I love this! I have never heard anyone else imply that forgiveness requires repentance, but it is what I believe based on my own studies of the Scripture. I think we can choose to "let things go," not hold on to bitterness, and be prepared in our hearts to offer forgiveness. But forgiveness itself is a process that cannot be completed in the absence of repentance. I can not find anywhere in the Bible that forgiveness actually happens without repentance.

I disagree. How much does the Bible talk about our sins? Does the fact that He keeps mentioning them mean we aren't really forgiven? Where in the Bible do you find this "forgive = forget" idea? Just because it's a phrase you hear in church doesn't make it Biblical.

So doing some of my own research I realized that most other languages do use the present perfect tense, which gives more weight to the "He has risen" explanation.

I'm not sure I'm actually expressing myself clearly. My point is that when I say "He is risen" at Easter, I am not saying the same thing as "He arose," (which is also something I say, but there is a difference in meaning, at least in modern English). I am describing Christ. He is holy, He is eternal, He is risen, He is mighty, He is loving, etc. Now maybe I am using the phrase in a different way than whoever originally coined it, in which case I'd be interested in seeing a source to read more about that.

But the OP didn't say anything about the KJV. The question was about a common Easter greeting. Is there any source about the origin of the greeting that shows it was derived from a particular verse with a particular grammar? Because saying "He is risen" is a grammatically correct sentence with a linking verb and predicate adjective. I'm trying to understand the insistence that it is necessarily derived from "He has risen" rather than a statement that means what it says.

I always considered it as a linking verb "is" and a predicate adjective "risen." Just like "This seat is taken." Anyway, when I say it, that's my intent. ;) Those of you who are saying that's incorrect, do you have a source? I'm interested to read more about this.

Of course it is inappropriate at any age. But do you think a 4-year-old who pinches a classmate should be arrested? I don't. I don't even think a 4-year-old should get suspended the first time. Just corrected and instructed to apologize. A 12-year-old, on the other hand, should get more than just a correction even for the first offense. Age and maturity need to be factored in when it comes to consequences. I wouldn't jump straight to an arrest even at 12, but we don't know the history in this case.

If you post the scrambled version, we can unscramble it for you. :)

But we all know certain people see Peyton Manning as a Demi-God and would be happy to believe anything that might exonerate him, no matter how dubious the source. Sent from my iPhone using Tapatalk

Anywhere else I have seen the "false accusations" claim has referenced the Daily Caller. I don't know if that is where Luanne originally saw the story. I'm skeptical of the whole thing because it seems designed to defame her, but if these recent stories are true, I am with umsami in wondering whether the possible mental illness was triggered/influenced by the trauma of the assault and harassment. Sent from my iPhone using Tapatalk

http://dailycaller.com/2016/02/25/breaking-police-reports-lay-out-peyton-manning-accusers-many-false-accusations/ This is the article I saw. It indicates that she is suffering from a mental illness that seems to be causing some paranoia. I don't know if it is true or not, but even if it is I don't see how it pertains to the events of the 90s, which were confirmed by other witnesses.

Unless you think she was doing it on purpose just to bother you, I don't think you really have any standing to be mad. I mean, feel what you feel, but she didn't actually do anything to you. It's between her and him, and if he didn't mind then it's no one else's business. I agree with the others, though, that it sounds like a slightly weird and immature thing to do (unless they have a playful brother/sister relationship where that is normal for them).

I don't understand this. Why would it anger you? Is the man your significant other?

That is one of the posts that pushed me towards Changing Frontiers when DD and I were both fed up with AtB. I did love all the illustrations in AtB, and it was less dense, so DD could easily do it on her own. I also really like the "We the People" book of original documents, and we still refer to it sometimes. Most of those documents are probably available online, but it's nice to have them gathered together and easily accessible.

Sorry it has taken me so long to respond. I haven't had much computer time lately, and I hate trying to type a long response on the iPad. Since I am using the course for a 5th grader, I modify it. First, we read a section together. I usually read the main text out loud, and she reads all the picture captions and extra side notes. I occasionally have her read part of the main text if my voice gets tired. As we read, I sometimes comment or clarify something, but that is rarely necessary. The text is very well written, objective, thorough, and easy to understand. After reading, she does the light unit. She usually answers the multiple choice, matching, and fill-in-the-blank questions on paper, but I let her do the short answer questions orally. She averages about 75-80% without looking at the book, and then she looks up the answers she was unsure of. She has gotten 90 or above on all the self-checks we have done so far. I don't use the quizzes or tests, because I am not requiring an 8th grade level of mastery. We use a lot of historical fiction alongside the curriculum. DD is a voracious reader, so she gets through all the books I can find at the library. We are also doing US history memory work like the Declaration of Independence, Gettysburg Address, States & Capitals, and Presidents. I think the course would definitely be robust enough for a 9th grader, although I would probably add in more writing (written narrations, occasional essays, and at least one research paper on a topic of her choice). For 9th, I would choose more challenging historical fiction books (of course), and I would add in classic American literature written in the different time periods we are studying (e.g. Sleepy Hollow, Tom Sawyer, Uncle Tom's Cabin, Call of the Wild, etc.) However, DD10 is my oldest child, so my opinion about 9th grade probably isn't too helpful. :) I hope this is helpful. I didn't purchase the classroom worksheets, but I did buy the answer key for the test. I thought we might sometimes use the classroom discussion questions in the book instead of the light units, but so far we haven't. Our own discussions and the light units have been plenty.

I'm not a fan. I bought it through the pre-order to use it next year because we were using America the Beautiful this year. But we ditched AtB less than halfway through. It spends so much time on extraneous things that it doesn't do a very good job of covering the history IMO. It just felt very scattered, and I didn't feel DD was getting a good picture of the flow of history and how each event was important and influenced other events. The map work felt like busy work, and the questions in both the workbook and the review book were just basic comprehension questions that didn't require any thought or analysis. We are liking CLE's new 8th grade textbook much better. We read it together and I adapt the work down to DD's level. Adam to Us looks the same as AtB to me, except worse because it is trying to cram all of history into one year in that scattered way, so it is missing even more important events. It also seems to spend a LOT of time on Bible stories/culture, which we cover in our Bible lessons, so it feels like a waste of time when we need to get through 6000 years of history. We love the pictures, though! That is what attracted me to the series in the first place.

Federal law requires that special needs students be given equal opportunity to participate in extracurriculars. If he has an IEP, any accommodations needed for extracurriculars should be addressed. But if he doesn't need accommodations, he should be included in the activity. Excluding all special needs students is definitely illegal discrimination, and I agree with your DH that you shouldn't allow that precedent without filing a complaint.

Check out CLE's new 8th grade US history. You could read the chapters aloud (or have them popcorn read), and then the 8th grader could do it as written, while the 5th grader just narrates or discusses. Then they each could read extra library books on their own level. I am doing it with DD10 and we are LOVING it, but there is definitely enough meat for 8th grade. DD needs me to read it with her and discuss, and she doesn't do all the light unit exercises. We also skip the quizzes and tests.

What about approaching the mom and saying something like "hey, I couldn't help but overhear what happened in the locker room the other day. Want to have our boys buddy up at changing time so we don't have to worry about them alone in the men's room?"

DD (5th) did Time Capsule in the fall. I definitely would not recommend it for an 8th grader unless they really struggle with writing. I felt like for most of the semester it was barely enough for 5th grade in terms of output, although the time expenditure was very high. The writing style is also very formulaic, which was difficult for my daughter. She will be very happy if she never hears the word "snippet" again! Also, the "article" phase of the course (the 4th I think?) was especially frustrating, as the way they were told to organize their paragraphs did not make any sense. For background, DD has had plenty of grammar and is quite bright, has a good vocabulary and natural composition skills, but has always been a reluctant writer. So the combination of spending a lot of time in writing (which she hates), and very basic, formulaic instruction (which she doesn't need) was a bust for us. But for someone who is the opposite (a willing writer who needs help with basic mechanics) it might be a good fit. I don't think it is anywhere near 8th grade level, though.

I'd do bangers and mash, toads in the hole, or fish & chips.

DD is generally good at Math, and she likes it but doesn't love it. She did BA with Singapore Standards for 3rd and went to private school for 4th. Now she's back home for 5th. She's done most of CLE 500 and will get through half of 600 this year. We are loving CLE, but I'd like to supplement word problems/thinking skills. Should we start with level 5 or go back to an earlier level to start?

Just finished The Black Stallion and started Johnny Tremain. DD is only in 5th and we're studying US history.

Only if the protest was scheduled to last less than a few hours. :)

I agree with PPs that you seem to really dislike your inlaws, so I can understand why they wouldn't want to involve you in their plans or move across the country for your convenience. Your DH definitely needs to let his parents know that he is not able/willing to care for his brother. His brother will probably be much happier if they can find him a support system where they are living now, rather than moving him across the country to live near relatives he doesn't really know and who think of him as "an autistic" rather than a family member.