The Apostles' Bible
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Jewish Publication Society Old Testament
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King James Version (1769)
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Revised King James New Testament
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The Emphasized Bible by J. B. Rotherham
Twentieth Century New Testament
William Tyndale Bible (1525/1530)
World English Bible
Weymouth NT (1912)
Young's Literal Translation (1898)
You may think that though this is terribly sad only the people of Congo (my ex-students, colleagues and friends and their compatriots) can stop the shooting. The saddest part is that most of these deaths are preventable:
The humanitarian crisis in DR Congo remains the world’s deadliest: More than 31,000 people die every month as a result of the conflict. Eighteen months after the signing of a formal peace agreement, people in DR Congo continue to die at a rate that is one third higher than the average rate for sub-Saharan Africa.... Between January 2003 and April 2004 almost 500,000 deaths occurred beyond what would normally be expected during this period.
This is equivalent to over 31,000 lives lost every month and more than 1,000 people dying every day as a result of the conflict. Nearly half of them are children under five years of age. When analyzed in conjunction with the IRC’s previous mortality surveys, the findings indicate that from the beginning of the war in August 1998 to the end of April 2004, approximately 3.8 million people have died as a result of the crisis. The survey demonstrates that the Congolese conflict is by far the deadliest war in the world since World War II and the deadliest in Africa ever recorded.
IRC Mortality Survey (a PDF file)
So, here's the story in a nutshell:
The majority of deaths are due to easily preventable and treatable diseases. While security problems continue in the eastern provinces, less than two percent of deaths over the past 16 months have been due to war-related violence. The most devastating byproducts of the conflict have been the disruption of the country’s health services and food supplies. As a result, the vast majority of deaths have been among civilians and have been due to easily preventable and treatable illnesses such as fever and malaria, diarrhea, respiratory infections, and malnutrition. Children under five years old are at particular risk from these diseases. They account for 45.4% of the 500,000 deaths documented in this last survey period, even though they represent less than 20% of the total population.
IRC Mortality Survey (a PDF file)
In Iraq, where Sadaam Hussein’s years of brutality, the effects of sanctions and three wars have led to far fewer casualties than DR Congo, the 2003 aid budget was $3.5 billion or $138 per person. Precise aid figures for 2004 were unavailable. The desperate situation in Darfur, Sudan, where an estimated 70,000 people have died and some two million have been displaced, has led to more than $530 million in foreign aid for 2004 or $89 for each person. In spite of DR Congo’s rank as the deadliest recorded conflict since World War II, the world’s humanitarian response in 2004 was a total of $188 million in aid or a scant $3.23 per person.
Press release "When Will the World Pay Attention?"
1:12 While the king was on his couch,... giggle, giggle, giggle!
my nard gave forth its fragrance.
13My beloved is to me a bag of myrrh
that lies between my breasts.
That image of the lover being "terrible as an army with banners", however you translate, speaks of the awesome fear that love involves, as well as warm trust... So I'll talk about the wondrous truth that God loves us, and so we can hurt the Almighty, for love hurts!
4 You are beautiful as Tirzah, my love,
comely as Jerusalem,
terrible as an army with banners.
5Turn away your eyes from me,
for they overwhelm me!
Every Hebrew word for wrath I know appears here: ap =nose flaring (90:7); hemah = heat (90:7); evrah = overflow (90:9). By the way, I have noticed that Hebrew words don’t come across in my blogging program; thus any attempt on my part to be accurate is in vain. These wrath words show up in spades in this psalm. Why? Because these lamenting people experience the presence of God in their world as wrath.
This is where many people who read the Old Testament leave off. But don’t stop here. We have to ask, “Why is God angry?” Is God angry because God is angry, because his nose flares, his back heats up, or his temper overflows? Psalm 90 does not teach this. It teaches that God is angry as a function of his steadfast love (the Hebrew word hesed, which appears in 90:14) in relation to our sin and evil. Hesed is the stick to it love associated with the covenant God makes with Israel. God is angry because God loves us and doesn't want us to destroy ourselves. Because God loves us through his anger, we petition.
Thus anger, here, and I would claim elsewhere in the Bible is always a function of love. This is true in families, and it is true in the biblical family.
In our (U London, external studies) examinations for Church History to 461 CE (only 461 years to study, right?) one could probably focus on just the first 250 years or less, select 4 questions at the exam that only deal with, say, the Apostolic Fathers, Justin, Cyprian, and Tertullian, and be done with it (maybe with excellent marks). Does this mean that the student did well in exam? No. It really does not. But that is what we (students) are advised to do: in the study guides, it is often explicitly said that, if one wants to get good marks, it is probably better to focus on just a few topics: a selection of the selectionStudents are rewarded for “focusing” on a few topics. This approach to assessment, though all too common, contrasts strikingly with almost all of the things we say we are aiming for in our teaching.
We also dreamed of a system that was extensible, so that once we had the 6 learning hours prepared it should be less work to produce a second batch. As we talked with the team from CFDL (especially Wayne Mackintosh, the director) we began to explore two directions:
Such a project needs not only the software and interface that CFDL could provide, but the means to output particular collections of words "vocabularies" that suit the needs of different approaches and textbooks used in beginners Hebrew classes. As it has been adapted for the project EXE (with a clever front end) allows this to happen.
We are currently entering enough data to demonstrate the site and concept in a couple of months time at SBL International.
A teacher can either sit down at his/her desk and tape their lecture or have their live classes taped, then have it available for digital download or web-streaming.Would not quite work here, very few of my students have anything faster than 56K dialup connections, but when the student is likely to be time shifting anyway (as Danny notes, though he seems to feel teachers will disapprove of this! Why?) there are other slower but less demanding means of transmission (like DVD and VHS).
There is a student in a whole other province who is taking an OT class here at Acadia. Every Monday he sits at his computer and watches a live webcast of the class lectures and discussion. Not only does he get to watch a live webcast from his home, but he is also linked through MSN messenger to a volunteer student in the class, so that if he has any questions or comments, he can type them in and have his volunteer partner ask them on his behalf.I cringe as I read this, and read on:
While I agree that just having the technology to do this is amazing I am somewhat put off by it, and other students are as well. Here are the reasons: 1) it takes an A/V technician every class to set up the camera and webcast, so the school is paying for this A/V person to be there. 2) It causes distraction on the rare occasion when the camera or computer malfunctions. 3) It is even more distracting when the teacher has to stop to change the batteries in his wireless microphone, etc. 4) when other students had something to say, they would have to speak really loudly for the camera to pick it up, or the teacher would have to repeat it. 5) The webcast has an 8 second delay, so whenever the distant student has a comment or question, it comes late. I can only imagine how much more frustrating it will be if the distant student is a slow typer or an opinionated and chatty person.Because it echoes too closely my own experience trying to include a distant student (via Skype) orally into an onsite tutorial. My conclusion from that experience, and from what Danny writes, is that one should not usually try to mix distant and onsite like this, but rather get onsite students to behave like distant students, as they do already with discussion forums and the like... So, for me no more Skype additions to an onsite tutorial, but perhaps another go at the chat session, for students wherever they are situated.
This sounds right, it fits (again all to well) what was wrong with my first attempt, and suggests ways for me to develop the idea before I try again!
clear scope: that is, if it is used not just to voice one's mood;
there should be, if not a moderator, at least a commonly held view of what the goals are, and of the topic being discussed; this requires of course organization.
And there should also be some clarity on roles and pre-requisites
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