Podcasts about forgive

Bible reading from Proverbs 13:1 - 14:21 (EHV)

Bible reading from Proverbs 11:14 - 12:28 (EHV)

07-What It Means and Doesn't Mean to Forgive

Bible reading from Proverbs 10:1 - 11:3 (EHV)

Bible reading from Proverbs 9 (EHV)

Happy Friday! If you find it hard to let yourself make mistakes, this is the episode for you. Also if you haven't heard the news, check out my brand new website www.languageconfidenceproject.com :) And if you want to read this episode, you can now read the full transcript at www.languageconfidenceproject.com/podcast/s5e20 HOW EXCITING IS THAT!? Also, I have a request! The Language Confidence Project is growing and I could really use a hand right now. There are so many ways you could help. Firstly, is there anyone you know who you think might enjoy this podcast? Anyone you could share it with? Or, could you support me on Patreon? If you would like to and you're in a position to do so, it would be so appreciated. It helps keep this podcast going and allows me to keep creating free content, and there are loads of bonuses that you get with each tier including access to the weekly Creative Space for group work and study, a monthly Q&A, and discounted workshops. Take a look here at patreon.com/TheLanguageConfidenceProject Join your host, Emily Richardson, every weekday for a short and snappy dose of language courage to get you unstuck, whether you love languages or whether you really don't, but need to learn one anyway. Emily is the tiny and colourful creator of The Language Confidence Project, formerly Tea with Me, a platform to help multi-passionate and unconventional language learners splash language into every part of their lives. She is also the author of the How to Be Me series of language journals to help you to tell the stories that really matter in your new language. Join her on Instagram at @teawithemily or visit her website at www.languageconfidenceproject.com A huge thank you to Samuel Peter Davies for the happiest music in the world, and to Anna Bovi Diamond for using every colour in the box on the cover art.

If you appreciate this work, consider supporting it - https://www.patreon.com/seekgodtogether Today we will read Hebrews 10:26-27 which says, “For if we deliberately sin after receiving the knowledge of the truth, there no longer remains a sacrifice for sins but a terrifying expectation of judgment and the fury of a fire about to consume the adversaries.” Well this one is scary isn't it? And to be clear, this affects us all. There is no one free of intentional sin. We're all guilty, including the great apostle Paul himself. So is this passage teaching that we're all doomed if/when we intentionally sin after receiving Jesus as our Savior? You could interpret it that way. It's bleak and hopeless but an interpretation. Perhaps a better way is through the lens of the Old Testament sacrificial system - something we're sadly distanced from in Christianity.  In Leviticus, the first offering is the Burnt Offering. This is an all-purpose, thorough atoning sacrifice. It's offered when a baby is born. It's a pleasing aroma to God. It's a sacrifice that seems to cover literally anything and everything and is offered regularly. None of the animal is spared. None is eaten. It is completely consumed by fire. And while there are other sacrifices to be eaten and enjoyed as a family, or just given out of gratitude, the Sin Offering is the other serious big one. The Sin Offering, also a burnt offering, is offered case by case when someone sins unintentionally and becomes aware, or sins intentionally and repents. Either way, it requires the individual to take responsibility, repent, and offer the sacrifice. There is however the sin of defiance, or “High Handedness” in Numbers 15:30 and seems to describe an ongoing obstinance and resistance to repentance that no offering could cover. Jesus being the ultimate sacrifice fulfills these requirements and also informs the New Testament Jewish understanding of His work. So back to our passage. Jesus serves as the thorough Burnt Offering. He's covered it all. And when we go on to sin, which we do, He is also the Sin Offering covering each and every misstep. If we sin quote “intentionally,” I take this to mean an attitude of resistance - the opposite of repentance - the sin of “High Handedness.”  Imagine a husband in a room with his wife, and he just willy nilly flips on porn. No shame, no remorse, nothing. What would happen? He has knowledge of the truth - his wife is in the room. And yet he's obstinate. In that moment, the intimacy of the marriage hits a brick wall and all that remains is her consuming wrath and judgement. It's either destruction of the relationship that could have been, or repentance and sacrifice. Those are the only options.  It's no different with God. All provision has been made but you will not find intimacy with Him while in defiant intentional sin. You are right for feeling the impending weight of His wrath. The Sin Offering is however available whenever you repent. You can play that card a million times and never exhaust God's grace. But it will always require a turning from your resistance and repenting. Destruction or repentance. Those are the only options. And the more time goes by, the clearer those destinies become in each of us. God, I know my own heart. There are times I do sin intentionally, and I'm hard hearted. Forgive me. I repent again. I want You. 

Featuring a playful spark between hosts Dave and Ann Wilson, Real FamilyLife® packs all the hard-earned discoveries, joys, and hardships of a 40-year marriage into 60 seconds. Timeless wisdom for everyday families, every day.

Show Notes   

***Forgive us as we were fighting some slight technical difficulties***Welcome to Episode 4 of our limited series highlighting the impressive VeganStrong PlantBuilt Athletic Team (myself included) that is headed to the Mr. America Fitness Competition in October of 2023.Ever wondered how a powerhouse vegan athlete, cancer survivor, and naturopathic doctor fuels her body and keeps her health in peak condition? Meet Dr. Sarah Kashdan, our guest on today's show, who embodies the perfect fusion of Eastern and Western medical training to deliver a holistic healthcare experience. Sarah's journey is one of transformation - from a meat-heavy diet to veganism, following her ovarian cancer diagnosis in 2012. Her passion for animals, compassionate living and personal health crisis catalyzed her shift to plant-based living and naturopathic medicine.We dig deeper into Sarah's unique approach to healthcare, exploring her focus on systems rather than symptoms. She shares how this integrative approach, coupled with a generous time investment in each patient, allows her to uncover root causes of health issues. Join me as we cheer Sarah on as she anticipates competing with the Plant Built teamResources from this Episode:Mr. America CompetitionPlantBuilt TeamIndiegogo Fundraiser & SponsorsIf you want to connect with the Dr. Kashdan, visit the following:Clinic Website: https://www.fortcollins-naturalmedicine.com/Naturopathic-Doctor-Sarah-Kashdan.html Instagram: @coloradonaturedoc_____________________________________________________________________WE WANT TO HEAR FROM YOU!Have a question, suggestion or comment for the podcast? Fill out form herePlant Centered Nutrition Essential Resources:1:1 Nutrition Coaching  “How to Go Plant-Based in 30 Days” Digital Course 100% Plant-Based One-Month Meal Plan 

Bible reading from Proverbs 8 (EHV)

Who's in the wrong? Listener Cassie left her Pokemon binder of cards with her 7 year old nephew. He ruined them. Is Cassie's sister responsible for paying? Decide with FORGIVE & FORGET.

Who's in the wrong? Listener Cassie left her Pokemon binder of cards with her 7 year old nephew. He ruined them. Is Cassie's sister responsible for paying? Decide with FORGIVE & FORGET. Did Jess cry over a Starbucks tumbler? Play FRIDAY CRYDAY. The FLOCK LINE is out of control this week for the Ravens! 866-FLOCK-LIN

SHOW DESCRIPTION: Curiosity is so important because challenging your beliefs is how the mind-brain connection is structured to work, which is neuroplasticity. So we should be constantly looking at ourselves deeply, really thinking about the why behind what we believe, say, and do, and working on questioning this and growing- this is mind management in action. So, when you find something is wrong with the beliefs you have held for so long, and that has basically defined you, how do you find the strength and direction to make these changes, how do you forgive yourself and not let the shame and guilt destroy you, how do deal with the loss of friends and family when you change. In today's podcast, I talk with Josh Harris, former pastor and unpublished author of the book about purity culture, How to Kiss Dating Goodbye, about exactly this- and about the 100% change he made in his life. Just a note to the listeners, we experienced some tech issues toward the end of this podcast, so you might notice a shift in audio quality.

TOPIC: SUPERCHATS, DARIUS IL: "we need a higher power in life", Road Rage: Former US Attorney and OK Judge Road Rage incidents, GREG MD: "told my family to forgive, they're not doing it", ROBERTO NY: "why catholics pray to the Virgin Mary", LYDIA GA: "I have an overbearing mother", HAKE NEWS

God has a perfect vision for you and your family, even in the midst of brokenness. John Smithbaker is the founding servant of Fathers in the Field which exists to disciple boys who have been abandoned by their fathers. The organization provides one-on-one mentorship in life skills through outdoor activities, and shares a Christian understanding of our Heavenly Father's love.In John's second book, Man Enough to Forgive, is written to specifically address the #1 societal issue of our time – the FATHERLESSNESS caused by divorce or the abandonment, absenteeism, neglect, indifference, or abuse of a boy's God-ordained Pastor, Provider, and Protector – his father. It is a powerful book and conversation on this week's Decisions Podcast!

Join the PREMIUM philosophy community on the web for free!Get access to StefBOT-AI, private livestreams, premium call in shows, my new book and the History of Philosophers series!See you soon!https://freedomain.locals.com/support/promo/UPB2022Dear Stef: how can one learn to forgive oneself, and even love oneself after making some serious mistakes and and bad decisions? No excuses, though I could site childhood etc, but it's my fault. Separated now because of it. Started therapy, really working on myself, but the shame remains. I've come out a more genuine, honest, virtuous person, but the shame remains. Kind regards from long time subscriber and rare - but generous - donator.can it be a demand if its never made?/is that not just a wish? And I can demand Elon Musk give me ten million dollars but without a credible threat of harm to him or someone he cares for that is not much of a demand and would be ignored. If it is credible its immotal and illegal unless I am in govt.Or I make heck of a pitch. One for the angels so to speak. Appealing to logic with a real humdinger of a case as to why he would make a lot of money from it, and convince his accontants.Or lastly an appeal to emotion so moving.and convinving he is so moved by it to open.his heart and wallet. Then my demands might be answred in the.affirmative. do you think stef bot would be able to script such an appeal? Lol.But my real point I think even if it could doing so under false pretense is.a violation of UPB and a genuine scuzxy behaviour asides from.that fact.

Bible reading from Proverbs 6 - 7 (EHV)

Are you going through a time where you find it difficult to forgive? Are you harboring feelings of resentment or bitterness? Are these feelings ones that you would love to rid yourself of? Jesus doesn't want your life to be dominated by sin, whether that is your own sin or someone else's. These are burdens that you are not meant to carry. - Rev. Kyle NormanSUBSCRIBE to our sister podcasts:The Crosswalk Devotional: https://www.lifeaudio.com/crosswalk-devotional/Your Daily Bible Verse: https://www.lifeaudio.com/your-daily-bible-verse/ Discover more Christian podcasts at lifeaudio.com and inquire about advertising opportunities at lifeaudio.com/contact-us.

Evil forces are looking for the same power we are, the problem is the dark side from them before God's people. Satanists, occultists and witches want love and power just as we do. The issue is the church didn't arise and find them before the forces of evil did. Forgive them and love them, they are seeking the same thing we are. Kathy's deliverance books and arsenal can be found at  https://kathydegrawministries.org/shop-all/ Kathy's Say No to Halloween ebook is available at Amazon Mind Freedom Audio CD https://www.kathydegrawministries.org/product/mind-freedom-audio-cd-physical-copy/ Facebook: https://www.facebook.com/kathydegraw/ Free Warfare Declarations https://kathydegrawministries.org/declarations-download Kathy's training, mentoring and  ecourses on Spiritual Warfare, Deliverance and the Prophetic: https://training.kathydegrawministries.org/  

Tom Nixon with Life and Whim talks about two things that are stopping you from your next "first" Episode 2917: Two Things Stopping You from Your Next First (And Why You'll Never Forgive Yourself) by Tom Nixon with Life and Whim Jay and Heather Harrington are the husband and wife team behind Life and Whim. They started Life and Whim after moving their family to Traverse City, a small town on the shores of Lake Michigan, to break the script of their life and reimagine what's possible. They live in pursuit of a purposeful, meaningful, active, and simple life. The original post is located here: https://www.lifeandwhim.com/first-moments-blog/2018/inspiring-moments-tom-nixon  Visit Me Online at OLDPodcast.com  Interested in advertising on the show? Visit https://www.advertisecast.com/OptimalLivingDaily Learn more about your ad choices. Visit megaphone.fm/adchoices

Tom Nixon with Life and Whim talks about two things that are stopping you from your next "first" Episode 2917: Two Things Stopping You from Your Next First (And Why You'll Never Forgive Yourself) by Tom Nixon with Life and Whim Jay and Heather Harrington are the husband and wife team behind Life and Whim. They started Life and Whim after moving their family to Traverse City, a small town on the shores of Lake Michigan, to break the script of their life and reimagine what's possible. They live in pursuit of a purposeful, meaningful, active, and simple life. The original post is located here: https://www.lifeandwhim.com/first-moments-blog/2018/inspiring-moments-tom-nixon  Visit Me Online at OLDPodcast.com  Interested in advertising on the show? Visit https://www.advertisecast.com/OptimalLivingDaily Learn more about your ad choices. Visit megaphone.fm/adchoices

Hello from the negotiating table! This week, it's just us, talking more hot labor summer and a bit about poetry (Tammy recommends the work of Mai Der Vang!). [9:00] After 146 days on strike, the Writers Guild of America, which represents about 11,000 screenwriters, announced on Sunday that they'd reached a tentative agreement with the AMPTP studio group. (Forgive the timing of this ep: the WGA released details of the tentative agreement on Tuesday night, after we had recorded; members will still have to vote on the deal.) [23:00] Meanwhile, as one strike (maybe) ends, another expands! Nearly 20,000 United Auto Workers members across 40 states have walked off the job to demand a fairer share of record profits from the Big 3 automakers, seeking to reverse Great Recession-era losses and prove the might of a new and improved UAW. In this episode, we ask: Why does so much of the public support the WGA strike, a white-collar union whose ranks include very highly paid (less sympathetic?) members? How sturdy is the very new, seemingly democratic operation of the UAW under Shawn Fain?Can this union wave bring back American manufacturing, or are we just buying time before another big offshoring push? What's with EVs and the enviro dimensions of car-making? For more, see: * Tammy's dispatch on the WGA strike and animation labor for the New York Review of Books* An In These Times podcast that touches on UAW's unionization push within higher ed * Previous TTSG convos we reference in this ep, about the WGA, UAW, Labor Notes unionism, deaths of despair, and more: * Listener Qs: Barbenheimer, hot labor summer, & white-Asian relationships in film (July 2023) * A.I. scab-bot$, with Max Read (June 2022) * Is it finally Strikevember?! (November 2022) * Inflaaaation, cool unions, and "We Own This City" (June 2022) * SCOTUS trouble, working-class white people, and Taiwan's military (October 2020) * Some background on Walter Reuther's UAW, from 2009Subscribe on Patreon or Substack to join our Discord community and meet us IRL. You can also follow us on Instagram, TikTok, and X (Twitter), and email us at timetosaygoodbyepod@gmail.com. And if you're a freelancer, consider organizing with Tammy & the Freelance Solidarity Project!  This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit goodbye.substack.com/subscribe

Jennifer Baker steps into the physical reality of the Damn Library and thankfully brings along her infectious laugh and passion for books. We chat all about the long road of writing her new novel Forgive Me Not, her hopes for how it's received, and how curiosity drives her fiction while anger can drive her nonfiction. Plus, she brought along Akwaeke Emezi's incredible Pet. A perfect visit! contribute! https://patreon.com/smdb for drink recipes, book lists, and more, visit: somanydamnbooks.com music: Disaster Magic (https://soundcloud.com/disaster-magic)

How do we forgive ourselves when we betray someone else's trust? How do we heal the feelings of anger, resentment, and self-judgement? How do we learn to trust ourselves again? In this episode, I answer two questions about how to rebuild trust in relationships and also with ourselves. I also discuss the importance of self-care when we are healing from hurting loved ones and why it is important to become self-aware regarding our actions. I also give a life-update at the beginning of the episode for anyone interested in what I've been up to between seasons 2 and 3. TIMESTAMPSIntro: 00:15Life Update: 2:27Question 1: 13:52Question 2: 33:07Outro: 45:48For episode show notes, please visit: https://www.newviewadvice.com/73Learn more about Amanda & New View Advice: https://www.newviewadvice.com/Want to have a question answered? You can submit your question here: https://www.newviewadvice.com/ask-a-questionThanks so much for listening! Sending you so much love!Mentioned in this episode:Sober October JourneySign up for the Sober October Journey starting October 1, 2023 at newviewadvice.com/soberoctober

This week, Kenya does a crash course on forgiveness. Forgiveness is the only way to truly heal from past hurt. It's the second part perfecting of the process and it's gets deep really fast. Tune in and tell a friend to tell a friend! --- Support this podcast: https://podcasters.spotify.com/pod/show/kenya-brewer/support

Bible reading from Proverbs 4 - 5 (EHV)

Tom Nixon with Life and Whim talks about two things that are stopping you from your next "first" Episode 2917: Two Things Stopping You from Your Next First (And Why You'll Never Forgive Yourself) by Tom Nixon with Life and Whim Jay and Heather Harrington are the husband and wife team behind Life and Whim. They started Life and Whim after moving their family to Traverse City, a small town on the shores of Lake Michigan, to break the script of their life and reimagine what's possible. They live in pursuit of a purposeful, meaningful, active, and simple life. The original post is located here: https://www.lifeandwhim.com/first-moments-blog/2018/inspiring-moments-tom-nixon  Visit Me Online at OLDPodcast.com  Interested in advertising on the show? Visit https://www.advertisecast.com/OptimalLivingDaily Learn more about your ad choices. Visit megaphone.fm/adchoices

[27 SEP 23] The BCP Podcast. Season 3, Episode 128. Run Time: 43:43 Even before y'all replied that you wanted this report, I had already made this video! I stayed up late and recorded this on Monday night after episode EP. 3126. I actually didn't get to bed until 2AM that night working on this one. (Forgive the slightly tired eyes and ruffled T-shirt under the sport coat!) Here is the Complete Clinton Kill list. From James McDougal and Vince Foster all the way to Seth Rich. Feel free to share the link to this episode to everyone you know! (If you are a Paid podcast subscriber, you are watching this a day early. It will be available for you to share and for everyone else after midnight PST, Wednesday Sept 27th) PLEASE FOLLOW THE BCP PODCAST ON TWITTER: https://twitter.com/TheBCPpodcast PICK UP SOME MERCH TO LOOK COOL AND SUPPORT OUR WORK: https://bcp-merch.creator-spring.com Also, check out Juniorette and Nana's YouTube show, NOTHING BUT THE NEWS! : https://www.youtube.com/channel/UCu3lxLxp3ZuJRga7gF9KIyg

In this podcast episode Sathiya Sam, discusses the topic of forgiving oneself for past mistakes, whether related to sexual behaviors or other aspects of life. He shares a personal story of dealing with unforgiveness and emphasizes the importance of recognizing the underlying lies that contribute to unforgiveness. Sathiya encourages listeners to replace those lies with the truth and ultimately release themselves from the burden of unforgiveness, reminding them that God's love and forgiveness are always available.Book A Call With Sathiya's TeamFor more Free Resources, check this outFollow Sathiya on Instagram

In this episode, John Dues and host Andrew Stotz discuss what Dr. Deming meant by "institute training on the job" and "adopt and institute leadership" (principles 6 and 7). How do you follow those principles in the context of education? TRANSCRIPT 0:00:02.6 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. This is episode 13, and we're continuing our discussion about the shift from management myths to principles for the transformation of schools systems. John, take it away. 0:00:30.0 John Dues: Good to be back, Andrew. Yeah. We've turned to this set of principles that can be used by systems leaders to guide their transformation work. In the last few episodes, we've discussed the first five principles, the five of the 14. Just to recap real quick, we did constancy of purpose was number one. Principle two is adopt the new philosophy. Then we did principle three, cease dependence on inspection to achieve quality. Four was maximize high quality learning, and the last time we talked about working continually on the system. And then the plan today is to talk about the sixth principle, which is institute training, and then the seventh principle, which is adopt and institute leadership. So, I figure we just dive in with principle six. So sort of the short version is "institute training on the job." And this really is training for everybody in the system. So in our system that would be students, teachers, staff, management, basically so that everyone can make better contributions to the school system.   0:01:42.7 JD: And just to clarify, when I'm talking about training, I think what it's important to know is that I'm talking about learning how to do a particular job within the system using a particular set of methods and tools. And basically the purpose of training in a system is to allow a worker or a student to know exactly what their job is. Now, we're constantly updating that training because in our world for teachers and principals, you have to constantly develop new skills to keep up with changes in whatever it may be, cognitive science, new curriculum, lesson design, new technology, better teaching techniques. Any number of things that we're training on and improving our training on on an ongoing basis. But a major aim of the training in our system is to reduce variation in methods, basically. I think no matter what type of training you get as a teacher, I think you've experienced variation in methods.   0:02:51.3 JD: And if you go to pretty much any school building in the United States, I think most educators would very quickly tell you, and I think even parents and students, you could sort of go room to room and say, yep, that's the strict teacher. That's the teacher that lets you get away with anything. So this is sort of commonly known when it comes to how teachers run their classrooms, especially on the classroom management level. Everybody knows who has the highly structured classrooms or the disciplined classrooms, but this really does cause problems when you think about it, 'cause there's this mixed message about what a classroom is supposed to look like. And I think on the flip side of classroom management is instruction. And I think there's a lot of variation there. And that's more hidden, I think, but probably possibly more important to sort of consider. And so when you have a typical, let's say an elementary school, an elementary school has three third grade classrooms, and each of those three teachers in most schools in the US, they operate pretty independently of each other.   0:04:05.6 JD: And a lot of schools, each of those teachers would have their own sort of preferred methods. And even sequencing for how that, let's say, a math class is taught. But then the problem is that some combination of students from each one of those classes in third grade that following year are gonna end up in a fourth grade classroom. And now this fourth grade teacher has to deal with this. And really the fourth grade teacher is this customer of the third grade teachers. But if each of the third grade teachers are sort of doing their own thing, then they've sort of optimized each of their own classrooms at the expense of the system. So that's what I'm talking about when I'm talking about sort of reducing variation in methods through training.   0:04:58.9 AS: So there's a few things to discuss in this that I think are interesting. The first thing is, let me just repeat what you said. The aim is to reduce variation in methods. I think most people, if they expected you to say something, they would've expected you to say, "The goal is to reduce variation in outcomes." So tell us why... Now, it may be that methods get to reduce variation in outcomes, but you're focusing on methods. So just tell us a little bit more, because also as we know, there's teachers want some independence and there's some academic independence, at least at let's say university level. They try to have more of that. But maybe you could talk a little bit more about the methods and why you focus on methods instead of just saying you do it the best you can. And one other thing I would say about that is that you could say that if you had three different teachers, different styles, some students would perform better in one style versus another. But a counter argument is, well, we're not sorting them by that to put them into those classrooms. So it's only by luck if that happens. So tell us more about that.   0:06:05.5 JD: Yeah, I think when I'm talking about methods, maybe I should maybe use a little bit different language, but I think probably the most important thing here is that the same sort of high quality curriculum is in front of students. And let's take a math curriculum, for example. Many schools, even at the school building level, there could very well be variation in what the teachers are putting in front of the students, and even in the same school, in the same grade level, let's take those three third grade math classrooms. Now, it's certainly possible that those teachers have taken upon themselves to have a highly sort of coherent system, it's also possible that their school or their district has a highly coherent system, but a lot of times what I found is that, each teacher is sort of making their own decisions, and they sort of say, I'm following the state standards, but those state standards are often general statements, and there's a lot of wiggle room [chuckle] into what you could sort of fit into that.   0:07:11.6 JD: And so what ends up happening is people go to the internet and go to various websites and they print off their preferred worksheets a lot of times. And so when I'm talking about variation in methods, what I'm mostly talking about is a high quality curriculum that's coherent and it's used in kindergarten, first grade, second grade, third grade, fourth grade and fifth grade. Now, within that, teachers have... Still have many, many, many, many decisions to make in terms of how that curriculum gets used, how they sort of adapt it to their students, how they design individual lessons, there's all kinds of room for sort of creativity, individual decision-making, responding to how your students are doing when you actually put it in front of them, but that's mainly what I'm talking about when I'm talking about variation in methods.   0:08:04.8 AS: Okay, got it.   0:08:07.5 JD: Yeah. So, I mean, I think we sort of recognized this as a school network here in Columbus, we have the two elementary schools, the two middle schools. We're a fairly young organization and our oldest building is 15 years old, our newest building is only five years old, and so because we're a relatively young organization, many of our teachers are very early in their careers. So this sort of training, having a set of methods, a set of curricula that we're training on was really important, and so we thought it was so important in fact that we actually have a three-week... It's three and a half weeks that we call a summer institute for teachers prior to the start of the school year. It's a little bit shorter for veteran teachers, but for new teachers, it's three and a half weeks and they actually just finished it 'cause this is our first day of school actually today, so we have the summer institute, and so that was important to us, we're gonna have this training program for our early career teachers, but then the question quickly becomes, what is it that we're doing during that summer institute time period?   0:09:22.4 JD: And so that's where I think this sort of deliberate thought about training comes in, so one of the things that we did is design a capacity matrix for teachers, and so we've talked about this, but just basically outlining what are the capacities that we want teachers to learn and develop during their time with us, not only as new teachers, but it's a sort of an ongoing development road map really, and we have this capacity matrix that outlines the skills, the mindsets, the knowledge that we want teachers to sort of gain over time, some of it through this summer institute, and it sort of defines, "Here's the capacities." It breaks those capacities down into things that we're then linking to specific training sessions throughout that summer institute. And it's not really an evaluation tool, it's more like a road map for, "Here are the things I wanna be working on, here's how I'm doing, here's some areas where I can go learn this even, outside the training because the capacity matrix also has readings linked, it also has podcasts or videos or books that are linked, that if there's an area that a teacher is particularly interested in, they can do a deeper dive in it, and then there's also a way to sort of track their learning over time. So that's a way to sort of add some structure to this idea of instituting training on the job.   0:10:55.6 AS: It sounds like I would be excited to sit into that 3.5 week... Three and a half week summer institute. Like just the excitement of new teachers and of prior teachers sharing their experience. I imagine that they don't get that much time to do that during the school year.   0:11:15.7 JD: Yeah, it gets tough, I mean, unless you're really deliberate about building that into your schedule because most teachers are with students obviously the majority of the day, so we have this three and a half week summer institute for new teachers, and then we also built in at least an hour a week of PD on an ongoing basis, and then we also have eight days that are so...   0:11:35.1 AS: To the listeners out there, PD means Professional Development.   0:11:38.9 JD: Oh, right. Professional Development. Yep, Professional Development.   0:11:41.4 AS: Okay. Got it.   0:11:41.9 JD: Cheers. But you mentioned teachers are excited to share what they learn, and so this summer institute has a deliberate design on that front as well. So all teachers that are in their first and second year with United Schools Network go to this three and a half week training, and then it's about half that for more experienced teachers. But the reason we do that is because early on we got this feedback that for new teachers and the amount of stuff they're trying to download on the curriculum front, on the classroom management front and other areas is basically a blur. And then they come back after living it for a year now, they're going through that full summer institute as a second year teacher, they say, "Oh, I actually can sit at a table with the new teachers and they're actually a second teacher within the training." And that's a part of the deliberate design is you've kind of lived it, you've learned it, you've applied what you learned, and now I can come back, I'm still learning as a second year teacher, obviously, early in my career, but now I have a lot to sort of pass on during each of those trainings in addition to what they're getting from who the actual trainer is up in front of the room.   0:13:03.1 AS: Well, it's interesting because I was also thinking about a production line, like a worker on a production line doesn't say, "Okay, on my shift, we're gonna do this differently." A worker on a production line learns how that process works, how it's measured, why it's important to do it this way, so that it... How it impacts the next part of the process. So whether we talk about a worker on a production line, whether we talk about a worker in an office doing software development, the fact is is that ultimately what we really want is to standardize what we're doing and then innovate over time. It's not that we don't want an employee or a teacher to stand up and say, "Okay, I think we can improve this now. Yeah, we've been doing this for a year this way, but I see more improvements that could be done." And that's where you get into this process of PDSA and thinking about how do we improve this in a methodical way.   0:14:06.7 JD: Yeah. Well, and there's two things that come to mind. So I used to be the point person on curriculum development training. I led that training in our network for I think a dozen years. And so what I would tell the first year teachers... So I had first and second year teachers in my training every year. I would tell the first year teachers, you're gonna get a curriculum that's been built and tested over a number of years. Do not touch it across the school year. And here's the reason why. One, you're learning all these new procedures and processes, you're learning this new curriculum, and you're sort of learning it just in time to teach it to students in terms of the curriculum that you're gonna put in front of students. And all of these different stages are linked.   0:14:50.1 JD: And if you start making changes in an early stage, there's sort of this waterfall that happens throughout the entire process that you're not gonna be aware of initially. And so I tell them, wait till your second year that you have the full sort of system picture in your head of your curriculum before you start making changes. And that works pretty well, and and then you'd have the second year teachers there saying, "Yes, yes, do that, do that." [chuckle] 'Cause what he is saying is, "Basically, I learned this the hard way, or you know, I thought I could do this and what happens is, I had to... I thought I was changing a lesson and that ended up meaning I had to change a unit and then I had to change an assessment that's tied to this unit and so I didn't have that full picture." So that was one thing I'm thinking of. And another thing is, you know, we want feedback on this summer institute delivery. So many of the people that are delivering this training are senior leaders.   0:15:46.3 JD: Many have been with us for more than a decade. But even just this week we got this long feedback from a first year staff member on summer institute. And an organization can respond to that in different ways. It could be, well, "Who do you think you are sending me this feedback? You just got here." But the response to that staff member was, "This is great. School starts soon, let's... We'll wait a few weeks, schedule a time so this is still fresh in our heads, and we're gonna sort of take notes on this and think about how we could incorporate this feedback into the design of summer institute next summer." And so that's sort of the continual improvement mindset, be it... Could be at the individual teacher level, or in this case it's the whole network's summer institute that we're taking a look at, but everything is on the table for continual improvement, yeah.   0:16:35.9 AS: Well, and it raises another point, which Dr. Deming talks about. I know Toyota talks about too, in the stuff that they talk about, about being a learning organization. And what does it mean to be a learning organization? The most important thing about being a learning organization, to me, is the cumulative learning. It's not the training and we do this and we have this training and we support learning and all that, it's the cumulative learning. Like you said, we've been improving this, this process, this curriculum, this teaching process over many iterations and we've gotten it to here.   0:17:14.3 JD: Yep.   0:17:15.1 AS: The objective is to bring it to the next level.   0:17:17.3 JD: Yeah.   0:17:17.7 AS: Now, you can imagine, a way to think about that is, imagine you're a new CEO, you go in and you say, "We're throwing all that out and we're going with this." And it's like all that cumulative learning is gone.   0:17:30.5 JD: Yep. Yep.   0:17:31.3 AS: Now, it's not to say that that cumulative learning ended up in the right place. That's a whole another discussion about being in touch with the customer.   0:17:40.3 JD: Yep.   0:17:41.2 AS: And making sure that you're delivering with your cumulative learning.   0:17:44.5 JD: Yep.   0:17:44.8 AS: But if you are delivering what you're supposed to be delivering to your, you know, what your customer wants, then, then it really is a matter of how do you keep that learning in your organization? And I think that's... So your three and a half week summer institute is a great example of a training method and the response about, "Hey, that's a... We are going to get all this feedback of lots of improvements, but we're not gonna do it right now, we're gonna put that together, think about it, observe, and then try to figure out, okay, one of these is particularly good." For instance, in my case with my valuation masterclass bootcamp, I'm just about to launch my 11th bootcamp.   0:18:23.9 AS: So, and I can do my iterations in about eight weeks. Bootcamp lasts six weeks, I take two weeks off, then we do it again. And I'm trying to do as many iterations as I can. And the newest iteration, after many great iterations is we are gonna test a buddy system. And we've been designing it, discussing it, looking at how do we build this into the program with the objective that the buddy system basically helps our pass rate. In other words, the people that feel like dropping out don't drop out because they've made a connection with one individual, they're already on a team, so they got a team feedback. So that is a new, just one new learning piece that we're gonna test and then see where it ends up at the end of the, you know, of the, of the six weeks. So that's an example.   0:19:11.0 JD: Yeah, that's a really good example. And I know we talked about the, that class prior, that eight-week class and... Sorry, the six week class and how it's sort of a natural sort of PDSA cycle that you're running through each of those. So you have a lot of those cycles. You just kind of keep making it better and better, you know?   0:19:28.7 AS: Well, that's what... When I heard you talk about, we'll look at that at the next three and a half week summer institute I thought, "Gosh, does it, is that," I mean, I guess that you've got improvements that you're doing throughout the school year, that you're already determined this is the things we're gonna work on, but also you have to accept the fact that everybody's probably overloaded. And so it isn't that easy to say we're gonna improve a zillion things. And that's for the listeners out there, you know, it's an important thing to understand your own capacities in your organization and to understand the cycles that you're doing through your process. If you can speed up the cycles, then you can speed up your testing and your learning. And that's something that most of the time we'll just say, well, my cycle is my cycle, but maybe not. Maybe there's some way to speed it up, 'cause I know we used to teach the valuation masterclass bootcamp every six months, and I'm like, no, it's not enough cycles.   0:20:25.0 JD: Yeah. Yeah. No, that's, I mean, being able to do those sprints like that on a repeated basis is definitely an advantage, you know. I think when I was leading that curriculum development training, so there was, it was usually a two day training, the one I was doing. And, you know, I would get some on the spot feedback. I'd say if there's something that's, I can improve to make this a better experience tell me, just write, you know, if it's something I can fix quick. That's how I handled that in the moment. And then I would have some more formal surveys and, you know, some of that feedback I could take and apply to other things that were similar workshops I was doing, you know, throughout the professional development I was leading throughout the year. And then the first thing that I did as I started making that two day session better for the next summer institute was go back through that more formal feedback that folks had left. Then I have, I have those boxes of trainings going back that dozen years, including all the feedback that I got over the dozen years. So, yeah.   0:21:25.5 AS: So let's, I think that wraps up a great discussion on principle six. And I'll just summarize a couple things from it before we move on to principle seven, which is, principle six is institute training on the job. The point is, you want to get everybody to make better contributions to the system. And training is for skills as you've talked to us about. Whereas education is maybe for the acquisition of knowledge. And training is about learning how to do a job with a particular set of tools. And the aim is to reduce variation in methods. And you talked about classroom management, you talked about instruction and you talked about the same high quality curriculum in front of the students. We also talked about your three and a half week summer institute, which is happening before the school term starts. And the value of that. And you talked about the capacity matrix where you're looking at, you know, a roadmap and trying to link specific training sessions to activities and stuff. Is there anything you would add to wrap up principle six?   0:22:26.3 JD: Yeah, it's just in that capacity matrix is, sort of begin with the end. It's, that's where we started with the roadmap and sort of then worked our way backwards to the training from that, what was the end goal, these things in the capacity matrix. And then we sort of plan backwards from there, map that back to the summer institute.   0:22:44.6 AS: Got it. And now, principle seven, leadership.   0:22:48.6 JD: Yeah, principle seven is adopt and institute leadership. And basically the aim of the leadership is to help people that are working in a system do a better job. And that's management's responsibility. And Deming here is specifically talking about shifting from that focus on outcomes or solely focusing on outcomes to focusing on the quality of learning experiences or other types of services that are being produced by the education system. I think in Deming's language, he was talking about the transformation and he was talking about this, including in the transition of managers and supervisors to become leaders. And so he was I think looking at abolishing this focus on outcome, the management by numbers, the numerical goals, performance appraisal, merit pay, and installing what he called leadership. And then, you know, he sort of operationally defined what he meant by that.   0:23:52.8 JD: But basically, you know, leadership following Deming philosophy, I think the most important thing is that leaders are responsible for creating this environment, in our case, where educators and students can have sort of genuine interest in their work and that, you know, they're supported to do it well. And I think, you know, this becomes like a mutually reinforcing activity. Meaning that if people are interested in their work and learning, then they'll wanna do it well, they're gonna accept help to do that. You know, and if we set up the conditions to help them do that well, then their interest will increase and this sort of virtuous cycle is created. But then I think in many cases we have the opposite that occurs, sort of, when we don't have this type of leadership, get this vicious cycle where people just aren't, they don't feel like they're doing a good job, their interest in work or learning plummets, and then this causes them to in turn do a poorer job, which in turn lessens interest further.   0:24:58.6 JD: And I think one of the things I think of is education sort of broadly in the United States is sort of in one of these vicious cycles. We talked about the number of new teachers that are coming into the system and then being spat out of the system each year. There's this constant churn, we're sort of in this vicious cycle where we get all these new teachers across the United States, and many of those new teachers are leaving because of dissatisfaction, not feeling like they're doing a good job, not feeling like they have been set up for success. Those types of things. And I'm convinced and that's why I wrote the book and talk about these things. I'm convinced that the virtuous cycle is more likely to occur when we transform following the System of Profound Knowledge. I think when you truly appreciate your organization as a system, you have sort of logical theories of variation and knowledge and at least a basic understanding of psychological concepts like intrinsic motivation. I think that's when you truly have a chance to transform your organization.   0:26:11.2 JD: And I talked about Dr. Deming operationally defining leadership. What was he talking, cause there's many different sort of, probably we'd have many different definitions if we surveyed a hundred people about what it means to be a leader. And there's this great resource that Dr. Deming distributed at many of his four day seminars, especially the ones closer to the end of his life called Some Attributes of a Leader. And there's sort of nine points to that really, when I go through those, they really paint a clear picture, okay, this is really what leadership means when you're following the Deming philosophy. So I think it's worth unpacking those a little bit.   0:26:56.7 AS: And do you think... I mean, where do people fall down? Where they're supposed to be bringing leadership to an organization and instead they're bringing, I don't know, something else.   0:27:11.7 JD: Yeah, something else. And maybe even people that would um, maybe sometimes display some of these attributes, I think where we often fall down as leaders is when things get tough. And that's when we actually need to double down on these attributes, these leadership attributes. And when oftentimes we sort of revert back to the prevailing system of management, 'cause it's easier, maybe maybe even get some short-term impact, but it's always worse in the long-term, and that's the problem. And these things are hard. Some people probably could pinpoint some on this list of nine that they do well and others that maybe where they struggle. And I think that's fine, but I think having this list that explicitly defines leadership within the Deming philosophy is important. So I just go through these?   0:28:11.4 AS: Yeah. Go ahead.   0:28:11.9 JD: And we can talk about... I think the first one, and we've talked about elements of all of these things, but the first one is just really whatever I'm a leader of, whether it's a department or a school or whatever, whatever business unit that I'm a leader of, I think understanding how that fits into the overall aim of the system is really, really important. How does my grade level, or how does my classroom, or how is my school, how is my school system, how does it fit into the larger system? And I think you have to know that. That's key. A second attribute would be in that recognition of where you fit in the system is that you have a responsibility to work with preceding and following stages.   0:29:02.0 JD: This is pretty easy to sort of identify in a school system. If I'm a third grade teacher, I need to work with second grade teachers. I need to work with the fourth grade teachers. And that doesn't... That type of vertical sort of work doesn't often happen in a school system. But, you know, that focus has to be on our customer, both internal and external. And if I'm a third grade teacher, one of my customers is the second grade teacher, and one of my customers is also the fourth grade teacher. I think many managers, I think sort of see as one of their primary responsibilities to motivate the people that work on their team. And I think a sort of a better frame, and this is attribute three, is that leaders should work to remove barriers to joy in work and learning.   0:29:58.4 JD: And that's a slightly different conception. Maybe it's a very different conception than, you're not trying to motivate folks. You're trying to remove things that would lead to joy in work and learning, removing those barriers, that's what your job is as a leader. I think attribute four is, you are really there when you're a leader to act as a coach and counsel, not a judge. So I think that's an easy one to default to acting like a judge when things aren't going well. And one of the things about being a leader is knowing when someone is truly outside of the system and in need of special help. And that could be an employee, a teacher, a principal, or it could be a student.   0:30:53.2 JD: It's not, when we understand variation using the sort of Deming philosophy, we're not asking are our students or our employees different, but rather are they significantly different? And that's where some of these statistical methods come in. And when you have this in your leadership toolkit, then you know what questions to ask and you also know what action to take. Sure, some students might be performing lower than others, but are they statistically significant differences? And if they are, I'm gonna react to that. I think of, there is this really great figure that demonstrate this, where you have like a bell curve and you're trying to shrink the variation of that bell curve.   0:31:44.8 JD: You're trying to move it to the right, assuming right is better performance. And then you're sort of looking, is there anybody that requires special help 'cause they're outside of that system. And then if they are, then you have to provide that. That's a responsibility of leadership. But something like a process behavior chart or a control chart can help point you toward those data points that you should be paying attention to. I think another sort of key attribute of a leader is you're obviously always working to improve teaching and learning processes. Everybody's gonna say that. But what you're doing is trying to improve those processes instead of doing the sorting, the tracking, the ranking, the grading, those types of things. So that's what I was talking about when things get hard, yout know that's what people default to because it's sort of known.   0:32:46.4 JD: Attribute seven is creating trust, which, I think that, it goes without saying, whether people do that I think is another thing. I think there's lots of different ways to do that. But a key thing when you're a manager I think is follow through. I think you don't follow through on plans, if you don't follow through on commitments, I think that's where I see a lot of leaders sort of drop the ball and people stop trusting.   0:33:17.5 AS: Let me ask you about, number four I believe was act as a coach, not a judge. What was number five?   0:33:23.7 JD: Number five was, was, I don't think I stated it really explicitly, but basically, basically using data to help them understand people and themselves. So basically using knowledge about variation to understand who, if anybody, is in need of special help.   0:33:43.0 AS: Yeah. And six?   0:33:44.4 JD: Six was, working to improve the teaching and learning processes versus relying on the sorting, the tracking, the grading, the ranking. And that could be students or rating and ranking employees too. Seven was create trust.   0:34:00.2 AS: And then seven is creating trust.   0:34:03.5 JD: Yep. I think eight is, don't expect perfection. Forgive a mistake. People are gonna make mistakes. And in fact, you wanna, part of our capacity matrix for new teachers is how do you create a culture of error with students in your classroom? And that means instead of hiding mistakes, students are comfortable, when they make a mistake, highlighting that so that we can give feedback and fix it basically. Yeah.   0:34:34.2 AS: Yep.   0:34:34.2 JD: That's learning is, you get it wrong, then you get it right. Right? But you can't do that if people are always trying to sort of protect their mistakes, that type of thing. And then nine I think is, you know, listening and learning without passing judgment on the folks that they're listening to. I think that's... Again, a lot of these things are, you know, people have heard them before. I think many people would say they do them. I think, again, in reality, [chuckle] if you got that feedback from the folks that are in your department or in your school or in your school system, you might not be doing as well on those things as you may have thought.   0:35:16.7 AS: Let me summarize this a little bit for all of us. So we're talking about principle seven, adopt and institute leadership. The idea is help people in the system to do a better job and shifting from focusing on outcomes to quality of services. And I remember when I was in university, MBO was the big thing. Now it's KPI, but MBO was management by objective. And a lot of what he, Dr. Deming was talking about is by what method? It's not just, hey, let's just agree on, what, you get the result. I don't care how you get it.   0:35:50.2 JD: Right.   0:35:50.3 AS: And then you also talked about how leaders are responsible for creating the environment. You also talked about without leadership, there's like a downward spiral. And that maybe the US is in that downward spiral. And you see that when leaders really fail is when times get tough and they gotta make tough decisions. And then finally on that, you talked about how the System of Profound Knowledge could possibly be a way out of this downward spiral and into a cycle of learning. You talked about the nine principles, number one, understand how my area fits into the larger system. Two, you need to work with the preceding and following stages. You need to understand that. Number three, work to remove barriers to joy in work. I love that. Number four, act as a coach, not a judge. Number five, use data and knowledge of variation to help people better understand. Number six, work to improve the process rather than spending your time on rating and ranking. Number seven is create trust. Number eight is don't expect perfection. And number nine is listen and learn without passing judgment. Is there anything you would add to wrap up this awesome discussion?   0:37:02.0 JD: Yeah, I mean, I think just being really deliberate with the language instead of principles so we don't confuse people. I would call those, those are attributes of a leader.   0:37:11.5 AS: Okay.   0:37:11.8 JD: Just to kind of keep that clear, and, you know, a common question for Dr. Deming, I think at his seminars, because since he railed against performance appraisal, you know, a typical audience sort of follow up question then is: "Well, how do you choose candidates for promotion?" And his typical answer was, "What better than the ability to be a leader?" And then, so what he was talking about were those nine attributes. You identify those nine attributes, those are the people that you wanna be promoting in your organization. Folks that possess those.   0:37:44.7 AS: Yes. And I would just add to that in wrapping up that, part of what you realize as you get more mature, and I think most people understand it even at a low level or starting out in a business or their career, is that no measure captures what you need. You need to make a judgment about a person as a potential leader. There's no measure that could have determined Steve Jobs' ability to create Apple. In fact, if you had measured it, you probably would've kicked him out, which they did. And then eventually he came back.   [laughter]   0:38:21.6 AS: And so...   0:38:22.2 JD: Yeah.   0:38:22.6 AS: Go ahead.   0:38:23.3 JD: It'd be a hard thing. Well, I was just gonna say, as a principal, one of the types of leaders I was choosing, it was who was gonna be the grade level chair. So that was like a teacher leader position in our building. And I knew when I worked through that process, people applied for it. And I would sort of name the grade level chair. When I didn't hear a single piece of feedback, I knew I picked the right person, because people were like, yeah, that's the person. Right? And when you get a lot of pushback, [chuckle] that's when you just sort of need to go reevaluate, does this person actually have these nine attributes?   0:38:57.3 AS: Beautiful. Well, John, on behalf of everyone at the Deming Institute, I want to thank you again for another awesome discussion. For listeners, remember to go to deming.org to continue your journey, and of course, you can find John's book Win-Win: W. Edwards Deming, the System of Profound Knowledge and the Science of Improving Schools on amazon.com. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work and learning," I'm gonna add in.

I Desire Mercy, not SacrificeMatthew 9:13 “Go and learn what this means, ‘I desire mercy, not sacrifice.' For I have come to call not the righteous but sinners.”To put this verse into context for you, I will read the few verses before this verse. Matthew 9:9-12 “ As Jesus was walking along, he saw a man called Matthew sitting at the tax booth; and he said to him, “Follow me.” And he got up and followed him. And as he sat at dinner in the house, many tax collectors and sinners came and were sitting with him and his disciples. When the Pharisees saw this, they said to his disciples, “Why does your teacher eat with tax collectors and sinners?” But when he heard this, he said, “Those who are well have no need of a physician, but those who are sick.” Then this is when Jesus said, “Go and learn what this means, ‘I desire mercy, not sacrifice.' For I have come to call not the righteous but sinners.”I was unsure what this verse meant, so I looked it up. I found a good article that explained what is happening here. The article is called “Mercy Not Sacrifice,” and it is on the webpage of Our Lady of Mount Carmel Parish in Pennsylvania. CLICK HERE for article.  Let's start with the definition of mercy. According to the article I read, Jesus “was quoting the prophet Hosea, who, centuries earlier, had condemned the Jews for attempting to excuse their idolatry and their oppression of the poor by offering the prescribed animal sacrifices. What Jesus is saying in this verse is that it is not all about the laws and what we can do or what we can give up so that we can look holy or we can look religious. The Pharisees looked around Matthew's house, and they saw a bunch of nameless sinners and tax collectors. Jesus wants us to know people's names. Jesus wants us to get involved with our hearts and not just our heads. The article gave the example of someone who joins a service project to help out around someone's house. When she is done working, she talks with the owner and finds out the owner is very lonely. Now this woman has a choice to make. Does she head home so she can get the long list of errands done that day? Or does she accept the invitation for a cup of coffee and visit with this person? The woman in the article goes in and has a cup of coffee. They have a great conversation, and they talk each week when they see each other at mass. The woman even stops by occasionally to see how the owner is doing. She prays for him in her personal prayer time. They have formed a relationship. The article says, “When we view what we do in Jesus's name as simply nameless, faceless sacrifices, we have missed the whole concept of “love as I have loved you.” It's all personal with Jesus. It is all about relationships.Since we are talking about mercy in this verse, I think this is a good time to address why Catholics feel like we are required to do works of mercy. Let me preface this by saying I am not an expert in this area. I am learning just as you are. If you have questions you want me to answer or if you think I have gotten something wrong, feel free to email me at catherine@findingtruenorthcoaching.com and let me know. The works of mercy are a chance for us to give witness to Christ. Jesus entrusted his followers with the responsibility of caring for others. He identified himself as the one whom his disciples would love and care for: “Whatever you did for one of these least brothers of mine, you did for me” Matthew 25:40. Jesus asks us to see him in every person we meet, especially in those who are suffering in need. He asks us to care for each person in a spirit of loving service, knowing that we are really loving and caring for Christ, who, through the Holy Spirit, lives on in every person.There are two different types of works of mercy. The Corporal Works of Mercy are acts of love that address the physical and material needs of others. The Corporal Works of Mercy are: Feed the hungry, Give drink to the thirsty, Clothe the naked, Visit the imprisoned, Shelter the homeless, Visit the sick, and Bury the dead. Then there are the Spiritual Works of Mercy, which address the needs of peoples' minds, hearts, and souls. The Spiritual Works of Mercy are Admonish, the sinner. (Give correction to those who need it.) Instruct the ignorant. (Share our knowledge with others.) Counsel the doubtful. (Give advice to those who need it.) Comfort the sorrowful. (Comfort those who suffer.) Bear wrongs patiently. (Be patient with others.) Forgive all injuries. (Forgive those who hurt us.) Pray for the living and the dead.The works of mercy are practical ways to live out our Catholic faith. Even just one work of mercy can make an impact on the world. Performing Works of Mercy also prepares disciples for the Last Judgement, when Jesus Christ will come at the end of time to judge all people on how merciful they have been and how well they have treated those who are poor or in need. Jesus invites his followers: “Inherit the kingdom prepared for you from the foundation of the world. For I was hungry, and you gave me food, I was thirsty, and you gave me drink, a stranger and you welcomed me, naked and you clothed me, ill and you cared for me, in prison and you visited me” (Matthew 25:31-32)Jesus is asking us to take care of the hungry, the thirsty, the lonely, the naked, and those in prison. There are other places where Jesus asks us to take care of the orphans and the widows. Jesus does not want us going through this world being concerned only with ourselves and with our salvation. We might be fasting and praying and doing all we can to get ourselves into heaven, and yet if we are not taking care of others as well, we are not doing what he is asking us to do. We are told to see Christ in each person. Think about how you treat people. Do you treat each person you meet throughout the day as if they were Jesus? Jesus' spirit is inside each one of us. Would Jesus be proud of the way you are treating the people that you meet? How could you change this?Dear Heavenly Father, I ask you to bless all those listening to this episode today. Lord, let your words sink into our hearts. Show us how you want us to help those in need. Show us what needs to change in our lives. Show us where we can make changes to live more in alignment with how you want us to live. We love you, Lord, you are amazing. We want to love others like you love us. Show us how. Help us to see you in everyone we meet. Remind us that you are calling us to do that. We ask all of this in accordance with your will and in Jesus' holy name, Amen!Thank you so much for joining me on this journey to walk boldly with Jesus. Reminder the retreat registration closes in a few days. If you have been procrastinating, hurry, you won't want to miss out! I look forward to seeing you again tomorrow. Remember, Jesus loves you, and so do I! Have a blessed day!

Bible reading from Proverbs 2 - 3 (EHV)

Be selfish with forgiveness; this week Shannen and Abby talk about the importance of forgiving others so they can't maintain power over you're life. The girls also talk about Taylor Swift's potential new fling with Kansas City Chief's Travis Kelce, Alix Earle's airing out rumors about Braxton Berrios on Call Her Daddy, and are pumpkin spice lattes overrated?Follow on Instagram: https://www.instagram.com/drinksafterwork_/ Follow on TikTok: https://www.tiktok.com/@drinksafterwork Join The Boston Baddies: https://www.facebook.com/groups/dawpodcast

Jamisen Hancock

While being stoned to death, Stephen pleads with God to forgive his persecutors, echoing Jesus' words on the cross in Luke 23:34. Forgiveness is not determined by how much others deserve it, but rather by how much freedom you desire in your own life. Want to forgive? Forgiveness requires faith.

Modest fashion blogger Tarrah Blue lost 200 pounds but gained more wisdom through it all. She speaks into childhood trauma, healing and the power to forgive even when it hurts.  Jacy's Books and Links. 

Charley Reeb will be preaching from Proverbs 4:25; Romans 3:23-24 to continue the series 'Why?'

Forgive and forget. “Can't we just let the past be in the past and move forward?” To someone who has been in a relationship with a narcissist or an extremely emotionally immature person, these concepts can have a negative impact, adding additional layers of guilt and shame to a situation already heavy with “what's wrong with me?” messages. Today, Tony covers the contrasting concepts of 'acceptance' and 'forgiveness.' Explore why the nuanced understanding of acceptance, as outlined in Acceptance and Commitment Therapy (ACT), can offer a more compassionate and realistic pathway to emotional well-being than traditional notions of forgiveness. Learn why acceptance is not just about tolerating but fully embracing your emotions, allowing you to deal with life's challenges in a healthier way. Tony then demystifies the often misunderstood terms of narcissism and emotional immaturity, emphasizing the importance of personal accountability in relationships. Discover the role of 'calm, confident energy' and how it facilitates emotional differentiation, aiding in healthier interpersonal interactions. Gain insights into the science behind mindfulness and why it's crucial for emotional clarity and self-awareness. Rounded with actionable steps to integrate these principles into your everyday life, this episode is a guide to becoming a more resilient and happier version of yourself." The ice bath that Tony mentioned in today's episode is from "The Ice Pod" company - you can find it here https://snwbl.io/pod-company/ANTHONY78737 Subscribe to Tony's latest podcast, "Waking Up to Narcissism Q&A - Premium Podcast," on the Apple Podcast App. https://podcasts.apple.com/us/podcast/waking-up-to-narcissism-q-a/id1667287384 Find all the latest links to podcasts, courses, Tony's newsletter, and more at https://linktr.ee/virtualcouch Go to http://tonyoverbay.com/workshop to sign up for Tony's "Magnetize Your Marriage" virtual workshop. The cost is only $19, and you'll learn the top 3 things you can do NOW to create a Magnetic Marriage. You can learn more about Tony's pornography recovery program, The Path Back, by visiting http://pathbackrecovery.com Tony mentioned a product that he used to take out all of the "uh's" and "um's" that, in his words, "must be created by wizards and magic!" because it's that good! To learn more about Descript, click here https://descript.com?lmref=bSWcEQ

Jesus tells us to forgive. But do we walk the talk when it comes to forgiving others? Take a listen as Pastor Eric continues in our “Walk the Talk” series. Scriptures referenced in this message:· Matthew 6:9-12· Matthew 18:21-22· Matthew 18:23-34· Matthew 18:35 · Luke 23:34· Colossians 3:13· Matthew 5:44· Romans 12:14Learn more about salvation, info about Destiny Church, or how to give by visiting our website.Real | Relevant | Relationship

Bible reading from Proverbs 1 (EHV)

The ability to forgive—so powerful, yet so difficult. Michelle and Sasha are joined by Dr. Debi Silber, founder of the Post Betrayal Transformation Institute and a calendar designation of National Forgiveness Day on September 1st.  They have an in-depth conversation that is sure to resonate with everyone who listens.  Whether it is yourself or someone else, you cannot truly live until you have done the hard work to forgive. To ease the journey, Dr. Silber created a 21 Day Forgiveness Journey. Check it out and do the work! You won't regret it.thepbtinstitute.comThe latest TEDx: “Do You Have Post Betrayal Syndrome?“: https://www.youtube.com/watch?v=iyqOR69dHiUTEDx: Stop Sabotaging Yourself: https://www.youtube.com/watch?v=XX30i6nC7ro  The From Betrayal to Breakthrough podcast: https://thepbtinstitute.com/podcast/TikTok: https://www.tiktok.com/@debisilberFacebook: https://www.facebook.com/InspireEmpowerTransformTwitter: https://twitter.com/DebiSilberLinkedin: https://www.linkedin.com/in/debisilber/Instagram: https://www.instagram.com/debisilber/Youtube: https://www.youtube.com/debisilber

Bible reading from Galatians 5:25 - 6:18 (EHV)

Faithful to Forgive (Philemon 1:1-7) by Sun Valley Church

Audio Recording Sermon OutlineSpeaker: Rev. Scott StrickmanSermon Series: The 4 Relationships1 John 4:7-21 (ESV) 7 Beloved, let us love one another, for love is from God, and whoever loves has been born of God and knows God. 8 Anyone who does not love does not know God, because God is love. 9 In this the love of God was made manifest among us, that God sent his only Son into the world, so that we might live through him. 10 In this is love, not that we have loved God but that he loved us and sent his Son to be the propitiation for our sins. 11 Beloved, if God so loved us, we also ought to love one another. 12 No one has ever seen God; if we love one another, God abides in us and his love is perfected in us. 13 By this we know that we abide in him and he in us, because he has given us of his Spirit. 14 And we have seen and testify that the Father has sent his Son to be the Savior of the world. 15 Whoever confesses that Jesus is the Son of God, God abides in him, and he in God. 16 So we have come to know and to believe the love that God has for us. God is love, and whoever abides in love abides in God, and God abides in him. 17 By this is love perfected with us, so that we may have confidence for the day of judgment, because as he is so also are we in this world. 18 There is no fear in love, but perfect love casts out fear. For fear has to do with punishment, and whoever fears has not been perfected in love. 19 We love because he first loved us. 20 If anyone says, “I love God,” and hates his brother, he is a liar; for he who does not love his brother whom he has seen cannot love God whom he has not seen. 21 And this commandment we have from him: whoever loves God must also love his brother.Sermon OutlineGod's love comes to imperfect people who then relate to others out of what they have received from God.1. Imperfect Peoplev18 “fear has to do with punishment, and whoever fears has not been perfected in love”v20 “he who does not love his brother whom he has seen cannot love God whom he has not seen.” 2. Perfect Godv7 “love is from God”v10 “not that we have loved God but that he loved us and sent his Son to be the propitiation for our sins.” v18 “perfect love casts out fear” (v13 “he has given us of his Spirit)v19 “We love because he first loved us.” 3. Perfecting Relationshipsv16 “So we have come to know and to believe the love that God has for us.”v21 “this commandment we have from him: whoever loves God must also love his brother.”v17 “…love perfected with us… as he is so also are we in this world.”Prayer of ConfessionOur loving Father, we admit we have fallen short in loving others. We have not loved you as we ought. Our love is imperfect. Our faith is weak. Forgive every sin, whether in thought, word or deed. Fill us with your love and cast out the fear within us. Abide with us and help us to become more like you. Amen.Questions for ReflectionWhat kinds of interactions with others help you become a better person? What kinds of interactions have a negative impact on you?How are consequences different from punishment? In what ways do you punish others? What fears do you have that others will punish you? Why are boundaries and consequences necessary for healthy relationships?How does Jesus make God and His love visible? Why is this important?How does the punishment Jesus endured on the cross bring God's perfect love to us? How do we receive this love? How can this love become a reality you experience more deeply?What does it look like to love others with the love that God has poured into you? How do you do it?Is there someone you are having difficulty loving right now? How can you turn to God for help with that situation?

With family: 2 Samuel 19; 2 Corinthians 12 2 Samuel 19 (Listen) Joab Rebukes David 19 It was told Joab, “Behold, the king is weeping and mourning for Absalom.” 2 So the victory that day was turned into mourning for all the people, for the people heard that day, “The king is grieving for his son.” 3 And the people stole into the city that day as people steal in who are ashamed when they flee in battle. 4 The king covered his face, and the king cried with a loud voice, “O my son Absalom, O Absalom, my son, my son!” 5 Then Joab came into the house to the king and said, “You have today covered with shame the faces of all your servants, who have this day saved your life and the lives of your sons and your daughters and the lives of your wives and your concubines, 6 because you love those who hate you and hate those who love you. For you have made it clear today that commanders and servants are nothing to you, for today I know that if Absalom were alive and all of us were dead today, then you would be pleased. 7 Now therefore arise, go out and speak kindly to your servants, for I swear by the LORD, if you do not go, not a man will stay with you this night, and this will be worse for you than all the evil that has come upon you from your youth until now.” 8 Then the king arose and took his seat in the gate. And the people were all told, “Behold, the king is sitting in the gate.” And all the people came before the king. David Returns to Jerusalem Now Israel had fled every man to his own home. 9 And all the people were arguing throughout all the tribes of Israel, saying, “The king delivered us from the hand of our enemies and saved us from the hand of the Philistines, and now he has fled out of the land from Absalom. 10 But Absalom, whom we anointed over us, is dead in battle. Now therefore why do you say nothing about bringing the king back?” 11 And King David sent this message to Zadok and Abiathar the priests: “Say to the elders of Judah, ‘Why should you be the last to bring the king back to his house, when the word of all Israel has come to the king?1 12 You are my brothers; you are my bone and my flesh. Why then should you be the last to bring back the king?' 13 And say to Amasa, ‘Are you not my bone and my flesh? God do so to me and more also, if you are not commander of my army from now on in place of Joab.'” 14 And he swayed the heart of all the men of Judah as one man, so that they sent word to the king, “Return, both you and all your servants.” 15 So the king came back to the Jordan, and Judah came to Gilgal to meet the king and to bring the king over the Jordan. David Pardons His Enemies 16 And Shimei the son of Gera, the Benjaminite, from Bahurim, hurried to come down with the men of Judah to meet King David. 17 And with him were a thousand men from Benjamin. And Ziba the servant of the house of Saul, with his fifteen sons and his twenty servants, rushed down to the Jordan before the king, 18 and they crossed the ford to bring over the king's household and to do his pleasure. And Shimei the son of Gera fell down before the king, as he was about to cross the Jordan, 19 and said to the king, “Let not my lord hold me guilty or remember how your servant did wrong on the day my lord the king left Jerusalem. Do not let the king take it to heart. 20 For your servant knows that I have sinned. Therefore, behold, I have come this day, the first of all the house of Joseph to come down to meet my lord the king.” 21 Abishai the son of Zeruiah answered, “Shall not Shimei be put to death for this, because he cursed the LORD's anointed?” 22 But David said, “What have I to do with you, you sons of Zeruiah, that you should this day be as an adversary to me? Shall anyone be put to death in Israel this day? For do I not know that I am this day king over Israel?” 23 And the king said to Shimei, “You shall not die.” And the king gave him his oath. 24 And Mephibosheth the son of Saul came down to meet the king. He had neither taken care of his feet nor trimmed his beard nor washed his clothes, from the day the king departed until the day he came back in safety. 25 And when he came to Jerusalem to meet the king, the king said to him, “Why did you not go with me, Mephibosheth?” 26 He answered, “My lord, O king, my servant deceived me, for your servant said to him, ‘I will saddle a donkey for myself,2 that I may ride on it and go with the king.' For your servant is lame. 27 He has slandered your servant to my lord the king. But my lord the king is like the angel of God; do therefore what seems good to you. 28 For all my father's house were but men doomed to death before my lord the king, but you set your servant among those who eat at your table. What further right have I, then, to cry to the king?” 29 And the king said to him, “Why speak any more of your affairs? I have decided: you and Ziba shall divide the land.” 30 And Mephibosheth said to the king, “Oh, let him take it all, since my lord the king has come safely home.” 31 Now Barzillai the Gileadite had come down from Rogelim, and he went on with the king to the Jordan, to escort him over the Jordan. 32 Barzillai was a very aged man, eighty years old. He had provided the king with food while he stayed at Mahanaim, for he was a very wealthy man. 33 And the king said to Barzillai, “Come over with me, and I will provide for you with me in Jerusalem.” 34 But Barzillai said to the king, “How many years have I still to live, that I should go up with the king to Jerusalem? 35 I am this day eighty years old. Can I discern what is pleasant and what is not? Can your servant taste what he eats or what he drinks? Can I still listen to the voice of singing men and singing women? Why then should your servant be an added burden to my lord the king? 36 Your servant will go a little way over the Jordan with the king. Why should the king repay me with such a reward? 37 Please let your servant return, that I may die in my own city near the grave of my father and my mother. But here is your servant Chimham. Let him go over with my lord the king, and do for him whatever seems good to you.” 38 And the king answered, “Chimham shall go over with me, and I will do for him whatever seems good to you, and all that you desire of me I will do for you.” 39 Then all the people went over the Jordan, and the king went over. And the king kissed Barzillai and blessed him, and he returned to his own home. 40 The king went on to Gilgal, and Chimham went on with him. All the people of Judah, and also half the people of Israel, brought the king on his way. 41 Then all the men of Israel came to the king and said to the king, “Why have our brothers the men of Judah stolen you away and brought the king and his household over the Jordan, and all David's men with him?” 42 All the men of Judah answered the men of Israel, “Because the king is our close relative. Why then are you angry over this matter? Have we eaten at all at the king's expense? Or has he given us any gift?” 43 And the men of Israel answered the men of Judah, “We have ten shares in the king, and in David also we have more than you. Why then did you despise us? Were we not the first to speak of bringing back our king?” But the words of the men of Judah were fiercer than the words of the men of Israel. Footnotes [1] 19:11 Septuagint; Hebrew to the king, to his house [2] 19:26 Septuagint, Syriac, Vulgate Saddle a donkey for me (ESV) 2 Corinthians 12 (Listen) Paul's Visions and His Thorn 12 I must go on boasting. Though there is nothing to be gained by it, I will go on to visions and revelations of the Lord. 2 I know a man in Christ who fourteen years ago was caught up to the third heaven—whether in the body or out of the body I do not know, God knows. 3 And I know that this man was caught up into paradise—whether in the body or out of the body I do not know, God knows—4 and he heard things that cannot be told, which man may not utter. 5 On behalf of this man I will boast, but on my own behalf I will not boast, except of my weaknesses—6 though if I should wish to boast, I would not be a fool, for I would be speaking the truth; but I refrain from it, so that no one may think more of me than he sees in me or hears from me. 7 So to keep me from becoming conceited because of the surpassing greatness of the revelations,1 a thorn was given me in the flesh, a messenger of Satan to harass me, to keep me from becoming conceited. 8 Three times I pleaded with the Lord about this, that it should leave me. 9 But he said to me, “My grace is sufficient for you, for my power is made perfect in weakness.” Therefore I will boast all the more gladly of my weaknesses, so that the power of Christ may rest upon me. 10 For the sake of Christ, then, I am content with weaknesses, insults, hardships, persecutions, and calamities. For when I am weak, then I am strong. Concern for the Corinthian Church 11 I have been a fool! You forced me to it, for I ought to have been commended by you. For I was not at all inferior to these super-apostles, even though I am nothing. 12 The signs of a true apostle were performed among you with utmost patience, with signs and wonders and mighty works. 13 For in what were you less favored than the rest of the churches, except that I myself did not burden you? Forgive me this wrong! 14 Here for the third time I am ready to come to you. And I will not be a burden, for I seek not what is yours but you. For children are not obligated to save up for their parents, but parents for their children. 15 I will most gladly spend and be spent for your souls. If I love you more, am I to be loved less? 16 But granting that I myself did not burden you, I was crafty, you say, and got the better of you by deceit. 17 Did I take advantage of you through any of those whom I sent to you? 18 I urged Titus to go, and sent the brother with him. Did Titus take advantage of you? Did we not act in the same spirit? Did we not take the same steps? 19 Have you been thinking all along that we have been defending ourselves to you? It is in the sight of God that we have been speaking in Christ, and all for your upbuilding, beloved. 20 For I fear that perhaps when I come I may find you not as I wish, and that you may find me not as you wish—that perhaps there may be quarreling, jealousy, anger, hostility, slander, gossip, conceit, and disorder. 21 I fear that when I come again my God may humble me before you, and I may have to mourn over many of those who sinned earlier and have not repented of the impurity, sexual immorality, and sensuality that they have practiced. Footnotes [1] 12:7 Or hears from me, even because of the surpassing greatness of the revelations. So to keep me from becoming conceited (ESV) In private: Psalm 74; Ezekiel 26 Psalm 74 (Listen) Arise, O God, Defend Your Cause A Maskil1 of Asaph. 74   O God, why do you cast us off forever?    Why does your anger smoke against the sheep of your pasture?2   Remember your congregation, which you have purchased of old,    which you have redeemed to be the tribe of your heritage!    Remember Mount Zion, where you have dwelt.3   Direct your steps to the perpetual ruins;    the enemy has destroyed everything in the sanctuary! 4   Your foes have roared in the midst of your meeting place;    they set up their own signs for signs.5   They were like those who swing axes    in a forest of trees.26   And all its carved wood    they broke down with hatchets and hammers.7   They set your sanctuary on fire;    they profaned the dwelling place of your name,    bringing it down to the ground.8   They said to themselves, “We will utterly subdue them”;    they burned all the meeting places of God in the land. 9   We do not see our signs;    there is no longer any prophet,    and there is none among us who knows how long.10   How long, O God, is the foe to scoff?    Is the enemy to revile your name forever?11   Why do you hold back your hand, your right hand?    Take it from the fold of your garment3 and destroy them! 12   Yet God my King is from of old,    working salvation in the midst of the earth.13   You divided the sea by your might;    you broke the heads of the sea monsters4 on the waters.14   You crushed the heads of Leviathan;    you gave him as food for the creatures of the wilderness.15   You split open springs and brooks;    you dried up ever-flowing streams.16   Yours is the day, yours also the night;    you have established the heavenly lights and the sun.17   You have fixed all the boundaries of the earth;    you have made summer and winter. 18   Remember this, O LORD, how the enemy scoffs,    and a foolish people reviles your name.19   Do not deliver the soul of your dove to the wild beasts;    do not forget the life of your poor forever. 20   Have regard for the covenant,    for the dark places of the land are full of the habitations of violence.21   Let not the downtrodden turn back in shame;    let the poor and needy praise your name. 22   Arise, O God, defend your cause;    remember how the foolish scoff at you all the day!23   Do not forget the clamor of your foes,    the uproar of those who rise against you, which goes up continually! Footnotes [1] 74:1 Probably a musical or liturgical term [2] 74:5 The meaning of the Hebrew is uncertain [3] 74:11 Hebrew from your bosom [4] 74:13 Or the great sea creatures (ESV) Ezekiel 26 (Listen) Prophecy Against Tyre 26 In the eleventh year, on the first day of the month, the word of the LORD came to me: 2 “Son of man, because Tyre said concerning Jerusalem, ‘Aha, the gate of the peoples is broken; it has swung open to me. I shall be replenished, now that she is laid waste,' 3 therefore thus says the Lord GOD: Behold, I am against you, O Tyre, and will bring up many nations against you, as the sea brings up its waves. 4 They shall destroy the walls of Tyre and break down her towers, and I will scrape her soil from her and make her a bare rock. 5 She shall be in the midst of the sea a place for the spreading of nets, for I have spoken, declares the Lord GOD. And she shall become plunder for the nations, 6 and her daughters on the mainland shall be killed by the sword. Then they will know that I am the LORD. 7 “For thus says the Lord GOD: Behold, I will bring against Tyre from the north Nebuchadnezzar1 king of Babylon, king of kings, with horses and chariots, and with horsemen and a host of many soldiers. 8 He will kill with the sword your daughters on the mainland. He will set up a siege wall against you and throw up a mound against you, and raise a roof of shields against you. 9 He will direct the shock of his battering rams against your walls, and with his axes he will break down your towers. 10 His horses will be so many that their dust will cover you. Your walls will shake at the noise of the horsemen and wagons and chariots, when he enters your gates as men enter a city that has been breached. 11 With the hoofs of his horses he will trample all your streets. He will kill your people with the sword, and your mighty pillars will fall to the ground. 12 They will plunder your riches and loot your merchandise. They will break down your walls and destroy your pleasant houses. Your stones and timber and soil they will cast into the midst of the waters. 13 And I will stop the music of your songs, and the sound of your lyres shall be heard no more. 14 I will make you a bare rock. You shall be a place for the spreading of nets. You shall never be rebuilt, for I am the LORD; I have spoken, declares the Lord GOD. 15 “Thus says the Lord GOD to Tyre: Will not the coastlands shake at the sound of your fall, when the wounded groan, when slaughter is made in your midst? 16 Then all the princes of the sea will step down from their thrones and remove their robes and strip off their embroidered garments. They will clothe themselves with trembling; they will sit on the ground and tremble every moment and be appalled at you. 17 And they will raise a lamentation over you and say to you,   “‘How you have perished,    you who were inhabited from the seas,  O city renowned,    who was mighty on the sea;  she and her inhabitants imposed their terror    on all her inhabitants!18   Now the coastlands tremble    on the day of your fall,  and the coastlands that are on the sea    are dismayed at your passing.' 19 “For thus says the Lord GOD: When I make you a city laid waste, like the cities that are not inhabited, when I bring up the deep over you, and the great waters cover you, 20 then I will make you go down with those who go down to the pit, to the people of old, and I will make you to dwell in the world below, among ruins from of old, with those who go down to the pit, so that you will not be inhabited; but I will set beauty in the land of the living. 21 I will bring you to a dreadful end, and you shall be no more. Though you be sought for, you will never be found again, declares the Lord GOD.” Footnotes [1] 26:7 Hebrew Nebuchadrezzar; so throughout Ezekiel (ESV)