Biodiversity

Plants About 7,000 species of plants have been cultivated for consumption in human history. The great diversity of varieties resulting from human and ecosystem interaction guaranteed food for the survival and development of human populations throughout the world in spite of pests, diseases, climate fluctuations, droughts and other unexpected environmental events. Presently, only about 30 crops provide 95% of human food energy needs, four of which (rice, wheat, maize and potato) are responsible for more than 60% of our energy intake. Due to the dependency on this relatively small number of crops for global food security, it will be crucial to maintain a high genetic diversity within these crops to deal with increasing environmental stress and to provide farmers and researchers with opportunities to breed for crops that can be cultivated under unfavorable conditions, such as drought, salinity, flooding, poor soils and extreme temperatures. The conservation and sustainable use of PGRFA is necessary to ensure crop production and meet growing environmental challenges and climate change. Plant genetic resources are the basis of food security and consist of diversity of seeds and planting material of traditional varieties and modern cultivars, crop wild relatives and other wild plant species. These resources are used as food, feed for domesticated animals, fibre, clothing, shelter and energy. The conservation and sustainable use of PGRFA is necessary to ensure crop production and meet growing environmental challenges and climate change. The loss of these resources or a lack of adequate linkages between conservation and their use poses a severe threat to the world’s food security in the long term.The potential of plant genetic resources for food security, sustainable livelihoods, adequate nutrition and adaptation to climate change is enormous, if managed in a sustainable manner. FAO is dedicated to improve knowledge and conservation of plant genetic resources to ensure the sustainable provision of food in the long term, and contributing to make full use of the genetic resources available, including wild relatives of main crops currently used. (sources of the text: http://www.fao.org/biodiversity/components/plants/en/) Addis Ababa Animals The biodiversity of the 35 or so animal species that have been domesticated for use in agriculture and food production is the primary biological capital for livestock development and is vital to food security and sustainable rural development. Many indigenous breeds, some of which are threatened with extinction, have characteristics such as resilience to climatic stress and resistance to diseases and parasites, which make them well adapted to local conditions, and which are of great potential importance to future livestock production. Recent years have seen substantial erosion of domestic animal diversity – a trend that is likely to accelerate with the rapid changes currently affecting the livestock sector. Yet this resource is often neglected and poorly managed. Recent years have seen substantial erosion of domestic animal diversity – a trend that is likely to accelerate with the rapid changes currently affecting the livestock sector. The FAO State of Food and Agriculture 2009: Livestock in the balance (2010) provides a comprehensive assessment of current trends and anticipated developments in the livestock sector. Livestock development in the twentieth century concentrated on a very small number of breeds worldwide, frequently without due consideration to the way in which production environments affect animals’ ability to survive, produce and reproduce. According to The State of the World’s Animal Genetic Resources for Food and Agriculture (2007), 20 percent of documented livestock breeds are at risk of extinction: 1500 of the 7600 breeds around the globe may be lost forever in the near future. (sources of the text: http://www.fao.org/biodiversity/components/plants/en/) Aquatic Organisms Marine, coastal and inland areas support a rich assortment of aquatic biological diversity that contributes to the economic, cultural, nutritional, social, recreational and spiritual betterment of human populations. Life originated in the world’s oceans and over the millennia has spread inland and evolved into the diverse forms used today by a variety of stakeholders, including commercial and artisanal fishers, fish farmers, developers and tourists. Maintaining aquatic biodiversity in capture fisheries is fundamental to guaranteeing the productivity of the world’s fish stocks, their resilience and their adaptability to environmental change, including climate change. The world’s capture fisheries harvested an estimated 1 938 aquatic species or species groups in 2011. The majority of this diversity was fin fishes (1 402 species), followed by crustaceans (194 species), mollusks (150 species) and other species. As such, capture fisheries use a greater variety of biological diversity than any other food production sector. Aquatic biodiversity provides great potential to enable the fisheries and aquaculture sector to further enhance its contribution to food security and meet future challenges in feeding a growing human population. Genetic biodiversity in aquaculture provides the raw ingredients that allow breeders to improve the production, efficiency and marketability of species of aquatic plants and animals. Over 360 species of fish, invertebrates and plants are farmed around the world. This represents a wealth of genetic diversity both within and among species that helps make aquaculture one of the fastest growing food production sectors. Humans began to domesticate terrestrial plants and animals about 12 000 years ago, however more than 90 percent of all cultured aquatic species have only been domesticated since the beginning of the twentieth century. Although aquatic biodiversity plays a vital role in livelihoods, it is being threatened by factors within the fisheries sector, such as overfishing, destructive fishing practices and introduction of alien species, as well as by external factors such as habitat loss and degradation mainly caused by land-based activities. It will be essential to reduce these threats to continue providing high quality nutrients and economic opportunities to the millions of people that depend on aquatic biodiversity. The FAO Fisheries and Aquaculture Department is responsible for maintaining information on capture fisheries and aquaculture production, and the development of knowledge, policy and intergovernmental instruments devoted to the promotion of sustainable fisheries and aquaculture practices. In 2007, the FAO Fisheries and Aquaculture Department published the Technical Guidelines on Genetic Resource Management. These Technical Guidelines were developed to support sections of the FAO’s Code of Conduct for Responsible Fisheries on aspects of genetic resource management in aquaculture. The effective management of aquatic biodiversity can help promote responsible aquaculture by increasing production output and efficiency and help minimize adverse impacts on the environment. (sources of the text: http://www.fao.org/biodiversity/components/plants/en/) Microbes and Invertebrates Micro-organisms and invertebrates together are the most numerous group of species on Earth. Invertebrates are animals without a backbone. They account for more than 95% of all animals and comprise many subgroups of diverse species ranging from tiny insects to giant squid. Micro-organisms are too small to be seen by the human eye but though very small they are very important. Food and agriculture production depends on this “hidden” biodiversity. Micro-organisms establish mutually beneficial symbiosis with the roots of agricultural plants and some fungi, or with ruminant livestock, like cows, sheep or goats, living in their guts. Also, micro-organisms provide beneficial services in food processing, for example fermentation by yeasts, bacteria or fungi; and invertebrates, such as bees, butterflies and other insects, are important to pollinate our fruits and vegetables. Furthermore, both micro-organisms and invertebrates play major roles as bio-control agents, and are indispensable in the degradation and recycling of organic matter in soils. In addition to beneficial organisms, micro-organisms and invertebrates can also act as plant and animal pests and diseases. In this case, increasing the understanding of these harmful species, including their genetic variability, is critical, in order to find means to prevent and cure the diseases they cause. Micro-organisms and invertebrates provide essential ecosystem services and are essential in many food processing applications; however, they also can cause diseases that impact plant, animals and humans. FAO’s work in the field of micro-organisms and many species of invertebrates focuses on conservation and sustainable use of pollinators, soil organisms, or their use as biological control through integrated pest management (IPM). FAO’s work also includes preventing the spread of pests and diseases caused by micro-organisms and invertebrates. Through FAO’s Commission on Genetic Resources for Food and Agriculture, member countries are given a platform to plan FAO’s future work on micro-organisms and invertebrates cross-sectorially, including the variety of functions and services they provide for sustainable agriculture and food production. Pollinators Pollinators provide an essential ecosystem service, namely pollination. Indeed, approximately 80 percent of all flowering plant species are pollinated by animals, including vertebrates and mammals - but the main pollinators are insects. Pollination is responsible for providing us with a wide variety of food, mainly horticultural crops. In fact, pollinators such as bees, birds and bats affect 35 percent of the world’s crop production, increasing outputs of 87 of the leading food crops worldwide, as well as many plant-derived medicines. At least one-third of the world's agricultural crops depends upon pollination provided by insects and other animals. Pollination is a keystone process in both human managed and natural terrestrial ecosystems. Is an essential service that depends to a large extent on the symbiosis between species, the pollinated and the pollinator. In many cases, it is the result of intricate relationships between plants and animals, and the reduction or loss of either will affect the survival of both. Pollination is critical for food production and human livelihoods, and directly links wild ecosystems with agricultural production systems. Human activity, based on the assumption that pollination is a free and abundantly available ecological service, has put a large pressure on pollinators by both increasing their demand and removing their habitat. Horticulture has rapidly expanded over the last decades, while the landscape has become more uniform due to intensive agriculture. Lack of pollination has increased awareness of the value and management requirements of this service. Effective pollination requires resources, such as refuges of pristine natural vegetation. Where these are reduced or lost, pollinators are becoming scarce and adaptive management practices will be required to sustain food production. The International Initiative for the Conservation and Sustainable Use of Pollinators was established by the 5th Conference of Parties to the Convention on Biological Diversity (CBD) as a cross cutting initiative within its work on agricultural biodiversity. FAO was invited by the Executive Secretary to "facilitate and co-ordinate the initiative in co-operation with other relevant organizations who were invited to support actions in countries subject to pollinator decline." The FAO Global Action on Pollination Services for Sustainable Agriculture provides guidance to member countries and relevant tools to use and conserve pollination services that sustain agro-ecosystem functions.

መልእኽቲ ጳውሎስ ናብ ሰብ ሮሜ

መልእኽቲ ጳውሎስ ናብ ሰብ ሮሜ 8ይ ምዕራፍ 1 - እምብኣርሲ ሕጂ ነቶም ብክርስቶስ የሱስ ዘለዉ ዂነኔ የብሎምን። 2 - እቲ ኣብ ክርስቶስ የሱስ ዘሎ ሕጊ መንፈስ ህይወት ካብቲ ሕጊ ሓጢኣት ሞትን ሓራ ኣውጺኡኒ እዩ እሞ፡ 3 - ንሕጊ፡ ብስጋ ስለ ዝደኸመ፡ ኪገብሮ ዘይኰነሉስ፡ ኣምላኽ ንወዱ ብምስሊ ሓጢኣተኛ ስጋን ከም መስዋእቲ ሓጢኣትን ልኢኹ፡ ነቲ ሓጢኣት ብስጋ ዀነኖ። 4 - ኣባና ብመንፈስ እምበር፡ ብስጋ ኣብ ዘይንመላለስ፡ እቲ ድሌት ሕጊ ኸምኡ ዀይኑ ኺምላእ እዩ። 5 - ስጋውያን ዘበሉ ነቲ ናይ ስጋ እዮም ዚሐስቡ፡ መንፈሳውያን ግና ነቲ ናይ መንፈስ እዮም ዚሐስቡ። 6 ፡ 7 - እቲ ሓሳብ ስጋ ምስ ኣምላኽ ጽልኢ ብምዃኑ ነቲ ሕጊ ኣምላኽ ኣይግዝኦን ኣይኰነሉን ድማ እዩ እሞ፡ ስለዚ እቲ ሓሳብ ስጋ ሞት እዩ፡ እቲ ሓሳብ መንፈስ ግና ህይወትን ሰላምን እዩ። 8 - እቶም ብስጋ ዘለዉ ንኣምላኽ ኬስምርዎ ኣይኰነሎምን እዩ። 9 - ንስኻትኩም ግና፡ መንፈስ ኣምላኽ ሐዲሩኩም እንተ ኣልዩስ፡ ብመንፈስ እምበር፡ ብስጋ ኣይኰንኩምን ዘሎኹም። እቲ መንፈስ ክርስቶስ ዜብሉ ሰብ ግና፡ ንሱ ናቱ ኣይኰነን። 10 - ክርስቶስ ኣባኻትኩም እንተ ኣልዩ ግና፡ እቲ ስጋ ብሰሪ ሓጢኣት ምዉት እዩ፡ እቲ መንፈስ ግና ሳላል ጽድቂ ህይወት እዩ። 11 - ናይ እቲ የሱስ ካብ ምዉታት ዘተንስኤ መንፈስ ኣባኻትኩም ሐዲሩ እንተ ኣልዩ ግና፡ እቲ ንክርስቶስ የሱስ ካብ ምዉታት ዘተንስኦ፡ ንሱ ነቲ መዋቲ ስጋኹምውን፡ በቲ ኣባኻትኩም ሐዲሩ ዘሎ መንፈሱ ገይሩ፡ ህያው ኪገብሮ እዩ። 12 ፡ 13 - እምብኣርሲ ኣሕዋተየ፡ ከም ስጋ እንተ ነበርኩም፡ ክትሞቱ ኢኹም፡ ነቲ ግብሪ ስጋ ብመንፈስ እንተ ቐተልኩምዎ ግና፡ ብህይወት ክትነብሩ ኢኹም እሞ፡ ከም ስጋ ኽንነብር፡ ነቲ ስጋስ ሰብ ዕዳኡ ኣይኰንናን። 14 ፡ 15 - ንስኻትኩምሲ ነቲ ብእኡ ጌርና ኣባ፡ ኣቦ፡ ኢልና እንጽውዓሉ መንፈስ ውልድነት ኢኹም እተቐበልኹም እምበር፡ መንፈስ ባርነት ከም ብሓድሽ ንፍርሃት ኣይተቐበልኩምን፡ ስለዚ እቶም ብመንፈስ ኣምላኽ ዚምርሑ ዘበሉ፡ ንሳቶም ውሉስ ኣምላኽ እዮም። 16 - ውሉድ ኣምላኽ ምዃንና ኸኣ እቲ መንፈስ ባዕሉ እዩ ምስ መንፈስና ዀይኑ ዚምስክር። 17 - ውሉድ ካብ ኰንናኸ፡ ወረስቲ ድማ ኢና፡ ንኣምላኽ ወረስቱ፡ ንክርስቶስ መዋርስቱ ኢና። ምስኡ ሓሳረ መከራ እንተ ጸገብናስ፡ ምስኡውን ክንከብር ኢና። 18 ፡ 19 - ሃረርታ ፍጥረት ነቲ ምግላጽ ደቂ ኣምላኽ ይጽበዮ ኣሎ እሞ፡ ከምኡ ኸኣ ኣነ ንስቓይ እዚ ዘመንዚ ነቲ ኣባና ኺግለጽ ዚመጽእ ዘሎ ኽብሪ ኸም ዘይመዓራረዮ፡ እኣምን ኣሎኹ። 20 - እቲ ፍጥረት ንኸንቱ ተገዚኡ ኣሎ፡ ስለቲ ብተስፋ ዘግዝኦ እዩ እምበር፡ ብፍቓዱስ ኣይኰነን እሞ፡ 21 - እቲ ፍጥረት ንርእሱ ድማ ካብ ባርነት ጥፍኣት ናብ ሓርነት ክብሪ ደቂ ኣምላኽ ሓራ ኸïወጽእ እዩ። 22 - ብዘሎ እቲ ፍጥረት ክሳዕ ሕጂ ምሳና ዀይኑ ኸም ዜስቈርቊርን ቅልውላው ከም ዝሐዞን፡ ንፈልጥ ኣሎና እሞ፡ 23 - ንሱ ጥራይ ከኣ ኣይኰነን፡ ንሕና ብዂርነት መንፈስ ዘሎናውን፡ መሰል ውልድነትና፡ ማለት ምድሓን ስጋና፡ እናተጸቤና ብውሽጥና ነስቈርቊር ኣሎና። 24 - ነቲ ዚርእዮስ ተስፋ ዚገብሮኸ መን ኣሎ፧ ብተስፋ ኢና ድሒንና ዘሎና እሞ፡ ነቲ ዚርኤስ ተስፋ ምግባሩ፡ እዚ ተስፋ ኣይኰነን። 25 - ነቲ ዘይንርእዮስ ተስፋ እንተ ገበርናዮ ግና፡ ብትዕግስቲ ንጽበዮ ኢና። 26 - መንፈስ ድማ ከምኡ ንድኻምና ይድግፎ እዩ። ከመይ ጌርና ኽንጽሊ ኸም ዚግብኣና፡ ኣይንፈልጥን ኢና፡ ስለዚ እቲ መንፈስ ባዕሉ እዩ ብዘይንገር እህህታ ዚልምነልና። 27 - እቲ ልቢ ዚምርምር፡ ንሱ ምእንቲ እቶም ቅዱሳን ከም ፍቓድ ኣምላኽ ገይሩ ይልምን እዩ እሞ፡ ነቲ ሓሳብ መንፈስውን እንታይ ምዃኑ ይፈልጦ እዩ። 28 - ነቶም ንኣምላኽ ዜፍቅሩ፡ ከም ምኽሩውን እተጸውዑ ግና ኵሉ ንሰናዮም ከም ዚድግፎም፡ ንፈልጥ ኢና። 29 - ነቶም ቀደም ዝፈለጦም፡ ንሱ ንብዙሓት ኣሕዋትሲ በዂሮም ምእንቲ ኪኸውን፡ ንምስሊ ወዱ ኺመስሉ ቐደም መደቦም። 30 - ነቶም ቀደም ዝመደቦም፡ ንኣታቶም ከኣ ጸውዖም። ነቶም ዝጸውዖም፡ ንኣታቶም ድማ ኣጽደቖም። ነቶም ዘጽደቖም፡ ንኣታቶምውን ኣኽበሮም። 31 - እምብኣርሲ ብዛዕባ እዚ ነገርዚ እንታይ ክንብል ኢና፧ ኣምላኽ ምሳና ኻብ ዀነኸ፡ መን እዩ ዚቃወመና፧ 32 - እቲ ንወዱ እኳ ምእንቲ ዂላትና ኣሕሊፉ ዝሀቦ እምበር፡ ዘይነሐፎ፡ ከመይ ደኣኸ ምስኡ ዂሉ ዘይህበና፧ 33 - ነቶም ሕሩያት ኣምላኽሲ ዚኸሶም መን እዩ፧` ኣምላኽ እዩ እቲ ዜጽድቕ። 34 - እቲ ዚዅንንከ መን እዩ፧ ክርስቶስ የሱስ፡ እቲ ዝሞተ፡ ኤረ ኻብ ምዉታት እኳ ዝተንስኤ፡ ኣብ የማን ኣምላኽ ኰይኑውን ምእንታና ዚልምን ዘሎ እዩ። 35 ፡ 36 - ካብታ ፍቕሪ ክርስቶስ ዚፈልየና መን እዩ፧ ከመዮ፡ ምእንታኻ ምሉእ መዓልቲ ንቕተል ኣሎና፡ ከም ኣባጊዕ ማሕረዲውን ተቘጸርና፡ ዚብል ጽሑፍ ዘሎ፡ ጭንቀትዶ፡ ጸበባዶ፡ ስደትዶ፡ ጥሜትዶ፡ ዕርቃንዶ፡ ፍርሂዶ ወይስ ሰይፊ፧ 37 - 39 - ሞት ኰነ ወይ ህይወት፡ መላእኽቲ ዀኑ ወይ ገዛእቲ፡ ዘሎ ዀነ ወይ ዚመጽእ፡ ወይ ሓይልታት፡ ልዕል ዝበለ ዀነ ወይ ትሕት ዝበለ፡ ካልእ ፍጥረትውን እንተ ዀነ፡ ካብታ ኣብ ክርስቶስ የሱስ ጐይታና ዘላ ፍቕሪ ኣምላኽ ከቶ ኺፈልየና ኸም ዘይኰነሉ፡ ኣርጊጸ ኣሎኹ እሞ፡ በዚ ዂሉ በቲ ዘፍቀረና ኣጸቢቕና ንስዕር ኢና።

Books/abstracts

Belgium

1. Evolution is a Science not Religion!

This book provides a brief historical developments of evolutionary biology and builds on these ideas of Darwin to the modern achievements in the eras of Genomics. Furthermore, it clarifies  the misconception of  evolutionary biology and try to compelled readers that Evolutionary biology is a Science not a western based doctrine as most Ethiopian and most people in the west perceive it.

It also address the use of evolutionary biology to full understanding of our environment and role of human as part of the natural-part of our universe in broad terms. But  towards the end chapters it tries to zoom in into the genetics of human and origins of the hominids.

2. Dreamland Lingo Academy "English-Tigrigna Visual Dictionary"

"A picture speaks a thousand words goes the old Chinese adage" and it is generally believed that the use of pictures is proven to aid understanding and the retention of information. Working on this principle, this highly-illustrated English–Tigrigna bilingual dictionary: "Visual Dictionary of Biology" presents a large range of useful biology vocabulary in a series of books 1 through 4 from level one to advanced levels to aid the Tigrigna speakers to learn English. I believe this will be of great help to those who want to learn the language in way to interact themselves with the Tigrigna speaking society as a tourist as well.

እንኳን ለብርሃነ ትንሳኤው አደረሳችሁ

እንኳን ለብርሃነ ትንሳኤው አደረሳችሁ

“ኢየሱስ ክርስቶስ ከሙታን በመነሣቱ ለሕያው ተስፋና ለማይጠፋ፥ እድፈትም ለሌለበት፥ ለማያልፍም ርስት እንደ ምሕረቱ ብዛት ሁለተኛ የወለደን የጌታችን የኢየሱስ ክርስቶስ አምላክና አባት ይባረክ፤ ይህም ርስት በመጨረሻው ዘመን ይገለጥ ዘንድ ለተዘጋጀ መዳን በእምነት በእግዚአብሔር ኃይል ለተጠበቃችሁ ለእናንተ በሰማይ ቀርቶላችኋል”(1ጴጥ. 1፥3-5) መድኀኒታችን ኢየሱስ ክርስቶስ ተሰቅሎ መሞቱና ከሙታን ተለይቶ መነሣቱ በየዓመቱ ይከበራል፡፡ በዚሁ መሠረት ካህናቱና ምእመናኑ የጌታን ሕማማት በጾም በጸሎትና በስግደት ሲያስቡ ሰንብተዋል፤ የትንሣኤን በዓል ለማክበርም በዝግጅት ላይ ናቸው፡፡ ነገር ግን ጌታ የመሞቱና የመነሣቱ ምስጢር ገብቷቸው በዓሉን የሚያከብሩ ስንቶች ይሆኑ?

መጽሓፍ ቅዱስ

መጽሓፍ ቅዱስ እተቐደሰ ወይ ከኣ እተፈልየ መጽሓፍ ማለት እዩ። መ.ቅ. ናይ ቅዱሳት ጽሑፋት መዝገብ እዩ። ክፍልታት መ.ቅ. ብሉይ ኪዳንን ሓድሽ ኪዳንን ተባሂሉ ይስመ። ብ.ኪ. ካብ 1400 - 400ቅ.ል.ክ. ኣብ እተፈላለየ ቦታ ኣርብዓ ብዚኣኽሉ በበይኖም ጸሓፍቲ ኸም እተጻሕፈ ይንገር። ሓ.ኪ. ከኣ ካብ 45-96 ዓ.ም. ብሸሞንተ ሰባት ከም እተጻሕፈ ንፈልጥ። መ.ቅ. ብሙሉኡ ይኹን ወይስ ብኸፊል ኣብ 1950 ቋንቋታት ተተርጕሙ ይርከብ።

የሱስን ብሉይ ኪዳንንእቶም ብጊዜ የሱስ ዝነበሩ ኣይሁድ ንመጽሓፍቲ ብ.ኪ. ከይተጠራጠሩ ኸም ቃል እግዚኣብሄር ተቐበልዎ፡ ከም መሰረት ሃይማኖቶም ከኣ ገበርዎ (ዘዳ.4፡1። ዮሃ.5፡39፤ 9፡28)። ከምኡውንየሱስ፡ ቃል እግዚኣብሄር ዘይልወጥን ዘይቅንጠጥን ምዃኑ መስኪሩ ኣሎ (ሉቃ.16፡17። ዮሃ.10፡35)። የሱስ ንኣይሁድ፡ ሕጊ ብዘይምፍላጦም ይወቕሶም (ማር.12፡24)። ነቲ ኣብ ኦሪት ዘፍጥረት ተጻሒፉ ዘሎ ቓላት ከም ቃል እግዚኣብሄር ገይሩ ይጠቕሶ (ዘድ.2፡24 ምስ ማቴ.19፡4-5 ኣመዓራሪ)። ጎይታና የሱስ ንብሉይ ኪዳን ኪፍጽም ከም ዝመጸ የስተምህር (ማቴ.5፡17)። ብ.ኪ. እናጠቐሰ ኸኣ እቲ ጥቕስታት ብዛዕብኡ ኸም ዚዛረብ የርኢ (ሉቃ.18፡31፤ 24፡27፥44)። እቶም ሃዋርያት ከኣ ንየሱስ ብምስዓብ፡ ብ.ኪ. እናጠቐሱ ይሰብኩን ይምህሩን ነበሩ (ግብ.2፡16-35። እብ.1)።

ሃዋርያትን ሓድሽ ኪዳንንየሱስ ንቓሉ ኺግንዘቡ ነቲ ዚመጽእ ኸኣ ኺፈልጡ፡ መንፈስ ሓቂ ኸም ዝሰደሎም ንሃዋርያቱ ተስፋ ሃቦም (ዮሃ.14፡26፤ 16፡!3)። ሃዋርያ ጳውሎስውን ነቲ ወንጌል ካብ ክርስቶስ እምበር ካብ ካልእ ሰብ ከም ዘይተቐበሎ ገሊጹ ኣሎ (ገላ.1፡11-17)። እቶም ሃዋርያት ቃል እግዚኣብሄር ኪጽሕፉ ከም እተመደቡ ይፈልጡ እዮም። ሃዋርያ ጳውሎስ፡ ዘዳ.25፡4 ምስቲ ኣብ ሉቃ.10፡7 ዘሎ ቃል መድሓኒና ኣወሃሂዱ ኣብ 1ጢሞ.5፡18 ጠቒስዎ ኣሎ። ሃዋርያ ጴጥሮስውን ብዛዕባ እቲ ጳውሎስ ዝጸሓፎ መልእኽቲ መስኪሩ ኣሎ (2ጴጥ.3፡15-16)። እቶም ሃዋርያት እምበኣር፡ እቲ ቅዱሳት ጽሑፋት ብመሪሕነት መንፈስ ቅዱስ ከም እተጻሕፈ ይፈልጡ ነበሩ (1ቆረ.2፡13። 2ጢሞ.3፡14-17። 2ጴጥ.1፡21)።

ቤተ ክርስትያንን መጽሓፍ ቅዱስንቤተ ክርስትያን ካብ መጀመርታ ጀሚራ ነቲ ኣይሁድ እተቐበልዎ መጽሓፍቲ ብ.ኪ. ተቐበለት። ነቲ ብሃዋርያት ወይ ከኣ ብስልጣን ሃዋርያት እተጻሕፈ መጽሓፍቲውን ኣኪባ ከም ቃል እግዚኣብሄር ተቐበለቶ። እቶም ኣባላት ቤ.ክ. ካብ መጽሓፍቲ ሓ.ኪ. እናጠቐሱ እዮም ዘስተምህሩ። እቲ ቀዳማይ ቅዳሕ ሓ.ኪ. ብ150 ዓ.ም. ኣቢሉ እተጻሕፈ ይመስል። ብቛንቋ እብራይስጢ እተጻሕፈ ሓያሎ ቅዳሓት ብሉይ ኪዳንውን ኣሎ። እቲ ቀዳማይ ቅዳሕ ብ220 ቅ.ል.ክ. ኣቢሉ እተጻሕፈ ይመስል። እቶም ቅዱሳት ጽሑፋት፡ ቀደም ዘበን፡ ኣብ ጥቕሉል መጽሓፍ ተጻሒፎም ኣብ ብዙሓት ኣብያተ ጸሎትን ኣብያተ ክርስትያናትን ይቕመጡን ይንበቡን ከም ዝነበሩ ንዝክር። እቶም ተርጎምቲ መጽሓፍ ቅዱስ ካብ ቀደም ጀሚሮም ነቲ ትሕዝቶ መጽሓፍ ቅዱስ ብምዕራፍን ቁጽርን ኪፈልይዎ ፈተኑ። እንተኾነ ግና ከም ብሓድሽ ብ1228 ዓ.ም. ኣብ ምዕራፋት፡ ብ1551ዓ.ም ከኣ ኣብ ምዕራፋትን ቁጽርን ምኽፋል ተጀመረ። እቲ ሽዑ እተገብረ ምክፍፋል ምዕራፋትን ቁጽርን ከኣ ክሳዕ ሎሚ የገልግል ኣሎ። ﷽ዝርዝር ቅዱሳት መጽሓፍቲ﻾ ﷽ትርጉም ቅዱሳት መጽሓፍቲ﻾ ﷽ቃል﻾ ﷽ትንቢት﻾ ﷽ነብዪ﻾ ﷽ሃዋርያ﻾ ﷽ምግላጽ﻾ ﷽ስልጣን﻾ ﷽መንፈስ ቅዱስ 10﻾ ﷽ጽሑፋትን ጽሕፈትን﻾ ተመልከት።

Team Membership roles

5. Team Membership roles
Each of the team members are expected to involve both in teaching and research project.
In respect to course delivery the team membership role is as follows:
 Lecturer and above: They are responsible for
• Leading the whole teaching–learning process
• Preparation of module and lesson plans
• Handling theoretical courses (through lecturing and other methods of teaching) and supervising practical courses as well.
Note: These staff gives lectures in lecture halls where large number of students can be accommodated. Every lecture presentation shall be followed by intensive tutorials, assignments, seminars, tests, reading assignments, group works, project works, supervised-self-study etc. All these activities shall be planned in detail by the team. Graduate assistants can participate and attend such lectures so that they will be able to properly support students’ self-learning by using a variety of student-centered teaching methods as mentioned above.
• Determining student progress based on the formative assessment result.
• Providing academic advising to students
• Preparing model summative/final exam questions
• Coordinating course progress evaluation
• Determining resource requirements of the module
• Ensure implementation of course/module plans
• Unless other assignments are given to them they shall dedicate 25-75% of their time to the team. They shall also dedicate at least 25% of their time to research and community service work.
 Graduate assistants: They are responsible for
• Conducting remedial/tutorial programs as planned by the team
• Follow-up of student assignment, project, group work, etc in consultation with the module team leader and other senior staff
• Correcting student tests, assignments etc, especially those objective types
• Student-mentoring and help on a daily basis
• In consultation with the team leader arrange supervised-self-study schedule for students and assist and follow-up its implementation
• Assist the lecturers in the teaching learning processes.
• They are assisting members of the team dedicating 75% of their time for the team objectives. (About 25% of the time may be dedicated to research and community service work).
 Technical assistants: They are responsible for
• Providing technical support to laboratory/practical courses
• Lab setup and lab-class assistance
• Keeping safety of lab equipment, accessories, and supplies and their maintenance
• Lab equipment installation
• Assisting lecturer classes
• Assisting students’ supervised-self study
• Dedicating 100% of their time for the team objectives, unless they are assigned in research projects.
 Laboratory attendants and store keeper : they are responsible for
• Providing necessary lab and office supplies and tools
• In cooperation with the lab supervisor/s, technical assistants and students.
o Keep the laboratory always clean and neat
o Keep inventory of properties and available items up-to-date and maintain proper level of material requirements in consultation with other team members.
• They are supporting members of the team dedicating 100% of their time for the team objectives, unless they are assigned with other course teams, research teams without hampering this course team.
 Department’s case manager: is responsible for
• Providing one point of contact to customers (both students and staff and external clients) especially on administrative matters.
• Providing the necessary teaching learning resources, maintain proper level of material requirements, and give secretarial, duplication and other administrative services in consultation with the course team members and the head of the Department
• Facilitate purchase, acquisition, delivery of necessary resources in coordination with the Department head and college support operation staff.
• Handle any case s of team members end-to-end (e.g. handling financial settlement end-to-end )
• Dedicate100% of her time for the team objectives unless they are assigned with other course teams, research teams.

 Team leader: The team leader is responsible for
• Calling and conducting meetings
• Preparing for meetings
• Setting up the agenda and physical space for meetings
• Participating with others in discussing the agenda items and making decisions
• Serving as official record keepers of all documents that come to or from the team
• Representing the team to the department council
• Serving as the interface with other teams
• Handling courses like other team members (but the leadership load should be considered in during load assignment).
In respect to Research work the role of the membership is as follows
 Roles of Department Head
• Sets dates for deliverables to measure research progress
• Verifies deliverables and communicates to the team-leader to proceed to the next stage
• Contacts the College Head and/or R&CS coordinating team when any problem arise
Refer to department head duties and responsibilities for further information
 Roles of Team leader : The team leader’s role shall include:
• Serving as advocate for the team interests by negotiating requirements with sponsors;
• Shall identify, delegate, and coordinate specific tasks to team members.
• Shall also mediate and resolve potential intra-team conflicts.
• Accountable for the overall success of the research project
• Ensure that the work assigned is completed on time and within budget
• Follow-up of the implementation of scientific and administrative activities of the research;
• Administers funds and properties according to the grant agreement;
• Coordinate submission of research outputs for publication and dissemination;
• Organize entry and exit workshops related to the project;
• Preparation and submission of progress and terminal reports as required
• Act as a communication conduit to/from other teams/ units or officers
• Develop, and execute plans and schedules
• Understand and manage operational risk.
• Keep the team focused on its purpose and ensure members’ involvement.
• Undertake Research and devise mechanism for its applications
• Facilitate supply technical assistance and training, consultancy to the community
• Monitor and review of the team activities and make adjustments as necessary.
• Ensure that teaching-learning processes are not affected negatively by the research
 Roles of Research and Teaching staff
The Research and Teaching staff are responsible for the whole end-to-end R&CS processes, starting from problem identification to the benefits of society from the research result. They are core members of the team dedicating 25% for the R and CS processes. Their role may include the following:
Responsible for completing deliverables in an accurate and timely manner
Notifies the team leader with any issues or concerns regarding the research
Keeps close communication with other research team members
Plan, execute/administer the academic, research and community service processes in the program that s/he is assigned;
Maintain the balance between teaching and research and community service assignment
Maintain quality for research and proposal writing and community service delivery;
Solicit and manage funding for research and community services activities ;
Initiate and assist the establishment as links with community/-industry;
Assist in designing and maintaining research and community service databases;
Ensure collective integrity, responsibility and accountability for every activity;
Conducts Multidisciplinary Research and community service;
Designs project and Research Proposal;
Communicates with local and scientific communities;
Browses the internet to locate relevant funding organization for the research projects;


 Roles of Graduate assistants
They are responsible for carrying out research assignment and support, data collection, lab experimentation; student help on research based assignments, and assist the research processes. They are research assistants dedicating 25% of their time for the R and CS processes. Their responsibilities include:
Assists researchers throughout the research process;
Conduct data base administration and documentation;
Record research and community service performance of researchers s/he assists;
Searches and traces books and magazines in the library and internet;
Downloads and photocopying journal articles and other relevant literatures when required;
Prepares recruitment selection of laboratory assistants;
Collects materials for prototyping technologies;
Collects relevant materials and literature for the research;
Invites students to involve in the teaching material preparation process;
Gives the students reading assignments and case studies on issues to research
 Roles of Technical assistants
They are responsible for laboratory lab setup, keeping necessary lab equipment, accessories, and supplies ready for use, maintenance, assist the researchers in testing, prototype production. They are technical assistants involving for about 30% of their time with the research team.
 Roles of Laboratory attendants and store keeper
He/She is responsible for the custody of lab and office supplies and keeps inventory of available items for the research need in consultation with team members. They may spend up to 20% of their time with the research team.
 Roles of Case Manager
He/She is responsible for facilitating communication of team members with internal and external clients, providing research resources, secretarial and duplication services. She also facilitates purchase, acquisition, delivery of necessary resources in coordination with the department head and college support operation. She handles cases of team members end-to-end dedicating 25% of her time.
7. Team empowerment: Previously there was no team work. Despite this, course instructors had the authority to administer their course separately. Administering separate courses in a separate manner was leading to a disorganized work and costly operations. Students were complaining for non-uniform and non-standardized teaching-learning methods and techniques of assessment and unfair grading. To avoid problems that were arising in the old system our team work shall be strengthened and more empowerment shall be given to the team and its members. Continuous training in pedagogical and research methodologies should be available. Resources should also be deployed to the team level. The team and its members shall be empowered to conduct the teaching learning process without interference using their own creativity. Team members shall prepare course plans for all lessons, continuously assess their students and provide feedback and support to their students based on the result of the needs assessment.
8. Team operations
8.1 Team communication
Our team will have a meeting every Friday afternoon once per two weeks to evaluate progress, fix problems (if any) and propose improvement ideas in the process. The meeting will check and evaluate the teaching learning, research and community service progresses based on the agreed schedules/ course delivery plan and set standard. Decisions will be made through meetings by reaching consensus.
8.2 Ground/operating rules
• Team members will respect all disciple of work
• We will respect each others’ ideas
• No absence without pre-informing the team leader
• No delay but if beyond capacity, team leader will be pre-informed
• No mobile talk while in team work and no disturbance in general
• We will use standardized conflict resolution techniques


8.3 Relationships with other teams
Our Course/Research team will have strong horizontal relationships with the other teams in the university necessary to the research areas.
8.4 Logistical support
Logistical support will be provided by our Departments case managers and the college level support operations team.