Chase Sapphire Commercial Song 2011

TRIMMING IN SIX STEPS

Guide for reframing questions in six steps.

0. CHOOSE A behaviors (X)
"Do you have a habit or behavior you want changed?"

1. DETERMINE PRECISELY THE PROBLEM BEHAVIOR
Example:
"What bothers you is X, specifically, or it is possible that X is only part of the problem?"
"Do you feel upset if X appears, or only sometimes? "
" Is there any situation in which X is an appropriate reaction? "
" What is it exactly? "(possibly apply the technique of trance VACO).

2. DISCOVER THE POSITIVE ROLE
"Think about if, after such behavior and without you being aware of it, could hide a positive intention "
If the answer is" unknown ":
" If we reflect generally positive about the purposes that a person could pursue this type of behavior, what ideas happen to you? "
If you return to a negative result, keep asking until you find the positive role.

3. OTHER REACTIONS TO APPROVE PROVISION
"Are you willing to try other ways to fulfill the positive function in the event that these are as safe, easy and effective as X?"

4. FIND NEW WAYS
"Think and found three alternative options that allow you to make your positive intention in such an adequate, safe and effective as X."

5. REPAIR IN THE POSSIBLE OBJECTIONS (CHECK ECO)
"Now you think about possible disadvantages that may hold the new options."
If there are a few:
"Change the options until they are free from objections."

6. Take responsibility (set in the future)
"Are you able to check if you just work options to develop? "
If not return to the stage 5 to 4.
If yes: "Do you think it will work?"
Positive feedback: "So we did it!"
Refusal: "Surprise yourself!"

Kates Playground Golfer

Baptist Faith and Message

Southern Baptist Convention

(1925, revised 1963)

I. The Scriptures

The Holy Bible was written by men divinely inspired and is God's revelation of Himself to man. It is a perfect treasure of divine instruction. It has God for its author, salvation for its end, and its theme is the truth without any mixture of error. Therefore, all Scripture is totally true and trustworthy. It reveals the principles by which God judges us, and therefore is and will remain to the end of the world, the true center of Christian union and the supreme standard by which all conduct, creeds, and religious opinions should be human trial. All Scripture is a testimony to Christ, who is Himself the focus of divine revelation.

Exodus 24.4; Deuteronomy 4.1-2, 17.19, 8.34 Joshua, Psalm 19.7-10, 119.11, 89, 105, 140, Isaiah 34.16, 40.8, Jeremiah 15.16, 36.1-32, Matthew 5.17-18; 22.29, Luke 21.33, 24.44-46, John 5.39, 16.13-15, 17.17, Acts 2.16 and ff., 17.11, Romans 15.4, 16.25-26, 2 Timothy 3.15-17, Hebrews 1.1-2, 4 .. 12, 1 Peter 1.25, 2 Peter 1.19-21.

II. God

There is a God, and only one living and true. He is an intelligent, spiritual and personal, the Creator, Redeemer, Preserver and Ruler of the universe. God is infinite in holiness and all other perfections. God is omnipotent and omniscient, and His perfect knowledge extends to all things, past, present and future, including the future decisions of His free creatures. To Him we owe the highest love, reverence and obedience. The eternal triune God reveals himself as Father, Son and Holy Spirit, with distinct personal attributes, but without division of nature, essence or being.

A. God the Father

God as Father reigns with providential care over His universe, His creatures, and the flow of the stream of human history according to the purposes of His grace. He is omnipotent, omniscient, all loving and all wise. God is Father in truth to those who become children of God through faith in Christ Jesus. He is fatherly in His attitude toward all men.

Genesis 1.1, 2.7; Exodus 3.14; 6.2-3, 15.11 and ff.; 20.ly ff., Leviticus 22.2; Deuteronomy 6.4; 32.6, 1 Chronicles 29.10, Psalm 19.1-3, Isaiah 43.3,15, 64.8, Jeremiah 10.10; 17.13, Matthew 6.9 and ff., 7.11; 23.9, 28.19, Mark 1.9-11, John 4.24; 5.26; 14.6-13, 17.1 -8, Acts 1.7, Romans 8.14-15, 1 Corinthians 8:6, Galatians 4.6; Eph. 4.6, Col. 1.15; 1 Timothy 1.17; Hebrews 11.6; 12.9, 1 Peter 1.17; 1 John 5.7.

B. God the Son

Christ is the eternal Son of God. In His incarnation as Jesus Christ was conceived by the Holy Spirit and born of the Virgin Mary. Jesus perfectly revealed and did the will of God, taking upon Himself human nature with its demands and necessities and identifying Himself completely with mankind yet without sin. He honored the divine law by His personal obedience, and in His substitutionary death on the cross He made provision for the redemption
of men from sin. He was raised from the dead with a glorified body and appeared to His disciples as the person who was with them before His crucifixion. He ascended into heaven and is now exalted at the right hand of God where He is the One Mediator, fully God, fully man, in whose Person is effected the reconciliation between God and man. He will return in power and glory to judge the world and to consummate His redemptive mission. He now dwells in all believers as the Lord living and ever.

Genesis 18.1 and ff.; Psalms 2.7 and ff., 110.1 ff., Isaiah 7.14; 53, Matthew 1.18-23, 3.17; 8.29, 11.27, 14.33, 16.16,27, 17.5; 27; 28.1-6,19 , Mark 1.1, 3.11, Luke 1.35, 4.41, 22.70, 24.46, John 1.1-18,29, 10.30,38, 11.25-27, 12.44-50, 14.7-11; 16.15-16,28; 17.1-5,21 - 22; 20.1-20,28, Acts 1.9; 2.22-24, 7.55-56; 9.4-5,20, Romans 1:3-4, 3.23-26, 5.6-21; 8.1-3,34, 10.4; 1 Corinthians 1.30; 2.2, 8.6; 15.1-8, 24-28, 2 Corinthians 5.19-21, 8.9; Galatians 4.4-5, Ephesians 1.20; 3.11; 4.7-10, 2.5-11 Philippians, Colossians 1.13-22, 2.9, 1 Thessalonians 4.14- 18, 1 Timothy 2.5-6, 3.16, Titus 2:13-14, Hebrews 1.1-3, 4.14-15; 7.14-28, 9.12-15, 24-28, 12.2; 13.8; 1 Peter 2.21-25, 3.22, 1 John 1.7-9, 3.2, 4.14-15, 5.9, 2 John 7-9; Revelation 1.13-16, 5.9 -14; 12.10-11, 13.8; 19.16.

C. God the Holy Spirit

The Holy Spirit is the Spirit of God, fully divine. He inspired holy men of old to write the Scriptures. Through illumination He enables men to understand truth. He exalts Christ. He convicts men of sin, righteousness, and with justice. He calls men to the Saviour, and effects regeneration. At the moment of regeneration He baptizes every believer into the Body of Christ. He cultivates Christian character, comforts believers, and bestows the spiritual gifts by which they serve God through His church. He seals the believer unto the day of final redemption. Their presence in the Christian is the guarantee that God will bring the believer into the fullness of the stature of Christ. He enlightens and empowers the believer and the church in worship, evangelism, and service.

Genesis 1.2; Judges 14.6, Job 26.13, Psalm 51.11, 139.7 ff. Isaiah 61.1-3; Joel 2.28-32, Matthew 1.18; 3.16, 4.1, 12.28-32, 28.19, Mark 1.10,12, Luke 1.35; 4.1,18-19, 11.13, 12.12, 24.49, John 4.24; 14.16-17, 26, 15.26, 16.7-14, Acts 1.8; 2.1-4,38, 4.31, 5.3, 6.3, 7.55, 8.17,39, 10.44, 13.2; 15.28, 16.6, 19.1-6, Romans 8.9-11,14-16,26-27 1 Corinthians 2.10-14, 3.16 ; 12.3-11,13, Galatians 4.6; Ephesians 1:13-14; 4.30, 5.18, 1 Thessalonians 5.19; 1 Timothy 3.16, 4.1, 2 Timothy 1.14; 3.16, 9.8,14 Hebrews, 2 Peter 1.21; 1 John 4.13; 5.6- 7; Revelation 1.10: 22.17.

III. The man

Man is the special creation of God, made in His own image. He created man and woman as the crown of creation. The gift of gender is thus part of the goodness of God's creation. In the beginning man was innocent and was endowed by God with the freedom to choose. For his free choice man sinned against God and brought sin into the human race. Through the temptation of Satan man transgressed the command of God, and fell from his original innocence whereby his posterity inherit a nature and an environment inclined toward sin. Therefore, as soon as they are capable of moral action, they become transgressors and are under condemnation. Only the grace of God can bring man into His holy fellowship and enable man to fulfill the creative purpose of God. The sacredness of human personality is evident in that God created man in His own image, and in that Christ died for man, therefore, each person of every race possesses full dignity and is worthy of respect and Christian love.

Genesis 1.26-30, 2.5, 7.18-22, 3, 9.6; Psalms 1, 8.3-6, 32.1-5, 51.5, Isaiah 6.5; Jeremiah 17.5; Matthew 16.26, Acts 17.26-31, Romans 1.19-32, 3.10 -18.23; 5.6,12,19, 6.6; 7.14-25; 8.14-18,29 1 Corinthians 1.21-31; 15.19,21-22, Ephesians 2.1-22, Colossians 1.21-22, 3.9-11.

IV.

Salvation Salvation involves the redemption of the whole man, and is offered freely to all who accept Jesus Christ as Lord and Savior, who by His own blood obtained eternal redemption for the believer. In its broadest sense salvation includes regeneration, justification, sanctification, and glorification. There is no salvation apart from personal faith in Jesus Christ as Lord.

A. Regeneration, or the new birth, is a work of God's grace whereby believers become new creatures in Christ Jesus. It is a change of heart wrought by the Holy Spirit through conviction of sin, to which the sinner responds in repentance toward God and faith in the Lord Jesus Christ. Repentance and faith are inseparable experiences of grace.
Repentance is a genuine turning from sin toward God. Faith is the acceptance of Jesus Christ and commitment of the total personality Him as Lord and Savior.

B. Justification is the work of God's grace and full acquittal upon principles of His righteousness of all sinners who repent and believe in Christ. Justification brings the believer unto a relationship of peace and favor with God.

C. Sanctification is the experience, beginning in regeneration, by which the believer is set apart for God's purposes, and is enabled to progress toward moral and spiritual maturity through the presence of the Holy Spirit dwelling in him. Growth in grace should continue throughout the regenerate person's life.

D. Glorification is the culmination of salvation and is the blessed and abiding state of the redeemed. 3.15

Genesis, Exodus 3.14-17, 6.2-8, Matthew 1.21; 4.17; 16.21-26, 27.22-28.6, Luke 1.68-69, 2.28-32, John 1.11-14,29; 3.3-21,36; 5.24 ; 10.9,28-29, 15.1-16, 17.17, Acts 2.21; 4.12; 15.11, 16.30-31, 17.30-31, 20.32, Romans 1.16-18, 2.4, 3.23-25, 4.3 ff., 5.8-10; 6.1-23; 8.1-18,29-39; 10.9-10,13, 13.11-14, 1 Corinthians 1.18, 30; 6:19-20; 15.10, 2 Corinthians 5.17-20, Galatians 2.20, 3.13, 5.22-25, 6.15 , Ephesians 1.7, 2.8-22, 4.11-16, 2.12-13 Philippians, Colossians 1.9-22, 3.1 ff., 1 Thessalonians 15.23-24, 2 Timothy 1.12; Titus 2.11-14, Hebrews 2.1-3; 5.8-9, 9.24-28; 11.1-12.8,14, James 2.14-26, 1 Peter 1.2-23, 1 John 1.6-2.11, Revelation 3.20; 21.1-22.5.

V. The Purpose of God's grace

The choice is the purpose of the grace of God, according to which He regenerates, justifies, sanctifies, and glorifies sinners. Is consistent with the free will of man, and includes all media related to the end. It is the glorious display of God's sovereign goodness, and is infinitely wise, holy and unchangeable. Excludes boasting and promotes humility.

All true believers endure to the end. Those whom God has accepted in Christ and sanctified by His Spirit, will never fall from grace, but shall persevere to the end. Believers may fall into sin through neglect and temptation, whereby they grieve the Spirit, impair their graces and comforts, and bring reproach on the cause of Christ and temporal judgments on themselves, but they will be kept by the power of God through faith unto salvation.

Genesis 12.1-3, Ex 19.5-8, 1 Samuel 8.4-7,19-22 Isaiah 5.1-7, Jeremiah 31.31 ff., Matthew 16.18-19, 21.28-45, 24.22,31, 25.34, Luke 1.68 -79, 2.29-32, 19.41-44, 24.44-48, John 1.12-14, 3.16, 5.24; 6.44-45,65, 10.27-29, 15.16; 17.6,12.17-18: Acts 20.32, Romans 5:9-10; 8.28-29, 10.12-15; 11.5-7,26-36 1 Corinthians 1.1-2, 15.24-28, Ephesians 1.4-23, 2.1-10, 3.1-11, Colossians 1.12-14, 2 Thessalonians 2:13-14, 2 Timothy 1.12; 2.10,19; Hebrews 11.39-12.2, James 1.12; 1 Peter 1.2-5,13, \u200b\u200b2.4-10, 1 John 1.7-9, 2.19; 3.2.

VI. The Church

A New Testament church of the Lord Jesus Christ is an autonomous local congregation of baptized believers, associated by covenant in faith and fellowship of the gospel, observing the two ordinances of Christ, governed by His laws, exercising the gifts, rights, and privileges which have been endowed by his word, and trying to preach the gospel to the ends of the earth. Each congregation operates under the Lordship of Jesus Christ through democratic processes. In such a congregation each member is responsible and accountable to Christ as Lord. Its scriptural officers are pastors and deacons. Although both men and women are gifted for service in the church, the office of pastor is limited to men as qualified by Scripture.

The New Testament speaks also of the church as the Body of Christ which includes all the redeemed of all ages, believers from every tribe and tongue and people and nation.

Matthew 16.15-19, 18.15-20, Acts 2:41-42, 47, 5.11-14, 6.3-6, 14.23,27, 15.1-30, 16.5; 20.28, Romans 1:7, 1 Corinthians 1.2; 3.16, 5.4-5, 7.17, 9.13-14, 12, Ephesians 1:22-23, 2.19-22; 3.8-11,21, 5.22-32, Philippians 1.1, Col. 1.18; 1 Timothy 2.9-14, 3.1-15, 4.14 Hebrews 11.39-40, 1 Peter 5.1-4, Revelation 2-3, 21.2-3.

VII. Baptism and the Lord's Supper

Christian baptism is the immersion of a believer in water in the name of the Father, the Son and the Holy Spirit. It is an act of obedience symbolizing the believer's faith in a crucified, buried and resurrected, the believer's death to sin, the burial of the old life and resurrection to walk in newness of life in Christ Jesus. It is a testament to his faith in the resurrection of the dead. As an ordinance of the church, is a prerequisite to the privilege of being a member of the church and participate in the Lord's Supper.
The Lord's Supper is a symbolic act of obedience whereby members of the church, through partaking of the bread and the fruit of the vine, commemorate the death of the Redeemer and anticipate His second coming.

Matthew 3:13-17; 26.26-30; 28:19-20, Mark 1.9-11, 14.22-26, Luke 3.21-22, 22.19-20, John 3.23; Acts 2:41-42; 8.35-39; 16.30.33; 20.7 , Romans 6:3-5, 1 Corinthians 10.16,21, 11.23-29, Colossians 2.12.

VIII. The Lord's Day

the first day of the week is the Lord's Day. It is a Christian institution to be observed regularly. It commemorates the resurrection of Christ from the dead and should include exercises of worship and spiritual devotion, both public and private. Activities in the Lord's Day should be consistent with Christian conscience under the Lordship of Jesus Christ.

Exodus 20.8-11, Matthew 12.1-12, 28.1 and ff., Mark 2.27-28, 16.1-7, Luke 24.1-3,33-36, John 4.21-24; 20.1,19-28, Acts 20:7, Romans 14.5-10, 1 Corinthians 16.1-2, Colossians 2.16; 3.16, Rev. 1.10.

IX. The United

The Kingdom of God includes both general sovereignty over the universe and its particular dominion over men voluntarily recognize him as King. Particularly the Kingdom is the realm of salvation into which men enter through their commitment to Jesus Christ through faith and confidence similar to that of a child. Christians must pray and work for the coming of the kingdom and God's will be done on earth. The final consummation of the Kingdom awaits the return of Jesus Christ and the end of this era.

Genesis 1.1, 9.6-7 Isaiah, Jeremiah 23.5-6, Matthew 3.2; 4.8-10,23, 12.25-28, 13.1-52, 25:31-46; 26.29, Mark 1.14-15, 9.1; Luke 4.43, 8.1; 9.2; 12.31-32, 17.20-21, 23.42, John 3.3, 18.36, Acts 1:6-7, 17.22-31, Romans 5.17, 8.19, 1 Corinthians 15.24-28, Colossians 1.13; Hebrews 11.10,16; 12.28, 1 Peter 2.4-10; 4.13; Revelation 1.6,9, 5.10; 11.15; 21 to 22.

X. Last Things

God in his own time and in its own way, will bring the world to its appropriate end. According to his promise, Jesus Christ will return to earth in glory personally and visibly, the dead rise, and Christ will judge all men in righteousness. The unrighteous will be consigned to Hell, the place of eternal punishment. The righteous in their resurrected and glorified bodies will receive their reward and will dwell forever in Heaven with the Lord.

Isaiah 2.4, Matthew 16.27, 18.8.9, 19.28; 24.27,30,36,44; 25:31-46; 26.64, Mark 8.38; 9.43-48: Luke 12.40,48, 16.19-26, 17.22-37, 21.27-28, John 14.1-3, Acts 1.11, 17.31, 14.10 Romans, 1 Corinthians 4.5; 15.24-28,35-58, 2 Corinthians 5.10; 3.20-21 Philippians, Colossians 1.5, 3.4, 1 Thessalonians 4.14-18, 5.1 ff. 2 Thessalonians 1.7 and ff., 2, 1 Timothy 6.14, 2 Timothy 4.1,8, Titus 2.13; Hebrews 9.27-28, James 5.8; 2 Peter 3.7 and ff. 1 John 2.28, 3.2, Jude 14, Revelation 1.18; 3.11; 20:1-22.13.

XI. Evangelism and Missions

is the duty and privilege of every follower of Christ and every church of the Lord Jesus Christ to endeavor to make disciples of all nations. The new birth of man's spirit by the Holy Spirit God means the birth of love for others. The missionary effort of all, therefore, depends upon a spiritual necessity of the regenerate life, and is expressed and repeatedly commanded in the teachings of Christ. The Lord Jesus Christ has commanded the preaching of the gospel to all nations. It is the duty of every child of God to seek constantly to win the lost for Christ through personal testimony, supported by a Christian lifestyle, and other methods in harmony with the gospel of Christ.

Genesis 12.1-3, Ex 19.5-6, Isaiah 6.1-8, Matthew 9.37-38, 10.5-15; 13.18-30,37-43, 16.19, 22.9-10, 24.14; 28:18-20, Luke 10.1-18 , 24.46-53, John 14.11-12; 15.7-8,16; 17.15, 20.21, Acts 1.8; 2., 8.26-40, 10.42-48, 13.2-3, Romans 10.13-15, Ephesians 3.1-11, 1 Thessalonians 1.8; 2 Timothy 4.5, Hebrews 2.1-3, 11.39-12.2, 1 Peter 2.4-10, Revelation 22.17.

XII.

Education Christianity is the faith of enlightenment and intelligence. In Jesus Christ live all the treasures of wisdom and knowledge. All basic knowledge is, therefore, a part of our Christian heritage. The new birth opens all human faculties and creates a thirst for knowledge. Moreover, the cause of education in the Kingdom of Christ is coordinated with the causes of missions and charity, and should receive along with these support liberal churches. An adequate system of Christian education is necessary to complete the program's spiritual body of Christ.

In Christian education there should be a proper balance between academic freedom and academic responsibility. Freedom in any orderly human relationship is always limited and never absolute. The freedom of a teacher in a Christian educational institution, school, college, university or seminary, is always limited by the preeminence of Jesus Christ, the authoritative nature of Scripture, and by the distinct purpose for which the school exists. Deuteronomy

4.1,5,9,14, 6.1-10, 31.12-13, Nehemiah 8.1-8; Job 28.28; Psalms 19.7 ff. 119.11, Proverbs 3.13 and ff., 4.1-10; 8.1-7,11, 15.14; Ecclesiastes 7.19, Matthew 5.2, 7.2 and ff., 28:19-20, Luke 2.40, 1 Corinthians 1.18-31, 4.11-16 Ephesians, Philippians 4.8; 2.3,8-9 Colossians, 1 Timothy 1.3-7, 2 Timothy 2.15; 3.14-17, Hebrews 5.12-6.3, James 1.5, 3.17.

XIII. Stewardship

God is the source of all blessings, temporal and spiritual, all we have and are we owe to Him spiritually Christians are indebted to all the world, a holy order in the gospel, and a binding stewardship its possessions. They are therefore under obligation to serve Him with their time, talents and possessions materials, and should recognize all these as entrusted to them for use for the glory of God and to help others. According to the Scriptures, Christians should contribute what they have, cheerful, regular, systematically, proportionately and liberally for the advancement of the Redeemer's cause on earth.

Genesis 14.20, Leviticus 27.30-32, Deuteronomy 8.18; Malachi 3.8-12, Matthew 6.1-4,19-21, 19.21, 23.23, 25.14-29, Luke 12.16-21,42, 16.1-13, Acts 2:44-47 , 5.1-11, 17.24, 25.20-35, Romans 6.6-22; 12:1-2, 1 Corinthians 4:1-2, 6:19-20, 12, 16.1-4, 2 Corinthians 8-9; 12.15; Philippians 4.10-19; 1 Peter 1.18-19.

XIV.

Cooperation Christ's people should, as occasion requires, organize such associations and conventions that can ensure the best possible cooperation necessary to achieve the great objectives of the Kingdom of God. Such organizations have no authority over one another or over the churches. They are voluntary organizations to advise, to elicit, combine and direct the energies of our people in the most effective. Members of the New Testament churches should cooperate with other ministries in carrying out the missionary, educational and benevolent to extend the Kingdom of Christ. Christian unity in the New Testament sense is spiritual harmony and voluntary cooperation common ends by various groups of Christ's people. Cooperation between the Christian denominations is desirable when the purpose to be achieved is justified in itself, and when such cooperation does not include any violation of conscience or compromise of loyalty to Christ and His Word as revealed in the New Testament.

Exodus 17.12, 18.17 ff., Judges 7.21, Ezra 1:3-4, 2.68-69, 5.14-15, Nehemiah 4, 8.1-5, Matthew 10.5-15, 20.1-16, 22.1-10, 28:19-20; Mark 2.3, Luke 10:1 ff.: Acts 1:13-14; 2.1 and ff., 4.31-37, 13.2-3, 15.1-35, 1 Corinthians 1.10-17, 3.5-15, 12, 2 Corinthians 8 and 9, Galatians 1.6-10, 4.1-16 Ephesians, Philippians 1.15-18.

XV. The Christian and Social Order

All Christians are under obligation to seek to make the will of Christ is sovereign in our own lives and in human society. The means and methods used to improve society and the establishment of righteousness among men can be truly and permanently helpful only when they are rooted in the regeneration of the individual by the saving grace of God in Jesus Christ. In the spirit of Christ, Christians should oppose racism, every form of greed, selfishness and vice, all forms of sexual immorality, including adultery, homosexuality and pornography. We must work to provide for the orphans, the needy, the abused, the aged, the helpless and the sick. We must speak up for the unborn and fight for the sanctity of human life from conception to natural death. Every Christian should seek to bring industry, government and society as a whole are governed by the principles of justice, truth and brotherly love. To promote these ends Christians should be willing to work with all men of good will in any case, always being careful to act in the spirit of love without compromising their loyalty to Christ and His truth.

Exodus 20.3-17, 6.2-5 Leviticus, Deuteronomy 10.12, 27.17, Ps 101.5; Micah 6.8; Zechariah 8.16; Matthew 5.13-16,43-48, 22.36-40, 25.35, Mark 1.29-34, 2.3 ff., 10.21; Luke 4.18-21, 10.27-37, 20.25, John 15.12, 17.15, Romans 12-14, 1 Corinthians 5:9-10, 6.1-7, 7.20-24; 10.23-11-1, Galatians 3.26-28, Ephesians 6.5-9, Colossians 3.12-17, 1 Thessalonians 3.12; Philemon, James 1.27; 2.8.

XVI. Peace and War

is the duty of Christians to seek peace with all men based on the principles of justice. In accordance with the spirit and teachings of Christ they should do everything in their power to end the war.

The true remedy the warrior spirit is the gospel of our Lord. The supreme need of the world is the acceptance of His teachings in all the relations of men and nations, and the practical application of His law of love. Christian people throughout the world should pray for the reign of Prince of Peace.

Isaiah 2.4; Matthew 5.9,38-48, 6.33, 26.52, Luke 22.36,38, Romans 12.18-19, 13.1-7, 14.19, Hebrews 12.14, James 4.1-2.

XVII. Religious Freedom

God alone is Lord of the conscience, and He has left it free from the doctrines and commandments of men which are contrary to His Word or not contained therein. The church and state should be separate. The state owes protection and complete freedom every church in the exercise of its spiritual ends. Providing for such freedom no ecclesiastical group or denomination should be favored by the state over others. As the civil government is ordained by God, it is the duty of Christians to render loyal obedience in all things not contrary to the revealed will of God. The church should not resort to the civil power to carry out their work. The gospel of Christ believes only spiritual means to achieve their ends. The state has no right to impose penalties for religious opinions of any kind. The state has no right to impose taxes for the support of any form of religion. The Christian ideal is that of a free church in a free state, and this implies the right for all men of free and unhindered access to God, and the right to form and propagate opinions in the sphere of religion without interference by the civil power. Genesis

1.27; 2.7; Matthew 6.6-7,24, 16.26, 22.21, John 8.36, Acts 4.19-20, Romans 6.1-2, 13.1-7, Galatians 5.1,13, Philippians 3.20; 1 Timothy 2.1-2, James 4.12; 1 Peter 2.12-17, 3.11-17, 12/04/1919.


XVIII.

Family God has ordained the family as the foundational institution of human society. Is composed of persons related to one another by marriage, blood or adoption.

Marriage is the union of a man and one woman in covenant commitment for a lifetime. It is God's unique gift to reveal the union between Christ and His church and to provide for man and woman in marriage the framework for intimate companionship, the channel for sexual expression according to biblical standards, and means procreation of the human race.

Husband and wife are of equal worth before God, since both are created in God's image. The marriage relationship models the way God relates to His people. A husband should love his wife as Christ loved the church. He has the God-given responsibility to provide, protect and lead his family. A wife should submit graciously to the leadership as a servant of her husband even as the church willingly submits to the headship of Christ. She, being created in the image of God as is her husband and thus equal to him, has the God-given responsibility to respect her husband and to serve as his helper in managing the household and nurturing the next generation.

Children, from the moment of conception, are a blessing and heritage from the Lord. Parents should show their children God's pattern for marriage. Parents should teach their children spiritual and moral values, and lead by example of a lifestyle consistent and loving discipline, to make decisions based on biblical truth. Children must honor and obey their parents.

Genesis 1:26-28; 2.15-25, 3.1-20, Exodus 20.12, Deuteronomy 6.4-9, Joshua 24.15, 1 Samuel 1:26-28, Psalm 51.5, 78.1-8, 127, 128, 139.13-16, Proverbs 1.8; 5.15-20, 6.20-22, 12.4; 13.24, 14.1, 17.6, 18.22, 22.6,15, 23.13-14, 24.3: 29.15,17; 31.10-31; Ecclesiastes 4.9-12, 9.9; Malachi 2.14-16, Matthew 5.31 -32, 18.2-5, 19.3-9, Mark 10.6-12, Romans 1.18-32, 1 Corinthians 7.1-16, Ephesians 5.21-33, 6.1-4, Colossians 3.18-21, 1 Timothy 5.8,14, 2 Timothy 1.3 -5; Titus 2.3-5

Current Vpn Technologies Hardware

Biblical Hermeneutics

Video explaining the principles of biblical hermeneutics.

Part 1:



Part 2:



Part 3:



Part 4 :



Part 5:



Part 6:



Part 7:



Part 8:



Part 9:



Part 10:

Cappuccino Machine Homemade

Humberto Maturana

Humberto Maturana, the Chilean biologist, made a tremendous contribution to psychotherapy postmodern, narrative, constructionist, constructivist, etc.. (Whatever you want to call it) through the biology of love, the biology of cognition and cultural biology. Interview

Humberto Maturana in the beauty of thinking

  http://rapidshare.com/files/52977893/La_Belleza_de_Pensar_-_Humberto_Maturana_2_www.todoloquees.cl_.wmv  

Another interview: http://www
.youtube.com / watch? v = EF0mLixuigA

More interviews or conferences of Humberto Maturana and Ximena Davila:
http://www.matriztica.cl/?cat=11

Audio of an interview with HM radio show:
http://www.esnips.com/doc/f815d445-76fb-4f4f-9bbe-a8daf8239173/maturana_en_Radio_CONCIERTO

Writings HM collaborators at the Institute Matríztico:
http://www.matriztica.cl/?cat=8

How To Brazilian Wax Labia

INTERVIEWS INTERVIEW INTERVIEW

Francisco Varela, Chilean biologist Humberto Maturana with made important contributions to the philosophy of psychology postmodern.

Interview with Cristián Warnken:
http://www.youtube.com/watch?v=HAUNjIDniyk

Conversation with Fernando Flores:
http://www.youtube.com/watch?v=9NgbXQTWH1E
http://www.youtube.com/watch?v=bujfwhEsF04&feature=related

Can I Wax My Legs After Hot Bath

VARELA FRANCISCO ROLANDO TORO

Rolando Toro, psychologist, poet, writer and creator of the dance, a large Chilean with a huge heart. Interview

beauty thinking

  http://rapidshare.com/files/32202835/La_Belleza_de_Pensar_-_Rolando_Toro__www.todoloquees.cl__a.wmv  
 

What Are Kinds Of Oxygenating Toothpaste

CLAUDIO NARANJO

Claudio Naranjo, a Chilean psychiatrist, advocate of transpersonal psychology , most recently shifted their contributions to education. Interview

beauty of thinking
Part 1:
http://www.youtube.com/watch?v=33YTh_28G0U

Part 2:
http://www.youtube.com/watch? v = 1HMF7BfJkCI & feature = related

Party 3:
http://www.youtube.com/watch?v=wITri9gvanQ&feature=related

Part 4:
http://www.youtube.com/watch?v=zqHfrOe02Ls&feature=related

Part 5:
http://www.youtube.com/watch?v=0NQWzUUexNY&feature=related Interview

a new beauty:
Part 1: http://www.youtube
. com / watch? v = Q_qCXNHV7rI & feature = related

Part 2:
http://www.youtube.com/watch?v=YAQhyxrpFRE&feature=related

Part 3: http://
www.youtube.com/watch?v=NDsu1qzK5xM&feature=related

Part 4:
http://www.youtube.com/watch?v=YeEWv7HwGUU&feature=related

Part 5:
http://www.youtube.com/watch?v=_jsZfxrTPzg & ; feature = related

Part 6:
http://www.youtube.com/watch?v=5bWIWvibfik&feature=related

Extra Long Scarf Men's

INTERVIEWS INTERVIEWS INTERVIEWS Otto Kernberg

Otto Kernberg, a psychiatrist and psychoanalyst Vienna, worked in Chile and then U.S., its main contribution is the study and psychodynamic approach of borderline personality disorders.

Interview with Cristián Warnken:
Part 1:
http://www.youtube.com/watch?v=p8ngAXtjP5c

Part 2:
http://www.youtube.com/watch?v=fK-PLQz2Ios&feature=related

Part 3: http://www.youtube.com/watch?v
= LbEhD39q8tQ & feature = related

Part 4:
http://www.youtube.com/watch?v=wsR0HCNPS8o&feature=related

Part 5:
http://www.youtube.com / watch? v = YleJ7VDYtkI & feature = related

Part 6:
http://www.youtube.com/watch?v=1gJsu_hLzNc&feature=related

Cards For Anniversary Of Death

Alejandro Jodorowsky

Alejandro Jodorowsky, psicomago, film director , actor, writer, etc. made important contributions to psychology and psychotherapy in relation to therapeutic ritual, certainly a great Chilean, here are two interviews Cristián Warnken. Interview

beauty of thinking
Part 1:
http://www.youtube.com/watch?v=7JkvpHVHems&feature=PlayList&p=CAC1EA6A493336B7&index=0&playnext=1

Party 2:
http://www.youtube.com/watch?v=1W1IbZl42MQ&feature=PlayList&p=CAC1EA6A493336B7&index=1

Part 3: http://www.youtube.com/watch
? v = 0SNgdDwaFOk & feature = PlayList & p = CAC1EA6A493336B7 & index = 2

Part 4:
http://www.youtube.com/watch?v=qvZ6CUYgk-w&feature=PlayList&p=CAC1EA6A493336B7&index=3

Part 5: http://www
.youtube.com / watch? v = NNxpn412o0M & feature = PlayList & p = CAC1EA6A493336B7 & index = 4

Part 6:
http://www.youtube.com/watch?v=Qqsf04OW5jc&feature=PlayList & p = CAC1EA6A493336B7 & index = 5
Interview
a new beauty:

  http://rapidshare.com/files/32470565/Una_belleza_nueva_-_Alejandro_Jodorowsky__www.todoloquees.cl__a.wmv  

Fernando Sanchez Drago Interview:
Part 1:
http://www.youtube.com/watch?v=Sm8xAlFF18c

Part 2: http://
www.youtube.com/watch?v=bZt4v4UIdv0&feature=related

Part 3:
http://www.youtube.com/watch?v=I2C9zUbbi9g&feature=related

Part 4:
http://www.youtube.com/watch?v=WbQJhKNMZYc&feature=related

Part 5:
http://www.youtube.com/watch?v=Hp8EYmbM694&feature=related

Part 6:
http://www.youtube.com/watch?v=Hhb1f8QFm9Q&feature=related

Cover Lasagna With Tin Foil When Baking?

PROBLEMS BETWEEN ADJOINING

Working

Battle Of The Alamo Projects

Roman rule and the tax

made to the course of church and culture at the Baptist Theological Seminary Trujillo.

Roman rule and the publicans

To understand and appreciate the environment in which Jesus acted, it is important to know the political situation, the reaction from Judaism to Roman rule and Roman administrative policy against that reaction.

° Background of Roman
There were disputes over the succession of government in Judea and both sides, seeing the imminent invasion near Rome, were quick to gain favor with the conquerors. In this regard, one side took advantage and encouraged the Roman invasion to be as future leaders and the other side put up a weak resistance, however the invasion was imminent and irresistible.

· THE ROMAN GOVERNMENT
Rome emerged as a republic governed by the oligarch class and was gradually incorporating the people in the exercise of government. It was militarily conquered the Italian peninsula and then defeating the Carthaginian Empire managed to dominate the entire Mediterranean world giving peace and order and facilitating the interactions between the conquered provinces, and was providing the stage for the subsequent spread of the gospel.
Rome was a republic in name, but it was an absolute monarchy. Governmental powers were the senate and the emperor. The emperor's powers were absolute, was within its powers to direct the Roman army which gave him the power to use public force both in Rome and the provinces, could promote someone to a public office and used them as prizes for their favorites, also could veto the Senate in its decisions or remove from office. The Senate was consisting of several hundred men who had entered a part of it because of their wealth or influence or for having been elected to public office by a popular assembly, the senate or the emperor. Its functions were extremely limited to the will of the emperor and served a purely decorative.
The provinces could be conquered by force, mostly, but also was annexed voluntarily. Were of two types, senatorial or imperial. The first were those whose governors were appointed by the Senate and were called proconsuls. The latter were under the direct leadership of the Emperor's rulers were called solicitors. Rarely provinces were ruled by vassal kings. Roman colonies there were also scattered throughout the provinces to which they were called small blunt. There were also free cities, or local self-administered.
The revenues were of two types: taxes and duties. Taxes were rights in goods and services and were collected by local agents and referred to representative government of the empire. The taxes were on property rights and individuals and were collected by management representative of the empire and could be paid in kind or money. The contributions are spent in local government, utilities, construction improvements, repairs and reconstruction and a considerable balance was sent to Rome. Taxes senatorial provinces were sent to the Senate and the Senate spent on pay and administration of the province of Italy. The tribute of the imperial provinces were sent to the emperor and spent on improving food and the city of Rome, the maintenance of the army and the emperor's personal expenses.
The Roman army was an essential part of the empire, is comprised of legions and auxiliaries. The former were recruited from Roman citizens and the provinces were Romanized and auxiliaries recruited from other provinces. Active duty lasted from 20 to 25 years. Received harsh treatment but economically desirable when compared to the quality of life of the time. Were taken into account by the people.

· Policy ROMAN JUDEA
While the conquered provinces to be submissive and obedient to Rome, it treated them with consideration, left with a fairly autonomous government, especially for the administration of domestic affairs, had religious toleration and legal protection and taxes were not too burdensome, it is considered that Judea were relatively better off than under other foreign or domestic governments. It was the famous Roman peace, ie the state of order, organization and peaceful life that provided Rome with his army and its political administration that allowed daily activities such as travel, trade, etc. be made with relative ease. However, some fanatics and extremists groups were askance at a government taxed gentle and waved to the people, the more open the rebellion became more violent was the Roman response to trigger the destruction of the Jewish nation.
On the religious policy of Rome had two kinds of religions, religious cults lawful or permitted, and in many cases protected by the Emperor and the religious cults illicita no legal or not part of the affairs of the empire and were only hampered and persecuted when they were seen as threats to the cohesion of the empire. Christianity was initially considered a lawful religious as a branch of Judaism but later became illicita and was persecuted religious when it is considered detrimental to the rule. The persecution of Christianity began as pure personal whims of emperors and only later became a systematic persecution when their numbers grew considerably and it was feared that compromise the integrity and perpetuity of the empire.
With regard to the worship of the emperor, this was seen as an activity of political and denied it was seen as disloyalty and even treason. In Rome the worship was seen as a way of perpetuating the power and authority of the Roman emperor no matter who is in office, was the idea of \u200b\u200bgenius, hardly be considered truly divine to the emperors in the West, but East was different Asian minds have no difficulty to deify their emperors and took advantage of the situation. Eastern Christians had more difficulties in this regard.
In the first instance the Jewish people was under arrangements made by Rome Edomites rulers, but to the Jewish protest, Rome began to Judea under the Syrian government and received a solicitor. The prerogatives of prosecutors were collecting taxes, command the military forces of the province and act as judges in important cases.
vassal kings Edomites broke many Jewish laws. Herod games and skills introduced in the Greek style and ordered the construction of many large buildings.

· THE PUBLICAN
publicani In official language. Were Jews who were employed in the collection of taxes. Were organized by districts, and each collector acquired the right of collection of his district. That right must pay a fixed fee each year to the Roman government and any surplus was his own gain. The laws were so irregular that left about great opportunity for extortion. Were hated by Jews loyal to their extortion and serve as instruments of a foreign power.

Osterizer Imperial Viii Blender

BOOK SUMMARY "CULTURAL ANTHROPOLOGY, A Christian Perspective"

This is a task I did for the church and culture course at the Baptist Theological Seminary Trujillo.

BOOK SUMMARY:
"CULTURAL ANTHROPOLOGY, A Christian Perspective"
OF GRUNLAN, S. AND MAYERS, M.

CHAPTER 1: ANTHROPOLOGY AND MISSIONS

· Absolutely biblical and cultural relativism: in reality the Bible is the absolute authority for all cultures, but this should apply to specific cultural forms that are relative.
· Sciences behavior and the Bible: the data generated in these sciences do not contradict the Bible but the interpretations that people have given non-Christian.
• The cultural anthropology is a tool and not replace the Holy Spirit.
· The behavioral sciences are interested in finding the underlying order in human behavior. And this order behavior is given and sustained by God.
• The cultural anthropology to the missionary helps understand another culture, you can enter it, can easily communicate the gospel and the process of establishing the church not be disturbed.
· Mission is the biblical mandate to evangelize. Missions is the church in a culture that sends workers to another culture to evangelize and disciple.
• The human behavior takes various forms in different cultures, so one must understand the culture.
• The culture shock goes through three stages: 1. Stage or tourist fascination, 2. Stage of rejection and 3. Recovery phase. Ethnocentrism
· another culture is to interpret the rules or criteria of the culture.
· Cultural relativism is to interpret another culture with their own criteria.
• The cultural relativism allows for the contextualization of the gospel to every culture it goes.


CHAPTER 2: HUMANITY, CULTURE AND SOCIETY

· Anthropology is a science that studies the behavior man and every one of its aspects, through time and cultures. Their study is comparative and intercultural.
· Theory evolution (Charles Darwin): living things change from generation to generation, producing offspring with new features. This process lasted for a long time and has produced all existing and extinct species. All living things are interrelated and have a common origin.
· Theory biblical account of creation: God exists and is the creator and sustainer and ultimate end of all things. The story of Genesis is a historical fact. Sin and redemption are essential to the Christian faith.
· Theistic evolutionary theories: God is the source of life and began the process of evolution and allowed to continue. God created man in a special way and is the culmination of the evolutionary process.
· Theory of functional development: Establishment of the natural system: the relationship between man and the universe, earth, etc. Establishment of social relationships among men. Establishment of spiritual relationship with God.
· Culture are compelled capabilities and habits acquired by man as a member of society.
· cultural traits are individual acts. Are cultural
· Complex groups of related traits.
· Subculture is a group of behavior patterns related to the general culture, yet distinct from it.
· Counterculture is conduct of a person or group that is contrary to the general culture.
· Society is a social organization composed of a group of people who share a geographical region and culture.
· vital sequence learning: a BOOST (biological / psychological) causes an act (cultural) which gives a SATISFACTION (biological / psychological).
· When the same needs, different cultures meet in different ways. • The first need
is metabolism (oxygen, liquid and food).
• The second need is for reproduction.
• The third need is for physical comfort (housing for protecting the body and clothing as a symbol of social status).
• The fourth need is security.
• The fifth need is movement (instrumental).
• The sixth requirement is for growth.
• The seventh need is health care (prevention, treatment and hygiene).


CHAPTER 3: THEORETICAL FIELDS AND

• The cultural anthropology studies culture as a whole look at the interrelationships between cultures and all.
• The ethnography studies the parts of the whole and is more descriptive.
• The cognitive anthropology studies the cognitive organization of natural phenomena.
• The ethnoscience applies the principles of linguistics and culture.
• The etnoteología presents the gospel in cultural patterns relevant to the receiving culture.
• An intercultural approach encourages communication between two cultures on an equal footing. Is the cry of Paul: "All I've done everything."
• All ministries include cultural practices, all are ethnic.
· Classical evolution (Darwin): Natural selection, through heritable variation was changing life forms by adaptive changes, and through the evolution of variability was radiated. Human beings are a product of biological evolution, there is also a cultural evolution.




CHAPTER 4: Enculturation and acculturation

• The behavior can be reflexive, instinctive or learned.
• The enculturation or socialization is the acquisition of knowledge of a culture that allows it to be functional members of society. The result is identity within the group. This achieved through education can be formal or informal.
• The habituation is culture as habits.
• The life cycle of four periods: birth, puberty or adulthood, marriage and reproduction and death. For the transition from one period to another there are the rituals of transition.
• The creativity is fueled by the economic, efficient means of communication, social reward the creative act, privacy, professional, artistic and an educational system that encourages.
· Acculturation, preserving the values \u200b\u200bof their own culture is to learn appropriate behavior in a new culture. Leads a dual identity.
· Tension cultural awareness that one can never be integrated into the new culture.
· Assimilation is complete the acquisition by the lifestyle of the new culture.
· Functional equivalence: a form in two different cultures have different expressions but symbolically represent the same.


CHAPTER 5: VERBAL AND NONVERBAL COMMUNICATION

· Phonology is the study of language sounds. Phonemes are sounds.
· Grammar is the structure of language. Morphology is the organization of basic sounds or phonemes into meaningful units (morphemes). Syntax is the way a language combines words to make a sentence.
• The language is a symbolic attitude represents reality.
• The role of language is communication, provides an essential means of communication that allows members of a social group to establish and perpetuate cultural institutions that meet the biological and psychological needs of the group.
• The language learning is possible through the brain biological substrate.
• A dialect is a variation of a language can be a variation in pronunciation or vocabulary.
• The language as a cultural product is a learned behavior and the ability learning is innate.
• The identity of a person within the sociocultural context is defined by the language used, the use of speech or silence and use of nonverbal cues.
• The non-verbal communication is when you send a message without the use of language, may be conscious or unconscious. For example, communication kinetics (body / muscle) or communication proxemics (space / time).
· Dynamic equivalence is a translation of a passage so that the same effect occurred in heart and mind of the reader in the original language, or equivalent, occurs in the heart and mind of the reader in the second language.


CHAPTER 6: BUSINESS AND TECHNOLOGY

· The economic systems are the ways in which people organize, time and materials to produce, distribute and distributing and consuming products and services.
· Systems technology make man produce objective changes in physical and biological environment.
· The subsistence technology are: 1. Hunting and gathering, 2. Animal husbandry, 3. Horticulture, 4. Agriculture and 5. Industrialization.
• The money, the alphabet and mechanical technology led industrialization.
• Computer is the sum of all social customs by which people use entities and substances of all kinds. Can adapt to the environment is not human, is the manipulation of the environment for cultural purposes.
• There are four characteristics that allowed the development of technology: bipedal movement, the opposable thumbs, stereoscopic vision and language.
• An artifact is any portion of the material environment used or modified for use.
· the tools are mechanisms to transform, transmit or store energy. Its technological features are: container, media coach, converters.
• The technique is a series of ordinations and plans used to achieve an end.
Ability is the capacity developed to implement an effective and easily.


CHAPTER 7: FUNCTIONS, SOCIAL CONDITIONS AND STRATIFICATION
social
· Condition is a position or place in a social system and their rights and duties. Can be achieved or ascribed.
• The role of social status is the behavior, attitudes and values \u200b\u200bassociated with it. Makes conduct foreseeable.
• The racism is the assumption of racial superiority of one person, and the arrogance and behavior patterns that accompany such a presumption.
· In view of the conflict function used rationalization, partitioning and award. You can also change any social or you can change the behavior of the function of social status.


CHAPTER 8: MARRIAGE AND FAMILY

• The family plays the role of maintaining and preserving between man and woman standing and legitimate sex partners, sex fulfilling the role of perpetuating the species and provides psychological satisfaction to the couple. The family also provides protection to the newborn while acquiring all cultural behaviors and physical maturation. The family gives the individual an ascribed status.
· Marriage is a social institution, ie a pattern of norms and customs that define and control the relationship between a man and a woman, and relations between them and the rest of society. Sociological
· Rules to get couples are inbreeding and outbreeding.
· Taboo are religiously inspired prohibitions against any form of behavior.
· Incest is intercourse or marriage with a close relative. The incest taboo has been explained by a possible deterioration in reproductive genetic inbreeding, but that is relative. This taboo is also explained by the functional which is to force young people to fend for themselves to have a wider support network, or to avoid sibling rivalry.
· levirate marriage, if a husband dies without leaving children with a woman, she marries the brother.
· Marriage sisterhood: a levirate marriage but women.
• There are two types of family systems: monogamy and polygamy.
• The Polygyny is the marriage of a man with several women. • The sisterhood
polygyny is the marriage between a man and a woman and her brother.
• The polyandry is the marriage of a woman with several men, usually is fraternal.
• The serial polygamy is marriage with multiple partners but each time.
• Also there is a group marriage.
• The family may be nuclear or extended (vertical or horizontal).
• Also can be neolocal, matrilocal, patrilocal or avunculocal.
God • The system allows for cultural variation within biblical guidelines.


Chapter 9: RELATIONSHIP

· Relationship is the network of personal relationships, biological and social.
• There are ties of affinity, consanguinity and conventional.
CHAPTER 10: GROUPS AND COMMUNITIES

• Why people live in groups?: 1. For the long period of maturation physical and social, 2. Psychological need for companionship and 3. Relative physical weakness.
· Properties of the group: 1. Composed of two or more persons, 2. There is communication between people, 3. There are symbolic objects, 4. Each person has some relationship with other people or objects and 5. There is awareness of unity.
• The condition of a group referred to as a small group is that each member must remind each other.
· Groups can be mutually exclusive or overlapping, and these can be inclusive and not inclusive. It may also be primary or secondary.
· Relationships among people: 1. Satisfaction of needs, 2. Trust, 3. Discovery, 4. Acceptance and 5. Apprentice.


CHAPTER 11: SOCIAL CONTROL AND GOVERNMENT

• The government could be defined as structures and mechanisms that a society has for the maintenance of social control and collective decision making.
· The deviant behaviors are those that violate traditions, laws and customs, are defined by culture.
° Misuse: 1. Destructive: not all deviant behavior is equally destructive, undermining morale, undermines confidence. 2. Positive contribution: to cut the processing, acts as a safety valve, clarify rules, joins the group against the deviant, joins the side of the deviant group, provides a contrast, is a warning sign.


CHAPTER 12: RELIGION

· Religion is beliefs and practices of a society. These are the doctrines and rituals of religion.
· The codified beliefs make up the doctrines.
• The myth is about the supernatural and are interested in the origins of man and the material universe.
· The rites of passage marking the transition of a person to a stage in the life cycle to the next.
· The rites to strengthen the community meeting, emphasize solidarity and reinforce the commitment to the group's beliefs.
· Functions of Religion: 1. Psychological, provides support, encouragement and reconciliation, 2. Transcendental provides security and address 3. Sacred, legitimate norms and values \u200b\u200b4. Prophetic criticism norms and values, 5. Identification, tells us who we are and 6. Maturation, marks the passage of the individual through life.
• Encourage, from the Latin anima, breath or soul. In illiterate societies is believed that people, plants and animals have body and soul and that this continues to exist after the disappearance of the body. They also believe in the Mana, or supernatural forces that can be good or bad.
· Totem: This refers to the spiritual unity between an animal or a plant and a social group.
• The taboo has three functions: keeping the faithful in line, set lines of separation to identify the group and enhance group solidarity and maintain social control.
• The religion is submissive to the supernatural, the magic seeks to control and manipulate the supernatural.
• Three steps to effectively introduce Christianity to other cultures: Study
religion or culture. Understanding the cultural functions of religion in that society.
or understand the cultural features of Christianity within their own culture.
or recast Christianity in cultural forms to meet the needs of the culture. The end product of a missionary strategy is the foundation of a dynamic church with believers mature to reproduce.


Chapter 13: Anthropological Research

• The anthropological research through participant observation.
• The missionary can use three research techniques: 1. Review published literature on culture to minister, to take into account the gap, 2. Interviews and 3. Participant observation.


CHAPTER 14: BIBLICAL AUTHORITY AND CULTURAL RELATIVITY

· According to the ethnocentrism and cultural relativity of morality are those which are well adapted to the situation. Bad habits are not well adapted.
° relating cultural relativity is not synonymous with ethical or moral.
• God created mankind with biological needs, psychological, social and spiritual. Culture is man's response to meet these needs and although cultures vary, humanity is one and is accountable to God.
· Relativism on: the Bible clearly recognized that cultural differences have different rules and that these differences are recognized by God as having values different. (1 Cor. 9:20-21).
• Persons are accountable to God according to the degree of disclosure that they have received.
• The Bible as the Word of God rises above the two cultures, ie, their teachings are supracultural. Therefore, it becomes the basis for evaluating the actions of each culture, and provides a basis for resolving conflicts.
• Each culture defines the situation (cultural relativity) but was based on biblical principles (biblical authority) that evaluated the situation.


CHAPTER 15: ANTHROPOLOGY AND THEOLOGY

• God uses human social relations for revealed to us, therefore, to study mankind learn more about God.
• The considered functional creations of God's creation and functional each part serves a purpose, creating an integrated whole.
• The cultural anthropology is a tool for the hermeneutical task of the Bible.
• The intercultural perspective allows some context to biblical truths, to understand the biblical cultures.
• the concept of functionalism can scan the system or parts of a system from a functionalist approach, as in the functional theory of creationism.
• The Anthropology sheds light about the origin of man as different from animals.
• The anthropology allows us to see the strong possibility of industrial and urban revolutions.
• The anthropology allows us to be cultural relativists while remaining as a biblical absolutist.
• The anthropology provides valuable insights for developing an evangelical theology that is truly intercultural. As the church is a theology intercultural intercultural need for the whole church.
• There are data to distinguish between the holy Bible and the theories and personal interpretations.
• There are to be distinguished by developing an intercultural theology, between the meanings that are sacred, absolute and authoritative biblical and cultural forms in which they rest, they are relative.

Dream Meaning When One Gives A Baby Baths

BASIC PROTOCOL EFT

Muscle Pain, Snowboard, How To

OF THE SOLUTIONS ARE CREATED AS PART II HOW TO CREATE

Mr. Eduardo Vásquez Carrasco
Psychologist Psychotherapist

far we have seen some possible applications of the idea to rotate 180 degrees on the basic thrust of the attempted solutions have failed. The following provides other useful ideas to promote the desired change in family relationships. The idea of \u200b\u200bthese principles is more difficult or complicated a situation is, there are always exceptions, ie, times when things go well and they work. In other words, in a problematic situation there are always times and places where the problem does not exist and people are able to work well, even for a short period of time. The idea of \u200b\u200bthese suggestions is to detect the exceptions, ie the times when the problem does not occur and what do they exist and try to do more of what works.

1. Observe which way they are different times when family members get along. There are times when things are going well at home, the idea is to observe What is different in those moments to make the most of the time and ensure that those moments are given along well as long as possible, answer the following questions will help you look at the exceptions in your home: Think

• in a quiet moment that have recently experienced.


• Think carefully about what you did right before the conversation started.


• What felt more like doing that had been doing before?


• How influential this conversation for you to act differently?


• How are different times when they get along?


• Pay attention to your own conduct, taking stock of the way he thinks, feels and acts when they get along.

2. If it is difficult to identify the existing exceptions, remember what you and your family doing differently during the years spent in that home was full .

• Identify the things that had served in the past and served to restore positive feelings toward his family.


• That approach had been different their relationships when they were first married.


• What do you think you should change to make the marriage work?
  
• What things apparently worked in the past?


• As a family or couples should ask what we like to do during times of happiness and we have not done lately? They should think of the times or the forms of entertainment like going out to dinner or the theater, or attend a party, etc. and resume these activities immediately.

3. You do not have to like, just do it. Many people wait for them to be born something or expect to have the urge to smoke, so they never get to do anything. The idea is to do something, even if not like it at first. The idea is to first do it and then come forward, not backward.

• Make what works but "should not have to do it."

4. Focus on what is feasible and possible . There must be things too extraordinary, expensive or complicated, concentrate on the most feasible and practicable and will be easier to run.

• Eg. What is the difference while on vacation? According to the response the couple or family can produce some of the healing properties of the holidays without having to actually get on the plane.

5. A recurring problem does not necessarily require a new solution . Maybe in the past have had a similar problem and managed to solve it successfully, before embarking on something new, try the above solution, suddenly it works.

• Have you ever struggled in the past?
  
• How to solve the problem then?


• Have you tried the same solution?


• Why is it that have not done?
  

6. Take note of how conflicts end . What makes a conflict is over, keep in mind and do the same the next time there is a similar difficulty.

• How
  end their fighting (cold war, exchange of harsh words)?.


• determine the patterns of the end of his fights and things that promote the transition between war and peace to repeat in the future.

7. If no exceptions, identify the best among the worst. If there are times when the problem does not arise, if there are times donde el problema es menos intenso, menos doloroso o menos duradero, también tenga en cuenta que es diferente en estos momentos.

• ¿En qué circunstancia es menos intenso, menos frecuente o más corto el problema?


• ¿Qué cosas son diferentes cuando no está pensando en esta relación, cuando se siente más tranquila?


• ¿Qué tienen de diferentes los momentos cuando los recuerdos no son tan intensos?
  
  

8. Observe que tienen de diferente los momentos en que, a pesar del problema, queda algo constructivo .

• What's different the times when your anger let something positive?


• What is the percentage of those times when your anger let something constructive?


• What's different occasions that his fights will leave something constructive?
  
  

9. Notice they are different times when the problem occurs but you do not bother .

• What's different about those times?


• Are you doing any activity that requires your full attention so that neither you troubled by the annoying habit of your spouse?


• What's different times when, despite the silence of the other person, you, for some reason do not bother so much?

For the development of desirable behaviors need to know four basic steps:

• describes, in the most clear and specific as you can, what you're worried about your spouse, marriage or family.


• Identifies exceptions, times when the problem does not occur, when less frequent, shorter, less intense, less anger.


• determines what the role you play when there are exceptions.


• Repeat what you have served.

To summarize, we can say that there are two royal way to solve the problems that arise within families and in human interactions in general. The first is the path of 180 °, ie failed attempt at a solution we must identify the basic thrust of the wrong solution and act in the opposite direction, ie, turning 180 degrees. That means, in practice, if we try to work something taking control and we must then give it to assume control, if we try to work something out assuming a superior position and authoritative works and we must then assume a position of strategic inferiority and submission, if we try to eliminate a behavior in another censored and banned it and we should then turn and to encourage and cajole disappears, if we try to get your partner or whoever you want and do something through indirect and complaints and we must then ask it things clearly, specifically and directly, and so forth.

The second way to find solutions is the search for exceptions in the history of the problem. There are times, however complicated a situation is problematic, in that things work better or at least not so bad. In addition there is always the last people now that things have been better. The idea of \u200b\u200bthe search for exceptions is to identify these exceptions, identify what is different now to begin to repeat in the future so as to create new corrective emotional experience and dilute the problem. In this final section have been several examples that illustrate variations and questions you change strategies.

REFERENCES:

1. Weiner-Davis M. (2004). YOUR MARRIAGE CAN ALWAYS BE BETTER: SAVE YOUR MARRIAGE WITHOUT apart. Standard.

Receiver Dvb Free Scrambled Channels

SOLUTIONS, PART I

Mr. Eduardo Vásquez Carrasco

Psychologist Psychotherapist

The previous section explained how to create the problems of everyday life and how to maintain over time, despite well-intentioned attempts of the people involved. This section will explain how you can generate new perspectives and strategies to find creative and practical solutions.

The following describes the process of generating solutions.

1. Search the momentum.

To reverse a problematic situation The first step is identifying the basic thrust of the attempted solutions have failed. The basic thrust is the common denominator of all the solutions that people have tried to run and not giving them positive results. In the situation of the rebellious teenager that we gave the example above, the basic thrust of the attempted solutions of the parents was the use of reason and logic to find a behavioral change in the daughter of greater responsibility and maturity.

When people go to for help say they have done "everything" to try to solve their problems. But in light of what has been said before, people fail to resolve their problems because although they have made a host of things, all these attempts, at bottom, are the same, ie, even if their attempted solutions failed to appear different and abundant, if all have the same basic impulse basis, ie a common denominator, any will work, because all work the same way and pursue the same.

For example, in the rebellious teen parents can show they have done many things to solve the problem, we have talked and talked appealing to the reason we have strict rules and regulations, have threatened to take away privileges, have punished sending her to her room and forbidden to leave home, have taken with a guy to talk to her and make her see reason, and so on. But if we stop to consider each of these attempted solutions all have a common denominator, the same momentum, which is that parents are responsible, serious, reasonable, assuming the role of responsible parents and appealing to logic and the reason for his daughter seek more responsible behavior and logic.

2. A 180 °.

Having identified the basic drive, the second step in generating alternative solution is to provide a 180 °. This shift is to implement actions that are contrary to the attempted so far ie going in the opposite direction at the time to act. Theoretically it is relatively easy to understand, identify the basic drive and then do the opposite, simple. But implementing it requires training, patience, confidence and creativity.

For example, in the case of the rebellious teenager to a 180 ° relative to the basic impulse of parents to appear responsible, competent and appealing to reason and logic, it would appear incompetent, careless, appealing of the unreasonable and illogical using language.

The reasoning behind this change of action is simple, if we show competent and reasonable parents only get her daughter to show rebellious and immature, then turning and appearing incompetent and illogical cause the child a different answer, also contrary to earlier, ie achieve his daughter shows mature, responsible and logical and reasonable in its thinking and acting. The challenge is that while apparently the solution sounds viable, out of place and even ridiculous, acting consistently with the principles described above are achieved amazing results in a short time.

variants described below, packaging them to different situations in particular the idea of \u200b\u200bturning 180 degrees in the act people to produce desired changes, enduring, always remembering that the idea is to go in the opposite direction to the basic thrust of the attempted solutions have failed.

then briefly describe common types of problems that individuals and families suffer, and then describe appropriate intervention for each type of problem using the troubleshooting steps above. The main interventions are:

1. Something that happens quite frequently is try to force something that can only occur spontaneously , here we find problems that are related to physical performance, such as insomnia, sexual performance problems, problems with voiding functions, physical pain, stuttering, sweating, shortness of breath, appetite problems, etc.

All these problems are generated from the individual attempts to force the occurrence of any physical function that can only happen spontaneously. For example, an individual with insomnia try to force yourself to sleep, counting sheep, doing enough exercise to get tired at night, take a pill, etc. All of these attempted solutions are flawed and that the longer causes sleep, the less you get and despite not succeed, keep trying to force yourself to sleep. The basic drive in this case is forced to sleep, but we know that sleep is a physiological function that occurs spontaneously and the more you try to have control over it, the less you get cause it. The solution to this problem, ie 180 °, the person would give up their attempts to self and stop trying too hard to get it.

The implementation of the idea of \u200b\u200bturning 180 degrees would be in this kind of problems the resignation try physiological functions, that the person does something to the exclusion of problem behavior, ie the opposite of what have tried so far . The practical application of this principle to the problem of sleepless, would it give up its attempts to sleep, to accept his insomnia, which try to sleep as little as possible, to lie but to prohibit close my eyes all night, or some other variant.

2. Another fairly common type of difficulty is coping avoidance of a feared event. is, to an event that is feared, the individual reaction to the postponement and avoiding it. Here we have people with anxiety problems, shyness, phobias, performance blocks such as fear of public speaking, etc.

The solution here would be the conduct failed attempt avoidant, before a feared event, such as public speaking, a person attempts a solution to avoid postponing the event and put in any situation involving exposure to the feared situation. Social phobias are a good example. The 180-degree turn in these situations that the person would resign succeed in the feared situation, which is exposed to the feared event and try not successfully complete this activity . Then, an anxious person may cause anxiety instead of seeking that this anxiety away from her, a person in fear of the written examination to answer a test question incorrectly, by the way, a person with fear of speaking in public can cause a state of anxiety in the days before exposure and minutes before exposure try to feel as anxious as possible. When a person is exposed to the feared event without the pressure to succeed then the discomfort goes away and lets you function normally.

3. A third type of problems have to do with interpersonal conflicts in a relationship when it requires mutual cooperation from both parties . Here's marital squabbles, conflicts between parents and young children or rebellious teenagers, disputes between co-workers or problems between adult children and aging parents.

attempted solutions failed in these cases are related to the other party require submission or collaboration from a position of superiority. For example, parents who demand obedience to their teens to assert their power as a parent in an authoritative manner, a spouse who calls for collaboration on the part of another through coercion, parents who bully their young children to obey them , etc. The 180 ° in this case would take a strategic position of submission, ie, placed in an inferior position to get obedience or cooperation of the other party . You can also ask for things desired to serve the other person so clearly and directly without using coercion, or without waiting for the other person "will be born" do this or that thing that we want. For example, parents of a rebellious teenager can appear unpredictable or incompetent and to mobilize the adolescent to be more mature and responsible, or ask clearly and directly to the person we want something from him or her.

4. In other cases people do not want to ask for things directly to their partners or other family members because they believe that if something is asked, or is not spontaneous, then it has much value as something that comes from the another spontaneously. People here confuse spontaneity with the real thing, think that if they have to ask anything they want and get it, then it is not real and therefore has no value. But that is not so, not because something is not spontaneous is no longer true. For example, a married couple on their anniversary, they both want to get something from your partner as a celebration for their years of marriage, but no one asked anything directly to another because they hope that the other will be born to do, because they think that as long as more spontaneous, then it is more authentic. But that's not necessarily so. We can ask anything we want to a member of our family and this act can be 100% authentic. The 180 ° is specifically and directly ask something we want to a member of our family and we can be sure it is authentic .

5. In this class of problems is suspected by a family member or partner on the other , for example, accusations of infidelity, excessive drinking, crime, dishonesty, etc. The unsuccessful attempted solution in these cases is the allegation by a family member or partner on the other, then this one immediately stands categorically denying the allegations, but instead to please the prosecutor, these denials only confirm the doubts of accuser and encourage him to continue with the charges.

The 180-degree turn in this type of situation is that the defendant recognize and accept the other's accusations in an exaggerated, ridiculous and implausible . For example, faced accusations of jealousy of a partner, the other party can answer yes but in an exaggerated manner, being extremely unlikely and giving extensive details of such humor, so the other party to continue to waive charges.

REFERENCES:

1. Fisch, R., Weakland JH & Segal, L. (1984). CHANGE TACTICS. Barcelona: Herder.

How Long Are Side Effects With Plan B

CREATE PROBLEMS AS

Mr. Eduardo Vásquez Carrasco

Psychologist Psychotherapist

As mentioned earlier, we can not know the real world but in our minds just build models this world through language. Therefore, it would be useful to use a model to explain the creation and maintenance of family issues to help us see things in a clear, simple, understandable and help us to achieve change and solutions.
The following explanatory model of how to create and maintain the problems of everyday life in a family can understand as follows:

1. Appears a difficulty.
One difficulty is different from a problem (see below explain what is a problem), difficulties arise at every moment of life, are expected situations, ordinary. May be, for instance, a child entering adolescence, a family changing city, the death of a family member, the birth of a family member, the marriage of two lovers, etc..

Given these difficulties are expected to meet the people involved and mobilized for the prosecution of this difficulty to be expected. For example, say the case of a teenager who starts late home, not due to the mother and ignores the restrictions and regulations of the father in the house. Given this difficulty, fully expected and common in adolescence are related to the search for identity and autonomy within the parental roof, parents should respond and react.

2. Attempted solution fails.
The work of the members of the family is seeking a solution to the difficulty appeared. People sometimes seek solutions that produce results, but generally these solutions are inadequate and instead of solving the difficulty is exacerbated. For example, in the case of the rebellious teenager, parents seek solutions and start getting more strict with his daughter, give sermons and lessons from their bad behavior, they put more stringent standards and the like.

3. The problem appears.
One problem is a difficulty exacerbated by attempted solution does not work. Paradoxically, when people try to solve a problem and that solution does not work, instead of changing strategy and seek other forms of solution, most people opt to try over and over again the same solution but not work, and applying over and over again the same solution does not work exacerbate the difficulty and problems arise. In the case of the rebellious teen, parents are looking to get more restrictive and logical with daughter, appeals to logic and reason of it, put a stiffer punishment and seek to reason. Given this is the solution meets the daughter failed attempt being more rebellious, more disobedient, breaks more rules and is more illogical and irrational. Normally at this point people ask for help to others.

4. Implementation of the vicious circle.
At this point you have created a vicious cycle that maintains itself. Attempted solutions instead of solving the difficulty, and they exacerbate the problem last time. We can then summarize the case of the rebellious teenager in the following way: a teenage girl shown careless, apathetic and negligent in monitoring and compliance in the parental home, in those circumstances the parents appeal to reason and logic to go on trial for her daughter and make this take more responsibility for their lives and mature. Under this pressure by parents is more rebellious daughter, irrational and illogical than ever, aggravating careless and irresponsible behavior. Given that parents continue to apply the same solution does not work, that is still appealing to reason and logical view to reason with her daughter, causing it to respond more rebellious and parents become more logical and rigid and well this vicious cycle is implemented to maintain himself and that may persist for a long time.

These situations are quite common in the everyday lives of families and are repeated again and again throughout the years. That's why many people are discouraged with their problems, because they feel they have already done it all and do not know what to do and are too weak to continue. At this point it is important to convey the idea that there is always something I could do and that has never been enough to fix something. It is also advisable to remind the premises described in the preceding paragraph. We turn then to the next and final section will describe how you can reverse this process of creating new problems and generate alternative solutions and change to family difficulties.

REFERENCES:

1. Fisch, R., Weakland JH & Segal, L. (1984). CHANGE TACTICS. Barcelona: Herder.

Extreme Bloating Before Menstruation

WORK AS INDIVIDUALS AND FAMILIES AS

Mr. Eduardo Vásquez Carrasco

Psychologist Psychotherapist

biologist Humberto Maturana

discovered in the 50's, when a toad is a fly and a a picture of that fly in the brain of the toad, the image in the brain is the result of the particular structure of the eye of toad and not a factual representation of the fly is in the environment. This discovery allows us to deduce that our ideas of how things are not true copy thereof in the real world, but depend on the use of our language and our interactions, which act as filters. In other words, we do not know the world as it is, but we build in our minds a subjective picture of how the world through our language and interactions that we have throughout life. Each of us constructs a particular reality of the world from the language used.

Por ejemplo, si un niño ha sido querido, amado y cuidado por sus padres desde pequeño, entonces de grande verá y concebirá el mundo como un lugar acogedor, protector y grato donde vivir. Por el contrario, si un niño es abandonado, tratado con negligencia, descuidado y violentado, crecerá con la concepción de un mundo malvado, amenazador, del cual hay que defenderse constantemente y al cual hay que dañar y agredir antes que el mundo lo agreda a él. Como dice Epícteto, el filósofo griego estoico, no son las cosas que nos ocurre lo que nos preocupa, sino las opiniones que tenemos de esas cosas.

Del mismo modo si concebimos los problemas familiares y personales as immovable, intractable, the result of structural problems in the identity of people, product and events of the past that can not be changed, then it is more likely to fail in the attempt to solve the human predicament, and it is structural problems of the past on which we have no power to control and modify. On the contrary if we think of family problems in a different way, under most of the way we see things, paying attention to the resources of people, focusing on the present and not the past, then it is more likely to succeed at seek creative solutions to the plight of families.

Then describe
guiding principles that allow us to change our view of family problems, allow us to see human problems from a different perspective, more solvable and more positive.

1. Individuals and families have the resources and strengths to resolve their complaints. The central idea is that people have abilities and skills and can use these capabilities to solve their problems. For example, a mother may have difficulties with a disobedient and rebellious teenager, but his work can serve as a great manager with a great ability to mobilize people and motivate them to make those things you want to do for her. In this case, the intervention focuses on him "remember" the mother these strategies and skills used at work and to apply to raising your teen.

2. Change is constant. This principle tells us that change is inevitable, things are constantly moving, human interactions go through periods of decline and periods of success over the years, people fight and friendship, are happy and euphoric and a few days may be declined and no desire to leave. So if people, their behavior and everything about this world is in constant motion and change, then difficulties and family problems also vary and change over time. At some point things will start to improve.

3. The role of the therapist (or counselor, counselor, etc..) Is to identify and expand the exchange. The goal is to help create an encouraging and positive reality for the person suffering, through verbal and nonverbal language. For that we can focus on what still works for people. For more gray and gloomy a situation is for a family, there is always an area, however small, where things are going well. The helper's task is to identify this area and begin to enlarge.

4. Usually no need to know much about the complaint to resolve it. We are only interested what works in the family, which goes well from there to expand the changes and that this change will play in the interactions of the family until it is satisfied with its new status. Therefore, we are not interested, nor is useful to us either, have lots of family information, nor on his past, because this wealth of information we may become confused and lose in the way of change.

5. It is not necessary to know the cause or function of a complaint to resolve . The search for the cause or the "whys" do not help us find solutions. Hinder the work. Although the person come to understand what happens what happens with that information will not be able to change anything in their current state of life. Understand why what happens happens but this is unlikely to change current malaise. In the same vein to understand the function of a symptom does not disappear, therefore, we must give up exploring the "whys" and to seek explanations and focus on achieving a behavioral change of family difficulties.

6. You only need a small change, a change in one part of the system can produce change in another part of the system. Feedback is circular, we do inevitably affects the other and vice versa. Change is contagious, creating a ripple effect on the rest. A small change in a family member begins to infect the rest of the family system because if a family member changes, then change their interactions with other members, and they must accommodate the new situation and therefore also change.

7. Clients define the goals. One man works for another may not, that depends on the lifestyle of each. So we can not impose on people what we think is best for them, they who should define the goals in treatment. Should be comfortable and happy with what they want to achieve, if not a desired goal for them, it is difficult to get mobilized. The only exception to this rule is illegal situations, a situation of violence or abuse must be reported promptly and should demand the cessation of violence as a precondition to start the aid process.

8. Change or problem solving can be fast . A long-standing problem can be solved in a short time, durable solutions just do not need much time to consolidate.

9. There is no single "correct" way of seeing things, different views can be equally valid and equally well adjusted to facts. Each point of view is only a portion of reality, we must help enlarge. There are no views "wrong" or "correct" but "more useful" or "less useful". We use the most useful world view, which to mobilize more resources, since what may be a solution to a person, not necessarily for another.

10. Focus on what is possible and can be changed, not what is impossible and intractable . Focusing on the situation that seems more susceptible to change. We look small but significant changes, you can not change a personality structure but help to be more functional life. Here we focus on how to "shows" a person, not how "is" a person, as the former is more susceptible to change than the latter.

11. Each person is unique . So is each relationship, so we should not use the same model of intervention with all people. The solution will be faster and more appropriate if it takes each person or family as a unique and do not lose your curiosity about him, using the means necessary for accessing your own information.

12. Nothing is all bad . Leads us to think despite all the negatives that the person concerned, what has allowed them to move forward and how we can preserve it and take it as base. Here we can focus on what things has allowed them to overcome and survive despite the problems and difficulties and to use these columns or resources as a basis for promoting change.

13. resistance there. There is a fairly common idea about the resistance, when dealing with a person and see that it does not change, that despite our advice and suggestions the person remains the same and kept in their problems, then we say that are resistant. That idea is not useful. It is more useful to think in terms of forms of cooperation, if you suggest something to someone and see who does what we say, instead of calling him a strong say that this is not the way to cooperate and we will turn to other ways of promoting change, maybe we need fewer managers to give advice, or we give more precise instructions, or simply refrain from giving advice and just listen. We must be attentive to the way people collaborate and accommodate your style.

14. Guidance or advice progresses slowly. Although we have said before that change can be fast, so we will not expect everyone to solve their problems at the same pace. We accommodate the pace of people. This also means not rushing and go slowly. Take our time to consider the best alternative for a person and not rush to give advice or suggestion and then I realize that it was not appropriate.

15. You can not change people, only they can change themselves. Living systems are "closed to information" can not be modified from outside, so when it has reached an impasse is useful not depressed. The work of helping is just taking a small first push and then people will be mobilized to solve their problems.

16. The solution has nothing to do necessarily with the problem . Many Sometimes the solution and change come from another part of the life of the person where the problem does not arise. At other times small changes occur in areas other than their main complaint and from then reproduced in other areas of family life, like a domino effect.

17. Emotions are part of every problem and every solution . Many times when there is stagnation in finding solutions for families, talking about emotions in an environment affected container, it serves to break the deadlock and foster new ideas for change. We provide corrective experiences to people where they can feel safe and reduce anxiety.

18. We can not change the past, so we must focus on the future . The past is unchangeable, therefore, we should not spend much time on it. Where if we need to invest resources and energy is in the future, more concrete and specific as we project a future is more likely to achieve. The language is an action in the present, so the change can only occur in the present. It is useful to ask people who insist on digging into his past: "I understand that you are hard to forget the past, but what do you think you need now or in the future, to accept the fact that it happened or started to leave ago? "

19. Avoid using labels . When we use labels like "depressed", "obsessive" or any other psychiatric or psychopathological sign of the difficulty we are giving an unchanging and unchangeable character. So we're tying their hands and we restrict the multiple possibilities for change. It is recommended to use phrases more flexible, changeable, and positive to refer to human difficulties, for example, instead of saying someone is depressed can say he has a "low mood" or is the "blues", so we are leaving leeway to act on problems solvable.

20. Find out what things they liked or disliked the experience of previous support . Many people have been helped earlier, some experiences have been positive and others less so. It is useful to ask why it considers that the experience helped them to repeat previous support it and why they were not helpful to avoid making the same mistakes.

These are more or less, the assumptions on which we will operate in parent education meetings, provided they do not know what to do or get lost in conversation, we return on these principles and apply them to individual situations . It is also useful to train participants these principles to adopt a new way of seeing things, more useful and promote change and solutions.

REFERENCES:

1. Lipchik, E. (2005). Solution-focused therapy, ART BEYOND. WORKING WITH EMOTIONS AND THE THERAPEUTIC RELATIONSHIP. Amorrortu.
2. O'Hanlon WH & Weiner-Davis M. (1990). IN SEARCH OF SOLUTIONS. Barcelona: Polity Press.
3. Selekman, M. (1996). OPEN ROAD FOR CHANGE. Barcelona: Gedisa.
4. Weiner- Davis M. (2004). YOUR MARRIAGE CAN ALWAYS BE BETTER: SAVE YOUR MARRIAGE WITHOUT apart. Standard.