Not exact matches
The
teaching that men are to be the «spiritual leaders» of their
homes is found nowhere in Scripture, and yet I — along with far too many young evangelical women — spent hours upon hours fretting over this in college, worrying I'd never find a guy who was more knowledgeable about the Bible than I, who was always more emotionally connected to God than I, who was better
at leading in the church than I, and who consistently exhibited more faithfulness and wisdom than I. (In fact,
under this paradigm, I came to see many of my gifts as liabilities, impediments to settling down with a good «spiritual leader»!)
Gothard's
teachings involve rules upon rules all dealing with the outward, dress, hair, smiling, bright eyes, no birth control or dating, no higher education for girls who must stay in the
home until the father decides what they should do, how God blesses and is happy with you if you do such and such, so many rules, those who really wanted to please God were
under the weight of things they could never accomplish... plus the male regime and women having to be careful not to defraud men by their dress or looks made it so easy for sexual predatory behaviors to take hold and the woman
at fault for the man's problems and such... ARGH!!!!!!!!!!!! No wonder some of the children of this regime became athiests.
In this article I will argue that the Church
teaches that «sex education» must be given primarily by parents and always be
under their «attentive guidance whether
at home or in educational centres chosen and controlled by them.»
One of Shakespeare's fellow pupils, Robert Debdale by name, was executed as a priest in 1586; while studying for the priesthood Debdale shared classes with Thomas Cottom (executed in 1582), whose brother John Cottom was a schoolmaster
at Stratford and
taught Shakespeare until,
under mounting anti «Catholic pressure from the Crown, he fled
home to Lancashire, a Catholic stronghold.
Words Used: Magenta: I like going is mum look the am said to
at went in me here my on dad a and come up can sat for Red: we get put with go no they today was where you she he this are will as too not but likes down big it little see so looked Yellow: when came one it's make an all back day into oh out play ran do take that then there him saw his got looking of yes mother from her baby father Blue: have help here's
home let need again laugh soon talked could had find end making
under very were your walk girl about don't last what now goes because next than fun bag coming did or cake run Green: always good walked know please them use want feel just left best house old their right over love still took thank you school much brother sister round another myself new some asked called made people children away water how Mrs if I'm Mr who didn't can't after our time most Orange: man think long things wanted eat everyone two thought dog well more I'll tree shouted us other food through way been stop must red door sea these began boy animals never work first lots that's gave something bed may found live say night small three head town I've around every garden fast only many laughed let's suddenly told word forgot better bring push Word List Acknowledgement: www.tkp.school.nz/files/530877945427c642/folders/1/Highfrequencyhomewordlists%20(2).pdf ********************************************************************** © Suzanne Welch
Teaching Resources
South Carolina parents with college degrees would automatically be allowed to
teach their children
at home,
under a measure passed by state lawmakers.
To participate in the
home visit project, a school must be eligible
under the federal Title I grant — provided to support large populations of disadvantaged students — and
at least half of its
teaching staff must indicate
at least an interest in learning more about the program for the school to be selected, Levasseur said.
For example if you have kids
at home and they have been sneaking and sharing their food
under the table with your dog, that is exactly where the problem is, because unknowingly your kids are
teaching your dog to beg.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space
under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's
homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with
at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and
teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /