1) Paul and other prisoners were being transported by sea to Italy when their ship encountered a violent storm.
2) During the two-week storm, the ship was damaged and food ran low. Paul urged the others not to lose hope, reminding them of a vision he had.
3) At dawn, they ran the ship aground on an island, and all 276 passengers and crew were able to reach land safely.
Chapel time january 2011 walking on the waterGeoff McLean
Christ Presbyterian Church Preschool Chapel time prepared and presented by Pastor Geoff McLean. January 2011
This Chapel Time focuses on the fact that Jesus is with us in the storms of life and that he can help us do anything.
Matthew 14:22-33
Mark 6:45-52
John 6:16-21
Chapel time january 2011 walking on the waterGeoff McLean
Christ Presbyterian Church Preschool Chapel time prepared and presented by Pastor Geoff McLean. January 2011
This Chapel Time focuses on the fact that Jesus is with us in the storms of life and that he can help us do anything.
Matthew 14:22-33
Mark 6:45-52
John 6:16-21
T h e O p e n B o a t1T h e O p e n B o a tNON.docxperryk1
T h e O p e n B o a t
1
T h e O p e n B o a t
NONE OF THEM KNEW THE COLOR OF THE SKY.
Their eyes glanced level, and remained upon the waves that swept
toward them. These waves were gray, except for the tops, which were
white, and all the men knew the colors of the sea. The line between
sky and water narrowed and widened, and fell and rose.
A man likes to take a bath in a bigger area than this boat could
provide. These waves were frightfully rapid and tall; and each boiling,
white top was a problem in the small boat.
The cook sat in the bottom, and looked with both eyes at the six
inches of boat which separated him from the ocean. He had bared his
fat arms as he worked to empty the water from the boat. Often he said,
“God! That was a bad one.” As he remarked it, he always looked toward
the east over the rough sea.
p
S t e p h e n C r a n e
The oiler, guiding with one of the two oars in the boat, sometimes
raised himself suddenly to keep away from the water that poured in. It
was a thin little oar, and it often seemed ready to break.
The correspondent, pulling at the other oar, watched the waves
and wondered why he was there.
The hurt captain, lying in the front, was feeling defeat and despair.
It was despair that comes, for a time at least, to even the bravest and most
enduring when the business fails, the army loses, the ship goes down.
The mind of the master of a vessel is rooted deep in her wood, whether
he commands for a day or many. And this captain had in his thoughts
the firm impression of a scene in the grays of dawn, with seven faces
turned down in the sea. And later the remains of the ship, washed by
waves, going low and lower and down. Thereafter there was something
strange in his voice. Although steady, it was deep with grief, and of a
quality beyond speech or tears.
“Keep her a little more south, Billie,” said he.
“A little more south, sir,” said the oiler in the back.
A seat in this boat was not unlike a seat upon a jumpy horse, and
a horse is not much smaller. The boat was much like an animal. As each
wave came, and she rose for it, she seemed like a horse leaping over a
high fence. The manner of her ride over these walls of water is a thing
of mystery. Each wave required a new leap, and a leap from the air. Then
jumping and slipping and racing and dropping down, she steadied for
the next threat.
A particular danger of the sea is the fact that after successfully get
ting through one wave, you discover that there is another behind it. The
next wave is just as nervously anxious and purposeful to overturn boats.
In a tenfoot boat one can get a good idea of the great force of the sea.
As each gray wall of water approached, it shut all else from the view of
the men in the boat. It was not difficult to imagine that this particular
wave was the final outburst of the ocean, the last effort of the deter
mined water.
The sun climbed steadily up the sky. The men k.
C o l u m b u s s D e s c r i p t i o n o f t h e D i s .docxjasoninnes20
C o l u m b u s ' s D e s c r i p t i o n o f t h e D i s c o v e r y o f A m e r i c a
( 1 4 9 2 )
The passage below is taken from a version of Columbus's journals edited by Bartolomeo de Las
Casas. As you read the passage, imagine the thrill of discovery that would have been experienced
by the sailors on board Columbus's ships. For them this was truly a venture into the unknown.
For many years Columbus's landing was judged to have been made on San Salvador (Watling
Island). A recent study retracing the voyage suggests that Columbus landed on the island of
Samana Cay, more than sixty miles to the southeast of San Salvador. Many scholars will not
agree with this new assertion, and the exact location of the island does not change the nature of
the reaction shown in this journal. If you wish to examine the new evidence, see the National
Geographic 170, no. 5 (November 1986): 566–605.
. . . the Admiral requested and admonished them to keep a sharp lookout at the castle of the bow,
and to look well for land, and said that he would give to him who first saw land a silk doublet,
besides the other rewards which the King and Queen had promised, namely and annual pension
of ten thousand maravedis to him who should see it first. Two hours after midnight, the land
appeared about two leagues off. They lowered all the sails, leaving only a storm square sail,
which is the mainsail without bonnets, and lay to until Friday when they reached a small island
of the Lucayos, called Guanahani by the natives. They soon saw people naked, and the Admiral
went on shore in the armed boat. . . . As soon as they had landed they saw trees of a brilliant
green abundance of water and fruits of various kinds. The Admiral called the two captains and
the rest who had come on shore . . . and he called them as witnesses to certify that he in the
presence of them all, was taking, as he in fact took possession of said island for the king and
Queen his masters, making the declarations that were required as they will be found more fully
in the attestations then taken down in writing. Soon after a large crowd of natives congregated
there. What follows are the Admiral's own words in his book on the first voyage and discovery
of these Indies.
"In order to win the friendship and affection of that people, and because I am convinced that
their conversion to our Holy Faith would be better promoted through love than through force; I
presented some of them with red caps and some strings of glass beads which they placed around
their necks, and with other trifles of insignificant worth that delighted them and by which we
have got a wonderful hold on their affections. They afterwards came to the boats of the vessels
swimming, bringing us parrots, cotton thread in balls, and spears, and many other things which
they bartered for others we gave them, as glass beads and little bells. . . . I saw but one very
young girl, all the rest being very young me ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. When it was decided that
we would sail for Italy,*
Paul and some other
prisoners were handed over
to a centurion named
Julius, who belonged to the
Imperial Regiment.
3. We boarded a ship from Adramyttium about
to sail for ports along the coast of the
province of Asia, and we put out to sea.
Aristarchus, a Macedonian from
4. The Fast = The Day of Atonement aka Yom Kippur,
Much time had been lost, and sailing had
usually in late September; Few sailed the
already become dangerous because by
Mediterranean Sea after Sept. 15 because the water
now it was after the Fast.**
was very rough and dangerous.
5. So Paul warned them,*
Men, I can see that
our voyage is going
to be disastrous and
bring great loss to
ship and cargo, and
to our own lives also.
6. Let’s keep
going!
But the centurion, instead of
listening* to what Paul said, followed
the advice of the pilot* and of the
7. Since the
harbor was
unsuitable to
winter in, the
majority
decided that we
should sail on,*
hoping to reach
*Phoenix and
winter there.
This was a
harbor in Crete,
facing both
southwest and
northwest.
8. When a gentle south wind began to
blow, they thought they had obtained
what they wanted; *so they weighed
anchor and sailed along the shore of
Crete.
9. Before very long, a
wind of hurricane
force, called the
“northeaster,”
swept down from
the island. The ship
was caught by the
storm and could not
head into the wind;
*so we gave way to
it and were driven
along.
10. As we passed to the lee of a small island
called *Cauda, we were hardly able to
make the lifeboat secure.*
11. When the men had hoisted it aboard,*
they passed ropes* under the ship itself to
hold it together.
12. Fearing that they would run aground on
the sandbars of Syrtis,* they lowered the
sea anchor* and let the ship be driven
13. We took such a
violent battering
from the storm that
the next day they
began to throw the
cargo overboard.
14. On the third day, they
threw the ship’s tackle
overboard with their
own hands.*
15. When neither *sun nor stars appeared for
many days* and the storm continued
raging, we finally gave up all hope of being
16. After the men had gone a long time without
food, Paul stood up before them and said:*
Men, you should
have taken my advice
not to sail from
Crete; then you
would have spared
yourselves this
damage and loss.
17. But now I urge you to keep up your
courage, because not one of you
will be lost; only the ship will be
destroyed.
18. Last night an angelDo not be afraid,
of the God
whose I am and whom I serve
Paul. You must
stood beside me stand trial before
and said,*
Caesar;* and God
has graciously given
you the lives of all
who sail with you.
19. So keep up your courage, men, for I
have faith in God that it will happen just
as he told me. Nevertheless, we must
run aground on some island.*
20. For the last fourteen days you have
Now Ione ofyou tosuspensesingle hair
Not urge you will lose a and have
been in constant take some food. You
need it hissurvive.*
from to head.*
gone without food—you haven’t eaten
anything.*
Just before dawn
Paul urged them
all to eat.*
21. After he said this, he took some bread*
and gave thanks to God in front of them
all. Then he broke it and began to eat.
*They were all encouraged and ate some
23. When they had eaten as much as they
wanted, they lightened the ship by throwing
the grain into the sea.
24. When daylight came, they did not recognize
the land, but they saw a bay with a sandy
beach, where they decided to run the ship
aground if they could.*
25. Cutting loose the anchors,* they left them in
the sea and at the same time untied the
ropes that held the rudders.* Then they
hoisted the foresail to the wind* and made
for the beach.*
26. But the ship struck a sandbar and ran
aground. The bow stuck fast and would not
move, and the stern was broken to pieces by
the pounding of the surf.
28. But the centurion wanted to spare Paul’s life
and kept them from carrying out their plan.
He ordered those who could swim to jump
overboard first and get to land.
29. The rest were to get there on planks or
on pieces of the ship. In this way
everyone reached land in safety.*