Miscarriage; Honouring Your Baby

Miscarriage; Honouring Your Baby
Grieving after Miscarriage? Do you wish to Honour Your Baby? There are different ways you can individually choose to cherish and honour your little one.

Certificate for Your Baby
The Miscarriage Association advises that some hospitals provide a Certificate for Parents to mark what has happened. For many Parents, this is an important momento.

See A Certificate for Your Baby  
http://www.miscarriageassociation.org.uk/information/management-of-miscarriage/after-the-miscarriage/

Examples of Certificates for Your Baby include 
"In Memory of 
__________________

who was born sleeping

To ________________

On ________________

At ______ weeks gestation
     
             signed

_____________________"

See Creating Certificates 
http://www.miscarriageassociation.org.uk/wp/wp-content/uploads/2011/05/Creating-certificates.pdf

Bereaved Parents Assocation
You may wish to join a Bereaved Parents Association, such as 
http://www.bereavedparentsusa.org/

Honouring your Baby
There are many ways you can choose to Honour your Baby
http://www.pregnancyloss.info/honoring_your_baby.htm

Annual Remembrance Day
There is an Annual Remembrance Day on October 15th. On this day we Remember and Honour our Babies - Pregnancy and Infant Loss Remembrance Day. There is a wonderful website - Remembering Our Babies
http://www.october15th.com/

Ceremony of Naming Your Baby
Many beautiful Ceremonies of Naming Your Baby are available. You can draw up your own individual Ceremony. The Archdiocese of Atlanta remembers their Infants with the luminous 'Ceremony and Commendation For An Infant Who Died Before Birth - Embrace' 
http://www.embracefamilies.com/wp-content/uploads/Naming-Cermony-English.pdf

What can I do to Honour the Baby I Miscarried?
Christiane Manzella, PhD, FT, explains that whether you do something privately or invite loved ones to join you, memorializing the baby you have lost can help you grieve and recover from your Miscarriage.
Private actions could include a memory box, journalling. 
Public actions could include creating a memorial, planting a garden in your child's memory.
If you chose a name for your child, dedicating a park bench or memorial brick in your child's name gives you a spot to visit. 
Donating to an organization in his or her name is another way of creating a remembrance in your baby's honour.
See http://seleni.org/advice-support/ask-an-expert/miscarriage-child-loss/what-can-i-do-to-honor-the-baby-i-miscarried

With thanks to Miscarriageassociation, Bereavedparentsusa, Pregnancyloss, October15th, embracefamilies and Seleni.

Miscarriage; Who can Help?

Miscarriage can be a very frightening, unhappy and lonely experience. If you have been affected by miscarriage, ectopic pregnancy or molar pregnancy, you may wish to turn to a Miscarriage Association. Check for your own country's Miscarriage Association.


Miscarriage Association has an Information Section and Support Section.
http://www.miscarriageassociation.org.uk/

Disclaimer; Please note that the information on this Post is not meant to replace your Doctor or Health Professional care

Dealing with Miscarriage - the Pain of Losing a Child (2)

A miscarriage is an intensely painful matter. Two people, co-parents of a new life, have lost the little one they have been waiting and longing for. Sometimes the parents have already decorated a nursery, purchased baby clothes. The little one has been lost, the mother is dealing with the physical pain, stress and grieving of the loss. The father is struggling with his own grief. They go home to an empty house. How can they deal with their grief over losing their baby?

As Mother; How to deal with grief over losing your baby
Firstly, be gentle with yourself. You have undergone a deeply distressing event. As mother, it is only natural to feel deep and strong emotions after your loss. You may feel any of a number of things; shock, grief, depression, anger, vulnerability. Some women may feel a sense of failure. 
Accept your feelings. If possible, talk to your husband/partner about your loss. 
It can help to talk to someone sympathetic who can answer your questions and give you information and advice. It is often helpful for a couple to attend counselling together.

As father; How to deal with grief over losing your baby
As father, you may have seen or held your little one after the loss. You see your wife/partner struggling with health issues and grieving. You may feel unsure how to handle your grief. 

Accept your feelings. If possible, talk to your wife/partner about your loss.
It can help to talk to someone sympathetic who can answer your questions and give you information and advice. It is often helpful for a couple to attend counselling together.

As Mother; After your miscarriage
As you work through the time after your miscarriage, remember the following;
- a miscarriage can happen to anyone
- give yourself plenty of time to heal, both physically and emotionally
- give yourself time off work, and rest
- visit your GP and/or Specialist, and ensure you give your body all the nutrition, rest and health care needed to return to  health 
- try not to close yourself off from others. Pain often has the effect of making us want to distance ourselves from others - however, we need support from others at times. And miscarriage is a time when support and the care of others is needed
- understand that someone who has not gone through what you're going through cannot really understand what it is like 
- realise that some people would like to say something comforting, but are at a loss for words 
- try not to take it personally if people say something you feel is the wrong thing, or if they say nothing at all
- understand that your husband/partner may grieve in a different way to you. Make allowances for unique style of grieving
- get support. Talk to someone who understands. Consider joining a support group in your area

As Father; After baby's loss
As you work through the time after the loss of your baby, remember the following; 
- give yourself plenty of time to heal emotionally
- give yourself time to rest
- support your wife/partner when she visits the GP and/or Specialist, to ensure she has full return to health    - don't neglect your own health. Give your body all the nutrition, rest and health care needed to ensure you stay strong during this time
- try not to close yourself off from others. Pain often has the effect of making us want to distance ourselves from others. Some dads experience peace and healing by writing their feelings down - journalling
- support your wife/partner. Listen to her when she needs to talk, hold her, and let her express her feelings

Consider a baby-naming ceremony
As a devoted couple, it is important to remember that you are parents of a little one who has left your family early; but is still, and always will be, part of your family. If you have a scan of your baby, you may want to place your precious picture in a special album. You may also wish to have a baby naming ceremony, where you name your little one. My parents had a small baptising ceremony when they lost the little baby due to be born into our family. They named the little one 'Anthony if our little baby is a boy, and Theresa if our little baby is a girl.' And, whenever people ask me how many there are in our family, I tell them there are seven; six of us here on earth, and one gone before us to heaven. It is a great comfort to remember that our little baby is not nameless or unknown; he or she is infinitely precious and always remembered.

 Disclaimer; Please note that the information on this Post is not meant to replace your Doctor or Health Professional care

Moms Kitchen; Spaghetti with Quick Bolognese Sauce (Also Suitable for Vegetarians)

Who doesn't like spaghetti? It's a great meal, quick to make and tasty to eat. Keeping an eye on the budget? Spaghetti is easy on that too. If you are vegetarian, you can make the meal with a vegetarian beef substitute.
Preparation time; 15 minutes

Allergy Alert;
Before starting the recipe, check first that you have no allergies to any of the ingredients.
If you are allergic to any of the ingredients, then don't use this recipe.

You will need
300 g spaghetti (if you are cooking for someone who is coeliac or has intolerance to wheat, buy gluten free spaghetti)
Pinch of salt
2 tablespoons olive oil
2 onions, finely chopped
2 gloves of garlic, finely chopped
300 g minced beef (you can use a vegetarian beef substitute)
1 carton sieved tomatoes (400 g)
1 tin diced tomatoes (400 g)
1 beef stock cube (you can use a vegetarian substitute)
1 teaspoon dried or fresh Italian seasoning
Pinch of cayenne pepper
75g Parmesan cheese, coarsely grated

How to make
1. Cook pasta as per instructions in water with a pinch of salt until the pasta is al dente, then drain the pasta in coliander
2. Heal oil in frying pan and fry chopped onion and garlic for about 2 minutes
3. Add minced beef or substitute
4. Fry and stir until meat loosens and is nice and brown 
5. Stir in sieved tomatoes, diced tomatoes, crumbled stock cube and Italian seasoning and bring to boil
6. Cover pan with lid and allow sauce to gently simmer for about 10 minutes
7. Season with cayenne pepper to taste
8. Arrange pasta onto deep plates and spoon Bolognese sauce on top. Sprinkle with cheese
Enjoy!


 

Mom's Kitchen; Meatballs - (also Suitable for Vegetarians)

Meatballs are a great hit with many meals, such as with spaghetti; or with potato mash and vegetables. They are also lovely with potatoes and apples. This recipe can be used with a vegetarian beef substitute, to make a tasty meal for vegetarians.
Meatballs are cheap to make and easy to cook.
Preparation time is about 40 minutes.

Allergy Alert; 

Before starting the recipe, check first that you have no allergies to any of the ingredients.

If you are allergic to any of the ingredients, then don't use this recipe.

You will need
Two bowls
Small plate
Small frying pan
400g lean minced beef (if you are vegetarian, buy vegetarian beef substitute)
2 slices of bread, remove crust and crumble the bread into crumbs (use gluten free bread if you are cooking for someone who is coeliac or is wheat intolerant)
2 tablespoons sweet soy sauce
2 tablespoons coarse mustard
A little salt
A little freshly ground pepper
2 tablespoons liquid margarine
A little milk

How to make
1. Put the breadcrumbs into the bowl and pour enough milk into the bowl so that the bread becomes completely soft
2. Put the minced beef or substitute into another bowl, add half of the sweet soy sauce, half of the mustard, the moist breadcrumbs, a little salt and pepper and knead the ingredients thoroughly together
3. Moisten your hands and divide the minced meat into four equal portions. Create four meatballs and put them on the plate
4. Melt the margarine in the small frying pan on a medium heat. Wait until the margarine turns brown, then add the meatballs to the pan. Once the meatballs have browned on the underside, turn them carefully over. Be very careful because the fat can spatter 
5. Add just enough water to the frying pan to submerge the meatballs a little more than halfway. Stir in the remainder of the sweet soy sauce
6. Cover the pan with a lid and allow the meatballs to cook a further 30 minutes. Make sure they are cooked right through.
Enjoy!

Lumiere Education Academy; Developing Your Leadership Ability

LUMIERE EDUCATION ACADEMY
DEVELOPING YOUR LEADERSHIP ABILITY
In every sphere of life, from the house to the boardroom, there is a need for true leaders. However, what is also needed is for leaders to have empathy and humanity. There are practical strategies that can help us develop a personal plan for developing our own gift of leadership potential.

WHAT ARE LEADERSHIP SKILLS?
Leadership skills are the learned attributes that make the leader more effective in assisting others. Essential leadership skills include the following;
1. A sound set of values
2. Skill at communicating effectively
3. Skill in managing conflicts
4. Ability to manage stress, change
5. Good time management
6. Ability to use critical thinking
7. Ability to plan ahead
8. Ability to train, motivate, delegate and evaluate the work of others

WHAT DO LEADERS NEED TO DEMONSTRATE?
Leaders need to demonstrate;
1. Emotional maturity
2. Self-management skills
3. Group-process skills
4. Change-management skills
5. Systems-thinking skills
6. Advocacy ability 

FORMAL LEADERS AND INFORMAL LEADERS
Formal leaders are those who are officially designated to carry out a leadership role. 
Informal leaders are those chosen by the work group themselves, as a leader to whom they look up to. Informal leaders often have the following characteristics;
1. Good communication skills
2. Approachable 
3. Others go to them for advice and support
4. Good work experience
5. Special competencies
6. Special personal characteristics.

WHO ARE LEADERS?
Leaders are people who have committed themselves to learning the skills that allow them to show the way forward for others. 
Leadership characteristics often include;
1.  Ability to empower others
2.  Ability to create enthusiasm for the work at hand
3.  Ability to inspire others 
4.  High level of motivation
5.  Good experience 
6.  Ability to learn from difficult experiences
7.  Ability to stay calm
8.  Professional manner in all circumstances
9.  Dress and appearance professional, neat and well groomed
10. Facial expression friendly
11. Good posture, with head and shoulders held up
12. Arms and hands composedly at sides, not crossed
13. Tone of voice calm and assured
14. Good writing skills 
15. Ability to listen and clearly understand 
16. Ability to be objective
17. Ability to be positive

So; How does this work?
Let us imagine a day at a Music School. I am the newly appointed Head of the School, which teaches Operetta to aspiring singers. The School has been financially struggling recently, and the numbers of students are down. I ensure that I am at work slightly early (time management). I have prepared for my meetings with the Heads of Departments the night before (plan ahead). I am professionally and neatly dressed and groomed (professional manner and dress). 

We have our meeting of the day, and it becomes clear that there is conflict between the Heads of Department. I listen to their views (ability to listen and clearly understand). When voices escalate and feelings flare, I remain calm (skill in managing conflict, ability to stay calm). I remain objective, and stay positive (ability to be objective, ability to be positive). When I have heard all out, I make a synopsis of what the trouble appears to be  - confusion with the times of the roster of the singing classes (ability to sum up a situation).
I maintain respect for all the Department Heads, and speak about my synopsis with clarity in a given period of time (good communication skills). I undertake to study all the Department Head proposals, meet with each in turn, and come to a solution which will be acceptable to all (skill in management).

I ensure I get a short break from work, and enjoy a relaxing few minutes with a cup of tea and a snack to build my strength and unwind from the pressure of the meeting (ability to manage stress). Thereafter, I set about drawing a new roster that will be suitable for the needs of all. I realise, when studying the situation, that there is a reason why the roster is not working so well - Department Heads have not been keeping to the class schedule times. The resultant delay in changeover of classes has built up during the days, holding back singing studies (ability to assess). I realise that the Teachers' abilities could possibly be better utilised if they consider a framework to their classes based on the latest recommendations from the leading Singing Colleges (critical thinking). I consult with experts re same. The end result is that I need to present a new format for the roster to the Heads of Department, and explain my rationale for the roster (Good experience, high level of motivation, ability to inspire others, ability to stay calm). 

I discuss the roster with the Department Heads, and delegate to them the task of putting the plan into action (group-process skills, systems-thinking skills, change management skills, ability to plan ahead, ability to train/motivate/delegate to others). I ensure that sufficient time and space is given to the Department Heads to carry out a check as to the viability in the actual singing classes of the new roster (ability to delegate). Thereafter I organise a further meeting, and quantifiably evaluate the results of the classes (from the paperwork, I check how the class times have been utilised, and how the students are progressing). I note, together with the Department Heads, that the changeover of students between classes is going more smoothly, less time is being wasted, and that the students' average marks have risen 10% since the time of the new change. I thus deduce that the students have benefited from a more structured curriculum and the implementation of the latest recommendations from the leading Singing Colleges (Evaluation). I document the same (good writing skills).

I realise that I have an Informal Leader among my Staff. Miss M, a Department Head of many years standing and an empathetic manner, has the ear of all the Department Heads. The other Heads went to her for advice and support. Miss M advised they give the new roster a try, and to bring back the results of the trial - whether good or bad - to our next meeting. The results turned out to be good, and her calm understanding and support, together with her years of experience, made her a valuable asset in my team.
So; I continue on with leadership at the Singing College, ensuring that both my way of life and the way of life at the Singing College reflect a sound moral set of values.

In the interim I have discovered that a student has been experiencing bullying. I listen to the student, weigh up the relevant facts, and speak to the other students involved, their teachers and their parents in an appropriate manner. I resolve the issue (Advocacy). My set of values ensures that my leadership skills hold, as most important, the progress and peace of mind of my students in the environment of learning they find themselves (sound set of values).

Good luck with your Leadership! 


Disclaimer; the example above is from the imagination of the author. It is not intended to replicate any life or professional experience. Please use the example as a springboard of principles which can be applied to any field of work
 
 

Happy Easter to All

A Candle has been lit by Lumiere Charity in remembrance of all our Readers. May you all have a Happy Easter Day.

Lumiere Education Academy; Mentor and Mentee Lesson Three

Gatekeepers of the Profession
Those of us with years of training and experience are Gatekeepers of the Profession.
When we mentor, we are training people for the future.
The effective Mentor carries out the following;
1. Supervision
2. Teaching
3. Assessment
4. Provision to the Mentee of continuous feedback in a positive and constructive manner

Characteristics of an Effective Mentor
Characteristics of an Effective Mentor;
1. Willingness to share knowledge and skill
2. Excellent communication skills
3. Good grasp of the language spoken by the Mentee
4. Ability to encourage
5. Ability to be supportive of the Mentee
6. Ability to give constructive feedback
7. Ability to be approachable
8. Has up to date knowledge
9. Is enthusiastic about the field of knowledge/work
10.Good Mentors need to have genuine concern for the Mentee as individual

Mentor's Role
The Mentor's Role;
The Mentor needs to be able to do the following;
1. Act an an effective role model
2. Plan learning experiences
3. Share expertise
4. Demonstrate best practice
5. Identify the student's learning needs

The Mentor
Mentors are Gatekeeper in that they, through years of studies, qualification and experience, are qualified practitioners who have the ability and gravitas to mentor a student to achieve competence and, indeed, excellence in the field.
The Mentor does this by;
1. Assessment
2. Monitoring of progress
3. Identification of Mentee's strengths and areas for improvement

Optimum Knowledge
The Mentor assists the Mentee achieve optimum knowledge in the field.

So; How does This Work?
How do the above principles apply in reality? 
Here is an Imaginary Example;
I am a Herbalist who has a thriving Practice. I am asked to Mentor a student who is struggling with both her academic and practical lessons in the College of Herbalism in my local area.
I am Gatekeeper of the Profession of Herbalism, as I have many years of training, I have qualifications and many years of experience. I have had much success in my Practice, and have helped many in the Field of Healing through my knowledge of herbs. 
By mentoring the struggling student, I am training someone for the future. I will not always be around, as the time will come for me to make the next step in my journey into the next life. However, I can leave a wonderful legacy in the form of an enthusiastic and well trained student, who has become a Healer and eventually a Master in the Field of Healing. This is turn, means that my student - effectively mentored by myself - may pass the light of knowledge and the mastery of Herbalism on to many others. So; my contribution to my global society will not cease when my time to move on to the next life comes; my influence will continue to quietly affect the lives of others in future generations and centuries, for their good.

I supervise the Mentee as needed, and note (assess) where the Mentee is struggling (with the practical knowledge of the different types of plants). I also note that the Mentee is shy, and struggles somewhat with talking to people. I make an assessment of the different types of herbs the student gets confused with (lavender, plantain, chamomile, rosemary). I sit down and have a chat with the student about the issue with the herbs in a gentle and understanding manner (Provision of Feedback). The student realises that yes, she gets confused between the different plants. (Student Learning Needs). 
I spend time explaining the differences between the herbs, what they look like and their herbal uses (Teaching). 
I spend time with the student in the Herbal Garden, letting the student crush leaves of the herbs between her fingers so as to become familiar with the different characteristic scents of the herbs. I encourage the student to garden among the herbs, learning the difference in shapes and flowers and leaves of the various herbs (Share expertise and Teaching).
When the student feels discouraged, I encourage her (Encouragement and positive feedback). 
I give the Mentee homework. The student does a written essay on the herbs lavender, plantain, chamomile and rosemary (Self study, research and reflection).
I read through the essay, mark it with suggestions, point out errors and write in the corrections (study resource tool for student). I go through the essay thereafter with the student (strengthen the academic learning experience).
Now I draw up a creative plan of action to help the student (Plan Learning Experience). There is a Herb Fair in the City the next month. I enrol the student (with both her and her parents' written permission) in the Herb Fair, to work on the Herbal Stall (Share expertise and supervision). 

I entrust the Student to sell the lavender, plantain, chamomile and rosemary both prepared and checked by the two of us beforehand.  I will sell the other herbs. I also place the student in the main part of the stall, with myself at the other end of the stall. This gives the student a chance to interact first with potential purchasers. If the student becomes flustered or unsure, I can smoothly come in from the other end of the stall, and assist with the conversation if needed.  I can also assess that the student gives the correct information and practises the selling of herbs safely (Supervision).
So; the student is given a chance to improve her knowledge of the particular herbs she struggles with (by sight, feel, sense, fragrance of herbs) as she sells the herbs. The Mentee also interacts with the public, and by practising, is given the opportunity to improve her communication and social skills.
The Mentee is also given the opportunity to build confidence, expertise and knowledge. This she does in a controlled environment, gaining expertise in the knowledge of herbs under the expert supervision of a Herbal Master, myself (Practise and development of Mentee Skills). 
I observe how things go (well, as it turns out). The student no longer calls plantain lavender, or lavender plantain. She is now sure of the difference (I monitor progress).

 The student has helped me to present the herbs in a professional manner with the correct identification labels
(best practice).  I have helped the student learn more by my enthusiasm for my field of work (I love being a Healer Herbalist). I reflect back to the student later that she did really well at the stall (encouragement and support). I explain that she correctly identified the herbs. I endorse that she explained the use of the herbs in a correct and professional manner to those buying the herbs. However, I noted that the Mentee had ignored people repeatedly when they came from the left side of the shop (Identification of Mentee's strengths and areas of improvement.)
The student, flustered (continuing the imaginary scenario) confides that she has problems hearing with her left ear. This is where her shyness is coming from, as she feels uncertain due to this fact. We chat about this, the student then informs her parents about her hearing problem of which they were not aware. 
The student then goes for a hearing test, gets the latest in small hearing aids. She now no longer has problems with hearing in her left ear. This, in turn, gives her greater confidence. She now no longer seems to ignore people and appear aloof. The Mentee feels empowered through her hearing being at optimum level. The student is doing well. 

I continue over the years with ongoing assessment, encouragement, mentoring and evaluation of progress. One day my student passes her Final examinations, and comes happily to say goodbye. She is going on, as Herbalist, to further fields. She thanks me for all I have done. And off she goes.

My task, as Mentor is done. And the pride and joy I feel at the confidence and supreme ability of the Mentee to face her future and heal others is payment enough.

Good luck with your mentoring!

Disclaimer; the example above is from the imagination of the author. It is not intended to replicate any life or professional experience. Please use the example as a springboard of principles which can be applied to any field of work

Lumiere Charity remembers South Korea

A Candle has been lit by Lumiere in Remembrance of all who have suffered and died in the Ferry Disaster, and for all grieving families and friends. May Strength and Protection 

be with all Caring Professions involved in 

giving assistance in this tragic event.

Lumiere Education Academy; Mentor and Mentee Lesson Two

Beautiful Calligraphic Skills

LUMIERE EDUCATION ACADEMY; MENTOR AND MENTEE LESSON TWO
LEARNING OUTCOMES 
How does a Mentor assess learning outcomes for the Mentee?
The Mentor
1. Encourages the mentee to assist those he or she serves in the field of work by giving optimum service
2. Encourages the mentee to provide and manage practical work in the field of work
3. Enables the mentee to demonstrate a sound knowledge base in the field of work
4. Assists the mentee to identify and competently meet needs in the field of work
5. Empowers the mentee to demonstrate development of skills of analysis, critical thinking, reflective practice and problem serving.
6. Empowers the mentee to develop his or her own unique ability to act as an effective member of the field of work team
7. Enables the mentee to be competently able to fulfil the standards required by the field of work 

WHAT DOES THIS MEAN?
The Mentor (Guide) is not guiding in a vacuum. He or she has a plan of action. That plan of action is to enable the person being guided to be able to meet required standards.
This is done by assessing learning outcomes.
The person guided (the Mentee) knows that he or she has learned to competently carry out a function at work when he or she can give competent service with confidence.
The Mentor helps the Mentee to translate what he or she has learned in theory, into competent work in the field of work.
The Mentor helps the Mentee to show, at work, that he or she has absorbed good knowledge about the work.
The Mentor helps the Mentee to train and show ability in analysing, deeper thinking, learning through reflecting, and solving problems.
The Mentor helps the Mentee develop his or her own unique abilities as a team member.
The Mentor helps the Mentee know and be able to fulfil the standards required by the field of work.

WHAT EXAMPLE WILL HELP ME TO UNDERSTAND THE ABOVE?
Let us take the example of calligraphy. I am a Master Calligrapher, and I have a student who wishes to become a Master Calligrapher. Both you and I know that this will certainly not happen overnight - it will take years, study and practice.
What is the field of work?
Calligraphy.
Who is the Mentor?
Myself, the Master Calligrapher.
What are my qualifications?
I am a resounding success at my work, with accepted qualifications, much background knowledge, expertise and success at work.
Who is the Mentee?
The student who wishes to become a Master Calligrapher.
Can the Student become a master calligrapher without teaching?
No.
Why can the student not become a master calligrapher without teaching?
Because teaching is required to learn a new skill.
What plan of action can I, Master Calligrapher, draw up to teach my Mentee?
I can draw up a plan of learning outcomes.
The plan of learning outcomes I draw up is;
- The Mentee needs to learn how to do the best possible calligraphy for those who wish to purchase this specialised work (Learning Outcomes 1)
- The Mentee needs to practise the calligraphic techniques, learn how to handle a pen and ink, and have personal talent (Learning Outcomes 2)
- The Mentee will need to learn about the History of Calligraphy, techniques of calligraphy, how to handle a pen and ink, how to use colour and burnishing in Calligraphy. The student will need to have excellent knowledge in all areas to do with Calligraphy (Learning Outcomes 3)
- The Mentee will need to practise, get his or her work checked and guided by myself in order to weed out mistakes, strengthen areas of talent and strength. I will give the student various assignments, and guide the student while doing the same (Learning Outcomes 4)
- The Mentee and I will spend time going over work and issues he or she may have with the work. We will reflect where the Mentee needs to strengthen calligraphic work. We will reflect where the Mentee has strengths and talents in the calligraphic work. The Mentee will personally reflect where he or she can improve calligraphic work. The Mentee will bend his or her mind to calligraphic problems, thus learning to analyse, think, and suggest improvements or unique individual ideas (Learning Outcomes 5)
- The Mentee will learn how to get along with other people, both fellow team members and people purchasing the calligraphic works,  while enjoying Calligraphy (Learning Outcomes 6)
- The Mentee becomes competent and able to pass the Calligraphic Examinations in order to become a Calligrapher (Learning Outcomes 7)

WHAT IS THE VALUE OF LEARNING OUTCOMES?
A plan of Learning Outcomes helps the Mentor to draw up a Plan of Action which will determine a Course of Action where the Mentee will become empowered to competence in the chosen field of work. It also helps the Mentor to pre-plan the point at which the Mentee has become independent and competent enough to no longer need the services of the Mentor.

Good luck with your Mentoring!

Lumiere Education Academy; Mentor and Mentee Lesson One

LUMIERE EDUCATION ACADEMY
MENTOR AND MENTEE LESSON ONE

FIVE DOMAINS OF COMPETENCE
The five domains of competence which a Mentor can assist a Mentee with are;
Professional and Ethical Practice in the field in which the Mentee is engaging
Holistic approaches to the field of Work of the Mentee, and the Integration of Knowledge
Interpersonal Relationships and how to work within these in the Workplace 
Organisation and Management of the field in which the Mentee is engaging
Personal and Professional Development in the field in which the Mentee is engaging

1. PROFESSIONAL AND ETHICAL PRACTICE IN THE FIELD
What does this mean?
Simply this; that the Guide helps the student/mentee with the task of learning about how to be professional in all dealings in the workplace. This entails the student needing to have close familiarity with and good working knowledge of, the Ethical Practices and knowledge base of the work. You cannot work in any field without having good knowledge of that field. For example, a Charity worker needs to know the laws and guidelines under which he or she has based the Charity. The Charity worker has a responsibility to ensure that all the guidelines and laws are followed. 

A Health Professional needs to know the rulings and laws under which he or she must deliver good care. A Priest needs to have a good grasp of Theology, of the teachings of the Bible and of the rules governing priests in the different areas in order to give good pastoral care. A Brick Layer needs to have a good grasp of how to lay bricks safely, in what order, how to lay bricks in tricky areas such as corners and around window frames. The Brick Layer needs how to ensure safety of those working in the workplace and those visiting the work place. A falling brick, unsupervised, can equate disaster. So; the Guide needs to ensure that the student/mentee has good knowledge of the theory and laws around the work.

Synopsis;
There is legislation governing practice
- Be aware of legislation
- Have an understanding of legislation
- Know the need to utilise legislation
- In praxis under supervision according to the relevant laws of the field, practise 

Mentor can check back with mentee; how did mentee get on in placements of praxis?
Does the mentee have any issues he or she wants to work with in placements of praxis?

2. HOLISTIC APPROACHES TO THE FIELD OF WORK
The student needs to have good working knowledge in all areas (holistic) when approaching the field of work. It is of little use to have full knowledge of one area and no knowledge of another area. Only when a student has good grasp of all areas of knowledge, can that student function safely in the field of work. 

For example, an English teacher needs to know about all the parts of speech, not only of some. If an English teacher can teach well about verbs, adverbs, nouns and adjectives; and yet know nothing about prepositions and conjunctions, the English teacher cannot teach effectively (holistically). A whole (complete) education is thus unable to be given. 
If a Charity worker knows how to set up a Bush Clinic but does not know how to check that the way to the newly proposed Clinic is safe e.g. free of minefields, then the worker cannot give holistic (safe and whole) care. If the Priest knows how to give the Sacrament of the Sick to an ill person, but does not know how to organise an interpreter for the sick person who speaks a language unknown to the Priest, the Priest's ministry will not be holistic (effective).

Synopsis; 
- Learn how to use an appropriate assessment framework for the field of work safely and accurately
- Develop competence in order to carry out actions relating to the field of work
- Learn how to integrate knowledge of assessment frameworks in practice
- Learn how to demonstrate understanding of procedures relevant to the field of work
- Learn how to demonstrate an understanding of standards in relation to the field of work

3. INTERPERSONAL RELATIONSHIPS
Ease and ability in interpersonal relationships is essential for the Mentee. It is only when we are able to understand and get along with all genders, nationalities, and have respect for peoples' differing beliefs, that we can be truly effective in our chosen sphere of work. It takes time for us to learn all facets on how to get on with others, and to learn about our own patterns of behaviour in the workplace. As time goes on and we have more experience, we learn how to interact more effectively with others in the workplace. A working knowledge of psychology or counselling can be most helpful for the Mentee in learning to interact more effectively and with ease in the workplace. For example, a Career Professional who was in a bombing situation in the past will cope better in the working environment if he or she is aware that loud noises can tend to make him or her jumpy. Another example; if someone in the workplace has been the victim of violence, this can affect him or her if they come up against a bullying situation or a situation in which someone else has been the victim of violence.

Synopsis;
- Be aware of the importance of communication and interpersonal skills in interactions
- utilise knowledge of personal communication techniques in practice
- Integrate differing communication techniques in your practice 
- Communicate effectively with people needing your service, and members of your team
- Evidence; demonstrate an awareness of how effective communication skills promote the development of relationships in the workplace

4. ORGANISATION AND MANAGEMENT OF THE FIELD 
The person guided needs to find ways in which to organise the work and manage his or her work related duties. This relates also to time management. What does this mean? Simply put, when a mentee walks into the workplace, he or she may be overwhelmed by the sheer volume of what is expected to be done within the time framework of the shift. There are excellent ways in which to plan the work of the day or the night. The Mentor can help the mentee explore his or her own personal way of effectively planning how to organise and manage the expected work of the day. 

Organisation and management, together with time management, was taught to small members of our families from the earliest opportunity. Much of this related to practical learning received through family tradition, from our forebears' experience in their different work and home life fields.
One example of this is from the history of bakers in the Nooij and Whittle families from whom I come. 
Mom always tells the story of my Dutch Grandad who had a very good system of making sure that all the uncountable loaves of bread were ready and delivered at the correct time in the morning. 
Oupa Gerard Nooij (my maternal grandad) used to get up early. He used to work hard. He organised that all his flour and baking needs (in huge amounts) were spotlessly clean and ready for the next day - before he went off his present day's work. That meant that at 2 or 3am the next morning, all was ready as he walked in the door, and he could start work swiftly and efficiently. 
Oupa used to work very hard, having ensured that the ovens were stoked and hot really early. Then he would take care of his body, mind and soul and would have a break between bakes. A bake was a batch of bread that had been put in the oven, and took a half hour to bake. Oupa would then go out into the street, and just be calm.

This had unexpected bonuses. One Sunday morning in Amsterdam as he had his work break, he and his unmarried sister stood together outside. A carriage swept over the cobblestones towards them, and they saw Queen Wilhelmina and Princess Juliana in the carriage on their way to Church. My great aunt curtsied, my grandad bowed from the waist down, and the Queen waved as Princess Juliana laughed and waved. A lovely story indeed.

When all the bakes were done, Oupa used to deliver the bread. He had a system there too. Oupa had the physique of a young man, and arms of steel. Hefting massive trays of loaves and baking as he did, Oupa had no need of a gym or daily exercises. Part of his work organisation was ensuring his exercise while he worked To this day I walk if possible instead of using the stairs. I walk to pick up something I need rather than phone or ask someone else to do it. I bend down as much as possible during the course of my work, and ensure I get a little work break. It is my strong belief that good organisation and management of the field of work requires forethought; good training; preparation; hard work; pleasant manners and good exercise while working.

5. PERSONAL AND PROFESSIONAL MANAGEMENT
Once in a field of work, we need to have a plan as to what we wish to do with our career. This is called Career Management, or personal and professional management. We plan our career ladder, what our career goals are and how we wish to achieve them.  As Mentor, we know that sometimes our career management plan can hit a hiccup. Life does not always go as planned. We may be in a work contentedly for many years, and then realise that we now wish to change to a different field of work. We may become pregnant, and have a special needs child who needs more of our time at home for care. We may experience ill health, affecting our present work's prospects. Whatever the trigger, our life undergoes many twists and turns. But it is precisely these twists and turns which help to forge the character we become.

As Mentor, how do we encourage our Mentee with their personal and professional management? We can encourage our mentee to plan a system of study that will ensure he or she will be able to earn sufficient income. Sufficient income ensures good and healthy accomodation, and empowers the mentee to be able to give good care to his or her family. 

Personal and Professional Management also requires that the mentee is thoroughly equipped through career plan to be able to give a solid and confident service.  For example, a Priest cannot hope to give good guidance if the Priest does not study further. Thorough study by the Priest is needed to ensure that good and sound theological guidance is given when called upon. An Optician cannot ensure good sight to another if he or she has not ensured good personal education in Optician services. A Firefighter cannot save lives if good professional Firefighting training has not been undergone. 

It is also important to ensure that the mentee has work that gives personal satisfaction.
A good lesson I received  in personal and professional management was in India. I was walking along a winding path in a rural area where many villagers were bending over in the softly falling rain, tending their crops. They had woven baskets over their heads and backs, which served to keep the rain from them as they toiled for many hours. They saw me, and hailed us. They excitedly took a work break to chat about their lives with me. As my friends acted as interpreters, one crop tender said to me, 'This is our life,' and pointed to the crop. The excitement, pride and happiness as he and his villagers took in the neatly tended crops, the clean village, the beautifully groomed water buffaloes contentedly swishing their tails in their rain free enclosure, the smoke from the fires where the home workers cooked the chappatti and made the chai they would soon enjoy, were a revelation to me. All of this took time, management; pride in occupation. And all of this put the food on my table which kept the life in me, gave me enjoyment and health, and helped to keep me strong to carry out my daily work. The joy in those workers' faces made me realise; it is important to do work we both enjoy and have pride in. Otherwise our work is no longer personal and professional management; it is a drudgery.

Best wishes as you assist your mentees with the Five Domains of Competence!
 

Lumiere Education Academy; how to Mentor Students

TRAINED, EDUCATED AND COMPETENT
SO: YOU ARE trained, educated, and good at your job. You are well seasoned at your work, and have knowledge, wisdom and the experience of years at your work. What are you going to do with all that hard-earned knowledge?
Why not pass it on?
Whether a Charity Worker, Builder, Orthodontist, Optician, Politician, Mother, Father, Priest, Health Professional, or one of the many vocations that abound in this wonderful world of ours, there is a way of passing our knowledge on in order to better our world; to mentor or guide someone else.
Mentoring, guiding, or being a preceptor means passing your knowledge on to someone else for their enrichment, and to better the world.
This can be done in person, or online.
Lumiere Education Academy has much experience in mentoring and passing on knowledge. Many from all walks of life have selflessly made their expert knowledge available gratis. 
We are now beginning a series of LEA posts in which we will have the privilege of sharing information which may help you to guide another to excellence and service in this wonderful world of ours.

WHY MENTOR?
By mentoring, you help someone else recognise his or her own gifts. Rene Shimada Siegel tells us that her Elementary School Librarian was her very first mentor. Until then, Rene had no idea that she was special in any way. Mrs Carruth told Rene she was a good writer. She planted the seed in Rene's third grade mind. It wasn't until College, when Rene changed her Major from Engineering to Public Relations, that Rene discovered Mrs Carruth was right; she could write. 
'A great mentor is a guide to help navigate the world of business, or life in general' (Rene Shimada Siegel)1

ROLE OF THE MENTOR
By mentoring, the Mentor helps to transfer the Development of Skills to the Mentee. 
The Mentor helps the Mentee to develop his or her strengths. By doing so, the Mentor develops and increases his or her own strengths and experience. A win-win situation!
The Mentor assists the Mentee to clarify misunderstandings and lack of essential knowledge. This, in turn, can prevent so many mistakes in the workplace!
The Mentor helps the Mentee develop workable solutions to difficulties in the workplace in a secure, confidential and mutually respectful environment.
The Mentor motivates, advises and supports the Mentee until the Mentee is fully fledged in confidence, ability and personal excellence in praxis. Then the Mentor knows the right time to let go, and leave the Mentee free to move on to new fields.
All of this takes maturity, consideration and compassion on the part of the Mentor.
The amazing thing about being a Mentor or Preceptor is that, by carrying out the office of Mentor, maturity, consideration and compassion are developed in the Mentor.
The Teacher thus has his or her own gifts developed by helping another.

POLICE CLEARANCE
A practical consideration is to ensure that you have Garda or Police clearance to work with Mentees. It is also practical for the Mentor to ensure that assisting a Mentee takes place in a controlled and safe environment, e.g. if emails are sent to the Mentee, a copy email is sent to the Parent/Guardian of same. In the same manner, any correspondence sent to the Mentor by the Mentee is done through the email facility of the Parent/Guardian. Of course such an arrangement must be agreeable to, and agreed to, on the parts of Mentor/ Parent or Guardian, and Mentee. This prevents any misunderstandings from arising. It also keeps a great diary for the Mentor to monitor the progress of the Mentee, and to then assess when the Mentee has developed enough to go out from the mentoring relationship, and manage on his or her own. If the Mentor meets with the Mentee for guidance, it is practical to organise the guidance to take place under supervision e.g. at a venue organised with the Parent/Guardian, with the Parent/Guardian in attendance.

ONLINE MENTORING
Online mentoring can be done by making your hard-earned knowledge and experience available gratis (free) through an online Blog. Blogs are great for getting the knowledge out there. Consider making your blog posts copyright free, also the media (such as photographs, illustrations you make and youtube/powerpoint presentations you make) copyright free. This makes it very easy for people online to download, use in projects and research as they search for greater excellence in their personal knowledge lives.

BEST WISHES!
There is nothing better in the world than mentoring. Believe me, I know. In South Africa, there is a saying; 'See one, do one, teach one.' In essence, this means - do not keep essential knowledge to yourself. Learn how to do something; Practise and gain good experience and competence in how to do something; and then pass the knowledge on to someone else. In my early twenties, I was asked to mentor a group. I did so. Twenty years later, I walked into a Bush Clinic very very far out. I walked into an area where very ill children were being cared for. As I entered the area, I was struck by the air of peace, the spotless cleanliness and mutual respect and confidence shown by the staff. I was welcomed, and escorted to an area where care was being given. As the person - beautifully dressed and groomed so far out in the Bush - looked up, her face transfused with joy. She jumped up, hugged me and thanked me for mentoring her gratis all those years ago. 'I still do everything exactly as you taught us,' she said. 'Look around you. Is it ok?'
Struggling with the hot wetness at the back of my eyes, I tried to appear nonchalant as I agreed that everything was more than ok.
As I left, my previous Mentee said to me confidentially, 'I have taught people all these years all the things you taught us. Exactly as you taught us!'
As I left, I pondered. I had been in my early twenties, trying to find my way. I had tried to explain the ideals of how to care and how to behave. I had no way of knowing the impact of what I was doing.
That day in that far out area in the Bush, as the cicadas twittered in the South African evening and the sunset sank gold and red behind the thorn trees in the bush, I knew that - as Mentor - not only do we pass on knowledge, but that a Greater Hand continues the teaching once we are long gone from the Mentee's presence.

SO WHY NOT . . . 
SO WHY NOT ... become a Mentor? In the spirit of Lumiere, pass your knowledge on!

READING THESE WORDS
You may be a Dentist. A Farm Worker. A Grower of Produce. A Brain Surgeon. An Airline Pilot. A Mother. A Father. A Student. A Brick Layer. Whoever you are, whatever you do, perhaps Divine Providence has led you to read these words so that you may help another. The Spirit of Lumiere believes that one candle can light another; which can be used to light a further candle; and so on. Our small candle can light a blaze around the girdle of the World today on the Internet and in the furthest outreach of our world. Why not take up the challenge?

MAWADDA INTERNATIONAL BRAIN BANK
Mawadda has been requesting assistance from those with knowledge for years. Why not consider helping?
https://www.youtube.com/watch?v=Mo_3nr0J5yQ
Mawadda International Aid
http://mawaddainternationalaid.org/

1 http://www.inc.com/rene-siegel/five-reasons-to-be-a-mentor.html