cloud of gas and dust which formed our solar system. far from the growing heat source at the center, which was to become our sun, they contain dust and frozen ices of water, methane, and ammonia. we believe these represent the oldest undisturbed remnants of the original pre - solar cloud. pristine material from the time the earth and other planets first formed. fred whipple dubbed them " dirty snowballs " and the description is apt. there are two major reservoirs of comets left from these early times. the so - called kuiper belt lies beyond the orbit of distant neptune and lies in the plane of the ecliptic, roughly from 30 to 500 au. ( 1 au - " astronomical unit " is the average distance between earth and sun, about 150 million kilometers, or 93 million miles. ) pluto, and recently - discovered sedna are among the largest denizens of this region... yes, pluto is probably just a large comet! far beyond the kuiper belt lies the huge spherical shell called the oort cloud - stretching from 10, 000 to perhaps 100, 000 au. a comet ' s orbit may be disturbed by a collision, or by gravitational perturbations from passing stars or clouds. the comet then falls toward the inner solar system. as sunlight warms the comet, the volatile ices vaporize and carry with them dust and rocks from the nucleus of the comet. these gasses and dust particles are pushed away from the sun by the pressure of sunlight and the streaming solar wind to form the tails of the comet. ultraviolet light ionizes the gas and makes it glow. as the comet sweeps through its orbit the dust from its tail is strewn along its orbit, leaving the debris which makes up periodic meteor showers. lunar phases for june : full moon on the 3rd, at 12 : 20 am ; last quarter on the 9th, at 4 : 03 pm ; new moon on the 17th, at 4 : 27 pm ; first quarter on the 25th, at 3 : 08 pm. summer solstice, when the sun is highest above the equator, will occur at 8 : 58 pm on the 20th. this is sometimes called the " longest day of the year, " but it ' s 24 hours just like any other day! in fact, the solstice event will take place after sunset on the 20th! we will experience over 14 hours of sunlight on the 20th and 21st, however. evening planet watching in june is largely jupiter watching. after sunset, jupiter emerges from twilight high to the


the solstice event will take place after sunset on the 20th! we will experience over 14 hours of sunlight on the 20th and 21st, however. evening planet watching in june is largely jupiter watching. after sunset, jupiter emerges from twilight high to the southwest, about 50 degrees off the horizon. it sets about 1 : 00 am. saturn and mars are above the horizon at sunset, but low to the northwest and probably lost in the horizon clutter and haze. mornings are not promising for planet watching, either. mercury and venus have returned to the pre - dawn sky, but will be very low ( < 10 degrees ) on the northeast horizon at sunrise. an hour or so after sunset at mid - month, the overhead view is essentially out of the plane of the galaxy, which is nearly coincident with the horizon at 8 : 30 pm. castor and pollux are to the west, settling towards the horizon. high above the southern horizon, almost at zenith, is bright arcturus, in the constellation bootes. to the west, just below and to the right of jupiter, you ' ll find regulus, the heart of the lion in the constellation leo. the days around the new moon are a good time to hope for clear skies... maybe a cold front will sweep away the haze enough so that you can use jupiter to find some deeper objects with your binoculars. within 4 degrees to the right and slightly above jupiter you may find several galaxies from the messier catalog - m105, m95, and m96 are all in leo. about 6 degrees above jupiter is another, known as m65. these objects were all catalogued by charles messier to avoid confusing them with comets. we ' ll say more about the messier catalog next month. vega is to the ene about 37 degrees off the horizon and appearing higher each night. it will be prominent in the late summer and autumn skies. near vega, use binoculars to find the ring nebula. below vega rises the constellation cygnus. this marks the plane of the galaxy, and the general direction towards which our sun in moving in its orbit about the distant center of the milky way. for your own monthly star chart, you can direct your web browser to http : / / www. skymaps. com. you will find extensive descriptions of what ' s worth looking for, and you can download and print a single copy for your personal use. copyright 2004 george spagna


let the tempo come to you the science of starting slowly... to finish ahead the wisdom of starting a race relatively slowly and finishing fast is unquestioned, with the strategy of " negative splitting " — running the second half of the race faster than the first — yielding world marathon bests for khalid khannouchi and catherine ndereba, a course record for cosmas ndeti at boston in 1994 ( 2 : 07 : 15 ), and a slew of other notable positive outcomes. not only do negative splits typically yield better competitive results, they often mean a quicker post - race recovery, a more finely tuned sense of one ’ s limits at any point in a race, and a more pleasurable race experience overall ( e. g., passing runners throughout the race, less physical and mental discomfort ). when we speak of having run negative splits, we universally do so with satisfaction and pride. however, outside of the competitive milieu, our ambition to run negative splits, or otherwise finish more quickly than we start, virtually disappears. if you do your everyday six - miler at 7 : 30 pace, do you really care if you do the first three miles at 8 : 00 pace and the last three at 7 : 00 pace, or rip through the first mile with no warm - up in 6 : 30 and run 7 : 40 ’ s the rest of the way? did you notice whether the last four 400 - meter repeats of last week ’ s speed workout were faster than the first four? do any of us care about these things? should we? based on scads of empirical evidence, the answer is a resounding yes. distance running observers are quick to point out, for example, kenyan athletes ’ formidable training mileage and intensity. often ignored, however, is the well - established tendency of these runners to begin every workout — interval session, tempo run, or distance run — at a jog or even a shuffle, picking up the pace only when all physiological systems are fully attuned to the task at foot, with a smooth transition having been made from the resting state to the aerobic state. hammering away from the get - go at whatever pace they will ultimately reach that day is simply not in these runners ’ training lexicon — and with good reason : it detracts from both the training benefit achieved and the maximal workload reached, to say nothing of the effect on recovery time and therefore on subsequent workouts and races. the physiology behind running an evenly paced workout or race is


fascinating creatures indeed bentley! cuttlefish belong to the cephalopoda class and includes squid, octopuses, and nautiluses ). although they are known as fish, they are mollusks and not fish! recent studies indicate that cuttlefish are among the most intelligent invertebrates. internationally there are 120 species of cuttlefish recognized. i am not sure how many species are in south african waters though! cuttlefish have eight arms and two tentacles furnished with suckers, with which they secure their prey. they have a life expectancy of approximately 2 years and feed on small mollusks, crabs, shrimp, fish, octopuses, worms, and other cuttlefish. they are being preyed upon by dolphins, sharks, fish, seals and other cuttlefish. their cuttle - bones are porous and used for buoyancy by changing the gas - to - liquid ratio in the chambered cuttle - bone. cuttlefish eyes are among the most developed in the animal kingdom. the blood of a cuttlefish is an unusual shade of green - blue. the reason for this is the fact that they use the copper containing protein hemocyanin to carry oxygen instead of the red iron - containing protein hemoglobin that is found in mammals. they have 3 separate hearts to pump their blood. two hearts pump blood to the pair of gills and the third pumps blood to the rest of the body. photo of 2 cuttlefish : herewith something interesting facts about their ability to change colours : cuttlefish are sometimes referred to as the chameleon of the sea because of their remarkable ability to rapidly alter their skin color at will. their skin flashes a fast - changing pattern as communication to other cuttlefish and to camouflage them from predators. this color - changing function is produced by groups of red, yellow, brown, and black pigmented chromatophores above a layer of reflective iridophores and leucophores, with up to 200 of these specialized pigment cells per square millimeter. the pigmented chromatophores have a sac of pigment and a large membrane that is folded when retracted. there are 6 - 20 small muscle cells on the sides which can contract to squash the elastic sac into a disc against the skin. yellow chromatophores ( xanthophores ) are closest to the surface of the skin, red and orange are below ( erythrophores ), and brown or black are just above the irido


laurence cadbury collection assembled at the beginning of the 20th century, the laurence cadbury collection helps show what life was like in a 16th and 17th century house. dating from about 1500 to the early 1900s it comprises furniture and domestic objects, agricultural artefacts, armour, archives and decorative works. on permanent display, the collection includes : this would have been used in a church to store food that parishioners collected for the poor. the food would then be ‘ doled out ’ to them, hence the expression ‘ on the dole ’. 16th century chest dating from 1520 our oldest chest is carved with ornate scenes depicting a variety of strange creatures and mythical beasts. 1592 tester bed plaited reeds or rushes were woven together to create a cover for the bed ’ s rope supports. a feather mattress was probably placed on top. this depicts henry viii ’ s surrey palace of nonsuch. there was to be ‘ nonsuch ’ like it, but henry died before it was completed. a space - saving piece of furniture with an under - seat storage area and a top that folds down to form a table. this large cupboard, dated 1673, was used for storing tableware. a carved wooden bible box that stored objects of great value, most notably the family ’ s bible. a 1713 cupboard with three sections ; the top can be lifted down and used as a bench. 18ft oak table dating from the 1630s, this spectacular 18ft eight - legged table was brought from crook hall, lancashire, in 1921.


the writer nathaniel hawthorne was born on the fourth of july in 1804 and went on from there to establish himself as one of the great contributors to american literature. like forrest gump, he seemed all his life to be surrounded by history. he was descended from a line of notorious puritans, including a judge at the salem witch trials. his college pals included poet henry wadsworth longfellow and future president franklin pierce. henry david thoreau planted hawthorne a vegetable garden as a wedding present. edgar allan poe wrote rave reviews of his books. the mourners at his funeral in 1860 included ralph waldo emerson and oliver wendell holmes. hawthorne spent most of his life in or around the massachusetts towns of salem and concord, both of which played prominent roles in american history. hawthorne ' s books and stories drew heavily from america ' s puritan history. his stories were pointed allegories that took aim at hypocrisy, sin, and corruption. hawthorne ' s most famous novel, the scarlet letter, practically ran through a checklist of the seven deadly sins. his was not a rosy view of human nature. perhaps because of this, hawthorne kept mostly to himself. he was painfully shy and rarely invited anyone to the home he shared with his wife and three children. a friend of his said at the time, " i love hawthorne, i admire him ; but i do not know him. he lives in a mysterious world of thought and imagination which he never permits me to enter. " 1 if hawthorne were alive today, he probably wouldn ' t even be on facebook. maybe it ' s easier to know him 150 years after his death, now that we have access to the journals and personal papers he fiercely guarded during his lifetime. picture it : a brilliantly creative man is stuck at an incredibly boring desk job at the boston custom house. he hates it, but he can ' t quit because he has to support his family. it ' s sucking away his energy, his time, and his creativity. yet, in a quintessentially american way, he refuses to give up hope. " i do not mean to imply that i am unhappy or discontented ; for this is not the case, " hawthorne confided in his diary on 3 july 1839. " henceforth forever i shall be entitled to call the sons of toil my brethren, and shall know how to sympathize with them ; seeing that i likewise have risen at the dawn, and borne the fervor of the midday sun, nor


benzene is a clear, liquid, petroleum - based chemical that has a sweet smell. benzene poisoning occurs when someone swallows, breathes in, or touches benzene. this is for information only and not for use in the treatment or management of an actual poison exposure. if you have an exposure, you should call your local emergency number ( such as 911 ) or the national poison control center at 1 - 800 - 222 - 1222. people may be exposed to benzene in factories, refineries, and other industrial settings. benzene may be found in : seek immediate medical help. do not make a person throw up unless told to do so by poison control or a health care professional. if the chemical is on the skin or in the eyes, flush with lots of water for at least 15 minutes. if the chemical was swallowed, immediately give the person water or milk, unless instructed otherwise by a health care provider. do not give water or milk if the patient is having symptoms ( such as vomiting, convulsions, or a decreased level of alertness ) that make it hard to swallow. if the person breathed in the poison, immediately move him or her to fresh air. before calling emergency determine the following information : patient ' s age, weight, and condition name of the product ( ingredients and strengths, if known ) time it was swallowed poison control, or a local emergency number the national poison control center ( 1 - 800 - 222 - 1222 ) can be called from anywhere in the united states. this national hotline number will let you talk to experts in poisoning. they will give you further instructions. this is a free and confidential service. all local poison control centers in the united states use this national number. you should call if you have any questions about poisoning or poison prevention. it does not need to be an emergency. you can call for any reason, 24 hours a day, 7 days a week. people who work with benzene products should only do so in areas with good air flow. they should also use protective gloves and eye glasses. mirkin db. benzene and related aromatic hydrocarbons. in : shannon mw, borron sw, burns mj, eds. haddad and winchester ' s clinical management of poisoning and drug overdose. 4th ed. philadelphia, pa : saunders elsevier ; 2007 : chap 94. atsdr ( agency for toxic substances and disease registry ). toxicological profile for benzene. update. public health service, u. s. department of health and


the science fair concept has been established to : - focus attention on students ’ academic achievements - strengthen student motivation and interest in science - promote teacher and public recognition of outstanding science talent - recognize outstanding individual achievements, efforts, potential, and creativity - this event provides a medium for students to apply learned knowledge and skills to solve real problems and answer real - life questions. entering the fair - the competition is open to 4th – 12th grade students. - each elementary school may bring 10 projects to the district fair. - each middle school may bring 15 projects to the district fair - each high school may bring 25 projects to the district fair. - schools will decide how the projects will be selected. most often this will be through a school science fair. - students may work individually or in groups ( no groups of more than 3 ). - students may not participate in more than one project. - all participating schools must be represented by at least one teacher or administrator at the competition. - registration must be submitted for each project entered. - project displays should not show the students names. - only participants, judges, teachers, and fair officials are allowed in the judging area during judging. - exhibits must be brought to, cared for, and removed from the fair by the exhibitor. - the science fair committee and cooperating groups will assume no responsibility for loss or damage to any exhibit. - valuables, such as computers, meters, cameras, microscopes, etc., should not be left unattended. the only time they are required to be part of the exhibit is during the hours of judging. how are the projects judged? the role of judging is not to distinguish winners and losers, but to recognize students who achieve standards of excellence. by encouraging students to strive for their best effort, all participants are winners and grow from the experience. - a team of judges is assigned to each category. during the initial judging, the projects are grouped so that each project is screened by at least two judges. - all students must remain with their projects during the judging to make presentations and explain their study. - all others ( sponsors, teachers, parents, and other students ) are not permitted in the project area while judging is in progress. - all decisions of the judges are final. - final judging information will not be available to participants, parents, or teachers. how are awards given? - every student entering the fair will receive an a certificate of participation. - trophies will be given for the top 3 scores in each category. first and second place winners that are students in


some texts are currently available in german only. we apologize for any inconvenience. on display in the friedrichswerder church are sculptures from the early 19th century. built between 1824 and 1830 after plans by karl friedrich schinkel, the friedrichswerder church, with all its works, is the most authentic building of its creator. the reception of antique motif and form is an important feature of the sculptures from the late 18th to the mid - 19th century which are on display here. they are grouped in the exhibition space in a way which is informal and rich in connections so that the observer is given an impression of something like a " landscaped serenity ". at the centre of the exhibition is the original plaster model for johann gottfried schadow ' s marble sculpture of the prussian princesses. the area of the classical sculptural ideal is represented by emil wolff ' s " badende " and heinrich kummel ' s " fischerknabe ". theodor kalide ' s " bacchantin auf dem panther " - a war - damaged torso, the revolutionary modernity of which can be recognised even in this fragmentary form - already exceeds the boundaries of classicism. busts of significant personages from the goethe period complement the sculpture exhibition : immanuel kant, johann wolfgang von goethe, wilhelm and alexander von humboldt and other characters from this significant period in german intellectual history are present. in the gallery of the church, the nationalgalerie ( national gallery ) has put on display a documentary exhibition on the life and work of karl friedrich schinkel. so, at the same time, the building receives recognition : with the friedrichswerder church schinkel realised a central work of german neo - gothic.


oil painting id : 62935 1511 - 12 fresco, 215 x 430 cm cappella sistina, vatican " matthan begat jacob. jacob begat joseph, the husband of mary, of whom was born jesus, who is called christ. " ( matthew 1 : 15 - 16 ) at the top of the entrance wall of the chapel, to the right of the viewer, next to the eleazar - matthan lunette, there is the one concluding the genealogical sequence of the ancestors of christ in the gospel of st matthew. sullen and perplexed, wrapped in a huge yellow ochre cloak and seemingly withdrawn, the old man - generally believed to be jacob - dominates the family group on the left due to his expressive power and the quality of the colour. similarly, on the right, the female figure, usually thought to be mary, is more prominent than the other members of the holy family and the child holding a mirror. behind mary in the shadow, joseph holds the christ child, who stretches out an arm toward the round mirror held out at the height of his face by a naked female child, possibly an allegory of the church. the compositional schemes of the two neighbouring lunettes correspond : in both there is a female figure in the foreground seen in full, or half, profile and facing the outer wall of the chapel, and a male figure, on the internal side, with his torso seen frontally. artist : michelangelo buonarroti painting title : jacob - joseph, 1501 - 1550 painting style : italian,, religious b caprese 1475 d rome 1564 born : march 6, 1475 died : february 18, 1564 michelangelo was one of the greatest sculptors of the italian renaissance and one of its greatest painters and architects. michelangelo buonarroti was born on march 6, 1475, in caprese, italy, a village where his father, lodovico buonarroti, was briefly serving as a florentine government agent. the family moved back to florence before michelangelo was one month old. michelangelo ' s mother died when he was six. from his childhood michelangelo was drawn to the arts, but his father considered this pursuit below the family ' s social status and tried to discourage him. however, michelangelo prevailed and was apprenticed ( worked to learn a trade ) at the age of thirteen to domenico ghirlandaio ( 1449? c1494 ), the most fashionable painter in florence at the time. after a year michelangelo '


however, michelangelo prevailed and was apprenticed ( worked to learn a trade ) at the age of thirteen to domenico ghirlandaio ( 1449? c1494 ), the most fashionable painter in florence at the time. after a year michelangelo ' s apprenticeship was broken off. the boy was given access to the collection of ancient roman sculpture of the ruler of florence, lorenzo de ' medici ( 1449? c1492 ). he dined with the family and was looked after by the retired sculptor who was in charge of the collection. this arrangement was quite unusual at the time. michelangelo ' s earliest sculpture, the battle of the centaurs ( mythological creatures that are part man and part horse ), a stone work created when he was about seventeen, is regarded as remarkable for the simple, solid forms and squarish proportions of the figures, which add intensity to their violent interaction. soon after lorenzo died in 1492, the medici family fell from power and michelangelo fled to bologna. in 1494 he carved three saints for the church of san domenico. they show dense forms, in contrast to the linear forms which were then dominant in sculpture. after returning to florence briefly, michelangelo moved to rome. there he carved a bacchus for a banker ' s garden of ancient sculpture. this is michelangelo ' s earliest surviving large - scale work, and his only sculpture meant to be viewed from all sides. in 1498 the same banker commissioned michelangelo to carve the piet?? now in st. peter ' s. the term piet?? refers to a type of image in which mary supports the dead christ across her knees. larger than life size, the piet?? contains elements which contrast and reinforce each other : vertical and horizontal, cloth and skin, alive and dead, female and male. on michelangelo ' s return to florence in 1501 he was recognized as the most talented sculptor of central italy. he was commissioned to carve the david for the florence cathedral. michelangelo ' s battle of cascina was commissioned in 1504 ; several sketches still exist. the central scene shows a group of muscular soldiers climbing from a river where they had been swimming to answer a military alarm. this fusion of life with colossal grandeur henceforth was the special quality of michelangelo ' s art. from this time on, michelangelo ' s work consisted mainly of very large projects that he never finished. he was unable to turn down the vast commissions of his great clients which appealed to his preference for the grand scale. pope julius ii ( 1443


. from this time on, michelangelo ' s work consisted mainly of very large projects that he never finished. he was unable to turn down the vast commissions of his great clients which appealed to his preference for the grand scale. pope julius ii ( 1443? c1513 ) called michelangelo to rome in 1505 to design his tomb, which was to include about forty life - size statues. michelangelo worked on the project off and on for the next forty years. in 1508 pope julius ii commissioned michelangelo to decorate the ceiling of the chief vatican chapel, the sistine. the traditional format of ceiling painting contained only single figures. michelangelo introduced dramatic scenes and an original framing system, which was his earliest architectural design. the chief elements are twelve male and female prophets ( the latter known as sibyls ) and nine stories from genesis. michelangelo stopped for some months halfway along. when he returned to the ceiling, his style underwent a shift toward a more forceful grandeur and a richer emotional tension than in any previous work. the images of the separation of light and darkness, and ezekiel illustrate this greater freedom and mobility. after the ceiling was completed in 1512, michelangelo returned to the tomb of julius and carved a moses and two slaves. his models were the same physical types he used for the prophets and their attendants in the sistine ceiling. julius ' s death in 1513 halted the work on his tomb. pope leo x, son of lorenzo de ' medici, proposed a marble facade for the family parish church of san lorenzo in florence to be decorated with statues by michelangelo. after four years of quarrying and designing the project was canceled. in 1520 michelangelo was commissioned to execute the medici chapel for two young medici dukes. it contains two tombs, each with an image of the deceased and two allegorical ( symbolic ) figures : day and night on one tomb, and morning and evening on the other. a library, the biblioteca laurenziana, was built at the same time on the opposite side of san lorenzo to house pope leo x ' s books. the entrance hall and staircase are some of michelangelo ' s most astonishing architecture, with recessed columns resting on scroll brackets set halfway up the wall and corners stretched open rather than sealed. michelangelo wrote many poems in the 1530s and 1540s. approximately three hundred survive. the earlier poems are on the theme of neoplatonic love ( belief that the soul comes from a single undivided source to which it can unite again ) and are full of logical contradictions and intricate images. the


duchenne muscular dystrophy is caused by a defective gene for dystrophin ( a protein in the muscles ). however, it often occurs in people without a known family history of the condition. because of the way the disease is inherited, boys are affected, not girls. the sons of females who are carriers of the disease ( women with a defective gene but no symptoms themselves ) each have a 50 % chance of having the disease. the daughters each have a 50 % chance of being carriers. duchenne muscular dystrophy occurs in about 1 out of every 3, 600 male infants. because this is an inherited disorder, risks include a family history of duchenne muscular dystrophy. symptoms usually appear before age 6 and may appear as early as infancy. they may include : duchenne muscular dystrophy leads to quickly worsening disability. death usually occurs by age 25, typically from lung disorders. congestive heart failure ( rare ) heart arrhythmias ( rare ) mental impairment ( varies, usually minimal ) permanent, progressive disability decreased ability to care for self pneumonia or other respiratory infections calling your health care provider call your health care provider if : your child has symptoms of duchenne muscular dystrophy symptoms worsen, or new symptoms develop, particularly fever with cough or breathing difficulties genetic counseling is advised if there is a family history of the disorder. duchenne muscular dystrophy can be detected with about 95 % accuracy by genetic studies performed during pregnancy. kliegman rm, behrman re, jenson hb, stanton bf. muscular dystrophies. in : kliegman rm, behrman re, jenson hb, stanton bf. nelson textbook of pediatrics. 18th ed. philadelphia, pa : saunders elsevier ; 2007 : chap 608. neil k. kaneshiro, md, mha, clinical assistant professor of pediatrics, university of washington school of medicine ; and benjamin seckler, md, diagnostic radiologist, poughkeepsie, ny, and president of charley ' s fund ; and luc jasmin, md, phd, department of neurosurgery at cedars - sinai medical center, los angeles, and department of anatomy at ucsf, san francisco, ca. review provided by verimed healthcare network. also reviewed by david zieve, md, mha, medical director, a. d. a. m. health solutions, ebix


do not misled by the name of water chestnut, it is not at all a member of the nut family but is about the size of a walnut. water chestnuts ( or 馬 in chinese ) are the knobby root of an aquatic plant that grow in areas also suitable for paddy fields. that is why they are widely found in china and south east asia, where they are said to be planted between rice crops. since harvesting of water chestnuts is pretty labor intensive, no doubt they are less common in regions of high costs of living like japan and australia though these affluent areas also grow abundant rice. nice water chestnuts are firm with no rotten or soft spot. their skins, often muddy, have to be peeled off before cooking. the flavor of water chestnuts is mild yet a little bit sweet. even after cooked, they are still crunchy and juicy. once peeled, do rinse and clean them thoroughly and cover with cold water or their pale - looking flesh may turn rusty. if chilled in fridge, and water is replaced daily, the peeled water chestnuts can be stored for one to two weeks. besides they can also be eaten raw alone as snack. if not taken as a snack or cooking ingredient, you may just boil them in water and add in your preferred amount of sugar ( we often use rock sugar to go with it ) and that will give you a good cup of sweet soup. water chestnuts can also be dried and made into powder form and is known as water chestnut flour or starch. the flour ( like corn starch ) is often used as thickener in chinese cooking, and sometimes for use in making puddings or steamed cakes. a day before, i have used water chestnuts as one of the fillings for preparing some lettuce wraps, just click here to read details of the recipe or leave a comment. to get immediate updates and new recipes from my blog, you may also subscribe them via rss feeds. see you there.


vinca is very drought - tolerant and has an extremely long blooming season. it can also tolerate the highest temperatures we face during the summer growing season. great improvements have been made in vinca flower colors and varieties during the past 25 years. in the 1980s, gardeners had few choices in terms of vinca growth habits, flower colors or disease resistance. in the 1990s, new forms and new flower colors arrived with rapid expansion occurring between 2000 - 2005. vinca flower colors now include pink, deep rose, red, blush, scarlet, white, white with a red eye, lavender blue, peach, apricot, orchid, burgundy and many others. you can have vinca varieties that are upright and vinca varieties that are spreading. plants generally grow 18 - 20 inches tall with a spread of 12 - 14 inches. spreading types, though, have more trailing or ground cover habits and reach only 6 - 8 inches tall ( at the most ) with spreads of 18 - 14 inches. we do have vinca problems in the landscape, and based on the number of calls with vinca issues this spring, this is a bad year for vinca. this is surprising considering we now have disease - resistant varieties and we had a very dry spring and early summer. the main disease culprit is a fungus called phytophthora, which always is present in our soils. it is often responsible for root rots and crown rots, and it attacks many types of plants. this fungus causes a disease seen shortly after planting, but it also can be found later in the year. rhizoctonia is another disease common on vinca in louisiana. it normally shows up in the summer after plants are established. plant pathologists can also find botrytis ( gray mold ) and alternaria ( leaf spot ) on vinca in summer and fall. to get the best performance out of vinca in your landscape, consider the following lsu agcenter recommendations : • begin with good quality plants. inspect plants obtained from the greenhouse grower or retail garden center for healthy roots. • select a full - sun location. vinca need at least eight hours of direct sun daily for optimum performance. • properly prepare the landscape bed to allow for drainage and aeration. raise the bed at least 6 inches if drainage is questionable. if beds are already established, all debris from the previous planting needs to be removed. possibly, mulch should be removed also and add another couple inches of landscape soil prior to planting. • although late


bed at least 6 inches if drainage is questionable. if beds are already established, all debris from the previous planting needs to be removed. possibly, mulch should be removed also and add another couple inches of landscape soil prior to planting. • although late april through early may is the ideal first planting date for the spring, you can continue planting vinca through the summer. the main thing to remember is that vinca love warm soil. • plant so that the top of the root ball is level with or slightly higher than the soil of the bed. proper spacing also is important because a crowded planting limits air circulation and can create conditions more favorable to disease development. space transplants at least 8 - 10 inches apart. the more quickly plants grow together, the higher the likelihood of disease moving through foliage later in the year. • mulch to decrease splashing of rainfall and irrigation water from soil onto the lower stems and foliage of the plants. bedding plants should be mulched to a depth of about 1 inch. pine straw is the preferred mulch material. • manage irrigation properly. this is the main culprit in plant decline in commercial landscape beds. vinca need very little irrigation once they ’ re established. avoid regular overhead irrigation. even if the landscape bed drains very well, an adequate volume once a week is the most water that should be applied. • don ’ t plant periwinkles in the same bed year after year. rotate them with other summer bedding plants that like sunny locations, such as blue daze, lantana, pentas, angelonia, scaevola, verbena, melampodium or sun - tolerant coleus. varieties of vinca available in louisiana include pacifica, cooler, mediterranean, victory, titan, nirvana and cora series. cooler and pacifica are older varieties that still perform well with correct care. mediterranean vincas spread and should be planted only in hanging baskets and containers. titans have the largest flowers of all the vinca groups. the newer and more expensive nirvana and cora vincas have genetic resistance to phytophthora. a few other vincas we have evaluated at the lsu agcenter recently are not being sold in any significant quantities in louisiana. it is late in the bedding - plant season, but pay attention to vinca in landscapes. are you noticing them looking good or looking bad? try to figure out why a particular planting is performing well or not performing well. vinca can have trouble through the summer and fall if proper practices are not


job s. ebenezer, ph. d. president, technology for the poor, 877 pelham court, westerville, ohio - 43081 the original savonius design called for a 7 to 8 inch overlap of the buckets. research at sandia laboratories, however, suggested an overlap of 10 to 15 % of the bucket diameter or in this case 3 inches ( the bucket diameter = 23 inches ). the second modification was the use of an automobile differential at the bottom of the machine to convert the vertical shaft power of the rotor to horizontal shaft power. a water pump or grain grinder could then be connected to the horizontal shaft either directly or via chain or v belt arrangements. the vertical main shaft of the wind machine was connected to the driveshaft of the differential., and one axle shaft of the differential became the horizontal power take off shaft for the wind machine. the other axle shaft was removed and the slip gears were locked. the gear ratio offered by this arrangement was 3 : 1, i. e. for every three turns of the wind machine ' s main shaft, the horizontal shaft turned once. this arrangement provided a high torque, low speed power to run a chain pump and a grain mill. a simple brake mechanism was provided to stop the machine in high winds. a chain pump was constructed using a design proposed by volunteers in technical assistance ( vita ). a drawing of the chain pump constructed is shown below. in order to prevent corrosion of the metal chain, short lengths of nylon ropes were substituted for the lengths of chain between each leather washer. this substitution ;. however, proved to be unsatisfactory as there was much binding and misalignment of the washers as they ascended the pipe. it is suggested that the metal links should not be replaced by light weight ropes as the weight of the links keep the washers taught and aligned well. aside from these alignment problems, the savonius machine performed well. the brace research institute in canada has successfully operated a diaphragm pump made of a tire with a savonius windmill. it is suggested that a diaphragm pump may be better suited for savonius windmill than a chain pump. although the village technology program did not construct and test a chain bucket pump ( shown below ), it is believed that it might perform very well with a savonius windmill. conventional piston pumps can also be used with a savonius windmill. the savonius windmill was also used to grind grain. a small grain mill


shown below ), it is believed that it might perform very well with a savonius windmill. conventional piston pumps can also be used with a savonius windmill. the savonius windmill was also used to grind grain. a small grain mill known as " corona convertible " manufactured in columbia, south america, was fitted with a hopper and sprocket. the hopper holds a large amount of grain and can feed the mill automatically. a s shown below, the horizontal shaft of the windmill is connected to the grain mill via a roller chain and sprocket drive. the overall ratio between the wind machine and the grain mill was 5 : 1. the mill turned once for every five turns of the rotor. this wind machine and mill combination successfully ground grain into fine flour. however, the rate of production and wind speed are not known with any accuracy, as this set up was not instrumented. also unknown is the eventual durability of the mill ' s simple cast iron journal bearings. perhaps the use of higher quality mills with better bearings will be required. all factors considered, the savonius design affords a very simple, stable machine requiring little maintenance. the savonius ' power output is relatively low ( about 1 2 hp ), but so is the initial investment for its construction ( about $ 250 of materials ). we highly recommend this machine for use in third world countries.


when i was in school at mit and harvard in the 1980s and 1990s, i was taught that there were 100, 000 or so human genes, every one encoding a protein. the properties of those genes were unknown. today, i teach that our genome contains only 21, 000 protein - coding genes. to our surprise, there are thousands of additional genes that don ’ t encode proteins. all of these genes have been described in great detail. i was taught that the parts of the genome not encoding proteins were “ junk. ” today, we know that this junk makes up three - quarters of our functional dna. parts of it help exquisitely control where and when genes are active in the body. i was taught that “ genetic diseases, ” such as cystic fibrosis, are caused by mutation of a single gene, with only a small handful of these mutations known. today, precise causes are known for 2, 800 of these rare single - gene disorders. i was taught nothing about the more complex genetics of common diseases. today, we are learning at dizzying speed about the interplay of genes and environment in diabetes, heart disease, and other common conditions. in the past three years alone more than 1, 000 genetic risk factors have been found ( an increase of perhaps 50 - fold ), contributing to more than 100 common diseases. such advances would have come far later, if at all, without the human genome project ( see “ the human genome, a decade later ” ). but a body of knowledge is not its only legacy. it also changed the way biological research is performed. i was trained to view scientific data as the private property of each investigator. human genetics research groups were locked in a “ race ” to discover each disease gene, and there were winners and losers. this often led to fragmentation of effort and yielded results irreproducible by others. data was collected by hand and stored in paper notebooks. the human genome project held the revolutionary view that data collected should be freely available to all. today this view prevails in genomics and many other fields of biology and medicine. data is shared online by scientists the world over. today, thanks in no small part to the genome project ’ s example, investigators working on the same disease often publish together. combining clinical and genetic data this way increases the statistical robustness of the claimed findings and makes for highly reproducible results. of course, knowledge of the human genome alone is not sufficient to cure disease. it will always be the case that creativity,


by staff writers ann arbor mi ( spx ) mar 14, 2013 in evolutionary biology, there is a deeply rooted supposition that you can ' t go home again : once an organism has evolved specialized traits, it can ' t return to the lifestyle of its ancestors. there ' s even a name for this pervasive idea. dollo ' s law states that evolution is unidirectional and irreversible. but this " law " is not universally accepted and is the topic of heated debate among biologists. now a research team led by two university of michigan biologists has used a large - scale genetic study of the lowly house dust mite to uncover an example of reversible evolution that appears to violate dollo ' s law. the study shows that tiny free - living house dust mites, which thrive in the mattresses, sofas and carpets of even the cleanest homes, evolved from parasites, which in turn evolved from free - living organisms millions of years ago. " all our analyses conclusively demonstrated that house dust mites have abandoned a parasitic lifestyle, secondarily becoming free - living, and then speciated in several habitats, including human habitations, " according to pavel klimov and barry oconnor of the u - m department of ecology and evolutionary biology. their paper, " is permanent parasitism reversible? - critical evidence from early evolution of house dust mites, " is scheduled to be published online march 8 in the journal systematic biology. mites are arachnids related to spiders ( both have eight legs ) and are among the most diverse animals on earth. house dust mites, members of the family pyroglyphidae, are the most common cause of allergic symptoms in humans, affecting up to 1. 2 billion people worldwide. despite their huge impact on human health, the evolutionary relationships between these speck - sized creatures are poorly understood. according to klimov and oconnor, there are 62 different published hypotheses arguing about whether today ' s free - living dust mites originated from a free - living ancestor or from a parasite - an organism that lives on or in a host species and damages its host. in their study, klimov and oconnor evaluated all 62 hypotheses. their project used large - scale dna sequencing, the construction of detailed evolutionary trees called phylogenies, and sophisticated statistical analyses to test the hypotheses about the ancestral ecology of house dust mites.


evaluated all 62 hypotheses. their project used large - scale dna sequencing, the construction of detailed evolutionary trees called phylogenies, and sophisticated statistical analyses to test the hypotheses about the ancestral ecology of house dust mites. on the phylogenetic tree they produced, house dust mites appear within a large lineage of parasitic mites, the psoroptidia. these mites are full - time parasites of birds and mammals that never leave the bodies of their hosts. the u - m analysis shows that the immediate parasitic ancestors of house dust mites include skin mites, such as the psoroptic mange mites of livestock and the dog and cat ear mite. " this result was so surprising that we decided to contact our colleagues to obtain their feedback prior to sending these data for publication, " said klimov, the first author of the paper and an assistant research scientist in the department of ecology and evolutionary biology. the result was so surprising largely because it runs counter to the entrenched idea that highly specialized parasites cannot return to the free - living lifestyle of their ancestors. " parasites can quickly evolve highly sophisticated mechanisms for host exploitation and can lose their ability to function away from the host body, " klimov said. " they often experience degradation or loss of many genes because their functions are no longer required in a rich environment where hosts provide both living space and nutrients. many researchers in the field perceive such specialization as evolutionarily irreversible. " the u - m findings also have human - health implications, said oconnor, a professor in the department of ecology and evolutionary biology and a curator of insects and arachnids at the u - m museum of zoology. " our study is an example of how asking a purely academic question may result in broad practical applications, " he said. " knowing phylogenetic relationships of house dust mites may provide insights into allergenic properties of their immune - response - triggering proteins and the evolution of genes encoding allergens. " the project started in 2006 with a grant from the national science foundation. the first step was to obtain specimens of many free - living and parasitic mites - no simple task given that some mite species are associated with rare mammal or bird species around the world. the research team relied on a network of 64 biologists in 19 countries to obtain specimens. in addition, klimov and oconnor conducted field trips to north and south america, europe, asia and africa. on one occasion, it took two years to obtain


relied on a network of 64 biologists in 19 countries to obtain specimens. in addition, klimov and oconnor conducted field trips to north and south america, europe, asia and africa. on one occasion, it took two years to obtain samples of an important species parasitizing african birds. a total of around 700 mite species were collected for the study. for the genetic analysis, the same five nuclear genes were sequenced in each species. how might the ecological shift from parasite to free - living state have occurred? there is little doubt that early free - living dust mites were nest inhabitants - the nests of birds and mammals are the principal habitat of all modern free - living species in the family pyroglyphidae. klimov and oconnor propose that a combination of several characteristics of their parasitic ancestors played an important role in allowing them to abandon permanent parasitism : tolerance of low humidity, development of powerful digestive enzymes that allowed them to feed on skin and keratinous ( containing the protein keratin, which is found in human hair and fingernails ) materials, and low host specificity with frequent shifts to unrelated hosts. these features, which occur in almost all parasitic mites, were likely important precursors that enabled mite populations to thrive in host nests despite low humidity and scarce, low - quality food resources, according to klimov and oconnor. for example, powerful enzymes allowed these mites to consume hard - to - digest feather and skin flakes composed of keratin. with the advent of human civilization, nest - inhabiting pyroglyphids could have shifted to human dwellings from the nests of birds and rodents living in or around human homes. once the mites moved indoors, the potent digestive enzymes and other immune - response - triggering molecules they carry made them a major source of human allergies. university of michigan darwin today at terradaily. com | the content herein, unless otherwise known to be public domain, are copyright 1995 - 2012 - space media network. afp, upi and ians news wire stories are copyright agence france - presse, united press international and indo - asia news service. esa portal reports are copyright european space agency. all nasa sourced material is public domain. additional copyrights may apply in whole or part to other bona fide parties. advertising does not imply endorsement, agreement or approval of any opinions, statements or information provided by space media network on any web page published or hosted by space media network


early history of logic, science and math. imagine holding history in your hands. now you can. digitally preserved and previously accessible only through libraries as early english books online, this rare material is now available in single print editions. thousands of books written between 1475 and 1700 can be delivered to your doorstep in individual volumes of high quality historical reproductions. the " hard sciences " developed exponentially during the 16th and 17th centuries, both relying upon centuries of tradition and adding to the foundation of modern application, as is evidenced by this extensive collection. this is a rich collection of practical mathematics as applied to business, carpentry and geography as well as explorations of mathematical instruments and arithmetic ; logic and logicians such as aristotle and socrates ; and a number of scientific disciplines from natural history to physics. + + + + the below data was compiled from various identification fields in the bibliographic record of this title. this data is provided as an additional tool in helping to insure edition identification : + + + + logicae artis compendium in quo vniversiae artis synopsis, methodo ac forma ad scholarum vsum, qu m fieri potuit, accommodatissim breviter proponitur. sanderson, robert, 1587 - 1663. by robert sanderson. with a final errata leaf., 230, 124, p. oxonii : excudebat iosephus barnesius, 1615. madan, i, p. 104. / stc ( 2nd ed. ) / 21701 latin reproduction of the original in the queen ' s college ( university of oxford ) library + + + + this book represents an authentic reproduction of the text as printed by the original publisher. while we have attempted to accurately maintain the integrity of the original work, there are sometimes problems with the original work or the micro - film from which the books were digitized. this can result in errors in reproduction. possible imperfections include missing and blurred pages, poor pictures, markings and other reproduction issues beyond our control. because this work is culturally important, we have made it available as part of our commitment to protecting, preserving and promoting the world ' s literature. show more show less


case study : adderall vs. response cost a six year - old boy in the t. l. c. program was seen by the consulting psychiatrist who recommended tapering the child off of his psycho - stimulant medication ( adderall ) due to his small stature, observable tics, and ongoing difficulties with inattention, impulsivity, and hyperactivity despite the use of the stimulant medication. prior to tapering the medication, observations were made of this child ’ s behavior in the school and cottage settings. frequencies of off - task, inattentive, and impulsive behaviors were counted in each setting over the course of one week. after this data was collected and the child was tapered off the adderall, a response cost program was implemented in the school and cottage settings to specifically target these behaviors. frequencies of off - task, inattentive, and impulsive behaviors were again collected in the cottage and school settings after the implementation of the response cost program. the average rate of off - task, inattentive, and impulsive behaviors per hour were determined from these frequency counts. comparisons were made between the child ’ s average hourly frequency of displaying each behavior while on adderall to the child ’ s average hourly frequency of displaying each behavior while off adderall and utilizing a response cost program. in all cases the rates of behaviors were lower during the response cost program than they were during the adderall regimen ( see graph below ). it is important to note that the decrease in the average hourly rate of off - task behavior ( t ( 2 ) = 1. 104, p =. 38 ) and impulsive behavior ( t ( 2 ) =. 949, p =. 443 ) was not statistically significant. this finding is not surprising, rather it is to be expected given the limited statistical power to find real differences that comes from using such a small data set ( with only two degrees of freedom ). average hourly frequency of behaviors the truly impressive finding in this single - sample case study is that the average rate of inattentive behavior did significantly decrease ( t ( 2 ) = 4. 062, p =. 05 ). this is particularly noteworthy given the limited amount of statistical power to find real differences with a small data set, as mentioned above. this indicates that, for this child, the intended effect of the response cost program is rather potent when compared to the intended effect of the adderall. furthermore, the response cost program


this month, the hubble telescope celebrates twenty years in space. why should we care? and does an orbiting telescope matter to those of us who aren ' t scientists? caroline moore became the youngest person to discover a supernova on november 7, 2008 ( at the age of 14 ). she explains why, yes, the hubble matters. and derrick pitts, chief astronomer at the franklin institute in philadelphia, shares discoveries that the hubble has revealed about the universe, which will blow your mind. caroline ' s eleven facts about the hubble, as well as a nova - sponsored video profile on her own work, are below. to learn more about the hubble, tune in to nova ' s mini - series " hunting the edge of space. " caroline moore ' s eleven facts everyone should know about the hubble space telescope : the hubble space telescope was named for the notable astronomer edwin hubble and was launched april 24, 1990. hubble has looked further into space than any other instrument : some 20 billion light years. in 2003, hubble looked at a small patch of space that you could cover with a match head at arms length and found 10, 000 galaxies, where we once thought there was nothing. hubble observations have lead to over 7, 000 scientific articles. every 97 minutes, hubble completes an orbit and as it passes over your house, you can look up and see it as long as you don ’ t live in the city. after hubble was launched into orbit, they found it had a tiny flaw. it was just slightly the wrong shape by about 1 / 50th the thickness of a human hair. hubble has been repaired 4 times, by the hubble repairman, john grunsfeld. hubble can see 20 billion light years across the universe, but can ’ t see the flag on the moon. hubble weighs 24, 500 lb. on earth, but when in space, you can move it with your finger. hubble, over its lifetime, has cost $ 10 billion. compare this to the cost of cigarettes in the u. s. for one year : $ 157. 7 billion. hubble is not in danger of being demoted to a dwarf space telescope when the james webb telescope comes on line in 2014.


ninety - one years after two americans, robert edwin peary and frederick albert cook, both claimed to have been the first to reach the north pole, experts are still arguing over which of them if either turned the trick. certainty remains elusive. cook ' s case is weaker, not least because cook is such a lousy character witness for himself. a physician, he was, to be sure, also an accomplished outdoorsman. he had served as surgeon on peary ' s first arctic expedition in 1891 and had done some serious mountaineering in the years prior to his north pole assault. but consider the mountaineering as exhibit a against the man : in 1906, cook stated that he had made the first successful ascent of alaska ' s mount mckinley. later, his summit photographs were revealed as fakes, and cook ' s climbing partner recanted his corroboration. exhibit b could be cook ' s conviction for mail fraud, a smear erased sort of by a presidential pardon in 1940, the year of cook ' s death. so that ' s frederick a. cook. peary was no sweetheart either. the u. s. navy commander was unlikable, arrogant and extraordinarily self - involved. a married man with a son and a daughter, he fathered two eskimo children during his arctic adventures. ( though he associated with eskimos during his entire career, peary proved to be no friend to the northern people : as detailed in kenn harper ' s give me my father ' s body : the life of minik, the new york eskimo, in 1897 peary presented six eskimos as " specimens " to the american museum of natural history in new york city. four of the group died almost immediately of influenza. ) peary once said of matthew henson, his african american assistant of 22 years, " henson must go all the way. i can ' t make it without him. " throughout the arctic, henson cooked, built igloos, tended the dogs and walked every cold and painful step, while his boss was hauled on a sledge by eskimos. but when evidence indicated that henson had quite possibly reached the pole before him, peary never spoke to the man again. so that ' s robert e. peary. cook and peary were right for the task, as the goal they had in sight could be reached only by a driven man of considerable ego. the north pole was the single greatest target for adventurers at the turn of the century.


peary. cook and peary were right for the task, as the goal they had in sight could be reached only by a driven man of considerable ego. the north pole was the single greatest target for adventurers at the turn of the century. in the 1890s the norwegian fridtjof nansen sailed his ship to spitsbergen but ultimately failed to reach the pole ; the swede salomon andree tried to reach the pole by balloon but failed ; peary tried for the pole on dogsled but failed. the north pole, floating on a sea 13, 410 feet deep, its surface ice perpetually shifting and drifting, cracking and freezing again, was a cruel siren : by the early 20th century it had already claimed the lives of hundreds of adventurers. peary, 52, felt certain that his 1908 expedition would be his last. his six previous trips to the arctic had earned him considerable renown in 1891 - 92 he had proved greenland to be an island by exploring its northern coast, and his 1905 polar trek had established a farthest - north record but he would remain unfulfilled if he did not reach 90 degrees north. he either did or did not do so on april 6, 1909, after an over - the - ice journey of 37 days, accompanied on the last stretch by henson and four eskimos. before peary could even cable the news, his old colleague cook blindsided him by announcing from the shetland islands that he had stood atop the world a full year earlier. it seemed, initially, that he might have, but the journals he presented as proof were said by experts to have been doctored, and the eskimo guides that cook trotted out as witnesses proved as worthy as his mckinley corroborator. the eskimos finally admitted that cook had, in fact, never left sight of land land that ends hundreds of miles south of the pole. in recent years, peary ' s claim has also come under a cloud : did he get there? were his measurements accurate? the truth may never be known. in 1989 the national geographic society, after commissioning the navigation foundation to spend more than a year investigating 225 cubic feet of documents, announced that peary, who had been made a rear admiral before his death in 1920, had very likely come within five miles of the north pole and perhaps had stood upon the spot itself. whatever the truth is, favor does seem to rest much more comfortably with peary than with cook. as peter freuchen, the noted danish


fans of lake st. clair ' s 420 square miles of water connecting lake erie and lake huron want to make it the sixth great lake. they should forget it. at 26 miles long and 14 miles wide at its widest, this lake is important as a link and an established part of the great lakes waterway system. but a great lake? the notion makes no more sense than an effort four years ago to designate lake champlain, which lies between vermont and new york, a great lake. leading the campaign to promote lake st. clair, a puddle in comparison with lakes superior, michigan, huron, erie, and ontario, are two members of the macomb water quality board. their aims are as economic as ecological, as connected to sport fishing as to shipping, and to clean water as to biodiversity. what ' s behind their petition to the great lakes commission is money. lake st. clair ' s characterization as a “ great, ” though it flies in the face of common sense, would entitle it to federal dollars allocated to the real great lakes for pollution and weed control, to save wetlands, correct contamination from runoff, and help get rid of noxious marine life such as the gobey and the zebra mussel brought in by foreign vessels. but lake st. clair, because it connects lake erie and lake huron, may be entitled to some of this money anyway. if the lake is contaminated, if it harbors alien noxious species, they will be quick to spread to the great lakes. it is a key part of the system. is this money possible? of course it is. the great lakes commission last year set aside a half million dollars in federal funds to correct chronic pollution in lake st. clair. it could use some of its allocations under the great lakes legacy act to keep conditions in lake st. clair comparable to those in the great lakes. and if there is a reason to fix lake st. clair, surely it is easier for congress to fix it than to see this relatively small body of water declared a great lake. michael j. donahue, who heads the great lakes commission, acknowledges that the commission staff has been calling st. clair the sixth great lake for a while, if only to illustrate the importance of the whole water system. but even he concedes that the name is not the issue, that what lake st. clair needs is some kind attention and some recognition because it “ might be a lot more important, economically and ecologically, than the five great lakes. ” maybe so,


christian parents should gather their families together each day for spiritual instruction and prayer. this opportuity must be seized when the children are young. even a child of two will bow his head, and say " amen " at the end of a prayer. this catechism has been made available to help you teach your children the word of god. family worship might well include : 1. two or three verses of a hymn 2. the reading of a few verses of scripture 3. catechism questions and answers 4. prayer need not be tedious or long - winded encourage the children to pray. use your imagination to make family worhsip attractive and interesting. the children will sometimes be ready to discuss the catechism answers with you. they will enjoy looking up passages of scripture where the catechism truths are found. pray for the guidance and help of the holy spirit. god will honour you if you are faithful. remember the promise, " train up a child in the way he should go : and when he is old, he will not depart from it " ( proverbs 22 : 6 ). 1. q. who made you? a. god made me ( gn 1 : 26, 27, 2 : 7 ; eccl. 12 : 1 ; acts 17 : 24 - 29 ). 2. q. what else did god make? a. god made all things ( gn 1, 31 ; acts 14 : 15 ; rom. 11 : 36 ; col 1 : 16 ). 3. q. why did god make you and all things? a. for his own glory ( ps 19 : 1 ; jer 9 : 23, 24 ; rv 4 : 11, 4 : 15 ). 4. q. how can you glorify god? a. by loving him and doing what he commands ( eccl. 12 : 13 ; mk 12 : 29 - 31 ; john 15 : 8 - 10 ; 1 cor 10 : 31 ). 5. q. why ought you to glorify god? a. because he made me and takes care of me ( rom. 11 : 36 ; rv 4 : 11 ; cf. dan 4 : 39 ). 6. q. are there more gods than one? a. there is only one god ( deut 6 : 4 ; jer 10 : 10 ; mk 12 : 29 ; acts 17 : 22 - 31 ). 7. q. in how many persons does this one god exist? a. in three persons ( mt


only one god ( deut 6 : 4 ; jer 10 : 10 ; mk 12 : 29 ; acts 17 : 22 - 31 ). 7. q. in how many persons does this one god exist? a. in three persons ( mt 3 : 16, 17 ; john 5 : 23, 10 : 30, 14 : 9, 10, 15 : 26, 16 : 13 - 15 ; 1 john 5 : 20 ; 2 john 9 ; rv 1 : 4, 5 ). 8. q. who are they? a. the father, the son and the holy spirit ( mt 28 : 19 ; 2 cor 13 : 14 ; 1 pet 1 : 2 ; jude 20, 21 ). 9. q. who is god? a. god is a spirit, and does not have a body like men ( john 4 : 24 ; 2 cor 3 : 17 ; 1 tim 1 : 17 ). 10. q. where is god? a. god is everywhere ( ps 139 : 7 - 12 ; jer 23 : 23, 24 ; acts 17 : 27, 28 ). 11. q. can you see god? a. no. i cannot see god, but he always sees me ( ex 33 : 20 ; john 1 : 18 ; 1 tim 6 : 16 ; ps 139 ; prov. 5 : 21 ; heb. 4 : 12, 13 ). 12. q. does god know all things? a. yes. nothing can be hidden from god ( 1 chron 28 : 9 ; 2 chron 16 : 9 ; lk 12 : 6, 7 ; rom. 2 : 16 ). 13. q. can god do all things? a. yes. god can do all his holy will ( ps 147 : 5 ; jer 32 : 17 ; dan 4 : 34, 35 ; eph 1 : 11 ). 14. q. where do you learn how to love and obey god? a. in the bible alone ( job 11 : 7 ; ps 119 : 104 ; is 8 : 20 ; mt 22 : 29 ; 2 tim 3 : 15 - 17 ). 15. q. who wrote the bible? a. holy men who were taught by the holy spirit ( 2 pet 1 : 20, 21 ; acts 1 : 16 ; 2 tim 3 : 16 ; 1 pet 1 : 10, 11 ). 16. q. who were our first parents? a. adam and eve ( gn 2 : 18 - 25, 3 : 20, 5 : 1,


: 16 ; 2 tim 3 : 16 ; 1 pet 1 : 10, 11 ). 16. q. who were our first parents? a. adam and eve ( gn 2 : 18 - 25, 3 : 20, 5 : 1, 2 ; acts 17 : 26 ; 1 tim 2 : 13 ). 17. q. of what were our first parents made? a. god made the body of adam out of the ground, and formed eve from the body of adam ( gn 2 : 7, 21 - 23, 3 : 19 ; ps 103 : 14 ). 18. q. what did god give adam and eve besides bodies? a. he gave them the breath of life and they became living souls ( gen. 2 : 7 ; job 33 : 4 ; eccl 12 : 7 ; zech 12 : 1 ). 19. q. have you a soul as well as a body? a. a soul is not something a person has, it is the person. man was not given a soul, but rather he became a soul. ( gen. 2 : 7 ; mk 8 : 34 - 37, 12 : 30 ). 20. q. can a soul die? a. yes. the soul that continues in sin shall die. ( ezek. 18 : 20 ; mt 10 : 28 ; mk 8 : 34 - 37 ). 21. q. what is your soul? a. my soul includes all of me that should know and love god ( mk 8 : 34 - 38 ; eph. 3 : 16 - 19 ). 22. q. in what condition did god make adam and eve? a. he made them holy and happy ( gn 1 : 26 - 28 ; ps 8 : 4 - 8 ). 23. q. did adam and eve stay holy and happy? a. no. they sinned against god ( gn 3 : 1 - 7 ; eccl 7 : 29 ; hos 6 : 7 where " men ~ ~ = adam ). 24. 24. q. what was the sin of our first parents? a. eating the forbidden fruit ( gn 2 : 16, 17, 3 : 6 ). 25. q. why did they eat the forbidden fruit? a. because they did not believe what god had said ( gn 3 : 1 - 6 ; cf. heb. 11 : 6 ). 26. q. who tempted them to this sin? a. the devil tempted eve, and she gave the fruit to adam ( g


what god had said ( gn 3 : 1 - 6 ; cf. heb. 11 : 6 ). 26. q. who tempted them to this sin? a. the devil tempted eve, and she gave the fruit to adam ( gn 3 : 1 - 13 ; 2 cor 11 : 3 ; 1 tim 2 : 13, 14 ; cf. rv 12 : 9 ). 27. q. what happened to our first parents when they had sinned? a. instead of being holy and happy, they became sinful and miserable ( gn 3 : 14 - 24, 4 : 1 - 24 ; james 1 : 14, 15 ). 28. q. what effect did the sin of adam have on all mankind? a. all mankind is born in a state of sin and misery ( ps. 5 1 : 5 ; rom. 5 : 12, 18, 19 ; 1 cor 15 : 21, 22 ; 1 john 5 : 19 ). 29. q. what do we inherit from adam as a result of this original sin? a. a sinful nature ( 1 kings 8 : 46 ; ps 14 : 2, 3, 58 : 3 ; eccl 9 : 3 ; mt 15 : 18 - 20 ; john 2 : 24, 25 ; rom. 8 : 7 ). 30. q. what is sin? a. sin is any transgression of the law of god ( 1 john 3 : 4 ; rom. 3 : 20 ; james 2 : 9 - 11 ). 31. q. what is meant by transgression? a. doing what god forbids ( 1 sam 13 : 8 - 14, 15 : 22, 23 ; hos 6 : 7 ; rom. 1 : 21 - 32 ). 32. q. what does every sin deserve? a. the anger and judgment of god ( deut 27 : 26 ; rom. 1 : 18, 2 : 2 ; gal 3 : 10 ; eph 5 : 6 ). 33. q. do we know what god requires of us? a. yes, he has given us his law both in our hearts and in writing ( rom. 2 : 14 - 15 ). 34. q. how many commandments did god give on mt. sinai? a. ten commandments ( ex 20 : 1 - 17 ; deut 5 : 1 - 22 ). 35. q. what are the ten commandments sometimes called? a. god ' s moral law ( lk 20 : 25 - 28 ; rom


ten commandments ( ex 20 : 1 - 17 ; deut 5 : 1 - 22 ). 35. q. what are the ten commandments sometimes called? a. god ' s moral law ( lk 20 : 25 - 28 ; rom. 2 : 14, 15, 10 : 5 ). 36. q. what do the first four commandments teach? a. our duty to god ( deut 6 : 5, 6, 10 : 12, 13 ). 37. q. what do the last six commandments teach? a. our duty to our fellow men ( deut 10 : 19 ; mic 6 : 8 ; cf. gal. 6 : 10 ). 38. q. what is the sum of the ten commandments? a. to love god with all my heart, and my neighbor as myself ( deut 6 : 1 - 15 ; 11 : 1 ; mt 22 : 35 - 40 ; james 2 : 8 ). 39. q. who is your neigheb. or? a. all my fellow men are my neighbors ( lk 10 : 25 - 37, 6 : 35 ). 40. q. is god pleased with those who love and obey him? a. yes. he says, ' i love them that love me ' ( prov. 8 : 17 ; ex 20 : 6 ; 1 john 4 : 7 - 16 ). 41. q. is god pleased with those who do not love and obey him? a. no. ' god is angry with the wicked every day ' ( ps 7 : 11 ; mal 2 : 17 ; prov. 6 : 16 - 19 ; 1 cor 16 : 22 ). 42. q. what is the first commandment? a. the first commandment is, you shall have no other gods before me ( ex 20 : 3 ; deut 5 : 7 ). 43. q. what does the first commandment teach us? a. to worship god only ( is 45 : 5, 6 ; mt 4 : 10 ; rv 22 : 8, 9 ). 44. q. what is the second commandment? a. the second commandment is, you shall not make for yourself [ a ] an idol, or any likeness of what is in heaven above or on the earth beneath or in the water under the earth. you shall not worship them or serve them ; for i, the lord your god, am a jealous god, visiting the iniquity of the fathers on the children, on the third and


on the earth beneath or in the water under the earth. you shall not worship them or serve them ; for i, the lord your god, am a jealous god, visiting the iniquity of the fathers on the children, on the third and the fourth generations of those who hate me, but showing lovingkindness to thousands, to those who love me and keep my commandments ( ex 20 : 4 - 6 ; deut 5 : 8 - 10 ). 45. q. what does the second commandment teach us? a. to worship god in the right way, and to avoid idolatry ( is 44 : 9 - 20, 46 : 5 - 9 ; john 4 : 23, 24 ; acts 17 : 29 ). 46. q. what is the third commandment? a. the third commandment is, thou shalt not take the name of the lord thy god in vain ; for the lord will not hold him guiltless that taketh his name in vain ( ex 20 : 7 ; deut 5 : 11 ). 47. q. what does the third commandment teach us? a. to reverence god ' s name, word, and works ( is 8 : 13 ; ps 29 : 2, 138 : 2 ; rv 15 : 3, 4 ). 48. q. what is the fourth commandment? a. the fourth commandment is, remember the sabbath day to keep it holy. six days shalt thou labour, and do all thy work : but the seventh day is the sabbath of the lord thy god : in it thou shalt not do any work, thou nor thy son, nor thy daughter, nor thy man - servant, nor thy maidservant, nor thy cattle, nor thy stranger that is within thy gates : for in six days the lord made heaven and earth, the sea, and all that in them is, and rested the seventh day : wherefore the lord blessed the sabbath day, and hallowed it ( ex 20 : 8 - 11, 23 : 12 ; deut 5 : 12 - 15 ). 49. q. what does the fourth commandment teach us? a. to keep the sabbath holy ( lv 19 : 20, 23 : 3 ; is 58 : 13, 14 ). 50. q. what day of the week is the christian sabbath? a. the first day of the week, called the lord ' s day ( acts 20 : 7 ; rv 1 : 10 ). 51. q. why is it called the


50. q. what day of the week is the christian sabbath? a. the first day of the week, called the lord ' s day ( acts 20 : 7 ; rv 1 : 10 ). 51. q. why is it called the lord ' s day? a. because on that day christ rose from the dead ( mt 28 : 1 ; mk 16 : 9 ; lk 24 : 1 - 6 ; john 20 : 1 ). 52. q. how should the sabbath be kept? a. in prayer and praise, in hearing and reading god ' s word, and in doing good to our fellow men ( is 58 : 13, 14 ; acts 20 : 7 ; 1 cor. 16 : 2 ; lk 4 : 16 ; mt 12 : 10 - 13 ). 53. q. what is the fifth commandment? a. the fifth commandment is, honor thy father and thy mother that thy days may be long upon the land which the lord thy god giveth thee ( ex 20 : 12 ; deut 5 : 16 ). 54. q. what does the fifth commandment teach us? a. to love and obey our parents ( mt 15 : 3 - 6 ; eph. 6 : 1 - 3 ; col. 3 : 20 ). 55. q. what is the sixth commandment? a. the sixth commandment is, thou shalt not kill ( ex 20 : 13 ; deut 5 : 17 ) 56. q. what does the sixth commandment teach us? a. to avoid hatred, all that leads to it, and all that follows from it. ( mt 5 : 21 - 24 ; 1 john 3 : 15 ; james 4 : 1 - 3 ). 57. q. what is the seventh commandment? a. the seventh commandment is, thou shalt not commit adultery ( ex 20 : 14 ; deut 5 : 18 ). 58. q. what does the seventh commandment teach us? a. to be pure in heart, language and conduct ( mt 5 : 27, 28 ; eph. 5 : 3 - 5 ; phil. 4 : 8, 9 ). 59. q. what is the eighth commandment? a. the eighth commandment is, thou shalt not steal ( ex 20 : 15 ; deut 5 : 19 ). 60. q. what does the eighth commandment teach us? a. to be honest and not to take the things of others ( ex 23 : 4 ; prov. 21


steal ( ex 20 : 15 ; deut 5 : 19 ). 60. q. what does the eighth commandment teach us? a. to be honest and not to take the things of others ( ex 23 : 4 ; prov. 21 : 6, 7 ; eph. 4 : 28 ). 61. q. what is the ninth commandment? a. the ninth commandment is, thou shalt not bear false witness against thy neigheb. or ( ex 20 : 16 ; deut 5 : 20 ). 62. q. what does the ninth commandment teach us? a. to tell the truth and not to speak evil of others ( ps 15 : 1 - 3 ; zech 8 : 16 ; 1 cor 13 : 6 ; james 4 : 11 ). 63. q. what is the tenth commandment? a. the tenth commandment is, thou shalt not covet thy neigheb. or ' s house, thou shalt not covet thy neigheb. or ' s wife, nor his manservant, nor his maidservant, nor his ox, nor his ass, nor any thing that is thy neigheb. or ' s ( ex 20 : 17 ; deut 5 : 21 ; rom. 7 : 7 ). 64. q. what does the tenth commandment teach us? a. to be content with what we have ( phil 4 : 11 ; 1 tim 6 : 6 - 8 ; heb. 13 : 5 ). 65. q. can any man keep these ten commandments? a. no mere man, since the fall of adam, ever did or can keep the ten commandments perfectly ( prov. 20 : 9 ; eccl. 7 : 20 ; rom. 3 : 19, 20 ; james 2 : 10 ; 1 john 1 : 8, 10 ). 66. q. of what use are the ten commandments to us? a. they teach us our duty, make clear our condemnation, and show us our need of a saviour ( 1 tim 1 : 8 - 11 ; rom. 3 : 20 ; gal 3 : 24 ). 67. q. does god condemn all men? a. no. though he could justly have done so he has graciously entered into a covenant to save many ( rom. 3 : 19, 20, 23 - 25 ; john 17 : 11, 12 ; is 53 : 11 ). 68. q. what is a covenant? a. a


he has graciously entered into a covenant to save many ( rom. 3 : 19, 20, 23 - 25 ; john 17 : 11, 12 ; is 53 : 11 ). 68. q. what is a covenant? a. a covenant is an agreement between two or more persons ( e. g., 1 sam 18 : 3 ; mt 26 : 14, 15 ). 69. q. what is the covenant of grace? a. it is an eternal agreement within the trinity to save certain persons called the elect, and to provide all the means for their salvation ( gn 17 : 1 - 8 ; rom. 11 : 27 ; heb. 10 : 16, 11 ; 13 : 20, 21 ; jer 31 : 31 - 34 ; ez 36 : 25 - 28 ). 70. q. what did christ undertake in the covenant of grace? a. christ undertook to keep the whole law for his people, and to suffer the punishment due to their sins ( rom 8 : 3, 4 ; gal 4 : 4, 5 ; heb. 6 : 17 - 20, 7 : 22, 9 : 14, 15, 13 : 20, 21 ). 71. q. did our lord jesus christ ever sin? a. no. he was holy, blameless and undefiled ( heb. 7 : 26 ; lk 23 : 47 ; heb. 4 : 15 ; 1 pet 2 : 22 ; 1 john 3 : 5 ). 72. q. how could the son of god suffer? a. christ, the son of god, took flesh and blood, that he might obey and suffer as a man ( john 1 : 14 ; rom. 8 : 3 ; gal 4 : 4 ; phil 2 : 7, 8 ; heb. 2 : 14, 17, 4 : 15 ). 73. q. what is meant by the atonement? a. the atonement consists of christ ' s satisfying divine justice, by his sufferings and death, in the place of sinners ( mk 10 : 45 ; acts 13 : 38, 39 ; rom. 3 : 24 - 26, 5 : 8, 9 ; 2 cor 5 : 19 - 21 ; gal 3 : 13 ; 1 pet 3 : 18 ). 74. q. for whom did christ obey and suffer? a. christ obeyed and suffered for those whom the father had given him ( is 53 : 8 ; mt 1 : 21 ; john 10 : 11, 15, 16, 26 - 29


. 74. q. for whom did christ obey and suffer? a. christ obeyed and suffered for those whom the father had given him ( is 53 : 8 ; mt 1 : 21 ; john 10 : 11, 15, 16, 26 - 29, 17 : 9 ; heb. 2 : 13 ). 75. q. what kind of life did christ live on earth? a. christ lived a life of perfect obedience to the law of god ( mt 5 : 17 ; rom. 10 : 4 ; 1 pet 2 : 21, 22 ). 76. q. what kind of death did christ die? a. christ experienced the painful and shameful death of the cross ( ps 22 ; is 53 ; gospel records ). 77. q. who will be saved? a. only those who repent of sin and believe in christ will be saved ( mk 1 : 15 ; lk 13 : 3, 5 ; acts 2 : 37 - 41, 16 : 30, 31, 20 : 21, 26 : 20 ). 78. q. what is it to repent? a. repentance involves sorrow for sin, leading one to hate and forsake it because it is displeasing to god ( lk 19 : 8 - 10 ; rom. 6 : 1, 2 ; 2 cor 7 : 9 - 11 ; 1 thess. 1 : 9, 10 ). 79. q. what is it to believe in christ? a. a person believes who knows that his only hope is christ and trusts in christ alone for salvation ( john 14 : 6 ; acts 4 : 12 ; 1 tim 2 : 5 ; 1 john 5 : 11, 12 ). 80. q. how were godly persons saved before the coming of christ? a. they believed in the saviour to come ( john 8 : 56 ; gal 3 : 8, 9 ; 1 cor 10 : 1 - 4 ; heb. 9 : 15, 11 : 13 ). 81. q. how did they show their faith? a. they offered sacrifices according to god ' s commands ( ex 24 : 3 - 8 ; 1 chron 29 : 20 - 25 ; heb. 9 : 19 - 23, 10 : 1, 11 : 28 ). 82. q. what did these sacrifices represent? a. they were symbolic of christ, the lamb of god, who was to die for sinners ( ex 12 : 46 cf. john 19 : 36 ; heb. 9, heb. 10


. q. what did these sacrifices represent? a. they were symbolic of christ, the lamb of god, who was to die for sinners ( ex 12 : 46 cf. john 19 : 36 ; heb. 9, heb. 10 ; john 1 : 29 ; 1 cor 5 : 7 ; 1 pet 1 : 19 ). 83. q. what does christ do for his people? a. he does the work of a prophet, a priest and a king ( heb. 1 : 1 - 3 ; rv 1 : 5 ; mt 13 : 57 ; heb. 5 : 5 - 10 ; john 18 : 37 ). 84. q. how is christ a prophet? a. he teaches us the will of god, reveals god to us, and really was god in human flesh. ( deut 18 : 15, 18 ; john 1 : 18, 4 : 25, 14 : 23, 24 ; 1 john 5 : 20 ). 85. q. why do you need christ as a prophet? a. because i am ignorant ( job 11 : 7 ; mt 11 : 25 - 27 ; john 6 : 67 - 69, 17 : 25, 26 ; 1 cor 2 : 14 - 16 ; 2 cor 4 : 3 - 6 ). 86. q. how is christ a priest? a. he died for our sins and prays to god for us ( ps 110 : 4 ; 1 tim 2 : 5, 6 ; heb. 4 : 14 - 16, 7 : 24, 25 ; 1 john 2 : 1, 2 ). 87. q. why do you need christ as a priest? a. because i am guilty ( prov. 20 : 9 ; eccl. 7 : 20 ; rom. 3 : 19 - 23 ; heb. 10 : 14, 27, 28 ; 1 john 1 : 8, 9 ). 88. q. how is christ a king? a. he rules over us and defends us ( ps 2 : 6 - 9 ; mt 28 : 18 - 20 ; eph 1 : 19 - 23 ; col 1 : 13, 18 ; rv 15 : 3, 4 ). 89. q. why do you need christ as a king? a. because i am weak and helpless ( john 15 : 4, 5 ; 2 cor 12 : 9 ; phil 4 : 13 ; col 1 : 11 ; jude 24, 25 ). 90. q. what did god the father undertake in the covenant of grace? a.


helpless ( john 15 : 4, 5 ; 2 cor 12 : 9 ; phil 4 : 13 ; col 1 : 11 ; jude 24, 25 ). 90. q. what did god the father undertake in the covenant of grace? a. by his goodness and mercy, god the father elected, and deterom. ined to justify, adopt and sanctify those for whom christ should die ( ex 33 : 18, 19 ; eph 1 : 3 - 5 ; rom. 8 : 29 - 33 ; gal 4 : 4 - 7 ; heb. 10 : 9, 10 ; 1 cor 1 : 8, 9 ; phil 1 : 6 ; 1 thess. 4 : 3, 7, 5 : 23, 24 ). 91. q. what is election? a. it is god ' s goodness as revealed in his grace by choosing certain sinners for salvation ( eph 1 : 3, 4 ; 1 thess. 1 : 4 ; 1 pet 1 : 1, 2 ). 92. q. what is justification? a. it is god ' s regarding sinners as if they had never sinned and granting them righteousness ( zech 3 : 1 - 5 ; rom. 3 : 24 - 26, 4 : 5, 5 : 17 - 19, 8 : 33 ; 2 cor 5 : 21 ; heb. 8 : 12 ; phil. 3 : 9 ). 93. q. what is righteousness? a. it is god ' s goodness as revealed in his law, and as honored in christ ' s perfect obedience to that law. ( ex 33 : 19, 34 : 6 ; ps 33 : 5 ; hos 3 : 5 ; rom. 11 : 22 ). 94. q. can anyone be saved by his own righteousness? a. no. no one is good enough for god ( prov. 20 : 9 ; eccl. 7 : 20 ; rom. 3 : 10 - 23 ; eph. 2 : 8 - 10 ; phil. 3 : 8, 9 ). 95. q. what is adoption? a. it is god ' s goodness in receiving sinful rebels as his beloved children ( john 1 : 12 ; eph. 1 : 5 ; eph. 5 : 1 ; gal 4 : 7, 31 ; 1 john 3 : 1 - 3 ). 96. q. what is sanctification? a. in sanctification god makes sinners holy in heart and conduct so that they will demonstrate his goodness in


; gal 4 : 7, 31 ; 1 john 3 : 1 - 3 ). 96. q. what is sanctification? a. in sanctification god makes sinners holy in heart and conduct so that they will demonstrate his goodness in their lives ( john 17 : 17 ; eph. 2 : 10, 4 : 22 - 24 ; phil. 2 : 12 - 13 ; 1 thess. 5 : 23 ). 97. q. is this process of sanctification ever complete in this life? a. no. it is certain and continual, but is complete only in heaven ( phil. 3 : 12 - 15 ; 2 pet 1 : 4 - 8 ; 1 john 3 : 1 - 3 ). 98. q. what hinders the completion of sanctification in this life? a. the scripture says " the flesh lusts against the spirit so that you cannot do the things you would " ( gal. 5 : 17 ). 99. q. since we are by nature sinful, how can one ever desire to be holy and to gain heaven where god lives? a. our hearts must be changed before we can be fit for heaven ( eph. 4 : 17 - 24 ; col 3 : 5 - 12 ). 100. q. who can change a sinner s heart? a. only the holy spirit can change a sinner ' s heart. ( john 3 : 3 ; rom. 8 : 6 - 11 ; 1 cor 2 : 9 - 14 ; 2 thess. 2 : 13, 14 ; titus 3 : 5 - 6 ). 101. q. what did the holy spirit undertake in the covenant of a. he regenerates, baptizes, and seals those for whom christ has died ( eph. 2 : 1 - 8 ; 1 cor 12 : 13 ; eph. 1 : 13, 14 ; eph. 4 : 30 ; 2 cor 1 : 22 ). 102. q. what is regeneration? a. it is a change of heart that leads to true repentance and faith ( gal 5 : 22 ; eph. 2 : 5 - 8 ; 2 thess. 2 : 13 ). 103. q. can you repent and believe in christ by your own power? a. no. i can do nothing good without god ' s holy spirit ( john 3 : 5, 6, 6 : 44 ; rom. 8 : 2, 5, 8 - 11 ; 1 cor 2 : 9 - 14 ;


power? a. no. i can do nothing good without god ' s holy spirit ( john 3 : 5, 6, 6 : 44 ; rom. 8 : 2, 5, 8 - 11 ; 1 cor 2 : 9 - 14 ; gal 5 : 17, 18 ; eph. 2 : 4 - 6 ). 104. q. how does the holy spirit baptize believers? a. he puts them into the body of christ by making them a living part of all those who truly believe in him ( 1 cor 12 ). 105. q. how does the holy spirit seal believers? a. he comes to live within them to guarantee that they will receive the wonders god has promised those who love him ( rom. 8 : 9 - 11 ; eph. 1 : 13, 14 ; eph. 4 : 30 ; 2 tim 1 : 9 ; 2 cor 1 : 22 ). 106. q. how can you receive the holy spirit? a. god has told us that we must pray to him for the holy spirit ( lk 11 : 9 - 13 ; john 4 : 10, 16 : 24 ) ; but the evidence of his presence is seen most clearly in our trusting and loving the lord jesus christ. ( lk 12 : 8 - 10 ; john 3 : 3 - 5, 16, 20, 21, 14 : 17 - 21 ; 1 cor 12 : 3 ; 1 pet 1 : 2 ; 1 john 5 : 6 - 12 ). part 117 107. q. what is prayer? a. prayer is talking with god ( gn 17 : 22, 18 : 33 ; neh 1 : 4 - 11, 2 : 4 ; mt 6 : 6 ; rom. 8 : 26, 27 ). 108. q. in whose name should we pray? a. we should pray in the name of the lord jesus ( john 14 : 13, 14, 16 : 23, 24 ; heb. 4 : 14 - 16 ). 109. q. what has christ given to teach us how to pray? a. the lord ' s prayer ( mt 6 : 5 - 15 ; lk 11 : 1 - 13 ). 110. q. can you repeat the lord ' s prayer? a. " our father who is in heaven, hallowed be your name. your kingdom come. your will be done, on earth as it is in heaven. give us this day our daily bread. and forgive us our debts, as we also have forgiven our debtors.


is in heaven, hallowed be your name. your kingdom come. your will be done, on earth as it is in heaven. give us this day our daily bread. and forgive us our debts, as we also have forgiven our debtors. and do not lead us into temptation, but deliver us from evil. " 111. q. how many petitions are there in the lord ' s prayer? 112. q. what is the first petition? a. " hallowed be thy name " ( mt 6 : 9 ; lk 11 : 2 ). 113. q. what do we pray for in the first petition? a. that god ' s name may be honored by us and all men ( ps 8 : 1, 72 : 17 - 19, 113 : 1 - 3, 145 : 21 ; is 8 : 13 ). 114. q. what is the second petition? a. " thy kingdom come " ( mt 6 : 10 ; lk 11 : 2 ). 115. q. what do we pray for in the second petition? a. that the gospel may be preached in all the world, and believed and obeyed by us and all men ( mt 28 : 19, 20 ; john 17 : 20, 21 ; acts 8 : 12, 28 : 30, 31 ; 2 thess. 3 : 1 ). 116. q. what is the third petition? a. " thy will be done in earth, as it is in heaven " ( mt 6 : 10 ; lk 11 : 2 ). 117. q. what do we pray for in the third petition? a. that men on earth may serve god as the angels do in heaven ( ps 67, 103 : 19 - 22 ; john 9 : 31 ; rv 4 : 11 ). 118. q. what is the fourth petition? a. " give us this day our daily bread " ( mt 6 : 11 ; lk 11 : 3 ). 119. q. what do we pray for in the fourth petition? a. that god will give us all things needful for our bodies ( ps 145 : 15, 16 ; prov. 30 : 8, 9 ; 1 tim 4 : 4, 5 ). 120. q. what is the fifth petition? a. ' and forgive us our trespasses, as we forgive them that trespass against us " ( mt 6 : 12 ; lk 11 : 4 ). 121. q. what do we pray for in the fifth petition? a. that god will pardon


forgive us our trespasses, as we forgive them that trespass against us " ( mt 6 : 12 ; lk 11 : 4 ). 121. q. what do we pray for in the fifth petition? a. that god will pardon our sins, and help those who have sinned against us ( ps 51 : mt 5 : 23, 1 john 4 : 20, 21 ). us to forgive 24 ; 18 : 21 - 35 ; 122. q. what is the sixth petition? a. ' and lead us not into temptation, but deliver us from evil " ( mt 6 : 13 ; lk 11 : 4 ). 123. q. what do we pray for in the sixth petition? a. that god will keep us from sin ( 1 chron 4 : 10 ; ps 119 : 11 ; mt 26 : 41 ). 124. q. how does the holy spirit bring us to salvation? a. he uses the bible, which is the word of god ( 1 thess. 1 : 5, 6, 2 : 13 ; 2 tim 3 : 15, 16 ; james 1 : 18 ; 1 pet 1 : 22, 23 ). 125. q. how can we know the word of god? a. we are commanded to hear, read and search the scriptures ( 1 pet 2 : 2 ; rv 3 : 22 ; mt 21 : 42, 22 : 29 ; 2 tim 3 : 14 - 17 ). 126. q. what is a church? a. a church is an assembly of baptized believers joined by a covenant of discipline and witness who meet together regularly to minister to one another that they might grow " in the grace and knowledge of the lord " ( mt 18 : 20 ; acts 2 : 42 ). 127. q. what two ordinances did christ give to his church? a. baptism and the lord ' s supper ( mt 28 : 19 ; 1 cor 11 : 24 - 26 ). 128 q. why did christ give these ordinances? a. to show that his disciples belong to him, and to remind them of what he has done for them ( mt 28 : 19 ; 1 cor 11 : 24 - 26 ) 129. q. what is baptism? a. the dipping of believers into water, as a sign of their union with christ in his death, burial, and resurrection ( john 3 : 23 ; acts 2 : 41, 8 : 12, 35 - 38 ; col 2 : 12 ). 130. q. what is the purpose of baptism? a


of their union with christ in his death, burial, and resurrection ( john 3 : 23 ; acts 2 : 41, 8 : 12, 35 - 38 ; col 2 : 12 ). 130. q. what is the purpose of baptism? a. baptism testifies to believers that god has cleansed them from their sins through jesus christ ( acts 22 : 16 ; col 2 : 11 - 14 ). 131. q. who are to be baptized? a. only those who repent of their sins, and believe in christ for salvation should be baptized ( acts 2 : 37 - 41, 8 : 12, 18 : 8, 19 : 4, 5 ). 132. q. should babies be baptized? a. no ; because the bible neither commands it, nor gives any example of it. 133. q. what is the lord ' s supper? a. at the lord ' s supper, the church eats bread and drinks wine to remember the sufferings and death of christ ( mk 14 : 22 - 24 ; 1 cor 11 : 23 - 29 ). 134. q. what does the bread represent? a. the bread represents the body of christ, broken for our sins ( mt 26 : 26 ; 1 cor 11 : 24 ). 135. q. what does the wine represent? a. the wine represents the blood of christ, shed for our salvation ( mt 26 : 27, 28 ; 1 cor 11 : 25 ). 136. q. who should partake of the lord ' s supper? a. the lord ' s supper is for those only who repent of their sins, believe in christ for salvation, receive baptism, and love their fellow men ( mt 5 : 21 - 24 ; 1 cor 10 : 16, 17, 11 : 18, 20, 27 - 33 ; 1 john 3 : 24 - 27, 4 : 9 - 11 ). 137. q. did christ remain in the tomb after his crucifixion? a. no. he rose from the tomb on the third day after his death ( lk 24 : 45 - 47 ; 1 cor 15 : 3, 4 ). 138. q. where is christ now? a. christ is in heaven, seated at the right hand of god the father ( rom. 8 : 34 ; col 3 : 1 ; heb. 1 : 3, 10 : 12, 12 : 2 ). 139. q. will the bodies of the dead be raised to life again? a. yes. ' there


( rom. 8 : 34 ; col 3 : 1 ; heb. 1 : 3, 10 : 12, 12 : 2 ). 139. q. will the bodies of the dead be raised to life again? a. yes. ' there shall be a resurrection of the dead, both of the faithful and unfaithful ' ( acts 24 : 14, 15 ; john 5 : 28, 29 ; 1 corinthians 15 : 54 - 57 ; dan 12 : 2 ). 140. q. what will happen to the wicked in the day of judgment? a. they shall perish and be destroyed in the lake of fire which is the second death ( psalm 1 : 6 psalm 145 : 20 ; john 3 : 16 ; ps 9 : 16, 17 ; lk 12 : 5 ; rom. 2 : 8, 9, 12 ; 2 thess. 1 : 9 ; rv 20 : 12 - 15 ). 141. q. what will happen to the righteous in the day of judgement? a. they shall receive eternal life and live with god forever ( john 3 : 16 ; john 12 : 25 ; rom. 2 : 8, 9, 12 ; 1 thess. 4 : 17 ; rv 21 : 3 - 4 ). 142. q. in light of these truths, what should you do? a. i should cry out to god for mercy, repent of sin and believe savingly in the lord jesus christ ( lk 13 : 23, 24 ; john 6 : 27 ; acts 16 : 31 ).


between 1990 and 2001, the number of people in sub - saharan africa living on less than $ 1 a day rose from 227 million to 313 million, and the poverty rate rose from 45 percent to 46 percent. sub - saharan africa has the highest rate of undernourishment in the world, with one - third of the population below the minimum level of nourishment. many countries in sub - saharan africa are : - crippled by disease - exposed to drought - prone climates - located in areas not suitable for irrigation - tackling extreme isolation in mountains and landlocked regions - suffering from poor infrastructure in 2000, the nations of the world committed to the millennium development goals. these goals were agreed to by every country in the world and set time - bound and measurable targets for halving extreme poverty by 2015. in 2005, at the world summit leaders from all 191 un member states recommitted to achieving the millennium development goals, while leaders at the g8 summit in gleneagles agreed to double aid to africa to $ 50 billion per year by 2010 ( roughly $ 70 per african per year ) and to cancel debts for the poorest countries. sub - saharan africa is at the greatest risk of not achieving the goals and is struggling to progress on almost every dimension of poverty, including hunger, lack of education, and prevalent disease. the millennium villages seek to end extreme poverty by working with the poorest of the poor, village by village throughout africa, in partnership with governments and other committed stakeholders, providing affordable and science - based solutions to help people lift themselves out of extreme poverty.


reinforce your understanding of the concepts in patton and thibodeau ’ s the human body in health & disease, 6th edition! corresponding to the chapters in the text, this study guide reviews essential medical terminology, concepts and processes related to the anatomy and physiology of the human body, and body function in health and disease. a variety of exercises make it easy to review and apply key concepts, and labeling of anatomy drawings helps you learn anatomical structures and terminology. new! know your medical termsexercises help you learn and understand the various word parts used in medical terminology, as presented in the new language of science and language of medicine word lists in the textbook. matching and fill - in - the - blankexercises enhance your comprehension of chapter content. application questions develop your critical thinking skills and help you apply information to real - world scenarios. updated! did you know? provides fun, interesting facts on a & p topics. a briefsynopsis at the beginning of each chapter previews core concepts that will be covered. crossword puzzle, unscramble and word find activities help you learn new vocabulary terms and their proper spelling. diagrams and labeling exercises reinforce your understanding of where the structures of the body are located. answers to exercises are located in the back of the study guide, along with page - number references to the textbook. by linda swisher, rn, edd ; kevin t. patton, phd, professor of life science, st. charles community college, cottleville, mo, professor of anatomy & physiology instruction ( adjunct ), new york chiropractic college, seneca falls, ny, emeritus assistant professor of physiology, saint louis university medical school, st. louis, mo and gary a. thibodeau, phd, chancellor emeritus and professor emeritus of biology, university of wisconsin, river falls, river falls, wi elsevier is a leading publisher of health science books and journals, helping to advance medicine by delivering superior education, reference information and decision support tools to doctors, nurses, health practitioners and students. with titles available across a variety of media — print, online and handheld, we are able to supply the information you need in the most convenient format.


trademarks - trademark lawyers a trademark includes any word, name, symbol, or device, or any combination used, or intended to be used, in commerce to identify and distinguish the goods of one manufacturer or seller from goods manufactured or sold by others, and to indicate the source of the goods. in short, a trademark is a brand name. use of the tm and sm symbols may be governed by local, state, or foreign laws and the laws of a pertinent jurisdiction to identify the marks that a party claims rights to. the federal registration symbol, the r enclosed within a circle, may be used once the mark is actually registered in the uspto. even though an application is pending, the registration symbol may not be used before the mark has actually become registered. the federal registration symbol should only be used on goods or services that are the subject of the federal trademark registration. a trademark is a type of intellectual property, and typically a name, word, phrase, logo, symbol, design, image, or a combination of these elements. there is also a range of non - conventional trademarks comprising marks which do not fall into these standard categories. the owner of a registered trademark may commence legal proceedings for trademark infringement to prevent unauthorized use of that trademark. however, registration is not required. the owner of a common law trademark may also file suit, but an unregistered mark may be protectable only within the geographical area within which it has been used or in geographical areas into which it may be reasonably expected to expand. the term trademark is also used informally to refer to any distinguishing attribute by which an individual is readily identified, such as the well known characteristics of celebrities. when a trademark is used in relation to services rather than products, it may sometimes be called a service mark, particularly in the united states. the essential function of a trademark is to exclusively identify the commercial source or origin of products or services, such that a trademark, properly called, indicates source or serves as a badge of origin. the use of a trademark in this way is known as trademark use. certain exclusive rights attach to a registered mark, which can be enforced by way of an action for trademark infringement, while unregistered trademark rights may be enforced pursuant to the common law tort of passing off. uspto trademark | uspto trademark application | uspto trademark fees | uspto trademark search | trademarks. gov