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15. Why is hard work needed to gain an accurate knowledge of God?

15 This means that, first of all, we must work hard to gain an accurate understanding of God’s standards as contained in his Word, the Bible. We are not looking for a list of dos and don’ts to tell us what we may or may not do. The Bible is not such a book. Rather, Paul explained: “All Scripture is inspired of God and beneficial for teaching, for reproving, for setting things straight, for disciplining in righteousness, that the man of God may be fully competent, completely equipped for every good work.” ( 2Timothy 3:16,17 ) To benefit from that teaching, reproving, and disciplining, we must put our mind and thinking ability to use. This takes effort, but the result​—being “fully competent, completely equipped for every good work”—​is well worth it.​— Proverbs 2:3-6 .

16. What does it mean to have one’s perceptive powers trained?

16 Then, as Paul indicated, mature people “have their perceptive powers trained to distinguish both right and wrong.” Here we come to the crux of the matter. The expression “have their perceptive powers trained” literally means “the sense organs having been trained (like gymnast).” ( Kingdom Interlinear Translation ) A seasoned gymnast on a chosen apparatus, such as rings or a balance beam, can perform split-second maneuvers that seem to defy gravity or other natural laws. He has full control of his body members at all times, and he senses almost instinctively what moves he must make so that he can complete his routine successfully. All of this is the result of rigorous training and incessant practice.

17. In what sense should we be like gymnasts?

17 We too must be trained like a gymnast, spiritually speaking, if we want to be sure that the decisions and choices we make are always sound. We must at all times have full control of our senses and body members. ( Matthew 5:29, 30; Colossians 3:5-10 ) For example, do you discipline your eyes not to look at immoral material or your ears not to listen to degrading music or speech? It is true that such unwholesome material is all around us. However, it is still up to us whether we let it take root in our heart and mind. We can imitate the psalmist who said: “I shall not set in front of my eyes any good-for-nothing thing. The doing of those who fall away I have hated; it does not cling to me. ... As for anyone speaking falsehoods, he will not be firmly established in front of my eyes.”​— Psalm 101:3, .

Train Your Perceptive Powers Through Use

18. What is suggested by the expression “through use” in Paul’s explanation about training one’s perceptive powers?

18 Bear in mind that it is “through use” that we can have our perceptive powers trained to distinguish both right and wrong. In other words, every time we are faced with a decision, we should learn to use our mental powers to discern what Bible principles are involved and how they can be applied. Develop the habit of doing research in Bible publications provided through “the faithful and discreet slave.” ( Matthew 24:45 ) We can, of course, seek the help of mature Christians. Nonetheless, the personal effort we put forth to study God’s Word, coupled with prayer to Jehovah for his guidance and spirit, will pay rich dividends in the long run.​— Ephesians 3:14-19 .

Pipeline schedules can be used to run a pipeline at specific intervals, for example every month on the 22nd for a certain branch.

In order to schedule a pipeline:

CI / CD ➔ Schedules New Schedule Save pipeline schedule

Attention: The pipelines won't be executed precisely, because schedules are handled by Sidekiq, which runs according to its interval. See advanced admin configuration for more information.


In the Schedules index page you can see a list of the pipelines that are scheduled to run. The next run is automatically calculated by the server GitLab is installed on.


Introduced in GitLab 10.4.

To trigger a pipeline schedule manually, click the "Play" button:

This will schedule a background job to run the pipeline schedule. A flash message will provide a link to the CI/CD Pipeline index page.

To help avoid abuse, users are rate limited to triggering a pipeline once per minute.

Introduced in GitLab 9.4.

You can pass any number of arbitrary variables and they will be available in GitLab CI so that they can be used in your .gitlab-ci.yml file.

To configure that a job can be executed only when the pipeline has been scheduled (or the opposite), you can use only and except configuration keywords.

Pipelines are executed as a user, who owns a schedule. This influences what projects and other resources the pipeline has access to. If a user does not own a pipeline, you can take ownership by clicking the Take ownership button. The next time a pipeline is scheduled, your credentials will be used.

Take ownership

Note: When the owner of the schedule doesn't have the ability to create pipelines anymore, due to e.g., being blocked or removed from the project, or lacking the permission to run on protected branches or tags. When this happened, the schedule is deactivated. Another user can take ownership and activate it, so the schedule can be run again.

The pipelines won't be executed precisely, because schedules are handled by Sidekiq, which runs according to its interval. For example, if you set a schedule to create a pipeline every minute ( * * * * * ) and the Sidekiq worker runs on 00:00 and 12:00 every day ( 0 */12 * * * ), only 2 pipelines will be created per day. To change the Sidekiq worker's frequency, you have to edit the pipeline_schedule_worker_cron value in your gitlab.rb and restart GitLab. For, you can check the dedicated settings page . If you don't have admin access to the server, ask your administrator.

Edit this page

For support and other enquiries, see getting help .

To counteract this problem, add additional leading space with the optional parameter to the \\ command:

If you need "border" or "indexes" on your matrix, plain TeX provides the macro \bordermatrix

To insert a small matrix, and not increase leading in the line containing it, use smallmatrix environment:

The math environment differs from the text environment in the representation of text. Here is an example of trying to represent text within the math environment:

There are two noticeable problems: there are no spaces between words or numbers, and the letters are italicized and more spaced out than normal. Both issues are simply artifacts of the maths mode, in that it treats it as a mathematical expression: spaces are ignored (LaTeX spaces mathematics according to its own rules), and each character is a separate element (so are not positioned as closely as normal text).

There are a number of ways that text can be added properly. The typical way is to wrap the text with the \text { ... } command [3] (a similar command is \mbox { ... } , though this causes problems with subscripts, and has a less descriptive name). Let's see what happens when the above equation code is adapted:

The text looks better. However, there are no gaps between the numbers and the words. Unfortunately, you are required to explicitly add these. There are many ways to add spaces between maths elements, but for the sake of simplicity we may simply insert space characters into the \text commands.

Using the \text is fine and gets the basic result. Yet, there is an alternative that offers a little more flexibility. You may recall the introduction of font formatting commands , such as \textrm , \textit , \textbf , etc. These commands format the argument accordingly, e.g., \textbf { bold text } gives bold text . These commands are equally valid within a maths environment to include text. The added benefit here is that you can have better control over the font formatting, rather than the standard text achieved with \text .

We can now format text; what about formatting mathematical expressions? There are a set of formatting commands very similar to the font formatting ones just used, except that they are specifically aimed at text in math mode (requires amsfonts )

These formatting commands can be wrapped around the entire equation, and not just on the textual elements: they only format letters, numbers, and uppercase Greek, and other math commands are unaffected.

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Instructional coordinators oversee school curriculums and teaching standards. They develop instructional material, coordinate its implementation with teachers and principals, and assess its effectiveness.

Most instructional coordinators work in elementary and secondary schools, colleges, professional schools, educational support services, or for state and local governments. They typically work year round.

Instructional coordinators need a master’s degree and related work experience, such as teaching or school administration. Coordinators in public schools may be required to have a state-issued license.

The median annual wage for instructional coordinators was $63,750 in May 2017.

Employment of instructional coordinators is projected to grow 11 percent from 2016 to 2026, faster than the average for all occupations. As states and school districts put greater emphasis on student achievement data, schools may increasingly turn to instructional coordinators to develop better curriculums and improve teachers’ effectiveness.

Explore resources for employment and wages by state and area for instructional coordinators.

Compare the job duties, education, job growth, and pay of instructional coordinators with similar occupations.

Learn more about instructional coordinators by visiting additional resources, including O*NET, a source on key characteristics of workers and occupations.

Instructional coordinators need a master's degree and related work experience.

Instructional coordinators typically do the following:

Instructional coordinators, also known as curriculum specialists , evaluate the effectiveness of curriculums and teaching techniques established by school boards, states, or federal regulations. They may observe teachers in the classroom, review student test data, and interview school staff about curriculums. Based on their research, they may recommend changes in curriculums to the school board. They may also recommend that teachers use different teaching techniques.

Instructional coordinators may conduct training for teachers related to teaching methods or the use of technology. For example, when a school district introduces new learning standards, instructional coordinators explain the new standards to teachers and demonstrate effective teaching methods to achieve them.


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