Do you feel like bad days are now your new normal? Well, truth is bad days are often caused by our own built-up bad habits or an underlying Maybe unconscious belief that if it starts bad, it's going to just get worse. That means you Usually have the power to not have a bad day. It's all about setting the stage for it to happen Here are some quick tips that are good habits to cultivate You may even find that some bad habits are only bad because of the way they've been handled so far So here are a few habits to help you make your day better number one Remembering to be grateful. This isn't momentarily saying, okay, this in my life is good. That in my life is good It's a brain exercise a brain exercise Yeah, you're training your brain to see the good and the beauty of life as part of its norm Instead of living in a blanket of problems and negativity The when you do this is up to you Doing it at the start of your day means you set the day up for a positive outlook Doing it before bed helps to unload heaviness and exhaustive stress thoughts number two Change your scenery by a plane ticket not necessarily a walk in the park works, too Visiting a new place once in a while can help stimulate your mind giving you that recharge So you can continue doing work in a healthy headspace number three do one thing at a time We know it sounds more efficient if you can do everything all at once Unfortunately human cloning isn't a thing because that's the only way all at once would really work Partially doing a whole bunch of little things will leave you with a whole bunch of unfinished things that are hastily wrapped up because you're now overwhelmed You're a quality person and when you do one thing at a time that quality shines through if it's a Massive project break it up into itty-bitty part that you complete one at a time in entirety Each small completion is a win 50 wins and a quality result versus one sort of win with a mediocre result Which one sounds better? number four laugh laughter is as they say the best medicine it Activates the release of some feel-good hormones and spreads joy to others It helps break tension and light negative feelings Your day is going to be better if you and the people in your life are happier number five help someone This one has a double positive Firstly helping others is the way humans usually function happiest we feel accomplished useful even valuable Helping someone exercises our empathy and compassion allowing us to expand our perspective and Subsequently allowing us to like ourselves more Secondly in helping another person you're helping to problem-solve and this in turn could give you the knowledge and inspiration On how to deal with an issue in your own life number six prepare the night before if We're honest with ourselves Sometimes that bad day happens because we didn't prep the night before We know when it's late, and you just want to sleep. It's easy to convince yourself I can totally quickly do that thing in the morning and We know how that works out Morning arrives your half a sleep brain and body won't do the thing and now you're stressed frazzled and feeling insecure So just give an honest little rebuttal to the voice that's telling you I can do this in the morning and take At least a few minutes to do some prep for the next day When you wake up, and it's all ready to go you'll already be doing gratitude practice number seven hype yourself up Yes, we're telling you to buy into your own hype It may not work for everyone, but it's worth a try before a big event or performance even going to a gathering You're nervous about you can buy into your own hype for just that amount of time that booster shot of extra self-belief Even though temporary could be what makes the big deal event go that much smoother Which in turn can make the day the week your life that much better Saying or writing down affirmations every day can help with this and gradually with increased self-belief Confidence will naturally flow number eight relaxation Yep, we said it relax. Okay. We know that sounds super vague I don't know how to relax you say not to worry We're not gonna leave you hanging to practice relaxing as odd as that sounds create a Relax and de-stress routine. This can be as simple as reading a good book Taking a warm bath and listening to calming music This will allow you to focus on each step and really do the relaxing detaching and unwinding This means too that the hamster wheel of worry is no longer interrupting your sleep And better sleep means better mood number nine take your time We all want to do things quickly to get to the next thing and then to the next But we forget that sometimes the best thing you can do is take your time to enjoy what you're doing at the moment Taking your time ensures that you do a good job on your project that you focus on it And that you learn how to be in the present moment Bonus this is a sort of gratitude practice allowing you to get the best out of every second and be present in the moment Although the media would like to have us believe that if we buy that product our lives will be better in truth It's the little things that only we can do for ourselves that make the biggest difference These tips are by no means Exhaustive, but we hope we've given you an idea of things to try or maybe inspired you to look up other happy habits to learn Which of these happy habits have you tried or have worked for you any other habits? You'd like to suggest please feel free to comment discuss and spread the joy We also strongly believe clicking the like button will contribute to a better day. Thanks for watching and see you soon


My name is Shannon, and I'm one of the staff at Kairos, so I want to welcome you to this Migrant Justice webinar. And with that, I think I'm going to turn it over to Connie to give us an overview of the situation at this point. Thank you very much, Shannon, and welcome everyone. My name is Connie Sorio, I am the coordinator of the Migrant Justice Program at Kairos. This is a series of webinars that we started towards the end of March, and so far this is the fourth. So for the new participants, I just want to give you a bit of a summary of, you know, what the three previous webinars were. The first two webinars we talk about, you know, the general situation of temporary foreign workers in Canada as they are impacted by, you know, the COVID-19 pandemic. Many of them were losing jobs, and many of them were not able to access, or still not able to access, you know, EI and the Canadian Emergency Response Benefit. We, at the first two webinars, we invited speakers from the different provinces, so we had Anne Whitley from the Cooper Institute based in PEI. We had Tiwa Marsilino from Manitoba, who is with Migranti, Canada. And we also had with us Roland and Gina Moreno from New Brunswick. We had Santiago Escobar from the United Food and Commercial Workers Union to give us, you know, and gave us an update on what's happening in their particular provinces as far as their work with temporary foreign workers, you know, were concerned. At the last, at the first two webinars, we, we heard about, you know, the situation of agricultural workers, those under the seasonal agricultural workers program, how we, we were very concerned about, you know, their situation, particularly their accommodation and access to health and safety tools, you know, in relation to the public health advisory. The third, also the second webinar, we had Claire Rook of the CCR, the Canadian Council on Refugees, spoke about, you know, the situation of refugee claimants and how they were impacted by, they're impacted by the pandemic. The third webinar, we had with us, you know, the third webinar was focused on personal support workers, health workers, and caregivers. And we had three caregivers who shared with us their experiences. I, well, one of the stories I want to lift, you know, is the story of Jassar. Jassar is an international student here in Canada, but he is a registered nurse in the Philippines and responding to the short page of, you know, workers in long-term health facilities. He responded and worked in one. And after a week of working there, he contracted the virus. And, unfortunately, he was not, you know, provided with any health support because his, his OHIP was not active at the time. And he has no, you know, he has no access to EI and CRB. And despite that fact, you know, how he felt not supported during the time that he has the virus, immediately after that he was, you know, he was declared safe. He went back to work to the long-term care facility again, responding, you know, to the need for workers. And I've spoken to Jassar. He's just happy to be able to do what he's supposed to do as a health care professional.  So this fourth webinar, we'll be focusing on, you know, the advocacy side. The Kairos call for residency and we have, as Shannon, you know, mentioned earlier, we have with us, uh, uh, various speakers and also we have with us today, Jennifer Henry, our executive, I'll just give a bit of a background about Nemi. So I got a call this morning from a friend who asked me if it's okay for Nemi to call me or Marisa. And I said, yes. And then, you know, when I, when I first talked to Marisa, she was frantic.  And, and she, you know, she, she didn't know what to do. And so I asked her to come down and I said that, you know, I'll try to find a labor lawyer who can help her and, you know, file a complaint with the Ministry of Labor. You know, she hasn't slept because, you know, the employer captain harassing her and, and she's, yeah, she told me she's not feeling very well and she was afraid at the beginning to join the webinar. But I told her that, you know, it might help her to just to be able to share her story and find support from the people who are here in the webinar. Thanks, Connie. I mean, we're in the, in the between, in between, right? In between trying to do one-to-one advocacy for people who are really struggling, of which there are many and Nemi is one, and to try to also push up to the bigger issues to hope to have some impact that might impact a larger group of people. And so, but your voice at the end of the phone is kind of both and, right? And so we appreciate your solidarity on all of our behalf. It's hard though. It's hard. No. I think I was supposed to speak a little about the campaign. And so maybe I will just do that. We're a little group, so I'll just share relatively informally. The way I have been thinking about these last weeks, I realize we're going into week 10 in my counting this, this week, is really that this very dislocated time and in very much we can characterize by the word crisis. This dislocated time gives us two opportunities. In one way, it's kind of x-ray vision on the injustices of the moment, right? We can see clearer perhaps than we ever have or clearer than we have in a long time where the vulnerabilities are, what communities aren't supported, where the injustices sit, and where the inequities can be so clearly documented. And in some ways, we have this kind of x-ray vision into what's important and what's not, right, in this context. So the importance of essential workers, the importance of health, the importance of housing or shelter, the importance of stable situations in terms of rights and protections and the capacity to access government services. So we have that on the one hand and that is the classic, you know, of that comes from crisis is that kind of clarity, that x-ray vision into the situation. But we also have this little tiny window that's the possibility side, the possibility that maybe, maybe in this moment when people have this kind of x-ray vision, we could generate collectively the empathy necessary to shift things for the future, right? And the dislocation is such that we could even dream of something bigger than maybe we've ever dreamt before of what could be possible in terms of change. I mean, we have changed so much in the last 10 weeks, changed in ways we couldn't have possibly believed to try and preserve people's health. And I think with some kind of commitment to the common good, not perfect, but some kind of commitment. So how else could we change for the future to really make a contribution to a different planet and a right relation with both peoples and the earth? So that's the context into which I think about this campaign. We're trying to, we know that people are looking at the issues affecting migrant workers because very, in practical terms, it's about their food supply, it's about their care, personal service workers, it's about the care of elderly, it's a caregivers. And so people are maybe empathetic in ways that they may have not been before, or at least they're aware. Awareness has the potential of generating empathy. And there is this openness, a possible openness to think about doing things differently. And we just have to walk through that door with as much strength as we can and really try to keep that door as wide open as we can. So I think that our dream is a path to permanent residency for every migrant worker who comes to Canada who is essential to who we are as a country and as a peoples. And so we want to hold out that commitment and we want to do that in the short term by asking for the government to provide permanent residency pathway, residency essentially right now and all of the benefits that come from that in ways that other places around the globe such as Portugal have done to deal with the crisis in this moment. So it's like we need to open the door for the really big vision but go through it as far as we can right now by getting a residency that would assist the needs of people in this time. And treat all folks who are doing the essential work that is required with the same rights and benefits in this moment. So I would say let's hold onto the big dream and work hard at the interim step towards that big dream and hope that by potentially inhabiting that place we can see how it's possible to change things on that large scale. So that's that's all I was going to say. We're also going to have a story from Reg McQuade and then later on there will be some time for questions and answers where we can have a bit more of a conversation among people. So Reg, I would invite you to unmute yourself and tell us your thoughts about migrant workers and your personal experience. My personal experience is one I live amongst 220 staff in a retirement residence. We have 400 residents of whom 20% are long-term care and there are 160 staff in the care section or caregivers and there's 60 workers in the food service and just you know from my observation I would say easily 90 to 95% of them were born outside the country and in fact shortly after Connie asked me this morning if I could say a few words there was a wrap on the door and this young woman was taking my temperature so I said do you mind if I ask you a personal question and she said no I said do you are you a permanent resident she said yes I have permanent residency so I said do you know Connie Sorio she said yes so I said when she said I said I'm going to be going to this webinar she said oh I'd like to go too but she had to run along the corridor and take other people's temperature but that is our experience here that we've been in lockdown for I think nine weeks and other than the past couple of weeks we've been allowed to go out to the for to have a walk in the neighborhood but other than that we are confined to our apartments and all our basic needs are cared for by people who come bring us food they do our laundry they take away the the garbage and anything else that we need they're there like angels of mercy so to speak these are the essential people so uh Jennifer was saying how the situation we're in lays bare the injustices the underlying injustices in our society which we have accepted too readily they got kind of lost because there are great injustices in many areas but the as it was mentioned the the agricultural workers and and food service workers and personal support workers caregivers these are what we need just to live and if these people if and yeah it's exploitation pure and simple we know well enough that the reason it's like this is because uh if people don't have permanent residency if they are temporary they are more easily exploitable they have fewer rights they have fewer recourse they can be sent home and all this and all that so it is an injustice and uh I'm reminded again by Jennifer's remarks about Naomi Klein's uh a book a shock doctrine where she was telling about 10 years or so a little where the the forces of the of darkness like to take make use of a shock situations to push through their agenda and kind of to install structures that we'll have to live under with negative consequences for decades so to speak but the other side of it is as Jennifer was alluding to uh it can be a time when things are like in a let's say a shock situation we're doing things a way that we never dreamed we could that we we can people can start thinking like what we've been doing is not acceptable we don't want to go back to to the to to normal we want to go back to a new way and uh here in uh Christie Gardens as I'm considering what I've heard and all that and and Jennifer's appeal that there are as I said 400 residents here uh many of them I would estimate at least half our university graduates about say maybe three quarters uh but uh if we could add our voices to the campaign that you're or if you're that you're uh uh launching here uh it will do help to do our small part as uh you may know that we have a very senior cabinet minister here as a member of parliament she drops by about three times a year and tells us what a wonderful things the government is doing so uh next time she shows her nose a reason before that uh she'll get a near full and uh just again talking of zoom just an hour ago I was on the zoom with a group of caregivers and so uh not caregivers yeah caregivers we are caregivers internal caregivers so to speak and uh I told them about this uh uh webinar and and what your campaign is and there was quite a bit of interest so anyhow I'll just leave it there and I must say about naming the case the young woman you know I think we should really stand by her whatever way we can and others like her so thank you for allowing me to share my small experience of this thank you so much reg it's really great to have that close-up perspective and and I would say reg has been you know and continues to be a huge supporter for caregivers and their call for permanent residency um reg has been telling me that you know uh many of the caregivers there although he he hasn't asked everyone but most of them on temporary on temporary status and and reg I would say 80% would know me not just yeah she has a story to read uh also an update from the previous you know uh caregiver who shared her story great so thank you all and thank you very much reg for that and it's good to see you by the way it's Cheryl hi um so I've been asked to um read the story of carol and we in the last webinar we did read her story but there is an update so I will for those of you who have not heard the story I will I will um give the account from last last time and this was um written at the end of March or around that time and then I will provide a very quick update to her situation my name is carol I am 45 years old separated with three children left in the care of my parents in the Philippines I was a public high school teacher in the Philippines but my salary was not enough to support my children and my aging parents I was forced to leave teaching and left the country as an overseas Filipino worker I worked in Saudi Arabia for eight years as a nanny and domestic helper the first couple of years of being separated from my children was very difficult it was heart-wrenching not to mention the way nannies and domestic workers are treated there what sustained me was the fact that I was able to send money home so my children can go to school have a decent and safe housing and food on the table I came to Canada in May 2018 as a temporary foreign worker under the care for the elderly pilot program I had to pay about eight thousand dollars to an agency who found me an employer and processed all my documents my job was to provide care for and companionship for an elderly person my dream is to finish the 24 months work requirement pass the language tests and be able to apply for permanent residency and reunite with my children we were doing really well my employer was very happy with my job and the way I looked after her there was only two of us in the house and on weekends during my days off I had to go out to do my groceries and errands the reliever came to look after her we were respectful of each other I learned to care for her like my mother this however abruptly disrupted when in mid-march the eldest daughter decided to bring her to a long-term care facility my employer and myself were both shocked and did not know how to react the day my employer was brought to the to the nursing home she asked me to accompany her I could not describe how I felt when we got to the nursing home and we're leaving her there on our way out we were advised by the in-house medical practitioner to follow the public health advisory to self-isolate for 14 days and physical distancing because the facility was dealing with a COVID-19 outbreak as soon as we reached home where I stayed with my employer the daughter told me to look for another employer and vacate the premises in three days I was shocked and devastated where would I go where would I find a new employer at this time of the pandemic I pleaded with her and explained that I did not have any relatives or anyone that could provide temporary accommodation but she did not relent on the third day the daughter phoned me and asked me if I was ready to leave and gave me instructions where to leave the house key pushed to the wall I told her I am not leaving I reminded her of the medical practitioner's advice to self-isolate for 14 days and the physical distancing I told her that if she forced me to leave I will report her to the authorities including the ministry of labor for violating my rights I think she was stunned she could not speak for almost a minute and then she said okay I felt really good to stand my rights for my rights right now I am still living in the same house and I was assured that the family would honor the remaining time of the two-year contract meantime my employer Nana I call her Nana for grandmother wants to come home she feels safer in the house with me caring for her than in the nursing home still fighting the virus outbreak so that was then she's given an update so she was terminated and asked to leave the premises on May 12th despite the employer's promise to keep me to honor the two-year contract I was also asked to return my salary from April 15th to the 30th and I was not paid for the two weeks work I did in May prior to my termination I did not say this before I did not make any complaints because I did not know how much the employers can legally deduct from salaries to cover for my food and accommodation the employer deducted $320 every two weeks for food and accommodation when the legalized amount is $83 per week I am temporarily staying with a friend and feeling stuck it is very hard to find a new employer at this moment and cannot apply for EI because my employer does not want to issue my record of employment that is her story certainly we're glad to still be in touch with Carol um but obviously an awful story Connie I want to know if you wanted to give an IRCC update before we go into question time so basically what have been you know uh experiencing and the stories we've been receiving from migrant workers not only in the GTA area but also outside of the country is the fact that despite you know the announcements of of these aid packages and emergency support temporary foreign workers continue to be excluded from accessing these benefits and many of them have had been terminated laid off from work with nowhere to go and no access to any assistance or emergency food aid they're living with you know friends and really wanting to um to reinstate their work so that they could provide uh continued support to their families back home and I'm not just talking about you know uh workers from the Philippines but workers from different countries outside of Canada so this continues to be a problem and recently IRCC or the immigration refugee and citizenship Canada have been announcing you know um um policy changes to ensure that those who are terminated from work are able to get new employer immediately and able to process and get their renewed or work permit uh new work permits but again uh on the ground uh workers are having difficulty being able to get employers employers who are willing to sponsor them and willing to stand and apply new work permits for this uh workers we are also receiving news that those who are who have applied for uh new work permits the applications were refused so it's really hide at the moment where the temporal workers can get support that they needed hence you know um the more it becomes urgent and important work our campaign calling for the Canadian government to provide residence status to all temporal workers who are here in Canada so that they would have access you know to all these benefits including uh emergency packages and access to healthcare um um we have some champions in the House of Commons in terms of you know providing assistance and calling on the different ministers to act on these issues but even them are finding some difficulty a lot of difficulty in fact in making sure that you know this immediate needs of the workers are responded to um caregivers who are almost finishing their 24 months to be able to become eligible to apply for permanent residency but because of the pandemic they you know they were terminated or laid off the clock you know the government has stopped the clock in terms of uh finishing the 24 months and we are arguing that they shouldn't be penalized you know for not finishing the 24 months because they were laid off so these are some of you know the some of the lived experiences that you're hearing from workers undocumented workers uh continue to to be very vulnerable and in precarious situation because again they're not able to access any support so the more it becomes urgent you know for us to to act on this as Jennifer mentioned in the beginning we have this uh short term period where we can really make a change in terms of urging the government to provide residency status to the workers who are here in Canada thanks Shannon. Alright so now is your moment folks both Connie and Jennifer and Reg are all still here who can speak to what they spoke about and so do folks have questions that you want to direct towards the speakers? I wondered Renaud if we could if we could hear anything about the particular situation in Quebec around migrant workers whether you have anything to share from how it's playing out there. If anyone else wants perhaps to add a comment or a question we'll watch for her typing in the chat so in case not everyone can see the chat Renaud has written she doesn't have a microphone but some people in Quebec have some concern about migrant workers but the situation is the same in Quebec as other parts of Canada. Well and Connie I was just thinking I understand New Brunswick is closed to migrant workers is that still the case? Yes the premier in New Brunswick closed the the province and did not allow especially the the seasonal immigrant workers to come and work for the season and this has created a lot of problems both for the employers and also for the workers who are almost on the plane to come to to New Brunswick so their higs you know volunteered to work in the fields. Because some of those workers would have been coming year after year and expected to come to work the season and going back to the same employer yeah and it's not like there aren't real needs to have things done like fish processing and issues in the plants right I saw an article yesterday that said that they were going to look to middle school and high school students to do the work and that just seems like you know to replace experienced workers with folks who with teenagers doesn't makes that great in a plant doesn't sound like a very good plant. That particular plant actually is based in Capilay and you know they were not they're very frustrated of the premier's decision not to allow or or to close you know the province from agricultural or seasonal workers coming in and and so his son who is in high school started to you know wanted to say started to work at the plant and his friends are coming in to help out right but you're right these are even if the government consider this as a low-skilled category but processing lobsters and seafoods is extremely a skilled work so Capilay no this this particular company actually in Capilay is planning to move to Nova Scotia because of the premier's decision to ban temporal workers to to come in I also heard from you know and to fish plants in PEI this is the south shore seafood seafood processing plant in PEI and also in Tignage PEI that they were expecting about 150 workers coming from overseas for the season and they were not allowed to come in well not that the province has made a position but because of travel ban and all of this they were not able to come in so the processing plants in PEI in New Brunswick and I would say the whole of my times is is in crisis at the moment in terms of you know workers being able to to come and so we'd like to encourage people to write letters to your government representatives and there are details on the website that can give you some idea of some wording and some ways to make as well as the particular addresses to write letters to letters or emails. Hi I'm Abigail I'm from Victoria DC I work for here magazine and I recently arrived in Canada in 2018 to take up my master's at Royal worlds so a lot of our membership in the magazine are international students and so their spouses are temporary foreign workers as well so we've faced a lot of difficulties in terms of accessing services as well because the recently unveiled CSB for students but that's that doesn't include international students so a lot of the students that were laid off also do not qualify for CERB and so the city now is offering some sort of gift cards for international students who don't qualify under this services and then of course there's some issue around the spouses who are in their home countries not being able to come here because it's not essential travel and so the mother for example is left with three other children who are also international students so they don't have the support network and they don't have access to services such as childcare because they're not PR they don't have that status so is there some sort of support that you also provide specifically for international students and we've been told you know that because we don't we can't vote yet we don't have a voice you know I've been webinars like that like you're in international you can't vote you don't have a voice you know so is there some sort of advice or like I know some international students have banded and did put out a petition also for ourselves here in DC but any advice to get you know response from the government um thank you very much Abigail for sharing that because you know that this CESB this Canadian emergency response for students at the beginning we thought that that is for international students oh you know sharing sharing with us today clarifies that this actually excludes international students and there has been a lot of you know announcements pronouncements by the government that international students are protected so if you can share with us the petition that you know you've started or some some of you have started we can we can amplify that and also in Victoria you can reach out to um Elizabeth Welch Elizabeth is a pastor or a priest uh at the Anglican church in Cadboro okay she she she joined uh the last webinar and would be very you know very much welcoming you know to her story and talk to you and lead you to you know the groups and agencies in Victoria who are providing this service and meantime we will amplify here uh at Cairo at the national level you know the situation of international workers sorry thank you thank you yeah thank you so much so I put Connie's email in the chat too so you can have see I mean in a certain way um international students are essential uh to actually the functioning of our universities right I mean the university's situation has restructured to depend on the presence of international students for the the working of the whole and so it's it is really critical and you're right I mean we've got global families we've got folks all over the globe and in the my sense is that in the proposal that uh was put forward in Portugal it would have swept in not just um migrant workers but migrants which would have captured international students as well uh is that right Connie is that yes yeah so it's it's basically saying that in this situation you need to shelter in the place where you are this is the place that you are and therefore you need the rights and benefits that are courted to this place because you you are not in your other place right and I think that that's really the message we keep having to say for the poor safety reasons you can't travel people can't travel so they need to be able to access the rights that are available in their particular and specific communities yeah and Avigale I would also suggest that you connect or a group of you connect with you know some members of the parliament there uh Randall Garrison is uh is he's a good guy yeah and um so you've heard him already yeah we know him we we've worked with him um but we've been trying to get our message across to MP Laurel Collins so but I don't know like even the messaging itself you know when the international students are always left out I think they have this impression that because we're international students we have a lot of money but that's not really the case a lot of us is struggling to just to pay our tuition just because we want a good education so yeah yeah and the fact that the Canadian government has issued you the permit you know as international student and also issued you a work permit you become a responsibility you become our responsibility to make sure that you know you get access to services um so again going back to what Jennifer has mentioned and our call for the Canadian government to provide residency status to all people who are here in Canada includes international students so you have to you have to ask your other you know your colleagues and friends to you know about this uh campaign and support so to everyone we do have just maybe two minutes here if there was a last question to Connie or one of the speakers and if not Connie I will give the last word um I'm wondering before we yeah we are trying wondering if you can hear from Anne Blanton I wonder if you can just you know briefly introduce yourself and yeah uh what is uh your interest you know um hi I didn't mean to be secretive I'm sorry on Martha Blanton I am with the Colombian action solidarity alliance and I've been interested on this topic because as you know the Colombian community living in Toronto is quite large and it's always important to be aware of what's going on that was pretty much my interest I don't really have much information to provide about how bad the situation is all I know is the Latino-American food bank has been very very busy providing food for our entire community so I can imagine the situation all across the province but definitely these um um virtual conferences are very important for all of us to keep updated please let us know ahead so then we can forward the information and include more participants in in these sessions they are very informative and very important thank you so much for giving me the chance to speak thank you so much Martha and you know if you know uh from your community who are on temporary status and are migrant workers and are facing you know challenges and difficulty you can you know you can ask them to reach out to to us and some other migrant workers organizations in the city so that their situation um we know about the situation and we can um respond um to to their needs um so just in closing uh carols we are very pleased you know for the interest and the engagement that uh participants in in in today's webinar and also in the previous webinars uh around uh situation of migrant workers and trying to find ways in being able to support these needs uh and not only in terms of material you know material needs but being able to to amplify their voices and their situation to the policy makers to the government so that uh they are able to respond uh and and be able to provide the support that these workers uh need so um thank you so much for participating at today's webinar and we will you know let you know when the next uh one would be and this this I would say uh before the summer just to provide again an update on on what's the situation on what is the government doing and how's our campaign in terms of you know um pushing for residency for all uh workers migrant workers including international students who are here in Canada today so a tentative date that we had talked about is June 16th which is again a uh Tuesday afternoon uh rather than three weeks apart that is four weeks because of another conflict but um so you can watch for uh notices about that and we would have it on this same type of channel and be putting out links for you to sign up yes and and meantime you know from now till June 16 uh keep keep on logging on to the Cairo's website because we would be posting updates and stories as you know we continue to hear from uh from the workers from the migrant workers so thank you so much and have a wonderful day


This study examined the effectiveness of a closed loop community-based pathway in reducing social needs among Black men enrolled in a lifestyle change program. The results suggest that the pathway successfully reduced social needs among the participants, with no evidence of a differential effect between those with and without social needs. This suggests that the pathway could be effective in helping to reduce social needs among other populations as well. This article was authored by Joshua J. Joseph, Daryl M. Gray, Amorous Williams, and others.


Okay. Welcome back after the break. Just before we went for our break, we were looking at the developmental needs of children ages five and six, that is children who are in upper KG and grade one.   So what do you do? I think what we need to really do for children in these age groups is we need to understand their developmental needs. So we need to be aware of the children that you are teaching, what are their specific needs, their developmental needs, which will help you to prepare effectively for your class. Okay. So that is one thing. The second thing we need to also do is we need to pray and ask the Holy Spirit. I think it's very important to pray and ask the Holy Spirit to guide you on what activities, object lessons, how best to engage the children in the class, how best to use your type, and what are the narratives to use in the points, topics that you have chosen. Okay. But sometimes, yes, things can go wrong in the sense that maybe the craft was too elaborate and the kids were not able to do it. They're not able to finish the game that you had planned in, work out, you know, or they were not able to learn a specific song that you were teaching them. It doesn't matter. What you can do is you can quickly move on to the next activity that you have planned for them. Okay. For example, the craft in work out, it was too elaborate, things were not working, kids were not able to do it. You can say, okay, children, you know, we'll end our craft time now. I have something exciting for you and then maybe you can get them to play a game or you can give them a coloring sheet or to color or you can get them to sing some action songs or teach them a new song with an action that retrates the narrative that you thought. So you need to have alternate things planned up in your mind so that if one fails, you move on to the other. But that is why it's important. But most often it won't because you have kept in mind what are the developmental needs, how to cater to them spiritually, mentally, emotionally, physically, how to best enhance the time that you have because you have studied this age group. You know what their needs are, the curriculum you have built, you have the story. But the failure can be in our part and how we narrated the story, we haven't spent time, we didn't go through it in our minds. And all of those things is all a learning experience which we can do better the next time. Did that help, Divya? Yes, yes, ma'am. Yes, Shirley. And yeah, I had like a follow-up. One is like many times what I have encountered is we tried to control the outcome because we have got to keep the session in a way that helps the kids as well as is beneficial for everyone who participates in the session. So it can bring a pressure on the teacher, on whoever is teaching. So yeah, how best you can not be over trying to control the situation. How best is that we'll be able to do it in a graceful manner, especially for kids who may not be able to understand where you're coming from or what you're coming at. So what would be a graceful way to help out the kids as well as, you know, maybe other people are helping you out in the class as well? Okay, thank you for your question, Divya. That's why for every lesson plan, we will, I'll be doing that in one of our sessions on how to, it's part of the course on how to write a lesson plan. And we look at the various ingredients or the points that we need to keep in mind by writing a lesson plan. So when you write a lesson plan, you have to have lesson objectives, which will be two or three objectives. Max for these children, this age group will just be one, maximum two, and everything is centered around the main truth or the lesson objective that you are teaching.  The lesson objective for that day is that, you know, children should learn that God loves them. Now if you've got this truth ingrained in their mind in some way through the course of that, the session that you took, then that is what you could have done best. But sometimes we can have great games, great activities, great craft, and all the kids enjoyed, narrated the story well. But, you know, ask the children what they learned, they just show you their craft or their coloring sheet or, you know, they said, okay, we learned about blind men, Bartimae, so we learned about Zacchus. That is not reaching our objective. Your objective should be that at the end of the class, I should say, you know, what did you learn today is Jesus loves me very, very much. So that is what you need to look at as your objective and what you need to get at your goal.  And when you're having this lesson plan written out with the learning objectives, it's the core teachers who are along with you also know the lesson objectives and all are in sync. And all are working towards this lesson objective being, you know, reached at the end of the session. So whether it is for any age group, it's important when you write a lesson, you're teaching and taking a session, you have to have lesson objectives. What am I trying to, what is the end result? The end of this children should not have just learned some action songs or had a good time or, you know, enjoyed the game or the craft. But the end of the day, they should be able to tell you that Jesus loves me. Or, you know, God is good. Or God created everything perfect. See, that is a lesson objective, which you need to, and if you get that, and if you've reached that, then, you know, a great job you've done. Thank you. Thank you. That really helps. Thank you, Divya. Yes, Shafina. Yeah. I just want to say one of the challenges that I had in Children's Touch when I taught the beginners the very step in times. When a child gets angry on the other child, how do you actually handle it? Like, when they say something that's wrong, even though we tell them, they should not be doing it. I don't think we can call them personally and speak or, I don't know how to handle those kind of situations. I just try to calm down the things, but sometimes I see things repeat, like, until they know what they're doing is right or wrong. So, how do you handle it when something like this happens? Yeah, so what you can basically do, Shafina, is get them both, because two children are involved, ask what each of them did, and then, you know, clarify it with each of them. So, maybe you can say, hey, actually what he or she was telling you or doing, he didn't mean to hurt you or for you to get hurt or, you know, for you to fall down or to push you. There was just between the action song and accidentally your hand hit. So, next time what you should do is when you're doing action songs, we'll make sure that all children are double arm distance. Okay, children, so everyone double arm distance now and let's do the action so that we don't hurt anyone. So, then the child is learning that, hey, it got hurt accidentally. So, is it okay now? Is it okay? It's just an accident. But the child says, no, the child, you know, came and pinched me.  And so, you can ask them, is this, you know, Jesus is here, he saw you pinching and would he be happy with what you did? You know, devil is very happy that you did it, you know, Jesus is not. So, do you think you should be doing this? Then the child will say no. So, why don't you say sorry and the child will say sorry. The child doesn't say sorry. Also, you need to learn to teach the child to say sorry and wait for the child to say sorry. And then ask the child, will you forgive him? And now he said sorry. Yes, good friends now. Shake hands, give each other a hug or whatever, and then you continue the singing.   You can't do this for older age groups, children in grade six and above.  So, for this children, it's okay because you're teaching them self-help skills. You're teaching them how to be empathetic, sympathetic, put others in their place, understand others and help each other. So, it's okay for this. Good questions. Anyone else has any questions? And I also have one more, like any suggestions you have for the games and every time when I go to the children's church, this game becomes a big task for me to just sit and think what game I should play. And children's, nowadays, I think they want something new even. They don't want the things they know already. So, you have any websites or anything that you follow through, look after for the games or perhaps that is such a system. I think the lesson plans that are written already has games and activities and object lessons. I think we need to follow that and keep at that. You know, sometimes children can dictate terms to us. And when we keep doing what they're asking us to do, they think that they can rule and take over. But what we need to do is you need to stick to the lesson plan that is given to you. So, you can say, hey, you know, today we won't be playing a game, but I have something interesting for you. So, you know, they need to know that children's church is not all about just games. It's also about other things. So, you know, so you can say, they'll say, ma'am, today we didn't have any games. They said, maybe next week we'll have game time. So, if you play games every time, it's going to be boring. So, let's do something different. So, you can get them to enact this. Some old skates have role plays, object lessons, you know, activities. So, different things you can do. But if you're going to keep always games for them, then they will think children's church is all just about games. And that will be kind of a mindset which they can pressurize other teachers to do.  But if you go up to the website, if you, you know, there are a lot of websites that has a lot of creative games and activities for various topics. So, again, if you are having games, whatever activity you're doing for that day, it should be centered around the main truth of the learning objective and the topic. Or when you go out, yeah, if you just type out, you know, games or activities for love, to teach children about forgiveness or faith or obedience, you'll have many websites and you can find a creative game. And you can also make changes in that games to tailor it to your, to our Indian setting and other stuff, yes. Okay, any other questions, any thoughts, anything you'd like to share? Okay, if not, we will move on to developmental needs of children ages 7 to 9. This is basically children in grades, moving on from grade one, they're moving to grade two, right up to grade four. Okay, so these children, they live in the present, you know, everything is centered around the present, what they're doing. They learn best from creative activities. So for this age group, you have to be very, very creative, you know, even when you're narrating a story doing various things, you need to be very creative. They love to learn, explore and investigate, which means they love to examine things, study, consider. So, you know, there are a lot of websites which have science object lessons, which can help us to creatively teach about various concepts and very interesting, you know, object lessons are very nice. I will talk about object lessons when I do lesson plans. So you can, you know, because they love to love by learning and exploring, so you'll have to give them object lessons, various games, puzzles, not just for fun, but to get them to think, okay, what did we learn from this game? What did we learn from this puzzle? What did we learn from this attention-getter, you know, or from this case scenario, or through the small skit that we enacted, what did we learn? So they love to, they learn well by exploring, investigating, examining and considering. Okay, they also think concretely, which means concrete thinking is the reasoning that is based on what you can see, hear, feel and experience in the here and now. So that is why we said that they live in the present and they learn best by exploring and investigating. So they think concretely and they think concretely by using their five senses, learning through experience, okay? So concrete thinking is also called as literal thinking because it's a reasoning that focuses on physical objects, immediate experiences and exact interpretations. So they will also learn well by case scenarios and it gives case scenarios. Case scenarios of children in the same age level and the same needs, the felt needs, the challenges that they go through, so you can bring out the learning better through that. Okay, they're also growing rapidly in their language skills so you can slowly upscale your, you know, language with them, not keep it too simple. Yeah, you need to keep it a little more simple because there's only second and to grade four. But, you know, be careful when you're talking about Christian jargons like righteousness and sanctification, then we're justified by faith and, you know, and all of those things, they will not just be able to understand. But since they're learning language rapidly, they can understand a little more better. They're also able to read with a lot more ease and they read to get more information so you can get them to look up things in the Bible, at least turn to the passage, you know, they're able to copy passages from the Bible or textbook so you can get them to write down the memory verse. You know, also write in one or two lines, the passage that they read and what they understood. So if you're giving them passages in the week based on the topic that you taught them on Sunday, you can get them to write down in one or two lines what they understood from what they read. They're also able to answer questions with short answers or sentences. They're also able to, you know, play word games and they're also able to give oral reports. So for example, if you ask them, hey, how did you practice what you learned the previous week? They're able to give you a report orally because their language speaking skills have improved considerably. They are able now at this age to differentiate between fact and fantasy. You know, in the previous two age groups we saw they're very imaginative, full of, you know, the imaginary world and fantasy world pretend play. But here they're able to sort out fact from fantasy and this age group, they believe everything you tell them. Okay, so some good age to basically tell them about sin, salvation, forgiveness. You know, God can heal and how they can go and heal and how they can go and teach and, you know, share the gospel of Jesus with others. So they believe everything you tell them and they speak literally because they understand literally. So if you tell them, hey, when you go and share Jesus with your friends, you can tell them this, this, this, this, they'll just go exactly and tell them what you have told them in class. Okay, the way they think are subject to their emotions and to their self esteem. Okay, so if they're worried or unhappy, you know, they will not concentrate or they will not think properly. And they generally, they don't have a strain to overcome this until, you know, their worries are sorted out, until you deal with them, until you help them. So you can say, hey, I'm noticing Jonah that you are looking very sad, you're very upset, is there anything wrong? You know, Johnny, what happened? You're looking very sad today.  So you can help them. They won't concentrate in your class unless their problem is dealt with. So maybe you need to deal with it and maybe you can tell them and encourage them and, you know, play with them and, you know, get this sorted out so that they can concentrate in their class. Now, if their self esteem is very low, they may be reluctant to, you know, try new tasks. So maybe sometimes, you know, you can look at children when you're giving them some activity or some game to play. You don't want to do it, which means you can sense that, you know, they might be unwell or they might be sad and disappointed. Like I said, something would have happened, but it can also be a reason of self esteem and self esteem is very low. So they don't want to try new tasks and it's a good age for you to invest and mentor them to build a healthy self esteem, self image, self value about themselves. Okay. Physically, they're growing slowly, but sporadically. They have burst of energy, but they have trouble sitting still. Okay. So even when you're teaching them, narrating the story, you will have to use them up in front. So, you know, you'll have to get them up in front and say, and I suppose you're talking about Zachary's story. Okay. Who's the tallest person? Who's the shortest person?  You can ask the short, you know, child. So you can do that.    So maybe even in narrating the story, you know, you can use various activities. For example, you're talking about the plagues that God said to Israel. Now it's going to be very boring. Even if you show them the pictures and all, each plague, you know, 10 of them, they're going to be so, it's going to be so boring for them.  So you can say, when I say hard hearted, you have to do, he was hard hearted and he refused to let the people go. So they are listening to you and, you know, they're waiting for the moment when they can do that action. Okay. So, you know, so God removed all the frogs from Egypt, but when Pharaoh heard that all the frogs had gone, Pharaoh was hard hearted. So they'd all be ready to do this and he refused to let the people go. So, you know, for example, if you're narrating the, you'll have to think very creatively for all of these, you know, ask God for creativity, the Holy Spirit. When you're narrating about the storm, you can say one group is, one child is going to make the wind blow, the wind is blowing and the rain and the disciples are shouting so you can have children shouting and screaming, hey, you know, pull out the water quick, hey, I'm falling and all of those things. So when you can say, when the boat was moving, when I say the boat was moving, all of you should move like this and like this and like this.  Even if they have super energy, you know, have burst of energy, they can get tired very easily. These children also love to help, so get a lot of help when you're going to do activities, object lessons, get them to enact, you know, be an example and all of those things, they just love to do it. And even when they love to help, you know, it just boosts their self-confidence, okay, and gives every chance, give every child in the class to help. There might be some children who don't like to do it, there are some people who jump up, some may not, but give every child a chance to help and, you know, provide classroom jobs for all the kids and they can take turns accomplishing it and it can just boost their self-confidence, their self-image and their self-esteem. The next one is spiritually, they enjoy learning at church, they enjoy coming to children's church, they're open about learning about God, they pray easily if encouraged, so it's a good age group to teach them to pray and encourage them to pray and appreciate them for praying. If they don't know how to pray, what they usually do, what do you do when a child, you ask a child to come up in front and pray and, you know, all of the children are saying, no, we don't want to pray, we don't want to pray, so what will you do at that time? How will you encourage them to pray? Any thoughts? What can you do to help children in this age group to pray? Yes, Rebecca? I think I can go for a win-win strategy. Where I buy, like for my girls, I have some girls at home, when they are like not wanting to do anything, I'm not going specifically for prayer, I would pick one of their things that they like most, and I would tell them that if they help me do what I would, I want them to do, then I would also allow them to do the other thing that they love to do. Okay, so basically a reward kind of a system where, hey, if you do this and you help me, you get this reward, yeah, that works best. What else? Thank you, Rebecca. Yes, Divya? Yeah, one thing that I could think of is like just imagine if Jesus is present in the room, how would you talk to him regarding this need? Something that I don't know whether it would motivate them to pray, but yeah, yeah, that's what I could think of. Okay, thank you. Yes, go ahead, Divya. Sorry, ma'am, that was famous. What I would... There is also a stick and carrot strategy. Okay. Stick and carrot would mean that the reverse is true also in what we say, like in case they... I tell them that we must do this and I say that they are not willing to do it, and then I can say, you know what, you like to visit your grandmother, now this Christmas you're spending the whole night with... you spend the entire festival with me, since you wouldn't like to do that, so never do it again until... and also you want to go there. Okay. Thank you, Lubega. So in the context of prayer, what I usually do is when children don't want to come up in front, I'll say, hey, come up. I'll ask one child to come up and I'll say, I'll help you pray. So what I do is I stand behind them and in there here I whisper a short phrase and they say it and the next... I say the next phrase and they say it and then I... third phrase and I say it.  So you're also teaching them about the Holy Spirit, how the Holy Spirit can help them. So even when I am not around them and they're elsewhere, you know, they don't have to be afraid because they can go up and they can pray and they can ask the Holy Spirit to put words in their mouth, okay? So that is what I used to do, okay? Okay, we'll move on. So they pray easily, they're encouraged and like I said, they accept everything what you tell them, okay? They also at this age, you know, memorize a lot of sections of scripture, a lot of scripture passages so you can get them to learn Psalm 23, the Lord's Prayer, memorize the books of the Bible, the names of the disciples, the fruit of the Spirit and you know, all of those things you can get them to memorize. They can also learn to pray together and individually. They also begin to understand the historical view of the Bible. What are the spiritual messages they need to hear, salvation? Sin, salvation, forgiveness, what Jesus did for them. You can lead them into accepting Jesus as their savior, you know.  They also know and they also meet, that means they're friends so they can share the love of Jesus with others, you know.  God has a wonderful plan for their lives. You know, they can trust God because God will never leave them nor forsake them. God is all-powerful. You can talk about the nature of God, you know, that he's all-powerful, all-knowing, always present, omnipotent, omnipresent and omniscient. And even if they do some naughty things, even if they do some wrong things, some bad things, you know, there is nothing that can cause them to lose God's love for them. So ingrain this whole concept of God's love in their minds very, very strongly, a good age to do that. And Jesus is the only way, okay. And we are saved by grace and not by works. This is something that you can begin teaching them. And you can also talk about evangelism, that they can go and tell others what God has done for them. Because as I said, this age group, they literally do whatever you tell them. They take you word by word. You ask them to do something, they would just literally do exactly that, okay. Emotionally, they find it difficult to express their emotions. So you just need to help them out, help them understand, help them to be vocal, use vocabulary to explain what they are going through and understand what they are going through, okay. Socially, they love to have best friends, but they change their friends often because, you know, they have a lot of fights, misunderstandings and all of that. They mimic their adults in their life. So it's good, you know, at this age to be a good role model to each one of them. Like when we, I think last class, I remember, I think it was success and Abu Bakr who was talking about, you know, how children are influenced by their parents and all that, they're teaching them and all that's happening at home.  So, you know, you can set life standards. You can set, you know, how to live their lives, how to, you know, order their lives in a way that is honoring and pleasing and worthy in God's sight and it's an excellent age to mentor them and mold them in that way, okay. And, you know, they mimic you, they follow what you say, they do exactly what you say because they are very loyal to teachers. They are also developing a sense of right and wrong. So, you know, you can teach them more about it, help them to do the things that are right. You know, ask them to pray about it and ask God to give them the strength to do it. Enjoy working in groups. At the same time, you know, don't have a lot of competitions because children in this age, you know, they don't take to losing games or activities very well. Okay, they can get very, very disappointed. It can lower their self-image, self-esteem. You can have a child who throws up tantrums, very moody, will not cooperate with you for the rest of the class. So, don't have games that are competitive in nature. You know, let's see who does first and who does this and all of those things. You know, keep it very, very minimal, even if you're having competitions, but also good to not totally remove competitions because when you do that, you're not teaching them to be healthy when they take part in competitions. It's also important for them to learn that, you know, they lose, but they can also win and how, what they did to win, what they did to lose and how they can work better the next time. They will come to you with a lot of help. They need to, you know, sort out arguments and disagreements when they're playing games, doing activities, when they have a problem with their other friend. Okay, they may be a bit brash and bossy or timid and uncertain, but that is the way they are. You need to channelize things. You have to mold them. You have to build them up. So be very, very sensitive. Be firm at times, be loving at times as well, firm and loving at the same time, but don't be taken over by them being brash and bossy at times and also uncertain and timid. That's how they are, but you need to just help them to channelize things in the right way. Okay, children who are six years can be a bit bossy and demanding. Children who are seven, you know, they tend to worry and take life very, very seriously. Eight years old are very enthusiastic and outgoing. Children who are nine years old, they've kind of become independent and rather rebellious. Okay, just a bit about that. So how to teach these kids effectively? Children who are ages seven to nine, who are in grade two and four, how to teach them effectively? You know, each child is unique. Okay, each of them are different, each of them are unique. They have the strengths and weaknesses, help them provide activities for experimenting and exploring because they love to learn through experimenting and through doing activities, exploring things, you know, help them to make applications here and now because they live in the present. So when you're teaching them, you know, you need to help them. How are you going to apply what you have learned? Don't keep it for them to do next week, but this week itself, you need to help them to learn. Okay, plan something active for each class like I said, these children can't fit still. They are very engaging. So you have to have some activity for each class. Okay, they also can read and write. So use their reading writing skills. They're improved in their moving of their hands and their, you know, their fingers. So use, you can give them more craft activities to do. You don't have to do all the major craft activities like for the other two age groups, but here you can get them to cut and, you know, draw and stick and all of those things. Avoid working on details. Their craft activities may not be very, very detailed to the core, but it's okay because they are learning to differentiate between fantasy and fact. You can explain things to them.   Okay? Just a minute, please. Yeah. So what can you do for children in this age group? You know, listen to their lives, what they're going through, encourage them in realistic ways. It's important to give them individual time, so mentoring at this age is very, very important. So when you're mentoring, you can share your life because they just copy you, they just do what you're saying, they just, you know, say, hey, my teacher did this, I also should do this. You know, so good time to just, you know, just feed into their lives, just pour into their lives and also take time to build a relationship with every child because they love their teachers, they love their, you know, caretakers, they love the children's church teachers, they're just learning from you, copying you, so it's a good time to just pour into their lives in this age group, okay? And also time when they are just basically taking everything that you are saying, just receiving it and doing exactly so important, you can just feed into their lives and pour into their lives. Okay, any questions you'll have for this age group? Seven to nine. Anything you all want to say? Anything you all want to share? No questions? Yes, Divya? Yeah, I was thinking about the, especially with kids' church and it happens mostly once in a week, right? And if we, taking the case where we go to for church, it's like different teachers every week. So how, I think it would be a challenge for, you know, the teachers to build a relationship with the kids because it's unlike schools where the kids are going five days a week and they have the same teacher basically. So what are some ways in which the kids have a good relationship with the teacher, the Sunday school teachers and they're comfortable sharing, you know, the things that are happening with them? Yeah, thank you, Divya, for raising that up. I think it's a big challenge. But what I did when I took over Children's Church at APC was to ensure, you know, to have just two teachers teaching each class for that whole academic year. They would teach alternative Sundays and I think that is important so that, you know, we can do mentoring. But nowadays I think it's a challenge because not many people want to sign up for Children's Church and I know that, I know in the US, you know, they have a lot of, they have a huge volunteer group for Children's Church. I remember visiting my sister's church and they had around, when I met the Children's Church pastors, they had two Children's Church pastors and I asked him how many volunteers they are. He said around 170 and I was quite amazed, you know, at the level of commitment because you have so many services and, you know, and I can understand that, you know, people take turns and it's not every Sunday. That can be a challenge actually. But a good model to follow is at least have two teachers teaching the same class but also can be challenging in the other side is sometimes, you know, because there are multiple services, children, the parents can decide to come for the 8 o'clock service or they can plan to come for the 9.30 service or they can plan to come to the 11.30 service and that way if, you know, they're not in sync with the teachers come. So that can be another challenge but for us here we had only one service at APC Central so 10.30, so everyone had to come for that one service or they're not coming to church, they wouldn't land up. But now again it's becoming challenging for us because we have the 8.30 service as well. So what best we can do? Any ideas anyone can, what anyone has? What do you think we can do in such scenarios for this age group especially? Hello, any suggestions, any thoughts? No suggestions? I think what best can be done is the teacher who's teaching, you know, in that class, you know, taking that session can just share from their own life example what he or she did. You know, I'll just talk about their love for Jesus or how, you know, they love reading the Word of God or how, you know, they love singing or worshipping God or what they did when they were in their age with that challenge, you know and how God helped them. That will stick in a child's mind and life. So in the best given scenario of what can be done with all these limitations I think it's important to pour out our lives to pour out what God has done and how we encounter situations that children in that age group can go through and what can be best done. Sure, yeah, yes. Yeah, that really helps. That's correct, yeah. Okay, any other questions anyone else has? All of you there in class? Is this helpful or getting boring? Okay, thank you, Subushis and Zellatoli. Yes, Pastor, it's helpful. Thank you. Okay, any questions, any queries? Thank you. Rebecca, thank you Rosalind. Okay, thank you. We'll move on to, we just have four more minutes. We'll move on to children in ages 10 to 12. Okay, so these are basically children who are in grades 5 to 7. Okay, so what is the goal for this age? Accepting self. They're learning more about their strengths and gifts because they are actually in this age group you can call them as pre-teens, right? I think when we were in school and all pre-teens would have been like, you know, somewhere in 8th and 9th grade. But nowadays, I think 5th standard itself, 5th graders can also be called as pre-teens because the rapid pace in which they're growing, the information, the technology, the things that they're learning, so basically they're pre-teens and they're becoming very self-conscious, self-image, you know, they're learning more about their own strengths, their own gifts. They're learning to make friends and get along with others well in spite of the challenges they are facing and they're also learning techniques to resolve conflict and to handle their own emotions because pre-teens, you know, their emotions are on a roller coaster, they're not able to understand things because of the changes, hormonal changes that are happening. You know, nowadays we have children growing, reaching puberty as fast as, you know, they're in age, grade 6 and grade 7 as well. There's a lot of hormonal changes that are happening and because of that there's a lot of emotional roller coaster that they're going through, you know, turmoil that they're going through and because of that they get into a lot of conflicts so they're trying to find techniques to resolve conflicts and understand and handle their own emotions. They're also understanding that they're all different and they're learning to accept their difference just to love and accept themselves just the way they are. They are also proficient readers, they can read well, well, either silently or loudly. They read for self-enjoyment or relaxation so some of them read a lot of novels and storybooks and all of those things and of course they read the textbooks for the sake of information. They're also able to use information to write reports and papers and projects and write essay kind of questions and they're also able to, you know, answer questions and write them down in, you know, in bigger paragraphs. Okay. We'll stop here. We just have one more minute so we will look at this age group for more in length next week. So before we end class, anyone likes to share something? Anyone has any questions? I'll post these, the notes and, I mean, everything the notes is here in this PowerPoint presentation. I'll post it up on the, you know, stream page for all of you. Yes, Divya? Yeah, I just wanted to ask also regarding, you were telling earlier that in APC, like throughout the week, you would have like worksheets or something for the kids to do. Yeah, so would love to know more about it if the time is limited, it's fine, ma'am. Yeah, but like, how do you do that throughout the week and is it effective? How do you span it across the ages, age groups? Okay, yeah, we have it specifically tailored made for the lessons and the worksheets are based on the lesson that is taught and they have some puzzles and they have to write what they have learned and, you know, what they gathered from the lessons and also how they put it into practice and they have a reading plan which they have, you know, scripture reading based on the topic that was taught, the lesson that was taught to read throughout the week. So that is part of the worksheet. But before we started doing this worksheet the last year, you know, we had student workbook and all of our course content, the curriculum, the teacher's manual and the student workbook is on our website which anyone can access and use, yeah. Okay, thank you. Okay, thank you everyone for joining class. Have a blessed week and I'll see you next week. Thank you.


into the checking account it's going to be deposited at $20,500. If I was to have made these individually put into the checking account I would see a payment form instead of a deposit form for three separate amounts and that might make it a little bit more difficult to reconcile to the bank account if I'm depositing it physically into the bank account as one line item. If I go to the tab to the left and hit the plus button and hit the bank deposit it's got this nice system within QuickBooks that anything in undeposited funds adding up to that $20,500 has been put in here so the payments and the sales receipts will kind of show up in here so that we can easily click them off and group them in that way so that they so we can deposit them properly hopefully and make it easy to reconcile. So closing that back out there are those and then the accounts receivable sub ledger if I run that is now at $8,112.50 that's what should be tying out to this $8,221.50 that's what I meant and then let's go to the first tab in this tab now if I look at the open invoices these are the two remaining open if we look at the paid items this is what have been paid and of course we can track this in the sales side you can also look at similar information in the invoices here in the invoices tab and do similar processes within here and then we go into the customers and if I was to look at all the customers I can go down to Smith and say okay Smith if they were to contact me and talk to me and I'm communicating with them I could say okay yeah the invoice has been paid if I go into that invoice I can see that it's been paid it has a link to the payment that's been made everything lines up very nicely.