SKU: 67224095181

Levis Ambiance Muurverf - Extra Mat - Shady Yellow B30 - 5L

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Description

Levis Ambiance Muurverf - Extra Mat - Shady Yellow B30 - 5LLevis Ambiance is een uniek assortiment muurverven, lakken en effectverven met een superieure kwaliteit. De Levis Ambiance muurverf heeft alles wat je nodig hebt om een nieuwe look aan je kamer te geven! De nieuwe HD colour technologie brengt elke muur tot leven. Deze unieke formule bevat sterke kleurpigmenten die voor mooie, diepe kleuren zorgen die niet vervagen. De extra matte afwerking van deze muurverf is ideaal om een "gezellig" effect te

Levis Ambiance is een uniek assortiment muurverven, lakken en effectverven met een superieure kwaliteit. De Levis Ambiance muurverf heeft alles wat je nodig hebt om een nieuwe look aan je kamer te geven! De nieuwe HD colour technologie brengt elke muur tot leven. Deze unieke formule bevat sterke kleurpigmenten die voor mooie, diepe kleuren zorgen die niet vervagen. De extra matte afwerking van deze muurverf is ideaal om een "gezellig" effect te creëren: het verzacht het licht en geeft een gevoel van intimiteit. Levis Ambiance extra mat is beschikbaar in 54 kleuren.

Het Levis Ambiance assortiment is geschikt voor toepassingen op:

  • pleisterwerk
  • gipskartonplaat
  • cementbezetting
  • baksteen
  • ruwe beton
  • cellenbeton
  • betonblokken
  • glasweefsel
  • of reeds geschilderde ondergronden

Deze unieke muurverf kan niet alleen binnen gebruikt worden, maar is ook toepasbaar als buiten verf.

Voordelen Levis Ambiance:

  • niet-zichtbare penseelstrepen
  • hoge dekkingskracht
  • weinig geur
  • goede afwasbaarheid
  • stabiele kleur
  • uitzonderlijk krasvast.

Met Levis Ambiance ben je verzekerd van een perfect uniform en soepel eindresultaat.

Belangrijke specificaties:

  • Afwerking: Extra mat
  • Dekvermogen: 12m² / L
  • Op waterbasis
  • Overschilderbaar / beloopbaar: na 4 à 5 uur


Hoe breng ik Levis Ambiance muurverf aan? Voordat je Levis Ambiance muurverf aanbrengt is een gedegen voorbereiding van essentieel belang.

Nieuwe muren:

  1. Het te behandelen oppervlak moet droog, vet- en stofvrij zijn. Indien van toepassing: scheuren, barstjes en gaten opvullen met Polyfilla all-in one. De ondergrond eventueel licht opschuren (bv. pleisterwerk) en grondig ontstoffen.
  1. Vervolgens 1 laag Levis Primer Mur & Plafond Gebruik eventueel Levis Primer Mur & Plafond Grijs voor een zuiver rode of bordeaux afwerking en Levis Primer Mur & Plafond Okergeel voor een zuiver gele of groene afwerking. Bij niet coherente ondergronden wordt Levis Isoprim aangeraden als primer.

Reeds geschilderde muren:

Er is meestal geen primer nodig op oude lagen in goede staat, mits een goede voorbereiding. Indien van toepassing: scheuren, barstjes en gaten opvullen met Polyfilla. Goed hechtende oude lagen afwassen/ontvetten met ammoniakwater (9 delen water en 1 deel ammoniak). Bij krijtende oude verflagen of roet- en nicotinevlekken, 1 laag Levis Isoprim aanbrengen. Slecht hechtende verf wegschuren en de ondergrond stofvrij maken. Breng vervolgens zeker een primer aan op de kale en de herstelde delen voordat je Levis Ambiance muurverf aanbrengt.

Tip & advies voor het aanbrengen van Levis Ambiance:

Enkele tips voor een goede toepassing: goed roeren voor gebruik, aanbrengen met een kwast of roller en aanbrengen bij temperaturen boven + 10 ° C.

Breng 2 tot 3 banen aan in verticale richting, verdeel deze vervolgens in horizontale richting en rol tot slot in één richting verticaal na. De muurverf voelt na enkele uren droog aan en is na 4 à 5 uur overschilderbaar. We raden aan om twee lagen verf aan te brengen.

Tip: schuur licht tussen twee lagen (korrel P240) voor het beste resultaat!

Om je aanbrengborstel schoon te maken, was je hem eenvoudig uit met water. Bewaar na afloop de verfpot altijd op een vorstvrije plaats.

ℹ Gezondheid en veiligheid

Bevat: 1,2-benzisothiazol-3(2H)-one en C(M)IT/MIT(3:1). Kan een allergische reactie veroorzaken. Aanraking met de ogen en de huid vermijden en buiten bereik van kinderen bewaren. Dit product bevat maximaal 3 g/l VOS. EU grenswaarde voor dit product

 

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SKU: 67224095181

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Defining Christian Education
What distinguishes a truly Christian education from what a student might receive from a secular university or college, or one that is merely "church-related"? Renewing Minds by David S. Dockery is an attempt at defining Christian higher education. Dockery is a noted scholar and President of Union University (TN), a liberal arts college which is fast becoming one of the premier Christian universities in America. As defined by Dockery, Christian education is all about instilling in students a Christian world and life view that prepares them "to think Christianly, to think critically, to think imaginatively," thus "preparing them for leadership and preparing them for life" (26-27). The goal is not to brainwash or program students in a particular doctrinal or theological point of view. The one who has a Christian liberal arts education need not fear the challenges of secular scholarship. Rather, the educated Christian is able to appreciate the culture in which be or she lives while being "able to bring truth to bear on the prevailing zeitgeist of that culture" (111). Armed with a Christian worldview firmly rooted in biblical revelation, the Christian is able to challenge "the presuppositions of our contemporary culture, both secular and Christian [emphasis added], which in their current forms seems to be pragmatic, disjointed, and unconnected" (113). Christian higher education must take place in a university setting that "is not a church" but "a faith-informed, faith-affirming, and grace-filled community. . ."(141). It is a community of believers seeking truth within an atmosphere of academic freedom operating within the limits set by the historic orthodox faith. It is an academic community in which the faculty are active scholars and teachers, and where the students are pursuing an intellectual understanding of their faith and not merely pursuing the skills and knowledge necessary for employment. Whether you are a parent seeking a Christian college or university for a child, or simply one who desires a better understanding of what Christian higher education really is, Renewing Minds is must reading.
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Reviewed in the United States on March 25, 2008
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Allen Mickle
San Leandro, US
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Best Book on the Integration of Faith and Learning
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A problem area in Christian ministry is the area of Christian higher education. As we continue to progress through the 21st century we continue to see the decline of the Christian higher education movement. What was once a strong area in the Christian ministry, Christian higher education is failing. The Bible College movement has been in decline for sometime. Schools are folding without the students or the funds to stay open. Most people are going to secular colleges and universities over Christian schools. One of the major problems with Christian higher education has been the failure to critically interact with the movement and offer an approach to dealing with this decline. David Dockery has helped fill this void with his recent volume, Renewing Minds. Dockery, President of Union University in Jackson, TN, is extremely qualified to write in this capacity. A clear and thoughtful theologian, he has extensive experience in the areas of leading and administrating a Christian higher education institution. Not only has he lead Union University he also serves as chairman of the board of the Council for Christian Colleges and Universities. With recommendations from J. I. Packer, R. Albert Mohler, Chuck Colson, and a foreword by Robert P. George of Princeton University, this is a volume that should be seriously considered by all who love Christian education. In Chapter 1, Dockery highlights the problem in America. He writes, "I believe that the integration of faith and learning is the essence of authentic Christian higher education and should be wholeheartedly implemented across the campus and across the curriculum. This was once the goal of almost every college in America. This is no longer the case.... What happened was a loss of an integrated worldview in the academy. There was a failure to see that every discipline and every specialization could be and should be approached from the vantage point of faith, the foundational building block for a Christian worldview" (pp. 5-6). Tracing the history of the departure of American schools into secularism and surveying the kinds of Christian higher education institutions in North America leads to a defense of the system derived from Matthew 22:36-40 and the Great Commandment to love the Lord your God with your mind! The rest of the book explains how to go about obeying the Great Commandment in Christian higher education. Chapter 2 builds on this by explaining from the Scriptures the role of the Christian higher education institution and deals especially with the role of the Church, and therefore the Christian higher education institution in society. Chapter 3 explains the process of shaping a Christian worldview and the impact on this on Christian higher education. Chapter 4 is about reclaiming the Christian intellectual tradition. Dockery writes here after tracing the history of the Christian intellectual tradition "Certainly we all learn apart from the great Christian intellectual tradition, apart from the vantage point of faith. But we cannot connect these things into a unified whole, we cannot fully understand the grand metanarrative; we cannot truly grasp how to explore and engage the issues in history and science, business and health care, apart from this approach to learning. Thus we must seek to sanctify the secular because Jesus Christ has come to earth" (p. 84). Chapter 5 addresses the issues of integrating faith and learning. Chapter 6 addresses the necessary concept of developing a place of belonging and community where scholars, educators, staff, and students live together, share, serve, and learn. Chapter 7 begins to offer practical ways of establishing this grace-filled academic community. Chapter 8 articulates how to develop a theology of Christian higher education. Developing this theology would have positive implications for the academic community and the individual. Chapter 9 serves as the culmination of the book with thinking globally about the future. With the changes in communication we must embrace the new in order to communicate the orthodoxy of the past into a new global world. This means listening as much as talking especially as global Christianity begins to reflect non-Western images, positions, and principles. Christian higher education does not just simply say the West is best but listens to all Christian voices in order to best communicate the timeless truth in new ways. This is then concluded by an extensive bibliography on the integration of faith and learning. Dockery's book fills a great need in the area of Christian higher education. He states the issues and the problems, traces the history of Christian higher education, articulates a biblical defense of the integration of faith and learning as well as a comprehensive theological defense. Not only does he articulate this at an academic level but he does not neglect the spiritual aspect of things, emphasizing not just "smart" Christians but "spiritual" Christians. The movement from "theory" to "practice" in Dockery's book is exceptional. I hardly find anything in it that I would disagree with or anything I wish I say that I did not see in the book. It is an even handed treatment that should be read by those who care about Christian higher education and especially those involved in Christian higher education. May we see a renewal of a close integration of faith and learning on our campuses as we emphasize the great truth that all truth is God's truth. May we raise up godly men and women who are passionate about the truth and about serving Christ in the world around them through the Great Commission. And may those of us involved in Christian higher education lead the way through authentic spirituality grounded in the truth. Highly recommended!
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Reviewed in the United States on October 10, 2009

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