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Best Psychology for a Healthier Life: Go to Church
by Dr. Tom Kennedy
Hebrews 10:24-26 (NIV)
24 And let us consider how we may spur one another on toward love and good deeds, 25 not giving up meeting together, as some are in the habit of doing, but encouraging one another—and all the more as you see the Day approaching.
The best way to live longer, healthier, and happier is to avoid certain behaviors and increase other behaviors. Avoiding cigarettes, too much fatty food, drugs, and anxiety provoking situations are among the top things to avoid. We could easily brainstorm other items. Most of them are lifestyle choices that are called ‘risk taking’ in the research literature. Reducing risks to one’s mental and physical health increases one’s longevity and happiness.
What can you add to your life to increase the length and quality of it? You can exercise, eat more vegetables, marry (and stay that way), develop a group of supportive friends, and find meaning in your life. Did you know going to church regularly can improve your mental health and to a lesser extent your physical health? People who attend church at least once a week have, on average, healthier and happier lives than those who attend occasionally or not at all. Six decades of research has clearly shown this result.
Church attendance can give a person two healthy things to add to their life. As people settle into churches, most of them develop strong supportive relationships among the other members. During times of health and family stress these church friends pray for and encourage each other. Psychologists have realized for many years how powerful these relationships are and that there are very few organizations that can imitate the church’s ability to support its members.
What about bowling or soccer leagues? Can’t they substitute for church? Though different competitive activities can be ‘fun’ and provide a type of support group, church gives its members permission to share hurts, fears, and disappointments. Competition does not foster this kind of openness.
In addition worshipping at church is an expression of one’s reverence and gratitude to a God who demonstrates love, compassion, and sacrifice for us. The meaning we find in Jesus Christ tells us that the purpose for life is outside of ourselves. Our task is to focus on Him and we will find the meaning that we desperately seek and need. He leads us to invest ourselves in Him and into others. Isn’t it interesting that psychological research has shown that people who have a purpose in life derived from outside of themselves are happier and healthier than the self-centered.
I can’t guarantee if you will be happier and healthier if you attend church regularly. Psychological research only shows that on average people who attend church once a week or more are healthier and happier. But psychology indicates that two of the best, if not the best, behaviors to increase in your life are to give yourself to God and frequently go to His church.
It’s the healthy thing to do.
References: Koenig, H. G. (2008). Medicine, Religion, and Health: Where Science and Spirituality Meet.
Personalizing the Learning Experience
By Dr. Kaye Busiek
There are a few questions on my mind today: How can we prepare students to successfully learn without us? How can we give them some autonomy and choice as we make decisions about learning? How can we help them to more consistently form and answer their own questions? How can we help them become comfortable with ambiguity, uncertainty, failure and long-term attention to the task at hand? These and other questions are addressed in the article, Preparing Students to Learn without Us, by Will Richardson, as he addresses the pairing of personalized learning with a variety of instructional planning resources.
We have learned from experience that personalizing the learning for students requires us to discover their passions and their interests. It challenges us to discover the unique learning needs of 20 to 30 students in each classroom. It forces us to address the limitations of time, classroom space, funding, and other considerations that keep us away from more performance-based, inquiry-focused, technology-driven assignments. What it does not do is render the teacher unnecessary. On the contrary, it allows the teacher to partner with students as they address clearly-defined learning objectives and connect course goals to student-focused passions and personal curriculum.
What does personalized learning look like? It is a classroom full of students who are selecting their own books to read, utilizing a variety of media to find answers to their questions, and creating products and artifacts that demonstrate how they have translated the learning in a personal way. Students are encouraged to discover their interests by having probing classroom conversations and by studying multiple resources—sometimes provided by the teacher and sometimes found by the students themselves.
Rather than submit the same defined assignment or product to the teacher, teachers may receive individual work that reflects students’ unique insights, content, and conclusions. They may use Google Docs to update their progress. They most likely will utilize a rubric that identifies appropriate use of such things as standards, objectives, blog posts, learning activities, and research. In addition, students may use podcasts to record and share presentations that they give in class.
Personalized learning requires the teacher to develop a new and exciting set of skills. It involves being comfortable with the uncomfortable, and it clearly permits the teacher to allow the learner to engage in more self-directed, relevant, and interest-based choices about the path to meaningful, engaging learning.
Reference:
Richardson, W. (2012). Preparing students to learn without us. Educational Leadership, 69, 22-26.
The Onion Effect
by Dr. Eloise Hughes
One beautiful spring day many years ago, as I was teaching my afternoon high school senior 
English class, I looked up to see a paper airplane flying directly into my face. Not such an unusual occurrence, however, the creator and pilot of this particular paper airplane was not the class clown or the constant troublemaker. The person who instigated this particular flight was none other than the young man who was president of the student council, president of the honor society, captain of the basketball team…well, you get the idea! I was actually shocked…what caused this normally well-behaved young man to act in such a way?
A few days later, I attended a teacher workshop and heard a speaker tell the story of the onion in her refrigerator. It seems one day as she was cleaning out her refrigerator drawers, she found an old, hard, shriveled onion that had apparently been left in the drawer for many weeks. The 
surprise was that in spite of its terrible condition, the onion had sprouted bright green leaves! The speaker went on to challenge us to wonder if spring could do this to a supposedly dead onion, what effect could the season have on a teenager?
Spring fever, senioritis…terms with which we are familiar. Signs of spring are all around us: flowers, baby birds, budding trees, green everywhere….maybe the same stimulation that brings about such drastic changes in plant and animal life is also inside us, drawing us into daydreams of travel, vacations, beaches, and mountains; these daydreams may cause a lack of focus and lethargic or bizarre behavior. The phenomenon also causes us to be impatient with the same offbeat behavior in our students and colleagues in which we ourselves indulged. In spring, I sometimes find myself more emotional than usual, quick tempered and grumpy. But wait, spring is about renewal, rebirth, resurrection and celebration, all good, positive events right? Perhaps, I should give more effort to being extra patient and kind to those around me during this time of year, and remember that peculiar wild spark (the onion effect) is present in all of us…when it’s spring.
Ephesians 4:1-2
I, therefore, the prisoner of the Lord, entreat you to walk in a manner worthy of the calling with which you have been called, with all humility and gentleness, with patience, showing forbearance to one another in love.
A Lesson in Posttraumatic Growth
And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect will of God. Romans 12:2
By Dr. Renata Nero
Last week, a great man was hospitalized for a recurring respiratory problem. Some speculate that
his current health challenge is related to his imprisonment where for 18 years he was confined to a small cell and forced to do hard labor in a lime quarry. Oddly enough, this same lime quarry and small prison cell may have prepared him to lead a nation. This great man is Nelson Rolihlahla Mandela, the first democratically elected president of South Africa.
In 1964, Nelson Mandela arrived on Robben Island to serve a life sentence. He along with other co-defendants were accused of plotting to overthrow South Africa’s apartheid regime and convicted of sabotage. His time in prison easily could have spiraled into a life-sentence filled with bitterness, unforgiveness, and hopelessness. Instead it was turned into a series of opportunities for Mr. Mandela to strengthen his commitment to seeking justice and radically transforming the lives of those around him.
One of the opportunities he seized while in prison was establishing a “university”. This “university” was secretly housed in a cave and was beyond the view of the prison guards. The prison guards intended for the cave to be used as a restroom for prisoners working in the lime quarry. Instead, in this unlikely place, Mr. Mandela established a school where history and politics, among other subjects, were taught to fellow prisoners who had little to no formal education prior to being imprisoned at Robben Island.
Furthermore, despite being confined to a small cell where he slept on the floor, Mr. Mandela used this as an opportunity to learn from the prison guards. He entered into debates with them and studied their worldview, history and language. In so doing, he was in a stronger position to form a coalition government with all South Africans once he was released from prison and elected to the highest office in the land. This was yet another way Mr. Mandela transformed his prison sentence into preparation for the presidency.
Romans 12:2 instructs believers to take a Godly perspective when it comes to considering life’s circumstances. In Mr. Mandela’s case, he took a constructive approach when dealing with injustice. As a result, he saw new opportunities he would have missed otherwise, developed relationships with the prison guards he could have viewed as “the enemy”, and became a symbol of strength and courage to people around the world. Conversely, the worldly way of dealing with injustice is to vow revenge, retaliate and harbor unforgiveness. This clearly is contrary to the Word of God. Well, what about those persons who do not subscribe to biblical teaching? Is there a psychological correlate to support this biblical teaching? The answer is “yes” and is found in the area of posttraumatic growth research.
Posttraumatic growth (PTG) research is the systematic study of how adversity has the potential to lead to positive change. Examples of positive change that may result from a traumatic event include the following: 1) finding opportunities and possibilities in the midst of the crisis; 2) developing a closer identifcation with those who suffer; 3) appreciating life more fully; 4) discovering a new level of personal or inner strength and 5) deepening convictions or spiritual beliefs (Tedeschi & Calhoun, 2004).
In closing, there are PTG lessons all around us and one need not be a world leader in order to experience growth through adversity. By choosing to look at and respond to painful life circumstances in a constructive way, there is the potential to exceed the quality of life enjoyed prior to the crisis. Finally and not surprisingly, the biblical imperative for believers to renew one’s mind is not just good for spiritual growth but for psychological well-being as well.
References
Tedeschi, R. G. and Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry. 15 (1), 1-8.
Learning from the Best
By Dr. Sharon Lewis
I thought that I would give you all the lofty reasons from research that show the positive impact of field experiences in teacher preparation programs, since Houston Baptist University has one of the strongest field-based preparation programs. I know this from having been a district administrator who had to make sure all new teachers in the district had the tools they needed to teach the district curriculum.
As I went through several drafts, I decided it is better if you hear from the students who participate in the field-based courses. They say it better that I can. Here are quotes from their field journals.
Student 1: “Wednesday I administered a DRA with a new student to find out what her reading 
level was. I didn’t get the full grasp on DRA’s when we did them in class, but after doing this one with the teacher’s help, I now have a much better understanding.
Overall, I am really starting to feel more comfortable working with the students in small group and asking them questions. At first I was a bit nervous to make a mistake, but now that I am having more experiences with them, I have become more confident in my teaching.”
Writing
Student 2: “Overall, my experience in field has been amazing. I love my placement and I cannot thank God enough for placing me where I am. At the end of last semester I was seriously doubting my decision to become a teacher, and I almost convinced myself that this was not my calling. After these last couple of weeks of teaching, Ms. Wheatley has helped me regain my passion for teaching and I am extremely thankful for that.”
Student 3: “Fieldwork is a learning experience and it is evident that I am learning so much. I am definitely learning from my mistakes and by being in Mrs. Rincon’s classroom, I am learning how to become an effective teacher.
Overall, the week was great. I really like how much hands-on teaching I am able to do. I am feeling more and more comfortable about being a teacher.”
Student 4: “Overall, my week went very well and I can’t wait to go back next week!”
Student 5: “The teacher really wanted her students to learn how important the pre- writing step was and that you can write down anything that comes to mind. She really talked a lot about the same things the video we watched in class talked about.
So far I have seen a lot of things in her classroom that I notice from the videos that we watched in class and from the readings. I love it when I notice something that she is doing from the videos or from the talks we had in your class.”
Student 6: “One of the students I worked with only drew pictures for their kernel essay with a few words. The teacher told me that this is the way that some students begin to get ideas to write an essay, since they are not on the same level as the other students. From doing this activity with this student I learned that students have to go through different steps to get the same result. Some students have to take more steps than others.
I administered a DRA to a student at level 34. I learned that a lot goes into administering a DRA and that it shows a lot about the reading abilities of the student.”
Student 7: “I noticed one thing that I need to work on is dealing with children that are misbehaving in the classroom. Today there was an incident between two boys, and one of them came up to me to tell me about it. I did not know what to say at the time. Fortunately, the teacher was sitting right next to me, and she handled the situation; she knew exactly what to say. I know that she knew how to handle the situation because she has so much experience with these types of situations. I realized that I need to learn how to deal with these types of child behaviors; otherwise, the children are going to do whatever they want. I know that in my future classroom I will always have children that will misbehave. That is why it is extremely necessary for me to know how to handle situations such as this one. A teacher that handles behavior effectively will have the classroom running smoothly.
In my third week of field work, I have also learned that I did not go wrong when choosing to pursue a career in education. It never ceases to amaze me how much I can learn about myself each time I go to field. Teaching is definitely the job for me.”
Student 8: “I did learn a couple of things about myself this week. I realized that I have to be more 
prepared to re-teach if students still don’t understand the lesson. A couple of my students still had trouble with the author’s perspective and imagery by the time my lesson was over. I can’t expect that all my students will understand by the end, I understand that some might need more time.”
Student 9: “The teacher has a way of reading books in which the students are just eager to hear her read. I have noticed that the teacher uses a great amount of intonation and voice which makes the text come alive. Most people think that reading a story is just reading words off of a page, but it is much more than that.
This week I have managed to complete the interactive read aloud assignment. I think that watching the teacher do this on a daily basis has really helped me 
improve. This time, I was not as nervous as I was in the beginning of my field experience. I had already done a read aloud assignment for fun; that is why I was already familiar with the process. On this interactive read aloud I introduced the students to a non-fiction text. The students were actively participating in the reading, and I overall I think it went great.”
Student 10: “It’s amazing to watch the teacher have a reading group and at the same time be aware of what the other students are doing; teachers really do have eyes in the back of their heads.”
Student 11: “This week I learned a lot about myself. I have realized that I’m at a point where I am 
confident in my success as a future teacher. I used to feel a bit nervous due to the immense responsibilities I knew I would have once I became a teacher. However, now I feel like I have all the ability to help ALL my students succeed. This week I definitely saw myself step up and become the teacher I want to be. I took leadership and kept the classroom under control, I led guided reading groups, and I taught the students how to write a personal narrative.”
Student 12: “Overall, this week was an eye opener. I really got to see the different levels the students were at on their writing.”
Student 13: “I love working with small groups in the classroom. It allows me to get to know the students better and to see how they are doing academically.
The last day of this week was spent making a new seating chart and re-arranging the desks in the classroom. The teacher showed me why certain arrangements would and wouldn’t work based on the students and how they behave with one another. All in all, this week was a great one!”
Student 14: “What I learned from doing the read aloud, was that you have to read stories in such a way that makes students interested. I made sure to read in a very dramatic way, which fit the story very well since it was about a slave family. I noticed that students were all paying attention and they were all taken aback by the story and the drama
The interview I did with the teacher this week helped me think about how I want to structure writing and reading time for my own future classroom. I agree with her that students should have a lot of exposure to books and writing pieces.”
Student 15: “My favorite part this week has to be the students go to the library. I hadn’t realized how much it has changed since I have been there. The librarian did an interactive reading with the students first and then had them check out books. My favorite part has to be the program that the library has. This program works like a Facebook, only it’s for books. Students sign on and can add friend or have friends add them. Then the students can share the books they have read and post their review on the book. Students can also send book requests to other friends. It is really cool to see students really get into writing reviews and looking at what other friends have read, they really take it seriously.”
Student 16: “Although, it was hard adjusting to the grade, I am thankful that I got to learn what I did from being in the classroom.” 
Student 17: “I’ve learned this week that effective reading and writing in my future classroom will come from clear expectations and management. With these aspects in combination, my future students will know exactly what I am looking for which will able them to complete tasks with clarity at their best.”
Teachers touch the lives of their students and the future as they prepare students for that future. How excellent it is that these future teachers have had a taste of teaching, reaffirmed their choice to teach, and are excited to move forward in their drive to be the best teachers once they have their own classrooms. This is why field experiences make an impact.
Sharing the Promise: Easter!
By Dr. Linda Brupbacher
Mark 16: 1-7
As the women went to His burial place on Easter morning, they anticipated a problem: moving the huge, heavy stone that sealed the tomb. However, when they arrived, the stone had already been moved. They needn’t have worried. Sometimes we do that too: worry about a problem that never actually materializes. However, the message of Easter isn’t “don’t worry about things that may never happen”. It is that the tomb was empty. Jesus lives. His power was and is sufficient to conquer even death.
Our children celebrate this day with colored eggs and candy bunnies: symbols of new life. That too is what Easter means: the new life Christ offers us. His love and power are present realities – not just things evidenced long ago. He offers us much needed transformative power: wisdom and strength to become more of what we ought to be (as Steve often prays). The familiar hymn He Lives communicates the Easter message clearly and beautifully:
“I serve a risen Savior, He’s in the world today;
I know that He is living whatever men may say;
I see His hand of mercy; I hear His voice of cheer,
And just the time I need Him, He’s always near.
He lives, He lives, Christ Jesus lives today!
He walks with me and talks with me along life’s narrow way.
He lives, He lives, salvation to impart.
You ask me how I know He lives?
He lives within my heart.
Rejoice, rejoice, O Christian,
Lift up your voice and sing.
Eternal hallelujahs to Jesus Christ the king!
The hope of all who seek Him,
The help of all who find,
None other is so loving, so good and kind.” CCLI #1763254
He lives! This is the ultimate blessing that makes all other blessings possible. It’s easy to sometimes take His love for granted–and fail to recognize, appreciate and appropriate the transforming power Jesus offers. Easter reminds us not to do this. It’s Easter, our day to remember, to celebrate and to be renewed. Rejoice. Rejoice. Lift up your voice and sing!
Dear God,
We thank you for Easter and all it represents. Help us keep the message of Easter alive in our hearts and minds every day, not just on this holiday. Help us appreciate and be transformed by Your love.
Amen.
Excerpted from a Holy Week Devotional Guide written for South Main Baptist Church in 2011
Good Friday
by Dr. Linda Brupbacher
Mark 15: 1-39
When I was a young child, I remember thinking. “How can anyone call the day when Jesus was crucified good?” It all sounded pretty tragic even horrific to me. I was right about the horrific part. Crucifixion was an incredibly painful and humiliating way to die: a type of death reserved for the worst criminals. It’s hard to even imagine the kind of pain and humiliation Jesus endured. He died for us. However, his slow, torturous and degrading crucifixion went well beyond just dying.
I’ve sometimes wondered why He had to die in such an absolutely awful way. Couldn’t our loving and all powerful God have figured out something easier and gentler: something more humane? Jesus expressed a similar notion in the Garden of Gethsemane. In preparation for what He knew was to come, Jesus had taken time to be by himself: to think and to pray. It’s a good model for us when we are facing difficult challenges. When He asked if He could be spared death on the cross, God’s answered, “No.” Crucifixion was necessary. It clearly and tangibly demonstrated the extent of God’s love for us, and it paid a steep enough price sufficient to redeem all of humanity.
As my young child’s mind questioned the goodness of Good Friday, I failed to realize that without His death, there could be no resurrection—no Easter and no eternal life. Jesus suffered and died so that we might truly live: now and forever. But He didn’t just die. He rose from the dead. It is the reason for and result of His death that causes today to very appropriately be called Good Friday. It is the essence of the promise we share this day and every day.
Gracious God,
It is difficult to really comprehend the magnitude of what You suffered for us. Help us be aware of, accept and truly appreciate the immensity of Your redeeming, transforming love: all that You have done and continue to do for us and through us. Help us to follow Your model of taking time alone to think and pray as a way of preparing ourselves for whatever is next in our lives. Help us live each day with the sure knowledge of Your love, power and continuing presence in our lives.
Amen
Excerpted from a Holy Week Devotional Guide written for South Main Baptist Church in 2011
The Maundy of Maundy Thursday
by Dr. Linda Brupbacher
John 13
Most of us associate Thursday of Holy Week with the Lord’s Supper and Garden of Gethsemane events. However, neither of these is the reason for the “Maundy” label. “Maundy” comes from the Latin mandatum, the first word of the Latin phrase that is translated “A new commandment I give unto you that you love one another as I have loved you.” (John 13:34) After Jesus washed the disciples’ feet, He issued this new command (mandatum).
Walking dusty roads in sandals often resulted in really dirty feet. The custom was to provide foot washing water and towels just inside the entryway to a home. If slaves were available, the slave with the very lowest status was assigned the foot washing task. Even among slaves, this was considered a lowly, undesirable chore. However, that didn’t stop Jesus from washing the disciples’ feet.
Evidently the disciples didn’t wash their own feet as they entered the upper room–so sometime early that evening Jesus knelt and washed their feet. Scripture offers no indication of prior conversation about the need for clean feet or discussion about who would or should do the foot washing. Jesus simply noticed the need and acted to meet it. It was an act of humility and service. And, it clearly illustrated the new commandment: love each other as I have loved you.
This commandment is so consistent with Jesus’ life and with His other teachings that its label as “new” seems somewhat surprising. However, its content isn’t surprising at all. Jesus consistently advocated and modeled loving people.
Loving one another is one of those things that sounds simple– but isn’t always easy. Jesus cared, He noticed, and He acted—and we are expected to do likewise. How to actually do this is one of the challenges of Maundy Thursday and of everyday. Choosing whether or not to do this isn’t really presented as an option.
Heavenly Father,
Help us follow Jesus’ model of humility and service—of truly loving others. Erase any self-centeredness, pride or fear that might keep us from doing this. Help us notice the needs of others and act to help meet those needs. Please give us humble, compassionate, servant hearts that compel us to live this commandment. Amen
Excerpted from a Holy Week Devotional Guide written for South Main Baptist Church in 2011
The Last Supper
by Dr. Linda Brupbacher
Matthew 26: 17-30
People gathering to eat and talk is common here at HBU. It was common during Jesus’ ministry too.
Sharing meals was a regular part of Jesus’ ministry. Scripture contains many stories about Jesus eating with His disciples and with sinners, teaching at meals, and teaching through parables that centered on meals/banquets. Thus it seems only fitting that on the evening before His crucifixion, Jesus shared a meal, the Passover meal, with His disciples.
The first Passover involved Jewish slaves in Egypt killing a lamb, smearing its blood over their doors to prevent the deaths of their firstborn children, and then eating the lamb as part of their last supper in Egypt. Much as Jesus does for us, the sacrificed lamb provided both protection from death and sustenance for their upcoming journey. Much as the Lord’s Supper does for us, their annual ceremonial reenactment of that last supper in Egypt provided a tangible way to trigger memories of what God had done for them in the past and to help them recognize His continuing power and presence in their lives. Like the Lord’s Supper, their Passover meal included bread and wine as symbols of what God had done and continued to do for them.
It’s unlikely that the disciples truly understood His words declaring the bread and wine to be His body and blood. We know what happened on Good Friday and on Easter so we do understand His words. For us, the bread and wine (grape juice) symbolize his sacrifice. At each Lord’s Supper, we reenact that Last Supper Jesus had with his disciples. It is a time to remember and appreciate Christ’s sacrifice – and to rededicate ourselves and our lives to His service.
Heavenly Father,
Unlike the disciples, we know the whole story. Help us to appreciate the gift of eternal life that comes through Christ’s body and blood. Help us re-dedicate ourselves and our lives to You–today and each time we participate in the Lord’s Supper. Amen
Excerpted from a Holy Week Devotional Guide written for South Main Baptist Church in 2011
A Terrible, Horrible, No Good, Very Bad Day
Mark 14: 27-72
Sometimes when I read the children’s book Alexander and the Terrible, Horrible, No Good, Very Bad Day, I think: “Me too.” Some days it seems like nothing goes right, I don’t get even the absolutely essential items on my things-to-do list accomplished, and I feel like the impossible is everyone’s minimum expectation for me. Then I think about what Thursday of Holy Week must have been like for Jesus. That puts even my worst day in perspective. In one twenty-four hour period, Jesus was betrayed by those closest to Him: Judas, Peter who denied even knowing Him, the inner circle of disciples who fell asleep when asked to wait and pray in the Garden of Gethsemane, and His entire band of disciples who scattered rather than standing by Him when He had to face the authorities. He was arrested and condemned by a type of “kangaroo court.” He was ridiculed, spit upon and beaten—all in one day. And He knew that the next day would be even worse. Wow!
When I think about all that Jesus endured, it evokes all kinds of feelings within me—humility, sadness, awe, appreciation… It is not just “when I survey the wondrous cross,” but also when I consider what His Thursday must have been like that I appreciate the enormity of what He suffered for me/us and the immensity of His love. His sacrifice was a different order of magnitude than any misfortune or difficulty I encounter: any sacrifice I’m asked to make.
During this Holy Week and every week, His model of strength and perseverance in the midst of adversity can enlighten and inspire us. The realization that He can and will help us have the same qualities He exhibited can empower us. The enormity of His sacrifice can help us realize and appreciate all that He did for us—how much He loved and continues to love us.
Precious Savior,
Help me never take Your love for granted. Help me realize and appreciate all that You suffered for me and the incredible enormity of Your love. Help me learn from Your model of strength, perseverance, sacrifice and grace in the midst of adversity. Please empower me to follow Your model.
Amen.
Excerpted from a Holy Week Devotional Guide written for South Main Baptist Church in 2011
Thinking Allowed 