Your Sunday Bread: There’s a Stranger in the House!

374Ladies,

There’s a stranger in the house!

We cannot get anymore righteous than what the bible says which denotes that our thinking must change, and the way that it does is spiritually; otherwise, we would have been into this truth long ago. Yahuah is truth, his word never changes even when we thought we were living the right way.

This poses a question then–what to do with the people left behind? Suddenly since the light has shone on us then we can see clearly that the light is shining and does shine on every single person place and thing.

Light has come—this message is gonna tear you up, or fix you up and its gonna be a choice to stay or go.

“But know this, that in the last days hard times shall come. For men shall be lovers of [them] self, lovers of silver, boasters, proud, blasphemers, disobedient to parents, thankless, wrongdoers, unloving, unforgiving, slanderers, without self control, fierce, haters of good, betrayers, reckless, puffed up, lovers of pleasure rather than lovers of Elohim, having a form of reverence but denying its power. And from these turn away. For among them are those who creep in into the household and captivate silly women loaded down with sins [unconfessed], led away by various lusts always learning and never able to come to the knowledge of truth.” (2 Timothy 3:1-7).

First let me say that these women are not outside the church only they are in it. Yes, this passage is speaking of the so called spirtual woman, and I add Christian woman whose eyes have not been opened. We are a silly lot, before truth comes –always learning but never seeing truth of what we learn. I have been silly, and if my eyes had not opened I could not say this. Silly women, are the most gullible women and the bible toting men know it.

Just men in general understand silly women, but bible toting women see ourselves as spiritual, that is we dress the part, make up the part, preach the part and and have not the spirit of truth to distinguish ourselves.

Ok we fell for a charmer–god talking man who knows nothing of truth, but to look good, preach good, and beyond that just another man.

Tote that bible baby you look good to me when I am ASLEEP. WAKE UP LADIES!

We fall for the good job, hell some of us don’t expect much but a good lay down and all is well. I use to be that woman until —truth came and now I don’t care what a man has got if the most important is missing…where is Yahuah and where is truth?

If Yah is missing we get the above description lovers of self, lovers of pleasure rather than lovers of Elohim. Love talk but love is not genuine.

I don’t know about you but that man is not worth it. You will not get this message until you wake up, or if you are woke take caution

Your Sunday Bread: Altar Prayer or Idol Prayer?

1376646_881719698507328_719261010624059108_nIf we deliberately continue sinning after we have received knowledge of the truth, there is no longer any sacrifice that will cover these sins. (Hebrews 10:26).

So here are indications that the place you worship is into idol worship.

2Co 3:14  But their minds were hardened, for to this day, when the old covenant is being read, that same veil remains, not lifted, because in Messiah it is taken away.

Many people today like to watch shows that solve crimes, and some of the more popular show like CSI, The Closer, The First 48 [reality] show us some things that can occur in the way of gathering evidence and investigation, interviewing witnesses and the like.

For example, let us say that a crime is committed. The crime is idol worship and that the accused are unaware that idol worship still is apart of life today. In fact, many people who were guilty woke up to this heinous crime and as community service has it, now spend time daily getting the word out that the crime committed, that is, idolatry if they do not repent is punishable by death.

However, the people are not agreeable, and in fact, say all they do is go to church. However, you have evidence to the contrary that not only do these people go to church, but they pray at the alter of the idol, sacrifice their money to the idol and worse yet teach their children to do the same. Not only that, there is a designated meeting held each week, and subsequent days for the people to practice their dance, to meet with other people who worship the idol too, and together they all help build up the sacrifice on the designated day; including and not limited to ritualistic holidays.

In essence, there is more than enough evidence to try them to find them guilty as charged…adultery, graven images, bearing false witness [coming as angels of light], murdering the poor in spirit (Matthew 5) or rather people oblivious to their plight. Book sales, DVDs, CDs, all in the name of the idol.

Today: Ask, why is there a need for an alter of prayer when the sacrifice was taken away. The veil is no longer there and people can go to the father without the need of a priest, representative?

For your hearing:

Revelations 21:7-8, ““The one who overcomes shall inherit all this, and I shall be his Elohim and he shall be My son. “But as for the cowardly, and untrustworthy, and abominable, and murderers, and those who whore, and drug sorcerers, and idolaters, and all the false, their part is in the lake which burns with fire and sulphur, which is the second death.”

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Government Growth: The Poor & Needy v. Rich & Greedy

The Food Stamp Program, as an area for growth [for me] would be essential. However, there seems to be a problem with feeding the nation’s poor, and there too is a problem when government cares more for war than feeding their own hungry people.

Today, according to the U.S. Census Bureau for the 2014 America’s Families and Living Arrangements table package includes:

Children living with two foreign-born parents: 38 percent have at least one foreign-born parent (28.3 million), and 10 percent live with a grandparent (7.4 million), 79 percent live with at least one sibling (58.5 million), 15 percent have a stay-at-home mother (10.8 million), and 0.6 percent have a stay-at-home father (420,000), 24 percent of children live with at least one foreign-born parent (18.1 million), Less than half (48 percent) of households today are married couples, down from 76 percent in 1940–  which costs an estimated $74.1 billion per year [US Census Bureau].

 I believe a certain proportion of society has been used as a scapegoat here.

 The reason the growth or expansion by government in the area is the existence of poor people, people working and still at poverty level, and more people coming into the country without means. It is the case, that whether black, white, Hispanic or some other people –there are poor people and some more so than others. Additionally, some have found themselves with and suddenly without because work ran out. Moreover, the fact that people need food, water, clean air—food being considered a common instead of public good is puzzling. For example, food is privatized which means a famer own the land which produces and sales that to private or corporate operations to sell to the public, and essentially, has taken even the right to grow food away from the public, that is, less people own land to grow their food, less people are educated to do so and so forth. Yet, to food is not considered a public good, but a need.

Jose Luis Vevero Pol (2014) wrote:

Air, water, and food are the three essential natural resources we human beings need to survive. Air is basically regarded as a public good. Water used to be considered a global public good up to the mid-20th century, but its very nature is highly disputed nowadays. However, usually we only pay for the purification and transportation of water. And then we have food, the third essential natural resource. The way we consider food has evolved since the 18th century, when the commons (land common to all) in Europe were gradually enclosed and transformed into privatized goods, either owned by private individuals or by the state or church. Communal property, that is customarily and legally considered as inalienable, indivisible, irreversible, not available for sale, and which cannot be encumbered or mortgaged, was transformed into private or public property. Since then, an increasing number of food production systems, such as wild fruits, coastal seafood areas, or oceanic fish stocks, have been privatized. This means that unless you have entitlements, such as proprietary rights or legal authorization, it’s almost impossible to get food freely from anywhere (Vevero Pol, 2014, para. 2).

Well, if people are poor and cannot buy their own food then this becomes a public problem. Consequently, it becomes a public problem when people are not well educated, are well educated, or in general cannot feed their families on minimum wage, as Lee, Johnson & Joyce (2008) stated the “Government responses to the demands of society” (Lee, 32) which says national hunger is a governmental issue. There is government concern as well when new people come into the land, as like immigration. Understandably, children whether natural or foreign have needed to be fed so the demand of the government to step in is broad covering healthcare and education over the importance of people eating? How can this be?

I agree with healthcare, but I do not agree with the public educational system in this country because it is not a fair one (Lee, 33). However, it’s a choice for parents to send their children there—still it is lacking for a proportionate number of students.

Concerning the FSP, however, government is local [i.e., handled by state] but there is a problem when senators during budget cuts decide that people need less food per month so the money can be placed somewhere else. Perhaps, those with the knife can spend a few days not knowing when they will eat next and see how that works for them.

That said, knowing America’s crooked politicians they will probably cheat and have someone sneaking them food while they lie and pretend they have been starving.

 

Related Articles

 One in Five Children Receive Food Stamps, Census Bureau Reports 

Why Isn’t Food a Public Good? 

HIV is Living Among Black America

slidethumb_fuelDid you know that 1 in 16 black men and 1 in 32 black women are diagnosed with HIV?

Statistics from the Center of Disease Control [CDC] estimate that in 2010, there were 44 percent of African American adults and adolescents carry the horrific burden of contracting and spreading the virus—13 and older.

Accordingly, African Americans account for 13 percent of the entire population but present with the virus eight times more than whites.

Here are the numbers:

  1. 70% African American men (14,700) of all new cases out of the 20,900 new cases reported
  2. African American men account for 63.6 new cases out of 100,000 populace which is 7 times higher than white men
  3. Men having sex with other men account for 72 percent (10,600) of new cases, and gay and bisexual men between the ages of 13-24 than any other race represented which means that Bisexual and gay men are more than 3 times more affected than other races
  4. African American women represent 29 percent of all new cases, that is 6.100 of adult and adolescent women, but since 2008 there is a decrease to 21 percent
  5. 1 percent out of 100,000 women have the virus which is 20 times higher than white women and 5 times more than Hispanic and Latino women

The need to bring this news to your house is urgent, and urgent for us all as a group; even more than for the individual who suffers such a fate. Consequently, when speaking concerning HIV as an epidemic in America the premise here is that people may not feel that the issue affects them since it’s not in their house. However, generally speaking the premise here is not the houses we live in per se’, but the house of Africans as a nation within America whose members are attracting the virus daily. Let us not forget that end of the woeful event for many is death; therefore, there is a need to deliver this news to your door, to my door and the doors of our neighbors that we are dying ever so slowly from the silence of non-adherence to the call that HIV creeps softly, but AIDS kills loudly.

I want all of us to get this warning, because we see a very small sound coming from health officials concerning this matter, or, we do not take heed concerning taking care ourselves, to educate ourselves because our children are dying, our women, our men. It is the case, that with all the education available we must send this call out right up and to the doorsteps of every person to feed of its contents at the dinner table, and especially when we prepare to lay down unprotected.

I ask —do your love yourself? We are going in-depth about this topic, dedicating much time to discuss every single detail to alleviate and protect our house that means the group, the family and the individual. It is the case that if we do not learn the truth about the behavior that leads to contact then no one can save us.
Look for more information on HIV and African Americans coming soon!

Watch: Out of Control: The AIDS Epidemic in Black America

A Call to Amendment: No Child Left Behind Act of 2001

No_Child_Left_Behind_Act

Overview

The No Child Left behind Act of 2001, established during the Bush administration would ensure that all children receive fair and equal access to quality education. More specifically, in 2002, the policy required that all states test their students in reading, and math starting from grades three through grade eight, and again when the student reached high school level where students were to meet or exceed reading and math requirements. In addition, the act would help close the gap of achievement for students [according to the United States Department of Education] by providing quality education where focus was on (a) accountability and assurance to disadvantaged children, (b) flexibility that allowed federal funds to be used to improve student achievement, (c) research based education which placed emphasis on programs and practices that proved effective through scientific research, and (d) parent options which provided choices for Title 1 school parents (No Child Left Behind Act 2001). However, at present, the policy though well written has not taken shape, and neither has there been offered relief to support all students for which the policy was created other than to transfer a student passing from the school where the environment has become academically unsafe. Moreover, because of racial disparities and economic conditions such as poverty in districts the children are further subjugated to even poorer learning environments where there are meager classroom materials and less than adequate instruction. Therefore, this article will propose change to the current policy,  an amendment;  along with, recommendations to abolish areas where the policy has been breached by providing information which is overlooked and or ignored in current more up to date research concerning the No Child Left Behind Act overall.

Problems with Current Policy

Firstly, there are a number of reoccurring problems with standard testing as it pertains to the NCLB Act, and these must be dealt with to ensure that all students taking the exam have equal success. It is the case, that nearly every child entering the public school system [particularly] among the African American and Hispanic students exhibit ongoing failure even while there is instruction for the same.  Hence, the occurrence of such failure among the students would beg the question to ask is it really a fact that students are dumb or dumbed down?  Reportedly, blacks currently score lower on vocabulary, reading and math tests; including, measurement of aptitude and intelligence than European Americans, and the authors stated that “On some tests the typical American black still scores below 75 percent of the American whites on the same test (Jencks & Phillips, 1998, para.1). Accordingly, teachers/educators are required to ‘teach’ the test rather than teaching regular curriculum that stimulates the intellect, or creativity in the student. It is the case that much of the school year is taken over with this type programing, and the morale of both students and educators is low because of failure to pass the test. Hence, armed with this information the premise of reauthorization of the act is of no regard. Consequently, the premise of reauthorization only acts to restore previously enacted documents which to date have failed to yield positive results. As a result, the failure of the practice in testing students has not fulfilled the element of improved research. Therefore, a total amendment, and or more acceptable replacement is needed.

Secondly, the promise to close the achievement gap as enacted by law has failed, and reportedly, the gap has not been lessoned for years. According to a New York Times (2009) article, “’No Child’ Law is not Closing the Racial Gap”, it is apparent there has not been an improvement in years.

Sam Dillion (2009) wrote:

Between the year 2004 and 2009 when the article was written that even though black and Hispanic elementary, middle and high school students all scored much higher on the federal test than three decades ago most of the gains made were not recent but during the desegregation efforts of the 1970s and 80s and was well before the No Child law which in the official description admonishes to close the achievement gap (Dillon, 2009, para. 3).

The Official Description

SEC. 1. SHORT TITLE

Begun and held at the City of Washington on Wednesday, the third day of January, two thousand and one.

An Act

To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled [No Child Left Section 1].

According to the Center of Education Policy (as reported by USA Today), there are 43,000 schools in the US that fail, or have failed which means 48 percent of students have made no progress since the enactment of the law. This information is troubling, because the only relief noticeable to parents is the opportunity once a child fails to transfer to a district passing. Hence, this too brings problems added to problems when transportation becomes a problem. Nevertheless, the report is telling that in Wisconsin (for example) the failure was extremely low at 11 percent. In explanation, of the failed standards for the federal exam policymakers have predicted failure rates of 82 percent, however, there are claims as well that the statistics are in error. In essence, to keep with the premise of requirement by law that every student perform at grade level by the year 2014 is impossible and has failed according to some educators (USA Today, 2014, para.1).

Thirdly, there is variance in the degree of difficulty as it pertains to the standardized testing. For example, in some school districts there are different tests given. In the USA Today article there is information given to that effect. The authors wrote, “State’s scores varied widely”. For example, in Georgia, 27% of schools did not meet targets, compared to 81% in Massachusetts and 16% in Kansas” In addition, the authors stated that even state officials argue that the act is do for rewrite, and further that officials offer little hope when lawmakers cannot agree on how to fix the problem of differences in difficulty of the testing between state, or, to amend it (USA Today, 2014, para. 5). Consequently, there are several reasons given for the variant in difficulty in certain states:

  1. Immigrant students
  2. Low income students, and
  3. State requirement to raise expectation in the number of students who pass each year (USA Today, 2015, para.6).

As a result, of these facts, the essence of the federal law which is intended to close the achievement gap by realizing equal achievement with regard to students at disadvantage has failed and is biased.

The Violation of Civil Rights is a Violation of Ethics

Fourthly, educators across the nation are seeming at their wits end and are of great travail concerning the premise of federal testing calling the test biased, however, advocates of civil rights concerning the original intent offer justice and equality as the Department of Education pronounced that biased testing is a civil rights issue and an ethical one as well. In an article, “Is it a student’s civil right to take a federally mandated standardized test?” author, Lyndsey Layton (2015) wrote:

Removing the requirement for annual testing would be a devastating step backward, for it is very hard to make sure our education system is serving every child well when we don’t have reliable, comparable achievement data on every child every year,” Kati Haycock, president of the Education Trust, said in recent testimony before the Senate education panel. Her group joined 20 civil rights organizations to lobby Congress to keep the requirement to test all children each year in math and ­reading (Layton, 2015, para. 4).

However, is this statement a fair assumption to say that the removal of the federal test is against civil rights? Conversely, teachers agree that teaching the test while forsaking the art of creativity and free expression surely takes away human rights of the student to think for themselves.

In an interview, a former educator and social worker detailed what many instructors go through in teaching and testing. During her interview, Jacqueline James (2015) was asked to (a) Recount factors of her work, (b) Factors leading to the testing being biased in her opinion, (c) Why she left the school system, (d) What the morale was like for students and faculty, and (e) Suggestion of changes that would contribute to the law.

She wrote:

Hello Everyone,

My name is Jacqueline Jordan. I have five years experience in the school system, including, elementary, middle and high school education. I held positions as substitute teacher, assistant and as a social worker. I also hold a Bachelor of Social Science with a minor in Education, and a Master of Education with a minor in Public Policy; as well as, a Master of Organizational Management.

As an educator, some of the main factors that were attributed to our work was tied to testing. Hence, the main issues were that I and other educators were frustrated that our students’ performance was not meeting expectations. Conversely, exam scores were lower than previous years and we spent many days and months trying to figure out why our students were struggling, and after interviewing students in their perspective classes and schools we were told that they did not understand the question. Therefore, it was determined that the questions on the tests had nothing in common with how certain groups of children think or rationalize.

I feel the testing is biased due to the overall testing results for students who otherwise pass their assignment during the entire school year only to take the test and fail. Moreover, the testing is set for certain populations of students who may be at a disadvantage. Hence, from my experience many racial minorities struggle to pass the test because of no relation to what they have learned, and neither to their personal lives. This too, is one of the reasons I left the district, because I feel it is not fair to our minority students.

Honestly speaking, the morale for the majority of faculty was low because of dissatisfaction in the work. Consequently, low morale among the faculty was the reason for high turnover in staff and low performance, and frankly, from my viewpoint the student morale was lower due to many not being able to understand, nor, were they accurately understand the assignments given. Hence, this occurrence caused behavioral issues, students skipping class, incomplete assignments and or unfocused students without the ability to engage. Therefore, all this overall also caused parents to feel as if their children were not being effectively taught by the school system which added to all parties being frustrated—parents, students and faculty. In general, the environment for most students was stressful due to non-relational material.

There are quite a few areas to policy and procedures that I would like to see amended:

  1. Teachers should not have to teach from a manual and or for a test.
  2. The material learned should be based on real world solutions.
  3. The students success and being promoted should not be based on the one test, especially when the student works diligently throughout the year to pass their assignments otherwise (Jacqueline Jordan, interview by Kayla Daily, October, 11, 2015, 4:19 p.m., interview Electronic Communication).

Dispelling Myths

A fifth reason, brings attention to a telling fact of how the academic success of students may be hampered is the myth that black students are not as smart as white or non black students, and this assumption may certainly seem realistic if one places judgement in relation to test scores, however, one would have something other than assumption to rely on. Jencks & Phillips (1998) argued that theorists promote the idea that low scores are attached to family background and or family environment which can be taken generally to say that all black people are dumb, unable to learn, and thus, unable these factors in turn can affect; or rather, do affect test scoring.

The authors explained:

In 1978 the Nigerian anthropologist John Ogbu suggested that cast-like minorities throughout the world tended to do poorly in school, even when they were visually indistinguishable from the majority. Later, Ogbu argued that because blacks had such limited opportunities in America, they developed an ‘oppositional’ culture that equated academic success with ‘acting white’ (Jencks & Phillips, 1998, p.6, para.4).

In general, the rejection of assumptive views tend to hide bias, or rather lend to biased thinking, and along with the awareness that there may bias lurking amidst the exams one can also be aware that text books containing the answers are not made available to the impoverished districts. In her interview, Jacqueline James (2015) alluded to that fact saying that ‘the children’ said they did not understand the questions (James, 2015). Hence, this begs the question that asks if the children do not understand even though the educators are teaching the tests then there is more than an agenda set up for their fail, and why is there a manual to teach from instead of a book? Could it be that the curriculum for the exam is not being taught? In this instance, a proposed plan for a policy amendment or rewrite is simple, either stop the federal exam or make the materials needed for the exam available to all students everywhere. In other words, there is no gap if there is not one continually created. Accordingly, the US Department of Education has promised equal access to education for all students. Hence, if one is to support the breach in civil rights as advocacy outlines then one would need to consider the evidence presented speaking of no access to testing materials equally, and the propensity that the teachers are given manual over the actual textbook. Therefore, the premise of testing as a civil right has been breached and has failed, because not only are teachers hindered but there is pressure for them to teach what they do not know may be the wrong material.

The No Child Left behind Act is a Breach of Budgeting

In an article, there is evidence that federal funding may be misappropriated. Hence, with funding and budget cuts so steep there must be need to look further into the matter. It is the case, that “Prior to 2001 and the implementation of the law that appropriations went up only $3 billion per year”, however, after are up 64% according to a CBS News report. Elizabeth Harrington (2011) wrote that from the years 2000 to 2001 the appropriation rate increased by 9%. However, after implementation of the program appropriations were up to 33% which is $42 billion (2001) and climbed to $56.2 billion (2002). Hence, it is notable that more funds are spent yearly, yet, the children fail more so even with all the programming.

Here is a further breakdown of expenditures according to CBS News (2011) report:

  • 1997 – $33.52 billion
  • 1998 – $35.67 billion
  • 1999 – $38.31 billion
  • 2000 – $38.44 billion
  • 2001 – $42.06 billion
  • 2002 – $56.17 billion
  • 2003 – $63.25 billion
  • 2004 – $67.21 billion
  • 2005 – $71.47 billion
  • 2006 – $100.04 billion (due to a jump in Federal Family Education Loans)
  • 2007 – $67.12 billion
  • 2008 – $68.57 billion
  • 2009 – $138.00 billion (regular spending of $39.88 billion plus $98.23 billion under the Recovery Act)
  • 2010 – $63.00 billion (Harrington, 2011, para.4).

There is no need to address the overall budget implemented concerning the NCLB when there is evidence of an astronomical amount of federal dollars spent even while the children fail at a rapid pace yearly. Hence, this begs the question where does the money really go? There is no reauthorization needed, no restore of the same disparaging occurrence as it relates to the law. That said, policymakers must address these issues immediately and reconsider their programming is not working and is wasting away tax payer dollars.

Lips & Fienberg (2007) wrote, that “Federally funded full time employees in state education agencies worked to implement education programs three times more than the number of employees working at the Department of Education (Lips & Fienberg, 2007, para. 3). Hence, here are workers making money for programing that is no good when the consideration should be on the text books, and other needed materials that make for a successful test score. There has already been evidence brought that the children understand that they do not understand the questions on the test when they have worked all year to learn. In essence, more money should be spent in the school to pay the districts’ teachers, and less money for programming that does not work. Therefore, the only cut to budget should state in policy to quit bogus federal government expenditures, because after all paying the teachers and funding the school so that all is equal access is the mission of NCLB.

Summary

The NCLB has failed to do what it was created to do in closing the achievement gap academically, because the children still fail and is in breach of promise. There is variance in the degree of difficulty involving the exam across states which promotes the premise of biased testing standards and is in breach of policy as the occurrence does not promote equality; and, which leads to a breach of civil rights.  The academic success of students has been hampered severely because of myths that non whites cannot learn as favorably as white students. Hence, this thought is promoted further as it relates to tests scores more favorable to the white students. There is evidence that federal budget as it pertains to NCLB may be misappropriated where money is spent implementing programs rather than actual research to find error in testing.

Conclusion

Finally, as it pertains to amendment the NCLB has left a disparaging mood among educators across the nation to adamantly lift up a cry out for those who stand to lose more from standardized testing. It is the case that the states have failed the students of which the need for educational equality is upheld. Hence, for blacks and other minorities who will take their place in the world, that is,  a world in need of equality where their fate should not be determined by a test. Hence, the premise of education and all its characteristics should say in policy all is equal, and not according to multiple choice, unless the multiples of choices are discerned from a creative mind with the ability to think its way through the problems presented with logic and sound reasoning. Policy makers should then, take the evidence presented here; along with, the research provided to make sound judgments and see that what is happening in the school system is questionable, and is not equal access as the law is written. Rewrite it then, make it plain to all that you mean what you say is the cry of all who speak of civil rights, on the streets and now in education. Notably, change will come—with an equal policy that truly stands with all accepted as equal.

Related Articles  

Why Poor Schools Can’t Win at Standardized Testing

Not Child Left Behind is not Closing a Racial Gap

Education Spending Up 64% Under No Child Left Behind But Test Scores Improve Little

The Black-White Test Score Gap. CHAPTER ONE  

The Administrative Burden of No Child Left Behind 

Is it a student’s civil right to take a federally mandated standardized test?

Report: Half of US Schools Fail Federal Standards

How No Child Left Behind Benefits African Americans 

Your Sunday Bread: Sexless Love

11392937_1000276093318354_7939337952893540428_nHaving sex is not love. Generally men may think this way, and women think giving sex is love. However, one cannot place a measurement there to say that sex is love, and one should ask when did the Most High say that sex is love?

In this, one should think that seeking sex is seeking love in the wrong place. People love sex, but sex does not seek love that lasts. Hence, one should see that though sex is good it is not love, because when we love a person we may give sex freely; however, in that same note withhold it when we do not love any longer.

Sex is not love then, because love does not fail us when sex is no more, and love is withstanding when sex is not available

. Love suffers, and sex finds another option. Therefore, sex fails when love does not. It is the case, that without love we have nothing but sex which produces babies to love and to recreate love in itself, but since love is not sex–loveless sex can walk away.

Ladies and Gentlemen love is sexless which says that ultimately one must find the realm of making love not sex.

For your hearing:

1 Corinthians 13

Your Sunday Bread: So who are we under the influence of if not of the Set Apart Spirit?

Ruach__haKodesh_by_jpzapata

Everyone is naming and claiming Jesus. Conversely, some say they are saved, sanctified and filled with the Holy Ghost. However, we can stop the chatter about this pretty quickly with this verse.

“Therefore I make known to you that no one speaking by the Spirit of Elohim says יהושע is a curse, and no one is able to say that יהושע is Master (((except))) by the Set-apart Spirit.” (1 Corinthians 12:3).

I want to tell you because it is impossible that every one can speak by the Set Apart Spirit in the entire world, especially participation in idolatry. Not all are able to say that Yahusha is Master, unless, it has been confirmed in them by the Set Apart Spirit.

I know its disparaging to hear about it, because some of us think that we catch the Holy Ghost Sunday, however, one may agree that with new revelation that spirit is iffy to say the least, because the Ruach speaks truth not lies.

Not saying that the Spirit of Yah is not talking to us, “the called according to His purpose”, however, its highly unlikely that if we are in the church that we would be able to remain there.

For your hearing:

1 Corinthians 12