Tuesday, 3 November 2015

How To Walking in the Blessings of God



Many people are praying to God to bless them. But they fail to realize God has blessed them. Understand this a blessing is words spoken (good and positive) over something or someone. When God blessed Adam and Eve He blessed them by saying.........Genesis 1:28. Old Testament people knew the power of speaking blessings. Jacob deceived his own father to have him speak a blessing over him. And that blessing produced for him just as his father said.

People pray to God to bless them because they don't see the blessings of God operating in their life. But not seeing the blessings operating in your does not mean you are not blessed. It means you have failed to release the blessings of God into your life. It is up to you to release the blessings of God into your life. Whatever you bind on earth will be bound in heaven and whatever you loose on earth will be loosed in heaven. You bind and loose with your words. And sometimes people loose curses and bind the blessing. Blessings and curses come out of your mouth.

In the beginning God said and it was so. What God said is so even when you don't see it. And you have to believe it is so before you see it. And when believe you will speak. And when you believe and speak you will have what you say. When you keep the word of God in your mouth you will make your way prosperous.

Your words produce your life. Your words bring the blessings of God into your life. God has set before you life and death and blessings and curses and then God said you choose. You choose by your words. Death and life is in the power of the tongue. Learn how to speak the blessings of The Book of Deuteronomy chapter 28:

I am blessed coming in and going out
I am the head and not the tail
My enemies are smitten before my face
etc.

Reference Scriptures:

Genesis 1:28
Genesis 27:27-30

Matthew 18:18
James 3:10

Genesis 1
2Corinthians 4:13
Mark 11:23
Joshua 1:8

Proverbs 12:14
Proverbs 18:21
Luke 6:45


Sunday, 23 August 2015

Indigo Children

Up until recently in our evolution, the human race as a species has undergone a long period of searching for spirituality outside of it's self. Much of the ancient knowledge of the individual's connection with the divine has disappeared with the advent of the Newtonian model of physics. The human quest for control and the separation created by things like religion, sex, race and language has deactivated an entire portion of our DNA. Even while reading this, if you are a person who has grown up under the "modern" model of physics and medicine, the idea of DNA having anything to do with spirit, much less being inter-dimensional in nature will most likely be a concept that you do not fully accept. But this is not only the truth of DNA it is one of the major discoveries about DNA that science has neither explained nor explored yet. This "non use" caused the biological structure of many humans to change dramatically and subsequently the generations born to them to retain that biological change. Humans were no longer focused on their mind-body-spirit connection and so, the physical manifestations (much of them chemical) of that connection atrophied. As a result many people of earth have to work to consciously access this connection and re-activate that unused portion of their DNA. All of this is about to change. In fact it has been in the process for changing for quite some time now.

We are in the midst of an evolutionary change. This evolutionary change is being led by the children of this "new age". More and more, children are coming into this physical reality retaining the conscious knowledge of whom and what they are, knowing why they are here and with more and more of their inter-dimensional DNA potential activated. These children have an actual biological system connection to the divine. By now, you may have heard the "buzz" surrounding the first of these new humans called "indigo children". Though Indigo children have been trickling in here and there since the 1950's, they did not register on society's radar until the 1970's. The first large wave of this variation in human form came about in the 1980's. Many of these children chose to come in to the physical existence at this time through parents who participated in the 1960's shift in consciousness. Indigo children are the "warriors" and "trailblazers" of the new age. They are the bridge to the next level of humanity. Indigo children carry a new energetic vibration which has begun to transform humanity. For the indigo children, the door to universal consciousness is always open and accessible. They, along with the subsequent variations to come after them, are changing human consciousness. Indigo children began to catch attention because their strong biological connection to "spirit" along with the fact that they have no knowledge (or care) of what is and isn't "possible" made it so that they could not fit into the current structure of society. There is no limit to their comprehension and they could not be made to conform. They did not come in looking to absorb the current beliefs of humanity; they came to build new belief for themselves and for man kind. Because of their intense spirit connection and intentions, Indigo children have come into this life with what seemed to many like supernatural abilities ranging all the way from strong intuition to full blown extrasensory capabilities. Indigo children, though physical in form, have an ethereal quality to them. The fact that these children have no concept of what is or is not impossible, means that they will lead us beyond the limits of what we believe to be possible and to break down the old patterns and barriers that have been present in society.

Because they are here for the purpose of facilitating change, they have also garnered much attention over the years for being incredibly difficult children to raise. Indigo children (like successive new age children) do not turn to adults for answers. They would rather find the answers within themselves and learn "the hard way". Many adults will expect respect from an indigo based on age and life experience but age is not a qualification for anything in the mind of an indigo. They have great problems with authority because they do not think that the world is the way it should be and so they do not listen to the advice of people who have participated in making the world the way that it is. They are non conformists to the extreme, but not for the sake of personal expression or fun, rather for the aim of altering this world's vision. They (unlike the successive peaceful, loving new age children) have the "warrior" energy of a person coming into life with the express intention of destroying beliefs and systems which they do not think serve humanity. They come in with the idea that many will be against them, but the will to succeed in bringing down any aspect of society that is archaic and limiting. Any one who values conformity or obedience will misunderstand and butt heads the indigo. Indigo children do not respond normally to disciplinary action. Disciplinary action is exactly what they expected to be met with before coming into life and so... disciplinary action is faced by an indigo child, like battle. They often have easy tempers and so any attempt to get them to abide by limits will most likely be met with this temper and be treated like combat. However, unlike what you would typically expect from a person with warrior type energy, they have very sensitive systems. Because their senses are taking in much more stimulus than the average person's they have a lower resiliency to certain foods and environments. Making them seem high maintenance. The indigo child will never try to join a group. Instead, they will isolate themselves until they find a kindred spirit. Sadly, many of the first waves of indigo children due to their various abnormal behaviors have wound up being labeled as mentally ill and therefore been medicated and influenced out of their amazing gifts. The struggle they have faced in coming in to shift society to such an extreme degree often makes their life circumstances so difficult that unfortunately, the suicide rate for indigo children in their adolescence and even adulthood is very high. These children are called indigo children because the new vibration that they carry moves in such a way that the light distribution versus the wavelength of this energy makes it so that the human eye perceives the electromagnetic spectrum of that energy at between 420 nanometers and 450 nanometers in wavelength, in other words... the color we call "indigo".

Now, that the Indigo children have paved the way, children with even newer, advanced energetic vibrations have come in and continue to come in. They are still very young, and so we have not felt the full force of their purpose coming to fruition. You may hear them being called "crystal" children and "rainbow" children and "blue star" children. Though they share the commonality with indigo children that they are very empathic, hypersensitive, profound, intuitive and extrasensory, they differ in that they bring the energetic vibration of peace and even the energy of divine love and unity. Their auras are very different because of this new vibration. Their auras, instead of taking on their own individual color, tend to be prismatic either appearing like a clear, reflective light field that takes on the colors around it. Or like the aura it's self already contains all colors within the color spectrum (much like a rainbow effect). These children are connected, very sensitive, communicative and compassionate. Many of them have incredible abilities to heal others.

Many of these new age children however, do not immediately possess the current social skills that are expected within society because these behaviors go against their over all goal. Therefore, many diagnoses including the autism diagnosis will rise dramatically with the introduction of these new children. They are here to assist the world as we evolve into a higher vibration where love and empathy become the norm rather than the exception. They are highly enlightened children who understand the ultimate truth that there is no difference between that which is human/animal/ plant/mineral and that in truth, all are one. The social systems surrounding these children must be those which help them towards evolution instead of education. They will not respond well to harshness. Whether that harshness comes from things like loud noise, cruelty, anger, temperature extremes or unhealthy foods, they will respond to all of this by withdrawing into themselves and some may quickly develop illness because of this.

These children are born with expanded abilities as well as more of their DNA active and so they present an amazing new opportunity for the rest of society to evolve. Often, out of habit society does not embrace the new vibrations which successive generations bring to earth. Therefore, many people are not personally able to experience their vision or reach beyond what is currently thought to be possible within their lifetime. But if we stop trying to make them "fit the current mode and model" of behavior within society and instead embrace this new energy they bring, allowing it to transform us, they will guide us into the new advancement of our society, species and world.

Thursday, 23 July 2015

Religion Tips : The One Blessing We All Miss In Our Prayers

WHAT is the one thing that could transform our lives for the betterment of truth and understanding? How are we to be made mature in one swift movement? Why are we not brought to spiritual perfection this instant rather than in the celestial realm? When are we to realise the life that lies in wait of our discovery?

All these questions might be answered in the form of prayer, but not just any kind of prayer. An almost unimaginable prayer these heady days.

LISTENING, in one word, is the Blessing we miss in our prayers, because we have all fallen for the lie that prayer is speaking to God. Prayer has become something we 'actively' engage in - it's like we must do something, like speak, initiate some way, and respond to the silence by darkening it with our very human thoughts in spoken ways.

Our ways are not God's ways, nor are our thoughts, God's thoughts. Yet we still darken so many of our prayer spaces in being loud and effusive. We must be vexations to God at times. All in the name of prayer.

We could, otherwise, find it our privilege to sit, lay or stand, and silently look within or without. We could order our moment solemnly. We could attest to the majesty of God and measure our praises out into the openness of a determined, silent wonder. Would we let such a prayer have any limit? No, limits of such there can be none!

Why will we insist on missing Blessing, when we would otherwise subterfuge the Lord's amazing power and Presence with our spoken efforts? Our spoken efforts may be ordered or they may be unordered. We might pray them with poise or pray them in a plundering way. We might impress ourselves with our eloquence. Worse still, we might impress others.

But we still haven't learned the first thing about prayer.

Prayer is divine when we are patient enough with God that we can simply sit, surrendered, and wait.

Prayer is at its obedient best when we are patient enough in ourselves that we can simply sit, surrendered, and wait.

***

To spend time in silence is to spend time in respectful prayer.

God is worshipped solemnly when we attune ourselves to listen.

Prayer is listening keenly for the will of God.

To pray is to communicate to God. But it is just as much God communicating to us, through our reflections on our own lives.

Prayers that are spoken are like silver. And yet, silence is golden.

Thursday, 25 June 2015

Parenting Tips : What Does Your Child EXPECT?

Did you know that high self-esteem has been found to be the number one ingredient for experiencing success in all areas of your life? Success (however you choose to define it) all comes down to how you feel about yourself. Sounds pretty simple, doesn't it? Often, we think that children just "naturally" develop high self-esteem. We think that if we just say "I love you", spend some time with them each day and praise them for doing good things, then their self-esteem will grow all on its own. Self-esteem, however isn't something we give our children; we must teach them how to develop it within themselves.

So, how do we teach our children to develop self-esteem within themselves? First of all, we need to know what self-esteem is and recognize what it looks like. A simple definition of self-esteem is "how you feel about yourself". When you feel good about yourself, your self-esteem is high, and when you don't feel good about yourself, your self-esteem is low. There are many ways that you can identify high self-esteem in a child, but the one that I want to share with you today is this: Children with high self-esteem expect success. Here's what this means:

Children with high self-esteem expect good things to happen.

This is all about having a positive outlook when it comes to both new and familiar experiences. Children with high self-esteem are actually looking for good to take place. They may imagine a positive outcome, or even talk about something as if it's already happened in their favour. They're excited to try new things and can't wait to feel good while doing them.

Children with high self-esteem expect to be treated well.

Children who feel good about themselves feel accepted and appreciated by others. They feel a sense of belonging, and they feel as though others care about them and their well-being, which leads to a feeling of trust. Children with high self-esteem expect others to treat them lovingly and kindly. They expect to be understood and respected, and they treat others the way they want to be treated.

I believe that we tend to experience what we EXPECT in life. When we expect positive outcomes to situations, we are more open to discovering ways to make that happen. When we are expecting negative outcomes, we become victims to our situations, which leaves us feeling powerless and "closed off" to turning things around. You can teach your child to create positive expectations in his/her own life, whether it's about their academics/school life, hobbies/personal interests, or social/family interactions. One of the best ways to teach your child to expect positive things is to be a model of that way of thinking yourself. Do you expect things to work out positively in your own life? Do you share your positive expectations with your child? Children learn from what we do, so as you continue to expect awesome outcomes in your life, your child will learn to do the same.

Saturday, 16 May 2015

Tips to Help Your Child Deal With Their Emotions

As a child we were told to, keep calm, stop crying, don't tease, don't push, don't yell, keep quite, listen to me, pay attention and so on. So as an adult have we learnt any of these things? I know a few adults who throw temper tantrums, for example when they don't get their own way, when someone is picking on them, or even when we can't help the way they react to certain stressful situations. How are we supposed to teach kids better solutions when most of us don't know how to deal with our own emotions? What if you had the tools to help your child 'keep calm' and teach them to find ways in dealing with their emotions.

Over the years I have learnt that whatever we do, kids sometimes will watch and mimic adult behaviour, especially the way we cope with stress. I believe that we can provide children with learning tools to cope with stress, keeping calm and that it should be taught from a young age. I really can't remember a time when I was a child if an adult taught me how to find the tools to keep calm, especially when I was feeling stressed or overwhelmed about something.

My research in this topic intrigued me because I was not taught any of these tools and I know if I did, I would have been able to cope with stress a little better as an adult. I started to research and study mindfulness and the positive effects it had on my life. I learnt to not react to emotions but to be in a state of a neutral emotional response. Neuroscientists around the world have researched the effects that mindfulness practice has on our brains. Some suggest that it can change our patterns of thoughts not to react to certain emotional responses. There is still much study to be researched on the effects on children and youth as its relatively new. However practicing mindfulness basically puts a gap between the emotion and the reaction, or how we respond.

So what is mindfulness? Mindfulness is a state of being in the present moment without judgement. When I explain mindfulness to children, I explain to them that it's about being aware of everything around them right now, like what they are sitting on, what they are listening to, how they are feeling, how their body feels and their feelings towards other. It's a state of becoming aware.

Here are 4 mindfulness techniques that I use when helping kids become aware of their emotions, which can help them keep calm:

1. Breath

The breath is what we can do to help our kids keep calm. I suggest to the children to close their eyes and just breath normally, but slower to find their breath. I then ask; where do you feel the breath entering and where is it exiting? For example as you close your eyes you may feel the breath coming in and out your nose, or you may feel the breath at your chest as it moves up and down, or you may feel your breath as your stomach rises and falls. Where do you feel your breath the most? If the child is distressed I ask them to count their breath, 1 breathing in, 2 breathing out, 3 breathing in, 4 breathing out as so on until they feel calmer.

2. Exploring the sense of hearing

One activity I like to do with the children is the sense of hearing. Allow the children to just stop and listen, I ask them to listen to their surroundings, outside sounds, inside sounds, the sounds their body is making, like it's breathing, this will allow them to stop and pay attention to something else and maybe find some new sounds that they were not aware of before.

3. Body Scan

Allow the child to just lay down and mentally ask them to scan their body using their mind. Starting from the toes, move up to the top of the head, mentioning nearly every body part. For younger children I like to mention a bright star entering their feet and moving up to the top of their head, which makes it more fun. I sometimes will ask if they felt any tension at any part of their body and try to help them understand that its OK to feel that part as they are becoming aware of the feelings in their body.

4. Emotional awareness

Allow the child to just become aware of their breathing again and ask them how it feels to be angry, sad, happy, or excited. By pointing out different emotions it allows them to become aware of where that emotion is stored in their body, for example; if the child is angry ask them where they are feeling that emotion, more than likely they may say that they are tense in the shoulders or their stomach hurts, allow them to just feel it and ask them to start thinking of a happier emotion. I'm not trying to differ the emotion, but because they are still young, finding an emotion that makes them happier gives them the distance to not react and play out the emotion of anger.

I hope these methods are helpful tips for you and your child or even if your teaching a group of children in a classroom. I know with patients and regular mindfulness practice you will see a difference. At first the child or children might find it a bit strange, but trust me they soon adapt to their new found methods.


Friday, 8 May 2015

Easy Tips to Teach Children Toy-Making

Teddy bears have been around for over a hundred years. Dolls have been around for many thousands of years; they were first made when people started to make carvings out of stone.

From the dawn of time children have clearly loved to have these little play companions.

Making your own toys and then maybe even clothes to dress them in as well is not so difficult to do. In fact, it is a very good way to start learning dress-making skills because the projects are small-scale and don't take too long to finish.

Getting children involved in handicrafts is a very good way of improving their hand-eye-brain co-ordination. Almost every child likes making things, and if they can finish up with a little character to name and play with, the exercise will have a lot of meaning for them.

Points to Remember

Any fabric and stuffing used should always be washable. Fabric with a pile; this means a surface texture, and with toy-making this usually means fur, needs special attention when cutting and sewing.

Soft toys can be furry or they can be made from printed fabrics, tartans or brightly-coloured felts. Some felt now is washable. Don't use fabrics that fray easily because the seams on toys are often smaller than the ones used on garments.

In fact, if working with fur fabric is too difficult for little fingers, then felt or cotton fabrics can be a good alternative. Felt can be sewn wrong sides together so is suitable for making small toys that are easy to construct.

It is very important that any extra parts should be child-safe especially for a baby who will inevitably put the toy in his or her mouth. Whether you use shop-bought eyes that are fixed on with rings or buttons you sew on, they must be extremely secure otherwise they may become a choking hazard.

When you start toy-making, it would be best to choose a pattern that does not have too many pieces to sew together. You can buy kits in shops and you can even find free patterns for soft toys on websites.

Preparation

If you have bought a kit, identify all the pieces first and read through the instructions to orientate yourself. Keep the small parts safe in the bag until they are needed.

If you have bought a soft toy animal pattern, the pieces may have an arrow on them. This is the direction in which the pile (fur) should lie (downwards or backwards on the finished animal). Make sure the pattern pieces are laid on the wrong (back) side of the fabric correctly.

It is very important to push the tip of your scissors through the pile and cut the base fabric only.

Construction

Follow the instructions you have with your kit or pattern carefully step by step. They often have diagrams which will be useful.

When you sew fur fabric, push the pile inside the seam with your needle as you work so that no fur is sticking out on the inside of the toy - then you will not get bald seams once the work is turned out the right way.

Don't forget to leave a gap at the side or base of the toy for turning it the right way out.

A gusset is a piece of fabric that makes a sewn item three-dimensional. On a toy this is often the forehead.

Finishing

When stuffing a toy, use small amounts of stuffing at a time and stuff through one side from just under the arm on an upright toy, or the centre of the stomach on a toy that has four legs.

Stuff the head first and then the limbs before you start stuffing the body. A blunt pencil can help you push stuffing into the limbs.

The stuffing should be packed in quite tightly. It will soften after the toy has been played with for a while.

Once the toy is stuffed, the hole left for stuffing will have to be sewn up from the outside using ladder stitch. Stitch across the hole in a zigzag fashion with strong thread and then pull the two fabric edges together to close the gap (making sure the stuffing is all contained inside the toy).

The pile on fur fabric will cover the stitching, but otherwise as long as the stitches are neat they shouldn't show up too much.

Rag dolls can be made from stout, cotton fabrics or soft flannelette, clothes can be made from small off-cuts of fabric. This can be an economical way of making toys.

Sew the face on before stuffing the toy and attach the hair after stuffing.

If the finished toy is not perfect, it will still be full of character. Anyone learning a new skill, whether they are a child or an adult, makes mistakes and learns from them. But it really won't take too long to learn how to make toys.

Thursday, 16 April 2015

Children Mental Healthy Tips

Parents worried about teen mental health need not look any further. Factual information can help you to make decisions that will actually help your child be happier in his or her life. Teens are at the vulnerable stage in life and, as a parent, if you search the net or talk to your friends, you will get a lot of advice on how to help improve your teen's mental health.

Yet, facts are what matter! Facts have no vested interest or bias and may help you, the loving parent, to determine what is best for your child. First, to define mental health symptoms, disorders and diagnoses, there are these facts: No medical tests exist that can detect a mental health disorder (no brain scan, no blood test, no chemical imbalance test). Dr. Allen Frances, Editor of the psychiatric diagnostic manual, edition IV, states in an article titled, Mislabeling Medical Illness as Mental Disorder, " that the diagnoses "will harm people who are medically ill by mislabeling their medical problems as mental disorder." Dr. Russell Barkley, clinical professor of psychiatry, and pediatrics, in the same article, states, " There is no lab test for any mental disorder right now in our science."

Psychiatric disorders are listed in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders. The disorders are voted on by workgroups comprised of psychiatrists. Dr. Thomas Insel, Director of the National Institute of Mental Health, was reported by the New Yorker as refuting the validity of mental health diagnoses. "Insel announced that the D.S.M.'s diagnostic categories lacked validity, that they were not 'based on any objective measures,' and that, 'unlike our definitions of ischemic heart disease, lymphoma or AIDS,' which are grounded in biology, they were nothing more than constructs put together by committees of experts. America's psychiatrist-in-chief seemed to be reiterating what many had been saying all along: that psychiatry was a pseudoscience, unworthy of inclusion in the medical kingdom. According to a 2012 report from the University of Massachusetts, "Three-fourths of the work groups continue to have a majority of their members with financial ties to the pharmaceutical industry". Per the FDA, some of the side effects of psychiatric drugs include mania, psychosis, depression, suicidal thoughts, homicidal thoughts and death. Non-psychiatric medical professionals can, and do, perform medical tests to detect any potential underlying physical cause of unwanted mental health symptoms.

Per Florida Department of Health Regulation, Florida Patient's Bill of Rights and Responsibilities, each individual has the right to be fully informed about the proposed medical treatment or procedure. This includes the right to know the risks and alternatives. For those who live outside of Florida, Informed Consent, the right to know the risks and the alternatives to any treatment, is a legally accepted term that is used globally and ensures your right to make decisions for your health and well being.

Second, considering the, above-mentioned, facts, there becomes a vicious circle for any teen, adult or elder, who is experiencing life's stresses, and therefore the effects of those stresses, such as anxiety, depression, mood swings, aggression, and more. The never-ending circle is that of mental health diagnoses, mental health drugs, (more drugs, whether prescribed or abused) and more mental health diagnoses, with only seeming improvement in symptoms if the drug or drugs have chemically restrained the initial and unwanted mental health symptoms, temporarily. Unfortunately, for most those restraints fail to work after time and the adverse effects take place, which of course produce more mental health symptoms, more diagnoses and more drugs.

Teen mental health is an important topic! It has to do with the welfare of your child, our future adult in society. Those that shape and direct how our culture will develop over time. To improve your teen's mental health, consider the facts and in doing so, talk to traditional, non mental heath, medical professionals about the possibility of a thorough medical exam that will test for all possible physical causes of the teen's depression, anxiety, aggression, etcetera.

Time and history are on your side, because over time, and strewn through the last 4 decades are medical research and multitudes of documented real-life cases of individuals who did avail themselves of a thorough physical examination, found the true physical cause of their problems and resolved all through the use of medical science that carried none of the FDA warnings on mental health drugs, which of course, are mental health symptoms in themselves. Such as, mania, delusions, psychosis, worsening depression, anxiety, hallucinations, suicidal and homicidal thoughts and actions.

Will Fudeman, a Licensed Mental Health Counselor, recently published an article about his work as a psychotherapist. He felt he had to do more to help his patients than listen to their woes. He decided, after his own personal experience of having horrific pain after a car accident, that he wanted to study Chinese medicine. He got his license to practice as an Acupuncturist and, after his 20 years as a therapist, he says that he had come to understand that emotional and physical are "intertwined".