I just love the Pan-African spirit in Zimbabwe, you know why? Because in Zimbabwe, one of the major roads is also named after the legendary Kwamin Krumah. To the extent that I saw a mall in here called Kuali, and as a Ghanaian, I feel so proud. But not just that, we've got Julius Nyeria from Tanzania, streets in here. We've got Kenneth Kawinda from Zambia streets in here. We've got Nelson Mandela from South African streets in here. The man of the land needs to put his name on the street to welcome to the home of Robert Mwagabi. Thank you.


Azerbaijan has to participate in investigation of terrorist attack on its embassy in Iran. The appearance of a new video footage of the act of terror against the Azerbaijani embassy in Tehran should encourage the Iranian side to objectively investigate the incident. The attitude of the Iranian side to these facts will serve as a litmus test of Iran's desire to restore normal diplomatic and neighbourly relations with Azerbaijan, Dr. Avla and Professor Namiq Aliyev, who held the post of Azerbaijan's ambassador to Georgia and Moldova in various years, has told. At a briefing, the head of the press service of the Foreign Ministry of Azerbaijan, Aikhan Hadzad, revealed the details of an armed attack on Azerbaijan's embassy in Iran. According to him, during the terrorist act at the Azerbaijani embassy, an Iranian police car drove up to the building of the diplomatic mission, but then drove off. Video footage of this has also been released. The diplomat believes that the Azerbaijani side should be allowed to participate in the investigation conducted by the Iranian special service, which in turn should be transparent and objective. Details suggest that forces behind terrorist attack were preparing it in order to destroy Iranian-Azerbaijani relations. Correct steps by the Iranian side should not allow the current situation to slide into a precipice. He stressed, adding that determination of the activities of the embassy of one country in another actually means the interruption of normal interstate relations. Describing the terrorist attack on the Azerbaijani embassy in Tehran as an unprecedented event in the history of Azerbaijani diplomacy, he expressed hope that the Iranian side should show its desire to maintain stability in the region.


Let's pray. Father, we thank You for this time. We thank You for this day, Lord. We thank You for bringing us to this day and this week. We thank You for Your faithfulness each and every day, Lord. We thank You for being the strength when we were a lot weak. Lord, we thank You for wisdom, Lord, when we were, when we lacked it, Lord. God, we just want to thank You for the peace, Lord, when we, when there was so much confusion. Lord, we thank You for being the rock, for being our Ankh, Lord. Just like shifting sand, God, we thank You. We thank You, Lord, that You stepped in and everything changed. We thank You, Master, for such encounters and even today I just pray for such things to continue to happen in each one of our lives, God. Oh, where there is lack, oh God, I pray that You will step in and yes, that we will acknowledge that You are more than sufficient for us, Lord. We thank You. We pray that You would change, we pray that You would rearrange our lives, Father God. Thank You, Master. Thank You, Lord. Father God, this morning we just want to especially thank You that because You have called us to be royalty, to be sons and daughters of the Most High God, Lord, to be co-heirs with Christ. And Father, we thank You that in Your Word You have, Lord, You have revealed to live that out, Father God. And we pray that we'll be careful to acknowledge that and receive that and follow that, Lord, and live that out, Father God, each and every day, Master. We thank You. We give You all the praise and all the glory. In Jesus' matchless name we pray. Amen. Amen. All right. Okay. You know, to answer some of the questions that were raised, I actually asked that same question which Mangi asked. I asked Pastor yesterday during our mentorship meeting, yesterday morning. So Mangi's question was right at the first session, right? He had the question about, you know, why, when we were talking about hermeneutics and we're talking about how the Bible is a progressive revelation. An example given was about polygamy, you know, that Bible does not condone polygamy, nor does it command it. So how do we address it? You know, we know that in the New Testament that, you know, when we regard to marriage and regard to ministry and so on, the qualifications are that a man have one wife and so on. So how do we actually address that? How do we, so that was Mangi's question. And I remember we said, we come back to it, right? So when I did my own study of it, I, like, nothing was conclusive in the sense, you know, practically, I read about one church ministry, which was just doing such, you know, outreach work among such cultures where there was polygamy and it was permitted and so on. So, but then when they came to the Lord, right, so the policy was that that person, you know, will not be used for ministry, will not be considered for ministry at all, irrespective of, you know, how called they were, gifted they were by God and so on, so that person will not be considered. So this person who, you know, writes about how he saw the lives of many people who were actually broken, right? They had come to the Lord and, but they could not thrive in their ministry or in their God given calling because this particular church or ministry said, you know, we're not going to use such people, you cannot be in ministry because this is what scripture says. So we, you know, we looked at that. So, so when we were discussing yesterday, so Pastor answered that, you know, we said, yes, there is a standard, scriptural standard that we have to live by and that's the truth, but also being sensitive to, you know, and that's the, you know, the, you know, that's the truth. So there's no compromise on that, the standard, which Bible calls in a sin and so on, but also practically applying it, we need to be sensitive and, you know, because we are dealing with people. And so, you know, in this specific case, you know, what we discussed was that, well, the person who has multiple spouses, you know, the person has to continue the responsibility of providing for the homes, providing for the children financially. So the financial responsibilities has to be taken care of. And well, the other thing was, well, the church can, if the person is called to serve, well, the church can obviously, you know, allow the person to serve and minister and so on. But with these conditions that they continues to, you know, as financial obligations are taken care of, but he is not living with three, you know, three wives. So, so that's the, so those are some things which need to be practically worked out so that people see also that, yes, you know, scripturally he's living and so on. So it's a case-by-case thing. So that is what we discussed. I think Mangi, were you there, Mangi, yesterday in the mentorship meeting? No, first I wasn't. Oh, okay, okay. Probably you can watch the video and you'll get more clarity, right? So that was quite an interesting discussion. Okay. Okay, another question. I think this was put up by, I'm not sure, maybe Sam, I think because we had a discussion on similar lines. So about homiletics, how can we innovate to meet modern day culture? And, you know, because if you're using those days, there were no TVs, no cell phones, nothing to distract in the manner that we have now. Things are complex, things are more, there are more things to distract, etc. So how do we innovate in order to preach in a way that meets, you know, the demand of today's thing? So I think we talked about it a little bit in one of the classes where we say that, okay, media is there, social media is there, it's technology is there, we use it to the max, right? At the same time, we are also, while we are talking about the ministry of the word, I think we looked at that, we use that, but don't water down, don't compromise on the message because the message of the cross cannot be compromised, the message of the word cannot be compromised because it is the word that has power, it is the word that carries power. So we need to do it in a way that's that's relevant, that reaches the hearts and minds of people of the audience, you know, today's audience. At the same time, not really. So it's again, we make sure that happens and that's a challenge, right? That's a challenge for any media that you use, that's a challenge, you know, be it print, be it to cut through the clutter, right? And also the fact that people have so little items in spans, and I think some of the platforms actually cater to that, right? 30 seconds, like Instagram and so on, half a minute, one minute videos. So yeah, so that's a challenge, but also an opportunity, a very challenging opportunity to present. Yeah. Okay, and people are also coming out with comics, like for the adult audience, like interesting comics with humor, with the message in order to reach the audience. So it's really cutting through the clutter. It's not something that's, it's a very unique and, and so God will give the ideas and so on. Yeah.  And how can I, you know, present things innovatively? Right. Okay. And there's another question, which is, okay, according to the biblical sense of preaching, are there differences between the words preaching, teaching, mentoring, you know, did Paul mentor Timothy, or did he preach to Timothy via as epistles? Who is a preacher and evangelist, a teacher, prophet? I think that difference we are, we actually studied, you know, between the fivefold ministry, you know, preacher, evangelist, I'm sorry, an evangelist pastor, the apostle pastor, evangelist, prophet and teacher. So that differentiation we learned. But preaching, the word preaching definitely refers to heralding or or declaring the truth, proclaiming the truth. Did Paul preach to Timothy, or did he mentor him? Definitely, you know, Paul mentored him because he, he was like a father to him. And we read that in the epistles, the Paul Timothy, you know, relationship.   Okay, so in that sense, the kind of relationship that he had was was a mental relationship. And also, you know, he says, hold fast the pattern of sound words that you heard from me. And you commit these two others, other faithful men who'll be able to teach also, which means that he did not, he also, there were times of teaching, there were times where Timothy was also in the audience where Paul preached, and he's referring to that and he says, you know, these pattern of sound words don't hold, I mean, don't lose in your grip on them. And we see in Timothy, in the first Timothy, and second Timothy, the importance of doctrine and Paul exorting Timothy to rightly divide the word and so on. So there were these moments of preaching and teaching and there were these moments where, you know, Paul also is appealing to Timothy and say, you've seen my life, the manner of life, the kind of, you know, what I did and how I lived and so on. And so that was in, it was a kind of a mentoring kind of a relationship. So yeah, so in terms of the word preaching, well, that is, it refers to proclaiming heralding and Paul did both. I hope that answers the question, whoever has put that up. Okay, so shall we describe that as social gospel? Okay, so Kennedy, what we're using as a social gospel actually refers to something else. I've not done a lot of study on that, but it's actually refers to the gospel or the good news being taken to alleviate, you know, the needs of man, the human felt needs of man like maybe, you know, feeding the poor or, you know, people who are being trafficked and, you know, so it's refers to that. So social media gospel through social media, that is not social gospel, if you're referring to that. But when people normally say social gospel, it is about doing work or social work that elevates the human, you know, human condition like poverty and maybe employment and those kind of things. Yeah. Okay, so just want to take a few minutes to ask, you know, how was your experience in sharing the gospel? You know, I know that that weekend we said, okay, we'll pray and ask God for, you know, divine appointments, divine, so anyone that you, if you can just share what was your experience, maybe something to do with the writing, maybe something to do with, you know, correcting with person, someone over the phone, anyone? Nothing at all? Really? I'm surprised. I'm sure there are at least a couple of, you know, instances. You can either put it in the chat or share that. Yeah, okay, the question was Rupa, you remember a couple of weeks back, we looked at, we were actually asking about, we had this whole time of sharing how the gospel reached us, how it was preached to us and then I think that same day we were saying, okay, now this weekend, look out for opportunities and divine opportunities orchestration so you can be a blessing, you know, the same way you were blessed by the gospel, which was preached to you, that you would reach out. So basically, you're just looking at, okay, how be sensitive to the spirit of God when he brings us to people or to share the gospel. So, yeah, so just talking about that, you know, were there any instances where you could share the gospel, whether face to face or through online, you know, so just talking about that, any, any testimonies, any experiences from that weekend till now, you know, online, okay, okay, would you like to share a little bit how that happened and... Sir, every evening, except for Sundays, we need for a time of prayer in the evenings on Zoom, 6 to 8 o'clock. So, most of them, they bring their unbelieving friends from other faith who are in so that's how I was able to, whenever I come across people like that joining us on Zoom, we share, I share the gospel with them. So last week, one seeker, she is studying in a Kasturibha school in a government school, she is searching and that teacher connected to the group. So, I was able to share the gospel with them. Okay, okay, we don't know yet, but we shared the gospel. Right, wonderful, wonderful, yeah, good to hear that, thanks. Anyone else? Okay, yeah, just watch out for, you know, those moments that God would open up. And, you know, I had a interesting, like every day thing, I was just going to buy some, get some grocery and so there was this cold storage section and so there was this lady who was there, like she was in some kind of a uniform, I think she was a salesperson promoting some cheese and all that. So, but she was on the phone and she was crying. And when I went there with the basket and just looking around and since she quickly cut the call and she, you know, tried to wipe her tears and and then she said, Sir, can I just, you know, talk to you about this, this laughing cow cheese, you know, the cheese brand name was laughing cow. And it seems paradoxical that she was crying and she was talking about laughing cow cheese and she said, can I, then I just asked her, you know, no, no, I just want to know, like, is everything okay with you? Right, are you okay? Then she said her daughter was very young and then very small and she has a wheezing problem. So, she had difficulty breathing and because of that, she couldn't come to the company to work on time. And she was late by 20 minutes and then her team leader was really, you know, kind of reprimanding her, giving her a hard time.  And then fine. So, then I just shared a testimony about about the Lord Jesus and how I got healed of wheezing. You know, I had a, because it was wheezing, I immediately, so I just shared, you know, this is what happened and this is what happened on the cross that the Lord Jesus, he died on the cross, not only for our sins, but also for our sickness. And, you know, this is what happened to me many years ago, more than 15 years ago, more than 20 years ago. This is what happened to me. The person who prayed for me, you know, shared about this and Jesus took my sickness on the cross. And I just, you know, kind of shared the gospel with her. And then she said, yeah, we also believe in, you know, Esu Masih and I think maybe she was Muslim, you know.   And therefore, I believe that you do did that and by your sacrifice that I shed blood, I am healed and my daughter is healed. And I want to thank you, you know, for that. So I don't know what happened. So I just said that and I was grateful that I could do that. Yeah. So yeah, this is just to be open to such moments, you know, everyday moments, whether you're shopping, whether you're wherever you are, I'm sure, like most of you are doing that, but just want to encourage us to be really open to that and take those opportunities, seize those opportunities to share the gospel. Okay. So let's look at, let's continue with our class. Let's continue with our notes. We were looking at chapter six, page 16 in our notes, chapter six, we were looking at how to study the word of God. We saw in the previous chapter the importance of the word, the importance of ministering the word, that the word, the content of the word, the truth of God's word need to be content when we are communicating, when we are preaching. And the importance of that, we saw all that. And we last class, we looked at different ways by which we can study the word, right? Word study or a topical study or a character study, book study, inductor study and so on. So we looked at that. So when it comes to studying, again, when it comes to interpretation, of course, you would have handled this particular thing in detail during your hermeneutics class. But here is a simple, you know, interpretation plan. You know, suppose there is a passage and it seems to have information that seems to, you know, doesn't really make sense or it seems to contradict, then, you know, how do I interpret that? Right. So here are some, here are some thoughts. The first one, of course, is to identify the problem in the passage, you know, and show the opposing views, which, which really make it a problem. For example, I was just thinking of one Corinthians 12, 13, 14, which, which we, you know, which talks about the gifts, particularly about tongues and so on.  And then we go further down in 12. And Paul asking this rhetoric question, are all apostles are all miracle, are all prophets, and so on, and are all, do all have gifts of feelings? Do all speak with tongues? Okay. And then he goes on to say in verse, sorry, Chapter 14, he talks about tongues. He talks about he who speaks in a tongue edifies himself, he who prophesies edifies a church, I wish you all spoke with tongues. So here is, here he is asking a rhetoric question for which the obvious answer is no, where he is asking that question, you know, do all speak with tongues?  And even verses before that, you know, personal of desire, spiritual gifts, 14 and verse one, we're saying, desire, spiritual gifts, and what is the, what is the purpose of the desire, desiring, spiritual gifts? The purpose is that I will walk in it, receive it and walk in it. Again, you know, Chapter 12, 1 Corinthians, Chapter 12, verse 31, the end of the chapter, earnestly desire the best gifts, again, plural, and so on. So the thing is, you know, so it seems to have these opposing views, you know, speaking tongues, praying tongues, and of course, we know, we know, we've studied that. But for example, if you, you know, take a chapter like that, identify the problem, show the opposing views, which make it a problem, list the realistic alternatives, alternative, alternative interpretations, the unrealistic interpretation you omitted, but what are those alternatives, list those things. Okay. Write out the thought development of the entire book. Okay, I'm on page 16. What does the entire book talk about? Obviously, the Corinthian church, and he's writing, you know, section by section, now concerning this, now concerning this, now concerning this, now concerning sexual immorality, now concerning, you know, he's talking about addressing several things, now about head coverings, and here he's talking about now concerning spiritual gifts, I do not want you to be ignorant. So he's, he's talking about that, that is the, you know, thought development. So he's addressing specifically talking about spiritual gifts in this particular passage. The historical background, does it throw any light? Well, historical background, you see that here's the church Corinthian church, he spent about one and a half years there. It seems to be a very spiritually vibrant church with a lot of problems, a lot of challenges. And, well, that's about it. That's we, that is what we see, but we see that there are, you know, spiritually, because Paul writes also in the first chapter that I see that you'd come short in no spiritual gift and so on. And then you look at the historical background of the church, well, you see that there were very thriving church and so on. And, okay, are there any keywords and which we can study, which can throw light? Okay, in this example, no, but are there any keywords that we can use? Okay, like we can find the definition of that word in, in the, in the biblical dictionary, or we can use the concordance to see, you know, how is it used, this particular word, how is it used in scripture? Or what are the uses by the, the same author, how does Paul use it in different places in the New Testament and so on. And we can also check the references, right, to see an example would be an analytical concordance, you know, an analytical concordance, which talks about the meaning of the word, the wherever the word is, wherever the word is present in scripture. Like we said, we looked at some of the tools that we can use for word study, similar to that, use the concordance. I'm sorry to look at where the scriptures use, where the references are there, and arrive at, you know, an interpretation, right. So this is a pro and con evidence for each interpretation, evaluate the relative weight and value of each piece of evidence and decide which interpretation best fits the weightiest and most valuable evidence. And now the application, and what is the application for the original audience? What is the application for the universal audience? And for me personally, what would be the application? So now these are, you know, you can just go through it. These are simple guidelines for us to, you know, take a problem passage and, and arrive at interpretation, right. So we're using our minds, we are using our, you know, skills of analysis and so on. But also, you know, we know that we are relying on, relying on the spirit of God, to point to, to highlight, you know, even as we are going through, even as we are reading this, right. Okay, so, so when we read through, for this particular example, when we read through, we hear, we read about the gifts, we see that, okay, it's not exclusive, it is plural, which means it is for everybody. This pursuing and desiring is for everybody. And it's so that everybody might obviously walk in it, and receive it and walk in it, right. And, and the end of the passage also talks about, you know, some of those, some of those arguments that people might have, right.  So we see that there are different kinds of tongues. We understand that. Then at the end of the passage, verse 39, you know, earnestly desire to prophesy and do not forbid to speak with tongues. So obviously, it was kind of widely prevalent and multiple people were speaking in tongues, let all things be done decently and in order. So, so, you know, we have this information, right, and then we put it together and then we see that, okay, in, in that particular verse, it is talking about ministry appointment. Okay, so there are different kinds of tongues here is talking about ministry appointments. Everybody obviously can evangelize, but he's here is talking about is everyone an evangelist are all apostles are all prophets are all teachers are all workers of miracles is talking about ministry appointments and in the same vein or in the same thought he's asking that same question about do all pray with tongues do all have do all speak with tongues do all interpret so obviously he's talking about ministry appointment in the church because he goes on later to pursue people to encourage people to actually pursue these gifts to pray in tongues and so on. Right, and he also gives his own example, his own testimony. In chapter 14 verse 18, I thank my God, I speak with tongues more than you all. And then he's talking about yet in the church, I speak a few words, five words with my understanding that I may teach others also, then 10,000 words in a tongue and so on. So that which brings the other aspect of the ministry of tongue. So we we understand right all this. Okay, right from the context here, where we study the context, we we receive the interpretation of that particular passage of that particular and that we are grappling with from the context itself. These these proofs actually these truths jump out at us. Right, so that was something that we can use for interpretation. If there is a this was a simple example, I'm sure there are more complex examples that we can take and try it out. Okay, so let's look at chapter seven and see we look at chapter seven and see how the Lord Jesus ministered the word. Okay, how did the Lord Jesus, the living word, the eternal word, how did he minister the word and what can I learn from it as a preacher or as a communicator of the word? What can I learn from that? So here, let's look at a few verses here. Let's look at a few scriptures. The first thing is from Isaiah 50 and verses four to five, which is again a prophetic scripture referring to the Lord. As Isaiah 50 verse four and five, the Lord God has given me the tongue of the learned that I should know how to speak a word in season to him who is weary. He awakens me morning by morning. He awakens my year to hear as the learned. The Lord God has opened my year and I was not rebellious, nor did I turn away. So to speak a word in season to him who is weary. So that is something that the Lord, the way in which he ministered a word in season. So that would mean that when we consider the gifts, we would see maybe it's a word of knowledge, a word of wisdom, a timely word, a word in season. It would even be a word of encouragement, or encouragement and exhortation and comfort, which could be a prophetic word, a word in season. So as we are ministering the word or preparing to minister the word, we see this as an example. So this is something that we can follow ourselves, that we can rely on God, we can rely on the Holy Spirit to give us a word in season. So the understanding is this that God knows our audience better than ourselves. And while we use our intellect and we say, okay, this is the age group of the audience. So therefore, these illustrations will make sense. This will not make sense. These are children. Therefore, this will make sense. These are some things that we can come up with. But the fact is that the Lord knows the hearts of people better than we know. Therefore, the Lord knows what the actual need is. The Lord knows what the challenges are. The Lord knows what the struggles are. And a word in season is something that refreshes the heart, something that transforms people's lives. And it can be a word in season that really, it can be a life or death matter for people. I remember once we had this, this actually came in, this email came in after Sunday's service. And in that particular service, we sang the song, God is fighting for us. I forget the title of the song, God is fighting for us. I will live, not die and proclaim your name on high. It's a song by Dalin Jack. God is fighting for us. So we sang the song.  And that part, normally when the instruction to the worship team is that, don't repeat for the sake of repeating certain things. If there is the weight of the Holy Spirit on a certain truth, and if the Lord is leading you to do that, then you repeat it as a, you know, you repeat it because then it is a reiteration of that, emphasis of that. So you repeat it. So that's the general instruction for the team. So that day, I was just repeating this and then, and then we got this email saying that this lady, of course, it's, it was not a preaching, but I just thought of this because we were, it was after the worship time. So the person actually wrote back saying that she wanted to take her life in the life. So she thought, okay, let me attend one service and end my life. You know, let me just go to church for the last time. And because she felt that the problem is that too much is too overwhelmed by things happening in our life. We don't know the details of it, but she just said, you know, maybe that or something, I don't know. So she said, okay, I'll just attend for one last time and then do it.  And there's, there was faith in her heart. She was a believer. We'd lost all hope.   I'm going to live. Now, what has not changed was the problem, you know, the problem was still the same. The service was over. She went back. The problem was still the same, but there was major change in her. And she was now strong enough and full of hope, full of faith. That she would be able to face, face whatever impossibilities were there, like with the help of God. So she was completely, you know, completely transformed, right? So that was a timely word for her. And very timely, right? It was a matter of life and death. But it was that it was a timely word for her. So we can, you know, we can ask the Lord, Lord, what is that? What is it that you want me to share? You know, I just want to speak a word in season. Or we can say, Lord, let what you're putting in my heart to prepare to share, let it be a word in season, a word that refreshes the hearts and minds of people, a word that snatches people from darkness into light, a word that really holds back people. Lord, let it be a word in season, right? Because if you look at the scripture, you know, this is what happens that a word in season to him who is weary, obviously, it is to strengthen, strengthen the heart that is weary, right? And I'm sure that all of us, we are recipients of word of word in season, right? And if you just ask people to share, I'm sure most of us will have testimony of how a word in season came to us and very interesting ways, right? So why not we be ministers of the word in season, right? Intentionally ask the Lord, you give me the thoughts, you give me the, sometimes it can be just the illustration that you're sharing, the story that you're sharing, that is a word in season. And so that it can happen, you know, if God puts the word in your heart, you don't even know it, right? It comes to you as a revelation, you don't know whether it's going to bless people's heart in that manner, but you are just faithful to go ahead and carry it out and it blesses the hearts of people. So that's the thing. And many times we, you know, it's not like you didn't even, you didn't even plan to say it, right? But God just dropped that thought in your heart and you went ahead and shared that anyway. You didn't plan to share that you didn't, you know, pre-meditate on it. It wasn't part of the notes, but you have this compulsion to share it and you shared it anyway. And you didn't think too much about it, right? And it happened. It is almost as if it was an act, right? You mentioned it casually and that was what it was word in season, right? For that person. So, but we see that when we yield ourselves, the Lord, you know, puts that, he awakens us, he opens our ears and puts that word in season so that it will be there to strengthen the person who is here. So the Lord Jesus, you know, ministered in that manner. And if you look at his conversation with the woman at the well, it was many times, you know, we see that it was, these were, you know, like those moments, those appointments. And it was that thing which changed people. Zacchaeus on the tree.  A word, it was a word in season. And that really changed the destiny of people, the way the Lord ministered. And, and as people who are called to walk in his footsteps, we can do the same thing, right? And we can look forward to doing that. Okay. The second thing that we see is that he spoke what he heard the father speak. So he was in constant communion with the father. And he was receiving from the father. And so he spoke what he heard the father speak. John 8, 26 to 28. I have many things to say and to judge concerning you. But he who sent me is true. And I speak to the world, those things which I heard from him. They did not understand that he spoke to them of the father.  But as my father taught me, I speak these things. So for us, you know, as New Testament ministers, you know, praise God, we have the Holy Spirit who teaches us, who reminds us of the of the words of the Lord Jesus, who guides us into all truth, and who inspires us, who shows us the things that we need to be speaking. So the Lord ministered in that way. He was in constant communion with the father. And he spoke. So also us, right? We don't want to speak out of our own selves. And, you know, but we want to speak those things that God wants to communicate. Now, we're not negating preparation. We're not negating the use of the mind, right? Because these are things that God has given us. And yes, even in that, you know, in the preparation, in our, you know, using of our minds to analyze and things, the Lord leads. What is the Father saying? What is the Holy Spirit saying? Right? So we, so we receive those things and we speak those things. And why do we do that? Well, we have it as an example. And obviously, there is fruit, right? There is fruitfulness. There is, you know, at the end of it, there is that good fruit that comes out of it. And then so, so we do that, right? Okay. Thirdly, he spoke with wisdom, extraordinary wisdom, which, which wowed the people like they could not even the ones who were opposing, even the ones who had come to arrest, they said, Oh, we've never heard anyone speak like this before. Okay. John chapter seven versus 44 to 46. Now, some of them wanted to take him, but no one laid hands on him. Then the officers came to the chief priests and Pharisees, who said to them, why have you not brought him the office's answer? No one ever spoke like this man. Okay, no one ever spoke like this man. Same thing we see in Matthew 13, verse 54, when he had come to his own country, he taught them in their synagogue so that they were astonished and said, where did this man get this wisdom? And these mighty works, where did this man get this wisdom? So the wisdom, the supernatural ability of signs and wonders combined with it, which was, which was, which people could not refute. Okay. Now the Lord is making that available for us by his spirit, right? By his spirit, we are one spirit with him, and we are recipients of the wisdom of God. We have the mind of Christ. And the Lord wants to display his wisdom through us, the church, right? So we don't do anything to shut it off, but we really receive all humility and, and then, you know, share that with the world, right? So wisdom, preaching the wisdom of God, wisdom of Christ. The fourth thing that we see is that he spoke with authority. He spoke with authority. Luke 4, verse 31-32, then he went down to Cappanon, a city of Galilee, and was teaching them on the Sabbaths, and they were astonished as his teaching for his word was with authority. And another place, you know, they, you know, they say that it was not like the Pharisees and scribes before he spoke with authority. He spoke with the weight of, you know, personal experience, the weight of conviction, the weight of, you know, application, living it out, all that gives the authority which was, with which to share. So the weight of authority, he's ministered, he declared the word as one with authority, wisdom, authority. So we have that as an example for us to follow. He ministered with a meek heart. Okay, it was, again, this is amazing to see that the Son of God coming and ministering, walking on the earth, being filled by the Holy Spirit, and doing those amazing signs and amazing wonders, and walking in all humility, right? It's amazing to see that. And we have that as our role model. We have him as our role model. Okay, ministering with a meek heart, you know. Matthew 11, 28, 29, come to me, all who labor and are heavy laden, and I will give you rest. Take my yoke upon you and learn from me, for I am gentle and lowly in heart, and you will find rest for your souls, for I'm gentle and lowly in heart, and you will find rest in your souls. So the Lord Jesus testifying of himself and describing himself, gentleness, and being lowly in heart, and being humble, being meek, and that was this, that is how he ministered. Okay, a few other things, but we'll pick it up in the next class. But we see that the Lord Jesus as our role model, and in the way he ministered the word, and it is for us, it is for us. Okay, the way he ministered, it is for us to follow, that example for us to follow. And John chapter 14 and verse 12, the Lord says, he who believes in me, the things I will do, he will do also, and greater things than these. So it involves the way he ministered the word, and we will do also, as we believe in him, and as we follow his footsteps. Okay, so we'll stop here. Anything that you want to add, any thoughts that you might have, or any questions, anything that you want to add, anyone? Can I ask, sir? Yeah, go ahead, Maggie. My question comes from chapter 6 on the problem of interpreting. Okay, the last section of chapter 6, okay. Please help. I don't understand when people say that passages are difficult scriptures, because when we read scriptures, they are true and they are straightforward in what they say. If we read scripture, they will tell us what God wants to say about us. So I don't understand when people say that scriptures are difficult to understand. Yeah, for example, it's that okay. Maybe it's like, for example, the scriptures that we saw right now, if we are looking at it exclusively, if you look at 1 Corinthians 12-28 exclusively, we might come to a certain conclusion that praying in tongues is not for everyone. And I might teach that, I might build a doctrine based on that. So that is something that could happen. For example, I'm just looking at 1 Timothy chapter 2. And this is something which is again, a major controversy in church. 1 Timothy chapter 2 verse 11, let a woman learn in silence with all submission. I do not permit a woman to teach or to have authority over a man, but be in silence. So verse like that. Now, you know that during Paul's time, there were women who were ministering. Akhila, Priscilla, husband and wife, they were ministering. You read about Andronikas, Junior, who was an apostle. Now, then what is Paul's intent in writing this? So a casual reading of it will say, okay, women don't teach. But you know that when you study the historical background and you see that he's writing to the women in Ephesus and the kind of challenges they had and so on. So that is what when people do have difficulties, it could be an intellectual difficulty, not really able to make sense, or it could be something spiritual in nature in the sense that certain truths are, we know that we need the revelation of the spirit of God. And I might be a natural man, not being able to understand that, because these things are received, you know, spiritually discerned, as scripture says. So that could be some problems. Yeah, you're right, you know, scripture, the Holy Spirit reveals, he describes, but at the same time, we cannot ignore the fact that there are certain passages which are at complex, complicated, right? So that's the thing, Rangit. Yeah, thank you, sir. As you explained there, I just had this thought that when we are reading a letter, we should read the letters as a letter, the whole letter to understand what the writer of the letter is talking about. So we cannot read only one verse, one chapter in the brother Paul's letter, Apostle Paul's letter, and then say we understand the other meaning. So we must read the whole letter from the beginning. Right, absolutely. Yeah, thank you. Okay everyone, so you guys have a great weekend God bless. We'll catch up next week. Okay, have a great time again, you know, sharing the gospel, ministering to someone this weekend. Okay, bye bye, God bless. Thank you, Pastor. Thank you, Pastor.


So, my paper presentation is on multi-parametric prostate MRI as a non-invasive investigation in detection of the lesions of the prostate. Under the guidance of Dr. Yogendra Sajdeep, Professor and Head of Department of Retrodiagnosis Pravara Rural Hospital, Dhoni, Carcinoma Prostrate is one of the common cancer in men. Most of the prostate cancer are slow growing and indolent rather than being aggressive in the initial stage and they seldom produce any symptoms until the advanced age. Because it is very important to have an early diagnosis of the prostate cancer which can further lead to improved treatment outcomes. Traditional methods used to diagnose the lesion includes the PSA, the digital rectal examination that does guided biopsy using a 12 core biopsy, however all these methods have their own limitation and disadvantages. Now digital rectal examination is also has a high inter-observerial ability. Moreover, on a study it was found that cross guided biopsy is associated with misdiagnosis of clinically significant prostate cancer in up to 30% of the cases, thus an improvement in diagnostic pathway for the prostate cancer is needed in order to decrease both misdiagnosis of clinically significant prostate cancer and overdiagnosis of clinically insignificant prostate cancer. The inediquity of screening tool to distinguish the subclinical illness from clinically significant prostate cancer always acts as a barrier to the early diagnosis of the prostatic lesion. Multi-parametric MRI is the imaging modality which provides the best anatomic imaging of the prostate gland due to its superior resolution compared with the other imaging techniques. There is introduction of the high field strength magnet, 3 tesla magnet which is a result in higher signal to noise ratio which can be used to increase the resolution, contrast or speed. Currently MRI is the most optimal technique for the evaluation of the prostate and it involves a multi-parametric approach for the diagnosis of the prostatic lesions. Multi-parametric MRI is currently gaining acceptance in detecting and localizing the lesions of the prostate and guiding the targeted biopsy or the focal therapy, stratifying the risk before the treatment, monitoring the patient during the active surveillance, planning and choosing surgery or radiation and accessing the recurrence. So with the help of the multi-parametric MRI imaging we basically diagnose the lesions of the prostate in the early stage which are clinically significant and do a targeted biopsy to prove the lesion and thus we can start the treatment of the patient in the initial stages. The aims and objective of my study is to evaluate the multi-parametric MRI as a non-invasive investigation in detection of the lesions of the prostrate in patients referred to the department of radio diagnosis for the evaluation in pravara instead of medical science. Materials and methodology include the study design which is a descriptive cross-sectional study. The study population was all the patients referred to the department of radio diagnosis of the evaluation of the prostrate were enrolled in this study. The assessment of this patient was done using Philips engineer elation machine which is a three tesla MRI machine. The inclusion criteria include all the patients who are giving consent for the study, all the patients referred to the department of radio diagnosis to the pravara hospital Loni, a symptomatic patient with suspected prostatic lesions and patients with obstructive neuropathy, hesitancy, urinary retention, hemorrhage or pelvic pain. The inclusion criteria include the patient not giving consent for the study and patients with contraindications for MRI such as claustrophobia, metallic implant, aneurysmal clip, pacemakers and prostatic heart valves. The protocol for my study was all the studies were performed on a three tesla Philips MRI machine. The protocol which was used was T1 exel images, T2 sag images, coronal and exel images, T2 fat set exel images, diffusion values were taken at 0, 800, 1400, 2000 B values, ADC images were taken, dynamic contrast study was done and MRI spectroscopy was also performed. The component of the multi-parametric MRI includes the T1 weighted imaging, T2 weighted imaging, diffusion weighted imaging, multi-magnetic resonance spectroscopy and dynamic contrast images. So results were a study was conducted on 18 patients who were referred to the department of radio diagnosis with problems of difficulty in maturation. Out of this 18 patients which were studied, 11 patients proved to have adenocarcinoma, 4 patients had BPH, 1 patient had prostratitis and 2 patients were negative for malignancy. All these patients underwent the multi-parametric MRI prostrate evaluation and following results were obtained in my study. So 68% of the patients with a proved pirate who were given pirate 4, 5 proved to be a case of adenocarcinoma, 29% had BPH, 1% case had prostratitis and 2% were negative. Age-wise distribution of the patient were enrolled in the study includes in this 50 to 68 years I had 3 patients, 60 to 70, 8 years were examined, 70 to 8 years, 4 patients were examined and 80 to 90 years, 3 patients were examined. In my study, PSL level of the patients includes PSL less than 10, 2 patients, PSL 10 to 23 patients, PSL level more than 20 to 100, 10 patients and PSL level more than 100, 3 patients. So out of these patients, the patients with PSL level 100 and 288 had skeletal metastasis. This is a chart that demonstrate the risk of prostrate cancer associated with PSL levels. So if the PSL level is less than 10, there is low risk if the PSL level is 10 to 20, there was intermediate risk, PSL level more than 20 was associated with high risk of prostatic malignancy. On the basis of the lesions which are obtained on MRI images, we can classify the patients according to the risk from very low risk to very high risk that a clinically significant cancer is likely to be present. Here what 5 categories range from pirates 1 to pirates 5. In pirates 1, there is very low risk for the cancer to be present. Pirates 2 has low risk of the clinically significant cancer to be present. Pirates 3 has an intermediate risk, pirates 4 has high risk and pirates 5 has very high risk that a clinically significant cancer is likely to be present. So for the pirates categorization we assign score to the lesions which are obtained on the T2 excel images. These lesions can be obtained in the peripheral zone or the transitional zone. So the scoring system for both of them is different. Now if we get a uniform hyper intense signal which is normal in the prostrate in the peripheral zone then a score of 1 is aside. If we get a linear or wave shape hyper intense signal then a score of 2 is assigned for the lesion. If we get a heterogeneous signal which is non circumscribed rounded then a score of 3 is assigned for the peripheral zone lesion. Now if we get a circumscribed homogenous moderately hyper intense signal with gate test dimension less than 1.5 which is confirmed to the prostrate then we assign a score of 4 for the lesion which is present in the peripheral zone of the prostrate. Now similarly if the greatest dimension of the lesion in the peripheral zone of the prostrate is more than 1.5 or there is evidence of extra prostrate invasion then a score of 5 is assigned. Similarly we have the scoring system for the transitional zone of the prostrate if the score 1 is for the normal appearing nodule of the prostrate. If a nodule is present in the transitional zone which is mostly encapsulated nodule and provides a hyper intense signal then a score of 2 is assigned for that lesion in the transitional zone of the prostrate. If the lesion has heterogeneous signal with presence of obscured margins in the transitional zone of prostrate then the score of 3 was assigned. If the lesion is lenticular shaped and the greatest dimension is less than 1.5 then a score of 4 was assigned. Similarly if the lesion had dimension more than 1.5 centimeter then a score of 5 was assigned. For the peripheral of the transition zone of the prostrate we also categorize the lesion on the basis of the score which are assigned on the diffusion weighted imaging. So if there is no abnormality then a score of 1 is assigned. If there is a linear hyper intense area of diffusion restriction obtained on high B value then we assign a score of 2. If there is focal area of diffusion restriction on high B values on diffusion weighted imaging then a score of 3 is assigned. If there is focal markly hyper intense area of diffusion restriction with greatest dimension less than 1.5 centimeter then a score of 4 is assigned for such lesion. Now if we have the focal and discrete area of diffusion restriction with greatest dimension more than 1.5 centimeter or an evidence of extra prostrate invasion then a score of 5 is assigned for such lesion. Now after categorizing the lesion or the peripheral zone and the transitional zone of the prostrate we can compile our data and assign the pirates category. Now in category 3 so for example if we got a category 3 then if the dynamic contrast enhancement is positive then the lesion gets further classified into pirates 4 category. Now if we assign the score and we get dynamic contrast negative then such lesion is categorized into pirates 3 category of intermediate risk of the prostrate cancer. In my study pirates score 1 and 2 are considered negative whereas the pirate score which were assigned as 3 4 and 5 are considered as intermediate risk high risk and very high suspicious for malignancy. So out of the 18 patients studied 11 patients with pirates score of 4 and 5 had evidence of malignancy on HPR correlation and 7 out of 8 patients with a score of 2 and 3 had evidence of BPH and prostratitis on the HPR report. This is a T2-weighted axial image of the patient in which there is presence of a T2-hypo intense signal which shows corresponding areas of diffusion restriction on DWI images. The T2-hypo intense area showed areas of diffusion restriction on DWI images with low ADC value and shows a positive uptake of contrast on dynamic contrast imaging. So this lesion was categorized as pirate 5 lesion and on the histopathological examination it proved to be a case of adenocarcinoma. The PS level of this patient was more than 100 and patient also had the skeletal myths in the body. The patient had enlargement of the prostrate with symptoms of obstructive uropathy and T2-sadatal images also shows the presence of mucosal irregularities involving the urinary bladder. This is the ultrasound correlation of the same patient. The patient had PS level more than 100 and had skeletal and hepatic and brain parenchymal metastasis. So this is the CT section and corresponding ultrasound section of the patient with the hepatic metastasis. On T2-weighted sagittal images of the spine there are multiple hypo intense areas which are obtained. So CT section was taken and the patient had extensive skeletal metastasis in the whole of the vertebral column also the patient had metastasis in the femoral region. The sensitivity of my study was 91.67% specificity of the study was 87.5% positive predictive value was 91.98% and negative predictive value was 87.4%. So for the conclusion multi-parametric MRI is a non-invasive and useful imaging modality that is emerging as an accurate tool for identifying the clinically relevant tumors. The protocol including T2-weighted imaging, dynamic contrast, NNSEMRI, diffusion-weighted imaging and MR spectroscopy can provide clinically useful information to the urologists for confronting the problem of managing the patient with prostate cancer. It can help in identifying, diagnosing and staging of the prostate cancer and can differentiate clinically significant tumors from benign lesions by combining the anatomical and functional imaging techniques thereby enabling the optimal risk stratification and treatment planning. So these are my references for the study.


I am Dr. Dinesh Kamath, Senior Consultant Physician and Diabetologist at Manipal Northside Hospital, Bangalore. International Diabetic Federation, i.e. IDF, has declared 14th November as World Diabetes Day. This is celebrated all over the world to create awareness to the people about diabetes. On this day, we hold a lot of seminars, exhibitions, marathon walks and even media and news editions about diabetes. So, we educate people on this day about the signs and symptoms of diabetes, its early treatment and prevention of its complications. According to WHO, presently there are about 763 million diabetic population in the world. That means one out of ten people are diabetic presently in the world. China remains the first highest number of diabetic population of about 116 million. India ranks second with 77 million population which is expected to increase to 101 million by the year 2030. So, this is a huge prevalence and it is going to be a burden on our healthcare economics. It is going to reduce the working hours, reducing the productivity and most important it is going to cause pain and suffering for the patients. That mainly when it involves the other organs like heart ailments, brain diseases, kidney failure, blindness and amputations due to gangrene and less blood circulation to the limbs. So, awareness is very important to all the people to change their lifestyle, eat healthy food, do regular exercises, cut down their weight so that we can detect this disease early and prevent the complications. Every year on this World Diabetes Day, the IDF has given a theme so that we can increase the awareness among our people. So, the theme for 2020 is nurses and diabetes. We all know that nurses are the backbone in healthcare delivery system and they have done a wonderful job in taking care of our diabetic patients and also supporting the people who are at high risk of developing diabetes. Nurses form about 50% of the global healthcare professionals. All our diabetic people are undergoing lot of challenges. Many of them do not know what the symptoms are. They are very confused with the different modalities of treatment. They are still doubting about the normal values of sugars. Even the complications, they are not aware between the connection between diabetes and involvement of various organs. So, the nurses being in close contact with our patient for long hours can really help in educating these patients and bringing them or facing their challenges. Nurses are important for the education, spread of education to our diabetic people. Now, WHO and IDF have requested the governments to make policies so that to train our nurses which can help for the educating the diabetic people. So, if the nurses are trained well, they will definitely make a difference for the lives of diabetic people.


Hi everybody, welcome to CCTV Channel 17 live at 525 Preservation Burlington show. It's a call-in show and so I'm just saying that up front so that everybody remembers the call-in. Preservation Burlington is a non-profit 501C3 organization whose mission is to preserve and protect the historic architecture and livability of Burlington through education and advocacy. I'd like to thank everybody for tuning in. I know we have a lot of upcoming events that I think I'd be better suited to just tell everybody to go to the website. We know our annual meeting is coming up this May. We have a bunch of walking tours all throughout June sort of to offset the fact that we're not doing a homes tour again this year. It's disappointing but we just have so much other stuff that's available and going on to sort of make up for that. So speaking of the annual awards, which are coming up May 21st at the Barge Canal, Venetian Beverage is going to be there and we'll be acknowledging a whole bunch of really interesting projects that happened throughout Burlington and I'm not foreshadowing here but if everybody's been paying attention to stuff in Burlington there's been a lot of stuff in the news about historic barns and outbuilding. In Burlington it's got hundreds and hundreds of old outbuildings in all different kinds of shape and they're often contributing historic structure to a property and people are either inheriting them, dilapidated or letting them fall to ruin because they don't normally suit today's lifestyle. Anyway my guest today is kind of a neighbor, we're in the neighborhood and a friend of mine, John Waddams, who asked me not to give a big bio but you're still involved with Preservation Trust aren't you, on the board? Yes. Yes, so he's a notorious preservationist and I know earlier, well so what was this a year ago you began this project? Yes, we've lived in Burlington in our current residence for about 38 years and the building that we're going to discuss has pretty much looked like it did when we moved in. Right, 38 years ago. Here we go it's up on the screen so I started with the historic outbuilding so this is a really classic 1925.  Right, I mean I can show you that Ron, my house was built in 1884, well before the automobile. Then somebody added this in the mid-20s I assume, I don't know the exact date. Probably got one of those first cars. Right, and we kept the building, we kept a good roof on it and I used to paint it and mess around with the door so it didn't look this badly for most of the time, but time caught up with it and it needed work. So this is what it looked like originally and that's what it looks like. I want to discuss the building a little bit. People refer to these as Model T garages because that's sort of the era. The size, they're small so those cars were smaller. That's right, well there's what would fit in one of these. Model T 1923. This is a garage plan for 1923. Mine's a little bit bigger, this one is 16 feet interior, mine's probably 17 feet. Yes, 17 and a half I think. Yes, you're right. And this is what would have gone in there. Right, that's cool. So obviously a new car doesn't fit very well in here. No, especially in the past few years. And a Tesla Model 3 is 16 feet long. You couldn't even sideways your way past it. Right, six feet wide wouldn't be able to open the door. The tundra in there. Yes, the tundra would probably go. You could put the building on the tundra. So anyway, this is a really cool building. It's got that classic hip roof, the windows on the sides and the doors. Talk about the doors a little, I don't want to jump around too much. I'm going to get into it. Let me just show you a few more pictures. Basically, this is sort of an interior view as we started to work on the building. Looks like an exterior view. I know. The building's jacked up a little bit, but you can see the sills are rotting and the concrete slab. This was sitting on just some timbers with a slab on the inside. So they probably poured the slab after the original building, right? Right up to the sills. And then we started jacking this thing up. I had a good friend of mine, Jay Hoffman, pretty good carpenter. And together he would come in and help me when we needed two hands and for two heads also. Because he had some good ideas. And together we figured out how to jack it up. And this was a do-it-yourself project. Right, so you were the GC, lead carpenter, right, right. Glazier, probably. So we figured out how to jack the building up. And the two of us did a bunch of bracing and all sorts of things inside the building. So this is a good picture, so a little bit about the jacking. So now it's obviously, because all these buildings are non-conforming, right? So you're in the setback. So what am I seeing here, the way you jacked it up? You removed the broken slab and everything inside, right? So we spanned the corners of the building with a fairly heavy timber. To catch that timber, we ran a skirt board all the way around, screwed to the existing framing. Yep, inside. We ran some angle braces, sort of creating a truss in the back. Keep it square or square it up. Did some other bracing to keep the walls from moving around as we jacked it up. And then we just slowly, with four jacks, which I went down to the hardware store and bought, especially for this, with the four jacks, we slowly raised the building up, just half an inch at a time, watching it running corner to corner to corner to corner. So I decided the two of us would move back and forth. And got it up, you know, approximately three feet, about three feet. And then that's where it sat until the excavator could show up. Right, right. Back to you're G-seeing it, right? So you're trying to get everybody's schedule to a point. And it was kind of, you know, it was really on my schedule, which was nice, because I had the ability to be flexible, too, with time. So I didn't have to have everything. I didn't really call them the subcontractors until I was ready for them. You know, they weren't chomping at the pit. Yeah, and this isn't part of your house, technically. So it's not impacting your living. Right, right, right. So there's another, there's probably a pretty good view of the building up. Yeah. Now this is from behind it, right? From behind, you know, all the windows and doors have been removed, obviously. We braced the rear of the building to keep it from going downhill. Because it's a pretty good grade. Yeah.  And he was able to get his machine right inside. This is REM construction from Randolph, Vermont. Young guy. And he was able to squeeze in there. So did he dig his way in a little bit? Yeah. What's the height of the door? About nine feet. How high is a model T? Exactly. About nine feet, you said? Right, it's about nine feet. We took the center post out of the garage and braced it. And he was able to just, you know, literally barely squeeze in there. And then went to work. And basically, you know, took out all the dirt. And there's another picture of it, you know. Okay, now it's... Eatering on the edge. Yeah, yeah, yeah. Yeah, look at your cribbing. Everything was stable. Your cribbing is real close to that drop. The ground was solid. We had the gravel under the cribbing. It was very solid. We banged around a lot on that building while it was in that shape. So who moved? Was it your carpenter buddy and you that came up with the engineering? With, like, what we required and... Yeah, yeah. Yeah, yeah. Pretty good. Yeah. Well, it's a small building too, you know. That's true. Right. If it fell over, how bad could it be? Just start over any other way. Which is, you know, to the point that we didn't want it to fall over because, you know, it's expensive to tear these things down. Right. You have to take everything to the dump. Yeah, yeah. Everything. You know, it's... And to build a new garage would have been a lot more expensive. Yep. I think in the long run. Right. Yep. So anyway, this is some gravel we had to bring in. We built a monolithic slab. Okay. Which had a coarse gravel on a few... About a foot of coarse gravel, then we laid... There's no picture. I don't have any picture of this, but we put down three and a half inches of insulation. Okay. On below the gravel? On top of the gravel. On top of the gravel. Oh, okay. And then another layer of Sherpaq, which is a very fine gravel. We tamp that. And we tamp that. Yep. And then we... Well, this is a picture of putting gravel into the... Yep. I mean, I know we've chatted before. I asked, but... So there's no frost walls. Did you... Right. Like an expanded edge? Yes, yes. The insulation and gravel extends three feet out from the foundation all the way around. Okay. Wow. And that's to prevent from, you know, from freezing. Yeah, frosty.  It was done by a venture engineering ventures in Burlington. Oh, yeah. Oh, those guys are great. Yeah. Big into historic buildings. Right. Yeah, they've saved a lot of stuff. Yep. And Bob Neal was, you know, one of the partners there and did a very nice job. He designed the foundation for me. So I don't want, you know, the earlier picture of the slab in a million pieces. Yeah. I didn't want that to happen. Right, you don't want to put this kind of effort in and then ten years down the road or five years down the road have that heave come up. So we then, you know, put the gravel and insulation, as I explained. And then we put a reinforced slab down. Yep. And you can see some of the insulation on the side. Yeah. We did use some insulated forms. Okay, yeah. In order to sort of help hold everything. Legos, right? Yeah, yeah. Okay. We did that on our... We put some of those in just to keep things from moving around. And we had to put the gravel and the insulation outside after we did this on the exterior of the building because we couldn't work on the building with... And the cribbing was in the way, right? Right. The cribbing was in the way. We didn't want to have to work over a moat, basically. Yeah, right. And so we put that around just as a way to sort of hold the concrete and form it up. And it worked very well. So there's our slab. There you go. So the whole time... So timeline for... Well, I started around this time last year. Okay. And slowly worked on here and there during the week when I could get Jay for the early parts. Yeah. He and I would work on it together.  We'd work on it a little bit the next week. And we did have to wait about a month for the excavator to show up. Yeah, for him to have the time. Right. And how long was he there doing this work? He did this in about three days. Really? Yeah. Wow. Because we look at the pictures and it's a small space, of course. The building is hovering above it. It looks like so much work. I would have guessed three weeks, not three days. He has another part-time job during the week and he came on the weekends. Oh, really? So basically on a long weekend, we got everything in to that point. Wow. That's impressive. And then after we'd had this lab and we started reframing the sides. You can see in this picture some cistering of the studs. Oh, yeah. We basically, because the whole bottom foot was basically rotted off. Because the concrete up against it for all those years, trapping moisture. Right. Then we, right. So it's a whole new sill, all the way along the bottom. A whole new sill, double sill, plate. Now you stretched all those new joists up. Yeah. The studs. Yeah. We had it pretty much open. Because you had that ledge around them. Yeah. Well, this picture here shows the studs before we put the ledge up. And then when we took the ledge down, we then did the rest of the building. This was the worst wall. We had to cister these up before we could even lift it. Oh, okay. Because this wall wasn't really bad shape. Okay, I gotcha. It was bowed way out and it was the most rotten wall. So we did that one first. And then did all our skirting. And then jacked it up. And then I decided to, the ceiling was just basically three-quarter inch boards. Yup. Yeah. Just butt-jointed boards nailed to the ceiling. Right. And it was just not adequate enough. So I reframed the ceiling in there that I could also use for storage, above. Okay. So the slab's done. You've lowered the building now. Yeah. Yes.  Yes. Okay. So you already knew what you were looking at out there. Those went to the McNeil plant. They were unplanned, painted. Oh. And so they were able to, you know, Turn them into electricity. Exactly. And you can see, wow, this project is checking all the boxes. Exactly. You know. So that's a glulam? You ran it first? Yeah. I ran a beam, a glulam beam across the center, just for support, because I wanted to be able to put a few things up above. Sure. I didn't finish off the attic, but I wanted to be able to put some, you know, wood up there, some screen doors, things like that. Of course. Yeah. All the stuff that gets accumulated in an attic space, you know, and not have it sag on you. Right.  It's, let's get back to, like you said, to tear this down, cart it, get rid of all of this stuff, clear the site, then of course, move the footprint and build a new garage. That would have been a huge undertaking. So right now you've done a bunch of work here and there, getting all prepped and ready, three days to get a slab in, plop the building back down. And now you're starting to do all these upgrades, which are making this, the skin of this old garage, you know, the inside is like a, almost like a brand new building at this point. Yeah. Yeah. Yeah. And the siding, I mean, the sheathing, some of it, we had to tear a lot of sheathing out, which is actually perfectly good shape around the outside just to get our jacking and everything. Yeah. Yeah. All the cribbing and everything.  There's the building down on the slab. Okay. Yep. It's been raised in the back. It's leveled. We had to bring it up quite a bit in the back. The original where it was sitting in. It was going to end up in the lake. It was going to roll backwards. It was going to roll backwards. It was a mile from the lake, but it would have ended up there. Eventually. Yeah. And so, that's, that's. Those are your holes for your, your bean that went across to carry it. Yeah. They're starting to, you know, that's starting to put things back together. We, you know, put some sheathing on there. Mm-hmm.  Yep. Nice addition. Yeah. Keep back splash away, keep dirt off of the doors. Make an easier transition from, you know, I'm not using it as a garage. It's going to, you know, but I do bring a car down there every so often to unload something. Yep, yep. That shows you, this picture is where we've, you know, replaced some of the siding and the skirt board and the trim piece is actually down. Okay. Not very much. No. No. No. No. Replacement and kind. Yeah. Check that box. They're absolutely everything, you know, as originally done. Yep. Now we can talk about the doors a little bit. Yeah. Now this is my favorite part of the project. Right. I don't want to, you know, you know, I know I disappointed you not having to take care of the doors for you.  They're amazing. And they were so cool to begin with. Right, right. So yeah, tell us about the doors. So they had to be, well, based on some advice I got from you, I knew how to do it. Which is, you know, the bottom foot of the doors basically had to be rebuilt. Yep. The rest of the, the rest of the structure of the doors was, was in really good shape. Yep. All the hardware was in good shape.  The track that you can see in this picture. Yeah. Which is really neat. It's like a barn door track with the rollers on top. Right. The thing you don't see every day is it makes it bend around the corner. Yeah, I'm going to show you how that works here. Okay, nice. I'm foreshadowing, that's all. Right. So the doors, you know, I painted those doors. You can also see some sheathing. We did sheathe the interior and tongue and groove pine. Yep. I thought that was the, for me, being more wood oriented than sheet rock oriented, it seemed to make sense. Yeah, yeah, yeah, yeah. You know, it's more structural. Yeah. Kind of easier, more fun to work with. Yes, yeah, yeah. So we did the walls and ceiling. And then this is sort of a picture here of the old type of doors that were sold then. I don't know what my doors are, but this company Slide Tight used to sell these folding doors around that time. And there's a picture of, you know, an early automobile inside of garage. Yep, yep, the Model T. See the way the doors are getting out of the way there. And here, if I can work this. Trying to go left or right? I'm just trying to make it play. Oh, I see, there you go. Okay, there we go. This is how they work. Excellent. Thank you. Oh, you're welcome. How about that guy? Oh, some young whipper snapper. Some young whipper snapper. So the door opens, one door opens. Yeah. And then the other two just slide right by it. Yes. Yeah, it's so cool. I don't think the viewers know that I love Windows Doors and old hardware. And when old hardware is working the way it's supposed to be, that's an amazing snapshot of how that works. And then you can pull your Model T right in there. Right, you can pull it right in. There's a work table there. And I had to do this, Ron. I had to take a night shot. There you go. The drama. Yeah, the dramatic shot. Look at it. It's perfect. Yeah, yeah, that's so fun. And that's, yeah, so that's from outside because I can see all your stuff inside. And that's that light. So you added wiring to the building, right? There wasn't wiring before. There was a wire that went down just for this, for the exterior light that went down the middle of the driveway, which was, I mean, it had been disconnected years ago. We did find it when we were digging. We did, yeah, of course, yeah. And it was a rotten mess. So I brought enough power down there to actually do some work in there if I wanted to for a wood shop. Yeah, so essentially you've fitted it up now. You've got storage in the attic. Wood walls. Yeah. Very warm, cozy wood walls. And cool doors that open all the way up. And it's your shop. That's right. You pleased? Yes, very pleased. Do the neighbors think you're crazy? The neighbors are... Or are they jealous? They're all jealous. I knew it. Yeah, yeah. They're jealous.  Yeah, yeah. Now, frankly, yours might not be as huge as the one to the north, or, but it's prettier than most of them now. Yeah, yeah. Everybody is trying to, you know, everybody on our street at South Union Street is trying to, you know, clean things up the best they can. But, you know, it takes a lot of effort. A lot of effort, you know? Yeah, yeah.  I grew up on South Prospect Street, and we had a horse barn in our backyard with stalls and everything in there. And UVM, which owns the house now, is actually renovating that. Oh, good. That outbuilding there. Yeah, yeah. Well, you know, we turned our carriage house into the... Yeah. We put Amy's mom and dad in the garage. Right, exactly. But, you know, it's a beautiful building, and I mean, we know how real estate is in Burlington, in Chitting County, but Burlington in particular. And these are, I mean, to rent a shop like that, that footprint in Burlington somewhere is going to cost you $1,000 a month. Yeah, yeah. You know? So, these are like, I feel like, I did a little snippet for the newsletter that's going to be coming out, but I feel like it's a missed opportunity when I see them. I drive around town. Right. And I'm just like, I love all of them. I want to save all of them. I want to help have you do that to everyone. Yes, it'd be great. Because now it's a... I mean, 1920s, it's a functional building for the next 100 years. It's a 100-year-old building. Yeah. And now it's like a really cool shop in your backyard for the next 100 years. That's right. You know? You feel pretty good about it? I feel terrific about it. Terrific. Look at that. Great slideshow. Just wanted to go back to... Oh, there it is. Yeah, there we go. Yeah. That's a good ending shot. The skirt board in the front. You did like a water course around the whole wall. Yes. Yeah. As original. You know, nothing creative here. I copied everything. I know. My whole career is just stealing good ideas and copying stuff, you know?  Right. It's a little cleaner than the moon painting and stuff, but it looks exactly like it's supposed to look. That's right. Congratulations. You did an amazing job. You really enjoyed it and happy to be here to tell you about it. Yeah, yeah. Thanks. And inspire our viewers. I almost said listeners. I forget we're on TV, you know? They never call in people. You can call them, you know? I should have had my wife call in. Yeah. I know. Sometimes I set Amy up to call in. You know when we get call ins? Anybody from Zoning is here. Right. And you get call ins. But no, thanks so much, John. Thanks for having me. Thanks for coming in and enjoying it. Sharing this with everybody. It's really cool and it's part of that whole message, you know? So now when I'm sitting at DAB and people are going, oh, we can't do anything. I can go, oh, look what my friend John did. Right. You know? Right. So, all right, everybody. I just want to thank everybody for tuning in to CCTV Live at 525 and our Preservation Burlington Show. I want to encourage everybody to go out and catch some of our events that we're doing this summer. I know it's been a long couple of years and there's a lot of pent-up demand and we're going to be walking all over town with all kinds of opportunities for people to learn about different neighborhoods and different architecture and stuff like that. So, for more information on all of that and Burlington history, the tours, events, or to get a marker for your historic home, go to preservationburlington.org and we'll see you next month. I'm not going to afford, I don't know what's going to be on next month yet, so we'll surprise you. Thanks for tuning in.


settled on a number that is remarkably similar to the return rate that we secured here in Scotland. That exhausts questions from the committee this morning, cabinet secretary. I thank you and your officials for their attendance at committee this morning. We are now moving into private session for a further agenda item. Thank you very much.


That is a collection of over 100 interactive simulations for teaching and learning science. You've got to connect the formula to real life. The easiest way to show the whole class to make sure everyone can see is to have a big FET Sim up on the screen. Sometimes I use FET just as a lecture demonstration, but I find it most effective to use it in conjunction with a question or an activity that actually is giving the students actively thinking about the science and the simulation. One of the things that FET allows that other things don't allow is when something spontaneously comes up in class, I can say, let's test it. The whole point of FET Sim is that it shouldn't be a passive activity. They weren't designed to be watched by students. I learned years ago that even though every faculty member I know loves good demos, the impact of demonstrations on student learning is almost always less than we would hope. Like any lecture approach, you want to turn things over to the class as much as possible. You want to let the students ask the questions. You want to somehow capture some of the interactivity inherent in the FET Sim by tying the FET Sim to a clicker question or some kind of in-class activity that the students involved with intellectually. One way we can get students to actually think about what they're seeing in the simulation is to partner the simulation with clicker questions and peer instruction. We ask students a challenging question and then have them turn to their partners to discuss. They vote, we collect the votes anonymously, and then we can have a kind of whole class discussion. If I'm presenting the FET Sim and telling them how to interpret it, you know and I know that although some of them are getting it, many of them are just pretty much nodding their head. It sort of makes sense what I'm saying. So the clicker questions are an opportunity to just take a pause, let the students think about what they've just seen and try to interpret it, try to make sense of it. For example, I might ask students to predict how something in the simulation will change when I change one of the variables. And then I have them discuss and vote. They get to turn to their neighbor. I often see them pointing at the screen, talking about various different elements of the circuit. Often hopefully referring to current flow or resistance or voltage, but presumably because that's what the circuit is showing. I'll ask students to defend their answers. That potential energy curve is a lot higher, right? We'll get different arguments for different answers. Then we use the FET Sim to either set up or verify the answer that the student is committed to. And you can hear half the audience go, I got it right. And he never tells us if we're wrong or not, because he's like, OK, that's what you think. And then we go to the simulation and boom, we see it right there. And then we're like, oh, wow, that makes sense now. OK, so I was wrong. That's what I love about clickers. Pressing that button is like a little contract. Oh boy, I can't pretend later on I didn't push B because I pushed B and it got recorded. The questions should be fairly difficult. They should be stimulating to the students. So you want to create a question that is not, did you recall something that I just told you? It's generative. Like questions that ask students to think about what will happen next. Yeah, we actually used a few. We were like, what would you predict would happen? And then we would like go to the FET and see what actually did happen. Like what if we change this? What happens to the period of oscillation of a mass on a spring if I increase gravity? A lot of students voted that the period should increase because the spring stretches more and if it stretches more it's somehow tighter so it'll go back and forth. And we show that easily by just clicking on, OK, let's go to Jupiter or let's go to the space shuttle where we turn gravity off and we see that it oscillates the same period. Sometimes I allow the FETs in to answer a clicker question rather than me answering the clicker question. Well, I found one thing that my students really like is to see the evidence. So I'll have the before and after capture on the next slide. Having a simulation really enriches what I can do at the end of the clicker question. So when we're having the follow-up discussion, when things come up I can respond using the simulation or I can have a series of follow-up questions where I'm asking students what would happen if I do this and if I do that. And that can really enrich and deepen the conversation. We have a lot of clicker questions written around the simulations at our website under teacher resources and under each simulation page. But sometimes you need to write your own questions around your own lecture material and teachers wonder where to start. You know, the clicker questions were really created by me going through the learning goals as I decide lecture by lecture, what are the topics we're going to cover and what are the learning goals of those topics and what questions will hit those learning goals. If you look on the simulation page you can find the learning goals for that simulation. That's a great place to start to say which one of these things really aligns with my goals in my lecture today. Then I would play around with a simulation and set up conditions that particularly elicit and sort of focus in on that particular learning objective. So if it has to do with the fact of demonstrating that current isn't used up in a circuit it is a very laudable goal and something that many students don't think to be the case. So set up a condition that would demonstrate that. For instance you could put two identical bulbs in series and stop and before you close the circuit ask students to make a prediction about which bulb do you think is brighter. I often try to put images of the simulation into the question either in the answer or the answer choices. Sometimes I use different setups of the simulation in the answer choices and then the students are asked to distinguish which setup would have a particular behavior. So sometimes I'll ask some questions like for the energy skate park I might have a pie graph with the kinetic energy and the potential energy shown and I'll say if in the next moment the kinetic energy pie piece is getting larger what might the skater be doing and I'd have a picture of the skater and the choices. So you can use Fed as a standard lecture demo but research has shown that student learning is really limited with this approach. The key is to get the students to be the center of the activity and not you so the more show and tell it is the less effective it's likely to be. One way to do this is to use interactive lecture demonstrations similar to those developed by Thornton and Sokolov. Here the instructor poses a scenario and asks students to predict what's going to happen. They write down individually and then they discuss together and form a group opinion. The instructor can then elicit those responses from the student and pull out their reasoning before they essentially conduct the experiment and in this case they conduct the experiment using the simulation. The students can then reflect on what actually happened and the instructor can have a whole class discussion around the science and the reasoning and ideas that were going on. There's this well-known psychological effect that people remember what they expected to see not what they actually saw. If you just show it to them then they're not emotionally and intellectually invested in the answer but if you force them to make a prediction first then they're interested to know is my prediction correct or is my prediction wrong and they're much more likely to remember if they got it wrong if they were forced to commit to the wrong answer and then see it different. For example we've adapted one interactive lecture demonstration to use the moving man simulation. In this case we give students a scenario for instance the man standing still for 5 seconds then walking at a constant speed for 10 seconds and then standing still for another 5 seconds. We ask them to predict how the velocity versus time and position versus time graphs are going to look. One thing that's really useful is that that simulation can allow you to extend what the students can see and enrich the discussions. So for instance I can take the simulation and show the velocity vector at the same time that I'm showing the graph so that you can really help students digest the coordination between the man's movement and the graph. I have total control of the physics in a FET sim where I don't have that control in a real demonstration I can slow down time so that things move slowly enough that I can point out the important features. One of the goals of FET is to really help students develop their science inquiry skills so in all of the FETs you can change variables and discover, cause and effect relationships and you can even do this in a large lecture setting. FET allows you to explore ranges of parameters in wonderful ways. The teacher can be the guide. The teacher can put FET up projected on a screen in front of the class and do a run through of an experiment and then ask the students in the class after they've done the run through for their suggested variations on the experiment. Do you think it would be harder or easier for the water molecules to jump up into the gas? And being the guide the teacher can then input their parameters and see what happens. Ask them to predict first what's going to happen what they expect to happen observe it and see what the result is. And then together we can first collect explanations from the students and then evaluate the reasoning and then we can turn to the simulation and see what actually happens. The FET helps kind of ingrain in our mind what is actually going to happen rather than what we intuitively thought. I'll ask the audience a question. I'm going to turn on friction now. What's going to happen to the total energy? Some of them will cry out, oh total energy will go down cause you'll lose energy to heat. And I go, oh, is energy not conserved when there's friction? And other people will say, oh energy's always conserved but you're losing it to heat. So where is it going? So I flip on the friction and they see the thermal energy bar start going up and they see how the thermal energy bar is added to the potential and kinetic energies to keep the total energy constant. I love that sort of easy, accurate visual and I think the students do too. So the other day in class I used the buoyancy simulation and I made a block that was neutrally buoyant and put it in the water and then I asked students what changes could you make to make this block float? I turned the question out to them. They discussed, they came up with various changes and then we came back together and I had them volunteer their changes and explain their reasoning and actually predict what would change the gravity vector or the buoyancy vector and then we could do that change with the simulation and see what actually happens. That sort of immediate visual is just so much more powerful than telling the students the answer or claiming that the answer can be seen from this formula. So in that way a simulation can really change the nature of a classroom. So you can engage in what I call full class inquiry. So in an laboratory you might have two students engaged in inquiry with one tabletop experiment but in a large lecture you can now have the entire class engage in inquiry with the simulation. In my experience the use of simulations in lecture, no matter how you use them often leads to more high quality student questions and that's the sort of thinking that we want our students to be doing in class. It's a really really good tool for helping kind of with conceptual understanding. Yeah it was helpful because if you got the quicker question wrong and then she showed the fact to explain kind of the concept it was really easy to see how you missed it and help explain it better. We can provide instantaneous feedback to students on what the impact is if we change planets or gravitational fields or time or the number of coils on a wire and see immediately what the impact of these are. And that is a really powerful way to learn. You learn what's important and what's not important. It's one thing to see the professor conduct an experiment or something but it's a totally different thing to see the student generating questions that he has and that he wants to answer. So we'll often see students asking what if questions around the simulation. So what's nice about this is you can kind of go where the kids go. So let's see the sim and they go well this is a solid now what's going to happen what if we do this and you can do that with a fact. So the more interactive the less that you do without somebody from the class generating it suggesting it asking about it the more that it's like they are in control of the sim the more effective it feels at least as an instructor.