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

Breaking News Ireland; International Support at Pro-Life Convention Dublin

BREAKING NEWS IRELAND

INTERNATIONAL SUPPORT AT PRO-LIFE CONVENTION

DUBLIN CASTLE
Dawn today was a soft Irish day, the sky soft hues of greys and whites. Dublin Castle, the heart of the beautiful City, looked down with softly glowing light through the windows as young and old, infants and citizens in their nineties, made their way over the historic cobbles on their way to stand as Voices for Unborn Life. The People of Ireland, who through the ages have followed St Patrick and the Christ of the Gael, converged on the capital for this National Convention for Life. 
As this historic day dawned, people converged on the ancient Castle from all streets. 
600 people had registered for the Convention. 
900 people packed the Conference Hall to the doors, as they attended in support of Unborn Life in Ireland.

JOSIAH PRESLEY, ABORTION SURVIVOR
The young man stood with dignity at the podium as he spoke of his survival of abortion experience. Mr Josiah Presley underwent the abortion curettage procedure, which cuts a baby limb from limb. Josiah believes it is probable he had a twin who was delivered dismembered. After birth, Josiah was adopted in America. Today Josiah spoke out against abortion and in favour of Adoption. Of all the arguments against abortion, the suffering of this innocent young man as he wondered aloud in front of the audience whether his birth parents ever think about him - and wondered about the twin he had possibly shared the womb with - is the most powerful. The infliction of physical and emotional suffering on any innocent human being is against the moral law (Matthew 7;12  'Do to others what you would have them do to you, for this sums up the Law and the Prophets'.)
Josiah went on to reflect how he hears people ask, what about the woman's right over her body? he questions, what about the rights of the unborn child?
In other words, as abortion survivor - what about my rights?
Josiah spoke of the happiness he experiences as part of his present family into which he was lovingly adopted and cherished. Josiah enourages Adoption as a better option than Abortion.
http://blog.abolishhumanabortion.com/2012/03/my-name-is-josiah-and-i-am-abortion.html 

INTERNATIONAL DELEGATES
People travelled in from all over the globe to attend the Convention of Life and support Pro-Lifers in their non acceptance of the Abortion Law in Ireland. 
Delegates who attended;
ITALY
Mr Luca Volonte is a member of the Parliamentary Assembly of the Council of Europe
NICARAGUA
Dr Rafael Cabrera, Professor of Gynecology and Obstetrics Nicaragua
UNITED KINGDOM
Dr Peter Saunders, Chief Executive of the Christian Medical Fellowship, which has membership of 4,500 Doctors. He is also Campaign Director of the Care Not Killing Alliance
SPAIN
Mr Luis Losada, Spanish journalist and TV presenter with high profile TV stations and print media. 
Mr Losada is a consultant to many organisations and a leading Pro-Life advocate
SOUTH KOREA/USA
Mr Josiah Presley
USA
Ms Jill Stanek PRO-LIFE LEADER
Ms Lila Rose LIVE ACTION

NATIONAL DELEGATES
Senator Jim Walsh SENATOR
TD Mattie McGrath TD
Ms Niamh Ui Bhriain LIFE INSTITUTE
Ms Carolyn O'Meara GIANNA CARE
Ms Bernadette Smyth PRECIOUS LIFE
Ms Tracey Harkin EVERY LIFE COUNTS
Mr Declan Ganley LIBERTAS INSTITUTE
Dr Eoghan de Faoite YOUTH DEFENCE

MESSAGES BY VIDEO
USA
Fr Frank Pavone PRIESTS FOR LIFE
IRELAND
Senator Fidelma Healy-Eames SENATOR GALWAY

FR FRANK PAVONE USA
The Convention began with the Rosary recited by a dedicated Priest. It was a privilege to join in the devout prayer as delegates quietly streamed in from all over the world. The day began with a prayer, and Blessing was given during the day by the Priest. A personal message by video from Fr Frank Pavone from USA to all Delegates to the Convention of Life was moving and inspiring. As the Delegates spoke of Pro-Life issues, the Right to Life of the Unborn Child was emphasised.

QUOTES
"Human life is inviolate"
"These are small lives but they are human lives"
"Abortion is a destruction of beautiful, innocent human beings"
"Life is the most important value we have' Luis Losada 
"Jesus Christ says, 'What you do to the least of these, you do unto me" Lila Rose

THE WAY FORWARD
Vox Populi has not accepted the Abortion Bill in Ireland. The People of Ireland will never accept the Abortion Bill.
The way forward is clear; "We are God's voices for the unborn" (Jill Stanek).

GROUPS ATTENDING CONVENTION
LIFE INSTITUTE
PRECIOUS LIFE
AMERICANS UNITED FOR LIFE - Defending Life Through the Law from Roe v. Wade to Today
GIANNA CARE - Providing free life-affirming and compassionate care to those facing an unexpected pregnancy and reaching out to those suffering after abortion 
P.F.C. - PREPARE FOR CHANGE
FAMILY AND LIFE
EVERYLIFECOUNTS
SUPPORTLIFE GROUP
LUMIERE CHARITY

WHAT CAN YOU DO?
Help is needed to continue the work of Vox Populi in Ireland for the Unborn Child. 

LIFE INSTITUTE
Donations and Volunteers are urgently needed to continue the dedicated work of Life Institute. 
Why not Volunteer to help with this worthy cause? 
To Donate; -
http://www.thelifeinstitute.net/am_cms_media/uploaded/l/0e1781383_1389729288_lidirect-debit-form.pdf 

PRECIOUS LIFE
Volunteers are needed for Precious Life - Volunteering an hour of prayer per week
Volunteers for Precious Life means taking the first step in becoming part of an experienced team of dedicated Pro-Lifers
http://www.preciouslife.com/

EVERY LIFE COUNTS
Every Life Counts is a support network for parents who have been told their Unborn Child has a very serious abnormality, and may have a limited life. Every Life Counts are seeking state-funded proper perinatal Hospice services for parents and children in all meternity hospitals. This organisation also offers a forum for parents to share their memories and their love for their children. If you wish to know more, contact http://www.everylifecounts.ie/

GIANNA CARE 
Gianna Care provides free life-affirming and compassionate care to those facing an unexpected pregnancy and reaching out to those suffering after abortion. Volunteers give their time by standing at the door of abortion referral centres, offering immediate and practical help to women and their families. All of Gianna Care's services are free of charge and they rely entirely on donations. 
To Donate;   http://www.giannacare.ie/donations.html


Curettage Abortion; https://www.spuc.org.uk/education/abortion/abortion-images/dilation-curettage

Mother and Child; Good Health Lesson 23

MOTHER AND CHILD; GOOD HEALTH LESSON 23
BABY'S DIET
STARTING SOLID FOODS
Baby Nutrition in the first year; see WebMD Guide;
http://www.webmd.com/parenting/baby/baby-food-nutrition-9/baby-food-timeline
When baby is about four to six months old, a start should be made to give baby solid foods.
Start with baby cereal.
When baby is six to eight months old, pureed or strained fruits and vegetables, and protein.
When baby is eight to ten months old, give mashed fruits and vegetables and Finger foods.
Do not use salt in the food as this may harm baby's kidneys. Do not add sugar to the meals.
Purity has a range of products which are very helpful when starting to introduce babies to solid food. 
All the Whittle children (now all adults) thrived on Purity. Do not over-feed baby, as baby may put on too much weight. Get baby weighed and checked regularly at Baby Clinics to ensure he or she is thriving on the diet, and that baby's development is progressing normally and his or her health is good.
By ten to twelve months, baby can try eating most of the food you eat now, if food is cut up and mashed properly.  
The WebMd link above gives details and preparation of Baby Nutrition in the First Year. They give excellent detail so you can learn how to safely introduce solid foods into your baby's diet.

PRECAUTIONS
Never give alcohol to your baby. Never smoke in the presence of your baby. Never allow medications or drugs to lie around where a young and adventurous baby might see them, pick them up and eat them with tragic consequences.

ALLERGIES
If you have any cause to believe your baby might suffer from food allergy, immediately consult your Doctor.

Solid foods - how to get your baby started 
http://www.mayoclinic.org/healthy-living/infant-and-toddler-health/in-depth/healthy-baby/art-20046200

Living and Loving; Purity's new range of organic baby foods
http://www.livingandloving.co.za/content.aspx?id=28053

Living and Loving; Guide starting on solids 
http://www.livingandloving.co.za/content.aspx?id=28053

Living and Loving; Purity Organic Baby Cereal 
http://www.livingandloving.co.za/content.aspx?id=28053

Living and Loving; Purity Organic Jars
http://www.livingandloving.co.za/content.aspx?id=28053

Introducing eggs - when can I give my baby eggs?
http://babyparenting.about.com/od/startingsolids/f/startingeggs.htm

Starter Guide to Baby Food and Nutrition Webmd
http://www.webmd.com/parenting/baby/baby-food-nutrition-9/

With thanks to Mayoclinic, Livingandloving, Purity, Babyparenting, Webmd
*Disclaimer; Please note that the information on this Health Post is not meant to replace your Doctor or Health Professional care

Mother and Child; Good Health Lesson 22

MOTHER AND CHILD; GOOD HEALTH LESSON 22
HOW TO CUT THE CORD SAFELY AFTER BIRTH IN EMERGENCY SITUATION
Many years ago I had just started working in a Squatter camp when the women of the Camp came to tell me a desperately sad story. The week before I began working in the Camp, a baby was born to one of the women in the camp, who had been trying to have a baby for years. Both she and her husband were delighted. However, after the home birth, in the absence of any health professionals and with no assistance or health knowledge, they cut the cord off straight after the birth directly at the navel, and the baby bled to death.

Since that day I was told that story, I have firmly believed that every young girl and couple should have full knowledge of what to do in the absence of health professionals in the event of birth. The ideal is to deliver baby with a full panel of Health Professionals and Hospital equipment available in case of need. However, in desperately poor areas and war torn areas this is not always the case.

HOW DO YOU CUT CORD SAFELY
So; how do you cut the cord safely after birth in emergency situation?
As Charity Worker or Minister, it is best to have an accredited qualification as to how to deliver babies in emergency situations.

At birth the umbilical cord is approximately 2.5cm thick and 50 cm in length. It contains two arteries and one vein. It is enclosed and protected by a thick gristle-like substance called Wharton's Jelly. The cord contains no nerves (similar to your hair or fingernails) - so when the cord is cut no pain is experienced by either mother or baby.
At some stage after baby is born, the cord is cut in order to separate baby from the placenta.  

So; After baby is safely born and is breathing, allow some time before cutting the cord. Allow the cord to stop beating and become thin and white. Then tie the cord in two places with a clean/sterile tie, and about 3cm away from the baby. Use a new blade or new sterile scissors to cut between the ties - never use an old blade or dirty scissors. The freshly cut cord attached to the baby must then always be kept clean and dry until it drops off after some days  (typically within 2 weeks after the birth - Mayo Clinic).
 
Animation video link below shows 10 steps to a clean delivery cord cut.

DOCTOR OR MIDWIFE?
As a Doctor or Midwife, you have an invaluable qualification. Perhaps Divine Providence has led you to read these words; Why not donate some time and your services pro deo through the services of a Charity to deliver babies/ train midwives in poverty stricken areas? 

ONE HEART WORLD-WIDE
Every year, women and infants die in childbirth. One Heart World-Wide has developed a unique model to prevent the deaths of mothers and their children in remote rural areas of the world. Why not donate toward their wonderful work? (Link below)


10 steps to a clean delivery cord cut
https://www.youtube.com/watch?v=gjXZvIehZfw

Caring for baby's umbilical stump
http://www.babycentre.co.uk/a127/caring-for-your-babys-umbilical-stump

Clamping and cutting of the cord
http://www.birth.com.au/an-overview-of-a-natural-3rd-stage-of-labour/clamping-and-cutting-of-the-cord?p=1#.Uzx726Jc5pg 

Delaying cutting umbilical cord
http://www.dailymail.co.uk/health/article-2359511/Delaying-cutting-umbilical-cord-minutes-better-babys-health.html

One Heart World-Wide 
http://oneheartworld-wide.org/ 

One Heart World-Wide Facebook
https://www.facebook.com/OneHeartWorldWide/app_2309869772?filter=2

Donate to One Heart World-Wide
http://www.oneheartworld-wide.org/index.php/donate/ 

Umbilical Cord
http://www.mayoclinic.org/healthy-living/infant-and-toddler-health/in-depth/umbilical-cord/art-20048250

 With thanks to Youtube, Babycentre, Birthcom, Dailymail, Oneheartworldwide, Mayoclinic

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

Mother and Child; Good Health Lesson 21

MOTHER AND CHILD; GOOD HEALTH LESSON 21
FEEDING BABY

NATURE'S FOOD
Breastfeeding your baby provides your infant with nutritional needs. Nature has provided just the right food for the young baby which costs nothing. Do remember that some moms - though they would dearly like to breast feed - sometimes are not able to (they are not able to produce milk). Don't worry about it. Speak to your Doctor and Nurse about this; they can help you with excellent breast milk substitutes.

BOOSTS IMMUNE SYSTEM
Breast milk helps to boost your baby's immune system. If you are in a squatter camp or refugee camp, try to get a Charity Organization to organize good nutrition and sufficient clean water for you to drink. If mom does not get a healthy, well balanced diet it is difficult for the body to make breast milk.

BONDING EXPERIENCE
Also, try if possible to stay away from stress. Feeding your baby is a bonding experience. The time you spend cuddling baby and both of you enjoying each other's company, is so important. Sometimes mom has to go back to work after a few months, and it is possible to continue breastfeeding while at work. Find out about breastfeeding breaks.

BREASTFEEDING PUMP
Breastfeeding pumps offer breastfeeding moms flexibility. Mom expresses breastmilk with the pump (making sure everything is spotlessly clean). The expressed breastmilk can be stored it in a bottle, and baby can be fed from the bottle. It is best to use the milk soon after expressing. Webmd give guidelines on Storing Breast Milk (see below). All bottles and teats should be spotlessly clean.

HOW LONG SHOULD BREASTFEEDING CONTINUE
Mom can breast feed as long as she wishes to. Exclusive breastfeeding is sufficient to support optimal growth and development for approximately the first six months of life, and provides continuing protection against diarrhoea and respiratory tract infection. Breastfeeding should continue for the first year of life and beyond for as long as mutually desired by mother and child (American Academy of Pediatrics 2005). 

As solids are introduced, usually around the middle of the first year, your baby will shift the primary source of nutrition from your milk to other foods. 

WHEN HAS BABY HAD ENOUGH TO DRINK?
How does a mom know when baby has had enough to drink? Baby lets go of the nipple and usually falls asleep, quite satisfied. Mom needs to take baby regularly to the Baby Clinic to make sure whether baby's weight is increasing sufficiently, and for the Doctor and Nurse to monitor baby's development.

LACTOSE INTOLERANCE
For the mom who has to bottle feed her baby, there are many types of milk feeds. Be aware that some babies struggle to digest milk; this is known as lactose intolerance. Take baby to your Doctor if baby is having problems with digestion. 

Get advice from your Doctor and Nurse as to how to introduce solid food for your baby. Don't give baby alcohol, and don't allow smoking near baby. Don't drink or smoke while breastfeeding. Only take medications prescribed by your Doctor, who will know you are breastfeeding. 

LA LECHE LEAGUE
La Leche League supports, informs and encourages moms who wish to breastfeed.

BREASTFEEDING IN PUBLIC
Simple, accessible clothing is helpful when out in public with baby. Some moms find a baby sling to be very helpful, others prefer to drape a shawl over their shoulder and baby. Practise at home. A loose top with a nursing bra can also be helpful. Find what works best for you. It is helpful to carry a bag with any items you may need such as extra nappies, baby wipes, shawl or sling when you go out with baby. 

BREASTFEEDING DIET
Some moms say that eating pears helps them to produce good amounts of breastmilk. Fruit and vegetables are healthy choices while mom is breastfeeding. 

BE PROUD
Be proud to be a mother. To birth a little one, and encourage growth with the strength and dedication of your own body is a unique vocation. Every child given to society is a blessing for our future. Being a mom is a fulltime - and important role.

La Leche League 
http://www.llli.org/?gclid=CLH_66vZwL0CFeV92wodBK8AVQ

Lactose intolerance in babies 
http://pregnant.thebump.com/new-mom-new-dad/baby-symptoms-conditions/articles/lactose-intolerance-baby.aspx

Breastfeeding in Public 
http://www.askdrsears.com/topics/feeding-eating/breastfeeding/special-situations/breastfeeding-public

How long should a mother breastfeed
http://www.lalecheleague.org/faq/bflength.html

Breastfeeding pumps
http://www.mayoclinic.org/healthy-living/infant-and-toddler-health/in-depth/breast-feeding/art-20046850

Storing Breast Milk
http://www.webmd.com/women/tc/storing-breast-milk-topic-overview

Breastfeeding diet
http://www.webmd.boots.com/children/baby/features/breastfeeding-diet

Breastfeeding in a sling or carrier 
http://www.momtastic.com/parenting/172857-breast-feeding-in-a-sling-or-carrier/ 

Baby food nutrition starting solid food
http://www.webmd.com/parenting/baby/baby-food-nutrition-9/starting-solid-food 

With thanks to La Leche League, Pregnant.thebump, Askdrsears, Mayoclinic, Webmd, Momtastic 

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