Rukous on Jumalan lahja meissä. Sen saa aikaan Jumala itse sanansa kautta. Me rukoilemme, mutta sen mukaan kuin Jumalan armo kauttamme vaikuttaa.
Isä meidän-rukous on täydellinen rukous.
Rukous on Jumalan lahja meissä. Sen saa aikaan Jumala itse sanansa kautta. Me rukoilemme, mutta sen mukaan kuin Jumalan armo kauttamme vaikuttaa.
Isä meidän-rukous on täydellinen rukous.
By the end of the lesson, learners will understand the concepts of 1st, 2nd, and 3rd normal form and practice designing databases according to those forms. Specifically, all will understand the different normal forms, most will design databases in each form, and some will convert databases between the normal forms. The document then provides examples and tasks for learners to practice normalizing databases.
The document discusses completing GUI work and Greenfoot tutorials for a lesson. It then explains the learning outcomes which are to create basic switch cases with correct syntax and some students creating detailed switch cases. It describes if statements and switch cases as selection constructs. An example if statement prints the name of a month is shown compared to a switch case that also prints the month name. Students are then tasked to write a switch case that outputs the year a student is in. Finally, an exam question on switch cases worth 4 marks is mentioned.
The document provides instructions for students to plan and create a viral advertisement video. It outlines the learning outcomes which are for students to create a plan for their viral ad, find and download assets, and consider sound and animations. Students are asked to create a viral ad for a future technology they previously explored and plan it using a provided document on the Jogle platform.
Systems software and applications packageslistergc
This document describes systems software and applications packages. It defines systems software as programs that control hardware operation including the operating system, utility programs, programming tools, and library programs. It provides examples of utility programs. It explains programming tools and library programs. It defines applications packages as programs consciously used by users to perform tasks. It provides examples of general purpose, specialist, and bespoke application software. Finally, it provides instructions for an assigned task to design a set of playing cards with computer system information.
The document discusses using spreadsheets to perform calculations and modeling. It provides instructions on tasks for students to complete a spreadsheet to calculate advertising costs using formulas, then produce a report showing how changing variables affects total costs. Students are expected to review their own work using comments in the spreadsheet to self-evaluate their learning.
By the end of the lesson, students will:
1) Learn the components of a basic graphical user interface.
2) Describe the differences between good and bad GUIs.
3) Some students will analyze existing GUIs and describe their positive and negative features.
The document provides learning outcomes and instructions for an assignment on designing and evaluating graphical user interfaces. Students are asked to complete a GUI template, explain their design choices, and provide peer feedback.
The document provides instructions for students to create a spreadsheet model that tracks advertising costs. It outlines the learning outcomes which are for students to create a formatted spreadsheet that models advertising costs with different data types. It then explains cell formats and provides an example task for students to create a spreadsheet that tracks the cost of printing different types of advertisements.
This document discusses creating a floor plan for a smart home. It provides learning outcomes, scenarios, success criteria, and instructions for students. The key points are:
- Students will design and annotate a floor plan for a bedroom or living room including at least 5 smart devices.
- The floor plan should be accurate, include detailed labels, and be neat and tidy.
- Serif Draw software will be used to create the floor plan. Adding comments explaining device placements provides an extra challenge.
- Students will review their work using Jogle, writing 2 positive comments and 1 area for improvement comment.
This document provides guidance for students on evaluating video projects. It includes:
1) A list of evaluation keywords for students to use like "assess", "evaluate", and "interpret".
2) Learning outcomes for the lesson around adding elements to videos and providing constructive peer feedback.
3) Examples of stronger and weaker feedback and how to improve feedback.
4) Instructions for students to peer review videos using evaluation keywords and suggestions.
5) A checklist for finishing their own video based on criteria.
6) A prompt for students to self-assess their learning progress.
The document provides instructions for students to plan and create a viral advertisement video. It outlines the learning outcomes which are for students to create a plan for their viral ad, find and download assets, and consider sound and animations. Students will choose between advertising flexible mobile phones, movement sensing TVs, or gaming goggles. They are directed to complete a planning document and self-evaluate their work.
The document provides instructions for students to create a spreadsheet model that tracks the costs of various advertising methods. It outlines the learning outcomes which are for students to create a formatted spreadsheet that models advertising costs and includes cell formatting. It then explains the importance of using proper data types in cells and provides examples. Students are instructed to create a spreadsheet tracking the costs to print and distribute 5 different advertising items.
The document discusses online marketing and advertising. It outlines three learning outcomes: explaining how a school uses electronic advertising, identifying benefits and limitations of online marketing inside and outside of school, and exploring the impact of online marketing for a real company. It then provides tasks and activities for students to research different ways a school uses online advertising, organize forms of advertising in a "diamond" structure, and explain details of three advertising methods.
This document defines and compares serial and parallel transmission methods. It describes where each method is used and how distance affects data transmission. Key terms like baud, bit rate, bandwidth, and latency are defined. Baud refers to the rate of signal changes, while bit rate is the number of bits sent per second. Bandwidth measures transmission speed and is related to bit rate. Latency refers to the delay between sending and receiving a message.
The document discusses two viral advertisements that students will analyze. It states that the goal of the lesson is for students to identify the purpose of viral ads, describe good and bad features of two ads, and explain how the ads meet their purposes. Students are instructed to complete a worksheet evaluating the first ad and an evaluation form for the second ad. The document concludes by asking students to describe good viral ads using five adjectives.
The document outlines a 30 minute lesson on networking basics that will include:
1) Explaining the advantages of networks over stand-alone computers.
2) Describing the hardware needed to create a network.
3) Comparing and contrasting different types of networks and suggesting suitable ones for different groups.
The students will then create a presentation covering the advantages, disadvantages, hardware requirements, and diagrams for three main types of networks.
The document discusses operating systems, including their purpose and types. The main purposes of an operating system are to manage memory, files, processor time, input/output, interrupts, errors, and the human/computer interface. The types of operating systems discussed are batch, real-time, single-user, multi-user, multi-tasking, and distributed systems. The document provides learning outcomes and success criteria for understanding operating systems.
This document provides an overview and introduction to reseller hosting and the first 1,000 clients. It discusses features including WHM/cPanel, WHMCS billing and support software, and SSL certificates. It also includes information about the author's experience in starting and growing web hosting businesses. The document is intended to guide newcomers on how to start and manage their first 1,000 clients using an inexpensive reseller hosting account.
This document discusses the difference between input and output devices and provides learning outcomes for a lesson. It defines input as data entered into a computer and output as information presented by a computer. Input devices allow users to enter data, while output devices show what the computer has done. Students will understand the difference between input and output, identify different devices, and describe the purpose of devices. The document instructs students to complete tasks identifying common input/output devices and reflecting on their understanding.
The document discusses learning outcomes for a lesson on pseudo code and flow charts. By the end of the lesson, all students will understand the purpose of pseudo code and flow charts, most students will be able to write pseudo code and translate others' work, and some students will write advanced pseudo code with complicated functions. Examples of a flow chart for making tea and pseudo code for a grade checker and board game move are provided. Pseudo code is explained as writing the steps of a program in plain English to help structure coding.
By the end of the lesson, learners will understand the concepts of 1st, 2nd, and 3rd normal form and practice designing databases according to those forms. Specifically, all will understand the different normal forms, most will design databases in each form, and some will convert databases between the normal forms. The document then provides examples and tasks for learners to practice normalizing databases.
The document discusses completing GUI work and Greenfoot tutorials for a lesson. It then explains the learning outcomes which are to create basic switch cases with correct syntax and some students creating detailed switch cases. It describes if statements and switch cases as selection constructs. An example if statement prints the name of a month is shown compared to a switch case that also prints the month name. Students are then tasked to write a switch case that outputs the year a student is in. Finally, an exam question on switch cases worth 4 marks is mentioned.
The document provides instructions for students to plan and create a viral advertisement video. It outlines the learning outcomes which are for students to create a plan for their viral ad, find and download assets, and consider sound and animations. Students are asked to create a viral ad for a future technology they previously explored and plan it using a provided document on the Jogle platform.
Systems software and applications packageslistergc
This document describes systems software and applications packages. It defines systems software as programs that control hardware operation including the operating system, utility programs, programming tools, and library programs. It provides examples of utility programs. It explains programming tools and library programs. It defines applications packages as programs consciously used by users to perform tasks. It provides examples of general purpose, specialist, and bespoke application software. Finally, it provides instructions for an assigned task to design a set of playing cards with computer system information.
The document discusses using spreadsheets to perform calculations and modeling. It provides instructions on tasks for students to complete a spreadsheet to calculate advertising costs using formulas, then produce a report showing how changing variables affects total costs. Students are expected to review their own work using comments in the spreadsheet to self-evaluate their learning.
By the end of the lesson, students will:
1) Learn the components of a basic graphical user interface.
2) Describe the differences between good and bad GUIs.
3) Some students will analyze existing GUIs and describe their positive and negative features.
The document provides learning outcomes and instructions for an assignment on designing and evaluating graphical user interfaces. Students are asked to complete a GUI template, explain their design choices, and provide peer feedback.
The document provides instructions for students to create a spreadsheet model that tracks advertising costs. It outlines the learning outcomes which are for students to create a formatted spreadsheet that models advertising costs with different data types. It then explains cell formats and provides an example task for students to create a spreadsheet that tracks the cost of printing different types of advertisements.
This document discusses creating a floor plan for a smart home. It provides learning outcomes, scenarios, success criteria, and instructions for students. The key points are:
- Students will design and annotate a floor plan for a bedroom or living room including at least 5 smart devices.
- The floor plan should be accurate, include detailed labels, and be neat and tidy.
- Serif Draw software will be used to create the floor plan. Adding comments explaining device placements provides an extra challenge.
- Students will review their work using Jogle, writing 2 positive comments and 1 area for improvement comment.
This document provides guidance for students on evaluating video projects. It includes:
1) A list of evaluation keywords for students to use like "assess", "evaluate", and "interpret".
2) Learning outcomes for the lesson around adding elements to videos and providing constructive peer feedback.
3) Examples of stronger and weaker feedback and how to improve feedback.
4) Instructions for students to peer review videos using evaluation keywords and suggestions.
5) A checklist for finishing their own video based on criteria.
6) A prompt for students to self-assess their learning progress.
The document provides instructions for students to plan and create a viral advertisement video. It outlines the learning outcomes which are for students to create a plan for their viral ad, find and download assets, and consider sound and animations. Students will choose between advertising flexible mobile phones, movement sensing TVs, or gaming goggles. They are directed to complete a planning document and self-evaluate their work.
The document provides instructions for students to create a spreadsheet model that tracks the costs of various advertising methods. It outlines the learning outcomes which are for students to create a formatted spreadsheet that models advertising costs and includes cell formatting. It then explains the importance of using proper data types in cells and provides examples. Students are instructed to create a spreadsheet tracking the costs to print and distribute 5 different advertising items.
The document discusses online marketing and advertising. It outlines three learning outcomes: explaining how a school uses electronic advertising, identifying benefits and limitations of online marketing inside and outside of school, and exploring the impact of online marketing for a real company. It then provides tasks and activities for students to research different ways a school uses online advertising, organize forms of advertising in a "diamond" structure, and explain details of three advertising methods.
This document defines and compares serial and parallel transmission methods. It describes where each method is used and how distance affects data transmission. Key terms like baud, bit rate, bandwidth, and latency are defined. Baud refers to the rate of signal changes, while bit rate is the number of bits sent per second. Bandwidth measures transmission speed and is related to bit rate. Latency refers to the delay between sending and receiving a message.
The document discusses two viral advertisements that students will analyze. It states that the goal of the lesson is for students to identify the purpose of viral ads, describe good and bad features of two ads, and explain how the ads meet their purposes. Students are instructed to complete a worksheet evaluating the first ad and an evaluation form for the second ad. The document concludes by asking students to describe good viral ads using five adjectives.
The document outlines a 30 minute lesson on networking basics that will include:
1) Explaining the advantages of networks over stand-alone computers.
2) Describing the hardware needed to create a network.
3) Comparing and contrasting different types of networks and suggesting suitable ones for different groups.
The students will then create a presentation covering the advantages, disadvantages, hardware requirements, and diagrams for three main types of networks.
The document discusses operating systems, including their purpose and types. The main purposes of an operating system are to manage memory, files, processor time, input/output, interrupts, errors, and the human/computer interface. The types of operating systems discussed are batch, real-time, single-user, multi-user, multi-tasking, and distributed systems. The document provides learning outcomes and success criteria for understanding operating systems.
This document provides an overview and introduction to reseller hosting and the first 1,000 clients. It discusses features including WHM/cPanel, WHMCS billing and support software, and SSL certificates. It also includes information about the author's experience in starting and growing web hosting businesses. The document is intended to guide newcomers on how to start and manage their first 1,000 clients using an inexpensive reseller hosting account.
This document discusses the difference between input and output devices and provides learning outcomes for a lesson. It defines input as data entered into a computer and output as information presented by a computer. Input devices allow users to enter data, while output devices show what the computer has done. Students will understand the difference between input and output, identify different devices, and describe the purpose of devices. The document instructs students to complete tasks identifying common input/output devices and reflecting on their understanding.
The document discusses learning outcomes for a lesson on pseudo code and flow charts. By the end of the lesson, all students will understand the purpose of pseudo code and flow charts, most students will be able to write pseudo code and translate others' work, and some students will write advanced pseudo code with complicated functions. Examples of a flow chart for making tea and pseudo code for a grade checker and board game move are provided. Pseudo code is explained as writing the steps of a program in plain English to help structure coding.
The Epistle of Jude is the penultimate book of the New Testament as well as the Christian Bible. It is traditionally attributed to Jude, brother of James the Just, and thus possibly a brother of Jesus as well. Jude is a short epistle written in Koine Greek.
This Epistle has been highly esteemed by several learned men of the church of Rome and others. The Quakers have printed a translation and plead for it, as the reader may see, by consulting Poole's Annotations on Col. vi. 16. Sixtus Senensis mentions two MSS., the one in the Sorbonne Library at Paris, which is a very ancient copy, and the other in the Library of Joannes a Viridario, at Padua, which he transcribed and published, and which is the authority for the following translation. There is a very old translation of this Epistle in the British Museum, among the Harleian MSS., Cod. 1212.
The Epistle of Ignatius to the Philadelphians is an epistle attributed to Ignatius of Antioch, a second-century bishop of Antioch, and addressed to the church in Philadelphia of Asia Minor. It was written during Ignatius' transport from Antioch to his execution in Rome.
Finnish - The Epistle of Ignatius to the Philadelphians.pdf
Leipis 14.10.2012
1. LEIPÄSUNNUNTAI 14.10.2012
Usko ja epäusko
Liturgi : Juhani Koivisto
Saarna: Juhani Koivisto
Musiikki: Kerttu Pentikäinen
Isäntä: Tomi Jurvanen
Suntio: Ilkka Pitkänen
Pyhäkoulu: Pia Aitto-Oja
Junnuraamis: Hanna Kankaala, Sini-
Sofia Savola
Kahvit: Kaija Olkkonen
2. Jeesus meidät tänään kohtaa
2/2
Jeesus meidät tänään kohtaa,
Apuaan Hän tarjoaa.
Yhteen Hän nyt kaikki johtaa,
rauhaa toivottaa.
Kaupunkiin ja pieniin kyliin
Hän tuo uutta elämää.
Lapsiaan Hän kutsuu syliin.
Yksin emme jää.
3. Jeesus meidät tänään kohtaa
3/2
Jeesus, ilosi suo meitä koskettaa.
Saavu kansasi luo, lahjojasi jaa.
4. Jeesus meidät tänään kohtaa
4/2
Heikot olallaan Hän kantaa,
kätensä Hän tarjoaa.
Hän ei pelkää kuumaa santaa,
jään Hän sulattaa.
Kaikki kansat riemuisasti
luoksensa Hän kokoaa.
Idästä on länteen asti
Hänen koko maa.
5. Jeesus meidät tänään kohtaa
5/2
Jeesus, ilosi suo meitä koskettaa.
Saavu kansasi luo, lahjojasi jaa.
6. Jeesus meidät tänään kohtaa
6/2
Pelon pois Hän vie ja vihan.
Hän saa kivet laulamaan.
Jeesus löytää joka pihan,
kadun, peltomaan.
Jeesus saapuu joka taloon.
Hän tuo ilon sydämiin.
Jumalamme suureen valoon
kaikki kutsuttiin.
7. Jeesus meidät tänään kohtaa
7/2
Jeesus, ilosi suo meitä koskettaa.
Saavu kansasi luo, lahjojasi jaa.
8. Virsi 130
8/3
Jumala, Isä taivaassa,
nyt ylistämme sinua.
Laupeutesi130
Virsi pohjaton
voimana meillä aina on,
aina on.
9. Virsi 130
9/3
Jumalan Poika, ihminen,
tie näytä armon, totuuden.
Kirkasta, Kristus, sanasi,
ristisi uhri, voittosi,
voittosi.
10. Virsi 130
10/3
Oi Pyhä Henki, lohduta
ja meitä neuvo, johdata.
Jumala kolmiyhteinen,
turvaksi tule kaikkien,
kaikkien.
11. VANHAN TESTAMENTIN LUKUKAPPALE
4. Moos. 21: 4-9
Kiertääkseen Edomin maan israelilaiset lähtivät Horinvuoren
luota Kaislamerelle vievää reittiä. Matkalla kansa kävi
kärsimättömäksi ja alkoi puhua Jumalaa ja Moosesta vastaan:
"Miksi te toitte meidät pois Egyptistä tänne autiomaahan
kuolemaan? Täällä ei ole leipää eikä vettä. Aina vain tätä samaa
kurjaa ruokaa!" Silloin Herra lähetti kansan kimppuun
myrkkykäärmeitä, ja niiden puremiin kuoli suuri joukko
israelilaisia. Kansa tuli Mooseksen luo sanomaan: "Me teimme
synnin, kun puhuimme Herraa ja sinua vastaan. Rukoile Herraa,
että hän ottaisi nämä käärmeet pois meitä ahdistamasta." Mooses
rukoili kansan puolesta, ja Herra sanoi Moosekselle: "Tee
käärmeen kuva ja pane se tangon päähän. Jokainen pureman
saanut, joka katsoo siihen, jää eloon." Mooses teki pronssista
käärmeen ja pani sen tangon päähän. Kun ne, joita käärmeet
olivat purreet, katsoivat pronssikäärmettä, he jäivät eloon.
12. UUDEN TESTAMENTIN LUKUKAPPALE
Kol. 1: 19-23
Jumala näki hyväksi
antaa kaiken täyteyden asua hänessä
sekä hänen välityksellään tehdä sovinnon ja hänen ristinsä verellä
vahvistaa rauhan kaiken kanssa, mitä on maan päällä ja taivaissa.
Tekin olitte ennen Jumalasta vieraantuneita ja häntä kohtaan vihamielisiä,
kun elitte pahojen tekojenne vallassa. Mutta nyt hän on tehnyt teidän
kanssanne sovinnon, kun Kristus omassa ruumiissaan kärsi kuoleman
asettaakseen teidät pyhinä, nuhteettomina ja moitteettomina Jumalan
eteen. Teidän on vain pysyttävä lujina uskon perustalla, horjahtamatta
pois siitä toivosta, jonka teidän kuulemanne evankeliumi antaa. Tämä
evankeliumi on julistettu kaikille luoduille taivaan alla, ja minusta,
Paavalista, on tullut sen palvelija.
14. Virsi 289
14/3
Vain sinä tunnet minut,
Vapahtaja,
ja Virsilääkkeen
tiedät 289
kaikkiin haavoihin.
Jos luoksesi en pääse voittajana,
saan tappioni tuoda kuitenkin.
15. Virsi 289
15/3
Jos en voi suoraan
Isän syliin juosta
ja uskon varmuudesta riemuita,
saan ahdistuksen yössä
sinuun luottaa
ja ääneen huutaa: Herra, armahda!
16. Virsi 289
16/3
Jos en voi katsettani
sinuun nostaa
ja lapsen lailla
jäädä turviisi,
saan katumuksen,
tuskan alta pyytää:
Nyt minuun tartu, Vapahtajani!
17. EVANKELIUMI
Joh. 7:40-52
Jeesuksen sanat kuultuaan jotkut väkijoukosta sanoivat: "Tämän täytyy
olla se profeetta." Toiset sanoivat: "Hän on Messias." Mutta toiset
epäilivät: "Ei kai Messias Galileasta tule! Kirjoituksissahan sanotaan, että
Messias on Daavidin jälkeläinen ja tulee Betlehemistä, Daavidin
kotikaupungista." Näin ihmiset alkoivat kiistellä hänestä. Muutamat
halusivat ottaa hänet kiinni, mutta kukaan ei kuitenkaan käynyt häneen
käsiksi.
Jeesusta pidättämään lähetetyt miehet palasivat ylipappien ja fariseusten
luo, ja nämä kysyivät: "Miksi ette tuoneet häntä?" Miehet vastasivat:
"Yksikään ihminen ei ikinä ole puhunut sillä tavoin kuin hän." Silloin
fariseukset sanoivat: "Oletteko tekin antaneet eksyttää itsenne? Onko
kukaan hallitusmies uskonut häneen? Tai yksikään fariseus? Tuo rahvas
ei tiedä laista mitään -- kirottuja kaikki!" Silloin Nikodemos, joka itse oli
fariseus ja oli aiemmin käynyt tapaamassa Jeesusta, sanoi: "Eihän
meidän lakimme mukaan ketään voi tuomita, ennen kuin on kuultu häntä
ja otettu selville, mitä hän on tehnyt." Mutta toiset sanoivat hänelle:
"Taidat olla itsekin Galileasta. Tutki kirjoituksia, niin opit, ettei Galileasta
tule profeettaa."
18. Minä uskon Jumalaan, Isään, Kaikkivaltiaaseen,
taivaan ja maan Luojaan,
ja Jeesukseen Kristukseen,
Jumalan ainoaan Poikaan, meidän Herraamme,
joka sikisi Pyhästä Hengestä,
syntyi neitsyt Mariasta,
kärsi Pontius Pilatuksen aikana, ristiinnaulittiin,
kuoli ja haudattiin, astui alas tuonelaan,
nousi kolmantena päivänä kuolleista,
astui ylös taivaisiin, istuu Jumalan, Isän,
Kaikkivaltiaan, oikealla puolella
ja on sieltä tuleva tuomitsemaan eläviä ja kuolleita,
ja Pyhään Henkeen, pyhän, yhteisen seurakunnan,
pyhäin yhteyden, syntien anteeksiantamisen,
ruumiin ylösnousemisen ja iankaikkisen elämän.
20. Virsi 425 20/4
Soi kiitosvirsi kerran
kedolla paimenten.
Me kunniaksi Herran
myös saamme laulaa sen.
Virsi 425
Jo loistaa kirkkaus.
Siis Betlehemin lasta,
kansasi kuningasta,
nyt muista, Israel.
21. Virsi 425 21/4
Seimestä Golgatalle
hän kulki, laupias.
Hän uupui ristin alle,
siunattu Messias.
Lain kaiken täytti hän.
Siis hänen armoansa
ja ristinuhriansa
nyt muista, Israel.
22. Virsi 425 22/4
Hän, Juudan jalopeura,
on saanut kunnian,
ja ystäväinsä seura
sai voitonsanoman.
Se kaikuu maailmaan.
Siis neuvonantajaasi,
Herraasi, Jumalaasi,
nyt kuule, Israel.
23. Virsi 425 23/4
Hän käsivarrellansa
ihmeitä aikaan saa.
Hän nostaa valtikkansa
ja portit aukeaa.
Ja juhlaan Siionin
nyt itkumuuriltasi
luo vapauttajasi
käy iloon, Israel!
24. Virsi 134
24/4
Pyhä, Pyhä, Pyhä!
Suuri Jumalamme,
aamun tullen sinulle
Virsi 134
me tuomme kiitoksen.
Pyhä, Pyhä, Pyhä,
armon antajamme,
laupias Herra kolmiyhteinen!
25. Virsi 134
25/4
Pyhä, Pyhä, Pyhä!
Autuaat ne kantaa
kultakruunut eteen
Herran valtaistuimen.
Enkeleiden kuoro
kiitoksensa antaa,
herrojen Herra iankaikkinen.
26. Virsi 134
26/4
Pyhä, Pyhä, Pyhä!
Kirkkautes loistaa,
vaikka silmä syntisen
ei näe kunniaas.
Pyhä olet yksin,
vertaistas ei toista,
rakkaus, voima kaikkivaltias.
27. Virsi 134
27/4
Pyhä, Pyhä, Pyhä!
Kiitoslaulu suuri kaikuu
halki taivaan,
maan ja merten äärien.
Pyhä, Pyhä, Pyhä,
armon vahva muuri,
oi Jumalamme kolmiyhteinen!
28. Jumalan Karitsa
28/1
:,: Oi, Jumalan Karitsa,
joka pois otat maailman synnin,
armahda meitä, armahda meitä :,:
Jumalan Karitsa
Oi, Jumalan Karitsa,
joka pois otat maailman synnin,
anna meille rauhasi ja siunauksesi.
29. Virsi 227
1/3
Ylistys olkoon aina Isällemme,
kiitos soikoon Pojallensa.
Hän kattaa armopöydän
keskellemme,
siihen kutsuu vieraiksensa.
Oi Herra, armahda!
Herra, kallis ruumiis, veresi
tulkoon aina sielun ruoaksi.
Meitä surun laaksossa
vahvista ja lohduta.
Oi Herra, armahda!
30. Virsi 227
2/3
Itsesi, Jeesus, puolestamme annoit,
uhrisi suot voimaksemme.
Elämän leivän meille tässä kannoit
kuolemaasi muistaaksemme.
Oi Herra, armahda!
Herra, kannoit syntikuormamme
rakkaudessasi ristille,
siinä meidät lunastit,
Isän kanssa sovitit.
Oi Herra, armahda!
31. Virsi 227
3/3
Vahvista, Herra, ehtoollisellasi
uskoamme, toivoamme,
niin että, Jeesus, aina turvissasi
toisiamme rakastamme.
Oi Herra, armahda!
Anna Pyhän Hengen johdattaa,
meitä rauhan tietä kuljettaa,
että kristikuntasi
kunniaasi pääsisi.
Oi Herra, armahda!
32. Virsi 225
32/8
Jeesus, luona armopöydän,
sinut löydän,
Virsi 225
siinä mulla kyllin on.
Siellä armo, rauha, ilo,
siellä elo,
sieltä löydän ravinnon.
33. Virsi 225
33/8
Siitä vuotaa lohdutusta,
virvoitusta,
jota sielu tarvitsee.
Siitä kasvaa usko, tieto,
voima, taito,
joka mielen hallitsee.
34. Virsi 225
34/8
Armon pöytä, Jeesus rakas,
olet paras,
elämäni kuolosi.
Haavasi on auki mulle,
vaivatulle,
voimani kun raukeni.
35. Virsi 225
35/8
Matkalla on ruokanani,
juomanani
ruumiisi ja veresi.
Hengen nälkä kasvaa yhä,
Herra pyhä,
antimista pöytäsi.
36. Virsi 225
36/8
Tätä ruokaa syödessäni,
juodessani
orjan mieli katoaa.
Tämän riemun rikkaudessa,
runsaudessa
oma puku putoaa.
37. Virsi 225
37/8
Tässä näyttää tahraiselta,
saastaiselta
kaikki oma hurskaus.
Kristuksesta loistaa vastaan
ainoastaan
Isän suuri rakkaus.
38. Virsi 225
38/8
Mieltäni se liikuttakoon,
opettakoon
armon Herraa kiittämään.
Sieluni se sulattakoon,
taivuttakoon
Jeesukseeni tyytymään.
39. Virsi 225
39/8
Kirkkaus ja voitto, valta
kaikkialta
olkoon yksin Kristuksen.
Maa ja taivas luotuinensa
Herrallensa
riemuin tuokoon kiitoksen!
40. Virsi 329
Kiitos nyt Herran!
Hän korkein on kuninkahamme.
Pyhänä soikohon
nimensä veisatessamme.
Oi kristityt,
hartaalla mielellä nyt
soikohon hallelujamme!
41. Virsi 329
Kiitos nyt Herran!
Hän kaiken on alku ja luoja.
Siipeinsä varjossa
meillä on turva ja suoja.
Huomaatko sen,
kuinka on uskollinen
armon ja autuuden tuoja?
42. Virsi 329
Kiitos nyt Herran!
Hän elämän meille on luonut.
Hän terveen ruumiin ja
mielen on lahjaksi suonut,
myös sairaille,
kaikille särkyneille
turvan on sanassaan tuonut.
43. Virsi 329
Kiitos nyt Herran!
Hän siunaten töitämme johtaa
antaen armonsa
auringon päällemme hohtaa.
Muistakaa vaan
nyt hänen rakkauttaan
meitäkin, lapsiaan, kohtaan.
44. Virsi 329
Kiitos nyt Herran,
kun nimeensä luottaa me saamme,
eläissä, kuollessa
turvata Vapahtajaamme.
Jeesus hän on,
hänelle kaikukohon
kiitos ja kunnia! Aamen.