Small business finance acts as a stepping stone for the small businesses, to explore innovative and holistic approach of business to increase their profits. With small business finance borrower can minimize the difficulty of funds that the borrower comes across during the business.

Small business finance depends upon nature of the business i.e. new or seasoned business. Amount fetched through the small business finance can be used for various purposes like buying a land, furniture, raw material, advertisement, machinery, outgoing expenditures etc.

Depending upon the borrower’s requirement he can either opt for the secured or unsecured loans. If the borrower wants to enjoy the attractive features and larger loaned amount then he should opt for the secured small business finance, but for that he has to place some valuable collateral against the loaned amount.

Borrowers who are looking for small amount can opt for unsecured small business finance. Unsecured small business finance is often availed by those borrowers who are unable to place collateral against the loan amount. Tenants or non-homeowners can avail the unsecured business finance at the competitive rate of interest.

Small business finance can be accessed from various lenders like prominent banks, institutions, lenders. With these, nowadays small business finance is also available through the online market.

Online has proved to be a simple and the fast method of acquiring the small business finance. While opting for the small business finance borrower must not forget to compare the quotes of different lenders in respect to repayment period, lower interest rate, and the loaned amount.

Borrower with bad or poor credit history like CCJ’s, bankruptcy, defaults, arrears IVA, etc can freely opt for the small business finance.

The most important task to obtain small business finance is preparing a business plan. In small business finance, business plan provides the borrower to know what amount to be raised for his business.

REVOLUTION AND EVOLUTION IN EDUCATIONAL SYSTEM

BY PROF.M.S.RAO, ACADEMIC GUIDE, ICFAI UNIVERSITY, INDIA

“ Education is for improving the lives of others and for leaving your community and world better than you found it”, Martin Wright Edelman.

WHAT IS EDUCATION AND SOCIETY:

Education provides the man with information, imagination, knowledge, ideas, values, ethics, reasoning and over all makes the man complete man. Education brings refinement, adds to intelligence, and makes independent and confident man. It is only the human beings who can get armed and equipped with education, which is missing in animals. Education does not mean only reading and writing but also thinking, learning, reasoning, practical experiences and so on. Education is a learning process from cradle to grave. It is education that has brought out many changes in this world and transformed the entire civilization since time immemorial. Ariel and Will Durant quoted, “Education is the transmission of civilization”.

The growth of society solely depends on the type of educational system adopted. Education makes tremendous impact on the society. The quality of the society depends on the quality of educational system implemented. Some one correctly said, “Better institutions are essential if we are to lead better lives”. Right education makes the people build character, values, ethics, and prepares the society and country as a whole to catch up with the rest of the world. Right education is the legacy or the gift, which we pass on to our next generations. George Peabody said, “Education: a debt due from present to future generations”.

EFFECTS OF EDUCATION ON SOCIETY:

Kerala is the first state in India, which attained cent per cent literacy. It encouraged other states to contribute their best so as to attain total literacy. Rather Kerala has become a model state and ideal state to be emulated by the rest of the country in providing importance to education.

No nation can develop without proper education. And India too developed as a society and as a nation for the last 60 years. India has now vast human resources and it has the thirst highest technical manpower in the world. Although the effects of education in the society are tremendous, yet there are grey areas, which needs to be addressed. India as a nation has developed politically, culturally, economically and socially but yet much needs to be focussed in a right direction.

“Education is the most powerful weapon which you can use to change the world”, said Nelson Mandela. It is very obvious that no weapon is superior to education. Apart from education, the influence of technology has brought out significant changes in the society. If technology is used in the right direction and if it is coupled with education, we can expect miracles in the society as a whole.

EDUCATION AND EXPERIENCE:

“Education is when you read the fine print. Experience is what you get if you don’t”, said Pete Seeger. All human beings make many mistakes resulting in bitter and, of course, experience. If an individual is educated, he knows the things because he reads the fine print. He tends to make a few mistakes in his life. Where as if an individual is not educated he tends to make more mistakes because he does not know the fine print. An uneducated individual believes in trial or error method. If he succeeds in his trial, he pursues or else he drops. The uneducated man mostly believes in observation and practical knowledge. The success rate is far higher in educated man rather in an uneducated man. Education brings down the complexities in one’s life thereby making life easier, simpler and comfortable. John Dewey rightly said, “Education is not preparation for life; education is life itself”.

PROBLEMS IN PRESENT EDUCATION:

India is the second largest populated country in the world and unfortunately it is nowhere near in number qualitatively. It may be again due to huge population and the type of administrative and political system we have. There is stress on cramming, memory and mugging up. One who mugs up and puts in examination paper is treated as a meritorious candidate. It does not encourage imagination, creativity and originality. There is no effective emphasis on practical aspects of life. It is mostly beset with theoretical aspects and concepts, which any one can read even without going to institutions.

School children are loaded with many books and they find it highly stressful. Education, in fact, should be filled with entertainment and fun so that student can discover the joy of learning, which is missing now. Children find it horrible to go to schools because of too much of study. Even at home children engage themselves so much on school homework. Such things do not promote the relations between parent and child at home. Inadequate infrastructure and inexperienced teaching staff are another bane. Unfortunately, in India, both the primary and secondary level education is still struggling to survive qualitatively. The views and opinions of the students are not being respected. Students are always imposed whatever is there in the textbooks resulting in lack of imagination and innovation. R W Emerson rightly said, “The secret in education lies in respecting the student”. Only when students are respected and valued, they will try to think creatively, innovatively and out of the box. Students should be provided with more freedom of thought.

It is very unfortunate that the teachers are not paid handsomely. Best brains are pursuing other careers for monetary benefits and for better prospectus. It is a pity that those who stick to teaching profession either due to their aptitude and taste and temperament towards teaching or because there is no other alternative (TINA factor) career.

Pandit Nehru’s policies and Kothari commission have brought some significant changes in the education but still there is no healthy and constructive impact. There is commercialization of education, and a few fly by night operators entered into this sacred field and spoiled the standards.

TOOLS AND TECHNIQUES TO OVERCOME:

Teaching faculty must undergo regular training to update and upgrade their skills and abilities. Encouraging regular workshops or seminars or courses related to teaching methodologies can enhance and sharpen their skills. Such seminars will encourage the teaching faculty to exchange and gather more information.

“He who opens a school door, closes a prison”, Victor Hugo. Children from the age of 6 to 14 are to be admitted in schools to provide education, as this is the best age to tune them for creating interest in education. Child labor has been abolished but unfortunately it is not enforced effectively. Children should be encouraged by various innovative ways and means to get into educational institutions.

Content and curriculum in the educational system needs to be addressed. Streamlining the educational system on national basis from Kashmir to Kanyakumari will raise the educational standards. There are disparities in the educational system in various states and efforts must be made to fill those gaps.

Govt. levies 2 per cent educational cess and authorities must ensure that the funds go in a right direction to create strong educational infrastructure. Nobody is against the levy of 2 per cent cess but the right application and mobilization of the resources will bring right results rapidly.

Focussing more on vocational education is the need of the hour. Presently there is a vast gap between industry and academics. Infosys has come out with ‘Campus Connect’ initiative to bridge the gap between the industry and academics and it is a step in right direction. The corporate leaders have a vital role in funding the educational system. They make money for themselves, pay handsome salaries to their employees and paying dividends to their shareholders and all the people who are involved in the business are earning one way or the other. But what are they contributing for the education and society? It is a well admitted fact that the helping hands are far better than praying lips. Corporate, whether big or small, can wholeheartedly come forward to contribute their best for bringing Indian educational system on par with global standards.

It is essential to bring reforms in education from time to time as the tools and techniques involved in teaching are changing rapidly due to the influence of technology.

For professional qualifications like engineering, management, medicine, computers etc., the students should be engaged in the practical education and project works from the first year itself. Such activities will build more confidence in the minds of the students as they grasp the needs of the industry and thereby fine-tuning as per the industry expectations. Fee structure needs to be rationalized and the deserving students should be provided with scholarships.

Providing interest free educational loans will help the deserving and poor students. Also, it is desirable to encourage non-professional degree holders to get vocationalized. “Education is not filling a pail, but the lighting of a fire”, said William Butler Yeats. Education must ignite the minds of the students and it must move the students from comfort zone to effective zone. The students in the comfort zone will not achieve as much as that of in effective zone.

CONCLUSION:

There is a strong need to streamline the present educational system. The problems in the educational system need to be addressed immediately. Education should focus on ethical, social, vocational and academic aspects. Education builds man and man in turn builds nation. A strong nation can be built only when there is a strong character education. Abraham Lincoln aptly said, “Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing”. Hence the essence of any education is the strong character. The evolutionary approaches and revolutionary changes in the present educational system are the need of the hour. We must build a nation where youngsters have a vision to think beyond their geographical boundaries. There should be scope for the students to expand intellect, reinforce mind and make them to stand on their own feet.

MESSAGE:

Education and character are two sides of the same coin and one without the other is meaningless. Money may come and go but it is the character that counts from beginning to the end of life. Any individual when equipped with character education can excel in any part of the world. To put it in the words of Martin Luther King Jr. “The function of education is to teach one to think intensively and to think critically . . . . . intelligence plus character . . .. That is the goal of true education”.

T H E E N D

Inspirational family sayings
Feeling a failure doesn’t make you a failure. 
Be happy being yourself.  If you can’t be yourself, you can’t truly be happy.
Make your own path

Inspirational family sayings

Finding balance and serenity.
How do we do that in today’s stressful environment.
How do we reduce stress??
It is a well known fact that stress can be harmful to your health, both physically and emotionally
I went to my 11 year old’s dance recital tonight at Baltimore Dance Center. Baltimore Dance Center gives an absolute awesome performance.
I especially love to watch the ballet. The feeling and emotion in the dances is awesome.

There was a ballet number to the song “Concrete Angels” and the expression they put in the dance and their faces was heart wrenching. (for those who know the song, the song dwells on a battered child”

We all just stress so much on the things that mean the least.

Stop making mountains out of molehills.
Appreciate the stability that you do have in your life while coping with the obstacles.

Focus on the positive and always remember that while you think you have it bad, someone, somewhere always has it worse

Finding the place where you belong
The universe is holding it’s breath….. Waiting for you to take your place

Growing up, my family was very poor and my father was an abusive drunk and drug addict. He showed void of emotion and was also bulemic and me, my mom and brother suffered from every one of his void emotions. He took his shallow childhood and emptiness out on us with the meanest of hands.

I think the best thing he could have done for us is left us as he did in 1986. He cheated and left. That was most likely a blessing. My mom struggled. Oh how she struggled?? My parents married on 10/10/1971. My brother was born on 05/10/1972. My mom just shy of her 19th birthday and my dad of his 21st. I was born on 10/10/1976. From 1976 and so on, what was life for me?? In short of words, Hell on Earth. My dad left in 1986, I was 10. In 1987, my mom was diagnosed with breast cancer and had to have a full mastectomy and full chemo, she was 32, I was 11.
In 1988, my brother was murdered over a $20 marijuana deal. I was 12

Needless to say, my mom nearly had a nervous breakdown. In a 24 month period of time, my mom lost her husband of 20 years, her breast and her son. As a result of all the trauma, sure I suffered emotional losses along the years. (Hell, I didn’t choose to be born and I sure don’t choose to die- although eventually someday I will) but I do choose my life right here and right now. I get so tired of hearing the old cliche that I did this or that or a crime because I had a bad childhood. Guess what?? That is crap!! When it comes to childhood, mine truly sucked.

Let’s fast forward to the present. My mom who has lost her breast, her son, her husband, half a kidney etc is one of the most loving, sympathetic people here on this earth. Guess what, her parents especially her mother was the most cold heartest people around. Her own mother never told her that she loved her until she was 32 years old laying on an operating table getting her breast removed.

I myself has suffered a bad childhood (Nothing nearly as bad as my mom) I did have a bad childhookd but you know what??? That is the past and there is nothing I can do to go back and change 1976 to now but I can control my present and future and my daughter’s
My mom and I sat and watched Courtney (my daughter- mom’s granddaughter) in an absolutely stellar dance performance tonight.

My daughter is into so much (dance, softball, basketball, drama)

and I know that everytime, I look at her. She is the reward of my mother and I (My mother taught me the fighter and positive side)

Although she had nothing but trauma in her life, Me and her granddaughter are the wind beneath her wings and my mom is truly my hero

so to make a long story not so short LOL, I don’t want to hear, I had a rough childhood so I can’t be happy—- That is crap

Take time to laugh everyday, inspire yourself, make time for yourself and your family

Laugh, Love, Forgive, Live

If you read my entire post above, Ironic, my wedding date is 10/10/10
My parents married on 10/10, I was born 10/10, but what I failed to mention is that my fiance and I started dating on 10/10/2004. LOL He proposed 10/10/05 I told him I wanted to marry him but didn’t want to marry to 10/10/10 (note: My job that I have worked for since March 16, 1995, I have always been employee #10) I just love the number 10. Well Tim told me back in 2005 that there was no way in h**l that he was waiting until 2010 LOL Guess what, we are going to have the best wedding on 10/10/10 LOL
All the bad memories of my parent’s marriage on 1010 are going to be whiped away

Inspirational family sayings

SCs and STs: Educational Realization

- Ramaiah Bheenaveni*

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The world of today, by and large, is comparatively a rapidly changing one and the changes have been in a variety of directions. Not long ago society was through of as a reality sub-generis far beyond the control of individuals to change it –and education as a process of inducting new entrants into society. The idea that societies can be changed and, that too, education can be vital instrument of social transformation is increasingly felt. Geared to the preservation and perpetuation of tradition in the past, education is now being used to bring about social transformation in a large scale. This represents a kind of dilemma in respect of the social role of education in traditional societies.

Ignoring this dilemma, many social scientists today re inclined to believe that education is a powerful instrument of social transformation. The prevailing opinion in circles of social science is that education is an agency of modernization. It is argued that education promotes modernity in many ways but chiefly in two: (i) by sharpening the “critical awareness” of the people about the social structure in which they are placed, and (ii) by changing the consciousness of the people in a direction congruent with the dominant value of our age-rationality-which is also the mainspring of modernity. Following this reasoning, there has come up an impressive body of literature in recent years of documenting the impact of schooling on individual modernity in developing societies. The profound social changes that India has witnessed in the last few decades or so have affected its entire population, yet in some sections of its society their impact has been much more marked than in others.

Education is the key to development of any community. It can broaden the world view of the people, equipping them to meet the present day challenges. Education can be an input to their development. It can also build up inner strength of the people. Almost all studies have emphasized the importance of education in the development of the people. Ignorance is the biggest reason for weakness and knowledge is power. In the development effort, education has a pride of place in the priorities of the people. This is particularly so when the two systems of unequal strength come in contact. Education brings knowledge to he community and keeps in acquiring a new strength to enable it to face the new challenges which naturally come by when the process of change unfold unforeseen forces.

The role of education as an investment in human resources has been increasingly recognized all over the underdeveloped and developed countries. Education has special significance for the weaker sections of society, which are facing a new situation in the development process to adjust themselves properly to the changing circumstances. For them, education is an input not only for their economic development, but also for promoting in them self-confidence and inner strength to face the new challenges.

This position SC/ST education critically examines the contemporary reality of schooling of children belonging to Scheduled Caste and Scheduled Tribe communities who have been historically excluded from formal education – the former due to their oppression under caste feudal society and the latter due to their spatial isolation and cultural difference and subsequent marginalization by dominant society. There are thus sharp differences between these two categories of population in terms of socio-economic location and the nature of disabilities. However, there is also growing common ground today in terms of conditions of economic exploitation and social discrimination that arise out of the impact of iniquitous development process. Concomitantly, the categories themselves are far from homogenous in terms of class, region, religion and gender and what we face today is an intricately complex reality. Bearing this in mind this paper attempts to provide a contextualized understanding of the field situation of the education of SC/ST children and issues and problems that directly or indirectly have a bearing on their future educational prospects.

The educational effort so far as the SC and ST communities are concerned has to be somewhat different than for the general areas. In case of advanced groups and areas, demand for education is already there. Establishment of an educational institution itself is sufficient to attract the children from the advanced communities because their parents are interested in their education. This is not the case with the poorer section of the community. The message has as yet not reached the more backward rural and tribal areas where the citizen is still not very much aware about the practical utility of education. Thus, a number of socio-economic factors are coming in the way of members of SC and STs in sending their children to schools. In many cases, it is sheer economic hardship. Therefore, the universal educational programmes at the elementary stage in the case of these communities have to be much more than mere opening up of educational institutions. The students belonging to these communities may have to be provided with free textbooks, mid-day meals, and in the case of girls, even a pair of uniform. As the children grow, they become economic assets to the family. It may be necessary, therefore, that they are provided suitable scholarships and stipends in higher classes. It has to be ensured that if we cannot compensate the family, at least education should not be a burden on a poor family. In the case of tribal areas, it may be necessary that at middle school and high school levels adequate hostel facilities are also provided, as an institutional network itself will not be of much help. It is commonly observed that in some tribal areas much of the institutional capacity remains under-utilized.

Special state institutions were set up for the advancement of SC/ST and various legislations, social policies and programmes were drafted which were geared to their economic and political development and achievement of equal social status. It has been difficult however, to identify these categories in terms of criteria laid down by the state. The ‘problem’ of the scheduled tribes has been a vexed one, given the various levels of social and cultural distance and varying degrees of voluntary or forced assimilation exploitation and/or displacement. In fact, it has been pointed out by Galanter that just where the line between Scheduled Tribes and non-Scheduled Tribes is to be drawn has not been clear. There are problems of overlap with caste and controversy whether a specific group is more appropriately classified as a ST or SC. Policy however treats the SC and ST groups homogenously. Moreover it rests largely on the assumption that mainstreaming is progress, while paying lip service to preserve distinctive cultures, especially of tribals who are coerced into assimilation.

Education was perceived as crucial to processes of planned change. It was seen as the key instrument for bringing about a social order based on value of equality and social justice. Expansion and democratization of the education system was sought, the two primary egalitarian goals of which were the universalisation of elementary education and the educational “upliftment” of disadvantaged groups. The State’s special promotional efforts have undoubtedly resulted in educational progress for the SC/ST especially in regions where policy implementation combined with the dynamism of reform, and most crucially with anticaste, dalit, tribal and religious conversion movements.

The last two decades have spelt the decline of the Welfare State under the powerful impact of global economic forces and neo-liberal economic policies. The egalitarian ethic underlying planned change and development is being rapidly decimated. The ideology of the Indian State’s New Economic Policy emphasizes the pre-eminence of markets and profits. In the context of an elite directed consensus on the inevitability of liberalization and structural adjustment, the predominant problems and debates of education have undergone major shifts. Structural adjustment have provided the legitimacy and impetus for a number of educational reforms that pose a direct threat to the mission of universalizing elementary education and equalizing educational opportunity for SC/ST, especially those left behind. The state is withdrawing from social sectors of education and health and delegating its social commitments and responsibilities to private agencies and non-governmental organizations. There is already enough indication that basic educational needs of the SC and ST are getting seriously undermined under the new dispensation adversely affecting life chances of vast sections of those who have yet to make the shift to first generation learning.

Urban migration, education, occupational change and religious conversion have been pursued by the scheduled castes as key strategies of socio-economic emancipation, status change and acquisition of a new social identity. They have achieved varying degrees of success. Anti caste and dalit movements have provided the bases for political consciousness and assertions of new self-consciousness and new self-respecting collective identities grounded in both moderate-reformist and radical ideologies. Contemporarily, the rigours of pollution, social practices of untouchability and social relations of servility vary greatly in different parts of the country. The widespread upsurge of atrocity signifies continued caste based oppression. Caste and occupation were closely interlinked in the traditional socio-economic order, and the lowest manual and menial occupations were reserved for the SC. The link has gradually been broken but not completely. There have been shifts to caste free occupations. Changes took place with the arrival of new opportunities in rural employment and petty business as well as through education based occupational and social mobility in rural and urban contexts. However, economic exploitation and economic disadvantage and continued concentration in menial occupations continue to sustain and reinforce the degraded social position of the majority of the SC. Rural SC are predominantly landless and impoverished agricultural labour. Women are multiply subordinated.

By modernization is meant a process of long range social and cultural change, often regarded as leading to the progressive development of society. It is a multifaceted development specifically leading to the industrialization of economy, and increase in the geographic and social mobility and, the secularization of ideas, which give rise to secular, scientific and technical education. It also means a change from ascribed to achieved status and a higher standard of living. Thus, modernization is a question of changes in the social structure, norms and value orientations, and as such it demands certain norms and value orientations, and as such it demands certain adoptive devices. As a consequent of this modernization SC and STs are egger to adopt the new trends of modern culture which is possible only by the modern education.

State Provision for Education of SC and ST and Recent Trends in Their Educational Progress

State commitment to the education of SC/ST children is contained in Articles 15(4), 45 and 46 of the Indian Constitution. Article 15(4) underscores the state’s basic commitment to positive discrimination in favour of the socially and educationally backward classes and/or the SC and ST. Article 45 declares the state’s endeavour to provide free and compulsory education for all children until they complete the age of 14 years. Article 46 expresses the specific aim to promote with special care the educational and economic interests of SC/ST.

In its effort to offset educational and socio-historical disadvantage, the Indian state conceived a range of enabling provisions that would facilitate access to and ensure retention of SC and ST children in school. In the initial Five Year Plans, the focus was on making available basic educational facilities such as schools especially in remote areas and providing scholarships and books. Both Central and State governments took up the responsibility of special educational provision. The scope of enabling interventions expanded considerably after the Fourth Five Year Plan.

Special schemes pertaining to school education of SC/ST children currently include: i) free supply of textbooks and stationery at all stages of school education ii) free uniforms to children in govt. approved hostels and Ashrams schools, and in some states also for children in regular schools; iii) free education at all levels; iv) pre-matric stipends and scholarships to students at middle and/or high school stage; v) special scheme of pre-matric scholarships for children of castes and families engaged in unclean occupations like scavenging, tanning and flaying of animal skin; vi) girls and boys hostels for SC/ST students and lodging facilities in hostels of backward classes including SC/ST; vii) ashram schools for tribal children started with the intention of overcoming the difficulties of provision in remote regions and also rather patronizingly to provide an environment “educationally more conducive” than the tribal habitat. In addition, several states have instituted schemes such as scholarships to SC students studying in private schools, merit scholarships, attendance scholarships for girls, special school attendance prizes, remedial coaching classes, reimbursement of excursion expenses and provision of mid-day meals. The last has been recommended as an integral element in schooling by the Working group on Development and Welfare of the Scheduled Castes.

Conclusion:

Education has always been considered an instrument of social change. In present day society education has been considered a sound economic investment and that is the reason why in all the developed and developing societies greater attention is being paid to education. The role of education is to transform a static society into one vibrant with a commitment to development and change.

In out national perception, education is essential for all. This is fundamental to our all round development such as material, psychological, spiritual and so on. Obviously, it implies that education of the Scheduled Tribes is fundamental to the development of the people of this area, and hence, it is essential for them also. Education is a potent agent not only for the social and psychological changes but it may influence productivity and economic development also, and, that is the reason why, for the last few years in the literature on development there has been much talk about the relationship between education and economic development and about education as investment. Educational will also help in the socialization of a child, and the development of the human personality, social mobility, occupational change, and the rise of professions. Education is not only a means of adjustment into the society and all round development, but it is also an end in itself. Education affords protection of life. In addition to its relation with moral values, it is closely associated with socio-economic development. Education is, therefore, very significant for the development of a country and in spite of having many severe problems, the developing countries provide high priority to education. India is, undoubtedly, one among them.

References:

1. Das, A.K. and R.N. Saha, (1989): West Bengal Scheduled Castes and Scheduled Tribes: Facts and Information, Bulletin of the Cultural Research Institute, No.32, Govt. of W.B., SC & TW Department, Calcutta

2. Nayar, P.K. , (1975) : “The Scheduled Castes and Tribes High School Students in Kerala, Dept of Sociology, Kerala University

3. Pratap, D.R. et al, (1971): Study of Ashram Schools in tribal Areas of Andhra Pradesh, Tribal Cultural Research and Training Institute, Hyderabad.

4. Mani, Gomathi, (1991) Education in the International Context, Sterling Publishers (P) Ltd., New Delhi, pp118-132.

5. Thomas, Joseph A. (2001): Dynamics of Educational Development: A Case Study of Selected `Backward’ Villages in Kerala, in Vaidyanathan, A. & Nair, Gopinathan, P.R. (eds.) Elementary Education in Rural India: A Grassroots View, New Delhi: Sage Publications, pp. 166-216.

6. Sujatha, K. (1994): “Educational Development among Tribes: A Study of Sub-Plan Areas in Andhra Pradesh, New Delhi: South Asian Publishers.

7. Muralidharan, V. (1997): “Educational Priorities and Dalit Society”, Kanishka Publishers, New Delhi.

Have you always had a passion for cars? And often thought of having your own business? The time is now to check out the many automotive franchise opportunities available with little start up investment and plenty of rewarding benefits. The number of franchises is increasing as more consumers realize the great earning potential and appeal of becoming a business owner. There are many automotive franchises available catering to various kinds of car maintenance, repair and sales depending on your individual preference and interest.

With franchise opportunities ranging from windshield repair, oil changes, auto parts and even automotive insurance, there is sure to be one that is right for you. While there are several considerations in determining which automotive franchise would be the most suitable, the benefits of purchasing your own franchise are clearly favorable. Just imagine how satisfying it would be to go to work each day knowing that you are your own boss and the business that you operate is your own.

Which Automotive Franchise is the One for You?

There are many factors that might be important as you decide if an automotive franchise is the kind of business that you want to purchase. If you enjoy the busy shop atmosphere and have a special interest in cars and the many aspects of the automotive industry, a franchise in which you can invest and build a solid, long-lasting business that is car-related, may be the one you are looking for.

As well as the general type of franchise, you may also want to know what kind of investment and initial start-up costs are associated with purchasing an auto franchise. Many of the top car franchises available require minimal up front costs. For example, a Novus Glass Windshield Repair franchise has initial investment costs starting at only $14,900. This is very affordable and provides limited risk when you consider the popularity of this kind of franchise and the potential business and profit as it grows over time. If you are more interested in automotive accessories, you could purchase a Millennium Plus franchise in which you become a GPS distributor with an initial investment of just $10,000 and you can even run your business from your own home!

While there are many automotive franchises available at very reasonable investment costs, there are also plenty of other franchises that offer solid and proven earning potential with the added assurance of owning your own business and boasting a brand name service. The initial start-up costs may vary but the decision to become a franchise owner puts you in a very advantageous position from day one. Since today’s consumer often seeks businesses with familiar names and a good reputation, a franchise may be a wise investment since the brand name provides an immediate client base. Although there is definitely a great deal of work and determination necessary to build your franchise into a strong and thriving venture, you need not start from scratch as you would with a non-franchise business.

Other Important Considerations

Deciding on the particular auto franchise may be one of your first considerations but learning about various other aspects of having your own business may be just as important. Being a franchise owner has a number of benefits. From taking advantage of the franchise name, to the potential income potential, the benefits are many.

When you purchase an automotive franchise, you automatically access a complete and proven business operating system that covers virtually all aspects of operating that particular franchise. Essentially, the framework is already in place and the franchise will provide extensive instruction and support before, during and after your purchase. After all, it is their name and reputation that comes with your franchise and all legitimate franchisors want to ensure that your business represents their company in a strong and positive way. Their ongoing interest and training keeps you on top of the latest franchise information and up-to-date with any changes or new company initiatives.

Franchise owners pay pre-determined “royalties” to the franchisors depending on the size and income related to the car franchise. Before purchasing your own, make sure that you discuss all these operating details and get it in writing. Reputable franchisors will have no issues in providing this information and will be very willing to explain the system fully and answer any questions that you may have about any of the business aspects of your auto franchise. There are also some legal considerations as well and these should be reviewed carefully as you decide whether your own automotive franchise is the business for you.

Location is another consideration that may be crucial in determining if a car franchise is feasible as well. Some of the current franchises available may be operated from your own home. So you must decide whether you have adequate space and if it would be possible to run your own business with your home as central base. Some of the bigger franchises require a larger location that would not be appropriate as a home based business. Automotive franchises such as a Meineke Car Care Center or Eagle Transmission involve greater space requirements and significant amounts of equipment that would simply not be suitable for a business at home.

Something to Think About

Is an automotive franchise in your future? The benefits are clear as the strong base and proven potential for success in franchise ownership in the industry gains attention worldwide. Making the decision to purchase your own franchise is indeed a huge responsibility but it may also be the answer to your desire to experience business ownership and the ability to work for yourself.

Ultimately, an automotive franchise has many attractive features and it is definitely a franchise that could generate a significant amount of business since most consumers own or operate vehicles. So, the need is there. An automotive franchise may be a great way to tap into that earning potential. If becoming a business owner in the automotive industry appeals to you, a franchise may be exactly the way to a bright and profitable future!

The very competitive automotive repair industry depends highly on sophisticated equipment which is very expensive. Automotive repair equipments like hydraulic lifts, alignment equipment etc play a vital role in the business operations of this industry. Although expensive, they are indispensable in various repair services. Therefore automotive repair equipment financing is assuming greater importance in the automotive repair industry.

The traditional lending institutions may not be willing to finance sophisticated automotive repair equipment due to their unique nature. However, there are a few genuine financing companies which understand your needs and requirements. They offer financial assistance under various categories and at better interest rates.

Commercial car wash requires lot of equipment and so an automotive repair industry needs to be equipped with all the essential equipments for the same purpose. Automatic car wash, In-bay car wash system, vacuum system etc are some of the sophisticated equipment required in car wash processes. But they are quite pricey especially in case of multiple car washes. Therefore, one can acquire the sophisticated equipments through automotive repair equipment financing.

Tire changer is another important component of any automotive repair shop. Nowadays people are particular about the tires they use and thus excellent tire changer equipment is indispensable for satisfying the customers. Automatic tire changer, PAX tire changer, manual tire changer are some of the equipments available in the market. They can be expensive and so the automotive shops need to look for automotive repair financing.

Auto body equipment plays a crucial role in making a wrecked vehicle to useful. This work however involves full line of auto body equipments like straightening equipment, painting bays and so on. In case they have to be worked on various types of vehicles, a full line of auto body equipment can be quite expensive. In such cases the help of automotive repair financing is much required.

Wheel balancer is another vital tool in an automotive repair shop which helps in assessing the potential problems in the wheel, quickly and accurately. Therefore this equipment helps in providing improved customer service. But the cost of wheel balancer is high and so wheel balancer financing provided by some reliable financing companies is essential.

Wheel alignment equipment is another valuable tool in an automotive repair shop. It saves time and helps the mechanic in easy and quick assessment and repair in any vehicle’s wheel alignment. Though essential, they are quite costlier and so many repair shops are not able to afford it. However automotive repair equipment financing provides valuable service to repair shops to acquire these essential tools.

A frame machine in an automotive shop helps to provide life even to severely damaged vehicle. It is also quite expensive, but some valid financing companies offer easy financial assistance to acquire a frame machine.

Automotive repair equipment financing therefore helps almost all automotive shop owners to acquire the valuable automotive repair tools. The financing companies provide straight forward approach in offering financial help. They provide fast approval with minimum application process. Even an online application is enough to get financial help from them. These companies offer help at better terms so that owners can pay their bills in low easy monthly installments.

Business people are always in need of financial assistance so that their business functions smoothly and further expansion plans can be carried out. In the UK, business persons can find number of lenders who are providing business finance for any business purpose. Such business finance is very crucial for enhancing prospects of the UK businesses. Business finance in the UK is being provided for any purpose like buying a new business, paying for salaries, buying office furniture, equipments, machinery etc.

Business Finance UK can be availed in secured or unsecured options as suits to the business requirements. For greater loan amount, secured business finance is opted for as you can borrow any amount depending on value of the property, offered as collateral. But the biggest advantage of secured business finance in the UK is that it comes at lower interest rate. Also for reducing the monthly outgo towards the loan installments, you can choose to repay the loan in larger duration of 30 years. So, one can say that secured business finance is burden less for the UK business people while they utilize the loan.

Unsecured business finance is provided for smaller amount without taking any security. So business person is under no risks in taking the loan. However, unsecured business finance is costlier as lenders tend to charge higher interest rate. If your credit score is very low then the interest rate goes even higher.

If past credit history of the business is not good, still there are lenders who will loan money to such people. Business finance in the UK is well available to all business persons who have late payments, payment defaults, arrears and county court judgments against their name.

But do not forget to take a plan of investment to the lender. The lender would like to know as to where the loan amount will be invested in the business. Also you must be having sufficient bank balance to convince the lender that the loan will be returned back in timely manner. You can locate business finance lenders in the UK on internet and banks also offer the loan. But get their rate quotes for vast comparison. And pay off the loan in time for escaping any debt accumulation.

 

Curricular Changes in Teacher Education

 

 

India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as ‘Ashramam’ and teacher was called as ‘Guru’. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.

Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.

Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.

The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.

            Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ education is a product, curriculum is the plan.

Teacher Education

Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.

When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:

- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional goals and emergence of the new social order.

- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.

- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.

Scenario of Teacher Education

The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.

Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’

India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.

During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.

 

 

Definitions of curriculum, from Oliva (1997). 

Curriculum is:

      That which is taught in schools

      A set of subjects.

      Content

      A program of studies.

      A set of materials

      A sequence of courses.

      A set of performance objectives

      A course of study

      Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

      Everything that is planned by school personnel.

      A series of experiences undergone by learners in a school.

      That which an individual learner experiences as a result of schooling.

Flexibility of the Curriculum

            In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.

            “The destiny of India now being shaped in her class rooms”. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).

Different types of Curricula

There are eleven types of curricula

1.      Overt, explicit, or written curriculum

2.      Societal curriculum

3.      The hidden or covert curriculum

4.      The null curriculum

5.      Phantom curriculum

6.      Concomitant curriculum

7.      Rhetorical curriculum

8.      Curriculum-in-use

9.      Received curriculum

10.  The internal curriculum

11.  The electronic curriculum

Teacher Education Curriculum at Different Stages – NCTE

Teacher Education at the Pre-Primary Stage

 Objectives

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;

·         Preparing student teachers to use local resources and local contexts. 

 

Curriculum Content and Transaction

Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes. 

Teacher Education at the Primary Stage

Objectives

·         Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it; 

Implications for Pre-service Teacher Education

 Curriculum Content and Transaction

It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.

Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom. 

Teacher Education at the Secondary Stage& Higher Secondary Stage

Objectives

·         Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges; 

Implications for Pre-service Teacher Education

Academic Stream

In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context. 

 

 

 

Addressing Special Educational Needs of Learners

Education of the Gifted and Talented: Major Thrusts

Objectives

·         Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment; 

In-Service Education of Teachers

Objectives

·         Enabling teachers to be sensitive to gender and environment-related issues. 

Need of Curriculum Changes in Teacher Education

            India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as ‘Educational Technology’ at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.

Guidelines/Suggestions

Ø      The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.

Ø      The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.

Ø      It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.

Ø      What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.

Ø      In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.

Ø      In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.

Ø      A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.

Conclusion

Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.

An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:

- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.

- Responds to the latest developments in the field of education.

- Establishes integration of theory and practice of education.

- Provides multiple educational experiences to teachers.

- Enables teachers to experiment with new ideas.

- Ensures inseparability of pre-service and in-service education of teachers.

- Sets achievable goals for various stages of teacher education.

According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for country’s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.

References

1.      Saxena N.R., Mishra B.K., Mohanthy R.K. ‘Teacher Education’, Surya Publications, Near Govt. Inter College, Meerut, First Edition, 1998.

2.      http://www.ncte-in.org/

3.      http://www.aponline.gov.in/

4.      http://www.ncert.nic.in/

 

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Know your mission. Companies have mission statements and it is important to know the mission statement for your family.  My husband and I decided many years ago that there were certain values that we felt were important to instill in our children.  It was important that they grew up happy and secure.  We wanted them to know they were loved.  We wanted them to value people, and to know the value of hard work.  We jokingly referred to our desire for them to be polite and well-mannered, as making them good little citizens.  This was our way of saying that they would be contributing members to society. So our mission statement was: We will make sure they are good people.

Make sure all the members of your family (the work force) know they are appreciated and important. This is important in all organizations. Members need to know that they are contributing and their contribution is valued. You should acknowledge them as important to the family’s success and happiness.

Have good support systems in place.  In any business, it is necessary to have consultants, suppliers and assistants, and know when and where to go for outside advice and help.  In a family, your support system consists of physicians, teachers, coaches, and all the other people you and your family interact with on a regular basis. Make sure they are doing the job they should, i.e., that they add value to the organization.

Organization is key. A well-run family life is like a well-run business.  You must have good organizational systems in place.  You need to know where people need to be, at what time, and how they will accomplish their goals.

An atmosphere of trust and safety is necessary in any organization that wants to achieve positive results. Your children and the parent or parents need to know that there is honesty and integrity throughout the family.

Any organization requires rules, and consequences for failure to follow the rules should be consistent and fair. Guidelines and expectations need to be clear, and good/successful behavior should be expected and rewarded. Respect for all members of the organization is important and non-negotiable. If there are problems, a good parent/manager needs to intervene and help those involved, work it out in a calm and logical manner.

Education should be valued. Any organization should encourage growth and learning, and will accordingly benefit from all members understanding the value of education. The members will likewise benefit from learning to help themselves and others.

The family, like any organization, needs to meet often to discuss concerns and challenges. This can often be done over dinner, which incidentally is an excellent time to bond and learn what each member (division) is working on. Sharing what the divisions are working on helps the members to get to know each other and can lead to communication that can be supportive and helpful.

Good health is another key and the prescription is no secret: good nutrition, exercise, proper amounts of sleep, and not too much junk food. Just as sloppy habits lead to underperformance, strong health habits lead to strong performance.

Perhaps most importantly, a family must have time to relax and enjoy each other’s company. Just as companies plan outings or parties, a family needs to plan time together as a unit. Vacations or outings can help members find ways of bonding, sharing and building a common legacy.

Mission accomplished!

I’m choosing Love. What are you choosing? It’s taken me many long years of lessons to get this very simple yet elusive principle. “The Way Of Mastery” has helped me immensely (www.shantichristo.com) in choosing Love. I choose Self Love! I choose to live as Christ Shiva Das! My life depends upon it! I choose not to dim my light anymore. I choose instead to manifest the good the holy and the beautiful! Screw the small stuff! The small stuff is small, insignificant, and meaningless. The big stuff is what is real! And the big stuff is what Love is. 

I have been constricted in the small stuff in the past. Fear is constriction. Lack is fear. Doubt and fear of the unknown is a blockage to Love. Limitation is living the small stuff. Now I know what to do, what is imperative, I must move out of my parent’s house and open up and expand into the unknown and the unlimited. I had many lessons to learn along the way. I helped them out. I have emoted and figured out my shit. Now I am on the journey to healing, forgiveness, and Love. The blockages in my life have become all too clear. I needed to experience this for myself. Nobody could help me or tell me different. Jeshua Ben Joseph is Loving me during my transition. He is both my teacher and Comforter. I choose to take my life back. Nobody and no circumstances outside of myself will do it for me. I am responsible for everything! I choose to create a different experience for myself! 

Looking back I can’t believe it’s that simple! Choose again! What do I want in my life, Love or fear? I have grown up in a family that teaches fear, lack, negativity, attachment, and pessimism. It has been through my experience of living this lack of light that I have been drawn to the light. Many things have shifted for me in the last month. By the way, I’ve felt like total shit! But I’ve been aware and awake this time in the shit and you know what? It really smells this time. I’m the observer of my own process, a similar process that brought me to my joyful recovery from alcohol and drugs almost 17 years ago. If that’s a marker in my current process let’s start the celebration party because the bottom has never felt so horrible yet so hopeful and joyful. Paradoxically, a comforting sign that I am tapping into truth and healing. I am ready! 

So here is my intent as I choose Love over fear and unlimitedness over limitation. I will have a conversation with my parents this week in the morning when my Dad is at his best. I will come from a place of Love when I tell them of my decisions. I will ask for their support. However, I will not expect anything. I will turn it over to the Comforter or Holy Spirit. Thy will not mine be done. I am taken care of. I am free and independent. I experience Self-Love. I am now free to extend Love to others. I am removing the blockages to peace. I am breaking Karma with my family. I am actively practicing forgiveness by pulling myself out of the family dynamic and drama. Now I model and live true healing. I am Christ Shiva Das! Let’s celebrate the experience of Love over fear!