Good Shepherd Church Seminary; The Death of Joseph

Duties as father; love, thoroughness, devotion
Joseph had carried out his duties as father with love, thoroughness and devotion. He had brought Jesus with Mary to Jerusalem so that Jesus could become a Son of the Covenant. Joseph's death was a major defining event in Jesus' Life. As the eldest son, He had to take over the responsibility of the home. Mary and Jesus grieved over Joseph's body, and then Joseph was laid to rest.

Man of Destiny
Now Jesus had to shoulder the responsibility as the sole support and comfort of His widowed mother and bereaved family. These experiences were highly educational, building responsibility, personal discipline and character in Jesus.
Supporting and protecting His Mother, becoming guardian of His family and home built the strength and mettle in Jesus. From being a boy at the knee of His earthly protector and father, He developed into a man, mature and dependable.
This life-changing events in Jesus' life helped to forge Him not only by birthright, but also by personal ability and character, to be a Man of Destiny.

Destroy empire of satan
Jesus, born of Mary's miraculous pregnancy and foretold by a prophecy from ancient times, would not only threaten - but overturn - an earthly empire, and ultimately is set to destroy the empire of satan.

Dedicated and loving mother
Mary, Jesus' Mother, learned at her mother's knee how to run a household responsibly, and develop the character needed to be a good wife and mother. Mary learned how to make bread, goat's cheese, and keep her household fed, clean and happy. A dedicated and loving mother led to a thriving household and a Son Who will rule not only the world, but the entire Universe.

Lumiere Charity - People in Desperation

Desperate pleas
Lumiere Charity has been inundated with requests for assistance from many quarters. People in desperation are begging for assistance; orphans in Bangladesh, orphans and destitute villagers in Uganda. People living in wheel-less cars in South Africa; people lying on the side of the streets with no money, no food, and in some instance, insufficient clothing. People with brain injury and no funds for a doctor; people swinging along highways on stumps and their hands, no money for wheelchair or assistance. People in Ireland desperate for jobs, food, a place to stay, funds for life saving medication.A dedicated group in South Africa are desperate for funding, having difficulties assisting barefooted children and people in squatter camps. Students from many countries trying to break out of the poverty trap, looking for a subsidy or assistance to help them get an education so they can have a future. Pregnant mothers living on the street in Ireland, with no home and no funding to enable them to bring their baby to birth unless they receive material assistance. Last week a lady near her term was sitting collapsed in the Irish summer heat on the sidewalk; all she owned was a sleeveless top, a pair of slacks and shoes. No food.


Volunteers of Lumiere Charity
Volunteers of Lumiere Charity have always, and continue, to give their assistance and service free of charge. 
In order to be able to meet the increased requests for assistance, Lumiere continues to make the needs known through our blogs.
Why not undertake one work of mercy to one person or place featured in our blogs?
The need is desperate, the coping classes who always donated are now, since the Recession, themselves in need of assistance - many of the previously working are now themselves struggling to find work, and are homeless.
If you are fortunate to have funding, why not share your blessing with those who are a few euros away from starvation - literally.
A few weeks ago Lumiere found a young man, about 6 foot 1, weighing under 50 kg. Some euros for food saved him from certain starvation; a programme of assistance and back to work was set in place.

102 Countries
102 Countries are following Lumiere Charity blogs, and requests for help are flooding in from all areas. Lumiere charity continues to encourage benefactors to help people in their own home areas, if they are able. 


Charity begins at home
Charity begins at home, as my parents used to say. And, as they also used to add, it doesn't end there.


Candle flame
There is so much suffering in the world; yet each of us, like a candle flame lighting the candle of another, can cast a circle of light around the world.

We can make a difference.

Orphans in Desperation; Sanghamitta Seba Sangha

Beloved hildren of Sanghamatta Seba Sangha

Orphans are in desperate plight at 
Sanghamitta Seba Sangha Orphanage.

Ms Paimong Marma, dedicated to the care of these little ones in Bangladesh, is in dire need of assistance with their care.
The boys and girls are taken care of under the Patronage of Chief Patron His Venerable Ven U Wee Shudha Mahathero.
Some children are orphans, others are from very poor families.

Sanghamitta Seba Sangha cares for 174 Orphans

IN THE SPIRIT OF LUMIERE, IS THERE 

ANYTHING YOU CAN DO TO HELP?

Perhaps Divine Providence has led you to read these words.

The orphans are in dire need of food, clothing, funding for education and all the other needs growing children require.

A new orphanage is desperately needed. The dedicated carers of Sanghamitta Seba Sangha have a new school building design, but lack necessary funding to get the project off the ground.

ORPHANS IN NEED

It costs 40 BDT (Bangladeshi Taka) per day to provide food for one orphan
One Bangladeshi Taka equals approximately 0.01cent of a euro, or 0.013 of a US Dollar

Therefore the daily need for 174 of these little ones is 6960 BDT
Monthly need is 20,88,00 BDT

  

One bag of rice for the orphans costs 1500 BDT

One container of milk for the orphans costs 700 BDT

It costs 85 BDT per day to provide education for an orphan 

To provide care for one orphan  (shelter, medical and dental care, social worker care, psychologist care, clothing, necessities such as toiletries) costs 17 378 BDT per month

School books for one orphan costs 3000 BDT

ORPHANAGE; RENOVATION OR REBUILDING

The orphanage needs to be either renovated or rebuilt; a plan has been drawn up, but FUNDS ARE NEEDED TO CARRY OUT THE NECESSARY WORK.

New flooring and new building costs;

New roof will cost 12,976 75 BDT

The cost for a new Dormitory is a cost of 37 863 90 BDT, or 37, 863, 90 BDT. 
A design for a new school has been drawn up.

New iron beds will each cost 5265 BDT

The cost for new flooring is  4, 94,000 BDT 

20 Windows are needed, at a cost of  4, 34,700 BDT for windows

Sanitation (including washbasins and plumbing) will cost 6, 00000 BDT

It costs 660 BDT for petrol daily. For generator oil.

RUNNING COSTS

Running costs include 660 BDT for petrol and generator oil daily

WHY NOT FUND ONE ORPHAN OR A PORTION OF THE NEW BUILDING THAT IS NEEDED?

Contact Details;
M Paimong Marma Executive Director
Mobile +8801713622667

Ma Ning Ning
President
Ph: 0088-036163055, Mobile 0088-01713622100
Email; sanghamitta@gmail.com

Present Orphanage / Children's Shelter

Proposed building plan Orphanage/ Children's Shelter - Front Elevation

Proposed building plan Orphanage / Children's Shelter - Front Elevation 

LUMIERE ACADEMY; DRAW UP RESOURCE PLAN FOR CLINICAL FACULTY

How to Draw up a Plan for Resources for Clinical Faculty
So; You are a tutor and are faced with drawing up a Plan for Resources for your Clinical Faculty.
  Your Clinical Faculty may be Theology; or Clinical Pastoral Counselling; or Health. 
  Whatever your field of study, it can be a very daunting task to be faced with drawing up a competent plan to train students on a University level.

The plan can be simplified into the following steps which may prove helpful as you settle down to this task.

One Type of Plan of Resources is to form a Series of Web-Based Interactive Case Studies in your Clinical Faculty.

  While drawing up your Module, keep in mind the following;
- the age, competence and experience of your students. 
  You will draw up one style of class for beginners who have just graduated from school. 
 Design a different style of class for professionals in the field with years of experience, who are seeking to learn more in their field.

Begin your Module with a Welome to your students.
Then clarify what your module provides, for example
'Welome to Module 1; this module provides;
- An overview of evidence-based (theological/charity administration/ counselling/ health) assessment'
- An overview of the subject to be dealt with, relevant to a particular field. If you are teaching theology, you will pinpoint exactly what you are going to teach; for example, 'An overview of practical theology relevant to pastors in post conflict mission fields'
- References for content and teaching strategies. (References to sources, extra reading and study required for the student to pass the Module).

  You can design the course as an interactive 'case study' designed to guide clinical teaching of study content related to assessment and your study subject. 
This can include strategies for; 
- Preparing for clinical praxis 
- Partnering with clinical agency
- Conducting pre & post-conferences
- Consistent student clinical supervision
- Consistent student clinical evaluation

Next you can deal with Assessment.
e.g. Theological Pastoral Care Assessment.
Keep in mind that Assessment is the cornerstone in clinical/pastoral care.
  Assessment allows for accurate diagnosis, management, referral and evaluation of clinical/pastoral care.

You can use evidence based assessment tools.
  Evidence-based praxis is the norm in clinical fields at present.

If you are doing praxis, keep in mind that clinical rotation can help students assess the status of those to whom they minister in the field, using assessment tools.
  Assessment facilitates communication among the team.

Body
Now draw up the body of your module.
That is, comprehensively draw up a teaching explanation of the content you need to impart to your student in order for him or her to be able to
- understand, and
- competently meet the standards of (through evaluation and examination)

Evidence-based assessment tools and protocols
Ensure that your student has access to evidence-based assessment tools, and comprehensive protocols which meet the criteria of the governing body of your clinical specialist field

Resources/references
Give academic reference where your students can learn more, and research, about the subject of your module. 
  Give them a good range to choose from.
Ensure your resources/references include Authors, date of publication, Edition if relevant, Publishing company, ISBN if relevant.
An imaginary example is,
Anderson; Zwide, Connolly, 
et al (2007). Evidence Based
Theological Protocols for
Best Practice (Fourth Edition);
UK; New Country Publishing Co,
(also on . . . web site)

Another way to add a resource online is;
Imaginary example - 
Theological Guidelines
- See Theology Online Institute
  theologyinstitute.com 

Case Study
Draw up a case study which will assist your student to approach a praxis-based situation 
  Include information such as your Key Elements;
So; Key Elements of the 'Case Study' 
- Designing assignments
- Pre-conference
- Post-conference
- Clinical supervision
- Clinical evaluation

Relevant Information
The information your students need should be clearly explained.
  It is helpful to have small posts with 'Check Your Learning' questions at intervals throughout the teaching content section of your course
- Include data and resources, and larger data if relevant. Empirical research is an excellent way to ground your study material.

Assignments
Work out Assignments for your students which will help them to bring together and assimilate the teaching within your module. 
  The written assignment material will prove a helpful revision guide for the student when studying for examinations.

Pre Conference
Pre-Conference is the time you meet with your students prior to their undertaking a praxis session in the clinical field under supervision. 
  Address information specific to the student's assignment in the pre-conference.

The pre-conference is a good time for you to assess if your student has come to the pre-conference well prepared.
- The student needs to have completed pre-clinical preparation assignments
- Be aware of assessment tools if needed 
- Be ready to interact with other members of the team if needed 
  Pre-conference is a good time for you to assess whether your student is comfortable with the task ahead, and whether the student has anxiety related to the clinical task praxis awaiting them.

Clinical Supervision
Supervision of your students will be carried out according to the protocol of your governing body.
Assessment can also include the following;
- Student decision making
- Communication skills
- Academic skills applied in praxis
- Empathy and ability
- Follow through
- Body language 
- Ability to work out Plan of Care
- How well the student prepared beforehand by reading your course content and having knowledge of same
- Reflection on what the student learned

Post-Conference
This is a helpful time for you to assist your student with the following;
- sythesis as to praxis
- gaps in student competencies/knowledge
- where to extend or refresh student knowledge prior to next assignment 
- the student can do self-analysis and reflection on personal experience of the clinical praxis 
- the student can assess how competent and comfortable they felt with same
- Documentation; in many fields, documentation according to a governing body or protocol is needed. 
  The student can be assisted to become competent with same. 
  It is important to note that at times confidentiality may become an issue in documentation. 
Guide your students competently re same.
- Clarify ethical issues if needed 
- Show your student how to carry out evaluation of the main focus of the study.

Clinical Evaluation
Observe how your student checked the main domains of the content of the course.
  This is done in order to gain a clear picture of the level of competence and preparation the student manifested during the teaching situation.

Midterm and Final Evaluation
- Each clinical instructor is responsible for evaluation their clinical student's clinical competence in meeting the clinical outcomes
- Review the expected outcomes with students at the beginning of your course, and prior to your Midterm and Final. 
  This enables your student to keep a good track of his or her strengths and gaps in knowledge, with no surprises at Final Exam time.
  Use of Clinical Evaluation; keep a checklist of students' satisfactorily completed assessments

Examination
There are many formats you can choose as Examination material. Choose the one you find the most helpful for your students level of formation.

  This completes the suggested format of your Web-Based Interactive Case Studies.
 Good luck with drawing up your modules!

Meaning of the above
Simply put, the above means we draw up a well considered and balanced plan of training for students.

An example is; Music Ministry.
Let us imagine I wish to draw up a module to train my students in music ministry in churches.
  My students are experienced organists with about ten years experience in playing for communities in churches.
  They wish to increase their skills and learn more about the theological content and hymnal biblical resources.

I welcome the students.
  I draw up a plan of action for them, where they (pre-conference) draw up a church service hymn sheet.
  Their praxis is to guide congregational singing worship by playing the organ,
 Reflection and statistical analysis of the organ playing is done by checking quantifiable elements, such as; age and spiritual needs of the congregation members on average, the time of church year (eg Lent, Christmas or Easter), Biblical passages being read by the minister being reflected in the musical choices made by the student.

After the praxis, there is a post-conference where we discuss how things went.
  The student studies the course content, in which I have explained the various tents of music ministry.
  The student then reflects on his or her experience in the playing of the organ during the service.
  The student thereafter writes an assignment on same.
  The assignment is marked by myself.

We discuss the outcome together, and identify gaps in knowledge, and strengths of the student.
  The student learns from the gaps in knowledge, and draws confidence from his or her strengths.

Disclaimer; Please note that the information on this Post is not meant to replace Professional Teaching or Curriculum. It is from the author's experience, and is meant as a Resource only

Evidence-based praxis - http://en.wikipedia.org/wiki/Evidence-based_practice

Pastoral Theology and Practice in the Context of Evidence-Based Outcomes http://www.practicalmattersjournal.org/sites/practicalmattersjournal.org/files/pdf/issue2/Blevins_Toler_Issue4PracticingMatters.pdf

Re-Visioning Pastoral Diagnosis, Clinical Handbook of Pastoral Counselling Volume 2
http://books.google.ie/books?id=YDFTl16J-sQC&pg=PA51&lpg=PA51&dq=diagnosis+in+theology&source=bl&ots=sUzB_D2U0q&sig=_aOo91mDTHU-7Foi5yWrhWdTLwY&hl=en&sa=X&ei=eDSOU-epLMWd7gb9loHYDg&ved=0CDYQ6AEwAg#v=onepage&q=diagnosis%20in%20theology&f=false

Empirical Research http://www.libraries.psu.edu/psul/researchguides/edupsych/empirical.html

Resources for Teaching and Precepting http://fod.msu.edu/oir/resources-teaching-and-precepting

Pastoral Counselling http://www.currentpsychiatry.com/the-publication/past-issue-single-view/pastoral-counseling-what-is-it-and-when-can-it-help/554af48823c4ee4b3d7a36a50467aba2.html

Pastoral, Practical and Constructive Theologians  http://www.ictg.org/theologians.html

Luminous Leymah Gbowee; designed counselling sessions - child soldiers http://www.opendemocracy.net/5050/leymah-gbowee/child-soldiers-child-wives-wounded-for-life

Doctors without Borders http://www.howstuffworks.com/economics/volunteer/organizations/doctors-without-borders.htm

With thanks to wikipedia.org, practicalmattersjournal.org, books.google,ie, fod.msu,ed, currentpsychiatry.com, ictg.org,  opendemocracy.net and howstuffworks.com

Herbs in Charity

Herbal Treatments
Years ago I was out in the Bush areas. Ready access to medications was not always possible, and the people of the area trusted in herbal treatments. I became fascinated by herbal lore. Instead of purchasing aspirin, the people made a drink from willow bark. This drink was made from the Salix alba tree. Interestingly, the active ingredient of the bark - called salicin - was isolated to its crystalline form in 1828 by Henry Leroux, a French Pharmacist, and Raffaele Piria, an Italian Chemist, who then succeeded in separating out the acid in its pure state. Aspirin is a chemical derivative of salicin!

Phytotherapy
I then learned that the heart medication digitalis originated from the herb foxglove. And that the pain reliever morphine came from the poppy. My interest now fairly caught, I studied herbs and received my Diploma in Practical Phytotherapy. Working in the Squatter camps, I became aware of the fact that there were no shops where residents could purchase food, medications or necessities (as well as very little money). However, the squatter camp residents both grew and picked herbs from the fields, and healthful meals were made and eaten. Garlic, Rosemary and Thyme gave great flavour to the meals, and had the added benefit of boosting health.

Lavender 
Skin care products were made from lavender and perfumed the shanties. Potpourri shifted in saucers in the breeze through shanty windows, the rose petals giving out fragrance. Herbal sachets freshened the shanty linen.
Some of the shanty dwellers were able to make medications that saved lives. And health was boosted by the traditional drink of the San Bushmen, the famous Rooibos tea (red bush tea). 
Necrotic sores were cured with comfrey ointment. Simple herbs from God's Garden (as the locals used to call them) made the dwellers' lives healthier and happier in the absence of wealth and resources.
I learned much from the people, and am still unable to walk past wild greenery without mentally noting the lush plantain, dock leaves, stinging nettles and dandelions that grow in profusion.

Herbs
Lumiere Charity will be publishing a series of blog posts with interesting information on Herbs.
There are many uses you can put herbs to in Charity. Among them are fundraisers, selling herbal items such as potpourri in sachets with ribbons sewn on the top.It is also very helpful to have a knowledge of herbs, because sometimes you may find yourself in an outpost with no recourse to a hospital or shop. Having a good grasp of herbal treatments will help you in your work. 
One time I found knowledge of herbs, their effects and interactions helpful was as I was working in Charity.A gentleman had recurring haemmorhages with no known explanation. He happened to mention that when he had pain, he would drink a tincture made by a friend from a tree down the road. Upon my enquiry, it turned out that the tree was the willow bark - and the strength they were making the tea was about ten times the normal strength. The gentleman's mysterious symptoms healed almost immediately when he stopped the incorrect use of the willow bark tea. It must be noted that aspirin - when used too long, or incorrectly - can cause bleeding.
So; a good knowledge of herbs can really come in handy at times!
Enjoy the herb posts!

Salix alba http://en.wikipedia.org/wiki/Salix_alba

Rooibos tea (red bush tea) http://inhumanexperiment.blogspot.ie/2010/04/many-health-benefits-of-rooibos-tea.html
http://www.taste-africa.com/product_organic_bushtea.php

Phytotherapy http://phytotherapists.org/about.php 

Rose (Rosa) - Herb of the Year http://www.iherb.org/hoy2012.htm

Phytotherapy http://herbalpractitionerssa.co.za/?page_id=71

Comfrey http://www.lilyfarmfreshskincare.com/index.php/comfrey-organic-skin-care/

With thanks to Wikipedia, inhumanexperiment, taste-africa.com, phytotherapists.org, iherb.org, herbalpractitionerssa, lilyfarmfreshskincare

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

Lumiere English Academy Village Handbook - Basic English Course Lesson Two; The English Alphabet

LUMIERE ENGLISH ACADEMY 

VILLAGE HANDBOOK

LESSON TWO;
THE ENGLISH ALPHABET
The English Alphabet has twenty six (26) letters.
The letters can be written in small letters or large letters known as capital letters. 
This is the English Alphabet;
A   B   C   D   E   F   G   H   I   J   K   L   M   N   O   P   Q   R   S   T   U   V   W   X   Y   
The above letters are written in large letters known as capital letters.
If the English Alphabet is written in small letters, it looks like this;
a   b   c   d   e   f   g   h   i   j   k   l   m   n   o   p   q   r   s   t   u   v   w   x   y   z

Pronunciation of the English Alphabet
A or a is pronounced ay
B or b is pronounced bee
C or c is pronounced see
D or d is pronounced dee
E or e is pronounced ee
F or f is pronounced eff
G or g is pronounced jee
H or h is pronounced aytch
I or i is pronounced eye
J or j is pronounced jay
K or ki is pronounced kay
L or l is pronounced ell
M or m is pronounced em
N or n is pronounced en
O or o is pronounced owe
P or p is pronounced pee
Q or q is pronounced kew
R or r is pronounced are
S or s is pronounced ess
T or t is pronounced tee
U or u is pronounced you
V or v is pronounced vee
W or w is pronounced double you
X or x is pronounced ecks
Y or y is pronounced why
Z or z is pronounced zed

Catherine Nicolette Whittle Dip Tesol, EDI Level 5 (London)

Lumiere English Academy Village Handbook - Basic English Course - Lesson One

Lumiere English Academy 
Village Handbook

Basic English Course 

So you want to speak good English? This course provides you with a chance to learn - or improve - your basic English.

Are you a villager?
Do you work in the fields?
Are you a seller of chai?
Are you a manual worker carrying bricks on your head?
Are you at school and wish to learn more English?
Are you a parent and want to learn more English?
Are you considering emigrating to an English-speaking country?
Then here is the book for you.

Enjoy your lessons!

LESSON ONE
Why do you want to learn English? 
Maybe you want to be able to speak English so you can choose another job.
Maybe you want to be able to speak English so you can speak to the Doctor or Pharmacist about the health of your children.
Whatever your reason for taking up this lesson, knowing the English language can help you in many ways.

English is the one language which is spoken everywhere in the world. 
So, if you can speak this language, you are sure of being able to travel and make yourself understood.

Catherine Nicolette Whittle Dip Tesol, EDI Level 5 (London)

Lumiere English Academy Village Handbook Basic English Course - Lesson Three - Easy English Conversation One

LUMIERE ENGLISH ACADEMY

VILLAGE HANDBOOK

BASIC ENGLISH COURSE

LESSON THREE


EASY ENGLISH CONVERSATION ONE

GOOD MORNING

Sarah; "Good morning, Jane."

Jane; "Good morning,  Sarah."

Sarah; "How are you?"

Jane; "I'm fine, thank you, and you?"

Sarah; "Fine, thank you. Isn't it a beautiful day

today?"

Jane; "Yes, the weather has been very good.

All the trees and plants are so lovely and green after

the monsoon rains."

Sarah; "I know. The rains were so good for the

crops. I'm on my way to the market now to buy fruit

and vegetables. It was lovely to meet you.

Have a nice day."

Jane; "Have a nice day too. Goodbye."

Sarah; "Goodbye."



VOCABULARY

It is important to learn the meaning of English

words. This is known as vocabulary.

Vocabulary;

Good morning - this is a common English greeting

Market means a place where you can buy goods

Crops means a harvest of fruit, or grains, or 

vegetables

Monsoon means the rainy season

Rains means the water that falls from the sky

Beautiful means nice

Day means the time when the sun is shining

Lovely means pleasant

Fruit means produce such as mangoes and apples

Vegetables means produce such as oats and rice

Goodbye is an English farewell greeting

 
Catherine Nicolette Whittle Dip Tesol, EDI Level 5 (London)



Sewing Circle Tips; Table Linen

Sewing Circle Tips; Table Linen
A fresh new tablecloth will brighten up your home/shanty, and give the table a new lease of life. A clean table with a sprig of veldt flowers in a glass jam jar can make the most difficult situation into a true home.
Tablecloths can be different shapes; here we will show you  how to make square and round tablecloths.
You can use your individual creativity with the cloth; Portuguese friends of mine used to crochet lace around the edges. Afrikaans friends of mine used to weight the ends with clip on weights in the shapes of elephants and lions; and Mom used to bring her Dutch heritage to bear in light lace daintily stitched with invisible stitches around the edge of the cloth. 

Fabrics
For an ordinary tablecloth, you can choose a hardwearing fabric which hangs well and has a certain crispness, such as cotton or linen. Pretty prints, floral patterns, gingham, and plain material all work well.
The Austrian and German nuns who taught me at school helped me make cross stitch edgings and - I remember well - embroidery (a poke-bonnetted English maiden in an English country garden with hollyhocks and unevenly embroidered daisies, anyone?)

Edgings
The edges of the tablecloths can be finished with a simple hem or with bias binding. 

Make a square tablecloth
Measure the length and width of the table and decide on the overhang. One way of doing that is to measure from the top of the table to within 10cm (4inches) from a chair seat. You will need a piece of fabric equal to the width of the table, plus twice the overhang, plus 4cm (1 and three quarter inch) for hems by the length of the table, plus twice the overhang, plus 4cm (1 and three quarter inches) for hems.

Cut the fabric to the required size. If it is necessary to join widths, make two joins positioning the seams at an equal distance from the centre. Press seams open, then trim your seam allowance to 1 cm (half inch) and neaten raw edges. Turn under a 1 cm (half inch) wide double hem all round; pin, tack and stitch close to the edge. You can stitch by hand if you don't have a sewing machine, or by machine.

Make a round tablecloth
Measure the diameter of the table. Decide on the length of the cloth and measure the overhang accordingly. You will need a square of fabric each side of which is equal to the diameter of the table, plus twice the overhang.
Fold the fabric in quarters, right sides together, and mark with a tailor's tack the corner where the folds meet.
Cut out a square of paper the same size as the folded  fabric. Lay the paper on a flat surface. Place a drawing pin to which a piece of string is tied at the folded corner of the middle point of the fabric. Tie a pencil to the string's opposite end at a distance equal to one side of the square. Keeping the pencil at right angles to the paper, draw an arc from the top of the folded square to the bottom.
Unfold the round paper pattern, pin to your material, and cut out carefully. 
Measure the circumference of the table cloth and prepare the same length of bias binding. Unfold one edge and with right sides together and raw edges matching, stitch along the fold line. Fold the binding to the wrong side; iron flat. Tack. Then iron again to get a lovely finish to your sewing. Stitch by hand.
OR:
Fold in a double hem (half centimetre) all round the edge of the round cloth, and pin. Then tack. Iron flat with a damp cloth on the tablecloth. Stitch by machine (there's a slight trick to it) or by hand.
OR; You can tack on your lace to the double hem, and sew it on at the same time. You can also ruffle the lace.

Cheat's Tablecloth
So; you are a busy mom. Or career woman. Or charity worker. We've all been there. A function or party or meal is coming up, and we don't have a tablecloth. A quick cheat's tablecloth is a bedsheet, either white or coloured. It's brilliant. I always used to keep some tablecloths I bought from a shop at a bargain price for events. If the bedsheet is too long for your table, simply lay the sheet on the table, see how long it should be, and fold the sheet at the point it will fit your table. Pin the material, and cut to your new size at the fold. Then hem the material after tacking and ironing (pressing) the hem. Voila! Super seamstress. If anyone asks you where you got your lovely tablecloth, do as I did and just smile - they'll think you got it at Harrod's . . .

Sewing Circles
If you are training women to become seamstresses in order to be able to finance themselves, tablecloths - as well as duvets and matching pillowslips, are very popular.

See; http://www.sewhomegrown.com/2011/02/diy-round-tablecloth.html

The Sewing Project; http://www.mayanfamilies.org

Aid for Africa; http://www.aidforafrica.org/member-charities/east-african-center-for-the-empowerment-of-women-and-children/

India http://www.rallydev.com/rallyforimpact/content/sewing-brings-healing-and-freedom-women-india

With thanks to Sewhomegrown, Mayanfamilies, Aidforafrica, Rallyforimpact