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The World of Golden Eggs (KO-1)  2007年7月 7日

この頃こいつに、ハマってます。

厳選した作品です!!

ツボにはいった
Ep.14 コーチの秘密特訓


コーチの体操歌


ネス!・・・ネス!・・ネス!・・ネスネスネスネス!!
ネセサリー!(ネセサリー!)オゥネセサリー!(オゥネセサリー!なにがネセサリー!)
ネス!ネス!ネス!
オゥ指をオゥ伸ばして~(オゥネセサリー!君はプライマリー!)
足を~(君はプライマリー!)

腰の運動~ 行くぞ!
Say!HO!(HO!)Say!HO!HO!HO!(HO!HO!HO!)

腰に~手を~あてて~回す!(ワン!トゥ!スリー!)
ま、ま、回す!(ま、ま、回す!)回す!
それがネセサリー!(それがネセサリー!)

肩の運動に行くぞ~(行くぜー)
肩を~前回り!(前回り!)前回り!(前回り!)
前回りなそれが~ ネセサリー!
プフフフフ・・・ククク・・・

(よぉし!ついてこいよ!手の横に横切ってる運命線に気をつけろ!)
オゥシャイニング!
(運命線を合わせていけ!)
オゥフォロミー!アァネセサリー!ネセサリー!

お尻を突き出すように・・・(プライマリー)
ぐるぐる回して回して回して我が輩は猫なり!

(フレンドリー!ステーショナリィ!ネセサリー!)
テクノポリス!
(プライマリー!君はステーショナリィ!)
オゥテクノポリス!オゥテクノポリス!
(オゥフレンドリー!季節めぐってフレンドリー!)
オゥファイナリー!(オゥファイナリー!)
オゥファイナリー!(オゥプライマリー!)

君はプライマリー 我輩はネコナリー!!
最高です!


Ep.10 家庭教師ミッシェル

ボンジュール!!ボンッ   ジュール


Σ(゜ロ゜;)!!

本当は『オレの爺ちゃん』ってのがあるんだけど
最近すぐ削除されちゃいます!o(TヘTo) くぅ


この二つは、削除されてたんですが、最近UPされてました  (*^ー゚)v ブイ

DVD出てるんだけど・・・・・

はっきりいって欲しいです
|∀・)ジー |)彡 サッ!!

早めにご鑑賞下さい。(*´・ω・`)ノ夜露死苦音ヽ(´・ω・`*)


そして、感想もちょっと下さい(=´▽`)ゞ


最後におまけで

Ep.01 リサとレベッカの放課後



ちよっと、聞けよ!!

#posted by KO-1 : 2007-07-07/00:38 | comment (68)


posted by yoneda : 2007-07-07/21:10

ボンジュ〜〜グゥゥ〜〜〜ル!!!
ケツクセ〜〜〜!!!
イイジャ〜〜〜ン!

posted by YUJI : 2007-07-08/15:39

Ep.10 家庭教師ミッシェル・・・
オーナーユウジはこれがツボでした!ε=(゚∀゚* )

クロワッサン・・・クロカワッサン・・・(・∀・)ニヤニヤ、オモシレェ~

久々にフルコンプしたい欲求にかられたっオーナーユウジでした!(´∀`*)ノシ

posted by NORI : 2007-07-08/22:37

ノリもツボにハマリました♪
ko-1さん、最近冴えまくりですね~!!
ミキチの最新ブログコメントといい、今回のネタといい最高です!最高ついでに、今日の髪型もカッコ良かったです!
ヵナリ━━d(。ゝェ・´)━━ィィ!!

posted by ko-1 : 2007-07-09/13:41

YUJI
家庭教師ミッシェルはパート2があるのだが
削除されてるかも・・・・

あったらUPですな(・∀・)ニヤニヤ

ノンちゃん

オレを見るなりキョトンとしてましたね。
実際、いつも、CAP被ってるので髪を切ったことまで忘れてました。

2年ぐらいの長髪をバッサリ逝ったときは悲しかったが
どうせ、又、生えるし、みたいな

お褒め下さって、ありとっーーす!!

posted by ミキチ : 2007-07-10/12:33

お腹痛て~!!
ko-1さんこれ最高に面白いですよね!
DVD欲しいよ~♪

つ~か聞けよ!! カ~ペッ。

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posted by  picasicons.cmo : 2012-12-10/05:22

By WebOsPublisher

E-mail icon collection
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E-mail Icon Set is a collection of hand-made icons for use in various e-mail products, including software applications, information web sites and presentations. The icons have bright color palette, smooth and well-rounded edges.
E-mail icons are delivered in sizes 16x16, 24x24, 32x32, 48x48 and 256x256. The icons come in two color variants: 256 colors and True Color with semi-transparency. They also have several file formats, such as ICO, PNG, GIF and BMP.
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IconLover is our pick. It allows you to design and edit all kinds of graphics required in the software development cycle, including icons, static and animated cursors and interface elements - all these graphics can now be designed in a single application.
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Business Icon Set will make your software and web products look more modern and attractive. File formats included into the set are Windows icons, GIF and PNG images.
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posted by  icon-maker.com : 2012-12-10/20:37

By WebOsPublisher

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April 13th, 2011Plenty of liquid-smooth music icons to enhance an interface of applications
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posted by  tahhsiconscom : 2012-12-11/01:37

By WebOsPublisher

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posted by  raphaels.com : 2012-12-11/20:42

By WebOsPublisher

A portable,preferably pocket-sized electronic calculator includesprovision for disabling the use of certain keys on its keyboard. By holding down a number key or
Calculator with keys which can selectively be disabled :: U.S. Patent Number 5,638,308 :: Justia Patents
Justia Patents
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Justia > Patents 1997 June 10, 1997
U.S. Patent Number 5,638,308Calculator with keys which can selectively be disabledJune 10, 1997InventorWilliam T. Stokes, 1125 Robin Way, Sunnyvale, CA, 94087Application Number: 08/361,815Application Date: December 22, 1994Primary Examiner: Tan V. MaiAttorney or Agent: Thomas M. FreiburgerClassificationInternational Class: G06F 3/00Fields of Search: 364/709.01364/709.14434/201Education and demonstration (Electric component included in teaching means)434/202Education and demonstration (Keyboard or like manually manipulated array (e.g., slides, levers, etc.))434/365Education and demonstration (MEANS FOR DEMONSTRATING APPARATUS, PRODUCT, OR SURFACE CONFIGURATION, OR FOR DISPLAYING EDUCATION MATERIAL OR STUDENT'S WORK)ReferencesU.S. Patent Referenced: Patent Number: 4,154,007Issue Date: May 1979Name: JuddU.S. Patent Referenced: Patent Number: 4,262,337Issue Date: April 1981Name: JonesU.S. Patent Referenced: Patent Number: 4,831,569Issue Date: May 1989Name: DuriezU.S. Patent Referenced: Patent Number: 4,836,786Issue Date: June 1989Name: WongU.S. Patent Referenced: Patent Number: 5,020,012Issue Date: May 1991Name: Stockberger et al.U.S. Patent Referenced: Patent Number: 5,035,502Issue Date: July 1991Name: StokesAbstractA portable, preferably pocket-sized electronic calculator includesprovision for disabling the use of certain keys on its keyboard. By holding down a number key or certain of the function keys for a predetermined period of time such as two to four seconds, the user can disable the selected number or function. This allows the calculator to be used effectively in teaching factoring and various mathematical properties and leads the student to innovate in substituting different numbers and functions in solving problems in the student's own way. For discontinuing all key disabling a reset key preferably is provided. BACKGROUND OF THE INVENTIONThe invention relates to electronic calculators, specifically to aportable, hand-held calculator, and more particularly to a student calculator which includes a new feature useful in the teaching of mathematics. Small portable calculators are commonly used in the mathematics classroomtoday. In many mathematics classes in high schools and elementary schools, each student in a class uses a student calculator and is taught various mathematical functions and manipulations by a teacher using a calculator having similar functions. U.S. Pat. No. 4,154,007 introduced the overhead projectible calculator, with a transparent liquid crystal display for projection onto a screen. Using such a projectible calculator with keyboard layout similar to the students' calculators, the mathematics teacher can show the solving of mathematical problems while instructing students in the classroom. Further refinements have been developed with U.S. Pat. Nos. 4,836,786 and 5,035,502, wherein not only the LCD of the calculator but also the keyboard is transparent and projectible. Thus, the students see not only the LCD as projected, but also the instructor's entries onto the keyboard. Such projectible calculators have made great progress in furthering the useof electronic calculators in the teaching of mathematics. However, in the field of classroom calculators there has been a need for an effective teaching tool which can be used to direct students in learning alternative mathematical manipulations to achieve a given result, helping to teach factoring and the associative and distributive properties in mathematics. This is the purpose of the present invention described below. SUMMARY OF THE INVENTIONThe ability to teach students mathematics, while at the same time allowingand teaching the use of calculators, is broadened by the new calculators according to this invention. With the new calculators a mathematics teacher can assign students a problem involving several of the common functions--addition, subtraction, multiplication and division--then instruct the students to disable one or more numbers or mathematical functions. The students are thus forced to devise and learn alternative manipulations to arrive at the same result. As a very simple example, students may be instructed to disable the 8 key,then to solve the problem 8+18. The student can mentally factor each number in such a way as not to require use of the 8 key. The student thus arrives at (2×4)+(2×9). The student can use the distributive property to factor out the like 2s; 2×(4+9), which can be expressed as 2×13=26. As another example, the teacher might assign a problem 6×3×12÷4+48, the result divided by 78. If the students are then instructed to disable the number key 8, several of these manipulations will have to be performed in alternative ways. For example, the division by 78 could be accomplished by factoring 78 into 6×13, thus dividing by 6 and 13 successively. Alternatively, the student could divide by 2 and 39 successively, or 3 and 26 successively. If the students are instructed to disable the multiplication function key, they will have to use addition in place of multiplication for several of the above problem steps. Disabling of number keys, of numbers involved in an assigned problem, can help teach the student the distributive property of multiplication over addition. The teacher can instruct students to disable the square root key, thenassign the students to find the square root of one or more numbers. The student will learn to "bracket" the solution by squaring numbers repeatedly, finally narrowing to the solution as confirmed by reviewing the new squared product on each iteration. This exercise helps the student appreciate what is done by the calculator in extracting square roots. It is therefore seen that the calculator of the invention, with keydisabling, teaches the student to problem solve around the disabled key. This actually holds true in the same way as in the case where no calculator is used, but the student works out a problem on paper without using certain digits or numbers. Whether or not a calculator is used by the student, such an exercise is pedagogically sound in math education. Calculators according to the invention are constructed generally similarlyto typical conventional classroom calculators having the same mathematical functions. Key disabling, although it may be accomplished by simple dip switches on the back of the calculator, in a more preferred embodiment of the calculator is effected by holding down a key which is to be disabled, for a pre-programmed duration which may be two to four seconds. The internal microprocessor chip of the calculator has programming to switch off any of the keys wherein disablement is provided, by sensing the holding of such a key for the predetermined period of time. In the case of the arithmetic function keys, e.g. addition, subtraction, multiplication, division, square root and percent, the liquid crystal display of the calculator preferably displays each of these functions when the corresponding key is pressed. Similarly, the pressing of any numerical key zero through nine will cause that numeral to be displayed on the LCD. To confirm to the student that a key has been disabled, the LCD symbol showing the number or function will appear on the LCD when the key is initially pressed, but will then disappear after the predetermined hold-down period for disabling of the key. The microprocessor is programmed to control the display in this way. It is therefore seen that calculators according to this invention present anew approach and many new possibilities for the teaching of mathematics to students while at the same time allowing and teaching the use of electronic calculators. These and other objects, advantages and features of the invention will be apparent from the following description of a preferred embodiment, considered along with the accompanying drawings. DESCRIPTION OF THE DRAWINGSFIG. 1 is a frontal view of a calculator according to the invention, withcapability of disabling selected keys of the keyboard. FIG. 1A is similar to FIG. 1 but with a variation in the calculator'sdisplay. FIG. 2 is a flow chart outlining some of the logic which forms a part ofthe programming of a microprocessor chip included in the calculator, for the purpose of disabling and resetting keys. DESCRIPTION OF PREFERRED EMBODIMENTSFIG. 1 shows a calculator 10 of the type commonly known as a four-functioncalculator, the calculator being designed for classroom use. The calculator 10 preferably is of the typical pocket size, and may be about 5 to 8 centimeters in width by about 9 to 12 centimeters in height. The calculator has a casing 12 which may be about 4 to 9 millimeters in thickness. Dimensions may be smaller if desired, but the keyboard size should be comfortable to use. As is the usual case with a four-function classroom calculator, thiscalculator includes a keyboard 14 with a division key 16, multiplication key 18, subtraction key 20 and addition key 22, as well as a square root function key 24. In addition, the calculator may include memory keys 26, 28 and 30, a percent key 32 and a +/- key 34 for changing sign. Although the calculator 10 may be battery-powered, more preferably it includes the typical array of solar cells 36 for powering its internal microprocessor chip and LCD display 38. Thus, a clear entry/clear key 40 is included, without the need for any "on" or "off" key. In addition to these function keys, the keyboard 14 includes number keys 0through 9 and the decimal point. An "equals" key 42 is provided, to cause display of the last mathematical operation entered, or to use the "constant" or squaring functions of the calculator. As shown on the liquid crystal display 38, the calculator of the inventionpreferably includes display of arithmetic icons at 44, for addition, subtraction, multiplication and division. A particular icon will appear when the particular operation is selected by depressing of the key. A two by two square arrangement of the individual four functions is shown. Other icon display formats for these functions can be used if desired, such as a dot matrix, shown in FIG. 1A in the form of a five by five matrix 44a. The display 38 also has an indicator or icon 46 which in this embodiment is shown as a simple black dot. The indicator 46 relates to the key-disable function of the calculator of the invention. When the black dot 46 (or other appropriate icon) appears on the display, this indicates that at least one numeral or function key has been disabled. As described above, although manual switches could be used for disablingselected keys, in the preferred embodiment disabling is accomplished by the straightforward procedure of holding the key down for an unconventionally long period of time. Since a user of a calculator will normally hold down a numeral or function key for a period of considerably less than one second, the disabling threshold may be about two seconds, or it may be up to about four seconds. Any period of time which corresponds to a deliberate effort to hold the key down is sufficient, but in a preferred embodiment this period is about two to four seconds. The user must hold down one key at a time for the threshold disabling period. That will cause the number or function corresponding to the depressed key to be displayed on the display 38 until the threshold time period is reached. At that time the number or function symbol will disappear from the display. Preferably all of the numeral keys of the calculator 10 are capable ofbeing disabled. In addition, at least the arithmetic function keys 16, 18, 20 and 22 should be capable of disabling. Like the numerals, these are displayed (at 44) when pressed, then disappear when the time threshold is reached. In one preferred embodiment all of the normal function keys can be disabled, with the exception of the CE/C key 40, the memory keys 26-30 and the "equals" key 42, as well as the decimal point. By disabling the [%] key, the student will be forced into changing 50%value into 0.50 by mentally removing the percent sign and moving the decimal point two places to the left (i.e. expressing 50% as 50 hundredths). To restore the function of all keys, in the preferred embodiment a resetkey 50 is included on the keyboard. This will restore all functions and numerals which have been disabled, and the black indicator dot 46 on the display will disappear. This can in fact comprise a power off function which sets all registers to zero. Although provision could be made to accomplish this function through use of the CE/C key 40 (pressing twice), without providing a reset key 50, it is preferred that the CE/C key function in the normal way, clearing numbers for a new problem and not resetting disabled keys. The improved classroom calculator of the invention, in a preferredembodiment, has a combination of additional specific operating features, some of which have individually been included in higher-level calculators in the past, and some of which are new with this calculator. These features include the negative sign's being displayed as a floating sign; condensed numerals in the display being 8 to 9 mm in height; grouping of each three digits by an apostrophe or caret; expressing percent as a decimal, when the percent key is pressed after a number. Also, use of the percent key for addition or subtraction of percentages will involve a different display. Pressing [60] [+] [25] [%] first displays 15, then pressing [=] yields 75. Further, with the square root function, if a negative value is displayed, then the square root key is pressed, the word "ERROR" will appear, centered in the display, without showing any mathematical answer. Further, when the square root of a number is calculated using the square root key, its root shall be returned to the original number value using the [X] [=] keys (rather than returning to an approximating decimal). As an example, if .sqroot.5 is extracted and 2.2360679 is displayed, then pressing [X] [=] will display 5. When either memory key (26 or 28) is pressed, an "M" 52 will appear in theupper left corner of the display. Also, the processor will round off decimals. 2÷3 will be displayed as0.6666667. Upon clearing the calculator, the display shall show only a 0, without decimal point. When a decimal number is then entered, it will be shown as 0.[number]. Further, the decimal point may be fixed to a designated number of places by holding down the decimal point key until it disappears on the display, then by entering a digit for the fixed number of places desired. This will fix the decimal point at the position desired and will turn on a "FIX" icon 54. For example, if the decimal point is pressed for three seconds, the decimal point will disappear in the display, then the operator may press 2 for a two-place fix, thereby making addition and subtraction of money problems easier. The display will show 0.00. If more than seven places are attempted to be fixed, then the "ERROR" message will appear. To cancel the fixed decimal point and return to a floating point, the user simply presses the "RESET" key. Another preferred feature carried out by the internal processor of thecalculator 10 is that all basic operations (addition, subtraction, multiplication and division) will automatically operate under conventional algebraic logic, so that, as an example, 4+3×5 shall equal 19. FIG. 2 indicates some of the logic of the internal microprocessor chip (notshown) of the calculator 10, in simplified flow chart form, relating to the key-disabling and resetting process. The flow chart 55 of FIG. 2 is not comprehensive in showing theinterrelationship of the disable and reset functions with the normal operation of the calculator. Normal operation is indicated at the block 56. As shown in the flow chart 55, when a key is depressed, as indicated in theblock 60, if the key is not the reset key (decision block 62); and if the key is not one of the keys not capable of disabling (CE/C, MR, M-, M+, =, or decimal point), as shown in decision block 64; and if the display is clear (block 66); and if that particular key is not currently disabled (decision block 68), the character represented by the key is displayed, as noted in the block 70. If the key is held down for the threshold period as discussed above, shown here as three seconds in the decision block 72, the process goes to the block 74, i.e. the screen is cleared of the displayed character or icon, the disable dot 46 is displayed and the number is disabled. The flow chart then shows return to "key depressed" 60, indicating that another key will be depressed in carrying out mathematical calculations, without use of the disabled key. The chart 55 also shows that if, at decision block 62, the reset key is thekey which has been depressed (50 in FIG. 1), this will clear (reset to operational) all disabled keys as indicated in the block 78. At the same time, the disable dot (46 in FIG. 1) is turned off and all registers and operations are cleared. As noted above, in a preferred embodiment the reset key will also reset the decimal point, as no longer fixed. The chart now flows back to the "key depressed" block 60, indicating that another key will be depressed in the normal use of the calculator. At the decision block 64, if the depressed key, which is held down for thethreshold period of time, is one of the keys not capable of disabling (CE/C, MR, M-, M+, =, or decimal point), then normal operation involving the depressed key will take place, as indicated at the block 56. The loop returns to "key depressed" 60, indicating that the next step will be to depress another key. At the decision block 66, if the display is not clear, i.e. displaying zero(or displaying nothing except the disable dot in the case another key has just been disabled), then normal operation of the key continues, as indicated by flow to the block 56. It is preferred that the processor operate the disable function in this way, requiring a clear screen and no numbers stored or calculations in progress. However, the processor could have logic to operate at a slightly more sophisticated level wherein, if a number and an arithmetic operation (+, ×, etc.) have been entered, or a result has already been calculated and is displayed, a digit entered and held at this point could be disabled. At the decision block 68, if the key which has been depressed is a keywhich has already been disabled, then there will be no display of this depressed key, and the flow is back to "key depressed" 60, indicating that the next step will be to depress another key. At the decision block 72, if the depressed key is not held down for thethreshold period, then the flow indicates normal operation of this key at the block 56, and returning to "key depressed", indicating a further key will be depressed. It is therefore seen that the invention provides a function allowing theuser to disable one or more number or operation keys that will then challenge the user to perform certain given algorithms in such a manner that avoids the use of those disabled keys. The above described preferred embodiments are intended to illustrate theprinciples of the invention, but not to limit its scope. Other embodiments and variations to this preferred embodiment will be apparent to those skilled in the art and may be made without departing from the spirit and scope of the invention as defined in the following claims. ClaimsI claim:1. An electronic calculator for teaching mathematics through theperformance of mathematical computations, comprising: a calculator casing having a display means and a keyboard includingfunction keys and number keys, internal processor means within the casing, for carrying out functions asdesired by a user operating the keyboard and for displaying the results of operations, as well as indicating at least some of the functions as selected by the user, on the display means, means for supplying power to the internal processor means and displaymeans, and disabling means for allowing the deliberate and selective disabling of oneor more of the keys of the calculator as selected by the user, whereby the disabled keys must be bypassed in performing mathematicalcomputations. 2. The calculator of claim 1, wherein the disabling means comprises meansassociated with the internal processor means for disabling a key as selected by the user, upon the user's depressing and holding the key for a predetermined period of time. 3. The calculator of claim 2, wherein said predetermined period of time isabout two to four seconds. 4. The calculator of claim 2, wherein the disabling means further includesmeans for displaying a number, when a corresponding number key is depressed and held, for the duration of said predetermined time period, and then for causing the displayed number to disappear from the display, indicating the number key has been disabled. 5. The calculator of claim 1, wherein the disabling means includes meansallowing said selective disabling of each of the number keys. 6. The calculator of claim 1, wherein the disabling means includes meansfor said selective disabling of at least some of the number keys and at least some of the function keys of the calculator. 7. The calculator of claim 6, wherein the function keys capable ofdisabling include addition, subtraction, multiplication and division keys. 8. The calculator of claim 7, wherein disabling means further includesmeans for selective disabling of a square root key and a percent key. 9. The calculator of claim 1, further including a reset key on thekeyboard, and means connected to the reset key and the internal processor means for discontinuing disabling of any keys which have been disabled, upon the user's pressing of the reset key, without changing the numerical display on the display means. 10. The calculator of claim 1, wherein the display means and the internalprocessor means include means for indicating on the display means that at least one key has been selectively disabled on the calculator. 11. The calculator of claim 1, wherein the means for supplying powerincludes a solar panel on the calculator casing. 12. The calculator of claim 1, wherein the display means comprises an LCD.13. A method for teaching certain aspects of mathematics wherein thestudent or students use electronic calculators, comprising: providing each student with an electronic calculator having disabling meansfor manually selectively disabling keys of the calculator's keyboard, instructing a student to disable one or more keys of the calculator, andgiving the student a problem or exercise involving mathematical manipulations, which manipulations if accomplished in a most straightforward way, involve the use of at least one of the keys which are to be disabled, the student's disabling the key as instructed, using the disabling means,and the student's working through the exercise by performing calculationson the calculator without the use of the disabled key or keys, thereby teaching the student to devise alternative ways for carrying outparticular mathematical manipulations, and helping teach the student substitution, factoring and the associative and distributive properties of mathematics. 14. The method of claim 13, wherein the student's disabling of the selectedkeys is accomplished by pressing down and holding the particular keys to be disabled, for a predetermined period of time which is received in the processor of the calculator as an instruction to disable the key. Disclaimer: data is provided as-is from the United States Patent and Trademark Office, modified for presentation purposes only.
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posted by download icons : 2012-12-13/14:23




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posted by windows icons : 2012-12-13/15:24




P.S. Please review our design portfolio for Doors2012.

posted by windows icons : 2012-12-13/17:18




P.S. Please review our design portfolio for Doors2012.

posted by download icons : 2012-12-13/21:52




P.S. Please review our design portfolio for Doors2012.

Does Your God Need an Update?

I'm reading Carl Bozeman's book, On Being God, Beyond Your Life's Purpose, and my eyes have been opened as to why we really are gods. I've also gained insight to teh fact that we are the external god that we continuously create outside of the kingdom of right-miindedness, peace, and joy within us.One way to tell if you have created god in your own image is to note whether or not your god has the same character flaws that you hope to rid society of. Such as these:• Does he stand ready to punish for wrong doing?• Is he war-like, ready to battle those who disagree, many times causing hark or death of another person?• Is he jealous or vindictive?• Does he get angry or violentr at times?• Does he use his power to get his way?• Does he play favorites or have nothing to do with those who are not like him?• Is he prejudiced either for or against any race, religion, or culture?• Does he take away good things?• Does he criticize or judge others?• Does he have a negative attitude that condemns?• Does he get his feelings hurt easily and retaliate?• Does he inflict sickness or calamity upon those who "sin"?• Is your God a martyr? • Does he try to rescue people from their own experience of reality?You may not see your god personally acting in the above manner; however, he may condone this kind of behavior in his followers. If so, your image of god is actually the image you hold of yourself. You are projecting the harsh character flaws of the Judeo-Christian god onto a created image that may not reflect your personal truth-yet you say it is worthy of worship.You willl achieve in your life only the level of character excellence that you have assigned to your god. If you want world peace, be peaceful. If you want love, be loving. If you want respect, respect others. If you want to be judged, judge others. If you want to be punished, punish others. The Law of Attraction will see that you reap what you sow.If the above characteristics identify your god, you have not fully understood that you ARE the creator of your own reality. And, you have not learned to love yourself. You can't love yourself with this kind of mindset. To love yourself or believe that you are god would be pious, right? Actually, the ego (the serpent in the Garden of Eden according to Bozeman) is the one telling you that. The ego is the voice in your head that tells you to judge people and lifestyles so you can give them value according to the right or wrong, good or bad you perceive.If we live according to any fear-based belief, mind-restraining doctrine, or other external images of right or wrong, we are putting other gods before the true God of love and light within us. Like Carl's book says, because of ego, it's hard to change and give up limiting beliefs even when we recognize they are wrong.Is there really a benevolent being overseeing the multiverse? There could be. But, it's not flawed with character defects. There is a divine matrix of energy that holds everything together. I know that everything has consciousness, so there is more than likely a Source (or benevolent being) form which all consciousness stems from. That Source is neutral-it does not judge anything to be bad or good, right or wrong; it doesn't need to defend its position-it just IS!How can God be a house divided against itself? If you want to be like God or recognize that you ARE God, be clear about how you define your God. Take time to write down all the characteristicsyou have assigned to God and see if this is the kind of entity you want ruling the earth. If not, get a copy of Carl's book, On Being God, Beyond Your Life's Purpose, and start letting go of the ego that has made your life so miserable!

posted by icons : 2012-12-14/05:46




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Battle of Life - Three Best Ways to Win the Battle of Life

Right from the dawn of creation when man emerged at this side of the great terrestrial divide a millennium of years ago life for him has been a battle ground. According to the Holy Scriptures as well, the number of years spent in facing one fatal challenge or another is far more than the one spent in pleasure and a good point here is the journey of the Israelite from Egypt to th land of Canaan which was known to flow with milk and honey.The inevitable phenomenon of life is that you fight to survive and also survive to fight again and the extent to which one can go in life depends on the number of enemies one is albe to subdue from one point to another along the terrestrial journey. Whether one agrees or not in this case one is always engaged in several battles of survival with enemies both within and outside one's corridor of life.No matter how gentle and meek you may be the tendency to face still opposition and tough challenges are always there particularly if you are destined for the top in your career or position and there is no running away from that fact. It is quite wrong to pray against facing challenges because such prayer are never answered rather you ask God for the grace, wisdom and power to gallantly win every battle that may come your way.It is quite a matter of fact that the problems and challenges we face from time to time normally prepare us for the inevitable experiences we require to fulfill our divinely endowed destiny. If we truly want to fight and conquer the enemies on our journey through life, these are the three best ways to win the inevitable battle.1. Clear picture of your future:There is no gainsaying the fact that the future you do not foresee will never come no matter how hard you may try. It is always good to have a clear picture of the kind of life you want to lead since everyone is the architect of his or her own life. You should never allow circumstances and situations in any way to control you but compel them to do your bidding; you have to conquer them and never look helpless or engage yourself in self-pity.2. Always be prepared to face challenges:The Holy Book says the Kingdom of God has suffered violence and the violent takes it by force and be that as it may, you should be ready, willing and able to fight anything and everything that stands on your way. It is equally quite necessary to hallenge whatever may derail, deny, deceive or delay you in the pursuit of victory.Some of the man's worst enemies are always within and they include indolence, self-pity, bad habit, wrong motive, negative attitude, poor intelligence quotient and self-importance. Sight might not also be lost of the enemies without which include bad company just like it is said that if you show me your friend and it will not be difficult to tell you who you are.3. Focus on victory:Always be conscious of the fact that no matter how long or tough your awkward situation may be, you must never be discouraged or weary at any point of your life because it is not always a win-win affair; some time you win and sometime you lose but that does not mean the end to everything that you have once lost but it all depends on your willful persistence to win the battle of life no matter the odds against you.

posted by download icons : 2012-12-14/08:13




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Why I Chose to Self-Publish

There was a time when the only reputable way to publish a book was through one of the "big six publishing houses," such as Hachette Book Group, HarperCollins, Macmillan, Penguin Group, Random House, or Simon & Schuster, or one of their imprints (subsidiaries). These houses were, and still are,very selective about whose work they will publish. An off-set print run would usually be created, which meant someone - either the author or the publisher - had to store five to ten thousand copies of a title. If the book didn't sell, its print cost and a lot of trees were wasted. In those days, the publisher obtained the ISBN, did the editing (many times severely and not to the author's liking), cover design, interior layout, printing, and marketing for the author. They gave the author an up-front fee (advance) and paid royalties, netted after the publishing, printing, and marketing expesnes were calculated. The publishing house owned the rights to the book and had control of the book's future success, or lack thereof.When print-on-demand (POD) technology came along, it offered publishers the ability to print one book at a time as it was purchase (demanded) by a reader. No more need for a warehouse. Books could be ordered and sold one at a time via Internet sites such as Amazon.com and Barnes and Noble.Soon, we had independent publishers, not associated with the big six, cropping up and offering to publish books for any author who could put a manuscript together. These companies, known as publish-on-demand or vanity publishers, offered the same services as the major houses. But, instead of paying the author an advance, they actually charge the author a fee to defray the cost of designing the cover, laying out the interior, and printing the book. Some of these offer editing and marketing services at an additional cost. These books were not traditionally published and they were not self-published since the vanity house held the ISBN and technically had ownership of the book. They filled a gap in between and made it possible for many new authors, who may have been rejected by the big six, to bring their manuscript to book form.However, the quality was unpredictable. Cookie-cutter templates made book covers boring, and since each publisher used their own printer (instead of Lightning Source, the printer the big six houses have used for eons), the books may have been printde on cheap paper, and assembled with glue that didn't hold the pages together long term. I recently threw away about ten copies of a title I had stored for six years. Each time I opened a book, the spine would crack and the pages would pop out.Vanity publishers further soiled their bad reputation and insulted the literary world by not being selective about the authors they chose to publish. Few, if any, required a manuscript to be edited. Even today, they print the book file exactly as the author submits it. For these reasons (very good ones at that), brick-and-mortar bookstores would not allow these books to take up valuable retail space on their shelves. Not to worry though. These books hardly saw the light of day. Since authors did not understand that they were responsible for their own marketing, nor did they know how to promote a book, very few were demanded by readers.Within the past few years, Lightning Source (LS) began offering publishing services to individual authors. This meant writers not only became authors, they also became independent publishers. LS uses off-set printing to create bulk orders and print-on-demand technology to print one or a few books at a time. Their publishing fee places your book in Ingram's distribution channels for one year. By the way, color printing is much more expensive than black and white. Your book will be considered a color print job and charged thusly even if only one photo in your book is in color. The printing company will not run part of your pages in black and white and the rest in color then collate and combine the pages to create the book. It's one or the other-color, or black and white. The color cover is run separately on heavier stock paper. It is very important to have someone edit and proofread your text before submitting your file to LS (or any publish on demand service) because the printer will print exactly what you send without making any changes or revisions. No matter where you are in the writing of your book-idea, development, copy edit, or proofread stage-our editors can help you take your book to the next level.If you sign up for an account with LS and become a publisher, there is a cost for set up and your royalties will be the net profit after the print cost is covered. You can provide your book's interior layout and cover design yourself or you can hire someone to do the cover as I did for my book, Whose Stuff Is This? Finding Freedom from the Thoughts, Feelings, and Energy of Those Around You. If you publish your book in this manner, you will still have to market it.So, I've said all this to let you know that I did not use LS to publish my book. I planned to, but when I found out about Createspace.com, I took a detour that led to very pleasant results.

posted by MONCLER ダウン : 2013-01-18/21:34

お世話になります。とても良い記事ですね。
MONCLER ダウン http://www.japan2moncler.com




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