Stop Gaza Invasion, South Africa Warns Israel

South Africa has urged Israel not to invade the Gaza strip, while at the same time calling on Palestinian militants to immediately cease firing rockets into the Jewish state.South Africa wants peace in the region and has been in constant touch with Middle Eastern leaders, including the President of Egypt, Mohamed Morsi. Government will also be meeting South Africa's Jewish Board of Deputies this week.Israel and Hamas-linked fighters based in Gaza have been locked in hostilities for the past few days. According to reports at least 108 Palestinians have died in Israeli air strikes, while at least three Israelis have died in rocket attacks from Gaza.
At the weekend, Israeli called up at least 75 000 military reservists, with an invasion of Gaza seemingly imminent.
At a media conference on Tuesday, International Relations and Co-operation Minister, Maite Nkoana-Mshabane, described the call-ups as ominous.
She spoke out against an invasion of Gaza.
"The South African government accordingly appeals to the Government of Israel to refrain from such a fatal step which will not only result in the inevitable loss of a large number of both Palestinian and Israeli lives - but also further inflame sentiments in an already volatile situation," she said.
Referring to the death of Hamas member Ramez Harb, who, in violation of international law, was killed in a targeted Israeli air strike, Nkoana-Mshabane stressed that South Africa wanted to raise its concern about extra-judicial killings.
She also appealed to Hamas to scale down the bombings, which she said wasn't necessarily helpful.
Nkoana-Mshabane said that Israel's continued illegal occupation of Palestinian land, especially the continuing blockade of Gaza, was at the heart of the conflict.
"The South African Government therefore urges the Israeli Government to halt these policies as they are an obstacle to negotiations for peace and contrary to international law."
She added that a long-term solution to the problem was to go back to basics. Israel should stop illegal settlements. Palestinians were saying there would be no land to negotiate about if their settlements were not stopped.
With regards to Syria, which has been wracked by an insurrection against the government of President Bashar al-Assad, she said South Africa's position had not changed.
"South Africa does not agree with regime change."
South Africa condemned all forms of violence for political change and believed there was no justification for at least 30 000 people being slaughtered in the Syrian conflict.

Girl who Slept For 64 Days

A girl who slept for 64 days is being compared to a real-life sleeping beauty after appearing on “The Jeff Probst Show” to discuss a condition known as Kleine–Levin syndrome, KLS, or Sleeping Beauty syndrome, which causes her to sleep excessively. During her longest sleeping episode, 17-year-old Nicole Delien slept nearly non-stop from Thanksgiving until the following year and missed all the holiday festivities.
The girl who slept for 64 days has two younger siblings, a brother and a sister. Fortunately, they do not suffer from the condition.
The teen said she missed a family vacation to Disney World due to her condition and has slept through birthdays and Christmas. During her sleeping spells, she wakes up to eat and use the bathroom. However, she remains in a sleep-like state even when briefly awake.
Young males are the typical victims of the disorder, which is often characterized by “‘ … disorientation, hallucination, child-like behaviour, binge-eating and periods of hyper-sexuality when awake,’ according to an Oxford Journals report,” according to information made available by Daily Mail on Nov. 18, 2012. It is also marked by depression in female sufferers.
Medication has helped the girl who slept for 64 days improve her condition, but she has yet to discover a cure. The medication helps make her sleeping spells happen less frequently. The cause of Kleine–Levin syndrome, KLS, or Sleeping Beauty syndrome, is unknown. However, some believe it may be caused by an autoimmune disorder or a hereditary component.

World Tolerance Day

The International Day for Tolerance is an annual observance declared by UNESCO in 1995 to generate public awareness of the dangers of intolerance. It is observed on 16 November. The entire text of the Declaration of Principles on Tolerance^[1] is included below.

Preamble

Bearing in mind that the United Nations Charter states: 'We, the people of the United Nations determined to save succeeding generations from the scourge of war, ... to reaffirm faith in fundamental human rights, in the dignity and worth of the human person, ... and for these ends to practice tolerance and live together in peace with one another as good neighbours',

Recalling that the Preamble to the Constitution of UNESCO, adopted on 16 November 1945, states that 'peace, if it is not to fail, must be founded on the intellectual and moral solidarity of mankind',

Recalling also that the Universal Declaration of Human Rights affirms that 'Everyone has the right to freedom of thought, conscience and religion'  'of opinion and expression'  and that education 'should promote understanding, tolerance and friendship among all nations, racial or religious groups'

Bearing in mind the objectives of the Third Decade to Combat Racism and Racial Discrimination, the World Decade for Human Rights Education, and the International Decade of the World's Indigenous People,

Taking into consideration the recommendations of regional conferences organized in the framework of the United Nations Year for Tolerance in accordance with UNESCO General Conference 27 C/Resolution 5.14, as well as the conclusions and recommendations of other conferences and meetings organized by Member States within the programme of the United Nations Year for Tolerance,

Alarmed by the current rise in acts of intolerance, violence, terrorism, xenophobia, aggressive nationalism, racism, anti-Semitism, exclusion, marginalization and discrimination directed against national, ethnic, religious and linguistic minorities, refugees, migrant workers, immigrants and vulnerable groups within societies, as well as acts of violence and intimidation committed against individuals exercising their freedom of opinion and expression – all of which threaten the consolidation of peace and democracy, both nationally and internationally, and are obstacles to development,

Emphasizing the responsibilities of Member States to develop and encourage respect for human rights and fundamental freedoms for all, without distinction as to race, gender, language, national origin, religion or disability, and to combat intolerance,

Adopt and solemnly proclaim this Declaration of Principles on Tolerance

Resolving to take all positive measures necessary to promote tolerance in our societies, because tolerance is not only a cherished principle, but also a necessity for peace and for the economic and social advancement of all peoples,

We declare the following:

Article 1 - The Meaning of Tolerance

1.1 Tolerance is respect, acceptance and appreciation of the rich diversity of our world's cultures, our forms of expression and ways of being human. It is fostered by knowledge, openness, communication, and freedom of thought, conscience and belief. Tolerance is harmony in difference. It is not only a moral duty, it is also a political and legal requirement. Tolerance, the virtue that makes peace possible, contributes to the replacement of the culture of war by a culture of peace.

1.2 Tolerance is not concession, condescension or indulgence. Tolerance is, above all, an active attitude prompted by recognition of the universal human rights and fundamental freedoms of others. In no circumstance can it be used to justify infringements of these fundamental values. Tolerance is to be exercised by individuals, groups and States.

1.3 Tolerance is the responsibility that upholds human rights, pluralism (including cultural pluralism), democracy and the rule of law. It involves the rejection of dogmatism and absolutism and affirms the standards set out in international human rights instruments.

1.4 Consistent with respect for human rights, the practice of tolerance does not mean toleration of social injustice or the abandonment or weakening of one's convictions. It means that one is free to adhere to one's own convictions and accepts that others adhere to theirs. It means accepting the fact that human beings, naturally diverse in their appearance, situation, speech, behaviour and values, have the right to live in peace and to be as they are. It also means that one’s views are not to be imposed on others.

Article 2 – State level

2.1 Tolerance at the State level requires just and impartial legislation, law enforcement and judicial and administrative process. It also requires that economic and social opportunities be made available to each person without any discrimination. Exclusion and marginalization can lead to frustration, hostility and fanaticism.

2.2 In order to achieve a more tolerant society, States should ratify existing international human rights conventions, and draft new legislation where necessary to ensure equality of treatment and of opportunity for all groups and individuals in society.

2.3 It is essential for international harmony that individuals, communities and nations accept and respect the multicultural character of the human family. Without tolerance there can be no peace, and without peace there can be no development or democracy.

2.4 Intolerance may take the form of marginalization of vulnerable groups and their exclusion from social and political participation, as well as violence and discrimination against them. As confirmed in the Declaration on Race and Racial Prejudice, 'All individuals and groups have the right to be different'

Article 3 – Social dimensions

3.1 In the modern world, tolerance is more essential than ever before. It is an age marked by the globalization of the economy and by rapidly increasing mobility, communication, integration and interdependence, large-scale migrations and displacement of populations, urbanization and changing social patterns. Since every part of the world is characterized by diversity, escalating intolerance and strife potentially menaces every region. It is not confined to any country, but is a global threat.

3.2 Tolerance is necessary between individuals and at the family and community levels. Tolerance promotion and the shaping of attitudes of openness, mutual listening and solidarity should take place in schools and universities and through non-formal education, at home and in the workplace. The communication media are in a position to play a constructive role in facilitating free and open dialogue and discussion, disseminating the values of tolerance, and highlighting the dangers of indifference towards the rise in intolerant groups and ideologies.

3.3 As affirmed by the UNESCO Declaration on Race and Racial Prejudice, measures must be taken to ensure equality in dignity and rights for individuals and groups wherever necessary. In this respect, particular attention should be paid to vulnerable groups which are socially or economically disadvantaged so as to afford them the protection of the laws and social measures in force, in particular with regard to housing, employment and health, to respect the authenticity of their culture and values, and to facilitate their social and occupational advancement and integration, especially through education.

3.4 Appropriate scientific studies and networking should be undertaken to co-ordinate the international community's response to this global challenge, including analysis by the social sciences of root causes and effective countermeasures, as well as research and monitoring in support of policy-making and standard-setting action by Member States.

Article 4 – Education

4.1 Education is the most effective means of preventing intolerance. The first step in tolerance education is to teach people what their shared rights and freedoms are, so that they may be respected, and to promote the will to protect those of others.

4.2 Education for tolerance should be considered an urgent imperative; that is why it is necessary to promote systematic and rational tolerance teaching methods that will address the cultural, social, economic, political and religious sources of intolerance – major roots of violence and exclusion. Education policies and programmes should contribute to development of understanding, solidarity and tolerance among individuals as well as among ethnic, social, cultural, religious and linguistic groups and nations.

4.3 Education for tolerance should aim at countering influences that lead to fear and exclusion of others, and should help young people to develop capacities for independent judgement, critical thinking and ethical reasoning.

4.4 We pledge to support and implement programmes of social science research and education for tolerance, human rights and non-violence. This means devoting special attention to improving teacher training, curricula, the content of textbooks and lessons, and other educational materials including new educational technologies, with a view to educating caring and responsible citizens open to other cultures, able to appreciate the value of freedom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by non-violent means.

Article 5 – Commitment to action

We commit ourselves to promoting tolerance and non-violence through programmes and institutions in the fields of education, science, culture and communication.

Article 6 – International Day for Tolerance

In order to generate public awareness, emphasize the dangers of intolerance and react with renewed commitment and action in support of tolerance promotion and education, we solemnly proclaim 16 November the annual International Day for Tolerance. This day will start in 1996 on the 16th of November every year. Source: Wikipedia

Qualifications Of A Good Christian Worker

 11 Qualifications Of A Christian Worker

1. Be born again and spirit filled Jn1: 12, 3:3-6, Eph5: 18, Acts 2:1-6, 4:8, 29-33.
2. Commitment – 1 Tim 14-16, Prov 16:3, Ps 37.5, Ps37.5 Lk 9:62
3. Diligence – Prov. 13:4, 12:27, 16:4 22:29, 27:23, 10:4, Heb11:6, Prov 11:27, 12:24, Ps77:6
4. Hw must be lover to men – John 13:35, 1Jn4: 7-8, 1cor 13
5. He must restrained his speech – 1Thes 4:11, Isaiah 30:15, Prov6:2,18: 21-22,
6. He must be a good listener – Lk 10: 38-42, Jn 12, Lk6: 46-47, Jan 1:22.
7. He must be discipline his body – 1Cor 9:27, Matt16:24, Prov 25:2
8. He must have the mind to suffer – 1peter 4:14, 13, Matt 16:24:25-26, 12:18-21.
9. He must be faithful in money matter – 1 Tim 6:9-11, John 12:6, Acts 4: 33-37
10. Know the word and loyal to the truth – Prov12:17, Gal 14:16, 24-26.
11. Learn to keep secrets …. Neh 2:12, Lk 2:19,51 Deut29:29, Matt17:8-9, 11:25-27, Mrk4;33-34. 1 Tim1

Others may include

Faithfulness

Take Paul’s lead as you begin selecting workers to help you accomplish your objectives. Paul wrote, “And the things which you have heard from me in the presence of many witnesses, these entrust to faithful men, who will be about to teach others also” (2 Timothy 2:2).
Good Christian workers need to be loyal to Christ, the leader, organization, the job allotted to them, and to other workers.

Availability

A second important qulity to look for in selecting workers is the worker's availability. They must show up for training and work. One can hear the disappointment in Paul’s words when he wrote Timothy, “You are aware of the fact that all who are in Asia turned away from me, among whom are Phygelus and Hermogenes” (2 Timothy 1:15).
Christian worker’s heads, hearts and bodies must be in the work. One must be patient with those who make promises and commitments, but don’t show up and give excuses. Don’t select them for key positions.

Teachability

Christian workers must be teachable, open to new ideas and different ways of doing things. Paul told Titus, “For there are many rebellious men, empty talkers and deceivers” (Titus 1:10). We live in a world of constant change, and we must be able to change with it.
Plans change, new technology appears, circumstances change; consequently, when you select workers, pick the ones who will listen and learn. Find those who will quickly accept responsibility when they make mistakes, and make corrections.

Good Character

Don’t pick drunkards, losers and thieves for key positions. Workers must have integrity, honesty, and be solid in character. This is especially important in leadership positions. Paul said that pastor’s must have a good reputation within the community (1 Timothy 3:7).

Proven Skills

Christian workers should have proven skill sets as shown by their experience, credentials, education, and interests. Paul said, “but if a man does not know how to manage his own household, how will he take care of the church of God?” (1 Timothy 3:5). Again, he said that leaders, “may be able both to exhort in sound doctrine and to refute those who contradict” (Titus 1:9).
The skill sets in view with Paul is that Christian workers must have management skills, a good intellectual grasp of the Bible, and good communication skills.

People Skills

Workers need good people skills, and are a good fit with the rest of the workers. Trouble makers and fault finders only cause trouble and conflict. They must display the fruit of the Spirit (Galatians 5:22, 23). Gossip and meanness will divide the workers, and discourage the work. Paul affirmed this when he wrote, “But if you bite and devour one another, take care lest you be consumed by one another” (Galatians 5:15).

Good Attitude

Christian workers vitally need a good attitude that reflects a positive willingness to work hard and go the extra mile, practice courtesy to all, and be able to take correction well. An “attitude of gratitude” will work wonders with other people, and with God. Look for those who smile, are happy, use people’s names, and are willing to volunteer and follow through. Look for sincerity, gentleness, courage, and humility.

Finding the Right Qualities

The critical question arises in hiring or selecting workers, “How does one know the qualities of a person before they are hired?” There are many ways such as resumes, college or professional credentials, references, interviews, and tests. However, there are two basic approaches that are at the core of the search.