Podcasts about reproduce

Title: "HE IS ALIVE"Passage: Mark 16:1-20Speaker: Ptr. John Ray PerezMEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Title: "FOUNDATIONS OF CHRISTIANITY"Resurrection SundayPassage: Mark 16:1-20Speaker: Ptr. Edilberto Marasigan Jr.MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Series Title: THE 2 EPOCHSTitle: “When The World Is Hostile: God Shall Be The Object of Allegiance" Passage: Matthew 22:15-22Speaker: Dr. Edilberto A. Marasigan, Jr.MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Series Title: THE 2 EPOCHSTitle: “When The World Is Awry: God Shall Be The Ultimate Authority” Passage: Matthew 21:1-17Speaker: Dr. Edilberto A. Marasigan, Jr.MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Speaker: Dr. Ira Lee P. RosalitaTitle: God's Grace is for Everyone Passage: 2 Kings 7:1-11MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

"El Impacto del USMCA en el Plan México 2030" es un tema crucial para todos los empresarios que buscan expandir sus horizontes comerciales.

Series Title: DIVINE ASSURANCE IN A TROUBLED WORLDSpeaker: Dr. Ira Lee P. RosalitaTitle: God's Presence in a Fallen WorldPassage: Psalm 23MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Series Title: DIVINE ASSURANCE IN A TROUBLED WORLDSpeaker: Dr. Ira Lee P. RosalitaTitle: God's Presence in a Fallen WorldPassage: Psalm 23MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Series Title: DIVINE ASSURANCE IN A TROUBLED WORLDSpeaker: Dr. Edilberto A. Marasigan, Jr.Title: God's Works of Wonder in a Discouraging TimePassage: Psalm 77MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Website: http://www.brmininstry.org | App: http://get.theapp.co/725cDawson Trotman, founder of the Navigator ministry, shares about how we are all on earth to reproduce spiritually in the lives of others. God has entrusted us with this taste as Jesus said in Matthew 28 that we are to "go and make disciples of all nations..." As time is getting close to the end, be faithful in sharing Christ with whoever God puts in your life.

Hay muchos reproductores de audio llamado MPlayer, pero este en particular, lo que hace es que te permite reproducir la música que tengas guardada en Mega.nz. Tiene versión gratis y de pago, además de otras cosas que te comento en este episodio. https://jmobbi.com/mplayer.html Te invito a debatir sobre este tema en el Foro de la Comunidad de TuPodcast https://foro.tupodcast.com Y otras formas de contacto las encuentran en: https://ernestoacosta.me/contacto.html Todos los medios donde publico contenido los encuentras en: https://ernestoacosta.me/ Si quieres comprar productos de RØDE, este es mi link de afiliados: https://brandstore.rode.com/?sca_ref=5066237.YwvTR4eCu1

Series Title: DIVINE ASSURANCE IN A TROUBLED WORLDSpeaker: Dr. Edilberto A. Marasigan, Jr.Title: GOD'S CONSTANT WATCH IN A HOSTILE JOURNEYPassage: Psalm 121MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Series Title: DIVINE ASSURANCE IN A TROUBLED WORLDSpeaker: Dr. Edilberto A. Marasigan, Jr.Title: GOD'S LOVINGKINDNESS IN AN UNLOVING WORLDPassage: Psalm 36MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Title: He Cares For The Heavily LadenPassage: Psalm 55:1-23Speaker: Dr. Edilberto A. Marasigan, Jr.MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Speaker: Dr. Ira Lee P. RosalitaTitle: God's Transforming PowerPassage: Luke 2:8-20MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

¿Sabéis lo que es meterse en camisa de once varas? Lo que hacemos frecuentemente en El Faro. Ejemplo de ello es el programa que le dedicamos a las peras, pero no es el único. Reproduce y disfruta de la exquisita selección que ha preparado Elena Sánchez para ti

Series Title: FAMILY FRAME FROM GOD'S P.O.V.Speaker: Dr. Edilberto A. Marasigan, Jr.Title: A UNIT GRACIOUSLY PRESERVEDPassage: Genesis 6MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Title: God Restores What Man LostPassage: Romans 5:1-17Speaker: Dr.Ira Lee P. RosalitaMEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Sermon Title: God Shelters The Sufferers of StormsScripture: Psalms 107: 23-32 NASB 1995MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Series Title: CHRISTMAS: Good News in a Bad TimeSpeaker: Dr. Edilberto A. Marasigan, Jr.Title: Faith in Times of FearPassage: Matthew 2:1-23 (NASB 1995)MEMBERSHIP UPDATE LINK: https://forms.gle/t4NsiZ8dheEx2Vb58SUBSCRIBE AND FOLLOW:

Are you ready for 2025? What changes are you hoping to see in your life? So much of what we do at Manna Church is designed to equip you to change your world. Healthy change takes place from the inside out, and all real change starts with Jesus. As we start this new year, let's make sure we're equipped in the things that matter most.

God wants you to grow in your faith and to share His love with others. This comes by being rooted in Christ. Growing deep roots in Jesus and then allowing His love to flow out of you. Jesus then calls us to plant seeds of the Gospel in the hearts and lives of others. “The harvest is plentiful…,” Jesus said, “...but the workers are few. Ask the Lord of the harvest to send out workers into His harvest field.” Matthew 9. God has called each of us to share our faith and to invest in others for His glory. This is where we grow spiritually and impact the world for Christ.

God wants you to grow in your faith and to share His love with others. This comes by being rooted in Christ. Growing deep roots in Jesus and then allowing His love to flow out of you. Jesus then calls us to plant seeds of the Gospel in the hearts and lives of others. “The harvest is plentiful…,” Jesus said, “...but the workers are few. Ask the Lord of the harvest to send out workers into His harvest field.” Matthew 9. God has called each of us to share our faith and to invest in others for His glory. This is where we grow spiritually and impact the world for Christ.

God wants you to grow in your faith and to share His love with others. This comes by being rooted in Christ. Growing deep roots in Jesus and then allowing His love to flow out of you. Jesus then calls us to plant seeds of the Gospel in the hearts and lives of others. “The harvest is plentiful…,” Jesus said, “...but the workers are few. Ask the Lord of the harvest to send out workers into His harvest field.” Matthew 9. God has called each of us to share our faith and to invest in others for His glory. This is where we grow spiritually and impact the world for Christ.

In this episode of the Gatekeeper podcast, Gadi Taub speaks with renowned evolutionary psychologist Gad Saad about his book The Parasitic Mind (now available in Hebrew too) about his first encounter with anti-Semitism as a child, back in Lebanon, about how woke ideas colonize our minds and attack our civilization, and about whether it is all no more than a new version of Cultural Marxism (it isn't just that). One thing should be clear by now: humor is a most effective tool against wokeness, and Saad has been employing it effectively. Buy the Hebrew edition of the book here:https://sellameir.com/products/%D7%A4...

Intimacy will always be tied to reproduction. We know that intimacy cannot be separated from sexual intimacy but to be clear, the intimacy with the Lord we're discussing is NOT a sexual intimacy. However, when we can use the understanding of what sexual intimacy is between a husband and a wife, a man and a woman, we see a guide and uncover some helpful tools that will help us explore what intimacy with God does look like. So, we're pulling elements from that kind of sexual intimacy, but we're certainly not saying that's what we're supposed to be engaging with God in. Pastor Josiah takes us into the story of Jacob & Laban, also his mother Rebecca. Jacob became what he saw within his family. Knowing we'll become what we look at can be a good thing or a bad thing, depending on what you're looking at. What influences you matters greatly!

BARREN WORLD All stories were written and narrated by Steve Hudgins "Hudgins is a Horror-Meister to reckon with!" VICTOR MILLER - Writer of Friday the 13th Here are 6 simple ways to help support the show: 1.) Contribute directly to the show here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/support⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 2.) Buy some of Steve's books: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/books⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 3.) Buy some of Steve's audiobooks: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/audiobooks⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 4.) Buy some Maniac on the Loose Merchandise: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/store⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 5.) Shop for organic food at Thrive Market using this link & get 40% off your first order: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/thrive⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 6.) Please Subscribe. Share. Tell everyone you know about the show!

Dieter y su equipo resumen toda la actualidad.

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/medicine

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality.

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

Survive. Reproduce. Repeat. Is that all we're here for? Some people make this claim, including noted evolutionary biologist and atheist Richard Dawkins. But does it match up with the scientific evidence? On this ID The Future, we're sharing selections from a recent talk by geologist Dr. Casey Luskin on the origin and uniqueness of human beings. You'd be hard-pressed to find another lecture that accomplishes was Casey does here in 30 minutes: review the fossil history of hominids and humans to show the large, unbridged gap between the two, bust the myth that humans are 99% genetically similar to chimps, demonstrate the plausibility of intelligent design to explain the Big Bang origin of the genus Homo, and argue that the human race is unique and unparalleled in its moral, intellectual, and creative abilities. Source

The poor live for TODAY. The middle class live for RETIREMENT. The wealthy live for LEGACY. Judges 2:7-8, 10-11 And the Israelites served the Lord throughout the lifetime of Joshua and the leaders who outlived him—those who had seen all the great things the Lord had done for Israel.   Joshua son of Nun, the servant of the Lord, died at the age of 110.   After that generation died, another generation grew up who did not acknowledge the Lord or remember the mighty things he had done for Israel. The Israelites did evil in the Lord's sight and served the images of Baal.   They abandoned the Lord, the God of their ancestors, who had brought them out of Egypt. Legacy: The IMPACT or impression you leave BEHIND in others. How will I be REMEMBERED? 1. What matters the MOST is emphasized the MOST. Philippians 4:9 Keep putting into practice all you learned and received from me—everything you heard from me and saw me doing. Then the God of peace will be with you. You TEACH what you know but you always REPRODUCE who you really are. 2. Sacrifice is the SEED for SIGNIFICANCE. People that are LEFT to themselves will make LIFE about themselves. I Chronicles 21:24 But King David replied to Araunah, “No, I insist on buying it for the full price. I will not take what is yours and give it to the Lord. I will not present burnt offerings that have cost me nothing!” A faith that COSTS you nothing is worth NOTHING 3. The best way to impact TOMORROW is to start TODAY. “The ultimate test of a man's conscience may be his willingness to sacrifice something today for future generations whose words of thanks will not be heard.” Gaylord Nelson

Federico insiste en el entramado Madrid / Caracas/ Santo Domingo y sostiene que "la trama es el gobierno. Sánchez la forma desde el principio".

AI-generated discussion on Dawson Trotman's message: Born to Reproduce

Pastor Bill Towne

Watch the video version here!:  https://youtu.be/99B4ZzgkftQ The How to Define Antenatals?: A Panel Discussion! Featuring Karim Akerma, Matti Häyry, David Pearce, Amanda Sukenick, Lawrence Anton and David Benatar!Karim Akerma: Blog: https://antinatalismblog.wordpress.com/Antinatalism: A Handbook: https://a.co/d/8qBCOTjMatti Häyry:A rational cure for pre reproductive stress syndrome: https://jme.bmj.com/content/31/10/606If You Must Give Them a Gift, Then Give Them the Gift of Nonexistence:https://www.cambridge.org/core/journals/cambridge-quarterly-of-healthcare-ethics/article/if-you-must-give-them-a-gift-then-give-them-the-gift-of-nonexistence/2D6A8DD4EA49B6154471243CD65FAE77?utm_campaign=shareaholic&utm_medium=copy_link&utm_source=bookmarkConfessions of an Antinatalist Philosopher: https://www.cambridge.org/core/journals/cambridge-quarterly-of-healthcare-ethics/article/confessions-of-an-antinatalist-philosopher/C181644401A98E5EE0D35568D06E64B4?utm_campaign=shareaholic&utm_medium=copy_link&utm_source=bookmarkExit Duty Generator: https://www.cambridge.org/core/journals/cambridge-quarterly-of-healthcare-ethics/article/exit-duty-generator/49ACA1A21FF0A4A3D0DB81230192A042?utm_campaign=shareaholic&utm_medium=copy_link&utm_source=bookmarkAntinatalism, Extinction, and the End of Procreative Self-Corruption: https://www.cambridge.org/core/elements/antinatalism-extinction-and-the-end-of-procreative-selfcorruption/A88E18CA50EF6D919CE459C007447DB4?utm_campaign=shareaholic&utm_medium=copy_link&utm_source=bookmarkOrkid: https://youtu.be/k7ZSUl9r-Wo?si=eUlZN3Yx9QaZ_g_QDavid Pearce: The Hedonistic Imperative: https://www.hedweb.com/The World Transhumanist Association (Now Humanity+): https://www.humanityplus.org/Amanda Sukenick: The Exploring Antinatalism Podcast: https://www.youtube.com/channel/UCA8FKcLhdLOHkZtrsGJGUoAAntinatalism, Extinction, and the End of Procreative Self-Corruption: https://www.cambridge.org/core/elements/antinatalism-extinction-and-the-end-of-procreative-selfcorruption/A88E18CA50EF6D919CE459C007447DB4?utm_campaign=shareaholic&utm_medium=copy_link&utm_source=bookmarkThe EFIList: https://vimeo.com/700934785Lawrence Anton: https://www.youtube.com/c/LawrenceAntonhttps://x.com/lawrence_anton1https://antinatalistadvocacy.org/https://antinatalisthandbook.org/Void Clothing: https://a12497-55.myshopify.com/David Benatar:Better Never to Have Been: The Harm of Coming into Existence:https://a.co/d/eiJfQDwThe Human Predicament: A Candid Guide to Life's Biggest Questions: https://a.co/d/jfLVeiMDebating Procreation: Is It Wrong to Reproduce?(Co-Authored with David Wasserman) https://a.co/d/iYUMPExVery Practical Ethics: Engaging Everyday Moral Questions (Pre-order below!)https://global.oup.com/academic/product/very-practical-ethics-9780197780794?cc=ie&lang=en&

La empresa de desalojos 'Desokupa' y el Sindicato Unificado de Policía (SUP) han llegado a un acuerdo de formación por el cual se pretende instruir en materia de defensa personal a 30.000 agentes de Policía. En estos momentos, Interior estudia abrir un expediente para analizar si ese acuerdo "conculca los valores democráticos". Miquel Ramos, periodista y experto en discursos de odio y extrema derecha, ha expresado que el SUP "se presenta firmando el acuerdo con esta empresa y reproduce el discurso de la extrema derecha". Insiste en que España no es un país inseguro, y "no deben comprar cuestiones desmontables con datos": "La tasa de criminalidad es bajísima en comparación con otros países, pero la extrema derecha insiste constantemente en este relato del miedo porque de eso vive 'Desokupa'", explica.Tras un apuñalamiento múltiple en Southport donde ocho menores y dos adultos resultaron heridos, diversos grupos de ultraderecha empezaron, a través de las redes sociales, a esparcir bulos e información falsa que aseguraba que el autor del apuñalamiento era un solicitante de asilo. Sin embargo, el atacante era Axel Rudakubana, un joven de 17 años, que ha nacido en Gales y con padres ruandeses. A pesar de que el atacante no es migrante, ha habido durante el fin de semana en Reino Unido ataques contra agentes, mezquitas y centros que albergan a solicitantes de asilo. "Todos tenemos referencias históricas de cómo funciona esto: el ejemplo más gráfico es el Holocausto, el nazismo", ha analizado Ramos. Escuchar audio

Welcome to Walking in Power with Nate Ortiz. Walking in Power is our bi-monthly installment on The GRINDcast aimed at helping people on their spiritual journey. Nate Ortiz has been a Christian Youth Minister for years. As part of Arias Organization's mission to "To develop people within this agency mentally, physically, spiritually & financially..." we added Nate to the Arias Agencies family as a Spiritual Coach for anyone in the agency looking to strengthen their relationship with God.

Rhett and Io talk about an exciting new discovery thousands of years in the making Subscribe on Patreon: patreon.com/wildgreenmemes Music by Rx Fire. This episode edited by Richard Barker.

1/2: #HOTEL MARS: Can mammals reproduce in the 1/3 gravity of Mars & What is to be done? John Jossy, National Space Society. David Livingston of the SpaceShow.com https://spacesettlementprogress.com/life-support/ undated Mars

2/2: #HOTEL MARS: Can mammals reproduce in the 1/3 gravity of Mars & What is to be done? John Jossy, National Space Society. David Livingston of the SpaceShow.com https://isdc.nss.org/isdc_featuredspeaker/john-jossy/ 1920