hebrew : “ who is like god? ” saint michael is one of the principal angels ; his name was the war - cry of the good angels in the battle fought in heaven against the enemy and his followers. four times his name is recorded in scripture : - ( 1 ) daniel 10 : 13 sqq., gabriel says to daniel, when he asks god to permit the jews to return to jerusalem : “ the angel [ d. v. prince ] of the kingdom of the persians resisted me... and, behold michael, one of the chief princes, came to help me … and none is my helper in all these things, but michael your prince. ” - ( 2 ) daniel 12, the angel speaking of the end of the world and the antichrist says : “ at that time shall michael rise up, the great prince, who standeth for the children of thy people. ” - ( 3 ) in the catholic epistle of saint jude : “ when michael the archangel, disputing with the devil, contended about the body of moses ”, etc. saint jude alludes to an ancient jewish tradition of a dispute between michael and satan over the body of moses, an account of which is also found in the apocryphal book on the assumption of moses. saint michael concealed the tomb of moses ; satan, however, by disclosing it, tried to seduce the jewish people to the sin of hero - worship. saint michael also guards the body of eve, according to the “ revelation of moses ”. - ( 4 ) apocalypse 12 : 7, “ and there was a great battle in heaven, michael and his angels fought with the dragon. ” saint john speaks of the great conflict at the end of time, which reflects also the battle in heaven at the beginning of time. according to the fathers there is often question of saint michael in scripture where his name is not mentioned. they say he was the cherub who stood at the gate of paradise, “ to keep the way of the tree of life ” ( genesis 3 : 24 ), the angel through whom god published the decalogue to his chosen people, the angel who stood in the way against balaam ( numbers 22 : 22 sqq. ), the angel who routed the army of sennacherib ( 2 kings 19 : 35 ). following these scriptural passages, christian tradition gives to saint michael four offices : - to fight against satan. - to rescue the souls of the faithful from the power of the enemy, especially at the


, particularly of saint michael. tradition relates that saint michael in the earliest ages caused a medicinal spring to spout at chairotopa near colossae, where all the sick who bathed there, invoking the blessed trinity and saint michael, were cured. still more famous are the springs which saint michael is said to have drawn from the rock at colossae ( chonae, the present khonas, on the lycus ). the pagans directed a stream against the sanctuary of saint michael to destroy it, but the archangel split the rock by lightning to give a new bed to the stream, and sanctified forever the waters which came from the gorge. the greeks claim that this apparition took place about the middle of the first century and celebrate a feast in commemoration of it on 6 september. also at pythia in bithynia and elsewhere in asia the hot springs were dedicated to saint michael. at constantinople likewise, saint michael was the great heavenly physician. his principal sanctuary, the michaelion, was at sosthenion, some fifty miles south of constantinople ; there the archangel is said to have appeared to the emperor constantine. the sick slept in this church at night to wait for a manifestation of saint michael ; his feast was kept there 9 june. another famous church was within the walls of the city, at the thermal baths of the emperor arcadius ; there the synaxis of the archangel was celebrated 8 november. this feast spread over the entire greek church, and the syrian, armenian, and coptic churches adopted it also ; it is now the principal feast of saint michael in the orient. it may have originated in phrygia, but its station at constantinople was the thermae of arcadius. other feasts of saint michael at constantinople were : 27 october, in the “ promotu ” church ; 18 june, in the church of saint julian at the forum ; and 10 december, at athaea. the christians of egypt placed their life - giving river, the nile, under the protection of saint michael ; they adopted the greek feast and kept it 12 november ; on the twelfth of every month they celebrate a special commemoration of the archangel, but 12 june, when the river commences to rise, they keep as a holiday of obligation the feast of saint michael “ for the rising of the nile ”, euche eis ten symmetron anabasin ton potamion hydaton. at rome the leonine sacramentary ( sixth century ) has the “ natale basilicae


feast of saint michael “ for the rising of the nile ”, euche eis ten symmetron anabasin ton potamion hydaton. at rome the leonine sacramentary ( sixth century ) has the “ natale basilicae angeli via salaria ”, 30 september ; of the five masses for the feast three mention saint michael. the gelasian sacramentary ( seventh century ) gives the feast “ s. michaelis archangeli ”, and the gregorian sacramentary ( eighth century ), “ dedicatio basilionis s. angeli michaelis ”, 29 september. a manuscript also here adds “ via salaria ”. this church of the via salaria was six miles to the north of the city ; in the ninth century it was called basilica archangeli in septimo. it disappeared a thousand years ago. at rome also the part of heavenly physician was given to saint michael. according to an ( apocryphal? ) legend of the tenth century he appeared over the moles hadriani ( castel di san angelo ), in 950, during the procession which saint gregory held against the pestilence, putting an end to the plague. boniface iv ( 608 - 15 ) built on the moles hadriani in honour of him, a church, which was styled saint michaelis inter nubes ( in summitate circi ). well known is the apparition of saint michael ( c. 494 or 530 - 40 ), as related in the roman breviary, 8 may, at his renowned sanctuary on monte gargano, where his original glory as patron in war was restored to him. to his intercession the lombards of sipontum ( manfredonia ) attributed their victory over the greek neapolitans, 8 may, 663. in commemoration of this victory the church of sipontum instituted a special feast in honour of the archangel, on 8 may, which has spread over the entire latin church and is now called ( since the time of pius v ) “ apparitio s. michaelis ”, although it originally did not commemorate the apparition, but the victory. in normandy saint michael is the patron of mariners in his famous sanctuary at mont - saint - michel in the diocese of coutances. he is said to have appeared there, in 708, to saint aubert, bishop of avranches. in normandy his feast “ s. michaelis in periculo maris ” or


- michel in the diocese of coutances. he is said to have appeared there, in 708, to saint aubert, bishop of avranches. in normandy his feast “ s. michaelis in periculo maris ” or “ in monte tumba ” was universally celebrated on 18 oct., the anniversary of the dedication of the first church, 16 october 710 ; the feast is now confined to the diocese of coutances. in germany, after its evangelization, saint michael replaced for the christians the pagan god wotan, to whom many mountains were sacred, hence the numerous mountain chapels of saint michael all over germany. the hymns of the roman office are said to have been composed by saint rabanus maurus of fulda ( died 856 ). in art saint michael is represented as an angelic warrior, fully armed with helmet, sword, and shield ( often the shield bears the latin inscription : quis ut deus ), standing over the dragon, whom he sometimes pierces with a lance. he also holds a pair of scales in which he weighs the souls of the departed, or the book of life, to show that he takes part in the judgment. his feast ( 29 september ) in the middle ages was celebrated as a holy day of obligation, but along with several other feasts it was gradually abolished since the eighteenth century. michaelmas day, in england and other countries, is one of the regular quarter - days for settling rents and accounts ; but it is no longer remarkable for the hospitality with which it was formerly celebrated. stubble - geese being esteemed in perfection about this time, most families had one dressed on michaelmas day. in some parishes ( isle of skye ) they had a procession on this day and baked a cake, called saint michael ’ s bannock.


safe water and sanitation, vital tools to combat the current cholera epidemic, are absent in most communities in haiti, reports irin. the death toll rose to 501 on 6 november 2010, up from 442 on 3 november, and hospitalisations for cholera totaled 7, 359, up from 6, 742. haiti is one of the few countries in the world where both urban and rural sanitation coverage has steadily decreased between 1990 and 2008, according to the who / unicef joint monitoring programme ( jmp ) for water supply and sanitation ( who / unicef, march 2010 ). historical legacies of inequality, corruption, and extreme poverty all contribute to the haitian government ’ s systemic inability to deliver safe water and sanitation. in the village of deslandes in the petite riviere d ’ artibonite district, there is one well for 600 people that rarely functions, there are no toilets and reaching the nearest health centre requires crossing a river. most people use the river artibonite – thought to be the source of the epidemic – as their primary source of drinking, bathing and laundry water. “ everyone uses the river, ” resident melinda sineas told irin. “ but the river is dangerous now. ” in deslandes, open defecation is the rule. “ when people get sick they relieve themselves in the woods like all of us, ” deslandes resident ovid floville, 50, told irin. “ [ once they are too weak ] and cannot stand any more, they stay at home and their whole body gets covered in diarrhoea. ” he said people scrub their homes with river water. ngos have brought bleach and other supplies to nearby villages but deslandes is isolated and access difficult, noted local pastor solomon tomas. in the absence of safe water and sanitation, ngos like the boston - based partners in health ( pih ) are trying to cope by handing out soap and water purification tablets. pih and three other institutions in 2008 published a report about the widespread lack of access to clean water in haiti. this lack, the report said, “ ranks as one of haiti ’ s most significant obstacles when it comes to meeting basic human rights standards. historical legacies of inequality, disempowered or corrupt governance, and persistent levels of extreme poverty have all contributed to the haitian government ’ s systemic inability to deliver clean water to its people. ” [ pih chief medical officer joia mukherjee ] said developing a water and sanitation system must be the job of government.


joint dark energy mission program ( s ) : physics of the cosmos take all the stars, all the planets and everything we can see and detect with telescopes and add them all up. that total will represent only four percent of the universe. if the universe came with a list of ingredients, the ordinary atoms that make up stars, trees and animals would be at the bottom of the label, like some exotic spice. nearly 25 percent of the universe takes the form of dark matter, a mysterious substance that seems to be intrinsically different from ordinary atoms. and the rest, a whopping 70 percent of the universe, is a mysterious quantity we call dark energy. as a comparison, remember that about 70 percent of the earth ' s surface is covered with water. imagine not knowing what water is! that ' s the situation we ' re in with dark energy. the observations that first led to this confusing situation were the observations of the velocities of distant supernovae. the key is that, as we look at supernovae far away, we are seeing them as they were long ago. the fact that they were moving away from us more slowly than expected showed that the expansion of the universe, instead of slowing due to gravity, was actually accelerating. no known component of the universe could have caused this acceleration. suggestions for unknown components have included a new kind of fluid, called " quintessence, " an unexpected property of the vacuum of empty space, or a fundamental modification of einstein ' s theory of gravity. whatever the final explanation may be, it will revolutionize our understanding of the physics of the universe. the national academy of sciences has stated that the nature of dark energy is probably the most important question in astronomy today. it has been called the deepest mystery in physics, and its resolution is likely to greatly advance our understanding of matter, space, and time. in response to recommendations by the national academy of sciences, nasa and the doe spent several years working together to evaluate a possible future mission which would study the expansion history of the universe. however, a result of the 2010 decadal report was that jdem was not selected as one of the ranked recommendations. the new wfirst observatory was instead recommended to settle the essential questions in both dark energy and exoplanet research. last updated : june 6, 2012


new research from norris cotton cancer center estimates, for the first time, the impact of an r rating for movie smoking. james sargent, md, co - director of the cancer control research program at norris cotton cancer center, emphasizes that an r rating for any film showing smoking could substantially reduce smoking onset in u. s. adolescents — an effect size similar to making all parents maximally authoritative in their parenting, sargent says. “ smoking is a killer. its connection to cancer, heart attacks, and chronic lung disease is beyond doubt. kids start to smoke before they ’ re old enough to think about the risks ; after starting they rapidly become addicted and then regret it. hollywood plays a role by making smoking look really good, ” says sargent. “ by eliminating smoking in movies marketed to youth, an r rating for smoking would dramatically reduce exposure and lower adolescent smoking by as much as one - fifth. ” the study, “ influence of motion picture rating on adolescent response to movie smoking ” ( pediatrics, vol. 130, no. 2, august 2012 ), enrolled a total 6, 522 u. s. adolescents in a longitudinal survey conducted at eight - month intervals. movie smoking exposure ( mse ) was estimated from 532 recent hit movies, categorized into three of the ratings brackets used by the motion picture association of america to rate films by content – g / pg, pg - 13, and r. median mse from pg - 13 movies was approximately three times higher than median mse from r - rated films but their relation to smoking was essentially the same. the investigators were able to show that adolescent smoking would be reduced by 18 percent if smoking in pg - 13 movies was largely eliminated, all else being equal. “ the equivalent effect of pg - 13 - rated and r - rated mse suggests it is the movie smoking that prompts adolescents to smoke, not other characteristics of r - rated movies or adolescents drawn to them, ” the study concludes. “ we ’ re just asking the movie industry to take smoking as seriously as they take profanity when applying the r rating, ” comments sargent, who is also professor of pediatrics at the geisel school of medicine at dartmouth. “ the benefit to society in terms of reduced healthcare costs and higher quality of life is almost incalculable. ”


explain to your counselor the injuries that could occur while fishing and the proper treatment, including cuts, scratches, puncture wounds, insect bites, hypothermia, dehydration, and heat reactions. explain how to remove a hook that has lodged in your arm. name and explain five safety practices you should always follow while fishing. learn and explain the differences between two types of fishing outfits. point out and identify the parts of several types of rods and reels. explain how and when each would be used. review with your counselor how to care for this equipment. demonstrate the proper use of two different types of demonstrate how to tie the following knots : clinch, palomar, turle, blood loop ( barrel knot ), and the surgeon ' s loop. explain how each knot is used and when to use it. name and identify five basic artificial lures and five natural baits and explain how to fish with them. explain why bait fish are not to be released. explain the importance of practicing leave no trace and how it positively affects fishing resources. give the regulations affecting game fishing where you live. explain why they were adopted and what you accomplish by following explain what good outdoor sportsmanlike behavior is and how it relates to fishermen. tell how the outdoor code of the boy scouts of america relates to a fishing sports enthusiast, including the aspects of littering, trespassing, courteous behavior, and obeying fishing catch two different kinds of fish and identify them. release at least one of them unharmed. clean and cook another fish.


welcome to grammar day at seriously write. do you ever wonder whether you should use a numeral or spell out the number? today, we ’ re going to look at rules and examples that will hopefully alleviate some confusion. rule 1 : in books, spell out whole numbers one through one hundred, as well as round numbers. examples : i would like three copies. i would like one hundred copies. i would like 101 copies. in articles, spell out whole numbers below 10 ; use numbers for 10 and above. examples : there are nine people on the team. there will be 12 people on the team. rule 2 : be consistent within a category. examples : out of 10 apples, i found 2 rotten ones. out of ten apples, i found two rotten ones. rule 3 : if you have numbers in different categories, use numerals for one category and spell out the other. examples : it takes 7 peaches to make one pie and 12 apples to make two pies. i purchased 15 tickets for my seven employees. i have 10 toes but only two feet. rule 4 : spell out simple fractions and use hyphens with them. examples : one - half of the casserole was eaten. a two - thirds majority is required for that bill to pass. rule 5 : a mixed fraction can be expressed in figures unless it ’ s the first word in a sentence. examples : he cranked the wheel around 5 ½ times. five and one - half pieces of cake were left. rule 6 : write decimals in figures. put a zero in front of a decimal unless the decimal itself begins with a zero. examples : he moved the hook 0. 55 inches to the right. then he moved it. 09 inches to the left. rule 7 : never start a sentence with a numeral. correct : they sold 124 hotdogs. correct : one hundred twenty - four hotdogs were sold. incorrect : 124 hotdogs were sold. rule 8 : if you ’ re writing out decades with incomplete numerals, put an apostrophe before the incomplete numeral, but not between the year and the s. correct : do you prefer music from the ’ 80s or the ’ 90s? incorrect : do you prefer music from the ’ 80 ’ s or the ’ 90 ’ s? the chicago manual of style and the ap stylebook were used as references.


sleep tight, don ' t let the bedbugs bite! posted : september 3, 2010 just reading about bedbugs may make you start itching, but they ' re working their way across the country - they ' ve already hit columbus - so at the risk of totally grossing you out, here ' s everything you need to know about these creepy little critters. what are they? bed bugs ( cimex lectularius ) are external parasites that feed on blood. adults are reddish - brown, oval - shaped and about the size of an apple seed. they prefer human blood, but can feed off of rodents, bats, birds, and pets in a pinch. they can live 12 - 18 months and can survive up to a year without a meal. they can ' t fly. they feed at night and hide during the day. where do they hide? bedbugs rarely hang out on the surfaces of beds or chairs. they like cracks and crevices in mattresses, cushions, bed frames, and floor boards. female bed bugs deposit 1 - 12 eggs per day in these areas, which hatch in 4 - 10 days. can they hurt me? not really. the bites themselves are usually painless, but can cause itchy, red, bumps about the size of a pencil eraser. in rare cases, the bites can get infected or cause a severe allergic reaction, but usually they go away on their own. even though they feed on blood, as far as we know bed bugs do not transmit disease. there have been no reported cases of a bed bug feeding off of one person with hiv or hepatitis ( or any other infectious blood - borne disease ) and passing it to another person by feeding on them. researchers aren ' t exactly sure why this is, but they ' re trying to figure it out. how can i tell if they ' re on me or in my room? the itchy red bumps caused by bed bugs are usually in a line because the bug walks and feeds at the same time. you will also often see blood stains from crushed bugs on sheets or clothing, and little black spots of bedbug poop on mattresses, pajamas and along floorboards. if you find a bug, the ohio department of health offers an insect identification service. the ohio state university extension office also has a plant and pest diagnostic clinic that can identify it for you. what do i do if i think i have them in my room or apartment? do not try to get rid of them yourself. bug


service. the ohio state university extension office also has a plant and pest diagnostic clinic that can identify it for you. what do i do if i think i have them in my room or apartment? do not try to get rid of them yourself. bug bombs only drive them further into their hiding areas and may make them spread to other rooms. baits, traps and other insecticides don ' t work. it wouldn ' t hurt to vacuum your place really well, but if you do, spread a little talcum powder on the floor first - it suffocates the bugs in the vacuum bag so they don ' t spread elsewhere. washing your sheets and clothes on hot ( 120 °f ) and drying them for 15 minutes is sufficient to kill them. if you live in a dorm, contact your ra or hall director who can contact facilities management to assess the situation and coordinate pest control contractors. if you live in off - campus housing, contact your landlord to have the situation evaluated. what can i do to avoid getting them? - never buy used mattresses - remove clutter as much as possible, especially under the bed. using plastic, under - bed storage containers with lids is a good idea - put mattress and box springs in bed bug resistant encasements - vacuum regularly - when you move into a new apartment or dorm, checking the mattress seams and baseboards isn ' t too paranoid. some people even keep their luggage in the bathroom when they stay in hotels john a. vaughn, md student health services the ohio state university


print this page messina, with a population of about 270, 000, is the third largest city on the island of sicily, italy and the capital of the province of messina. it is located at 38°11 ’ 24 n, 15°33 ’ 0 e, near the north - east corner of sicily, at the strait of messina. inhabitants of messina in italian are referred to as messinesi or poetically peloritani. founded by greek colonists in the 8th century bc, messina was originally called zancle ( scythe ) because of the shape of its natural harbour. in the early 5th century, anaxilas of rhegium renamed it messene in honor of the greek city messene. the city was sacked in 396 bc by the carthaginians, then reconquered by dionysius i of syracuse. at the end of the first punic war it was a free city allied with rome. in roman times messina, then known as messana, had an important pharos ( lighthouse ). messana was the base of sextus pompeius, during his war against octavian. after the fall of the roman empire, the city was successively conquered by the goths, followed by the byzantine empire in 535, the arabs in 842, and in 1061 by the norman brothers robert guiscard and roger guiscard ( later count roger i of sicily ). messina was most likely the harbor at which the black death entered europe in the middle ages. the city was almost entirely destroyed by an earthquake and tsunami on the morning of december 28, 1908, killing over 75, 000 people and destroying most of the ancient architecture. in june 1955, messina was the location of the conference of western european foreign ministers which led to the creation of the european economic community. how to get there there are several hourly ferries to villa san giovanni on the mainland and also several hydrofoils each day to reggio di calabria. messina is sicily ’ s link to the main italian train network. long distance trains from rome and naples cross the straits of messina by ferry and continue on to palermo and catania. regular regional trains also run to milazzo, cefalu, taormina and syracuse. long - distance buses stop in messina, linking rome and naples to catania and palermo. regular buses also run to taormina and milazzo ( for the aeolian islands ). sights & activities the 12th century cathedral of messina contains the remains of conrad, king of


messina, linking rome and naples to catania and palermo. regular buses also run to taormina and milazzo ( for the aeolian islands ). sights & activities the 12th century cathedral of messina contains the remains of conrad, king of germany and sicily in the 13th century. after the quake of 1908, the cathedral was rebuilt in 1919 / 1920 ; after a fire in 1943 it had to be rebuilt again. the church of the “ annunziata dei catalani ” stands on one of the most historically important sites of the straits. nearby, there was once the byzantine shipyard, guarded by the fortress of castellamare. the church was built between 1150 and 1200 on the remains of a pagan temple dedicated to neptune. it is an interesting example of how various architectural styles were added to a late byzantine construction typical of those built by the basilian order of monks. in 1957 a 220kv - overhead power - line was built across the strait of messina. at the time of its construction, its two pylons were the highest in the world. this power - line has since been replaced by an underwater cable, but the pylons still remain, protected as historical monuments. the typical messina breakfast, especially during the summer, is a glass of frozen coffee or strawberry “ granita ” topped with whipped cream and accompained by a soft brioche. at lunch, you can try “ la pasta ‘ ncaciata ” ( pasta, meat and melted cheese with boiled eggs ). alternatively, try swordfish or in the poorer but equally tasty version “ la ghiotta di piscistoccu ”, stockfish - fillets slowly baked in a rich sauce of tomatoes, potatoes, capers and herbs. among the snacks : focaccia farcita ( thin pizza crust with different ingredients on top ), and arancini di riso ( deep - fried rice balls filled with meat - sauce or butter ). simple family - run establishment, reminiscent of the late 19th century, with period style furniture typical from the strait. address : via xxvii luglio 38 – 98124 messina tel. : ( 090 ) 293 48 65 le due sorelle this restaurant offers a quiet atmosphere, with a cosy dining room, wooden tables and a very respectable wine list. address : piazza del municipio 4 – i – 98122 messina tel. : ( 090 ) 447 20 at focacceria famulari, a local favorite


recent news and developments - august 2008 : the re - botswana renewable energy - based rural electrification project is a collaborative project between the government of botswana, united nations development programme ( undp ) and the global environment facility ( gef ) with botswana power corporation as the implementing agency. the programme aims to remove barriers to the utilization of renewable and clean energy in botswana. a key output of this strategy is to develop bpc lesedi, a rural energy services company, for the commercial provision of basic energy services including solar electricity and efficient cooking appliances. the efficient cooking appliances will be offered to an estimated 50, 000 rural households. in some cases they will be combined with a small solar electric system as part of an affordable energy package designed to meet the basic energy needs of the rural customer. the following two efficient cooking appliances will be offered : - hot bag - being a thermally insulated bag or portable container designed to retain the heat of cooked food or hot water. typically, a cooking pot is taken directly from the fire or stove and placed in the bag. the insulation of the bag maintains the temperature of the pot which for some foods is sufficient to complete the cooking process. using the retained heat in this way can reduce the amount of wood fuel required. see heat - retention cooking. - the re - botswana project, in collaboration with the botswana power corporation is in the process of identifying companies interested in the supply and / or design and manufacturing of efficient wood stoves and hot bags for rural households. " the history of solar cooking in botswana at the world meeting held under unesco auspices in varese, italy, a representative of the botswana ministry of minerals, energy and water affairs was present to make a presentation, describing that government ' s plans for a national solar cooking programme. in this country, fuelwood is the dominant household energy source in rural areas. while originally it was considered as a " free " commodity, increasingly people need to purchase wood that is ever more scare and expensive. according to r. fagbenle, director of energy affairs in the ministry, woody biomass supplies 70 % of the country ' s energy, almost entirely fuelwood for cooking. less fuelwood is used in the urban area. the nation is increasingly aware of the problem of deforestation, which requires people to travel farther and farther to locate fuel sources. the solar cooking program planned to begin with a pilot program involving two communities, one urban, one rural. the overall objectives of the program were ambitious, including the distribution of 550, 000 cookers over four years. to


farther to locate fuel sources. the solar cooking program planned to begin with a pilot program involving two communities, one urban, one rural. the overall objectives of the program were ambitious, including the distribution of 550, 000 cookers over four years. to date, no information has been located on the success, or indeed the implementation, of the program. climate, culture, and special considerations in this country, fuelwood is the dominant household energy source in rural areas. while originally it was considered as a " free " commodity, increasingly people need to purchase wood that is ever more scare and expensive. according to r. fagbenle, director of energy affairs in the ministry, woody biomass supplies 70 % of the country ' s energy, almost entirely fuelwood for cooking. less fuelwood is used in the urban area. the nation is increasingly aware of the problem of deforestation, which requires people to travel farther and farther to locate fuel sources. - discussion of southern africa ' s suitability for solar cooking - solar cooker dissemination and cultural variables - adapting to an innovation : solar cooking in the urban households of ouagadougou ( burkina faso ), author : hilde m. toonen in : physics and chemistry of the earth, parts a / b / c, volume 34, issues 1 - 2, sustainable water solutions, 2009, pages 65 - 71, issn 1474 - 7065, doi : 10. 1016 / j. pce. 2008. 03. 006. ( most households in sub - saharan africa rely on wood as primary energy source. the availability of wood is decreasing and deforestation is a major ecological problem in sub - saharan africa. the scarcity of wood is demanding for a sustainable solution. the sun seems to provide a good alternative. solar energy is free, without unhealthy smoke or chances to burns. the idea of using solar energy for cooking is not new : many different techniques have already been tested. most variants are expensive, and therefore not available for most families in sub - saharan africa. a cheap solar cooking device is the cookit, a cardboard panel cooker covered with aluminium foil. in the adaptation to the cookit, as to all innovations, it is important that the users are convinced of the advantages. an important step in the adaptation process is learning how to use the cooking device ; the best way to do this is by home practice. monitoring and evaluating the real use is needed, for it is interesting to know if the cookit is actually used, and also to find out


adaptation process is learning how to use the cooking device ; the best way to do this is by home practice. monitoring and evaluating the real use is needed, for it is interesting to know if the cookit is actually used, and also to find out how women have implemented the new technique in their kitchens. in 2005, the supo foundation started a project in burkina faso : programme energie solaire grand - ouaga ( pesgo ). the aim of pesgo is to introduce the cookit in the urban households in ouagadougou by providing training sessions and home assistance. in this paper, a mid - term review on this small - scale cooking project is presented. the possibilities and challenges of solar cooking are outlined, taking the urban context of ouagadougou in account. in pesgo, dependence on weather conditions is found to be one of the challenges : if sunrays are blocked by clouds or dust in the air, the cooking will be slowed down. the cookit cannot replace firewood entirely, and a complementary element has to be found. supo is exploring the use of jatropha oil as a complement to the cookit. the jatropha plant is drought tolerant and its fruits contain oil which can be used as fuel substitute. further research on its use is interesting, because the combination of the cookit and jatropha oil seems to have high potential in the kitchens of west - africa. articles in the media - october 2008 : reflector cooker eases pangs of cooking - botswana press agency ( bopa ) - june 2008 : solar power project in progress - botswana press agency ( bopa ) - november 2007 : botswana : cooking with the sun - the voice non - governmental organizations ( ngos ) manufacturers and vendors


science before the twentieth century wasn ’ t done by “ scientists. ” there was no such word. there were educated amateurs and self - taught tinkerers, building their own labs in search of discovery or a patent. and so there wasn ’ t such a distinction between science and culture — the smart set went to “ electrical parties ” to see demonstrations of the newly discovered force. ben franklin wrote, a turkey is to be killed for dinner by the electric shock, and roasted by the electric jack, before a fire kindled by the electrified bottle ; when the healths of all the famous electricians of england, france, holland, and germany are to be drunk in electrified bumpers, under the discharge of guns from the electrified battery. the best example of the public nature of science in enlightenment england was the lunar society, a club of industrialists, natural philosophers, and intellectuals that met in birmingham at the full moon between 1765 and 1813. the port and talk flowed. joseph priestley was a regular member : a self - taught chemist, political radical and unitarian minister, he discovered oxygen and its necessity for animal life, invented seltzer water, and supported the american and french revolutions. also a “ lunatick ” was josiah wedgwood, the great ceramics industrialist and founding member of the society for the abolition of the slave trade. james watt, the inventor of the modern steam engine, attended meetings regularly. thomas jefferson and benjamin franklin visited occasionally ; antoine lavoisier corresponded with society members ; john smeaton, the father of civil engineering, and joseph wright, the painter of the industrial revolution, were also regulars. the lunar society believed in argument and cooperation. they had long discussions about why thunder rumbles and decided the best way to test their various theories was by experiment. boulton made a 5 - foot - diameter balloon from varnished paper, and they filled it with a terrifying mixture of air and hydrogen ( “ inflammable air from iron ” ). they lit a fuse underneath, released the balloon into the night sky on a calm, clear evening and waited for the bang. unfortunately, the fuse was rather long, and they all assumed it must have gone out ; so they began to talk among themselves, when there was a colossal explosion, and they all said, “ there it goes! ” and forgot to listen for the rumble! watt was at home 3 miles away and wrote that the bang was “ instantaneous, and lasted about one second. ” this seems self - contradictory, but in any case, the


in your interface, you can formally declare an instance variable between the braces, or via @ property outside the braces, or both. either way, they become attributes of the class. the difference is that if you declare @ property, then you can implement using @ synthesize, which auto - codes your getter / setter for you. the auto - coder setter initializes integers and floats to zero, for example. if you declare an instance variable, and do not specify a corresponding @ property, then you cannot use @ synthesize and must write your own getter / setter. you can always override the auto - coded getter / setter by specifying your own. this is commonly done with the managedobjectcontext property which is lazily loaded. thus, you declare your managedobjectcontext as a property, but then also write a - ( nsmanagedobjectcontext * ) managedobjectcontext method. recall that a method, which has the same name as an instance variable / property is the " getter " method. the @ property declaration method also allows you other options, such as retain and readonly, which the instance variable declaration method does not. basically, ivar is the old way, and @ property extends it and makes it fancier / easier. you can refer to either using the self. prefix, or not, it doesn ' t matter as long as the name is unique to that class. otherwise, if your superclass has the same name of a property as you, then you have to say either like self. name or super. name in order to specify which name you are talking about. thus, you will see fewer and fewer people declare ivars between the braces, and instead shift toward just specifying @ property, and then doing @ synthesize. you cannot do @ synthesize in your implementation without a corresponding @ property. the synthesizer only knows what type of attribute it is from the @ property specification. the synthesize statement also allows you to rename properties, so that you can refer to a property by one name ( shorthand ) inside your code, but outside in the. h file use the full name. however, with the really cool autocomplete that xcode now has, this is less of an advantage, but is still there. hope this helps clear up all the confusion and misinformation that is floating around out there.


i am going through effective java and some of my things which i consider as standard are not suggested by the book, for instance creation of object, i was under the impression that constructors are the best way of doing it and books says we should make use of static factory methods, i am not able to few some advantages and so disadvantages and so am asking this question, here are the benefits of using it. - one advantage of static factory methods is that, unlike constructors, they have names. - a second advantage of static factory methods is that, unlike constructors, they are not required to create a new object each time they ’ re invoked. - a third advantage of static factory methods is that, unlike constructors, they can return an object of any subtype of their return type. - a fourth advantage of static factory methods is that they reduce the verbosity of creating parameterized type instances. - the main disadvantage of providing only static factory methods is that classes without public or protected constructors cannot be subclassed. - a second disadvantage of static factory methods is that they are not readily distinguishable from other static methods. reference : effective java, joshua bloch, edition 2, pg : 5 - 10 i am not able to understand the fourth advantage and the second disadvantage and would appreciate if someone can explain those points. i would also like to understand how to decide to use whether to go for constructor or static factory method for object creation.


rome - - it ' s a new da vinci code, but this time it could be for real. an italian musician and computer technician claims to have uncovered musical notes encoded in leonardo da vinci ' s " last supper, " raising the possibility that the renaissance genius might have left behind a somber composition to accompany the scene depicted in the 15th - century wall painting. " it sounds like a requiem, " giovanni maria pala said. " it ' s like a soundtrack that emphasizes the passion of jesus. " painted from 1494 to 1498 in milan ' s church of santa maria delle grazie, the " last supper " vividly depicts a key moment in the gospel narrative : jesus ' last meal with the 12 apostles before his arrest and crucifixion, and the shock of christ ' s followers as they learn that one of them is about to betray him. pala, a 45 - year - old musician who lives near the southern italian city of lecce, began studying leonardo ' s painting in 2003, after hearing on a news program that researchers believed the artist and inventor had hidden a musical composition in the work. " afterward, i didn ' t hear anything more about it, " he said in an interview with the associated press. " as a musician, i wanted to dig deeper. " in a book released friday in italy, pala explains how he took elements of the painting that have symbolic value in christian theology and interpreted them as musical clues. pala first saw that by drawing the five lines of a musical staff across the painting, the loaves of bread on the table as well as the hands of jesus and the apostles could each represent a musical note. this fit the relation in christian symbolism between the bread, representing the body of christ, and the hands, which are used to bless the food, he said. but the notes made no sense musically until pala realized that the score had to be read from right to left, following leonardo ' s particular writing style. in his book " la musica celata " ( " the hidden music " ) pala also describes how he found what he says are other clues in the painting that reveal the slow rhythm of the composition and the duration of each note. the result is a 40 - second " hymn to god " that pala said sounds best on a pipe organ, the instrument most commonly used in leonardo ' s time for spiritual music. a short segment taken from a cd of the piece contained a bach - like passage played on the organ. the tempo was almost


that pala said sounds best on a pipe organ, the instrument most commonly used in leonardo ' s time for spiritual music. a short segment taken from a cd of the piece contained a bach - like passage played on the organ. the tempo was almost painfully slow but musical. alessandro vezzosi, a leonardo expert and the director of a museum dedicated to the artist in his hometown of vinci, said he had not seen pala ' s research but that the musician ' s hypothesis " is plausible. " vezzosi said previous research has indicated the hands of the apostles in the painting can be substituted with the notes of a gregorian chant, though so far no one had tried to work in the bread loaves. " there ' s always a risk of seeing something that is not there, but it ' s certain that the spaces ( in the painting ) are divided harmonically, " he told the ap. " where you have harmonic proportions, you can find music. " vezzosi also noted that though leonardo was more noted for his paintings, sculptures and visionary inventions, he was also a musician. da vinci played the lyre and designed various instruments. his writings include some musical riddles, which must be read from right to left. reinterpretations of the " last supper " have popped up ever since " the da vinci code " fascinated readers and movie - goers with suggestions that one of the apostles sitting on jesus ' right is mary magdalene, that the two had a child and that their bloodline continues. pala stressed that his discovery does not reveal any supposed dark secrets of the catholic church or of leonardo, but instead shows the artist in a light far removed from the conspiratorial descriptions found in fiction. " a new figure emerges he wasn ' t a heretic like some believe, " pala said. " what emerges is a man who believes, a man who really believes in god. " on the net : pala ' s site ( in italian ), http : / / www. lamusicacelata. it official site for the " last supper, " http : / / www. cenacolovinciano. it


if we had no moon dvd sku id # 84846 in the if we had no moon dvd, scientists discuss how a rogue planet crashed into the earth millions of years ago. the outcome : the moon. in a moon and earth dvd, watch as scientists use state - of - the - art simulations to show the collision and discuss how everything around us would be different. or more likely, nonexistent. if we had no moon dvd, consider what life on earth would be like without the moon? well, chances are, there wouldn ' t be any life on earth without the moon. in an earth dvd, life if it had started at all would still be in the earliest stages of evolution. scientists use the latest computer simulations to show how an ancient rogue planet orpheus collided with the earth millions of years ago, producing a sizable chunk of debris that eventually became our moon. watch in the universe dvd, how if that collision had never occurred, we would live in a very different place. imagine a moon - less weather report blizzards over the sahara, flood waters swallowing the pyramids, 90 degree temperatures in antarctica. in if we had no moon dvd, as the earth wobbles on its axis unsecured by the moon ' s gravitational pull the polar caps would grow and recede at frightening rates. and without the moon, our planet would spin much faster meaning four - hour days and searing temperatures. worse yet, in the earth dvd, evidence reveals that we are in fact losing our grip on our lunar friend thanks to the ebb and flow of the oceans ' tides. experts reveal theories for salvaging the moon including hijacking europa from jupiter and demonstrate how we can prepare ourselves for our eventual life without it. shop for a fascinating moon dvd and delve into the possibility that life as we know it, is a direct affect of an ancient planetary collision that produced the moon, which affects weather, gravitational pull and much, much more.


elizabeth glaser contracts hiv through a blood transfusion during childbirth. elizabeth and her husband, paul glaser, later learn that she unknowingly passed the virus to her children, ariel and jake. the pediatric aids foundation is created by elizabeth and her two friends, susie zeegen and susan delaurentis, after ariel loses her battle with aids at age 7. elizabeth and paul glaser ask the u. s. congress to provide funding to test hiv drugs in children. while azt, a promising drug treatment, had already been approved by the fda, its potential impact on children was still unknown due to a lack of research. this, in addition to the glasers ' early wins at securing research funding, set the stage for the foundation ' s global leadership in research. professional basketball player earvin “ magic ” johnson announces he has hiv and retires from the nba. he credits elizabeth glaser with giving him the courage to speak out. elizabeth glaser passes away from aids - related illnesses. the foundation is renamed in her memory and rededicates itself to eliminating hiv and aids. almost twenty years later, pediatric aids is virtually eliminated in the united states and elizabeth ' s legacy lives on in those who are fighting to eliminate this disease around the world. as a global “ go - to ” leader, the foundation committed to achieving the same results in the rest of the world with the call to action ( cta ) project, supporting successful prevention of mother - to - child transmission of hiv ( pmtct ) services in cameroon, kenya, rwanda, south africa, thailand, and uganda. by 2010, cta had enabled the foundation to reach nearly 4 million women with pmtct services. the foundation initiates project heart, a public - private partnership to expand access to hiv care and treatment programs in cote d ’ ivoire, south africa, tanzania, and zambia. project heart ’ s original goal was to reach 2 million people with antiretroviral therapy by 2008. the foundation far surpassed that goal and continues its work in these countries, as well as 12 others around the world. the foundation helps renew the president ’ s emergency plan for aids relief ( pepfar ), authorizing $ 48 billion in global health programs. initially launched in 2003, pepfar revolutionized funding for aids programs and allowed the foundation ’ s global work and reach to expand dramatically. the foundation remains committed to the elimination of pediatric aids, working in 16 of the most severely affected countries and more than 5,


in 2003, pepfar revolutionized funding for aids programs and allowed the foundation ’ s global work and reach to expand dramatically. the foundation remains committed to the elimination of pediatric aids, working in 16 of the most severely affected countries and more than 5, 500 sites around the world. the foundation has reached nearly 12. 2 million women with pmtct services. nearly a quarter of all hiv - positive pregnant women worldwide who receive medicines to prevent transmission of hiv to their babies do so through foundation - supported programs. still, an urgent need remains. only 52 % of hiv - positive mothers - to - be have access to critical pmtct services. 2015 marks the goal of ending pediatric aids in zimbabwe, lesotho, and swaziland. announced in 2011, these campaigns notably recognize the elizabeth glaser pediatric aids foundation as a leading implementation partner that will be integral to reaching this milestone. jake glaser was not even two years old when he was diagnosed hiv - positive in 1986. his mother, elizabeth glaser, had contracted the virus five years earlier through a contaminated blood transfusion. she unknowingly passed the virus to jake while pregnant and to his older sister, ariel, through her breast milk. today, jake is 26 years old and healthy. " thanks to my mom and the work of many others, i am able to lead a normal and productive life, " he says. elizabeth ' s relentless advocacy made sure that jake - and other children living with hiv - could have access to lifesaving pediatric hiv treatments and medicines. " but, " jake says, " the truth is there are still so many kids, many of them my close friends, who are not as lucky. the truth is we are far from done in the fight against aids, and there are a lot of kids out there who need our help in order to survive. " dr. kassaye was an adolescent when the first cases of hiv were diagnosed in her native ethiopia. she saw the toll the growing epidemic took on friends and loved ones firsthand. “ everyone knew someone who was affected, ” she says. “ there was a lot of fear and sadness. ” those experiences stayed with dr. kassaye after she moved tothe u. s. for college and medical school. “ i wanted to focus on research that directly supports hiv / aids program implementation, ” she says. “ i wanted to bring innovations into practice. ” dr. kassaye ’ s work at the foundation allows her to do just that. she works on


i wanted to focus on research that directly supports hiv / aids program implementation, ” she says. “ i wanted to bring innovations into practice. ” dr. kassaye ’ s work at the foundation allows her to do just that. she works on operations and clinical research, collaborating with staff in the field to identify and solve challenges in the implementation of health programs and to research new tools and technologies that will mean better health for babies and mother around the world. dr. kassaye also works in a low - income health clinic in washington, d. c., a city with one of the highest rates of hiv infection in the u. s. as a mother, this work is especially important to dr. kassaye. “ i see young pregnant women, and i enjoy working with them one - on - one. i will do anything to make sure their babies are born healthy. to me, even one baby born with hiv is a failure. ” in september 1996, florence gave birth to her daughter nomthunzi. three months later, florence ’ s husband died, and nomthunzi had become ill. fearing the worst, florence took nomthunzi to a local hospital. both she and florence tested positive for hiv. nomthunzi fought the disease for several more weeks, but because antiretroviral treatment was not yet available for children in south africa, she passed away in february 1997. a few years later, florence was introduced to the lifesaving treatments and services being offered by clinics supported by the elizabeth glaser pediatric aids foundation. finding “ the foundation, for me, was a highlight of my life, ” she says. “ i knew that for the first time, there was someone who cared. ” through foundation - supported prevention of mother - to - child transmission treatments, florence gave birth to an hiv negative baby. today, four - year - old alex remains hiv - free and continues to thrive. florence is healthy as well, pursuing her degree and speaking out on behalf of women and children with aids as a foundation ambassador.


| wg 1 introduction | the backlog in sanitation normally refers to the low coverage of sanitation infrastructure, but is also rooted in the huge lack of capacity at all levels. thus, capacity development for more sustainable practices in sanitation is urgently needed especially due to the system complexity resulting from the many sectors and authority levels involved. the potential benefits of sustainable sanitation systems in terms of health, improved livelihood, environmental protection, water savings, simplicity, nutrient recovery and energy savings need to be conveyed to all stakeholders. governments need to be aware of the importance and the benefits of sustainable sanitation. so as to show leadership, to plan for and allocate the resources required, and to allow the creation of an enabling environment across sectors - health, infrastructure, water, environment, agriculture, and education. the civil society needs to have the capacities to ensure that sustainable sanitation is put on the local political and development agenda. local governments, planners and the private sector need technical and managerial capacities in order to implement sustainable sanitation. furthermore, university curricula need to be developed to build up professional capacity in sustainable sanitation. this working group aims to create a global network to strategically accelerate and influence the capacity development process in the sanitation sector. the working group has produced a factsheet and a resource dvd for capacity development, with available resources collected from its partner network. the working group supports curricula development initiatives aiming to enhance the ability of academics and professionals across disciplines to contribute to the mainstreaming and up - scaling of sustainable sanitation. an important task of the working group is to collect and update information on training courses and training institutions for sustainable sanitation issues ( see the last section in the factsheet for examples and contact details ). furthermore, regional capacity development networks, knowledge nodes, online courses and discussion fora in several languages are supported. the working group sees itself as a focal point and networking opportunity for anyone or any organisation which seeks to become active in capacity development for sustainable sanitation. key considerations of the group are to foster knowledge management and knowledge sharing, to use open - source approaches for sharing of course materials, and to optimise the use of the opportunities offered nowadays by the internet for capacity development.


agricultural engineering – ag matrices and determinants, systems of linear equations, eigen values and eigen vectors. limit, continuity and differentiability ; partial derivatives ; maxima and minima ; sequences and series ; test for convergence ; fourier series. gradient ; divergence and curl ; line ; surface and volume integrals ; stokes, gauss and green ’ s theorems. linear and non - linear first order odes ; higher order linear odes with constant coefficients ; cauchy ’ s and euler ’ s equations ; laplace transforms ; pdes - - laplace, heat and wave equations. probability and statistics : mean, median, mode and standard deviation ; random variables ; poisson, normal and binomial distributions ; correlation and regression analysis. solutions of linear and non - linear algebraic equations ; integration of trapezoidal and simpson ’ s rule ; single and multi - step methods for differential equations. farm machinery and power sources of power on the farm - human, animal, mechanical, electrical, wind, solar and biomass ; bio - fuels ; design and selection of machine elements - gears, pulleys, chains and sprockets and belts ; overload safety devices used in farm machinery ; measurement of force, torque, speed, displacement and acceleration on machine elements. soil tillage ; forces acting on a tillage tool ; hitch systems and hitching of tillage implements ; mechanics of animal traction ; functional requirements, principles of working, construction and operation of manual, animal and power operated equipment for tillage, sowing, planting, fertilizer application, inter - cultivation, spraying, mowing, chaff cutting, harvesting, threshing and transport ; testing of agricultural machinery and equipment ; calculation of performance parameters - field capacity, efficiency, application rate and losses ; cost analysis of implements and tractors thermodynamic principles of i. c. engines ; i. c. engine cycles ; engine components ; fuels and combustion ; lubricants and their properties ; i. c. engine systems - fuel, cooling, lubrication, ignition, electrical, intake and exhaust ; selection, operation, maintenance and repair of i. c. engines ; power efficiencies and measurement ; calculation of power, torque, fuel consumption, heat load and power losses. tractors and power tillers - type, selection, maintenance and repair ; tractor clutches and brakes ; power transmission systems - gear trains, differential, final drives and power take - off ; mechanics of tractor chassis ; traction theory ; three point hitches


losses. tractors and power tillers - type, selection, maintenance and repair ; tractor clutches and brakes ; power transmission systems - gear trains, differential, final drives and power take - off ; mechanics of tractor chassis ; traction theory ; three point hitches - free link and restrained link operations ; mechanical steering and hydraulic control systems used in tractors ; human engineering and safety in tractor design ; tractor tests and performance. soil and water conservation engineering ideal and real fluids, properties of fluids ; hydrostatic pressure and its measurement ; hydrostatic forces on plane and curved surface ; continuity equation ; bernoulli ’ s theorem ; laminar and turbulent flow in pipes, darcy - weisbach and hazen - williams equations, moody ’ s diagram ; flow through orifices and notches ; flow in open channels. engineering properties of soils ; fundamental definitions and relationships ; index properties of soils ; permeability and seepage analysis ; shear strength, mohr ’ s circle of stress, active and passive earth pressures ; stability of slopes. hydrological cycle ; meteorological parameters and their measurement, analysis of precipitation data ; abstraction from precipitation ; runoff ; hydrograph analysis, unit hydrograph theory and application ; stream flow measurement ; flood routing, hydrological reservoir and channel routing. measurement of distance and area ; chain surveying, methods of traversing ; measurement of angles and bearings, plane table surveying ; types of levelling ; contouring ; instruments for surveying and levelling ; computation of earth work. mechanics of soil erosion, soil erosion types ; wind and water erosion ; factors affecting erosion ; soil loss estimation ; biological and engineering measures to control erosion ; terraces and bunds ; vegetative waterways ; gully control structures, drop, drop inlet and chute spillways ; earthen dams ; water harvesting structures, farm ponds, watershed management. soil - water - plant relationship, water requirement of crops ; consumptive use and evapo - transpiration ; irrigation scheduling ; irrigation efficiencies ; design of irrigation channels ; measurement of soil moisture, irrigation water and infiltration ; surface, sprinkler and drip methods of irrigation ; design and evaluation of irrigation methods. drainage coefficient ; planning, design and layout of surface and sub - surface drainage systems ; leaching requirement and salinity control ; irrigation and drainage water quality. groundwater occurrence confined and unconfined aquifers, evaluation of aquifer properties ; well hydraulics ; groundwater recharge. classification of pumps ; pump characteristics ; pump selection and installation. agricultural processing and food engineering steady state heat


quality. groundwater occurrence confined and unconfined aquifers, evaluation of aquifer properties ; well hydraulics ; groundwater recharge. classification of pumps ; pump characteristics ; pump selection and installation. agricultural processing and food engineering steady state heat transfer in conduction, convection and radiation ; transient heat transfer in simple geometry ; condensation and boiling heat transfer ; working principles of heat exchangers ; diffusive and convective mass transfer ; simultaneous heat and mass transfer in agricultural processing operations. material and energy balances in food processing systems ; water activity, sorption and desorption isotherms ; centrifugal separation of solids, liquids and gases ; kinetics of microbial death - pasteurization and sterilization of liquid foods ; preservation of food by cooling and freezing ; refrigeration and cold storage basics and applications ; psychrometry - properties of air - vapour mixture ; concentration and drying of liquid foods - evaporators, tray, drum and spray dryers. mechanics and energy requirement in size reduction of granular solids ; particle size analysis for comminuted solids ; size separation by screening ; fluidization of granular solids - pneumatic, bucket, screw and belt conveying ; cleaning and grading ; effectiveness of grain cleaners. hydrothermal treatment, drying and milling of cereals, pulses and oilseeds ; processing of seeds, spices, fruits and vegetables ; by - product utilization from processing industries. controlled and modified atmosphere storage ; perishable food storage, godowns, bins and grain silos.


should your toddler play with an ipad, and if so, for how long? while tablets may be more interactive than watching tv, experts say it doesn ' t mean your child can learn from it. " everyone thinks that because you interact with content, it ' s going to be ok, " says rosemarie truglio, senior vice president of education and research for sesame workshop, reports livescience. " it ' s the content, not the medium, that makes the difference, " she said. according to common sense media, any time children spend in front of a screen, whether it ' s a television or a tablet, cuts into time when they could be interacting with the real world. truglio recommends that parents make sure their young child spends no more than 1. 5 to 2 hours a day in front of any kind of screen, reports livescience. if you do let your child use apps on a tablet or smartphone, be sure to preview the app to make sure it ' s age - appropriate. test to see whether or not your toddler is at a level where he or she can interact with it appropriately. truglio notes that children younger than two should not use apps that teach letters, for example. also, try playing with the app together, truglio recommends. and don ' t let playing with apps be part of a daily routine, such as always giving your child the ipad when in the car. what about educational dvds? a study published in 2010 found that toddlers exposed to dvds and videos marketed as " educational " showed no greater improvement in their vocabularies than children not exposed to such programming. " if you want to show your infant ' baby videos, ' that ' s fine. just don ' t expect the child to learn a great deal from it, " said lead author judy deloache of the university of virginia.


from the aquarium wiki you can contribute to the aquarium wiki by expanding this article. dont be shy!. what is it a nematode is a micro sized worm often called roundworm ( they are roughly 2 - 5mm long ). there are over 20, 000 species of them. and they provide an important service in ponds, lakes, etc. they live in all habitats, and most are aquatic. they generally are only a few mm in length and have a life - cycle of a few days. - some species are parasitic and live off fish, often appearing in the anus of the fish. but by far the majority are harmless. aquarists often first come across these harmless ' white worms ' when they spot them in their hundreds massing on the sides of the aquarium in newly set up aquariums during the cycle process, when the aquarium is lacking in oxygen or if the tank is heated. they help to break down organic matter ( mulm ) and some fish like small gouramis are know to eat them. if you ' ve added something organic ( wood, other fish, raw fish food, etc. ) to the tank you can easily introduce them. leaving uneaten pet food in the water will virtually guarantee an outbreak of them. getting rid of them - simply reduce the amount you feed your pets. - siphon up uneaten food. - add species of fish like gourami or pleco which will eat them. they often simply disappear after 3 or 4 days if it ' s a newly cycled tank. if they look kind of flat and white, then they ' re most likely planaria flatworms. they ' re harmless too.


with the implementation of the new common core standards teachers everywhere are trying to wrap their brains around how these standards will look in their own classrooms. being a busy mother of three, hauling my own children to dance and sports, on top of writing for the educators room and managing my classroom responsibilities of grading papers, writing lesson plans, and reading guided reading books my time is precious. i know yours is too. that is why i was so utterly excited last sunday night when i picked up a digital copy of common core literacy lesson plans : ready - to - use resources, 6 - 8, edited by lauren davis, from eye on education and began reading. the editor of this fantastic resource has classroom experience and a passion for engaging students in learning. this is evident in the lesson, extension, and assessment ideas in the book. common core literacy lesson plans : ready - to - use resources, 6 - 8 has many research based activities i implemented the very next day in my classroom, is well - organized for easy use, has assessments provided and space for reflection. i read until i was forced to stop when my two - year - old stole the ipad for game play. the first ah - ha moment i had while reading was when i saw references to running records and fountas and pinnell, research - based teaching i already use in my classroom. the book starts with a planning checklist to guide novice teachers through implementing a lesson and remind experienced teachers of important practices when adapting the lessons to their own classroom and needs. there are also reminders for struggling readers and reference to “ stamina and persistence while reading ” which fit into habits of mind. again, good practices i am already using in my classroom. it is important to me as an educator to work smarter and use already created resources that fit into my teaching style, philosophy, curriculum and classroom needs as seamlessly as possible. common core literacy lesson plans : ready - to - use resources, 6 - 8 is an excellent example of a tool that does this. the organization of the book is set up simply with thirty - five lessons plans including an overview, ccss ela standards for grades 6 - 8, objectives, background knowledge, materials, step - by - step instructions, differentiation, assessments, and a place for your own notes. each lesson follows this same set up and is quick and easy to read through. i implemented ideas from lesson plan 2 : what ’ s the big idea? tracing a theme on monday with my higher reading groups in fourth grade. there are more resource ideas at the


follows this same set up and is quick and easy to read through. i implemented ideas from lesson plan 2 : what ’ s the big idea? tracing a theme on monday with my higher reading groups in fourth grade. there are more resource ideas at the end of each lesson and other books, poems, and text you can use. this makes it simple to adapt a lesson if you do not have the exact text. organized in four sections : reading, writing, speaking & listening, and language ; saves a teacher time and is one of the many high points of the book. formative and summative assessments are important in all classrooms and both are woven into the lessons in common core literacy lesson plans : ready - to - use resources, 6 - 8. formative assessments are scattered throughout the lessons with teacher observation, student sharing, and handouts provided in the book. summative assessments are included at the end of each lesson. there were a few rubrics that i would not use with students. lessons 1, 3, 11, 12, 20, 23, have rubrics that are scored more subjectively than i like to use. it would not be hard, however, to take the learning objectives and create a rubric that better matches my needs. you may find them perfect for your assessment style and need no changes. i liked that the rubrics were not all the same generic rubric ; they matched the lessons and there were other assessments as well including graphic organizers, questions about evidence of thinking, writing pieces, and short reflections. i did not feel like the same assessment was used over and over as you often find in pre - written lessons. i know as an educator i struggle with reflection the most. making myself take time to write down my thoughts about how lessons went, what i need to do better, and what worked well. i love the section after every lesson for notes. “ after implementing the lesson, reflect on what worked and what you would change the next time. ” this is an important part of the process we use to teach. the fact that the editor includes this in the book shows it is recognized, respected, and speaks highly for the quality of educators contributing to the lessons provided. the time you will save using this book instead of trying to find ways to implement ccss ela into your classroom can be spent reflecting on the lessons you use from the book. this reflection will only make you stronger as an educator. kudos to the editors for including this important, and yet often overlooked, step


ways to implement ccss ela into your classroom can be spent reflecting on the lessons you use from the book. this reflection will only make you stronger as an educator. kudos to the editors for including this important, and yet often overlooked, step. there were minimal parts of the the book that i found i personally did not agree with. there are a few ideas for advanced students that include homework. i do not believe advanced students need more work to be challenged. this suggestion was rare though, and there were other great suggestions such as different text selections, pairing students to peer teach, and having small group discussions while other students are silent reading. many of the lessons also tie to one literature piece. this is easily remedied, however, by the additional resource list at the end of each lesson. one reminder : this book is directed to a very specific audience. while the lessons and standards are for english language arts, i was impressed with ideas for implementation for science and social studies classes. furthermore, while it covers standards for sixth, seventh, and eighth grade students, i was able to easily adapt things for my fourth grade class. the many research based activities, simple organization, varied assessments, and reflection space outweigh the few minor things i found that did not match with my personal teaching. are you interested in what the new ccss ela standards are? do you want to know how to implement them into your classroom? are you wondering how on earth you will find the time to write new lessons? do you find yourself strapped for time but want to challenge your kids? answers to all of these questions can be found in common core literacy lesson plans : ready - to - use resources, 6 - 8 from eye on education. grab a copy today, wrestle your e - reader away from your kids, and have fun implementing these activities in your classroom! disclaimer : this book was provided to the educator ’ s room free of charge by the publisher. however, neither the educator ’ s room nor the reviewer received any compensation for this review. the opinions contained in this review are those of the reviewer alone and were written free of any obligation or agreement with the publisher. if you have any questions regarding book reviews, see our full disclaimer or contact the book review editor.


- nearly half the children in d. c. are overweight or obese. - in some parts of the district, more than 70 % of residents are overweight or obese. - dc has the highest rate of adolescent obesity in the united states. depressing statistics like these were what motivated dc councilmember mary cheh ( ward 3 ) to take action by introducing the healthy schools act. the great news is that the dc council recently passed and funded the act! the healthy schools act aims to improve the nutrition, health and wellness of kids in dc. key provisions of the legislation include : - raising the nutritional standard and quality of school meals by bringing in more local fruits and vegetables to school cafeterias. - tripling the amount of physical and health education taught in dc schools. - establish school gardens as integral components of school and public charter schools. the last provision is key to improving the health and nutritional status of dc school children, because we have consistently seen that kids become more enthusiastic about eating fresh, nutritious food when they are involved in the growing process. tgc shares the goals of the healthy schools act ( especially since we are based in dc ), and the dc council ’ s decision to pass it is a crucial first step to improving the nutrition, health, and wellness of dc school children.


danger lurks for children and adults who join in the upcoming halloween high - jinks : costume parties, parades and treat - collecting excursions. fortunately, most risks – while they might loom large in your mind – usually aren ' t so monstrous in real life and easily can be minimized by using some common sense, according to those who preach public safety this time of year. among the precautions : traffic. by far, getting struck by a car or truck remains the most real danger for october ' s holiday revelers. drivers, be wary and go lightly on the gas pedal. walkers, stick to sidewalks wherever possible and, when crossing streets, do so at intersections. parents, equip your kids with flashlights, glow sticks and / or clothing with reflective tape. give them ground rules, too : travel in groups, no darting across the road, look both ways before crossing a street and don ' t take shortcuts across lawns where hazards – garden hoses, clotheslines – could play cruel tricks. treats. before snacking, inspect the contents of the goodie bag ; toss out anything that seems suspicious. eat only factory - wrapped treats. for very young children, beware choking hazards such as hard candies, peanuts and gum. don ' t gorge. costumes. skip the decorative contact lenses. sample makeup on a small area, in case it causes irritation. choose disguises and masks that fit well, lessening the chance of blocked vision and falls. face paint provides a good alternative to masks. consider flame - retardant costumes and avoid walking near lit candles. choose accessories – shepherd ' s hooks, swords, etc. – that are soft and flexible. finally, as a safeguard against things that go bump in the night and other strange happenings, carry a device to ward off trouble : a cellphone. take the worry out of your halloween by following the guidelines on these government websites. • general safety, centers for disease control and prevention : www. cdc. gov / family / halloween / • treat / food safety, u. s. food and drug administration : www. fda. gov / food / resourcesforyou / consumers / ucm187021. htm • costume safety, consumer product safety commission : www. cpsc. gov / cpscpub / pubs / 100. pdf


not ( chaqaq, rasham ; semeioo, episemos ) : " note " ( verb ) is the translation of chaqaq, " to grave, " " to inscribe, " etc. ( isaiah 30 : 8, " note it in a book, " the revised version ( british and american ) " inscribe " ) ; of rasham, " to note down, " etc. ( daniel 10 : 21, the revised version ( british and american ) " inscribed " ) ; of semeioo, " to put a sign on " ( 2 thessalonians 3 : 14, " note that man " ). " note " ( noun ) is the translation of episemos, " marked upon, " " distinguished " ( romans 16 : 7, " who are of note among the apostles " ). " notes " ( musical ) occurs in the wisdom of solomon 19 : 18, " notes of a psaltery " ( phthoggos ). w. l. walker 1. ( v. t. ) to butt ; to push with the horns. 2. ( n. ) know not ; knows not. 3. ( n. ) nut. 4. ( n. ) need ; needful business. 5. ( n. ) a mark or token by which a thing may be known ; a visible sign ; a character ; a distinctive mark or feature ; a characteristic quality. 6. ( n. ) a mark, or sign, made to call attention, to point out something to notice, or the like ; a sign, or token, proving or giving evidence. 7. ( n. ) a brief remark ; a marginal comment or explanation ; hence, an annotation on a text or author ; a comment ; a critical, explanatory, or illustrative observation. 8. ( n. ) a brief writing intended to assist the memory ; a memorandum ; a minute. 9. ( n. ) hence, a writing intended to be used in speaking ; memoranda to assist a speaker, being either a synopsis, or the full text of what is to be said ; as, to preach from notes ; also, a reporter ' s memoranda ; the original report of a speech or of proceedings. 10. ( n. ) a short informal letter ; a billet. 11. ( n. ) a diplomatic missive or written communication. 12. ( n. ) a written or printed paper acknowledging a debt,


a speech or of proceedings. 10. ( n. ) a short informal letter ; a billet. 11. ( n. ) a diplomatic missive or written communication. 12. ( n. ) a written or printed paper acknowledging a debt, and promising payment ; as, a promissory note ; a note of hand ; a negotiable note. 13. ( n. ) a list of items or of charges ; an account. 14. ( n. ) a character, variously formed, to indicate the length of a tone, and variously placed upon the staff to indicate its pitch. hence : 15. ( n. ) a musical sound ; a tone ; an utterance ; a tune. 16. ( n. ) a key of the piano or organ. 17. ( n. ) observation ; notice ; heed. 18. ( n. ) notification ; information ; intelligence. 19. ( n. ) state of being under observation. 20. ( n. ) reputation ; distinction ; as, a poet of note. 21. ( n. ) stigma ; brand ; reproach. 22. ( n. ) to notice with care ; to observe ; to remark ; to heed ; to attend to. 23. ( n. ) to record in writing ; to make a memorandum of. 24. ( n. ) to charge, as with crime ( with of or for before the thing charged ) ; to brand. 25. ( n. ) to denote ; to designate. 26. ( n. ) to annotate. 27. ( n. ) to set down in musical characters. note ( 129 occurrences ) matthew 7 : 3 and why do you take note of the grain of dust in your brother ' s eye, but take no note of the bit of wood which is in your eye? ( bbe ) mark 11 : 14 and he said to it, let no man take fruit from you for ever. and his disciples took note of his words. ( bbe ) luke 6 : 41 and why do you take note of the grain of dust in your brother ' s eye, but take no note of the bit of wood which is in your eye? ( bbe ) luke 21 : 30 when they put out their young leaves, you take note of it, and it is clear to you that summer is coming. ( bbe ) acts 2 : 14 but peter, getting up, with the eleven, said in a loud voice, o men of judaea, and all


you take note of it, and it is clear to you that summer is coming. ( bbe ) acts 2 : 14 but peter, getting up, with the eleven, said in a loud voice, o men of judaea, and all you who are living in jerusalem, take note of this and give ear to my words. ( bbe ) acts 3 : 10 they recognized him, that it was he who used to sit begging for gifts for the needy at the beautiful gate of the temple. they were filled with wonder and amazement at what had happened to him. ( see nas ) acts 4 : 10 take note, all of you, and all the people of israel, that in the name of jesus christ of nazareth, whom you put to death on the cross, whom god gave back from the dead, even through him is this man now before you completely well. ( bbe ) acts 4 : 13 now when they saw that peter and john were without fear, though they were men of no education or learning, they were greatly surprised ; and they took note of them that they had been with jesus. ( bbe niv ) acts 4 : 29 and now, lord, take note of their cruel words, and give your servants power to be preachers of your word without fear, ( bbe nas ) acts 24 : 11 thou being able to know that it is not more than twelve days to me since i went up to worship in jerusalem, ( see nas ) romans 11 : 22 see then that god is good but his rules are fixed : to those who were put away he was hard, but to you he has been good, on the condition that you keep in his mercy ; if not, you will be cut off as they were. ( see rsv ) romans 16 : 7 salute andronicus and junia, my kinsmen, and my fellow - prisoners, who are of note among the apostles, who also were in christ before me. ( kjv wey asv bbe dby wbs ylt rsv ) romans 16 : 17 now, it is my desire, brothers, that you will take note of those who are causing division and trouble among you, quite against the teaching which was given to you : and keep away from them. ( bbe rsv ) 1 corinthians 4 : 19 but i will come to you in a short time, if it is pleasing to the lord, and i will take note, not of the word of those who are full of


. ( bbe rsv ) 1 corinthians 4 : 19 but i will come to you in a short time, if it is pleasing to the lord, and i will take note, not of the word of those who are full of pride, but of the power. ( bbe ) 1 corinthians 14 : 8 for if the war - horn gives out an uncertain note, who will get ready for the fight? ( bbe ) 1 corinthians 14 : 37 if any man seems to himself to be a prophet or to have the spirit, let him take note of the things which i am writing to you, as being the word of the lord. ( bbe ) philippians 3 : 17 brothers, be imitators together of me, and note those who walk this way, even as you have us for an example. ( web bbe niv ) 2 thessalonians 3 : 14 if any man doesn ' t obey our word in this letter, note that man, that you have no company with him, to the end that he may be ashamed. ( web kjv asv bbe wbs ylt nas rsv niv ) james 1 : 19 so, then, my beloved brothers, let every man be swift to hear, slow to speak, and slow to anger ; ( see niv ) revelation 18 : 5 for her sins have gone up even to heaven, and god has taken note of her evil - doing. ( bbe ) genesis 21 : 1 yahweh visited sarah as he had said, and yahweh did to sarah as he had spoken. ( see nas ) genesis 23 : 16 and abraham took note of the price fixed by ephron in the hearing of the children of heth, and gave him four hundred shekels in current money. ( bbe ) exodus 5 : 21 and they said to them, may the lord take note of you and be your judge ; for you have given pharaoh and his servants a bad opinion of us, putting a sword in their hands for our destruction. ( bbe ) exodus 18 : 24 so moses took note of the words of his father - in - law, and did as he had said. ( bbe ) exodus 19 : 13 not a hand shall touch it, but it shall certainly be stoned, or shot through ; whether it be a beast or a man, it shall not live. when the long drawn note of the trumpet soundeth, they shall come up


: 13 not a hand shall touch it, but it shall certainly be stoned, or shot through ; whether it be a beast or a man, it shall not live. when the long drawn note of the trumpet soundeth, they shall come up to the mountain. ( dby ) exodus 23 : 13 take note of all these things which i have said to you, and let not the names of other gods come into your minds or from your lips. ( bbe ) leviticus 20 : 4 and if the people of the land do not take note of that man when he gives his offspring to molech, and do not put him to death, ( bbe ) numbers 10 : 5 when a loud note is sounded, the tents placed on the east side are to go forward. ( bbe ) numbers 10 : 6 at the sound of a second loud note, the tents on the south side are to go forward : the loud note will be the sign to go forward. ( bbe ) numbers 10 : 9 and if you go to war in your land against any who do you wrong, then let the loud note of the horn be sounded ; and the lord your god will keep you in mind and give you salvation from those who are against you. ( bbe ) numbers 12 : 2 and they said, have the words of the lord been given to moses only? have they not come to us? and the lord took note of it. ( bbe ) numbers 31 : 6 and moses sent them out to war, a thousand from every tribe, and with them phinehas, the son of eleazar the priest, taking in his hands the vessels of the holy place and the horns for sounding the note of war. ( bbe ) numbers 31 : 49 and said to him, your servants have taken note of the number of all the fighting - men under our orders, and every one is present ; ( bbe ) deuteronomy 12 : 28 take note of all these orders i am giving you and give attention to them, so that it may be well for you and for your children after you for ever, while you do what is good and right in the eyes of the lord your god. ( bbe ) deuteronomy 16 : 1 take note of the month of abib and keep the passover to the lord your god : for in the month of abib the lord your god took you out of egypt by night. ( bbe ) deuteronomy 26 : 7 and our cry


of the month of abib and keep the passover to the lord your god : for in the month of abib the lord your god took you out of egypt by night. ( bbe ) deuteronomy 26 : 7 and our cry went up to the lord, the god of our fathers, and the lord ' s ear was open to the voice of our cry, and his eyes took note of our grief and the crushing weight of our work : ( bbe ) deuteronomy 32 : 1 give ear, o heavens, to my voice ; let the earth take note of the words of my mouth : ( bbe ) joshua 6 : 5 and at the sound of a long note on the horns, let all the people give a loud cry ; and the wall of the town will come down flat, and all the people are to go straight forward. ( bbe ) judges 7 : 20 so the three bands all gave a loud note on their horns, and when the vessels had been broken, they took the flaming branches in their left hands, and the horns in their right hands ready for blowing, crying out, for the lord and for gideon. ( bbe ) judges 7 : 22 and the three hundred gave a loud note on their horns, and every man ' s sword was turned by the lord against his brother all through the army ; and the army went in flight as far as beth - shittah in the direction of zeredah, to the edge of abel - meholah by tabbath. ( bbe ) judges 13 : 13 and the angel of the lord said to manoah, let the woman take note of what i have said to her. ( bbe ) ruth 3 : 4 but see to it, when he goes to rest, that you take note of the place where he is sleeping, and go in there, and, uncovering his feet, take your place by him ; and he will say what you are to do. ( bbe niv ) 1 samuel 1 : 11 and she made an oath, and said, o lord of armies, if you will truly take note of the sorrow of your servant, not turning away from me but keeping me in mind, and will give me a man - child, then i will give him to the lord all the days of his life, and his hair will never be cut. ( bbe ) 1 samuel 16 : 7 but the lord said to samuel, do not take note of his face or how tall he is


i will give him to the lord all the days of his life, and his hair will never be cut. ( bbe ) 1 samuel 16 : 7 but the lord said to samuel, do not take note of his face or how tall he is, because i will not have him : for the lord ' s view is not man ' s ; man takes note of the outer form, but the lord sees the heart. ( bbe ) 1 samuel 17 : 42 and when the philistine, taking note, saw david, he had a poor opinion of him : for he was only a boy, red - haired and good - looking. ( bbe ) 1 samuel 20 : 6 and if your father takes note of the fact that i am away, say, david made a request to me for himself that he might go to beth - lehem, to his town : for it is the time when his family make their offering year by year. ( bbe ) 1 samuel 23 : 23 see therefore, and take knowledge of all the lurking places where he hides himself, and come again to me with certainty, and i will go with you : and it shall happen, if he is in the land, that i will search him out among all the thousands of judah. " ( see rsv ) 2 samuel 3 : 36 and all the people took note of it and were pleased : like everything the king did, it was pleasing to the people. ( bbe nas niv ) 2 samuel 9 : 8 and he went down on his face before the king, and said, what is your servant, for you to take note of a dead dog such as i am? ( bbe ) 2 samuel 13 : 28 now absalom had given orders to his servants, saying, now take note when amnon ' s heart is glad with wine ; and when i say to you, make an attack on amnon, then put him to death without fear : have i not given you orders? be strong and without fear. ( bbe ) 2 samuel 16 : 12 it may be that the lord will take note of my wrongs, and give me back good in answer to his cursing of me today. ( bbe ) 1 kings 20 : 7 then the king of israel sent for all the responsible men of the land, and said, now will you take note and see the evil purpose of this man : he sent for my wives and my children, my silver and my gold, and i did not keep them back. ( bb


all the responsible men of the land, and said, now will you take note and see the evil purpose of this man : he sent for my wives and my children, my silver and my gold, and i did not keep them back. ( bbe ) 2 kings 19 : 16 let your ear be turned to us, o lord, and let your eyes be open, o lord, and see ; take note of all the words of sennacherib who has sent men to say evil against the living god. ( bbe ) 1 chronicles 15 : 21 and mattithiah and eliphelehu and mikneiah and obed - edom and jeiel and azaziah, with corded instruments on the octave, to give the first note of the song. ( bbe ) 1 chronicles 28 : 10 now then, take note ; for the lord has made selection of you to be the builder of a house for the holy place. be strong and do it. ( bbe ) nehemiah 1 : 11 o lord, let your ear take note of the prayer of your servant, and of the prayers of your servants, who take delight in worshipping your name : give help, o lord, to your servant this day, and let him have mercy in the eyes of this man. ( now i was the king ' s wine - servant. ) ( bbe ) nehemiah 11 : 17 and mattaniah, the son of mica, the son of zabdi, the son of asaph, who had to give the first note of the song of praise in prayer, and bakbukiah, the second among his brothers, and abda, the son of shammua, the son of galal, the son of jeduthun. ( bbe ) job 1 : 8 and the lord said to the satan, have you taken note of my servant job, for there is no one like him on the earth, a man without sin and upright, fearing god and keeping himself far from evil? ( bbe ) job 2 : 3 and the lord said to the satan, have you taken note of my servant job, for there is no one like him on the earth, a man without sin and upright, fearing god and keeping himself far from evil? and he still keeps his righteousness, though you have been moving me to send destruction on him without cause. ( bbe ) job 3 : 4 that day - - let it be dark ; let not god take note


keeping himself far from evil? and he still keeps his righteousness, though you have been moving me to send destruction on him without cause. ( bbe ) job 3 : 4 that day - - let it be dark ; let not god take note of it from on high, and let not the light be shining on it ; ( bbe ) job 4 : 20 between morning and evening they are completely broken ; they come to an end for ever, and no one takes note. ( bbe ) job 5 : 27 see, we have made search with care, and it is so ; it has come to our ears ; see that you take note of it for yourself. ( bbe ) job 10 : 6 that you take note of my sin, searching after my wrongdoing, ( bbe ) job 10 : 14 that, if i did wrong, you would take note of it, and would not make me clear from sin : ( bbe nas ) job 11 : 11 for in his eyes men are as nothing ; he sees evil and takes note of it. ( bbe niv ) job 13 : 6 give ear to the argument of my mouth, and take note of the words of my lips. ( bbe ) job 15 : 17 take note and give ear to my words ; and i will say what i have seen : ( bbe ) job 21 : 5 take note of me and be full of wonder, put your hand on your mouth. ( bbe ) job 21 : 29 have you not put the question to the travellers, and do you not take note of their experience? ( bbe ) job 24 : 12 from the town come sounds of pain from those who are near death, and the soul of the wounded is crying out for help ; but god does not take note of their prayer. ( bbe ) job 30 : 20 you give no answer to my cry, and take no note of my prayer. ( bbe ) job 32 : 12 i was taking note ; and truly not one of you was able to make clear job ' s error, or to give an answer to his words. ( bbe ) job 33 : 1 and now, o job, give ear to my words, and take note of all i say. ( bbe ) job 33 : 31 take note o job, give ear to me ; keep quiet, while i say what is in my mind. ( bbe ) job 34 : 10 now then, you wise, take note ; you men of knowledge, give


) job 33 : 31 take note o job, give ear to me ; keep quiet, while i say what is in my mind. ( bbe ) job 34 : 10 now then, you wise, take note ; you men of knowledge, give ear to me. let it be far from god to do evil, and from the ruler of all to do wrong. ( bbe ) job 34 : 16 if you are wise, take note of this ; give ear to the voice of my words. ( bbe ) job 34 : 25 therefore he takes knowledge of their works. he overturns them in the night, so that they are destroyed. ( see niv ) job 34 : 27 because they did not go after him, and took no note of his ways, ( bbe ) job 35 : 13 but god will not give ear to what is false, or the ruler of all take note of it ; ( bbe ) job 37 : 14 give ear to this, o job, and keep quiet in your place ; and take note of the wonders worked by god. ( bbe ) job 38 : 18 have you taken note of the wide limits of the earth? say, if you have knowledge of it all. ( bbe ) psalms 10 : 14 but you do see trouble and grief. you consider it to take it into your hand. you help the victim and the fatherless. ( see rsv ) psalms 37 : 37 give attention to the good man, and take note of the upright ; because the end of that man is peace. ( bbe ) psalms 48 : 13 take note of its strong walls, looking well at its fair buildings ; so that you may give word of it to the generation which comes after. ( bbe ) psalms 56 : 6 they come together, they are waiting in secret places, they take note of my steps, they are waiting for my soul. ( bbe ) psalms 86 : 6 o lord, give ear to my prayer ; and take note of the sound of my requests. ( bbe ) psalms 90 : 11 who has knowledge of the power of your wrath, or who takes note of the weight of your passion? ( bbe ) psalms 130 : 3 o jah, if you took note of every sin, who would go free? ( bbe ) proverbs 10 : 17 he who takes note of teaching is a way of life, but he who gives up training is a cause of error. ( bbe ) proverbs 13 : 18 need


who would go free? ( bbe ) proverbs 10 : 17 he who takes note of teaching is a way of life, but he who gives up training is a cause of error. ( bbe ) proverbs 13 : 18 need and shame will be the fate of him who is uncontrolled by training ; but he who takes note of teaching will be honoured. ( bbe ) proverbs 19 : 16 he who keeps the law keeps his soul ; but death will be the fate of him who takes no note of the word. ( bbe ) proverbs 21 : 12 the upright one, looking on the house of the evil - doer, lets sinners be overturned to their destruction. ( see niv ) proverbs 23 : 1 when you take your seat at the feast with a ruler, give thought with care to what is before you ; ( see niv ) proverbs 31 : 23 her husband is a man of note in the public place, when he takes his seat among the responsible men of the land. ( bbe ) ecclesiastes 7 : 5 it is better to take note of the protest of the wise, than for a man to give ear to the song of the foolish. ( bbe ) ecclesiastes 12 : 12 and further, my son, take note of this : of the making of books there is no end, and much learning is a weariness to the flesh. ( bbe ) isaiah 30 : 8 now go, write it before them in a table, and note it in a book, that it may be for the time to come for ever and ever : ( kjv wbs ) isaiah 34 : 1 come near, you nations, and give ear ; take note, you peoples : let the earth and everything in it give ear ; the world and all those living in it. ( bbe ) isaiah 37 : 17 let your ear be turned to us, o lord ; let your eyes be open, o lord, and see : take note of all the words of sennacherib who has sent men to say evil against the living god. ( bbe ) isaiah 43 : 19 see, i am doing a new thing ; now it is starting ; will you not take note of it? i will even make a way in the waste land, and rivers in the dry country. ( bbe ) continued... note ( 129 occurrences )... 12. ( n. ) a written or printed paper