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By buying this product you can collect up to 1 loyalty point. Your cart will total 1 point that can be converted into a voucher of $0.05.
Online only by email (without the box)
$5.32 $5.33
1954: Alcatraz – The cash is out there. But who will get it?
Joe's doing 40 years on Alcatraz for a heist on an armored truck. The loot is still hidden out there, but only Joe knows where it is. In the streets of San Francisco, Joe's ex-accomplices and his wife are eager to find the stolen money. Who will get their hands on the dough?
In this interactive Point & Click adventure by Daedalic Entertainment and Irresponsible Games - the team of Gene Mocsy - Joe and his wife Christine will be playable characters. Players will decide between love, treachery, life and death: will Christine assist Joe during his prison break? Will they recover the fortune together? Or will they succumb to greed? Will Christine deceive her husband, taking revenge for all the disappointments and a marriage that brought her nothing but hardship? Will she just turn her back on Joe and hit the road with his former accomplices? Or will Joe gain everything in the end?
1954: Alcatraz offers all what makes a great adventure: challenging puzzles, a mature crime story with a dynamic plot and various possible outcomes, and a whole bunch of shady characters: brutal felons, making life on The Rock even harder for Joe, while outside not only his partners-in-crime but also snoops and cops are after the money and Christine. The cinematic San Francisco of the 1950s, caught in a gritty comic style is a harsh place. But it's also a place where 1954: Alcatraz can also pay homage to history and zeitgeist, in form of the Beatnik culture and other contemporary themes.
1. Download, install and run installer STEAM.
2. After the game run, create your STEAM account according to instructions on screen, after that go into tab Games, options for product activation on Steam, copy the game bought game key from your KeenShop account
3. After this procedure the game and it's parts is present at Games tab.


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Recommendations please (galleries)
Hi I'm looking to put a gallery on to my website (I've run out of space on my free account at flickr)
I want a seemingly seamless integration between wp and whatever gallery I choose to use (whether as a plugin or by me fiddling with templates) and I want the gallery to have albums and also allow tagging (like Flickr)
I've done some searching, but frankly I'm bamboozled by the number of galleries out there (or hit dead links) and figured I would ask for recommendations from you guys! Afterall – you will be some of the most experienced wpers out there…
I'm running WP 2.0.4… any suggestions as to where to go?
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subset: commoncrawl


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Register today for inside access to our thought-provoking coverage of the global financial markets!
June 15, 2015
At Millennium Management, Smith Barney alumnus Kelly leads the $30.1 billion hedge fund firm's marketing push into wealth management.
In 2007, at age 30, Brian Kelly was co-managing a sales and
marketing team for Smith Barney, the private banking arm of
Citigroup; this unit of more than 20 focused on selling
alternative investments to the Smith Barney network and client
base. As a kid in Queens, the son of a New York City fireman
and an administrative assistant had always been drawn to the
world of finance and business. While attending Long
Islands Hofstra University, where he majored in finance
with a minor in economics, he interned on Wall Street during
his junior year and took a full-time role at Smith Barney in
his senior year, finishing college at night. When Kelly joined
the firm in 1999, he started in alternative investing as a
point person between hedge funds, venture capital, private
equity and other alternative-investment funds and the
firms individual wealth advisers. As the hedge fund
industry grew and became more important to banks, his place at
Smith Barney changed. By 2008, Kelly was working under Citi
Alternative Investments, selling internal and external funds.
When Citi and Morgan Stanley merged their brokerage divisions
in 2009, with Morgan Stanley taking the controlling stake, he
moved over with the business. In 2010, however, after little
more than a year at Morgan Stanley Smith Barney, he decided to
join New Yorkbased hedge fund firm Millennium Management.
Kelly had come to know John Novogratz, $30.1 billion
Millenniums global head of marketing and investor
relations, who hired him, and Kelly knew the firm well. Since
2008, Millennium, founded and run by
Israel (Izzy) Englander, had been seeking to build up and
diversify its client base. Kelly, 37, heads the wealth
management effort in addition to working with some family
offices and
registered investment advisers.
The 2017 LATAM Corporate Access Team : Both investors and corporations pointed to Brazilian firms as their best bet for good ...
The 2017 All-Brazil Research Team: The firms will have to weather an upcoming election and potentially rising interest rates ...
The 2017 All-Brazil Sales Team: The firm snagged the top spot in Institutional Investor's annual ranking of the country's ...
The 2017 LATAM Sales Team: BTG Pactual and Credit Suisse rose to the top three in II's annual ranking ...
The 2017 LATAM Research Team: In the wake of cost-cutting and downsizing across sell-side firms, the bank rose to ...
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Webhooks and APIs
SuperSaaS provides webhooks and APIs (Application Programming Interfaces) to facilitate integration of SuperSaaS' online appointment scheduling functionality with your own (web) applications and/or back-end systems.
Webhooks are user-defined callbacks that inform other applications or websites about events happening on your SuperSaaS account in near real-time. They can be used to extend the functionality of your schedule, for example, by subscribing new users to a MailChimp mailing list or by sending you a chat message for a changed appointment. Another popular use is to send email via another server. Webhooks can be configured automatically using Zapier.com or integromat.com. You can also configure webhooks manually, although the latter option is only available to subscribers.
Read more: Webhooks: Connecting SuperSaaS to other websites
A level of technical proficiency is needed to use APIs, you can find more information in our developer documentation.


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Midwinter of the Spirit Paperback
by Phil (Author) Rickman
Part of the Merrily Watkins Series series
THE SECOND INSTALMENT IN THE MERRILY WATKINS SERIES'They'll follow you home... breathe down your phone at night... a prime target for every psychotic grinder of the dark satanic mills that ever sacrificed a chicken...' Diocesan Exorcist: a job viewed by the Church of England with such extreme suspicion that they changed the name.It's Deliverance Consultant now.
Still, it seems, no job for a woman. But when the Bishop offers it to Merrily Watkins, parish priest and single mum, she's in no position to refuse.
It starts badly for Merrily and gets no easier. As an early winter slices through the old city of Hereford, a body is found in the River Wye, an ancient church is desecrated and signs of evil appear in the cathedral itself, where the tomb of a medieval saint lies in pieces.
- Format: Paperback
- Pages: 560 pages
- Publisher: Atlantic Books
- Publication Date: 01/06/2011
- Category: Crime & mystery
Free Home Delivery
on all orders
Pick up orders
from local bookshops
Showing 1 - 2 of 2 reviews.
Review by RuthieD
I remember reading this book a long time ago. I also being a lone parent was intrigued. I relished it. And although his other books went on to disappoint there s part of the book which absolutely terrified me. And it still remains the only book to do so. Quite an honour....
Review by imyril
There's no avoiding it: this series is problematic, and some of the motifs would normally be a red rag to a bull for me. Packaging it up with a charming single Mum priest and her smart, difficult teenage daughter goes a long way to making it irresistible though, and I devoured this outing in 2 days despite some of the issues the bit of my brain I locked up for the duration would have liked to froth over.Merrily has lived down the difficulties of her first months in Ledwardine, and picked up a new challenge: the reforming new Bishop of Hereford wants her to be his new exorcist. As dark clouds gather over the county in the run up to Christmas, she must decide whether she really believes in evil - and whether she's really ready to face it.
Also in the Merrily Watkins Series series | View all


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Northern Michigan University HVAC certification
Think about what career is best suited for you, and where you want to study. Request more information now.
Think about what career is best suited for you, and where you want to study. Request more information now.
Think about what career is best suited for you, and where you want to study. Request more information now.
Learn about Northern Michigan University HVAC certification, and registering in elective training programs. Which college degrees give you the best chances of finding employment after graduation? Completion of an accredited engineering program can qualify you to enter the workforce as a paid intern immediately. Concentrating on Northern Michigan University HVAC certification, for example, you may gain an advantage in job recruiting on-campus. Check with the hvac technology department for course registration deadlines, and sustainable energy program requirements. Please use the form above to request admissions info for Northern Michigan University.
As the complexity of buildings has increased, the field of HVAC has become multi-disciplinary, with building codes governing the installation of heating ducts and ventilation systems. The preparatory processes in the design of any large building have become quite complicated, and require preliminary studies of such matters as structural durability, sustainability, and compliance with local zoning laws.
A recent shift in structural engineering has prompted architecture schools to focus more on environmental sustainability. Modern architecture was pioneered by Frank Lloyd Wright, Buckminster Fuller, and by green architects such as Ian McHarg and Sim Van der Ryn. Concepts include passive solar building design, greener roof designs, biodegradable materials, and more attention to a structure's energy usage. Beyond major requirements within the hvac technology department, you may consider Wake Technical Community College 3D printing as an adjunct to your primary course of study.
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Researches, plans, designs and develops mechanical products and systems such as instruments, controls, robots, engines, machines and mechanical, thermal..
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Electrical Engineer will have a minimum of 5 years experience, a PE preferred not required, and a Bachelors Degree in Electrical Engineering (or related field)..
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The Reliability Engineer will deliver a risk management and risk assessment strategy for implementation of condition based and predictive maintenance programs..
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Sanibel hooded warblers and other migrants
Expand Messages
- This morning there were at least two hooded warblers at the lighthouse as well as a few indigo buntings, barn swallows, and a ruby throated hummingbird..And on the way home from there along Periwinkle there was a tree with 8 Eastern kingbirds. .And now at 630 pm there is a male hooded warbler in our yard, which is about a mile from the lighthouse. The birding has definitely picked up.I haven't seen the male painted bunting at my feeders in a couple of days, but it seems to reappear every few days.Julie Long, ST Charles Il and Sanibel. .
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Artists of Lac Qui Parle County
I will be displaying as a local artist at the Lac Qui Parle Museum.
The event will run from May 28 through July 30, 2017.
I understand items will be on display earlier than that date however.
Open house and "meet the artist" is scheduled for May 28.
BSAF (Brookings SD art show) July 8 and 9
The Arts Meander September 29, 30, and Oct 1.
I will display at my home studio at: 3220 150th st, Boyd, MN


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Geant4 User's Guide
For Application Developers
A set of visualization attributes is held by an instance of class G4VisAttributes defined in the graphics_reps category. In the following, we explain the main fields of the G4VisAttributes one by one.
void G4VisAttributes::SetVisibility (G4bool visibility);If you give false to the argument, and if culling is activated (see below), visualization is skipped for objects for which this set of visualization attributes is assigned. The default value of visibility is true.
Note that whether an object is visible or not is also affected by the current culling policy, which can be tuned with visualization commands.
By default the following public static function is defined:
static const G4VisAttributes& GetInvisible();which returns a reference to a const object in which visibility is set to false. It can be used as follows:
experimentalHall_logical -> SetVisAttributes (G4VisAttributes::GetInvisible());Direct access to the public static const data member G4VisAttributes::Invisible is also possible but deprecated on account of initialisation issues with dynamic libraries.
A G4Colour object is instantiated by giving red, green, and blue components to its constructor, i.e.,
G4Colour::G4Colour ( G4double r = 1.0, G4double g = 1.0, G4double b = 1.0, G4double a = 1.0); // 0<=red, green, blue <= 1.0The default value of each component is 1.0. That is to say, the default colour is "white" (opaque).
For example, colours which are often used can be instantiated as follows:
G4Colour white () ; // white G4Colour white (1.0, 1.0, 1.0) ; // white G4Colour gray (0.5, 0.5, 0.5) ; // gray G4Colour black (0.0, 0.0, 0.0) ; // black G4Colour red (1.0, 0.0, 0.0) ; // red G4Colour green (0.0, 1.0, 0.0) ; // green G4Colour blue (0.0, 0.0, 1.0) ; // blue G4Colour cyan (0.0, 1.0, 1.0) ; // cyan G4Colour magenta (1.0, 0.0, 1.0) ; // magenta G4Colour yellow (1.0, 1.0, 0.0) ; // yellow
It is also possible to instantiate common colours through static public data member functions:
static const G4Colour& White (); static const G4Colour& Gray (); static const G4Colour& Grey (); static const G4Colour& Black (); static const G4Colour& Red (); static const G4Colour& Green (); static const G4Colour& Blue (); static const G4Colour& Cyan (); static const G4Colour& Magenta (); static const G4Colour& Yellow ();
For example, a local G4Colour could be constructed as:
G4Colour myRed(G4Colour::Red());
After instantiation of a G4Colour object, you can access to its components with the following access functions:
G4double G4Colour::GetRed () const ; // Get the red component. G4double G4Colour::GetGreen () const ; // Get the green component. G4double G4Colour::GetBlue () const ; // Get the blue component.
G4String G4Colour --------------------------------------- white G4Colour::White () gray G4Colour::Gray () grey G4Colour::Grey () black G4Colour::Black () red G4Colour::Red () green G4Colour::Green () blue G4Colour::Blue () cyan G4Colour::Cyan () magenta G4Colour::Magenta () yellow G4Colour::Yellow ()
Colours can be retrieved through the GetColour method:
bool G4Colour::GetColour(const G4String& key, G4Colour& result)For example:
G4Colour myColour(G4Colour::Black()); if (G4Colour::GetColour("red", myColour)) { // Successfully retrieved colour "red". myColour is now red } else { // Colour did not exist in map. myColour is still black }
If the key is not registered in the colour map, a warning message is printed and the input colour is not changed. The colour map is case insensitive.
It is also possible to load user defined G4Colour's into the map through the public AddToMap method. For example:
G4Colour myColour(0.2, 0.2, 0.2, 1); G4Colour::AddToMap("custom", myColour);
This loads a user defined G4Colour with key "custom" into the colour map.
//----- Set functions of G4VisAttributes. void G4VisAttributes::SetColour (const G4Colour& colour); void G4VisAttributes::SetColor (const G4Color& color );We can also set RGBA components directly:
//----- Set functions of G4VisAttributes void G4VisAttributes::SetColour ( G4double red , G4double green , G4double blue , G4double alpha = 1.0); void G4VisAttributes::SetColor ( G4double red , G4double green , G4double blue , G4double alpha = 1.);The following constructor with G4Colour as its argument is also supported:
//----- Constructor of G4VisAttributes G4VisAttributes::G4VisAttributes (const G4Colour& colour);
Note that colour assigned to a G4VisAttributes object is not always the colour that ultimately appears in the visualization. The ultimate appearance may be affected by shading and lighting models applied in the selected visualization driver or stand-alone graphics system.
The forced wireframe and forced solid styles make it possible to mix the wireframe and surface visualization (if your selected graphics system supports such visualization). For example, you can make only the outer wall of your detector "wired" (transparent) and can see inside in detail.
Forced wireframe style is set with the following access function:
void G4VisAttributes::SetForceWireframe (G4bool force);If you give true as the argument, objects for which this set of visualization attributes is assigned are always visualized in wireframe even if in general, the surface drawing style has been requested. The default value of the forced wireframe style is false.
Similarly, forced solid style, i.e., to force that objects are always visualized with surfaces, is set with:
void G4VisAttributes::SetForceSolid (G4bool force);The default value of the forced solid style is false, too.
You can also force auxiliary edges to be visible. Normally they are not visible unless you set the appropriate view parameter. Forcing the auxiliary edges to be visible means that auxiliary edges will be seen whatever the view parameters.
Auxiliary edges are not genuine edges of the volume. They may be in a curved surface made out of polygons, for example, or in plane surface of complicated shape that has to be broken down into simpler polygons. HepPolyhedron breaks all surfaces into triangles or quadrilaterals. There will be auxiliary edges for any volumes with a curved surface, such as a tube or a sphere, or a volume resulting from a Boolean operation. Normally, they are not shown, but sometimes it is useful to see them. In particular, a sphere, because it has no egdes, will not be seen in wireframe mode in some graphics systems unless requested by the view parameters or forced, as described here.
To force auxiliary edges to be visible, use:
void G4VisAttributes::SetForceAuxEdgeVisible (G4bool force);The default value of the force auxiliary edges visible flag is false.
//----- Constructors of class G4VisAttributes G4VisAttributes (void); G4VisAttributes (G4bool visibility); G4VisAttributes (const G4Colour& colour); G4VisAttributes (G4bool visibility, const G4Colour& colour);
Class G4LogicalVolume holds a pointer of G4VisAttributes. This field is set and referenced with the following access functions:
//----- Set functions of G4VisAttributes void G4VisAttributes::SetVisAttributes (const G4VisAttributes* pVA); void G4VisAttributes::SetVisAttributes (const G4VisAttributes& VA); //----- Get functions of G4VisAttributes const G4VisAttributes* G4VisAttributes::GetVisAttributes () const;
The following is sample C++ source codes for assigning a set of visualization attributes with cyan colour and forced wireframe style to a logical volume:
//----- C++ source codes: Assigning G4VisAttributes to a logical volume ... // Instantiation of a logical volume myTargetLog = new G4LogicalVolume( myTargetTube,BGO, "TLog", 0, 0, 0); ... // Instantiation of a set of visualization attributes with cyan colour G4VisAttributes * calTubeVisAtt = new G4VisAttributes(G4Colour(0.,1.,1.)); // Set the forced wireframe style calTubeVisAtt->SetForceWireframe(true); // Assignment of the visualization attributes to the logical volume myTargetLog->SetVisAttributes(calTubeVisAtt); //----- end of C++ source codes
Note that the life of the visualization attributes must be at least as long as the objects to which they are assigned; it is the users' responsibility to ensure this, and to delete the visualization attributes when they are no longer needed (or just leave them to die at the end of the job).
Define the attributes with lines such as:
std::mapThen fill the attributes with lines such as:
* store = G4AttDefStore::GetInstance("G4Trajectory",isNew); G4String PN("PN"); (*store)[PN] = G4AttDef(PN,"Particle Name","Physics","","G4String"); G4String IMom("IMom"); (*store)[IMom] = G4AttDef(IMom, "Momentum of track at start of trajectory", "Physics","","G4ThreeVector");
std::vectorSee geant4/source/tracking/src/G4Trajectory.cc for a good example.
* values = new std::vector ; values->push_back(G4AttValue("PN",ParticleName,"")); s.seekp(std::ios::beg); s << G4BestUnit(initialMomentum,"Energy") << std::ends; values->push_back(G4AttValue("IMom",c,""));
G4AttValue objects are light, containing just the value; for the long description and other sharable information the G4AttValue object refers to a G4AttDef object. They are based on the HepRep standard described at http://www.slac.stanford.edu/~perl/heprep/. Geant4 also provides an G4AttDefStore.
Geant4 provides some default examples of the use of this facility in the trajectory classes in /source/tracking such as G4Trajectory, G4SmoothTrajectory. G4Trajectory::CreateAttValues shows how G4AttValue objects can be made and G4Trajectory::GetAttDefs shows how to make the corresponding G4AttDef objects and use the G4AttDefStore. Note that the "user" of CreateAttValues guarantees to destroy them; this is a way of allowing creation on demand and leaving the G4Trajectory object, for example, free of such objects in memory. The comments in G4VTrajectory.hh explain further and additional insights might be obtained by looking at two methods which use them, namely G4VTrajectory::DrawTrajectory and G4VTrajectory::ShowTrajectory.
Hits classes in examples /extended/analysis/A01 and /extended/runAndEvent/RE01 show how to do the same for your hits. The base class no-action methods CreateAttValues and GetAttDefs should be overridden in your concrete class. The comments in G4VHit.hh explain further.
In addition, the user is free to add a G4std::vector
At the time of writing, only the HepRep graphics systems are capable of displaying the G4AttValue information, but this information will become useful for all Geant4 visualization systems through improvements in release 8.1 or later.


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A mtg was held with DVRP, Matt Wysong & staff on June 29, 2017. Present were: Jeannette Brugger-Bicycle & Pedestrian Coordinator, OTIS, Amy Miller-City Planner, Sue Dannenberg-Bike Coaliton, Tim Carey-Philly Bike Club, Geoff Brock & Suzanne Hagner, WICA.
Ridge Ave from Kelly Drive to Righter St/Hermit St poses safety issues for pedestrians and bicyclists due to its steep incline/decline and blind turns. Pedestrian & bicycle traffic has increased & is expected to continue as more people use public transportation and commute by bike. Development and businesses are increasing along this corridor.
4 intersections were centered on for pedestrian safety:
Ridge & Osborn–cars generally do not yield to pedestrians/bicyclists who are in
crosswalk. Streets Dept is exploring installation of a RVBL (rapid blinking light) with push button for user to start light.
Ridge & Manayunk–5-point intersection, complicated with blind turns, downhill grades creating safety issues. Streets Dept did expand the "no parking at any time" space on north side of Manayunk Ave to allow easier access in/out of neighborhood. It is helpful but more enforcement is needed for those who violate the no parking area.
Ridge & Lauriston–cars generally do not stop for pedestrians in crosswalk.
Ridge & Hermit?Righter–another complicated intersection with high traffic volume and multiple curb cuts for businesses…
The following improvements were proposed;
Rumble strips prior to crosswalks
Soft speed cushions
Police enforcement
Additional improvements proposed by City staff include:
"Slow zone" program improvements
Blinking lights
Thermopaint raised rumble strips.
Safety improvements on Ridge are esp difficult as it is a State route. City Streets are more feasible for improvements and WICA will continue to work with Councilman Jones and Streets Dept.
Right of Way improvements will be addressed by the Wissahickon Gateway Study..and are generally higher cost and longer term in nature. Preliminary thoughts include:
A protected bike lane on Ridge Ave.
Widening the sidewalk on Ridge Ave near Deke's BBQ.
Short term path improvement on Ridge/Main
Long term multi use trail along the River
Ped/bike friendly crossing of Ridge Ave at Wissahickon Creek
Study will produce preliminary engineering drawings for ROW improve-
ments. Additional funding must be secured to complete construction
documents & pay for construction.
Suzanne Hagner
WICA, traffic


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The Arc of Chester County is excited to have been selected as one of the recipients of the proceeds from Sun East Charitable Foundation's 2017 Annual Golf Outing benefiting children and families with special needs. For a registration form, click here.
900 Lawrence Drive | West Chester, PA 19380 | Email: email@example.com | Phone: 610-696-8090 | Fax: 610-696-8300
The official registration and financial information of The Arc of Chester County may be obtained from the Pennsylvania Department of State by calling toll free within Pennsylvania,
1-800-732-0999. Registration does not imply endorsement. The Arc of Chester County is a 501(c)(3) non-profit organization - contributions to which are tax deductible to the fullest extent permitted by law.
© Copyright The Arc of Chester County 2017 | sitemap.html | Web Development by 20/10 Solutions


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My Chelsea
Your oasis for cosmopolitan fashion and fun in South Kensington, London.
Stepping into the chic lobby, a sense of calm envelops you. This cosmopolitan urban retreat is so alluring, you won't want to leave. But with the world's mecca for luxury fashion and fun outside, it would be rude not to. Sloane Square, the Royal Court Theatre, the Victoria & Albert Museum and the King's Road are all just a short stroll away.
Each of the 50 guestrooms at My Chelsea are generous, airy, chic – and all in a glamorous and comfortable setting. The furniture has been designed to create eclectic and attractive room concepts, complementing the cosmopolitan atmosphere.
My Chelsea treats guests as individuals. Their team gives You a personal, intuitive and fuss free service that reflects your tastes and needs. With My Preferences you can tell them exactly what you like and need.
My Chelsea, 35 Ixworth Place, London, SW3 3QX | 020 7225 7500


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Exploring Buddhism, Christianity, Hinduism, Islam and Judaism, this major exhibition will be the first to look at the art of the five world religions as they spread across continents in the first millennium AD.
On display will be remarkable objects created when the iconography of each religion was still being developed. Art and imagery were central to the spread of these systems of belief, and the visual identity of each religion was formed by encounters and interactions between different faiths and other traditions.
Accompanying the exhibition will be the 'Imagining the Divine: Art and the Rise of World Religions' catalogue. Co-editors Stefanie Lenk and Georgi Parpulov are joined by an expert panel to discuss the catalogue and the exhibition at Book at Lunchtime. They will be joined by:
Gervasse Rosser (History, University of Oxford)
Kate Cooper (Ancient History, University of Manchester)
This event will be chaired by Mallica Kumbera-Landrus (Eastern Art, Ashmolean Museum)
Lunch will be available from 12.30pm. Discussion from 1-2pm.
Booking is essential. To reserve your place, please register here.
Part of Book at Lunchtime, a fortnightly series of bite sized book discussions, with commentators from a range of disciplines.


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Use these links to find out more about E-Safety
New technologies have become integral to the lives of children and young people in today's society, both within schools and in their lives outside school.
The internet and other digital and information technologies are powerful tools, which open up new opportunities for everyone. Electronic communication helps teachers and pupils learn from each other.
These technologies can stimulate discussion, promote creativity and increase awareness of context to promote effective learning. Children and young people should have an entitlement to safe internet access at all times.
The requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider
duty of care to which all who work in Thatto Heath Community Primary School are bound.
CEOP (The Child Exploitation and Online Protection Centre) is a service dedicated to tackling the abuse and exploitation of children in the real and online world.
By clicking on the button on the right, young people and parents can get advice on a range of issues such as viruses, hacking and dealing with bullying online and report incidences of online abuse.
E-Safety Links
The CEOP Command's Thinkuknow programme provides resources and support for E-Safety
a non-profit organisation working with others to help make the internet a great and safe place for children.
Digital Parenting, Be Strong Online and other Vodafone initiatives empower parents, carers and schools to help children make the right choices in the digital world.
The UK Safer Internet Centre, where you can find e-safety tips, advice and resources to help children and young people stay safe online.


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Persecution against the Church in Jerusalem resulted in Church members being scattered throughout Judea and Samaria. Philip ministered in Samaria, where many people accepted the gospel of Jesus Christ. After Peter and John bestowed the gift of the Holy Ghost on the new converts, a sorcerer named Simon attempted to purchase the priesthood. God later led Philip to an Ethiopian official whom Philip taught about Jesus Christ and baptized.
Suggestions for Teaching
Acts 8:1–25
Philip ministers in Samaria, where Simon the sorcerer attempts to purchase the priesthood
Display some money. Ask students to imagine they have received a large amount of money.
What is something you would purchase with the money?
Point out that some people believe that money can buy anything. However, some of the most valuable things in life cannot be purchased. Invite students to look as they study Acts 8 for a gift from God that cannot be purchased.
Remind students that in Acts 7 we learn about the death of the disciple Stephen at the hands of persecutors. Invite several students to take turns reading aloud from Acts 8:1–5. Ask the class to follow along, looking for what Church members did as a result of persecution against the Church in Jerusalem. You may want to explain that haling (Acts 8:3) means dragging or pulling.
What did persecution lead Church members to do?
Direct students' attention to the name Philip in verse 5. Remind students that Philip was one of the seven disciples ordained to assist the Twelve Apostles in ministering to the needs of Church members (see Acts 6:5). Ask students to refer to the "Overview of the Acts of the Apostles" handout (see the appendix of this manual) and find the Savior's commission recorded in Acts 1:8.
According to Acts 8:5, how did Philip begin to fulfill the Savior's commission?
Invite a student to read Acts 8:6–8 aloud. Ask the class to follow along, looking for how the Samaritans responded to Philip's preaching.
How did these Samaritans respond to Philip's preaching?
In addition to preaching the gospel, what other works did Philip perform?
Invite a student to read Acts 8:9–11 aloud. Ask the class to follow along and look for the description of a Samaritan named Simon.
What do we learn about Simon from these verses? (Explain that the "use of power gained from the assistance or control of evil spirits is called sorcery" [Bruce R. McConkie, Doctrinal New Testament Commentary, 3 vols. (1965–73), 2:82].)
What influence did Simon have on the people?
Invite a student to read Acts 8:12–13 aloud. Ask the class to follow along, looking for how Simon responded to Philip's preaching. Ask students to report what they find.
According to verse 13, how was Simon affected by the "miracles and signs" he saw?
Summarize Acts 8:14–16 by explaining that Peter and John came to Samaria after hearing that the people there had accepted the word of God. They prayed that the converted Samaritans would receive the gift of the Holy Ghost.
Ask students to read Acts 8:17 silently, looking for what Peter and John did for the new Church members in Samaria.
What can we learn from this account about how the gift of the Holy Ghost is given? (After students respond, write the following doctrine on the board: The gift of the Holy Ghost is bestowed after baptism through the laying on of hands by authorized priesthood holders.)
Invite a student to read Acts 8:18–19 aloud. Ask the class to follow along, looking for the offer Simon made to Peter.
What offer did Simon make to Peter?
Show students the money you displayed at the beginning of the lesson. Invite them to consider how they would have responded to Simon if they had been in Peter's position.
Invite several students to take turns reading aloud from Acts 8:20–24. Ask the class to follow along, looking for what Peter taught Simon about receiving the priesthood.
What did Peter teach Simon about the priesthood, as recorded in verse 20?
When he offered the Apostles money in exchange for receiving the priesthood, what did Simon not understand about the priesthood? (Because the priesthood belongs to God, it can be bestowed only according to His will. God establishes the manner in which the priesthood may be obtained.)
According to verses 21–23, why could Simon not yet receive the priesthood? In what ways do you think Simon's heart was "not right in the sight of God"? (verse 21).
What can we learn from this account about receiving the priesthood? (Students may use different words, but make sure they identify the following truth: The priesthood is bestowed according to God's will and standard of worthiness. Write this truth on the board.)
Why do you think it is important to know that the priesthood is bestowed upon individuals only according to God's will and standard of worthiness?
Summarize Acts 8:25 by explaining that Peter and John preached the gospel in many Samaritan villages.
Acts 8:26–40
Philip teaches and baptizes an Ethiopian official
Ask students to think of situations in which they have needed or would need someone to guide them.
What are some situations in which you could be a guide for someone else? (You might invite students to think of destinations or subjects they are knowledgeable about or talents they have developed.)
Invite students to look as they study the remainder of Acts 8 for an important way in which they can be a guide for others.
Invite a student to read Acts 8:26–28 aloud. Ask the class to follow along, looking for why Philip went to Gaza.
Why did Philip go to Gaza?
Who was also traveling in the area Philip was in? (An Ethiopian eunuch. Explain that a eunuch was an official in the court of a king or queen [see Bible Dictionary, "Eunuch"].)
What was the Ethiopian official doing in his chariot? (Reading from Esaias, or the words of Isaiah.)
Place two chairs facing each other at the front of the room. Ask for two volunteers to act out the roles of the Ethiopian official and Philip in the account that follows. (You may want to assign these roles before class and invite these students to prepare to act out their parts.) Ask the student playing the Ethiopian official to sit in one of the chairs and the student playing Philip to stand by the door. Invite a third student to perform the role of the narrator.
Ask these students to read aloud from Acts 8:29–39 and act out their respective parts. Ask the class to watch what took place between Philip and the Ethiopian official. As students read and act out their parts, do the following:
After the narrator reads verses 32–33, invite students to consider writing Isaiah 53:7–8 as a cross-reference in their scriptures next to Acts 8:32–33.
After the narrator reads verse 35, ask the student performing the role of Philip to explain to the class what he or she would teach about the Savior in this situation. (You may want to invite the class to make suggestions as well.)
When the narrator reads verse 38, kindly ask the volunteers not to act out the performance of the baptism.
After the volunteers have finished this activity, thank them and invite them to return to their seats.
According to verse 29, why did Philip go to the Ethiopian official's chariot?
According to verse 31, what did the official say he needed in order to understand the writings of Isaiah?
According to verses 35–38, how was Philip a guide for the official?
What principle can we learn from Philip's experience about the results of heeding promptings from God? (Students may use different words, but make sure it is clear that as we heed promptings from God, we can receive opportunities to help guide others to Jesus Christ. Write this principle on the board.)
Provide students with copies of the following handout. Invite students to follow the instructions on the handout and think of ways they could help guide someone to Jesus Christ. Explain that they will have an opportunity to share with the class what they write.
Guiding Others to Jesus Christ
Select one of the following situations:
A young man you are friends with belongs to another Christian church. One day during lunch, you feel prompted to talk with him about the Church.
While walking home from school, you see a young woman who is crying. You recognize her as a member of your ward who has not attended any church meetings for several years. You feel prompted to talk to her. As you try to comfort her, she describes her challenges and asks, "Why can't I just be happy?"
The mother of a young man you are connected with on a social media site recently passed away. You feel prompted to respond to the following post he recently made: "Feeling alone right now. Wishing that someone understood."
On the back of this piece of paper or in your class notebook or scripture study journal, write what you would say and do to help guide this person to Jesus Christ. In your description, include answers to the following questions:
What truths of the gospel would you share to help guide this person to Jesus Christ?
What is one scripture you might invite this person to study?
What would you invite this person to do?
© 2015 by Intellectual Reserve, Inc. All rights reserved.
After sufficient time, divide students into pairs. Invite students to explain to their partners what they wrote and why they would take that approach. Then invite several students to explain to the entire class what they wrote. You might consider inviting students who selected one of the first two scenarios to role-play what they would say and do in these situations, with you playing the individual they are trying to help. (If you do so, give students a minute to prepare before inviting them to role-play the scenario with you.) Then ask the class the following questions:
When and how have you helped guide someone to Jesus Christ?
When and how has someone helped guide you to Jesus Christ?
Encourage students to heed promptings from God so they can be directed to individuals whom they can help guide to Jesus Christ. Invite students to ponder what they can do in the next few days to help guide someone they know to Jesus Christ. Encourage students to report back to the class what they experience.
Commentary and Background Information
Acts 8:18–23. Accessing and using the priesthood
President James E. Faust of the First Presidency explained that the way in which priesthood power is accessed differs from the way in which worldly power is accessed:
"This greatest of all powers, the priesthood power, is not accessed the way power is used in the world. It cannot be bought or sold. … Many of you watch and admire linebackers, power forwards, and centers, as well as those who wield wealth, fame, and political and military power. Worldly power often is employed ruthlessly. However, priesthood power is invoked only through those principles of righteousness by which the priesthood is governed" ("Power of the Priesthood," Ensign, May 1997, 43).
President Gordon B. Hinckley stated:
"Personal worthiness becomes the standard of eligibility to receive and exercise this sacred power" ("Personal Worthiness to Exercise the Priesthood," Ensign, May 2002, 52).
Acts 8:27–38. Guiding others to Jesus Christ
Elder Jeffrey R. Holland of the Quorum of the Twelve Apostles taught about the importance of helping guide others to the Savior:
"For each of us to 'come unto Christ' [D&C 20:59], to keep His commandments and follow His example back to the Father is surely the highest and holiest purpose of human existence. To help others do that as well—to teach, persuade, and prayerfully lead them to walk that path of redemption also—surely that must be the second most significant task in our lives. Perhaps that is why President David O. McKay once said, 'No greater responsibility can rest upon any man [or woman] than to be a teacher of God's children' [in Conference Report, Oct. 1916, 57]" ("A Teacher Come from God," Ensign, May 1998, 25).
Supplemental Teaching Idea
Acts 8:26–39. God will help us understand the scriptures
After students identify a principle in Acts 8:29–39 about heeding promptings from God, you could ask them to identify another principle from these verses. Although students may identify a variety of truths, help them understand the following principle: As we seek for guidance in understanding the scriptures, God will help us.
Invite a student to read the following statement by Elder Jeffrey R. Holland of the Quorum of the Twelve Apostles. Ask the class to follow along, listening for how we are sometimes like the Ethiopian eunuch:
"We are, in fact, all somewhat like the man of Ethiopia to whom Philip was sent. Like him, we may know enough to reach out for religion. We may invest ourselves in the scriptures. We may even give up our earthly treasures, but without sufficient instruction we may miss the meaning of all this and the requirements that still lie before us. So we cry with this man of great authority, 'How can [we understand,] except some [teacher] should guide [us]?' [Acts 8:31]" ("A Teacher Come from God," Ensign, May 1998, 25).
What are some situations in which we might need guidance in understanding the scriptures?
What are appropriate sources from which we can seek guidance in understanding the scriptures? (You might consider reminding students about study aids the Church has prepared, as well as the Church's Gospel Topics website [see lds.org/topics].)
How can studying the scriptures lead to revelation?
How has God helped you as you have sought guidance in understanding the scriptures?


text:
Yesterday, the fog burnt off quickly and we had a beautiful sunny day. We sat in the sunshine for a good 30 minutes at noon. No coats to be seen. People are still wearing shorts. It got to 15.3C or 59.5F.
While the Spousal Unit was out at the dentist, I wiped the grout haze off the tiles. It was good to get that job done while I had the basement to myself. While I waited for him to return, I then tidied up the sewing room. Ready for my next bout of sewing. Then it was down stairs to seal the grout before lunch. All but the bathroom got done.
After lunch, the bathroom tile got sealed and then it was on to other jobs.
I started to clean up while waiting for the Spousal Unit. I had to hold the end of the tape as he measured the toe kick. The painting tub got sorted and cleaned up, extra tidbits of stuff got sorted and what wasn't needed put in the garbage bag. I cleaned the laundry room up a bit more and put the dresser we had in the unit in there.
The dresser was on the long wall and had to be moved for baseboard.
At the end of the day, I started to clean the stair well we use to go to the laundry room. I washed the walls and the stairs. It looks so much cleaner than it did. I did sneak back into the kitchen to get a picture of it as the toe kick and baseboards are on. The drawer pulls are on. We are nearing the end.
We were tired at the end of the day and are in need of some time off. It is pushing us to get this space done and rented out. We are actually counting the days.
I thought I would crash on the couch last night but I knit a good 16 to 20 rows before I felt tired. So far I am getting the days knitting done in the evening.
Today, I have to go to Fabricland and pick up some Christmas presents. Everything is on sale for 50% off. While I am gone, the Spousal Unit wants to adjust the kitchen cupboard doors and add the knobs. When I get home, we will do the silicone around the top and sides of the tile. I hope to get the toe kick and baseboard touch up painting done. I think it is going to be a long day for us but we will survive. If not, it will be a long weekend.
Until tomorrow………………………….


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rossk I am about 6 foot tall, Brown long hair. I'm in two bands, one called 2nd Phase which is a function band, the other, Hatespire, a Melodic Death Metal Band.
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