Academic Exchange Quarterly Summer 2004 Volume 8 Issue 2 An Instrument to Measure Mathematics Attitudes Martha Tapia Berry College GA mtapiaberryedu George E Marsh II The University of Alabama gemarshchesuaedu KEYWORD MATH Martha Tapia is assistant professor of mathematics education at Berry College where she teaches mathematics and mathematics education courses Her research agenda includes attitudes toward mathematics technology in education and emotional intelligence George E Marsh II is a professor of instructional technology in the Institute of Interactive Technology at The University of Alabama He teaches research and technology courses His research agenda includes attitudes toward mathematics technology in education and distance education ABSTRACT This article is a report of the development of a new instrument to measure students attitudes toward mathematics and to determine the underlying dimensions of the instrument by examining the responses of 545 students The data represent all grade levels and subjects of the secondary mathematics curriculum The reliability coefficient alpha was 97 A maximum likelihood factor analysis with a varimax rotation yielded four factors selfconfidence value of mathematics enjoyment of mathematics and motivation Psychometric properties were sound and the instrument Attitudes Toward Mathematics Inventory ATMI can be recommended for use in the investigation of students attitudes toward mathematics Introduction Conventional wisdom and some research suggest that students with negative attitudes toward mathematics have performance problems simply because of anxiety Attitudinal research in the field of mathematics has dealt almost exclusively with anxiety or enjoyment of subject matter excluding other factors One of the first instruments developed was the Dutton Scale Dutton 1954 Dutton Blum 1968 which measured feelings toward arithmetic Unidimensional scales were developed by Gladstone Deal and Drevdahl 1960 and Aiken and Dreger 1961 Later Aiken 1974 constructed scales designed to measure enjoyment of mathematics and the value of mathematics Multidimensional attitude scales were developed by Michaels and Forsyth 1977 and by Sandman 1980 Some researchers developed scales dealing exclusively with math anxiety Examples of such scales are the Mathematics Anxiety Rating Scale Richardson Suinn 1972 the Mathematics Anxiety Rating ScaleRevised Plake Parker 1982 and the Mathematics Anxiety Questionanaire Wigfield Meece 1988 The Fennema Sherman Mathematics Attitude Scales 1976 were developed in 1976 and it has become one of the most popular instruments used in research over the last three decades The Fennema Sherman Mathematics Attitude Scales consist of a group of nine instruments 1 Attitude Toward Success in Mathematics Scale 2 Mathematics as a Male Domain Scale 3 and 4 MotherFather Scale 5 Teacher Scale 6 Confidence in Learning Mathematics Scale 7 Mathematics Anxiety Scale 8 Effectance Motivation Scale in Mathematics and 9 Mathematics Usefulness Scale Ashcraft and Kirk 2001 describe the common belief that because of longterm avoidance of math and their lesser mastery of the math that couldnt be avoided highmathanxiety individuals are simply less competent at doing math p 224 The competence explanation is central to Fennemas model Fennema 1989 which explains math performance as merely an interaction of affect attitudes and math anxiety and behavior during learning tasks Ashcraft and Kirk regard this explanation as simplistic Fennemas theory is based on research with the FennemaSherman Mathematics Attitudes Scales which has clearly been the most popular instrument in research about attitudes toward math Fennema Sherman 1976 The instrument is nearly thirty years old has 108 items and takes 45 minutes to complete It purports to have nine scales but subsequent research has questioned the validity reliability Suinn and Edwards 1982 and integrity of its scores ONeal Ernest McLean Templeton 1988 Melancon Thompson and Becnel 1994 isolated eight factors rather than nine and they were unable to find a perfect fit with the model proposed by Fennema and Other researchers suggest that students may find math to be simply unappealing or socially unacceptable although they may actually have high aptitude In any case it is crucial that any investigation of attitudes be assessed with an instrument that has good technical characteristics if research conclusions are to be meaningful The relationship of affect to course selection performance achievement and cognitive processes must be based solidly on a valid reliable measure of attitudes Attitude scales must withstand factor analysis tap important dimensions of attitudes and require a minimum amount of time for administration Finding a need for a shorter instrument with a straightforward factor structure the Attitudes Toward Mathematics Inventory ATMI was developed Item Development The Attitudes Toward Mathematics Inventory was designed to investigate the underlying dimensions of attitudes toward mathematics The 49items of the ATMI were constructed in the domain of attitudes toward mathematics to address factors reported to be important in research Items were constructed to assess confidence anxiety value enjoyment motivation and parentteacher expectations Consideration was given to previous research as follows Confidence Goolsby 1988 Linn Hyde 1989 Randhawa Beamer Lundberg 1993 The confidence category was designed to measure students confidence and selfconcept of their performance in mathematics Anxiety Hauge 1991 Terwilliger Titus 1995 The anxiety category was designed to measure feelings of anxiety and consequences of these feelings Value Longitudinal Study of American Youth 1990 The value of mathematics category was designed to measure students beliefs on the usefulness relevance and worth of mathematics in their life now and in the future Enjoyment Ma 1997 ThorndikeChrist 1991 The enjoyment of mathematics category was designed to measure the degree to which students enjoy working mathematics and mathematics classes Motivation Singh Granville Dika 2002 ThorndikeChrist 1991 The motivation category was designed to measure interest in mathematics and desire to pursue studies in mathematics Parentteacher expectations Kenschaft 1991 Dossey 1992 The parentteacher expectations category was designed to measure the beliefs and expectations parents and teachers have of the students ability and performance in mathematics Method Subjects The subjects were 545 high school students 302 boys and 243 girls enrolled in mathematics high school classes including 135 freshmen 153 sophomores 168 juniors 84 seniors and five 8thgrade students Only students taking mathematics were included in the sample In situ classes were used in the sample Materials The ATMI was originally a 49item scale The items were constructed using a Likertscale format with the following anchors 1 strongly disagree 2 disagree 3 neutral 4 agree and 5 strongly agree Twelve items were reversed which were given the appropriate value for data analysis The score was the sum of the ratings Procedure Teachers administered a 49item inventory to the subjects during their classes Four months later the inventory was readministered to 64 subjects who had previously taken the survey To estimate internal consistency of the scores Cronbach alpha coefficient was calculated For scores on the 49 items alpha was 96 indicating a high degree of internal consistency for group analyses Of the 49 items 40 had itemtototal correlations above 50 the highest being 82 This suggested that most of the items contributed to the total inventory The mean and standard deviation of the total score were 16974 and 3206 respectively The standard error of measurement was 607 The value of alpha was 96 for the 49 items showing a high degree of internal consistency An item deletion process was performed in order to increase the value of alpha Items were deleted based on their itemtototal correlation Nine items had correlations lower than 50 Items were deleted one at a time starting with the one with the lowest itemtototal correlation After deleting these nine items alpha reached a value of 97 The revised inventory had a mean of 13736 a standard deviation of 2893 and a standard error of measurement of 528 All 40 items had itemtototal correlation above 50 with the highest being 82 This suggested that all items contributed significantly The test items are homogeneous which is interpreted to mean that they tend to measure a common trait Nunally 1973 and Gorsuch 1983 maintain that factor analysis is essential to the evaluation of data and construct elaboration Responses were subjected to a factor analysis using the maximum likelihood method of extraction and a varimax orthogonal rotation Based on Gorsuchs recommendation 1983 to consider both the KaiserGuttman Kaiser 1970 criterion of retaining factors with eigenvalues greater than 10 and Cattells 1966 scree test Four factors were retained which accounted for 55 of the variance The convergence criterion was satisfied after nine iterations Table 1 shows factor loadings eigenvalues and percentage of variance for the fourfactor solution Exploratory Factor Analysis of the Attitudes Toward Mathematics Inventory A FourFactor Solution Item number Factor I Factor II Factor III Factor IV Final Communality Estimates 12 77 30 13 08 71 11 76 19 06 04 61 14 75 22 13 09 63 16 74 21 09 18 64 35 10 74 29 10 12 66 22 74 19 21 09 64 18 67 10 37 19 64 17 67 13 29 14 57 21 65 20 18 15 53 19 65 02 34 23 60 9 64 24 35 07 59 15 63 35 40 16 70 23 63 14 39 28 64 49 59 20 40 28 63 20 53 15 36 19 48 1 13 76 14 14 64 7 18 68 11 14 53 5 14 62 15 05 43 6 14 61 10 14 42 2 16 59 18 24 46 48 17 58 14 33 49 38 20 55 19 13 40 4 18 54 21 01 37 37 23 54 11 36 49 8 15 51 23 04 34 30 43 37 64 21 77 25 38 36 56 19 62 31 33 33 51 14 50 32 26 51 50 17 61 27 33 35 46 29 53 3 17 45 45 03 44 26 32 41 45 13 49 28 26 24 38 17 30 42 41 21 37 11 36 41 36 15 32 07 26 33 27 35 23 68 72 34 26 44 25 67 78 35 35 37 46 41 64 24 48 29 30 40 57 29 38 39 22 38 49 Eigenvalues 771 325 142 130 Percentage variance 4114 2855 1898 1133 The factor structure of the ATMI covers the domain of attitudes toward mathematics providing evidence of content validity Content validity was established by relating the items to the variables confidence anxiety value enjoyment and motivation This structure is explained by the fourfactor model supporting different interpretations for students selfconfidence value enjoyment and motivation as underlying dimensions of attitudes toward mathematics Table 2 shows sample items from each of the factors The complete inventory is available from the first author upon request Table 2 Sample items by factors Item Number and Content by Factor Selfconfidence 11 Studying mathematics makes me feel nervous 14 I am always under a terrible strain in a math class 19 I am able to solve mathematics problems without too much difficulty Value 5 Mathematics is important in everyday life 6 Mathematics is one of the most important subjects for people to study 7 High school math courses would be very helpful no matter what I decide to study Enjoyment 25 I have ussually enjoyed sutdying mathematics in school 26 Mathematics is dull and boring 31 I am happier in a math class than in any other class Motivation 29 I would like to avoid using mathematics in college 33 I am willing to take more than the required amount of mathematics 34 I plan to take as much mathematics as I can during my education In factor analysis the fourfactor solution provided the best simple structure so four factors were retained Two of the original six variables were combined to form a single factor anxiety and confidence a result also reported by ONeal Ernest McLean Templeton 1988 Melancon Thompson Becnel 1994 and Mulhern and Rae 1998 One variable was irrelevant due to low correlations parentteacher expectations Having retained four factors Cronbach alpha was calculated to estimate internal consistency and reliability of the scores on the subscales Factor I contains 15 items with a mean of 5110 SD 1313 Factor I is characterized by students selfconfidence Selfconfidence factor Items in this factor were derived from those generated for the anxiety and confidence categories The scores for these items had a Cronbach alpha of 95 Factor II contains 10 items with a mean of 3837 SD 674 the value of mathematics factor These items produced a Cronbach alpha of 89 Factor III contains 10 items with a mean of 3191 SD 806 Factor III is characterized by enjoyment of mathematics The scores on these items produced a Cronbach alpha of 89 Factor IV contains 5 items with a Cronbach alpha of 88 These data indicate high level of reliability of the scores on the subscales The Pearson correlation coefficient was used for testretest reliability in a fourmonth followup of the 40item inventory administered to 64 students who had previously taken the survey The coefficient for testretest for the total scale was 89 and coefficients for the subscales were as follows Selfconfidence 88 Value 70 Enjoyment 84 and Motivation 78These data indicate that the scores on the inventory and the subscales are stable over time Discussion Four subscales were identified as selfconfidence value enjoyment and motivation Scores on the 40item scale developed through factor analysis showed good internal reliability and testretest reliability showed stability over time With only 40 items the estimated time to complete the instrument ranges from 10 to 20 minutes Deletion of the parentteacher items was surprising In previous research attitudes of parents and teachers about math have been regarded as extremely important even to the extent that some studies suggest that a teachers or parents attitude can motivate or discourage students from pursuing math or may encourage them to do so Dwyer 1993 Kenschaft 1991 Shashaani 1995 Nonetheless these items were dropped because of extremely low itemtototal correlations which requires some consideration Kenschaft 1991 reported that parents support or lack of support is an important in students attitudes and participation in mathematics instruction Similarly Dossey 1992 considered teachers to play an important role in shaping attitudes toward mathematics More recent theories about the influence of adults on children have focused attention on peer group effects For example Harris 1995 concluded that peer affiliations become increasingly more influential on shaping attitudes than parents and teachers Effects vary widely from one sibling to another within the same family Maccoby Martin 1983 p 82 Wilder 1986 reported that peer group members themselves are responsible for While it would be absurd to contend that parents have no influence on their childrens attitudes toward math or any other subject matter it is clear from this sample that parental influence did not hold up Perhaps this sample was atypical with regard to parentteacher expectations and perhaps not Therefore the instrument should be tested with a more representative sample It is also possible that parents and teachers have varying degrees of influence at different developmental ages a factor that should be seriously considered in future research Manner of speech the clothes children and teens wear and even the schools The study was conducted with adolescents so the ages and characteristics of the subjects in this study can not be accepted as normative because controls were not applied for demographic data such as gender ethnicity achievement and so forth However useful information can be obtained corresponding to a variety of demographic classifications because the four scales measure distinct aspects of attitudes toward mathematics Attitudinal research should concern more than anxiety and competence because it is clear that other factors are also important Although there is a substantial body of research about attitudes toward mathematics much of it is based on results with tools developed prior to current statistical standards for instrument development In the meanwhile factor analysis has matured as a method to examine interrelationships among a number of variables with minimal loss of information The ATMI was constructed using these standards and may be an efficient and effective research tool to assess factors that influence expectations and performance in math because of Efforts to improve math instruction over the last decade has degenerated into a debate about traditional or constructivist teaching methodologies the kind of instructional materials to use including or banishing calculators ways to improve teacher training and the best sequencing of math courses in the curriculum Far less attention has been directed to the investigation of student attitudes Although there is a body of research about attitudes toward mathematics most of it is concerned only with anxiety Most of this research is also based on results derived from instruments that predated modern statistical standards for factor analysis that currently guide References Aiken LR 1974 Two scale of attitude toward mathematics Journal for Research in Mathematics Education 5 6771 Aiken L R Dreger R M 1961 The effect of attitudes on performance in learning mathematics Journal of Educational Psychology 52 1924 Ashcraft M H Kirk E P 2001 The relationships among working memory math anxiety and performance Journal of Experimental Psychology 1202 224237 Cattell R B 1966 The scree test for the number of factors Multivariate Behavioral Research 1 245 Day J D Borkowski J G Dietmeyer D L Howsepian B A Saenz D S 1992 Possible selves and academic achievement In L T Winegar J Valsiner Eds Childrens development within social contextVol 2Research and methodology Hillsdale NJ Erlbaum Pp 181201 Dossey J 1992 How school mathematics functionsPerspectives from the NAEP 1990 and 1992 assessments Princeton NJ National Assessment of Educational Progress ERIC Document Reproduction Service No ED 377057 Dutton W H 1954 Measuring attitudes toward arithmetic Elementary School Journal 54 2431 Dutton W H Blum M P 1968 The measurement of attitudes toward arithmetic with a Likerttype test Elementary School Journal 68 259264 Dwyer E E 1993 Attitude scale construction A review of the literature Morristown TN Walters State Community College ERIC Document Reproduction Service NO ED 359201 Fennema E Sherman J A 1976 FennemaSherman Mathematics Attitudes Scales Instruments designed to measure attitudes toward the learning of mathematics by males and females Catalog of Selected Documents in Psychology 6 1 31 Fennema E 1989 The study of affect and mathematics A proposed generic model for researchIn D B McLeod V M Adams Eds Affect and mathematical problem solving A new perspective pp 205219 New York SpringerVerlag R Deal R Drevdahl J E 1960 Attitudes toward mathematics In M E Shaw J M Wright 1967 Scales for the measurement of attitudes NY McGraw Hill 237242 Goolsby C B 1988 Factors affecting mathematics achievement in highrisk college students Research and Teaching in Developmental Education 4 2 1827 Gorsuch R L 1983 Factor analysis 2nd ed Hillsdale NJ Lawrence Erlbaum Harris J R 1995 Where is the childs environment A group socialization theory of development Psychological Review 102 458489 Hauge S K 1991 Mathematics anxiety A study of minority students in an open admissions setting Washington DC University of the District of Columbia ERIC Reproduction Service No ED 335229 Kaiser H F 1970 A second generation Little Jiffy Psychometrika 35 401415 Kenschaft P Ed 1991 Winning women into mathematics Washington DC Mathematical Association of Kindermann T A 1993 Natural peer groups as contexts for individual development The case of childrens motivation in school Developmental Psychology 29 970977 Linn M Hyde J 1989 Gender mathematics and science Educational Researcher 18 8 1719 2227 Longitudinal Study of American Youth 1990 The International Center for the Advancement of Scientific Literacy The Chicago Academy of Sciences Chicago Online httpwwwlsayorgpapersPapershtm Ma X 1997 Reciprocal relationships between attitude toward mathematics and achievement Maccoby E E Martin J A 1983 Socialization in the context of the family Parentchild interaction In P H Mussen Series Ed E M Hetherington Vol Ed Handbook of child psychology Vol 4 Socialization personality and social development 4th ed New York Wiley Pp 1101 Melancon J G Thompson B Becnel S 1994 Measurement integrity of scores from the FenemmaSherman Mathematics Attitudes Scales The attitudes of public school teachers Educational and Psychological Measurement 54 1 187192 Michaels L A Forsyth R A 1977 Construction and validation of an instrument measuring certain attitudes toward mathematics Educational and Psychological Measurement 37 4 10431049 Mulhern F Rae G 1998 Development of a shortened form of the FennemaSherman Mathematics Attitudes Scales Educational and Psychological Measurement 58 2 295306 Nunnally J 1978 Psychometry theory 2nd ed New York McGraw Hill ONeal M R Ernest P S McLean J E Templeton S M 1988 November Factorial validity of the FennemaSherman Attitude Scales Paper presented at the annual meeting of the MidSouth Educational Research Association Louisville KY ERIC Document Reproduction Service ED 303493 Plake B S Parker C S 1982 The development and validation of a revised version of the Mathematics Anxiety Rating Scale Educational and Psychological Measurement 42 551557 Randhawa B S Beamer J E Lundberg I 1993 Role of the mathematics selfefficacy in the structural model of mathematics achievement Journal of Educational Psychology 85 4148 Richardson F C Suinn R M 1972 The Mathematics Anxiety Rating Scale Psychometric data Journal of Counseling Psychology 19 551554 Sandman R S 1980 The mathematics attitude inventory Instrument and users manual Journal for Research in Mathematics Education 11 2 148149 Shashaani L 1995 Gender differences in mathematics experience and attitude and their relation to computer attitude Educational Technology 35 3 3238 Singh K Granville M Dika S 2002 Mathematics and science achievement effects of motivation interest and academic engagement Journal of Educational Research 95 6 323332 Suinn R M Edwards R 1982 The measurement of mathematics anxiety The Mathematics Anxiety Rating Scale for AdolscentsMARSA Journals of Clinical Psychology 38 3 576580 Terwilliger J Titus J 1995 Gender differences in attitudes and attitude changes among mathematically talented youth Gifted Child Quarterly 39 1 2935 ThorndikeChrist T 1991 Attitudes toward mathematics Relationships to mathematics achievement gender mathematics coursetaking plans and career interests WA Western Washington University ERIC Document Reproduction Service NO ED 347066 Wigfield A Meece J L 1988 Math anxiety in elementary and secondary school students Journal of Educational Psychology 80 210216

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Victor Squitieri Overall Quality 31 Would Take Again NA Level of Difficulty 47 Tags for this Professor See how other students describe this professor Tough Grader 1 Gives good feedback 1 Choose your tags 23 Student Ratings 350 characters left Rating All Class 12032015 awesome 50 Overall Quality 40 Level of Difficulty UWP104E For Credit Yes Attendance Mandatory Textbook Used No Would Take Again Yes Grade Received B GIVES GOOD FEEDBACK TOUGH GRADER Amazing professor He makes you work but you really become a better writer at the end of the class He also grades you according to your own progress which is good because people come in at different skill levels He also has kind of a dark sense of humor which is fun The assignments were relevant to our future lives which I also liked 0 people found this useful 2 people did not find this useful report this rating 04032014 awesome 50 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance Mandatory Textbook Used Yes Would Take Again NA Grade Received A Was not looking forward to the class when I started but it was surprisingly fun He is intimidating when you first meet him but hes really funny and friendly when you get to know him The class was really hard and theres lots of hw and writing but I definitely learned a lot 0 people found this useful 0 people did not find this useful report this rating 06022012 awesome 50 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA Probably the most helpful professor Ive ever had in college Go to office hours 0 people found this useful 0 people did not find this useful report this rating 01112012 good 35 Overall Quality 50 Level of Difficulty UWP102E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA He is very hard but if you put some effort into it youll learn alot Oh and go to office hours hes very helpful if you prod him a little 0 people found this useful 1 person did not find this useful report this rating 10162011 good 35 Overall Quality 50 Level of Difficulty UWP102E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA Extremely difficult class but it should be beneficial in the end If you are concerned about your GPA DONT TAKE THIS CLASS If you want to learn something that could benefit you for years to come then take this class WARNING it is not easy or fun This class is a ton of work and after it all you will only be marginally successful 2 people found this useful 0 people did not find this useful report this rating 04082011 awesome 50 Overall Quality 40 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA Victor Squitieri is an excellent professor and a good person His comments seem intimidating and harsh the first week but ultimately he wants you to be wellprepared for your future endeavors His Writing in Science course made a solid foundation that enabled me to write a successful Senior Honors Thesis the following year 0 people found this useful 1 person did not find this useful report this rating 06062010 good 35 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA This class is A LOT of work I wouldnt recommend it on a heavy quarter Youll drown in assignments is what makes it tough He wastes time by reading right off the syllabusother text Grammar punctuation etc will rip your rear so watch out if youve never mastered them Dont miss class and dont slack 0 people found this useful 0 people did not find this useful report this rating 03232010 awesome 45 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA Difficult and challenging class but I did learn quite a bit more than in any English class since elementary school Workload is quite high and you will probably have to devote a considerable amount of time to UWP assignments in this class but if you do expend the effort you will come out a better more efficient writer 0 people found this useful 0 people did not find this useful report this rating 06062009 awesome 45 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA class is very time consuming he grades really harshly but at the same time he offers help when you ask for it so take advantage of it i feel like i became a better writer from this class despite whatever grade ill be receiving good professor harsh grader dont take this class if youre lazy 0 people found this useful 0 people did not find this useful report this rating 05282009 poor 15 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used No Would Take Again NA Grade Received NA His PhD is in film knows nothing of science seems intimidated by students grades you based on comma usage and dangling modifiers grading was a bit on the harsh side class took up a lot of time I know nothing more about technical writing as a result of this class stay on his good side if you can seems to be an emotionally charged grader 0 people found this useful 0 people did not find this useful report this rating 09292008 awful 10 Overall Quality 50 Level of Difficulty UWP204 For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA Registered for class late and missed first day He sent an email out night before giving us numerous assignments based on reading instead of sending it out earlier when we would actually have time for the work 0 people found this useful 0 people did not find this useful report this rating 08052008 average 30 Overall Quality 40 Level of Difficulty UWP102E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA What little we learned took way too much time away from my REAL classes engineering Personally I feel he is too arrogant and pompous around engineers given that he is only a film major He is not necessarily a bad person but he takes himself and his class too seriously The material is not difficult he simply grades too hard 0 people found this useful 1 person did not find this useful report this rating 06232008 good 35 Overall Quality 50 Level of Difficulty UWP102 For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA He tries to be cool with the class but in the end youll hate him because no matter how hard you try on his class his standards are still not met Avoid him hes not a realHe gave a lot of Cs this quarter If you dont have a choice at all dont work hard because youll get a lowgrade anyway focus on other classes instead 0 people found this useful 0 people did not find this useful report this rating 03272008 poor 20 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA He assigns readings for every class then reads the assingment during lecture you have a partner who reviews your papers and you must turn in the review worksheet in electronic form at the end of class and paper form with your paper If your partner doesnt review your paper you are still marked downHe takes attendance so he knows your not lying 0 people found this useful 0 people did not find this useful report this rating 01302008 awesome 45 Overall Quality 50 Level of Difficulty UWP104E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA Hes a nice guy but a very hard grader If youre slacking off or not trying too hardyoull definitely get what you earn Hes entertaining and I loved the class Takes up a lot of time but totally worth itif you tryyoull learn a lot from him 0 people found this useful 0 people did not find this useful report this rating 08292007 awesome 45 Overall Quality 40 Level of Difficulty HUM180 For Credit NA Attendance NA Textbook Used No Would Take Again NA Grade Received NA Dont believe anything people say about Victor not being a nice guy Hes a great teacher with a lot of knowledge if you just approach him and ask questions Great guy and great teacher People are just upset because he doesnt give out easy As Work hard and hell love you 0 people found this useful 0 people did not find this useful report this rating 07062007 poor 15 Overall Quality 50 Level of Difficulty UWP102E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA I cant say anything nice about this guy Just dont take his classes 0 people found this useful 0 people did not find this useful report this rating 06032007 awful 10 Overall Quality 50 Level of Difficulty UWP102 For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA His assignments are vague but he seems to think otherwise and he assigns writing assignments that are due at the beginning of every class Beware of his quizzes and exams because they reflect on the reading assignments as if this will help in the REAL WORLD The only thing I learned is what a memo is I recommend finding another teacher 0 people found this useful 0 people did not find this useful report this rating 05232007 awful 10 Overall Quality 50 Level of Difficulty UWP102E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA I hated this professor He thinks very highly of himself and thinks he deserves an award for his teaching Funny thing is he just reads directly from the book and is very demeaning to students Dont take this guy avoid him at ALL costs 0 people found this useful 0 people did not find this useful report this rating 05122007 awful 10 Overall Quality 50 Level of Difficulty UWP102E For Credit NA Attendance NA Textbook Used Yes Would Take Again NA Grade Received NA This guy is so mean He teaches an english class so his grading is subjective meaning he can give u any grade he wants because there is no right or wrong answer The grades he gives u is based on if he likes you or not I went to ALL of his office hours and did EXACTLY what he asked me to do and even went the extra mile He still gave me Cs 0 people found this useful 0 people did not find this useful report this rating Load More Ratings Were these reviews helpful Help out your fellow students Rate this professor

B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


We install the best quality roof possible for our customers Rayco Construction is an awardwinning commercial roofing and sheet metal contractor that offers superior roofing solutions in the Minneapolis metro area and the upper Midwest A trusted leader since 1978 we install and service Flat Roofs Shingle Projects Roof Design Emergency Leak Repair We only install roofs warrantied by the manufacturer with a 10outof10 rating on everything

O O O O O O O O O O B I O O O O B O B I I O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O

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Home Breakfast Bob Evans Homemade Butter Biscuits Bob Evans Homemade Butter Biscuits Rating 0 votes Delicious butter biscuits that can be made for breakfast lunch andor dinner Theyre super easy to make and only takes 20 minutes Shared by pierrogers Share Recipe Time needed 10 min preparation 10 min cooking Serving Size Yield 6 servings Ingredients 2 C flour 12 C softened butter 23 C milk 3 tsp baking powder 12 tsp salt Butter to taste Our Readers Also Loved Homemade Caramel Popcorn 1 Spicy Plumglazed Chicken Wings 1 Buffalo Wings with Ranch Dipping Sauce 1 Directions Preheat your oven to 450 F Mix the flour baking powder and salt into one bowl Add in the butter and stir with a wooden spoon Then stir in the milk Mix well until the mixture holds together Lightly flour a flat counter surface dump out the dough and knead a dozen times Flatten and cut with a biscuit cutter or the top of a glass into about 12 biscuits Place the biscuits on a baking sheet about two inches apart Bake for 10 minutes or until they are done to your liking Remove from the oven and top with Around The Web

O O O O O B I O O O B I O O O O B I O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


Current Emergency Responses OttawaGatineau Tornadoes Current Emergency Responses Emergencies and Disasters in Canada Community Health Services in Canada International Programs Violence Bullying and Abuse Prevention Restoring Family Links Find Family Migrant and Refugee Services International Humanitarian Law If you require assistance In Ontario In Quebec Safety tips Make a donation One month donation update Two month donation update Volunteering at the Red Cross Support for community organizations In Ontario If your home was damaged or destroyed as a result of the tornadoes and you require assistance please register with the Red Cross by phone at 18008636582 between between 900 AM and 400 PM Please note the Red Cross call centre will be closed for the holidays from Dec 2426 and Dec 30 Jan 2 inclusive We will resume normal hours on Jan 3 2019 For residents who did not sustain damage to their homes the Red Cross will continue to provide referrals to community partners and agencies for other forms of assistance such as food support Support for community organizations in Ontario The Red Cross is also offering support for community organizations by allocating 300000 to its Community Partnerships Program The Community Partnerships Program is a projectbased grants program that is available for nonprofits charities and other community organizations working towards the relief and recovery of those impacted by disasters in the Ottawa area Community organizations play a critical role in recovery from disasters by helping to identify needs and gaps in services leading coordination of recovery initiatives providing services for the most vulnerable and building community resilience to future emergencies The Red Cross is pleased to offer support to programs that will benefit impacted residents Interested organizations can contact ONCommunityPartnersredcrossca for more information or call us at 18008636582 In Québec If you require assistance please register with the Red Cross by phone at 18008636582 For more information about assistance in Québec Safety tips After a tornado it is important to take precautions listen to and follow directions from local authorities and check in on those around you Read these tips on what to do during and after a tornado and a power outage How you can help Canadians wanting to provide support can help the people impacted by the tornadoes through making a financial donation to the Canadian Red Cross in one of the following funds Online Donate to the OttawaGatineau Tornado Appeal Gatineau Area Donate to the OttawaGatineau Tornado Appeal Ottawa Area By phone at 18004181111 Or by contacting their local Canadian Red Cross office The Red Cross is working to coordinate emergency relief efforts and get help to people in affected areas as quickly as possible Money raised will be used to respond to the immediate andor emerging needs of this disaster in and around the affected areas One month later by the numbers Since September 21 the Red Cross has Registered over 3300 people who have been impacted Helped people inperson at three locations across Ottawa and Gatineau offering shelter emotional support information and referrals food and clothing Received generous donations from individuals and corporations totalling 46 million donations in Quebec including 3 million from the Quebec government and 12 million donations in Ontario InKind Donations Inkind donations of food clothing and other items while wellintentioned are not being accepted Miscellaneous items may not always be exactly what the affected people require and would incur storage processing and transportation costs For information on inkind donations in your region we invite you to visit The City of Ottawas page The City of Gatineaus page Volunteering at the Red Cross The Red Cross is fortunate to already have a network of highlytrained volunteers who are ready to be mobilized to assist with emergency responses However the Canadian Red Cross is continuously recruiting volunteers to assist with disaster responses within Canada Those interested in volunteering with the Red Cross are encouraged to search for future opportunities

O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I I O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O B I I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I I O O O O O O O O O O O O O O O O O O O O O O O O O O


Report this page as out of date or incorrect Council Tax Empty Property Discounts A discount of 50 is applicable for the first three months in which a property is unoccupied and substantially unfurnished Entitlement to the discount begins on the date the property first becomes unoccupied and unfurnished and in order for a new period of discount to be granted there must be a minimum period of occupation of six weeks A discount of 100 may be granted where a property is unoccupied and substantially unfurnished and It needs or is undergoing major repair works to make it habitable or It is undergoing a structural alteration or It has undergone major repair works to make it habitable and less than six months have elapsed since the date when the works were completed The 100 discount can only apply for a maximum period of one year after which time the full council tax will become payable When a new property enters the valuation list for the first time then providing that it remains continually empty and unfurnished it will receive a 100 discount for the first three months a 50 discount will be applied for the next three month period and after this time the full council tax will be payable Contact Us Contact us here Was this page useful 4 Star Rating 3 Star Rating 2 Star Rating 1 Star Rating

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What does it mean to be converted to Jesus Christ Stephen Stone RenewAmerica President August 12 2013 Jesus first recorded words of preaching were Repent ye and believe the gospel Mark 115 There is no more important message for America today as our nation moves inexorably by all appearances toward calamity and Gods judgments as a result of our reliance on ourselves rather than on Him God is real and so is our need to turn to Him to preserve our republic and ensure we are kept free free to worship Him free to seek His will for our nation free to live our lives in harmony with His teachings free to exist without unjust oppression or control by others As we watch our nations moral and political strength dissipate and our options for turning things around become fewer and fewer we should ask ourselves what can I personally do that would make the most difference for the good of America If we believe Gods word the most important thing we could do for our country and for ourselves for that matter is to become converted to Jesus Christ and thereafter order our lives our priorities pursuits allegiances behavior and thinking according to that conversion Lets examine what that means Two versions of salvation All persons seek salvation in some form or another even if defined in purely secular terms Salvation could be considered personal triumph over those things that vex us our adversaries detractors obstacles weaknesses challenges threats To be saved is to be rescued from such things For many people this means rescuing themselves by their own wits To Christians however salvation means something quite different something unattainable by human effort It consists in overcoming human nature itself and becoming partakers of the divine nature 2 Pet 14 through the atonement and grace of Jesus Christ and not through selfimprovement or selfreliant works It means surrendering our will to God and receiving through Him a renewed heart and mind and the hope of eternal life thus being rescued from our fallen condition and becoming reconciled to God capable of doing those things that truly please glorify and exemplify Him The future of our nation hinges on which version of salvation most Americans genuinely believe in as revealed by their actions in the face of the severe tests and trials that surely await our country A matter of conversion If we care about our country we would do well to contemplate Can our nation be saved from its enemies foreign and domestic in these difficult times if significant numbers of Americans are not first willing to honor Jesus Christ and seek their own personal salvation on His terms by living His scriptural gospel Put another way Despite Americas military economic or political strength at any given time can our republic survive without divine intervention resulting from the righteousness of its people The answers to such questions are clear to anyone familiar with the teachings of the Bible and also familiar with the clever designs and deceptions of the Adversary who attempts constantly to corrupt and destroy whatever we might undertake to do No amount of human ingenuity will preserve our nation if we are not individually and collectively faithful subjects of the Creator worthy of His Providence As our Founders understood well the very security and future of our nation are dependent mainly on the virtue of the people that is the degree to which we respect and obey God This leads us to take a look at the terms upon which God is willing to accept our profession of faith in Him What do the scriptures say about conversion to Jesus Christ The biblical definition of conversion Jesus told Peter When thou art converted strengthen thy brethren Luke 2232 emphasis added He also taught his disciples Except ye be converted and become as little children ye shall not enter into the kingdom of heaven Matt 183 emphasis added Jesus elaborated Whosoever therefore shall humble himself as this little child the same is greatest in the kingdom of heaven Matt 184 On the day of Pentecost during which the apostles were filled with the Holy Ghost Peter instructed a group of onlookers who were amazed at the healing of a lame man Repent ye therefore and be converted that your sins may be blotted out when the times of refreshing shall come from the presence of the Lord Acts 312 19 emphasis added According to the dictionary conversion means literally to turn around It means to change into a different form substance or state In the Bible the idea of conversion is best described by the term born again We read the following discussion of this doctrine in John chapter 3 There was a man of the Pharisees named Nicodemus a ruler of the Jews The same came to Jesus by night and said unto him Rabbi we know that thou art a teacher come from God for no man can do these miracles that thou doest except God be with him Jesus answered and said unto him Verily verily I say unto thee Except a man be born again he can not see the kingdom of God Nicodemus saith unto him How can a man be born when he is old can he enter the second time into his mothers womb and be born Jesus answered Verily verily I say unto thee Except a man be born of water and of the Spirit he can not enter into the kingdom of God That which is born of the flesh is flesh and that which is born of the Spirit is spirit Marvel not that I said unto thee Ye must be born again The wind bloweth where it listeth and thou hearest the sound thereof but canst not tell whence it cometh and whither it goeth so is every one that is born of the Spirit verses 18 emphasis added Jesus then explained further how such conversion is possible in response to the skepticism of his questioner Nicodemus answered and said unto him How can these things be Jesus answered and said unto him Art thou a master of Israel and knowest not these things As Moses lifted up the serpent in the wilderness even so must the Son of man be lifted up That whosoever believeth in him should not perish but have eternal life For God so loved the world that he gave his only begotten Son that whosoever believeth in him should not perish but have everlasting life For God sent not his Son into the world to condemn the world but that the world through him might be saved He that believeth on him is not condemned but he that believeth not is condemned already because he hath not believed in the name of the only begotten Son of God And this is the condemnation that light is come into the world and men loved darkness rather than light because their deeds were evil For every one that doeth evil hateth the light neither cometh to the light lest his deeds should be reproved But he that doeth truth cometh to the light that his deeds may be made manifest that they are wrought in God verses 921 emphasis mine From these challenging words we learn many things about genuine conversion to Christ or to God We learn that in order to have Gods Spirit with us in any significant measure so that we might emulate Jesus we must first be spiritually reborn or born of the Spirit thus becoming susceptible to the light of truth capable of perceiving and following the will of God in a way as spontaneous and natural as the movements of the wind Only as we experience such true conversion can we consider ourselves assured of eternal life meaning possessing the kind of godly spiritual life that Jesus came to earth to make possible See John 41314 627 35 1010 147 For as the scriptures teach only as we are regenerated through the blood and atonement of Christ can we truly be saved We also learn from the above verses that those who doeth truth ultimately find their way to such conversion Our dilemma To understand why we need such salvation of course we need to accept the fact that we are fallen through sin and thus in need of reconciliation with God see Rom 5812 2 Cor 51721 Hence the need for a Savior through whose sacrifice we might overcome our fallen condition and become a new creature a person whose heart and mind are fundamentally changed Said Paul Therefore if any man be in Christ he is a new creature old things are passed away behold all things are become new And all things are of God who hath reconciled us to himself by Jesus Christ and hath given to us the ministry of reconciliation To wit that God was in Christ reconciling the world unto himself not imputing their trespasses unto them and hath committed unto us the word of reconciliation Now then we are ambassadors for Christ as though God did beseech you by us we pray you in Christs stead be ye reconciled to God For he hath made him to be sin for us who knew no sin that we might be made the righteousness of God in him 2 Cor 51721 emphasis mine To reiterate to come unto Christ to be reconciled to God and to overcome our natural inclination to sin our fallen nature we must become a new creature one for whom old things are passed away for whom all things become new This kind of conversion isnt transitory or fleeting If it is to be real then it must be fundamental transcendent enduring even eternal for those who have attained it as evidenced by their fulfillment of the following words of Jesus But he that shall endure unto the end the same shall be saved Matt 2413 emphasis added Attaining conversion With the above understanding of the need to be reclaimed from our fallen condition in which we are prone naturally to sin so that we might thereafter as Paul wrote in Romans 6 be free from sin and become servants to God walking in a newness of life imperfect but acceptable to God because our hearts have been changed the question arises how can we attain such abundance of life for real not in a way that is pretended imagined or temporary and thus be a light and strength to others See Matt 51316 as well as Luke 2232 In the Sermon on the Mount Jesus cautioned all of us with these words Strait is the gate and narrow is the way which leadeth unto life and few there be that find it Matt 71314 emphasis mine No elitist Jesus is not saying that He is withholding from any person His invitation to come unto Him and be saved but He is emphasizing that true conversion does not come lightly As the scriptures clearly teach the price of salvation is wholehearted submission to God nothing held back as James taught Wherefore God resisteth the proud but giveth grace unto the humble Submit yourselves therefore to God Resist the devil and he will flee from you Draw nigh to God and he will draw nigh to you Cleanse your hands ye sinners and purify your hearts ye double minded Humble yourselves in the sight of the Lord and he shall lift you up Whereas ye know not what shall be on the morrow For what is your life It is even a vapour that appeareth for a little time and then vanisheth away For that ye ought to say If the Lord will we shall live and do this or that James 468 10 1415 emphasis added Similarly in Romans 103 we read For they being ignorant of Gods righteousness and going about to establish their own righteousness have not submitted themselves unto the righteousness of God Jesus Himself says in Matt 22 when asked Master which is the great commandment in the law Thou shalt love the Lord thy God with all thy heart and with all thy soul and with all thy mind This is the first and great commandment verses 37 and 38 emphasis added Obviously the commandment to love God with all our heart mind and soul requires not only putting Him first in our lives but yielding our entire will to Him to the extent we have the character and wisdom to do so And as Jesus taught in Matt 183 the measure of such yielding is the degree to which we become as little children in our faith and our submissiveness to God No pretense This brings us back to the Sermon on the Mount In the same passage in which Jesus warned about the narrowness of the way which leadeth to life and the fact that few find it He then says Not every one that saith unto me Lord Lord shall enter into the kingdom of heaven but he that doeth the will of my Father which is in heaven Many will say to me in that day Lord Lord have we not prophesied in thy name and in thy name have cast out devils and in thy name done many wonderful works And then will I profess unto them I never knew you depart from me ye that work iniquity Therefore whosoever heareth these sayings of mine and doeth them I will liken him unto a wise man which built his house upon a rock And the rain descended and the floods came and the winds blew and beat upon that house and it fell not for it was founded upon a rock And every one that heareth these sayings of mine and doeth them not shall be likened unto a foolish man which built his house upon the sand And the rain descended and the floods came and the winds blew and beat upon that house and it fell and great was the fall of it Matt 72127 emphasis added The test of our conversion is its permanence its endurance The proof that we have been truly converted to Christ born again made a new creature reconciled to God or otherwise redeemed from our fallen nature is our ability to stay the course of a converted disciple as Paul wrote to Timothy I have fought a good fight I have finished my course I have kept the faith Henceforth there is laid up for me a crown of righteousness which the Lord the righteous judge shall give me at that day and not to me only but unto all them also that love his appearing 2 Tim 478 This kind of proven discipleship should be the goal of every professing Christian Anything less no matter our station will prove futile and vain at that day when we are weighed in the balance A word about baptism So far weve focused on the inward submission of our will to Jesus Christ and the spiritual changes that result when this surrender is authentic in defining what it means to be converted to Christ The reason for this emphasis should be clear According to the scriptures God will accept the offering of our will that is our heart only if it is given fully without pretense as displayed by the kind of life we live after our professed conversion See Deut 429 Matt 58 Rom 10910 Heb 41213 and James 48 On that premise at least in principle all Biblebelieving Christians should be able to agree This unifying point of doctrine however is not meant to ignore the need for water baptism a doctrine emphasized throughout the New Testament as essential to salvation Indeed in His words to Nicodemus Jesus declares Except a man be born of water and of the Spirit he can not enter into the kingdom of God John 35 a passage generally understood to require water baptism as well as spiritual rebirth Unfortunately because of water baptisms practical implications involving such issues as authority formal vs informal manner immersion vs sprinkling timing age of accountability vs newly born preconditions evidence of repentance vs no evidence of repentance and so forth discussion of baptism introduces a number of institutional issues that tend to divide Christians Indeed differences regarding baptism are among the most fundamental distinctions between the various Christian denominations That said lets accept unequivocally the following words of Jesus Himself He that believeth and is baptized shall be saved but he that believeth not shall be damned Mark 1616 emphasis mine Meanwhile well leave to each individual believer in Christ the fine points of the question of baptism including the possibility of whether it can be fulfilled inwardly alone without outward ritual as the believer seeks to follow the admonition of Paul to work out your own salvation with fear and trembling Phil 212 Fruit One of the recurring themes of the scriptures is the idea of bearing fruit and in the same section of the Sermon on the Mount cited above Jesus stresses this basic doctrine In verses 16 through 20 of Matthew 7 He says Ye shall know them by their fruits Do men gather grapes of thorns or figs of thistles Even so every good tree bringeth forth good fruit but a corrupt tree that is an unconverted one bringeth forth evil fruit A good tree can not bring forth evil fruit neither can a corrupt tree bring forth good fruit Every tree that bringeth not forth good fruit is hewn down and cast into the fire Wherefore by their fruits ye shall know them emphasis mine If there is anything that offends Christ it is pretending to be righteous when our hearts are corrupt That is evident in His condemnation of the pretentious scribes Pharisees and hypocrites whose hearts were centered on appearing righteous rather than being so See Matt 232328 For unless our conversion is genuine and our hearts truly reconciled to God we are incapable of bringing forth good fruit of the sort that enables us to strengthen our brethren Luke 2232 as Christ instructed Peter to do and as He Himself exemplified by His own life as we read in Acts God anointed Jesus of Nazareth with the Holy Ghost and with power who went about doing good and healing all that were oppressed of the devil for God was with him Acts 1038 With His example as our model we should remember that Jesus taught He that abideth in me and I in him the same bringeth forth much fruit for without me ye can do nothing If a man abide not in me he is cast forth as a branch and is withered and men gather them and cast them into the fire and they are burned If ye abide in me and my words abide in you ye shall ask what ye will and it shall be done unto you Herein is my Father glorified that ye bear much fruit so shall ye be my disciples John 1558 emphasis added It was on the basis of such wholesouled conversion that Jesus likened the converted in the parable of the sower to good ground But he that received seed into the good ground is he that heareth the word and understandeth it which also beareth fruit and bringeth forth some an hundredfold some sixty some thirty Matt 1323 emphasis added Its instructive to add Lukes rendering of the same teaching of Jesus about those who are truly converted for it emphasizes the terms upon which we are saved But that on the good ground are they which in an honest and good heart having heard the word keep it and bring forth fruit with patience Luke 815 emphasis added Significance Why such explicit religious focus in the context of saving America Because reliance upon God and living worthy of his intervention is the best and ultimately only hope for the future of our embattled nation We stand to lose the culture war the war on terror the political war for the future of our country and the prospect of passing on to our posterity the blessings of liberty unless we as a nation submit ourselves individually to God and seek his intervention and guidance in the affairs of our country Thats how we started of course Our great Declaration of Independence by which our forbears risked their lives and fortunes for our sakes was premised on the following We therefore the Representatives of the united States of America in General Congress Assembled appealing to the Supreme Judge of the world for the rectitude of our intentions And for the support of this Declaration with a firm reliance on the protection of divine Providence mutually pledge to each other our Lives our Fortunes and our sacred Honor emphasis mine In these sobering times we can afford to do no less than they Indeed without the same firm reliance on the protection of divine Providence that our forbears exhibited which hath made and preserved us a nation the National Anthem our best efforts will prove powerless against our current and future foes That is the sobering reality and challenge facing all concerned Americans in these perilous times Stephen Stone

O O O O O O B O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O B O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 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Burmese Mountain Tortoise Care By David Penning The Burmese mountain tortoise Manouria emys is one of two existing species within the Manouria genus the other being the impressed tortoise M impressa It is known by many common names the Asian brown tortoise Asian forest tortoise Burmese mountain tortoise Burmese black tortoise Burmese brown tortoise and the sixlegged tortoise keep reading to find out the reason behind this odd common name Photo by Russ Case Considered the forth largest tortoise in the world adults in wild populations average about 70 pounds but captive tortoises can reach 100 pounds in total mass with a total straightline length of up to 2 feet There are two subspecies M e emys and M e phayrei Generally the name Burmese brown tortoise is used for M e emys while Burmese black tortoise is used for M e phayrei In this article except when discussing one subspecies specifically I will otherwise refer to these wonderful animals collectively as Burmese mountain tortoises Burmese mountain tortoises are found in Myanmar formerly Burma hence the common name as well as Malaysia Thailand and Sumatra These subspecies are the fourth largest tortoises in the world Hatchlings are no larger than a baseball in diameter and are much less domeshaped than typical hatchling tortoises Adults in wild populations average about 70 pounds but captive tortoises can reach 100 pounds in total mass with a total straightline carapace length of up to 2 feet Photo by Russ Case These tortoises are CITES IIprotected animals and any pressure put on wild populations will have a negative impact This should not be our goal as reptile keepers Captiveborn Burmese mountain tortoises are commonly available Their general appearance is similar to the sulcata and gopher tortoises but with a much darker overall pattern comprised of tan brown and black coloration The common name of sixlegged tortoise refers to several protuberant scales that may develop on the hind legs of adults giving the appearance of a more complex limb system than is actually present The southernmost subspecies within their geographic distribution is M e emys It is the smaller of the two subspecies as well and generally lighter in color hence the common name of Burmese brown Larger and darker hence Burmese black M e phayrei occupies the northernmost portion of the range There are generally two ways to tell the two subspecies apart The first which works when examining adults is plastron coloration M e emys has a plastron with yellow coloration compared to the darker coloration of M e phayrei The second and most accurate way to tell them apart is the scute pattern M e emys has separated pectoral scutes while those of M e phayrei join together at the medial section of the plastron The scute pattern can be used to identify the subspecies accurately at any age Photo by Russ Case Pectoral scute patterns distinguish the two subspecies Those of M e phayrei join in the middle of the plastron right those of M e emys left do not Personable Pets In the last decade Burmese mountain tortoises have increased in popularity within the tortoise hobby Wildcaught imports are available however although they may be less expensive for multiple reasons these should be avoided These tortoises are CITES IIprotected animals and any pressure put on wild populations will have a negative impact This should not be our goal as reptile keepers Captiveborn Burmese mountain tortoises are commonly available and they make better pets because they are already accustomed to life in captivity There is also less risk of obtaining a tortoise that may have internal parasites or other health problems Burmese mountain tortoises are easy to take care of as long as their required environmental conditions are met Hatchlings and juveniles can be kept indoors and this is often preferred so keepers have more control over the environment They can be kept in 20 to 40gallon aquariums indoors but as they grow they will eventually need to be moved to a large pen preferably outdoors A pen for a subadult that measures up to 12 inches long should be at least 4 feet by 6 feet but a much larger one of 12 feet by 12 feet will be needed Photo by Russ Case Burmese mountain tortoises are found in Myanmar formerly Burma hence the common name as well as Malaysia Thailand and Sumatra Fir sphagnum and peat moss all work well for a substrate in an indoor enclosure Several types of mulch and beaked moss will also work well because of their ability to retain moisture Many mosses are digestible so there are no worries if your tortoise snacks on it An ultraviolet light with a UVB percentage of 5 is recommended for an indoor enclosure A basking light should be placed at one end to provide a hot spot of around 85 degrees Fahrenheit keep the cool end to around 70 degrees so your tortoise has the option to heat up and The indoor Burmese mountain tortoise environment should have around 80percent humidity Regular misting of the enclosure is usually sufficient to achieve this but some larger cages may require an automated sprayer or misting system If necessary a small and very shallow water dish can be provided which will keep the tortoise hydrated as well as increase the ambient humidity Photo by Russ Case Although hatchlings are shy adults that are accustomed to their environment become inquisitive and fearless investigating everything including treats placed in their pen in a slow and methodical way Provide an appropriately sized hide house on the cooler side of the enclosure Some keepers provide two hides one on the cooler end and one on the warmer end Burmese mountain tortoises are crepuscular meaning they are most active at dawn and dusk Hatchling tortoises can be very shy They will usually come out to forage but are otherwise hidden during most of the day As they age they often become more comfortable and begin to explore Adults that are accustomed to their environment become inquisitive and fearless investigating everything in a slow and methodical way Female Burmese mountain tortoises guard their nests after the breeding season which is very rare in tortoises I have seen photos of females attempting to bite the faces of large monitor lizards and mammals to prevent them from getting to their hatchlings Thousands of years ago the Burmese mountain tortoises range included China For various reasons mostly human related specimens are no longer found there These tortoises face several threats outside of the illegal pet trade including being captured and used as a food source Some locals within its range believe the tortoises meat to possess medicinal applications The tortoises shell too is a popular tool in some cultures and adult Burmese mountain tortoise shells have been used as baby cradles and even small animal enclosures Burmese mountain tortoises are not recommended for people who dont have yards in which adult tortoises will eventually be able roam An outdoor pens walls need only be slightly taller than the tortoises shell length as Burmese mountain tortoises are not wall climbers They dont usually burrow either but a fenced yard or pen is needed to contain tortoises and to keep potential intruders out including cats dogs raccoons possum etc Ambient outdoor temperatures from the 50s to the 80s are acceptable for Burmese mountain tortoises Artificial heat and shade sources should be utilized to maintain appropriate temperatures in at least a portion of the enclosure no matter what the outdoor temperature and light fluctuations may be Some keepers achieve this by installing a temperaturecontrolled shed or tortoise house complete with an appropriate entrance in some instances a doggie door works well into which the tortoise may seek refuge when outside environmental conditions become unsuitable Plan for the Long Term Given that Burmese mountain tortoises are still relatively new to the hobby their maximum age in captivity is not yet known They are larger tortoises so it is likely that pets could live longer than 60 years It is safe to assume that a Burmese mountain tortoise will be a lifelong pet You may need to ensure its continued care in your will as it may outlive you The most responsible thing you can do is to be sure that your pet will receive proper care with and perhaps later without you Food and Health Burmese mountain tortoises are generalist scavengers and browsers so a fresh meal should be provided at least three times a week and more often if needed The primary diet should consist of leafy greens including mustard turnip and collard greens as well as kale leaf lettuce dandelions etc Some fruit and even carrion can be offered but avoid citrus Most berries and melons are acceptable In the wild these tortoises will eat whatever they can find including various plants insects and animal carcasses A varied diet is the healthiest feeding method Photo by Russ Case Burmese mountain tortoises are generalist scavengers and browsers so a fresh meal should be provided at least three times a week and more if needed Mealworms earthworms and crickets can be offered as supplemental protein and a highquality canned dog food can be used as well but in moderation Burmese mountain tortoises are very fast growers and a calcium and vitamin supplement should be provided as well As long as they are kept under ideal conditions and fed a balanced diet captivebred Burmese mountain tortoises arent prone to any specific health problems Recently imported individuals are another story entirely because they often arrive in the US containing parasites and with probable intestinal problems The survival rate of such specimens is low Whether you obtain a captivebred tortoise or a wildcaught one before you bring your tortoise home do your research and find a veterinarian who is knowledgeable about tortoise care and treatment Burmese mountain tortoises can make a great addition to your family as long as you are fully aware of the responsibilities that accompany a tortoise of this size If you prepare for a life with a gentle giant like this then it will greatly benefit you Their slow methodical pace in life is something to admire David Penning is a Doctoral Fellow at the University of Louisiana at Lafayette He has had years of experience rearing and raising tortoises of all sizes including the Burmese mountain tortoises His current research revolves around snake behavior and energetics You can follow his interests through his website sitesgooglecomsitethelifeofaherper Add your comment Characters remaining Please enter the letters from the image below Audio version mp3

B I I I O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O

burmese mountain tortoise care
manouria genus
forth largest tortoise


photos byfotos de Salome Zamora Welcome to our parish Resurrection is a busy caring Catholic Church in the heart of Avondale Masses are offered in both Spanish and English Our priests and deacons and our many parish organizations tend to the spiritual and physical wellbeing of those in our community We are a little hard to find but we hope you will make the journey and join us in both worship and fellowship Bienvenidos a nuestra parroquia Resurrección es una iglesia católica ocupada y cariñada en el centro de Avondale Misas se ofrecen en español e inglés Nuestros sacerdotes y diáconos yorganizaciones parroquiales muchos tienden a las necesidades espirituales y físicas de las personas de nuestra comunidad Somos un poco difícil de encontrar pero esperamos que hacer el viaje y únete a nosotros en la adoración y compañerismo Mass Times Sunday 800 AM English 930 AM Spanish 1115 AM English 1230 PM Spanish 700 PM Spanish Saturday 430 PM English Vigil Monday Friday 730 AM English Wednesday 600 PM Spanish WeShare Online Giving Office Hours Monday Friday 1000 am 800 pm Saturday 1000 am 400 pm Events January S M T W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Jan 9 2019 700 pm Devotions Jan 12 2019 345 pm Confession Jan 16 2019 700 pm Devotions Stained Glass Windows photos byfotos de Salome Zamora

O O O O O O O O B B O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


Beach Webcams Myrtle Beach Bar Harbor Cam Grande Shores Resort Ocean Creek Resort North Ocean Creek Resort South North Myrtle Beach Ocean Drive Pavilion Charleston Charleston City Marina Harbour Town Lighthouse Florida Green Parrot Bar Cam Green Parrot Stage Cam Hogs Breath Saloon Bar Cam Hogs Breath Saloon Raw Bar Cam Hogs Breath Saloon Stage Cam St Augustine Cam Costa Rica Costa Rica Cam

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Home Pharmacy and Medical News Clinical Pharmacy Pharmacy Law and Ethics Patient Counselling Public Health Health Promotion EvidenceBased Medicine Pharmacist PreReg Pharmacist PreReg Pharmacist Medicines Causing Urine Colour Change Download PDF format Medicines Causing Urine Colour Changes Listed below are some medicines that may discolour the urine Senna redyellow Dantron containing preparations eg codanthramer codanthrusate red Sulfasalazine yelloworange Phenindione pinkorange Triamterene containing preparations eg cotriamterzide Frusene blue in some lights Levodopa containing preparations eg cobeneldopa cocareldopa reddishdarker in colour Entacapone reddishbrown Nefopam pink Clofazimine red Nitrofurantoin yellowbrown Rifabutin orangered Rifampicin orangered Deferiprone reddishbrown

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