canada and abroad, and to determine how Nova Scotia might find opportunity by connecting to this concept. The summit highlighted several Nova Scotia businesses that demonstrate the circular economy through their existing business models. The summit highlighted research being done within government and also at a local university, and explored benefits of the sharing economy. Approximately 70 people attended the Circular Economy Summit, representing a wide variety of organizations, including provincial government, university and academic institutions, private businesses, non-profits, reuse organizations and municipalities. Click here to see the presentation slides! Hazardous Household Waste January 2016 In partnership with Nova Scotia Environment, Divert NS hosted a Household Hazardous Waste (HHW) Summit in January with key stakeholders on how to increase efficiency and improve operations at HHW facilities. Municipal representatives and other speakers shared their best practices for managing HHW and highlighted EPR Programs for HHW that exist in other provinces. Click here to see the presentation slides! Divert NS in the News! Click to read our Earth Day news feature in The Coast: Summer 2016 Board & Staff Highlights At our Annual General Meeting, we congratulated Ann Fiddes for 20 years of service - thanks, Ann! We also thanked board member Gail Johnson for her term, which came to an end this year. New member Mark Pearl was elected to the Board to fill the vacancy - congratulations! In July, Sherri Pugsley, Manager of Accounting and Compliance, left the Divert NS team. We wish her well and will miss her greatly. To fill her position, Nick Chestnut will be joining us. He was previously an auditor with Grant Thornton's Truro office. Welcome, Nick! Nova Scotia Recycles Contest Over 5,600 students across the province made their mark on recycling in the 16th annual Nova Scotia Recycles Contest. The results were impressive as ever, with winners and schools across the province receiving over $55,000 in prizes, including almost $20,000 in Grade 12 scholarships. Josh MacMillan was the provincial winner for his essay Glass Act – Recycling Programs and Opportunities in Nova Scotia. Josh received a $5,000 post-secondary scholarship, and joined us at our Annual General Meeting on June 23, 2016. He thanked Divert NS for the opportunity and presented his executive summary to a collection of our partners and stakeholders. Divert NS CEO Jeff MacCallum thanked this year's participants at regional celebrations held throughout April. "It is due to your efforts, and the efforts of the students who have come before you, that our province is a world leader in recycling," he said. Stories of Impact: Divert NS Video To celebrate our 20th anniversary and name change from RRFB Nova Scotia to Divert NS, we wanted a way to showcase the people who have been part of our collective success. Nova Scotia's culture of recycling is a direct result of the passion of the people who call this province home—from ENVIRO-DEPOT™ owner/ operators to researchers, students, municipal officials, environmental organizations, and so many more. The following video resulted in the effort to capture those stories of impact - we hope you enjoy. Divert NS Teams Up with Innovacorp This year, we partnered with Innovacorp and sponsored a new category in their bi-annual i3 Technology Start-up Competition. Sustane Technologies, a Nova Scotiabased start-up working to advance recycling, won the Waste Diversion Technology Award at the event in February. Sustane Technologies recently developed a system that enables complete processing of municipal solid waste, potentially eliminating the need for landfills. Through a series of technologies, the waste is transformed into valueadded products, such as biomass fuel pellets. Congratulations, Sustane Technologies! Below: CEO Jeff MacCallum and President of SustaneTechnologies, Peter Vinall Summer 2016 Statistical Quality Control Updates Last year, Divert NS introduced new practices for quality control for the beverage container collection process. Since then, a few updates have been made: * Current period at-a-glance: the overall variance from April 1, 2016 to end of June is 0.1%. We are on track to the completion of another successful audit period. * The new Quality Control (QC) counter [pictured at right] was installed the week of June 13, 2016. This new piece of equipment counts 220 containers per minute. This increases productivity significantly and makes the QC program that much more efficient. * The first six-month statistical audit period ended March 31, 2016, with the overall variance at -0.1%. This is a direct reflection of the hard work and dedicated efforts of EnviroDepots and our processing centre staff. The new Quality Control Counter machine at the Kemptown processing facility. Email & Website changes! In light of our recent name change, please take note that our email addresses and website have changed with us. RRFB email addresses will continue to forward automatically for the foreseeable future, but feel free to update your contact information in advance. All addresses now end with @divertns.ca (rather than @rrfb.com). Our brand new website is also live - visit us at DivertNS.ca! Fiscal Results 2015-16 Beverage containers * 352 million container redemptions * 420 million containers on which deposits were received * 83.6% recovery rate Tire Program * 1.17 million passenger tire equivalents collected * 76% passenger tire equivalents recovery rate 352 MILLION CONTAINER REDEMPTIONS Funding Programs at a Glance * $5.7 million to Nova Scotia's 51 municipalities for diversion credits and funding for local recycling, composting, and other programs * $1.4 million (includes allocation to regions) to educate Nova Scotians and build ongoing support for environmental action * Approved $383,000 for new research projects that support entrepreneurs and encourage innovation in waste reduction. 20 Years of Impact For 20 years, Divert NS has been working with Nova Scotians and waste diversion partners to foster a culture of recycling in our beautiful province. To commemorate the 20th anniversary of recycling in Nova Scotia, Divert NS engaged Gardner Pinfold to conduct an independent Economic and Environmental Impact Study of RRFB Nova Scotia's Programs. Some of the results included: 242,000 M 3 IN TOTAL LANDFILL SPACE SAVED MILLION THE EQUIVALENT TO 97 OLYMPIC SIZED SWIMMING POOLS. $555 CONTRIBUTED TO NOVA SCOTIA'S ECONOMY. 41,000 TONNES OF GREENHOUSE GAS EMISSIONS SAVED ANNUALLY. THE EQUIVALENT OF REMOVING 97,211 CARS OFF THE ROAD OVER THE LAST 20 YEARS. Click here to read the full report! Click here to read the full report! Summer 2016 Sponsoring the TRUROBOTICS Team! In May, we were excited to meet the TRUROBOTICS team. We presented them with a donation toward their trip to Washington, D.C., where they presented their innovative biodegradable doggie waste bags at the Global Innovation Competition hosted by the FIRST Lego League. They were one of 20 teams from around the world attending the competition - and we were happy to be a part of helping them get there! Click here to see photos from the TRUROBOTICS trip to Washington! About Divert NS Divert NS (formerly known as RRFB Nova Scotia) is a not-for-profit corporation working in partnership with Nova Scotians to improve the province's environment, economy and quality of life by reducing, reusing, recycling and recovering resources. The Resource Recovery Fund Board (or RRFB Nova Scotia) operates as Divert NS. Divert NS administers two core programs: beverage container and tire recycling. We also manage a network of province-wide Enviro-Depots and work together with municipalities, industry and academia to champion recycling. We believe Nova Scotia is a model for recycling and we advocate on its behalf worldwide. Toll-free 1.877.313. 7732 • Local 902.895.7732 35 Commercial Street, Suite 400 Truro, Nova Scotia B2N 3H9 email@example.com • DivertNS.ca
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William Farnham MOLESWORTH William Farnham Molesworth was born in 1873 in Warrnambool. His father was Hickman Molesworth who was prominent criminal barrister and then a County Court Judge. His grandfather was Sir Robert Molesworth, a judge of the Supreme Court of Victoria. William was educated at Kew High School and went on to get his degree from Melbourne University. He was admitted to practice on 3 December 1894. Molesworth had a thriving practice in Warrnambool as a solicitor from the late 1890's until his enlistment in August of 1915. Upon his enlistment he was trained at Castlemaine and then sailed in January 1916. He arrived in France in June 1916 and he saw action at Armentieres, Pozieres, Dickebusch, Ypres, Delville Wood and Bapaume, mainly in the light mortar artillery. He wrote in a letter published in the Warrnambool Standard in 1916 "What can I write of the war? Imagine every conceivable device for killing and causing pain – every instrument invented by mankind for terrifying, suffocating, seeing and directing aim and no mercy, and you have war." By mid 1917, however, it was stated in his medical report that the 44 year old Molesworth "looks tired out" and with age and rheumatism he was declared permanently unfit for service and returned to Australia. He returned to Warrnambool and to his solicitors practice. His health began to fail in the early 1920's and he had to give up work. He died, aged 50, in 1923. His military record states that he "died after discharge, death due to war service".
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Christ, the Good Shepherd Parish Cristo, el Buen Pastor 633 Porter Avenue • Campbell, Ohio 44405 • (330.755.4141) (330)755-3633 (Español) (330)755-1367 (fax) • The Mission of Christ, the Good Shepherd Parish is to celebrate the Sacraments, share our heritage and traditions, and support one another in living and sharing our faith in this community and throughout the world. August 6, 2017 Transfiguration of Our Lord EYEWITNESSES Today, the Feast of the Transfiguration of the Lord, is a day of eyewitness accounts. The first, a vision reported by the prophet Daniel, was well known to Jesus and his apostles. The vision account was written in quite mystical and figurative language. It is a vision of heaven, powerful and memorable. There are flames of fire, burning wheels, the Ancient One, and a Son of Man. Clearly, Daniel saw something. But was it a dream? Was it real? Was it merely a clever myth? Peter wants no such confusion about his vision! We are told in Matthew's Gospel what he and his friends James and John saw when they went up on the mountain with Jesus one day. Jesus warned the three witnesses to tell no one until "the Son of Man has been raised from the dead" (Matthew 17:9). Lest readers of one of the Gospels discount the story or simply write it off as a pious myth, Peter gives his own account of the Transfiguration of Jesus in his second letter to the church. He writes with authority, as an eyewitness. He reports this message from God concerning Jesus: "This is my Son, my beloved, with whom I am well pleased," and he assures us that the message is "altogether reliable" (2 Peter 1:17, 19). Copyright © J. S. Paluch Co., Inc. OUR PARISH'S CHURCHES St. John the Baptist Church 159 Reed Ave. Hall: (330)755-0036 St. Joseph the Provider Church 633 Porter Ave. Hall/Pierogi Sales: (330)755-1316 St. Lucy Church/Sta. Rosa de Lima 394 Tenney Ave. Palermo Hall: (330)755-4141 Parish Offices 633 Porter Avenue. Campbell, OH 44405 330-755-4141 or 330-755-3633 Office Hours: Monday-Friday, 9:00am - 3:00pm Email: firstname.lastname@example.org Website: www.CampbellCatholic.com Facebook: Good Shepherd Campbell MASS SCHEDULE: (check inside for details) Christ, the Good Shepherd at St. Joseph the Provider Saturday (Vigil for Sunday): 4:00pm [with Confessions at 3:15pm] Sunday: 9:30am - 12:00 Noon (Spanish) Weekdays Monday at 8:30am: Communion Service Tuesday - Friday at 8:30am: Mass Holy Days: (See inside) I know that I have said this to you before, but I say it again. Even before I came here, one of my petitions for this community has been for unity. All during my time here, it remained a petition of mine. And, as I end my time here, know that I will continue to pray for parish unity. Another petition of mine is that you, individually and as a parish, live the mission given to us by Christ. Ultimately, the mission is to be God's presence in the world, preparing the world for Christ's return. And, there are many paths that we can take as we fulfill our mission. I pray that as you live the mission given to us by Christ that you do the hard work of compassion, mercy, forgiveness, and understanding. As I move on to the next path that God has called me to, I want to express my gratitude for being part of this community for six years. Do not doubt that I will remember my time here with affection. And, I do hope to keep in touch. These days so many of you have shared kind words, well-wishes, and gifts. Thank you! It is another reminder of your material and spiritual generosity. I ask for your prayers in my new assignment: I will be completing a Ph.D. at Duquesne University; I will be residing at Walsh University; and, I will be saying weekend Masses at the parish in Brewster and Navarre. In the pews are prayer cards. On one side is a prayer for vocations, which is prayed at daily Mass. And, on the other side is a prayer that I composed for the parish. May God hear our prayers. Christ the Good Shepherd Parish Prayer Loving Father, who sent Christ, your Son, to be our Good Shepherd, lead us through the uncertain and difficult times of our lives into the promised grace and peace of your life. Help us to trust in you and to follow faithfully wherever we are led. Father, make us good shepherds. Prompted by the Holy Spirit, send us out to encounter all of our brothers and sisters, to walk alongside each other with love and mercy towards the house of the Lord, so that together we will share the Gospel, our cultures and traditions, and our faith, here and in every part of the world. We ask this though Jesus Christ our Lord. Amen. God bless you, Fr. Conoboy Dear Fr. Conoboy May God continue to guide you on your new adventure. May He continue to bless you and keep you in the palm of His hand. Notas del pastor Sé que ya te he dicho esto antes, pero lo repito. Incluso antes de venir aquí, una de mis peticiones para esta comunidad ha sido la unidad. Todo durante mi tiempo aquí, siguió siendo una petición de la mía. Y, al terminar mi tiempo aquí, sé que seguiré rezando por la unidad parroquial. Otra de mis peticiones es que ustedes, individualmente y como parroquia, vivan la misión que nos ha sido dada por Cristo. En última instancia, la misión es ser la presencia de Dios en el mundo, preparando el mundo para el regreso de Cristo. Y, hay muchos caminos que podemos tomar al cumplir nuestra misión. Ruego que, al vivir la misión que Cristo nos ha dado por hacer el trabajo duro de compasión, misericordia, perdón y entendimiento. A medida que paso al siguiente camino que Dios me ha llamado, quiero expresar mi gratitud por ser parte de esta comunidad durante seis años. No dudes que recordaré mi tiempo aquí con cariño. Y, espero mantenerme en contacto. Hoy en día, muchos de ustedes han compartido palabras amables, deseos y regalos. ¡Gracias! Es otro recordatorio de su generosidad material y espiritual. Pido sus oraciones en mi nueva asignación: estaré completando un doctorado. En la Universidad Duquesne; Estaré residiendo en la Universidad de Walsh; Y, estaré diciendo misas de fin de semana en la parroquia de Brewster y Navarra. En los bancos hay tarjetas de oración. Por un lado está una oración por las vocaciones, que se reza en la Misa diaria. Y, por el otro lado es una oración que compuse para la parroquia. Que Dios oiga nuestras oraciones. Oración de la Parroquia de Cristo el Buen Pastor Padre amoroso, que envió a Cristo, tu Hijo, para ser nuestro Buen Pastor, guíanos a través de los tiempos inciertos y difíciles de nuestras vidas en la gracia prometida y la paz de tu vida. Ayúdanos a confiar en ti ya seguir fielmente dondequiera que somos guiados. Padre, haznos buenos pastores. Animados por el Espíritu Santo, envíennos al encuentro de todos nuestros hermanos y hermanas, caminando juntos con amor y misericordia hacia la casa del Señor, para que juntos compartamos el Evangelio, nuestras culturas y tradiciones, Fe, aquí y en cada parte del mundo. Le pedimos esto a Jesucristo nuestro Señor. Amén. Que Dios te bendiga, Padre Conoboy Querido Padre Conoboy Que Dios continúe guiándote en tu nueva aventura. Que Él continúe bendiciéndolo y te mantenga en la palma de su Mano. Mass Intentions The Rosary is prayed 1/2 hour before Mass. Saturday, August 5: Vigil for Sunday 4:00pm Helen & Carl Puskarcik (Children) SUNDAY, August 6: 18th Ordinary Sunday 9:30am John Tabak (John, Jane & Tom Orlo) Noon Alfonsina Morales (Familia) Eleonor Verba, Angie Trumfio, Irene Macatura (Nick & Carmel Opencar) Monday, August 7: St. Sixtus/St. Cajetan 8:30am Communion Service Tuesday, August 8: St. Dominic 8:30am Ida Massaro (Liana Berardino) Wednesday, August 9: St. Teresa Benedicta 8:30am John Zuraw Sr. (Marie Mintus) Thursday, August 10: St. Lawrence 8:30am Helen Lencyk (Jerry & Mary Ann Jurcisin) Friday, August 11: St. Clare 8:30am Helen Zuzik (St. John Men’s Club) Saturday, August 12: Vigil for Sunday 4:00pm Ernest Janecko (Stephen & Barbara Dubos) Stanley Melnik (M/M Stephen Maro Jr.) Virginia Zametz (M/M Dom Gaudio Sunday, August : 13: 19th Ordinary Sunday 9:30am Mary Ann Jenoff (Richard & Betty Zebrowski) Noon Ramen Silva Sr. (Familia) Victor Suarez (Judy Hernandez) Alicia Alvanado (Familia Anglada) Please pray for the repose of the souls of Carmel Mallamo & Tony Pacella May they be greeted in heaven with joy & celebration. Our sympathy & prayers are with their families. Remembrance Candles Holy Family: Regina Sliwinski (Family) Divine Mercy: Rose Bowden (Family) St. Anne: Barbara Svetlak (John, Jane & Tom Orlo) Christ, the Good Shepherd: (John, Jane & Tom Orlo) +PRAY WITH THE SCRIPTURES+ Readings for the week of August 6: TODAY'S READINGS First Reading — I saw one like a Son of man coming on the clouds of heaven (Daniel 7:9-10, 13-14). Psalm — The Lord is king, the most high over all the earth (Psalm 97). Second Reading — Be attentive to the prophetic message, as to a lamp shining in a dark place (2 Peter 1:16-19). Gospel — Jesus was transfigured, and his clothes became white as light (Matthew 17:1-9). READINGS FOR THE WEEK Monday: Numbers 11:4b-15; Psalm 81; Matthew 14:13-21 Tuesday: Numbers 12:1-13; Psalm 51; Matthew 14:22-36 or 15:1-2, 10-14 Wednesday: Numbers 13:1-2, 25 — 14:1, 26-29a, 34-35; Psalm 106; Matthew 15:21-28 Thursday: 2 Corinthians 9:6-10; Psalm 112; John 12:24-26 Friday: Deuteronomy 4:32-40; Psalm 77; Matthew 16:24-28 Saturday: Deuteronomy 6:4-13; Psalm 18; Matthew 17:14-20 Sunday: 1 Kings 19:9a, 11-13a; Psalm 85; Romans 9:1-5; Matthew 14:22-33 Fathers address: Fr. Shawn Conoboy Walsh University 2020 E. Maple Street North Canton, OH 44720 THIS WEEK IN OUR PARISH Sunday, August 6: 1:30pm Parish Picnic / Farwell to Fr. Conoboy 1:30pm Parish Picnic / Farwell to Fr. Conoboy Monday, August 7: 1:00pm Stepping Out Aerobics Class 7:00pm St. Lucy Cultural Society meeting Tuesday, August 8: 7:00pm K of C meeting Wednesday, August 9: Food Pantry Palermo Center 10:00am Crochet Club 5:30pm Prayer Group Saturday, August 12: 10:00am Legion of Mary Sunday, August 13: 10:30am Holy Name Society meeting 10:30am Damas meeting 10:30am St. John Cultural Society meeting Combined Youth Ministry Grades 7th - 12th Open Gym Sunday, August 20 grades 7-12 6:00-9:00 pm St. Joseph Gym If you have any questions, please contact Kelly Mesaros 330.755.4141 Website Sponsorships Available! In the weeks ahead, our parish representative from Solutio, Inc., will be setting up the advertising for our website for the year. Please consider participating in this effort since the revenue from the ads is what makes the website possible at no cost to the parish. It's a great way to get your name in front of the families in the parish. Advertisements may be purchased for a business, family memorial, or you can sponsor an ad supporting Catholic Charities, Knights of Columbus, Vocations, etc. Please give these ideas some thought. We need and appreciate your help! If you are interested or just curious as to prices and want more information, please contact 330.509.7218 or email@example.com ESTA SEMANA EN NUESTRA PARROQUIA Domingo, 6 de Agosto: 1:30pm Parish Picnic/Farwell to Fr. Conoboy Lunes, 7 de Agosto: 1:00pm Steeping Out Clases Aerobicos 7:00pm Reunión Sociedad Cultural St. Lucy Martes, 8 de Agosto: 7:00pm Reunión Caballeros de Columbo Miércoles, 9 de Agosto: Banco de Comida en Palermo Center 10:00am Club de Crochet 5:30pm Grupo de Oración Sábado, 12 de Agosto: 10:00am Legión de María Domingo, 13 de Agosto: 10:30am Reunión Sociedad Santo Nombre 10:30am Reunión Damas 10:30am Reunión Sociedad Cultural St. John Patrocinios del sitio de Web Disponibles! * En las próximas semanas, nuestro representante parroquial de Solutio, Inc., estara creando nuestro sitio web para el año. * Por favor, considere la posibilidad de participar en este esfuerzo, ya que los ingresos de los anuncios es lo que hace que el sitio de web sea posible sin costo para la parroquia. * Es una gran manera de conseguir su nombre delante de las familias en la parroquia. Los anuncios pueden ser comprados para un negocio, conmemoracion familiar, o puede patrocinar un anuncio de apoyo a las Caridades Católicas, Caballeros de Colón, Vocaciones, etc. * Por favor, dé estas ideas un poco de pensamiento. ¡Necesitamos y apreciamos su ayuda! Si usted esta interesado o simplemente curioso en cuanto a precios y desea más información, por favor póngase en contacto con 330.509.7218 o firstname.lastname@example.org STEWARDSHIP OF TREASURE August 6, 2017 - The Transfiguration of the Lord "And he was transfigured before them; his face shone like the sun and his clothes became white as light." MATTHEW 17:2 Just as the moon reflects the light of the sun, we should reflect Christ's light to the world. When we receive the Eucharist, the body and blood of Jesus, we are called to be supernatural to reflect His love, mercy and forgiveness to others. When we are grateful for all that God has given us, generosity flows through us because we are made in God's image. "Y fue transfigurado delante de ellos; su rostro resplandeció como el sol y sus ropas se tornaron blancas como la luz. "- MATEO 17: 2 Así como la luna refleja la luz del sol, debemos reflejar la luz de Cristo al mundo. Cuando recibimos la Eucaristía, el cuerpo y la sangre de Jesús, estamos llamados a ser sobrenaturales para reflejar su amor, su misericordia y perdón a los demás. Cuando somos agradecidos por todo lo que Dios nos ha dado, la generosidad fluye a través nuestro porque estamos hechos a la imagen de Dios. PARISH SACRIFICAL GIVING July 30: WEEKLY COLLECTION: $ 5,584.00 Children: $10.00 Utilities/Main: $50.00 Second Collection: $258.00Parish Ministries & Mission August 13: Parish Ministries & Mission MASS ATTENDANCE: 438 On-Line Giving is now available Go to Web-Site www.CampbellCatholic.com Thank you for your faithful offerings to your parish Your prayers are requested for the health and well-being of the following parishioners: Msgr. John Ashton Scott Anderson Dorothy Baksa Helen Ballas Helen Baluck Karen Debiec Julia Beltz Jim Bigley Pat Bozichovich Ted Braccolino Kenneth Marina Serrano Alayna Shabella Alyssa Shabella Bryan Shabella Jon Shabella Cathy Wolfgang Shaffer Bukowski Lefty Butchko Danny Bullen Hannah Carnahan Joseph & Ellen Edith Kelly Paula Kennedy Mary Kominak Angelina Koval Kevina Koval Edward Lewis John Lissi Rita Makatura Joe Makosky Hannah Marsh Kay Marshall Mary Mazzocca Emillio Miconi James Michelini Leo Miranda Darren Patterson Morgan Melissa Carnahan Cassata Marge Mraz Helen & Ed Mike Mularchik Nester Jane Orlo John Orlo Tom Orlo Florence Patterson Dave Parsons Antionette Pennel Walter Perez Linda Perry Faith Perry Wealey & Wyatt Pittman Helen Shiller Robert Sikora Darlene Stellmar Diane Stamos Steve Stamos Bernadette Stanko Dorothy Stellmar Shirley Szilagy Elaine Tabak Dave Tabor Jim Tabor Chip Taylor Eleanor Tesner Cindy Timko Marie Tomocik Mary Ann Ken Fleming Bernie Flowers Mark Furman Helen Garchar Frances Gregor Iraklis Grillis Norma Gonzalez Lucy Hames Bobby Hames John Hames Jeffrey Hames Jr. John Hamley Anne Hornak Gabriella Hryb Ann Hudak Frances Kadilak Elizabeth Jean Kana Patti Centofanti Ed Cook Nilda Cruz Veronica Domko Gabriall Daves Ana Diaz Mary Dirienzo Robert Domanich Mary Lou Dubaj Shirley Dunlap Michael Esposito Ray Fabian Deacon Tony Falasca Fr. Steve Popovich Trimboli Hannah Tringhese Priscilla Turscak Mary Uhrain Ed Uhrain Diane Varady Crissi Vallus Pat Vallus Walter Vrable Lewis Veltre Suzanne Morales Vetter Brenda Wacht Edward Wacht Helen Wacht John E. Wacht Sr. Ted Wacht Billy Walter Dorothy Walter Eddie Walter Paul White, Sr. Clara Woychik Linda Wright Fr. Howard Ziemba Rudy Zura Dick Kajut Betty Kajut Andy Rauzan Sandy Redeske Missy Rentas Thomas Repasky Dolly Rich Carmen Rivera Tootsie Rivera John Roberts Dorene Roloff SylviaRossodivita Ann Romun Andrea Ruscitti Gina Sacco Jerry Sacco Carmen Santiago Betty Schlosser Barbara Schlosser Wesley Scott Sr. Freddie Seitz Also, please pray for our parishioners in nursing homes. Please look over the list of names and if anyone has died or know longer is in need of prayers let the office know. Roosevelt Park Thursday's 6:30—8:00pm August 10 - Steve Frazzini August 17- Following June (Kenny Szenborn) August 24 - Bill Bevec August 31 - Rex Taneri Sept. 7 - Monaco Band Sept. 14 - Del Sinchak Sept. 21 - John Grahovac Sept. 28 - Little Rock Country Band Gary & Debbie Parker Do you enjoy the annual Christmas Party, Easter Egg Hunt, Mother's Day breakfast, Parish Picnic and the improvement that are made possible with the help of the Holy Name Society? Then help support these things by joining the 300 Club, sponsored by the Holy Name Society. Have a great evening out and a chance to win $2,500. The cost is only $60 and you have until October 30 to pay it in full. This year's dinner is November 11, 2017. Tickets are available after Masses on weekends or contact any HNS member. Numbers still available: 035, 053, 062, 066, 079, 084, 095, 119, 143, 164, 165, 170, 237, 239, 258, 265, 267. Hurry and get yours before your number is gone. Feast of the Assumption of Mary August 15, 5:30pm at St. Lucy Church Sponsored by St. Lucy Cultural Society reception to follow call: Carmel 330.755.6801 Liana 330.755.5438 Lucy 330.755.3617 before August 9 Candlelight Vigil 8:00pm Monday, August 14 Recitation of the Rosary & song Celebración de la Asunción de María Agosto 15, 5:30pm en Iglesia de St. Lucy Auspiciado por Sociedad Cultural St. Lucy Seguido por recepcion favor llamar: Carmel 330.755.3617 Antes del 9 Agosto Vigilia 8:00pm Lunes, 14 de Agosto Recitación del Rosario What is a Parish Leader? A Parish Leader is a professional minister appointed by the diocesan bishop with the responsibility of leading a parish community that does not have a resident priest, in collaboration with a Canonical Pastor. The sacraments will continue to be celebrated on a regular basis at the parish through the ministry of an assigned Sacramental Minister (a priest) or the Canonical Pastor. The Parish Leader nurtures and renews the live of the parish in collaboration with staff and parishioners. A Parish Leader can be a deacon, religious woman or man, or lay woman or man who is specifically trained for this ministry. Why do we need Parish Leaders? Our diocese has a rich tradition of priests faithfully serving the spiritual needs of those entrusted to their care. In light of fewer priests serving the Diocese of Youngstown, we face a serious but not insurmountable challenge. We have 38 priests in active ministry over the age of 65; 17 of these men are over the age of 70. The use of Parish Leaders will remove the administrative burden of some priests, especially as the number of priests continues to decline in the near future. The Parish Leader concept is a way to keep parishes vibrant while being more creative in the utilization of our priests. How will it work? This alternative form of parish leadership has been used in other dioceses for years. Parish Leaders are not a new form of lay priesthood, but rather an opportunity for faith filled men and women to use their gifts of leadership and administration so that priests can focus on the sacramental and pastoral care of the faithful. Parish Leaders empower parishioners to fulfill their baptismal call of discipleship and ministry and use their gifts at the service of the Church. While not all parishes will utilize this model, the success of Parish Leaders requires cooperation and collaboration from parishes within the region. Do you have a Family member with Special Needs. Help Hotline Crisis Center, Inc. offers the Special Navigator for Families with Special Needs program for FREE guidance and referral information to families that have children with special needs. A Parent/Family Specialist assists families in locating services, programs and information that they may require or desire at 330-747-KIDS (5437). A data base of special needs resources has been developed and is regularly updated. Help Hotline Crisis Center, Inc., Pam Petras Special Navigator for Families with Special Needs. email@example.com. www.helphotline.org 7• CHRIST, THE GOOD SHEPHERD PARISH, CAMPBELL, OHIO Parish Staff Rev. Shawn Conoboy Personal de la Parroquia Permanent Deacons: Ronald J. Bunofsky and John Rentas Ms. Marge O'Malley Dir. Religious Education Pastoral Minister Mrs. Mary Gonzalez Mrs. Kelly MesarosY outh Minister Coordinator Celebrating the Sacraments Baptism: For newborns and little children, baptism is typically celebrated during Mass on the weekends. Parents (and Godparents) must be registered in their parish and must attend a baptism preparation class. Call the parish office for more details on registering for the class and scheduling baptism. Eucharist (see Mass Schedule): Children who have completed their preparation usually receive First Communion in the second grade. Also, we bring Communion to the sick, the homebound, and the elderly in their homes when requested. Confirmation: Celebrated annually with the bishop for Catholics in the eighth grade (or older) who have completed the preparation program. [Adults receive the above three Sacraments by participating in the R.C.I.A. process—see below.] Reconciliation (Confession): By appointment with a priest. Or individually on Saturdays at 3:15 p.m. Communal celebrations are scheduled during Advent and Lent each year. Anointing of the Sick: Contact the office to arrange for a priest to visit those who are sick (at home or in the hospital) and who want to be anointed. Holy Orders: Contact a priest (or the Vocations Director of the Diocese) for information on becoming a priest or deacon or religious. Matrimony (Marriage): Engaged couples must make arrangements with the parish six months in advance before a date is set. Couples must be registered in the parish, and must participate in the marriage preparation classes. Call the office for more details. Religious Education C.C.D.: To register your child for C.C.D. classes call Marge O'Malley at parish office (330) 755-4141. R.C.I.A. (Rite of Christian Initiation For Adults): We encourage adults or older children interested in converting to or learning more about the Catholic Faith to attend R.C.I.A. Call the parish office for details. Rev. Shawn ConoboyPastor Diaconos Permanentes: Ronald J. Bunofsky y John Rentas Ms. Marge O'MalleyDir. de Educación Religiosa Mrs. Mary Gonzalez Ministro Pastoral Mrs. Kelly Mesaros Coordinador del Ministerio Juvenil Celebrando los Sacramentos Bautismo: Para recien nacidos y niños, bautismo es tipicamente celebrado la misa del fin de semana. Los padres y padrinos tienen que registrarse en sus parroquias y tienen que asistir las clases de preparación de bautismo. Favor llame la oficina de su parroquia para más detalles de como registrarse para las clases y separar la fecha del bautismo. Eucaristia (ver el horario de la misa): Los niños que han completado su preparación, usualmente reciben la Primera Comunión en Segundo grado. Tambien, llevamos la comunión a los enfermos y los ancianos que no pueden salir de su hogar , cuando sea pedida. Confirmación: Se celebra anualmente con el Obispo para niños de Octavo grado (o mayores) quienes han completado el programa de preparación. (Los adultos reciben los tres sacramentos arriba mencionados participando en el proceso de R.I.C.A.– vea a continuación). Reconciliación (Confesiones): Por cita o Individualmente los sabados a las 3:15 pm. Celebraciones comunales están programadas en el tiempo de Adviento y Cuaresma cada año. Unción de los Enfermos: Póngase en contacto con la oficina para hacer arreglos para que un sacerdote vaya a visitor a la persona que esta enferma (en la casa o el hospital) y quien desea ser ungido. Orden Sagradas: Contacte a un sacerdote (o el Dir. de Vocaciones de la Diocesis) para información de como llegar a ser un sacerdote o diacono religiosa. Matrimonio: Parejas comprometidas tienen que hacer arreglos con la parroquia 6 meses antes de la fecha escogida. Las parejas tienen que estar registradas en la parroquia, y tienen que participar de las clases de preparación de matrimorio. Favor llamar la oficina para más detalles. Educación Religiosa C.C.D.: Para registrar a su niño para las clases de CCD favor llamar a Marge O'Malley at (330)755-4141or (330) 755-3633. R.I.C.A. (Rito de Iniciación Cristiana para Adultos): Invitamos a adultos o niños mayores interesados en aprender más acerca de nuestra fe Católica o recibir los sacramentos, favor llamar la oficina para más detalles. Pastor CHURCH NAME Christ, The Good Shepherd Parish # 510115 633 Porter Avenue Campbell, OH 44405 PHONE (330)755-4141 CONTACT PERSON Letitia Esparra Gonzales 330 755-4141 Kelly Mesaros (firstname.lastname@example.org) 330.755-4141 Email address (parish): email@example.com SOFTWARE Microsoft Publisher 2010 Adobe Acrobat 9 Windows 7, 32 bit PRINTER Panasonic DP-C266 PCL6 TRANSMISSION TIME Wednesday 12:00 SUNDAY DATE OF PUBLICATION August 6, 2017 NUMBER OF PAGES SENT 1 through 7, plus transmittal SPECIAL INSTRUCTIONS:
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Clayton Edginton DAVIS Born in September 1891, at Elsternwick, Clayton Davis was the son of Arthur Herbert Davis, barrister. Clayton Davis attended Melbourne Grammar and Melbourne University and completed his degree in 1914. Davis enlisted in April 1915 and received his commission as a 2 nd lieutenant with the 29 th Battalion. He left Australia in November 1915 and journeyed to Europe via Egypt. He arrived in time to take part in the battle at Fromelles in July 1916, where he was wounded; he recovered from these injuries to be wounded again during battles on the Somme in September 1916. He was also present at the fighting at Polygon Wood in 1917. It was in late July and early August 1918, in the space of a little over two weeks, that he was recommended twice for the Military Cross. He received one recommended Military Cross and a Distinguished Service Order (DSO) for his work at Vauvillers. Davis had been knocked unconscious by a shot to the neck and, on regaining consciousness, took charge of several companies and led a counter attack. After recovering from these injuries, he rejoined his battalion as a captain in October 1918. Davis returned to Australia in February 1919. He was admitted to practice in 1920 and worked as a barrister in Melbourne throughout the 1920s. He received briefs in several high profile cases which required appearances before the High Court. In 1928, he was admitted to practice as a solicitor in New South Wales and took over a legal practice at Jerilderie. He married at this time. He was active in Jerilderie community affairs, and was the inaugural president of the Returned Services League. He sought active service during World War Two and rose to the rank of lieutenant colonel. Initially with a training battalion, he saw service with the 2/2nd Pioneer Battalion in the latter part of the war. Post World War Two he settled in Sydney and was president of the War Pensions Tribunal. He died in 1957 at Cooma.
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APPENDIX A Shapes You Can Make in Merge Drawing Mode Flash 8 added a drawing mode called Object Drawing that you learned about earlier in the book. This appendix shows you how you can create several shapes by using the other draw mode called Merge. These are just a few examples of how you can sharpen your drawing skills. They are not necessarily the only ways to achieve the desired results. When you're in Merge drawing mode (that is, not Object Drawing mode) Flash has some very unique drawing capabilities including selection (anything you can see, you can select), the Snap to Objects option, grouping, and shapes that eat away at one another because they're all in the same level. These are all discussed in Hour 2, "Drawing and Painting Original Art in Flash," and Hour 6, "Applied Layout Techniques." You'll now explore these capabilities further by using them in practice. Before you get started, be sure to have Snap to Objects turned on (via View, Snapping), Object Drawing turned off (unclick the button in the options area for any draw tool such as the Oval tool), and select a different color for fill than for stroke. Semicircle Follow these steps to make a semicircle: 1. Make sure that Snap to Objects is turned on and draw a circle. Also draw a vertical line that is much taller than the circle. 2. Double-click the center of the circle to select the line and the fill and then click and drag from the center of the circle so that you get the solid ring near your cursor. Snap the center of the circle to the line. Your drawing should now look like the following figure: 3. Click to select just the vertical line at the bottom. Using the arrow keys, nudge the vertical line up. 4. Click away from the line to deselect it. With the Selection tool, bring your cursor near the top of the line you just moved until you see the cursor type that indicates you'll be dragging the end point. Click and start dragging. 5. Don't snap the end point to the circle. Snap it to the end of the line, on top. 6. Click one semicircle to select it. Then delete the fill. 3 7. Click and delete the line portion that corresponds to the fill you just deleted. 8. Click and delete the excess portions of the line. You now have a semicircle! Spokes on a Wheel Follow these steps to make spokes on a wheel: 1. Follow the first five steps in the preceding section so you have a shape that looks like the following: 2. Click and delete the fills and the extraneous outside lines. 3. Select just the vertical line. 4. Open the Transform panel (by pressing Ctrl+T) and type 12 into the Rotate field. 5. Click the "Copy and apply transform" button at the bottom right of the panel. 6. Continue to click that button as many times as needed to complete the circle. 5 Five-Pointed Star Follow these steps to make a five-pointed star: 1. Draw a perfectly horizontal line. Then copy and paste it. 2. You'll first make a pentagon (which has five sides). To begin, with the duplicate line selected, use the Transform panel to rotate the line 72 degrees. You can figure the inside angle of any shape by dividing 360 (degrees) by the number of lines in the shape. In the case of a pentagon, each inside angle is 72 degrees because 360/5 = 72. 3. Select the line. Then click and drag the end of the line so that it snaps to the end of the first line. 4. Duplicate the new line. 5. Rotate the new duplicate line by 72 degrees and snap it as you did before. 6. Repeat steps 3–5 to make a pentagon. 7. Draw a line inside the pentagon that doesn't touch any edges. 8. Grab one end point of the new line and snap it to the bottom-left corner of the pentagon. 9. Grab the other end point and snap it to the top corner of the pentagon. 7 8 10. Draw another line in the larger area of the pentagon and connect it to the bottom-right and top corners of the pentagon. 11. After you connect this new line, draw a small line in the space shown in the following figure and snap one end point to the bottom-right corner of the pentagon. 12. In one motion, drag the other end point to the middle-left corner of the pentagon. If you drag this line partway and stop, it will break where it crosses the other line. 13. Draw another line in the space shown in the following figure. 14. Snap the ends of the new line to the middle-left and middle-right corners of the pentagon. As in step 12, if you drag the line partway and stop before snapping it to the corner, the line will break. 15. Draw the last line in the space shown in the following figure: 16. Snap this new line to the middle-right and bottom-left corners of the pentagon. 17. Remove excess lines. Oblique Cube Follow these steps to make an oblique cube: 1. Draw a square. Then delete the fill and duplicate the square. 2. Move one box on top of the other, positioning it above and to the right of the other box. 3. Draw four short lines that don’t touch either box. If you find that Snap to Objects is making this step difficult, feel free to temporarily turn off this option. The lines are shown in the following figure: 4. Connect one end of one line to a corner of the rear square. 5. Connect the other end of that line to the corresponding corner of the front square. 6. Repeat steps 4–5 with the second, third, and fourth lines. 7. You can fill the panes of the cube with a gradient and use the Gradient Transform tool to fine-tune the look. Sine Waves Follow these steps to make a sine wave: 1. Follow the first five steps in the semicircle exercise to create a circle with a line through it. This time, though, make it horizontal. 2. Click once to select the bottom half of the circle; then click and drag it away from the line. 3. Remove the horizontal line. 4. Click once to select the bottom image. Then click and drag from its left end point and snap it to the right end point of the top image. 5. Copy and paste everything. Then select and drag to extend the cycle. Repeat this process to add as many waves as desired. 6. When you're finished, you can scale the width or height of each wave however you want. 3D Sphere Follow these steps to make a 3D sphere: 1. This exercise is really easy—but the result looks cool. First, select the Oval tool (no line) and the built-in radial gradient. 2. Draw a circle. 3. Select the Gradient Transform tool. If you pick up the circle handle in the center of the fill, you can move the center point of the fill up and to the left (where the imaginary light source is on your computer screen). 4. Grab the square handle and move it to the left to change the shape of the radial gradient. 5. Grab the bottom circle handle to rotate the shape of the gradient. 6. Grab the circle handle that's between the rotating and shape handles to adjust the fall-off. 7. Keep tweaking your image until you've turned the circle into a sphere. Notice that because of the arc in the fall-off, the circle has an equator. Color Wheel Follow these steps to make a color wheel: 1. You'll first draw a triangle. To do this, draw a line and then duplicate it. Rotate the new line exactly 60 degrees and snap the ends of the two lines together. Now repeat this process with a third line to complete the triangle. 2. Select the entire triangle and choose Modify, Group so that it doesn't cut away from other shapes when you stack them. 3. Now, because I don't want the circles to eat away at each other yet, select the Oval tool and turn on Object Drawing. Draw a circle that's noticeably larger than the triangle. 4. Use the Selection tool and select the circle; then make two copies. 5. Drag each circle by their centers and snap them to the three corners of the triangle. 6. Select all three circles and via the Properties panel, change the fill to "no fill" (the diagonal red line). 7. Next, delete the triangle. There are several ways to select the triangle so it's easy to delete: Carefully click just the triangle; send all the circles to the back (Modify, Arrange, Send to Back); select all three circles and cut then paste them back after you delete the triangle; or, use the marquee technique to select just the triangle (though you may need to make sure Edit, Preferences, General "Contact-sensitive Selection and Lasso tools" is unchecked). 8. With the three circle outlines we need to turn them back into a shape to fill each segment. I prefer to just select all three and choose Modify, Break Apart. (Using Modify, Combine Shapes, Union is fine but then you'll need to enter the Drawing Object to fill each part with a unique color.) 9. Now simply use the paint bucket tool and fill in the colors (Red, Green, Blue for the large parts; Cyan, Magenta, Yellow for the overlapping parts—or vice versa).
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WE SERVE DAILY : MAIN ENTRÉE, SALAD BAR , FRESH FRUIT, HOMEMADE SOUP, WHOLE GRAINS, LOW FAT MILK & FAT FREE CHOCOLATE [MENU SUBJECT TO CHANGE] USDA and the State of Oregon are equal opportunity providers and employers. MAY BREAKFAST Choose at least 3 from the following : *Meat/Meat Alternative *Fruit *Vegetable *Whole Grains and *Milk | MONDAY | T U E S DAY | WEDNESDAY | THURSDAY | |---|---|---|---| | 1 ** WAFFLES | 2 *** BACON EGG CHEESE MUFFIN | 3 ***AMAZING APPLE BREAD | 4 *** MUFFINS | | 8 *** MAPLE BARS | 9 *** BREAKFAST PIZZA | 10 *** BAKED OATMEAL CASSEROLE | 11 *** MUFFINS | | 15 ** FRENCH TOAST | 16 * BISCUITS & *GRAVY | 17 ** BANANA BREAD | 18 *** MUFFINS | | 22 ** PANCAKES on a STICK | 23 HASHBROWNS & *SCRAMBLED EGGS | 24*** STRAWBER- RY CHEESECAKE FRENCH TOAST | 25 *** MUFFINS | | 29 NO SCHOOL MEMORIAL DAY | 3 0 *** PORK FRITTER on a BISCUIT | 31 *** BISHOPS BREAD | 1 *** MUFFINS | IMBLER SCHOOL DISTRICT #11 email@example.com Please encourage your children to take small portions and to eat what they take…. Doing their part to reduce waste. THANK YOU
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Crop Yields Expand, but Nutrition Is Left Behind Though crops like tomatoes are being produced in greater abundance, their nutritional value has declined. Photo by Magdalena Rittenhouse via Flickr Farmers today can grow two to three times as much grain, fruit, and vegetables on a plot of land as they could 50 years ago, but the nutritional quality of many crops has declined, according to a new report from The Organic Center, a group based in Boulder, Colorado. "To get our recommended daily allowance of nutrients, we have to eat many more slices of bread today than people had to eat in the past," notes report author and Worldwatch Institute food expert Brian Halweil. "Less nutrition per calorie consumed affects consumers in much in the same way as monetary inflation; that is, we have more food, but it's worth less in terms of nutritional value." According to the report, Still No Free Lunch, food scientists have compared the nutritional levels of modern crops with historic, and generally lower-yielding, ones. Today's food produces 10 to 25 percent less iron, zinc, protein, calcium, vitamin C, and other nutrients, the studies show. Researchers from Washington State University who analyzed 63 spring wheat cultivars grown between 1842 and 2003 found an 11 percent decline in iron content, a 16 percent decline in copper, a 25 percent decline in zinc, and a 50 percent decline in selenium. Improving the nutritional quality of food on a per-serving basis is an important step in addressing worldwide health problems, the report notes. "Less nutrient-dense foods, coupled with poor food choices, go a long way toward explaining today's epidemics of obesity and diabetes," says The Organic Center's chief scientist, Charles Benbrook. Plants cultivated to produce higher yields tend to have less energy for other activities like growing deep roots and generating phytochemicals—health-promoting compounds like antioxidants—the report explains. And conventional farming methods, such as close plant spacing and the application of chemical fertilizers and pesticides, often cause crops to absorb fewer nutrients and have unhealthy root systems and less flavor, and sometimes make them more vulnerable to pests. Other Worldwatch Articles You Might Enjoy - Krispy Kreme Joins Global Fast Food Brands in China; Global Obesity Pandemic Worsening - Can Organic Farming Feed Us All? - Organic Farms Provide Jobs, High Yields Organic farming methods, on the other hand, use manure or cover crops to provide nutrition to crops, have more balanced mixtures of nutrients, and tend to release the nutrients more slowly, the report explains. According to Benbrook, this means plants "develop more robust root systems that more aggressively absorb nutrients from the soil profile, and produce crops with higher concentrations of valuable nutrients and phytochemicals." Organic food may have as much as 20 percent higher nutritional content for some minerals, and 30 percent more antioxidants on average, than conventional fare, the report concludes. This story was produced by Eye on Earth, a joint project of the Worldwatch Institute and the blue moon fund. View the complete archive of Eye on Earth stories, or contact Staff Writer Alana Herro at aherro [AT] worldwatch [DOT] org with your questions, comments, and story ideas.
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Final Report THE SOCIAL INCLUSION PROJECT FOR AT-RISK CHILDREN AND FAMILIES SUBMITTED TO THE SOCIAL DEVELOPMENT PARTNERSHIPS PROGRAM, SOCIAL DEVELOPMENT CANADA JANUARY 2009 Correspondence: Hillel Goelman, Ph. D. email@example.com Mari Pighini, Ph. D. firstname.lastname@example.org HUMAN EARLY LEARNING PARTNERSHIP 440-2206 East Mall The University of British Columbia Vancouver, BC V6T 1Z3 TABLE OF CONTENTS SUMMARY This report describes in-depth The Social Inclusion Project for At-Risk Children and Families, a project funded by the Social Development Partnerships Program, Social Development Canada, Government of Canada. The project was completed between 2005 and 2008 through the Human Early Learning Partnership, working in partnership and collaboration with the Infant Development Program of British Columbia. The project aimed to identify the barriers to full inclusion for families with young children who are at risk for developmental delays or with special needs. The project created materials and resources to help document the ways in which families experience such barriers within their communities in British Columbia's Lower Mainland. 1 The report includes a description of the objectives of the project and the project outputs with detailed information and examples for both the research and deliverables components. The final sections of the report consist of the follow-up to the research and deliverables components of the project based on the findings of the research studies and on the feedback provided by members of the Lower Mainland communities targeted in this project. Recommendations to government and non-governmental agencies in terms of the support required by families and their service providers derived from the information drawn from these sources. 1 www.earlylearning.ubc.ca/sdpp.htm ACKNOWLEDGMENTS The Social Inclusion Project Team gratefully acknowledges the funding and support provided by The Social Development Partnerships Program, Social Development Canada, Government of Canada, in the completion of this project. Hillel Goelman Dana Brynelsen Clyde Hertzman Research Team Hillel Goelman Anne Synnes Jill Houbé Anne Klassen Sarka Lisonkova Mari Pighini Zhen Li With the collaboration of Jamie Nicholls and Shawna Reibling Deliverables Lara El-Khatib Mari Pighini With the collaboration of Mary Stewart And the support of Elisa J. Benson, Research Assistant Ginny Chu, Administrative Assistant Cheryl Rubuliak, Manager, Finance and Administration (HELP) We gratefully acknowledge the support and collaboration of the project's partners: the Human Early Learning Partnership and the Infant Development Program of British Columbia. This project benefited from the insights, contributions, participation, assistance and support of many individuals. Very special thanks to David Wu, Aboriginal Child Care Society Diana Elliott, Aboriginal Infant Development Program, Provincial Advisor Kusum Soni, Danh Pam Abbotsford Multicultural Services Department, Linda Bachmann, Fraser Health Ivan Cepeda, BC Children's Hospital Alanna Hendron, Developmental Disabilities Association of BC Eric Hertzman, Ellen Larcombe, GIS Lab (HELP) Juan Carlos Partidas, Graphics Design Sophia D'Amato, Brenda Poon, Matthew Ellis, Jennifer E.V. Lloyd, Amy Mullis, Paul Kershaw, Neda Razaz-Rahmati, Jacqueline Smit-Alex, HELP Ahmad Razaz-Rahmati Alanna Robson, MCFD Amelia Mathison, Office of the Provincial Advisor, IDP of BC Beth Hutchinson, Parent Child Mother Goose, Provincial Advisor Caitlin Hertzman and Nancy Meagher, Population Data BC Provincial Steering Committee, IDP of BC Josh Beaulieu and Chandra Mazarhan, Redfive Marketing Kelly King, Kathy Rice and Carla Furano SDPP, Social Development Canada Tanya Brown, Supported Child Development of BC, Provincial Advisor Barry Forer, Barbara Goyer, Michaela Gummerum, Jayne Pivik, The CHILD Project (HELP) Angela Jaramillo, Surita Jassal Jhangiani UBC Faculty of Education and Inderjit Jassal James Xi, UBC Department of Language and Josie Hong Rhadika Bhagat and Sue Johnson, Vancouver Coastal Health Bonnie Barnes, Regional Advisor, and Lesley Rappard, Vancouver Infant Development Program of BC Annie Wolverton, Regional Advisor, Infant Development Program and the Vancouver and Fraser Regional Representatives of IDP, SCDP, AIDP and their Sponsor Societies Donna Crestani, Annette DeFaveri and Janice Douglas, Vancouver Public Library Gwyn A. Day, Vancouver Technical Secondary; Maria Carolina Rolando, UBC-Pt Grey And representatives of ECE, CDC and EI community agencies in the Lower Mainland for their invaluable help and support in the completion of this project. SCHEDULE A MEETING OBJECTIVES AND ACHIEVING RESULTS: RESEARCH AND DELIVERABLES COMPONENTS The primary goal of the Social Inclusion Project was to identify barriers for social inclusion for children (birth to 6 years old) who are at risk for developmental delays and/or diagnosed with special needs, and for their families, living in British Columbia's (BC) Lower Mainland. This is a twofold project consisting of a research and deliverables component. The first component consisted of two research studies that provided the context and structure from which the deliverables component was developed and implemented. Subsequently, the products within the deliverables component derived from the findings of the two studies of the research component. In order to coordinate both the research and deliverables components, the project was conceived in two phases, including a Phase 1, or "Identification of barriers to social inclusion – Research Component (Two Studies)", and Phase 2, entitled "Creation and Dissemination of Information (Knowledge translation/ from Phase 1)". The project has successfully met the majority of the objectives listed and described in Schedule A of the Contributions Agreement. It is important to note that while most of the objectives have been fully met, a few specific objectives pertaining to one stage of the research, and to the dissemination phase have only been partially met to-date. Section 3 of this document, regarding follow-up plans, includes an outline explaining how some of the objectives that were only partially met will continue to be pursued between 2009 and 2010. OBJECTIVE 1: BUILDING COMMUNITY CAPACITY PHASE 1: IDENTIFICATION OF BARRIERS TO SOCIAL INCLUSION Barriers to social inclusion were described as those factors preventing developmentally at-risk children in BC's Lower Mainland, and their families, to fully access the educational, social, developmental/therapeutic, health/mental health, medical and or recreational services they need in order for children to develop to their fullest capacity. The research component of this project encompassed two different methodologies for each one of the two studies. The first methodology was quantitative and pertains to the population-based study entitled "An Interdisciplinary Study of the Trajectories of At-Risk Infants and Children." 2 This study first examined the health services accessed and medical treatments sought by BC children since birth (the selected cohort examined children between birth and age nine years). This investigation is ongoing and aims at following these children's developmental and educational trajectories by linking their health and educational records since Kindergarten and examining the types of early intervention services they have received (see Section 3 in this report). Data analyses conducted to-date using the BC Linked Health Database (BCLHD) reveal important trends in the health/medical services utilization patterns of young children in BC when comparing children living in urban and rural areas in BC who were treated in Neonatal Intensive Care Units (NICUs), or "at-risk" children, with children who were never admitted or treated in NICUs, or "non-risk" children. It is relevant to note that at-risk vs. nonrisk and rural/urban differences were observed for children living in communities within the Health Authorities corresponding to the Lower Mainland (Vancouver Coastal and Fraser regions) where the Social Inclusion Project was defined. Results to date using hospitalization files suggest that the frequency in the number of hospitalizations are related to "risk" status, and particularly to premature, low birth-weight and to the presence of one or more congenital anomalies, in contrast to reasons associated with "health system" access for children and families. 3 At-risk children between birth and age five were hospitalized more often and for a longer time the first five years of life, and especially between birth and age three. 2 Goelman, Synnes, Hoube, Klassen, Pighini et al. (2005, 2006, 2007, 2008) 3 Goelman, Synnes, Hoube, Lisonkova, Pighini & Li (2008) These results are not yet final, as further investigation utilizing other health files, including the children's Medical Service Premium files, need to be conducted. Nevertheless, considering the specific health needs of at-risk children, accessible, timely and continuous services to address their specific conditions (health and developmentally wise) are of extreme importance. The population-based study provided the project with the direction it needed to identify health as a primary factor determining the nature of both current and future needs of developmentally at-risk children. Therefore, a major barrier for full inclusion was identified in limited levels of accessibility and service provision of medical and health related services for young, at-risk children. This information is particularly relevant for communities in the Lower Mainland where two out of the three Level III Provincial Neonatal Intensive Care Units are housed. The second methodology was qualitative and consisted of an ethnography entitled "A Multiple Case Study of the Children and Families in the Infant Development Program of British Columbia." This study examined experiences of parents with developmentally at-risk children or with special needs identified by age five years old. This study complemented the quantitative population-based study in its seeking to identify the barriers for full social inclusion through the analyses of the information shared by parents through focus groups and interviews, and through the examination of children's files in the Infant Development Program (IDP) of BC. 4 Not only did the findings of the multiple case study concur with the populationbased study in terms of the recurrent medical treatments and health needs of developmentally at-risk children through the years, but it pointed out how systemic issues in early intervention service provision that eventually lead to the social exclusion of young children and their families (e.g., inconsistent or inaccurate professional information for parents about their child's condition and treatment; lack of referrals for assessment and therapy services; limited accessibility to support programs; limited availability of recreational activities, among others) are exacerbated through professional models of service inspired in "medical models," and that, although presenting themselves as child focused, they depart 4 The study was this project research coordinator's dissertation, defended on September 11, 2008 (Reference: Pighini, 2008). from family-centred approaches. On the contrary, early intervention models like the one presented through IDP of BC supported parents in readily identifying their children's needs and their needs as a family and to actively reach out for the treatments, programs and activities they required. In sum, parents were ready to advocate for their children and demand the services needed when given the opportunity. Moreover, the study identified that parents with children who do not receive diagnoses associated with special needs health and/or educational categories, termed in this study as children in the "grey area," continue to live under stress and pressure in anticipation of unexpected difficulties their children may encounter as they grow older and enter the school system. Understanding the long-term health and medical needs of at-risk children confirmed by the preliminary findings of the population-based study, and incorporating the powerful message relayed by the parents who participated in the multiple case study, provided the necessary elements to develop the framework for the deliverables component of the Social Inclusion Project. Using a similar model of consultation to that of the case study, the "deliverables" project coordinator worked in consultation and in collaboration with parents, professionals, practitioners and academics representing a variety of agencies and institutions in 15 communities of BC's Lower Mainland. This work received the joint guidance of the project director and of the community partner agency, and ongoing collaboration and support of the "research" project coordinator and administrative assistant. The series of tools and materials that were compiled and integrated were the result of these multiple collaborations and associations. The main goal in this process of "building community capacity" was to ensure that the materials being developed would be representative of the needs of the parents and service providers in the BC Lower Mainland communities. Maintaining this purpose and rationale in mind gave way to the conception of a framework that paid attention to both the needs and the assets of children, families and communities. Bronfenbrenner's 5 ecological model, represented in concentric circles that indicate how each "layer" is embedded into the next one, provided such framework represented in the "microsystem" (child); "mesosystem" 5 Bronfenbrenner (1979, 1986, 2005) (family" and "exosystem" (community). This process is further explained in the following section entitled "Phase 2: Creation and dissemination of information from Phase 1." PHASE 2: CREATION AND DISSEMINATION OF INFORMATION FROM PHASE 1 Materials and resources included the following: 1) A set of questionnaires for parents of developmentally at-risk children with and without identified special needs. These questionnaires aimed to support parents in their identification of the specific needs of their children from a developmental and a relational perspective; that is, the child in the context of their family and of their community. Three different sets of questionnaires were compiled, following Bronfenbrenner's ecological model: a. The "microsystem" questionnaires were entitled "You and Your Child." In addition to helping parents understand where their child is throughout the different birth-to-age 6 stages in the developmental domains (e.g., physical, motor, language, cognition, social and emotional and self-help), the questionnaires include items that supported parents in reflecting upon the unique gifts and talents of their children. A final section includes one sheet set of questions for doctors and other professionals. Parents may use these questions as 'springboards' in formulating their doubts and concerns when consulting with health and medical professionals. b. The "mesosystem" questionnaires were entitled "You and Your Family." Items in these questionnaires invite parents to reflect upon, identify and select home and other family-related issues (with their partners, with the child's siblings) that they find challenging and that contribute to daily stress in raising a child who experienced risks at birth, who may have developmental challenges or with special needs. c. The "exosystem" questionnaires were entitled "You and Your Community." These questionnaires support parents in the identification of resources, programs and activities in their particular community that promote full social inclusion for their children, and find out what levels of programs, activities or resources they are missing or have less access. 2) A set of "mesosystem" and "exosystem" questionnaires for service providers supporting them in the identification and recognition of their assets and needs when working with specific families (You and Your Family) and with the communities they are assigned (You and Your Community). The purpose for this set of tools was to empower service providers in their work with families by (a) providing them with tools to individualized services for families, (b) providing them with information on what are the resources, programs and activities they count on in their community; and, (c) identifying those resources, programs and activities that are not accessible or available so that they can fully meet the information and service needs of their families. a. The "exosystem" questionnaires for parents and for service providers include an "online" submission tool with an entry to the users' three-digit postal code. This will allow for future tracking of individual (anonymized) responses relating to parents and service providers' level of accessibility to services in their individual communities (please refer to section 3, "Follow-Up Plans." 3) Information about the 15 different communities representing the first point of access for help for parents and service providers where they may communicate the challenges and difficulties they experience with their children. 4) Lists of professionals and agencies and the services they provide for specific issues, conditions and diagnoses related to developmental risks and special needs, and 5) Lists of resources and materials expanding on information on these specific issues, conditions, and diagnoses. 6) A free, not-for credit, online course with in-depth information on the following topics related to early child typical and atypical development and early intervention, written in lay terms for parents and early child/special needs/early intervention service providers. The course includes: a. Background and description of developmental risks associated with biological, hereditary, environmental and social and emotional factors. b. Early intervention strategies and programs related to specific conditions and situations/experiences of developmentally at-risk children and of children with special needs. c. Information for parents and service providers on the rights of children and of legal aspects related with service provision for children with special needs. The materials and resources described in this section have undergone a rigorous process of consultation, editing and multiple revisions following the feedback and comments of all the individuals and agencies involved in their creation and compilation. This process has taken almost two years and has included numerous one-to-one consultation sessions (in person; through email; over telephone conferences), as well as group and community presentations, workshops and paper and poster sessions in local, national and international conferences. 6 Public and/or academic presentations have been conducted since the very beginning of the project. These have included local, provincial and International presentations that have been individually listed in the quarterly reports (2006-2008). Academic presentations continued to be scheduled as this final report is completed. At the same time, manuscripts are in process with individual papers reporting the preliminary findings of the population-based study, of the qualitative case study and of the overall project. 6 See Appendix B for the SDPP quarterly reports dated April 15, 2006 to December 15, 2008 1) PRODUCTS OR OUTPUTS FOR OBJECTIVE 2: KNOWLEDGE CREATION AND DISSEMINATION The products or outputs followed the originally proposed format, in that they represented a combination of online and printed materials developed and introduced to the communities as follows: 1) A series of preliminary presentations/group discussions were conducted with community members who were participating in The CHILD Project (one of the partner projects for this project) and with agency umbrella organizations including the Developmental Disabilities Association. The proposed project was outlined in these discussions and invitations were extended to these group's participants to collaborate, brainstorm and provide feedback to the research and deliverables team members. 7 Handouts and flyers were distributed in these sessions that (a) described the Social Inclusion Project; (b) invited those attending the session to leave their name and contact information to either obtain further information on the project or to be contacted to provide their feedback throughout the process of creating and compiling the deliverables. The list of contact names was gradually entered into a database that was later on used throughout the different dissemination stages of the project. 2) The research coordinators consulted with community health representatives and Infant Development Program of British Columbia regional program coordinators, as well as with staff from other early child development programs in different communities in the Lower Mainland, for example, Supported Child Development Programs and Child Development Centres, about the primary additional language needs. 3) Considering the needs of immigrant and dual-language families in the selected communities in BC's Lower Mainland, five languages were identified for translation. The first three languages selected included Traditional and Simplified Chinese, Punjabi and Farsi. Vietnamese and Spanish were identified as the next two languages for questionnaire translation. 8 (Note: In follow-up meetings with representatives of other communities representing the Fraser Health Authority, Korean, Japanese and Arabic were brought up as suggestions for future translation.) 7 See Appendiz B for SDPP quarterly reports dated April 15, 2006 to October 15, 2007 8 Source: BC Statistics Community Profiles (2008) 4) Under the guidance of the IDP Provincial Advisor and the IDP Regional Coordinators, the project's research coordinators targeted three pilot communities in the Lower Mainland (the city of Vancouver's North Health Unit area, the cities of North and West Vancouver, and the city of Richmond). The rationale behind this selection was that these three communities have implemented early intervention/early child development hubs and have regular meetings or "roundtables" that would facilitate the dissemination of this pilot phase of the project. The program coordinators in these communities volunteered to try out the resources and assist the project coordinators in contacting other agencies and programs working with early child development and early intervention between birth and age 6 years. These included representatives from Aboriginal Infant Development Programs, Supported Child Development Programs, Child Development Centres and the corresponding Community Health Unit (Ministry of Health), and representatives from the Ministry of Child and Family Services (MCFD), among others. Local community health units were identified as the first point of online access for users of the web-based resource, following the BC Ministry of Health's mandate, and considering that offices are locally staffed to address the needs of the residents in each community. This decision was taken upon the recommendation of the IDP Provincial Advisor, and in consultation with representatives from the community health units in both the Vancouver Coastal and Fraser Health Authorities. A healthcare interactive locator was created 9 for users to click in according to their postal code and access information corresponding to their geographical area. This feature has enhanced the value of the project deliverables in that it facilitates users in their search for early child development, early intervention, and other family-related resources. At the same time, access to the healthcare locator is expected to streamline referrals requested by parents and service providers; health unit offices will forward their calls and inquiries to the most appropriate resource, agency or program according to the ages and/or needs of their child/children. In the absence of a similar contacting mechanism, contacts would be mainly directed to the IDP program(s), therefore adding an unnecessary burden for these local programs. This information has been also made available in printed form (please refer to point # 7). 9 Josh Beailieu, RedFive Marketing (Consulting for HELP) 5) Revised versions of the questionnaires (including translations into Chinese (Traditional and Simplified), Punjabi and Farsi) were uploaded to HELP's website under a provisional URL that was active, but not yet populated for public use. 10 A contact email for the project coordinators and administrative assistant helped maintain ongoing communication with the pilot users of the website. (Note: technical difficulties with the first server utilized slowed down this process for the first three months. The server has since been changed and communication with users is ongoing through the current email addresses: email@example.com and firstname.lastname@example.org. 6) The project delivery coordinator established contact and/or scheduled presentations with IDP program coordinators, other early child development representatives and health units in these communities between September 2006 and April 2007. These presentations focused on the deliverables of the project and guided pilot users in the navigation of the URL. The research coordinators invited pilot users to send in their feedback and comments about: the final presentation, wording (targeting grade 4 to grade 6 reading level) of resources; the setting, format and layout of the website, and corrections/edits to contact information and resources. 11 7) Following a successful pilot stage with the three identified communities, and having completed the revisions that users indicated, the URL was populated. The project director and coordinators announced the official launching of the SDPP website in late spring of 2007. 12 Twenty-five presentations to the remaining communities followed through 2007 and 2008. 13 These presentations followed a similar format to the previous ones. They included the following: (1) sessions at specific agencies (like IDP and AIDP Programs); (2) roundtable meetings (with early childhood educators, Special Needs and Early Intervention representatives from health units, child development centres, Supported Child Development Programs; Ministry of Child and Family Services); and (3) coalitions or larger organizations (e.g. First Call BC; BC Council for Families; Board of Directors of the Child 10 URL:www.earlylearning.ubc.ca/sdpp 12 12 See Appendix B for SDPP Quarterly Report dated July 15, 2007 11 See Appendix B for SDPP Quarterly Reports dated January 15, 2007 and April 15, 2007 13 Burnaby, Delta, Surrey/White Rock; Langley; Abbotsford, Ladner, Maple Ridge, Tri-Cities (Coquitlam, Port-Coquitlam, Port-Moody), and Chilliwack Development Centres Association and Representative for Child and Youth; Developmental Disabilities Association). 14 8) A separate set of presentations were scheduled with the network of public Libraries, following an initial, brainstorming meeting with representatives of the Vancouver Public Library (Main) Public Relations and Child Division departments. Suggestions for dissemination from the VPL included their adding an online link to their website, including samples of printed material (in binder format) to their collection and adding brochures introducing the project to the public. 9) A printed version of the online material was developed soon after the population of the website, and with the assistance of a graphic designer. 15 The printed version was assembled into a three-ring binder format with a similar format to the online material (see attached). The printed material underwent a consultation and revision process similar to the online material uploaded on the website. A first printed version was available for the pilot communities and larger agencies/organizations in October 2008; a revised and updated version has been available as of December 2008. At the same time, updates and revisions to the online and printed materials have been uploaded to the website for easy access and download by users. This revised printed version has been made available to the programs and agencies listed in this report (numbers # 3, 4 and 6 in this section); copies will be also available for agencies listed in number # 7 of this section. 10) Following suggestions and recommendations of our partner programs in the IDP, and of other early child development and early intervention professionals in the health and social work professions, the last group of contacts and presentations have targeted the following programs, agencies and communities (via electronic and/or personal contact): a. The 15 school boards in the Lower Mainland communities (contacting Counsellors and Special Needs or Resource Teachers); b. Strong Start Programs c. Early Childhood Educators of BC (ECEBC) d. BC's College of Physicians and Surgeons 14 14 See Appendix B for SDPP Quarterly Reports dated July 15, 2007; October 15, 2007 and December 15, 2007 15 Juan Carlos Partidas Graphics Design e. BC Pediatric Association f. BC Child Healthy Alliance g. Affiliation of Multicultural Societies and Service Agencies of BC h. Family Services of Greater Vancouver 11) Promoting and support materials for presentations have included the following (see attached): a. A one page flyer, sent electronically and with print copies available b. A PowerPoint presentation with hyperlinks to illustrate the online materials c. A brochure to be distributed in agencies and offices including libraries, neighbourhood houses, doctor's offices d. A sample copy of the binder containing the printed information uploaded on the website e. Samples of books (for parents, children and service providers) listed in the Resources section of the online/printed materials 12) The framework for the early intervention online course (# 6, section 1) has been developed 16 in consultation and collaboration with a consultative committee. 17 The course consists of four separate modules that introduce parents and service providers to the topic of early intervention for children from birth to age 6 years old. The modules provide an overview of typical and atypical development and introduce essential concepts in child development such as bonding and attachment. The notions of risk and resiliency are introduced from a multi-risk perspective (biological, hereditary, environmental, social and emotional). The section covering early intervention strategies and resources is consistent with the holistic perspective of the introductory modules, and includes models of intervention addressing conditions of biological and/or hereditary, environmental, social and emotional, and the inter-connections and inter-dependability among them. An important component of the course is a detailed section on children's rights in reference to treatment and services provided to address their unique developmental needs. This component provides parents and service providers with important and up to date 16 El Khatib, L. & Stewart, M., manuscript in progress 17 T. Brown, Supported Child Development Program; D. Brynelsen, IDP of BC, H. Goelman and M. Pighini, HELP/UBC. information that is presented in lay terms. The contents in the modules of this course are consistent with the information uploaded on the website for parents and service providers. In this way, course users may navigate through the modules and connect with links that are common for the website and course when exploring specific child development issues particular developmental conditions or relevant resources (please see attached document). 1. Outcomes of the Project/ Examples The project's multiple outcomes will be described in its separate research and deliverables components. Research Component: The preliminary findings of the population-based study entitled "An Interdisciplinary Study of the Trajectories of At-Risk Children and Their Families" have alerted academics in research units/universities, professionals and community agencies working with at-risk children and their families of the long-term consequences observed for BC children in terms of their frequency of access to hospitals for treatments, especially flagging the high number of premature and very- to severely- low birth weight children living in rural areas. These findings are compelling and reiterate the need for further exploration of these children's trajectories, and especially looking into the impact of such health trajectories in their developmental and educational performances. Such findings make a strong case for the need to complete data linkages between the children's health and education files through anonymized procedures 18 . This study is one of the first of its kind and has been identified as a "Case" or "Model" study among a group of data-linkage studies that await permission to proceed with data linkage 19 . The study has received the overwhelming support of academics and professionals in Canada and internationally, in local presentations and conferences (e.g. Edudata Forum; HELP May Research Days; CCHR Research Day; Early Years Conference), and in international meetings; for example, Zero to Three Communities Building and the International Society of Early Intervention Conference. 20 18 These data linkages were already approved by the BC Ministry of Education; however, they await the permission of the BC Ministry of Health. 19Goelman, Synnes, Houbé, Klassen & Pighini (2006) The findings from the qualitative study entitled "A Multiple Case Study of the Children and Families in the Infant Development Program of British Columbia" have promoted further discussion and brainstorming sessions among program coordinators in the IDP of BC. Interactive presentations sessions have been scheduled with the author 21 in order to reexamine their programs' practices, following the recommendations of the study to enhance and solidify their family-centred approaches as a means to empower parents participating in their programs. The findings of the study support ongoing funding of family-centred programs providing a seamless continuum of services for families with children with special developmental needs. Two agencies who are currently involved with their yearly funding process through grant proposal writings have included the findings of this study in their references. Likewise, the population-based study has been shared with audiences attending the national and international sessions listed earlier. Deliverables Component: 1) Online and printed resources: Since it's piloting in 2007, the online resource has been welcome among community professionals working with parents during home-visits and has been utilized it as a reference point within their agencies. The resources for parents (microsytem, "You and Your Child" and mesosystem, "You and Your Family") contain confidential information and have been uploaded in printable formats for parents to consult with their family doctor and/or any other professional working with the family. However, the exosystem component (e.g. "You and Your Community") of the online resources allows for online submissions that are tracked down by 3 digit postal code so that the responses can be analyzed by topic and subtopic. Community members attending the presentations on the Social Inclusion Project are gradually incorporating the use of this tool in their practice, as they navigate through the website and better understand the information available. Todate, there have been a total of 465,760 visits to the website out of 1,913, 709 (100% 20 20 See Appendix B for SDPP quarterly report on October 2007 and in April 2008. 21 Pighini (2008) successful) hits. The average number of visits per day is 692, with users accessing the "physical development" section of the "You and Your Child" (microsystem) questionnaire the most; e.g. "most popular page". An indicator of the success of the website is the substantial number of repeat users (27%, with an average of 4.57 visit times for each one of them) and the average time spent being 15 minutes per visit. 22 . A total of 331 emails from professionals in community agencies seeking additional information have been sent to either the contact address on the website, or to the project coordinators' contact email following presentations and introductory letters. Other responses providing feedback about users' experiences have been provided following presentations or in personal communication; for example, "I am really interested in this resource, could you please provide me with more information about the 'exo' questionnaire?" (email from a physiotherapist working in a Child Development Centre in Abbotsford. BC). The printed resources in a binder format have recently been released to the public. As cited in number 7) of the previous section, the first release was in October 2008 with approximately 50 binders shared among IDP program coordinators, AIDP/SCDP Program Advisors and other contact professionals and staff who were part of the pilot stage during the dissemination stage of this resource. These included the Children's Division at the Main Vancouver Public Library and the Community Nurse acting as the central contact for Community Health Unit distribution, among others. Having incorporated two additional languages (Vietnamese and Spanish) and edits generated through a feedback process with users of the binder in its pilot phase, an additional 105 copies of the revised binder were printed in December and are currently in the process of distribution to the agencies listed above. Approximately 800 brochures with basic information about the project have been distributed in public libraries, neighbourhood houses and health units. The printed version (binder format) is already generating a similar type of response; for example: "I am really enjoying this resource when conducting home visits with parents; if they have a developmental concern about one of 22Report for website: http://www.earlylearning.ubc.ca/sdpp March 20-2007 to January 20, 2009 using the Deep Log Analyzer software within a 673 days period. And, "My sister did find the binder useful; she found information (about autism for her child) that was not in another resource that the (staff at hospital) had given her" (sibling of parent in Vancouver, BC). The staff in different Infant Development Programs have welcomed the online and printed materials as a central or "one-stop" resource that supports their work with families in home-visit and centre settings 23 . In addition, IDP Program coordinators in other BC regions (e.g., North, Interior and Vancouver Island) have reported about their staff are accessing and using some of the online resources when working with families, and finding these materials "incredibly helpful". 24 2) Early Intervention (EI) Online Course: The EI course was conceived as resource for parents and professionals (including infant consultants, preschool and Early Primary teachers, social workers, community nurses, and child and family counselors), and includes two levels of training. The first level corresponds to a summary of essential information for each one of the topics and subtopics covered in each module. Each subtopic allows users to expand on information and level of depth according to their interest level and needs. The second level in the online course will also contain links to other references and to examples of the original sources of documentation and research for the corresponding topic (e.g. online articles and reports) for those users who utilize this course as a component of their professional training. The IDP, AIDP and SCDP Provincial Advisors and program coordinators have identified the EI course as a priority among the deliverables of the project in the following capacities: a. As a training tool for beginning consultants 23 Personal communication, Mary Stewart, IDP Regional Advisor, January 19, 2008 24 Personal communication, Dana Brynelsen, IDP Provincial Advisor, January 19, 2008 their children, we can go over the child development questionnaires and fill it with them; later on, in my office I can navigate the website and find more information that is relevant for this family" (Family Counsellor, Family Services in Vancouver). " b. As a professional development tool for consultants at any level c. As a source of information and development for parents of children receiving their services, and for any parents in the Lower Mainland (or any region) in BC in terms of issues in typical and atypical child development, children's rights, and instruction on early intervention strategies, resources and professionals delivering these services. The online course provides information presented in text, audio and video clips, and hyperlinks. The content includes a combination of short descriptions with headings, case scenarios and "test your knowledge" formats. The final version of the online course is still in production, pending the final write-up in a language that it is both professional and friendly to users. (Note: The section of this project describing future plans includes statements about the follow-up plans for this course.) 2. Number of Individuals Impacted/Examples Background: Current research based on health population statistics has determined that approximately one in five individuals (or approximately 20%) of any given population will require additional physical/mental health support over their life course; that the onset of conditions precluding these needs manifest during their early years; and that this proportion of the population will access up to 60% of their society's resource (in this case, health and mental health). 25 Disability indexes in North America report approximately 5-10% of children (birth to 18) being limited with at least one developmental/physical disability. 26 In Canada, survey reports cite 2% of children age five and under with established disabilities, with numbers increasing to almost 5% between age 5 and age 9 years old. 27 These statistics do not include children with mental health issues requiring mental health services, which, according to Waddell, Ewan, Shepherd, Offord, & Hua (2005), approximate to 14% of children who "at any given time experience significant mental disorders." 28 25 Boyce (2007) 27 Source : Government of Canada, Social Union (2002) http://www.socialunion.gc.ca/ecd/2002/b-5.htm 26 Wenger, LaPlante & Kaye (1996) 28 As cited in Children's Mental Health Research Quarterly Vol. 3, No. 1, p.3 Findings from the two research studies comprising this project confirm the reality of children and families requiring ongoing health, developmental and educational, social and recreational services, with approximately 11% of Canadian children experiencing developmental delays in one or more domains between the ages of birth and 3 years. 29 In particular, findings from the multiple case study revealed parents' immediate need to obtain information about their child's condition(s) and their expected developmental patterns that is both current and accurate; that is linked to resources they can access within their areas of residence; and that provides them with tools that empower them to identify their needs within their families and in their communities. 30 BC and Lower Mainland statistics: The target audience and users of this project are parents with infants and children birth to age six years who are at risk for developmental delays or identified with developmental disabilities, and service providers working with them. Census information in BC and IDP/AIDP and SCDP programs' statistics reveal the following information about the total number of children and families targeted through this project. As progress continues in the dissemination process, these are families and service providers who are impacted through both the findings of the research involved in this project and the deliverables above described: a. Over 2,200,000 residents live in the 15 communities/areas that were identified in the Lower Mainland for the Social Inclusion Project. b. Of these 2,200,000 residents, approximately 700,000 residents are identified as families, with an average of 3.1 members per family 31 . i. The number of children under age 6 years in these communities corresponded to 130,229, with 125, 375 under age five, 32 and 4854 children entering Kindergarten at age 5. 33 (Note: Approximately 200,000 children in BC are under age five, with children birth to age four years comprising approximately 5% of BC's population) 29 Goelman, Synnes, Hoube, Lisonkova, Pighini & Li (2008) 31 Source: Office of the Provincial Advisor, Infant Develpment Program of BC (2005-2006) 30 Pighini, (2008) 32 Source : The BC Atlas of Child Development (2005), p. 10 33 Source : Kershaw, Irwin & tThe BC Atlas of Child Development (2005), p. 30 c. Based on these regional statistics, 10 - 15% of 130,000 children (approximately 20,000) and their families living in the 15 communities within the Vancouver Coastal and Fraser (North and South) regions in BC will be considered to be at risk (with established or suspected risk) in one or more developmental areas, including physical, motor, cognitive, language, social and emotional. The project aims to reach all of these children's parents. d. More specifically, the IDP of BC program statistics report their program staff having contact with over 3500 infants and young children ages birth to three years old who are residents in these 15 communities, and are referred to their program because of established (or identified) and/or suspected risks (biological, social and/or environmental) 34 . These infants correspond to approximately .3% of the population of children under age five years in these selected communities. i. The Aboriginal Infant Development Program AIDP houses 12 programs in the area that corresponds to these communities within the Vancouver Coastal and Fraser regions (Health Authorities); the AIDP program statistics include data on Aboriginal children and families. 35 e. The number of staff in IDP programs serving families with children ages birth to three range between 8 and 10 consultants per program in the 15 selected communities. The range of reach of IDP consultants varies between 1:30,000 and 1-70:000 to the total number of residents in their community. The current caseload for IDP consultants in the Vancouver Coastal Region is 1600 children/families; for the Fraser Region, the caseload is up to 2385 children/families, with a total of 3985 children/families served through the IDP programs in these two regions. Presently, the online and printed resources have been made available to regional and program coordinators in these areas, and continue to be distributed among program consultants. At the same time, IDP consultants work in collaboration with AIDP and SCDP consultants serving these regions and who have also made available the online and printed resources. 34 Source : Office of the Provincial Advisor, Infant Develpment Program of BC (2005-2006) (# 6: Reasons for Referral) 35 Source: Office of the Provincial Advisor, Infant Develpment Program of BC (2005-2006) f. The Supported Child Development Program (SCDP) latest statistics report having served 8,994 children in 2007/08 in BC, with 68% of these children between the ages of birth and 6 years, and with 1,239 families waiting for services. At least 11% of families identify themselves as Aboriginal. The regional advisor for the SCDP Vancouver Coastal region oversees consultants working in 8 centres and the regional advisor in the Fraser region oversees consultants working in 8 centres. 36 The total number of consultants in these areas totals 111 at the time of this report. 37 (Note: No specific information was available with regards to the number of children in the specific communities where this project is based). 38 i. Approximately 60% of the children followed by SCDP would have also been previously serviced through the IDP/AIDP between birth and age 3 years. Almost 30% of these children would have had an established developmental condition at the time of referral to IDP; whereas the remaining 30% would have received a medical/developmental diagnosis --or a referral for diagnosis by age 3 years, at the time of discharge. 39 g. The total number of agencies and programs identified per community serving young children and their families exceeds 200 40 including the following: i. Health units (at least 2 per community) ii. IDP/AIDP/SCDP (at least one program per community of each program) iii. Public library systems (one per community; with several branches in each community) iv. School district systems (one per community; targeting Elementary school and Strong Start Programs) v. Neighbourhood houses/community centres in each community 36 Source: Suported Child Development Progam, December 2005 Statistics 38 Personal communication, Tanya Brown, SCD Provincial Advisor, January 22, 2009 37 Personal communication, Tanya Brown, SCD Provincial Advisor, January 22, 2009 39 IDP Program Statistics, 2005-2006 40 Please see Appendix C for the SDPP Project Database vi. Provincial Agencies and Associations including Early Childhood Educators of BC, Family Services agencies and the Affiliation of Multicultural Service Societies of BC, among others. 3. Summary: Overall Impact of Project and Follow-up The Social Inclusion Project will be reaching parents of approximately 200,000 children under age six years living in the 15 Lower Mainland communities and service providers for young children and families in over 200 local, regional and/or provincial agencies. The open definition of "at-risk" utilized in this project in terms of the child development and child characteristics information (microsystem) available for parents and service providers will translate on these resources being of interest and benefit for the following users: 1) At the family level (mesosystem): Any parent of children between birth and age six years who has concerns about their child/children's development throughout these ages and stages, with an estimated 15-20% children with either established or suspected developmental risks requiring some type of intervention or special needs shortly after school entry. 2) At the service provider level (exosystem): a. Early child development consultants and teachers, primary teachers, child and family counsellors, child care and family workers, social workers, physicians including family practitioners, pediatricians and child psychiatrists, as well as other mental health professionals and community health nurses involved with families with young children who have expressed their concerns about risk factors impacting on their development; and, b. Program advisors, program coordinators, school administrators and agency managers interested in the following: (i) expanding their knowledge, information and professional training in the areas of child development (typical and atypical); and, (ii) utilizing the information derived from users' responses in advocating to their local, regional and provincial government representatives in improving the access to- and upgrading the resources available for- their programs/agencies in their specific communities (macrosystem). By including parents and service providers, the impact of this project expands its interventionist mission related to early intervention and followup with a preventative component. The inclusion of such preventative component represents a response to the findings and recommendations of both the populationbased study 41 and of the multiple case studies 42 conforming the research component of this project. The preliminary findings of the population-based study point at a significantly higher proportion of at-risk children who have been admitted to Neonatal Intensive Care Units, with or without established diagnoses at birth or soon after, requiring hospitalization more often and for longer periods of times than their non-risk counterparts. The findings of the multiple case study included the experiences of parents of children with suspected risks, or in the "grey area" who do not have a diagnoses or specific "special needs" label; these findings revealed how information about services and resources was limited or inconsistent for the parents of these children, and that without a specific diagnoses available, they have limited accessibility to the existing programs. In terms of dissemination of the project's research findings and deliverables, this project has utilized the support from the Provincial Advisor, Regional Advisors and program coordinators from the IDP of BC, in collaboration with community-based Provincial Advisors of the AIDP and SCDP of BC and their staff working. The dissemination has consisted of a combination of community and academic presentations, flyers, brochures, telephone conversations and teleconferences and electronic correspondence. Community agency presentations have included the introduction and explanation on how to use the binder that replicates the online materials. A copy of the binder has been made available to each of the programs/agencies. Approximately 50 presentations have been held to date. Many of these presentations included delegates representing several partner or networking agencies. As previously mentioned, given the high demand for these materials an additional 105 binders were made available for these and other agencies that were contacted for this program. They were distributed throughout January 2009. 41 Goelman, Brynelsen, & Pighini (2007); Goelman et al., (2007, 2008) 42 Pighini & Goelman (2007); Pighini (2008) 4. Follow-up Plans 1. Summarized reports deriving from this final report have been --and will continue to be-- made available to the community agencies 43 listed. The reports will describe and offer the following: a. Updated descriptions of the project deliverables b. Research findings and statistics that can be quoted in their reports to the government agencies that have provided supervision and/or funding c. Principle Investigator and Research Coordinator contact information (telephone, email, mail) in case clarification or additional information is needed by the agency. 2. Academic reports, presentations and publications continue to be presented to local, national and international conferences and journals 44 3. Follow up includes future research and expansion of project deliverables 45 (which will require additional funding): a. Considering the warm reception the findings of this project's research studies and deliverables received, three follow-up activities have been outlined: i. An invitation to participate in subsequent research will be extended to the members of the community agencies previously listed. This research will consist in the examination of the electronic records showing online tallying of the responses to the "exosystem" or "You and Your Community" questionnaires. For example, identifying and comparing the presence of and access to resources, activities and programs among the different communities according to the number of responses ("Yes," "No" or "Not Applicable"). ii. A proposal submission (already in process) to develop an academic version of the online Early Intervention Course that it is offered for 43 IDP Programs, Simon Fraser Society for Community Living (Tri-Cities, BC), Human Early Learning Partnership 44 See Appendix D for a the SDPP Seminal Publications 45 This will require applications for additional funding from non-governmental organizations and/or from Provincial/Federal grant sources credit through diploma and graduate studies (master's level) programs through a post-secondary institution in British Columbia. iii. An invitation to community government and non-government operated agencies in other BC regions to participate in documenting their access to services, so that the online and printed materials may include the following: 1. An expansion of the services and resources in every BC region, including the Fraser, Interior, Vancouver Island and Northern regions. 2. An interactive healthcare locator for communities in each region. 3. Materials and information that are particularly relevant to service providers and families residing in these regions. For example, based on the preliminary findings of the populationbased study on the trajectories of at-risk infants and children, health needs of at-risk children and their families living in rural communities appear to be different than those of children living in rural areas in BC, with a proportion of almost 2:1 rural vs. urban at-risk children hospitalized over time (between birth and age nine years). 4. Considering the availability of data deriving from the findings of both studies where children are followed up to their primary school years (between the ages of eight and nine years old), and the importance of research documenting the crucial stages of development after the "early intervention" stages, develop and compile resources for parents of children in two additional age categories, including 6-9 years old and 9-12 years old, also referred to as the "middle" years. 46 46 Schonert-Reichl and collaborators (2007) 5. Effecting Change for Canadians The social inclusion of at-risk children and families is an issue that continues to require the attention of government and of society in general, both nationally and internationally 47 .The individual characteristics of the Social Inclusion Project are such that this project can effect change for Canadians living in BC's Lower Mainland, and, as described in the follow-up plans, throughout the whole of British Columbia. The ways in which this project effects change will translate into beneficial outcomes for Canadians include the following: 1) The project's early identification/intervention approach; its conception through multimethodological and interdisciplinary research; and, its structuring through multi-stage deliverables. The integration of these three aspects allows Canadians including parents, service providers, administrators and government representatives, to identify concrete strategies and find solutions to bridge the obstacles preventing the full inclusion of children who are developmentally at-risk and /or with special needs within their communities. 2) The value and the importance of such strategies leading to solutions lay in the fact that these are not externally imposed. These solutions are being self-generated through the voices and the opinions of parents (child or microsystem and family, or mesosystem) and service providers (community and administrative levels or mesosystem). Hence, they are the product of a consumer-oriented model of services --a model that has proven highly effective within the social services. 48 3) Moreover, the deliverables of this project were informed through cutting-edge research at a population-based level and through rigorous qualitative, participatory research. It is the integrity of this research and the importance of the current findings that invite the ongoing examination of the barriers for social inclusion and how to aim for the full social inclusion of all Canadian children who are developmentally at risk and their families, for the benefit of Canadian society. 47 e.g. Glass (2006); Micklewright (2002) 48 e.g., Collins, Lemon. & Street (2000) 6. Opportunities for Work with Different Levels of Government Given the project's participatory and collaborative characteristics throughout the different stages, and as a result of both the research and deliverables components, the Social Inclusion Project represents an informing tool of inherent democratic value for government officials in BC's Lower Mainland. More specifically, the information collected in the project's deliverables translates for users –and transmits to government officials and representatives-the actual and current needs, characteristics, assets, challenges and obstacles that community residents in BC's Lower Mainland face on a daily basis as they take care of their own children, in the case of parents and relatives of developmentally at-risk children, or the children and families they work with, for service providers. The two-fold nature of this project, i.e., research to practice, allows for representatives of different government levels to make use of this information at the municipal, regional and provincial levels in the following ways: 1) The findings on the studies comprising the research component of the project reveal precise information on the health and developmental paths of at-risk children from birth and into their primary school years, and especially when compared to their non-risk counterparts. The preliminary results of the population-based study already point to the need for ongoing provincial funding that supports a system that can ensure the continuous provision of regional health services, particularly those require hospital treatments, and especially for rural areas in BC were the proportion of medical services use by at-risk children is significantly higher than in urban areas. These data was consistent through all provincial regions, including the Fraser and Vancouver Coastal where this project was focused. The findings from the multiple case studies reaffirm parents' rights to advocate for seamless services at the municipal and regional levels that meet the individual needs of their children in terms of health, development and education requirements. 2) The information collected during the development of the deliverables component of this project confirms the needs of community agency representatives for – and intentions of utilizing both the research findings and the resources within the deliverables' component as part of their ongoing documentation within their agencies and/or programs. The objective for this documentation aims to draw on the information for planning, implementation and advocacy purposes in one or more of the following scenarios: (a) when renewing contract agreements between non-governmental and governmental agencies (municipal, regional and/or provincial); (b) when seeking additional funding for specific programs, as identified through questionnaire responses of users (micro, meso or exosystem levels); (c) when disputing budget cuts to specific programs, using the research findings and the information from users as evidence-based supporting information for their request. REFERENCES Boyce, W.T. (2007). Stress, reactivity, social context and the ontogeny of psychopathology in early lives. In A.S. Masten (Ed), Multilevel dynamics in developmental psychopathology: Pathways to the future. The Minessota Symposia of Child Psychology, Vol. 34, pp. 45-83 New York,. NY: Routledge BC Children First (2005). Early Childhood Development in the Fraser Region. Retrieved April 27, 2008 from http://www.bcchildrenfirst.ca/newwest/ECDintheFraserRegion.pdf BC Statistics (2009). Area Profiles from 2006 Census. Retrieved January 219, 2009 from: http://www.bcstats.gov.bc.ca/data/dd/profiles.asp Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development. Developmental Psychology 22(6), 723-242. Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publications. Collins, M.E., Lemon, C., & Street, E. (2000). A consumer view of teen living programs: Teen parents' satisfaction with program component and services. Families in Society, 81(3), 294-293. Glass, N. (2006).Sure Start: the development of an early intervention programme for young children in the United Kingdom. Children & Society,13(4) , 257 – 264. Goelman, H., Brynelsen, D., Hertzman, C., El Khatib, L., & Pighini, M.J. (2007). Social Inclusion for At-Risk Children and Families. Poster presented at the Disability Health Research Network (DHRN) International Graduate Student Conference, December 6, 2007, Vancouver, BC. Goelman, H., Brynelsen, D, & Pighini, M.J. (2007). Building early childhood systems through community-university partnerships in British Columbia. Roundtable discussions presentation, Zero to Three National Summit, Cleveland, OH. Goelman, H., Synnes, A., Houbé, J., Klassen, A.F., & Pighini, M.J. (2006). The design and implementation of an interdisciplinary study of the developmental trajectories of at-risk children. Paper presented at the Edudata Forum, May 6, 2006, Vancouver, B.C. Goelman, H., Synnes, A., Houbé, J., Klassen, A., Lisonkova, S., & Pighini, M.J, (2007). The design and implementation of an interdisciplinary study of a two-phase study of the trajectories of at-risk children. Paper presented at the International Society for Early Intervention, June 2007, Zagreb, Croatia. Goelman, H., Synnes, A., Houbé, J., Klassen, A., Lisonkova, S., & Pighini, M.J, (2008). Follow-up of children at-risk for developmental disabilities and their families. Paper presented at the Early Years Conference, February 1, 2008, Vancouver, BC. Government of Canada, Social Union (2002). A Portrait of Canada's Young Childen. Retrieved January 24, 2009 from http://www.socialunion.gc.ca/ecd/2002/b-5.htm. Kershaw P, Irwin L, Trafford K, Hertzman C. (2005) The British Columbia Atlas of Child Development. Human Early Learning Partnership, Vancouver, BC: UBC Press. Micklewright, J. (2002). Social exclusion and children: A european view for a US debate. Innocenti Working PaperNo. 90. Florence: UNICEF Innocenti Research Centre. Retrieved January 24, 2009 from http://www.unicef-irc.org/publications/pdf/iwp90.pdf. Office of the Provincial Advisor, Infant Development Programme of B.C. (2006). Biennial Statistics April 1, 2005 – March 31, 2006. Presented by the Provincial Steering Committee, Infant Development Programme of B.C. [online] Retrieved August 10, 2007 from www.idpofbc.ca/ProgramStatistics. Office of the Provincial Advisor, Supported Child Development Program of BC (2005) December 2005 Statistics. Retrieved January 20, 2009 from http://www.scdp.bc.ca/Website%20Docs/SCDP%20Surveys/SCDP%20Survey%20IV %20Report.pdf. Pighini, M.J. (2008). A multiple case study of the children and families in the Infant Development Program of British Columbia. Unpublished doctoral thesis. The University of British Columbia, Vancouver, British Columbia, Canada. Pighini, M.J. & Goelman, H. (2007). A case study of the children and families in the Infant Development Program of British Columbia: Preliminary findings. Paper presented at the International Society for Early Intervention, June 2007, Zagreb, Croatia. Schonert-Reichl, K. (2007). Middle childhood inside out:The psychological and social world of children 9-12. UBC and United Way of the Lower Mainland Reporr, March 2007. Retrieved January 28, 2009 from http://www.uwlm.ca/NR/rdonlyres/30F68468-06AE4FF6-B28D-2E03D416B99B/64033/UWayMidChild_FINAL_LowRez.pdf Waddell, C., McEwan, K., Shepherd, C. A., Offord, D. R., & Hua, J. M. (2005).A public health strategy to improve the mental health of Canadian children.Canadian Journal of Psychiatry, 50, 226–233. Wenger, B. L., Kaye, H. S., & LaPlantc, M. P. (1996). Disabilities among children. Disability Statistics Abstract, 15. U.S. Department of Education, National Institute on Disability and Rehabilitation Research. APPENDICES Appendix A: Early Childhood Intervention Four Module Course Outline For children ages birth to six years, their families and service providers 1. MODULE ONE: Early intervention and child development 1.1. Rationale, goals and objectives for the course This is a gentle introduction to the course. It briefly describes child development (e.g. infant mental health, the nature/nurture interplay), special education and early childhood intervention. It will also be stated, in this section, that the entire spectrum of disorders is covered, from severe and profound delays to children who fall in the gray area. It will also be made clear, in this section, that there are no quick fixes and easy solutions to any of the disorders that some children may have. This section allows the user to know what he/she can learn from the course. 1.2. What is early intervention and why is it important? 1.2.1. Introduction 220.127.116.11. Charter of the rights of the child: this is a brief description of the charter of the rights of the child, including Canadian and U. N. laws. 18.104.22.168. Inclusion laws: this is a brief description of inclusion laws as they pertain to early childhood, in Canada. 22.214.171.124. Early childhood education laws: this is a brief description of early childhood education laws and what these laws mean to parents of young children. 1.2.2. Overview of disability and its impact on Canadian culture This is a brief description of how disability is viewed in Canada and what barriers some children with special needs still experience, in certain settings. 1.2.3. Definition of early childhood intervention This is a detailed description of early childhood intervention and what it means, to both parents and children. It will be clearly stated that intervention includes helping the child overcome certain developmental conditions AND changing and modifying the environment in order to minimize the effect of a disability on a child. 1.2.4. Importance and necessity of early childhood intervention This section covers the importance of early childhood intervention, especially in developmental areas where intervention is known to work. This specifically includes infant mental health and fostering children's social/emotional development. 1.2.5. Short term and long term effectiveness of early intervention The short term and long term effects of early childhood intervention are stated. Short term effects include having a child overcome or compensate for a disability and prevention. Long term effects include prevention and being able to be contributing members of society. 1.2.6. The effects of culture on family and disability Canada is a multi-cultural society and different disabilities may be viewed differently by members of different cultures. How culture impacts how a family views a disability is discussed in this section. 1.2.7. The nature/nurture debate This section covers the interplay between biological and environmental factors. 1.2.8. Overview of family adaptation (in relation to stress that may be associated with having a child with a disability): Different families view disabilities differently. Family factors and dynamics relating to this topic are presented and discussed. 1.2.9. Concerns/special considerations for people of Aboriginal descent This section covers how having a disability may be viewed by different families of Aboriginal descent. 1.2.10. Why is all this important, both to professionals and parents? 1.2.11. Videos/vignettes 1.2.12. Test your knowledge 1.3. What is development? This section explains how typical and atypical development exist on a continuum and how there is often an overlap between these two parts of development. 1.3.1. Typical development 126.96.36.199. Social and emotional development This section covers social and emotional development, how important it is for parents to meet the emotional needs of their children, and how the brain's development could be largely influenced by how an infant is treated, in the early years. 188.8.131.52.1. A brief overview 184.108.40.206.2. Social skills 220.127.116.11.3. Emotional skills 18.104.22.168.4. Attachment 22.214.171.124.5. Temperament 126.96.36.199.6. Parenting styles (and the goodness of fit theory) 188.8.131.52.7. How development in the early childhood years affects development in the elementary school years 184.108.40.206.8. What brain development research is telling us 220.127.116.11.9. Test your knowledge 18.104.22.168.10. Videos/vignettes 22.214.171.124. Communication development This section describes how children communicate with others. It describes the different parts of communication and how children start to communicate with those around them, long before they learn how to talk. 126.96.36.199.1. A brief overview 188.8.131.52.2. Expressive language 184.108.40.206.3. Receptive language 220.127.116.11.4. Articulation 18.104.22.168.5. Pragmatics 22.214.171.124.6. How development in the early childhood years affects development in the elementary school years 126.96.36.199.7. What brain development research is telling us 188.8.131.52.8. Videos/vignettes 184.108.40.206.9. Test your knowledge 220.127.116.11. Cognitive development This section describes what is meant by cognitive development. It goes over basic processing skills that all children need, in order to function well in society. Such skills include reasoning, solving problems and adapting to one's environment. Such skills also include the use of memory processes in order to learn. This section also dispels what some books may say about "stimulating young children's cognitive development". For example, this section describes why it is much better to allow a child to learn though play, rather than be taught "how to read or recognize letters", at extremely low ages. 18.104.22.168.1. A brief overview 22.214.171.124.2. Thinking skills 126.96.36.199.3. Pre-academic/academic skills 188.8.131.52.4. How development in the early childhood years affects development in the elementary school years 184.108.40.206.5. What brain development research is telling us 220.127.116.11.6. Videos/vignettes 18.104.22.168.7. Test your knowledge 22.214.171.124. Adaptive (self-help) development This section describes the skills that a child needs to acquire in order to function well, in everyday situations. 126.96.36.199.1. General development 188.8.131.52.2. Typical sleep patterns in infants, toddlers and young children 184.108.40.206.3. Typical feeding/nutrition patterns in infants, toddlers and young children 220.127.116.11.4. General toileting for infants, toddlers and young children 18.104.22.168.5. What brain development research is telling us 22.214.171.124.6. How development in the early childhood years affects development in the elementary school years 126.96.36.199.7. Videos/vignettes 188.8.131.52.8. Test your knowledge 184.108.40.206. Motor development This section describes motor development, and includes a description of the proprioceptive and vestibular systems as well. It describes how motor skills develop and where intervention is most likely to succeed, in the case of delays in the motor area. 220.127.116.11.1. A brief overview 18.104.22.168.2. Gross motor skills 22.214.171.124.3. Fine motor skills 126.96.36.199.4. How development in the early childhood years affects development in the elementary school years 188.8.131.52.5. What brain development research is telling us 184.108.40.206.6. Videos/vignettes 220.127.116.11.7. Test your knowledge 18.104.22.168.8. The development of our five senses 22.214.171.124.9. Vision 126.96.36.199.10. Hearing 188.8.131.52.11. Touch 184.108.40.206.12. Taste 220.127.116.11.13. Smell 18.104.22.168.14. How development in the early childhood years affects development in the elementary school years 22.214.171.124.15. What brain development research is telling us 126.96.36.199.16. Videos/vignettes 188.8.131.52.17. Test your knowledge 184.108.40.206. The science of brain development This section describes what is usually meant by early development and the brain and dispels some of the myths that are related to the plasticity of the brain. 220.127.116.11.1. What is research really telling us? 18.104.22.168.2. The plasticity of the brain 22.214.171.124.3. The nature/nurture debate 126.96.36.199.4. Implications for typical child development 188.8.131.52.5. Videos/vignettes 184.108.40.206.6. Test your knowledge 1.3.2. Atypical development This section describes atypical development and keeps in line with the typical development section. It will be made clear that typical and atypical development exist on a continuum and what may appear as atypical development in one situation, may be perfectly typical, in another. This section also keeps in mind that each child is unique, each family situation is unique and each child should and can only be viewed accurately, if viewed through the family and environmental system in which he/she lives. 220.127.116.11. Social and emotional development 18.104.22.168.1. A brief overview 22.214.171.124.2. Attachment 126.96.36.199.3. Temperament 188.8.131.52.4. Parenting styles (and the goodness of fit model) 184.108.40.206.5. Discipline styles 220.127.116.11.6. Social skills 18.104.22.168.7. Emotional skills 22.214.171.124.8. How development in the early childhood years affects development in the elementary school years 126.96.36.199.9. What brain development research is telling us 188.8.131.52.10. Videos/vignettes 184.108.40.206.11. Test your knowledge 220.127.116.11. Communication development 18.104.22.168.1. A brief overview 22.214.171.124.2. Expressive language 126.96.36.199.3. Receptive language 188.8.131.52.4. Articulation 184.108.40.206.5. Pragmatics 220.127.116.11.6. How development in the early childhood years affects development in the elementary school years 18.104.22.168.7. What brain development research is telling us 22.214.171.124.8. Videos/vignettes 126.96.36.199.9. Test your knowledge 188.8.131.52. Cognitive development 184.108.40.206.1. A brief overview 220.127.116.11.2. Thinking skills 18.104.22.168.3. Pre-academic/academic skills 22.214.171.124.4. How development in the early childhood years affects development in the elementary school years 126.96.36.199.5. What brain development research is telling us 188.8.131.52.6. Videos/vignettes 184.108.40.206.7. Test your knowledge 220.127.116.11. Motor development 18.104.22.168.1. A brief overview 22.214.171.124.2. Gross motor skills 126.96.36.199.3. Fine motor skills 188.8.131.52.4. How development in the early childhood years affects development in the elementary school years 184.108.40.206.5. What brain development research is telling us 220.127.116.11.6. Videos/vignettes 18.104.22.168.7. Test your knowledge 22.214.171.124. Adaptive (self-help) development 126.96.36.199.1. Sleep difficulties/concerns in infants, toddlers and young children 188.8.131.52.2. Feeding/nutrition difficulties/concerns in infants, toddlers and young children 184.108.40.206.3. Toileting difficulties/concerns for infants, toddlers and young children 220.127.116.11.4. How development in the early years affects development in the elementary school years 18.104.22.168.5. What brain development research is telling us 22.214.171.124.6. Videos/vignettes 126.96.36.199.7. Test your knowledge 188.8.131.52. The development of our five senses 184.108.40.206.1. Vision 220.127.116.11.1.1. Hypersensitivity to certain visual stimuli 18.104.22.168.1.2. Hyposensitivity to certain visual stimuli 22.214.171.124.2. Hearing 126.96.36.199.2.1. Hypersensitivity to certain auditory stimuli 188.8.131.52.2.2. Hyposensitivity to certain auditory stimuli 184.108.40.206.3. Touch 220.127.116.11.3.1. Hypersensitivity to certain textures 18.104.22.168.3.2. Hyposensitivity to certain textures 22.214.171.124.4. Taste 126.96.36.199.4.1. Hypersensitivity to certain food textures 188.8.131.52.4.2. Hyposensitivity to certain food textures 184.108.40.206.5. Smell 220.127.116.11.5.1. Hypersensitivity to certain smells 18.104.22.168.5.2. Hyposensitivity to certain smells 22.214.171.124.6. How development in the early childhood years affects development in the elementary school years 126.96.36.199.7. What brain development research is telling us 188.8.131.52.8. Videos/vignettes 184.108.40.206.9. Test your knowledge 220.127.116.11. The science of brain development 18.104.22.168.1. What is research really telling us? 22.214.171.124.2. The elasticity of the brain 126.96.36.199.3. The nature/nurture debate 188.8.131.52.4. Implications for atypical child development 184.108.40.206.5. Implications for early intervention 220.127.116.11.6. Videos/vignettes 18.104.22.168.7. Test your knowledge 2. MODULE TWO: Who are the children with special needs? Each disorder is described in terms of the developmental areas that are likely to be affected. This section covers the profound to gray area continuum of developmental disorders and conditions. With regards to intervention strategies, this section provides a critical overview of different intervention strategies that may be available for each disorder. Conventional and controversial strategies are covered, with a clear note stating which intervention strategies are conventional and which are controversial. 2.1. Children with established risk conditions 2.1.1. Children with genetic disorders 22.214.171.124. Children with Down syndrome 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with Fragile X syndrome 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with other genetic disorders 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 2.1.2. Children with nervous system disorders 184.108.40.206. Children with cerebral palsy 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with epilepsy 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with spina bifida 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with Tourette syndrome 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with Fetal Alcohol Spectrum Disorder (FASD) 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with brain injury 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with other nervous system disorders 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 2.1.3. Children with pervasive developmental disorders (PDD) 22.214.171.124. Children with autism 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with Asperger syndrome 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with Rett disorder 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with childhood disintegrative disorder 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with PDD-NOS 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 2.1.4. Case studies/vignettes/videos 2.1.5. Test your knowledge 2.2. Children with biological risk conditions In this section, different biological risk factors are described. It will be made clear that many of these risk factors often co-exist and when a child has one, he/she is likely to have others as well. 2.2.1. The biological risk conditions: 184.108.40.206. Children with low birth weight 220.127.116.11. Children who are born premature 18.104.22.168. Children who are born small for gestational age 22.214.171.124. Children born with low Apgar scores 126.96.36.199. Children born with brain bleeds 188.8.131.52. Children with anoxia 184.108.40.206. Intervention options 2.2.2. Possible intervention strategies/what can be done 2.2.3. Case studies/vignettes/videos 2.2.4. Test your knowledge 2.3. Children with environmental risk conditions 2.3.1. Children living in poverty 220.127.116.11. Description 18.104.22.168. What can be done and where can one go for help 2.3.2. Children who are abused 22.214.171.124. Children who are physically abused 126.96.36.199.1. Description 188.8.131.52.2. Intervention options/where can one go for help 184.108.40.206. Children who are emotionally/psychologically abused 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children who are sexually abused 126.96.36.199.1. Description 188.8.131.52.2. Intervention options/where can one go for help 184.108.40.206. Children who are neglected 220.127.116.11.1. Description 18.104.22.168.2. Intervention options/where can one go for help 22.214.171.124. Children with other environmental risk conditions 126.96.36.199.1. Description 188.8.131.52.2. Intervention options/where can one go for help 2.3.3. Case studies/vignettes/videos 2.3.4. Test your knowledge 2.4. Children with sensory impairments 2.4.1. Children with hearing impairments 184.108.40.206. Description 220.127.116.11. Intervention options 2.4.2. Children with visual impairments 18.104.22.168. Description 22.214.171.124. Intervention options 2.4.3. Children who are deaf/blind 126.96.36.199. Description 188.8.131.52. Intervention options 2.4.4. Case studies/vignettes/videos 2.4.5. Test your knowledge 2.5. Children with other types of disorders 2.5.1. Children with ADHD 184.108.40.206. Description 220.127.116.11. Intervention options 2.5.2. Children with learning differences 18.104.22.168. Description 22.214.171.124. Intervention options 2.5.3. Case studies/vignettes/videos 2.5.4. Test your knowledge 2.6. Children who are gifted 2.6.1. The many dimensions of giftedness 126.96.36.199. Description 188.8.131.52. Intervention options 2.6.2. Talent 2.6.3. Case studies/vignettes/videos 2.6.4. Test your knowledge 2.7. Children who are chronically ill 2.7.1. Children with diabetes 184.108.40.206. Description 220.127.116.11. Intervention options 2.7.2. Children with HIV/AIDS 18.104.22.168. Description 22.214.171.124. Intervention options 2.7.3. Children with cancer 126.96.36.199. Description 188.8.131.52. Intervention options 2.7.4. Children with asthma 184.108.40.206. Description 220.127.116.11. Intervention options 2.7.5. Children with other types of chronic illness 18.104.22.168. Description 22.214.171.124. Intervention options 2.7.6. Case studies/vignettes/videos 2.7.7. Test your knowledge 2.8. Children with communication disorders 2.8.1. Children with receptive language difficulties 126.96.36.199. Description 188.8.131.52. Intervention options 2.8.2. Children with expressive language difficulties 184.108.40.206. Description 220.127.116.11. Intervention options 2.8.3. Children with articulation difficulties 18.104.22.168. Description 22.214.171.124. Intervention options 2.8.4. Children with pragmatic difficulties 126.96.36.199. Description 188.8.131.52. Intervention options 2.8.5. Case studies/vignettes/videos 2.8.6. Test your knowledge 2.9. Children with mental health disorders 2.9.1. Children with anxiety disorders 184.108.40.206. Children with general anxiety 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with phobias 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with obsessive-compulsive disorder 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 22.214.171.124. Children with separation anxiety disorder 126.96.36.199.1. Description 188.8.131.52.2. Intervention options 184.108.40.206. Children with attachment disorders 220.127.116.11.1. Description 18.104.22.168.2. Intervention options 2.9.2. Children with mood disorders 22.214.171.124. Description 126.96.36.199. Intervention options 2.9.3. Children with other types of mental illness 188.8.131.52. Description 184.108.40.206. Intervention options 2.9.4. Case studies/vignettes/videos 2.9.5. Test your knowledge 3. MODULE THREE: The early childhood intervention professionals In this section, most professionals who are likely to be involved in the development and intervention plan of a child who either has special needs or is at risk for developing a special need will be described. It will be stated how each of these professionals can help both the child and the family. 3.1. The medical field professionals (in alphabetical order) 220.127.116.11. Audiologist 18.104.22.168. Child psychiatrist 22.214.171.124. ENT specialist 126.96.36.199. General practitioner (GP) 188.8.131.52. geneticist 184.108.40.206. Neurologist 220.127.116.11. Nurse 18.104.22.168. Occupational therapist 22.214.171.124. Ophthalmologist 126.96.36.199. Orthopedic surgeon 188.8.131.52. Pediatrician 184.108.40.206. Physio-therapist 220.127.116.11. Psychiatrist 18.104.22.168. Psycho-therapist 22.214.171.124. Sensory integration specialist 126.96.36.199. Case studies/vignettes/videos 188.8.131.52. Test your knowledge 3.2. The professionals from the allied field (in alphabetical order) 184.108.40.206. Aboriginal Infant Development Consultant 220.127.116.11. Aboriginal Supported Child Development Consultant 18.104.22.168. Behavior consultant 22.214.171.124. Behavior interventionist 126.96.36.199. Child psychiatrist 188.8.131.52. Clinical psychologist 184.108.40.206. Counseling psychologist 220.127.116.11. Deaf/blind specialist/consultant 18.104.22.168. Deaf and hard of hearing consultant 22.214.171.124. Dietician 126.96.36.199. Early childhood educator 188.8.131.52. Early childhood interventionist 184.108.40.206. Family support worker 220.127.116.11. Infant Development Consultant 18.104.22.168. Orientation/mobility specialist 22.214.171.124. Play/music/art/dance and movement therapist 126.96.36.199. Resource teacher 188.8.131.52. School psychologist 184.108.40.206. Special educator 220.127.116.11. Speech and language pathologist 18.104.22.168. School support teacher 22.214.171.124. Social worker 126.96.36.199. Supported Child Development Consultant 188.8.131.52. Vision consultant 184.108.40.206. Case studies/vignettes/videos 220.127.116.11. Test your knowledge 4. MODULE FOUR: how does it all tie together and what does it mean for you? This may very well be the most important part of the course. It clearly outlines how the intervention process works, how referral, assessment and identification are carried out, how, where and by whom intervention plans are carried out, and how it should all tie together to help the child transition from home or preschool to school as smoothly as possible. 4.1. For families 4.1.1. You and your child 4.1.2. You and your family 4.1.3. You and the professionals who work with your child 4.1.4. The importance of family-centered and collaborative practice 4.1.5. Where to go for help 4.1.6. Getting ready for school 4.2. For service providers 4.2.1. You and the child with whom you are working 4.2.2. You and your program 4.2.3. You and your team 4.2.4. The importance of family-centered and collaborative practice 4.2.5. Where to go for help 4.2.6. Helping the child you are working with get ready for school 5. Reference material 5.1. Books There are recommended and highly recommended books for each section of the course. Each of these books has a brief description that describes what they are about and why they could be useful to whoever might read them. 5.2. Journals 5.2.1. The journal of early intervention 5.2.2. Zero to three 5.2.3. Child development 5.2.4. Topics in early childhood special education 5.2.5. Journal of speech and hearing research 5.2.6. Young children 5.2.7. The exceptional parent 5.2.8. The CEC journal 5.2.9. The Canadian version of the CEC journal 5.2.10. Infants and young children 5.3. DVDs 5.4. University courses 5.4.1. At UBC 5.4.2. At SFU 5.4.3. At U Vic 5.4.4. At Capilano College 5.4.5. At Douglas College 5.4.6. Other 5.5. Web links 5.5.1. Tips regarding using internet sites 5.5.2. Important/recommended websites 5.5.3. Parent support networks 5.6. Appendices 5.6.1. Course overview in table format: Appendix A.1. 5.6.2. Target audience (for the free basic course): Appendix A.2. 5.6.3. Course Advisory Committee (by alphabetical order) To be invited: Faculty members at UBC-Pt Grey, University of Washington, University of Florida, among others. Appendix A.1.:Course Overview (in table format) Course home page | Module 1 (early childhood intervention and child development) | Module 2 (who are the children with special needs?) | Module 3 (the early childhood intervention professionals) | Module 4 (how does it all tie together and what does it mean for you?) | |---|---|---|---| | Table of contents | Table of contents | Table of contents | Table of contents | | Description of module | Description of module | Description of module | Description of module | | Overview of major issues (including the definition of early childhood intervention, the nature/nurture debate, culture, Aboriginal and First Nations considerations and the short term and long term effects of early intervention) | Children with established risk conditions | The medical field professionals | You and your child | | Typical development (the five developmental areas + the development of the senses + the development of the brain) | Children with biological risk conditions | The professionals from the allied field | You and your family | | Atypical development (the five developmental areas + the development of the senses + the development of the brain) | Children with environmental risk conditions | The mental health professionals | You and the professionals who work with your child | | Videos and vignettes (available for most sections) | Children with sensory impairments | Professionals who can help (when parents need help) | The importance of family- centered and collaborative practice | Goals and objectives for the course | Short tests (available for most sections) | Children with other types of disorders | | Where to go for help | |---|---|---|---| | | Children who are gifted | | Getting ready for school | | | Children who are chronically ill | | | | | Children with communication disorders | | | | | Children with mental illness disorders | | | | References (books, journals, conferences, poster sessions, websites…) | References (books, journals, conferences, poster sessions, websites…) | References (books, journals, conferences, poster sessions, websites…) | References (books, journals, conferences, poster sessions, websites…) | Target audiences Advisory committee for the course Description of what the module is about and what can be accomplished by its completion Actual content of the course References Appendix A.2.:Target Audience for SDPP online course 1. Parents of children in the birth to age six age range: 1.1. Parents of children with disabilities 1.2. Parents of children who are at risk for developmental delays 1.3. Parents of children in the gray area 1.4. Parents of typically developing children 1.5. Parents of children who are gifted 1.6. Foster parents 2. Service providers: 2.1. Early childhood education staff 2.1.1. Teachers 2.1.2. Aides 2.1.3. School support workers 2.2. Early intervention staff 2.2.1. Infant development consultants 2.2.2. Aboriginal infant development consultants 2.2.3. Supported child development consultants 2.2.4. Aboriginal supported child development consultants 2.2.5. Behavior interventionists/consultants 2.3. Special education staff 2.3.1. Teachers 2.3.2. Aides 2.3.3. School support workers 2.4. General school personnel 2.4.1. School and out of school care staff 2.4.2. Child and youth care workers 2.5. Professionals in the medical field 2.5.1. General practitioners 2.5.2. Pediatricians 2.5.3. Geneticists 2.5.4. Neurologists 2.5.5. Ear/nose/throat specialists 2.5.6. Orthopedists 2.5.7. Ophthalmologists 2.5.8. Audiologists 2.5.9. Nurses 2.5.10. Occupational therapists 2.5.11. Physio-therapists 2.5.12. Sensory integration specialists 2.5.13. Child psychiatrists 2.5.14. Psycho-therapists 2.6. Professionals in the allied field 2.6.1. Child and youth mental health professionals 2.6.2. Speech and language pathologists 2.6.3. School psychologists 2.6.4. Clinical psychologists 2.6.5. Counseling psychologists 2.6.6. Social workers 2.6.7. Family workers 2.6.8. Dietitians 2.6.9. Deafblind specialists 2.6.10. Orientation/mobility specialists 2.6.11. Vision consultants 2.6.12. Hearing consultants 2.6.13. Play/music/art/dance and movement therapists 2.7. Other 2.7.1. Recreational workers 2.7.2. Parks and recreation staff 2.7.3. Family resource program staff Appendix A.3.: Bibliography for Early Intervention Course Accardo, P. J., & Whitman, B. Y. (2002). Dictionary of developmental disabilities terminology. Baltimore, Maryland: Paul Brookes. Acredolo, L., & Goodwyn, S. (2000). Baby minds: brain-building games your baby will love. New York, New York: Bantam. Allen, K. E., & Marotz, L. R. (2007). Developmental profiles: pre-birth through twelve. Clifton Park, NY: Thomson. Allen, K. E. P. C. L. L. R., & Nolan, K. (2006). Inclusion in early childhood programs: children with exceptionalities, fourth Canadian edition. Toronto, Ontario: Thomson Nelson. Allen, K. E. P. C. L. L. R., & Nolan, K. (2006). Inclusion in early childhood programs: children with exceptionalities, fourth Canadian edition. Toronto, Ontario: Thomson Nelson. Aron, E. N. (2002). The highly sensitive child: helping our children thrive when the world overwhelms them. New York, New York: Broadway Books. Beaty, J. J. (2006). Observing development of the young child. Upper Saddle River, New Jersey: Pearson. Bell, S. H. C. V. D. D. J. L. J., & Phillips, L. R. (2004). Challenging behaviors in early childhood settings. Baltimore, Maryland: Paul Brookes. Benoit, D. G. S., & Wolpert, R. (1998). A simple gift: comforting your baby. Toronto, ON: Sick Kids Foundation. Benoit, D. G. S., & Wolpert, R. (1998). A simple gift: comforting your baby: a guide for professionals. Toronto, ON: Sick Kids Foundation. Berlin, L. J. Z. Y. A.-J. L., & Greenberg, M. T. (2005). Enhancing early attachments: theory, research, intervention and policy. New York, New York: Guilford. Brazelton, T. B., & Sparrow, J. D. (2004). Feeding, the Brazelton way. Cambridge, MA: DaCapo Press. . Brazelton, T. B., & Sparrow, J. D. (2004). Toilet training, the Brazelton way Cambridge, MA: DaCapo Press. Brazelton, T. B., & Sparrow, J. D. (2005). Understanding sibling rivalry, the Brazelton way. Cambridge, MA: DaCapo Press. Brazelton, T. B. S. J. D. (2005). Mastering anger and aggression, the Brazelton way. Cambridge, MA: DaCapo Press. Brehm, M., & Tindell, N. T. (1983). Movement with a purpose: perceptual motor lesson plans for young children. West Nyack, New York: Parker Publishing Company. Brodey, D. (2007). The elephant in the playroom: ordinary parents write intimately and honestly about the extraordinary highs and heartbreaking lows of raising kids iwht special needs. London, England: Hudson Street Press. Brown, L. K., & Bown, M. (1986). Dinosaurs divorce: a guide for changing families. New York, NY: Little Brown and Company. Bruni, M. (2006). Fine motor skills for children with Down syndrome: a guide for parents and professionals. Bethesda, MD: Woodbine House. Bundy. A. C, L. S. J., & Murray, E. A. (2002). Sensory integration: theory and practice. Philadelphia, Pennsylvania: F. A. Davis Company Campbell, S. B. (2006). Behavior problems in preschool children: clinical and developmental issues. New York, NY: Guilford Press. Coleman, J. G. (2006). The early intervention dictionary. Bethesda, Maryland: Woodbine House. Davies, M. (2003). Movement and dance in early childhood. London, England: Paul Chapman. Doherty, J., & Bailey, R. (2003). Supporting physical development and physical education in the early years. Buckingham, England: Open University Press. Dougherty, D. P. (2005). Teac me how to say it right: helping your child with articulation problems. Oakland, California: New Harbinger Publications. Duffy, B. (1998). Supporting creativity and imagination in the early years. Maidenhead, England: Open University Press. Eliot, L. (1999). Early intelligence: how the brain and mind develop in the first five years of life. London, England: Penguin Books. Forman, N. (2005). Exceptional children-ordinary schools: getting the education you want for your special needs child. Ontario, Canada: Fitzhenry & Whiteside. Franklin Smutny, J. Y. W. S., & Meckstroth, E. A. (1997). Teaching young gifted children in the regular classroom: identifying, nurturing and challenging ages four to nine. Minneapolis, Minnesota: Free Spirit Publishing. Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom: easy ways to adapt learning centers for all children. Beltville, Maryland: Gryphon House. Hall, J. (2002). Dance for infants. London, England: A. & C. Black. Hamlyn. (2006). Brilliant brain games for kids to enjoy. London, UK: Octopus. Hannell, G. (2007). The teacher's guide to intervention and inclusive education: 1000+ strategies to help ALL student succeed. Minnetonka, MN: Peytral Publications. Hansen, M. J., & Beckman, P. J. (2001). Introducing me (me too series). Baltimore, Maryland: Paul Brookes. Hansen, M. J., & Beckman, P. J. (2001). It's time for preschool (me too series). Baltimore, Maryland: Paul Brookes. Hansen, M. J., & Beckman, P. J. (2001). Look what I can do now (me too series). Baltimore, Maryland: Paul Brookes. Hansen, M. J., & Beckman, P. J. (2001). My community, my family (me too series). Baltimore, Maryland: Paul Brookes. Hansen, M. J., & Beckman, P. J. (2001). My new friends (me too series). Baltimore, Maryland: Paul Brookes. Hansen, M. J., & Beckman, P. J. (2001). On my best behavior (me too series). Baltimore, Maryland: Paul Brookes. Hendy, L., & Toon, L. (2001). Supporting drama and imaginative play in the early years. Buckingham, England: Open University Press. Hirsh-Pasek, K., & Golinkoff, R. M. (2004). Einstein never used flashcards: how our children really learn and why they need to play more and memorize less. New York, NY: Rodale. Holbrook, C. (2006). Children with visual impairments. Bethesda, Maryland: Woodbine House. Hong, C. S., & Howard, L. (2002). Occupational therapy in childhood. London, England: Whurr Publishers. Karp, H. (2004). The happiest toddler on the block: the new way to stop the daily battle of wills and raise a secure and well-behaved one to four year old. New York, New York: Bantam Books. Klaas, P., & Costello, E. (2003). Quirky kids: understanding and helping your child who doesn't fit in: when to worry and when not to worry. New York, New York: Ballantine Books. Kranowitz, C. S. (2004). The out of sync child. New York, New York: Perigee Books. . Kraus, J. (2005). Cory stories: a kid's book about living with ADHD Washington, D.C.: Magination Press. Kumin, L. (2003). Early communication skills for children with Down syndrome. Bethesda, Maryland: Woodbine House. Lears, L. (2005). Nathan's wish: a story about cerebral palsy. Morton Grove, IL: Albert Whitman and Company. LeComer, L. (2006). A parent's guide to developmental delays: recognizing and coping with missed milestones in speech, movement, learning and other areas. New York, New York: Perigee. Liddle, T. L. (2004). Why motor skills matter. Chicago, Illinois: Contemporary Books. Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Bethesda, Maryland: Paul Brookes Publishing Company. Luchsinger, D. F. (2007). Playing by the rules: a story about autism. Bethesda, MD: Woodbine House. Lutkenhoff, M. (2008). Children with spina bifida, (2nd edition). Bethesda, MD: Woodbine House. MacMillan, B. (2004). Words and music games for toddles and twos: more than 150 brain-boosting activities. London, England: Hamlyn. Marsh, T. L. (2007). Children with Tourette syndrome. Bethesda, Maryland: Woodbine House. Martin, S. (2006). Teaching motor skills to children with cerebral palsy and similar movement disorders: a guide for parents and professionals. Bethesda, Maryland: Woodbine House. Matthews, J. (2003). Drawing and painting: children and visual representation. London, England: Paul Chapman. McAleer Hamaguchi, P. (1995). Childhood speech, language and listening problems: what every parent should know. New York, New York: John Wiley and Sons. McCarney, S. B. (2006). Teacher's resource guide. Columbus, Missouri: Hawthorne. Merrell, K. W. W. S. A., & Parisi, D. M. (2009). Strong start: pre-k: a social and emotional learning curriculum. Baltimore, MD: Paul Brookes. Meyer, D. The sibling slam book: what it's really like to have a brother or sister with special needs. Bethesda, Maryland: Woodbine House. Mills, J. C. (2003). Little tree: a story for children with serious medical problems, 2nd edition. Washington, D. C.: Magination Press. Moss, D. M. (2006). Shelley, the hyperactive turtle. Bethesda, Maryland: Woodbine House. Myer, D. (1997). Views from our shoes. Bethesda, Maryland: Woodbine House. Niner, H. L. (2005). I can't stop: a story about Tourette syndrome. Morton Grove, Illinois: Albert Whitman and Company. Orr, C. (1998). Mouth madness: oral motor activities for children. San Antonio, Texas: Therapy Skill Builders. Paasche, C. L. G. L., & Strom, B. (2004). Children with special needs in early childhood settings. Menlo Park, California: Addison-Wesley Publishing Company. Pankow, V. (1987). No bigger than my teddy bear. Petaluma, California: Abingdon Press. Pepper, J., & Weitzman, E. (2004). It takes two to talk: a practical guide for parents of children with language delays. Toronto, Ontario: The Hanen Program. Peterkin, A. (1992). What about me? When brothers and sisters get sick. Washington, D. C.: Magination Press. Pierangelo, R. G. G. (2006). The special educator's comprehensive guide to 301 diagnostic tests. San Francisco, CA: Jossey-Bass. Pierangelo, R. G. G. (2007). The educator's diagnostic manual of disabilities and disorders. San Francisco, CA: John Wiley and Sons. Pound, L. (1999). Supporting mathematical development in the early years. Buckingham, England: Open University Press. Pound, L., & Harrison, C. (2003). Supporting musical development in the early years. Buckingham, England: Open University Press. Reebye, P., & Stalker, A. (2008). Understanding regulation disorders of sensory processing in children. London, England: Jessica Kingsley Publishers. Sandall, S. R., & Schwartz, I. S. (2002). Building blocks: for teaching preschoolers with special needs. Baltimore, Maryland: Paul Brookes. Schoenbrodt, L. (2001). Children with traumatic brain injury. Bethesda, Maryland: Woodbine House. Schwartz, S. (2004). The new language of toys: teaching communication skills to children with special needs. Bethesda, Maryland: Woodbine House. Schwartz, S. (2007). Choices in deafness (3rd edition). Bethesda, Maryland: Woodbine House. Sher, B. (2004). Smart play: 101 fun easy games that enhance intelligence. Hoboken, New Jersey: Wiley and Sons. Sher, B. (2006). Attention games: 101 fun, easy games that help kids learn to focus. San Francisco, California: Jossey-Bass. Sheridan, M. D. (1997). From birth to five years: children's developmental progress. England: Routledge. Sheridan, M. D. (1999). Play in early childhood: from birth to six years. England: Routledge. Silberg, J. (2000). Brain games for babies, toddlers and twos. London, England: Hamlyn. Siraj-Blatchford, I., & Clarke, P. (2000). Supporting identity, diversity and language in the early years. Maindenhead, England: Open University Press. Siraj-Blatchford, I., & Macleod-Brudenell, I. (1999). Supporting science, design and technology in the early years. Buckingham, England: Open University Press. Slater, A., & Lewis, M. (2002). Introduction to infant development. Oxford, England: Oxford University Press. Sorensen, L. (2006). My new glasses. Victoria, BC: Canada. Stinsen, K. (2007). Mom and Dad don't live together anymore. Toronto, Ontario, Canada: Annick Press. Stuve-Bodeen, S. (1998). We'll paint the octopus red. Bethesda, Maryland: Woodbine House. Stuve-Bodeen, S. (2005). The best worst brother. Bethesda, Maryland: Woodbine House. Tanguay, P. B. (2001). Non verbal learning disabilities at home: a parent's guide. London, England: Jessica Kingsley Publishers. Tanguay, P. B. (2002). Non verbal learning disabilities at school: educating students with NLD, Asperger syndrome, and related conditions. London, England: Jessica Kingsley Publishers. Thomas, P. (2000). Stop picking on me: a first look at bullying. Hauppauge, NY: Barron. Thomas, P. (2002). Don't call me special: a first look at disability. Hauppauge, NY: Barron. Thompson, M. (1996). Andy and his yellow Frisbee. Bethesda, Maryland: Woodbine House. Tutt, R. (2007). Every child included. London, England: Paul Chapman Publishing. Velleman, S. (2003). Childhood apraxia of speech: resource guide. Clifton Park, New York: Thomson Delmar learning. Weitzman, E., & Greenberg, J. (2002). Learning language and loving it: a guide to promoting children's social, language and literacy development in early childhood settings. Toronto, Ontario: The Hanen Program. Whitehead, M. (1999). Supporting language and literacy development in the early years. Maidenhead, England: Open University Press. Williamson, G. G., & Anzalone, M. E. (2001). Sensory integration and self regulation in infants and toddlers: helping very young children interact with their environment. Washington, DC: Zero to Three. Willis, J. (2000). Susan laughs. New York, NY: Henry Holt. Wojahn, R. H. (2006). Evan early. Bethesda, Maryland: Woodbine House. Wolpert, R., & Benoit, D. (2007). A simple gift: ending the cycle of hurt Toronto, ON: Hospital for Sick Kids. . Wolraich, M. L., & Tippins, S. (2003). American Academy of Pediatrics: guide to toilet training. New York, NY: Bantam Books. Woolfson, R. C. (2001). Bright baby: understand and stimulate your child's development. London, England: Hamlyn. Appendix A.4.: Online Resources http://www.idpofbc.ca/prof.html http://pediatrics.aappubli c ations.org/cgi/content/full/102/1/137 (does not mention prenatal exposure to alcohol or drugs under any category) http://www.idpofbc.ca/prof.html http://books.google.ca/books?id=fcVGT5CI85sC&pg=PA201&lpg=PA20 1&dq=definition+of+biological+risk+conditions+in+early+childhood+inter vention&source=web&ots=Q9kaBQdudN&sig=pGSAIy5ujTbYen8RYDn KgUKymCo&hl=en&sa=X&oi=book_result&resnum=10&ct=result#PPA2 01,M1 http://pediatrics.aappublications.org/cgi/content/full/102/1/137 http://books.google.ca/books?id=fcVGT5CI85sC&pg=PA201&lpg=PA20 1&dq=definition+of+biological+risk+conditions+in+early+childhood+inter vention&source=web&ots=Q9kaBQdudN&sig=pGSAIy5ujTbYen8RYDn KgUKymCo&hl=en&sa=X&oi=book_result&resnum=10&ct=result#PPA2 01,M1 BC Association of Speech Language Pathologists and Audiologists: http://www.bcaslpa.ca/index.php?module=pagemaster&PAGE_user_op =view_page&PAGE_id=10&MMN_position=17:17 http://www.bcphysio.org/app/index.cfm?fuseaction=pabc.home http://www.bcsot.org/app/i n dex.cfm?fuseaction=public.page&pagecode= whatis http://www.kidsource.com/kidsource/content/early.intervention.html http://www.earlyinterven tion canada.com/early_intervention.html http://www.mcf.gov.bc.ca/spec_needs/eits.htm Appendix B: Social Inclusion Project Seminal Publications and Presentations (2005-2009) Publications: Goelman, H., Brynelsen, D., Pighini, M.J., & Kysela, G.M. (2005). The Infant Development Program's Early Assessment and Early Intervention Model In British Columbia. In M.J. Guralnick (Ed.), A developmental systems approach to early intervention: National and international perspectives, (pp. 439-454). Baltimore: Paul H. Brookes. Goelman, H. & The CHILD Collaborative (2008). Three complementary community-based approaches to the early identification of young children at risk for developmental delays/disorders. Infants and Young Children, Journal of the International Society for Early Intervention.21(4), October/December 2008, 306-323. Posters: Goelman, H., Brynelsen, D., Hertzman, C., El Khatib, L., & Pighini, M.J. (2007). Social Inclusion for At-Risk Children and Families. Poster presented at the Disability Health Research Network (DHRN) International Graduate Student Conference, December 6, 2007, Vancouver, BC. Goelman, H., Synnes, A., Houbé, J., Klassen, A., Lisonkova, S., Pighini, M.J, & Li, Z. (2008). A Population Study of NICU Graduates: Preliminary Findings from Phase 1. Poster presented at the CCHR Research Day, BC Women and Children's Health Centre, April 7, 2008, Vancouver, BC. Presentations: El Khatib, L. & Pighini, M.J., (2007). The social inclusion for at-risk children and their families(Social Development Partnership Program, Social Development Canada). Summary presentation at the DHRNET International Graduate Student Conference, December 6, 2007, Vancouver, BC. Goelman, H., Brynelsen, D, & Pighini, M.J. (2007). Building early childhood systems through community-university partnerships in British Columbia. Roundtable discussions presentation, Zero to Three National Summit, Cleveland, OH. Goelman, H., Synnes, A., Houbé, J., Klassen, A., Lisonkova, S., & Pighini, M.J, (2007). The design and implementation of an interdisciplinary study of a two-phase study of the trajectories of at-risk children. Paper presented at the International Society for Early Intervention, June 2007, Zagreb, Croatia. Goelman, H., Synnes, A., Houbé, J., Klassen, A., Lisonkova, S., & Pighini, M.J, (2008). Follow-up of children at-risk for developmental disabilities and their families. Paper presented at the Early Years Conference, February 1, 2008, Vancouver, BC. Pighini, M.J., & El Khatib, L. (2007). Social inclusion for at-risk children and families: Linking research to families and communities. Presentation at The CHILD Forum, November 19, 2007, Vancouver, BC. Pighini, M.J. & Goelman, H. (2007). A case study of the children and families in the Infant Development Program of British Columbia: Preliminary findings. Paper presented at the International Society for Early Intervention, June 2007, Zagreb, Croatia. Upcoming Publications and Presentations El Khatib, L. & Pighini, M.J. (2009). "The Social Inclusion Project": Giving parents and service providers what they requested. Upcoming presentation at the 7 th Assessment Workshop, "Time is of the Essence: Perspectives of Parents and Professionals," May 21, 2009, Vancouver, BC. Pighini, M.J., & El Khatib, L. (2009) Social inclusion for at-risk children and families: Linking research to families and communities. Upcoming presentation at the HELP Seminar Series, February 23, 2009, Vancouver, BC. Pighini, M.J. & Goelman, H. (2009). Pighini, M.J. (2008). A multiple case study of the children and families in the Infant Development Program of British Columbia. Upcoming presentation at the SRCD Biennial Conference, Denver, Co. April 2009
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THE SHAKESPEARE CLUB OF STRATFORD-UPON-AVON The 857 th meeting of the Shakespeare Club took place at the Shakespeare Institute on 8 November 2010. Perry Mills, Assistant Headmaster, Head of Sixth Form, Head of the English and Expressive Arts Faculty at King Edward VI Grammar School, gave a most enlightening talk on the Elizabethan and Jacobean boys' companies. These boy actors undertook all the parts, male and female, in plays by Shakespeare, Lyly, Marston, Middleton etc. Mr Mills has been exploring the challenges of staging 'transvestite drama' (boys playing female roles) with his own students and, consequently, the repertoire of these companies. The lecture traced the discoveries made as a result of this 'unique primary research'. The boy companies were very popular with audiences at the time. Of course, we do not know exactly how the parts were played: if they were played straight or if the boys camped it up and Mr Mills had a unique opportunity to see how the modern schoolboy reacted when faced with the challenge. He had produced many plays at KES and has taken these productions to Oxford and Warwick Universities and the Globe Theatre in London, where they had been received with great enthusiasm. Marston's The Dutch Courtesan, which had a large number of female parts, was performed at the Globe, set in the 1920s. The boys at KES enjoyed acting female parts and Mr Mills had never had problems with casting. It seemed to give the boys an insight into how women feel and think and to be sympathetic to the characters they are playing. Mr Mills said he believed that it was important that the boys understood every word of the text and a lot of time was spent in class on this. Trust was also important – the boys trusted each other and Mr Mills, as director, was able to trust the boys in turn. The boys themselves served as stage managers, lighting technicians, wardrobe, etc. When Michael Wood was filming his television series on Shakespeare, he came to KES and the boys played a number of extracts from Shakespeare and other writers for him. They spoke in English and Latin, as would have happened when Shakespeare himself was a pupil there and it was recorded in Big School. Mr Mills showed video clips of the boys in action. An extremely well-received excerpt was the end of Richard III, with Richard in a wheelchair for his horse and the boys enacting a very moving, but also exciting, battle scene. This had been recorded at the Courtyard Theatre and Mr Mills hoped that his students would have the opportunity to act a complete play as part of the RSC season before long. This whole evening was a revelation for those present.
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Discussion Questions for "My House" 1.) What are property rights and why are they important for important for economic growth? 2.) Provide an example where a government has violated property rights. 3.) What were the consequences of that government action?
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Saint Agnes Church and Holy Trinity Church Administrator - Reverend Joseph R. Grosko Administrative Office and Rectory 529 Grant Avenue Extension • West Mifflin, PA 15122 Saint Agnes School Principal - Sister Cynthia Wessel 653 St. Agnes Lane • West Mifflin, PA 15122 Mission Statement of Saint Agnes Parish Mission Statement of Holy Trinity Parish 622 St. Agnes Lane • West Mifflin, PA 15122 Saint Agnes Parish established in West Mifflin, PA in 1867, is a viable Catholic community that witnesses the message of Jesus through the talents of its members who are nurtured by the Holy Spirit. Our mission is to invite people to know and become one with Jesus Christ reaching out in service to all. ST. AGNES MASS INTENTIONS SUN - MAY 11 - FOURTH SUNDAY OF EASTER 6:00p(Sat) - Mary Sorokacs (Mike Sorokacs) 8:00a - George Stanicar (Family) 11:00a - Roy W. Cochrane (Wife & Children) MONDAY - 12- EASTER WEEKDAY (8:00a Mass at Holy Trinity) TUES - MAY 13 - EASTER WEEKDAY 6:45a - Barbara Vamos (Blaney Family) WED - MAY 14 - ST MATTHIAS (8:00a Mass at Holy Trinity) THUR - MAY 15 - EASTER WEEKDAY 6:45a - Joe Milko (Charlene Welsh) FRIDAY-MAY 16 - EASTER WEEKDAY 8:15a - Sister Edward (Sisters of St. Agnes) SAT - MAY 17 - EASTER WEEKDAY (8:00a Mass at Holy Trinity) SUN - MAY 18 - FIFTH SUNDAY OF EASTER 8:00a - George Lesko (Wife Joan & Family) 11:00a -Daniel Onofrey(Wife & Family) CONTACT INFORMATION: Administrative Office and Rectory………….412-466-6545 St. Agnes School…………………………….412-466-6238 Social Hall - Saint Agnes…………………... 412-466-5500 Social Hall - Holy Trinity……………..……. 412-466-9695 Saint Agnes Convent ……………………..... 412-466-3554 Saint Agnes Website……….……….. www.stagneswm.com Holy Trinity Website……………..www.holytrinitywm.com St. Agnes/Holy Trinity Office Email... email@example.com St. Agnes/Holy Trinity Fax……….………….412-466-6968 NOVENA TO MOTHER OF PERPETUAL HELP MONDAYS AFTER THE 8:00 A.M. MASS AT HOLY TRINITY CHURCH 529 Grant Avenue Extension • West Mifflin, PA 15122 Holy Trinity Parish is a Faith Community gathered in celebration of the Eucharist, strengthened by the Word of God, reaching out to all generations and inspired by the Holy Spirit to promote holy, authentic and faithful Catholic living. HOLY TRINITY INTENTIONS SUN - MAY 11 - FOURTH SUNDAY OF EASTER 4:00p(Sat) - Sister Mary Pius (Sisters) 9:30a - Living & Deceased Mothers of Holy Trinity MONDAY - MAY 12 - EASTER WEEKDAY 8:00a - Martin Sotis (Family) TUES - MAY 13 - EASTER WEEKDAY (6:45a Mass at St. Agnes) WED - MAY 14 - ST MATTHIAS 8:00a - Margaret Wooddell (Robert Wooddwell) THUR - MAY 15 - EASTER WEEKDAY (6:45a Mass at St. Agnes) FRIDAY-MAY 16 - EASTER WEEKDAY (8:15a Mass at St. Agnes) SAT - MAY 17 - EASTER WEEKDAY 8:00a - Bridget Midla (Irene Fabian) SUN - MAY 18 - FIFTH SUNDAY OF EASTER 4:00p(Sat) - Mary Anne Majernik(Len Potemra) 9:30a - Sister Irene Benyak (Stephanie Bialobok) HOLY DAY MASSES: As scheduled. RECONCILIATION: St. Agnes: Saturdays at 5:30 pm; Holy Trinity: Saturdays at 3:30 pm (or by appointment) BAPTISM: By appointment. Pre-Baptism preparation required. Arrange before birth. MARRIAGE: Arrange 6 months in advance. SICK & SHUTINS: Please call the Rectory. NEW PARISHIONERS: Please register at Rectory. EPHESIANS IV — PRAYER & PRAISE — ALL WELCOME ON 1ST & 3RD MONDAYS, 7:30 PM, ST. AGNES CHURCH DIOCESAN VICTIM ASSISTANCE HOTLINE 1-888-808-1235 FOURTH SUNDAY OF EASTER First Reading: Acts of the Apostles 2:14a,36-41. Peter and the other apostles bap- tize 3,000 people. Responsorial Psalm: Psalm 23:1-6. The Lord is my shepherd. Second Reading: 1 Peter 2:20b-25. We have been healed by the wounds of Christ. Gospel Reading: John 10:1-10. Jesus is the gate for his sheep. Reflecting on God's Word At the end of the day, shepherds would bring their sheep to a common sheepfold, leading them through a gate that was guarded during the night. Shepherds would give names to their sheep and call to them when daylight came, leading them back out to pasture. Because the sheep recognized the shepherd's voice there was no mix-up with sheep that belonged to others. The idea that shepherds had a name for each of their sheep brings home the difference between a good shepherd and a stranger. The good shepherd was concerned not only for the flock but for each sheep in it. He knew them and they knew him. "They will not follow a stranger; they will run away from him, because they do not recognize the voice of strangers" (John 10:5). There are two words in Greek for "good"—agathos and kalos. Agathos refers to moral goodness, as in being a "good person." Kalos refers to being "good at" something. Certainly Jesus is the Good Shepherd in both senses, but the word used here is kalos, emphasizing his being "good at" shepherding. Jesus knows his sheep by name, leads them to safety when darkness falls, and returns them to pasture. He was willing to lay down his life for them. Most comforting of all, he came then and comes now so we might have life and have it more abundantly. This image challenges all who have been called to be shepherds in today's church, to be good shepherds and to be good at shepherding. ~~~MARK YOUR CALENDAR~~~ TODAY, May 11th……... Mother’s Day Mon, May 19th…………..Raising of the Avenue of Flags, Holy Trinity Cemetery Sun, May 18th…………...75th Annual Eucharistic Rosary March. For more info. Call 412-885-8822 Thur, May 29th…………..Celebration of the Ascension of the Lord Sun, June 8th……………..Pentecost Sunday, Birthday of the Church Sun, June 15th……………Most Holy Trinity Sun, June 22nd…………...The Solemnity of the Most Holy Body and Blood of Christ (Corpus Christi) Sun, June 29th……………Feasts of Saints Peter and Paul Fri/Sat, July 25th-26th……The Annual St. Agnes Festival Flowers at Holy Trinity are in Memory of Sister Mary Pius by her Sisters The second collection next weekend is for Catholic Relief Services/Church in Latin America/Church in Central and Eastern Europe & Church in Africa. DEACON PROGRAM Bishop Zubik has called for a new class of Deacons for this June. I present these thoughts for our men. Are You Called to Serve? The Diocese of Pittsburgh is initiating the nomination and application process for admitting a new class of interested and qualified men into the Deacon Formation Program. Prospective candidates should be between 30 and 59 years of age, in full communion with the Church, active in their faith, and hold at least a bachelor's degree. They should consult their pastor about submitting a nomination on their behalf. The deadline for nominations is June 30th. Applications without a pastor's nomination will not be considered. More information about the diaconate is posted on the diocesan web site at www.diopitt.org. Questions may be directed to firstname.lastname@example.org or call 412-456-3124. "Happy Mother's Day" To All Mothers There is one woman who was and is Pro-Life—our Mother. She loved life and nurtured it and gave it to us. For nine months we lived in her body, becoming flesh of her flesh, sharing her life. Then, through the miracle of birth, she brought us into this world with a body and soul that are destined one day to share in the happiness of God in Heaven forever. If our mothers had done nothing more than this, they would deserve our eternal gratitude. But we know that they have done much more, and so we honor them today . Whether they are living, or have already gone to their eternal reward, we gratefully remember them in our prayers and Masses today. As we honor our mothers today, both living and deceased, let us pray for them daily and always lighten their days by our cooperative, compassionate, joyful, and willing support. And may we all in our own special way pray to Mary, for whom the title of "Mother" is her finest and greatest! A Mother's Day Blessing Blessed is the Mother, who lets the Lord be her guiding hand, whose faith brings her family courage, whose wisdom comes from God, and whose children still stand and honor her. MARY, MOTHER OF GOD, AND OUR MOTHER, PRAY FOR US! ST AGNES SCHOOL CALENDAR UP-DATE Friday, May 16 Track & Field Day Monday, June 2 Pre-school Graduation Tuesday, June 3 Eighth Grade Graduation, 7:00pm Thursday, June 5 Kindergarten Graduation after the 8:15am Mass Friday, June 6 Last Day of School June 27, 28 & 29 Flea Market: Friday, 8am-9am Early Birds; Saturday, 9am- 3pm; Sunday, 12 noon to 2:00pm July 25 & 26 144th St. Agnes Festival THE NEW MASS SCHEDULE HAS BEEN ESTABLISHED With the expected approval of the Diocese the schedule of the Masses beginning on Saturday, the 17th of May and Sunday, the 18th, are as follows: Saturday, Anticipated Mass: 4:00pm, Holy Trinity Sunday: 8:00am & 11:00am, St. Agnes 9:30am, Holy Trinity This new schedule overrides previous schedules that were given. After carefully and prayerfully watching the Mass attendance at the various Masses for the weekends I have discovered the lowest attended Mass was the 6:00pm at St. Agnes. The decision was made following Diocesan requirements that the Mass attendance should be, at a minimum, 50 percent of its capacity which, at St. Agnes, is 270. Prayerfully grateful for your understanding and for the thoughtful and insightful input of the Pastoral Councils in coming to this decision. Our assumption is this new Mass schedule will receive the immediate approval of the Diocese. HOLY TRINITY CEMETERY FLAGS HONORING OUR VETERANS This year will be the 13th year for the AVENUE OF FLAGS. The flags will be raised on the 19th of May. We are in desperate need of volunteers. Replacement flag forms and a list of the veterans that need new flags are available in the Church Office. The price of the flags will be $25. The completed form MUST BE RETURNED BY MAY 11, 2014. The People's Prayer for Priests Dear Lord, We pray that the Blessed Mother Wrap her mantle around your priests And through her intercession Strengthen them for ministry. We pray that Mary will guide your priests To follow her own words, "Do whatever He tells you." (John 2,5) May your priests Have the heart of St. Joseph, Mary's most chaste spouse. May the Blessed Mother's own pierced heart Inspire them to embrace all Who suffer at the foot of the cross. May your priests be holy, Filled with the fire of your love, Seeking nothing but your greater glory And the salvation of souls. Amen St. John Vianney, pray for us The George Irvin Green Funeral Home at 3511 Main Street, Munhall, is offering a bereavement support session on Tuesday, May 13th from 6:30 to 8:30pm. Dr. A. Barbara Coyne, a professional bereavement counselor, will lead the discussion. This support session is designed to help teach individuals about the mourning process, exchange ideas and explore feelings within a small group atmosphere. Any questions, please call 412-461-6394. The 100th Anniversary Catholic School Picnic at Kennywood Park will be held on Tuesday, June 16th. Tickets are available at the Holy Trinity Office. The cost is $26.00. ST VINCENT De PAUL DAY Pittsburgh Pirates vs. Milwaukee Brewers. SAVE THE DATE: SUNDAY, JUNE 8, 2014 Game Time 1:35pm Includes Tailgate Party! For tickets and more information call Darlene Collier (412-1071, ext. 200) LET'S GO BUCS!!! Please Pray for Our Beloved Sick Holy Trinity Monica Branik, Patricia Brevko, Veronica Bujdos, Anna Cmar, Helen Gambal, Betty Hock, Mary Lisa Holzwarth, Zander Holzwarth (toddler), Flo Husfelt, Joseph Kirch, Agnes Kovac, Louis Kruszewski, Ethel Palyo, Mary Sabo, Mary Sabol, Marlene Sersen, Lois Soltis Martha Vasil St. Agnes Marie Beney, Alberta Buchleitner, Libby Butko, Francis J. Capaleo, Nettie Conley, Patricia DeLuca, Florence Dugan, Irene Fontanese, Steve Grochalski, Mary Hanchak, Mary Elizabeth Hudick, Mary Kosko, Dorothy Kostovny, Marguerite Oeler, Laura Pasternak, Dorothy Petrak, Clara Riley, Loretta Sabol, Brian Saunders, Jim Schragl, Michael Sorokacs, Marie Steiner, Paul Thomas, Betty Tucak Please call the Parish Office with any changes or additions. Your cooperation, visits and daily prayers are deeply appreciated. Please Pray for Our Beloved in the Military --Sean J. Bowen, Grandson of Eileen Cochrane --Joshua J. Winter, Spc. E4, son of Ron & Mary Ann Winter ST. AGNES $3,653 Offerings for May 4 $1,440 Parish Share PSP Assessment-2014…..……...……..…………….$ 23,790 ~~ REMEMBER ST. AGNES CHURCH ~~ AND HOLY TRINITY CHURCH IN YOUR WILL HOLY TRINITY $1,657 Offering for May 4 $1,053 Parish Share PSP Assessment-2014 ………...……….……………. $ 24,618 Amount Collected PSP …….…..…………………….$ 4,899 MEMORIALS IN MEMORY OF YOUR LOVED ONES ARE BEING ACCEPTED FOR ONGOING PROJECTS.
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Clifford Henry BOOK Clifford Book was born in Liverpool, England in 1895. After migrating to Australia he completed his law degree at Melbourne University in 1915. After finishing his articles, he enlisted in the Australian Imperial Force in September 1917. By January 1918, he found himself in France as a lance corporal in the 23 rd Battalion. In April 1918, the 23rd helped to turn back the German Spring Offensive, and then took part in the battles that would mark the beginning of Germany's defeat - Hamel, Amiens and Mont St Quentin. Book's battalion left the front, for the last time, on the night of 5 October, and was resting when the armistice was declared on 11 November 1918. Clifford Book returned home to Australia in 1919 and was admitted to practice in 1920. In 1926, he was appointed a Crown Prosecutor and became a judge of the County Court in 1942. He died in June 1954. Judge Book was one of the youngest men to appear on the Supreme Court memorial board, being only 22 when he enlisted.
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Частини тіла Конспект уроку в 2 класі Шинкарук Л.В., учитель англійської мови Рівненської загальноосвітньої школи І-ІІІ ст.№27 Рівненської міської ради Тема. Частини тіла Мета: Практична: Активізувати в мовленні учнів лексику з теми «Частини тіла» Автоматизувати навички вживання структури Ihavegot…Навчити учнів читати та розуміти текст про друзів Ела. Навчати учнів розповідати про себе. Навчати аудіюванню, читання, говорінню та письму. Освітня: залучати учнів до володіння культурою мови. Розвивальна: Розвивати комунікативні здібності учнів. Тренуватипам' ять , увагу та мислення. Виховна: Виховувати культуру спілкування. Oбладнання: тематичні картки, картки для індивідуальної роботи, ноутбук, аудіозаписи, іграшки. Хід уроку I. Підготовка до сприйняття іншомовного мовлення (Додаток 4, слайд 1) 1.Привітання.(Додаток 4, слайд 2) T.:Good morning, children! Cl.: Good morning,teacher! T.:Sit down, please.Let's sing our favourite song. Song " Hello, girls and boys" (Додаток 4, слайд 3) T.: Let us greet each other. P1.Good morning, dear guests! Good morning, my teacher! Good morning, my friends! Good morning, my pencils! Good morning, my pens! P2.Good morning to you! Good morning to you! In our, in our place With sun-shiny face Good morning to you! Good morning to you! P3.Red, yellow, green and blue. Hello, kids! How are you? T.: How are you, children? Let's play a game. Who will be a reporter? Гра « Мікрофон» 2. Повідомлення теми та мети уроку. T.: I am very glad to hear you are all right. We have a lot of guests today.You are welcome! The topic of our lesson is "Parts of the body". At our lesson we'll revise words, the phrases we have studied. We are going to practice in listening, reading and speaking. We have to do lots of things at our lesson. Let's start. 3.Введення в іншомовну атмосферу. 1) Phonetic drills.(Додаток 4, слайд 4) T.: At first, let's have some phonetic practice. Answer, please, who lives in our mouth. Cl.: Mr.Tongue. T.: I would like to tell you a fairy-tale about Mr.Sound. Here we have a table with magic sounds. Listen attentively. У нашому ротику живе Mr. Tongue . Він прокидається раненькоюa:, біжить до віконечка і бачить, яка чудова сьогодні погодаo: і тут він починає прибирати у кімнаті, вибиває килим p , годує сердитого собачкуr і йде на прогулянку. Під ногами шарудить листячкоS, дме легенький вітерецьw і тут він зустрічається з мишкоюm, з жабкоюf, із зайчикомh і з ведмедиком b, із вовчикомwі починає накрапати дощикdі він щодуху біжить додомуoi. Прибіг додому, включив телевізор, попив чайку і заснув , сниться йому, як на уроці дітки гарно вміють відтворювати звуки англійської мови. 2.T.: Good job. Children, what's this? (Додаток 4, слайд 5) Oh, it's a spaceship! Звук з корабля:What's your name? P.: My name is… . What's his name? CL.: His name is… . T.:This is a spaceship. We are glad to meet an alien. Who is he? What is he? Alien: Hello my name is Al. I am from theplanet Mars. T.: To make friends, let's have a talk with Al. We'll tell him who we are, where we live, but don't forget to be kind and polite. 3.Dialogues. (Додаток 4, слайд 6) P1: What's your name? Al: My name is Al. P1: How old are you? Al: I'm 7. P2:Where do you live? Al: I live on Mars? P1: What school do you go to? Al: I go to school 5. T.:Al goes to school. Let's show him our school. 4.Вірш «School, school» (Додаток 4, слайд 7) School, school I go to school. My school is big, My school is cool. The school I study, play and run. I like my school, School is fun. T.OK. School is fun. II. Основна частина уроку. 1.Активізація лексики по темі. (Додаток 4, слайд 8) T.: Children, Al is going to walk aroud. We'll see him later. But we continue our lesson and revise "The body parts" Метод асоціативних символів. Учитель показує частину тіла, називає її, учні повторюють.: ahead, hair, aface, anose, cheeks, whiteteeth.Brushthem. What a wonderful smile! 2. Match. (Додаток 4, слайд 9) T.: Well, children, you can see some pictures with parts of the body. I want you to choose a card, read it and match with a picture on the board. Учні вибирають картки, читають і прикріплюють до потрібного малюнка. T.: Let's read all the words. Учні повторюють за вчителем. 3. ABoastingGame. (Додаток 4, слайд 10) T.: Now we know all the words . Let's practice the structure "I have got… 4. Song "Touch" 4. Group work. Bingo game. Making sentences. You like to work in groups. I will give you some words. Make sentences and read them. 5.Вірш" TwoLittleHands". (Додаток 4, слайд 11) Two little hands go Clap, clap, clap. Two little feet go Tap, tap, tap. Two little eyes are open wide. One little head goes side to side. 7. Reading. (Додаток 4, слайд 12) T.: Al has come alone. But he has got friends and I want you to meet his friends. We have their photos. His friends are Ron, Tommy and Arny. Who's Ron? Who's Tommy? Who's Arny? We don't know. But they have sent their messages. Let's read them. Учні вголос читають і відгадують, де є хто. T.: Who's Don? P1. Don is number1 . T.:Who's Tommy? Who's Arny? Who's gotgreen body? P.:Don. T.:Whom do you like?Why? P.:IlikeArny. He's got two heads. 7. Song "Head, Shoulders, Knees and Toes" 8.Монологічне мовлення. "ThisIsMe"(Додаток 4. Слайд 13) T.: Al will stay here for a short time. His mission is short. I think it will be interesting for his friends to know with whom he has made friends. And now it’s your time to write messages and draw your photos . Учні малюють себе. T.: Speakaboutyourselves. Учні розповідають про себе. T.: Al's mission is over. Say "Good bye to al" we'll be waiting for you. III.Заключна частина уроку. 1.Домашнє завдання. Describeyourfriend. (Додаток 4, слайд 14) 2.Підведення підсумків уроку. T.Children, you worked hard.Good job. (Додаток 4, слайд 15) What do you like at our lesson? P.: I like to read. (Etc.) T.: Our lesson is over. Good-bye. Cl. One two three four five Bye-bye. I IMy name is Don. My body is green. I have got two hands and have got four legs. I am funny. I IMy name is Tommy. My body is blue. I have got two heads and four eyes. I have got two hands and two legs. I IMy name is Arny. My body is pink. I have got three eyes. I have got four hands and two legs. IIMy name is Don. My body is green. I have got two hands and have got four legs. I am funny. I IMy name is Tommy. My body is blue. I have got two heads and four eyes. I have got two hands and two legs. I IMy name is Arny. My body is orange. I have got three eyes. I have got four hands and two legs. My name is Don. My body is green. I have got two hands and have got four legs. I am funny. My name is Tommy. My body is blue. I have got two heads and four eyes. I have got two hands and two legs. My name is Arny. My body is orange. I have got three eyes. I have got four hands and two legs. I have got fair hair. He has got two hands. She has got blue eyes. They have got strong arms Hello! My name is… . This is my photo. I have got --- hair and --- eyes. I have got a --- nose and a round face. Bye-bye. Hello! My name is… . This is my photo. I have got --- hair and --- eyes. I have got a --- nose and a round face. Bye-bye.
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PASSPORT TO FRIENDSHIP; Week 1 – Proof of Identity Facilitator Resources PREPARATION Learning objective for this class - The student will grasp a fuller understanding of their own identity as sharers of the image of God with every other human being of all cultures. All are therefore able to be saved and are worthy of God's love. - The student will begin to feel God's longing for relationship with humanity. Student will begin to feel a burden to show God's love to those of different cultures. - The student will become more aware of the different cultures in his/her own context. Materials/equipment to gather (if any) - A passport to show Resources provided - Student Handout for this class - Article, "The Great Omission" by Gregg Detwiler. ACTIVITY PLAN 1. Class Warm Up (5 minutes approx.) - Welcome and introduction of facilitator(s) - Ask each student to give name and answer to: "What do you hope you will take away from these 6 weeks together?" - Facilitator prays that God would give to each student that which they need. - Facilitator reads the Learning objective for this class.(above) 2. Content Delivery (15 min.) - INTRO. When you go on a long journey, you need to present PROOF OF IDENTITY. (Hold up a passport or drivers license; perhaps ask students to bring out a form of identification). o As you learn about making friends cross-culturally, you must be aware of your identity. [x] ASK: What would be some descriptions of who you are? [x] (ex. American, Caucasian, Christian, Kingdom ambassador…etc.) o People of other cultures also have an identity. Their identity is just as important to them as yours is to you. [x] One way to love others for Jesus' sake is to care about their identity. [x] Who are these newcomers to our city? What does God want us to think about them? - SMALL GROUP, SCRIPTURE SEARCH from Genesis 1:24-31 o From this passage, what evidence do you find that God had fellowship within Himself? [x] ("Let Us" is plural; three members of the Godhead conversed with each other.) o What evidence do you find that God desired fellowship with His human creation? From this passage, how did God make fellowship possible? 1 [x] (God made mankind in His image. With all that this entails, it means that mankind is able to have fellowship with God in a way animals cannot.) o How many races exist? [x] (There is only one human race.) o In your small group, write a summary of your Scripture findings so far. [x] Each group can then share their summary with the class. - LECTURE: Genesis 11:1-9 o So we have one human race, created by God for relationship. In a sense, the Tri-une God opened up their fellowship by creating a race of people capable of knowing and worshipping Him. o As the story of humanity unfolds, the sinfulness of humankind becomes so abhorrent to God that He destroys the world by flood. God purposely preserves one godly family (of Noah) and starts the human race over again. o By Genesis chapter 11, an important event occurs, the results of which affect our world and our city every day. Let's see what happened. o V.1 The human race was still "mono-lingual". Communication was easy. o The people decided to build a tall tower. This would be an achievement that would build their confidence. It would also rally them together. o While these seem to be good outcomes, they were concerning to God, for two reasons: [x] The pride of mankind would lead them away from God (v.6) [x] The desire of mankind to stay together went against God's command to scatter and fill the earth (1:28). o Let me ask you: How did God intervene to protect mankind from pride? What was the result of the intervention? [x] (He confused the language; this caused the one race to split off into many cultural – linguistic groups ("people groups")) - SUMMARY: What have we learned from Scripture: o All humans belong to the same race and are equally loved by God. o Different languages and cultures present many difficulties, even wars. But the differences are useful in that they keep humankind from accomplishing whatever they want. 3. Student Reflection (10 min.) - STUDENT WORK-SPACE, THEN SHARE WITH A PARTNER o Think of the different kinds of people you see around your city. What cultural groups have come near you as a result of Babel? o What difficulties have you experienced as a result of different languages in the world? Misunderstandings, Feeling distant and excluded, etc. o How do languages make communication better between those who understand the same language? [x] Appreciation of commonality with those of similar culture; speaks more deeply into the heart, etc. o In your opinion, would it be better for sharing God's love if all humanity still spoke the same language? [x] On the surface it would seem easier. But this way, people get to know God through the doorway of their own culture. Just like us, they get to know God in a way that makes the most sense to them. 2 4. Student Practice (10 min.) - BLINDFOLD EXERCISE - Group stands in a circle facing each other - Facilitator gives each student a dark colored blindfold, and has student put it over both eyes. - Facilitator reads out loud 2 Cor. 4:3-4 (re: eyes of unbelieving are blinded) o "If you had been born blind, you would not know what sight is like." o "Every human being who shares this planet with us is born in darkness. Created in God's image for fellowship, they do not know such a relationship is possible. o Facilitator reads Eph. 2:1-3. - Students are instructed to remove their blindfolds. o Facilitator reads Eph. 2:11-22 o Gentiles were once far away from God; but have been brought near through Christ. o Today, there are those whose culture distances them from God. But God has made a way through the cross so that they can come near. o In Christ, we can all be fellow citizens in the Kingdom of God. - Please keep this blindfold as a reminder to pray that God will make you an ambassador for Him. 5. Personal Student Take-Away (5 min) - As we wrap up our class, this is a time to reflect on what you have learned, and to preserve your insights. Also, you need to make some choices as you go further in this journey. - We will use the analogy of packing a carry-on to take with you. Some things need to go with you; other things need to be left behind. Take some time right now to choose: o "Pack it" – What perspectives do you want to take with you; write them down. o "Unpack it" – What attitudes and behaviors do you need to leave behind? Write them down. - (Time permitting) Share what you are packing and unpacking with a classmate. 6. Student Assignment (5 min.) 50 minutes scheduled leaves wiggle room - (Give out to students at this point in the class, not before) - Before the next class, we would like you to do two things: o read the article "Great Omission" by Gregg Detwiler. o Observe the 7 houses or apartments immediately around where you live; [x] draw a diagram of squares with room to write in each; [x] in each square, write down as many first names as you currently know; [x] write down the nationality (ex. Venezuela) or general culture (ex. Hispanic) you believe them to be. [x] Indicate any of your neighbors who are followers of Jesus now (with +, -, or ?) [x] Bring your diagram to class next time 7. (Facilitator Evaluation -- after class or during week) - Facilitator meets with a peer-observer to assess progress made in the class - Make adaptations for next time - Determine any student follow up needed (encouragement, clarification, fear) - Pray for God to open hearts, to change attitudes and behaviors, to direct to new friendships - Write brief report and send to email@example.com 3
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GRAB & GO BAG If you have to immediately leave your home after a disaster you need a Grab-n-go bag to see you through the next 12-24 hours. It should be personalized for each member of your family, including infants. Store your supplies in a backpack so you are free to carry other items, hold a child's hand or assist someone else. Consider what you can comfortably carry. Check out www.nsemo.org for more information on preparedness. Remember to always take your cell phone with you. Food (ready to eat) Bottled water Flashlights(consider a headlamp to keep hands free) Am/Fm Radio (battery powered or crank) Batteries for flashlight and radio Medications Extra clothes (think season) Emergency blanket and poncho Pen and small notepad Extra cell phone charger Personal toiletries Book/game/toys Small first aid kit Extra pair of eye glasses Emergency cash in small denominations Local map Whistle Out of area contact card Copy of important documents, pictures etc. (Consider using a USB drive or external hard drive) Pet Grab and Go Bag Portable kennel or cage (which can be used to store all pet supplies) Food Water Plastic bags to collect and dispose of wastes Food and water dishes Pet toys and treats Collar, chain, leash or harness Pet health and vaccination records Blanket Picture of your pet Copies of important documents such as pet care, pet vaccines etc.
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Name: Class: Date: Practise this word: monsters This big thing is a rocket. Get in! Off we go. Zip, zap, zoom! What is the big thing the mice are getting into? Red B (KS1) Red B (KS1) 2 Look – I can see the moon! We will soon get to the moon in this rocket. Zip, zap, zoom! Where do the mice want to go? Tick one box. 2 The sun Mars The moon Find and copy three words from the story on this page that all start with the same sound. 3 Hang on! This is not the moon! I can see a lot of big, bad monsters. They can see us, too. Why do you think the mice are worried? Tick one box. They are scared of the monsters. They do not like flying in rockets. Their rocket is broken. Quick! Get back in the rocket! Off we go! Zip, zap, zoom! 1 33 4 5 6 What happened at the end of the story? Tick one The big, bad monsters ate the mice. The mice took off in the rocket. The big, bad monsters took off in the rocket. What is most likely to happen next in this story? Draw a circle round the picture that shows this. For teacher use Your mark out of 6 What went well How to improve box.
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Student Solution Manual With An Emphasis On The TI-83 Data Analysis An Applied Approach To Statistics With Technology Second Edition (2nd Printing) Brian Jean David Meyers Rene' Sporer Copyright © 2000 by 3RingPublishing.com Printed in the United States of America All rights reserved. No part of this work may be reproduced or used in any form or by any means – graphic, electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems – without the written permission of the publisher. ISBN 1-930090-03-X Preface The student solution manual to Data Analysis – An Applied Approach To Statistics With Technology contains detailed solutions to all odd problems contained in the textbook. When appropriate, the solutions emphasize the use of technology, specifically the Texas Instruments TI-83 graphing calculator. For additional information/comments, contact the publisher at: http://www.3RingPublishing.com 1 Introduction Review Exercise Solutions 1.1 a) Ratio b) Nominal c) Interval d) Ratio e) Ratio f) Nominal g) Nominal h) Ordinal i) Nominal 1.3 There are many ways to approach this problem. The key is to present language that is void of statistical jargon and emphasize that the sample is a smaller portion of the whole. 1.5 a) All students on campus b) 825 c) Weight d) Proportion of students who fall into the categories of skinny, slender, appropriate, chunky, and obese. e) Ordinal a) Population: Elected representatives Variable:How a representative will vote on the bill b) Population: Registered voters Variable: Opinion regarding candidate or important issues c) Part (a) was a census. It is reasonable to contact all members of congress or all members of the house of representatives and poll them regarding an upcoming bill. Part (b) was a sample. It is not reasonable to expect we could contact every voter within a specific district and obtain their opinion. 1.9 Answers will vary. Possible solutions include: Name at least three (3) qualitative variables that could be measured for this container of milk. a) Grade, homogenized, pasteurized, type (1%, 2%, whole milk, chocolate milk) b) Weight, proportion of daily recommended amounts of various vitamins, calories, fat in grams. c) Answers will vary depending on the variables chosen. 1.11 a) descriptive b) inferential c) inferential d) descriptive 1.13 a) Time interval between successive births. b) ratio c) continuous 1.15 a) All cell phone users. b) The sample is those who answered a survey in 12 metro areas in the U.S.. c) The true proportion of cell phone users that experience service problems. The true proportion of cell phone users that found their carrier's response helpful. The true proportion of cell phone users that have had an overcharge of $10 or more. 1.7 1.17 a) All persons and companies that might use their services. b) 1. Are you planning any landscaping in near future? 2. If so, how far in the future. c) Answers will vary according to questions in part b. d) Answers will vary according to questions in part c. e) You may report descriptive statistics when you look at the summary of the values calculated from the survey results. Then when you use the numbers to make broad statements about your population of interest you would be using inferential statistics. 1.19 a) All prescription drugs in the U.S.. b) The drugs or drug companies surveyed by the Federal government. c) The true proportion of growth of prescription drug costs. d) It is 15.3%. e) It would be inferential. The sample statistic was reported and then a statement was made about the population. f)The name of the drugs, the cost of each drug, the use of each drug, the amount produced each year. These answers will vary. g) For the above answers: Name: qualitative, nominal, discrete Cost: quantitative, ratio, continuous Use: qualitative, nominal, discrete Amount Produced: quantitative, ratio, discrete 1 2 Experimental Design and Data Collection Review Exercise Solutions 2.1 Answers will vary. Regardless of the sampling method chosen, the process is a survey, not an experiment because data is being collected without modifying the environment in any way. 2.3 Answers will vary, however, the basic idea behind Junk Science is that it is the use of faulty data or faulty analytical processes. 2.5 Answers will vary. The key to any solution will be to use simple language avoiding statistical jargon and discuss the idea that a survey is recording information that already exists whereas an experiment modifies the environment then records the results. 2.7 Chance error is the result of randomness in the sampling process whereas a bias is a systematic error inherent to the way you are taking your sample. 2.9 a) Controlled experiment. You, the experimenter, are controlling the environment by selecting the type of strawberry to be planted. b) Observational study. You, the experimenter, are simply recording what has already taken place. You are not doing anything to manipulate the environment. c) Controlled experiment. You, the experimenter, have selected the area to introduce the burger and will compare it to a control group, that possibly being sales in the same area prior to introduction of the new burger. d) Observational study. You, the experimenter, are not doing anything to manipulate the environment. Rather, you are simply recording an opinion that already exists. 2.11 a) There are a total of 500 grid squares. To generate 25 random numbers between 1 and 500 on your TI-83, go to MATH>PRB and use the command 5: randInt(. The command sequence will be randInt(1, 500, 25) L 1 . By storing the random numbers in L1, you will have easy access to the values to sort and manipulate them as needed. b) The number of samples required is 25, so we have 500/25 = 20. Next, we need a random start between 1 and 20. Use the same command as in part (a) only specify one random number. randInt(1, 20, 1). There is no need to store the random value in a list because you will only be receiving one number. c) Answers will vary. d) Answers will vary. 2.13 This is directly tied to the placebo effect. The idea is if people believe they are getting "the real treatment" then there is a natural tendency to "become better" even though no real change occurs. This is related to controlled experiments by using a placebo group and comparing the results of the placebo group with the experimental group in a blind experiment. 2.15 The results are invalid for many reasons. First, there is no control over how many times people can vote. Second, the population is limited to those who frequent this web site, so any inference beyond that population would clearly be inappropriate. In addition, the wording of the question is very suggestive. It asks if you support animal testing if it saves human lives. The question is justifying animal testing by the wording, so is argumentative to start with. Better wording would be "Do you support animal testing for medical research." The mention of saving human lives in the original wording may invoke an inappropriate emotional response. 2.17 Mail surveys are easy to conduct and can cover a wide population relatively inexpensively. They are also very biased due to the fact that typically, only persons who have a personal interest in the question(s) asked respond making the results biased. 2.19 a) The answers will vary for this problem as there are many ways to gather this information. An observational study would be most appropriate. Cell phone users could be systematically sampled through user lists from the companies. b) Bias can enter when there is a strong feeling about the subject. If a user has had a bad experience, they might be more inclined to answer the survey than someone that has no problems at all. So, a higher proportion of users with problems could end up in the survey. c) In my systematic survey, I would contact the users rather than relying on the users to return a voluntary survey. 2.21 a) Answers will vary for this question. A stratified sample based on the zip code or some other natural division in the population may be appropriate. b) Answers will vary. 3 Graphical Displays of Univariate Data Review Exercise Solutions 3.1 The variable is weight and the measurement scale is ordinal. Weight is typically thought of as being ratio, but the way the weights are being recorded in this example - skinny, slender, appropriate, chunk, and obese - make the measurement scale ordinal. A bar graph will be used to display the data. Skinny will be coded as 1, slender as 2, appropriate as 3, chunky as 4 and obese as 5. By entering the coded data in L 1 and the frequencies in L 2 , we can quickly generate an appropriate bar graph. Values can be read by pressing the TRACE button. 3.3 A histogram is used for quantitative data whereas a bar graph is used for qualitative data. 3.5 False. Cumulative frequency has no meaning for nominal data. If you had a frequency table that consisted of the eye color of everyone in your class, what would it mean to say 75% of everyone in the class has brown or less colored eyes? Cumulative frequency only has meaning for at least ordinal scaled variables. 3.7 False. Stem-and-leaf displays have no meaning for qualitative data. 3.9 a) The variable is the percent of schools in compliance with the NCEE requirements. The measurement scale is ratio. b) The stem-and-leaf display are from the TI-83 program STEMPLOT. c) The distribution is skewed right. d) Yes. If you rotate the stem-and-leaf display 90 degrees counter clockwise, the general shape matches that of the histogram. e) The compliance is very low. The vast majority are less than 50% in compliance. 3.11 a) Variable: Number of cases produced daily. Measurement scale: ratio. b) The distribution is approximately symmetric. A student's graphical display should indicate class widths along with a y-axis scale. The window settings are provided here for your reference. 3.13 a) Ratio b) The data is skewed right. A student's response should have a properly labeled graphical display. The needed values for the box-plot are provided for your reference. c) The data value 6 means there was a country in the study that reported a mortality rate of 6 per 1000 births. Similarly for the data value 125. 3.15 a) Ratio b) The data is slightly skewed right. An appropriate response should have a properly labeled graphical display. The needed values for the box-plot are provided for your reference 3.17 a) Ordinal. Regardless of which direction you start, the next category is predetermined due to the obvious natural order. b) Yes. A histogram and a box-plot, as two examples, are not appropriate for this data. 3 c) The following bar graph should have a y-axis scale and a graph label. The categories along the x-axis have been added. 3.19 a) Both variables, gender and type of test, are nominal b) Data coding: 1 = Social Studies, 2 = English, 3 = Foreign Language, 4 = Calculus, 5 = Computer Science, 6 = Science. c) Data coding: 0 = Female, 1 = Male. 3.21 a) Ratio. b) c) It is difficult to see a difference between shift 1 and shift 2 in the overall production, although shift 1 clearly has at least one month of very low production. In general, the histogram of shift 2 appears to have greater production, but this is unclear without numerical summaries which will come in future chapters. The distribution of shift 3 appears to be relatively uniform covering a much larger range of shifts 1 and 2. Of the three shifts, shift 2 appears to be more consistent in their production. 3.23 a. WDS - Number of words in each advertisement. Discrete, Quantitative, Ratio SEN - Number of sentences in each advertisement Discrete, Quantitative, Ratio 3SYL - Number of 3+ syllable words in each advertisement Discrete, Quantitative, Ratio MAG - Which magazine in the sample. Discrete, Qualitative, Nominal GROUP - Educational level of the magazine. Discrete, Qualitative, Ordinal c. The temperatures in July are typically higher than the January temperatures. 3.27 a. Mortality Rate - Ratio. b. Mortality Rate for U.S. Cities | Class | Frequency | Relative Frequency | Cumulative Cumulative Frequency Relative Frequency | |---|---|---|---| | 800 = x < 825 | 1 | 1/59 | 1 1/59 | | 825 = x < 850 | 2 | 2/59 | 3 3/59 | | 850 = x < 875 | 7 | 7/59 | 10 10/59 | | 875 = x < 900 | 6 | 6/59 | 16 16/59 | | 900 = x < 925 | 8 | 8/59 | 24 24/59 | | 925 = x < 950 | 6 | 6/59 | 30 30/59 | | 950 = x < 975 | 13 | 13/59 | 43 43/59 | | 975 = x < 1000 | 6 | 6/59 | 49 49/59 | | 1000 = x < 1025 | 6 | 6/59 | 55 55/59 | | 1025 = x < 1050 | 2 | 2/59 | 57 57/59 | | 1050 = x < 1075 | 1 | 1/59 | 58 58/59 | | 1075 = x < 1100 | 0 | 0 | 58 58/59 | | 1100 = x < 1125 | 1 | 1/59 | 59 59/59 | Total 59 59/59 c. Annual Mortality in U.S. Cities 3.29 a. The level of measurement is nominal. b. A bar graph would be best used for this data since the measurement scale is nominal. 3 Measurements of Location and Position Review Exercise Solutions 4.1 a) Both the mean and the median are measurements of the center of the data. b) When the data is symmetric, the mean and the median are equal to each other. We could use either measure of center but the mean is preferred. When the data is not symmetric. The mean is influenced by extreme values whereas the median is always the value physically in the middle of the data. c) The biggest advantage the median has over the mean is that the median is not influenced by extreme values. 4.3 Yes, the new average is: . 37 86 76 81 97 + + + 37 3 + ------------------------------------------------------ 85.9 = 4.5 You would ask that your client receive the mean salary. The distribution of salaries is clearly skewed right so that the mean salary will be higher than the median salary. 4.7 a) The values for the five-number summary are minimum = 1, Q1=16, median = 29.5, Q3 = 64, maximum = 89. b) This distribution is skewed right. 4.9 a) The variable of interest is nurturing tendency and the measurement scale is interval. b) The values for the five-number summary are minimum = 16, Q1 = 28.5, median = 37, Q3 = 40.5, maximum = 47. See problem 4.7 b) for the labeling. d) and M = 37. The median would be a better choice for measuring center since the distribution of the data set is skewed left. x 34.5 = CHAPTER 4 4.11 Yes the biologist can use this information to estimate the total number of squirrels in the breeding ground. A box plot of the data shows that the distribution is skewed left. Using the median number of squirrels in each grid and multiplying by the total number of grids, a reasonable estimate for the total number of squirrels in the breeding ground is (71)(1478) = 104,938 squirrels. 4.13 The mean and median are similar if the distributional shape of the data is symmetric. By knowing how close the mean and median are to one another and if the mean is greater than or less than the median, we know if the data has a small or large degree of skewness or is symmetric. 4.15 a) Variable: Sales, in thousands of dollars. Scale: Ratio. b) Campaign #1 Campaign #2 Campaign #3 c) The side-by-side box-plot order shown has Campaign #1 on the top, then Campaign #2 followed by Campaign #3. d) Based on the summary statistics and graphical displays, it appears that Campaign #3 is doing a better job. 4.17 Answers will vary. The basic idea is that this was a silly statement, as worded. It is not possible for everyone to be above the 50th percentile. By definition, 50% are above and 50% are below. 4.19 Yes. Consider the following data: 2, 10, 10, 10, 10, 10, 27, 27, 27, 27. This will result in the five-number-summary shown below. The box plot for this data is also shown. 4.21 Answers will vary. 4.23 The data is skewed left. This can be easily observed once a box plot is drawn CHAPTER 4 4.25 a) Sentences: Mean = 12.4259, Median = 11.5, Mode = 9 b. Number of Sentences in Ad, approximately Bell Shaped. Number of 3 Syllable Words in Ad, Right Skewed c. We would use the mean for the data "Sentences" since the data set is approximately bell shaped symmetric. We would use the median for the data set "3 Syllable" since the data set is right skewed. d. No more than 50% of the ads have below 11.5 sentences and no more than 50% of the adds have more than 11.5 sentences. e. The average number of sentences in the ads is 14.5185. f. Minimum = 0, 1st Quartile = 6 , Median = 11.5, 3rd Quartile = 22, Maximum = 43 Both graphs represent the data well. The shape of the distribution is visible in either graph. 4.27 a. January Temperature: Mean = 33.9833, Median = 31.50, Mode = 24 July Temperature: Mean = 74.5833, Median = 74, Mode = 72 b. January Temperatures: The proper measure of center would be the median of 31.50 degrees since the data is right skewed. July Temperatures: The proper measure of center would be the median of 74 degrees since the data is right skewed. c. The mean January temperature of 33.9833 degrees is lower than the mean July temperature of 74.5833 degrees. The medians also show the difference in temperature. 4.29 a. Minimum = 790.73, 1st Quartile = 897.48, Median = 943.685, 3rd Quartile = 984.12, Maximum = 1113.16 b. Mortality Rate - The distribution is approximately bell shaped. c. The proper measure of center would be the mean since the data set is bell shaped symmetric. d. Location = 60(0.20) = 12 so we will average the 12th and the 13th position P20 = 889.59 e. Location = 60(0.80) = 48 so we will average the 48th and the 49th position P80 = 992.97 f. The twentieth percentile separates the bottom twenty percent of the data from the top eighty and the eightieth percentile separates the bottom eighty percent from the top twenty percent. 4 887.47 + 891.71 889.59 2 CHAPTER 4 4 5 Measurements of Variability Review Exercise Solutions 5.1 The sample standard deviation is the square root of the sample variance. The sample variance is an average of the squared distances between the observed data values and the sample mean. Thus, the variance is a measurement of data dispersion based on the sample mean. If data is skewed, it is generally agreed that the better measurement of the center of the data is the median rather than the mean. It would seem intuitive to then base a measurement of the data dispersion based on the appropriate measure of the center. As such, the 5number summary may be a more appropriate overall measure of data dispersion for skewed data. 5.3 a) Sample mean = 10.7143, sample median = 11.0000. The mean is the more appropriate measure of center. This is based on the fact that the box plot appears relatively symmetric. b) Range = 8, Sample variance = 2.8702 2 = 8.2380, Sample standard deviation = 2.8702. 5.5 All data must have the same value. 5.7 Sample mean = 5.7333 Sample median = 5.0000 Range = 12 - 1 = 11 2 Sample variance = 3.2834 = 10.7807 Sample standard deviation = 3.2834 5.9 Answers will vary due to the randomness of the numbers generated. 5.11 Answers will vary. 5.13 a) The random variable is the number drawn. The measurement scale is nominal. Although numbers are used, mathematical operations with this data lacks meaning. Each number is simply a label having no more mathematical meaning than colors. b) A bar graph is the appropriate graphical representation because the data is nominal. If the game is "fair" then we would expect to see the frequencies for each group to be approximately uniformly distributed. Although not perfect, the distribution does appear to be approximately uniform so the game does appear to be a "fair" game. The low observed frequency of 8's is of some concern, but when the small sample size is taken into consideration the amount of concern diminishes. 5.15 Answers will vary. 5.17 a) The mean, standard deviation and all elements for the 5 number summary are shown in the accompanying screen shots. b) The mean is substantially greater then the median which suggests the data is skewed right. A box plot quickly confirms this observation. Due to the skewness of the data, the median would be the better measurement of the distribution center. 5.19 a) The random variable is the population of a county. The measurement scale is ratio. b) Sample mean = 176024.1500. Sample median = 163586.0000. Yes, there does appear to be a big difference between the sample mean and median, they are 12438.5 apart in a distribution that has a range of 378039. As such, we would expect the distribution to be skewed right (the sample mean is bigger than the sample median). c) Yes. It demonstrates that the sample data is in fact skewed right. 5.21 a) Variable: Level of unemployment. Scale: Ratio. b) Females are on top. c) Both data sets are skewed right so the medians are the appropriate measure of the center. The five-number summary would be the appropriate measure of spread. d) Approximately 50% of the countries surveyed reported an unemployment rate for women of approximately 7.95% or less. 5.23 a) Hundreds of Cigarettes per Thousand - Continuous, Quantitative, Ratio Bladder Cancer Deaths per 100K - Continuous, Quantitative, Ratio b) Cigarettes by State for the U.S. - Approximately Bell Shaped / Bladder Cancer Deaths - Skewed Right Cigarettes: c. Mean = 24.9141, Median = 23.7650, Mode = 23.44 d. Range = 42.4 - 14 = 28.4, Standard Deviation = 5.5733, Variance = 5.57332 = 31.0617 Bladder Cancer: c. Mean = 4.1211, Median = 4.0605, Modes = 2.90, 3.72, 4.04, 4.46, 4.78 d. Range = 6.54 - 2.86 = 3.68, Standard Deviation = 0.9649, Variance = 0.96492 = 0.9310 e. Cigarettes: The data is approximately symmetric so the proper numerical summary is the mean, 24.9141, and the standard deviation, 5.5733. Bladder Cancer: The data is right skewed so the proper numerical summary is the median, 4.0650 and the 5 number summary, Minimum = 2.86, First Quartile = 3.2050, Median = 4.0650, Third Quartile = 4.7850, Maximum = 6.54 5.25 a. 1968 and 1972 are both Continuous, Quantitative and Ratio. b. Proportion of Women in the Work Force in 1972 in Major Cities, approximately symmetric. Proportion of Women in the Work Force in 1968 in Major Cities, approximately symmetric. c. 1968: Mean = 0.4932, Median = 0.5, Mode = 0.45 1972: Mean = 0.5268, Median = 0.53, Mode = 0.45, 0.50, 0.52, 0.53, 0.55, 0.57, 0.64 d. 1968: Range = 0.63 - 0.34 = 0.29, Standard Deviation = 0.68, Variance = 0.682 = 0.4624 1972: Range = 0.64 - 0.35 = 0.29, Standard Deviation = 0.0708, Variance = 0.07082 = 0.0050 5 e. 1968: The data is approximately symmetric so the proper numerical summary is the mean, 0.4932, and the standard deviation, 0.68. 1972: The data is approximately symmetric so the proper numerical summary is the mean, 0.5268, and the standard deviation, 0.0708. 5.27 a. Rain - Continuous, Quantitative and Ratio. b. Annual Rainfall in U.S. Cities c. Rainfall: Mean = 38.3833, Median = 38, Mode = 35, 36, 42 d. Rainfall: Range = 65 - 10 = 55, Standard Deviation = 11.5158, Variance = 11.51582 = 132.6136 e. For the variable Rainfall, the Empirical Rule would be the most appropriate since the data is approximately bell shaped symmetric. 5.29. a. 68% b. 99.7% c. 47.5% d. 0.15% e. 2.65% Probability Review Exercise Solutions - Sections 1 - 4 6.1 Empirical probability is a probability that is calculated based on something that is actually observed, such as the number of heads observed when flipping a coin 1000 times. Theoretical probabilities are the true probabilities that can be calculated based on an understanding of the process under various assumptions. The theoretical probability of observing a head is 0.50 under the assumption that the coin is "fair." 6.3 a) The sample space can be enumerated as S = {(H,H,H), (T,H,H), (H,T,H), (H,H,T), (T,T,H), (H,T,T), (T,H,T), (T,T,T)} where the ordered triple (nickel, dime, quarter) is used to represent the possible outcomes. b) P(exactly one head is observed) = 3/8. P(at least 1 head was observed) = 7/8. c) Answers will vary because it is based on actually flipping coins. 6.5 The information is incorrect. It is not mathematically possible for a probability to be greater than 1. The person may be reporting the odds of rain, but not the probability of rain. Review Exercise Solutions - Sections 5, 6 and 7 6.9 For every 1.03 days of rain we observed 1 day of no rain. 6.11 True. By definition, two events that are mutually exclusive are dependent. Review Exercise Solutions - Section 8 6.13 Answers will vary. The main idea is that simple probabilities are represented by the number of ways the event can occur divided by size of the sample space. Since the event never occurs, the probability would then be , which is 0. 0 S n ----------- 6.15 d) If events A and B were independent then P(A|B) would be the same as P(A), but as we can see from the work above, they are not the same. 6.17 This problem is easily addressed if we first recognize that there are several independent events given in the setup. First, the mother passing on the trait and the father passing on the trait (or not) are independent. Likewise, the first child having the trait (or not) and the second child having the trait (or not) are also independent. The next thing we should do is list the sample space. A subscript if Y indicates the trait was passed on by that parent. With this information we can address the question. a) P(first born has the trait) = ( , ) 0.20(0.35) 0.0700 Y Y P M F b) P(second born has the trait) = ( , ) 0.20(0.35) 0.0700 Y Y P M F c) P(both 1st and 2nd born have the trait) = 0.70(0.70)=0.0049 due to independence. d) P(both 1st and 2nd born do not have the trait). To answer this, we must find the probability that the first born does not have the trait. This will be given as: Since the two events are independent, the answer is simply . e) Again, independence plays an important roll. The answer is 0.0700. 6.19 a) Answers will vary. The preferred solution would say that the color of car a person is driving has nothing to do with the speed that person drives; however, a student could successfully show that brighter colored cars, such as red, draw the attention of law enforcement which results in a higher incidence of traffic tickets. b) Dependent. The more hours you work on your job, the less time you have to study for your class. c) Independent. There is no reasonable connection between the two events that can be made. d) Answers will vary. An argument for dependence can be made in that larger people have both larger hands and larger feet, although exceptions can always be found. e) Answers will vary. The preferred solution is dependence in that larger families are seldom seen with single parents although exceptions can easily be found. 6.21 a) 403-403(0.461+0.31+0.045)=74.152. 74 people answered "Don't know." 6.23 a) The random variables are (1) Gender, which is nominal and (2) Belief in the Afterlife, which is also nominal. b) 806 ( ) 0.7491 1076 P Belief yes. c) 435 ( ) 0.4043 1076 P Belief and female = . . e) If independentt then P(Belief = yes) and P(Belief = yes | Males) will be the same. We already found P(Belief = yes) is 806/1076. P(Belief = yes | Males) = 371/488. These two probabilities are deferent hence the two events are dependent, not independent. f) 806 2.9852 270 = g) 92 0.4200 219 ≈ 6.25 a) (1) Gender, nominal, (2) Type of exam taken, nominal. b) 37 30 + 427 ------------------ 0.1569 = c) To do this problem we must first assume that the data consists of those persons who took only one test. If a person in this study took more than one test then there would be no way we could answer this question. 148 427 --------- 0.3466 = d) 1 427 --------- 0.0023 = e) 23 34 + 427 ------------------ 0.1335 = f) 5 427 --------- 0.0117 = g) 227 42 + 427 --------------------- 0.6300 = h) 70 112 --------- 0.6250 = i) 62 42 + 200 ------------------ 0.5200 = 6 Random Variables and Probability Distributions Review Exercise Solutions 7.1 Answers will vary. The key idea is that a random variable records the outcomes of an experiment or process in which data is generated randomly. 7.3 False. A continuous random variable has an uncountable (infinite) number of possible values. 7.5 a) Discrete b) Continuous c) Continuous d) Discrete e) Continuous f) Discrete g) Discrete h) Discrete 7.7 False. It is very possible to collect sample data that has an average equal to the theoretical mean if the distribution is discrete. It is not possible for continuous distributions; however, you may see many instances where a calculated mean from data collected from a continuous distribution is equal to the population mean. This is only because all empirical data is measured discretely even though the random variable is actually continuous. Humans do not have the ability to measure anything with infinite precision. 7.11 a) The random variable is how often batteries in a smoke alarm should be changed, possibly represented by T. b) Discrete. c) Yes. All probabilities are greater than or equal to 0 and less than or equal to 1. In addition, the sum of the probabilities is equal to 1. Four possible responses were offered however the fourth response, "don't know" is not listed. Based on the information given it must be equal to 18.4%. 7.13 a) Yes. All probabilities are greater than or equal to 0 and less than or equal to 1. In addition, the sum of the probabilities is equal to 1 b) More than 9 tickets means 10, 11 or 12 tickets. That probability is 0.16 + 0.08 + 0.05 = 0.29. c) The probability of less than 5 tickets, based on the data collected, is 0 because 5 was the minimum number of tickets recorded. d) At least 9 tickets is 9, 10, 11 or 12 tickets. That probability is 0.15 + 0.16 + 0.08 + 0.05 = 0.44. e) No more than 6 tickets means 5 or 6 tickets. That probability is 0.12 + 0.14 = 0.26. f) From 6 to 10 tickets means 6 tickets were written, or 7 tickets, or ... , or 10 tickets. That probability is 0.14 + 0.10 + 0.20 + 0.15 + 0.16 = 0.75. g) The average number of tickets can be found by: h) The standard deviation is the square root of the variance. The variance is: This implies the standard deviation is 2.0053. i) A probability histogram on a TI-83 is difficult. As such, this probability histogram was constructed using Excel. j) An arrow has been added to the histogram approximating the location of the mean, which is near the center of the distribution. 7.15 The value 2.3 is simply an average. It does not mean any given household actually has 2.3 children. Suppose we went to 3 households and found they had 1, 4, 2 and 3 children. The average is 10/4 = 2.5. None of the households had 2.5 children, but I can recover the total number of children surveyed by multiplying the average, 2.5, by the number of households surveyed. 2.5(4) = 10. 8 The Binomial Probability Distribution Review Exercise Solutions 8.1 1) Each trial is random and independent of the others. 2) The number of trials is fixed. 3) There are two possible outcomes, which we label as a success or failure. 4) The probability of a success, denoted by π, remains constant for each trial. The probability of success, plus the probability of a failure, is equal to one. 5) The random variable for a binomial experiment records the number of success in n trials. 8.3 This is a binary response experiment because we are looking for a 3. The value 3 is considered a success whereas all other values are considered a failure. 8.5 a) No. The question is asking for the number of traffic accidents in a 30 day period so the number of trials cannot be fixed. If the question had been "the number of days out of 30 that have a traffic accident" then it could be considered as a binomial random variable. b) Yes. All of the criteria outlined in problem 8.1 are satisfied. c) Yes. All of the criteria outlined in problem 8.1 are satisfied. d) No. The number of trials is not constant. e) No. The probability of success is changing for each trial because you are eating the cookie drawn rather than replacing it. f) No. The number of trials is not constant. g) Yes. All of the criteria outlined in problem 8.1 are satisfied. h) No. The random variable is the amount of time rather than a success or failure. 8.7 False. Typically we see multiple trials, but the properties for a binomial still hold for n = 1. 8.9 Suppose you were selling candy bars for $1.00 each and were told you will keep 30% of the total amount of what you sell. If you sold 100 boxes then you would expect to profit $30.00. You came to this conclusion by simple arithmetic: 0.30(100) = 30. The expected value is another term for mean. The mean for the binomial distribution is the number of success you would expect to see given a probability of success and the number of trials. 8.11 What is the probability of observing 7 success in 25 trials where the probability of success is 0.33? 8.13 a) or approximately 0. P X 4 n 14 π 0.763 = = = 0 = b) P X 10 n 14 π 0.763 = = 1 P X 9 n 14 π 0.763 = = – 0.7786 = = c) P 6 X 9 n 14 π 0.763 = = P X 9 n 14 π 0.763 = = P X 5 n 14 π 0.763 = = – 0.2199 = = 8.15 a) 0.0006 b) 0.2577 8 c) 0.9960 d) 0.000014 or approximately 0 e) 0.2538 f) 0.000074 or approximately 0 8.17 If the odds of winning is 5:3 then the probability of a win is . 5 5 3 + ------------ 0.6250 = a) Probability they are undefeated is the same as "have no losses" or . P X 5 n 5 π 0.6250 = = = 0.0954 = b) No more than 3 games means 3 or fewer which is represented as . P X 3 n 5 π 0.6250 = = 0.6185 = c) P X 4 n 5 π 0.6250 = = 0.3815 = 8.19 Probability of a success (infant death) is 18/97 = 0.1856. a) The expected value (mean of the distribution) is . We would expect to see, on average, 7.424 infant deaths in every 40 child deaths. 40 0.1856 7.4240 = b) The way we will approach this is to look at the probability of observing 2 or fewer infant deaths out of 40 child deaths. If this probability is small, then it will suggest the efforts of NHTSA to get the word out on the dangers of infants in the front seats of automobiles has been effective. If the probability is large, then it suggests their efforts have not been successful. . Since the probability is small, we will conclude the efforts of NHTSA have been successful. P X 2 n 40 π 0.1856 = = 0.0137 = 8.21 a) P X 10 n 18 π 0.47 = = 1 P X 9 n 18 π 0.47 = = – 0.3110 = = b) P X 9 n 18 π 0.47 = = 0.6890 = c) They are compliments of each other. The probability that at least 10 exercise three or more times per week plus the probability that no more than 9 exercise three or more times per week is 0.3110 + 0.6890 = 1.0000. d) The expected value (mean of the distribution) is . We would expect to see, on average, 8.46 elderly married males that exercise three or more times per week out of 18 elderly males surveyed. 18 0.47 8.46 = 8.23 a) P X 5 n 25π 0.08 = = 0.9877 = 0.1346 b) P 3 X 8 n 25π 0.08 = = P X = c) P X 5 n 25 π 0.39 = = 0.0367 = d) The expected value for the alcohol source is 25(0.08)=2. The expected value for the government source is 25(0.39)=9.75. 7 n = 25π = 0.08 – P X 3 n = 25π = 0.08 = 8.25 a) For red beans, the probability of success is 0.27. P X=5 n 25 π 0.27 = = 0.0906 = b) c) d) P X=20 n 25 π 0.77 = = 0.1836 = P X 13 n 25π 0.50 = = 0.5000 = P X 4 n 25π 0.13 = = 0.7817 = e) Black Beans: 25(0.50) = 12.5, Red Beans: 25(0.27)=6.75, Pinto Beans: 25(0.13)=3.25, Navy Beans: 25(0.10)=2.5. CHAPTER 8 9 The Normal Distribution Review Exercise Solutions 9.1 The standard normal distribution is a normal distribution that is centered at zero and has a standard deviation of one. Any normal distribution can be transformed to a standard normal distribution by converting its values to z-scores. Once this is done, z-scores have intuitive meaning to us because of the empirical rule. This provides us immediately with an intuitive measure for how "unusual" a particular observation may, or may not, be. 9.3 True. A normal distribution is symmetric. The mean is equal to the median in all symmetric distributions. 9.5 a) The distribution with a mean of 2 and standard deviation of 6 will have the highest values. b) The distribution with a mean of 2 and standard deviation of 6 will have the lowest values. c) The above are true because +/- 3 standard deviations for the distribution with a mean of 2 and standard deviation of 6 is -16 and 20 whereas +/- 3 standard deviations for the distribution with a mean of 4 and standard deviation of 3 is -5 and 13. 9.9 Answers will vary, but the basic idea is that a z-score is a standardized score. It represents the number of standard deviations a particular value is away from the mean where a positive value indicates it is above the mean and a negative value indicates it is below the mean. Based on the empirical rule, we expect almost all of our data to fall within 3 standard deviations of the mean, so if the data is approximately normal or at least reasonably bell shaped, then an observation 3.4 standard deviations below the mean would be very unusual. According the Chebychev's rule, we expect at least 91.34% of our data to fall within 3.4 standard deviations of the mean, so once again, regardless of the shape of the distribution, an observation that is 3.4 standard deviations from the mean is considered to be unusual. 9.11 A z-score of -1.96 indicates the value of interest is 1.96 standard deviations below the mean. 9.13 The two distributions are identical in shape differing only in location. Both normal distributions have the same standard deviation which tells us the spread of the curves will be identical. Since the means are different the second curve is nothing more than the first curve with a horizontal translation of 20 units. 9.15 a) The 85th percentile is that value that will give you 85% of the data values below and 15% above. We can obtain that value from the inverse normal function on the TI-83. The solution is 9.5855. b) The 29th percentile is that value that will give you 29% of the data values below and 71% above. We can obtain that value from the inverse normal function on the TI-83. The solution is 4.5458. c) There is no calculation to complete here. The 50th percentile is the same as the median which is the same as the mean for a normal distribution, which is 6.3. d) The 15th percentile is that value that will give you 15% of the data values below and 85% above. We can obtain that value from the inverse normal function on the TI-83. The solution is 3.0145. 9.17 a) The value that results in 5% above in a standard normal distribution is the same value that results in 95% below. This can be obtained from the inverse normal command on the TI-83. That value is 1.6449. If we attempt to convert the observed value, which is 45, to a z-score we will see the only missing value is the standard deviation. Since the problem told us 5% were above, we were able to find the actual z-score. With just a little algebra we are able to solve for the missing value, σ. The standard deviation is 4.8635. b) The 85th percentile can be obtained from the inverse normal command which is 42.0407. c) The percentage of cars that will drive within 3 mph of the speed limit is the same as saying P(32 < S < 38) for S a normally distributed random variable with a mean of 37 and a standard deviation of 4.8635. The answer is 42.95%. 9.19 a) b) P R P -2 46 R 27 c) P R 16.2 – d) The 27th percentile is that value such that 27% of the data observations fall below and 73% fall above. This can be obtained from the inverse normal command on the TI-83. The answer is 3.9397. e) The problem is describing the 43th percentile. The answer is 9.6802. 9.21 a) 9 P 214.9 R 219.5 b) 1-0.45 = 0.55. This question is actually asking for the 55th percentile. The answer is 217.4011. c) 5th percentile = 214.5682. The 95th percentile = 219.8318. The minimum and maximum amount of drink that is found to be acceptable is 214.5682 grams and 219.8318 grams. 9.23 a) P D 200 b) This is asking for the 97th percentile. The answer is 364.4304. c) This is asking for the 8th percentile. The answer is 155.7780. 9.25 a) P B 14 b) Approximately 8.9837 billion barrels. 9.27 The problem is asking for various percentiles based on a normal distribution with a mean of 973 and a standard deviation of 106. 9 10 Sampling Distributions Review Exercise Solutions 10.1 Answers will vary. A key concept that should be presented is the idea of repeated sampling. 10.3 Answers will vary. The key concept is that the central limit theorem tells us that the sampling distribution of the sample mean will become more normal as the sample size increases. 10.5 Answers will vary. They key concept is the fact that the variance for the sampling distribution of the sample mean is divided by the square root of the sample size. This means as the sample size becomes larger, the variance, and hence standard deviation, becomes smaller. 10.7 a) P D 12.5 0.1056 = c) d) The difference between parts (a) and (c) is the standard deviation. In part (a), the observed value of 12.5 is only 1.25 standard deviations above the mean. In part (c), the observed value of 12.5 is 4.8412 standard deviations above the mean. b) c) P X 216 P X 210 + 10.11 a) Scores ~ N 28.6 4.3 2 ⎛ 4.3 2 b) . No, an average of 30.2 from AverageScores ~ N 28.6 ⎞ 75 ---------- ⎝ ⎠ a sample of 75 that has a mean of 28.6 and a standard deviation of 4.3 is not at all expected. The probability of this happening, assuming the reported mean and standard deviation is correct, is approximately 0.0006, which is very unlikely. 10 0.0478 + 0.0478 = 0.956 c) We would expect to find the average score for a sample of 75 to be within two standard deviations of the mean, which is or approximately 27.6070 to 29.5930. 28.6 2 4.3 75 ---------- ⎝ ⎠ ⎛ ⎞ 10 c) The program does seem to be working because the probability of observing only 118 out of 200 is very small. 10.15 a) Yes. A minimum of 20 samples is recommended before you apply the central limit theorem to the sampling distribution of a sample proportion; however, we have seen the distribution converge to normality very quickly when the population proportion is near 0.50. Since the proportion has remained constant at 56.8% for several years, it is reasonable to assume the population proportion is near 0.568 which is very close to 0.50. 10.17 . We can use the central limit here to use the normal distribution because the sample size is 40. The probability of observing an average of 40 players with a salary of $2,000,000 or more is approximately 0.0001. P X 2000000 0.0000 = 10.19 Answers will vary. The TI-83 commands to generate the random samples and store them in lists are shown here. 10 10 11 Confidence Intervals for Univariate Data Review Exercise Solutions 11.1 A point estimate is the sample statistic used to estimate a parameter. An interval estimate is an interval, calculated with sample data that will estimate the population parameter with a certain amount of confidence. The point estimate is expected to be close to the population parameter, but will almost never hit the parameter value exactly (in continuous distributions the probability is zero). However, the interval estimate will contain the population parameter with a certain probability and is usually a more reliable estimate. 11.3 True. In calculating sample size for either a proportion or a mean, the z-distribution is used to set the level of confidence. You cannot use the t-distribution since the value will depend on the sample size. g) Each interval gets increasingly smaller as the sample size is increased. This makes sense, as the estimate for the mean would be more accurate for larger and larger sample sizes. 11.7 Assuming the data is in L1: a) I am 90% confident the true mean time to relieve a minor or moderate headache with this new pain medication is between 12.071 and 13.569 minutes. I am 95% confident the true mean time to relieve a minor or moderate headache with this new pain medication is between 11.927 and 13.7113 minutes. b) The 90% confidence interval is smaller than the 95% confidence interval because there is a greater probability of the interval not containing the true population parameter. This means there is more data outside the interval 90% confidence interval than the 95% confidence interval. 11.9 We are constructing a t-interval. This is due to the fact that the true standard deviation is unknown, all we have to work with is the sample standard deviation. The assumption of normality has been met by the statement in the problem "Assuming the distribution of the weight of the bags is approximately normal." I am 95% confident the true mean weight of the bags is between (23.578 and 24.022 ounces). The believed true mean is 24 ounces. The confidence interval has defined an interval in which we are 95% certain that the true mean resides. Since 24 ounces is within this interval there is no evidence to support the consumer group concern. The consumer group might be concerned that the confidence interval is not "centered" on 11 24 ounces. This is not an issue because the confidence interval is designed to capture the true mean somewhere in the interval. 11.11 a) To determine the proper point estimate for this data, we will check a normal plot. Since this data appears to be approximately normal, we will calculate a sample mean for the point estimate. The sample mean is 80.85. b) We will use a t-interval since the data is approximately normal and the population standard deviation is unknown. We are 99% confident the true mean score for this class is between 77.381 and 84.319. c) This class seems to have lower scores than past classes since the "known" mean is not in the interval. 11.13 a) We are 95% confident that the true mean time for an account within the top 25% of accounts receivable to pay their bill will be between 34 days and 107 days. b) This is "proof" that these accounts will most likely take longer than one month to pay and in some cases, 3 months. This information verifies your beliefs and you can now aggressively pursue collection for these accounts. It will also allow you better information to plan cash flow when you know not to expect their payments right on time. Overall, it is a very usable confidence interval. 11.15 The statement "at least" means greater than or equal to. So, stating there will be "at least 5.7 billion barrels with 95% probability" means that the probability there are 5.7 billion barrels or more is 0.95. Similarly, "at least 16 billion barrels with 5% probability" means that the probability there are 16 billion barrels or more is 0.05. This means that there is 5% below 5.7 billion and 5% above 16 billion. This would be 10% overall error corresponding to a 90% confidence interval. 11.17 a) Checking assumptions for a confidence interval for proportions shows there would be (0.58)(116) = 67 successes and 116 - 67 = 49 failures. This qualifies the normality assumption 11 under the central limit theorem for proportions. The assumption of independence is met by reasonable sampling. The confidence interval is (0.4877, 0.6675). b) We are 95% confident the true increase in risk is between 48.77% and 66.75%. c) A sample size of at least 375 is needed. 11.19 a) The assumption of normality has been met by the central limit theorem since the sample size is 45. We are 97% confident the true mean level of Barium is between 2.2985 and 3.3015 parts per million. b) Since the target value for Barium is 2 ppm, we are reasonably sure these wells are exceeding the maximum contaminant level set by the EPA. 11.21 a) There are (2,200)(0.52) = 1144 successes (females) and 2,2001144=1056 failures (males) in the sample. This meets the normality assumptions since there are more than 5 each of successes and failures and it is reasonable to assume that the voters are independent of each other. We are 99% confident the true proportion of women voters in the 2000 Presidential election is between 0.4926 and 0.5474. b) We must assume that the ABC News poll was conducted fairly and randomly. We must, in essence, assume it is a fair representation of all voters participating in the 2000 Presidential election. c) A sample size of at least 1066 is needed. CHAPTER 11 11.23 a) To choose the correct point estimate we will use a normal plot to determine if the data is approximately normal. Our data is in L3. The normal plot shows no obvious problems so we will assume the population is approximately normal and use the mean as the point estimate for the center of this data. b) The sample mean is 357.5455. c) We will use a t-interval since the population standard deviation is unknown. The normality assumption was met by observing the normal plot. We are 98% confident the true mean production for shift 2 is between 341.35 and 373.74 cases. d) A sample size of at least 50 is needed. 11.25 a) To choose the correct point estimate, we use the normal plot. This data shows obvious deviations from normality. This is the reason to choose the median as the proper measure of center. b) The median birth rate is 32. c) Since the sample size is greater than 20, we will construct a confidence interval for a proportion of 0.50 and use this to show the location of the end points of an approximate 95% confidence interval for the median. The location of the end points comes to the 7th and the 16th position. We are approximately 95% confident the true median birth mortality rate is between 15 and 66. d) Since this is an interval built around the median and looking only at the location of the data, the confidence interval is only approximately 95%. 11.27 If we hold the sample size constant, the margin of error will increase as the level of confidence increases. The probability we will not include the true parameter in the interval gets smaller as we increase the level of confidence. This means the confidence interval actually gets wider, which in turn means the margin of error is increasing. 11.29 First, let's take a look at the parametric technique. The parametric technique will be a confidence interval based on the t-distribution because we do not know the population standard deviation but we can find the sample standard deviation. A 95% confidence interval for the mean based on the t-distribution: (23.220, 26.609). The Central Limit Theorem applies (n=44) so we really don't have to worry about checking a normal plot. The nonparametric technique will be a confidence interval for the median. There were two methods presented in the text for finding a CI for the median. Here, we will use the technique based on the binomial distribution although the "large sample" case could easily be applied. The CI we will report is (22.060, 26.180). The actual level is 1 - ((1-0.9756) + 0.0244) = 0.9512. So we actually have a 95.12% CI for the median. The most approprtae CI to report the the CI for the mean because the CLT applies (as earlier stated). 11.31 a) The random variable is the difference in heights of the plants, the measurement scale is ratio. b) Based on the normal plot and small sample size, a CI for the median is most appropriate. We will report an approximate 95% confidence interval for the median as (6, 41) eights of an inch. In reality, the CI is 96.48% (the sum of the area in both tails). c) Yes, it does look like one of the fertilizers is superior to the others. The data consists of the difference between the two fertilizers. If they were both the same then we would expect the differences to be, on average, zero. The CI does not include zero as a possible answer so it would be reasonable to conclude one fertilizer is resulting in greater growth than the other. 12 Univariate Hypothesis Testing Review Exercise Solutions 12.1 A p-value is the calculated probability that a value as least as extreme as your sample statistic will occur in the hypothesized distribution. In simpler terms, it is the probability as extreme as your sample statistic will occur randomly, given what you believed about your distribution (the null hypothesis) is true. This leads to the interpretation that the p-value is the calculated probability you will make a type I error if you reject the null hypothesis. Alpha is the reasonable risk you are willing to accept in making your decision. It is the level of type I error (rejecting the null hypothesis when it is actually true) you find reasonable. If the p-value, the calculated probability of making a type I error, is smaller than the amount of risk you are willing to take then you will reject the null hypothesis. If the probability of making a type I error (the p-value) is not smaller than the reasonable risk (alpha) you established, then you would have a greater risk of making a type I error than you feel is reasonable so you will fail to reject the null hypothesis 12.3 a) We will be concerned with the following hypotheses. A reasonable level of risk for this problem is 0.05 or 5%. This level is often left to the researcher. : 10 o H : 10 a H The population standard deviation is unknown so, we will use a t-distribution, that is, our test statistic will be a "t". The value of our test statistic is -8.9256 and the p-value is approximately zero. The value shown in the window is 7.6010 E-11 is scientific notation for 0.000000000076010. As you can see, that is very small. In fact, any value that is zero in the first four decimal places will be considered zero. Since the probability of this test statistic occurring, given the null hypothesis is true, is zero and as such, much smaller than our reasonable level of risk. We can be quite sure that our hypothesized mean is not what we believe, but something smaller. We will reject the null hypothesis and say there is strong evidence to show the students are not studying enough. b) The parameter of interest is the mean, so we will need to verify the assumption of normality. Since the sample size is greater than 30 (n=36) this is reasonably satisfied by the central limit theorem. 12.5 We are testing the mean to see if joggers have a higher intake of oxygen than the average adult. A reasonable level of risk for this problem is 0.01. Since we don't know the population standard deviation, we will use a t-statistic. The assumption of normality: 36.2 o H H: 36.2 a was stated in the problem. The test statistic is 4.8937 and the p-value is approximately zero. There is sufficient evidence to show joggers maximal oxygen intake is greater than that of an average adult. 12.7 a) The hypotheses we are concerned with involve population proportions. We will use a one sample proportion z-test statistic with z = -3.4731 and the pvalue is zero so we will reject the null hypothesis. There is strong evidence to support the citizens group claim. : 0.50 o H : 0.50 a H b) To allow for the use of the z-test, we must check the assumption of normality. There are 277 successes and 365 failures which satisfy the normality assumption through the central limit theorem for proportions. 12.9 If the drug did not increase the number of sleep hours then we would expect the average to be zero. This leads us to the null and alternative hypothesis statements as: The normal plot suggests the sample data is reasonably normal so we will complete a hypothesis test based on the t-distribution. Based on the p-value of 0.0025, we will reject the null hypothesis in favor of the alternative hypothesis and conclude that there is sufficient evidence to suggest the use of laevohysocyamine hydrobromide results in an increase number of sleep hours. 12.11 a) The hypotheses we are interested in concern the mean. The test statistic is shown along with a p-value of approximately zero (0.0004). This is strong evidence to show the wells have a barium level higher than the EPA maximum contaminant level goal. : 2 o H H: 2 a b) The assumption for this test is approximate normality. This is reasonably satisfied through the central limit theorem since the sample size is 45. 12.13 a) The hypotheses we are interested in concerns the mean. The test statistic is shown along with a p-value of 1. There is no evidence to support the claim that California colleges and universities admit students with higher than average verbal scores. : 505 o H : 505 a H 12 b) The assumption needed is that the data is normal. We can satisfy this one of two ways. First with a normal plot and second with the Central Limit Theorem. In general, if we have data, we will always look at a normal plot. This plot shows no great deviations from normality. 12.15 The hypotheses will involve the population proportion. With a practical level of significance of 5% we will reject the null hypothesis. The p-value is 0.0303 and thus is evidence that the true proportion of women voters has increased. : 0.50 o H : 0.50 a H b) Our test statistic will be a z-score and normality is the assumption to use this. We have 1144 successes (women voters) and 1056 failures (male voters). These values are both greater than 5 and so satisfying the central limit theorem. 12.17 a) The hypotheses we are interested in concern the mean. We will do a t-test since the population standard deviation is unknown. The data is checked for normality by using a normal plot. The test statistic is 3.9003 and the p-value is zero. This is strong evidence against the null hypothesis. There is a significant difference between the budgeted census and the actual census for the month of August. b) The 98% confidence interval for the true mean number of beds occupied is (141.15, 151.88). With 98% confidence the true mean number of beds occupied is between 141.15 and 151.88. c) The confidence interval does not contain the budgeted census of 138. This means that 138 is not a possibility for the true mean number of beds occupied with 98% certainty. The hypothesis test rejected the idea that the true mean number of beds occupied was equal to 138. The two methods do agree. 12.19 a) The hypotheses we are concerned with involve the population proportion. With a practical level of significance of 5% we will fail to reject the null hypothesis. The p-value is 0.1092. There is no evidence that the true proportion of voters that consider themselves middle class has changed. : 0.48 o H H: 0.48 a b) The assumption needed for this test is that of the sampling distribution of the sample proportions is normal. This is satisfied by the central limit theorem for proportions since the sample size is 1583, the number of successes is 728 and the number of failures is 855. 12.21 If the after group has a higher level of aggression behavior, the subtracting the before from the after data should result in predominately positive numbers. If there is no difference between the two groups then we would expect the average to be zero. We can subtract the data values and formulate a null and alternative hypothesis as: where the mean makes reference to the mean of the differences. We will then work only with the differences, which are shown in L3 below. Based on the normal plot, you could mount an argument either way. Since it is so close to call, I will perform both the ttest and the sign test. If the results agree then the normality decision is not relevant. If the results do not agree, then I will go with the sign test because I believe the normal plot is leaning toward not being normal. The p-values are different, as would be expected, but the conclusions are the same. There is not enough evidence to suggest a higher level of agrees in the fish after being exposed to Cadmium. 12.23 This is similar to the problem in the previous chapter. In the previous chapter we looked at the differences and calculated a confidence interval. Here, we will also look at the differences but rather than a confidence interval, we will do a hypothesis test. Based on the normal plot and small sample size, a hypothesis test for the median is most appropriate. The p-value is 0.0037 so we will reject the null hypothesis and conclude that cross-fertilization is more effect than selffertilization. 13 Comparing Two Population Parameters Review Exercise Solutions 13.1 When testing one mean, you have an idea or a value that is known and you test to see if your sample has this same mean. When testing two means, you don't have to have a preconceived notion of the value of the true parameters. You have the ability of comparing two independent groups without prior knowledge of the true mean for either populations. Other differences are noticed in the mechanics and assumptions. In testing two means, you must decide if the variances are the same before testing the means. The assumption that the data is from independent data sets is also unique to the two mean test. 13.3 The assumptions are approximate normality in both samples and independence between samples. If you have not been told the data was from a normal distribution, you would check the normality by using either the central limit theorem or a normal plot (if you have data). The assumption of independence refers not only to the lack of "pairing" but also that the data sets are truly independent of each other in that the gathering of one data set in no way influenced the second data set. 13.5 Practical significance is the ability to use the information that has been derived from statistics. It is highly dependent upon reason and common sense. Statistical significance can be found in almost any question if you gather enough data. It is possible to show a statistically significant difference between two parameters at a very high level of accuracy, but, the question is, is it practically significant? That is, does this difference you have shown, have any real use? 13.7 The hypothesis we are interested in involve two independent means. The hypothesis statement is: The assumption of normality is not a problem as we are told to make the necessary assumption within the problem. Using an F-test to check for similar variances and entering the southern group as group 1 yields a pvalue of 0.0653. This suggests the variances for the two populations are similar which implies we should pool the standard deviations when testing the means. The screen shots for the two independent samples t-test are given below. With a p-value of approximately zero there is a very strong evidence to suggest that the homes in the southern part of town have a higher value than the homes in the northern part of town. 13.9 This data is obviously dependent or paired. Therefore the hypotheses we are interested in will involve the mean of the differences. We will need to calculate the differences and then do a 0 : 0 : d a d o H one sample t-test if all assumptions have been met. To calculate the differences we will use the Edit screen of the TI-83. After entering the "Before" data in L1 and the "After" data in L2, we will subtract them and put the differences in L3 as shown. Next is verifying the assumption of normality with a normal plot on the differences. The normal plot shows a gross departure from normality, so we will continue with the sign test, restating the null and alternative hypothesis referencing the median, rather than the mean. With a p-value of 0.377, there is no evidence to suggest the special blend of herbs increase the strength of men between 35 and 65 years of age. 13.11 Since we are interested in the variability, we will be concerned with the following hypotheses. The assumptions to be satisfied are independence between data sets and normality in each data set. The independence assumption is reasonable because the data cae from two different shifts. There is no reason to suspect a dependence between shifts. Since we have data, we will check this assumption with normal plots. The normal plots for Shift 2 and Shift 3 are shown. Since there are no obvious deviations from normality, we will continue with the F-test of two variances. 13.13 a) This is independent data. There are two separate groups with no connection other than they are all 2nd graders. b) This is dependent data. There are two measurements on the same person, making the data dependent upon each experimental object. In this case, an experimental object is the person in the weight loss program. c) This is independent data. There are two separate groups of babies. There is no connection between the two groups other than they are all babies. 13.15 This is a test of variation so the hypotheses we are interested in will involve the population variance. Since the data is known to be approximately normal, we will move on to the assumption of independence between the data sets. This is reasonably satisfied by the simple fact they are from different decades and different facilities. The two sample F-test follows below. With a p-value of 0.2750, there is not enough evidence to reject the null hypothesis. There is no statistical evidence to show that the variation in the annual releases for the 1970's is less than that of the 1980's. 13.17 a) The proportion of females in favor of going to war reported in this survey was 199/217 or approximately 91.71%.The proportion of males was 201/211 or approximately 95.26% Assumptions: Both sample proportions are distributed normally. This can be shown by: Which are all true (students should do the math to show this is true). Based on the p-value of 0.0685, we will fail to reject the null hypothesis and conclude that there is not enough evidence to suggest the proportion of males that were in favor of going to war was greater than females. The same analysis can be done with an odds ratio by setting up the following table: | In favor: | Yes | |---|---| | Males | 201 | | Females | 199 | Since 1 is in interval we conclude there is insufficient evidence to suggest the odds of a male in favor of going to war is greater than the odds of a female. b) Yes, the conclusion using both techniques do agree. 13 13.19 a) The parameters we are interested in are the means of each of the groups. The hypotheses will be as shown. Since we are concerned with the mean, we will have to verify the data is approximately normal. Since there are more than 30 data points for each data set, the Central Limit Theorem will apply. We will proceed with a t-test for two independent samples. We need We will use an F-test to make a determination regarding the variances. The results are shown below. There is not enough 0 : 0 : 2 1 2 1 R R a R R o H H to know if the variances are similar so we will know if we should pool the variances or not during the t-test procedure. evidence to show a difference in the variances, so we will pool the standard deviations for the t-test. With a p-value of 0.8331, there is not enough evidence to show a difference in the customer service scores that were reported by the two regions. b) The 98% confidence interval is shown above. We are 98% confident that the true difference in the means is between -4.716 and 3.9439. Zero is in the interval, so there is no real difference in the two means. This agrees with the hypothesis test. However, if you looked at the normal plots and observed the violation of the normality assumption, then we would change our hypotheses to concern the medians, not the means. The proper test would be the Wilcoxon Rank-Sum Test. With a p-value of 0.8573 there is not enough evidence to show the medians customer service scores are different. 13.21 a) Since we are dealing with percentages, we will form hypotheses with the population parameter for the true proportion. Since we have 49 successes in the Gore group and 48 successes in the Bush group, we meet the normality assumption. It is reasonable to assume the data is independent. The z-score is 0.1415 and the p-value is 0.4437. There is not enough evidence to show the proportion of people that voted for Gore that worked full time for pay is greater than that of the voters that voted for Bush. b) Repeating the same test for samples of size 1,000, 10,000 and 20,000, the results are shown below. c) The difference in the proportions becomes significant between the sample sizes of 10,000 and 20,000. d) This is statistical significance. Practically speaking, there is no real difference between the proportions 0.49 and 0.48 in this problem. e) There is no real usefulness of the significance found with the sample of 20,000 concerning voter descriptive statistics. 13.23 a) The random variables are the percent of women participation in the workforce for 1972 and 1968. b) The population of interest is entire United States work force. c) The data was collected in an effort to determine if the amount women participate in the workforce has increased from 1968 to 1972. d) We will use subscripts of 68 and 72 to represent 1968 and 1972. Assumptions: The differences are distributed normally. The normal plot of the differences indicates a gross violation of the assumptions so we will use a nonparametric approach (the sign test). 13 Based on the p-value (0.0037) we will reject the null hypothesis and conclude that there is sufficient evidence to suggest the percent of women participating in the workforce had increased from 1968 to 1972. 13.25 This problem asks if there is evidence to suggest a difference between the two groups, not suggesting which group was suspected to be bigger than the other. This means we will be doing a two tailed test. Assumptions: (a) The distribution of the sample data from both the REG and KILN groups are each normal. (b) The two groups are independent of each other. The independence assumption is clear (the student should specify why). The normality assumption will be addressed with normal plots. The normal plot for REG indicates a gross violation so there is no need to even look at the normal plot for KILN. We will use a nonparametric approach, the Wilcoxon Rank-Sum. Based on the box-plots, the general shape of both distributions are the same which means we can construct a test regarding the means, rather than the medians. Based on the p-value of 0.68, we will fail to reject the null hypothesis and conclude there is not sufficient evidence to suggest a difference between the two processes. CHAPTER 13 14 Correlation and Simple Linear Regression Review Exercise Solutions 14.1 There are two major problems. First, a correlation of 1.37 is mathematically impossible. The friend needs to recalculate the correlation coefficient, clearly a mistake was made. The second problem is with the friend's reference to the "causation factor." Pearson's correlation is a measurement of linear association. A conclusion regarding causation is not appropriate. 14.3 False. Pearson's correlation is a measurement of linear association. Calculating Pearson's correlation is not meaningful for qualitative data. 14.5 The interval is not possible because correlation cannot take on a value less than -1. 14.7 The primary use for regression analysis is to fit a mathematical model to data for prediction purposes. In this text, we limited our study to linear models consisting of one predictor variable and one response variable. 14.9 A residual is the difference between the predicted value of the response variable and the actual observed value of the response variable. 14.11 The value for Pearson's correlation is 0.9023; however, based on the scatter plot it is clear Pearson's correlation is not the appropriate measure of association. The scatter plot clearly shows curvature in the data. As such, Spearman's correlation is the more appropriate measure of association. The value of Spearman's correlation is 1. 14.13 a) The scatter plot suggests a negative linear trend. As such, Pearson's correlation would be the appropriate measure of the strength of that association. b) The value of Pearson's correlation is -0.8842. This is indicating a strong negative association. In terms of this data, Pearson's correlation is suggesting that as the number of cigarettes the mother smokes each day increases, the birth weight of their children decreases. c) The 95% confidence interval for is (-0.9594, -0.6916). Both the hand calculations and the output from the TI-83 program RHOCI are shown below. d) The prediction interval is calculated by using the PREDCI program. The process is the same for the other prediction interval. The validity of the prediction interval is associated with the assumptions for regression analysis. Based on the residual plot, the residuals appear to have a reasonably constant variance. The normal plot also looks pretty good. 14 b) Due to the curvature of the data, Spearman's correlation is the appropriate measurement of association. The value for Spearman's correlation coefficient is -0.4788. c) With a p-value of 0.081, there is not enough evidence to suggest the barnacles compete for space. The 95% confidence interval for the value of Spearmans Correlation Coefficient is (-0.8517, 0.2159). 14.17 a) There does appear to be a negative linear association. The value of Pearson's correlation coefficient is -0.9088. The interval estimate, specifically a 95% confidence interval, is (-0.9764, -0.6792). BTU is on the xaxis and Temp is on the y-axis. b) The logical choice would be to predict the amount of energy used based on outside temperature. As such, Temp would be the predictor variable and BTU the response variable. c) Yes, it appears appropriate based on the scatter plot. The regression equation is: BTU = 4.8407 - 0.0557(Temp) d) The assumptions are based on the residuals: The residuals are random, independent and distributed normally with a mean of 0 and a constant variance. A normal plot of the residual suggests the normality assumption is reasonably satisfied. The independent, randomness and constant variance can be seen from the scatter plot of the predictor variable and the residuals. Normal Plot of Residual Predictor variable by Residuals e) The predicted value of BTU for a temperature of 25 is: BTU = 4.8407 - 0.0557(25). BTU = 3.4482. Note that the minimum temperature in our sample data is 15 degrees and the maximum value is 45 degrees. The temperature of 25 degrees used as a predictor is well within the data range of Temp. f) The prediction interval, calculated using the PREDCI program, is (2.8144, 4.0820). 4.19 a) We will start the analysis with a look at the scatter plot. The scatter plot appears to have an positive linear trend suggesting it is reasonable to continue the analysis by calculating Pearson's correlation coefficient. I will use the LinRegTTest command in the TI-83 to calculate the value of r because it will also calculate a bunch of other stuff I may later need. The value of r is 0.6986 and the p-value for the hypothesis test is approximately 0.0000 (reported as 0.000000067245). This indicates that there is sufficient evidence to suggest a positive linear association exists between the number of cigarettes smoked and the number of deaths from lunch cancer. b) Answers will vary. The two values chosen here, for illustration, are cigarettes = 29 and 32. The predicted values are 21.8255 and 23.4195 respectively. This is saying that when the number of cigarettes smoked is 29 (hundred per capita) the expect number of deaths from lung cancer is 21.8255 per 10000 thousand persons. The statement for cigarettes = 32 is similar. Note that the assumptions of normality and constant variance must also be addressed. A normality plot of the residuals and a scatter plot of cigarettes versus the residuals suggests these needed assumptions are reasonably satisfied. c) The prediction intervals will vary, depending on the "new" values chosen. The prediction interval is appropriate based on the assumptions which have been addressed above. 14.21 The constant variance assumption is essential for the prediction interval because the value of the sample standard deviation of the residuals is used in the construction of the confidence interval. If the variance is non-constant then we would have to account for that in our prediction interval calculations. When making simple predictions (simply the predicted value without the prediction interval) a violation of the constant variance assumption is not an issue. 15 Analysis of Variance Review Exercise Solutions 15.1 Analysis of Variance (ANOVA) is equivalent to a two sample t-test for independent data if conducted with only two samples. The strength of ANOVA is that it allows us to compare means of multiple samples simultaneously. It is a natural extension of the 2-sample t-test. 15.3 The assumptions for ANOVA consist of: 1) Independent samples from more than two groups. The independence assumption is reasoned out based on your knowledge of the data. 2) Each sample is randomly obtained from a population that is normally distributed. The randomness assumption is again reasoned out. Normal plots are produced for each sample which allow us to make a decision regarding the normality of each sample individually. 3) All of the samples have similar variances. This assumption can be satisfied in several ways. First, a formal F-test can be used on the largest and smallest sample variances. Second, the ratio of the largest and smallest sample variances can be examined. If the ratio is greater than 4 or less than 1/4, then we conclude the variances are not similar. Third, you can exam box plots and make a decision based on visual inspection. 15.5 Fisher's LSD produces a confidence interval for the difference of the two means. If zero is in the interval then the means are said to not be different. If zero is not in the interval, then the means are said to be different. 15.7 a) Kruskal-Wallis is essentially an ANOVA computed using the ranks of the data rather than the raw data values. By using the ranks, the magnitude of outliers that may result in a violation of the normality assumption or similar variances assumption is lessened. Kruskal-Wallis addresses the medians of the distributions whereas ANOVA addresses the means. Under additional assumptions, specifically the similarity of distribution shapes, Kruskal-Wallis can also be used to address the means. b) The two tests are similar in that they both allow us to address the equality of the centers of multiple distributions. If it is safe to make the additional assumption that the shapes of all of the populations being sampled are similar, then Kruskal-Wallis allows you to continue discussing the mean of the distributions rather than the medians. c) If the assumptions for the ANOVA are satisfied, then you should use ANOVA. If the similar variances and/ or normality assumption is violated, then Kruskal-Wallis is the proper tool to use. 15.9 a) Before we can answer the question regarding a difference in the mean sales between the three policies, we must address the necessary assumptions for ANOVA. Since we have multiple groups and are interested in the means, we want to use ANOVA if possible. The independence and random assumptions appear reasonable based on the information provided in the problem. The normality assumption can be addressed using normal plots. The sample data from Promotion #1 and Promotion #3 are normal; however, promotion #2 is questionable. The logical approach at this point is to complete both an ANOVA and Kruskal-Wallis. The reason is due to the fact that Promotion #2 is questionable. If it were a gross violation then ANOVA would no longer be considered. The idea is to see if what appears to be a violation in the normality assumption is sufficient to have an effect on our conclusion. If you felt the violation was not severe enough to be concerned with, then you would continue to check the required assumptions for ANOVA and skip Kruskal-Wallis. The Kruskal-Wallis resulted in a small p-value so we would reject the null hypothesis and conclude there is a difference in distribution centers. We will now continue with an ANOVA. Similar variances assumption: 0 2 3 2: 1 H 1 Fail to reject the null hypothesis so conclude the equal variance assumption is reasonably satisfied (p-value = 0.4027). With the equal variances assumption satisfied, we will continue with the ANOVA. Based on the p-value of 0.0030 we would also reject the null hypothesis and conclude there is a difference in the distribution centers. SInce the ANOVA and Kruskal -Wallis brought us to the same conclusion, it seems reasonable to conclude what we believed may have been a violation of the normality assumption for Promotion #2 was not severe enough to have an effect on our conclusion. We may now continue with Fisher's LSD in an attempt to identify which proportions are different from the others. 15 b) Results from Fisher's LSD The mean from promotion #3 is different from the other two promotions, but the other two promotions are not different from each other. 15.11 Before we can answer the question regarding whether or not there is a difference between the first week of each month, we must address the necessary assumptions for ANOVA. Since we have multiple groups and are interested in the means, we want to use ANOVA if possible. The independence and random assumptions appear reasonable based on the information provided in the problem. The normality assumption can be addressed using normal plots. All three normal plots appear normal so the assumption is reasonably satisfied so we will check the similar variances assumption. 15.13 Before we can answer the question regarding a difference in the mean weight of the piglets, we must address the necessary assumptions for ANOVA. Since we have multiple groups and are interested in the means, we want to use ANOVA if possible. The independence and random assumptions appear reasonable based on the information provided in the problem. The normality assumption can be addressed using normal plots. The sample data from Feed #3 demonstrates a gross violation, as such, we will concentrate our efforts on the distribution medians rather than the means and use the Kruskal-Wallis test. 15.15 The process is called an analysis of variance because the decision is based on an F-test that is constructed from the variance measured within each group and the variance measured between each group. 15.17 a) The random variable is calories. The measurement scale is ratio. b) This question will be addressed with a hypothesis test regarding the means. The normal plots for the data from each restaurant appears reasonably normal with the exception of the Carl's Jr. data; however, with only three data point that is not much of a surprise. 15 Based on the above chart, we will address the similar variance assumption for ANOVA based on the variance (standard deviation) of Carl's Jr. and McDonalds. 2 2 H 0 Carl 2 Carl 2: 1: 1 A H Mac Mac Based on the p-value of 0.5520 we will fail to reject the null hypothesis and conclude the variances are reasonably similar. This will now allow us to complete the ANOVA. The ANOVA p-value is 0.8036, which is HUGE, so we will fail to reject and come to the conclusion that there is no statistical difference between the four restaurants. If we chose to complete a KW test, rather than an ANOVA (due to the questionable normal plot) we would have calculated a p-value of 0.8715. This suggests our decision regarding the normality for this scenario did not matter. Either procedure brings us to the same conclusion. 15.19 The normal plots look reasonably normal. Variety-3 looks a bit questionable, but not too bad. Equal Variance Assumption Based on the p-value of 0.3239 we will fail to reject the null hypothesis and conclude the variances are similar. We can now continue with the ANOVA Based on the p-value of 0.0000 (0.000035885) we will conclude there is a difference between the varieties of alfalfa. Based on Fisher's LSD test, it appears Variety-3 differs from all other varieties In addition, Varity-2 differs from Variety4. No other differences are detected. Unfortunately, the TI-83 can only display three box-plots at the same time. The first graphic shows the box plots for varieties 1, 2, and 3. The second shows the box-plots for varieties 2, 3, and 4. From the box-plots it is no surprise that Varity-3 differs from all others; however, Variety-2 differing from Variety-4 is not at all obvious. 16 Categorical Data Analysis Review Exercise Solutions 16.1 This is a goodness of fit problem.The observed frequencies were stored in L1, the theoretical probabilities in L2 and the expected frequencies (700*L2) in L3. The good fit program was then used to calculate the value of the test statistic and the p-value. Based on the expected values, the assumptions for the goodness of fit test have been satisfied. Based on the p-value of 0.0386 we will reject the null hypothesis. There is sufficient evidence to suggest there was a migration away from the democratic party in this district after 2000 presidential election. 16.3 This is a goodness of fit problem. If there is not a preference in age group to ask for cigarettes, then the theoretical probability for each group will be 1/5. The observed frequencies were stored in L1, the theoretical probabilities in L2 and the expected frequencies (5538*L2) in L3. The good fit program was then used to calculate the value of the test statistic and the p-value. Based on the expected values, the assumptions for the goodness of fit test have been satisfied. Based on the p-value of 0.0000 we will reject the null hypothesis. There is sufficient evidence to suggest the proportion of adults approached for tobacco is not evenly distributed among the age groups listed. 16.5 This is a goodness of fit problem. If there is not a preference in direction, then the theoretical probability for each group will be 1/8. The observed frequencies were stored in L1, the theoretical probabilities in L2 and the expected frequencies (441*L2) in L3. The good fit program was then used to calculate the value of the test statistic and the p-value. Based on the expected values, the assumptions for the goodness of fit test have been satisfied. Based on the p-value of 0.0228 we will reject the null hypothesis. There is sufficient evidence to suggest the birds do have a directional preference for their nests. CHAPTER 16 16.7 Answers will vary. The basic idea is that the one sample proportion test is very much like a Chi-square goodness of fit where there are only two categories. 16.9 This is a goodness of fit problem. If the game is fair then the theoretical probability for each number will be the same, or 1/10. The observed frequencies were stored in L1, the theoretical probabilities in L2 and the expected frequencies (555*L2) in L3. The good fit program was then used to calculate the value of the test statistic and the p-value. Based on the expected values, the assumptions for the goodness of fit test have been satisfied. Based on the p-value of 0.5885 we will fail to reject. There is not enough evidence to suggest the game is not fair. 16.11 This is a Chi-squared test of independence. We will place the observed values in matrix-A. The TI-83 will calculate the expected values and place them in Matrix-B. Based on the expected values in matrix-B, the assumptions for Chi-squared are satisfied. Based on the p-value, we will reject the null hypothesis. There is sufficient evidence to suggest the hours worked and class status are dependent. 16.13 This is not a goodness of fit test. The problem is that the data consists of averages, not count data. The original data should be obtained then an ANOVA or Kruskal-Wallis test be performed, which ever is most appropriate. 16 16.15This is a goodness of fit test. Based on the p-value of approximately zero, we will reject the null hypothesis and conclude there is evidence to suggest the die is not fair. List L3 contains the expected values which are needed to address the assumptions for this test. H: A t least o ne A 16.17This is a goodness of fit test. Based on the p-value of 0.4637, we will fail to reject the null hypothesis and conclude there is not enough evidence to suggest the professor is incorrect in his beliefs regarding where students are purchasing their books. List L3 contains the expected values which are needed to address the assumptions for this test.
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Manuscript Evidence Grace school of the Bible By: R. Jordan http://graceimpact.org/ MSS 101 - 1 This course is called Manuscript Evidence. This is going to be an in-depth study into the origin and the transmission of the written word of God. In other words, where did it come from? What is its origin? And, how did it get from the original autograph, when it was originally written, into our hands today? I want you to be able to accurately and confidently identify and defend the word of God. I want you to be able to know where it is and what it is. You need to know where it came from. We are going to study these things in a great deal of detail. Now, you need to remember those things about the course. We are going to study the origin and the transmission of the scripture so that you can identify the text, (what the bible is), and then be able to defend it. Turn to Genesis 3. I want to start, in this lesson, by showing you a tremendously important issue. It is so important that we are going to study it first before we study anything else. You are going to see that this is the issue above everything else. If you cannot get this issue straight, there will not be anything else that you will ever get straight. Genesis 3:1-6 – "NOW the serpent was more subtil than any beast of the field which the LORD God had made. And he said unto the woman, Yea, hath God said, Ye shall not eat of every tree of the garden? And the woman said unto the serpent, We may eat of the fruit of the trees of the garden: But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die. And the serpent said unto the woman, Ye shall not surely die: For God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as gods, knowing good and evil. And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to make one wise, she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat." Now, the original standards of the original Textural Critic are preserved for you by God, and you can see the tactics, and the methods, and the approach, and the policy of evil that Satan has against God‟s word. Now, you need to get an understanding of this. How does Satan come at God‟s word? Before Eve ever took of that tree, there is a long discussion (5 verses) between her and Satan. In that whole discussion, the tactics and the policy of Satan‟s design against the word of God are laid out for you. And, it is just as true today as it was then. In fact, today, we are in the advanced stages of that campaign. In Genesis 3:1, the very first thing that Satan does is question the word of God. He questions the scripture. "NOW the serpent was more subtil than any beast of the field which the LORD God had made. And he said unto the woman, Yea, hath God said …?" (Did God really say that? Are you sure God said that?) He raises the question; he raises the doubt. Notice that he does it with a positive approach. You want to remember that. He says, "Yea, (yes), hath God said …" Folks, the root source of all questioning and doubt of the bible comes from the Adversary. He begins to question the word. He begins to raise doubt about it. Genesis 3:2,3 – "And the woman said unto the serpent, We may eat of the fruit of the trees of the garden: But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die." Now, verse 2 says, "We may eat of the fruit of the trees of the garden." Is that what God told them? Go back to Genesis 2:16 and notice what Eve does. God is talking to Adam – "And the LORD God commanded the man, saying, Of every tree of the garden thou mayest freely eat." What is the command? It says, "Of every tree you may freely eat". In Genesis 3:2, Eve says, "We may eat of the fruit of the trees of the garden." Do you see what Eve did there? She left a very important word out. She subtracted a word from the text. She subtracted the word "freely" from the text. The first mistake Eve made, outside of engaging the Adversary in a conversation, was subtracting from the text. So, there is questioning the word of God, and then there is subtracting from the word of God. Eve left that word "freely" out. Do you remember another verse where that word is important? Romans 3:24 – "Being justified freely by his grace through the redemption that is in Christ Jesus." You want to be careful about that word "freely". Romans 8:32 – "He that spared not his own Son, but delivered him up for us all, how shall he not with him also freely give us all things?" That is an important word. Number one is question the word. Number two is subtract from the word – leave out some things, take away from the text. Now, look at Genesis 3:3 – "But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die." Now look back at Genesis 2:16,17 and show me where, in those verses, God told them that they could not touch the fruit of the tree. You cannot tell me, can you? So what did they do? Number one – they question it. Number two – they subtract from the text. Number three – they are adding words to the text that does not belong there. Now, that is what‟s called the Dynamic Equivalency Method of translating. That method says that he had the idea that we should not touch it. But, you want a literal, word-for-word equivalency, and you do not have it there. They have taken liberty - subtracting and adding to the text. ye die." Now that is Genesis 3:3 – "… Ye shall not eat of it, neither shall ye touch it, lest watering the thing down. Look back at Genesis 2:17 at the last four words. Does it say, "thou shalt possibly die?" Is that what it says? No, it says, "thou shalt surely die." But in Genesis 3:3, the "thou shalt surely die" becomes "well, you might die." And that is watering the severity of the thing down. We are talking about the tactics of the original criticism and the Textural Critic‟s approach to the scripture. And this is a classic passage. They question the word of God, they subtract from the words of God, they add to the words of God, and they water down the words of God. And after they questioned it, added to it, subtracted from it, and watered it down, then Satan comes in (verse 4) and says, "Ye shall not surely die." He just flat out denies it. Notice what he denies. He did not deny the words "you shall not possibly die". He denied the original version. He denied "Ye shall not surely die." That word "surely" is the word used in Genesis 2:17. If you go on and read in Genesis 3:5, it says, "For God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as gods, knowing good and evil." The basis of Satan‟s denial of the word of God is a desire that he perceives in Eve for an independent viewpoint –for her own viewpoint, for her own knowledge. Folks, as you get around, you will find that people use knowledge and education in regard to human viewpoint. (Now, you understand that I am not opposed to education. Look what you are doing now. But, I am talking about human viewpoint.) They use that to justify the denial of the word of God. And denying the word of God never comes except first there is questioning the word of God, adding to it, and subtracting from it, which results in watering it down, which results in losing it. Sin, on this planet earth, begins with an attack on God‟s word in Genesis 3. There is a satanic policy of evil against the word of God clearly laid out in the scripture, and the design is simply to destroy the final authority of your bible. Satan wants to take that word of God and make it less than the final authority. Now, how is he going to do that? Well, if you have an authority and it speaks with authority, the tactic is to bring up another authority along side of it and give that second authority equal weight with the first. Well, then how do you decide which is right? If you have two competing authorities, who decides what is right? A third authority decides – you do, or somebody does. For example: you have two baseball teams playing against each other. There is a close play at first base. Well, you know what they are all going to say, right? The guy in the field is going to say that he was out, and the guy running is going to say that he is safe. Now, what do you have in the game to take care of that? You have a final authority; you have an umpire. If that umpire says that someone is out, you can kick dirt on him all day long, but it does not change anything unless you can go convince the league commissioner that he was wrong. But, when that happens, nobody ever knows if they can be sure or not. So, Satan‟s attempt is to get rid of that final authority by putting up a competing authority. And the policy, and the design, is to destroy that final authority in God‟s word. In politics, that is called dialectic. A guy by the name of Hegel developed, in philosophy, a thing that is called Hegel‟s Dialectic. That means you have a thesis and that is your postulate – the thing you say. Every thesis automatically develops an anti-thesis – the opposite viewpoint. And neither one of those two competing viewpoints is an absolute truth, therefore, the result is always a synthesis of the two. It is a synthesis – it results in a third viewpoint. The problem with this is that as soon as the synthesis comes up, there is a new thesis, which develops a new anti-thesis, which has to go through the process again. And he says, of course, that that‟s the way human history is going upward into the stars and clouds soon to be in the third heaven to be like God. Well, the Communists take that system, and they call it the Dialectic Materialism. Communism as an economic system; its name is Dialectic Materialism. They take Hegel‟s dialectic, the philosophical viewpoint of history, and they apply it to economics, and come up with communism. This is certainly true in the context of human viewpoint, but the problem with that is that when God gave that book, he gave it to be an anchor. No matter what your thesis is, if the old book stands up here and the old book is different from human viewpoint, that is the final authority. And it will look at your thesis and say that it is wrong. It may look at that guy‟s opinion, and say that it is right. It stands. It is the authority. But, Satan wants to get rid of that authority. He does not want you to have the capacity, in your hands, to have what God Almighty says. Paul says in 2 Corinthians 2:17 – "For we are not as many, which corrupt the word of God." The way you corrupt the word of God is by questioning it, or changing it by subtracting from it or adding to it, or watering down. We are not like that "but as of sincerity, but as of God, in the sight of God speak we in Christ." Now, I want you to look at a passage in Amos. Folks, we are at the advanced stages today in the religious system. Satan has a policy of evil against the word of God, an attack against the word of God. His policy questions the word of God, and waters down the authority of the word of God. When you men get out into the ministry, you will be out in a world, and a situation, (in our country anyway), where the word of God is largely a fleeting ghost, only in the imagination and memory of some religious people. Most people in religious circles today do not believe that the bible is an absolute final authority. Now, when we get around to studying advanced theology, (which means we will really be studying some of the heresies in theology), we will study things like neoorthodoxy, and Bultmannism, and those kinds of things. Those things are the natural deviations from the viewpoint that the bible is the word of God. When we come to it and when it speaks, that is God talking; and we believe it is an absolute thing. But, they begin to come to the point of view that it is an absolute, therefore, the only living reality is the person of Christ in your life and all of those kinds of things. And all of the sudden you do not have any concrete standard to judge by. Now, that is why this stuff is important. You need to know where God‟s word is because Satan is interested, and he has a positive program in place to corrupt that book. I want you to see an illustration, in Amos 8, of the results of losing the final authority and losing the word of God. Amos is a prophet in Israel, and he is prophesying about the judgment of God on the nation. In the last verse of Amos 5, he tells them that they are going into captivity, and that God is going to take them away into the exile. In Amos 8:11, he says, "Behold, the days come, saith the Lord GOD, that I will send a famine in the land, not a famine of bread, nor a thirst for water, but of hearing the words of the LORD." Now, notice that it says "words". That‟s the words on the page, not just the message but the words. There is going to be a famine, an inability to find God‟s word. Amos 8:12 – "And they shall wander from sea to sea, and from the north even to the east, they shall run to and fro to seek the word of the LORD, and shall not find it." Now, if you study the book of Amos, you will find that this passage is prophetic, not just of the captivity of Israel; but it is also prophetic of the tribulation period. In the tribulation period there will be two big issues. Number one, 2 Peter 3:4 – "Where is the promise of his coming?" When is he coming? Is he coming? Number two, the other question will be – Where is the word of God? Where‟s the bible? What is the bible? Do you know what you have today, folks? I taught a bible class several years ago down in Alabama, and a fellow came into my class with a stack of books piled high on his arm. I never saw the guy before. He had ten books. I asked him if he was going to read all of them that night. He said, "Yes". And he got down on the floor and laid all those books out there. They were all bibles – different versions. I said, "Tell me something. Which one of them do you believe?" He said, "Oh, I believe all of them." And I thought Boy, we are going to have a good time tonight. Before the evening was over, I found out that he did not believe any of them. That‟s sad! It never dawned on him before, but do you know why he did not believe any of them? He had so many of them, and they all conflicted among themselves. He did not have any idea whether one of them was an authority or not. If one said this and one said that, then who decided? Well, he had to decide. And he decided it on the basis of something somebody else told him about them. (Think that through for awhile.) In this passage, God says, "You do not want the word, you do not want the revelation. Okay, I‟m going to fix it so it will not be available to you." Look what happens in Amos 8:13,14 – "In that day shall the fair virgins and young men faint for thirst. They that swear by the sin of Samaria, and say, Thy god, O Dan, liveth; and, The manner of Beersheba liveth; even they shall fall, and never rise up again." They will be totally consumed by a religious system – no book, no light, no revelation. They will have their doctrinal statements – "Thy god, O Dan, liveth." They conform to the fundamentals of a creed. They are orthodox, but they do not have a book, and they do not have light; and God‟s judgment is on them. They are all swept off in judgment. Now, I do not want you to be that way! Let me tell you something gentlemen, and I mean this from the bottom of my heart. If you do not have an absolute final authority, don't you preach to anybody. If you cannot find out what God‟s word is, and know what it is, and have it in your hand, and know you are preaching it, then you hang up your track shoes and you go fishing, but don‟t you preach. If you preach, all you are going to do is what that verse in Amos says. You are just going to build a bunch a people into a religious system that God Almighty is going to judge and condemn. The most hateful thing on the face of this earth to God Almighty is religion. God never gave but one religion in all human history, and he gave it to the nation Israel; and God has set that religion aside. Religion is the binding of duties upon men, the teaching of commandments and doctrines of men, and God hates that. And, if you do not have a book, you do not have a final authority. So, all you have to preach is commandments and doctrines of men. Now, the world is hungry today for authority. They are hungry for leadership; they are hungry for purity; they are hungry for an honest message that has some power in it. And there is not any power, anywhere, except in that book. You know that, and that‟s the reason you are here. But, I want you to understand that that‟s a fact. And that is why this issue is important. Folks, if you want power to get a drunkard saved, or you want power to get a proud boastful spirit in line, or you want power to overcome the sins of life in your life and the lives of those you will minister to, that power must come out of a book; and that book is God‟s book. You will need some authority. And that is what the world is after, and that is what the religious system does not have. Now, here is a verse you need to remember. Romans 10:17 – "So then faith cometh by hearing, and hearing by the word of God." In the final analysis, the word of God, (your bible), is the only ultimate proof that you have for your faith. The ultimate proof for your faith is in that book. I will give you an illustration of what I mean. When I was in high school, I learned this lesson the hard way. I was dealing with a guy in my high school and trying to get him to trust Christ. I was witnessing to him. He was getting more and more edgy as time went on. One day we were sitting in homeroom waiting for class to start. He was sitting in front of me, and he turned around and looked at me, and he said, "Tell me something. You think you are always right and everybody else is always wrong. How come you know for sure and how come you can be so dogmatic and say that you are right and everybody else is wrong? Who in the world do you think you are to be so sure that what you believe is true?" I just felt like crawling underneath the desk, because I did not really know. All I knew was that it was true. Well, I got to thinking about that, and I found out something. Now, what would you say to somebody that said that to you? Well, I said to him, "I believe it‟s right, because I feel it‟s right. Christ lives in my heart." I know it because I feel it! Was that a good answer? No, it wasn‟t a good answer, and I knew it wasn‟t when I gave it; but it was all I had. Do you know why that is not a good answer? If you meet a Buddhist, do you know how he knows he is right? He feels that he‟s right. I met an old boy in Southern Alabama one time. I was witnessing to him and he said, "I‟m a Bahai." I said, "What in the world is a Bahai?" He said, "Haven‟t you heard about „The Bob‟?" I said, "No, but tell me about this." (I got some books out and looked up some cults. It is a screwy Persian religion. I read about it so I could witness to the guy effectively. I did a little homework.) I said to him, "Tell me about your religion; tell me about your faith. How did you get into that religion." He said, "Well, I was raised a Roman Catholic." I said, "Well, how did you get into this stuff?" He said, "I was in the Air Force out in Colorado Springs. I went out into the desert with some young people, and I had the most beautiful religious experience you could ever dream about. And, I am convinced that it is right." Well don‟t you tell people that you know Christ lives because he lives in your heart if you are not willing to let old Wallace tell you that „The Bob‟ lives in his heart, because he knows it the same way. He feels it! You could not say, "I believe that Christianity is right because Christianity has more followers than any other religion in the world." You know that would not do, and that is not even true. Islam has more followers than any other religion in the world. And besides that, bible-believing Christians are in the distinct minority. You could not say that you know that your faith is right because it is the oldest religion. Someone that believes in Confucius would say that Confucius came along many centuries before Christ was ever born. I do not know what you would say if someone would ask you how you know you are right, but I will tell you this – the one unanswerable argument is your own personal copy of God‟s word. You just reach in your pocket, and hold up your bible, and confidently proclaim Look at that! I am right because the author of my faith has given me a book, which is unlike any other book of any other religion. Then you open it up, and you preach it to him. You‟ve heard the old saying, "You don‟t defend the lion. He could take care of himself if you let him out of the cage." Well, that‟s what you do with that book. Folks, if you use that book right, it is enough to overwhelmingly convince any honest and sincere listener. And that is the answer. Ultimately, you know you are right because of the bible. Do you see why it is important to be able to know what that book is and where it is? If Satan can take that book away from you, he has destroyed the basis of your ministry. My friend, you listen to me. There are a lot of men that go off to Bible School, and they go off to Seminary, believing the bible. But, when they come out the other end, they do not believe anything! They do not believe there is a bible; they do not believe they have a bible; they do not even believe that it is possible to find a bible. I do not want you to be that way! I want you to be able to know what it is, and this course is going to be a course to guide you in a search for the word of God – the infallible, true, living, final authority of the eternal God. The word of God is the only absolute moral authority in the universe. You will hear me say that over and over again. That book, the word of God, is the only absolute moral authority in the universe. Now, I am going to show you beyond any doubt that there is a final absolute authority, (a bible, a scripture), and that it is available to you to have in your hands, and to hold, and to study, and to read. It is available to you in the form of a King James Bible. I will tell you my prejudices up front. I did not start out believing that, but through the years, I have found that to be true. And I want you to be confident in your bible, and I want you to be able to handle it. The bible is an amazing book, and I want you to learn some statistics about it so that you can familiarize yourself with the territory. (But, you will need to remember those five things we went over, in Genesis 3, about the handling of the scripture. You need to remember that Satan‟s design is to destroy the final authority of the word. You need to be familiar with that passage in Amos 8 and understand what it is about. You need to memorize Roman 10:17. You need to know that the ultimate proof of your faith is the word of God. You will see those things on a test in the near future.) Now, the word "bible" comes from "TeBiblia", and that means "the books". There are 66 books in your bible. There are 39 books in your Old Testament. There are 27 books in your New Testament. A good way to remember that is that there are 39 books in the Old Testament, and what is 3 x 9? That makes it easy to remember that there are 27 books in the New Testament. There are 1,189 chapters in the bible, and 31,101 verses in the bible, and 783,137 words in the bible, (if you want to count them sometime). You do not have to worry about the number of words in the bible, but it will pay you to know those other numbers. The bible was written by 40+ authors over a period of 1500+ years. The Old Testament is basically written in Hebrew. Ezra 4:8-6:18, 7:12-26; Jeremiah 10:11; and Daniel 2:4-7:28 are the only passages in the Old Testament that are not written in Hebrew. These passages are written in Aramaic. Everything else in the Old Testament is written in Hebrew. Aramaic is the so-called Chaldee language. Aramaic is a dialect related to Hebrew, which gradually took the place of Hebrew as the spoken language among the nation Israel after the exile. These passages are written in Aramaic: the central section of Daniel, one verse in Jeremiah (very interesting), and in those passages in Ezra. Christ spoke Hebrew and Greek. When Christ was on the earth, there were three prominent languages – the Hebrew language among Israel, (just as a group), Latin was the Roman Empire language, and Koine Greek is the language of the New Testament. Your New Testament, in its entirety, is written in Koine Greek. That is Koine as opposed to Classical Greek. Do you know what the word vulgar means? "Vulgar" means "common". Most people think it means "cussing", but that is not what the word means. "Vulgar" means "common, the street language". Unfortunately, in our day, common street language is cussing, but it wasn‟t always like that; and it is not always like that in every situation. It is that way, unfortunately, in a degenerated society. Anyway, the New Testament was written in Greek, and Koine Greek was the commercial language of the world at the time of Christ. The commercial language, the language of commerce, was Greek. It was held over from the Greek Empire. Today the universal language is English. It is the language of diplomacy, the language of international communications. International communications over the airwaves is done in English. For good or bad, English is the international language for today. So, just that way, Greek was the international world language of that day. Now, you want to remember that information about the Old Testament being in Hebrew and the New Testament being in Greek. You will not see those verses that are in Aramaic on a test, but you need to remember that. When we study the book of Daniel that will be significant in Daniel. Now, turn to Psalm 118:8, which is the middle verse in the bible. There are 14 words in that verse. What is the 7 th and 8 th word in the verse? The middle words are "the LORD". The middle words of the middle verse of the bible are "the LORD". He is the heart of that book. Since the King James Bible has been put out, there has not been another bible version put out that that is true of, and that is interesting. That is not the middle verse in any of the other versions that have come out since then, (since the 1880‟s), because they have left verses out and added things and so forth. So, that does not happen to be the middle verse in other versions. That is just a phenomenon that you will find as you continue to study your bible. As you study, you will find out interesting things about your bible. Now, I want to spend the rest of this lesson pointing something out to you that is a real blessing to me – the connection between the living Word, (Jesus Christ – "In the beginning was the Word, and the Word was with God), and the written word. (1) They are both called "the word of God". Turn to Revelation 19:13 – "And he was clothed with a vesture dipped in blood: and his name is called The Word of God." That is the Lord Jesus Christ. He is called "The Word of God". Hebrews 4:12 says, "For the word of God is quick, and powerful." The written book that you have in your hand is called the word of God. The living Word, (the Lord Jesus Christ), and the written word are both called by the same name. They have the same title given to them. The reason for that is that the connection between the living Word and the written word of God is absolutely astounding – the two are completely and totally inseparable. Now listen people, that book (your bible), is not God. I just had to put my bible aside because it is coming all apart. You understand that the book is not God. You can scribble on your bible; you can tear it up and it will fall apart; it will wax and decay. God Almighty will never do any of those things. You can throw your bible in a mud hole, but you cannot throw God in a mud hole. But, having said all of that, I will tell you that the closest thing you will ever come to God himself on this earth is that book. That is why that book is important to you. That is why you study it and become friends with it, and that is why it is different from any other book. It is the word of God, and it is so closely connected with the living God. The only contact that you have with the Lord Jesus Christ outside of the pages of that book is on an inner-subjective level (it is inside of you), on a spirit level. Therefore, God has given you that written word in order to be able to evaluate, by an objective standard in black and white, those subjective experiences that you have. Your bible is an objective standard by which to measure everything. Now, the living word and the written word are just so close. (2) They both have two natures. Jesus Christ is the son of man, but he is also the Son of God. The bible says, "Moses commanded you", but who really wrote it? Moses wrote it, but God wrote it. It is man‟s word, but it is God‟s word. Not only do they both have two natures, but they can also both do a lot of different things for you. 3) They can both save you. Hebrews 7:25 – "Wherefore he is able also to save them to the uttermost that come unto God by him, seeing he ever liveth to make intercession for them." Jesus Christ is able to save people. James 1:21 – "Wherefore lay apart all filthiness and superfluity of naughtiness, and receive with meekness the engrafted word, which is able to save your souls." Jesus can save you but it is the engrafted word, which is able to save your soul also. They are two things, but with the same function. (4) They can also judge you. Acts 17:31 says, "Because he hath appointed a day, in the which he will judge the world in righteousness by that man whom he hath ordained; whereof he hath given assurance unto all men, in that he hath raised him from the dead." John 12:48 – "He that rejecteth me, and receiveth not my words, hath one that judgeth him: the word that I have spoken, the same shall judge him in the last day." The word judges you in the last day. (5) They both live forever. John 12:34 – "The people answered him, We have heard out of the law that Christ abideth for ever." 1 Peter 1:23 – "Being born again, not of corruptible seed, but of incorruptible, by the word of God, which liveth and abideth for ever." (6) You can receive both of them. John 1:12 – "But as many as received him, to them gave he power to become the sons of God." 1 Thessalonians 2:13 – "For this cause also thank we God without ceasing, because, when ye received the word of God which ye heard of us, ye received it not as the word of men, but as it is in truth, the word of God." (7) You can reject both of them too. John 12:48 – "He that rejecteth me, and receiveth not my words, hath one that judgeth him: the word that I have spoken, that same shall judge him in the last day." (8) They are both described as "the way". In John 14:6 Jesus says, "I am the way, the truth, and the life." In Psalm 119:33, the bible is described as "the way". (9) They are both described as "truth". John 17:17 – "Sanctify them through thy truth: thy word is truth. Jesus said, "I am the truth, and the word is truth." (10) They are both described as "life". John 14:5 – "I am the way, the truth, and the life." Philippians 2:16 – "Holding forth the word of life." (11) Both of them are called "bread". Jesus says in John 6:48, "I am that bread of life." He tells Satan in Luke 4:4, "Man shall not live by bread alone, but by every word of God." (12) They are both called "a light". Jesus says in John 8:12, "I am the light of the world." Psalm 119:105 says, "Thy word is a lamp unto my feet, and a light unto my path." (13) Neither of them could be broken. John 19:36 says, "A bone of him shall not be broken." John 10:35 says, "the scripture cannot be broken." (14) We are begotten by both of them.. 1 Peter 1:3 says that we are begotten by the Lord Jesus Christ. 1 Corinthians 4:15 says that we are begotten through the gospel. (15) We are born of both of them. 1 John 5:18 says that Christ was born of God. 1 Peter 1:23 says that we are born again by the word of God (the incorruptible seed). (16) We are sanctified by both of them. Hebrews 10:10 – "By the which will we are sanctified through the offering of the body of Jesus Christ once for all." John 17:17 – "Sanctify them through thy truth: thy word is truth." (17) They both liberate you. Galatians 5:1 – "STAND fast therefore in the liberty wherewith Christ hath made us free." John 8:32 – "And ye shall know the truth, and the truth (the word) shall make you free." I am trying to tell you that the living Word, (the Lord Jesus Christ), and the written word are that close. God attributes his own attributes to his word, and the reason for that is that he is demonstrating that word to be the final authority. It is what he says. You will hear me say this over and over in the next few lessons. When you are dealing with God's word, you are dealing with God himself. And if you are going to deal with God, you will have to deal with his word. That is God‟s design and inspiration. We will spend two or three lessons dealing with that, and you will see it in the passages. A man by the name of Joseph Hart wrote a song that says: The scripture in the word, Bare one tremendous name, The Living and the written word, In all things are the same. MSS 101-2 Basically, for the rest of this semester we are going to study the doctrine of inspiration and then the doctrine of preservation. I am very interested in you understanding from a study of these doctrines in the word of God how God wrote his word, why he wrote it, and what inspiration means (practically). And then we will study preservation – how God has preserved his word. You need to understand, from the scriptures, those two issues. Then next semester as we begin to study the details of the manuscript evidence and the details of the controversies and the viewpoints of it, most of the ambiguities will take care of themselves, because you will understand the divine viewpoint in regard to the manuscript evidence. Most people have a big problem studying manuscript evidence because they come at it from human viewpoint. They come at with a lack of a thorough understanding of the doctrine of inspiration and preservation. So, we are going to start off in this semester with about fourteen lessons of study on those doctrines. Now, maybe you did not know there was that much information to study, but there is. There is a great deal of information for you to glean and to gather about inspiration and about preservation. As I have been studying and getting ready for these classes, it has been tremendously exciting for me. I have just enjoyed going over things that I knew and yet refreshing them in my frame of reference as I prepared these lessons. So, I am looking forward to this class, and I hope you will enjoy it as much as I am going to enjoy teaching it, especially this semester. Now, later on this stuff gets kind of thick, but it will help you. When we get into the second semester, you will appreciate that we studied it the way that we did. Now, there are four terms that you will have to understand and learn. These are very important words and terms, and I want you to be able to identify them. Number one is Revelation. Hebrews 1:1 – "GOD, who at sundry times and in divers manners spake in time past unto the fathers by the prophets." God has spoken. The term "revelation" is talking about God‟s disclosure of himself. Without God taking the initiative and revealing things about himself, you would never know anything about him. You are dead in your capacity; you are unable to find out anything about God. You would not be able to communicate with him, but God has spoken. He has given a revelation of himself. "Apokalupsis" is the Greek word, and it means, "to unveil a thing". Imagine something with a curtain on top of it. Have you ever seen them unveil the new automobile models? They pull off the covering and everyone gasps. Well, that is an apokalupsis. That is a revelation; that is an unveiling so that everyone can see it. Now, revelation is the content of God's communication to man. There are three types of revelation. Romans 1:18-20 – "For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who hold the truth in unrighteousness; Because that which may be known of God is manifest in them; for God hath shewed it unto them. For the invisible things of him from the creation of the world are clearly seen, being understood by the things that are made, even his eternal power and Godhead; so that they are without excuse." (1) – Natural Revelation. God has given natural revelation, and it is in creation according to the passage (verses 18-20). There is a natural revelation. Its contents have to do with the fact that (verse 20) they know his eternal power and his Godhead. In other words, there is something about the glory, the power, the deity of God that men know, and they learn it from creation. Do you remember Psalm 19:1? "THE heavens declare the glory of God; and the firmament sheweth his handywork." Romans 1:20 says, "For the invisible things of him from the creation of the world are clearly seen." It manifests some things about God. The "invisible things of God" is God‟s essence; that is who he is – his attributes, his character. There is a revelation of that in creation. Now, the clarity of it is very obvious for verse 20 says, "so that they are without excuse." That is why the old saying states, "You do not meet any 10-year-old atheists." God has given the revelation, and it is clear. But, men reject the revelation of God, and as a result, they develop intellectual and philosophical and theological systems to try to deny the existence of God. God put the knowledge there; but they reject it, and they go off into all kinds of other things. But, the knowledge is there – natural revelation. God has given natural revelation in creation and also in man. Romans 1:19 – "Because that which may be known of God is manifest in them." They have that innate knowledge. God puts it in them. Now, man rejects God‟s revelation. Verses 21-23 says, "Because that, when they knew God, they glorified him not as God, neither were thankful; but became vain in their imaginations, and their foolish heart was darkened. Professing themselves to be wise, they became fools, And changed the glory of the uncorruptible God into an image made like to corruptible man, and to birds, and fourfooted beasts, and creeping things." Man rejects God‟s revelation, but my point to you is that God gives the revelation. So, there is Natural Revelation. All men have it. They have it from creation; they have it within themselves from conscience. (2) – Special Revelation. That is what that verse in Hebrews is talking about. Hebrews 1:1 – "GOD, who at sundry times and in divers manners (at different times and in different ways) spake in time past." He has spoken. He revealed himself. For example, in Genesis 18 God spoke to Abraham. They sat in a tent and communed and so forth. In Exodus 3, God appeared to Moses in the burning bush. God spoke to Moses and dealt with him. In Genesis 32, God wrestled with Jacob. Do you remember that? How would you like to be in a wrestling match with the Lord? Now, that is a special manifestation from God of himself to man. God has done that at various times in the past through the prophets. They would speak for the Lord, and he would make his will known. He has done it through miracles. And he also did it personally. Matthew 16:17 – "And Jesus answered and said unto him, Blessed art thou, Simon Barjona: for flesh and blood hath not revealed it unto thee, but my Father which is in heaven." God the Father gave a special revelation to Peter as to the person of Christ. Galatians 1:11,12 – "But I certify you, brethren, that the gospel which was preached of me is not after man. For I neither received it of man, neither was I taught it, but by the revelation of Jesus Christ." That is God communicating the information to man. Do you see that? Galatians 2:2 – "And I went up by revelation." Paul got some information from God that told him to go up to Jerusalem. It was special revelation. (I am just giving you several verses that you are familiar with.) Ephesians 3:3 – "How that by revelation he made know unto me the mystery." The point is that those things are "special revelation". (3) – Written Revelation. It is not just something that God has placed innately in man, or in nature, as a testimony. It is not just a special time when God communicated with somebody, but it is what God caused to be written down. A verse that we would be interested in regarding that is John 20:31 – "But these are written, that ye might believe that Jesus is the Christ." God has those things written down for a purpose. What we are going to be interested in regarding revelation is the fact that God communicates to man. He unveils himself. He reveals himself. Number two is Inspiration. In revelation the information comes from God to man, and in inspiration the information moves from man to paper. They write the thing down. You have the written revelation, and it comes by inspiration. We are concerned with the written revelation. How does God get the written revelation accomplished? It goes from God to man then man to the paper by way of the doctrine of inspiration. Man writes that which God wants written down. Again, inspiration is the fact that man writes what God wants written down. That is as simply as it can be said. 2 Timothy 3:16 – "All scripture is given by inspiration of God." The Greek word for scripture is "graphē", and it means "that which is written down, the writing". You want to understand something. Inspiration has to do with what is written down. You are going to hear me say that over and over and over again. In the bible, all the writings are given by inspiration. Inspiration is not God just giving the information to man. That‟s revelation. But inspiration is man putting the thing on the paper, and the issue is what is written down on that paper. Number three is Illumination. Illumination has to do with the way the information gets off of the paper and is communicated to the soul of the believer. How does the information come off the paper? That book is God‟s word, so how do you get it inside of you? How do you assimilate it? How do you take it in? That is through the issue of illumination – the illuminating ministry of the Holy Spirit. (We are not going to stay on these passages for a long time in this lesson, but in the next lesson we will study some passages in great detail. I am giving you some terms in this lesson, and you can familiarize yourself with these passages that I give you.) 1 Corinthians 2:9-11 – "But as it is written, Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him. But God hath revealed them unto us by his Spirit: for the Spirit searcheth all things, yea, the deep things of God. For what man knoweth the things of a man, save the spirit of man which is in him? even so the things of God knoweth no man, but the Spirit of God." Verse 13 – "Which things also we speak, not in the words which man‟s wisdom teacheth, but which the Holy Ghost teacheth; comparing spiritual things with spiritual." He is just talking about the teaching ministry of the Holy Spirit (illumination) whereby he takes the words on the paper and communicates those words to your understanding, and they are stored in your soul. Number four is Preservation. Preservation is how the thing goes from generation to generation. So, you have God revealing himself – communicating to man (revelation). Then he has a mechanism whereby man writes the communication down on a piece of paper (inspiration). Then he has a mechanism where the words on the piece of paper are stored up in the believer‟s soul (illumination). And then he has a mechanism where those words that are written down on a piece of paper are preserved from one generation to the next generation to the next generation, so you and I have them today (preservation). You may want to read Psalm 12:6,7 as a reference for preservation. Now, you need to understand these terms because you will see them over and over again. You need to know the differences of each term. When you hear the word revelation, I do not want you to think of preservation, or inspiration, or illumination. Now, there is a sense in which revelation and illumination are associated, just as there is a sense in which inspiration and preservation are associated. It is important that you understand this issue. The first two (revelation and inspiration) are a unit, and the next two (illumination and preservation) are a unit. Revelation and inspiration go together. Then illumination and preservation go together. The reason that inspiration is possible is because of revelation, and the reason preservation is possible is because of illumination. You would not have a revelation if God did not give it. You would not have anything to write down unless God gave you some information – revelation, communication, unveiling of himself. That is easy to see. There would not be preservation unless the word of God is stored in the soul of the believer. As the teaching ministry of the Holy Spirit, (illumination), identifies to the believer what God‟s word is, then consequently the true word of God is preserved through history. Let‟s say that there are five different bible texts out there. How are you going to know which one is right one hundred years from now? Rather than writing down one manuscript and preserving that one manuscript through all of time, God has a mechanism whereby the church of the living God is the pillar and the ground of truth. And rather than preserving a single manuscript through time and saying, "That is it", and having everybody fall down and worship it, God has provided a mechanism whereby the Holy Spirit, that is in the believer, will be illuminated to the truth of the word of God and will be able to identify what is God‟s word and what is not, as he is instructed. Now we will see that as we go along. But, revelation and inspiration go together, and illumination and preservation go together. Revelation and illumination are similar things. They are a God-to-man kind of communication. Inspiration and preservation are associated because they have to do with the production and the preservation of the written word of God. Revelation and illumination are things that go on inside of the heart of a man, (or with revelation it could be an outward thing). But, they are subjective things. Inspiration and preservation are objective things. Now, there is one other thing. Revelation and inspiration are complete. There is no more revelation, and there is no more inspiration. The second pair, illumination and preservation, are continuing. They involve a continuous process down through time. But, revelation and inspiration are finished. Why? The revelation is complete, and there is not any need for the inspiration that writes it down. There is not any need for any more revelation – God-to-man communication directly. If you hear people say that Jesus stood at the foot of the bed and talked to them in an audible voice, you just tell them that they are nuts. They either ate a bad cucumber for supper, or they saw a demon or something; but they did not hear from God Almighty. If you listen to "The 700 Club" on the television, that is exactly what they tell you. I listened to that program a couple weeks ago, and this man was reading a letter from a man that put his hand on the television screen, while watching "The 700 Club", and his teeth were straightened." I do not think a person that would say that has all of his marbles – either the guy that wrote the letter or the guy that believes it. I am sorry if that bothers you, but you will see as we go along, that revelation and inspiration are complete. And if it is not, that means when Pat gives a revelation and speaks as an apostle and a prophet, (which he claims to do on "The 700 Club"), if you write that stuff down, you have scripture written down there; and you have a continuous inspiration of scripture. That is nonsense, and that will destroy your faith! That means you do not have a complete bible. That is what those people believe. A lot of them do not even know that they believe that, but that is what they believe. Inspiration and revelation are complete. Illumination, (understanding, gaining knowledge of the scripture), is continuing. Preservation also continues right through time. Now, we need to study some various theories of inspiration. I am going to spend the rest of this lesson giving you some various ideas that people of theological systems have developed as to what inspiration is. I want to give you a verse on each one so you know how to react to them from the scripture. But, this is just basic background information. It is not something that is going to be life or death to your understanding. But, you need to know what people are saying out there in the world, so you will know how to react to it. We need to study inspiration, in other words, what is involved in transferring the voice of God into the vocabulary of man. (I like the way they said that.) We are going to start out with some theories of inspiration. They are various and sundry, and they come from theology, which is basically human viewpoint. The first one is The Natural View. The natural view says this: the bible is inspired in the same way that William Shakespeare‟s Tragedies were inspired, or like Homer‟s Odyssey, or Mohammed‟s Koran, or Dante‟s Divine Comedies, or whatever. In other words, the bible is just a high level of human achievement written by gifted, smart men for sure, but not written by God. I will give you an illustration. When you fell in love with that dear darling that you are married to, and she had your heart just beating really fast and going up to your throat every time you thought about her, you would write poems to her. Every now and then you would start writing on that page and all of the sudden the poetry just sort of came. And you composed a verse to her, and it was just so easy because you were inspired to do it. It has probably been awhile since you have done that. If your wife went home and said, "The preacher is right, why don‟t you do that anymore", you would have a hard time explaining why the inspiration has changed a little bit through the years, but it does. Well, people that believe the natural view are talking about the bible being written in the spirit. You are inspired; you are in the spirit. So, when John says, "I was in the Spirit on the Lord‟s day and he commanded me to write" (Revelation 1:10), that is all they mean. It is just a poetic sort of elevated human spirit. In 2 Peter 1:20, you will see "that no prophecy of the scripture is of any private interpretation." It does not have any private origin or meaning. Verse 21 – "For the prophecy came not in old time by the will of man: but holy men of God spake as they were moved by the Holy Ghost." It came not by the will of men; it did not come out of man‟s origin, but it came from God. Another view is the Dynamic Viewpoint, which says that the content and the concept are important. You hear the word "dynamic" a lot in bible translation, and they are talking about "living, alive". The dynamic theory says that only the main thought of a paragraph is inspired. In other words, God is living and his word is living. It is not a static word on a page, but it consists of ideas and thoughts; and the message is the issue. The dynamic viewpoint indicates that it is not just words, but what is important is the thought, and the idea, and the flow, and the meaning behind the words. Now, the problem with that viewpoint is that in Matthew 5:18 Jesus says that heaven and earth shall pass away but my word shall not. He said, "one jot or one tittle shall in no wise pass from the law", meaning not one of the littlest parts, of the littlest letter, is going to pass away. So, it is not just the thoughts and the flow that is important, but it is the words themselves, even the letters. We will see, as we study the issues of inspiration in the next few lessons, how there are times when the single letters in words make all the difference in the book. A whole argument will hang on one letter and one word. And the word will do that, and that is the importance of words. With the dynamic viewpoint, the idea is the content – just the thought and the flow and not the words. Do you remember that thing in Amos 8 that we looked at in the first lesson where it said that there will be a famine for the words? That is what the dynamic viewpoint teaches you. It is not the words that are important. Words only symbolize ideas, and therefore it is the ideas, and the thoughts, and the content that is important. That is Dynamic Inspiration. When I went to school, that was the view that all of the people held where I attended school. (I should not say "all of the people". I did not hold it, and some others did not hold it, but the teaching staff did.) That view is associated with neoorthodoxy and the supra history. Neoorthodoxy tells you that whether Adam was a real historical person or not is not what counts. It is the teaching of the passage that counts. Whether Cain and Able were real individuals is not important, but it is the supra history – the thing that‟s above the actual details. It is the thought, the meaning, and the concept that is trying to be conveyed that is important. Then there is Partial Inspiration. Partial Inspiration says that only certain parts of the bible are inspired. This is the Modernist‟s view, and the Liberal‟s view. They only accept parts of the bible. They talk about love and brotherhood, and they reject the part that deals with sin, and righteousness, and judgment. The answer to people that believe that view is 2 Timothy 3:16 – "All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness." All scripture is given by inspiration of God. Then there is one that is called the Spiritual-Rule-Only View. That means that the bible is an infallible rule of practice and faith, in matters of religion, and in matters of ethics, and in matters of spiritual value, but not in its historical and scientific statements. In other words, if you want to know about creation, forget about going to the bible. But, if you want to know about ethics, and that kind of thing, it‟s fine to go to the bible. As long as it‟s a spiritual, religious, or ethical content question, the bible has good information. But, if you want anything above that, (if you are looking for historical accuracy), forget it! Do not worry about the flood. If you are looking for scientific statements, forget it! The bible said that the sun stood still, but do not worry about that, because that is a way of looking at something back before man had better sense. Spiritual-Rule-Only is the view that says that just the ethical, spiritual contents are important. Jesus says, "Thy word is truth" (John 17:17). He did not put any limit on it. In John 3:12, Jesus says, "If I have told you earthly things, and ye believe not, how shall ye believe, if I tell you of heavenly things?" If he could not tell them earthly things that were right, how will he be able to tell them anything about spiritual things that will be right? Then there is the Existential View. That view says that the only parts of the bible that are inspired are the parts that speak to you. A lot of Modernists and Liberals believe this kind of thing. A lot of people that you are familiar with believe this right here. Martin Luther King believed this view of the scripture. I say that so you understand that there are a lot of popular people out in the world that believe this – that the bible is true when it speaks to you. A guy by the name of Kierkegaard developed what is called Existential Philosophy. He said that only the truth that edifies is truth for thee. In other words, the only time it is really truth is when it speaks to you and builds you up. So, the only parts of the bible that are real and of any value, and are really true, and really God‟s word, and really inspired are the parts that really speak to you. Have you heard people say, "Well, it is not relevant. It does not speak to me." They say that like that makes a difference. That is like saying that you have to make Jesus Lord of your life in order to get saved. People say, "If he is not Lord of all, he is not Lord at all." Well, there is not anything in the world more ridiculous than that. What in the world do you think you are ever going to do to make Christ any less than the Lord God Almighty? He is Lord whether you say anything about it or not. That is what he is, and who he is, and your response to it is not going to add to it or detract from it. Romans 3:4 – "Let God be true, but every man a liar." God is true, and that is all there is to it. But, this view says that when it speaks to you, it is the bible; and when it does not speak to you, it is not the bible. A lot of fundamentalists are practicing the Existential View. Some are not honest enough to say it, but some are. John 17:17 – "Thy word is truth." There are no limits on it! The last one is Plenary Verbal, and this is the one that you want to subscribe to. "Plenary" means "all" and "verbal" means "words". The Plenary Verbal view of inspiration says that all of the words are inspired by God. And, that is obviously the correct view. And I do not say "obviously" just because that is our view, or my view; but as you go through this study, you will discover it more and more. Jesus said in Matthew 24:35 – "Heaven and earth shall pass away, but my words shall not pass away." What‟s important is not just the ideas and the content, and it is not just some of the words that are important, and it is not just what it says about spiritual things, and it is not just when it speaks to you, but the words are important – "my words". It is not the concepts, and the message, and the thought, but the fact that the words that I speak to you shall not pass away. "My words shall not pass away." 1 Corinthians 14:37 – "If any man think himself to be a prophet, or spiritual, let him acknowledge that the things that I write unto you are the commandments of the Lord." The issue is words written on a page. Now, the Plenary Verbal Inspiration View is what you want to expound, and when you meet people, or hear about people with that view, you will know that they are friends. Every school associated with the National Council of Churches has one of those other five views. Every school, and every seminary associated with any church connected with the National Council of Churches, (and a lot of them that aren‟t), believe that way. I went to a Southern Baptist College in Mobile Alabama called "Mobile College". The Southern Baptists are not officially associated with the National Council and the Dynamic View was the official view stated in the classroom of the Religion Department. The Natural View was the view of most of the English Department and the rest of the school, I guess. The Plenary Verbal View used to just be referred to as "Verbal Inspiration", but Plenary Verbal is the full title. You will never hear anybody refer to it as Plenary Inspiration, but you will occasionally hear somebody say that they believe in Verbal Inspiration. But, some of these other views came along, like the Spiritual-Rule-Only view, and modified that. The Partial View and the Spiritual-Rule-Only View would say that the words are inspired, and the Existential View says that the words are inspired when they speak to you or when they talk about a spiritual rule. So, in order to counteract the Partial View and the Spiritual-RuleOnly View, they put "Verbal". Then they got in a scrap with the Spiritual-Rule-Only View and the Existential View. So, then they put "Plenary" and they got "Plenary Verbal". So, you will notice some people, especially old-timers, just call it Verbal Inspiration. Modernists and Liberals are theological positions that fought fundamentalism back in the earlier part of this century. The debate was basically over inspiration, and that is why these different schools came about. The way these different schools came about was to get around the Plenary Verbal View. Now, I want to say something to you about Plenary Verbal Inspiration. As a theory it has one glaring inadequacy, one real problem. Let me read you a couple of things written by some theologians. This first statement is a real good definition of inspiration, but I want you to see the problem in this. This is written by Kenneth Wuest and the book is called Untranslatable Riches. He writes, "Inspiration is the act of God the Holy Spirit enabling the bible writers to write down God-chosen words infallibly." Now, that is a good definition. God chose the words; and they write them down infallibly, which means they are all right, not just some of them but all of them. And it is the words! Now, let me read you a quote by W. E. Vine. This is from his book The Divine Inspiration of the Bible. He wrote, "Inspiration attaches not only to the thought but to the words by which the thought is expressed." He is getting after Dynamic Inspiration and the Partial Viewpoint. Then he writes, "Words are signs with a definite value. Defect in the signs involves defect in the meaning conveyed." Now that is good thinking. Dynamic Inspiration says that words are just signs that represent concepts and thoughts, so what is important is the concept and the thought. But, if you have a sign that does not convey the proper thought, then you will have a defect in communication. So, inspiration has to attach itself, not just to the thought but to the words that are conveyed; because the words are signs by which the thought is expressed, and words have a definite value. A defect in the sign of the word, involves defect in the meaning that is conveyed by the word. So, that is good thinking. He continues, "Inspiration of the scripture is inspiration of words, and the words themselves must be taken to express its real intention." Now there is one basic difference between those two definitions. Vine says that inspiration of scripture is the inspiration of words. He is exactly right! Remember that because you will enjoy the fact that you did remember it one day. Inspiration of the scripture is the inspiration of words. You really have to read these guys carefully. Wuest says that inspiration is the act of God the Holy Spirit enabling the bible writers to write down the words. Now, what is inspiration? Is inspiration something that happens to the writer, or is inspiration involved in the words he writes down? Do you understand the difference between the two? Is inspiration what happens to the writer that allows him to write down some words over there, or is inspiration involved in the words that he writes down and not necessarily what happens to him? Are the men inspired or is what they wrote inspired? You must remember that the bible never says that the men are inspired. The bible always says that what they wrote is inspired. All scripture, (graphē, writings), are inspired. It is not the men that are inspired. Now, something happens to the men. Holy men spake as they were moved by the Holy Spirit. We will study what happens to them. Something happens to them, but the issue in inspiration is what‟s written down on the page, not just what happened to the men. The argument with the Natural View, Dynamic Inspiration, Partial Inspiration, the SpiritualRule-Only View, and the Existential View always centers around what happens to the men, and they miss the point. Wuest is a Verbal Inspirationalist. But as I said, "There is a basic inadequacy most of the time in the way this thing is expressed, because attention is usually drawn to the man, and you are left with the idea that the men are inspired." How many times have you heard people say that the men were inspired? But, there is not a verse that says that the men were inspired. The verse says that what they wrote was inspired. Now, I know I am being real technical with words here. And I want you to understand that something did happen to the men. The Holy Spirit took the men and used them. In other words, something took place with the men, and we will study what took place. But the end product, and what inspiration is talking about, is that there is something written down somewhere, and God wrote it. It is not just that he used some men to do it. Now, let me give you a real inadequate definition. (This is in the theology book that I recommended to you.) This is written by Charles Baker – "Theologically it (inspiration) means the supernatural divine superintendency exerted over the writers of the Scripture, which guarantees the accuracy of their writings." If that is what the word means theologically, then you know why we are not studying theology per se here. Now, there is a problem with that statement. I have, in my file, the Chicago Council on Biblical Inerrancy that met last year. They put out about a 40-point proposition on inerrancy, and I have read them all very carefully. The Westminster Confession probably did the best job of any of them. But, most of the time, this as a definition fails to give all of the information that is necessary to ascertain the identity of the inspired words. And that is tremendously important. So, you want to hold the Plenary Verbal View of inspiration, but you have to remember that the definition of Plenary Verbal Inspiration, when given at its best, fails in one important point. There is one important inadequacy, which we will address and that is that it fails to give all of the information necessary to ascertain the identity of the inspired words. It is not enough just to believe in the inspiration of the scripture, and it is not enough simply to state that in your doctrinal statement. You must at the same time have some kind of biblically based concept of how to identify those God-given words. If God wrote a book, did he lose it? If he did not lose it, what mechanism is it whereby he kept it? Where is it? Now, go home and read the constitution in your church, the doctrinal statement, and you will not be able to determine from it how that is accomplished. The issues of preservation are missing in these things. People are left to themselves. So, Plenary Verbal is a totally good definition – every word is inspired. But, it fails to convey totally all that that necessarily means. It is inadequate. It does not measure up, and it is not all that we are going to strive for in our understanding of inspiration, because we will need to know how to ascertain the identity of those inspired words. So, I am not trying to carpet the definition of Plenary Verbal. I am just pointing out a basic inadequacy. The Natural View, Dynamic Inspiration, Partial Inspiration, the Spiritual-Rule-Only View, and the Existential View are wrong definitions. Plenary Verbal is the right one, but we recognize a basic inadequacy in it, and that is that it does not equip us to also identify where those inspired words are. We will have to do that on our own, and I will show you how to do that. Let me explain the danger of the inadequacy. A man believes in Plenary Verbal Inspiration (every word is verbally inspired). There used to be a method of translating used down through the centuries called a Literal Equivalency. Because you believed in Plenary Verbal Inspiration, if you began to translate what would you translate? You would translate every word. You would try to put the words in the other language, because the words are the issue. But, now we have something that is called Dynamic Equivalent, and that is the basis of the translating methods of the New International Version. That is the first version that has been put out in English in the last few years (it came out in 1976) that has gone over and taken Dynamic Inspiration, and applies that method of inspiration to the practice of translating. Now, the men that did that believe in Plenary Verbal Inspiration, but when they began to handle the word of God, and when they got into the practice of translating the word of God, they adopted and were affected by Dynamic Inspiration in their translating methods. So, as far as their translating methods are concerned, they abandon the Plenary Verbal viewpoint, professing to hold it, and use Dynamic Inspiration. I have a book on my desk that is written by a Grace Missionary who heads a Mission Society in the Grace Movement. He says that you cannot word-for-word literally translate any passage of scripture out of Greek into any language. And if you do, you are wrong because you are missing the concepts and the ideas and the message that the verse is trying to get across. Well, that is the Dynamic Inspiration View. I wrote this gentleman a letter and said, "Brother, what is your view of inspiration?" He replied, "Plenary Verbal". Well, why doesn't that affect his translating? Do you understand what I am saying? That is where the inadequacy begins to affect you. It is when you get out into practice and actually put the theory into shoe leather out here. Consequently there is a method developed whereby every translator uses Dynamic Equivalency at times. When you read in your King James Bible where it says, "God Forbid", that is a dynamic equivalent. There is no word for "God" in the Greek text. In Greek it would just be, "Oh no!" Well, in our language, "God Forbid" is the same type of strong expletive. It is a dynamic equivalent. All translators use Dynamic Equivalency at some time or another in every situation. It especially helps you to get through idiomatic expressions, which is a legitimate thing. But, adopted as a total method, you abandon Plenary Verbal Inspiration. And you teach the next and the next and the next generation not to believe in Plenary Verbal. MSS 101 – 3 We are going to start studying some texts in this lesson that deal with the subject of inspiration. In the last lesson, we talked about the theories of inspiration; and in this lesson, we will talk about the various texts in the scripture that teach the doctrine of inspiration. As Christians, we are people of a book. We have real strong convictions about the bible, and we should be able to support our convictions. We need to know why we believe the bible and what we believe about the bible. So, in these classes, we are trying to examine the word of God and identify what the bible is and where it is. When you do that, the first issue is the issue of inspiration, the doctrine of inspiration – what the bible claims for itself. So, this is an important subject, and we will go over it for the next three or four lessons. Then from there, we will go into a study of preservation for the rest of this semester before we get into the actual details of the transmission of the text through history. Then, we will begin to study more history than we do bible. But, I want you to have a good bible basis for what we are doing. We‟ll start in 2 Timothy 3:16,17. (These were your memory verses from the last lesson.) "All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, throughly furnished unto all good works." Now, all scripture is given by inspiration of God. That is the bible‟s claim for itself. That is what the bible says about itself, and that is the boast that it makes for itself. And, that is a very basic truth about what God says about his word. "All scripture is given by inspiration of God." "Pas, graphē, theopneustos" are the Greek words, and that simply means "all scripture is inspired of God". "Pas" is the word for "all, every". We studied about Plenary Verbal Inspiration in the last lesson, with "plenary" meaning "every part, all of it", and that is the word "pas". All of it is inspired of God, and that means every part of it – the Old Testament and the New Testament. As far as God Almighty is concerned, the entire bible is inspired. In fact, as far as Paul was concerned, it is all equally inspired – the Old Testament as well as the New Testament. 1 Timothy 5:18 – "For the scripture saith, (2 Timothy 3:16 says all scripture is inspired; so if it is scripture, inspiration is there.), Thou shalt not muzzle the ox that treadeth out the corn (a reference to Deuteronomy 25:4). And, The labourer is worthy of his reward" (a reference to Matthew 10:10, and Luke 10:7). Now, do you see what he did? He quoted a passage out of Deuteronomy, (the words of Moses), and then he quoted a passage out of Luke 10, and he called them both scripture. He did not make any difference between them. So, they are both scripture – the Old Testament and the New Testament. When he says "all scripture" he is talking about all of it either way you go. Now the Greek word for "scripture" is "graphē". Our word "graph" comes from that word. "Graphē" means "to write down, something that is written down". When he says, "all scripture", he says "all of the writings, what is written down on the page." Now it is very important that you get this point. What does the verse say is inspired? Scripture is inspired; the writings are inspired. The thing that is written down on the page is the thing that is inspired. You want to be careful to notice that the verse says that the "writings" are inspired, not the "writers". You will not see that in very many doctrinal statements. Do you remember me reading those definitions of inspiration in the last lesson? I told you that sometimes the definitions are inadequate, even the Plenary Verbal definitions. Plenary Verbal Inspiration is the right theory, but it is inadequate sometimes (theologically). In the last lesson, I quoted a definition of inspiration from Charles F. Baker‟s book A Dispensational Theology. He wrote, "Theologically it (inspiration) means the supernatural divine superintendency exerted over the writers of the Scripture which guarantees the accuracy of their writings." Now, that is not what 2 Timothy 3:16 says. That verse does not say that the issue in inspiration is the superintendency over the writers, but it says that the writings are inspired. Now, that is important, and I want to drill that into your brain because you want to remember that the issue is the words that are written down on the page. The words on the page are the issue! Here is another really interesting quote "We are not to consider the men as being inspired so much as the words that they wrote down. It is not that they beheld a vision of truth and recorded it in their own way, but that they wrote down that which God told them and searched their own writings afterwards to endeavor to fathom their doubts." Now, the Dynamic Theory says that – "they beheld a vision of truth and recorded it in their own way". The Dynamic Theory says that you communicate the thoughts and the concepts and that kind of thing, but that is not the issue. As soon as you make inspiration the issue in the man, then you leave Plenary Verbal Inspiration behind. You cannot help but do it. Now, I know people do not profess to leave the Plenary Verbal View. Maybe that person will not profess to it, but the second or third generation down the line will leave it. So, you do not want to teach people something that, later on, they will teach somebody else and wind up being a failure. Do you remember when we talked about what a success in the ministry really is? Do you remember the passage 2 Timothy 2:2? "And the things which thou hast heard of me among many witnesses, the same commit thou to faithful men, who shall be able to teach others also." You got it from me, now commit it to faithful men, who can teach others also. What is the mark of the success of a ministry? It is taking what you have and successfully communicating it to the next fellow who then in turn can successfully communicate it to the next person. And you have not been a success in communicating your doctrine, and what you are doing, until you have gotten past the guy you gave it to, and you see him go give it to the next guy in the same form that you gave it to him. The problem in Christendom today is that we give it to the next guy; and then he redoes it, and he gives it to the next guy, but it is not the same as when we had it. That‟s when they get to talking about second and third generation believers and how different they are. Do you know why that is? There is not a faithful communication of the doctrine at the primary point. Now, you cannot enforce anybody but yourself. I cannot make you do this right, but I can teach it to you right so you can go teach it to someone else; and it will come out exactly the way it was when it started. So, the point is all of these different ideas come up from a failure at some point in the adjusting of the definitions away from what the verses say to things that make sense in other ways. Now, let me finish reading the quote. "We are not to consider the men as being inspired as much as the words that they wrote down. It is not that they beheld a vision of truth and recorded it in their own way, but that they wrote down that which God told them and then searched their own writings afterwards to endeavor to fathom the depths of what they wrote. He is saying that they wrote down some things that they did not even understand. Then they searched their own writings to figure out what it meant. Speaking in terms of our school days, it is dictation not composition." Now, you want to remember that contrast. Inspiration is what God says to the man. It is not the man getting an idea and writing it down himself. It is more dictation than composition. That word dictation has fallen on bad times today, and people do not like its use. But, there is no indication, in what we will be studying here, that the writers are just glorified stenographers. In fact, we will go over a passage, shortly, that will show you that something does happen to the writers in this process. What happens to the writers is not inspiration, but the result is inspiration. Go back to 1 Kings 13. I want to try to illustrate the importance of the words as opposed to the idea of it being the writers. In 1 Kings 13, there is a man who prophesies in the name of the Lord, and he prophesies something without even foreseeing that he was going to do it. Gentlemen, you want to spend some time in 1 Kings 13. This passage is a real study for a man of God; it is about a man of God. God tells this young man to go down to the king and prophesy against him, and deal with the guy. He goes down and he does it, and the king reaches out to get him; but when he does, his hand withers up. The man of God prays for the king, and his hand is restored. Then, the king says, "You come on down to my house, and I‟ll give you a reward (verse 7). Verses 8-10 – "And the man of God said unto the king, If thou wilt give me half thine house, I will not go in with thee, neither will I eat bread nor drink water in this place: For so was it charged me by the word of the LORD, saying, Eat no bread, nor drink water, nor turn again by the same way that thou camest. So he went another way, and returned not by the way that he came to Bethel." God says, "You go down there and tell them what I have to tell you, and then get out of there. Do not eat anything and do not tarry. Do not even come back the same way. Do not get familiar enough with the territory to return the same way that you went." So, the young man goes. And on the way back, there is an old prophet down there in the land living in Bethel. You know this old prophet had to be a „compromiser‟ or God would have used him to start with to go down and rebuke the king. Anyway, he goes down and tells the young guy to meet with him. (He was an experienced man in the ministry, and he wanted to talk with the young man.) The guy tells him No, I cannot come home with you. God told me not to stay, and not to eat, and not to drink and so forth. The old prophet is speaking in verse 18 – "He said unto him, I am a prophet also as thou art; and an angel spake unto me by the word of the LORD, saying, Bring him back with thee into thine house." The old man just lies to him. He tells the young man that God sent him a further revelation and you are supposed to come home with me. Verse 19 – "So he went back with him, and did eat bread in his house, and drank water." Verses 20-22 – "And it came to pass, as they sat at the table, that the word of the LORD came unto the prophet that brought him back: And he cried unto the man of God that came from Judah, saying, Thus saith the LORD, Forasmuch as thou hast disobeyed the mouth of the LORD, and hast not kept the commandment which the LORD thy God commanded thee, But camest back, and hast eaten bread and drunk water in the place, of the which the LORD did say to thee, Eat no bread, and drink no water; thy carcase shall not come unto the sepulchre of thy fathers." Before the guy got home, a lion ate him up. My point to you is in verse 20. That old lying prophet down there has the kid down there in trouble to start with. Then, all of the sudden, something happened to him that he was not used to happening – the Lord came and put a word in his mouth and pronounced judgment on that boy. That old man did not foresee that thing coming. There is a man that spoke the word of the Lord without foreseeing that he was going to do it. He did not plan it. The issue is the words not the instrument. Notice it again in John 11. Here is a man that prophesied something without even knowing what he was doing when he did it. John 11:49,50 – "And one of them, named Caiaphas, being the high priest that same year, said unto them, Ye know nothing at all, Nor consider that it is expedient for us, that one man should die for the people, and that the whole nation perish not." The Holy Spirit‟s commentary (verses 51,52) – "And this spake he not of himself: but being high priest that year, he prophesied that Jesus should die for that nation; And not for that nation only, but that also he should gather together in one the children of God that were scattered abroad." Now, that rascal never knew anything about all of that business. He said something that the Holy Spirit says is a prophecy about him dying for Israel and for the children of God that were scattered abroad. The rest of the nation is scattered to the four winds of the earth out there. And old Caiaphas never knew what he did. In fact, he probably died never knowing about it. The only way you know what he did is because the Holy Spirit wrote it down in the passage. So, there is a man who prophesied something, (the passage said he did), but he did not know anything about it. My point to you is that the important issue is the words on the page, not the man. I will give you another illustration. Here is a man who prophesied something without wanting to do it. Do you remember old Balaam? You should study Numbers 22-25 and get Balaam really fixed in your mind. Balaam is over there in Mesopotamia. The children of Israel come down there, and Balak sees them, and he sees what they have done to everybody that got in their way. So, Balak says, "I‟m going to get me a prophet to come down here and curse these people." So, he sends men to Balaam. One of his men says to Balaam, "Come on down because Balak is going to pay you real good; he has a job for you." Balaam says, "What‟s that?" He said, "He wants you to go down and curse the people of Israel." And Balaam says, "Okay, but I have to pray about it before I go." So he went and prayed and asked the Lord about it, and the Lord said, "Number one, you cannot go. Number two, you cannot curse them. Number three, you have to bless them." He told him that he not only could not curse them, but he had to go bless them. The Lord tells him you cannot go with these guys anyway. So, Balaam went back the next day and he told those fellows that he could not go with them. (He delivered one of the three points.) So, Balak sent the men back to Balaam to offer him more money – "the reward of divination". The men did just that, and Balaam said, "Well, let me go pray about it again." And the Lord said, "Look Balaam, if the guys come to you in the morning and ask you to go, you can go." So, in the morning Balaam gets up and he tells them that he is ready to go with them. But, that wasn‟t what the Lord said. Balaam just decided to go and so he went. When he got out there, Balaam wanted to curse them, but when he got up on the mountain and looked down on them, all he could do was bless them. Balak, the king, hired Balaam. He said, "I am paying you wages and giving you a perdiem, and an offering, and I put you up in the Holiday Inn down there. I am treating you real nice and buying you steaks for supper. But what are you doing? I hired you to curse them and you are blessing them." Balaam said, "Man, I am trying, but it just will not work." So, he goes over to another mountain where they have a big shindig going on over there. He gets up and instead of cursing them, every time, that rascal had to bless them. Now, he did not want to bless them, but every time he opened his mouth out it came. One time, he finally said, "Let me show you what these people are going to do to your people in the last days." When he told them that, old Balak blew a valve! He had a fit! My point to you is whenever you see the issue of prophecy and that type of inspiration going on, the issue is not the people and the man, but the issue is the words that are written down, (the writings). I spent that much time emphasizing that to you because it is real important. Now, that word "inspiration" is a different word. The Greek word is "theopneustos" "Theos" means "God" and "pneo" means "to breathe". When you put those two words together, you have "God-breathed". All scripture is given by inspiration, "theopneustos" – God breathed it out. In other words, when it says that all scripture is given by inspiration, it means that God breathed it. What does that mean? It means that the scripture came out of the mouth of God. What do you do when you breathe? It goes in and comes out of your mouth. The scriptures came out of the mouth of God and that means that whatever the scripture says, who said it? It came out of God‟s mouth. Notice Natural Revelation in Psalm 33. Do you remember what Natural Revelation is? Natural Revelation is God‟s revelation in creation. We went over that in the last lesson. Natural Revelation was authored in exactly the same way as the Written Revelation is authored. Psalm 33:6 – "By the word of the LORD were the heavens made; and all the host of them by the breath of his mouth." God spoke and they came into existence. Folks, that is what inspiration is – it is God speaking. And when he says that all of the writings are God-breathed, he is saying that the writings came out of the mouth of God. Whatever the writings say, God says. God dictated the words of the scripture through human authors. In other words, God reaches into the library of their vocabulary in such a way that the very words they used were the very words God had determined they would use from eternity past. That is where you take into account the human element. You take into account the fact that it is not a sterile kind of a thing – the writers were not glorified stenographers who had no part in it. God reaches into the library of their vocabulary; he reaches into their personality, and their circumstances, and he writes the words out through that. Now, there are limitations on inspiration that we will study in future lessons, and you will see all the nuances of this. But the point that Paul is making in 2 Timothy 3:16 is that what is written on that page are the words that God Almighty put there. Some of you people are writing with pens. Some of you are writing with pencils. You write with different instruments. What you write down takes on the character of the personality of that instrument. I have two pens in my pocket, and one has a finer tip than the other. The tip determines the way the characters look in large measure. You can write with a fountain pen or a ball-point pen, and you will notice a difference when you write with them. The different characteristics of the instrument that is writing are there as God dictates the words out, but God Almighty is responsible for the words that are recorded. That means that whatever the scripture says, God says, and that is important! When you are dealing with the word of God, you are dealing with God Almighty. If you are going to deal with God Almighty, you will have to deal with that book! That is the way God has the system set up. That eliminates the Naturalistic Approach and the Neutral Approach of the Textural Critic. As we begin to study these things and as we go into the Critics and the history of the thing, you will read books written by people, and you will see people that believe that the bible is just like any other book. They think it is just a book. That is called the Neutral Approach, or the Natural Approach. But, when you understand inspiration, all of the sudden you cannot believe that it is neutral. That is God‟s book, and it is what God said. When you are dealing with that book, you are dealing with God; and when you deal with the Lord, you have to deal with that book. You do not just go in the closet and shut the door and turn the lights off and hope he shows up. You have to get a desk and a light and start reading. Turn to Acts 1 and Mark 12, and I will show you a few verses so you can see how strong this thing is. Mark 12:35,36 – "And Jesus answered and said, while he taught in the temple, How say the scribes that Christ is the Son of David? For David himself said by the Holy Ghost …" (then he quotes Psalm 110:1). Jesus says that when David wrote down Psalm 110:1, he did it by the Holy Spirit. Acts 1:16 (Peter is speaking.) – "Men and brethren, this scripture must needs have been fulfilled, which the Holy Ghost by the mouth of David spake before concerning Judas …" (then he quotes Psalm 41). Who spoke Psalm 41? David did; it is the Psalm of David. But, whom does the verse say spoke it? The verse says the Holy Spirit by the mouth of David spoke it. Well, then who spoke it? David wrote it down, but what he wrote down was what God the Holy Spirit spoke through him. Do you see how strong that thing is? Those words that you are dealing with are God‟s words. Acts 28:25 (Paul is speaking) – "And when they agreed not among themselves, they departed, after that Paul had spoken one word, Well spake the Holy Ghost by Esaias (Isaiah) the prophet unto our fathers." Well then who spoke Isaiah 6, when you go back there and read it? You are reading what the Holy Spirit spoke. God breathed it! The thing that he wrote down back there came out of the mouth of God Almighty. God dictated the words of Isaiah 6 through the penmanship of Isaiah so that the very words that Isaiah wrote down were the very words that God determined they would write down. So, what Isaiah 6 says is what God said. So, when you are dealing with Isaiah 6, you are not dealing with Isaiah, but you are dealing with God. You need to remember that. Now, we will spend some time in the next lesson just reading some passages, maybe 50 or 60 of them if we can get through them, to try to get you to have the sense of what is going on in these passages. But, I want you to understand that inspiration means that the words come out of God‟s mouth. What the scripture says comes right from God. The first part of Hebrews 3:7 says, "Wherefore (as the Holy Ghost saith, To day if ye will hear his voice." That is a quote from Psalm 95, and yet he says that it is not the Psalmist that writes it, but it is the Holy Spirit that says it. So, I trust that you get the idea that what is going on here in inspiration is God speaking the words so that what is written down is what God said. When he is quoting Psalm 95, he is quoting what is written down. When he quotes Isaiah 6, he is quoting what is written down. When he quoted Psalm 41, he is quoting what is written down. When he quoted Psalm 110, he is quoting what is written down, and he says that what is written down is what God said. The inspiration is involved in the words that are written on the page. Here is the other main passage on inspiration, and this passage describes not so much what inspiration is but it describes the process by which inspiration is accomplished. I keep emphasizing this because I want you to understand how important it is – inspiration has to do with the words that are written down. But, that does not mean that there is not a process whereby God superintends over the writers so that can happen. Naturally that would have to be. 2 Peter 1:16,17 – "For we have not followed cunningly devised fables, when we made known unto you the power and coming of our Lord Jesus Christ, but were eyewitnesses of his majesty. For he received from God the Father honour and glory, when there came such a voice to him from the excellent glory, This is my beloved Son, in whom I am well pleased." Now all of that happens on the Mount of Transfiguration in Matthew 17. Peter says, "We‟ve been telling you about Christ coming back and telling you about the kingdom, and we haven‟t just been telling you stories, (cunningly devised fables), that we made up." He said, "Man, we were eyewitnesses of this stuff! We saw the Majesty! We saw the glory! We saw the heavens open, and we heard God the Father saying, „This is my beloved son in whom I am well pleased.‟ We were there, and I can testify to the truthfulness of it." 2 Peter 1:19 – "We have also a more sure word of prophecy." What is he saying? He is simply saying that even though they had the eyewitness account and they were there, they have something that is more sure than the eyewitness account. You see, eyewitness accounts mean nothing in comparison with the written account of the word of God. "We have a more sure word of prophecy." The word of God written down is more sure, (dependable, steadfast), than an eyewitness account. Human experience is never the basis of your faith. Your faith always has to be in the word of God. Somebody may say, "I heard people speak with tongues!" Have you ever heard people speak with tongues? Well what is more positive or more sure – the experience or the book? The book is more sure! I told you before about the man down South that I know. He bought a book from a guy in California that explained how to speak in tongues. The man did not believe he could do it. He went into the closet and turned the light off, shut the door, did what the book said, and he spoke in tongues. While he was speaking in tongues, he said, "I do not believe I‟m doing this!" He said, "Man, this is scary!" He could not stop, but finally he wound down and got out of it. Then he said, "Man, I‟m going to burn that book up! That is dangerous!" And it is! What do you base your faith on? If you base your faith on experience oriented things, you will never have a sure foundation. You get the point. He is saying that experience is not nearly as safe. If your experience (what you can see and what happens to you) crosses what God Almighty says in that book throughout your experience, you are too easily deceived by sight. We have a more sure word of prophecy, and eyewitness accounts do not mean a thing when you compare them to the book. 2 Peter 1:20 – "Knowing this first, that no prophecy of the scripture is of any private interpretation." It does not have its own interpretation. It‟s not its own ideas and it‟s not its own words – no private interpretation. Verse 21 – "For the prophecy came not in old time by the will of man." In other words, it did not come because the men wanted to write it down. It came because God told them to write it down. It did not have human origin. Now that guy, back there in 1 Kings 13, did not even know he was going to do what he did. He was sitting there having a meal with that young guy who was trying to pick up some pointers on how to get the king to do what you want him to do. Then, it came! Old Caiaphas never knew what he did. Old Balaam tried everything he could, but he could not do what he wanted to do. It is not of human origin. Men just do not decide that they are going to do it. The end of verse 21 – "but holy men of God spake as they were moved by the Holy Ghost." The origin of scripture is by the Holy Ghost. God himself moved the men to be willing participants, to be willing to write down the very words that he wanted written down. How did it happen that the men wrote down the very words that God wanted written down? (And yet, they do it within the flavor of their own personalities.) It was because God Almighty moved on them in such a way that he created their willing participation. It is no wonder that when you are dealing with the word of God, you are dealing with God. Look at 1 Corinthians 2:12,13 – "Now we have received, not the spirit of the world, but the spirit which is of God; that we might know the things that are freely given to us of God. Which things also we speak, not in the words which man‟s wisdom teacheth, but which the Holy Ghost teacheth; comparing spiritual things with spiritual." In other words, we speak the book. The bible is the very words that God the Holy Ghost teaches. It is not just the thoughts, and not just the ideas and concepts, but the very words are God‟s words that come right from him. So, the definition of inspiration, as it is found in 2 Timothy 3:16, has to do with the fact that all scripture comes right out of the mouth of God. In other words, whatever the scripture says, God says. God dictates the words of scripture through the human authors so that the very words that they use are the very words God determined that they would use. There is a design, a reason, that God did it that way. There is a design involved in inspiration that I want you to understand. This is very important! You never will get this point unless you know the biblical definition of inspiration. And if you get that, you can understand this easily. God has given man a point of contact with himself, and that point of contact is the written word of God. So, when you are dealing with the written word of God, you are dealing with God. God‟s design in inspiration is to make his word equal to himself. His design in inspiration is to take his word, the written word, and make it equal to himself. So, when you are dealing with God, you are dealing with his word; and when you deal with his word, you deal with God. I want to give you a couple of passages to illustrate this to you. Do you remember the long list of passages that I gave you in the first lesson where the written word and the living word were described as the same thing? What was said of one was said of the other. Do you remember that list? Well this point right here is exactly why I gave you that list – God‟s design is to make the Living and the written word equal to one another. That is the authority of that book you have, and that is why it is called "God‟s word". Here are a few verses that just show the power and the authority of the book. Hebrews 4:12 – "For the word of God is quick, (alive, living), and powerful, and sharper than any twoedged sword, piercing even to the dividing asunder of soul and spirit, and of the joints and marrow, and is a discerner of the thoughts and intents of the heart." The word of God is quick; it‟s alive; it‟s living. Therefore, it can work in our lives; it produces things in our lives. You cannot have the word of God in your heart and in your soul without it producing. It affects you, and you know that. Paul says, "It works effectually in you that believe." It is living and powerful. It has energy and strength. It can accomplish things. It is sharper than any twoedged sword even to the ability to separate between the soul and the spirit. Sometimes, you and I cannot separate between the soul and the spirit. Being able to separate from the soul and spirit is impossible without the word of God. You would not know there was a difference between them, but the book has the ability to do it. Hebrews 4:12 says it "is a discerner of the thoughts and intents of the heart." The idea with the word "discerner" there is the idea of "a critic". The bible is a discerner of the thoughts and intents of the heart. In other words, when you read the bible, it reads you! There is not any other book around like that! That is a different kind of book. God has given the attributes of God himself to his word. Therefore the word can discern; it can read you because God can read you. It is God‟s word. That book will find out the motive that you are coming to the book with, and it will give you back just what you are coming for. He says in Hebrews 4:13, "Neither is there any creature that is not manifest in his (God‟s) sight: but all things are naked and opened unto the eyes of him with whom we have to do." That is God. But, the antecedent is "the word of God". He personifies the word of God. So, the reference there is to God and to God‟s word. God‟s design is that when you are dealing with this book, you are not just dealing with any book. You are dealing with God‟s book. Therefore, it can go inside and read your heart. As they say in the world, "It will read your meter!" Notice that he says, "the word of God is quick, and powerful, and sharper than any twoedged sword." Turn to Revelation 19:11-13 – "And I saw heaven opened, and behold a white horse; and he that sat upon him was called Faithful and True, and in righteousness he doth judge and make war. His eyes were as a flame of fire, and on his head were many crowns; and he had a name written, that no man knew, but he himself. And he was clothed with a vesture dipped in blood: and his name is called The Word of God." Now, the person is the Lord Jesus Christ of course, and he had a name – "his name is called The Word of God". Jesus Christ is equal to the Word. Why would he call Christ "The Word of God"? He does that because God‟s design in his word is that he is equal to the word. So, you can use the terms interchangeably. Revelation 19:15 – "And out of his mouth goeth a sharp sword." It goes out of his mouth. When you are facing the Lord Jesus Christ, as these people are, it is just like facing the bible. When you sit and read that book, ladies and gentlemen, that is like God Almighty sitting across the table talking to you. Don‟t you ever forget that when you are reading it. If you will not forget that, you will fall in love with that book the way you never did before; and it will consume you, and it will pull you, and you will not ever want to get too far away from it. You will get to be real friendly with the copy that you use, because it gets to be something that is real important to you. But do not forget that when that word begins to deal with you, that‟s why it is doing it. If God Almighty were to stand here today and say something to you, and you would do it because he stood here and said it to you, but you would not do it when that book says it to you, there is something wrong with you spiritually. It is the same difference, and that is the design. Now listen, when you go out trying to preach to people, and you want God to deal with them, what do you have to use? You have to use the word. Do you get the idea? I stood on the street corner time and again and talked to people and witnessed to them – people I never saw before were telling me things I never heard of before. And I took that word and just pushed them with it. Now, do you know why you can do that? It is not because you are so smart. You just keep giving them verses and you take that sword and stick them and stick them and you run them all over town. Why? You could not do it with all of your reasoning and all of your psychology, but you can with that book because when people face that book, they‟re facing God Almighty. Do you know what they will do to you when you begin to stick them with that sword? They will do to you just what they tried to do to God. The children of wrath are hateful against God. Do not be surprised when they do not love you. That is important for you to know. You need to know what you are getting into when you begin studying that book. Romans 9:17 – "For the scripture saith unto Pharaoh, Even for this same purpose have I raised thee up." That is a quote from Exodus 9:17. If you go back and read that verse, you will find out who said that to Pharaoh. Jehovah God said that to Pharaoh. The LORD God said that to Pharaoh, but Romans 9:17 says, "For the scripture saith unto Pharaoh." That is an illustration of the power and the authority of the written word of God. It can be used interchangeably with Jehovah God. And God the Holy Spirit wrote that verse. Galatians 3:8 – "And the scripture, foreseeing that God would justify the heathen through faith, preached before the gospel unto Abraham, saying, In thee shall all nations be blessed." Paul gives an attribute of God to the scripture – "The scripture, foreseeing that God would justify the heathen". It has the ability to foresee the future. You just cannot get around the connection; it is that close. If that book is not that close to God and it is not God‟s word, then the whole thing is just a bunch of baloney; it‟s a lie. It foresees that God is going to justify the heathen, and therefore it says it "preached before the gospel unto Abraham." Tell me something – did Abraham have a bible? No, Abraham did not have a bible. Five hundred years passed before Moses ever wrote any of that stuff down. He did not have a bible. Therefore, the scripture is doing something that cannot be done. Abraham did nothave a bible to preach to him. So, how could the scripture preach to him? God preached to him! And Paul says that the scripture did it! Do you know what Paul is saying? He is saying that the scripture and God are one. They are equal. Now that is how close that connection is between them. Folks, when you face the word of God, or when you handle the word of God, or when you use the word of God, or when you corrupt the word of God or abuse it or ignore it, you are doing it to God himself. And, that is the way he is going to look at it, and that is the way he is going to evaluate it regardless of what anybody else says. Now, an attack on God‟s word would be an attack on who? It would be an attack on God himself. If you wanted to attack God, what would you attack? You would attack the word. So, when Satan comes on the scene in Genesis 3 and says, "Yea, hath God said", his attack against God was against the word. People if you believe that the first sin that was ever committed was Adam and Eve taking that grape off that tree, you miss an awful lot. We have been over that passage in Genesis 3, and I showed you the things that happened before the action took place; and it all had to do with corrupting the word of God – adding to, subtracting from, watering down, questioning, and denying the word of God. Satan tried to get them to think that when they were dealing with the words of God, they were not really dealing with God. Satan‟s design is to try to cause you to lose your confidence in what you are reading as the absolute final authority so you will turn away from the word. And, as soon as you turn away from the word of God, you will not be established in sound doctrine, and you will not be able to be built up and do what God gave you to do. In your ministry, the issue is not promoting programs. The issue is not getting success in the eyes of the world, but the issue is taking what God Almighty says and letting that work in people. Now, too many believers today do not treat the bible like it is God‟s word. They do not treat the word of God like they are dealing with God himself when they are dealing with the word of God. People say, "I want to know what God‟s will is." What do you do when you want to know God‟s will? You read that book. People will get down on their knees and pray, but they will not read that book. I want you to know better than that. MSS 101 – 4 When teaching this class, I appreciate the anticipation with which I look to the future. I have great anticipation about what God is going to do with all of you that are going through Grace School of the Bible. I thank God for each of you. These classes are a lot of work, but they are a great blessing to me, and I appreciate you for taking the classes. We want to look at some texts in this lesson that demonstrate the doctrine of inspiration. In the last lesson, we saw the definition of inspiration, and we saw God‟s design in inspiration. Inspiration is God breathing out, or dictating out, the words of scripture. In other words, the words of scripture come right out of the mouth of God. They are God‟s words. All scripture is given by inspiration of God. Now, the design that God has in inspiration is to make his word equal to himself. We have a saying in the world that says, "A man is as good as his word." Well, that is God‟s design in inspiration – it is to make his word equal to himself. It is very important that you understand that. When you are dealing with God‟s word, you are dealing with God himself – God‟s own words. It is not like any other book that came down through history. Now, what I want to do in this lesson is to read through a list of text just to kind of give you the feel about what the bible says about itself. I want you to sense and feel how the scripture views itself. We will go back in the Old Testament and then look at the New Testament. We will look at about 30 or 35 verses in this lesson. I have a list of over 150 good verses to choose from. I have chosen, maybe not the best, but the ones that are of great interest to me. We are going to read them quickly, and we are not going to spend a lot of time trying to teach through the verses. I would just like to read them to you. And I would like you to get a sense and a feel for the way the scripture presents itself, and how it views itself, and how, as you read the bible, you come up with a view that is definable in the way we have defined inspiration. It demonstrates God‟s design. Matthew 22:29-31 – "Jesus answered and said unto them, Ye do err, not knowing the scriptures, nor the power of God. For in the resurrection they neither marry, nor are given in marriage, but are as the angels of God in heaven. But as touching the resurrection of the dead, have ye not read that which was spoken unto you by God, saying" (then he quotes Exodus 3:6). Jesus asks them – "have ye not read that which was spoken unto you by God." Years ago, in my life, that verse changed my viewpoint about the bible. That verse is a strong statement about how the Lord Jesus Christ viewed the written text of the word of God that he had in his possession. He said, "It‟s not just what Moses said, or wrote, but it is what God said to you. Haven‟t you read that?" People, when you hold that bible in your hands and read it, you are reading what God says. Speaking personally, many years ago, that passage (Matthew 22:31) was a passage that revolutionized my thinking about what God‟s word was. I was raised in a church that did not have a very high view of the bible; but I got one from that verse, because I realized that what I was reading is what God said. When I read the bible, I am reading God‟s word. You remember the account of Moses in Exodus 4. Look at verses 14,15 – "And the anger of the LORD was kindled against Moses, and he said, Is not Aaron the Levite thy brother? I know that he can speak well. And also, behold, he cometh forth to meet thee: and when he seeth thee, he will be glad in his heart. And thou shalt speak unto him, and put words in his mouth: and I will be with thy mouth, and with his mouth, and will teach you what ye shall do." Moses was to take his words and put them in Aaron‟s mouth. And, God said, "I‟ll take my words and put them in your mouth Moses, and you transfer them over to there." It is pretty obvious what is going on. Exodus 4:28 – "And Moses told Aaron all the words of the LORD who had sent him, and all the signs which he had commanded him." Verses 30,31 – "And Aaron spake all the words which the LORD had spoken unto Moses, and did the signs in the sight of the people. And the people believed." Now, there is not a lot to say about that except that it is just pretty obvious. God puts the words in their mouth – the words that the men are speaking are the words that God puts in their mouth. Exodus 19:25 – "So Moses went down unto the people, (he had been up on Mount Sinai), and spake unto them." Here‟s what he did – "AND God spake all these words, saying" (Exodus 20:1). When Moses spake to them, he gave them the words that God gave him to say. Numbers 11:24 – "And Moses went out, and told the people the words of the LORD, and gathered the seventy men of the elders of the people, and set them round about the tabernacle." Now notice what Moses did – he told the people the words of the LORD. He got the words and then he communicated them to the people. I gave you an illustration, in the last lesson, about Balaam prophesying even though he did not want to do it. He did not want to say what he said. But here‟s the reason he had to say what he did. Balaam wanted to curse Israel for Balak and get the money for doing it, but God would not let him. Numbers 22:38 – "And Balaam said unto Balak, Lo, I am come unto thee: have I now any power at all to say any thing? the word that God putteth in my mouth, that shall I speak." You see, you do not have to worry about your bible. God used human authors – human instruments. We will see, in the next couple lessons as we study the limitations of inspiration, that it is important to recognize some of the issues about the human authors. And yet, my friend, there is clear evidence in the word of God. Here is a man who spake even though it was going against his will, and against his desires, to say what he said. "The word that God putteth in my mouth, that shall I speak." He said, "I do not have any choice; that‟s all that will come out of my mouth because I am God‟s spokesman." If I was going to be real sneaky in this lesson, I would have put one of these verses in the New Testament and then the next one in the Old Testament, and the next verse in the New Testament and the next one in the Old Testament to make you turn back and forth a bunch of times. That would be good for you, wouldn‟t it? It would give you some practice in finding the verses. By the way, if you haven‟t learned the order of the books of the bible, you should do that. Sit down sometime and spend thirty minutes and learn, out of the index of your bible, the order of the books so you can find them easily. 2 Samuel 23:1,2 – "NOW these be the last words of David. David the son of Jesse said, and the man who was raised up on high, the anointed of the God of Jacob, and the sweet psalmist of Israel, said, The Spirit of the LORD spake by me, and his word was in my tongue." Now, that is some claim to inspiration. There is a man conscious of what is going on. The Spirit of God spake by me, and his word was in my tongue. Turn to the New Testament and notice the attitude of the New Testament people about what David said. He said, "The Spirit of God spake by me, and his word was in my tongue." What does the Lord Jesus think about that? Does he think David is a little overzealous? Is that a hyper view of inspiration David? You should not feel that way. Well, let‟s see. Mark 12:35,36 – "And Jesus answered and said, while he taught in the temple, How say the scribes that Christ is the Son of David? For David himself said by the Holy Ghost, The LORD said to my Lord, Sit thou on my right hand, till I make thine enemies thy footstool" (Psalm 110:1). David said it by the Holy Ghost. He said, "God spake by me; his word is what I spoke." Jesus said that David spake, (wrote the Psalms), and he said it by the Holy Ghost. Jesus confirmed the inspiration of scripture, my friend. Notice that, not only did Jesus do this, but the apostle Peter did it also. I think we looked at this passage several times in the last couple lessons, but it is an extremely important passage. Peter is standing in the midst of the disciples and he says, "Men and brethren, this scripture must needs have been fulfilled, which the Holy Ghost by the mouth of David spake before concerning Judas, which was guide to them that took Jesus" (Acts 1:16). Peter says that the Holy Ghost spoke the Psalms by the mouth of David. The bible has a very high view of inspiration. Peter obviously is confirming God‟s inspiration of the Old Testament. Turn to Acts 28 and notice that Paul does exactly the same thing. Verse 25 – "And when they agreed not among themselves, they departed, after that Paul had spoken one word, Well spake the Holy Ghost by Esaias the prophet unto our fathers, Saying" (then he quotes Isaiah 6). Notice that he says, "Well spake the Holy Ghost by Esaias." Now that word "Esaias" is the word "Isaiah". That is the prophet Isaiah. You need to realize that sometimes names are spelled differently in different places in your bible. The reason for that is a language difference – the Old Testament is written in Hebrew and the New Testament is written in Greek. By the way, both Hebrew and Greek are "dead languages", and there is a great advantage to a "dead language". When you hear people complain about the Old English, tell them there is a tremendous advantage to the Old English – it is simply a dead language, meaning it is not in use today. People say, "Oh I cannot understand this; they need to update it." But, the language that we use today is in a constant flux; it is constantly changing. The Old English, just like the Greek and the Hebrew in which the scripture is found, are dead languages. It is an unchanging language. The meanings are static. Therefore, you do not have to wonder what a word means in a given situation. We can find out what words mean and have one consistent definition for them. The medical profession, for example, uses Latin. When I went to high school, I took two years of Latin. My wife, bless her heart, took four years. Can you imagine taking four years of Latin? Anyway, I remember the first Latin class that I took. The teacher said, "The poem that you want to learn is Latin is a language, as dead as it can be, first it killed the Romans, now it's killing me." We all laughed at that. But, you know there is a great truth in that poem. Latin is a dead language. Therefore, medical science uses it because a doctor can write down a phrase in Latin and one hundred years from now, it means the same thing that it does right now. Its meaning does not change. God preserved his word, this King James Bible, and the language that he preserved it in is now a dead language. That is an advantage and not a disadvantage. You need to remember that. Greek and Hebrew are the same – they are dead languages. Now, in the different languages of Greek and Hebrew, just as in English and other languages, you can spell proper names differently. Esaias is the Greek spelling of the word Isaiah. Let me give you an illustration. My name is Richard. If I were in Spain or Mexico, I would be called Ricardo. It is spelled differently. Someone named Peter could be in France, and he would be called Pierre. It is an entirely different spelling. In Russia, the word John comes out Ivan. You‟ve heard about Ivan the Great. So, you can have the same words, but just spelled differently in different languages. You have a situation where one name can appear different in several different occasions. While we are talking about this, let me give you another illustration. Turn to Luke 4:25 – "But I tell you of a truth, many widows were in Israel in the days of Elias." Now that is Elijah and it is found in 1 Kings 17. There are differences in the spelling. Look at Luke 1:5. I learned this lesson years ago due to Luke 1:5. I spent literally years trying to figure out what this verse meant until I found out that there was a difference in spelling. "There was in the days of Herod, the king of Judaea, a certain priest named Zacharias, of the course of Abia." (If you read Luke 1, you can figure out without any question that you can date the birth of both John and the Lord Jesus Christ if you can figure out when the course of Abia is.) Well, I figured that much out, but then I could not find out who Abia was. I looked in the concordance but it did not help me. So, one time I was reading through my bible and I came across, in 1 Chronicles 24, the courses of David. And low and behold there is a guy in the 8 th course and his name is Abijah, and that is the same fellow. One of the lessons that you learn is that a concordance does not always help because the spelling is not always exactly correspondent for the same word. The fellow in Acts 13, Sergius Paulus, is Paul. It is just a long form of the name Paul. That is significant in Acts 13. From Acts 13 on, he is called Paul, not Saul but Paul. His name is not changed to Paul, but it says, "(who also is called Paul)". After the salvation of Sergius Paulus, he is then known as Paul. That is not really what we are dealing with here, but I point that out to you because you need to be aware in Acts 28:25 when you see Esaias, that is Isaiah. The difference in the spelling is due to the difference in the languages, the difference between the Greek language and the Hebrew language. Notice Paul‟s attitude about scripture. God the Holy Ghost said the thing. God the Holy Spirit wrote it, obviously confirming inspiration. Turn to Acts 3. Again, we are just reading passages of scriptures. We are not trying to expound on them, but we are just reading them to give you a sense and a feel of what the doctrine of inspiration is like in the bible. Acts 3:18 – "But those things, which God before had shewed by the mouth of all his prophets, that Christ should suffer, he hath so fulfilled." God shewed by the mouth of all his prophets. In other words, God was speaking by the mouth of those prophets. Acts 3:21 – "Whom the heaven must receive until the times of restitution of all things, which God hath spoken by the mouth of all his holy prophets since the world began." It is pretty obvious what is being said. Turn to Luke 1. If you just read the bible and take what the bible writers and speakers say about inspiration, you do not have much problem understanding that the scripture came right out of the mouth of God and that God has made his word equal to himself. Now in Luke 1:70, Zacharias, John the Baptist‟s daddy, is talking. Let‟s start in verse 67 – "And his father Zacharias was filled with the Holy Ghost, and prophesied, saying, … (verse 70) As he spake by the mouth of his holy prophets, (talking about God), which have been since the world began." Zacharias speaks by the filling of the Holy Spirit. And what does he say? He says that God has spoken by the mouth of his holy prophets. There is no doubt about what these guys mean when they talk about inspiration. Go back and read about some of these prophets. Go back to the book of Jeremiah in chapter 1 and notice that God told Jeremiah that he was going to be his mouthpiece. Jeremiah 1:4-7 – "Then the word of the LORD came unto me, saying, Before I formed thee in the belly I knew thee; and before thou camest forth out of the womb I sanctified thee (set thee apart), and I ordained thee a prophet unto the nations. Then said I, Ah, Lord GOD! behold, I cannot speak: for I am a child. But the LORD said unto me, Say not, I am a child: for thou shalt go to all that I shall send thee, and whatsoever I command thee thou shalt speak." That is pretty clear, isn‟t it? Verse 8 – "Be not afraid of their faces: for I am with thee to deliver thee, saith the LORD." When you begin preaching the word and people start making faces at you, there is your verse. I used that verse when I preached in the Rescue Mission as a young man. I said, "Lord, I am not going out there and being afraid of them." Those men would make faces to try to scare me to death. At the age of 17 or 18 they could have succeeded, but a passage like that will give you some courage. God said that he would do it for Jeremiah, and he will do it for you too. Jeremiah 1:9 – "Then the LORD put forth his hand, and touched my mouth. And the LORD said unto me, Behold, I have put my words in thy mouth." Now that is fascinating! Jeremiah was to write down and give out the revelation of God in God‟s own words. Jeremiah 5:14 – "Wherefore thus saith the LORD God of hosts, Because ye speak this word, behold, I will make my words in thy mouth fire, and this people wood, and it shall devour them." I will make my words in your mouth. God put his words in Jeremiah‟s mouth. Jeremiah 6:18,19 – "Therefore hear, ye nations, and know, O congregation, what is among them. Hear, O earth: behold, I will bring evil upon this people, even the fruit of their thoughts, because they have not hearkened unto my words, nor to my law, but rejected it." Jeremiah has given the people the revelation, the words of God in God‟s own words, and when they reject what Jerry says, God said, "You rejected me!" God is equal to his word. Turn to Jeremiah 36. We will study this passage in great detail later when we begin to study the destructive criticisms of textural critics. But, in Jeremiah 36, you see the word of God rejected. Jehoiakimism gets its start here. Jehudi is the man, who with the penknife, destroys the word of God and casts it aside. Jehoiakim is the king. Jeremiah 36:1-2 – "AND it came to pass in the fourth year of Jehoiakim the son of Josiah king of Judah, that this word came unto Jeremiah from the LORD, saying, Take thee a roll of a book, and write therein all the words that I have spoken unto thee against Israel." Now, you need to understand something. There are a lot of prophets that never wrote anything down, but a lot of them did. When God gave the guy a prophecy, something to write, God wrote this stuff down too. You are not just talking about oral communication, but you are also talking about written words. "Take thee a roll of a book, and write therein all the words that I have spoken unto thee against Israel, and against Judah, and against all the nations, from the day I spake unto thee, from the days of Josiah, even unto this day. It may be that the house of Judah will hear all the evil which I purpose to do unto them; that they may return every man from his evil way; that I may forgive their iniquity and their sin. Then Jeremiah called Baruch the son of Neriah: and Baruch wrote from the mouth of Jeremiah all the words of the LORD, which he had spoken unto him, upon a roll of a book" (Jeremiah 36:2-4). Jeremiah dictates to his secretary, Baruch, the words of the LORD. There is not any way to describe that except with the word dictation. So you do not have to be afraid of the word "dictation". It carries some connotations that some of our opponents try to throw in our face, but that is what is happening here. Verse 5-7 – "And Jeremiah commanded Baruch, saying, I am shut up; I cannot go into the house of the LORD: Therefore go thou, and read in the roll, which though hast written from my mouth, the words of the LORD in the ears of the people in the LORD‟s house upon the fasting day: and also thou shalt read them in the ears of all Judah that come out of their cities." Jeremiah 36:8 – "And Baruch the son of Neriah did according to all that Jeremiah the prophet commanded him, reading in the book the words of the LORD in the LORD‟s house." The words come out of Jeremiah‟s mouth; Baruch writes them down, and then the scripture says (by inspiration – verse 8) that the words that he read are God‟s words. Jeremiah is writing down the revelation of God in God‟s own words and they are equal to God. When they speak, God speaks. Notice Ezekiel. God gave Ezekiel words to say. Ezekiel 2:1,2 – "AND he said unto me, Son of man, stand upon thy feet, and I will speak unto thee. And the spirit entered into me when he spake unto me, and set me upon my feet, that I heard him that spake unto me." The spirit comes in and begins to get the revelation. Ezekiel 3:10,11 – "Moreover he said unto me, Son of man, all my words that I shall speak unto thee receive in thine heart, and hear with thine ears. And go, get thee to them of the captivity, unto the children of thy people, and speak unto them, and tell them, Thus saith the Lord GOD; whether they will hear, or whether they will forbear." Go preach it Ezekiel, and whether they get it or they do not, you go tell them my words. God gave Ezekiel the words to say, and he went out and gave them to the people. Turn to the book of Revelation and you will see a similar kind of a thing. In fact the way you understand Revelation 1 is by understanding Ezekiel 2. (Revelation is a book about overcoming and inheriting.) Revelation 1:10 – "I was in the Spirit on the Lord‟s day, and heard behind me a great voice, as of a trumpet." Now the Lord‟s day, of course, is not Sunday. Only the most juvenile of bible expositions would teach that the Lord‟s day is Sunday. I realize that a lot of theologians and a lot that goes on in the church today is pretty juvenile by that standard. But that‟s the standard (Hebrews 5). They are sucking on a milk bottle. That is an unkind way of saying it, but that‟s the truth. Those that are unskilled in the word of righteousness are babies, and they have to be fed with milk and pabulum and easy things. They mistake a lot of things. It is sad. There is nothing wrong with that if you are a baby, but if you have been saved for 15, or 20, or 30 years, you are just a carnal wretch if you are still acting like a baby. And it‟s wrong, and God Almighty is not for it. That is not what he intended for you, and it is not what he wants out of you. So, to come along and say that the "Lord‟s day" in Revelation 1 is Sunday is just a leap into the dark. The difference between that belief and the correct belief is the difference between what is going on out in the world in the religious system and bible-believing Christianity. Now, I am not going to preach, but that is a fact. The Lord‟s day is simply the day of the Lord, the future day of the Lord. The whole book of Revelation covers it – the tribulation and the millennium. Revelation 1:10,11 – "I was in the Spirit (like Ezekiel was) on the Lord‟s day, (transported up into the future day of the Lord), and heard behind me a great voice, as of a trumpet, Saying, I am Alpha and Omega, the first and the last: (the Lord Jesus) and, What thou seest, write in a book, and send it unto the seven churches which are in Asia; unto Ephesus, and unto Smyrna, and unto Pergamos, and unto Thyatira, and unto Sardis, and unto Philadelphia, and unto Laodicea." He says to write these things in a book. What is John writing in a book? He is writing what God shows him, and what God gives him. He instructs him to write down the revelation of God and to write it down in God‟s very own words. Look at Revelation 22. John writes it down. Do not fail to understand what is going on in this passage. Revelation 22:18,19 – "For I testify unto every man that heareth the words (the individual words) of the prophecy of this book, If any man shall add unto these things, God shall add unto him the plagues that are written in this book: And if any man shall take away from the words of the book of this prophecy, God shall take away his part out of the book of life, and out of the holy city, and from the things which are written in the book." Brother, you better not miss it. Ladies and gentlemen, the words in that book are exact, and he says that you better not mess with them. The words that John wrote down were the words that God gave him to write down. That is the bible‟s attitude toward inspiration. Now, the Lord Jesus Christ also gave Paul the words that he wrote down. Turn to Acts 22. There is a very important dispensational truth here. Acts 22:12-15 – "And one Ananias, a devout man according to the law, having a good report of all the Jews which dwelt there, Came unto me, and stood, and said unto me, Brother Saul, receive thy sight, And the same hour I looked up upon him. And he said, The God of our fathers hath chosen thee, that thou shouldest know his will, and see that Just One, and shouldest hear the voice of his mouth. For thou shalt be his witness unto all men of what thou hast seen and heard." What did he hear? He heard the words of Christ‟s mouth. He had direct revelations from Christ. Turn to Galatians 1:11,12 – "But I certify you, brethren, that the gospel which was preached of me is not after man. For I neither received it of man, neither was I taught it, but by the revelation of Jesus Christ." It was not by the revelation from Christ, not just something sent to him, but it was the revelation of Jesus Christ. In other words, the Lord revealed himself to Paul and spoke with Paul face-to-face just like he did with Moses. He put his words in Paul‟s mouth, and Paul went out and preached those things. Ephesians 3:1-3 – "FOR this cause I Paul, the prisoner of Jesus Christ for you Gentiles, If ye have heard of the dispensation of the grace of God which is given me to you-ward: How that by revelation he made known unto me the mystery; (as I wrote afore in few words." Paul wrote the revelation down, and the things he wrote down were the very words of the Lord Jesus Christ. Notice the very last sentence in 1 Timothy 6:2 – "These things teach and exhort" (referring to the things that he wrote in this book). Verses 3,4 – "If any man teach otherwise, and consent not to wholesome words, even the words of our Lord Jesus Christ, and to the doctrine which is according to godliness. He is proud, knowing nothing." The words that Paul wrote down in this epistle to Timothy were the very words of the Lord Jesus Christ. Paul‟s words were the words of the glorified Christ. Folks, those passages are strong in regard to Pauline authority, but they are also strong in regard to the doctrine of inspiration. The words of Christ to us today are found in Paul‟s epistles. Paul‟s epistles are not made up of Paul‟s interpretation of the things that Christ gave him. It is not just Paul‟s interpretation of the ministry of Christ, but you have the very words of the Lord Jesus Christ given to Paul and written down by Paul for you and for me. 2 Corinthians 13:3 – "Since ye seek a proof of Christ speaking in me, which to you-ward is not weak, but is mighty in you." That is something, isn‟t it? Who is speaking in Paul? Christ is speaking in Paul. The words that Paul speaks come from Christ. I hope you are getting the sense that when the writers in the bible write, and when the speakers in the bible speak, they have the feel that it is God‟s words. Now the Old Testament is divided into three parts. Luke 24:44,45 refers to the three divisions of the Old Testament canon – the law, the psalms, and the prophets. We will study these things later, and I will give you all of the books involved. The 39 books in your Old Testament are the exact 39 books in a Hebrew bible, but the order of the books is different. We will study these things when we study the canon later in this semester. The law, the prophets, and the psalms covers the section that is called "the writings". Now, in Hebrews, the law, the psalms, and the prophets are all said to be the words of the Holy Spirit. Hebrews 3:7 – "Wherefore (as the Holy Ghost saith, To day if ye will hear his voice." That is a quote out of Psalm chapter 95. So, in the book of Hebrews you are told that words in the book of Psalm are really the words of the Holy Spirit. When you read the book of Psalm, you are reading what the Holy Spirit said. (By the way, I suggest you learn these three references because you may see this sometime on a quiz.) Hebrews 9:8 – "The Holy Ghost this signifying, that the way into the holiest of all was not yet made manifest, while as the first tabernacle was yet standing." He is talking about the regulations written down back in the books of Moses, (in the book of Exodus), about the tabernacle. Moses writes this stuff down, and he says, "Now the Holy Ghost is signifying something, teaching you some doctrine by the pattern and so forth of the tabernacle that is laid down in Exodus." Who wrote Exodus? The writer of the book of Hebrews says that the Holy Spirit wrote it. So when I tell you that God the Holy Spirit says something to you, and I am quoting a verse of scripture, I am being scriptural; and so are you when you do it. In your ministry, the word of God is God‟s word. Don‟t you forget that! When you speak it, you are speaking with the authority of Almighty God; and when you face it, you are facing Almighty God. Hebrews 10:15,16 – "Whereof the Holy Ghost also is a witness to us: for after that he had said before, This is the covenant that I will make with them" (then he quotes Jeremiah 31). He is saying that the Holy Spirit is the one who says Jeremiah 31:31-34. So the Holy Spirit is said to be the speaker in the psalms, the law, and the prophets. Now, there is something else that I want you to notice. I hope you get the feeling of how the bible views itself. I want you to look at five passages that demonstrate the importance of the very words of scripture. I am talking about the words themselves, not just the book as a whole. Jeremiah 15:16 – "Thy words were found, and I did eat them; and thy word was unto me the joy and rejoicing of mine heart." Jeremiah knew that the word, the book, was made up of words that are written on the page. The whole is made up of the sum of its parts. Now, notice how important the words are, how in the scripture, the bible writers will make a point, and that a whole argument of a passage will sometimes depend on one word, or two words, or one phrase. The bible is not afraid to hang an entire argument, or a whole doctrine, on just one or two words in the text. The words are that important, not just the thought and the concept but the very words, because each word has meaning. Notice the phrase in Hebrews 12:26,27 – "Whose voice then shook the earth: but now he hath promised, saying, Yet once more I shake not the earth only, but also heaven. And this word, Yet once more, signifieth the removing of those things that are shaken, as of things that are made, that those things which cannot be shaken may remain." Here is the whole argument that he is making – this word, yet once more, signifies that the whole thing is going to fall apart. He takes one phrase and builds a whole argument on just that one phrase. Turn to John 8. The Lord Jesus Christ hung the doctrine of his deity on the tense of one verb. Jesus says, using that verb tense in John 8:58, "there stands the doctrine of who I am." Jesus Christ is Jehovah God. The Jehovah God of the Old Testament is the Jesus Christ of the New Testament. Jesus means "Jehovah Saviour". And Jesus built that whole doctrine on the tense of a verb, not just the verb but the tense. That is amazing! John 8:58 – "Jesus said unto them, Verily, verily, I say unto you, Before Abraham was, I am." (Now the Jehovah Witnesses come along and say that should be I have been. They invent a tense, the perfect indefinite tense, which is not a tense in any great grammar that has ever existed. That is a figment of their imagination.) But, he takes that present tense, I am, and that shows you who he is. He bases the whole doctrine of his deity on the tense of the verb. That is how important the words are in your bible; that‟s how important the words of the Lord Jesus are. Watch him do it again in John 10. In this passage he bases the doctrine on one single word. John 10:34,35 – "Jesus answered them, Is it not written in your law, I said, Ye are gods? If he called them gods, unto whom the word of God came, and the scripture cannot be broken." Then he goes on. He is going to hinge an argument about his being the son of God, and he states that they do not have any right to argue with him about calling himself the son of God if the scripture called them gods. He takes that one word of Psalm 82 and builds his case on it. Now, that should encourage you, folks, when you hang a doctrine on one word. That is how carefully the Lord Jesus Christ considered the authority of that book down to one word, one phrase. The verb tense is even important and not only that but the very number of the noun is important. In Galatians 3:16, notice that Paul does the same thing on the basis of the number, (singular or plural), of a noun. "Now to Abraham and his seed were the promises made. He saith not, And to seeds, as of many; (the word is not plural) but as of one (singular), And to thy seed, which is Christ." The whole argument of that passage there is that God used the singular, and not the plural, of the noun. I am saying that the bible writers make an entire point and depend upon one phrase, or the tense of the verb, or a single word in a passage, or the number of the noun. That is how minutely close God calls it. The words are important, not just the phrases, or the concepts, or the idea, or the sense and the flow. By the way, this says something about preservation also. God intended that his word would be preserved just that accurately. If God did not preserve the words also, how would you know for sure that the word was singular or plural, or that the word was in the present tense? If all these passages that we went over in this lesson are true, you would be breaking the scripture if you altered one phrase, or if you omitted one phrase, or if you changed the voice of the verb, or the mood of a verb, or the tense of one verb. You would break the scripture if you changed a single word or number of a noun in that book. That is how close God cuts it, and I want to train you in an understanding that that is how close you should call it also. You memory work for the next lesson is Jeremiah 15:16, John 12:48, and John 8:47. All those verses speak to the importance of the words on the page. MSS 101 – 5 We want to continue our study of inspiration in this lesson. We are going to study the topic of the "defense of inspiration". We have talked about inspiration, and we have defined it. I sought to demonstrate it for you, in the last lesson, by going over a large group of scriptures. I realize that I read a lot of verses to you, and we looked at a lot of verses; but I wanted you to just get the feeling of how the bible views itself. In this lesson, I would like to go over more verses basically under the category of the defense of inspiration – defending the doctrine itself. We will have two points – (1) the testimony of the bible writers themselves and (2) the testimony of the Lord Jesus Christ as to his view about the bible. I want to help you to just get a sense of the feel and the flow. I want you to see how the bible views itself; so when you begin to preach and teach about the bible, you will have the same view, and the same concept, of its authority as the bible has of its authority. This afternoon some of us went to a debate about the bible text issue that was held here in Chicago. We heard men talk about inspiration, and it struck me as very pertinent to what we have been studying. Two of the men were professors, one from Bob Jones University, and the other from Tennessee Temple University in Chattanooga Tennessee. They took the position that the Alexandrian text, the text that is the basis of the new bibles, is the best text. Then there were two other men that took the position that the Received Text, the text that is the basis of the King James Bible, is the best text. In their discussion, one of the things that I noticed was that when they talked about inspiration, both of the groups defined it the same way. They used, almost verbatim, the inadequacies that I told you about when we first began. None of them really had a biblical definition of inspiration that takes into account 2 Timothy 3:16 and what it actually says. (It is important that you grasp those things.) Now, I am not trying to throw stones at those men, but I am trying to say to you that as you study over this material, you should be grasping the importance of what we are doing. We are going to spend maybe one more lesson on the subject of inspiration. You might wonder why we would spend five or six lessons studying inspiration. The reason is that it is real important that you get the viewpoint of the bible itself rather than the viewpoint of all the critical scholars, and all the rest, that tend to drift away from the bible‟s definition of inspiration. In the last lesson, we went over a lot of verses. If you have a Scofield Reference Bible, you will find that Mr. Scofield has a chain reference of scriptures under the subject of inspiration. If you look up 2 Timothy 3:16, you will see that chain there. If you will follow that chain through, you will find some of the passages that we already went over plus a lot more. I picked out between 150 and 200 verses in the last lesson just to give you the feel and the sense. It would do you very good to just sit down and review the passages that Scofield gives you. Also, learn the verses that I gave you, and especially the details that I gave you. Then, when you have a test, you will know that material. We want to talk about the "defense of inspiration" in this lesson. Turn to 2 Peter 1 to look at a verse that you know by heart, and then we will look at several others with it. First of all, we want to consider the testimony of the bible writers themselves. I picked this quote out from Finis Dake; and he said, "The bible writers say 3,808 times that they were writing the words of God." Now that is a lot of times to say that what you are doing is writing God‟s word. So the claim of the bible writers is very clear – they consider the bible to be God‟s word. 2 Peter 1:21 – "For the prophecy came not in old time by the will of man: but holy men of God spake as they were moved by the Holy Ghost." Now, how did the New Testament writer view the Old Testament? He viewed it as obviously being the result of the activity of God the Holy Spirit on the bible writer. I have told you that inspiration has to do with God breathing out the words, dictating out the words. Yet, there is a process whereby God does that. Peter, a New Testament bible writer, is talking about the bible; and he says in verse 20, "Knowing this first, that no prophecy of the scripture is of any private interpretation." Verse 21 – "For the prophecy came not in old time by the will of man: but holy men of God spake as they were moved by the Holy Ghost." Turn to Acts 1:16. Again, we are talking about how the New Testament writers viewed the Old Testament writers. What did the New Testament writers think of the Old Testament when they had it in their possession? The verse says, "Men and brethren, this scripture must needs have been fulfilled, which the Holy Ghost by the mouth of David spake before concerning Judas" (then he quotes the book of Psalm). David wrote down the Psalms; and when he wrote it down, that is God the Holy Spirit saying the thing. Acts 3:21 – "Whom the heaven must receive (talking about the Lord Jesus) until the times of restitution of all things, which God hath spoken by the mouth of all his holy prophets since the world began." God spoke by the mouth of the prophets, and what was written down in time past was that which God Almighty gave them to write down. There is no doubt that the New Testament men considered the Old Testament as being absolutely and totally inspired of God. They considered it to be the inspired record. They considered it to be what God said. Acts 13:33 – "God hath fulfilled the same unto us their children, in that he hath raised up Jesus again; as it is also written in the second psalm, Thou art my Son, this day have I begotten thee." Obviously he is giving God the credit for fulfilling what is written in the passage back there – God writes the things down. Acts 7:37,38 – "This is that Moses, which said unto the children of Israel, A prophet shall the Lord your God raise up unto you of your brethren, like unto me; him shall ye hear. This is he, that was in the church in the wilderness with the angel which spake to him in the mount Sina, and with our fathers: who received the lively oracles to give unto us." Roman 3:1,2 says, "WHAT advantage then hath the Jew? or what profit is there of circumcision? Much every way: chiefly, because that unto them were committed the oracles of God." The word "oracle" has to do with "the word that is spoken, a place where it is spoken". The "lively oracles" is the "living word." Unto them were committed that living word of God. We went over Hebrews 3:7 before, so there is no need for us to spend a lot of time reading things that we have already gone over. Hebrews 3:7 talks about the Holy Ghost speaking, and he refers to Psalm 95. This is the point. What do the New Testament writers say when they look at the Old Testament? They say that God wrote it; it is inspired. If you want to defend inspiration, if you want to defend the inspiration of the Old Testament, you do that by looking at the New Testament. There is no doubt about how that kind of a thing is to be done, and there is no doubt about the way in which the New Testament writers look at the Old Testament. Turn to John 12. I was in Pennsylvania and New Jersey last week, and a man in New Jersey was telling me about a grace professor, a man who knows the grace message; and he believes in the inspiration of the scripture, yet, he believes what is called the Deutero-Isaiah. Have you ever heard of Deutero-Isaiah? "Deutero" means "two". There are 66 chapters in Isaiah. The first 39 chapters in Isaiah are a unit, and chapters 40 through 66 are another unit. It is interesting that Isaiah has 66 chapters just like your bible has 66 books. It is also interesting that whoever wrote the book of Isaiah knew right where to make the break – after the 39th chapter. There are 39 books in the Old Testament. Also, the first 39 chapters talk about the judgment on the nation Israel and the captivity and that kind of thing. Then John the Baptist shows up in chapter 40 of the book of Isaiah. Isaiah 40:3 – "The voice of him that crieth in the wilderness, Prepare ye the way of the LORD, make straight in the desert highway for our God." Isn‟t it interesting that Isaiah 1:2 says, "Hear, O heavens, and give ear, O earth", which refers to the heaven and the earth just like Genesis does. There are 39 chapters, and then there is a break, and then you begin in chapter 40 and see a verse quoted about John the Baptist. Then you read chapter 66 and you conclude with the new heaven and the new earth. The book of Isaiah is like a capsule of the bible. The second half of the book is about the restoration – what God is going to restore. The book of Isaiah contains law and grace so to speak – your Old Testament and your New Testament. It just fascinates me how the two things match up. Now let me explain Deutero-Isaiah. It is the theory that states that one Isaiah wrote the first 39 chapters, and that an entirely different Isaiah wrote chapters 40 through 66. That is a viewpoint held by the German Rationalists – the German Higher Critics. It is a position, viewpoint, that a man by the name of Robert Dick Wilson of Princeton thoroughly defunct many years ago. He demonstrated it as not being true. Now, this professor that the man in Jew Jersey was telling me about says that he believes in the inspiration of the bible, and he also believes that the book of Isaiah is totally inspired but that two different men wrote it. He believes that Isaiah wrote the first 39 chapters and then a board of editors got the last half of the book together. Well, let me show you a problem with that. I am trying to demonstrate to you how the New Testament confirms the inspiration of the Old Testament. John 12:37,38 – "But though he had done so many miracles before them, yet they believed not on him: That the saying of Esaias the prophet might be fulfilled, which he spake, Lord, who hath believed our report? and to whom hath the arm of the Lord been revealed?" Now what is verse 38 a quotation from? It is a quotation from Isaiah 53 – "the saying of Esaias the prophet." Isaiah the prophet wrote Isaiah 53, and Isaiah 53 is in the second section of the book. So, I know if there are two authors to Isaiah, I know that Isaiah the prophet wrote the second section in spite of the fact that some people say that he wrote the first and editors wrote the second. Now notice John 12:39 – "Therefore they could not believe, because that Esaias said again." Okay, Isaiah wrote something else. Verse 40 – "He hath blinded their eyes, and hardened their heart." Verse 41 – "These things said Esaias, when he saw his glory, and spake of him." No doubt about it – that second statement was spoken by the prophet Isaiah. Where is verse 40 a quote from? It is a quote from Isaiah 6:10. Then I have a problem, folks. If I am a guy that believes in the Deutero-Isaiah, the passages in John say that Isaiah the prophet wrote the first part of the book of Isaiah, and Isaiah the prophet also wrote the second part of the book of Isaiah. Do you know what you do with the Deutero-Isaiah viewpoint? You jettison it. If somebody comes along and says that they believe in inspiration and yet they accept that theory, they cannot believe in inspiration, because their theory contradicts the plain statement of John 12. The reason some people think that the second part of the book of Isaiah was written by somebody else is because there are obviously two parts in the book, and the second part is so much different in style and viewpoint from the first that they say that one guy could not have written all of it. But, the answer to that is in the subject matter. The first part of the book has the subject matter of judgment, and it is a doleful kind of a thing. The second part of the book has the subject matter of restoration, which is obviously a lot happier subject. There are people that believe that there are three writers to the book of Isaiah. They say that the second author writes chapters 40 to 59 and that the third author writes chapters 60 to 66. All that tells you is that once you start that kind of stuff, it never ends. Your New Testament writers give ample evidence that the Old Testament is exactly what it claims to be – the inspired word of God. The apostle Paul sited scripture over and over again. Read the book of Romans. In Romans 4, Paul talks about Abraham, and he never questions whether the fact that Abraham believed God, and it was counted unto him for righteousness is true or not. He just accepts it. Paul talks about Isaac in Romans 9. He talks about Esau and Jacob in Romans 9. He talks about Pharaoh, and Sodoma and Gomorrha, in Romans 9. In Romans 3, he quotes Psalm 14, Psalm 5, Psalm 140, and right on down the list; and he says that they are all scripture. He never questions or denies the Old Testament, rather, he quotes the Old Testament over and over again. The Old Testament is quoted in the New Testament about 250 times, and it is eluded to approximately 850 times. There are only 5 books in the Old Testament that are not quoted in the New Testament – Esther, Ezra, Nehemiah, Ecclesiastes, and Song of Solomon. All of the other books are quoted and alluded to in the New Testament. The New Testament writers view the Old Testament as authoritative and authentic. How did the New Testament writers view themselves? The New Testament views itself as scripture. The New Testament writers view other New Testament writers as writing scripture. In other words, they viewed it as inspired. 1 Timothy 5:18 – "For the scripture saith, Thou shalt not muzzle the ox that treadeth out the corn. And, The labourer is worthy of his reward." Now that first quote, "Thou shalt not muzzle the ox that treadeth out the corn", is found in Deuteronomy 25:4. The second quote, "the labourer is worthy of his reward", is found in Luke 10:7. So you have a quote from Deuteronomy 25:4 and a quote from Luke 10:7, and they are both called scripture. Paul considers Luke 10 just as authoritative as Deuteronomy 25. That is important for you to realize, so you understand that Paul and the other New Testament writers consider each other as equally inspired as all the rest of the word of God. 2 Peter 3:15,16 – "And account that the longsuffering of our Lord is salvation; even as our beloved brother Paul also according to the wisdom given unto him hath written unto you; As also in all his epistles, speaking in them of these things; in which are some things hard to be understood, which they that are unlearned and unstable wrest, as they do also the other scriptures, unto their own destruction." It is obvious that Peter considers Paul‟s writings part of scripture just like the other scriptures. I am trying to say to you that when the New Testament writers look out and see the other guys writing books, they say, "Hey, that is scripture too." They recognize what is going on. They know and recognize each other‟s books, and there is a process whereby they are able to authoritatively identify which books are there. When we begin studying preservation, you will see that process. But right now, you just need to know that they can identify each other and consider each other on equal basis with the rest of the scripture. Now I want you to notice how the writers of the New Testament view themselves. What did Paul think about what he was writing? 1 Thessalonians 4:8 – "He therefore that despiseth, despiseth not man, but God, who hath also given unto us his holy Spirit." In other words, if you despise what Paul is telling you, you despise what God said. 1 Thessalonians 4:15 – "For this we say unto you by the word of the Lord, …" That expression "by the word of the Lord" denotes a special and specific prophetic announcement, and it is used repeatedly in the Old Testament to describe God‟s word coming to someone and going out through them. Let‟s look at a couple of verses. There is a formula that denotes a specific and special prophetic announcement – God‟s word. Paul is very conscious of the fact that he is giving out more than just his own word and that he is giving out God‟s word. Genesis 15:1 – "AFTER these things the word of the LORD came unto Abram in a vision, saying, …" Do you see that? The word of the LORD comes to Abraham in a vision and gives him the communication. There are a number of passages like this, but I just picked out a couple samples for you. 2 Samuel 7:4 – "And it came to pass that night, that the word of the LORD came unto Nathan, saying." Do you see that formula – the word of the LORD? It has to do with the prophetic announcement. Paul knew what he was doing. 1 Kings 12:22 – "But the word of God came unto Shemaiah the man of God, saying." The word comes to him. Now, you can run other references in the Old Testament like that and see the emphasis of what Paul is doing in 1 Thessalonians 4:15 when he says, "For this we say unto you by the word of the Lord." He is saying, "What I am writing to you people here is God Almighty‟s communication to you." Paul is conscious of what he is doing. By the way, 1 Thessalonians is probably Paul‟s first epistle (if not his first, then it is his second). But his very first epistles bear the highest claim to inspiration of any of them. He makes the highest claim to inspiration right at the beginning. By that, I mean that he does not start out and then get on down the road and say, "Well, it looks like I did have it!" He starts out right at the beginning knowing what he is doing. 1 Corinthians 14:37 is a verse you need to learn in a lot of different ways not just in regard to the scripture but in regard to the dispensational message given to us through Paul. It is a very powerful verse for that, but for now just think about what he is writing. "If any man think himself to be a prophet, or spiritual, let him acknowledge that the things that I write unto you are the commandments of the Lord." Folks, the things that Paul wrote were the commandments of God. He did not have any doubt in his mind about what he was doing. Do you see that? Look at 1 Timothy 6. When you read these passages about Paul‟s authority as he wrote, you know that he is conscious of what he is doing. That shows you his authority as the apostle of the Gentiles, but it also shows you his estimation of the scripture. 1 Timothy 6:3 – "If any man teach otherwise, (he is talking about what he has written in this book), and consent not to wholesome words, even the words of our Lord Jesus Christ, and to the doctrine which is according to godliness." It is obvious that Christ‟s words were coming from Paul‟s mouth, and he was conscious of that fact. 2 Corinthians 13:3 says, "Since ye seek a proof of Christ speaking in me…" The words of Jesus Christ were coming from Paul‟s mouth, and he was conscious of that. I am giving you a lot of passages, because I am trying to get you to feel the sense of what is happening here. 2 Thessalonians 3:6 – "Now we command you, brethren, in the name of our Lord Jesus Christ, that ye withdraw yourselves from every brother that walketh disorderly, and not after the tradition which he received of us." Verse 14 – "And if any man obey not our word by this epistle, note that man, and have no company with him, that he may be ashamed." Paul is commanding them in the name of the Lord Jesus Christ to do some things; and he says that if the man does not obey our word, (the issue is the epistle that he is writing), that they are to have no company with him. Turn to 2 Peter 3 and notice Peter‟s attitude. This is a really good verse. Notice how Peter considers his words on an equal basis with the Old Testament prophets. 2 Peter 3:1,2 – "This second epistle, beloved, I now write unto you; in both which I stir up your pure minds by way of remembrance: That ye may be mindful of the words which were spoken before by the holy prophets, and of the commandment of us the apostles of the Lord and Saviour." He says, "I want you to remember what the Old Testament prophets say and what I say." He does not consider that there would be any gap between them, but total equality. There is something interesting in the above verses about dispensationalism. Peter says, "I stir up your pure minds by way of remembrance; be mindful what the Old Testament prophets said and what I am saying." Peter is not giving them a new revelation of a mystery, and he is not commending them to the mystery to follow it. He is reminding them about something that is in your Old Testament prophets that he, as an apostle of Christ, learned and preached – the kingdom message. He is reminding them about it even now. So, when you get down to 2 Peter 3:15,16 and he talks to them about this stuff that Paul gave him, do not always assume that he is just turning them over to Paul. That is not what he is doing. (If you do not know what he is doing, you need to work on that passage for awhile and figure it out.) My point to you is that Peter considered what he was saying as equal to the Old Testament. By the way, let me give you a couple of verses to read in the book of Revelation – 22:18; 1:3,19; 19:9; 21:5. If you will read those verses, you will see the same kind of thing that we just looked at in 2 Peter. Now, I want to look at the testimony of the Lord Jesus Christ. Jesus Christ believed that every word in the bible was the word of God. He even believed the very words in the bible. In the last lesson, I gave you some references about how important the very words are in the bible. I gave you references that talked about one phrase and how the bible writers would make a point and hang a doctrine on one phrase, or the tense of a verb, or on a single word, or on the number of a noun. Well, the Lord Jesus Christ does that just the same way. In Matthew 22, beginning at verse 24, you come down through a passage where they begin to ask him about the woman who had the seven husbands. Matthew 22:29-32 – "Jesus answered and said unto them, Ye do err, not knowing the scriptures, nor the power of God. For in the resurrection they neither marry, nor are given in marriage, but are as the angels of God in heaven. But as touching the resurrection of the dead, have ye not read that which was spoken unto you by God, saying, I am the God of Abraham, and the God of Isaac, and the God of Jacob? God is not the God of the dead, but of the living." I have told you this before – that passage right there turned my apple cart upside down one day about inspiration. You are reading what God Almighty wrote! The point is that the whole argument turns on the fact that God says, "I am." It is the tense of the verb that is important. He does not say, "I was a God of the living when they were alive." He says, "I am, right now, the God of the living." Then the implication is that Abraham, who is dead, is included in the verse. It says, "I am". Right now, in the present tense, God is the God of Abraham, so Abraham must be alive. Isaac must be alive and Jacob must be alive. That is the issue that is being dealt with, and the whole thing turns on the tense of that verb – present tense. Look at Matthew 22:41 – "While the Pharisees were gathered together, Jesus asked them." It is interesting – sometime you should study down through Matthew 22. Do you know what Jesus did every time they ask him a question? He answered them! Do you know what the Pharisees did when Jesus asked them a question? They could not answer him. (Every time you check God out, God will have an answer. Brother, when you stand at the judgment before God and he asks you the questions, you can forget it.) Matthew 22:42-44 – "Saying, What think ye of Christ? whose son is he? They say unto him, The son of David. He saith unto them, How then doth David in spirit call him Lord, saying, The LORD said unto my Lord, Sit thou on my right hand, till I make thine enemies thy footstool?" If David called you Lord, how are you his son? Now, there is a theological knot if you ever saw one. (If you were a Pharisee, you would run for the hills when that happened.) Matthew 22:46 – "And no man was able to answer him a word, neither durst any man from that day forth ask him any more questions." They left him alone. There is a lot of humor in that, when you get to thinking about religious people. There is a lot of the Lord‟s wit in this passage. But, my point is that he hangs them on one word. David called him Lord. Well, how can Jesus be David‟s son and his Lord? He takes that one word and builds a question on it. The Lord Jesus Christ believed the very words of the bible. I recently spoke with a man about Mark 1:2 where it says, "As it is written in the prophets." The new bibles say, "As it is written in Isaiah." (But, there is a problem with that translation because it is really written in Malachi.) He said to me, "Do not worry about that word "written", because it really means that it was just spoken. If you were a first-century man, you would not mind that." Well, my problem is that I am not a first-century man, and I cannot believe that a first-century man would not have cared either. This man said, "The word does not count, it is the concept, the idea." That is dynamic inspiration. He is a man professing to believe in verbal inspiration and yet, in practice, he does not. I talked to you about that before, and you have to be careful about that. That is why you want to watch every word. Now, watch how closely the Lord Jesus Christ uses the words here. Luke 4:16-17 – "And he came to Nazareth, where he had been brought up: and, as his custom was, he went into the synagogue on the sabbath day, and stood up for to read. And there was delivered unto him the book of the prophet Esaias. And when he had opened the book, he found the place where it was written." He then begins to quote Isaiah 61:1,2. Notice verse 20 – " And he closed the book, and he gave it again to the minister; and sat down. And the eyes of all them that were in the synagogue were fastened on him." Now I hope you know what he does in verses 18 and 19. He quotes Isaiah 61:1 and then he begins to quote Isaiah 61:2 in Luke 4:19 – "To preach the acceptable year of the Lord." Then he closed the book, and put the book down, and sat down. Now, why did he do that? Why did he quit reading Isaiah 61:2 right in the middle of a verse? Look back at Isaiah 61:2 – "To proclaim the acceptable year of the LORD, and the day of vengeance of our God." Do you see why he quit reading in the middle of the verse? He quotes, "To proclaim the acceptable year of the LORD", which is the First Coming of Christ. "The day of vengeance" is the Second Coming. So, Jesus Christ rightly divides Isaiah 61:2 right at the comma, because the First Coming and Second Coming are separated by the comma. Jesus Christ considered the words on the page, in Isaiah 61:2, so important that he stopped right in the middle of the verse. He was practicing right division. My point to you is that he believed the very words, and he divided between them. The attitude of Christ is that the words are the very word of God. When you believe the bible contains the words of God, you are in good company. The Lord Jesus Christ believed in the power of the word of God. He said in John 10:35, "… the scripture cannot be broken." In Matthew 4:3-10, when the Lord Jesus Christ was tempted, he answered Satan every time with the words "it is written". Jesus said, "It is written", and then he said, "It is written again." He just kept coming back with verses. He recognized that the power, spiritually, is in the book, in the words of God. Jesus Christ not only believed the very words of scripture; he not only acknowledged the power of scripture, but he also fulfilled the prophecies of scripture. Matthew 26:24 – "The Son of man goeth as it is written of him." He is claiming to be the Son of man; and he says, "I am going forth to do what was written of me." He is going to fulfill what God wrote about him. That is interesting. Jesus Christ came and fulfilled the scriptures. Matthew 26:54 – "But how then shall the scriptures be fulfilled, that thus it must be?" He is fulfilling the prophecies of the scripture. He has come to do exactly what they say must be done. Matthew 27:46 – "And about the ninth hour Jesus cried with a loud voice, saying, Eli, Eli, lama sabachthani? that is to say, My God, my God, why hast thou forsaken me?" He is quoting the scripture there (Psalm 22:1) in fulfillment. (You can go on and on with these verses. You can look up a number of those kinds of references yourself about Jesus fulfilling the scripture.) Matthew 5:17,18 is a classic verse – "Think not that I am come to destroy the law, or the prophets (the Old Testament): I am not come to destroy, but to fulfil. For verily I say unto you, Till heaven and earth pass, one jot or one tittle shall in no wise pass from the law, till all be fulfilled." Jesus came to fulfill the thing, to do what they said was to be done. He recognized their authority in that regard, and he also verified their truthfulness. Jesus Christ never one time questioned the Old Testament. He always quoted it in such a way as to endorse it, and he endorsed it as verbally inspired. Turn to John 5 and we will look at a few more verses. Here is a very good passage about Moses and the Mosaic authorship. There are people that say that Moses did not write the books of Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. In fact, these people say that Moses could not even write. I have never quite understood how they figured that out, since Moses was trained in the School of the Egyptians and had all their wisdom according to Acts 7. Anyway, they say that the guys who wrote Moses‟ books are J, E, P, D, R. We will study this at great length next semester. This is called the Graph-Wellhausen Theory. The Jehovist passages, the passages where God is called by the name of Jehovah, are written by "J". The passages where God is called by the name of Elohim are written by "E". The priestly passages are written by "P". The Deuteronomic passages, the law passages, are written by "D". "R" is a redactor or an editor that put all this stuff together. (That is just like that stuff about Isaiah that we just looked at.) Look what Jesus says in John 5:45,46. "Do not think that I will accuse you to the Father: there is one that accuseth you, even Moses, in whom ye trust. For had ye believed Moses, ye would have believed me: for he wrote of me." Moses wrote those books, folks. John 5:47 – "But if ye believed not his writings, how shall ye believe my words." (And you won‟t!) Jesus Christ verifies the truthfulness of the scriptures. For example: [x] He talks about Adam and Eve in Matthew 19:4,5. [x] He talks about the flood of Noah in Matthew 24:37,38. [x] He talks about Sodom and Gomorra in Luke 17:29,32. [x] He talks about the burning bush in Matthew 12:26. [x] He talks about the manna in the wilderness in John 6:31-51. [x] He talks about the brazen serpent in John 3:14. [x] He talks about Jonah and the whale in Matthew 12:40. [x] He talks about Daniel and the prophet in Matthew 24. You can go on and on with verses like that to prove that the historic accuracy of the scripture is confirmed. Turn to John 16 and notice that Jesus Christ gave an advanced announcement concerning the inspiration of the New Testament. The New Testament had not been written when Jesus Christ was on the earth, and yet he gives a pre-authenticating announcement about the New Testament. This is a very important passage for you to grasp. John 16:12-14 – "I have yet many things to say unto you, (the apostles in the upper room the night before his death), but ye cannot bear them now. Howbeit when he, the Spirit of truth, is come, he will guide you into all truth: for he shall not speak of himself; but whatsoever he shall hear, that shall he speak: and he will show you things to come. He shall glorify me: for he shall receive of mine, and shall show it unto you." The Lord Jesus Christ pre-announced the coming of the Holy Spirit in such a way that guarantees the authenticity and genuineness of the New Testament. There are two words that you need to remember: authenticity and genuineness. "Authenticity" means "truthfulness, an accuracy". When we say that the scriptures are authentic, we mean that they are true, and they are accurate. "Genuineness" means "the scriptures are written by who they say they were written by". The genuineness of Genesis means that Moses really wrote it. The authenticity of Genesis means that what is written is true and accurate. Those two words, genuine and authentic, are important in textural studies. Notice how Christ guarantees the authenticity and the genuineness of the New Testament. John 16:13 – "Howbeit when he, the Spirit of truth, is come, he will guide you into all truth: for he shall not speak of himself; but whatsoever he shall hear, that shall he speak: and he will show you things to come." You want to be able to get John 16:12,13 and John 14:26 together. John 14:26 – "But the Comforter, which is the Holy Ghost, whom the Father will send in my name, he shall teach you all things, and bring all things to your remembrance, whatsoever I have said unto you." He is going to bring all things to remembrance, whatsoever I have said unto you. So when those men, (Matthew, Mark, Luke, and John), begin to write down the gospel account, Jesus Christ has already given assurance of the fact that the Holy Spirit is going to bring to remembrance those things. There is a pre-authentication of the gospel records. We can now look back and see how he was given a statement that pre-announced and guaranteed the authenticity of those books. In John 16:13, he says that the Holy Spirit will guide you into all truth and that he will show you things to come. In other words, he is going to give you the epistles, guide you into the truth there – that would be the epistles that explain what he taught. Then, the things to come would obviously be the book of the Revelation and the prophetic elements. So, you have all three issues there. You have the historical accounts of his life. You have the interpretative accounts in the epistles. (Of course, now we understand that Paul‟s epistles are in there too. And Paul says, "These things that I‟m giving you are the words that Christ puts in my mouth. So those things are authenticated.) And then you have the revelation for the things that come. This passage is very important in understanding that the New Testament books were preauthenticated; and the genuineness, and the authenticity, and guarantee of that was given ahead of time for the books. You need to remember that Jesus Christ never one time questioned the Old Testament. He always quoted it in such a way as to endorse it. When he endorsed it, he endorsed it as verbally inspired. Remember those three things and fix them in your mind. - He never questioned the Old Testament. - He endorsed it as verbally inspired. - He always quoted it in such a way as to endorse it. There are the only three possibilities concerning that testimony of Christ to scripture. Number one, is the suggestion that there are errors in the scripture, but Jesus did not know about them; so he really is not God. (And if he is not God, you can just throw the whole thing out the window, and we can stop studying right now.) Number two, is that there are errors, and Jesus Christ knew about them, and he covered them up. (Well, then he is not holy, and he would not do for a Savior.) Number three, is that there are not any errors, and that it is God‟s word; and when you are dealing with the bible, you are dealing with God himself. (That is the one we opt for.) (Your memory verses are John 16:12,13, John 14:26.) MSS 101 – 6 We will start in Matthew 4:4 where the Lord Jesus is speaking to Satan. "But he answered and said, It is written, Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God." We have been talking about inspiration, and Matthew 4:4 is a clear definition of inspiration. It proceeds out of the mouth of God. In previous lessons, we talked about inspiration, and defined it, and tried to demonstrate it, and tried to defend it. This will be the last lesson on the doctrine of inspiration per se. After this lesson, we will begin to study the issues of preservation and go on from there. In this lesson we will consider the implications of inspiration, and we will do it under different headings. But first of all, I want to make some disclaimers about inspiration – some things that inspiration does not mean. There are some limits to the doctrine of inspiration that you need to remember and realize; because you can go overboard if you do not adjust your thinking for the things that are there. So, the first heading will be "Disclaimers about inspiration" and there will be eight points under that heading. A – Disclaimers about inspiration. Number one – Inspiration does not mean that all parts of the bible are equally important. It only means that they are equally inspired. You understand that. Judges is not as important to you as the book of John. Ephesians is more important to you than the book of Revelation. It is all God‟s word, and because of that, it is important and profitable; but you must remember to rightly divide the scripture to get the profit that God intended for you in the bible. So, it is all equally inspired, but it is just not all of equal importance. When you talk about the inspired word of God, it is every bit inspired; but you are not describing the importance of it as far as its practical application to you. I attended some meetings recently where we discussed some issues about inspiration and preservation. We were discussing, among other things, the sign gifts. There was a professor from Bob Jones University in the meeting who insisted that Mark 16 did not belong in the bible. He said that the ending of Mark 16 should not be in the bible; and in derision, he called it the "snake handler‟s passage". He said, "Nobody believes this should be in the bible; it‟s the snake handler‟s passage." Disregard the fact that Mark 16 is in 600 manuscripts and only omitted in 2, and in one of those manuscripts where Mark 16 is omitted, there is a vacant place where they knew it should have been. The 2 manuscripts that it is not in, are the two this professor thinks are the best; and the 1 where it has obviously been erased, he thinks is the best of the best. Understand, there I was speaking with a man that was trying to get around handling snakes by taking Mark 16 out, and I was defending Mark 16 as part of the inspired word of God. Now, there is an easier explanation for Mark 16 that allows the bible to be the bible, and that explanation is the dispensational answer. The bible is equally inspired, but that does not mean that all the parts of the bible are of equal importance to you. You must remember to rightly divide the word, and right division does not violate the doctrine of inspiration. Number two – Inspiration does not guarantee the inspiration of any particular modern or ancient translation. Now, why would that be true? It is not the function of the doctrine of inspiration to deal with the issue of the transmission of the text. The doctrine of preservation is the doctrine that does that. In the next lesson, we will begin to discuss the doctrine of preservation. You will see that the doctrine of preservation is intricately joined to inspiration. Inspiration and preservation are intermeshed in such a way that you cannot have one without the other. But, we have been dealing with inspiration – the scripture came out of the mouth of God, God breathed them, he speaks them out, and the scripture comes right out of his mouth. That issue is not the issue that we are discussing when we are talking about whether we have the inspired word of God in our hand today. The idea of the transmission of the text, and where the bible is today, is the doctrine of preservation. The reason I point that out to you is this. People say, "Are you trying to say that the King James Bible is the inspired word of God?" They will try to make fun of you if you believe that the Authorized Version, or Lucar‟s German Receptus, etc., are copies of the inspired word of God. They say, "Do you mean that the translators were inspired like the original writers were?" And the answer is "no". We are not describing that. I have learned this. You must be very careful in your statement of what you are trying to say because people have all kinds of false concepts. People jump to all kinds of conclusions about what they think they heard you say. You want to say it in the most proper, and clear, and persuasive fashion. You want to distinguish between inspiration and preservation. What you hold in your hand is the preserved word of God. Inspiration deals with the written text of the scripture. Inspiration deals with what God wrote down, not the process but the result. It deals with what he wrote down on the page. The words are inspired. Now, what happened to those inspired words is determined by the doctrine of preservation. If you have a consistent doctrine of preservation, (what God wrote down he has preserved through history and therefore you can hold it in your hands today), then you can say that you hold the preserved word. You have a copy of the original. Therefore, if you have the preserved word of God, you have an inspired bible. But, inspiration means that the original copies came out of the mouth of God. Preservation is what gets it to you. So, the doctrine of inspiration does not guarantee the inspiration of any particular modern or ancient translation. Preservation does that. Are you following the distinction that I am trying to make there? When I first came to the Chicago area, I ran into some tremendous problems with people as I was trying to communicate the issues of preservation to them. I have never told anybody that I believed that the King James translators were inspired. In fact, I do not believe that. I believe that they were providentially guided to preserve the word of God and that the doctrine involved is preservation. Inspiration ceased when the canon of scripture was completed. There is no inspiration today, but there is providential preservation. Number three – Inspiration does not allow for any false information, but it does on occasion record the lie of someone. Just because something is recorded in the bible that does not mean it is always the truth. It is always an accurate record of what went on; but if somebody lies to somebody else, the record of the lie is accurate, but the lie is still a lie. Turn to Genesis 3 and I will show you what I am talking about. Verse 4 says, "And the serpent said unto the woman, Ye shall not surely die." That is an accurate record of what Satan said, but you have to be careful to distinguish between what God records and what he sanctions. Genesis 3:4 is not true; it is a lie. If I tell you that verse 4 is a lie, am I saying the text is wrong, or that the man who said it is wrong? I am saying that the man who said it is wrong. If I tell you that verse 4 is true, what am I saying? Am I saying that the devil did not tell a lie? No, I am saying that it is an accurate record of what Satan said. You must be real careful to distinguish between those things. Turn to Job 42 and I will show you another example. Verse 7 says, ""And it was so, that after the LORD had spoken these words unto Job, the LORD said to Eliphaz the Temanite, My wrath is kindled against thee, and against thy two friends: for ye have not spoken of me the thing that is right, as my servant Job hath." Well wait a minute! All of that stuff is recorded in the book of Job, and God says that it is not right. It is false information; it is bad information. It is off the center, meaning it is not accurate. But, God is not impugning the inspiration of the book of Job. He is not saying that the book of Job is not an accurate record. God is saying that it was accurately recorded, but what they said is not accurate. You want to remember this. Inspiration does not allow for any false information. Everything that is recorded is true and accurate in its record, but that does not mean that God did not record someone‟s lie or some misinformation that someone put out. (I am giving you these things in numerical order because they are tremendously diverse things. These are just sort of loose ends that I am trying to gather up for you in this lesson. I want you to be able to hang on to them.) Number Four –Inspiration does not mean that all bible writers had personal illumination. I spoke to you about personal illumination before. Do you remember the four things? Revelation proceeds inspiration and then you have illumination and preservation. In order to have inspiration, you must have revelation. God has to speak to his word. With inspiration, the word is taken from God and put down on the paper. Illumination is taken from the paper and understanding is given to the man. Preservation is when the word is transferred from one generation to the next. Now, every bible writer did not have personal illumination about all that he was writing down. That is one of the reasons you know that the bible had to come out of God‟s mouth. The dynamic inspiration idea is that it goes into the mind of man, and he comprehends it, and he spits it out. Consequently, that would mean there is no way to transfer the thought if it was incomprehensible to the man. 1 Peter 1:10,11 is very clear that all of the writers do not have personal illumination. "Of which salvation the prophets have inquired and searched diligently, who prophesied of the grace that should come unto you: Searching what, or what manner of time the Spirit of Christ, which was in them did signify, when it testified beforehand the sufferings of Christ, and the glory that should follow." Obviously, the men (the prophets in time past) that wrote down in that Old Testament searched their own writings diligently. They were trying to figure out what the Spirit meant when he wrote these things through them about the sufferings of Christ and the glory to come. It is pretty obvious – they did not all have personal illumination at all times. Turn back to Daniel and I will give you another illustration. Prophetic passages, especially, seem to go "over the head" of the writer at times. Daniel 7:1 – "In the first year of Belshazzar king of Babylon Daniel had a dream and visions of his head upon his bed: then he wrote the dream, and told the sum of the matters." He proceeds to record the dream in the words that follow. Now look at Daniel 7:28 – "Hitherto is the end of the matter. As for me Daniel, my cogitations (I like that – the cogitations of my head upon my bed) much troubled me, (they baffled me; I did not understand them), and my countenance changed in me: but I kept the matter in my heart." Daniel did not grasp what was going on. He writes the dream down in verses 1-28, but he does not fully understand what is happening. This even happens in verse 15 – "I Daniel was grieved in my spirit in the midst of my body, and the visions of my head troubled me." He could not understand them. Verses 16 and 17 – "I came near unto one of them that stood by, and asked him the truth of all this. So he told me, and made me know the interpretation of the things. These great beasts, which are four, are four kings, which shall arise out of the earth." He gives the interpretation and explains to him what he is talking about, and Daniel still does not understand it. If you ever get the interpretation all laid out and you still do not understand, just remember Daniel. He had the facts but he did not have the illumination to understand the facts, and that is not unusual. He writes 27 verses there, and in half of them he is just writing the dream down, and in the other half of them, you have the explanation that was given him. Yet, he still does not understand it. In Daniel 8, he gets another vision. Daniel 8:1 – "In the third year of the reign of king Belshazzar a vision appeared unto me, even unto me Daniel, …" Then he writes the vision down. Verse 27 – "And I Daniel fainted, and was sick certain days; (Imagine getting a vision that was so heavy that it just made you sick, so weak that you just could not stand up under it), afterward I rose up, and did the king‟s business; and I was astonished at the vision, but none understood it." He said, "I got something, but I cannot grasp it; I cannot understand it." Daniel 8:15,16 – "And it came to pass, when I, even I Daniel, had seen the vision, and sought for the meaning, then, behold, there stood before me as the appearance of a man. And I heard a man‟s voice between the banks of Ulai, which called, and said, Gabriel, make this man to understand the vision." Gabriel comes down and explains it to Daniel, but he still cannot understand it. He even interprets it for him in verses 20 and 21 – "The ram which thou sawest having two horns are the kings of Media and Persia. And the rough goat is the king of Grecia: and the great horn that is between his eyes is the first king." He even tells them who the next two kingdoms are going to be, but Daniel still does not get it. That should not be too difficult for you to understand; because if I came along and told you what was going to happen in the next 100 years in the continent of the United States, you probably would not understand it all either. I am just trying to get you to understand that just because the bible writer wrote it, that does not necessarily mean that he understood everything that he wrote down. That is very important for you to understand in the issue of progressive revelation. Something can be written down in time past and not understood by the men that wrote it down. Yet, it is inspired, and it is right. Number Five – Inspiration does not prohibit personal research by a writer. That is very important because a lot of people will try to get after you about the issues of inspiration. They will claim that you are saying that the man who wrote it had to sit on a stump somewhere knowing nothing, and God just bore a hole in his head and poured the information in. That is not what is implied by inspiration. Inspiration does not imply that God does not take into account the activities, and the knowledge, and the frame of reference of the man who wrote it. Nor does it imply that when you read about someone in the scripture who has personally investigated things, that therefore God could not have inspired him because the man was not in a trance and all that kind of stuff. I have never read about anybody, or heard about anybody that teaches plenary verbal inspiration and believes that the men were put into a trance, or a vision, or whatever in order to write the text of the scripture. If you ever hear anybody say that, please know that they are wrong. God did not just blank-out their mind and pick up their pen in a magical kind of operation and cause them to write. He reached into the library of their vocabulary; and out of that he chose words and moved upon them in such a way that the words they wrote down were the very words that he wanted them to write down. The words came out of his mouth through them onto the paper. Now, that does not imply that he did not use their faculties, their understanding, their capabilities, and even their vocabularies. Peter was man who used bad grammar. He was a fisherman. (Have you ever met commercial fishermen? They usually do have pretty bad grammar.) When you find Peter speaking in the book of Acts, he uses bad grammar every now and then. That drives people up a wall, especially people that study grammar. On the other hand, Paul was a very educated man. He was a rabbi, and he used wonderfully perfect grammar. So, God did not correct a man‟s grammar. Can‟t God use Peter‟s bad grammar? Turn to Luke 1 and notice that Luke claims to have done personal research in order to write his gospel. Luke 1:1,2 – "Forasmuch as many have taken in hand to set forth in order a declaration of those things which are most surely believed among us, Even as they delivered them unto us, which from the beginning were eyewitnesses, and ministers of the word." The apostles were the "eyewitnesses and ministers." Verses 3 and 4 – "It seemed good to me also, having had perfect understanding of all things from the very first, to write unto thee in order, most excellent Theophilus, That thou mightest know the certainty of those things, wherein thou hast been instructed." Luke is saying, "Listen Theophilus, I am writing this to you, and I want you to know at the outset that I have been a good historian. I checked the references; I talked to the eyewitness accounts; I talked to the people that were there – the people that know. When I got this piece of information, I checked it out." It is amazing how many historical references there are in the book of Luke. As you read Luke sometime, mark down the dates, and the references, and that kind of thing, and you will be impressed with the job that Luke did. My point to you is that Luke personally researched the data, and he said, "I‟ve checked all the facts that you are going to read in this book." Yet, the book of Luke is inspired by God. Thus, inspiration does not mean that the writer is prohibited from doing personal research. That might not mean much to you now; but when you get out in the ministry, you will find that a lot of people object to that. People will use that against you. Number Six – Inspiration does not deny the use of extra-biblical sources. I say it that way because I cannot come up with any better way to communicate what I have in my mind. Let me show you some extra-biblical statements. When Luke wrote Acts 17:28, he wrote it down under the inspiration of the Holy Spirit, and that is an inspired passage. He wrote it down under the control of the Holy Spirit. But notice what it says. Paul is talking – "For in him we live, and move, and have our being; as certain also of your own poets have said, For we are also his offspring." That does not mean that God Almighty put those words in the poets mouth, but it does mean that God Almighty accurately recorded them here. If you look back in history books, you can find the source. In the compilation of books in your Old Testament, it is quite obvious that much data was taken from public records. In fact, there are whole chapters in the book of Daniel that are records of public decrees. 1 Chronicles 29:29 – "Now the acts of David the king, first and last, behold, they are written in the book of Samuel the seer, and in the book of Nathan the prophet, and in the book of Gad the seer." The term "seer" and "prophet" are the same term. Write 1 Samuel 9:9 next to 1 Chronicles 29:29 in our bible. In 1 Samuel 9:9 you will read that the term "seer" is a term that was used for the prophet before they began to use the term "prophet." When he says, "the book of Samuel the seer, and the book of Nathan the prophet, and in the book of Gad the seer" that demonstrates that the nation Israel had extensive archives of public records. What is written in Chronicles is easily checkable; it is easy to verify the information. It is taken from well-known public records that only prove the bonafide nature of the work that you are reading in Chronicles as being that of a well-informed author. There are at least 14 different source references recorded in 1 Chronicles and 2 Chronicles. 2 Chronicles 9:29 – "Now the rest of the acts of Solomon, first and last, are they not written in the book of Nathan the prophet, and in the prophecy of Ahijah the Shilonite, and in the visions of Iddo the seer against Jeroboam the son of Nebat?" 2 Chronicles 12:15 – "Now the acts of Rehoboam, first and last, are they not written in the book of Shemaiah the prophet, and of Iddo the seer concerning genealogies? And there were wars between Rehoboam and Jeroboam continually." They are public records that they can go read and check what is being written down in the scripture. 2 Chronicles 13:22 – "And the rest of the acts of Abijah, and his ways, and his sayings, are written in the story of the prophet Iddo." 2 Chronicles 20:34 – "Now the rest of the acts of Jehoshaphat, first and last, behold, they are written in the book of Jehu the son of Hanani, who is mentioned in the book of the kings of Israel." Do you see the historic references when you read these things? Inspiration does not allow for any false information. It does not necessarily mean that God, on occasion, does not record something that was not originally inspired. He takes it and puts it in the bible; and the part that is in the bible is inspired, because it is what is written down in this book. If God can record Satan‟s lie, he can record public records. Paul says in Titus 1:12 – "One of themselves, even a prophet of their own, said, The Cretians are always liars, evil beasts, slow bellies." Well, the value of these things that you are reading in Chronicles is not to question inspiration. That is what some people use it for; they conclude that the word of God is not inspired because of these things. But, it demonstrates that the nation Israel had extensive archives of public records. They had a public library system; they had historical records. When the author wrote these things down, he is just basically doing what we do when we give footnotes. He is saying, "Go check it in this record or that record." And those folks could go check it and find it in the public records. You better not tell someone that they can go check it if it is not there. It is giving you the understanding that the man who wrote and compiled the information in Chronicles was a well-informed man using easily verifiable information readily accessible to the public. I hope you do not have the idea that Israel‟s past was one of dim darkness with nobody writing anything or understanding anything. Allow me to just give you the rest of the references: 2 Chronicles 24:27, 26:22, 27:7, and 32:32. Those references demonstrate that inspiration does not deny the use of extra-biblical sources. They show you that Israel had extensive archives and that the guys that compiled this information back there had it readily available to them. The public also had it readily available to them, and they are referring people to the records. Turn to Proverbs and notice the same phenomena. Proverbs 25:1 – "These are also proverbs of Solomon, which the men of Hezekiah king of Judah copied out." Hezekiah‟s men copied these things down. Hezekiah probably compiled the book itself. Proverbs 30:1 – "The words of Agur (that name means "I shall fear") the son of Jakeh, even the prophecy: the man spake unto Ithiel, even unto Ithiel and Ucal." Then you have the words of Agur. Proverbs 31:1 – "The words of king Lemuel, the prophecy that his mother taught him." The name "Lemuel" means "to God, to El, Elohim", and that is a name for Solomon. Proverbs 31 contains the words that Bathseba taught Solomon about the qualifications of a good wife. All of this stuff is compiled together. I am trying to say that inspiration does not mean that scripture is no longer inspired when they include these public records. It is inspired because it is part of God‟s word. When you read passages like that, you do not have to be concerned about them. Number Seven – Inspiration does not overwhelm the personality of the human author. You need to remember that! Inspiration does not mean that a guy just goes into a catatonic state while the Lord gives him the words. But, some people will try to make you believe that about inspiration. I have told you that God dictated the words onto the page in inspiration. When I went to school, that was called "mechanical dictation". Some people say that verbal inspiration just makes the writers glorified stenographers, but that is just the slander of modernists. I have an article that I have had in my files since 1965 entitled "Verbal Inspiration or Mechanical Inspiration?" It was published May 1, 1965 in the Baptist Vision. Evangelist John R Rice wrote it. Dr. Rice is a Baptist with a big "B". Back in the old days he had a real heart for the Modernist/Fundamentalist debate. He was one of those old men that fought about it years ago like Mr. O‟Hare did and like Mr. Stam did many years ago. In the late 60s, Dr. Rice was battling with the new evangelicals and Billy Graham. He was one of the foremost people who went to battle with Graham early for his modernist associations. In this article, Dr. Rice is writing in reply to an article written by the president of Wheaton College back in those days. Rice said this, "Why use the false term of modernism, mechanical dictation, to derive fundamentalists?" The term "mechanical dictation" is a term that was invented by the modernists to ridicule verbal inspiration. When you hear someone say that they believe in verbal inspiration, they are saying that they believe in dictation of the scripture. Verbal inspiration and dictation of the scripture are the same thing. The word "dictated" regarding inspiration of the scripture is offensive to the modernist, but the word "dictated" actually and literally means the same as "verbal". Dictate is from the Latin "dictatus" the past part of "dictare". It comes from "dicere", which means, "to say" in Latin. "To dictate" means, "to say something." (That is the definition of the Webster‟s New International Unabridged Dictionary.) Now, did God say the things written down in the bible? Doesn‟t the bible consist of every word that proceeds out of the mouth of God? Then, God dictated them. You do not have to be afraid of that word. I recommend that you read a book called The Divine Inspiration of the Bible. This book is a classic on the subject of inspiration. A Frenchman, Louis Gaussen, wrote it. This book was translated into English, and it has just been republished by Kregel Publications. I bought this book last week when I was in Denver. I read this book when I was just a young fellow. It was in my Uncle‟s library in Mobile, Alabama. It was out of print and you could not get it, but Kregel re-printed the book in their classic re-prints. This is a classic defense of inspiration. I wish that I had this book when we started this Manuscript Evidence class, because this would have been our textbook for this class up to this point. If you run across a copy of this book, it would be well worth having in your library. Anyway, Gaussen used the term "dictated" in reference to the scripture. But, my point to you is that the term "mechanical dictation" is a term invented by modernists to refer to verbal inspiration and the infallible accuracy of the bible. Men that believe in dynamic inspiration, and all of those other types of inspiration that we went over earlier, invented the term "mechanical dictation" in order to ridicule the idea that God selected the words. Getting back to the article, Rice says that he does not know of anyone who teaches and believes in verbal inspiration that has ever taught what the modernists describe as mechanical dictation. I am trying to alert you to the fact that you will hear the term "mechanical dictation". That is a term that the modernists use. It will sadden you to think that men who actually believe in verbal inspiration will recoil at the term "mechanical dictation" and that they are a little shy about it. Folks, that is exactly what the modernists want you to do. They want you to back off of plenary verbal inspiration so they give it an unkind-sounding name, and they respond to that straw dummy that they set up. So, when someone says to you, "Well, that‟s mechanical dictation", you just say, "That‟s a slander of the modernists, and I will not put up with it." I have a letter on my desk from a good fundamental, bible-believing, verbal-inspiration man, and he said, "But, you are teaching mechanical dictation." He wrote me a whole list of things about how inspiration does not overwhelm the personality of the author. He has fallen under the beguilement and the slander of the modernists against the doctrine of verbal inspiration. Modernists use the term "mechanical dictation" to describe "verbal inspiration." Mechanical inspiration means a man went into a coma, and God picked the person up and used his hand in a mechanical sense rather than using the man‟s personality and using his thoughts and so forth. The man just went into a trance. (I am defining the modernist‟s view of mechanical dictation. It is their term. It is not our term.) Dictation is a good word; it means, "to say". When Jesus quotes Deuteronomy and says, "Every word that proceeds out of the mouth of God" that is dictation. I gave you a definition for inspiration when we started knowing that I would get to this point. God dictated the words. The word "dictate" simply means, "to say." The modernists use the word dictate, and Calvin used the word dictate, and the church fathers used the word dictate. Nobody has been afraid of the word dictate until the modernists come along and changed it to the term "mechanical dictation". They use that term to try to slander people who believe in verbal inspiration – that God inspired the words. I gave you the different types of inspiration, and the modernists believe the other types, not plenary verbal inspiration. They believe that the thought and the concept are the issue and those kinds of things. But, the writers of the bible were not in trances and comas. Luke goes out and researches the thing. When they compile the book of Chronicles, they get it out of the public records, and they put it together. The book of Genesis is the same way. Inspiration is God dictating his word through the personality and instrumentality of the man so that what is written on the page are the very words that God determined would be written down. (Look at the definition of inspiration that I gave you to start with and learn that definition. I wrote that definition out with all of these things in mind, and you will see how it all fits together.) Please remember that mechanical dictation is a slanderous ridicule of the modernist. Do not let people pull that on you in the future. Inspiration is what is written on the page. It does not mean that the author did not gain the information that God gleamed out of his mind from other places. God reached into the library of the writer‟s vocabulary and brought out the very words that God intended the man to say. Sometimes the man had them there already from different sources, but sometimes the man, like Daniel, did not know where they came from or what they meant even after he wrote them down. Sometimes they understood and sometimes they did not. Most information in the bible was commonly known – oral tradition at the time, preaching and teaching at the time. The book of Luke was that way. He said, "A lot of people have been trying to write this stuff down in order, and I went and got the information and here it is." Yet, it turns out to be what God was doing. There are things in the book of Luke that he could not necessarily have gotten by eyewitness accounts. When it says that Jesus sweat great drops of blood and the angels ministered to him, you have to remember that everybody there was asleep except Christ. It would have had to be reported by Christ to them, which is not very likely, but it may have happened that way. Or, he got that information directly from God. Number Eight- Inspiration does not mean uniformity in all the details given in describing the same event. And example of that are the books of Matthew, Mark, Luke, and John. You have four inspired accounts of the earthly ministry of Christ each given from a different perspective. We will get around to studying Old Testament Survey, and you will see that Matthew, Mark, Luke, and John all give a different perspective of Christ. Matthew presents him as King; Mark presents him as a servant; Luke presents him as the Son of man; and John presents him as God. They each give their personal perspective, their individual perspective, and it demonstrates design and purpose. Yet, each one of the books will give you different details. So, inspiration does not mean that all of the details are the same, rather, it shows the design and purpose in giving a particular viewpoint, which might necessitate different details. B – Plenary Verbal Inspiration assures us that God included all of the necessary things that he wanted us to know and excluded everything else. In other words, everything that you need is in the bible and what is not in the bible, you do not need. That is pretty simple. If God wrote the very words down, then you can be sure and confident that everything that he wanted written down is there and that everything that is excluded is unnecessary. You are not left just to trust the human authors. A verse on that is 2 Timothy 3:17 – "That the man of God may be perfect, throughly furnished unto all good works." The only other books you need are tools to study the bible, and the bible is the authority and the standard. You might need a dictionary to help you to understand the words, or a book on grammar to learn how to read the bible. You may want to study other teachers, so you would use other commentaries and bible study books. But, you are not studying the commentaries and the grammar books and the lexicons; you are studying the bible. The bible is all you need. I heard a fellow preaching on the television the other day and he said, "If I was marooned on a desert island, the only book that I would want is this." And he lifted up a commentary for everyone to see. I thought the poor fellow. He was trying to sell that commentary, and he was just trying to brag on it. I do not think he really meant what he said. The only book you really need is the bible; and if you will spend enough time studying the bible, you will not need the other ones to help you study it. C – Inspiration has been completed. Colossians 1:25 – "Whereof I am made a minister, according to the dispensation of God which is given to me for you, to fulfil (to complete) the word of God." The word of God has been completed in its contents, in its subjects, and in its canon. There is no more revelation being given today. Revelation has been completed. Revelation produces inspiration. Illumination produces preservation. Revelation is completed; inspiration is completed. They do not function today. The Charismatic movement teaches that God is revealing himself today – Jesus shows up and speaks to people, and they are speaking in tongues and telling you what God is saying. They profess to believe in a continuing revelation, which means that there is a continuing inspiration, meaning that the word of God is not completed. It is being added to every time they speak and every time they preach. That is a dangerous doctrine! The reason it is so dangerous is because that would mean that your bible is not complete, therefore, it is not the last word, and it is not completely and absolutely authoritative. (That is Satan‟s design – to cause you not to believe that it is complete and absolutely authoritative.) When you believe as the Charismatics, (that revelation and inspiration are not finished), you get into Joseph Smith, and Mary Baker Eddy, and Charles Russell, and Herbert Armstrong and all the rest of them. They believe that the bible is not complete, and they are getting revelations. They believe that what they write are of equal inspiration and authority of your bible text. When people believe that way, they come up with the lost books of the bible, and the fact that there should be another chapter in the book of Acts, and those kinds of things. D – The bible is complete. Revelation and inspiration are completed. God has completed it, and it is finished. Illumination, which is the understanding and enlightenment of the word, is continuing. The teaching ministry of the Holy Spirit is illumination. Illumination produces preservation – identifying where God‟s words are. Paul says in Colossians 1:25 that the scripture is completed as to its content – its subject matter. The writing of the scripture is complete, which means if verbal inspiration assures you that God included everything that is necessary, all that he wanted you to have in the bible, then the bible is complete. If you add those two things together, you come up with the fact that the canon is complete without any Apocrapha or any extra books. Therefore, the scripture is infallible; it is authoritative; it is sufficient; it is effective. In Colossians 1:25, Paul is saying that the dispensation of the grace of God is given to me to fulfil the word of God – to bring the word of God to its completion. Without Paul‟s revelation, the word of God would never be complete in its subject matter. Paul writes his epistles, and then Paul is gone. John and the other men write the books that they wrote, and then John writes the last book of the Revelation; and he says, "Now, do not add anything to this and do not take anything away from it." So, the prophetic program is also complete. MSS 101 – 7 (Test) On a separate sheet of properly headed paper, please answer the following questions. Remember to use complete sentences when appropriate. 1. According to 2 Timothy 2:2, what is the measure of a successful ministry? 2. What passage outlines Paul‟s pattern for the edification of the believer? 3. What two issues are involved in the first step? 4. How would you describe what Paul means by the second step? 5. Since all of God‟s word is for us, therefore, it logically follows that it is all about us. True or False? 6. How is Paul‟s pattern for the believer‟s edification reflected in the canonical order of his epistles? How can 2 Timothy 3:16 be used to show this spiritual arrangement? 7. "Manuscript Evidence" is a study of both the origin and the transmission of the written word of God. True or False? 8. Genesis 3:1-6 records five classic attacks on the word of God. List three. 9. What is Satan‟s policy of evil against God‟s word designed to destroy? 10. Give five illustrations (with support verses) that demonstrate the close connection between the written word of God and the living word of God. 11. What is the meaning of the term "revelation"? 14. Define what the bible means by "inspiration". 15. There are many theories of inspiration. Which one is correct? Is this view totally adequate? Why? 16. What is the basic issue in inspiration? Write out the text that states this basic issue. 17. What is God‟s design and purpose in inspiration? Give three passages to illustrate this design. 12. Revelation ______________. (Fill in the blank) 13. ____________ Preservation. (Fill in the blank) 18. How did the New Testament writers view the other New Testament writers? Give two proof texts. 19. How did Jesus Christ view the scripture? Give three proof texts. 20. If the bible is inspired, how do you explain the presence of statements that are untrue? For example, Satan‟s statement to Eve: "thou shalt not surely die." 21. Did each bible writer have a personal understanding of what he wrote? Give scripture please. 22. Inspiration does away with all personal research done by the writer. True or False? Give scripture please. 23. Inspiration does not deny the use of extra-biblical sources. True or False? Please give proof text. 24. Because the bible is inspired, there is perfect uniformity and agreement in all the details given in describing the same event. True or False? 25. The doctrine of inspiration alone does not assure us that God included in the bible all the necessary things he wanted us to know and excluded everything else. True or False? Please write the following verses: Romans 10:17 Romans 16:25-26 1 Corinthians 2:13 John 12:48 MSS 101 – 8 We will have a transition period in this lesson; and then in the next lesson, we will have an earnest study of the subject of preservation. God did not just write his bible, but he also preserved his bible. We studied the doctrine of plenary verbal inspiration. Plenary verbal inspiration is the terminology that is used to describe the fact that God breathed, or God spoke his word – the fact that scripture came right out of the mouth of God. The very words and the forms of the words that are in the scripture are what God said. In other words, whatever scripture says, God said. Plenary verbal inspiration means that all of the words came from God, and that assures us that God has included everything that is necessary for us to know. Everything that God wants us to know has been included in the scripture, and everything else has been left out. What is not there, you do not need; and what is there, is bible for you. When we started this Manuscript Evidence class, I put a little diagram on the board, and it started with revelation. Revelation has to do with the content of what God communicates. The word "revelation" means "to unveil". It is what God communicates to man. It goes from God to man. Without that act of God communicating the information about himself to man, man would be in darkness. Revelation produces inspiration. The reason that inspiration can exist is because you have the message that goes from God to man; and when it goes from God to man, man takes it and puts it down on paper. (One kind of revelation produces spoken words, but we are studying the issue of inspiration.) Without revelation, inspiration is not possible. However, this process whereby revelation and inspiration are taking place has come to an end. Revelation and inspiration took place over a period of about 1500 years, but they have been completed. Now that the bible has been completely written, the process of revelation is over with. There is no more revelation today. Today, we have illumination. Illumination has to do with taking what has been written down and giving man the understanding of it. That is the teaching ministry of the Holy Spirit where he takes it from the page where it is written and puts it within the heart and the soul of the man. Because of that process of the Holy Spirit‟s teaching ministry (illumination), we have what is called preservation – the moving of the truth that God revealed and man wrote down is put in the heart of men, and there is a capacity to preserve that inspiration through history. Revelation and Illumination have to do with the communication to the man. Inspiration and preservation have to do with what is written down on the page. When we start studying preservation, you will see the importance of illumination. Revelation and inspiration have ceased. Revelation has been completed. It is an issue that is finished, and it is not something that is constantly being added to today. We looked at a few passages in the last lesson. In Colossians 1, the apostle Paul talks about the dispensation of the grace of God that is given to him. Colossians 1:25 – "Whereof I am made a minister, according to the dispensation of God which is given to me for you, to fulfil the word of God." Paul is given the revelation of the mystery, and the information that is given to Paul about the mystery is a full unit. When that is given, then the word of God is completed. In the book of Revelation, John gets the last word of the prophetic program and then that is completed. Now the information in the prophetic program has all been revealed, and the mystery program has all been revealed. Revelation is complete, therefore, inspiration is also complete. It is a completed process. I want you to understand some things about the completion of your bible. Revelation and inspiration are at one level and that level is completed. But illumination and preservation is at another level, and it is a continuous process. They continue through time, and they continue right now. With regard to the word of God, the Holy Spirit illuminates it and teaches it to the believer. The believer with that illuminated mind preserves the word of God through history from generation to generation. This is still a function. It is active today. I want you to remember three real important things. I want you to notice these three things in regard to your bible being complete. Number One – The Old Testament canon was fixed at the time of Christ. The word "canon" means "the books that make up your bible". When you read about the canon of scripture, the canon is referring to the books that make up the contents of your bible. (In a later lesson, we will talk about canonicity – how you determine what is in the bible and what is not in the bible, what should be kept in the bible and what should be kept out of the bible.) The Old Testament canon was fixed and established at the time Christ, and he recognized and identified what it is. Luke 24:44,45 – "And he said unto them, These are the words which I spake unto you, while I was yet with you, that all things must be fulfilled, which were written in the law of Moses, and in the prophets, and in the psalms, concerning me. Then opened he their understanding, that they might understand the scriptures." When he talks about the law, in the prophets, in the psalms, he is talking about the scripture. The law, the prophets, and the psalms are the threefold divisions of a Hebrew bible. A Hebrew bible is divided into three sections – the law, which is called the Torah, the prophets, which is called the Nabhim, and then the writings, which is called the Kethubhim. I want to give you a list of the books that make up a Jewish bible. There are 24 books in a Jewish bible. First, there is the Torah, the law. The Torah consists of the 5 books of Moses (Genesis to Deuteronomy). The second division is the prophets, the Nabhim (Joshua, Judges, Samuel, Kings, Isaiah, Jeremiah, Ezekiel, and The Twelve). The book titled "The Twelve" is the twelve Minor Prophets (Hosea through Malachi). Those twelve Minor Prophets are all included in one book in the Jewish bible. You can see why the number of books in the Jewish bible will be different from our bible. We have 39 books in our Old Testament. The 39 books in our Old Testament are exactly the same books as in a Hebrew bible. The Jewish bible has a fewer number of books. We have 1 Samuel and 2 Samuel, but the Jewish bible has one book called Samuel. We have 1 Kings and 2 Kings, but the Jewish bible has one book called Kings. That is four books reduced to two books right there. Then you have "The Twelve" and that is twelve books reduced to one. The number is different when you compare the Hebrew bible to our Old Testament, but they contain the exact same books. The third division is "the writings" and that word is spelled "Kethubhim". I do not expect you to need these words, (Torah, Nabhim, Kethubhim). When you are in the pulpit, you will not refer to the Kethubhim, because nobody will understand what you are talking about. However, sometimes you will read these words in books; and you will not be able to go to a dictionary to find out what that word means, which is why I am telling you now. Now, in the Kethubhim, the first book is the book of Psalm. Then it contains Proverbs, Job, Song of Solomon, Ruth, Lamentations, Ecclesiastes, Esther, Daniel, Ezra-Nehemiah, and Chronicles. The Jewish bible has those 24 books in it, and I just gave you the order of the books. They are exactly the same books as the 39 in our Old Testament, but because of the combining of some of the books into one book, there is a numerical difference. Notice that Christ says, the law (Genesis to Deuteronomy), the prophets (Joshua to The Twelve), and the psalm. You have that threefold division. Psalm stands at the head of that third class. Oftentimes you will read that third class described the psalm, (the writings), because that one big book stands at its head. Notice that the Apocrapha is not included. There are 14 books in the Old Testament of the Roman Catholic Bible that you do not have in your bible. The Council of Trent in 1545 put an anathema, an official curse, on anybody that did not believe that these books were Holy Scripture. So if you do not believe the Apocrapha is Holy Scripture, (just like Jesus did not), you are in trouble. You are in trouble if you are afraid of Rome. The word "Apocrapha" means "hidden or secret". Jerome gave the books that name because they were the secret or hidden books. The books contained in the Apocrapha are 1 Esdra, 2 Esdra, Tobit, Judith, Additions to the Book of Esther, Wisdom of Solomon, Ecclesiasticus (also known as "The Wisdom of Sirach"), Baruch, Song of Suzanna, Song of the Three Children, The Story of Bel and the Dragon, The Prayer of Manasseh, 1 Maccabees, and 2 Maccabees. 1 Maccabees and 2 Maccabees are very valuable historical books that give accounts of the history of Israel between the close of the Old Testament and the beginning of the New Testament. So, you will see those books quoted sometimes in literature. The rest of those books are just considered pseudepigrapha, which means "false writings". When the Council of Trent put an anathema on anyone that did not believe that these books were part of the Holy Scripture, they anathematize Jesus Christ. Jesus Christ said that the Hebrew Bible contains the law, the prophets, and the psalm. Those Apocrapha books are not found in any copy that has ever existed in any Hebrew Bible, and no Jew would accept those as scripture. Jesus makes two canonical statements: Luke 24:44 and Luke 11:51. Look at Luke 11:50,51 – "That the blood of all the prophets, which was shed from the foundation of the world, may be required of this generation; From the blood of Abel unto the blood of Zacharias, which perished between the altar and the temple: verily I say unto you, It shall be required of this generation." Jesus is saying, "That blood will be required from Abel to Zacharias." Abel is in the book of Genesis, and Zacharias gets slain between the temple and the altar in the book of 2 Chronicles. In 2 Chronicles Jehoiada, a tremendous priest in Israel, dies. When he dies, the kingdom begins to go back into idolatry. 2 Chronicles 24:20,21 – "And the Spirit of God came upon Zechariah the son of Jehoiada the priest, which stood above the people, and said unto them, Thus saith God, Why transgress ye the commandments of the LORD, that ye cannot prosper? because ye have forsaken the LORD, he hath also forsaken you. And they conspired against him, and stoned him with stones at the commandment of the king in the court of the house of the LORD." Jesus said, "between the temple and the altar", and that territory would be the court. 2 Chronicles 24:22 – "Thus Joash the king remembered not the kindness which Jehoiada his father had done to him, but slew his son. And when he died, he said, The LORD look upon it, and require it." Jesus says that the blood will be required from Genesis to 2 Chronicles. If I were to say that I believe the book from Genesis to Revelation, what would I be saying? I would be saying that we believe the book from the beginning to the end. The book of Chronicles is the last book in the Jewish Bible. Jesus is saying, "From the beginning to the end." Jesus is identifying what marks out the demarcation of a bible. He said that it starts in Genesis, and it goes through 2 Chronicles. That is the order that I gave you from the Hebrew Bible in those three parts – Genesis through 2 Chronicles. It is important that you understand those statements made by Jesus Christ (Jesus Christ‟s attitude about the bible) – that the canon and the content of the Old Testament was fixed at the time of Christ. Therefore, the attempts to add the Apocrapha to the bible are attempts that go against the clear teaching and understanding of Christ during his earthly ministry. Thus, we accept the Old Testament as complete. Number Two – Revelation has ceased. There is no more inspiration because revelation has ceased. Inspiration is based on revelation; it is based on the fact that God gives his word. If God is not giving any more of his word, or any more revelation, then there is nothing for man to write down as coming from God directly. I want you to notice some things. We have looked at these passages before, but I want to remind you of them again. Exodus 4:12 – "Now therefore go, and I will be with thy mouth, and teach thee what thou shalt say." God is talking to Moses. He says, "Moses you are going to be my spokesman, and I will be with your mouth, and I will teach you what to say. I am going to put my words in your mouth so you say what I want you to say." Moses argues about it, so God tells him about Aaron. Exodus 4:15 – And thou shalt speak unto him (Aaron), and put words in his mouth: and I will be with thy mouth, and with his mouth, and will teach you what ye shall do." In other words, God says, "Okay Moses, if you cannot get out there because you are slow of speech, you make Aaron your spokesman; and I will put my words in your mouth, then you take them and put them in Aaron‟s mouth, and Aaron can go speak the words." In Exodus 7:1, Aaron is called Moses‟ prophet. "AND the LORD said unto Moses, See, I have made thee a god to Pharaoh: and Aaron thy brother shall be thy prophet." A prophet is a man who is your spokesman; you put your words in his mouth. The issue in revelation is the fact that God is going to put his words in some people‟s mouths. We looked at these passages when we studied inspiration. It has to do with God putting his word in the mouth of these people. 2 Samuel 23:2 – "The Spirit of the LORD spake by me, and his word was in my tongue." There is no doubt about what is going on. Ezekiel 2:1-5 – "AND he said unto me, Son of man, stand upon thy feet, and I will speak unto thee. And the spirit entered into me when he spake unto me, and set me upon my feet, that I heard him that spake unto me. And he said unto me, Son of man, I send thee to the children of Israel, to a rebellious nation that hath rebelled against me: they and their fathers have transgressed against me, even unto this very day. For they are impudent children and stiffhearted. I do send thee unto them; and thou shalt say unto them, Thus said the Lord GOD. And they, whether they will hear, or whether they will forbear, (for they are a rebellious house,) yet shall know that there hath been a prophet among them." God says, "I am going to speak to them, but I will use you to speak; and you say , "Thus saith the LORD," and they will know that God has been talking to them. Now, I want to explain the reason that I brought that to your attention. I want you to notice something very significant about this issue of revelation and the fact that you know revelation has ceased. In Matthew 10, the Lord Jesus Christ is equipping and preparing his apostles for their ministry. In verses 19 and 20 he says, "But when they deliver you up, take no thought how or what ye shall speak: for it shall be given you in that same hour what ye shall speak. For it is not ye that speak, but the Spirit of your Father which speaketh in you." In other words, the Spirit of God is going to speak in these people just like David indicated in 2 Samuel 23. These people are going to be God‟s spokesmen. The issue of prophetic revelation is happening to these people, just like the prophets in the Old Testament. This is fulfilled in the apostles on the day of Pentecost and subsequent to Pentecost. Luke 21:14,15 – "Settle it therefore in your hearts, not to meditate before what ye shall answer: For I will give you a mouth and wisdom, which all your adversaries shall not be able to gainsay nor resist." God told these people the same thing that he told Moses, "I will give you a mouth." The issue of prophecy, and revelation, and prophetic utterance is exactly what is being dealt with in these passages. You must understand that when these people are speaking in tongues and prophesying in the New Testament, it is not like what you see going on today. These people are actually communicating the very word of God in the same way and in the same process whereby men wrote the bible. They are receiving revelation, which in the case of the scripture, it is written down (that is inspiration). Inspiration is based on the revelation, and if revelation is being given, then it is possible for inspiration to be given. What the prophets did in the Old Testament, (what happened to Moses and so forth in order to produce the books of Moses), is happening in Acts 2. It is exactly the same phenomena of revelation. Now you will see the fulfillment. Acts 2:1-4 – "AND when the day of Pentecost was fully come, they were all with one accord in one place. And suddenly there came a sound from heaven as of a rushing mighty wind, and it filled all the house where they were sitting. And there appeared unto them cloven tongues like as of fire, and it sat upon each of them. And they were all filled with the Holy Ghost, and began to speak with other tongues, as the Spirit gave them utterance." Notice the word "speak". In 2 Peter 1:21, the last half of the verse says, "but holy men of God spake as they were moved by the Holy Ghost." That word "spake" is the same as in Acts 2 when they "speak". When it says that they were moved with the Holy Ghost, that Greek word is exactly the same word in Acts 2:2 where it says "a rushing mighty wind". A phenomena is happening in Acts 2, and it is comparable to the process whereby inspiration is produced in 2 Peter 1. In Acts 4:23 to Acts 5:11, you see Pentecost repeated. Acts 4:31 – "And when they had prayed, the place was shaken where they were assembled together; and they were all filled with the Holy Ghost, and they spake the word of God with boldness." If you compare Acts 2:4 with Acts 4:31, you will see that they are identical passages, the same events. Acts 4:31 is a repeat of Acts 2:4. I am trying to give you the idea that, as the Spirit of God gave them utterance, they began to speak God‟s word. They are prophesying; they are adding revelation from God; they are giving communication from God that people do not have at that time. They are speaking for God, and the revelation is coming from the Holy Spirit just as it did with the prophets in the Old Testament – it speaks out through them. In 1 Corinthians 12:13,14, Paul deals with the issue of prophecy and tongues. I want you to understand that prophecy and tongues have to do with being the mouthpiece of God, just like Ezekiel and Moses and David. These people in the New Testament have that same phenomena happening to them that those men in the Old Testament had when they were writing down the Old Testament scripture. Do you remember when we studied inspiration and I told you that inspiration has to do with the words written on the page, that there is a process whereby that written page is produced? That process is in 2 Peter 1:21 where the holy men of God spake as they were moved by the Holy Spirit. The process that produces inspiration is what is taking place in the prophecy and in the "tongue speaking" in Acts 2, and Acts 4, and 1 Corinthians 14. It is the same process that produces and results in inspiration. 1 Corinthians 13:8 – "Charity never faileth: but whether there be prophecies (that is the gift of prophecy) they shall fail; whether there be tongues (the gift of tongues) they shall cease; whether there be knowledge (the gift of knowledge) it shall vanish away." (All of these gifts are listed in 1 Corinthians 12.) Paul is saying that there will come a time when this mouthpiece of God, these gifts that are used by God to make known his word, will no longer be used. When does that time come? 1 Corinthians 13:9 – "For we know in part, and we prophesy in part." There is a contrast – now some things are true and then some things will be true. He says that the gifts are in effect now. But, there will come a time when the gifts will be done away with; they will cease. 1 Corinthians 13:10 – "But when that which is perfect is come, then that which is in part shall be done away."" The partial will be done away with one day. What is in part? Partial knowledge, and partial prophecy, will done away with. Well, what will come that will do away with partial knowledge? Perfect knowledge will come, which is full understanding. "That which is perfect" is the completion of the revelation. That is why Paul says in Colossians 1:25 that the word of God is given to him to fulfil, to complete, the word of God, to bring it to the point of perfection, to bring it to its full end. Notice the illustration in 1 Corinthians 13:11 – "When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things." When I came to maturity, (perfection), I put away the childish things. Verse 12 – "For now we see through a glass, darkly (we have real dim vision, we cannot see very clearly); but then face to face (a clear vision, full understanding): now I know in part: but then shall I know even as also I am known." There is not any doubt about what that illustration is talking about. It is not talking about dying and going to heaven. It is talking about a partial knowledge that you have as a child – you only have dim vision. You look into the mirror, and it is all cloudy, and you cannot see it, and you cannot get a real clear picture. It is talking about a time when you do not have full revelation. The end of verse 12 says, "but then shall I know even as also I am known." I will be able to look in that mirror and see my features just like you can look at me clearly and see my features. I will have clear full knowledge. He says that there is coming a time when the word of God will be complete; and when it is completed, all of those things that are used to give revelation will be over with. There is not going to be any need for any more revelation. You have everything that you need today in the bible, in the word of God. You do not need the gifts of prophecy and tongues and knowledge to know what God says. You have the complete written record. Therefore, there is not any need for a man today to communicate to you some special revelation from God. You have all of it already written down for you in a book. Therefore, the revelation, and the revelatory process, is over with. The Charismatic Movement is wrong in its attempts to go back and produce prophecy, and "tongue speaking" to get the revelations. In 1 Corinthians 14:26 Paul says, "How is it then, brethren? when ye come together, every one of you hath a psalm, hath a doctrine, hath a tongue, hath a revelation, hath an interpretation." Added information is given because they do not have the complete bible. They do not have any bible except what Paul is beginning to produce. In Acts 19, when 1 Corinthians is written, the only things that have been written up to that time are 1 Thessalonians and 2 Thessalonians. So there is not a body of written revelation. Paul is given this information; it is a mystery. There is not a great understanding; they cannot go back into the Old Testament and search it. So they have this prophetic revelation of information for them. When the book is written down, there is not any need for more revelation. Today, the Charismatic Movement is so dangerous because its doctrine teaches a continuing inspiration. When those folks stand up and speak in tongues, and they profess to have God put the words in their mouth, someone better write that stuff down because that is more bible. Do you understand what I am saying? That is why it is dangerous, and that is why anybody that has an answer to it needs to standup and proclaim the answer to it. It is not just that it is fanaticism. It is that in many cases and some times very sincerely. But it teaches you to come to the conclusion that the written word of God is not the final absolute authority. We studied all along that Satan‟s object in his policy of evil against the word of God, (his purpose, his goal) is to destroy the final absolute authority of the bible. This is just another way to do it. The revelation is complete, therefore, inspiration is complete. I hope you can see that. I started in Exodus and came through Matthew so you understand the correlation between what is going on in Acts and that it is exactly the same phenomena. It is going on in 1 Corinthians. That is why Paul says that it is going to cease. It is going to end when that full knowledge comes. When the complete word of God is there, then you will have full complete knowledge. You gain the complete knowledge because the revelation is complete. When 1 Corinthians was written, they did not have a completed revelation. When Jesus hung on the cross he said, "It is finished". That is the same identical word as "perfect". It is a different form of it, but it is the same identical word. The end of Colossians 1:28 says, "that we may present every man perfect in Christ Jesus." That word "perfect" is the same word. It means mature, brought to the complete end of the thing (from a child to a man). We will go over one other thing. You know the bible is complete because the Old Testament canon was completed in the time of Christ, so you do not need to add the Apocrapha to that. You know the New Testament canon, and with regard to that, revelation has ceased, therefore, it has to be complete somewhere down the line. There is not anybody adding any scripture today. Some people profess to be adding to the word of God. The Charismatics do not profess that because they are basically fundamental, conservative, orthodox Christians. The Charismatics do it without professing to do it. Most of them have no idea what they are doing. Number Three – You know the bible is complete because of the doctrine of preservation. The doctrine of preservation gives you a biblical basis for your faith to rest upon – the fact that God not only has written his word down for us, but he also has pledged himself to keep it, preserve it through history. It is important to have some reason in the bible to understand that God has done that. I told you when we started Manuscript Evidence that the basis of your faith is not what you can prove in a library, or not what you feel, or not what you have always been taught by tradition, but by what you can prove in that book. The word of God is the basis of your faith. You need to understand what the bible says about itself, not just because that is what you always believed but because you understand what the bible teaches about inspiration. I hope you understand that. Now, we are going to begin studying what the bible teaches about preservation. You can know that God not only wrote the bible, but he has preserved it. You have the whole word of God because God pledged himself not just to write it down but also to preserve it through history for you and to make it available through history for you. You can believe that on the basis of a bible-believing viewpoint. When we begin studying the details of Manuscript Evidence, you are going to scratch your head so hard at times because it gets real confusing. I mean that. But, you need to be able to back off and say, "What am I going to believe?" You should say, "I am going to believe the doctrine in this book first." Now, there are some very important reasons for a written revelation. I will give you five of them. Why would God be interested in having a written text and preserving that written text? 1. To preserve the original revelation. Can you imagine how confusing and sloppy it would get if you were just passing on oral communication? If you get a line of people and whisper something in someone‟s ear at the beginning of the line and then he whispers it into the next person‟s ear and so on, by the time it reaches the last person, it will be something entirely different. Now can you imagine how it would go if you had oral tradition to keep passing down the word of God. You never would know if you had it right or not. God wanted his revelation preserved in a book. 2. A written text groups all the material together. You can get all the material together under one cover. It would be horrible if you had to hunt around for people who had bits and pieces of the oral communication. There are people taking this class from all over the place – in different cities and in different countries. Wouldn‟t it be a mess if we had to get all of the believers together to get all the information? With the written text, you can get it all in one book. 3. A written text is independent of the speaker and the writer. In Jeremiah 36, Jeremiah is in jail. He writes the thing down and gives it to his secretary and says, "Go read it to the king." It is independent of him. Paul says in 2 Timothy 2:9 – "Wherein I suffer trouble, as an evil doer, even unto bonds; but the word of God is not bound." He said, "They have me in jail like a criminal, but the word of God is not bound." They wrote it down and sent it out. It is independent regardless of what happens to the speaker. 4. The written text is mobile. It transcends the life and times of the writers and the students. It is mobile. 5. The written text makes everybody responsible. Luke 16:29 – "They have Moses and the prophets; let them hear them." You have the book, so you have the revelation that you need. MSS 101 – 9 The question is not just is our bible inspired, but the question is did our inspired bible expire? Did it die? One of the questions on your last exam was which theory of inspiration is the correct one? And the correct answer is plenary verbal inspiration – that every word is inspired. I asked you that question in correlation with the question is that an adequate theory? Of course, the answer is "no". The reason it is not adequate is because although it is an exactly proper statement on the issue of inspiration, it does not help you when it comes to the fact of locating the bible text. It is very important that you understand inspiration, and when God wrote down his word, he did not write it down just to lose it. He did not inspire it just to allow it to die off and vanish out of history. There are four popular views about the bible that you need to remember because you will see them in your ministry. These are not views necessarily in seminary campuses, but these are views that you will constantly encounter on the street. 1. The Roman Catholic View – holy mother church and tradition define what is in the scripture; they define what the bible is. The Roman Catholic Church teaches that they are the custodians of the scripture and that the issue is not the scripture, but the issue is what they say it is. 2. The Liberal View – the bible is full of myths, and legends, and mistakes, and fables, and stories. That is the common view of the unsaved man on the street. 3. The Neo-Orthodox View ("Neo" means "new", and "orthodox" is "the standard position of something") – the bible is supra history, which means it is above history; it is outside of history. It is capable of occasionally being the word of God, but it is above history. These are the people that tell you that Adam might have been a real historical figure, or he might not have been an historical figure. The issue is not whether Adam was a real man or not, but the issue is the truth that is being taught in the story. Occasionally it is an historical event, but you do not get all bent out of shape about the flood. They believe in the flood for its teaching value, not its historicity. It is above history. They take the story that is in the scripture, and they take it for what it is teaching. They use the allegorical method quite heavily. 4. The Fundamentalist (Average Conservative) View – all of the fundamentals of the faith are in the bible in spite of the mistakes in the various translations like the King James Bible, or whatever. The average conservative or fundamentalist will tell you that all of the fundamentals of the faith are there in spite of the mistakes that are present in various translations. My wife was telling me about a man that she heard preaching the other day, and he went after a passage in 1 Timothy 4 where it talks about godly edifying. He said, "I do not understand why the translators would have translated it that way because it is clearly something else in the Greek. It is clearly the word for „administration‟ in the Greek." She said to me, "What about that?" I said, "He clearly does not know enough about the Greek to know what it was." I understand why they translated it that way. It is because the Greek text that they had in front of them had it in it. I have one on my desk that has it in it. People make those kinds of statements. Forty-seven men did not mistake the word for a different word. Forty-seven men that could read and write Greek like you and I read and write English did not mistake what that word was. They had a Greek text that had that word in it. That is an interesting phenomena that somebody that cannot read and write Greek would stand up and chastise those men for that. But, that is the way the average fundamentalist believes. They say that in spite of those mistakes that we say are there, all the fundamentals are there – salvation by grace and all that. The problem with the average fundamentalist is that all he is worried about is the fundamentals, and every Roman Catholic believes the fundamentals better than most fundamentalists do. (The Roman Catholics do not know anything about the gospel of grace or salvation or anything about the bible.) All four of those views have one thing in common, and I want you to understand this. They all have one point of agreement. They all agree that you do not actually possess the word of God in your hands. None of them believe that it is possible for them to possess the word of God. They believe that the books that you have merely contain the word of God. The Neo-Orthodox position, their argument, is as follows. Is the bible the word of God or does the bible contain the word of God? That is classic Neo-Orthodoxy theology. I went to a college where the teachers and professors held a Neo-Orthodox doctrinal position. There was a constant burning discussion. Is the bible the word of God? Is the bible an accurate reflection of what God wrote down back there, or does it just contain it? If you think back to the different views of inspiration, the issue is always verbal inspiration verses the dynamic inspiration – some type of thought, idea, message, or content as opposed to the very words. So, you have this question. Is it the very words of God that count, or is it the message that counts? You can take every viewpoint of inspiration, (outside of plenary verbal), and you can take every viewpoint about the bible that I just gave you, (except the one I haven‟t given you yet), and you will find out that they all believe the one basic same thing. They all believe that there are parts of that bible that are not really God‟s word. They believe the bible contains God‟s word, but there are parts that are not God‟s word. When my wife was listening to that man preach the other day and he said, "That verse ought not be the way it is," he is really saying, "You do not have the complete word of God in your book. You do not possess it in your hands. You have a mistake in it." Now, these Liberals, and Catholics, and Neo-Orthodox folks, and the Conservatives will argue about how much you should leave out of the bible. The Liberal eliminates dozens of passages. He will use a New American Standard Bible, or a New International Version, or a New English Bible or one like that. He will leave out the last 10 verses in the book of Mark; he will leave out 12 verses in John (the last verse in John 7 and the first eleven verses of John 8). He will leave out verse after verse, and it does not bother him. The Conservative will only take out one or two passages. He will say to the Liberal, "No, you cannot do that. We have to keep those verses." But, he will leave out the last half of Romans 8:1, or he will leave out 1 John 5:7. He will not leave out as many verses, but the approach is the same, and that is what I want you to grasp. The approach to the bible is exactly the same with all of these people. They might argue about how much they will leave out, but they all agree that you must leave some of it out. They will argue about how much should be changed, but they will not argue whether it should be changed or not. When you start talking about whether or not it should be changed, all of the sudden all of these people turn on you and attack you for your stand on the bible issue. All four groups attack you with equal vigor. These people have different motives for doing what they do. The Modernist does it because he thinks a person should be intellectual and they say to do it, so you do it because of that. He is heady and high-minded. The Fundamentalist, or the Conservative, comes up against a verse like Romans 8:1 and he says, "If you leave the last part in it, it denies eternal security, so we must leave it out because we know eternal security is the truth." However, he fails to read the context of the passage and find out that eternal security has not been an issue in the book of Romans since chapter 5. The book of Romans put completely to bed the issue of salvation, justification, and security in Romans 5. Romans 3, 4, and 5 take care of that completely. When we study that, you will see how fantastically Paul nails it down. But when you get to Romans 6,7, and 8, you are talking about the believer‟s life – his activity here. He is free from sin (chapter 6); he is free from the law (chapter 7). Paul begins chapter 8 with "There is therefore", meaning "because of what I said in chapter 7 about your walk." Do you see that? You must leave it in because that is the context. I challenge people all the time to study Romans 7 and 8 with the possibility that it might be in there. I met with a man this past weekend that I challenged with that statement last summer. This weekend he said to me, "I have been studying it that way, and if you just read it over and over thinking that verse must be in there, all that stuff just begins to open up." He was climbing on me trying to convince me it was in there. I said, "Wait a minute. Do you remember who told you it was there to start with?" He just got excited about it, and that is precious! Now, some of these people that think verses should be left out, do so because they are heady and high-minded, and some of them have other motives. A Fundamentalist will usually have a better motive than the others have. However, the motives are not the issue but what they are doing is the issue – their approach. You need to develop an approach to the bible, and a viewpoint of the bible, that is going to reflect your doctrine of plenary verbal inspiration There is one other view that I want you to know. I just categorized this as a separate one. I call this one the Bible-Believer's Viewpoint. I hesitate to call it the Fundamentalist Viewpoint because the Fundamentalists are really in that other class. The Bible-Believer‟s Viewpoint simply means that you do have the inspired word of God in your hands. In other words, God has preserved his word through history, and you can get it in the form that he intended you to have it in. As we will find out in our study of Manuscript Evidence, that form for you and for me is the Authorized Version, the King James Bible, because we are English speaking people and that is our bible. I was in a meeting, just a few weeks ago in Canada, with a man who has members of his church in Bolivia, and they developed a language for a tribe. This tribe had no written language, so this man went in there and developed the written language; and he is now translating the bible into their language. He was explaining about the difficulty in translating into a language that did not exist before. They are translating the Authorized Version into that language. Folks, you would be surprised where that bible is today, and it is in all kinds of different languages. You do not have to speak whatever that language is that he developed. That language does not even have a name. You do not have to speak their language because you speak English, and do not have to worry about all of that stuff. God takes care of those kinds of things, and he raises up people, just like you men and women taking this class, to go out and do those kinds of things. The Lord will have some things like that for you to do in the days ahead. When you get yourself built up to the place where the inner motivation of God the Holy Spirit can work in your soul and motivate you to do what he has given you and equipped you to do, you will see that God will put you in places like that to do the same kinds of things. That man is down there translating the bible into that newly developed language. So, the Bible-Believer‟s Viewpoint is that God wrote it, but he also preserved it through history, and we can get our hands on it right now. Look at 2 Timothy 3, and I will show you something about this verse that I did not talk very much about it when we looked at it the first time. I will try to make you read this passage in a way that is not the common way that it is read. I want you to understand some things about it with regard to the issue of preservation. 2 Timothy 3:16 – "All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness." We studied the issue of inspiration extensively – all scripture is given by inspiration of God. It is God-breathed. The words literally came out of the mouth of God. Jesus said, "The words proceeded out of the mouth of God." God dictated the words out. This verse says, "All scripture is given by inspiration of God." 2 Timothy 3:15 – "And that from a child thou hast known the holy scriptures." If Timothy had known the Holy Scriptures from his childhood, then his mother and his grandmother had copies of the word of God and taught it to him. Verse 16 says that the copies that they taught Timothy were inspired. Inspiration and preservation go hand in hand in the text that teaches the issue of inspiration. The scriptures in verse 16 are clearly qualified by the scriptures of verse 15, and it is a reference to copies of the Old Testament. They did not have the original manuscripts, but they had copies. When he says, "All scripture is given by inspiration of God," that is a reference to something that Timothy could get his hands on somewhere. It was not a reference to some nebulous thing in the past that nobody ever saw at one time. (Do you realize that nobody ever saw a complete bible made up of original manuscripts? The bible was written over a period of 1500 years. The books were never all collected together at one time.) Verse 16 is not a reference to something that Timothy could not find, but it is a reference to copies of the scriptures. By the way, do you know what the average commentary tells you the scripture in verse 15 is? LXX is the Roman numeral 70, and it is an abbreviation for the Septuagint, which is used in discussing bible translations. The Septuagint is a Greek translation of the Old Testament. (By the way, MSS is the abbreviation for manuscripts (plural) and MS is the abbreviation for manuscript (singular). If you looked at the critical commentaries, they would tell you that Timothy was reading the LXX, the Septuagint, in 2 Timothy 3:15. The Septuagint is said to have been translated in 250 BC. In the next semester, when we begin to study these things, we will find out that the LXX is a hoax, and that it was not translated in 250 BC. It never showed up until about 250 AD. But, the point is that some people say that Timothy is reading the Septuagint in 2 Timothy 3:15. If it is the Septuagint in verse 15 that means Paul calls a translation of the Old Testament the inspired word of God. So why should they get all bent out of shape when you call your English translation the word of God. Do you see how inconsistent that is? That will get you in trouble somewhere, but I want you to gain that perspective out of the passage. That text is a fantastic text because God has promised to preserve his word through time and history. We are going to talk about the promise of preservation in this lesson. I want you to understand something. The issue of preservation is not merely a philosophical necessity; it is a bible fact. It is not a philosophical necessity for me to say that God had to have done it because logic tells me. I believe in preservation because God says that he is going to preserve his word. You need to be aware of a proper estimation of what God‟s word is – it is the issue of inspiration plus preservation. Around the turn of the century the original manuscript statement (It was inspired in the original manuscripts.) was added to the standard doctrinal statements. Up until that time, doctrinal statements of conservatives did not say "the original manuscripts." They just said, "the bible." But, as they combated the Liberals and the Modernists who had these dynamic views of inspiration, and the lesser views of inspiration, they added that statement trying to strengthen their statement on inspiration. Back in the late 1800s and the early 1900s, around the turn of the century, there was a tremendous controversy going on between good, conservative, fundamental men and German Rationalism. German Rationalism was a school of thought in Germany, which is a higher criticism. They tore up the bible and said, "It is just like any other book, and it is not inspired." It was just like some of those views we went over in this lesson, like the Liberal View. They were combating some of those ranker views. They were combating all of those lesser views of inspiration. They were really battling, and Chicago was one of the hotbeds of the real battle. (That is where Mr. O‟Hare made his name around Chicago – combating these issues.) As these men were trying to state their position, they added that phrase in. I personally cannot grasp completely why they thought it strengthened their position. If you do a study of the history of doctrinal statements, you will see quite clearly where they added it in. You go back and get the old Westminster Confessions, and you will see that they do not have anything like that. In fact, they have clear statements of preservation in them. I am not throwing rocks at these men for what they did, or for their motive in what they did, but they failed to realize that they were missing the real issue that they should have been debating. They were missing the concept of preservation. They caused a false division between the bible that God wrote and the bible that men have perpetuated and brought down through history. They made out like God wrote an original manuscript back there, and then he was through. It was in the hands of men, and men perpetuated it through history. That is a false issue. That is not true. In reality, they should have recognized that God not only inspired his word, but God himself, who inspired it, has also designed to preserve that text through history. But, the issue of preservation began to get shoved to the side, and it was not discussed. When you leave preservation out, you make a false division. You make a bible that God wrote, but one that he did not keep. Now, you need to remember that and be conscious of the fact that the God that wrote the bible is going to preserve it. We will go over about 25 verses in this lesson just to get the feel and the sense of what the bible says about the promise of preservation. I want to read a bunch of verses in this lesson that just say, "I am going to preserve my words." If the doctrine of preservation is an issue, and it is real, we need to ascertain what the doctrine of preservation is in the scripture. You need to be aware and keep in your mind Satan‟s policy of evil, his policy of corrupting, and watering down, and trying to destroy the final authority of the written word of God. He is not going to allow that book to just exist without opposition. We will look at some verses now, and I want you to see the promise that God is going to preserve his word. The doctrine of preservation is a doctrine in the bible. We will study from here on out how God said, in his word, that he is going to do that. In the next semester, we will not put the bible aside, but we will get into the actual textual divisions and discussions. Men can go out and gather material, but unless you have a bible basis, unless you understand what the bible says about how God is going to do something, you do not know how to interpret the material. There are two major schools of textural criticism today. One is the Critical Text and one is the Majority Text. One is the New Bibles and one is the King James Bible. If you understand the bible doctrine of how God is going to preserve his word, you do not have to listen to all of the evidence that these men present. You know which of the two is right based on doctrine. Folks, the basis of your faith is not human logic and viewpoint, but it is that book – the bible. I know people get all upset and bent out of shape about that stuff, but when you find out why they do it, you find out that they have been coaxed and seduced into going on the basis of human viewpoint. Psalm 12:6,7 – "The words of the LORD are pure words: as silver tried in a furnace of earth, purified seven times. Thou shalt keep them, O LORD, thou shalt preserve them from this generation for ever." The two doctrines (inspiration and preservation) go hand in hand, and yet, the doctrinal statements that are available today omit the issue of preservation. For some reason, they ignore it and fail to deal with it. If God wrote his book, where is it now? More important than that, in my opinion, is who determines what it is when you find it? That is the issue. If I say, "I found it", who is going to decide whether I am right or not? Will a bunch of scholars in an ivory tower that read and study the bible from a critical viewpoint (not from the attitude of faith, but from a natural viewpoint, an unbelieving viewpoint) decide if I am right? Who is going to determine it? Let me ask you something else. Isn‟t "the who" that determines it determined by who you think "the who" is? Isn‟t who you allow to tell you what the bible is really determined by who you think he is, or who he thinks somebody else is? All of sudden you are wondering where is that final authority? It is gone; it is in the men; it is in who you think the "who" is. Do you know what happens then? Educators come along, and we all have to think good of educators, don‟t we? Do you see how that works? I am interested in knowing if there is any objective proof for any of this stuff, and there is in the bible. You want to base your viewpoints first on faith, on the doctrine of the book. A lot of people believe the King James Bible, but it is just radicalism with them. That is not what it is with me, and I do not want that to be true about you. Others say, "The old King James Bible; it is good enough for Paul so it is good enough for me." Then they laugh about it. That may not be that far off if the King James Bible is the translation of the manuscripts Paul wrote. If Paul could have spoken English and he translated what he wrote into English for me, I would have the same bible that I have today. Psalm 12:7 – "Thou shalt keep them, O LORD, thou shalt preserve them from this generation for ever." God has promised to preserve his word throughout history. Psalm 33:11 – "The counsel of the LORD standeth for ever, the thoughts of his heart to all generations." The counsel of the LORD is a reference to his word. Psalm 119:89 – "For ever, O LORD, thy word is settled in heaven." God is not going to lose his word; it is settled. He has the issue settled. Psalm 119:152 – "Concerning thy testimonies, I have known of old that thou hast founded them for ever." God did not write the bible just to lose it or let it vanish, or let the paper that it was written on get all tore up, thus not in existence anymore. Psalm 119:160 – "Thy word is true from the beginning: and every one of thy righteous judgments endureth for ever." Turn to Matthew 5. Here is a reference made by Jesus Christ about the original manuscripts and about their preservation (not the preservation of the original manuscript itself, but of the words that were written down in it). Matthew 5:18 – "For verily I say unto you, Till heaven and earth pass, one jot or one tittle shall in no wise pass from the law, till all be fulfilled." The jot and the tittle are two tiny little markings in the Hebrew letter. He is not even talking about the words, but he is talking about the littlest part of letters, and he says that even those will not be lost. He is going to preserve them. God has an interest in keeping his word in tact. Luke 16:17 – "And it is easier for heaven and earth to pass, than one tittle of the law to fail." You get the idea that the preservation of the word is important to the Lord. People say that it is so easy for copyists to make a mistake and to corrupt the word of God. They say there are copyist‟s errors in the bible. Yet, God said it is easier for the earth to pass away than for his word to be lost. Luke 21:33 – "Heaven and earth shall pass away: but my words shall not pass away." He is talking about the words on the page. 1 Peter 1:23-25 – "Being born again, not of corruptible seed, but of incorruptible, by the word of God, which liveth and abideth for ever. FOR ALL FLESH IS AS GRASS, AND ALL THE GLORY OF MAN AS THE FLOWER OF GRASS. THE GRASS WITHERETH, AND THE FLOWER THEREOF FALLETH AWAY: BUT THE WORD OF THE LORD ENDURETH FOR EVER. And this is the word which by the gospel is preached unto you." Peter said, "I am preaching the gospel to you out of the book, and the book is going to last forever." Isaiah 40:8 is the Old Testament passage that Peter was referring to. "The grass withereth, the flower fadeth: but the word of our God shall stand for ever." Other things pass away, but that book just hangs in there. Turn to Isaiah 30:8 – "Now go, write it before them in a table, and note it in a book, that it may be for the time to come for ever and ever." Notice what he tells them to do. He says, "Go write this thing down in a book so I can keep it forever and ever." People will tell you that he is not talking about preserving his word in a book, but he is just talking about preserving the message. That is not what he is talking about there. When God talks about preserving his words, he is talking about preserving his words that are written on the page in a book. Inspiration has to do with the words on the page. Preservation is taking those words on the page and preserving those words through history. Watch this thing go. Isaiah 59:20 – "And the Redeemer shall come to Zion, and unto them that turn from transgression in Jacob, saith the LORD." What is that a reference to? That is a reference to the Second Coming of Christ. Do you know where that passage is found in the New Testament? It is found in Romans 11. Paul quotes that passage in Romans 11:26,27 as a reference to the Second Advent of Christ and the salvation of Israel when Christ comes back at the Advent. Imagine Isaiah is in time past standing on a mountaintop, and he looks out at some other mountaintops. On one of the mountaintops, he sees the cross of Christ; he sees John the Baptist in Isaiah 40, and he sees Jesus Christ and his ministry on the earth in Isaiah 42. He sees the twelve apostles in Isaiah 8. He sees the coming of the Spirit. Then on another mountaintop he looks out in the future from there and sees some wrath and some judgment. Then he sees the Second Advent of Christ, and he sees a Kingdom being set up over there. Christ‟s earthly ministry the Spirit (Wrath) Judgment Body of Christ) ( Isaiah cannot see down in the valley where the body of Christ is because it is a secret. So, in Isaiah 61 God writes a passage that Christ will quote in His earthly ministry, and then there is a comma in the middle of the passage, and then there will be a day of vengeance in the future. You know how it is when you are up on a hill or mountain and you look to another high area, and you cannot tell how far it is in between. Isaiah could not see down in the valley because it was kept a secret. He could see all of the things involved with the Kingdom Program, but he could not see the body of Christ. He could see those mountain peeks, but he could not see the dispensation of grace. In Isaiah 59 he is talking about the Second Coming of Christ back to the earth. Isaiah 59:20,21 – "And the Redeemer shall come to Zion, and unto them that turn from transgression in Jacob, saith the LORD. As for me, this is my covenant with them, saith the LORD; My spirit that is upon thee, and my words which I have put in thy mouth, shall not depart out of thy mouth, nor out of the mouth of thy seed, nor out of the mouth of thy seed‟s seed, saith the LORD, from henceforth and for ever." He is talking about the people in the millennium. They have the word that God put in their mouth back in Isaiah (the Old Testament), and he says, "Even after the millennium, my word is still going to last forever and ever." Folks, if the millennium is 2000 AD plus and Isaiah is 700 BC, you have preservation for 2700 years right there demanded in the text in order to meet the qualifications of the text. God said, "I put the words in your mouth (Isaiah) and wrote them down in a book to be there forever, and they will be available at the Second Advent of Christ, and they will even continue after that." That is preservation. If I can demonstrate, in the bible, that in the millennium God says his word is going to be present, then I can sure demonstrate the fact that it is somewhere in the dispensation of grace. If God will have his word in the millennium, he is going to preserve it through the time before the millennium. Isaiah 29:18,19 – "And in that day (the millennium) shall the deaf hear the words of the book, and the eyes of the blind shall see out of obscurity, and out of darkness. The meek also shall increase their joy in the LORD, and the poor among men shall rejoice in the Holy One of Israel." The Antichrist is gone and the Redeemer (verse 22) is there, and they have the Kingdom in place. In that Kingdom, when the deaf hear, they will hear the words of the bible that Isaiah is told to write down. God is going to preserve that book. That is the doctrine of preservation; that is God‟s promise to preserve his word. When you are studying preservation, you are not studying a figment of some fellow‟s imagination who just likes to run off at the mouth without studying. There are a lot of real simple people in the world who believe in the preservation of the scripture. They believe that they have the preserved word of God, but they do not have all of that fancy scholarship and information. They just have faith to believe that God Almighty has preserved his word. I want you to remember this. Any believer that you meet that does not believe in the issue of preservation has been taught not to believe it. Every believer that you know that does not believe the King James Bible is the right bible has been taught not to believe it. You have an intuitive internal witness put in you by God the Holy Spirit to the truth of his word, to identify his word. If you allow that to operate, you will believe the King James Bible is his word. When you find people that do not believe the King James Bible is the correct bible, but they believe that some other bible is the right one, they have been taught not to believe the authorized version but to believe something else. MSS 101 – 10 We are beginning our second study in the doctrine of preservation. In this lesson, I want to talk about the process of preservation. In the last lesson, we saw the issue of a promise – how God promised to preserve his word. It is very important that you understand how he designed to do that. Psalm 149:1,2 – "PRAISE ye the LORD. Sing unto the LORD a new song, and his praise in the congregation of saints. Let Israel rejoice in him that made him: let the children of Zion be joyful in their King." This Psalm is a prophetic look into the future, into the kingdom reign of the Lord Jesus Christ. Psalm 149:6 – Let the high praises of God be in their mouth, and a twoedged sword in their hand." This passage is describing the Second Coming of Christ and the execution of judgment at that time. Verses 7-9 – "To execute vengeance upon the heathen, and punishments upon the people; To bind their kings with chains, and their nobles with fetters of iron (millennial kingdom); To execute upon them the judgment written: this honour have all his saints. Praise ye the LORD." (That is Revelation 19.) Now, notice in verse 9 that they are to execute the judgment that is written. It is written in the word of God, the bible. Deuteronomy 32, Numbers 24, Isaiah, Ezekiel, Daniel, Zechariah, Zephaniah, and all the prophets back there, describe the wrath, and the vengeance of God, and the judgment that will be executed upon the nations of the earth and upon the nation Israel in that day. The judgment is written in the bible. Psalm 149 is a passage about the Second Advent of Christ where these people will go out and execute the judgment written. They must have a bible when the Second Coming of Christ takes place in order to know what judgment is to be executed. They will go out to certain places and perform certain acts – certain activities are to be executed. These things are written in the word of God, and those people must have a bible preserved for them all the way to the kingdom. There are many other verses that we did not look at in the last lesson that indicate that the word of God will be preserved through time and through history. God has designed to preserve his word. There is a very clearly described process for that preservation – not just the promise that he is going to do it and then just throw it out into the seas of time without any definite teaching about how he is going to do it. There is a very definite process of how God is going to preserve his word. I want you to see the process in this lesson. We will do more with this in the next couple of lessons, but in this lesson, I just want you to see the basic introduction. We will carefully look at the process so you can grasp the material in bite-size nuggets. Let me review just a few things that we talked about before. We will look at them from a little different angle than how we looked at them when we were studying the issue of inspiration. Jesus Christ gives two very clearly stated canonical statements. (You should be thoroughly familiar with them by now, because we have discussed them at great length.) We saw how Christ defines the Old Testament canon. He fixes the canon, (the contents of a Jewish bible), during his life. It was fixed, and he put his seal of approval on it. Luke 11:49-51 – "Therefore also said the wisdom of God, I will send them prophets and apostles, and some of them they shall slay and persecute: That the blood of all the prophets, which was shed from the foundation of the world, may be required of this generation; From the blood of Abel unto the blood of Zacharias, which perished between the altar and the temple: verily I say unto you, It shall be required of this generation." The blood of the prophets will be required. In verse 51, he says, "From the blood of Abel (that is recorded in Genesis 4) unto the blood of Zacharias, which perished between the altar and the temple" (that is recorded in 2 Chronicles 24). We would say, "The blood from Genesis to Revelation, or from Abel to the Great White Throne, or from Abel to the Millennium." If I say something like that, what am I talking about? I would mean from the beginning of the bible to the end of the bible and everything in-between. Abel is in Genesis and Zacharias is in 2 Chronicles. I gave you the order of the books in a Hebrew bible previous to this lesson. Genesis is the first book in a Hebrew bible and 2 Chronicles is the last book in a Hebrew bible. The Hebrew bible has exactly the same books that your Old Testament has in it. The Old Testament in the King James Bible has exactly the same books found in the Hebrew Bible, however, the order that they are arranged in is different. The King James Bible ends with the book of Malachi, because the book of Malachi ends with a message to the Gentiles. The last word in the book of Malachi is the word "curse." Cursed be everyone that keepeth not the law. You are under the curse. There are 39 books in the King James Old Testament. That is 3 x 13. 13 is the number of "rebellion" in the word of God, and that is what you have in the Old Testament. The curse of the law (3 x 13). The Hebrew Bible has 24 books in it (2 x 12). The number 12 is for Israel. It is 3 x 8 and 8 is the number of a new beginning. There is all kind of numerology and all kinds of interesting things that go along with it, but the point is that the books are the same. So, Christ identifies the contents of the Old Testament as Genesis to 2 Chronicles exactly like your bible. Luke 24:44 – "And he said unto them, These are the words which I spake unto you, while I was yet with you, that all things must be fulfilled, which were written in (1) the law of Moses, and (2) in the prophets, and (3) in the psalms, concerning me." That is the threefold division (the law, the prophets, and the psalms) of your Old Testament in a Hebrew Bible. It is divided up as the Torah, the Nebhiim, and the Kethubhim. I want you to see that the Old Testament canon was fixed in the Lord Jesus Christ‟s day. Turn to John 10:34,35 – "Jesus answered them, Is it not written in your law, I SAID, YE ARE GODS? If he called them gods, unto whom the word of God came, and the scripture cannot be broken." Jesus Christ refers to the word of God that these people possess. My point is that they do not have the original manuscripts. They have copies of the word of God just like you and I have a copy of the word of God. Jesus Christ says to them, "The copy is what God says to you, and it is what was written down, and it cannot be broken. It is the word of God, and it cannot be destroyed." Turn to Matthew 22. We looked at this verse time and again because this verse means an awful lot to me, as I told you before. Matthew 22:31 – "But as touching the resurrection of the dead, have ye not read that which was spoken unto you by God, saying." They did not have original manuscripts. They had copies of the word of God. They had copies that they were reading; and Jesus said, "You can pick that copy up, and when you read that thing, you are reading what God said to you." That tells me that God‟s design is to preserve his word in copies. Do not forget that! The process of preservation is going to be preserving the word in a multiplicity of copies – the multiplying of copies of the bible. The issue with regard to the original manuscripts is not really the issue with God. The original manuscripts are not the only issue with God. Do not misunderstand me; they are an issue because God has to write it down to start with. Inspiration has to do with the original manuscripts, and they wrote them down. But, that is not the only issue either in inspiration or in preservation. It is certainly not the only issue with God. God designed to preserve what was written down in the original manuscripts in copies of those original manuscripts, and the copies are the issue with God. The original manuscripts are not the only issue. They are lost, and we do not have any of them. In fact, there has never been a time in human history where there was one bible collected together at one time made up of nothing but original manuscripts. So, if you must have original manuscripts, then you are in trouble. God has a more important plan than just trying to preserve one copy of the bible with that one copy being the original manuscript. God Almighty knows the nature of man. If we had a copy of the original manuscripts today, with the idolatrous nature of man, somebody would have those things in a museum somewhere worshipping them, or they would probably have them in a church somewhere under glass. The issue is that God knows the idolatrous nature of man. Therefore, to eliminate the possibility of taking the word of God and making an idol of it, rather than taking it and making it the living word of God that it is, God has seen fit not to preserve the originals. He developed a better plan. Turn to 2 Kings 18:4 – "He removed the high places, and brake the images, and cut down the groves, and brake in pieces the brasen serpent that Moses had made." Moses made that thing back in Numbers 21, hundreds of years before this, and they still have it. It is a part of the national archives of Israel, but do you know what they are doing with it? Read the end of verse 4 – "for unto those days the children of Israel did burn incense to it." That is wild! This is the time of Hezekiah, which is hundreds of years after Moses, and they have that brasen serpent that Moses made, and they are worshipping that thing. That is Baal worship; that is idolatry. There is something that God commissioned – God told Moses to make it; God blessed the people when they looked at it. Yet, man gets his dirty rotten stinky hands on it, and he turns it into an idol. The original manuscripts are not the issue with God. In fact, the term "original manuscripts" is just a catch phrase developed by scholars to discredit the word of God. There is a system, an epistemology of thought and teaching, called "textural criticism." You need to be familiar with that term. Textural criticism is simply a bunch of fellows trying to reconstruct the original text. They are trying to reconstruct and recreate and decide what the original manuscripts looked like. These scholars that become textural critics, like Westcott and Hort, and Scrivener, and John W. Burgon, are men that specialize in digging into the manuscript issues. Eberhard Nestle and Kurt Aland are also textural critics. In fact, Aland is the leading textural critic today. Anytime manuscripts are discovered today, it is Aland‟s job to categorize them, and to identify them, and to name them, and so forth to keep uniformity in the field of manuscript study. When men try to reconstruct the original text, it results in having no absolute and final authority except for the scholars. I can take my bible and begin to read it, and then one of these guys says, "We are not sure about the reading, and maybe there‟s a better reading." All of the sudden who makes the decision is the important thing. The scholars union becomes the final authority, and you must have their union card before you can identify the bible. Pretty soon the simple ordinary man on the street is lost, and you develop that elitist viewpoint that we will study in the next lesson in the book of Romans chapter one. When you hear about the older manuscripts and the original manuscripts, there is really a lot of phoniness about that. The older manuscript issue is a hoax. The International Standard Bible Encyclopedia on page 2955 has a very interesting admission. They say that the older manuscripts are not in every case the better reading. That is an interesting admission for the scholars to make because it is exactly true. Just because a manuscript is older that does not mean that it is best. It might just be an old corruption. In this class, you want to learn that the original manuscripts are not the only issue with God, but rather, he has a plan and a purpose to preserve his word in copies. His plan has never been to preserve the original manuscripts down through history, because that has not happened. In his word, it is very clear that the way he has designed to preserve his word is in a multiplicity of copies. There are two ideas about manuscript evidence and reconstruction of a text today. One idea is the current idea of the critical text that is out there today. In the last 100 years this has become "the" idea – that the oldest texts are the best because they are the closest to the original text. That idea has in it the thought and the basis that you have to restore the original text in order to have the word of God, because God‟s design would be to preserve just the original text. Thus, since he has not done that, we must take the copies that we have and try to go back and get as close to the originals as possible. That is good human viewpoint; it is good human logic and human reason. It stands to reason that if I am going to reconstruct Shakespeare, the easiest thing to do would be to go back to the closest one to his original manuscripts; and if we have an original, use that. But that is not the way to go about reconstructing the bible text, because God‟s word is very clear that he did not determine that it is to be done in that way. The other school of thought is that it is not the older manuscripts that are the issue, but the issue is the majority of the manuscripts. In other words, you go out and you find all of these copies that are used, and you find the reading that is in the majority of these copies, and that should be the correct reading, because God has preserved his word through the multiplicity of copies. So you have "the older manuscript view" and you have on the other side – "the majority manuscript view". Textural critics are divided between those two viewpoints. As you and I study this doctrine, we will find that it is very clear in the word of God which of the two is correct; because God has designed to preserve his word by multiplying copies so everybody has a copy making corruption very difficult. God never designed the older manuscript view. Let me demonstrate that to you. Turn to Exodus 31. I want you to notice what happens to some original manuscripts in your bible. We will look at two different illustrations in the word of God about God‟s attitude towards original manuscripts. Look at the very last verse in Exodus 31 – "And he gave unto Moses, when he had made an end of communing with him upon mount Sinai, two tables of testimony, tables of stone, written with the finger of God." Moses got the original manuscripts from God. They were written with the finger of God, which is a reference to the Holy Spirit (Luke 11:20). Moses had God‟s word in written form. In fact, that is the "original" original manuscript; that is the very first time that we know of God ever writing anything down. Moses came down off of Mount Sinai with the original manuscript. I imagine he was a pretty proud fellow when he came down there with the Ten Commandments. He had the words from God and was bringing them back to the Nation. He came down the mountain in Exodus 32. If you read the passage and become familiar with it, you will see that when he came down, they had the golden calf that the people built. Exodus 32:15 – "And Moses turned, and went down from the mount, and the two tables of the testimony were in his hand: the tables were written on both their sides; on the one side and on the other were they written." God had a lot of things to say so he wrote on both sides of the stone. Verse 16 – "And the tables were the work of God, and the writing was the writing of God, graven upon the tables." God did not even use a man to write these. These are the "original" originals. They were not even written by Moses, but they were written by God Himself. You cannot get much more original than that. Notice what happens. Exodus 32:17-19 – "And when Joshua heard the noise of the people as they shouted, he said unto Moses, There is a noise of war in the camp. And he said, It is not the voice of them that shout for mastery, neither is it the voice of them that cry for being overcome: but the noise of them that sing do I hear. And it came to pass, as soon as he came nigh unto the camp, that he saw the calf, and the dancing: and Moses‟ anger waxed hot, (notice what he does) and he cast the tables out of his hands, and brake them beneath the mount." There was a fellow that had the original manuscripts, and he took them down there and destroyed them before anybody had a chance to read them. If you read on down through that passage, you will notice that God did not get mad at Moses for breaking the original manuscripts. Moses did not even get upset about breaking the original manuscripts. It was no big deal. Moses had tablets that God Almighty wrote on with his own finger, and he destroyed them, and God does not punish him for it. If the issue with God was preserving his word in the original manuscripts, he should have gotten mad as the dickens at Moses because Moses was destroying what God intended to preserve. If God said, "I will preserve my word forever," and he planned to do it in the original manuscripts, when Moses threw those tablets down, they would have bounced back up. They would not have broken. God Almighty can keep a stone together if some man throws it down if God does not want it to break. God‟s design is not to just preserve the originals. God‟s design is to do something else. The very first original was destroyed by the man that God gave it to, and God does not get all upset about it. God allowed it, and it was not a big deal. Moses did not think that he committed any big sin when he broke those tables. If you turn to Exodus 34, you will notice what God does in the face of Moses‟ actions. Verses 1 and 2 – "AND the LORD said unto Moses, Hew thee two tables of stone like unto the first: and I will write upon these tables the words that were in the first tables, which thou brakest. And be ready in the morning, and come up in the morning unto mount Sinai, and present thyself there to me in the top of the mount." Moses went up, and he got two tables of stone. God says, "Moses, I wrote them and they were destroyed; but that is all right because I am going to preserve my word." God takes the initiative and makes a copy of the original and gives it to Moses. Moses takes that thing and puts it in a box down in verses 27 and 28 – "And the LORD said unto Moses, Write thou these words: for after the tenor of these words I have made a covenant with thee and with Israel. And he was there with the LORD forty days and forty nights; he did neither eat bread, nor drink water. And he wrote upon the tables the words of the covenant, the ten commandments." Moses made a copy of the original. God wrote the original with his own finger and Moses broke the things. Then, God said, "Okay, Moses, you write this down; I will give you a copy of what I wrote." God then dictates, to Moses, a copy of what he originally wrote. Moses took the copy and put it in a box in Deuteronomy 10. We will study that later on. The point is that God preserved his words through copies. He did not need the original manuscripts, and you and I do not need the original manuscripts. We do not need the Scholar‟s ability to reconstruct the original manuscripts from human viewpoint. God has a more important design. God is going to preserve his word through copies. When the original manuscript was destroyed, it did not get God all upset, and it did not get Moses all bothered. God said, "Moses just come over and sit down, and I will give it to you, and you can write it down so you have the copy." Then Moses made the copy. Turn to Jeremiah 36:1-4. "AND it came to pass in the fourth year of Jehoiakim the son of Josiah king of Judah, that this word came unto Jeremiah from the LORD, saying, Take thee a roll of a book, and write therein all the words that I have spoken unto thee against Israel, and against Judah, and against all the nations, from the day I spake unto thee, from the days of Josiah, even unto this day. It may be that the house of Judah will hear all the evil which I purpose to do unto them; that they may return every man from his evil way; that I may forgive their iniquity and their sin. Then Jeremiah called Baruch the son of Neriah: and Baruch wrote from the mouth of Jeremiah all the words of the LORD, which he had spoken unto him, upon a roll of a book." Jeremiah dictates the words like we talked about (inspiration), and Baruch writes them down. That is the written word of God put onto paper. The original manuscript is produced. Jeremiah 36:5,6 – "And Jeremiah commanded Baruch, saying, I am shut up; I cannot go into the house of the LORD (He is in jail): Therefore go thou, and read in the roll, which thou hast written from my mouth, the words of the LORD in the ears of the people in the LORD‟s house." I told you that one of the purposes for writing the word of God down is that it makes it mobile. Jeremiah is in jail, just like Paul was in jail in 2 Timothy when Paul said, "I am bound but the word of God is not bound." Jeremiah is in jail, and he cannot get out, but he can write it down and send it out. The valuable thing about the written word of God is that it gives you the ability to take the copy to the man on the street. That is exactly what he does in Jeremiah 36:6 – "Therefore go thou, and read in the roll, which thou hast written from my mouth, the words of the LORD in the ears of the people in the LORD‟s house upon the fasting day: and also thou shalt read them in the ears of all Judah that come out of their cities." In other words, it is for the common man on the street to understand. God always has his word for the common man on the street. It is not for the scholars. It is for the men on the street, which is why you always want to communicate to people so they can get it and understand it, because God wants his word communicated to the man on the street. That is the reason God does it the way he does – he always uses street language. Cornea Greek was the language of the common vernacular spoken on the streets of the Empire at that time. Jeremiah 36:7,8 – "It may be they will present their supplication before the LORD, and will return every one from his evil way: for great is the anger and the fury that the LORD hath pronounced against this people. And Baruch the son of Neriah did according to all that Jeremiah the prophet commanded him, reading in the book the words of the LORD in the LORD‟s house." He produces the written word of God and it is preached. Jeremiah 36:14-16 – "Therefore all the princes sent Jehudi the son of Nethaniah, the son of Shelemiah, the son of Cushi, (he has all kinds of credentials and status), unto Baruch, saying, Take in thine hand the roll wherein thou hast read in the ears of the people, and come. So Baruch the son of Neriah took the roll in his hand, and come unto them. And they said unto him, Sit down now, and read it in our ears. So Baruch read it in their ears. Now it came to pass, when they had heard all the words, they were afraid both one and other, and said unto Baruch, We will surely tell the king of all these words." Jeremiah 36:21-23 – "So the king sent Jehudi to fetch the roll: and he took it out of Elishama the scribe‟s chamber. And Jehudi read it in the ears of the king, and in the ears of all the princes which stood before the king. Now the king sat in the winterhouse in the ninth month: and there was a fire on the hearth burning before him. And it came to pass, that when Jehudi had read three or four leaves, he cut it with the penknife, and cast it into the fire that was on the hearth, until all the roll was consumed in the fire that was on the hearth." That rascal was the first destructive critic to penknife the word of God and cut it up. He destroyed the original manuscript. He took the original manuscript that Jeremiah had written, and he cut the thing up, and he threw it into the fire, and he watched it burn thinking that he destroyed the word of God. If God had to have the original manuscripts to preserve his word, he would not have allowed that rascal to do that. You do not need the original manuscripts to preserve the word or God would not have allowed that to happen. Listen people. All of the original manuscripts have been destroyed. We do not have any of them. Why would God allow for all the original manuscripts to be destroyed? There is only one reason, and that is because he has something better, something more important than the original manuscripts. God has a plan, and a design, and a process of preserving his word that is more important than the original manuscripts. Jeremiah 36:24-26 – "Yet they were not afraid, nor rent their garments, neither the king, nor any of his servants that heard all these words. Nevertheless Elnathan and Delilah and Gemariah had made intercession to the king that he would not burn the roll: but he would not hear them. But the king commanded Jerahmeel the son of Hammelech, and Seraiah the son of Azriel, and Shelemiah the son of Abdeel, to take Baruch the scribe and Jeremiah the prophet: but the LORD hid them." They were trying to get the guys that wrote the word. Listen to me. If God had to have the original manuscripts to preserve his word, God could have hid the book as easy as the men that wrote the book! Jeremiah 36:27,28 – "Then the word of the LORD came to Jeremiah, after that the king had burned the roll, and the words which Baruch wrote at the mouth of Jeremiah, saying, Take thee again another roll, (watch what God does; he will preserve his word even though the originals were destroyed), and write in it all the former words that were in the first roll, which Jehoiakim the king of Judah hath burned." God took care of it, and it was not a problem to God that the original was destroyed. God took care of the thing, and he fixed it and produced a copy of the original that was just as good as the original. That was no problem for God. Jeremiah 36:32 – "Then took Jeremiah another roll, and gave it to Baruch the scribe, the son of Neriah; who wrote therein from the mouth of Jeremiah all the words of the book which Jehoiakim king of Judah had burned in the fire: and there were added besides unto them many like words." He did not write exactly the same; he just added a whole bunch of other stuff in there too. (You lose the scholars when you start talking about that.) You need to understand that God‟s design is not to preserve the originals. God‟s design is to preserve his word through copies of the originals, and the originals are not the only issue. It is not that the original has to be preserved in itself, but rather that copies of the original are made that are just as authoritative as the originals. We will see that process in the next few lessons in great detail. The issue is not just the original manuscripts, but God has preserved his word in the form that he intends you and me to have it, and he will do that no matter what – original manuscripts or no originals. The originals can be destroyed, and it does not affect the effectiveness of the preservation of the word of God for us today. MSS 101 – 11 In this lesson, we will continue to study the doctrine of preservation, and look at the process of preservation. In the last lesson, we studied that the issue in preservation is not simply the original manuscripts. God‟s design is to preserve his word, and the process of this preservation is to preserve his word in copies. God‟s design is not simply to take a set of original manuscripts and preserve one set of manuscripts (the original autographs) through history, but rather, it is to preserve his word through a multiplicity of accurate and reliable copies of those originals. Those copies are as authoritative as those original autographs were when they were written. In a previous lesson, I said, "It is not simply the issue of the originals." I want you to understand something about that statement. The originals are the issue in inspiration, and it is not right to say that the originals are not an issue at all. They are an issue because God originally gave them. But, they are not the only issue with God and his word. Inspiration demands preservation. Preservation has to do with the fact that God took the original words that he wrote down, and he is preserving them in accurate, reliable copies. It is important that you understand that God‟s design in preservation is to preserve his word in a multiplicity of copies. When you understand that he is going to preserve his word in a multiplicity of copies, you understand that the preservation will be done without the original manuscripts. I explained that to you in the last lesson – God‟s design is not to preserve the original manuscripts. If that were the case, somebody would put them under a piece of glass somewhere and charge you $5.00 to look at them. They would make an idol out of them, and they would make idolatry out of the study of God‟s word. We all know who would do that! He lives in Rome in a little state called the Vatican. He only does that which man by nature does. We saw in Romans 1:21-25 that man by nature is idolatrous. He tries to cover up the truth, and hide the truth, and he uses a religious system of idolatry to do it. Thus, in order to hide the truth of the word of God, if the originals were there, they would make idols out of them, just like they did with the brazen serpent. But, rather than preserving the original manuscripts, God preserves his word in copies; and preservation is the issue when you begin to discuss where the word of God is today. Now, when you understand that preservation is the issue, you know immediately that modern textural criticism is wrong. Do you remember what textural criticism is? Textural criticism is a science of reconstructing the bible text. Modern textural criticism takes the approach that the bible is like any other book on the market. Therefore, to reconstruct the text of the bible, you must go back and find the original manuscripts. Every attempt to reconstruct the bible text is not bad if you go with the bible‟s viewpoint. However, when you take the viewpoint that the bible is like any other piece of literature, you have human viewpoint attacking the divine viewpoint. Consequently the scholars tell us We are not real sure what the bible said unless you have the original manuscripts. That is human viewpoint attacking divine viewpoint and destroying the absolute final authority of the word of God. When you hear people tell you that you do not really know what God said unless you have that original manuscript, that is just human viewpoint. That is a denial, or a misunderstanding, or a lack of understanding of some of the things you are learning about the issues of preservation. Let me warn you about something in that regard. Do not always assume that somebody that does not understand these things does not believe them. You cannot disbelieve something that you do not know about. A long time ago I came to understand the issue about the Authorized Version and the manuscript evidence and so forth. But, before I understood that, if you would have asked me what bible was the best, I would have told you the American Standard Version was the best. There was a time when I was a very strong proponent of the American Standard Version. I thank God for the fact that I had enough sense back then to know that if I believed the American Standard Version was right, then that was the version I used when I preached. If I believed the American Standard Bible to be the right version today, do you know what one I would use? I would use the American Standard, because I would try to have the integrity of my convictions. My advisors told me that the American Standard was the best, but they also told me not use that when I preach. I never could understand that until I began preaching and found out that nobody wanted me to use that version. People always wanted me to use the King James Bible. Yet, I said, "No, I need to educate people and tell them what kind is the best." As I began to do that, I began to run into some opposition and some of that opposition laid some facts in front of me about the differences between the versions that I never considered. I began to consider those things, and I began to see that the American Standard Bible was not really the best; although my uncle was told at Seminary that it was the best, and I believed him when he told me that. Then, I got some more information and found out differently. I have very little respect for a man that says he believes the critical texts, (the new bibles), and yet lays those new bibles aside and picks up a King James Bible just because his audience demands it. Listen to me. If you go away from here, and you believe the new text, and I cannot convince you about the Authorized Version and the Majority Text, do not be so spineless, and without conviction, that you will believe one bible is the right one but use the other bible to preach with because of the audience. Get some convictions somewhere along the line about what is right. If you believe the other bible is right, then use it in spite of what the audience says. It is a charlatan, and a hireling, and a false prophet that allows his audience to tell him what the truth is and what he should do. I hope you do not need me to repeat that! When you preach, preach with the boldness of conviction that what you are doing is right regardless of the results out there. We had a man at a board meeting in our church about two or three weeks ago and we discussed the issue of the bible. I asked him point blank which bible he thought was right and point blank which bible his ministry was going to support. I asked him straight out. In every case, he gave us the indication that they would promote the King James Bible. Yet, that man was in Florida selling a book that denies the reliability of the King James Bible, and the text that it is based on, and attacks the King James Bible in no uncertain terms. Yet, he was down there selling that book. I asked this man about selling that book, and he said, "I think that is worthy information, and it needs to get out to people." I said, "Brother, why did you tell us what you did at the board meeting?" He did not tell me why, but I knew why. He was asking our church to give him $5,000; and if he was going to get $5,000 out of us, he knew what he had to say, because we have a reputation of which book we believe. That is crooked, and don‟t you be like that! Do not ever get out in the ministry and do something like that! Do not do that ever about anything, and especially about something this important! I would rather be called names and take my stand by faith that God is going to do what he says he is going to do about his bible and let the chips fall where they will. I am going to face the Lord Jesus Christ one day at the Judgment Seat of Christ, so the best thing that I can do is stand by the Book. If I am wrong about this issue, when I get there I will say, "Lord, I was standing by the book that you gave me, and if it is wrong, then I am wrong." If you cannot do that, then you do not need to be preaching! You need to do something else. We are trying to decipher and learn in the word of God what God‟s design is in the bible so that we can have faith in what God said he is going to do. od‟s word is preserved in copies of the original. That is the process of preservation. His design is to preserve it; his promise is that he will preserve it. The process of preservation is to preserve it in copies. Turn to Exodus 34. Moses destroyed the original autographs. He threw them down and destroyed them. Exodus 34:1,2 – "AND the LORD said unto Moses, Hew thee two tables of stone like unto the first: and I will write upon these tables the words that were in the first tables, which thou brakest. And be ready in the morning, and come up in the morning unto mount Sinai, and present thyself there to me in the top of the mount." Exodus 34:27,28 – "And the LORD said unto Moses, Write thou these words: for after the tenor of these words I have made a covenant with thee and with Israel. And he was there with the LORD forty days and forty nights; he did neither eat bread, nor drink water. And he wrote upon the tables the words of the covenant, the ten commandments." Moses then comes down from the mountain, and he takes those commandments that he wrote on those stones, and he preserves them. The Lord gives him the copies of the original autographs, which he destroyed. He takes the initiative and provides a means whereby this copy might be preserved. Deuteronomy 10:1,2 – "AT that time the LORD said unto me, Hew thee two tables of stone like unto the first, and come up unto me into the mount, and make thee an ark of wood. And I will write on the tables the words that were in the first tables which thou brakest, and thou shalt put them in the ark." Moses gets the copies, and he puts them in the ark – that little box that they carried around with them. Deuteronomy 10:3-5 – "And I made an ark of shittim wood, and hewed two tables of stone like unto the first, and went up into the mount, having the two tables in mine hand. And he wrote on the tables, according to the first writing, the ten commandments, which the LORD spake unto you in the mount out of the midst of the fire in the day of the assembly: and the LORD gave them unto me. And I turned myself and came down from the mount, and put the tables in the ark which I had made; and there they be, as the LORD commanded me." Moses preserved the tablets, and he has a box to put them in. If you go through the book of Deuteronomy, you will see that that box is kept by the Levites, and that word of God is kept in that box. Deuteronomy 31:9 – "And Moses wrote this law, and delivered it unto the priests the sons of Levi, which bare the ark of the covenant of the LORD, and unto all the elders of Israel." Moses is writing the books of Genesis to Deuteronomy. As he writes them down, he puts them in the box, and they keep them there. Deuteronomy 31:24-26 – "And it came to pass, when Moses had made an end of writing the words of this law in a book, until they were finished, That Moses commanded the Levites, which bare the ark of the covenant of the LORD, saying, Take this book of the law, and put it in the side of the ark of the covenant of the LORD your God, that it may be there for a witness against thee." That ark is called "the ark of the testimony" over and over again in the bible. The reason it is called "the ark of the testimony" is because the word of God, the testimony of God, is in that box. Turn to Deuteronomy 17, and let‟s notice how they make copies of the contents of that box for the people and for the kings. God Almighty wants them to preserve his word. He sets up a mechanism where it is written and preserved in their midst, and they do not just carry it around in that box. They keep the original autographs in the box for safekeeping, but that is not the only place that that word of God is. They are not just carrying that box around without anybody having access to its contents. They are making copies of what is in that box and people have those copies. Deuteronomy 17:14-17 – "When thou art come unto the land which the LORD thy God giveth thee, and shalt possess it, and shalt dwell therein, and shalt say, I will set a king over me, like as all the nations that are about me; Thou shalt in any wise set him king over thee, whom the LORD thy God shall choose: one from among thy brethren shalt thou set king over thee: thou mayest not set a stranger over thee, which is not thy brother. But he shall not multiply horses to himself, nor cause the people to return to Egypt, to the end that he should multiply horses: forasmuch as the LORD hath said unto you, Ye shall henceforth return no more that way. Neither shall he multiply wives to himself, that his heart turn not away: (from the LORD) neither shall he greatly multiply to himself silver and gold." He is not to go multiply weapons, women, or wealth. He is to stay away from that stuff. Deuteronomy 17:18 – "And it shall be, when he sitteth upon the throne of his kingdom, (notice this carefully), that he shall write him a copy of this law in a book out of that which is before the priests the Levites." In other words, he goes in there and gets that testimony, (that original manuscript), and he is to write himself a copy of the word of God. When he sits on the throne, he is to have his own personal copy of the bible. Turn to 2 Kings 11. (The priest, Jehoiada, is doing this.) Verse 12 – "And he brought forth the king‟s son, and put the crown upon him, and gave him the testimony; and they made him king, and anointed him; and they clapped their hands, and said, God save the king." He gave the king‟s son his own personal copy of the word of God. Did you ever wonder why people give other people a copy of the bible when something special happens? They have good tradition and history for that action. They have a good precedent for that. Do you know what they gave that king when he got on the throne? They did not give him a copy of "Field and Stream", or a copy of "The Wall Street Journal." They gave him a copy of the bible, and they expected that fellow to read it. God said that when that king sits on that throne, you make sure he has his own personal copy of the book. Deuteronomy 17:19 – "And it shall be with him, and he shall read therein all the days of his life." That fellow is supposed to have his own copy of the bible, and he is supposed to be able to read it everyday. He is supposed to take that bible and read it and study it. Continuing with Deuteronomy 17:19,20 – "that he may learn to fear the LORD his God, to keep all the words of this law and these statutes, to do them: That his heart be not lifted up above his brethren, and that he turn not aside from the commandment, to the right hand, or to the left: to the end that he may prolong his days in his kingdom, he, and his children, in the midst of Israel." The king is to have his own copy of the word of God. It is the copies that are important. If the original manuscripts were all that was important to God, he would have told him to get the original manuscripts, which were available at that time. If the original manuscripts were the issue, he would have said, "Preserve that original manuscript and when the king comes, give it to him." But, the copies are the issue. God Almighty wants his word copied and distributed. The copies of those original manuscripts are just as reliable as the originals. They are in no way inferior to the original. Deuteronomy 17:19,20 makes it very clear that God Almighty will bless the king for following the copy, because the copy is as much the word of God as the original. When he follows the copy, he is keeping all the words of this law. So, the copies are in no way inferior to the original manuscripts. God wanted the copies made and the copies were made. By the way, the king was not the only one that got copies. Read Deuteronomy 6:6-9, and you will see that the common ordinary Israelite had the word of God; and he was required to memorize it, and to learn it, and to teach it to his children. They all had copies. Every Israelite did not have his own personal copy – maybe there was one copy per family. But, the king had his own personal copy. Look at Psalm 19, the Psalm of David. Verses 7-9 – "The law of the LORD is perfect, converting the soul: the testimony of the LORD is sure, making wise the simple. The statutes of the LORD are right, rejoicing the heart: the commandment of the LORD is pure, enlightening the eyes. The fear of the LORD is clean, enduring for ever: the judgments of the LORD are true and righteous altogether." That fellow is reading copies of the word of God; he is not reading the bible in its original manuscripts. He says that it is perfect; it is right; it is clean; it is true and righteous. It is pure. That is some testimony for a bunch of copies! When you read what David is saying, you will see that he has his own copy of the bible. Psalm 119:97-100 – "O how love I thy law! it is my meditation all the day. Thou through thy commandments hast made me wiser than mine enemies: for they are ever with me. I have more understanding than all my teachers: for thy testimonies are my meditation. I understand more than the ancients, because I keep thy precepts." David said, "I have more wisdom than experience can give me; I have more wisdom that education can give me, because I am in the book." Turn to Proverbs 25:1 – "THESE are also proverbs of Solomon, which the men of Hezekiah king of Judah copied out." Do you see what these men did? They chose a copy of Solomon‟s Proverbs, and they put it in the bibles. They chose the copy over the original writings. God will preserve his word in copies, and the copies are as reliable as the originals. They are not inferior in any way when God is involved in making it his word. There are two things that you want to remember. 1. God wants his word copied. He wants copies made of his word. Psalm 68:11 – The Lord gave the word: great was the company of those that published it (put it out)." They spread it abroad. God wants his word published abroad. 2. God‟s design is to preserve his word in copies. The issue is not just that he wants everybody to have it, but that is the process and method whereby he will preserve it. These copies are accurate and reliable. Daniel 9 and 10 are two tremendous chapters in the study of prophecy and the time schedule for Israel. Daniel 9:1,2 – "IN the first year of Darius the son of Ahasuerus, of the seed of the Medes, which was made king over the realm of the Chaldeans; In the first year of his reign I Daniel understood by books the number of the years, whereof the word of LORD came to Jeremiah the prophet, that he would accomplish seventy years in the desolations of Jerusalem." Daniel has copies of God‟s word that were written prior to the Babylonian Captivity. The Babylonian Captivity is prophesied, in the book of Jeremiah and in 2 Chronicles, to last seventy years. Daniel has copies of what God wrote down through Jeremiah. Jeremiah told those guys to go over to Babylon and buy a house and get a farm so they could make a living, because they would be over there until they died. He told them that they would not return to Jerusalem in their lifetime, but it would be their children or grandchildren that would finally get to come home. He told them to just go over there and prosper and enjoy themselves. Jeremiah told them how long they were going to be there. Daniel has that book of Jeremiah, and he reads it and understands that it will be seventy years. Daniel does not just have the book of Jeremiah. Daniel 9:11,12 – "Yea, all Israel have transgressed thy law, even by departing, that they might not obey thy voice; therefore the curse is poured upon us, and the oath that is written in the law of Moses the servant of God, because we have sinned against him. And he hath confirmed his words." Daniel has the words that God wrote to him through Moses. He has a copy of that Mosaic Law. He has copies of the books of Genesis to Deuteronomy. Do you see the importance he puts on it? He said, "And he hath confirmed his words." Daniel assumed that the very words that he was reading were right and that they were God‟s words. Gabriel comes to Daniel in Daniel 9:21; and if you read down through the end of chapter 9, you will see the seventy weeks that are given to Daniel. Daniel 10:1 – "IN the third year of Cyrus king of Persia, (that is 2 years after Daniel 9:1), a thing was revealed unto Daniel, whose name was called Belteshazzar; and the thing was true, but the time appointed was long: and he understood the thing, and had understanding of the vision." God gives Daniel a revelation here. Daniel 10:18,19 – "Then there came again and touched me one like the appearance of a man, and he strengthened me, And said, O man greatly beloved, fear not: peace be unto thee, be strong, yea, be strong. And when he had spoken unto me, I was strengthened, and said, Let my lord speak; for thou hast strengthened me." The man talking to him is the angel Gabriel. Verses 20 and 21 – "Then said he, Knowest thou wherefore I come unto thee? and now will I return to fight with the prince of Persia: and when I am gone forth, lo, the prince of Grecia shall come. But I will shew thee that which is noted in the scripture of truth: and there is none that holdeth with me in these things, but Michael your prince." The angel‟s statement about the bible in verse 21 is that the bible is "the scripture of truth", meaning the writings do not have any error in them. There is no error in truth. Do you know what the angel that came from God said? He said just what God sent him to say. When you hear what an angel from God says about it, you understand God‟s viewpoint about it. God‟s viewpoint is that the copies of the word of God that Daniel had could be called the scripture of truth, meaning that they were without error. God Almighty is preserving his word in copies without error. Turn to Zechariah chapter 1. Zechariah was a companion of Ezra who first went back to the land. Zechariah 1:1,2 – "IN the eighth month, in the second year of Darius, came the word of the LORD unto Zechariah, the son of Berechiah, the son of Iddo the prophet, saying, The LORD hath been sore displeased with your fathers." He has a message for the Jews after the captivity. Zechariah 1:5,6 – "Your fathers, where are they? and the prophets, do they live for ever? (They are all dead and gone.) But my words and my statutes, which I commanded my servants the prophets, did they not take hold of your fathers? and they returned and said, Like as the LORD of hosts thought to do unto us, according to our ways, and according to our doings, so hath he dealt with us." He is saying, "Your fathers and the prophets are all dead and gone, but my words (the individual words – not the concepts, not the ideas) live forever." The words do not just live forever, but they are among the people; people have them. The people possess them. These people have copies of what the prophets said, and the copies have the same authority as the original words. Those words and copies take hold of the fathers and these people, and it has happened to them just like the original said it would happen to them. The final absolute authority that is in the originals is maintained in the copies that they have, and the copies are out among the people. When God talks about preserving his word, he is not talking about preserving it in heaven in a copy that nobody has access to. He is talking about preserving it in a physical existence in the earth where people can hold it. I am just giving you a multiplicity of verses that demonstrate to you the fact that the process of preservation is just a multiplicity of copies of his word that are accurate and reliable and accessible to you. Here are the Lord Jesus Christ‟s statements about it. Matthew 24:15 – "When ye therefore shall see the ABOMINATION OF DESOLATION, spoken of by Daniel the prophet, stand in the holy place, (whoso readeth, let him understand)." We just read about Daniel, the prophet in Daniel 9. Daniel the prophet lives in approximately 600 BC (550 BC or something like that). Jesus Christ shows up and dies on the cross. He is standing in the shadow of the cross speaking. He says, "When you see the abomination spoken of by Daniel the prophet, (that is in the tribulation period in the middle of the 70 th week of Daniel). Then, he says, "whoso readeth, let him understand." Matthew 24:16 – "Then let them which be in Judaea flee into the mountains." Jesus Christ is saying, "You can read what Daniel the prophet wrote down in 550 or 600 BC, right now when I am here with you in 30 AD." But, that is not all. There will be some people 3½ years into the tribulation that will also read the same thing, so God Almighty has to preserve his word up until that time for someone to read Daniel 9 and understand what they are reading. He is talking about preserving his word through time and through history into the future out there. Jesus Christ‟s attitude about it was that God Almighty was going to provide the word of God for people to read, not to hear about, not to understand the content of the message, but to read the words on the page of Daniel 9 in the tribulation period, which has to be out there in the future from today. That is preservation in copies. The word of God is preserved in copies because it says in Matthew 24, "Then let them which be in Judaea flee when they read the thing." He is talking to a whole bunch of people that are reading this. Nobody has the original manuscript of Daniel 9? The only other way to figure that is that somebody will discover the original manuscript during the tribulation, and they will start reading it then. If you believe that, isn‟t it a whole lot easier for you to believe that God will preserve his word in copies? Luke 4:17 is a passage that we have been over before. Jesus goes into Nazareth, and he goes into the synagogue on the Sabbath day. He stands up to read. Verse 17 – "And there was delivered unto him the book of the prophet Esaias. And when he had opened the book, he found the place where it was written." Then he quotes Isaiah 61. uke 4:21 – "And he began to say unto them. This day is this scripture fulfilled in your ears." He is talking about what is written down on the page. He is reading a copy of the book of Isaiah, and he calls it scripture; and he says, "It is fulfilled in your ears." If the original manuscripts were the only issue, Jesus Christ would not be telling the truth there. That copy can be fulfilled in their ears, which means the very words of God are being fulfilled there. Folks, the authority, and the accuracy, and the infallibility of the bible extend far past the originals. It also goes into generations of copies, which is why Christ can hold it and call it scripture. What is scripture according to the bible definition? The scripture is "God-breathed." It is the words God dictated to be written down on a page. And in Luke 4, he said, "These are them." These are accurate, reliable copies. Luke 4:4 – "And Jesus answered him, saying, It is written, THAT MAN SHALL NOT LIVE BY BREAD ALONE, BUT BY EVERY WORD OF GOD." That expression "it is written" is in the perfect tense, which is a tense in the Greek language that means it is accomplished in the past, but the results continue on to the present. He is saying that it stands written right this minute. What God wrote down in the past continues to exist into the very present. Turn to Acts 8 and notice that there were at least two copies of the book of Isaiah floating around, because another one shows up right here. Acts 8:26-28 –"And the angel of the Lord spake unto Philip, saying, Arise, and go toward the south unto the way that goeth down from Jerusalem unto Gaza, which is desert. And he arose and went: and, behold, a man of Ethiopia, an eunuch of great authority under Candace queen of the Ethiopians, who had the charge of all her treasure, and had come to Jerusalem for to worship, Was returning, and sitting in his chariot read Esaias the prophet." This man obviously has a copy of Isaiah. What did he do? Did he go up to Nazareth and steal one from up there? You know better than that! He had his own copy! There are at least two copies of Isaiah around for people to read. There is one in Nazareth, and then this man in Acts 8 has one. Acts 8:29 – "Then the Spirit said unto Philip, Go near, and join thyself to this chariot." The Holy Spirit is going to use the copy of Isaiah that he has. Acts 8:32 – "The place of the scripture which he read was this, HE WAS LED AS A SHEEP TO THE SLAUGHTER." The Holy Spirit calls it scripture, and he is talking about a copy of the book of Isaiah. Acts 8:35-38 – "Then Philip opened his mouth, and began at the same scripture, and preached unto him Jesus. And as they went on their way, they came unto a certain water: and the eunuch said, See, here is water; what doth hinder me to be baptized? And Philip said, If thou believest with all thine heart, thou mayest. And he answered and said, I believe that Jesus Christ is the Son of God. And he commanded the chariot to stand still: and they went down both into the water, both Philip and the eunuch; and he baptized him." The sentence "I believe that Jesus Christ is the Son of God" (Acts 8:37) is left out of every modern translation on the market today. They either leave it out completely or they put it in brackets, meaning that they do not think it should be there, but they do not have the courage of their convictions. They do that just so you know that they do not think it should really be there. That verse is attacked simply on the basis of the fact that that verse is a verse that caused a man to have faith, and that man‟s faith was generated by a copy of the scripture. "Faith cometh by hearing and hearing by the word of God." If faith comes by hearing and hearing by the word of God and this eunuch is reading a copy of the book of Isaiah and that copy generates faith in that man‟s heart, then what does that say about the copy of the book you are reading? It says that it is the word of God, and Acts 8:37 is the verse that indicates that is a reality. It is no wonder to me that they attack that verse and leave it out. Notice in Acts 15 that there are copies of the word of God in every city in the territory. They are talking to Paul about the Jews. Acts 15:21 – "For Moses of old time hath in every city them that preach him, being read in the synagogues every sabbath day." They read "him" every sabbath day in every city. There are copies of the word of God scattered all over the territory, and those copies are scripture. They are considered authoritative by Jesus Christ, and by Philip, and by the Holy Spirit, and by the Apostle Paul. Acts 17:2 – "And Paul, as his manner was, went in unto them, and three sabbath days reasoned with them out of the scriptures." He opens up the word of God, and he does not question it and say, "We are happy that we have a fairly accurate reliable copy. He does not say, "We have God‟s word here, but I have to be sure that you understand which verse is really the word of God and which verse is not." The indication is that Paul, in Acts 17:2, used Daniel 9 to prove and demonstrate that Jesus was the Christ. We cannot get into that in this lesson, but we will when we study 2 Thessalonians. Did you know that the book of Daniel is one of the most disputed books in the Old Testament as to its authenticity and its genuineness? Sir Robert Anderson wrote a book entitled Daniel and the Critic‟s Den, and his conclusion was that Daniel faired better in the lions den than he did in the critics den. It is interesting that Jesus validates the copy of the word of God, and Paul also validates it. Acts 18:24 – "And a certain Jew named Apollos, born at Alexandria, an eloquent man, and mighty in the scriptures, came to Ephesus." The scriptures are down in North Africa as well as up in Greece. There are bibles in the Mediterranean Sea, the Sea of Galilee, the Jordan River, the Dead Sea, and Jerusalem, and Turkey, and Greece, and Italy, and North Africa, and Alexandria, and Paul in Ephesus and Colossi, and Thessalonica, and Corinth. As Paul travels, people tell him that people are reading the bible. Apollos travels all around, and he has a bible, and he is mighty in the scripture. The bible is all over that territory, and the bibles are copies. I am going over these verses because I want you to see this. I realize that some of this may seem repetitious for you. But, I want to pound into your understanding and into your frame of reference the fact that God has preserved his word, and the process is through copies multiplied and scattered all over the territory. That is the way I want you to understand it without a doubt. 2 Timothy 3:14,15 – "But continue thou in the things which thou hast learned and hast been assured of, knowing of whom thou hast learned them; And that from a child thou hast known the holy (set apart) scriptures, which are able to make thee wise unto salvation through faith which is in Christ Jesus." Timothy knew the scriptures that God set apart for himself. Timothy had copies of the bible. Paul says in Romans 1:2, "(Which he had promised afore by his prophets in the holy scriptures.)" God says in Psalm 60:6, "Got hath spoken in his holiness." That is why you call it a holy bible. They are the holy words of God, and these are scriptures that God has set apart for himself. 2 Timothy 3:16 – "All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness." The scripture, in this passage, is a reference to copies of the word of God, not to the original manuscripts, (not in the context anyway). If the inspiration is in the copies, that is a rough verse if you have an "unscriptural" definition of inspiration or preservation. We started out studying inspiration, and I hope you understand now why I pounded that into you. If you have an unscriptural definition of inspiration, that verse is a problem to you. You cannot believe what that verse says if you believe that inspiration is just what happens to the man when he writes some things down, and if you do not understand that inspiration has to do with the words God puts on a page. That is the issue in inspiration. If you have an unscriptural definition of inspiration, you have problems because that passage says that the inspiration is in a bunch of copies of the holy word of God. If you do not understand the doctrine of preservation, you will never understand how the copies can be God-breathed. In the next semester, we will study some issues regarding the Septuagint, and I will give you some evidence that the Septuagint is a hoax. The scholars and all the commentaries say that the Septuagint was written in 250 BC and that Christ, Peter, Philip, Paul, Timothy and everybody was using the Greek translation, not the Hebrew Bible. If that is true, that makes it even worse because you have a translation called scripture. And they get mad at you if you say that you believe your English translation is inspired. Yet, by their own standards, they have Paul saying that Timothy‟s Greek translation is inspired. If a fellow tells you that he believes that is the Septuagint, then you really have him over the barrel. I personally do not believe that the Septuagint is reliable and trustworthy, and I will try to demonstrate that to you in future lessons. I want you to get this straight. God‟s design is to preserve his word. The process of the preservation is in copies. He is going to preserve his word through a multiplicity of accurate reliable copies that are available to all believers and which are as authoritative as the originals. Listen people, reliable copies are available to you. Therefore, you do not have to go out and restore the original manuscripts. Thus, you do not need the textural critics and their philosophy of restoration – their human viewpoint. All you have to do is take God at his word instead of pulling your hair out and trying to explain it. Just believe what God said and rest on it. In the next lesson we will begin to study the people that God used to perform this process of preservation. There is a specific and special group of people that God has chosen to execute the process. Your memory verses are Psalm 19:7-9. That will be the only memory verse because it is a long passage. You may want to notice in that passage that there are six titles given to the bible; there are six attributes given to the bible; there are six effects that are produced by the bible. MSS 101 – 12 (Test) On a separate sheet of properly headed paper answer the following questions. 1. The doctrine of plenary, verbal inspiration assures us that God included in the bible all of the necessary things he wants us to know and excluded everything else. True or False? 2. Cite and explain two passages that teach that the process of revelation and inspiration has been completed. 3. Demonstrate from scripture that the Old Testament canon was already fixed at the time of Christ. 4. Explain the make-up of the Jewish bible as cited by Christ in Luke 24:44. 5. What was the position of the Apocrapha in the Jewish Bible? 6. What basic threat does the Charismatic Movement pose to the written word of God? 7. Explain how 1 Corinthians 13:8-12 teaches that revelation has ceased. 8. List three reasons for God giving us His word in written form. 9. How does 2 Timothy 3:15,16 teach that inspiration and preservation go hand-in-hand? 10. Demonstrate from scripture that God has promised to preserve His word through time and history. 11. What was Jesus Christ‟s attitude toward the word of God? 12. What is "textural criticism?" 13. The "original manuscripts" have always been the main issue with God in locating and identifying His word. True or False? Give scriptures. 14. By what process has God designed to preserve His word? 15. Demonstrate that process from scripture. Cite at least six passages. MSS 101 – 13 Thus far, we learned that God has promised to preserve his word. We saw that the process of preservation is through a multiplicity of accurate, reliable copies of the word, and that these copies are as authoritative as the originals themselves. In this lesson, we will move from the issue that God preserves His word through a multiplicity of copies into God‟s design behind the process. In other words, we will discuss the people that He uses to preserve His word. God always had a chosen and appointed group of people to copy and to preserve His word. In the preservation of the Old Testament, there is a distinct group of people that are charged with the responsibility of preserving and copying out God‟s word. The same is true in the New Testament. Romans 3:1,2 – "WHAT advantage then hath the Jew? or what profit is there of circumcision? Much every way: chiefly, because that unto them were committed the oracles of God." In other words, the word of God was given to the nation Israel. One of the reasons, and purposes, and functions for which God chose the nation Israel was to have a vehicle through which to give His word. He separated that nation out, and one of that nation‟s functions was to hold, and to have the word of God. God had a group of people to communicate the word to, to entrust the word to, who would preserve that word through time. God has always had a certain class of people chosen and charged with the job of collecting together his word, (collating it and laying it out), and copying it. In the next lesson, we will go over the issue of the people in the New Testament; but in this lesson, I want you to notice the issue of preservation in the Old Testament. I want to establish the fact in the scripture and demonstrate how God had a group of people doing this job for him; and as a result, you will see his design in what is going on. Look at Deuteronomy 31. We went over this passage in previous lessons, so I will not go down through the entire chapter. We saw how God always took the initiative. God gave Moses the commandments, and Moses destroyed them. Then, God Almighty took the initiative to reproduce them and rewrite them. He made another copy of them. God is the one who took the initiative in preservation. Preservation is not something that God leaves for man to do because man wants to do it. It is God‟s design, and His purpose, and His program. Deuteronomy 31:24-26 – "And it came to pass, when Moses had made an end of writing the words of this law in a book, until they were finished, That Moses commanded the Levites, which bare the ark of the covenant of the LORD, saying, Take this book of the law, and put it in the side of the ark of the covenant of the LORD your God, that it may be there for a witness against thee." Moses took the initial section of the word of God when it is completed there, and he put it in the ark for keeping. He committed that text that he began to write to the priest, (the Levites). Those Levites were charged with the responsibility of keeping the book. Moses did not put the word in the ark because he no longer wanted it. He was not trying to get rid of it. Neither did Moses put the word in the ark because he knew he would die, and he wanted it kept safe. If Moses was just worried about the fact that he would die, what do you think he would have done with it? Who would he have given it to? He surely would have given it to Joshua because Joshua would be his successor. But, Moses did not give it to Joshua, rather, he put it in the ark, and he committed it to the Levites to take care of it. Moses put the word in the ark because God‟s design was not just that Joshua had the word, but that there would be a group of people selected out and charged with the responsibility of taking care of His word. The Levites took care of the word of God. Look at Deuteronomy 10:1,2 – "AT that time the LORD said unto me, Hew thee two tables of stone like unto the first, and come up unto me into the mount, and make thee an ark of wood. And I will write on the tables the words that were in the first tables which thou brakest, and thou shalt put them in the ark." God told Moses to put them in the ark. Do you see that in verse 2? Moses did not just dream that up, but that was God‟s design. God told Moses what to do with the word after he wrote it. Deuteronomy 10:3 – "And I made an ark of shittim wood, and hewed two tables of stone like unto the first, and went up into the mount, having the two tables in mine hand." In verse 4, the LORD wrote on the tablets. Deuteronomy 10:5 – "And I turned myself and came down from the mount, and put the tables in the ark which I had made; and there they be, as the LORD commanded me." Moses did exactly what God said – he put the tables in the ark. Verses 8,9 – "At that time the LORD separated the tribe of Levi, (why did he separate them?), to bear the ark of the covenant of the LORD, to stand before the LORD to minister unto him, and to bless in his name, unto this day. Wherefore Levi hath no part nor inheritance with his brethren; the LORD is his inheritance, according as the LORD thy God promised him." God said to put the word in the ark, and then He raises up an entire group of people to take care of the ark. He also takes care of the people according to verse 9. God sets up an entire tribe of people to do the job of preserving his word. It is important that you see that. The Old Testament is to be preserved by the tribe of Levi, especially the issue of the priest. One of the primary functions has to do with preserving the word of God and teaching the word of God. The word was to be taught and studied by the people. God never designed to preserve His word by writing it and putting it up on a library shelf somewhere, just like they did not put the word in the ark just to put it away. They put the copy there for safekeeping, because the Levites had the responsibility to take care of that ark, and to take care of the book that was in it, and then to teach that book and reproduce that book so the people would have copies of it. Deuteronomy 31:9 – "And Moses wrote this law, and delivered it unto the priests the sons of Levi, which bare the ark of the covenant of the LORD, and unto all the elders of Israel." Moses writes it, and he gives it to them. Deuteronomy 31:10-12 – "And Moses commanded them, saying, At the end of every seven years, in the solemnity of the year of release, in the feast of tabernacles, When all Israel is come to appear before the LORD thy God in the place which he shall choose, thou shalt read this law before all Israel in their hearing. Gather the people together, men, and women, and children, and thy stranger that is within thy gates, that they may hear, and that they may learn, and fear the LORD your God, and observe to do all the words of this law." If you go on down through that passage, you will see the issue of preservation very clearly. Verse 19 – "Now therefore write ye this song for you, and teach it the children of Israel: put it in their mouths, that this song may be a witness for me against the children of Israel." The idea is that the word is to be copied, and it is to be taught to the people. There is a group of people, an entire tribe in Israel (the Levites), chosen by God and separated from all of their brethren and given the responsibility, among other things, of keeping that book, and copying that book, and preserving that book, and teaching that book to the nation. Look at 2 Chronicles 15:3 – "Now for a long season Israel hath been without the true God, and without a teaching priest, and without law." The purpose of the priesthood was to teach the people. They taught them doctrine out of the word of God just as they had the sacrifices and all of those things. All of those things taught doctrine to the people. (Eventually, the priests forgot the doctrine and kept the ritual. Where have you seen that before? You can see that every Sunday in our day, if you go to the wrong place.) The function of that priest was to teach the word of God to the people, and teaching it preserves it for the people. Look at Malachi. That verse in 2 Chronicles, and this one we are about to look at in Malachi, gives the negative charge to Israel. Israel (the priesthood) failed to do what God told them to do in teaching the word of God. When you see the charge against them, you will see what they should have been doing. Malachi 2:4-7 – "And ye shall know that I have sent this commandment unto you, that my covenant might be with Levi, saith the LORD of hosts. My covenant was with him of life and peace; and I gave them to him for the fear wherewith he feared me, and was afraid before my name. The law of truth was in his mouth, and iniquity was not found in his lips: he walked with me in peace and equity, and did turn many away from iniquity. For the priest‟s lips should keep knowledge, and they should seek the law at his mouth: for he is the messenger of the LORD of hosts." Do you see what the function of the priest was? That priest‟s lips should keep knowledge. If you wanted knowledge from God, and if you wanted to know what the word of God says, that priest‟s job was to preserve that and have it ready for you when you needed it. Malachi 2:7 says, "…and they should seek the law at his mouth." The people came to that priest to get the word of God. That man‟s job was to always have and maintain that word of God for the people. Malachi 2:8 – "But ye are departed out of the way; ye have caused many to stumble at the law; ye have corrupted the covenant of Levi, saith the LORD of hosts." Turn to Micah and you will see that the priests got off the track. They were not doing what they should were supposed to be doing. The verses we just read in Malachi are clear about the function of the priest. He was to maintain the law and the word of God and have it available for the people at all times. The people should have been able to go to the priest to get the word of God. My friend, that was not just going to him and asking him to read the word of God to them. We looked at too many passages by now that you should know that those people had copies of the bible for themselves. There were copies of the Old Testament all over the world out there, and making those copies was the priest‟s function. It was their job. Micah 3:8-11 – "But truly I am full of power by the spirit of the LORD, and of judgment, and of might, to declare unto Jacob his transgression, and to Israel his sin. Hear this, I pray you, ye heads of the house of Jacob, and princes of the house of Israel, that abhor judgment, and pervert all equity. They build up Zion with blood, and Jerusalem with iniquity. The heads thereof judge for reward, and the priests thereof teach for hire, and the prophets thereof divine for money: yet will they lean upon the LORD, and say, Is not the LORD among us? none evil can come upon us." They blame it on the Lord. People do things for fame, and for money, and for position, and for reputation, and yet they are always real pious to say, "Is not the Lord among us?" That‟s what these guys are doing in Micah. Micah 3:12 – "Therefore shall Zion for your sake be plowed as a field, and Jerusalem shall become heaps, and the mountain of the house as the high places of the forest." God will destroy them. These priests became a part of Satan‟s policy of evil against the word of God. They became a part of Satan‟s policy of corruption – corrupting the word of God. You can see his policy of corruption in operation there when you see the judges of the people doing it for money, and the priests teaching for money, and the preachers preaching for money, not for the Lord. Look at Jeremiah 36. That scribe had a special room all for himself in the king‟s palace. Jeremiah 36:12 – "Then he went down into the king‟s house, into the scribe‟s chamber." What was the man of God doing in the king‟s palace? That scribe was God‟s man, and he was supposed to be copying that book, and taking care of that book, and teaching it. What in the world was he doing in the king‟s palace? He was doing it for money! That fellow belonged down in the temple. He did not belong in the king‟s palace. Jeremiah 36:21,22 – "So the king sent Jehudi to fetch the roll: and he took it out of Elishama the scribe‟s chamber. And Jehudi read it in the ears of the king, and in the ears of all the princes which stood beside the king. Now the king sat in the winterhouse in the ninth month: and there was a fire on the hearth burning before him." Now, the king begins to cut up the word of God in verse 23. He tore it up with his penknife. He destroyed it. The king destroyed the word of God, and yet, he had a scribe living in his house with a special room for himself. That is the policy of evil. When you begin to study about the corruptions of the word of God that are on the market today, look at the origin of that corruption. It is not always the people involved. A lot of times the people do not know any differently. I have to confess to you that there was a time when I did not know anything about these things. People who I thought knew what the truth was told me certain things. I was told that a certain bible was right, and I went around telling people that it was the right bible. (I came to find out later that I was wrong.) I used to tell people that the American Standard Version was the best one on the market. I said that because my uncle went to New Orleans Baptist Theological Seminary, and I thought he should know if he had been to seminary. Certainly they know what is right in the cemetery (I mean seminary). Well, one day I began to talk to somebody about the bible versions. I said, "Yes, but you do not understand because you have never been to school." I said, "Your problem is that you need to go get some more education. My uncle Jim said the American Standard is the best because they told him in school, and the professors said it." This dear little saint of God sat me down, and instead of kicking me in the shins and telling me that I was reprobate and a heretic, she just cried. She cried big old tears, and she said, "If you would just read this little thing." I said, "I do not want to read that nonsense. That crazy nut never studied anything!" She would just continue to cry, until finally one day she provoked me into reading what this man wrote. Do you know what I found out? I found out that who I thought that "who" was over there did not make any difference. I began to get some verses together, and I began to see some distinct differences between the American Standard Bible and the King James Bible. When I laid those differences out side by side, I knew in my heart which one was right and which one was wrong. Nobody had to give me a lot of theological jargon. I tried to explain some of that stuff that I believed away, but you just get so far with that, and then your conscience will not allow you to go any farther. I am trying to tell you that the motive of the person that is telling you the wrong thing is not always like the motives of those priests in the Old Testament. Somewhere along the line some people get duped. When you go back into the history, and when you go back and find the real roots of the error that is being taught, you find out that money and gain and status and pride are involved. Now, that does not mean that everybody that you meet that has the wrong kind of bible in their hands is proud and out for the money. Do not put that kind of nonsense in your mind. But, it means that the system and the doctrine that they are propagating have those things involved in them. However, you should love those people enough to tell them the truth in love, and try to reach them with love. But, back behind that evil, you see that policy. Then, an unsuspected person gets in it, and then he begins to get the gain. The more gain he gets out of that system the harder it is to give up that gain when he sees the truth. When you are poor, and you do not have a ministry, you can be real brave. But it is different when you have your life invested in something, and there is a pension plan at stake, and an insurance policy, and all of those things. You do not ever want to get hooked up with somebody that will own you like that. They try to own you with insurance policies. I sat in a meeting recently with a group of men, and they said to this one man, "Why don‟t you belong to this organization?" The man said, "I cannot because my convictions will not let me." We talked a little while longer and found out the real reason. He was a 60-year-old pastor that had been preaching for thirty years, and he could not afford to buy health insurance. I know what that is like. You get out in the ministry, and you cannot buy everything that you want to buy. You work your fingers to the bone, and you still cannot do it. I did not have insurance when my son was born. I paid those bills for years. Before we moved to Chicago, my youngest son was in the hospital for a long period of time. We did not know if he was going to live or not. I did not have any insurance at that time, and it was not because I was slothful and not working. I was not just lazy and not providing for my family. We could not afford the insurance, despite the fact that I worked for myself painting. I taught bible classes four nights a week, and I pastored a church, and I taught on the radio five days a week. We were in the ministry, and I worked about 15 to 18 hours a day constantly. The fact that we did not have health insurance did not mean we were being lazy. We just had to give up some things in order to have the ministry. If I was going to have the ministry, I could not spend a lot of time painting in order to make a lot of money. I made enough to pay my bills and that was it, because I did all these other things in the ministry. We willingly did that, and the Lord takes care of you. When you are in that situation, it is easy for somebody to come along and say, "I can get you some insurance. All you have to do is come and be a part of what I am doing." The temptation is tough sometimes, and the same temptations come along that they will endure in the tribulation concerning taking the mark of the beast. During the tribulation, people will probably say, "You mean you do not love your baby, or your family enough to take this mark?" You think all of that stuff hasn‟t come yet, but it has, and you will face it when you get out in the ministry. Because of that kind of pressure from the system, those priests in the Old Testament got hooked up in the policy of corrupting the word of God. The way you wind up corrupting God‟s word is money. Money will get you every time – the allure and the pull. Sometimes it is not somebody offering you money straight out, but sometimes it is position and status and those kinds of things. In the Old Testament, the priest should have been preserving the word, but they messed up. You may say, "If they messed up, does that mean God did not execute his design?" That is not what that means. Look at Micah 1:1 – "THE word of the LORD that came to Micah the Morasthite in the days of Jotham, Ahaz, and Hezekiah, kings of Judah, which he saw concerning Samaria and Jerusalem." Hezekiah was a great man of God, and he was a king of Israel. He had faithful scribes. Some of the scribes were unfaithful. We read about them in Micah 3. They taught for money, and they corrupted the word of God. But, Hezekiah had a great group of faithful scribes. Hezekiah was a man who wrote portions of the word of God. He was a man of God who was responsible, in large measure, for much of the collecting together of the word of God. He had a great interest in the bible, and he had some faithful scribes, and he made sure of that. Thus, alongside the policy of evil to corrupt the word of God runs God‟s policy of preserving His word through faithful scribes and priests. Turn to Isaiah 36. Rabshakeh came and threatened them and told them that the Syrians would wipe them out. Rabshakeh threatens Hezekiah and Israel. Isaiah 36:22 – "Then came Eliakim, the son of Hilkiah, that was over the household, and Shebna the scribe, and Joah, the son of Asaph, the recorder, to Hezekiah with their clothes rent, and told him the words of Rabshakeh." They tell him the threats. Notice the scribe is there. This scribe is God‟s man. Isaiah 37:1,2 – "AND it came to pass, when king Hezekiah heard it, that he rent his clothes, and covered himself with sackcloth, and went into the house of the LORD. And he sent Eliakim, who was over the household, and Shebna the scribe, and the elders of the priests covered with sackcloth, unto Isaiah the prophet the son of Amoz." Isaiah the prophet prophesied and functioned during the reign of Hezekiah. Isaiah, along with a great number of other godly men, was in a situation where much of the word of God was being produced. Thus, there is a great host of interest. I read that passage to you because these were godly men, and Hezekiah had faithful scribes with him. Proverbs 25:1 – "THESE are also proverbs of Solomon, which the men of Hezekiah king of Judah copied out." Hezekiah had these men copying the word of God. He had these men functioning in their job of copying, and laying out, and collecting together the scripture – the word of God. Hezekiah had a guild of scribes. They were godly faithful men that were recognized by the crowd. In Jeremiah 36, in the king‟s chamber, the king was trying to crush and corrupt the word of God. However, Hezekiah was a godly king that wanted to see the word of God prosper and flourish. My point is that there was a faithful group of people, (even when the priesthood was apostate), who collected, and copied, and distributed the word of God. For example, King David, had his very own scribe. I say that to you so you understand that this was an important function and office – an official governmental position that these men had. I will put it like this They had the Authorized Version. In other words, they had a situation where they were recognized by what they were doing, and it was something that was authorized. 2 Samuel 8:15-17 – "And David reigned over all Israel; and David executed judgment and justice unto all his people. And Joab the son of Zeruiah was over the host; and Jehoshaphat the son of Ahilud was recorder; And Zadok the son of Ahitub, and Ahimelech the son of Abiathar, were the priests; and Seraiah was the scribe." David had a scribe involved in all of the other governmental functions that he had. When David‟s son, Solomon, set up his reign, he also had a scribe. In fact, he had more than one scribe. 1 Kings 4:1-3 – "SO king Solomon was king over all Israel. And these were the princes which he had; Azariah the son of Zadok the priest, Elihoreph and Ahiah, the sons of Shisha, scribes; Jehoshaphat the son of Ahilud, the recorder." My point is that these men had scribes. Scribes were God‟s idea, and they were God‟s appointed method of copying and getting His word out. Let‟s read 2 Chronicles 29. This goes back to Hezekiah‟s time. Verse 30 – "Moreover Hezekiah the king and the princes commanded the Levites to sing praise unto the LORD with the words of David, and of Asaph the seer. And they sang praises with gladness, and they bowed their heads and worshipped." The "words of David" is the book of Psalm. What are the "words of Asaph the seer"? That is also the book of Psalm. Asaph wrote many of the Psalms, as well as David. These guys sang the word of God in the worship services. They sang praises with gladness and bowed their heads and worshipped. You had a situation where they were singing the psalms and praising God; and the word of God, involved in the function and activity of the priest, is being preserved. Let‟s look at Jeremiah 8. Jeremiah prophesied before the Babylonian Captivity hit, and he says in verses 4-8, "Moreover thou shalt say unto them, Thus saith the LORD; Shall they fall, and not arise? shall he turn away, and not return? Why then is this people of Jerusalem slidden back by a perpetual backsliding? they hold fast deceit, they refuse to return. I hearkened and heard, but they spake not aright: no man repented him of his wickedness, saying, What have I done? every one turned to his course, as the horse rusheth into the battle. Yea, the stork in the heaven knoweth her appointed times; and the turtle and the crane and the swallow observe the time of their coming; but my people know not the judgment of the LORD. How do ye say, We are wise, and the law of the LORD is with us? Lo, certainly in vain made he it; the pen of the scribes is in vain." He is saying, "You folks claim to be wise, and you claim to know the word of God, but if you are so smart, why don‟t you know that judgment is coming? The birds know about the season change. If you guys are so smart and know so much about that bible, why don‟t you know that the wrath of God is fixing to fall on the nation Israel? Why are you standing up saying, „peace and safety, and nothing is going to happen‟?" If they had known Deuteronomy 29-32, (about all of those curses and things that were going to happen to the nation of Israel), they would have known God Almighty was fixing to clean their plow. But, they did not know that. He said at the end of verse 8 – "Lo, certainly in vain made he it; the pen of the scribes is in vain." The point is that the word of God did not have any affect on them. They had it but they did not pay any attention to it. Notice that he talks about "the pen of the scribes." He is talking about copies. It was a situation where they had copies of the law, but the problem is that they were not reading them and following them. They were not paying any attention to them. They rejected them. Jeremiah 8:9 – "The wise men are ashamed, they are dismayed and taken: lo, they have rejected the word of the LORD; and what wisdom is in them?" That is a good verse to learn. They rejected the word of the LORD and therefore, they do not have any wisdom. Professing themselves to be wise, they became fools. Verse 9 calls it "the word of God", and verse 8 is "the pen of the scribes". They have copies. That scribe was functioning as a copyist of the word of God. Let me show you a great example of a scribe in the bible. Ezra returned to Jerusalem after the Babylonian Captivity with Zerubbabel. Ezra 7:6 – "This Ezra went up from Babylon; and he was a ready scribe in the law of Moses, (in other words, Ezra was an expert instructor in the word of God), which the LORD God of Israel had given." He was down in Babylon for 70 years, and Ezra had that word of God in Babylon. Those guys took the word of God with them. In the last lesson, we looked at some passages in Daniel and saw that Daniel learned, by books, the length of the captivity. Daniel had the word of God over there (at least Chronicles and Jeremiah). Now Ezra goes and then comes back to Jerusalem, and when he comes, he is an expert instructor and teacher in the book. He had the book over there to study. According to verse 6, God Almighty gives His word, and He preserves it. The end of Ezra 7:6 says, "and the king granted him all his request, according to the hand of the LORD his God upon him." Verses 10-12 – "For Ezra had prepared his heart to seek the law of the LORD, and to do it, and to teach in Israel statutes and judgments. Now this is the copy of the letter that king Artaxerxes gave unto Ezra the priest, the scribe, even a scribe of the words of the commandments of the LORD, and of his statutes to Israel. Artaxerxes, king of kings, unto Ezra the priest, a scribe of the law of the God of heaven, perfect peace, and at such a time. " Ezra 7:21 – "And I, even I Artaxerxes the king, do make a decree to all the treasurers which are beyond the river, that whatsoever Ezra the priest, the scribe of the law of the God of heaven, shall require of you, it be done speedily." Do you see how he has that title of scribe every time he shows up? (By the way, verse 21 contains every letter in the alphabet except the letter "j".) Ezra 7:27 – "Blessed be the LORD God of our fathers, which hath put such a thing as this in the king‟s heart, to beautify the house of the LORD which is in Jerusalem: And hath extended mercy unto me before the king, and his counsellors, and before all the king‟s mighty princes. And I was strengthened as the hand of the LORD my God was upon me, and I gathered together out of Israel chief men to go up with me." Ezra was strengthened by the hand of the LORD to do the job that God gave him to do. God Almighty had scribes. He had His faithful men to preserve His word, and the job got done. In the New Testament, we saw how the Lord Jesus Christ recognizes that. God Almighty sets up the standard and there is a divine "superintendency" over this design. He sets up the standard and His hand is on the working, and the process, and the functioning of it. God runs the entire thing, and He does not leave anything to chance. It is an article of faith to believe that what God sets up, He is powerful enough to see that it is executed. Now, the Old Testament is preserved through the nation Israel. A particular group, or tribe, or chosen people in the nation Israel are given the responsibility of preserving the word of God – the tribe of Levite, the priests, the scribes. Their responsibility is to preserve God‟s word for the Nation and the Nation for the nations. When you come to the New Testament, with the fall of Israel, the design does not change, but the people change. When you come to Paul in the New Testament, you have the fall of Israel, and the people change. There is a different class and a different group of people today charged with the responsibility, but the design is the same. The design is that God will preserve His word through a multiplicity of copies by a class of people who do that. In other words, I am trying to get you to see that the word will be preserved by the dynamic of people handling it, not in one copy sitting on a bookshelf for 500 or 1000 years. That is not the way God preserves His word. He preserves His word by it being in the hands of a certain kind of people, and those people are charged with the responsibility; and under the divine "superintendency" of God Almighty‟s Spirit, they function and execute God‟s purpose. MSS 101 – 14 I want to do something in this lesson that is sort of a break in what we have been doing. In the last few lessons, we learned and saw the issue of the process of preservation – God designed to preserve His word in a multiplicity of copies that are accurate and reliable. In the last lesson, we saw that God designed a process whereby he uses a certain class, and group of people, to preserve his word. He has a group of people that do the job. We saw that God had a group of people in the Old Testament who preserved His word. In the next lesson, we will get involved with the issue of the people in the New Testament. I will identify them for you and talk about them. But, in this lesson, I want to take a break from that and illustrate the fact that God is using the people by noticing references in the Old Testament to a definite book that runs all the way through the Old Testament. From the time of Moses onward, there is a book, and that book is constantly being written in and added to. It is being copied and distributed among the people. That book is what we call "The Bible." There was a time when the bible was not complete. There was a time when the Old Testament was not complete. They just had certain books in the Old Testament and yet "The Book" was recognized. There is a clear witness through the scripture about that book. We will just go through these passages so you can see that throughout the Old Testament there is a book; and it is constantly being written in, and kept up to date with the word of God. That book is constantly being copied and distributed among the people so that the whole earth is filled with it. There is an authoritative book, and you see it all the way through the Old Testament. Look at Exodus 17. In this passage, you have the beginning, or the birth, of the bible as a written book. Exodus 17:14 – "And the LORD said unto Moses, Write this for a memorial in a book, and rehearse it in the ears of Joshua: for I will utterly put out the remembrance of Amalek from under heaven." That was the first time instructions were given to Moses to begin to write this information down. Notice that the written record is authorized by the Lord‟s command to Moses to write it. He tells him to write it – to put it down in a book. Moses is not just keeping the annals or a personal diary. Moses is writing a book that God told him to write. If you remember our studies in inspiration, you will understand that what is going on here is more than just family records, or a journal of some kind, or a diary. This is something that God gave Moses to write down. It is interesting to me to notice the context in which this passage (the first command to write) is found. Look at Exodus 17:1 – "And all the congregation of the children of Israel journeyed from the wilderness of Sin, after their journeys, according to the commandment of the LORD, and pitched in Rephidim: and there was no water for the people to drink." Do you remember what happened? The people began to complain against Moses. Exodus 17:5,6 – "And the LORD said unto Moses, Go on before the people, and take with thee of the elders of Israel; and thy rod, wherewith thou smotest the river, take in thine hand, and go. Behold, I will stand before thee there upon the rock of Horeb; and thou shalt smite the rock, and there shall come water out of it, that the people may drink." Moses goes out there and whacks that rock, and the water comes out! What is water a type of in the bible? It is a type of the Holy Spirit. In verse 6, that refreshing, life-giving water comes out. Exodus 17:8 – "Then came Amalek, and fought with Israel in Rephidim." When the water came, then came Amalek. In the bible, Amalek is a type of the flesh. That is true over and over again. As you study Israel‟s history, you will see Amalek attack Israel. If you want to get some real interesting bible study about how the flesh lusteth against the Spirit (Galatians 5:17), and if you want to get some practical illustrations of that, study Amalek and the way he fights against Israel and the way they fight against him in Exodus 17. If you read Exodus 17:8-13, you will see that there are two weapons that they use against Amalek to win. One is prayer. Moses goes up on the mountain, and when he prays, Joshua, fighting in the valley, prevails. Moses gets tired. Do you remember when Paul said, "Lifting up holy hands?" That is an illustration of this. Moses held his hands up, and he prayed, and Israel won the battle. Have you ever stood with your hands up for two hours? Do you know what happens? Your hands drop down little by little. Well, Aaron and Hur took Moses and they sat him on a rock. They said, "You come over here and sit down Moses, and we will hold your hands up." Moses does that, and Moses prays, and they prevail. So, you use prayer against the flesh. Exodus 17:13 – "And Joshua discomfited Amalek and his people with the edge of the sword." There are two things used there – prayer and the word of God. You use the sword of the Spirit, and prayer, in the conflict. In verse 14, the LORD told Moses to write it down in a book. My point is that the giving of the command to begin to write down the word of God is in connection with the hostility of the flesh (Amalek) against the spiritual man (illustrated by Israel getting the water). Israel does not have a battle with Amalek until that water comes. You do not have a battle with the flesh, folks, until you get saved and regeneration takes place – the coming in of the Holy Spirit and the imparting of the new nature. Then you begin to have a conflict with the flesh. One of the sure signs of your salvation is that conflict that you now have between the old man and the new man inside of you. That is a sure sign of salvation. If you do not have that conflict, that would be a pretty good sign that you are not saved. You are the only one who knows if you have that conflict. If you can sin and walk in the flesh and there is nothing affected inside of you and there never has been, then you are not saved. If you have that conflict, that is a good testimony about your salvation. But, the word of God is given in the context of the conflict between Amalek and Israel, which in typology is the conflict between the flesh and the Spirit (the old man and the new man) in the believer. That just tells me that conflict has, ever since, accompanied this book. The bible is given in the context of conflict. When the word of God shows up, the Adversary goes to work to try to eliminate it and to try to get rid of it. My point in Exodus 17 is that the book starts here. Notice that Moses continues to write in Exodus 24:3,4 – "And Moses came and told the people all the words of the LORD, and all the judgments: and all the people answered with one voice, and said, All the words which the LORD hath said will we do. And Moses wrote all the words of the LORD, and rose up early in the morning, and builded an altar under the hill, and twelve pillars, according to the twelve tribes of Israel." Exodus 24:7 – "And he took the book of the covenant, and read in the audience of the people: and they said, All that the LORD hath said will we do, and be obedient." Notice that he is writing it in a book. There is a book beginning to be developed. Exodus 34:27 – "And the LORD said unto Moses, Write thou these words: for after the tenor of these words I have made a covenant with thee and with Israel." Moses wrote this stuff down. God gave him the command and he wrote it. Numbers 33:1,2 – "THESE are the journeys of the children of Israel, which went forth out of the land of Egypt with their armies under the hand of Moses and Aaron. And Moses wrote their goings out according to their journeys by the commandment of the LORD: and these are their journeys according to their goings out." He is saying that Moses wrote the book of Numbers. The New Testament bears testimony to the fact that Moses wrote the books of Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. That is the Torah, the Law (the first five books of the bible). Those books were compiled together and were made "a" book that was passed down. Look at Deuteronomy 31. Here is a passage that we have looked at from other perspectives before, but I want you to notice it one more time in relationship to the development of this book. Deuteronomy 31:24-26 – "And it came to pass, when Moses had made an end of writing the words of this law in a book, until they were finished, That Moses commanded the Levites, which bare the ark of the covenant of the LORD, saying, Take this book of the law, and put it in the side of the ark of the covenant of the LORD your God, that it may be there for a witness against thee." We saw how the king was supposed to go in and take that book out and make copies of it (Deuteronomy 17). In Deuteronomy 31, Moses makes an end of the writing. He completed the books of Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. Someone may say, "How could Moses have written the last chapter in Deuteronomy when it tells you about his death?" Well, there are two possible answers. Number one, maybe Moses did not write it. Maybe Joshua wrote it after Moses died. But, the problem with that is that Deuteronomy 34:1 tells you that the LORD shewed him all the land of Gilead, unto Dan." The beginning of verse 4 says, "And the LORD said unto him." In verse 5, Moses dies. Verse 6 says, "And he buried him." I wonder who the "he" is. That would be God that buried him. Nobody knows, even today, the location of his grave. Well, Joshua would have been there to be privy of the conversation in verses 1, 2, and 4. But, if Joshua was there and he buried Moses, he would have known where his grave was. So, either Moses wrote it before his death by inspiration (prophetically writing what was going to happen). Or, Joshua wrote it by inspiration after Moses‟ death giving you information that no man could have had except God. Either way, it is inspired. Thus, you have a book. You have Genesis, Exodus, Numbers, Leviticus, and Deuteronomy written together, and they form a book. Now, when Moses dies that book is passed on to Joshua. Remember this. Copies are being made of that book. We saw that copies were being made in the time of Moses. They were instructed to make copies. There is a book being circulated that is "the" book. It is just like we say about our bibles, "This is the book." It is "a" book, but it is "the" book. And they had one like that in the Old Testament. Joshua 1:1,2 – "NOW after the death of Moses the servant of the LORD it came to pass, that the LORD spake unto Joshua the son of Nun, Moses‟ minister, saying, Moses my servant is dead; now therefore arise, go over this Jordan, thou, and all this people, unto the land which I do give to them, even to the children of Israel." The LORD gave Joshua instructions. Joshua 1:8 – "This book of the law shall not depart out of thy mouth; but thou shalt meditate therein day and night, that thou mayest observe to do according to all that is written therein: for then thou shalt make thy way prosperous, and then thou shalt have good success." This book of the law is passed on to Joshua, and that book contains the whole book of the law as it was constituted at that time. Now the book has information added to it subsequently, but they have it then, and they are to study it and walk in its precepts. Watch Joshua make some copies of this book. This is one of those little wild stories in the bible that show up every now and then. Joshua 8:30-34 – "Then Joshua built an altar unto the LORD God of Israel in mount Ebal, As Moses the servant of the LORD commanded the children of Israel, as it is written in the book of the law of Moses, an altar of whole stones, over which no man hath lift up any iron: and they offered thereon burnt offerings unto the LORD, and sacrificed peace offerings. And he wrote there upon the stones a copy of the law of Moses, which he wrote in the presence of the children of Israel. And all Israel, and their elders, and officers, and their judges, stood on this side the ark and on that side before the priests the Levites, which bare the ark of the covenant of the LORD, as well the stranger, as he that was born among them, (that means they both stood there on an equal basis); half of them over against mount Gerizim, and half of them over against mount Ebal; as Moses the servant of the LORD had commanded before, that they should bless the people of Israel. And afterward he read all the words of the law, the blessings and cursings, according to all that is written in the book of the law." He got that book out of that ark, and he wrote those things in the stone on that mount. Joshua 8:35 – "There was not a word of all that Moses commanded, which Joshua read not before all the congregation of Israel, with the women, and the little ones, and the strangers that were conversant among them." He got them all together and he read that book. If you remember your history back in the book of Deuteronomy, you know that was a very significant place because Moses had done something similar to this with Ebal and Gerizim prior to this. But, Joshua is making the copy, and that is just another illustration of the fact that copies are being made, and the book is being disseminated out. Look at Joshua 23:6,7. This is Joshua‟s exhortation to the elders of Israel before he dies. He tells them in verses 6 and 7, "Be ye therefore very courageous to keep and to do all that is written in the book of the law of Moses, that ye turn not aside therefrom to the right hand or to the left; That ye come not among these nations, these that remain among you; neither make mention of the name of their gods, nor cause to swear by them, neither serve them, nor bow yourselves unto them." The book is there, and notice that he says, "It is written in „the‟ book." He does not refer to "books". He refers to one book that has five parts to it – Genesis, Exodus, Leviticus, Numbers, Deuteronomy. (You have a bible in your possession today, but it has 66 parts. It is one book but it has 66 parts.) They had one book with five parts, and they recognized it as a unit. Notice that Joshua writes in the book. He adds to the book that Moses gave him and expands it. Joshua 24:25,26 – "So Joshua made a covenant with the people that day, and set them a statute and an ordinance in Shechem. And Joshua wrote these words in the book of the law of God, and took a great stone, and set it up there under an oak, that was by the sanctuary of the LORD." Joshua wrote these words in the book of the law of God. Joshua adds the book of Joshua to the five books of Moses. Go back to Deuteronomy 31 and notice the similarity to the statement in Joshua and what Moses says about what he wrote. There is a similarity of signature here – a way of signing your name so to speak. Deuteronomy 31:9 – "And Moses wrote this law, and delivered it unto the priests the sons of Levi, which bare the ark of the covenant of the LORD, and unto all the elders of Israel." By the way, the book of Deuteronomy is a book that Moses wrote to re-give the whole situation to the nation Israel. When Moses got down to the end of the book, he said, "This is what I‟m writing down." Now, in Joshua 24:26, Joshua said a similar thing. He said, "Joshua wrote these words in the book." He had the book that he received from Moses; (there is no doubt about what that is), and he wrote some more words in that book. He added to it. Do you get the idea? Look at 1 Samuel and we will see some other people that did the same thing. At this time, the word of God was not completed, therefore, it was being added to. These men did not look at themselves as writing separate books that have no relationship to the Torah. They did not look at themselves as each man writing a different book – Moses wrote the Torah, and Joshua wrote another book, and Samuel wrote another book, and Isaiah wrote another book; then, someone came along and collected them all together. That is the human viewpoint that you get when you study about how the bible and the canon was put together. Human viewpoint indicates that a whole bunch of guys just wrote a bunch of books indiscriminately, and then some smart fellow came along and put them all together. But, Joshua did not say, "I am writing a book for myself." Rather, he added to "the book" – that one book that was already in existence. There are a lot of copies of that book around, but it is still one book. They all had the same one; they just had copies of the same one. Joshua did not see himself as writing a separate book. Joshua did a lot of writing in his life in other books. But here, Joshua sees himself as being authorized to add his part to the book that God Almighty had already written. (In my opinion, these passages are exciting! It is better than any television show you would ever watch!) 1 Samuel 10:25 – "Then Samuel told the people the manner of the kingdom, (he lays down the law about how a kingdom should be set up), and wrote it in a book, and laid it up before the LORD." What book was laid up before the LORD? Deuteronomy 31 – Moses got through with it, and he put it in that ark before the LORD as a testimony. Do you know what Samuel is adding to that book here? Samuel takes what he writes and adds it to the book, and it is 1 Samuel. Samuel did not just see it as the vast archives of Israel. In prior lessons, we studied about inspiration, and I showed you passages back in Samuel, and Kings, and Chronicles where they had vast historical archives in Israel. They referred to the book of Gad and all those different books. Samuel does not say that he made his writings a part of those books, but he said, "I put this book up before the LORD." There was a certain book that was before the LORD; and if you have been learning the verses, you can identify that book. Deuteronomy 31 tells you that the book that was before the LORD was God‟s word. That was the book that Moses wrote. Joshua added to it, then Samuel added to it, and they viewed themselves as adding to one book. They were writing the bible. I hope you can grasp this now or at least one day I hope you will be able to grasp the significance of what I am telling you here. I realize that some of you are like little lambs – you lead a guy to the slaughter, and he does not know what is happening to him. I am teaching you material that flies in the face of everything that you will learn out in the world about how the bible was put together. It flies in the face of about 90% of what Christian people will tell you about the way the bible was put together. The following statement is true with most of us: the things that we know and think were gained wholesale. We allowed someone else to come and put the concepts in our minds without really digesting and investigating whether it is really so or not. In previous lessons, we talked about textural criticism. I tried to show you that textural criticism is just human viewpoint about inspiration. Textural criticism has to do with human viewpoint about preservation also, and they do not recognize that God has a design to preserve his word through a multiplicity of copies. They do not recognize that God had a set group of people to preserve His word and to see the process of preservation through. They do not recognize that God authoritatively added to that book as it went along. Rather than recognizing that, people have some idea that God just took his book and threw it out on the sea of time, and we just do the best we can because it just had to do the best it could. I do not ever want you to believe that God Almighty wrote a book and then just left it to the whim and fancy of man to take care of it. God wrote a book and God has preserved his word. These passages throughout the Old Testament are clear about that. You get a little glimpse here and a little glimpse there of what he is doing. There are authoritative additions made to that original one, and everybody recognizes all of it as "the book." That is why when you get to the time of the Lord Jesus he says, "Now there are three divisions – the law, the prophets, and the psalms and they are all scripture." 2 Chronicles 32:32 – "Now the rest of the acts of Hezekiah, and his goodness, behold, they are written in the vision of Isaiah the prophet, the son of Amoz, and in the book of the kings of Judah and Israel." Do you see that word "and" in italics? You never want to get so brazen and smart that you do not read the words in italics. There is not anybody reading this that knows enough about Hebrew or Greek to be so bold as to say that the words in italics should not be there. Words in italics are placed in the text when there is not a corresponding literal word in the Hebrew or Greek text for that italicized word. But, the italics are placed there by the translators because the translators feel that you need the word in English in order to understand the idea or the thought that is being conveyed. Many times, you cannot, literally, translate from Hebrew or Greek into English on a word-by-word equivalent so you have to add a word or two every now and then to get the idea across. When the translators do that, they put it in italics so you know that is what they did. It is a very dangerous thing, my friend, to go around saying, "Oh, just leave the words in italics out, because they are not in the original." You cannot read the original, so it does not help you to know that. You are reading English, and you must read what that says in English and not what it says in the other language. I say all that about the words in italics not in regard to this verse so much but just in regard to a standard policy about italics. If you adhere to the idea that you can just leave the words in italics out of the bible, you will wind up making mincemeat out of the bible. Anyway, notice the word "and" is in italics in 2 Chronicles 32:32. They put it in italics, and they add it in to show an emphasis. The word "and" is there for the purpose of emphasizing what is being said, not so much addition. When the writer says, "they are written in the vision of Isaiah the prophet, the son of Amoz, and in the book," he is saying that the vision of Isaiah, the son of Amoz, is the same thing as the book of the kings of Judah and Israel. I might say, "When I die, I am going to heaven and home." Well, heaven and home are the same place. I just emphasized that heaven is home. When "and" is used in 2 Chronicles 32:32, it is not used to separate two different things. But, the indication is that Isaiah, the prophet, had a hand in compiling and authoring the books of Judges, Ruth, Samuel, Kings, and at least some of the book of Chronicles. The idea is that these books cover a long period of time, and they are compiled together. It is not clearly given in the scripture about how they are compiled together. I do know that Proverbs 25:1 states, "THESE are the proverbs of Solomon, which the men of Hezekiah king of Judah copied out." I know that he had a guild of men collecting things together that God Almighty identifies together as the word of God. Isaiah was a very close compadre with Hezekiah. He was a statesman prophet who had a great deal of input in Hezekiah‟s reign and a great deal of communion with Hezekiah. He, no doubt, wrote more than just the book that bears his name. Anyway, my point to you is that these things are being compiled, and they are being added to, and they are being collected together. Jeremiah 36:1,2 – "AND it came to pass in the fourth year of Jehoiakim the son of Josiah king of Judah, that this word came unto Jeremiah from the LORD, saying, Take thee a roll of a book, and write therein all the words that I have spoken unto thee against Israel." God told Jeremiah to write those things down. God added to His word over a period of time. Jeremiah is right before the Babylonian Captivity. Time wise, it is way over at the end of the books of Kings and Chronicles. We started out in the first five books of the bible – Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. We went through Joshua and went over into 1 Samuel‟s time before the kings. Now, we are over at the end of the king‟s period and God is still adding to His word. Look at Daniel 9 and notice that the book that Jeremiah wrote had been added to the word of God; it was a part of the word of God. Daniel 9:1,2 – "IN the first year of Darius the son of Ahasuerus, of the seed of the Medes, which was made king over the realm of the Chaldeans; In the first year of his reign I Daniel understood by books the number of the years, whereof the word of the LORD came to Jeremiah the prophet, that he would accomplish seventy years in the desolations of Jerusalem." That is in Jeremiah 25 and in Jeremiah 29. Daniel has the book. He has the word of God, and he is studying it. As he studies through the word of God, he comes across the book of Jeremiah that says, "You will be down there seventy years." Daniel figures the thing out and he says, "The time is up; it‟s about time for us to go back." So Daniel prays about the thing, and he gets the vision of the seventy weeks. Notice Daniel 9:2 – "In the first year of his reign I Daniel understood by books." That is plural – books. Well, the book of Jeremiah would be one book. What other books did he use? Look at verse 11. Daniel is praying to the LORD, and he says, "Yea, all Israel have transgressed thy law, even by departing, that they might not obey thy voice; therefore the curse is poured upon us, and the oath that is written in the law of Moses the servant of God, because we have sinned against him." Daniel has all of the books of the bible that were available at that time, and Jeremiah was just a part of it. Now, Daniel is in Babylon. He was taken captive into Babylon as a young man, and he is there now during the Empire of the Medes. Babylon has fallen. He has the law of Moses written in a book, and he has the book of Jeremiah. These things have been added together, and he has that book. I am trying to get you to see that that book goes all the way through. The book was constantly growing to completion. It was constantly being copied and distributed among the people so that the people had the book. It was so widely distributed that everybody knew about it, and everybody had it. Turn to Esther 3. The book of Esther takes place about 480 BC, which is late in Israel‟s history. The Babylonian Captivity takes place about 606 BC, so you are 150 years or better after that. Esther 3:8 – "And Haman said unto king Ahasuerus, There is a certain people scattered abroad and dispersed among the people in all the provinces of thy kingdom, (he is talking about the Jews); and their laws are diverse from all people; neither keep they the king‟s laws: therefore it is not for the king‟s profit to suffer them." Notice what he says about their laws – they are diverse from the laws of everybody else. That tells me that if that fellow knew that their laws were different, and everybody else knew they were different, then everybody else knew what their laws were. You cannot know if somebody‟s laws are different unless you have some kind of familiarity with their laws. All of the people out there had some acquaintance with the law. Folks, that bible was copied and distributed all over creation out there. Look at Jeremiah 40, and I will show you something interesting. Here is a real wild card in the deck. In Jeremiah 40, you are dealing with the Babylonian Captivity here. Back in Jeremiah 39:6,7 it says, "Then the king of Babylon slew the sons of Zedekiah in Riblah before his eyes: also the king of Babylon slew all the nobles of Judah. Moreover he put out Zedekiah‟s eyes, and bound him with chains, to carry him to Babylon." He took Zedekiah to Babylon. Jeremiah 39:11,12 – "Now Nebuchadrezzar king of Babylon gave charge concerning Jeremiah to Nebuzaradan the captain of the guard, saying, Take him, and look well to him, and do him no harm; but do unto him even as he shall say unto thee." Nebuchadrezzar makes a special provision for the care of Jeremiah the prophet. Notice Jeremiah 40:1,2 – "THE word that came to Jeremiah from the LORD, after that Nebuzaradan the captain of the guard had let him go from Ramah, when he had taken him being bound in chains among all that were carried away captive of Jerusalem and Judah, which were carried away captive unto Babylon. And the captain of the guard took Jeremiah, and said unto him, (here is what a heathen general in Nebuchadrezzar‟s army said to the prophet of Israel), The LORD thy God hath pronounced this evil upon this place." That is wild! He said, "Your God wrote down in a book and pronounced that he will curse you people because you disobeyed him." Jeremiah 40:3 – "Now the LORD hath brought it, and done according as he hath said, (that Babylonian officer knew what God‟s word said, and he knew that Jerusalem was getting what God said they would get), because ye have sinned against the LORD, and have not obeyed his voice, therefore this thing is come upon you." That rascal stands there, and he quotes Deuteronomy 29 and Leviticus 26 to those Jews as they go back to Babylon. That fellow had some contact with God‟s word somewhere along the way. The word was out there. By the way, you need to study the books of Ezra and Nehemiah (especially read Nehemiah 8). Nehemiah 8 is a kind of "water gate" experience that every nation should have where they meet at the water gate and Ezra takes the word of God and he reads it to him. He opens up the book. He stands up on a pulpit of wood and he reads out of the word of God – out of the book. They were people who had gone back to Jeremiah after the captivity and they still had the book. If you read Ezra and Nehemiah, you will see all of this. When you have the time, read those books and mark the passages, especially Nehemiah 8. You should get that passage in your mind. That is the passage where it says that the joy of the LORD is thy strength. The joy of the LORD, in Nehemiah 8, was the result of those people finding the word of God, and having the word of God read to them. Nehemiah 8:8 – "So they read in the book in the law of God distinctly, and gave the sense, and caused them to understand the reading." They read it clearly, and they gave the sense (they told them what it was talking about), and they made them understand it. Gentlemen, in your ministry, you will never find a greater verse to sum up what your ministry needs to be like. You take God‟s book, (and you know what it is), and you read it to people so that they can understand it. You teach it to them so they get the idea of what is going on. Thus, they understand it, and the result is revival, and spiritual life, and vigor; and that is the joy of the LORD. The joy of the LORD becomes their strength. Watch that same thing happen in 2 Chronicles 17. (Here is a passage that you probably have not seen unless you read your bible all the way through.) 2 Chronicles 17 is talking about Jehoshaphat. Verse 6 – "And his heart was lifted up in the ways of the LORD: moreover he took away the high places and groves out of Judah." When it says, "his heart was lifted up," that is not pride, but he is talking about being encouraged and lifted up in faith. Jehoshaphat does two things. He takes away the high places; he destroys the idolatry. 2 Chronicles 17:7 – "Also in the third year of his reign he sent to his princes, even to Benhail, and to Obadiah, and to Zechariah, and to Nethaneel, and to Michaiah, to teach in the cities of Judah." He sends five princes to five different places in his kingdom to teach the word of God. Verse 8 – "And with them he sent Levites … (he sent nine different Levites) … and with them Elishama and Jehoram, priests. Verse 9 – "And they taught in Judah, and had the book of the law of the LORD with them, (they had copies of the bible and they were out teaching it among the people), and went about throughout all the cities of Judah, and taught the people." In essence, he established bible institutes, and bible schools, and bible teaching centers all over the territory, and they were placed in charge of five princes that were governmental officials of seeing that these bible institutes functioned. Then they had nine Levites and priests, and they were responsible for seeing that the word of God was taught. The special province of a priest was to teach the word. One of his special functions was to teach that book, and the Levites and priests did that. Notice the results of it. They go out and they teach the word of God all over the countryside. 2 Chronicles 17:10 – "And the fear of the LORD fell upon all the kingdoms of the lands that were round about Judah, so that they made no war against Jehoshaphat." They do not want to fight against this guy because the people begin to hear the word and they begin to worship God and they begin to function on the basis of God‟s word to them. The people around there begin to fear God. People, I told you from time to time that the greatest effect you will ever have on a society is not to go out and march for rights, but it is to take that book and get it out in society. Preach that book! You will have the greatest effect on a community if you take your bible and knock on doors, and pass tracks out to get the word out to people. It affects them even when they do not believe it. These people in 2 Chronicles do not want to fight anymore. They do not know why, but the reason is because the word of God is getting out among the people, and there is a leavening process that gets out there. 2 Chronicles 17:11,12 – "Also some of the Philistines brought Jehoshaphat presents, and tribute silver; and the Arabians brought him flocks, seven thousand and seven hundred rams, and seven thousand and seven hundred he goats. And Jehoshaphat waxed great exceedingly; and he built in Judah castles, and cities of store." Tremendous blessings followed. Now look at verse 13 – "And he had much business in the cities of Judah: and the men of war, mighty men of valour, were in Jerusalem." Go on down through the rest of that chapter and read about the number of men that were there. There is an army of over 1,600,000 men that appear just like that. You would not want to fight anybody that had an army of 1,600,000 men, would you? That is why those nations were fearful. Folks, when you begin to get the word of God out among the people, you will see that the bible makes people spiritually strong. It equips them so that they can go out and fight the battles for the Lord. In Israel‟s situation, all of those things had to do with a lot of physical wars and possessions and so forth. All of the sudden this big army shows up. In your ministry, whatever the Lord gives you to do, (ladies or gentlemen), remember that that spiritual principle is true in every age. You get the word of God out, and you teach it, and you do what God gave you to do. You make it distinct and understandable so they can grasp it and it can work in them. Paul says, "It works effectually in you that believe" (1 Thessalonians 2:13). That gives spiritual strength to the people, and it will make them good soldiers and that has its affect. My point to you in 2 Chronicles 17, (especially verse 9, "And they taught in Judah, and had the book of the law of the LORD with them"), is that they had that book and they are getting it out, and the results were staggering. It was the greatest reign that Israel had under a king. MSS 101 – 15 I have a note from a newspaper and it says, "I am dismayed by President Reagan‟s references to the signs of Armageddon in our times. The realistic basic error is to regard the bible as divinely inspired and not simply a collection of legends blended with history as understood by anonymous Hebrew and Greek scholars. An alternative view held by our adversaries, the Marxist-Leninist, as a science is totally fraudulent. Are we to allow ideologues as such irrational beliefs to destroy us all?" This man has a human viewpoint and a human rationale about the issue, but I hope you have been able to see in the previous classes that the bible is the word of God. One of the hardest things that people run up against when they witness, and one of the things a rationalist likes to do to you the most, is attack the bible. They ask, "How do you know that is the word of God?" They say, "You do not believe that, do you?" I used to spend a lot of time trying to defend the bible. I had twelve points as to why I knew the bible was the word of God, and I could go through those points very quickly and efficiently. Then it dawned on me one day that I was not getting anywhere with that technique. I read all of the apologetics and I read the book entitled Defense of Inspiration. One day, I decided that I was not going to do that the next time I spoke with someone about it. I decided that I would just take my bible out and say, "Yeah, but this is what is says in the bible." Then they said, "Yeah, but how do you know that is right?" I said, "I do not know about that, but do you see what it says right here?" I just kept dealing with them about the verses, and I found out that works, because they are trying to deny something in that bible. Do not get all shook up about it when somebody questions the bible, but just use the book. I read somewhere where a man said, "You do not have to defend a lion; you just open the door and he will take care of himself. Just let him out." The word of God is that way. You do not have to spend all of your life defending the word of God. If you will just get the word out, (speak it), it will take care of itself. You will have to bear the reproach for doing that, but that is okay. The reason that I read you that newspaper clip at the beginning is because President Reagan is totally wrong when he describes Armageddon in our times. Billy Graham is also wrong when he always talks about Armageddon. There is no possible way that Armageddon could happen in the next six months. There is no possible way, biblically speaking, that the AntiChrist could show up tomorrow or next week. I know that blows the wind out of all the prophecy preacher‟s sails, but somebody should blow the wind out of their sails because all they are doing is blowing hot air into them. When we get around to studying prophecy, and the prophetic time schedule, you will see all of those things. In this lesson, I want to continue with the doctrine of preservation. I want to continue our study in preservation by looking at the New Testament. In the previous lessons, we tried to see that God promised to preserve His word. Not only did He promise to preserve His word, but He also had a design, or process, to preserve His word. That process that we have been discussing, which is clearly laid out in the scripture, demonstrated that God‟s design was to preserve his word in a multiplicity of copies. Those copies were as authoritative and reliable as the original autograph. Those copies were distributed among the people. In the last few lessons we not only talked about the promise and the process, but we talked about the people involved in preservation. We saw how God had a special group of people charged with the responsibility of preserving His word. God always assigns certain people to preserve His truth. In Romans 3:1,2 the apostle Paul asks the question, "WHAT advantage then hath the Jew? or what profit is there of circumcision? Much every way: chiefly, because that unto them were committed the oracles of God." In other words, the word of God was committed to the nation Israel. One of the purposes that God had in forming the nation Israel, and in raising the nation up, and in preserving that nation through history was to have a vehicle through whom to both write and preserve His word. We saw that even within the special nation, Israel, there was a special class of people in the nation whose function was to collect together, copy out, and preserve God‟s word. We saw the "superintendency" of God Himself over His design that He has for preserving his word. Now, all of that has to do with the Old Testament. In this lesson, we want to begin looking at the New Testament. When you come to the New Testament, you have a unique problem that you do not have when you are dealing with the Old Testament. Today the nation Israel is fallen. With the fall of Israel, did everything change? What happened with God‟s design? What happened to His procedure for preserving His word now that the people that He used in time past had been set aside? With the fall of Israel, the special group of people through whom God was going to preserve his word changes. But, the process does not change. The design stays the same, however, the group of people change. In this lesson, I want you to see that the process is the same. Then in the next lesson, we will discuss the issue of the people whom God has raised up in the New Testament to do the job that was done in the Old Testament. I think it is important that you understand that the process remains the same though the people God uses to preserve His word change. Israel fell and God set them aside, yet, He did not set aside His design to preserve His word through a multiplicity of copies. The people changed, but the process and design did not change. Now, you have a special problem when you deal with the New Testament. Can you think of what that would be? When you are talking about the issue of preservation, there are not any scriptures written after the New Testament for you to use to demonstrate from the later scriptures that the New Testament was preserved. Do you remember that one of the ways I demonstrated to you that the Old Testament was preserved was by looking in the New Testament and seeing that they had copies of the Old Testament? It was not just that God said that He was going to preserve His word. If Jesus can go into Nazareth and open up a copy of the book of Isaiah and read from it and call it scripture, then I know the book of Isaiah has been preserved until 30 AD when Jesus read it. But, you do not have anything like that for the New Testament. There is no way to go to any later scripture to authoritatively identify the fact that the New Testament has been preserved like you can with the Old Testament. Therefore, you must understand the doctrine of preservation and you have to stand on that bible fact. When you come to the New Testament, you are placed in a position where you walk by faith and not by sight. You are required to understand the doctrine of preservation. By this time, you certainly should understand it. If you have studied through your bible, you should certainly understand the doctrine of preservation, and the process involved, and the fact that God is preserving His word, and that He has a process to preserve it in copies, and that His design includes people to preserve His word. When you come to the New Testament, you no longer need that demonstration. You can rest upon the bible fact that what God can preserve before our age, he can preserve for our age so you and I can have it. The reason we know that God preserved the New Testament is because of the fact of the doctrine in the scripture that is illustrated, and demonstrated, and carried forth in the bible. Now, there is the issue of the derivation of the New Testament canon – what books make up your bible. If you went into my library and looked at The International Standard Bible Encyclopedia, or The Encyclopedia of Religious Knowledge or The Introduction to the Old Testament, or The Introduction to the New Testament, you would find that they contain the typical human viewpoint. That human viewpoint states that around 150 AD to 400 AD the church fathers collected together and identified the New Testament. , If you go back through church history, you will find that between 100 AD and 400 AD, (the 3 rd and 4 th centuries), the church fathers were gathering together books and deciding which ones should be a part of the bible. Basically, if you study church history, it is divided into three sections. The first section is the time of the apostles to 170 AD. That is the time when it is said that the books were written and copies were made. That would 35 or 40 AD to 170 AD. The reason that they use 170 AD is because they do not think some of the books were written by the apostles during the apostle‟s time, but they think that some of the apostle‟s disciples wrote them later on. (You have all of this human viewpoint going on there and all of the sudden the authenticity of the books is a little questionable.) Then, 170 AD to 220 AD you have a time when a great deal of theological literature about the canon is being circulated – a great deal of discussion about what books we should have in our bible and what books we should not have in our bible. There is a lot of writing going on about that among the church fathers during that time period. Then, 220 AD to 400 AD (the 3 rd and 4 th centuries) the issue of what the bible contains is more or less authoritatively "settled" by the church fathers. However, certain books (Revelation, 1 Peter, 2 Peter, Hebrews, James) were not accepted as a part of the bible by many people even after that time. But, the point is that human viewpoint leads you to believe that God wrote His book, (the New Testament), and there was a book over here, and a book over there, and one over here, and one over there. It leads you to believe that when Paul wrote a letter, he sent it off, and the people he sent it to had a little book. Then later on, after Paul and all of the other authors died, people would get that book and make a copy of it for themselves and word about the book traveled around. Finally, some of the "big brass" of the church came along and collected the books together. They said, "Well, we think Paul wrote this, and we think it should be authoritative, and John wrote this, and Matthew wrote that. Maybe Matthew wrote that, and Mark copied from it." Anyway, they finally collect them all together. Somewhere in the dim, dark past they all just got together and said, "Okay, this is it." That is human viewpoint. I am critiquing it a little bit, but if you think I am being a little facetious about it, you are wrong. When you read those books and see what these people say, it is amazing how uncertain it is and yet how certain they try to make it sound. I hope that you understand from what I just explained to you that it all just flies into the face of everything that we learned so far about how God writes His word and preserves His word. In this lesson, by looking at 6 to 8 passages, I want you to see that during the lifetime of Paul and the apostles who wrote the bible, (Mark and Luke were not apostles, but Paul, James, Peter, John and Jude were apostles), copies of their writings were made. They were collected together, and they were distributed among the saints as scripture. They were studied as scripture. They were authoritatively recognized as scripture. They were not recognized as scripture some hundreds of years later by decree of some apostate church council, but they were recognized as scripture during the lifetime of the men who wrote the books. It is God‟s design to preserve His word. God does not just leave it for men to do. God is involved in it. If God could write the book, that tells you that God is a God of history. God can enter into event in a supernatural way and cause something to be written down. The words on the page are the words that He wanted written down. Well, if God can enter into event and history and do that, then He can also enter into event and history and see that it is preserved, and He can motivate believers who have sound doctrine in their soul to preserve His word. I hope you understand that design that God follows to preserve His word. If you understand that, it is not strange when you come to the New Testament and find that copies of the word of God were readily available, and they were recognized as scripture. We looked at 2 Peter 3:1,2. Peter says that he is writing "this second epistle" to them (verse 1). Verse 2 – "That ye may be mindful of the words which were spoken before by the holy prophets, and of the commandment of us the apostles of the Lord and Saviour." When we looked at that verse, I pointed out to you that Peter‟s attitude about the books that he is writing is that they are just as authoritative as what the Old Testament prophets wrote. Notice Peter‟s attitude toward the books that the apostle Paul wrote. 2 Peter 3:15,16 – "And account that the longsuffering of our Lord is salvation; even as our beloved brother Paul also according to the wisdom given unto him hath written unto you; As also in all his epistles, speaking in them of these things; in which are some things hard to be understood, which they that are unlearned and unstable wrest, (they twist them), as they do also the other scriptures, unto their own destruction." Do you see Peter‟s estimation of what Paul wrote? Peter said that they take Paul‟s epistles and they twist them like they do the other scriptures. (If I am twisting this epistle like I do the other scripture, I obviously consider what I am twisting to be scripture.) The apostle Peter obviously considered the epistles of the apostle Paul to be scripture. Notice that Peter had all of Paul‟s epistles that were written at that time according to 2 Peter 3:16. People get all bent out of shape about verse 15, about which epistle that is, and they think it is the book of Hebrews. But, it is interesting to me that Peter had all of Paul‟s epistles, and he had them for some time. I know Peter and all of those people had Paul‟s epistles for some time because they are studying them. That is interesting. By the way, these epistles were not written to Peter, nor were all of Paul‟s epistles written to the Jerusalem church. Paul‟s epistles were written to the Gentile churches, and then copies were made, and Peter got copies of them back down in Palestine. Peter was not the only one that had copies, but all of the people to whom Peter is writing to had the copies too. They were studying them, and they were getting messed up by not rightly dividing the word. When Paul says to rightly divide the word, there is scripture in their hands, part of what is the prophetic program and part of what is the mystery program, and they have to rightly divide it. That book is being written and it is being copied and placed into their hands. Then, those copies are being distributed far and wide, and they are recognized, at that time, as being the word of God. Peter calls these copies of Paul‟s epistles scripture – equal with the other scriptures. The only way in the world it could happen is just to have a bunch of people with copies of Paul‟s epistles and copies of the rest of the word of God. They have copies and none of them are the original manuscripts. If you think Peter is referring to the original manuscripts there, then you have Peter, a circumcision apostle, who stole the Gentile church‟s epistles and has them with him. (You know better than that!) The subject of verse 16 is "as also in all his epistles." People study them and twist them like the other scriptures. "His epistles" in verse 16 are clearly considered to be scripture. Peter has them and the people that Peter is writing to in the Jewish church have them, and they have had them for some time because they had them long enough to study them. There are other passages that you will be able to locate in your own study that will bear these things out. I am not trying to give you all of them, but I am trying to give you some that came to my mind as I studied these things. I just picked these out, and I think these verses will help you. Look at 1 Timothy 4. The book of 1 Timothy is written to Timothy, and it is called "A Pastoral Epistle." It is a personal epistle written to a young man who is the pastor of a church (or more than one church). The epistle is written with instructions as to how the local assembly is to be conducted, and how Timothy is to conduct himself as the pastor of the local assembly. 1 Timothy 4:13-16 – "Till I come, give attendance to reading, to exhortation, to doctrine. Neglect not the gift that is in thee, which was given thee by prophecy, with the laying on of the hands of the presbytery. Meditate upon these things; give thyself wholly to them; that thy profiting may appear to all. Take heed unto thyself, and unto the doctrine; continue in them: for in doing this thou shalt both save thyself, and them that hear thee." Notice the instructions that Paul wrote to Timothy in verse 13 – "Till I come, give attendance to reading, to exhortation, to doctrine." What is Timothy supposed to read? From what is Timothy supposed to exhort the people? From where does his authority come? Paul is telling Timothy to read the scripture. He is to exhort the people from the scripture. He is to teach them doctrine from the scripture. Paul expects Timothy to have the scripture to teach, and to preach, and to read for these people. When he says in verse 15, "Mediate upon these things; give thyself wholly to them; that thy profiting may appear to all," Paul is telling Timothy to pay attention to his own personal study. Paul is telling Timothy to be a student. In verse 16, Paul tells Timothy to take heed unto thyself, and unto the doctrine. He is telling him to take heed to what he preaches, his public preaching ministry. He is telling him to make sure the doctrine is correct and that it is sound doctrine. Folks, Timothy must have copies of the word of God. The passage does not make any sense if he does not have copies. And, the people that Timothy preaches to must have copies of the word of God, and they do. It is very clear that these people have the word of God and not just the Old Testament, but they also have the New Testament scripture. 1 Timothy 5:17 – "Let the elders that rule well be counted worthy of double honour, especially they who labour in the word and doctrine." "To labor in the word" is "to study the bible." People that spend their lives studying the word of God to find the truth in the word of God, to teach the people the truth of the word of God, and to make known the truth of the word of God, are worthy of double honor according to what Paul tells Timothy. Paul says to take especially good care of that guy because he is valuable to the assembly; and not only that, but he will tend to be the guy who needs to be taken care of because he will not be out doing other things. He will be caught up in that study. They labor in doctrine and in teaching. These guys study the word of God, and they get the information out – they go out and teach it to others. According to this passage, there are people that are studying the book and getting it out to others. These people have been doing this all along. Listen, Paul is instructing them to look out among themselves and to take notice of that elder that is studying his bible and teaching his bible. They are already doing that before they even get this epistle from Paul, and that is my point. Paul is not telling them to study this epistle and preach this epistle, but Paul is telling them to look out among themselves and find the people that are already studying the bible and teaching the bible. Then, give double honor to those people. Those people are already studying and teaching the word before they get this epistle. Thus, they have scripture other than this epistle that they are studying. 1 Timothy 5:18 – "For the scripture saith, THOU SHALT NOT MUZZLE THE OX THAT TREADETH OUT THE CORN. And, The labourer is worthy of his reward." We have been over that verse before. What two places is 1 Timothy 5:18 a quotation from? It is a quotation from Deuteronomy 25:4 and Luke 10:7. In other words, those people that Paul is writing to have the word of God. Paul quotes Deuteronomy, but he also quotes Luke. Paul says, "The scripture says that." Do you know what Paul is doing? Paul is saying, "Go look it up for yourself." Those people had the book of Deuteronomy so they could look it up, but they also had the book of Luke that they could also look it up in. They had the Old Testament, and they had portions of the New Testament already. They did not have the original autographs. Do you know to whom the book of Luke was written? Acts 1:1,2 – "THE former treatise have I made, O Theophilus, of all that Jesus began both to do and teach, Until the day in which he was taken up, after that he through the Holy Ghost had given commandments unto the apostles whom he had chosen." The "former treatise" is the book of Luke. If you read Luke 1:1-4, you will see that Luke wrote the book to a man by the name of Theophilus. When Luke writes the book of Acts, he said, "The former treatise have I made, but now I will write about the things that Christ continued to do through His apostles." Notice the phrase "the former treatise." It is obvious that there is a former book and that it‟s existence is known. The people at Ephesus, where Timothy was pastor, had copies of the book of Luke. Luke was a traveling companion to the apostle Paul, and he was a close friend of both Paul and Timothy. These people did not have the original manuscript of the book of Luke. Theophilus had the original manuscript of the book of Luke, and these people had copies of the book of Luke. People, all of this is incidental to what is being taught in the text. The subjects of these passages are something else, but as you read the passages you pick up the idea, and the feel, and the flow of the fact that these people had New Testament scriptures in their hands. These scriptures were being collected together and copied and given to people as scripture just as authoritative and just as much "God- breathed" as the book of Deuteronomy, or as the Old Testament prophets. We previously mentioned 2 Timothy 2:15 – "Study to shew thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word the truth." I previously mentioned that in order to have the ability to rightly divide the word of truth, you must have the words on the page to be able to divide them. There is not any other way to do it. You must have the books, and these people do have the books. They do have a capacity to have some books containing the prophetic program and some books containing the kingdom program. Just as you and I, today, have to rightly divide those books, these people also had to rightly divide their books. However, there were some people at that time who were not doing such a good job of rightly dividing the word. 2 Timothy 1:15 – "This thou knowest, that all they which are in Asia be turned away from me; of whom are Phygellus and Hermogenes." There you have apostasy from the doctrine that Paul had given already. Hence, Paul exhorts Timothy to study to be approved of God, rightly dividing the word. Paul said, "Do not make the mistakes of mixing the two together like these other men." 2 Timothy 4:1,2 – "I CHARGE thee therefore before God, and the Lord Jesus Christ, who shall judge the quick and the dead at his appearing and his kingdom; Preach the word; be instant in season, out of season; reprove, rebuke, exhort with all longsuffering and doctrine." They are to take that book and preach the word. The reference is obviously not to the Old Testament, but to Paul‟s epistles. Paul wants them to preach that message. When Paul says, "Preach the word," he is not just telling them to go out and preach any part of the bible, especially not after 2 Timothy 2:15. Paul is telling them to preach God‟s word to us. 2 Timothy 1:13 – "Hold fast the form of sound words, which thou hast heard of me, in faith and love which is in Christ Jesus." I submit to you that Paul‟s epistles present to you that "form of sound words" which are to be preached today. They are what equips the man of God in 2 Timothy 3:16, 17 "unto all good works." Let‟s look at a few more passages along those lines. Look at Acts 20. Paul is speaking to the Ephesian elders. Acts 20:28 – "Take heed therefore unto yourselves, and to all the flock, over the which the Holy Ghost hath made you overseers, to feed the church of God, which he hath purchased with his own blood." Then he gives them instructions and he says in verse 32, "And now, brethren, I commend you to God, and to the word of his grace, which is able to build you up, and to give you an inheritance among all them which are sanctified." Is he talking about the Old Testament? No, he is not talking about the Old Testament. The Old Testament is not what you are to teach in this age, and it is not what Paul commends them to teach. The Old Testament is not called "the word of his grace" in the bible. The word of his grace is that word that is committed to Paul. Paul said in Ephesians 3:2, "If ye have heard of the dispensation of the grace of God which is given me to youward." That is what was committed to Paul. Thus, when Paul says, "I commend you to the word of his grace," he is talking about the word of God that had been written down by him. Paul wrote the book of Galatians, 1 Thessalonians, 2 Thessalonians, 1 Corinthians, 2 Corinthians and the book of Romans by the time Acts 20:1-3 took place. They had a considerable amount of the word of God written down, and collected together, and in their hands. Look at the first part of Colossians 3:16, which is a very similar expression. He said, "Let the word of Christ dwell in you richly in all wisdom." The word of Christ is that word that the Lord Jesus Christ, from heaven‟s glory, committed to him through the apostle Paul. Folks, it has to do with the word of God. It has do to with something that they could build up in themselves and something that could be built upon. In Colossians 2:7 Paul talks about being "rooted and built up in him, and stablished in the faith, as ye have been taught, abounding therein with thanksgiving." Epaphras, and these Colossians, had copies of the word of God with them, and Epaphras could teach them, and they could go home and study. These people had extra-biblical revelation, but they also had biblical revelation, which is my point. They had the bible revelation. The way you checked out the extra-biblical revelation was by the written word on the page (1 Corinthians 14:37 – "If any man think himself to be a prophet, or spiritual, let him acknowledge that the things that I write unto you are the commandments of the Lord"). Anything that the Spirit of God would have said through tongues, or whatever, would have had to been checked out with the written word of God given to them through Paul, or it would not have been authoritative. My point to you is not what the passages are teaching you in that regard, rather, I am simply trying to drive home the fact that they do have copies of God‟s word. His word is being written down, copied out, collected together, and distributed just like we studied in the Old Testament. Thus, you can have faith to understand that the same process that existed back in the Old Testament, and is demonstrated in the New Testament to have worked for 1500 or 2000 years, is also true today. Ephesians 3:1-4 – "FOR this cause I Paul, the prisoner of Jesus Christ for you Gentiles, If ye have heard of the dispensation of the grace of God which is given me to you-ward: How that by revelation he made known unto me the mystery; (as I wrote afore in few words, Whereby, when ye read, ye may understand my knowledge in the mystery of Christ)." Before this writing, Paul wrote down some things about the mystery. He said, "I wrote them afore, whereby, when you read them." Well, where had he written them before? He wrote 1 Thessalonians, read those things, you will understand." The implication is that these people at Ephesus had 2 Thessalonians, Galatians, 1 Corinthians, 2 Corinthians, and Romans. Paul said, "When you copies of those prior books. Now, these people are the same people in Acts 20:32 that he commends to the word of his grace. The elders from the church at Ephesus are the people that we just read about in Acts 20. The implication about the Ephesian church is that they had Paul's prior epistles. They read what he wrote earlier. I am just trying to explain that they had copies of what Paul wrote. (Some people say that Ephesians 3:3 refers back to Ephesians 2:14-22, but the majority of people do not say that. I will not argue with you if you want to believe that, but I do not believe that to be true.) 1 Thessalonians 5:27 – "I charge you by the Lord that this epistle be read unto all the holy brethren." That is one of the earliest epistles – if not the first then the second epistle that Paul wrote. There is a possibility that he wrote the book of Galatians before he wrote Thessalonians. But, in the earliest epistles that Paul writes, he tells them that he expects them to see that this epistle is read and distributed among all the holy brethren. By the way, 1 Thessalonians 5:27 is quite clear that the apostle Paul sees the design of preservation as copies of the epistles being made and distributed. Galatians 1:1,2 – "PAUL, an apostle, (not of men, neither by man, but by Jesus Christ, and God the Father, who raised him from the dead;) And all the brethren which are with me, unto the churches (plural) of Galatia." The book of Galatians was a circular letter. It was one letter written to a number of different churches in Galatia. Now, you know what would have happened when it got to the church in Lystra before they sent it to the church in Iconium, don‟t you? You know good and well somebody made a copy of that rascal. They would not let that epistle get away from them, so I‟m sure they made a copy. You know good and well that they were doing that! Paul intended the book to make the rounds and to be a norm and a standard for doctrine in those churches. Colossians 4:15,16 – "Salute the brethren which are in Laodicea, and Nymphas, and the church which is in his house. And when this epistle is read among you, (among the Colossians, the Laodiceans, the house of Nymphas, and the church that is in his house also), cause that it be read also in the church of the Laodiceans; and that ye likewise read the epistle from Laodicea." Paul wants this epistle read, not just as Colosse, but at the Laodicean church also. Colossians is one of the prison epistles, and it was one of the last books Paul wrote. Paul‟s design, from the very beginning to the very end, was that his epistles were to be read obviously by the people he wrote them to, but also in all the other churches too. Paul wants the information, and the doctrine, to get out to everybody everywhere. Now, notice the last part of Colossians 4:16 – "and that ye likewise read the epistle from Laodicea." That part of verse 16 gives a lot of people a lot of problems. They say, "Well, where is the epistle from the Laodiceans?" Some people say, "That is really the book of Ephesians, because Ephesians 1 should not say "to the church at Ephesus," but it should just say "to the church". That is stretching the truth a whole lot because it says, "to the church at Ephesus" in the Greek text. But, some people take that out because the so-called "better manuscripts" leave a blank there. As we go along, you will see that it is not very safe to give any credence to that kind of manuscript evidence. I will give you two ideas concerning the "epistle from Laodicea" in Colossians 4:17. The first possibility is that there were a lot of things that were written down by Paul and the other apostles that were not intended to be part of the word of God. The second possibility is that the Laodiceans had some copy of an epistle that the Colossians had not received yet. When Paul says, "read the epistle from the Laodiceans," it might be that the Laodiceans had a copy of an epistle that the Colossians did not have in their hands yet, so Paul is telling them to get that copy. That is a possibility. The first possibility seems more probable. 1 Corinthians 5:9 – "I wrote unto you in an epistle not to company with fornicators." Where is the epistle that contains that information that Paul wrote? It is obviously prior to this epistle, but this is 1 Corinthians. Paul is saying that he wrote them a letter before this one. It is 1 Corinthians in our bible, but Paul is saying that he wrote them a previous letter. If that is not bad enough Paul says in 2 Corinthians 1, "I wrote you a letter between 1 Corinthians and 2 Corinthians." Thus, there are at least four letters that you can identify, but only two of them show up in your bible. Therefore, I know that there are many things that the apostle Paul wrote that were not the divinely inspired word of God. But, what was divinely inspired was being collected together and authoritatively identified as such. In the next lesson, we will study how they determined between one epistle and another and how they knew which one was the inspired word of God. God had a group of people whose function in the church, at that time, was to authoritatively identify which epistle was the word of God. They identified which epistle was not the word of God. They identified the word of God and made authoritative copies of it and made sure it was distributed. There is one other thing that I want you to notice. Obviously, these people are collecting and sharing copies of the word of God. They are commanded to do so. Do you notice where all of this is going on? It is going on in Northern Palestine (Antioch – modern day Lebanon), and Turkey (Asia Minor), and Greece, and Italy. This is not going on down in North Africa, but up in the northern Mediterranean, up in South Europe (which we would call it). You want to put that in the back of your mind and remember it! If you were going to look for the bible, where would you look? You would look where it was written, wouldn‟t you? So, you want to remember where it was written, and where they were copying it. If I were going to look for the originals, I would look in that area and not down in North Africa, which is where the manuscripts come from that the modern versions of the word of God are based on. Anyway, the process of New Testament preservation was the same as the Old Testament process – through copies. God had a special group of people charged with the responsibility of seeing that the task was carried out. I wanted to you to see, in this lesson, that the process was the same in the New Testament as it was in the Old Testament. You have to base your faith on the fact that the New Testament has been preserved. MSS 101 – 16 This will be the last lesson on the study of preservation. Thus far, we saw the process, and we demonstrated the process. The process is simply that God will preserve His word through a multiplicity of reliable, accurate copies of the original manuscripts. Copies of copies eventually were handed down to us, and they are reliable and accurate. They are preserved, and that is how God will preserve His word. We saw how God preserved His word in time past. He used a special group of people in the Old Testament – the nation Israel. Within the nation Israel, He had the scribes (the priesthood) to preserve His word. We saw that process demonstrated in the Old Testament beginning with the books that Moses wrote and then other books were continually added to the Torah. We saw how Christ identified that Old Testament book as the word of God. Jesus Christ makes two canonical statements that identify the contents of the Old Testament canon. You should be familiar with all of these things. We saw that the process was the same in the New Testament. But, in the Old Testament, God gave the word of God to Israel – the oracles of God were committed to them. Then within the nation Israel, there was a special group of people (the priesthood) who preserved the word of God. But, one of the reasons, and one of the purposes, for the nation of Israel was to have a reciprocal to give the word of God to and to have the word of God perpetuated through time. Now, we saw that with the fall of Israel the process remains the same. In other words, God is still preserving His word through a multiplicity of copies, rather than just preserving one original manuscript or one copy of the original manuscript. But, with the fall of Israel the following question arises. What about the people? The people are gone. In the New Testament you have Paul, and Israel is set aside along with the people that were preserving the word of God. Well, with the fall of Israel the process of preservation did not change, but the people responsible for the execution of that process did change. In the New Testament there is also a special group of people during the days of the apostles, people whose function (one of their functions) was to identify, copy, and collect together the word of God just as in the Old Testament. In time past, there was a special group of people and their function was to make copies of the word of God, collect it together, and identify God‟s word. That process was the same in the New Testament. We will look at a passage right now, and I realize that what I am about to tell you about this passage cannot be found in any of the books in my library. I have had people laugh at me when I talked to them about these things. That is okay, and it does not bother me to have that happen. If you decide that you will laugh at me about it, you will not hurt my feelings one bit. But, I believe what I am about to tell you. I will show you the passages, and I believe it makes sense, and I believe the scriptures bear it out. I believe that the reason people do not generally accept this, and the reason that people laugh at me about it, is because they have not thought through these issues. The issue of preservation has never been an issue that has really been addressed by the church in a controversial situation. Preservation has always been assumed until about 100 years ago. Now that there is controversy, and now that we are driven to the word of God to find out exactly how God preserved it, we begin to understand some things about passages that, maybe, in time past we did not understand. In fact, I checked today through my library, and another Pastor‟s library, and there was only one book in all of the books that we have on the bookshelf on the book of Romans that even dealt with what we are about to deal with in this lesson. One book out of about thirty books dealt with the phraseologies in the passage that we will talk about. Thus, it is not something that is widely understood. It is generally a passage that is slid over, and yet, it is a very critical issue to what we are dealing with. We are looking for somebody in the New Testament who God assigned the responsibility to copy, and to collect together and to identify what God‟s word is and what it is not. In the last lesson, I showed you that some of Paul‟s epistles were scripture and some of them were not. Well, then who authoritatively said, "This one is God‟s word and that one is not God‟s word?" Somebody had to do that. Well, In this lesson, I will try to show you in the scripture that God had a group of people prepared and functioning to do that job. Romans 16:25,26 – "Now to him that is of power to stablish you according to my gospel, and the preaching of Jesus Christ, according to the revelation of the mystery, which was kept secret since the world began, But now is made manifest, and by the scriptures of the prophets, according to the commandment of the everlasting God, made known to all nations for the obedience of faith." We discussed this passage in regard to the fact that this passage gives evidence of Paul‟s design for the perfecting and the maturing of the believer. But, I want you to notice something without that thought in mind. Notice the expression "the scriptures of the prophets." What are the scriptures of the prophets? If you take the books in my library, you will find out that they do not explain that. You will not find the answer to that question in the commentaries, because they do not deal with the issue. In the Greek, the phrase "the scriptures of the prophets" would be "through also writings prophetic." "Prophetikon" is the word for "prophets." "Writings" is the noun in the passage, and it is plural. "Prophets" is an adjective in the passage. The adjective is in the genitive case, and it modifies the noun. The way that thing is translated in your bible, is "and by the scriptures of the prophets." In Greek, it would be "through also writings prophetic." Prophetikon is an adjective, and it is in the genitive case. Now, you will hear people say, "The phrase „the scriptures of the prophets‟ is a bad translation." They say that since prophetikon is an adjective modifying "writings," it should be "prophetic writings." But, there is more than one way to translate the expression. For example, when you read in the bible about "the glorious gospel," that actually says, "the gospel of the glory" in the Greek text. With the genitive case, you can translate the noun as an adjective or the adjective as a noun. If you look in the grammar books, you will see that that is a perfectly acceptable way to do it, and it is constantly done that way. If it were not something that could be done, the translators of your bible never would have done it that way. Let me say this about translations, and I will just get it off my chest. The men that translated the King James Bible knew more about Greek (Greek grammar and the rules of grammar) than any man you ever heard stand in the pulpit and correct their translations. I talked with some people just recently about this type of a translating situation, and they did not know that you can translate a genitive adjective as a noun with the word "of" in front of it. They were not aware of that. I took one of my books off the shelf in the library, and I showed it to them. They said, "How about that!" Well, the men that translated your bible knew those things, and they could read Greek, and write Greek, and converse in the Greek language. Thus, they understood these things. Translating is not just all about grammar. You have to be able to get the flow of the thing. Now, another way that you know that the translation "the scriptures of the prophets" is a correct and acceptable translation is that about half of the modern translations that are on the market today translate it that way. For example, the New American Standard translates it exactly as the King James Bible. It is not just that way in the King James translation. At least half, if not more, of the modern translations translate that exactly like the Authorized Version. When you hear people waving a stick at the Authorized Version and saying it is a bad translation, you remind them that the book that their professors at school told them was the most accurate translation (The New American Standard) translates it exactly the same way. I said all of that so you understand that I am going to accept the translation in Romans 16:26 in a King James Bible. And, I accept it with good reason and good authority. I have as much reason, and right, to accept this translation as anyone else does to demand it to be "prophetic scriptures." Besides that, if I use this translation, I come to understand and see some things about what the passage is teaching that the other translations make much more difficult to understand. Now, that word "prophets" (that adjective) is used one other time in your bible, in the Greek text, and it is in 2 Peter 1:19. The beginning of that verse says, "We have also a more sure word of prophecy." That is the same adjective here in the accusative case rather than in the genitive case. It has a different ending. The noun that modifies is "word" instead of "writing". But, they translate it in the King James Bible as the other translations also do as the "word of prophecy." It could have been translated "the prophetic word." I am just saying to you that the translation is acceptable. You will hear people say that it is a mistranslation. I am trying to say to you that it is not a mistranslation. Anybody that knows enough about translating knows that this is a perfectly legitimate and acceptable translation in Romans 16:26. Now, let‟s try to define what is happening here. In Romans 16:26, we are talking about "the scriptures of the prophets" and we will try to identify and locate this. First of all, we must find out who these prophets are. You have two choices. They are either Old Testament prophets or New Testament prophets. Which one is it? Look at verse 26 – "But now is made manifest, and by the scriptures of the prophets, according to the commandment of the everlasting God, made known to all nations for the obedience of faith." Which of those two prophets are made known today to all nations for the obedience of faith? Is the obedience of faith today found in the Old Testament prophets? The answer is "no." The obedience of faith today is found in the ministry of the apostle Paul. Then, the prophets in Romans 16:26 are not Old Testament prophets, but they are New Testament prophets. That is important for you to understand. The Old Testament is made known to all men today. People will say, "These prophets have been made known to all men according to the commandment given to Paul." That is fine, but the scriptures of the prophets are not made known to all men "for the obedience of faith" – for men to take the instructions and obey them today. It is out of order today to offer an animal sacrifice for sins. It is out of order today to look for the kingdom and the millennium and to try to bring it in as the prophets in the Old Testament tried to do. Now, if the prophets are not Old Testament, then they are New Testament prophets. Well, what is the deal with New Testament prophets? Look at the book of Ephesians, and notice a few passages about prophets in the New Testament. Ephesians 4:8 – "Wherefore he saith, WHEN HE ASCENDED UP ON HIGH, HE LED CAPTIVITY CAPTIVE, AND GAVE GIFTS UNTO MEN." Ephesians 4:11,12 – "And he gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; For the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ." Notice, when he is talking about this, he is talking about Jesus Christ after his ascension, not prior to it. The earthly ministry of Christ takes place, then Christ dies on the cross, and He spends the 40 days on earth, and then He ascends into heaven. The Holy Spirit comes on the day of Pentecost. Then, the fall of Israel takes place. The apostle Paul gets saved. The Lord Jesus Christ, in heaven‟s glory, reaches down, and not only saves Paul, but he commits to Paul a new system of knowledge and information – a new realm, a new program called the mystery. Paul says that he gave certain gifts to the body of Christ – apostles, prophets, evangelists, pastors and teachers. Christ ascended up on high, (and in the passage it is not necessarily His ascension after his resurrection, but is an ascension far above all heavens), which is where Christ is when Paul gets saved. He ascends far above all heavens, and from that position, He gives these offices to the church. The twelve apostles are made apostles before the crucifixion of Christ. But, there were men that were made apostles after the ascension of Christ, therefore, they are not "the twelve apostles." Do you remember when I pointed out to you, in Romans 1:5, that the apostle Paul was made an apostle by the resurrected ascended Lord? (He is the only one in the bible identified that way.) These apostles (that became apostles after the resurrection) came from the ascended Christ not the twelve. Likewise, these prophets are not Old Testament prophets, but they are prophets that pertain to the body of Christ after the resurrection. Time past extends to these apostles that were made apostles after the ascension, and the "but now" begins with Paul‟s salvation. Thus, a prophet in the Old Testament would be a "time past" prophet. I am trying to point out that there are prophets that have to do with the body of Christ. There are prophets that affect the ministry of the body of Christ. Christ gave these prophets to us. Let‟s look at their function. Ephesians 2:19,20 – "Now therefore ye are no more strangers and foreigners, but fellowcitizens with the saints, and of the household of God; And are built upon the foundation of the apostles and prophets, Jesus Christ himself being the chief corner stone." The household is built on the foundation of the apostles and prophets. Thus, I know something about apostles and prophets. Apostles and prophets are "foundational" gifts. It is the function of an apostle and a prophet to lay the foundation of the house. In 1 Corinthians 3, the apostle Paul said, "I have laid the foundation." The apostles and the prophets are foundation gifts to the body of Christ. They lay out the foundation upon which the ministry of the rest of the body is to carry on. Now, one of the functions of a prophet in the bible is to be God‟s spokesman. That was not a prophet‟s only function, but it was one of them. He speaks for God. Let me show you this in the book of Exodus. (By the way, who was the first man that was called a prophet in the bible? The first man called a prophet in the bible was Abraham (Genesis 20). I just asked you that to keep you on your toes.) By definition, a prophet is a reference to a man that is God‟s spokesman. Turn to Exodus 4. The Lord is talking to Moses, and He is talking about Aaron. The Lord tells him in verses 15 and 16, "And thou shalt speak unto him, and put words in his mouth: and I will be with thy mouth, and with his mouth, and will teach you what ye shall do. And he shall be thy spokesman unto the people: and he shall be, even he shall be to thee instead of a mouth, and thou shalt be to him instead of God." Aaron was Moses‟ spokesman; he was Moses‟ mouthpiece. He spoke Moses‟ words. Notice Exodus 7:1 – "AND the LORD said unto Moses, See, I have made thee a god to Pharaoh: and Aaron thy brother shall be thy prophet. Well, by comparing scripture with scripture, the definition of "a prophet" is "a spokesman." God puts His words in the prophet‟s mouth, and the guy speaks the word of God. Now, we studied through those things when we studied the issue of inspiration. But folks, one of the functions of a prophet, in the bible, is to identify "thus saith the Lord" (here‟s what God says to you). I am just giving you a few verses to give you the sense of what is going on. The prophet is to identify God‟s word to the people. One of the functions of a prophet is to identify the word of God. Now, that is true in the entire bible, but when we come to the New Testament it becomes especially pertinent with regard to identifying the scripture. Ezekiel 3:17 – "Son of man, I have made thee a watchman unto the house of Israel: therefore hear the word at my mouth, and give them warning from me." In other words, Ezekiel is to get God‟s word and know what it is, and then send it out to the people. Jeremiah 15:19 – "Therefore thus saith the LORD, If thou return, then will I bring thee again, and thou shalt stand before me: and if thou take forth the precious from the vile, thou shalt be as my mouth: let them return unto thee; but return not thou unto them." He is God‟s mouthpiece. 2 Chronicles 36:12 – "And he did that which was evil in the sight of the LORD his God, and humbled not himself before Jeremiah the prophet speaking from the mouth of the LORD." I am just trying to impress upon you the idea that a prophet is a man that speaks God‟s word. You can look at other passages. I have not picked out the best ones necessarily. But, you understand that one of the functions of the prophet is to say, "Thus saith the Lord." That boils down to the fact that the guy is identifying God‟s word to the people. He is saying, "This is what God is saying to you." Now turn to 1 Corinthians 14:26 – "How is it then, brethren? when ye come together, every one of you hath a psalm, hath a doctrine, hath a tongue, hath a revelation, hath an interpretation. Let all things be done unto edifying." Verses 29-32 – "Let the prophets speak two or three, and let the other judge. If any thing be revealed to another that sitteth by, let the first hold his peace. For ye may all prophesy one by one, that all may learn, and all may be comforted. And the spirits of the prophets are subject to the prophets." God Almighty gave His word through these people; He gave revelation and information through these people. These prophets have the capacity to identify that this is what God is saying to us. Now, one of the foundational gifts used in the establishing of the body of Christ is a prophet. There are apostles, prophets, evangelists, pastors and teachers. Paul was "the" apostle, and yet, there were a number of other apostles in a secondary sense. For example, Barnabas, was identified in Acts 14:14 as an apostle. He was an apostle in a secondary sense. Barnabas does not directly receive information from Jesus Christ, but he receives it from Paul, and he is sent out in that sense. Timothy and Silas, along with other men, are identified in the scripture as apostles. Epaphroditus is an apostle, and he is identified as such in Philippians 2. You have apostles here, and that is a communication gift. These men are the ones that either wrote the New Testament or they were the ones that were sent out from one assembly to the other assembly with copies of the scripture, in order to share with the other people. The word "apostle" means "a sent one; one who is sent out with authority." These apostles would have been the men that were sent from one church to the next. They would be the ones that took the copy of Colossians over to the Ephesian church and presented them with their copy so the Ephesian church could make their own copies. The prophets, in those churches, were the men in the local churches who actually did the copying of the epistles. When the prophets got a collection of letters together from a bunch of different churches, they would read those letters; and they would say, "This copy is the word of God; this is scripture. But this letter is not scripture." They would say, "This letter that Paul wrote, 1 Corinthians, is the second letter that Paul wrote to the Corinthians, but this is the word of God. The other letter, the first one that Paul wrote to the Corinthians, was just personal correspondence. The third letter Paul wrote to the Corinthians was not scripture; but the fourth one is, and it is 2 Corinthians, and it is to be in the bible." One of the functions of the prophet was to identify God‟s word. So, these prophets functioned in these assemblies in that way. There had to be somebody in the local assembly who had the capacity to identify what God‟s word was when that assembly received copies from different places. They were getting all of this information from all over the place, and they indicated what was scripture and what was not scripture. Look at 2 Thessalonians 2:1,2 to see why prophets were needed. "NOW we beseech you, brethren, by the coming of our Lord Jesus Christ, and by our gathering together unto him, That ye be not soon shaken in mind, or be troubled, neither by spirit, nor by word, nor by letter as from us, as that the day of Christ is at hand." There were some phony letters floating around. There were phony letters floating around the churches that claimed to be from Paul. Therefore, when those churches received one of those letters, they had to know if it was scripture or not. Thus, God Almighty in the founding of the church gave some prophets so they could identify "Thus saith the Lord." It was not the only function of the prophets, but it was one of their functions. The evangelist, the pastor and teacher, took the copies and did the work of the ministry with them. They did not make the copies, but they used the copies. They preached the word from the copies that they had. But, the prophet‟s function was to say, "This is God‟s word." Then they made accurate, reliable copies of the word and distributed them. The apostles took them out to the various churches. 1 Corinthians 12:28 – "And God hath set some in the church, first apostles, secondarily prophets, thirdly teachers, after that miracles, then gifts of healings, helps, governments, diversities of tongues." God put prophets in the church. He put them in the local churches. 1 Corinthians 14:36 – "What? came the word of God out from you? or came it unto you only?" In other words, are you the only people that received a copy of the word of God? Are you the only people that sent copies of the word of God out? Those people are receiving and sending copies of the word. Notice verse 37 – "If any man think himself to be a prophet, or spiritual, let him acknowledge that the things that I write unto you are the commandments of the Lord." What is that prophet supposed to do in that Corinthian church? He is supposed to recognize that what Paul is writing to them is the word of God. That prophet‟s function is to identify the word of God. Paul said, "If he is a prophet, he will acknowledge that what I am writing to you is scripture. He will be able to identify this as the word of God." There were people in the Corinthian church who were suppressing the gift and the function of the prophet, and they were trying to exalt other gifts above it. Thus, the work of the prophet was not getting done, and consequently the word was not getting out. Paul was rebuking them about that. Paul was rebuking these people for their frustration of the function of the prophet. Verse 37 is a strong verse about what that prophet was supposed to do. Verse 36 could be read as Have you people sent the word out? Or was it just meant for you? That may be an even better way of reading the verse. That would be an even more stern rebuke by saying, "You have not sent it out yet! Did God just give it to you to keep for yourselves and not to send out to everybody else?" In verse 37, Paul is saying, "If any of you guys confess to be a prophet, and you profess to be God‟s prophet, you will acknowledge that what I am writing to you is God‟s word. 1 Timothy 6:3 is another reference like that. Well, let‟s go back to Romans 16 and recap that passage. Verse 26 – "But now is made manifest, and by the scriptures of the prophets, according to the commandment of the everlasting God, made known to all nations for the obedience of faith." I am saying to you that "the scriptures of the prophets" are the scriptures that the prophets copied down. Those prophets in those New Testament churches (the Pauline churches) collected the word of God together. Matthew, Mark, Luke, John, Acts, Romans, Corinthians, Galatians, Ephesians, Philippians, Colossians, Thessalonians, Timothy, Titus, Philemon, Hebrews, James, Peter, 1 John, 2 John, 3 John, Jude, Revelation were the books that these prophets collected together. They said, "These are scripture." They identified them as what God Almighty said, and they authoritatively said, "This is the scripture." According to 2 Peter 3, Peter had all of Paul‟s epistles. All of those people in Galatia that Peter wrote to had Paul‟s epistles. They had them because of the functioning and the activity of these prophets, who Christ gave as foundational ministries to the body of Christ to produce that book and to authoritatively identify it. Those prophets collected together more than just Paul‟s epistles. They collected together "the whole" of our New Testament. In 1 Timothy 5, Paul has the book of Luke, and he quotes it as scripture. There is an identification process, and they collected all of the bible together using this process. Regarding Romans 16, I am saying that "the scriptures of the prophets" are the scriptures that the prophets copy, collect together and get ready for distribution. They identify them as scripture; they copy them, and they collect them together. Your New Testament was collected together according to the commandment of the everlasting God made known to all nations for the obedience of faith. This process is God‟s design. It was His idea. It is the "commandment of the everlasting God." We will be able to get the preserved copies, or God will not be an everlasting God. I have a question for you. What happens to this process after the prophets and the apostles die, and there is nobody left except evangelists, pastors and teachers? Who is going to preserve the word of God then? Where are the people who preserve it? God had a process to preserve His word through copies. He had a people to preserve His word. He had a people to identify the word of God, to collect it, and to preserve it in the New Testament. But, these prophets die, and there are not any prophets today. We enjoy the apostle‟s ministry and the prophet‟s ministry by having the written word of God. So, who will preserve the word of God after the prophets die out? Human viewpoint would say, "The prophets are gone so there are not any more authoritative copies of the word of God." 1 Timothy 3:14,15 – "These things write I unto thee, hoping to come unto thee shortly: But if I tarry long, that thou mayest know how thou oughtest to behave thyself in the house of God, which is the church of the living God, the pillar and ground of the truth." Notice that Paul talks about the "house of God." That is the local church that Timothy is involved with. It is the church of the living God, which is the body of Christ. The body of Christ is the "pillar and ground of the truth." Folks, the word of God was committed to local assemblies for them to teach and distribute. This process of preservation works in the body of Christ on the idea of what the Protestants used to call "the priesthood of the believer." That means that in the Old Testament there was a "priesthood." But, God has done away with the Old Testament priesthood now, and now each believer can go to God for himself. In the Old Testament, you needed a priest to go in and represent you, but now, you are a priest, and you can represent yourself. That is a bad term, because they use 1 Peter 2:9 – "But ye are a chosen generation, a royal priesthood, an holy nation, a peculiar people …" as the proof text for that. We understand that, dispensationally, that is not good terminology, and yet, the truth is real. You and I function today on a personal basis with God Almighty. We do not need any "go-betweens." We go straight to God Almighty. One man said, "The pope is a Protestant." Another man said, "Well, how do you figure that?" He said, "Well, the priest prays to the bishop; the bishop prays to the arch-bishop; the archbishop prays to the cardinal; the cardinal prays to the pope, but the pope prays to God. Therefore, the pope is a Protestant." Likewise, you pray straight to the Lord. You do not pray to anybody in between, do you? In the priesthood of the believer, you and I have the opportunity to function directly under the leadership of God the Holy Spirit without that intermediary kind of a deal. Just as the preservation of the scripture passes in the hands of the priest, so it is today in the hands of the body of Christ. Now, the one thing you want to guard against is this. Please remember this! The issue in preservation is not an authoritative church, but rather, an authoritative bible. The Roman church will take what I am telling you and say this, "See, since the church has the responsibility of preserving the word of God, therefore, the church has the power to say what is right and what is wrong. The church can tell you what the bible says." We are not talking about that here. The word of God tells you what God says. The word of God tells you what is right and what is wrong. The word of God is the absolute final authority. As believers get into the word of God and study the word of God, the true text of the word of God is identified and sustained through history. Thus, it is the responsibility of the local assemblies, the bible-believing people, to teach and distribute the word of God today. God preserves his word through history in the hands of bible-believing people that study the word of God, and that teach the word of God, and that preach the word of God from a believing veiwpoint. Today you have a situation where colleges and bible schools teach the bible, and publishing companies distribute the bible, and everything is outside of the hands of the local church. Therefore, you can understand why we are in such a mess. In 1 Timothy 3:15, the local assembly is the pillar and ground of the truth. What is the foundation of the truth? In the passage, it is the local assembly. The local assembly is responsible for the maintenance of the truth. If you look down through church history, you will find that the apostates do not preserve the word. They preserve scholarship and tradition and denominational doctrines, and they use the word of God to buttress their positions and their doctrines and their traditional scholarship, but they are not interested in preserving God‟s word. But, you will find God‟s word preserved through history out among the mass of the people that do not give a hoot about all those other things. It is the life, and the flow, and the activity of people just like you that has preserved the word. The word of God is not preserved in a beautifully bound copy of a vellum scroll sitting on a library shelf in the Vatican. The word of God is preserved out there in the hands of soul-winning, bible-believing, biblepreaching people. That is where God‟s word is, because God the Holy Spirit in us bears witness to His word. Bible-believing people use God‟s word, and the copies of the word of God that they use get worn out. There is a purifying process, a maintenance process that goes through there when errors creep in and the controversy develops. Maybe the two individuals who have the controversy never get it worked out, but the church backs off and sees it with that spiritual sense that it has. There is a movement. That is the reason I told you that you must be careful because a Catholic will come in and say, "See, it says authoritative church rather than authoritative book." But, the problem is that Catholics never study the book. I am talking about somebody taking the bible, and studying the bible, getting into the book, and teaching the book, and that is how you will see the maintenance of the text through history. We will see that as we study through church history. The local assembly is the pillar and the ground of the truth. It is the support structure for the maintenance of the truth today. The one word that describes the issue in the Pastoral Epistles is the word "godliness" and "godliness" is "good, right, or proper worship." There is no way to worship God properly except on the basis of proper doctrine. Sound doctrine is the issue through all of Paul‟s epistles. That is the issue of a pastor – right doctrine, sound doctrine, dispensationally correct and accurate doctrine. If your interest lies in the doctrine all of the time, you are interested in a bunch of words on the page, and you will fight for that book because that book is the issue. Do not come along and corrupt my book! You will never understand the issue that we went over in this lesson unless you start where we started at the beginning of MSS 101 and work all of this doctrine through to this point. MSS 101 – 17 (Test) 1. The four popularly held views of the bible have one basic and underlying assumption in common. Identify this common idea and the proper "bible believer‟s viewpoint" on this issue. 2. Explain how 2 Timothy 3:15,16 teaches both inspiration and preservation of the scriptures. 3. God promised to preserve His word. Demonstrate this promise from scripture. 4. God established a process to preserve His word through time. Explain and demonstrate this divine design from scripture. 5. In the Old Testament, what group of people was specifically raised up to execute the divine design in preservation? Give adequate scripture references. 6. Demonstrate from scripture when and how the New Testament was made available to believers in the church at large. (Example – how the New Testament canon was formed and authenticated) 7. How has the process of preservation continued since the completion of the scriptures? 8. Write from memory 1 Peter 1:23-25. 9. Write from memory Matthew 5:18. 10. Write from memory 2 Timothy 1:13.
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Tabernacles Not Abolished * "I did not come to destroy the Law and the Prophets but to fulfill them" (Mat 5:17). IT IS NOW BEING FULFILLED How Do We Fulfill The Law? * How is circumcision fulfilled? * How is circumcised in heart fulfilled? * How is the Qthe fulfilled? * How is the Sabbath fulfilled? * "For I say to you, that unless your righteousness exceeds the righteousness of the scribes and Pharisees, you will by no means enter the kingdom of heaven" (Mat 5:20). How Are The New Moon Sabbaths Fulfilled? The Three Appointed Yearly Feasts: * Passover First month * Pentecost 50 days later * Tabernacles 7 th month (Harvest Qme) Passover * Fulfilled in The Lord's Supper. * Christ is our Passover Lamb. Allegories Allegories are not for Amateurs. Don't try this at home. St. AugusQne Pentecost "Be filled with the Spirit" (Eph 5:18). Law On Stone Versus Law In the Heart Day of Pentecost The Feast Of Tabernacles/Booths Consists of 3 Feasts * Trumpets - 1 st Day of 7 th Month * Day of Atonement - 10 th Day of 7 th Month * Booths – 15 th Day of 7 th Month for 7 days Feast Of Trumpets: LeviQcus 23:24 * Fulfilled by the preaching of the Gospel "And He will send His angels with a great sound of a trumpet, and they will gather together His elect from the four winds, from one end of heaven to the other" (Mt 24:31). On The Day of Atonement * Paul said, "I now rejoice in my sufferings for you, and fill up in my flesh what is lacking in the afflicQons of Christ, for the sake of His body, which is the church" (Col 1:24). * "Ahora me gozo en lo que padezco por vosotros, y cumplo en mi carne lo que falta de las aflicciones de Cristo por su cuerpo, que es la iglesia" The Persecuted Wilderness Goat Atonement LeviQcus 23:29 * "For whoever is not afflicted on that very day shall be cut off from his people." * "Porque toda persona que no se afligiere en este mismo día, será cortada de su pueblo." "…a sabbath of solemn rest" The Feast Of Tabernacles or Booths * We celebrate it as our salvaQon from Old Jerusalem, * "which spiritually is called Sodom and Egypt, where also our Lord was crucified" (Rev 11:8). * "…la grande ciudad que en senQdo espiritual se llama Sodoma y Egipto, donde también nuestro Señor fue crucificado" (Apoc 11:8). Booths Are Tents Or Tabernacles LeviQcus 23:34 Dwelling in tents as pilgrims Our Bodies Are Tents "…the tent that is our earthly home…" (2 Cor 5:1) "…nuestra morada terrestre, este tabernáculo" New Moon Sabbaths Are Fulfilled In Christ: "Therefore let no one pass judgment on you in quesQons of food and drink, or with regard to a fesQval or a new moon or a Sabbath. These are a shadow of the things to come, but the substance belongs to Christ." (Colossians 2:16-17) * Por tanto, nadie os juzgue en comida o en bebida, o en cuanto a días de fiesta, luna nueva o días de reposo,todo lo cual es sombra de lo que ha de venir; pero el cuerpo es de Cristo. (Col 2:16-17) The Feast of Booths And Jesus John 7:6 * "My Qme has not yet come." * "Mi Qempo aún no ha llegado" * The Rivers of Living Water John 7:38 "On the last day of the feast, the great day, Jesus stood up and cried out, 'Whoever believes in me, as the Scripture has said, 'Out of his heart will flow rivers of living water.'" * "El que cree en mí, como dice la Escritura, de su interior correrán ríos de agua viva" (Juan 7:38). Zechariah 14 Has Two Things In Common With John 7: The Feast of Booths and Living Waters "On that day living waters shall flow out from Jerusalem…" (Zec 14:8) "Acontecerá también en aquel día, que saldrán de Jerusalén aguas vivas" (Zec 14:8) "Then everyone who survives of all the naKons … shall go up year aLer year to worship the King, …and to keep the Feast of Booths" (Zec 14:16) "Y todos los que sobrevivieren de las naciones …subirán de año en año para adorar al Rey… y a celebrar la fiesta de los tabernáculos" (Zec 14:16). This Rule Of God's Government Is Now * Living Waters are The Holy Spirit Conclusion Let's celebrate the Feast Of Tabernacles * by trumpeQng the Gospel in all the world. * by afflicQng our souls and filling up in our flesh what is lacking in the afflicQons of Christ. * by celebraQng our salvaQon from legalisQc Egypt where also our Lord was crucified.
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Celebrating 20 years! World Youth Choir Anniversary Celebration (21 – 25 October 2009, Örebro, Sweden) Vladimir Opačić World Youth Choir Project Manager "There is no greater task than to support somebody's development; help the human being in its striving!" Ivo Andrić, Nobel Prize winner From Signs beside the road The World Youth Choir is a genuine educational and social experience that draws on many vocal traditions and aims to work at the highest artistic level. For 20 years now, the World Youth Choir has built bridges between young singers from diverse cultures. Many articles and reports have been written about this project, many stories told, and many videos recordings made over the last two decades. These tell of the philosophy of the ensemble, and document its value in the choral world from an artistic, social and human point of view. The question is always raised regarding how to present the various projects and events undertaken by this choir. Also, how to present its current role. So how should this "child", born in 1989, be described? It came into being through the efforts of a group of choral music enthusiasts, who were led by the ideas of equality and an historical quest for multicultural diversity. This diversity is a peace found deep within our soul. It is an inner legacy, given to all of us by birth, and to be experienced during our short lives as a kind of personal balance held between our external self and our internal one. Diversity in this sense is a "country" inhabited by the World Youth Choir for some 20 years now. It is where we have "lived" during this time, and has helped over 1000 young people all over the globe to subsist. Over 1000 singers, conductors, organizers and choral music enthusiasts have worked within its "borders". This is the World Youth Choir at the end of these two decades, our dreams, hard work, constant belief, artistic professionalism and enormous enthusiasm for remarkable idea. It is our lives before the dream, and remains our lives whilst we are still dreaming! The World Youth Choir has been the meeting point for young singers from around the world, and many individuals have taken part and left an indelible mark on the ensemble, imbuing it with their unique talent, personality, creativity, warmth and humour. From October 18-25, 2009, for the first time in the history of the ensemble, over 200 former singers, conductors and organizers throughout the globe were reunited in order to celebrate the choir's birthday. This was a true anniversary celebration, simple in its greatness, and the best possible present to the World Youth Choir. "Happy birthday, World Youth Choir", this was said so many times! "Happy birthday to you all", people said to each other! One simple sentence, so innocent, yet one that recalled thousands of memories for us all. Singing, laughing, we gazed at many a fading photograph from the 1980s. We looked at singers and their families, little children running around, people hugging each other, and remembered this and that. Plus the conductors and their stories, and the emotional moments when the quality of the performance was broached. As for concert uniforms…do you remember him….or remember her? And so on in this vein for ten whole days and nights. A veritable beehive of activity. This is how the celebration started, thanks to the collaboration of the International Center of Choral Music and Swedish International Choral Center, Örebro, for these were the organizers of the Anniversary celebration together with the International Federation for Choral Music (IFCM), Jeunesses Musicales International (JMI) and Europa Cantat (EC), the World Youth Choir patron organizations, who were all proud to present a week of celebrations in Sweden, the first host country of the World Youth Choir. Concerts were given by: The World Chamber Choir anniversary ensemble, gathering singers from 22 countries, with Nikolaj Znaider and the Swedish Chamber Orchestra performing two works by Johannes Brahms. "The World Sings for you" show, an international showcase presenting past and present World Youth Choir members, soloists, instrumentalists, vocal groups: Kaori Tsushima, Japan; "Jazz trio" presenting David Izard, piano, Ryan Andrews percussions and Zachary Lane, double bass, all from USA; Hildegunn Coucheron, soprano, Norway; "Cherry Blossoms" vocal group Japan; "VOXTET", Czech jazz vocal group, founder Martin Mikes former WYC member; Fabienne Carlier, France, solo voice, piano and accordion accompanied by violinist Radoslaw Pawel Stawarz and "Witloof Bay", jazz vocal ensemble, Belgium. "GALA" Anniversary ensembles and tutti ensemble gathering more that 200 singers from 45 countries, conducted by María Guinand, Venezuela; Nobuaki Tanaka, Japan; Fred Sjöberg, Sweden; Sidumo Jacobs, South Africa and Steve Zegree, USA, presenting choral music and traditions of five continents: The world on stage. Whoever was with us in Örebro would have felt the joy of this gathering. Generations of singers from 1989 to 2009 made it happen. They made a huge effort and built up a unique international group of people with special musical and communication skills, people so different in their sound, lives, and minds but so similar when their expression, human and musical emotions are the main actors on the stage. If you were not there with us, there is no better way to feel and hear how great was the impact of this project and its 20th anniversary. It impinged on all our lives and still does. This is documented in the lines written by founders, organizers and singers of that first summer session of 1989. (More than 20 singers from the first summer session were present). This then was the face of the World Youth Choir. For humans exhibited a certain simplicity felt at every corner of the globe. The 2009 anniversary will be one more "stone" in the foundation that underpin the World Youth Choir for future generations, and is an investment for all of us, for the next 20 years. "Global Unity and Future Hope" Facebook: Comments from some of the early World Youth Choir Singers "Dear friends! The World Youth Choir was once a dream and a vision shared by many in a time where it was extremely difficult for many countries all over the world. In this year of 2009, we have celebrated two strong and symbolic events that took place in 1989 – the realization of the dream World Youth Choir and the breaking down of the wall symbolizing the Iron curtain. For Stefan Sköld and myself who poured our hearts in the process with the ground work, it was a dream come true to help out in the birth process of this wonderful vision – to unite young souls and voices from all over the world. We are today grateful for the wonderful work that IFCM, Europa Cantat and Jeunesses Musicales together have done bringing this child up to what it represents today – the very sound and strong sounding symbol for the ideology that music is all about humanity! It means the world to us! We hope that all the children of the vision with World Youth Choir will adopt that vision and relentlessly work for humanity with music as the instrument – thus we can make a difference! Meeting all wonderful singers from WYC – and particularly from t he very first WYC in Örebro – made a great impact on me. You all reminded me of the beauty of humanity and music in perfect harmony. Let's hope for another reunion very soon! Thank you! I would like to finish with two verses from a poem sent to us in 1989 after the first assembly of the World Youth Choir by Alec Jackson – our wonderful English tenor." United, we rise A melody A lyric of greatest depth The most beautiful song We are the hope We are the unity We have the love We are the new seeds in the heart of our countries We will last forever Stefan Sköld, Thomas Caplin, Founders of the World Youth Choir "What an emotion in Örebro… so many faces I hadn't seen for 20 years… and how strong the friendship and network has remained! I was far from imagining how the project would develop when I decided in 1990 to take over the management of World Youth Choir, a project that Jeunesses Musicales Sweden had started in 1989. I am very proud of the work accomplished and I am also very moved by the real worldwide network the World Youth Choir has created among young very talented singers. I wish that the project will continue for the next 20 years to be a place for high – level music education, intercultural exchange, global unity and factor of arts development. May the alumni of the 20 past years, together with the patrons help to contribute to those goals and aims. Long life to the World Youth Choir!" Jean-Claude Wilkens, Belgium Founder and the manager of the World Youth Choir, 1990-1999 "I'm a system administrator with an engineering company in Germany. In Örebro I had the chance to escape my nutshell and share my voice with friends from all over the world, which I had last seen 20 years ago. Singing in this choir on that high level is amazing. Feelings – overwhelming. These are the real big moments of my live, I'll never forget. It feels like another world. A world of unity and freedom, nations joined. These projects and celebrations must continue for the next generations. Give all singers the chance to unite the world." Christoph Jandek, Germany World Youth Choir 1989 "For me this meeting was one of the greatest events in my life. I never have been crying so many tears of joy in my entire life. It maybe was not just the choir. I sometimes did have some emotionally very hard times in the last 15 years with lots of changes and crises, especially in the last year. So, probably it was a mixture of emotions that came over me and it often overwhelmed me. Nevertheless now something came up again that had completely occupied my heart 20 years ago. And on the one side there was this paradise-like atmosphere. I felt this optimistic and idealistic power of youth again. On the other side I met so many new singers and realized that I'm not that young anymore. But nevertheless: the fantastic thing was, that we sang together. It wasn`t just a meeting with stories of old times. It was a meeting to continue in what we have done before: sing on an extraordinary good level and meet lovely people from all over the world. That is fantastic and it has to go on! It can help to build up a network of former singers who may support the organization and performance of the WYC sessions all over the world and keep the idea of the World Youth Choir running!" Heiner Geerlings, Germany, World Youth Choir 1989 Music teacher, secondary school Otto- Hahn- Schule for children of 50 different nationalities, Frankfurt, Germany "The World Youth Choir is still The World Youth Choir, 20 years later! – With its professional sound made in peace and harmony, from young people around the world. A joy to see, for a former participant, that the choir is in its good shape, as it was when it started in 1989. This also means, the management behind is doing its job to make this choir alive. The world needs this choir! Not only for the music aspect, but to show the world and the young singers themselves, that its possible to come together in this way, though there are conflicts and maybe even war between the countries the young singers come from. Creating music makes peace between humans and in us. So it's even a greater joy to see that the WYC has become UNESCO Ambassadors for Peace. Many of us former singers had been waiting for this reunion, simply because, the very beginning of the World Youth Choir was such a great experience in our lives, when we were young singers. Coming together in this way, with people you don't know anything about, to make wonderful music, travel the world and share social time, is THE BEST thing you can ever do in your life. You feel FREE! I joined for the World Youth Choir for 5 summers, from 1989 till 1993. For me, coming from a small island in the North of Norway, it made a huge impact on my life. I'm now a professional singer, do I need to say more? Of course the WYC fulfilled its purpose in my choice of career. I'm also helping young singers to develop as a singer, and that gives me great pleasure. It was so good to see my old friends again. We decided, 20 years later, that it would not be 20 years till next time. It will actually probably happen already next year. Maybe the world needs another choir? – With old World Youth Choir singers? – Who knows, only the future will tell? But for sure, "we'll meet again, don't know where, and don't know when…!" Hildegunn Coucheron, Norway World Youth Choir 1989 "To reunite with those I first met 20 years ago was like coming home to the place where you have the happiest early memories. I couldn't help but feel like we were just picking up from where we left off 19 or so years ago. It was also wonderful to sing with the group which continues to provide high quality training and development for singers from around the world. Still I felt a little melancholy that so many of our old friends still didn't manage to make it. One of the most wonderful aspects was finding and chatting with our friends before the event started. I think that had emails existed when the choir began in 1989 we would all have been in contact much earlier. Since the event I have managed to contact about 50 former members who hadn't managed to attend and we are trying to set up another reunion next year. The anniversary project really re-kick-started my love for these people and the WYC as a melting pot for international talent and choral coaching. Now the event is over I feel the same I did 19 years ago when I couldn't attend any more WYC meetings and that is great loss and a feeling that this must never end; and it must not end. 20 years ago we didn't know where the project would go, or where it would end up. Possible the best thing that happened was the cough and splutter of the first year, thankfully someone took up the project and breathed new life into the project and kept it alive. Regardless though, everyone who has had a hand in this project over the last 20 years has helped to create an institution of world cooperation and creativity. Not many international projects can claim that when they get together they speak with one voice. The WYC and the people I have met through the project will remain close friends for the rest of my life and hopefully we will all help to enrich our world through these wonderful experiences." Alec Jackson, United Kingdom World Youth Choir 1989 "Music and singing is my whole life, but my profession is businessman, entrepreneur and manager, so my point of view will be a little bit different than opinions of active and professional musicians. As at the beginning in 1989, the quality of a choir, conductors and chosen musical substance, is at an excellent level. The main vision of World Youth Choir /global unity and future hope/ and its social aspect is equally important, beautiful and courageous, as it was 20 years ago. World Youth Choir '89 was an amazing experience of freedom, which is written in my memory for the rest of my life. For me, the WYC 20th Anniversary was a proof that in case of friendship time is not important. And in case of good music time has no role. The opportunity given to all musicians from 45 countries all around the world, which can communicate and be together for one week, is a wonderful experience for their further professional life. The fact, than in this way all musicians from 45 countries can communicate, including the fact that there is a generation gap between them, is an experience which value we can't evaluate. The idea of organizing the 20th Anniversary is absolutely great. If it could be up to me, I would organize this type of anniversary every 5 years as during past 20 years of my life I have outlasted a lot. I have got a wonderful wife and three beautiful children. I had 2 serious diseases. Each day is a gift for me! The WYC 20th Anniversary, the meeting with people and the musical experience is a great gift for me too. Every time I think about memories from this meeting, I have got a big smile on my face. And I would like to say thank you all" Oliver Salon, Slovakia World Youth Choir 1989 "I am one of the "very first" singers of the World Youth Choir. I sang in 1989, 1990, 1991 and 1992. In 1991 I was also the project manager for the Prague portion of the tour. I am having a hard time finding words to express what the World Youth Choir experience means to me. I never imagined I would be a part of such talented group of people. I was sad once I became "too old" to be a member anymore. I would miss my friends; I would miss the incredibly high level of music we were making together. I often thought about us "old" members singing and spending time together again, so I was ecstatic to find out that there will be an anniversary reunion. I knew I would do everything I could to be there. I wasn't the only one, apparently. Even in the time of the economic downturn, World Youth Choir former members from all over the world turned up at the Stockholm Central Station looking for the train to Orebro! The reunion was marvelous and way too short. Seeing my friends and catching up was priceless. So was singing together again. And yes, we were crying at the end, just like we did every year. Thank you, Thomas Caplin and Stefan Sköld for the World Youth Choir and it's first year, thank you , Jean-Claude Wilkens for keeping it alive till today, thank you Vladimir Opacic (and everyone else) who made this anniversary possible. And some of us 89'ers are already planning World Youth Choir Alumni sessions for 2010 and 2011." Jamila Hla Shwe, Czech Republic/USA World Youth Choir 1989 For the past 20 years many volunteers have worked to keep the World Youth Choir running. All of them, all over the world, will recognize themselves in this article. The World Youth Choir simply says thanks to all of them, to those people around the world who recognized the importance of choir's existence, and who believed in its future. We hope you and others will continue to believe for the next 20 years! On behalf of the International Center for Choral Music, which oversees the project, gratitude must be expressed to: Stefan Sköld, Thomas Caplin the founders; Jean-Claude Wilkens founder and previous World Youth Choir manager; Benoit Giaux and Jean-Marc Poncelet, executive directors and previous managers; Alessandro Cortese, former singer and previous manager of the choir; former and present employees/trainees of the ICCM and IFCM Véronique Bour; Nadine Robin; Maria Catalina Prieto; Victoria Liedbergius; the management and editorial team of the ICB, Jutta Tagger, managing editor; International Federation for Choral Music, Jeunesses Musicales International and Europa Cantat, patron organizations of the World Youth Choir; the members of the World Youth Choir Committee, and of course to the Province of Namur, Martine Jacques, and Ville de Namur with their appointed representatives, for their support through all these years. Special gratitude must also be expressed to more than 40 renowned world conductors of the choir in past 20 years, and hosts/organizational teams of Sweden, Belgium, Hungary, Spain, Norway, Uruguay, Canada, Estonia, Japan, Taiwan R.O.C., Slovenia, Venezuela, United States of America, Switzerland, South Korea, Israel, South Africa, P.R.O. China, countries which welcomed the World Youth Choir on its tours at more than 25 summer and winter sessions since 1989. Finally a big thank you to Christina Kühlewein, IFCM programme coordinator for her immeasurable, invaluable work on the 20th Anniversary Celebration, as well as to Fred Sjöberg, president of the Swedish International Choral Center, and his wife, Gunnel Sjöberg, the producer, for their tremendous work and devotion in hosting the 20th Anniversary celebration within the frame of the "Raise Your Voices" choral festival, Örebro, Sweden. Vladimir Opačić, Serbia WYC singer 1999-2004, WCC singer 2004, 2009 World Youth Choir project manager since 2004/05 Conductor, music teacher E-Mail: firstname.lastname@example.org
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Are Humans Living Longer Than Ever Before? Humans live longer now than any time in known history. Is this commonly recited statement true? From a purely statistical standpoint, the answer is simple – yes. So why do I have so many paragraphs left in this article? Because statistics can be deceiving and without further investigation we can be led to some pretty erroneous conclusions. Statistics are based on averages, so anyone in a population that dies extremely young (like an infant), will dramatically offset the figures of those who lived to a ripe old age. Infant mortality rates were very high in antiquity, so when all the numbers are crunched, the average figure for a society's mortality rate will often end up between their 40s-50s. The modern statistical average for the United States has been reported to be 78.2 years (75.6 for males, 80.8 for females). When you add in the rest of the world, that average drops to 66.57. This huge drop is due to the addition of non-industrialized nations who also suffer high infant mortality rates. Genetically, we are no different than our most ancient ancestors and they were not preprogrammed to self-destruct at the age of 40, like is so commonly believed. I would like to address three irritating myths regarding this subject or at least the ignorant arguments I have encountered when discussing this subject. Many people seem to believe that everyone dropped dead at the age of 40 – 45 prior to the 20th century. I have heard too many people confidently make this claim. They heard the statistic and simply assumed that everyone prior to the 20th century would have received their AARP membership at the age of 25. I am joking about the AARP, but if everyone assumes that people died of natural causes at the age of 45, then certainly 25 would be considered over-the-hill and time for the depends undergarments. MYTH #2 Many people credit our modern longevity to medical advancements. Other technologies have been a greater contributor to human longevity than medical. Modern medicine has helped to lengthen the lives of some people, but has also prematurely cut short many lives, considering that adverse drug reactions are the leading killer of humans in the U.S. and medical errors is the third leading cause of premature death (for more details on this please read my posts under the category "Medical Mayhem" – especially "The Dangers In Modern Medicine", "How Common Are Medical Errors" and "The Dangers Of Colonoscopies".). MYTH #3 Many of these same people use this statistic to support the idea that we eat healthier now and thereby live longer. People died younger because they ate all that animal fat. This proves that they have not given this subject much thought or research or they would know that heart disease and cancer were very rare just 100 years ago, so how could saturated fat be the cause of premature death? I would assume that the average american has a difficult time understanding math and statistics. If this weren't true, no one would buy lottery tickets or toss money down the drain at casinos. It is true that according to statistical averages, people died much younger prior to the 20th century. But the truth is, that their lives were taken by completely different causes than today. It was not cancer, diabetes or heart disease that was killing most people in times past. So what was killing them so young? Let's take a look at what were the major causes of death in centuries past and see why other technologies played a greater role than medicine. Starvation and Malnutrition Probably the single highest killer of human beings throughout history. Due to droughts, locusts, floods, poverty and even war, food could be extremely scarce at times and millions of people died as a result. Children are far more vulnerable to kwashiorkor. Malnourished mothers have a higher likelihood of losing their babies, so infant mortality rates were very high among the poor as was the death of mothers giving birth (who were much younger than many mothers today). It was advancements in agriculture, distribution methods and food preservation that made it possible to get the food from one location to the area where the disaster had struck. Communicable Diseases and Plagues Bubonic plague, scarlet fever, small pox and a whole host of diseases wiped out many humans and once again, hit children the hardest because of their developing immune system. Medical advancements did less to help with this problem than did improved sanitation. When the garbage dump is located in the middle of town and human and animal excrement runs through the city streets, disease and plagues are inevitable. Finding a clean water supply also saved millions of lives. People in the past often drank extremely contaminated water. While visiting Saint Augustine, Florida recently, we noticed that many of the houses had cisterns in the basement that were filled from drainage of rain water from the roof. This was how they obtained their drinking water and attempted to purify it by adding chalk to the water. Many of the diseases that killed people in mass are still incurable to this day – we only prevent them by not living like pigs. Infection This is still one of the top killer of humans, but far, far less than before the advent of penicillin and more advanced antibiotics. Minor infections, which can now be cleared up with a simple antibiotic before going systemic, often became lethal in the past. Hunting and farming were both dangerous occupations that carried a high risk of injury, so many healthy people died as a result of an infection from even superficial wounds. Antibiotics and vaccines are the one area where modern medicine has saved millions of lives – unfortunately, we are now at a point where overuse of these drugs are quickly becoming a greater threat to human health. Hospital borne pathogens are now becoming resistant to most antibiotics. War It seems that the further we go back in history, the higher the death toll from war becomes. In the ancient times of melee warfare, the idea was to simply overwhelm your enemy with sheer numbers. If you found you were outnumbered, retreat became a suicidal option. Armies were engaged at such a close range, that turning your back on your opponent was certain death, so casualties were very high. These were very young men dying – much younger than today's soldiers. My wife and I were recently in Saint Augustine and took a tour of Fort Matanza where the Ranger informed us that the Spanish artillery soldiers started training at the age of 10, so they would be experts on the cannons by the age of 14. These deaths were often very young men losing their life (12 – 25), which would bring down the lifespan averages quickly. We no longer have the stomach for the same level of losses from war as our ancestors did. Because of our ability to strike with accuracy from greater and greater distances, we suffer far fewer casualties. In the near future, more drones will be used in warfare, so we should see the death tolls from war decrease – at least on one side. In today's modern warfare, the U.S. will lose less than a thousand soldiers within a year of war, whereas in the past they could lose over a thousand soldiers in a single battle lasting only a day or two. For example, the U.S. has been at war in Iraq and Afghanistan for ten years now and the U.S. death toll is around 4,486. There were 3,108 Confederate soldiers killed in three days, on July 1 – 3, 1863 at Gettysburg. There were over 110,000 Union soldiers killed in combat throughout the Civil War and a total of 360,000 total deaths to just Union soldiers. These were very young men dying, so the average lifespan figures take quite a hit during periods of war. Though modern medicine has contributed somewhat to the lower mortality rates from injury due to war, it is certainly the technology of the weapons and armor that has lessened the toll. We can see that other technologies played a greater role in extending human lifespan than did modern medicine. At least where our ancestor's causes of death were concerned. This is where this all gets rather ironic. If we examine this subject more closely than just a simple statistic or quick sound bite that we heard, we would see a completely different set of problems between then and now. We now NEED medical intervention just to reach the ages that our ancestors would have, if they could have adverted the problems that we have now solved (in the industrialized world). How do I know that they would have lived as long? Because many of them did, AND without any serious medical intervention. In order to look at this clearly, we have to stop looking at the population as a whole and using averages to fool ourselves into the idea that we have improved our lifespan and quality of life so much more than the generations that preceded us. In order to do this we must remove the impoverished from the equation. Someone who lives in poverty today have a lot less problems than those of antiquity. Here in the U.S., even the most poor among us can get access to food and medicine, something unheard of in times past. This alone makes the average lifespan appear that everyone is living comfortably into our late seventies and eighties, while creating the illusion that everyone dropped dead at the age of forty in the past. Many bloggers (vegans and paleo dieters) love to debate about the diet and life-span of paleolithic humans, but we have little record from that period to really make a strong argument. For the purpose of this article, I would like to look back around 200 years ago in the United States as compared to the last couple of decades. This way we are looking at people from similar culture and genetic backgrounds. The argument I often hear when the fact that heart disease, diabetes, cancer and other diseases were so rare 200 years ago, is that because they died so young, no one lived to an old enough age to succumb to today's top killers. That excuse is beginning to run pretty thin now that we are seeing a higher frequency of these diseases in children. Obese and diabetic children were pretty much non-existent in the U.S. 200 years ago. What are the differences in the common diet then and now? COOKING OIL: Two centuries ago, there were no processed vegetable oils, especially hydrogenated oils that mimic the properties of saturated fats (the hydrogenation process was not discovered until the beginning of the 20th century). Everything prior to 1900 was pretty much cooked in saturated fats such as butter, lard and tallow or tropical oils like palm or coconut. Given today's belief, and governmental dietary recommendations, obesity and diabetes should have been rampant in children at that time with the diet being so rich in animal fat – yet it was not. Americans consume far less animal fat than they did just 50 years ago. Butter and lard consumption is a fraction of what it was prior to the war-on-fat started in the 1970s by the U.S. government. Since then, margarine replaced butter and Crisco took the place of lard. These are highly inflammatory trans fat and are used in nearly all processed foods. SUGAR: Sugar consumption was very low in the 18th and 19th century. The average american consumed less than 30 pounds of sugar per year, whereas the average child today can eat as much as 150 pounds of sugar per year – and this is simply calculating the refined sugar and corn syrup consumed and does not account for the higher amount of starch consumed presently (8-11 servings of starchy grains). Modern grains have been bred to have a much higher carbohydrate content than grains from just 100 years ago. By the time today's children reach 50 years of age, they will have consumed over 8,750 pounds of refined sugar – that's more than 4 tons of sugar cycled through their arteries. MODERN WHEAT: Today's wheat is nothing like its ancestor. The modern high-yield, semi-dwarf wheat used today in processed foods and baked goods is a genetic hybrid of its ancestors. This wheat was not introduced into the human food supply until the 1960s and became 98% of the wheat supply by the 1980s. Since the 1980s, there has been a quadrupling of Celiac's Disease and many other intestinal disorders, such as Crohn's Disease, Ulcerative Colitis and other forms of IBS have been steadily on the rise. Researchers have found many other gluten intolerant diseases in patients other than Celiac Disease and have identified certain antibodies created by many people's immune systems with the sole purpose of attacking wheat gluten ( link ). These antibodies are responsible for many other autoimmune diseases, such as Rheumatoid Arthritis (since dropping wheat from my diet, all of my joint pains slowly disappeared over the first year) . Here is a quote from a website called The Natural Recovery Plan.com (click here to read the entire article): The hybridisation and genetic engineering of wheat has resulted in a staggering 500 fold increase in the gluten content of modern-day wheats compared to the wheat our forefathers would have known and this may be one of the prime reasons behind the massive rise in incidence of gluten intolerance and coeliac disease in recent decades." If you wish to read one of the best detailed research on the history of our modern wheat and the problems that have possibly arisen from it, I highly recommend Dr. William Davis' terrific book "Wheat Belly" and visit his site here. These are just some of the differences in diet from the 19th to the 20th century. Both sugar and vegetable oil (containing mostly linoleic acid) are highly inflammatory to the human body, especially the arteries. To read my documented accounts of the damage I have seen from linoleic acid that is infused to TPN patients, please read my article, "The Truth About Soy". I also have a detailed article on the damage I experienced from the high sugar content infused with the TPN entitled "The Effects Of Sugar On The Arteries". Besides seed oils and sugar, there are many other variables to consider, such as flavor enhancers (MSG and artificial sweeteners), preservatives, coloring and let us not forget GMOs (genetically modified organisms), such as "Round Up Ready Seeds" by Monsanto. (I will be covering this in an upcoming article). It is not inevitable that our ancestors would have suffered the same fates as our seniors today had they lived longer. To be fair, I decided to look at a very small group of men who would have lived similar lifestyles. Let's take a look at U.S. Presidents and you may find it quite surprising. If we look at the first 5 presidents, we will see that they all lived well beyond the age that those diseases should have showed up in one or more of them. George Washington – 67 John Adams – 90 Thomas Jefferson – 83 James Madison – 73 James Monroe – 80 I wonder why these men didn't drop dead at 40? John Adams was 61 years old when he was inaugurated. Why would the people vote in a president who was already past the average life-span of a human? Because these were men of means, they were able to avert all of the other problems that killed poorer people in huge numbers. Starvation, poor sanitation and infections were less of a threat to someone above the poverty level (safer occupations), so these men lived to ripe old ages. George Washington is the youngest death in this list, but he did not die of natural causes. Washington was bled to death by his doctor (medical errors were killing people prematurely even then). Had he not been bled to death, he still may well have died anyway, because he had a respiratory infection and this was a time before antibiotics. Even so, he still lived to the age of 67 (my father had his of stents first heart attack at the age of 66 and without the use , it would have been a fatal heart attack). Let's take a look at the last 5 presidents (excluding Obama, because he is still too young to know his fate). Jimmy Carter – Still living at 88 Ronald Reagan – 93 George H. W. Bush – Still living at 88 Bill Clinton – Still living at 66 George W. Bush – Still living at 66 Ronald Reagan is the only one who has passed on – and he was 93 at the time. So why would I list these last 5 when the only one that died was older than any of the first 5 presidents and the rest are still alive, even beyond the average age of death? Because I wanted to take a more detailed look to determine if all of these men would still be alive had they not had the modern medicine and procedures we have today. The bigger question that we have to ask ourselves is how in the hell did the first 5 presidents live to those ages without medical intervention – especially with all that animal fat they ate daily? Remember, even a ruptured appendix or gall bladder would have taken their life at that time. Certainly with modern antibiotics, George Washington would have survived the influenza and may well have lived as long as John Adams or possibly longer. Ronald Reagan did live to the age of 93, but also had a serious tumor surgically removed from his colon in 1985 – without treatment he may have died many years earlier. Reagan also suffered with Alzheimer's disease for at least the last decade of his life and many believe he began suffering signs of the disease even while serving as President. Without medical intervention, he certainly would have died at a much younger age. There is no record that Adams was not of sound mind (John Adam's health history). Most all of the founders were very active even late into their lives. George H. W. Bush now suffers from vascular Parkinsonism and is confined to a wheelchair, John Adams was not in a wheelchair at 88. Bush Sr. also underwent a procedure to reduce his thyroid gland (radioactive iodine), because he suffered with Graves disease (the doctors overdosed him, destroying too much of the gland. Since then his life has been dependent on hormone medications). Adams also suffered hyperthyroidism, but his went untreated. Bill Clinton is still with us, but clearly would not be without modern medicine. Clinton began having cardiovascular health problems at the age of 48 and underwent a coronary bypass surgery at the age of 58. It would be safe to say that Bill Clinton would have most likely never seen the age of 60 without modern medicine. George W. Bush had precancerous skin lesions removed from his skin a few times. Of course we are told this was caused by that enemy-in-the-sky we call the sun – which was strictly put there to kill us. Could Bush have actually had more sun exposure than Andrew Jackson, who led his troops throughout subtropical states like Louisiana and Florida? "W" has had access to sunscreen his entire life, Jackson did not and lived to the ripe old age of 78 with a lead bullet imbedded in his chest from a duel he had while in his forties (Jackson's health record). Bush could have died from cancer far before the age of 65 – and he didn't have a bullet stuck in his chest for more than 30 years. Jackson had no access to sunscreen while in the hot Florida sun. Sunscreen could likely contribute to the high number of melanomas seen today, but it's extremely profitable to the manufacturers (I'll save that for another rant). Many people today would never see their 60th birthday without some sort of medical intervention. So even though we solved all of the killers that plagued our ancestors, we found a way to level the playing field by creating a whole new set of killers. Though we have invented medications, treatment and procedures for many of them, they hardly improve on the quality of life. We may live longer, statistically, but we live sickly, racked with pain and dependent on medications starting at middle age. If we could improve our lifestyle and eat real food, like our ancestors, we could possibly live longer and with more vitality than ever before in history. Had our ancestors eaten the crap we do, without our modern medicine, their lifespans would have been much shorter and we may not have even survived as a race. Modern technology has given us toxic food, but plenty of medications, surgeries and other medical procedures to keep us breathing well into our decrepit eighties. Unfortunately, the party is about to be over. The medicine is not improving at the same rate that our diet and lifestyle is decaying. We are beginning to see a shortening of the average lifespan that I believe will continue if something drastic is not done to fix the standard american diet (SAD). I will continue with more evidence on this is an upcoming post. I apologize for not posting anything in a while. I actually have dozens of drafts written that I simply haven't had time to proof read and edit, so the next several articles should follow very shortly. Thank you for your patience.
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RCF Academy— New Testament Survey Class 20 – The Wisdom of the Kingdom James Introduction 1 Corinthians 1: 18–25 I. Purpose That Christians would apply the Gospel to their lives and thus live wisely and in the fear of the Lord. II. Authorship & Date III.Context & Emphasis Romans 3:28: "We hold that a man is justified by faith apart from works of law" James 2:24: "You see that a person is justified by what he does and not by faith alone." Justification as a declaration vs. demonstration of righteousness Our faith alone saves us but it is never alone. True faith is always accompanied by good works. IV. Structure & Outline 1. Chapter 1: Intro 2. Chapter 2: Wisdom in Generosity 3. Chapters 3-4: Wisdom in Speech 4. Chapter 5: Wisdom in Use of Wealth RCF Academy— New Testament Survey V. Major Themes A. Harmony between the law and gospel Three uses of the Law 1. First use: to restrain sin (Romans 1-2) 2. Second use: to convict of sin (Galatians 3) 3. Third use: to instruct in wisdom (James) Relationship to Matthew 5-7 | James | Matthew | James | Matthew | James | Matthew | |---|---|---|---|---|---| | 1:2 | 5:11f. | 2:10-11 | 5:19-22 | 4:9 | 5:4 | | 1:4 | 5:48 | 2:13 | 5:7 | 4:11-12 | 7:1 | | 1:5 | 7:7 | 3:12 | 7:16 | 4:13-14 | 6:34 | | 1:17 | 7:11 | 3:18 | 5:9 | 5:2 | 6:19-20 | | 1:20 | 5:22 | 4:2-3 | 7:7-8 | 5:9 | 5:22, 7:1 | | 1:22-24 | 7:24-26 | 4:4 | 6:24 | 5:10 | 5:11-12 | | 2:5 | 5:3-5 | 4:8 | 6:22 | 5:12 | 5:34-35 | B. Faithful Submission The wisdom of God vs. this world (James 3:13-18) C. Practical Obedience Be doers of God's word (James 1: 25) VI. Three Arenas Generous Love (James 2:1-16) RCF Academy— New Testament Survey Careful Speech (James 3:1-12; 4:1-3, 11-17) Compassionate Wealth (James 1:9-11, 27; 4:13-17) VII. Application 1. Pursue true wisdom Are you seeking wisdom from God's Word? 2. Examine relationships Are you showing favoritism to others based upon what they look like, what they do, or their similarities to you? 3. Meditate on James Is your faith evidencing itself in good works? Do you have people in your life who can help you grow in this way?
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T TTHE WOMEN'''''SSSSS SPOR PORTS TS F FFOUNDA OUNDATION TION ® ®® REPOR EPORT TT::::: SSSSSPOR PORT TT AND TEEN PPPPPREGNANCY Published May 1998 by the Women's Sports Foundation ® Eisenhower Park East Meadow, NY 11554 © 1998, Women's Sports Foundation, All Rights Reserved No part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including, but not limited to, photocopying, recording, or by any informational storage and retrieval system, without permission in writing from the publisher. T TTHE WOMEN'''''SSSSS SPOR PORTS TS FOUNDA OUNDATION TION ® ®® REPOR EPORT TT: SPOR PORT TT AND TEEN PREGNANCY T TT TTable of Contents able of Contents About the W About the Women' omen' omen's Spor s Spor s Sports Foundation ts Foundation The Women's Sports Foundation ® is a national nonprofit, member-based organization dedicated to increasing opportunities for girls and women in sports and fitness through education, advocacy, recognition and grants. Established in 1974 by Billie Jean King, its founder; Donna de Varona, a founding member and its first president; and many other champion female athletes, the Foundation seeks to create an educated public that encourages females' participation and supports gender equality in sport. The Foundation serves as a center for collecting and sharing information on girls and women in sports. The Women's Sports Foundation also produces quality academic research on the psychological, social and physiological dimensions of sport and fitness in the lives of girls and women. Authorship and Acknowledgments This report was co-authored by the project director, Don Sabo, Ph.D., D'Youville College; and Kathleen Miller, Ph.D., and Michael Farrell, Ph.D., University at Buffalo, S.U.N.Y.; Grace Barnes, Ph.D., New York State Research Institute on Addictions; and Merrill Melnick, Ph.D., S.U.N.Y. College at Brockport. The research was funded by The Packard Foundation, The RGK Foundation, the Sara Lee Foundation, The Turner Foundation, and NIAAA grants AA06925 and AA09425. Deep appreciation is extended to Donna Lopiano, Ph.D., Marjorie Snyder, Ph.D., and Deana Monahan for bringing this project to fruition. We are also indebted to special consultants Sandra Hanson, Ph.D., Rebecca Kraus, Ph.D., and Beth Vanfossen, Ph.D. Recommended citation Recommended citation: Sabo, D., Miller, K., Farrell, M., Barnes, G., & Melnick, M. (1998). The Women's Sports Foundation Report: Sport and Teen Pregnancy. East Meadow, NY: Women's Sports Foundation. Page 4 photo courtesy of Reebok, all other photos courtesy of the Women's Sports Foundation. Executive Summar Executive Summaryyyyy This study fills a major gap in research, revealing that sports may well be an untapped resource in the nation's struggle to prevent teen pregnancy. Many Americans believe that sports help to lower girls' risk for pregnancy. Parents breathe easier because their daughters are busy and chaperoned while attending afterschool sports programs. Coaches tell stories about girls for whom the self-esteem supplied by sports helped ward off peer pressures to have sex. Some corporate advertisers point to sport as a key solution to the problem of teen pregnancy. Despite such claims, however, researchers have failed to systematically investigate the connections between athletic participation and girls' risk for pregnancy 1 . Moreover, only a handful of educational or communitybased programs have used athletic participation as a strategic centerpiece for reducing teen pregnancy. The W The Women' omen' omen's Spor s Spor s Sports Foundation Repor ts Foundation Repor ts Foundation Report: Spor t: Spor t: Sport and T t and T t and Teen Pr een Pr een Pregnancy egnancy opens a door for understanding the largely unexamined connections between athletic participation, sexual behavior and teen pregnancy. So that reliable research findings could be generated, the Women's Sports Foundation pooled funds with the Packard Foundation, the RGK Foundation, the Sara Lee Foundation, and the Turner Foundation in order to develop a comprehensive research design that tested whether athletic participation is tied to a reduced risk of teen pregnancy. And what about boys? Are male athletes more or less likely than non-athletes to be involved with a pregnancy? Do boys learn lessons in the locker room that encourage them to "score" with girls and measure their masculine self-worth in terms of sexual conquest? Or are male athletes too caught up with training, discipline, and dreams of athletic success, too committed to a "clean body, clean mind" ethic to risk unprotected sex and consequent involvement with pregnancy? These questions remain unanswered, both because research on teen pregnancy and prevention programs has focused mainly on girls and because the role of sports in male sexual development has only recently begun to be studied. While the emphasis of this study is mainly on girls, we do include some findings that pertain to boys. The findings and conclusions in this report were derived from the analyses of two different sources of data: (1) the Youth Risk Behavior Survey of the Centers for Disease Control and Prevention, a nationally representative sample of 11,000 students in grades 9 through 12; and (2) the Family and Adolescent Study, a New York State Research Institute on Addiction study funded by the National Institute on Alcohol Abuse and Alcoholism, which includes a representative household sample of adolescents from 699 families from Western New York. Our data analyses provided a comprehensive and reliable assessment of the influence of athletic participation on adolescent sexual behavior and pregnancy risk. Some racial and ethnic groups were not represented in large enough numbers for reliable statistical analyses to be done; e.g., Asians, Native Americans, Pacific Islanders. Some specific findings documented by this study include: 1. Female Athletes W 1. Female Athletes Wer er ere Less Likely to Get e Less Likely to Get Pr Pregnant egnant Female athletes in the nationwide survey were less than half as likely to get pregnant as female non-athletes (5% and 11%, respectively). Moreover, significantly reduced rates of pregnancy were found for the subsamples of AfricanAmerican, Caucasian, and Latina/Hispanic female athletes. 2. Female Athletes W 2. Female Athletes Wer er ere Mor e Mor e More Likely to Be e Likely to Be VVVVViririririrgins gins Female athletes were significantly more likely to report that they had never had sexual intercourse than female non-athletes. While 54% of the female athletes said they had never had sexual intercourse, 41% of the non-athletes reported the same. 3. Female Athletes Had Their First Inter 3. Female Athletes Had Their First Inter----course Later in Adolescence Female non-athletes were about twice as likely as female athletes to experience their first intercourse between the ages of 10 to 13 (15% and 8%, respectively in the nationwide survey, and 9% and 2% in the Western New York survey). The onset of coital activity was significantly later for female athletes than female non-athletes. 4. Female Athletes Had Sex Less Often Female athletes in Western New York had sexual intercourse less frequently than female non-athletes. While less than a third of female athletes (30%) acknowledged having sexual intercourse four or more times during the past year, almost half of non-athletes (49%) did so. 5. Female Athletes Had Fewer Sex Par 5. Female Athletes Had Fewer Sex Partners tners Female athletes had fewer sex partners than their non-athletic counterparts. While 29% of athletes in the nationwide survey said they had two or more partners during their lifetime, 37% of the non-athletes said so. The figures for the Western New York study were 24% and 39%, respectively. 6. Mixed Results for Male Athletes Male athletes in Western New York experienced their first sexual intercourse earlier than male non-athletes. In the national study, African-American male athletes also experienced coital onset earlier than the non-athletes. However, no other consistent pattern of differences emerged between male athletes and non-athletes. 7. Athletes Ar 7. Athletes Are Mor e Mor e More Likely to Use Contraceptives e Likely to Use Contraceptives Among sexually active adolescents in the nationwide survey, both female athletes (87%) and male athletes (85%) reported higher rates of contraceptive use than their non-athletic counterparts. Specifically in regard to condom use, however, only female athletes were significantly more likely to report use than female non-athletes (53% and 41%, respectively). Our results strongly suggest that, for girls, sports may be used as a developmental strategy in programs intended to reduce teen pregnancy. In order to tap this potential, a Policy Advisory Panel was formed to draw up the policy recommendations included in this report. Intr Introduction oduction Teen pregnancy in the United States is a serious social problem. In the current social and economic context, young mothers and their infants, particularly those without prenatal care and health services, often face many medical problems. Early childbearing for girls is a common cause of school drop-out as well as a predictor for poverty, and teenage mothers face lower levels of educational achievement and career success. Unintended teen pregnancies also create extra economic burdens for parents and communities. In a nation where more than 4 out of 10 women become pregnant before reaching the age of 20, governments spend billions of dollars per year to meet the social costs that are associated with teen pregnancy and early childbearing. Though Americans agree that teen pregnancy is a national concern, they differ greatly on how to solve the problem 2 . The dialogue around teen pregnancy prevention during the last 30 years has emphasized a variety of solutions including abstinence, sex education, and contraceptive use. Most recently, experts have called for developmental programs that, over time, integrate the influences of family, school, and community in ways that help young people form the personal and social skills with which to make positive and healthful decisions 3 . Few intervention strategies, however, have attempted to make use of the developmental importance of sports in teen subcultures in order to lower the rates of risky sexual behavior and pregnancy 4 . The results of this study suggest that athletic participation functions as a developmental resource for many adolescent females in ways that positively influence sexual behaviors while reducing girls' risk for pregnancy. Sports capture and hold millions of young people's imaginations and energies throughout their adolescence. Athletic activities are a social and cultural intersection where coaches, parents, community members, and teenagers gather in the pursuit of common goals. The central goal of this study was to test the popular claim that athletic participation reduces the likelihood of pregnancy among adolescents. This is no easy task since few reliable surveys of adolescents include questions about sexual behavior and pregnancy. By combining the results of two surveys that used representative samples of adolescents, we were able to produce the most thorough analysis of these topics to date. Whenever possible we used the same items from both surveys; e.g., both the nationwide and Western New York surveys contained questions about age at first intercourse. A detailed summary of our method and data analytic procedures appears in Appendix A. Only those findings that attained statistical significance (p < .05) are included in this report. The findings and interpretations presented here should be regarded as a first step toward explaining the relationships among adolescent involvement with sports, sexual behavior, and pregnancy. The sports experience is only one aspect of the wide array of feelings, values, social forces, and biological drives that influence the sexualities of girls and boys. Sexuality also includes the ways that young people define themselves and others, and the personal and cultural meanings that are used to inform behaviors and relationships. Findings Pr Pregnancy Risk egnancy Risk The overall pregnancy rate among American 15- to 19-year-old girls increased 23 percent between 1972 and 1990. Though the rate of teen pregnancy has declined somewhat since 1990, millions of adolescents remain at risk 5 . Is athletic participation associated with lower adolescent risk for pregnancy? Figure 3 shows that among the nationwide sample of females who participated in the Youth Risk Behavior Survey, non-athletes were more than twice as likely as athletes to report a pregnancy (11% and 5%, respectively). A lower rate of pregnancy for female athletes remained statistically significant for African-American, Caucasian, and Latina/Hispanic subgroups. A similar trend emerged among females in the Western New York survey, where non-athletes were twice as likely as athletes to report a pregnancy (14% and 7%, respectively). Unlike the findings from the nationwide survey, however, these differences were not statistically significant. The failure to reach statistical significance may be owed in part to the limited number of pregnant girls in the Western New York sample. About the Boys. About the Boys. Male athletes were no more likely than non-athletes to report being involved with a pregnancy. In addition, no differences were observed among AfricanAmerican, Caucasian, or Latino/Hispanic males. V Viririririrginity ginity Female athletes were significantly more likely than nonathletes to report that they had never had sex in both the national and Western New York surveys. Figures 4 and 5 are basically a mirror image of one another, showing that 54% of the female athletes indicated that they never had sex, compared to 41% of the non-athletes. The remarkable consistency between the two sets of findings gives some confidence to their reliability. About the Boys. About the Boys. Male athletes overall were just as likely to report never having had sex as their non-athletic counterparts. For example, 47% of the athletes and 45% of the non-athletes in the national survey had never had sex. Athletic participation, therefore, was unrelated to the virginity status of boys. Age at First Inter Age at First Intercourse course Slightly more than half (52%) of American girls 15-19 years old had experienced sexual intercourse in 1995, while 56% of boys had done so 6 . Early onset of sexual activity is associated with higher risk for pregnancy in later adolescence, greater numbers of sexual partners, and lower rates of contraceptive use 7 . Because of these adverse consequences, it was important to determine whether athletic participation was associated with the age of sexual onset among girls and boys 8 . The findings from the national survey show that female athletes reported having their first intercourse later in adolescence than female non-athletes. While 8% of female athletes experienced their first intercourse before age 14, 15% of the female non-athletes did so. (See Figure 6.) These results were replicated by the Western New York survey where 2% of the female athletes had their first intercourse between age 10 and 13, compared to 9% of the female non-athletes. (See Figure 7.) About the Boys. About the Boys. In contrast to the above findings for females, male adolescents in the Western New York study were more likely to experience their first sexual intercourse earlier in adolescence than their non-athletic counterparts. Figure 8 shows that 21% of athletes and 15% of non-athletes reported having their first intercourse between ages 10 and 13. The figures for those reporting their first intercourse at age 14 or 15 were 29% and 22%, respectively. In the nationwide survey, the link between athletic participation and earlier onset of sexual activity was significant only for African-American males. While 59% of African-American male athletes reported their first intercourse between ages 10 and 13, 51% of the non-athletes did so. In summary, the findings suggest that athletic participation is related to later onset of sexual activity among girls, and earlier onset of sexual activity among boys. More research is needed to explore these relationships and determine the reasons behind them. Sexual Behavior Most young athletes devote a lot of emotional and physical effort to sports. Many are also involved with other extracurricular activities in school and the community 9 . Young athletes grow up hearing lectures from adults about leading exemplary lives both on and off the court or playing field. Being an athlete, they are often told, means conditioning their bodies and staying healthy enough to compete. Coaches, teachers, or health care professionals often counsel young athletes to avoid risky behaviors such as substance abuse and sexual activity in order to develop their athletic skills and, in the long run, upgrade their chances for an athletic scholarship in college. For boys, however, the lessons to avoid the dangers of sexual activity and involvement with pregnancy can be contradicted by locker room messages that having sex with girls is proof of one's manhood. In order to assess whether being an athlete influences the sexual behavior of adolescents, we examined variations in the frequency of intercourse and number of sex partners among our respondents. Fr Frequency of Inter equency of Inter equency of Intercourse course Respondents in the Western New York survey were asked to indicate how many times they had sexual intercourse during the past year. Figure 9 shows that female athletes were more likely than non-athletes to report having no sex (54% versus 42%) and to have had sex one to three times (16% versus 9%). Female athletes were also less likely to report having had sex four or more times during the past year (30% of athletes versus 49% of non-athletes). (Regrettably, there were no measures for frequency of intercourse in the national Youth Risk Behavior Survey.) Number of Par Number of Partners tners Respondents in the nationwide survey reported how many sex partners they had during the past three months. Figure 10 shows that while twothirds of female athletes indicated they had no sex partners in the time period, about half of the non-athletes (53%) did so. Moreover, 28% of the athletes reported they had one partner compared with 40% of the non-athletes. Both the nationwide and Western New York surveys contained measures of the number of sex partners that the respondents had had in their lifetime. Figure 11 reveals that 54% of female athletes reported "none" compared with 41% of the female non-athletes. The most marked discrepancy between female athletes and non-athletes was for those who reported having "two or more" lifetime sex partners (29% and 37%, respectively). Female athletes in the Western New York sample also reported fewer lifetime sex partners than their non-athletic counterparts. See Figure 12. Similar to the nationwide survey results, female athletes in Western New York were less likely than female non-athletes to report having multiple lifetime partners (24% versus 39%, respectively). About the Boys. About the Boys. Findings for boys were mixed. No pattern of significant differences between the male athletes and non-athletes was found with regard to frequency of intercourse and number of sex partners. Contraceptive Use We reasoned that among sexually active adolescents, athletes would be especially motivated to avoid pregnancy. Pregnancy or involvement with a pregnancy jeopardizes an athlete's individual performance as well as her or his team's success. The fear of pregnancy may be more pressing for high school athletes because, when compared to their non-athletic counterparts, both female and male athletes are generally more likely to plan to attend college after graduation 10 . We also felt that, to the extent athletic participation helps young people forge a positive body concept and greater self-esteem, athletes would be more assertive and better equipped to negotiate the complicated decisions that surround contraceptive use. Most sexually active adolescents did take precautions. Figure 13 shows that female athletes were more likely than female non-athletes to report condom use during their last sexual encounter (53% versus 41%). Figure 14 reveals that both female and male athletes in the nationwide survey reported higher rates of contraceptive use than their non-athletic counterparts. Eighty-seven percent of female athletes reported having used some method to prevent pregnancy during their most recent sexual encounter compared to 80% of female nonathletes. The difference between male athletes (85%) and male non-athletes (80%), while slightly smaller than for girls, was significant as well. Conclusion The W The Women' omen' omen's Spor s Spor s Sports Foundation Repor ts Foundation Repor ts Foundation Report: Spor t: Spor t: Sport and T t and T t and Teen Pr een Pr een Pregnancy egnancy has uncovered a pattern of evidence that participation in sports helps many girls to make decisions about sexual activity that can prevent teen pregnancy. Our findings show that girls who play sports do in fact report lower pregnancy rates, engage in sexual intercourse less frequently, have fewer partners, and begin sexual activity later than those not involved with sports. Athletic participation is part of the complex interplay of social, cultural, and biological processes that influence the sexualities of girls and boys. The overall consistency between the results from the national and Western New York surveys lends credence to our conclusions. We contend that sports are a cultural resource that builds girls' confidence, sense of physical empowerment, and social recognition within the school and community. Girls may be using the self-reliance and social status gained through athletic participation to resist social pressures to exchange sex for approval or popularity. Sports might also help girls cut loose from the conventional scripts for femininity that encourage them to establish self-worth mainly in terms of sexuality and heterosexual appeal. In addition, female athletes grow up in the close-knit social networks of their teams where they have a niche to construct an identity that is a step removed from the adolescent dating scene. Team membership can provide girls with their own space, physically and emotionally, in a highly sexualized culture that gives them conflicting messages about who they are or should be. In the girls' locker room, they can also discuss their concerns about relationships and the motives of boys 11 . Finally, for those girls who do become sexually active, the physical and personal empowerment derived from the athletic experience might also explain their greater willingness to use contraceptives. This study also suggests that athletic participation influences the sexual identities and behaviors of girls in different ways than boys. For girls and women, athletic participation is an historical departure from traditional femininity. Being a female athlete has meant challenging male privilege and cultural myths about female frailty. For many young female athletes in the 1990s, being an athlete has meant that they were stronger, faster, or gutsier than their mothers and grandmothers. Finally, the changing definitions of femininity and women's roles in the wider culture during the last few decades have meant that, increasingly, girls who have pursued the athlete role have received solid encouragement from parents, coaches, teachers, and health professionals. In contrast to girls, boys' experiences in sport have been an extension of gender expectations surrounding manhood and sexuality. Sport has been a training ground for traditional masculinity in American society, and athletic participation has generally amplified traditional gender expectations for males rather than challenge them. Indeed, male athletes are often rewarded and celebrated for acting out stereotypical scripts for masculinity—not only in sport settings but in dating and sexual relationships as well 12 . We found that male athletes became sexually active earlier in adolescence than non-athletes. It may be that the pressures to "score" that boys experience in the traditional locker room nudge them toward early sexual intercourse. Boys who enter sports might also be more physically mature than their non-athletic counterparts, thus making them more physiologically inclined toward sexual activity. For most of the male adolescents in this study, however, the sexual behavior and the likelihood of being involved with a pregnancy between athletes and non-athletes did not differ significantly. The struggle for gender equity in school and community sports programs has been underway for more than two decades. The battle is being waged by parents, Title IX advocates and PTA members who believe girls deserve a fair share of the athletic resources. The findings of this study suggest that there is more at stake in these conflicts than equalizing the number of Fall or Winter sport teams for girls and boys, or who gets new uniforms and topnotch practice facilities. Athletic participation may play a role in many girls' development that, for reasons we are just beginning to uncover and understand, can moderate sexual activity and lower risk for pregnancy. Athletic participation offers no quick fix to the problem of teen pregnancy in the United States. Sport is best seen as part of the solution to the problem of teen pregnancy and not the solution. Indeed, there is no single solution to the problem of teen pregnancy. Sports provide a setting for girls and boys to hang out in, to grow physically and emotionally, to forge values and identities, and to test their limits and abilities. Sports also provide a social gateway for adults to regularly interact with young people in supportive ways. It remains to be seen whether educational and prevention programs in the future will effectively tap the powerful appeal of sport for young people in ways that foster responsible sexual behavior and lower risk for teen pregnancy. Policy Recommendations Effective policy formulation makes use of ideas, insights and relevant information in order to produce progress in the real world. The sport-specific policy recommendations listed below are intended to help achieve educational and public health goals related to teen sexual behavior and pregnancy risk. A panel of nationally recognized leaders from education, government, and sport was created to review an earlier draft of this report and to recommend guidelines for future planning and action. We gratefully acknowledge their input and expertise. The list of panel members and affiliations appears below. The panel members realize that athletic participation is no quick fix to the problem of teen pregnancy in the United States. Sport is best seen as part of a comprehensive program for solving what is now recognized as a multi-faceted, highly complex social phenomenon. 1. Incr 1. Increase Athletic Oppor ease Athletic Oppor ease Athletic Opportunities for Girls tunities for Girls Teen pregnancy and parenting activities are often cited as reasons for girls dropping out of school. The findings in this study suggest that athletic participation has a potential role to play in teen pregnancy prevention. Educators and local, state, and federal policy makers should ensure that girls have meaningful access to athletic opportunities. Special attention should be paid to the needs of low-income girls and girls of color, whose economic conditions limit the availability of athletic facilities, programs, and opportunities. 2. Get the W 2. Get the Wor or ord Out: The Need to Publicize Resear d Out: The Need to Publicize Resear d Out: The Need to Publicize Research ch The findings strongly suggest that athletic participation is related to lower rates of sexual activity and pregnancy among adolescent females. Parents, public health officials, school administrators, coaches, sex educators, physical education teachers, sports journalists, community leaders, and church officials should be alerted to the potential influences of athletic participation on female adolescent sexuality and pregnancy risk. 3. Enlist Coaches to Help Coaching certification and education programs should include information about sexual behavior and teen pregnancy. It is common practice for athletic directors or coaches to provide their student-athletes with formal presentations or workshops on the dangers of drugs and alcohol, and, more recently, the importance of good sportsmanship. Information and clarification about responsible sexual behavior and reproductive health should be added to their curricula. The importance of female coaches in facilitating changes in girls' behavior should be emphasized. 4. Recr 4. Recruit Elite Female Athletes for Public Education uit Elite Female Athletes for Public Education Elite amateur and professional athletes could be effective role models for responsible sexual conduct for young persons. Just as Rebecca Lobo has been helping to lead the national fight against breast cancer, for example, other high profile athletes can send positive messages to teens about abstinence, contraceptive use, or avoiding teen parenthood. 5. Pr 5. Promote Gender Equity in Athletics omote Gender Equity in Athletics Local, state and federal governments should increase gender equity in school and community sports programs. The rationale for such a strategic investment of resources in girls' sports programs should be based, in part, on the recognition that there is more at stake than athletic opportunity per se. Additional benefits may include later onset of sexual activity, reduced rates of intercourse, and lower pregnancy risk. 6. Use Spor 6. Use Sports as a T ts as a T ts as a Tool to Reach Adolescent Males ool to Reach Adolescent Males School-based and community-based pregnancy prevention programs, as well as family planning clinics, have focused primarily on females. Future interventions might exploit many boys' involvement and fascination with sports as a social vehicle for helping boys and young men rethink many locker room messages that equate manliness with aggression and sexual conquest. Educators and public health professionals should consider initiating prevention efforts in athletic settings in order to deliver appropriate information and teach boys responsible attitudes and behaviors. 7. A Call for Additional Resear 7. A Call for Additional Research ch The President's Council on Physical Fitness and Sports has called for research on the contributions of physical activity to girls' health 13 . Consistent with this mission, foundations and government agencies should fund research studies of the role of sports in the development of adolescent sexuality. More research is needed to understand the complex social, psychological, and physiological mechanisms through which athletic participation influences sexual decision-making, behavior, and pregnancy risk among girls and boys. Policy Advisor Policy Advisory Panel y Panel Martha Brady, The Population Council, New York City Sarah Brown, Director, The National Campaign to Prevent Teen Pregnancy Jane Fonda, The Turner Foundation Richard Lapchick, Executive Director, Center for the Study of Sport in Society (CSSS) Deborah Slaner Larkin, Member, President's Council on Physical Fitness and Sports Judy Mahle Lutter, President, Melpomene Institute for Research on Women's Health Carolyn McKenzie, President, Soccer in the Streets Don McPherson, Director, Mentors for Violence Prevention Program, CSSS Sister Denise Roche, President, D'Youville College Willye White, Five-time Olympian, President, Willye White Foundation Verna Williams, Chair, National Coalition for Women and Girls in Education Dir Directions for Futur ections for Futur ections for Future Resear e Resear e Research ch The W The Women' omen' omen's Spor s Spor s Sports Foundation Repor ts Foundation Repor ts Foundation Report: Spor t: Spor t: Sport and T t and T t and Teen Pr een Pr een Pregnancy egnancy points to the following directions for future research. This study discusses the associations between athletic participation, sexual behavior and teen pregnancy. Future research should employ experimental designs in order to assess the causal impacts of athletic participation on the reproductive activity and pregnancy rates of girls and boys. Research is needed to evaluate the effectiveness of programs that use athletic participation as a strategy for reducing teen pregnancy. It is clear from this study that female and male adolescents respond differently to the athletic experience. Future research should examine how athletic participation influences the formation of gender identity and sexual identity in ways that either prevent or promote risk for pregnancy. More research is necessary to understand how economic factors influence the interrelationships among athletic participation, sexual behavior, and teen pregnancy. Appendix A: Methods & Analysis Data for this report come from the national school-based Youth Risk Behavior Survey (YRBS) and from the regional Family and Adolescent Study (FAAS). YYYYYouth Risk Behavior Sur outh Risk Behavior Sur outh Risk Behavior Survey vey The 1995 Youth Risk Behavior Survey, conducted by the Centers for Disease Control and Prevention, surveyed high school students regarding health-risk behaviors, including both athletic participation and a variety of sexual/reproductive behaviors. The YRBS employed a three-stage cluster sample design to generate a nationally representative sample of U.S. high school students. An 88-item questionnaire was administered in selected classrooms to students in schools chosen on the basis of urbanization, racial/ethnic makeup, and size. The response rate was 60%. African-American and Latino respondents were oversampled in order to facilitate hypothesis testing. Only white, African-American, and Hispanic/Latino respondents were included in the analyses presented here, for an overall sample of 9,009 respondents. Our multivariate analysis assessed the relationships between athletic participation and sexual/reproductive behavior in adolescent girls and boys. Analysis of covariance (MANCOVA) tests were conducted controlling for respondents' gender, race, age and socioeconomic status (measured by the respondent's mother's level of education). Separate analyses were conducted for girls and for boys; for each gender, MANCOVAs were run for the race-combined sample as well as for whites only, African-Americans only and Latinos/Hispanics only. Athletic participation was measured by combining responses to two items: "During the past 12 months, on how many sports teams run by your school did you play? (Do not include PE classes)" and "During the past 12 months, on how many sports teams run by organizations outside of your school did you play?" Responses were coded as "did not participate" (in any teams) and "did participate" (in one or more teams in or out of school). Several categories of sexual/reproductive behavior variables were created. Age at first intercourse was coded into four categories; never had sexual intercourse, early (younger than 14), middle (14 or 15), and late (16 or older). Respondents were asked directly if they had ever had sexual intercourse. Subjects also reported the number of sex partners during the past three months. The total number of people with whom respondents reported having had intercourse was collapsed into four categories: none, one, two or three, and four or more. Since substantially fewer respondents reported multiple partners within the past three months, this variable was categorized as none, one, and two or more. Birth control variables were derived from responses to the question, "The last time you had sexual intercourse, what one method did you or your partner use to prevent pregnancy? (Select only one response)." Only those who were sexually active could provide meaningful responses to this question; thus the two birth control variables included here, "no birth control method used to prevent pregnancy" and "condoms used" were tested for sexually active respondents only. Finally, respondents were asked if they had ever been pregnant or gotten someone pregnant. Control variables included sex, race, age and socioeconomic status. Only non-Hispanic white, non-Hispanic black, or Hispanic/Latino respondents were included in the sample. Age ranged from 14 to 18; a handful of 12- and 13-year-olds were coded as 14-year-olds. Mother's education was employed as a proxy for socioeconomic status. Family And Adolescent Study A representative household sample of 699 adolescents and their families in the Western New York area was selected. Households had to have at least one adolescent aged 13 to 16 and at least one biological or surrogate parent in the initial wave, and were followed up in five successive waves. Black families were oversampled in order to permit more detailed analysis. Stringent follow-up procedures yielded a completion rate of 71% in the first year, and retention rates of over 90% in subsequent years. The present analysis used the third wave of data in 1992, which contained data on sexuality; wave three included 612 adolescent subjects aged 15 to 18. A team of two trained interviewers conducted face-to-face interviews with the target adolescent and one or both parents. Questions about sensitive issues such as sexual behavior were reported through a self-administered portion of the interview. Because four of the five dependent variables were highly intercorrelated, multivariate analysis of covariance (MANCOVA) was performed to assess the impact of sports participation on age at first intercourse, lifetime number of partners and lifetime and recent frequency of sexual intercourse. ANCOVA tests were conducted on the pregnancy dependent variable. In each case, separate analyses were run for girls and for boys, and all analyses controlled for race, age, family income, family cohesion, and participation in non-sport extracurricular activities. Athletic participation was measured by the question, "Do you participate in sports at school?" For a small number of cases (N = 26) where the respondents were no longer in school, responses to a corresponding question during the following year, "How often did you actively participate in sports, athletics or exercising (other than during school hours) in the last year?" were used to code them as athletes or non-athletes. Sexual/reproductive behavior variables included self-reports of overall number of sex partners, lifetime frequency of sexual intercourse, frequency of intercourse in the past 12 months, and age at onset of sexual intercourse. Respondents were asked how many different people they had had sexual intercourse with in their lives, with response categories of none, one, two or three, and four or more. For both lifetime sexual experience and experience within the past 12 months, reported frequency of intercourse was divided into six categories; i.e., never, once, two or three times, four or five times, six to nine times and 10 or more times. The respondent's age when she or he first had intercourse was categorized as early (age 10-13), middle (14-15), late (age 16-18), or never (respondent has never had sexual relations). Control variables included four demographic variables (race, gender, age and family income), family cohesion, and participation in extracurricular activities other than sports. Race was coded into two categories: black and white/other. Respondent age categories ranged from 14 to 18 (the sample also included a small number of 19-year-olds, recoded here to 18). Family income served as an indicator of socioeconomic status. To measure family cohesion, we employed Olson, Portner, and Lavee's 1985 FACES III scale Using factor analysis, two nonathletic extracurricular activity variables were created; participation in the arts (including music and drama), and participation in academics (including academic clubs and literary organizations such as a school newspaper or yearbook). Like athletic participation, these variables were measured as a simple yes/no dichotomy. Endnotes 1. A portion of the findings discussed here will appear in a forthcoming article in the Journal of Health and Social Behavior. See Miller, K. E., Sabo, D., Farrell, M.P., Barnes, G. M., Melnick, M. J. (1998). "Athletic participation and sexual behavior in adolescents: The different worlds of boys and girls" (forthcoming June). An unpublished paper on the linkage between athletic participation and teen pregnancy is available. See Sabo, D., Farrell, M. P., Barnes, G., Melnick M., & Miller, K. E. (1997). "High school athletic participation, sexual behavior and adolescent pregnancy: Some preliminary findings," American Sociological Association 1997 Annual Meeting (August), Toronto, Canada. Finally, as a part of a larger study of risky behavior among adolescents, Zill, N., Nord, C. W., & Loomis, L. S. (1995) looked at the relationship between athletic participation in the sophomore year and risk for teenage childbearing using data from the National Education Longitudinal Study. See Adolescent time use: Risky behavior and outcomes: An analysis of national data, Rockville, MD: Westat, Inc. 2. Currently, intervention programs to lower adolescent risk for pregnancy operate in every state, and much research activity has been devoted to evaluating their effectiveness. However, the results to date are mixed, and many of these programs appear to have no appreciable returns. None of these prevention programs, or the supportive research generated so far, address the contributions of athletic participation. For discussion of prevention programs see (1) Kirby, D. (1997). No easy answers: Research findings on programs to reduce teen pregnancy, Washington, DC: The National Campaign to Prevent Teen Pregnancy, and (2) Males, M. (1993). "School-age pregnancy: Why hasn't prevention worked?" Journal of School Health, 63(10):429-432. 3. The National Campaign to Prevent Teen Pregnancy (Fall 1997). Shalala calls for creating safe passages for youth. Campaign Update, pp. 2, 3. Washington, DC: Author. 4. For example, two pioneering programs in the New York City area are using sports and physical activity as a central vehicle for educating girls in relation to reproductive health, dating, and teen pregnancy: (1) The Ivy League: Uptown W.I.N.S. (Women in Neighborhood Sports) Program, 57 Wadsworth Avenue, New York, NY 10033, and (2) the F.E.G.S./Girls in Action Program, 145-00 Springfield Blvd., Springfield Gardens, NY 11413. 5. The National Campaign to Prevent Teen Pregnancy (1997). Whatever Happened to Childhood? The Problem of Teen Pregnancy in the United States. Washington, DC: Author. 6. Moore, K. A., Driscoll, A. K., & Lindberg, L. D. (1998). A Statistical Portrait of Adolescent Sex, Contraception, and Childbearing. Washington, DC: National Campaign to Prevent Teen Pregnancy. 7. Zabin, L. S. & Hayward, S. C. (1993). Adolescent Sexual Behavior and Childbearing. Newbury Park: SAGE Publications. 8. It is important to note that for some females early sexual onset is nonvoluntary, particularly among younger children; e.g., date rape, sexual abuse by a relative. See K. A. Moore, C. W. Nord, J. L. Peterson (1989). "Nonvoluntary sexual activity among adolescents." Family Planning Perspectives, 21:110-114. 9. Sabo, D., Melnick, M., Vanfossen, B. (1989). The Women's Sports Foundation Report: Minorities in Sport. Eisenhower Park, NY: The Women's Sports Foundation. 10. Sabo, D., Melnick, M., & Vanfossen, B. (1993). High school athletic participation and post-secondary educational and occupational mobility: A focus on race and gender. Sociology of Sport Journal, 10(1):44-56. 11. Sabo, D. & Melnick, M. (1996). Athletic participation and risk for adolescent pregnancy: Is there a connection? A paper presented for The Population Council's Gender, Family and Development Program conference, Improving the Odds for Healthy Futures: The Role of Sport in Girls' Lives, New York City (June 4). 12. See Messner, M. A. & Sabo, D. (1994). Sex, Violence, and Power in Sports: Rethinking Masculinity. Freedom, CA: Crossing Press; Messner, M. A. & Sabo, D. (Eds.) (1990). Sport, Men, and the Gender Order. Champaign, IL: Human Kinetics Publishers; Sabo, D. & Runfola, R. (Eds.) (1980). Jock: Sports and Male Identity. Englewood Cliffs, NJ: Prentice-Hall. 13. The President's Council on Physical Fitness and Sports report, Physical Activity & Sport in the Lives of Girls: Physical and Mental Health Dimensions from an Interdisciplinary Approach (May, 1997). Washington, DC: Author.
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Colquitt County Schools Federal Programs Family Engagement Newsletter James Harrell, Federal Programs Director (229-890-6200, ext. 10008) Darlene Reynolds, Family Engagement Director (229-890-6200, ext. 10034) Reading: Key to Success EVERYTHING WE DO No matter what their age, make sure your child reads. Below are some suggestions of ways to emphasize the value of developing life-long readers at home. ELEMENTARY SCHOOL Set a special time each day for reading aloud together. Encourage your child to read to you when he or she is ready. Let your child see you enjoying reading. Use audio books that you and your child can listen to together and have your child follow along with the written words in the printed book. Play communication games with your child, such as Scrabble or Pictionary, which involve words and explaining what they mean. Practice day-to-day reading and writing, such as following a recipe or writing a note. Continue to check with the teacher and the pediatrician about your child's language development READING IN THE MIDDLE AND HIGH SCHOOL YEARS Reading is an important part of the middle and high school years. Many of the subjects your child studies in middle and high school involve much more reading than in elementary school. If you have concerns, check with your child's school counselor to see what your child's reading level is. If your child reads below grade level, check with the school to see what additional reading programs are available to help improve your child's skills. Continue to make sure your child is reading. Keep on reading. Check out your local library or buy books in which your child may have an interest. Students who have more reading materials available to them read more and do better in school. www.ed.gov 2 nd Grade Parents We may not always realize that everything we do Affects not only our lives but touches others too. A single happy smile can always brighten up the day For anyone who happens to be passing by your way. And a little bit of thoughtfulness that shows someone you care Every time you have a kind and gentle word to give, Creates a ray of sunshine for both of you to share. Yes, every time you offer someone a helping hand, Every time you show a friend you understand. You help someone to find beauty in this precious For happiness brings happiness and loving ways bring love, life we live. And giving is the treasure that contentment is made of. Author Unknown Cox Elementary School When? Tuesday, January 10, 2017 What? 2 digit addition and subtraction strategies and math fluency Where? Colquitt County Schools Professional Learning Building (enter through the front of the Achievement Center … Old Colquitt County High School front entrance) Time: 6:00 PM How Teens Want Families to Communicate Don't pressure us to achieve all the time. We do our best, but we also get tired. Remind us from time to time to slow down, goof off, do something silly. 2 TYPE TITLE HERE Ideas for this article were contributed by members of the English class for the talented and gifted at James Madison Memorial High School, Madison, Wisconsin. Their words create a clear picture of how they wish their families would talk to them. Be honest with us. Sooner or later we will find out the truth, and it makes us feel dumb if we are lied to. Praise us if we do okay. Sometimes it seems like nothing we do is enough. Tell us you love us—even if we act like we don't want to hear it. A hug or a pat on the back is always a nice bonus. Skip the lectures, please. Most of us know we've made a mistake long before you talk to us about it anyway. Let us know that you'll love us even if we don't live up to your expectations. When we need help, give it to us—okay? We don't need to be told that we really blew it this time, that you never would have made that sort of mistake, or that our siblings would never have done it. We need help in finding a way out of the mess, not a lecture that we're in trouble. We already know that part. If we have a major problem, help us solve it, don't solve it for us, or we will never learn how to function as adults. If we've got a collective problem, hear us out first before assuming you're right and we are wrong. Let us form our own opinions about some things. Chances are they'll be a lot like yours if you've brought us up right. Give us a chance to disagree with you without telling us that we're "talking back." We need to develop that part of our communication system too. Never stop talking to us. You are the only ones we can count on for reassurance and love. Wisconsin Department of Public Instruction,
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Activities & Civic Service Event Do a Good Turn Daily | Spirit of ’45 Day – National Day of Remembrance, WWII Ends! | |---| | (Possible Community Service Event for Scouts) | Specific details: (training pre-requisites, uniform of the day if any, equipment required, etc.) On August 14, 1945, World War II ended, marking the culminating moment of the greatest national effort in our history. Our celebration of this date will allow children to talk one-on-one with over 100 WWII Veterans, Hometown Heroes, and Rosie Riveters, to learn what it was like to be a proud American on the day when they heard Japan surrendered to our USA and this War was over. Bring your family to meet Veterans including Pearl Harbor Survivors, a Marine who served in both WWII and Korea, nurses, true "Rosie Riveters", one who became a Marine and many other San Diegans who are WWII Americans! Many others will arrive on their own with their wonderful contributions to history. WWII Americans are our stars of this day! 28 piece American Flyboys, a top rated big band will play music popular in the late 1930's, 40's and Swing Era. There will also be WWII reenactors and special Museum exhibits! Yes, join them and wear your clothing from those years (or Scout Uniform!) Let's all celebrate and appreciate our freedom even more by learning from them and passing along their stories and value system to our future generations!
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INTERNATIONAL VOLUNTEERS Volunteers from other countries were with BRASS again this year to work on projects in the watershed. Seven volunteers from Lithuania, France, Belgium, Slovakia and Slovenia spent three week working in Willsboro and Westport. The Town of Willsboro provided housing at the old camp on the Noblewood Park property. In return, the volunteers cleared park roads, the new septic field, trails to tent campground sites and pit privy areas, covered trails with wood chips, and formed and poured volunteers work on Sherman streambank concrete at the Willsboro boat launch on the Boquet River. Many thanks to Teresa Sayward, Peter Jacques, Dale Ferris, Peter Paine, and Marshall Benedict for their support and assistance with volunteer work in Willsboro. In addition, the volunteers degreased, primed, and painted bicycle racks made by Paul Spooner and given by BRASS to watershed towns. And, they hand-shaped and seeded sections of Jerrold Sherman's streambank in Westport that suffered damage from high water following a '97 BRASS erosion control project. All was not work. The volunteers took advantage of Burlington, Montreal, high peak trails, bicycle and canoe trips, private swimming pools and Lake Champlain, and dinners provided by residents and BRASS. All fun was not without some trauma. Two of the canoes were swamped by waves in Lake Champlain, volley ball games were wicked, and a final night soccer game in and out of the large trees at Noblewood left bruises and bumps. But despite soreness, rain, and hungry mosquitos, the volunteers were always cheerful, joking, and trying out new English expressions. No lengthy stay by foreigners is comfortable without many helping hands and hearts. BRASS wants particularly to thank A.J. Longware, John & Laura Doyle, Eve Fine, Robert Lukens, Herb Longware, and Volunteers for Peace (VFP). VFP is the organization, associated with UNESCO, that searches for and places volunteers throughout the world in workcamps providing services in housing, health, education, and the environment. This year, VFP sent BRASS $300 toward food purchases.
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Grass Lake Animal Hospital Caring for the pet who shares your life... 1101 NORVELL ROAD GRASS LAKE, MI 49240 (517) 522-6789 Exotic Animals We love exotic pets here at Grass Lake Animal Hospital. Our very own Dr. Gretchen Humphries specializes in exotic animals. She has worked with animals such as hedgehogs, rabbits, chickens, birds, lizards, and snakes. If you have a fuzzy, scaly, or feathered friend in your home, we would love to meet them! Upcoming Events January: $10 off baths February: Dental Month discount March: Heartworm Clinic No Exam Fee February is Dental Month! Have you ever thought of your pets dental health? Have you seen any of these behaviors in your pet: - Bad breath - Drooling - Chewing on one side - Dropping food from the mouth - Rubbing their face on the floor, or pawing at the mouth - Disinterested in chewing toys or playing games tal care. There's brushing, rinsing, dental chews, dental diets, and dental cleanings! Since dental health is so important to your pet's overall well being, and Dr. Ruth is a board certified veterinary dentist, Grass Lake will be celebrating national Pet Dental Health month in February by offering discounts on dental cleanings! It's a great way to start with a clean slate and keep up on your pets dental health. Call us today! - Weight loss These could signal that your pet is having some dental health issues. Dental care is one of the most overlooked areas in pet health. Did you know that "bad teeth" can lead to more serious health issues, like heart, lung and kidney disease? Good dental hygiene is just as important for pets as it is for humans. So, where does dental disease come from? Basically, plaque is formed by a build up of bacteria on the tooth surface. Since dogs and cats don't brush their teeth every day, the bacteria will multiply and eventually form a hard substance that is known as tartar. Then, this tartar and plaque will cause red and painful gums, and can cause serious bone loss. What can you do to prevent his? You have lots of options when it comes to your pet's den- Heartworm Disease Spring is fast approaching! Has your pet had its' annual heartworm test? Heartworm disease is transmitted to dogs and cats through mosquitoes and affects thousands of pets in the U.S. Treatment is costly and difficult; however, this disease is preventable! The American Heartworm Society (www.heartwormsociety.org) and the Companion Animal Parasite Council (www.petand parasites.org) recommend annual testing and year-round heartworm disease prevention with broad spectrum intestinal parasite prevention to ensure your pet is parasite free! Join Grass Lake Animal Hospital for our annual heartworm clinic on March 21st and 22nd. Heartworm tests are $10 off, there are discounts on prevention, and drawings for great gift baskets! Call us to schedule an appointment for your pet now, we fill up fast!
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Problem 1: a) For the circuit in the above figure, is it a balanced or unbalanced three-phase system? Explain why. b) Find I0 KFUPM-EE DEPT. EE205: Circuits II-082 HW # 1 : Solution Problem 2: The above figure shows a balanced three-phase ∆-connected source. a) Find the Y-connected equivalent circuit. b) Show that the Y-connected equivalent circuit delivers the same open-circuit voltage as the original ∆-connected source. c) Apply an external short circuit to the terminals A, B, and C. Use the ∆-connected source to find the three line currents IaA, IbB, and IcC. d) Repeat (c) but use the Y-equivalent source to find the three line currents. Answer P2: Problem 3: The ∆-connected source of Problem 2 is connected to a Y-connected load by means of a balanced three-phase distribution line. The load impedance is 957+j259 Ω per phase. And the line impedance is 1.2+j12 Ω per phase. a) Construct a single-phase equivalent circuit of the system. b) Determine the magnitude of the line voltage at the terminals of the load. c) Determine the magnitude of the phase current in the ∆-source. d) Determine the magnitude of the line voltage at the terminals of the source. Problem 4: A three-phase positive sequence Y-connected source supplies 14kVA with a power factor of 0.75 lagging to a parallel combination of a Y-connected load and a ∆-connected load. The Y-connected load used 9 kVA at a power factor of 0.6 lagging and has an a-phase current of 0 10 30 ∠− A. a) Find the complex power per phase of the ∆-connected load. b) Find the magnitude of the line voltage.
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ページ２ Basic Information / 基本情報 Duration / 開催期間 説明：～年～月 から ～年～月まで 01 Oct, 2015 - 31 Dec, 2016 Staff / スタッフ 説明：青年会議所メンバーの参加人数 例：何人 ○○member 51 members Sponsors / 支援者 説明：青年会議所以外のメンバーがいる場合のみ記載してください 例：〇〇市ボランティア団体等 11 citizens in Sapporo Hokkaido Sapporo City 5 newspapers 5 TV stations 4 radio stations 1 educational institution 1 private company Budget 予算 説明：ドルで表示してください。 例：１万円なら one hundred dollar US$92,600 Profit / Loss 利益／損失 説明：基金を集めること以外は、０にしてください 0 In Which UN MDG best fit (if Apply)? UN MDGs の該当項目（もしあれば） 説明： Who is benefited? 誰の為に？ 説明：活動エリアに住み暮らす人々 人 1.9 million citizens in Sapporo Objective 目的 説明：（例1）子ども対象の事業をベースにして、参加者とメンバーの 意識を変革を促し、前向きな変化を創りだすため JCI Sapporo let the citizens in Sapporo change their mind to hold positive concern to improve Sapporo. JCI Sapporo provides the opportunity to let the citizens in Sapporo sympathize with young active citizens who have been active with their ambitions. JCI Sapporo provides the opportunity to let the citizens in Sapporo play active parts in the various fields to improve their community. Overview 概要 説明：必ず結果と合致しているはず JCI Sapporo needs to continue the activities to increase the citizens who improve their community for reasons of the followings. Ⅰ. Many Japanese youths have not been found out the hope for their future compared with youths in other countries. 60% of Japanese youths has the hope for their future but 90% of youths in other countries has it. Ⅱ. Around 80% of citizens in Sapporo holds the wish to appeal Sapporo to other countries but only 30% put it into the action. Ⅲ. As the Job Openings Ratio of all Japan is 1.4 times but it in Sapporo is less than 1.0 time, Sapporo has less opportunities to play active parts in the various fields compared with other cities in Japan. JCI Sapporo held the project called "Sapporo Smile Award" that has been held every year from 2014 to achieve the above purposes. "Sapporo Smile Award" is the project to find out young active citizens in Sapporo who have been active with their ambitions. Ⅰ. JCI Sapporo stipulated an outline of this project that youths in Sapporo who have been active with their ambitions grew up to be active citizens for Sapporo. Ⅱ. JCI Sapporo advertised this project to find out youths in Sapporo who have been active with their ambitions by working in cooperation with the citizens in Sapporo, the various organizations and the past prize winners and judges. As any ages was accepted in 2015, only youths in Sapporo from 20 to 40 years old who have been active with their ambitions were accepted in 2016. Ⅲ. JCI Sapporo found out 71 youths in Sapporo who have been active with their ambitions. Ⅳ. JCI Sapporo judged the 71 youths in yardstick of futurity, creativity, empathy, contribution and patriotism. At first, the members of JCI Sapporo judged the 71 youths. At second, the outside judges judged the 36 youths who passed the first screening. At third, the 10 youths who passed the second screening made a presentation about their own activities and prospects to many citizens in Sapporo. Ⅴ. JCI Sapporo chose the best of 5 youths from them and held the prize ceremony to commend to them. JCI Sapporo told importance to keep trying with holding the ambitions to many citizens in Sapporo. Ⅵ. JCI Sapporo conducted a survey for the 881 participants in "Sapporo Smile Award" to find out whether they were sympathized and influenced by the commended youths. Ⅶ. As a result of the survey, it turned out that the participants up to 90% were sympathized by the commended youths and would like to hold positive concern to improve Sapporo. Ⅷ. The citizens participating "Sapporo Smile Award" grew up to be active citizens with holding positive concern to improve Sapporo. Result 結果 説明：複数の短い文章になるように注意してください 目的がどのくらい達成できたか書いてください 上記の結果の想定外の結果を書いてください 上記の結果の確認方法を書いてください 検証結果を簡潔に書いてください JCI Sapporo was able to let many citizens in Sapporo realize the importance to have been active with their ambitions by providing the opportunities to make a presentation about youth's own activities and prospects to them. JCI Sapporo was able to let many citizens in Sapporo realize the importance of many young active citizens for their community improvement. JCI Sapporo was able to let many citizens in Sapporo hold positive concern to support many young active citizens for their community improvement. Actions Taken 行動 説明： 29 October, 2015 – In commendation for youths who have been active with their ambitions, a plan was made to raise community concern of many citizens in Sapporo. 10 January, 2016 – By working in cooperation with administration and some private companies, participants were advertised subject to youths who have been active with ambitions. 7 March, 2016 – Invitations, fliers and posters were great contributions to join the award ceremony for many citizens in Sapporo. 14 March, 2016 – The first screening was held, in yardstick of futurity, creativity, empathy, contribution and patriotism for judging. 20 March, 2016 – The second screening was held by the outside judges to choose 10 youths from 36 youths who passed the first screening. 16 April, 2016 – The presentation was held to choose 5 prize winners in front of many citizens in Sapporo. 22 April, 2016 – By working in cooperation with the performers and the past prize winners, this project was announced to some private companies to come. 18 May, 2016 – By working in cooperation with some private companies, the prize ceremony was held to commend to 5 prize winners. 25 May, 2016 – The winners appeared on local radio and stated his impressions of this project through the whole. 26 May, 2016 – The prize ceremony was broadcasted on local TV. 15 June, 2016 – This project was run in local magazine. 17 September, 2016 – JCI Sapporo nominated 5 prize winners for TOYP project of JCI Japan. One of them was awarded The President of the House of Councilors Encouragement Prize. Recommendations 考察や推奨 目的のうちどの部分が達成されたのか？ 達成できなかった部分は、何か？ それは、なぜか？その改善策は？ JCI Sapporo achieved the following objectives. Many citizens in Sapporo was able to realize the importance to have been active with their ambitions. Many citizens in Sapporo realized the importance to hold positive concern to support young active citizens for their community improvement and they themselves became active citizens. That is why participants up to 90% answered that they would like to support many young active citizens who have been active with their ambitions. The target of entry was 60 young active citizens but 71 applied. Otherwise, it seems to be effective to give enough terms for entry to find out more young active citizens in Sapporo. Objectives, Planning, Finance and Execution 目的、計画、財務、実施 What were the objectives of this program? このプログラムの目的は？ ※２００語まで JCI Sapporo let many citizens in Sapporo change their mind to hold positive concern to improve Sapporo. JCI Sapporo provides the opportunity to let many citizens in Sapporo sympathize with many young active citizens who have been active with their ambitions. JCI Sapporo provides the opportunity to let many citizens in Sapporo play active parts in the various fields to improve Sapporo. How does this program align to the JCI Plan of Action? この事業は、どのように JCI の活動計画と合っていますか？ ※２００語まで Ⅰ. Influence: 5 prize winners gave the sustainable influences to many citizens in Sapporo by extending the movement for their community improvement in "Sapporo Smile Award". Ⅱ. Cooperation: JCI Sapporo extended the movement for their community improvement among many citizens in Sapporo thanks to many young active citizens who have been active with their ambitions by working in cooperation with administration, some private companies and educational institutions. Was the budget an effective guide for the financial management of the project? 予算は事業の財務管理の為の効果的なガイドになりましたか？※１５０語まで JCI Sapporo committed the following budgetary efforts to make this project known many citizens in Sapporo. JCI Sapporo distributed the posters and fliers of this project to some private companies and the various organizations. JCI Sapporo built a web site and Facebook page for many citizens in Sapporo. JCI Sapporo announced this project to many citizens in Sapporo through digital signage on the street where was much traffic. JCI Sapporo placed an advertisement of this project in 2 newspapers. Budget total in 2016 Hall rental cost JPY917,280 Hall set up cost JPY4,706,828 Publicity cost JPY1,082,160 Postage cost JPY11,234 How does this project advance the JCI Mission and Vision? どうやってこの事業は JCI のミッションとヴィジョンを推進しましたか？ ※２００語まで JCI Sapporo found out many young active citizens in Sapporo who have been active with their ambitions. After that, JCI Sapporo provided the opportunity to let them make a presentation about their own activities and prospects to many citizens in Sapporo. JCI Sapporo built long lasting relationships with some private companies, administration and the various organizations through this project. ※画像４つ必要 ページ４ Membership Participation 会員の参加 By number, how many members were involved in this program? 事業のスタッフは何人？ ※２語まで 51 members By percentage, how many members of the Local Organization were involved in this program? LOM メンバーの参加率は？ ※１語まで 75.9% Describe the main roles of the participating members in this program. このプログラムで参加しているメンバーの主要な役割を簡潔に記述してくださ い ※３００語まで 10 judges 51 members of JCI Sapporo 71 candidates 1 master of ceremonies The Mayor of Sapporo 76 guests ※画像４つ必要 ページ５ Skills Developed 習得された技術・能力 What skills were developed in this program? どんな技術・能力が、このプログラムで習得されましたか？ ※１５０語まで To confirm that many young active citizens who have been active with their ambitions are able to improve their community in the future. Ability to say about their own activities and prospects to gain sympathy from many citizens in Sapporo. How were these skills developed? Describe the methods and activities used これらの技術・能力はどのように習得されましたか？用いられた手法と活動を 記述してください ※３００語まで・２０１５年から変更 Many citizens in Sapporo knew about many young active citizen's own activities and prospects concretely as they are able to improve their community in the future. Young active citizens made a presentation about their own activities and prospects to many citizens in Sapporo to gain sympathy from them. ※画像４つ必要 ページ６ Impact on Participants 参加者への影響 What was the intended impact on the participants? 参加者への意図された影響は、何でしたか？ ※１５０語まで The participants become active citizens with holding positive concern to their community. Youths confirm the importance to have been active with their ambitions. Describe the actual impact on the participants. 参加者への実際の影響を記述してください。 ※３００語まで Many citizens in Sapporo became active citizens with holding positive concern to their community through the presentation by young active citizens in Sapporo about their own activities and prospects. Young active citizens firmly established their ambitions for their community improvement by the presentation about their own activities and prospects to many citizens in Sapporo. ページ７ Long-term Impact of the Program プログラムの長期的な影響 What is the expected long-term impact of this project? このプロジェクトの期待される長期の影響は、何ですか？ ※２００語まで As saying about many young active citizen's own activities and prospects moreover, it is possible to create more active citizens who sympathize with them. As many citizens sympathize with them, they become to be more active for their community improvement. As many citizens in Sapporo hold positive concern and become to be more active for their community improvement, they can involve each local citizens and improve Sapporo city. What changes would you make to improve the results of this project? このプロジェクトの結果を改善するために、どんな改善策がありますか？ ※３００語まで Many citizens of all ages need to say their ambitions and prospects to be sympathized with the importance of ambitious activities from many citizens in Sapporo. That is why many citizens in Sapporo change their mind to hold positive concern to improve Sapporo as they are sympathized from many citizens of all ages who have been active with their ambitions. ※画像４つ必要
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After a student has finished a book, they are required to complete a Reading Response. Name:___________________________________ Date:_______________ Class:_________ READING RESPONSE RUBRIC: Notes: | | | | E | | P | | D | | N | |---|---|---|---|---|---|---|---|---|---| | Mechanics | Mechanics | All sentences start with capital letters and end with punctuation. The title of the book is capitalized and underlined. | | Most sentences start with capital letters and end with punctuation. | | Some sentences start with capital letters and end with punctuation, but most sentences are incomplete (fragments & run-ons) Fragment = part of a sentence Run-on = sentence goes on & on | | Missing capitalization and punctuation | | | Organization | | Paragraph is indented and starts with a topic sentence and is supported with three or more related details. The paragraph ends with a conclusion statement. | | Paragraph starts with a topic sentence and is supported with three details. The paragraph ends with a conclusion statement. | | The paragraph is missing or has the following parts out of order: topic sentence, three supporting details and conclusion. | | There is no topic sentence. The supporting details are random. | | | Content | | The response is at least 10 sentences. The reading response topic and book title are identified in the topic (first) sentence. Three or more details support the topic sentence and cite evidence from the text. The paragraph ends with a conclusion statement that restates the topic sentence. | | The response is at least 5 sentences. The reading response topic (or book title) are identified in the topic sentence. Three details support the topic sentence. The paragraph ends with a conclusion statement. | | The topic sentence may be missing the Reading Response Topic and/or book title. Some of the details are not connected and don’t support the topic. A conclusion may be missing. | | The response does not match a reading response topic. | |
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Muscle synergies after stroke Stroke is a cerebrovascular disease in which the blood supply to the brain is disrupted causing cell death from a lack of oxygen and nutrients to the brain. Every year, approximately 60,000 Australians have a new or recurring stroke. 1 The risk of stroke is increasing due to the ageing population, poor diet and physical inactivity. Stroke has become a leading cause of adult-acquired motor disability and imposes a large burden on survivors, their carers, and the community. The initial hours post-stroke are crucial, as damage to the brain increases at an exponential rate. Natural recovery occurs most rapidly in the first four weeks post-stroke. Longer term, the human brain is capable of repairing itself to a certain extent, and this process is known as cortical plasticity. 2,3 Two examples of the mechanisms that may facilitate recovery include the unmasking of connections in the brain that are normally silent, but that can be recruited to bypass the lesion; 3 and changes in the firing patterns of brain cells that can strengthen or weaken these connections. 3 This re-wiring of the brain is an on-going process. There is growing evidence to suggest that after the brain is damaged by stroke, rehabilitation promotes recovery through cortical plasticity. Changes do not just occur in the brain after stroke. The most common deficit after stroke is that affecting movement ability. Approximately 80% of stroke survivors have hemiparesis or a weakness on the side of the body opposite to that of the stroke. 6 This weakness is predominantly caused by a reduction in the signals from the brain to the muscles that produce movement. Over time this causes changes in the muscles themselves. The type of muscle fibres in muscles of the arms and legs can change from slow-twitch, fatigueresistant muscle fibres to fast-twitch fatigable fibres. This alters how movements are controlled and the amount of force muscles can produce. 7 One of the consequences of stroke is that the recruitment of muscles to perform co-ordinated movements is interrupted. In the early stages of recovery, cortical plasticity may influence the recruitment pattern of muscles needed to perform voluntary movements. Recruitment may be altered so that muscles on both the more- and less-affected side of the body are activated when patients attempt to move only the more-affected arm or leg. This limits their ability to perform unilateral movements. 4 The pattern of muscle recruitment and activation is known as muscle synergy, or motor synergy. 8,9 Gait studies have highlighted impaired patterns of muscle recruitment during walking. The good side is relied on to be the major weight-bearing limb, resulting in an uneven gait, or limp. The foot may not lift during the swing phase requiring either a shuffling gait, or an extra lift at the hip or knee joints to prevent tripping. This movement pattern increases the energy cost of walking. 10,11 Muscle synergies are not necessarily relearnt after stroke, instead they are modified to enable as efficient a pattern of movement during walking as possible. 8 To understand muscle synergies, sensory and motor systems must be treated separately as both systems can alter the pattern of how movement is initiated. The sensory system refers to signals arising from receptors in the skin, muscles, joints and tendons that provide information about the external environment, such as obstacles encountered during walking. The motor aspect of a synergy refers to the pattern of muscle activity. This might reflect the basic movement patterns used in a typical walking style, while other muscle groups must be able to respond to extra tasks during walking, such stepping over obstacles. 11 Motor synergies are studied using a mathematical approach that identifies patterns of muscle recruitment, incorporating the onset, duration and magnitude of muscle activity. 12 After stroke it can be difficult to identify patterns of muscle activity due to the loss of strength and control combined with disordered command signals from the brain. In addition, movement patterns that can be clearly distinguished in healthy people become smaller and less distinct after stroke. For example when walking the foot may not be lifted off the ground and swung forward (reflecting two separate muscle synergies) but may be shuffled forward without leaving the ground after stroke in a single muscle synergy. 5 As the basic functional organisation of the motor system, muscle synergies reflect the co-ordination of movement to perform a given task. By identifying absent synergies, or synergies with poor movement outcomes, therapists can prescribe specific tasks to target the affected area during rehabilitation. This will provide improved functional recovery to stroke patients sooner, reducing the burden on carers, the community and the health care system. References 1. Senes S. How we manage stroke in Australia. Australian Institute of Health and Welfare, Canberra 2006. . 2. Hallett M. Plasticity of the human motor cortex and recovery from stroke. Brain research Brain research reviews 36: 169-174, 2001. 3. Jacobs KM, and Donoghue JP. Reshaping the cortical motor map by unmasking latent intracortical connections. Science 251: 944-947, 1991. 4. Cramer SC. Repairing the human brain after stroke: I. Mechanisms of spontaneous recovery. Annals of Neurology 63: 272- 287, 2008. 5. Clark DJ, Ting LH, Zajac FE, Neptune RR and Kautz SA. Merging of healthy motor modules predicts reduced locomotor performance and muscle coordination complexity post-stroke. Journal of Neurophysiology 103: 844-857, 2010. 6. National Stroke Association, 2012; http://www.stroke.org/site/PageServer?pagename=hemiparesis 7. Berniker M, Jarc A, Bizzi E, and Tresch MC. Simplified and effective motor control based on muscle synergies to exploit musculoskeletal dynamics. Proceedings of the National Academy of Sciences of the United States of America 106: 7601-7606, 2009. 8. Dipietro L, Krebs HI, Fasoli SE, Volpe BT, Stein J, Bever C, and Hogan N. Changing motor synergies in chronic stroke. Journal of neurophysiology 98: 757-768, 2007. 9. Dewald JP, Sheshadri V, Dawson ML, and Beer RF. Upper-limb discoordination in hemiparetic stroke: implications for neurorehabilitation. Topics in stroke rehabilitation 8: 1-12, 2001. 10. Cheung VC, Piron L, Agostini M, Silvoni S, Turolla A, and Bizzi E. Stability of muscle synergies for voluntary actions after cortical stroke in humans. Proceedings of the National Academy of Sciences of the United States of America 106: 19563-19568, 2009. 11. Nielsen JB, Brittain JS, Halliday DM, Marchand-Pauvert V, Mazevet D, and Conway BA. Reduction of common motoneuronal drive on the affected side during walking in hemiplegic stroke patients. Clinical neurophysiology : official journal of the International Federation of Clinical Neurophysiology 119: 2813-2818, 2008. 12. Tresch MC, Cheung VC, and d'Avella A. Matrix factorization algorithms for the identification of muscle synergies: evaluation on simulated and experimental data sets. Journal of neurophysiology 95: 2199-2212, 2006.
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