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Why should you invest in top quality Windows registry cleaner tools? Because it will give your PC new life. So lets start at the beginning: What is Window’s Registry? Learn how to view Browsing History. Also see how to clear, delete Browsing History, Cookies, Data, Temporary Internet Files, Cache, etc, in Edge browser. Windows Explorer thinks the file you're trying to delete is still open, but it's not? Locked files are a common problem. Fortunately, it's easily solved in most cases. File path too long to delete? The solution is not so simple to find and open all apps folder or delete APP folders in Windows 10! You need System access and admin privileges for this!!
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Adventist Youth Program Ideas. This page aims to ideas for our AY Programs. We aim to collect program ideas that are. Email or Phone: Password: Forgot account? Youth Ministry Christmas Ideas Featuring ! Click Here. The First Christmas. A guest post from Grahame. Part of a Christmas series of youth activities and talks, . The thoughts and feelings of the main characters are brought to life through the group discussion, role play and interviews. Read the story in a modern version of the bible. The texts are Luke 1: 2. Luke 2: 1- 2. 0, Matthew 1: 1. Matthew 2: 1- 1. 8. If necessary, explain any unusual words in the story. Engage the young people with an interactive reading including narrator(s), angel(s), wise men, King Herod, King Herod’s adviser’s and shepherds. Have Bibles available for the group discussion or print the passages on a worksheet. Divide the young people into small groups of 4 to discuss the reactions of one of the main characters in the story. Give a character or character . What were their immediate reactions or feelings? How did these change as they were told and understood more? Why did they do this and what did it show? After a time of discussion the reactions can be shared with the rest of the group by; Role play of different scenes. Explore Jenny Weeks Lowe's board 'Church Program Ideas for Christmas' on Pinterest, the world's catalog of ideas. Insight resources for christian youth ministry and leadership Home. Posted by Grahame Knox in Christmas ideas and talks . Two Christmas icebreakers and a youth talk on giving gifts and God's greatest gift in. Creative Christian Ideas » Books, Youth programs. Creative Christian Ideas focuses on the weekly youth gathering (some call the meeting. 9 CHRISTMAS PROGRAMMING IDEAS. Categories: Think & Use. This is a roundup of some of our previously published Christmas games, mixers, and ideas. A hat trick is a group of three or. Writing a short piece in the form of a newspaper report (for the . What is our reaction to the story of the first Christmas? How do we respond to the birth of Jesus? Just an annual celebration? An opportunity to get that games console? The birth of a world religion? God demonstrating his love for mankind? God showing his love for me? Background leader notes: The story of the first Christmas is recorded in two gospels of Matthew and Luke which were both written around 6. AD. Matthew is generally considered to be the same Matthew who was a disciple (and ex- tax collector) who lived and worked with Jesus throughout the three years of his public ministry. As a Jew, writing for a Jewish audience, he was concerned with explaining the significant events which took place to fulfil the prophesies recorded in the Jewish scriptures, which we now call the Old Testament. 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For too long you’ve long been sitting there with your simple little scientific calculator, marvelling at how quickly your classmates can solve problems with their fancy TI- 8. You know that it’s time you make the plunge and spend some money on a new calculator, but you’re not sure where to start. There are so many graphing calculators out there. How can you possibly choose? Look no further – our guide will help you make the right choice, and you’ll see your marks improving in no time. Math, physics, chemistry, calculus, statistics, econ – no matter the subject – a graphing calculator will help you improve your grades. Benefits of using a graphing calculator vs. This is extremely helpful when working with linear, quadratic, and polynomial functions, among many, many others. It allows you to graph lines, parabolas, cubic functions, and calculate the points of intersection. Second, the nature of the visual input allows you to intuitively manipulate algebraic equations through the clever use of brackets and stored answers (from previous lines of work). This is extremely useful when working with precise numbers involving many digits and scientific notation (think mole calculations in chemistry or force of gravity calculations in physics). Third, the ability to use and edit programs. There are countless programs, particularly within the Texas Instruments community, that will simply make your life easier. And yes, there are games available – but as a teacher, I cannot vouch for their use in improving your grades. Regular . A scientific calculator is one that contains a little bit more than the usual operations ( ), such as the trigonometric functions, sine, cosine, and tangent (SIN, COS, TAN), their related inverse functions, logarithmic operators, and the natural logarithm with its inverse . These are essential capabilities for any student taking high school math or science beyond grade 9 or 1. Without even tapping into their graphing capabilities yet, it is important to realize that graphing calculators offer a large advantage over regular scientific calculators. The nature of their display allows for a much more intuitive flow of work. Students are able to see each line that was completed, and can actually copy and paste values of calculations from previous lines of work. This becomes extremely valuable in many applications of difficult math problems, not to mention physics, math, engineering, statistics and even some branches of biology. When problems require multiple steps and a variety of numbers that are very large, very small and/or contain many decimal values, storing answers becomes an essential skill. Learning how your Graphing Calculator Works. The sooner that students become comfortable with the functions and capabilities of their visual display, the easier it will be to solve complex problems in an efficient manner. This type of efficiency is often the difference between an A and a B on a difficult test with a time limit. Understanding the nuances of your own calculator is extremely valuable and often overlooked. Many students think that all calculators are the same, and have no problem borrowing one for a test. Our experience as teachers shows us that this is simply not the case. A calculator is an extension of your brain, in some respects, and requires that you are comfortable with the its work flow and required sequencing of using functions, brackets, and operations. Each calculator is unique, and it’s important to find the one that is right for you. Graphing Capabilities. Of course, it is the graphing capabilities that most students want to make use of when they are first using a graphing calculator. Students are usually quite amazed at how easily they can graph a function, and wonder why nobody showed them this sooner! The reality is that students first need a solid understanding in the paper- and- pencil art of graphing before taking the plunge into a graphing calculator. Through the use of algebra equations, tables of values of ordered coordinate pairs, and plotting on the Cartesian coordinate plane, students develop a deeper understanding of what it actually means to plot the graph of a function. The primary function when it comes to graphing calculators is the ability to input a function and have its graph appear in a manner of seconds. There are countless features available to analyze and manipulate the graph. The most commonly used are: Finding x- intercepts (also known as zeros or roots) of an equation. Calculating the maximum or minimum value of a function (which helps to find the vertex of a parabola, for example)Locating the y- intercept, either by using the TRACE feature (a cursor that can be moved with arrow keys) or by inspecting an automatically generated table of values (TABLE key)Graphing makes word problems make sense. Most application problems (you know, those dreaded word problems about trains, planes, projectiles, maximizing revenue, finding the normal force or coefficient of friction) in algebra classes can be more easily solved and understood when graphed. Graphing the equations you are trying to solve gives you a visual representation of the functions, and allows you to see what exactly it is you’re solving for. The majority of us are primarily visual learners, and a graphing calculator greatly adds to the learning process. What to look for in a graphing calculator. It has to work for you. There are varying levels of power, sophistication and capabilities in graphing calculators, and it’s important to choose the one that’s right for you. For the high school student who just got comfortable using a regular scientific calculator last year, it is best to start with a more basic model, such as a TI- 8. TI- 8. 4. Both are quite user- friendly, with large easy- to- read buttons and excellent display of numbers, functions, and parentheses (or brackets). The 2nd (and 3rd) functions. Every graphing calculator (and most scientific calculators) will have a 2nd or SHIFT button that allows you to toggle each button’s other function. For example, the SIN button also contains SIN- 1, which is the inverse of the regular trigonometric function. It is used to find the value of the angle when you already know the ratio. Many calculators have so many extra functions mapped onto the keys that it can become cluttered, difficult to read, and overwhelming. If you look at a calculator and don’t understand what the majority of the keys mean, try looking at a different model. For most purposes, at the high school level you don’t really need all the 3- D graphing capabilities that the higher end models offer. It is more cost effective and probably better for the learning process, to simply stick with the tried, tested and true models that students have been using for years. What is it capable of graphing? Be sure that the calculator you choose is able to do what you need it to. If you’re planning on going on in mathematics, science, or business, it is certainly worthwhile to consider a higher end model that you will eventually . There are many incredibly powerful things that the latest models of graphing calculators are capable of doing. Some are more tailored towards graphing inputted data for statistics courses, while others are designed with algebra and calculus students in mind. Does it allow for downloading apps and programs? Believe it or not, there is a thriving community of people creating apps for graphing calculators, and they’ve been doing it for far longer than i. Phone or Android developers. There are countless apps available for the TI brand of calculators, for all variety of subjects and courses. They can usually be found for free on the texas- instruments website or even directly on developer sites. Many TI app websites exist. The Value of a Good Quadratic Solver App. At the high school level, having a good quadratic solver app is invaluable. Once students understand the graph of a parabola and how the a, b, c values affect its shape and intercepts, they usually learn how to use the quadratic formula equation. It is a tedious and time- consuming process that eventually results in determining the x- intercepts or roots of the quadratic equation. Some students who struggle with arithmetic can complete perhaps 2 or 3 problems in 1. With a quadratic solver app, the roots are solved instantly and we are also offered a graph of the equation, its vertex, maximum or minimum value, and a variety of other characteristics commonly tested in high schools around the world. Students should of course know how to find the values by hand, and the calculator simply comes in handy as a tool to check answers and confirm understanding. Through carefully structured lessons and problems, teachers can make use of quadratic solver apps to further students’ understandings of the material. Is it really worth spending over $1. Parents ask me this all the time, and my answer is always YES. There are a variety of reasons that begin with but are not limited to: How much do you already spend on tuition, laptops, binders, books, clothes, phones and tablets in the back- to- school season? Surely a standalone device that is designed to help calculate and solve problems is a worthwhile investment. The calculator is a device that can’t be used to . When a student is using it, they are almost certainly being productive. It actually is at least five or six times . First of all, it allows you to graph, which is really the basis of much of high school algebra and calculus. Secondly, the ability to review previous lines of calculation and use the values in later lines is not only convenient and helpful, but also a good tool for learning from. Students make better sense of the order of operations by typing in their equations line- by- line rather than number- by- number. Robot Check. Enter the characters you see below. Sorry, we just need to make sure you're not a robot. For best results, please make sure your browser is accepting cookies. A new edition of the Epic of Gilgamesh . Foster Reviewed work(s): The Babylonian Gilgamesh Epic: Introduction, Critical Edition and Cuneiform Texts by A. George's new edition of the Epic of Gilgamesh is in every respect worthy of its great subject. No other work of Mesopotamian literature has attracted as much scholarly and non- scholarly interest.
Reviews of the The 'Epic of Gilgamesh' Thus far about the guide we've The 'Epic of Gilgamesh' suggestions people are yet to still left their own report on the action, or otherwise not read it but. However, if you have. GEORGE The Epic of Gilgamesh. For well over a century, virtually every Assyriologist has written about the epic and many have translated it. Many more writers, innocent of any knowledge of the ancient texts, have produced their own renderings, for adults and children, in numerous languages of Europe and Asia. A recent entry in the amateur field, Stephen Mitchell's Gilgamesh: A New English Version (New York: Simon & Schuster, 2. George's edition, but has the sancta simplicitas to claim that George's own rendering was not, for Mitchell at least, a . Serious students of the poem have long faced daunting challenges even by the standards of Assyriology. The many fragments of the ancient manuscripts were scattered in collections across three continents. Some of the most important were published in the early days of Assyriology using widely varying epigraphic standards. For key fragments or manuscripts, a vast specialized literature burgeoned: conflicting proposals for difficult signs, words, and passages, conflicting collations, some published, some circulated privately. A few fragments remained technically unpublished but were quoted by a privileged elite over a period of decades (one piece, identified in 1. The two most important collected text publications, P. Haupt, Das babylonische Nimrodepos, Assyriologische Bibliothek 3 (Leipzig: Hinrichs, 1. R. Campbell Thompson's The Epic of Gilgamish: Text, Transliteration, and Notes (Oxford: Clarendon Press, 1. George's work and are now wholly superseded. After Campbell Thompson's collection of sources of 1. Assyriology. The professional had to assemble a most diverse group of material and was always plagued with doubts as to the reliability of his text, much less his understanding of it. One marvels at George's years of patient effort and arduous travel to collections in Europe, the United States, Israel, Syria, Turkey, and Iraq. One marvels even more at the exquisite new copies of the sources, in so many periods and styles of cuneiform writing, including some major projects like exact new copies of the large Yale and Pennsylvania tablets. Epigraphically, no other text edition in the history of Assyriology can compare with this. We now have a reliable text of what remains of the Epic of Gilgamesh for the first time and we can hope that the usual flurry of clever and sometimes forced and fantastic new readings that often follow a new text edition will be smaller than usual. The door to solving problems in Gilgamesh by emending cuneiform signs seems to me to be pushed shut; we must accept that we now have what the tablets read, whether or not we are comfortable with the reading. George himself rarely emends (for example, Standard Babylonian Version . Many students of the epic may feel, as I did, regret to see some favorite ideas or readings of his weighed in the balance and found wanting, but will have to concede that no one has George's mastery of the original manuscripts. The epigraphic portion of this book alone is a colossal achievement and a monument to the extraordinary skills, industry, and devotion of its author. Honorable mention should also go to scholars, such as Irving Finkel, who allowed manuscripts they had discovered to be published here for the first time, denying themselves the small eclat of Assyriological immortality that comes with publishing new Gilgamesh pieces. There are also some new decipherments of old passages, even if sometimes received sense rather fades away with them (Old Babylonian Version . With George's publication, the Epic of Gilgamesh has gone from being one of the worst texts of a major work of cuneiform literature to the best. There is a rich harvest of nearly two dozen new sources here, for example large pieces in the Standard Epic involving Ninsun's prayer and Gilgamesh's funeral, plus two hitherto unknown Old Babylonian Gilgamesh manuscripts. Since these were obviously exported from Iraq illegally, they raise a moral quandary most Assyriologists prefer to ignore on the assumption that a new text, even if stolen goods, is best published anyway rather than left out of account. Since most discoveries of cuneiform tablets consist of a majority of fragments and only a few intact texts, one can only wonder what fascinating fragments found with these treasures were discarded by illegal diggers. Yet complete, authoritative republication of all original manuscripts is only the beginning of George's Babylonian Gilgamesh Epic. The work includes a full scientific edition with the most exacting attention to detail, a long introduction teeming with new ideas, fascinating and often original exegesis (no small achievement after so many years of discussion of this poem), a close and honest translation, an extensive bibliography, and a commentary that is itself a masterpiece of thoroughness, sober and careful judgment, conciseness, authority, and keeping to the point. I particularly admired its courtesy and fairness to all the scholarly work it alludes to. Even when George disagrees with his predecessors and colleagues, as he often does, there is no hint of the arrogance or reluctance to acknowledge others that mars the work of smaller spirits laboring in the same vineyard, though he is sometimes blunt in his negative assessments. As I read and reread this book, I found myself, time and again, going from initial resistance to some new proposal, and there are a great many, to agreement. The reader will find that some commentary is in the introductions or exegesis to each text and some in the notes; for example, the comments to OB II 6. Thus the user of the commentary will want to turn back regularly to the introduction to each tablet and to its footnotes in order to get a full set of line- by- line comments as he studies the text. So thorough is the treatment (for example, the discussion of SB I 1. Akkadian lexicon for certain forms) that the reader has the opportunity to weigh the evidence for every crux himself with handy reference to important suggestions; nothing seems to have escaped the author's attention (for example, p. I obstinately adhere to the theory that the iterative verb form recognizes the lapse of time between speaking and hearing at a distance). To me it was a relief, however, to find that the author did not dutifully cite every translation he looked up, seriatim, at the outset of his comments, as has become normative in some recent publications. To choose one grammatically and epigraphically straightforward crux, OB II 1. George's totally new solution is ingenious to the point of being intimidating. Whereas George's explanation of lusanu and mehru is appealing, the mysterious isaru in the phrase ana etlim sa isaru zimusu (1. Gilgamesh's face here, and what is meant by a ? Perhaps one should focus on a possible . Could isaru zimusu mean, for example, that Gilgamesh was ? This would yield better sense in the context even if there is no more justification for it than there is for . George notes on syntactic grounds, I believe correctly, that the comparison of OB II 7. If we follow his lead and cast our net a bit wider to consider all the comparisons in the epic of people to gods, we find in fact that men are compared to gods (also to women and children), but that women are not, being compared only to men. Thus we should not a priori expect Shamkat to be compared to a god or goddess. Enkidu has hair like a goddess (SB I 1. SB I 1. 09), strength like a god (SB I 1. OB II 5. 3 = SB I 2. Gilgamesh is like a god (OB II 1. Utanapishtim (but not his wife!) is like a god (SB XI 2. As I argue in a study of similes in the epic (Foster, in press), most of the comparisons in the epic were based on human relationships and activities. Men were compared to women and children to signal their undisciplined emotion and tenderness of feeling; the more a man was like a woman or child, the greater range and depth of feeling were attributed to him. Comparisons of men to men were sometimes unfavorable, to men not in positions of control or authority (wayfarer, bandit, weakling), sometimes favorable, to men with special skill (butcher) or to men in respected positions (warrior, bridegroom). Men were compared for status, women for feeling. Therefore one expects comparisons of men to gods in order to exalt their status and attributes, but not women with gods or goddesses, since comparisons of women were not to exalt their status. When pain or feeling were attributed to a deity, the comparison was made to a woman (Ishtar screams like a woman in childbirth, SB XI 1. Akkadian literature are generally negative. Therefore the male psychology of Akkadian poetics would oppose comparing Shamkat to a deity and reinforces George's syntactic argument. With respect to the translation, George tries to reflect systematically an aspect of Akkadian literary style in which nouns and adjectives are reversed or separated from each other, for example OB II 1. This is an ingenious and interesting experiment but I doubt that it will find many imitators. For the D- stem marking plurality of objects, George uses . Anyone interested in translating Akkadian literature will profit from studying George's consistent and closely analytic treatment of often vexing problems of getting from Akkadian to English. Certain topics are dealt with very thoroughly, such as the tradition and historicity of Gilgamesh. For others, the author of necessity confines himself to case studies or selected examples. Sometimes topics of general interest are buried in the commentary, such as the comments on - ma on p. George dislikes theorizing (. Seminar Topics. Get the full title to continue reading from where you left off, or restart the preview. Generic visual perception processor GVPP Generic visual perception processo r is a single chip modeled on the perception capabilities of human brain, which can detect objects in a motion video signal and then locate and track them in a real time. Ppt on generic access network Important.!About ppt on generic access network is Not Asked Yet?. 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