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Schedule flexibility: One of the best-known benefits of being an entrepreneur is being able to set your own schedule. Set your own workload: As your own boss you also establish your own workload. You determine how many hours per day you will typically work, how many (and which) days you work each week, and how to allow for vacation time. If you are sick, you can make the best decision for yourself and your business without worrying about repercussions. And you can balance work with the other parts of your life by putting in extra hours some weeks and fewer hours at other times. I often take this to the extreme, and it requires discipline to make sure you accomplish your business goals despite the freedom that comes with being your own boss.


Pick your location: Whether you are a sole proprietor in a home-based business or starting up a brick-and-mortar business, you will be the major decision-maker when it comes to your business location. Employees often have the challenge of doing work they enjoy in a location that requires a long commute, or of doing a job they would prefer to avoid because it is in the right location. In either case they have no control over the location of the work they do, as is true in most cases for employees. Choose your colleagues: One of the largest frustrations about working for someone else’s business is that you do not get to choose your co-workers. You may have a problematic boss or incompetent teammate, or just find that the general culture isn’t to your liking.


As an entrepreneur you choose the people to hire, the people to partner with, and the companies to use as vendors. Do not think that you should make these selections based only on which people you like or have much in common with, as it is wise to seek people with different perspectives and experience. However the ability to select your colleagues based on respect and shared values is empowering. Decide what to delegate: A common pitfall for new entrepreneurs is the tendency to try to do everything themselves. In some cases this is necessary due to budget constraints or other reasons.


But in time as a business grows the owner will increasingly see the need to delegate some of the work to others. At this stage you will get to decide which tasks are not the best use of your time and would be better handed over to someone else. A small retailer might contract with a bookkeeper to take over the day-to-day financial duties, while a writer might hire someone to handle the keyword research portion of writing for online sites. Follow your mission, vision and values: Individuals who later become social entrepreneurs in particular are often frustrated as employees by the culture of their companies.


They may find that the business is lacking in real vision and values, or that the company talks the talk of establishing a mission and vision statement but fails to live up to it. In creating your own business you will decide upon your vision for what you will create, your mission for how you will accomplish it, and the values that will guide your decisions and your interactions with others. I recommend creating a list of 3-10 values and actually putting them in writing, as I have done on my main business website. Use them to guide your creation of publications and your other marketing efforts.


Whether we agree with them or not is irrelevant. Rowley, like many of his predecessors, has done many positive things that can be seen by some as good leadership. In his party he dared to empower the membership through one man, one vote. Some may see that as the sign of a strong leader. I am all for change that is progressive, democratic and fair. I believe that TT is a long way from realising its true potential economically and socially. I strongly believe that outside of the two major political parties are opportunities for all our people to work together to improve the quality of life for all our citizens. I believe that through proposing viable alternatives to the politics of race and division we can see the emergence of a better government. I do not see the path to that goal being one that disparages the characters of our leaders or wishing them ill in any way. I wish Rowley good health and a long, wonderful life.


Urban LegendsPhrogging: Real or Just an Urban Legend? Sign in or sign up and post using a HubPages Network account. 0 of 8192 characters usedPost CommentNo HTML is allowed in comments, but URLs will be hyperlinked. Comments are not for promoting your articles or other sites. In Porterville CA, many years ago, there were sightings of a gnome creature. Similar to a water baby. It is thought to have belonged to the Tule River. I grew up in Blackfoot. It was similar there, but we called it simply the diversion. The stories always succeeded in scary us all. I grew up in Pocatello. It was called the Barons.


We would party in our vehicles on the side of the road. None of my friends would get out. I did a few times, but never to the bank . It did scare me. Even just at dusk. Never left the truck when it was dark. Myth buster, they are strangely hard to find, but I have been doing a bit of research. I might do a follow up on them. There seems to be a bit of ancient mythology lurking around. I've enjoyed this hub, Chelsea Frasure. I liked the video you placed on the hub. I have not heard too much about water-babies but after reading about the topic here, I am interested in finding more water baby legends.


This is the second in a series of opinion pieces on how to fix democracy. RADICAL change is needed to overcome the crisis in liberal democracy. The needs range from the constitution to the machinery of government. However, one reform can act as a "gateway" to others: deliberative democracy. Upgrade your inbox and get our Daily Dispatch and Editor's Picks. At the heart of the crisis is a kind of "solidarity deficit". But the left and right emphasise very different aspects of it. For the left it is about inequality, the oppression of disadvantaged groups and the imposition of market forces in everything from public services to urban spaces. For the populist right, it’s about globalisation riding roughshod over national interest and identity and the liberal elite destroying the pride and cohesion of "people like us" by imposing diversity and cosmopolitanism.


Because solidarity is about values and tribes, these debates—often between different forms of identity politics—tend to be polarised and visceral. So how can society bring people together to ensure that our institutions have legitimacy and work to meet people’s needs? Around the world, national and local governments are increasingly looking to the original form of democracy, citizen deliberation. Overwhelmingly, the participants in deliberation enjoy it, a significant proportion change their views during the process and, though consensus is not always sought or achieved, it helps people develop a respectful understanding of their differences. In stark contrast to most conventional political performance, deliberation brings out the best in people. The process fosters respect for the ability of politicians and experts to make decisions on behalf of others. An important element of tribal populism is its denial of complexity in favour of a Manichean world view of heroes and villains.


Deliberation helps citizens see and engage with complexity and the trade-offs inherent in most policy dilemmas. It can breathe new life into debates that have become stuck and polarised. It can make it easier for politicians to justify difficult decisions by showing that truly representative citizens have come to similar conclusions. A deliberative process helped to frame and structure last year’s Irish constitutional referendum leading to abortion-law reform. What could have been a highly divisive process was one which not only reached a clear conclusion but, remarkably, seemed to bring the country together. I suspect a deliberative forum before the Brexit vote would have identified the need to have a second process at the end of the negotiation. Many MPs and other high-profile figures—including the former the Archbishop of Canterbury, the pop star Damon Albarn and the novelist Ian McEwan—suggested a deliberative "citizens’ assembly" as a way forward on Brexit.


Given the breadth of possibilities that will still be left if a deal is agreed, this idea will continue to have its supporters. Greater use of deliberation is a "gateway" reform, since once these methods gain understanding and support, they can be used to help representatives make decisions on a range of other difficult issues. A "citizens’ jury" organised last year by two parliamentary select committees came up with ideas on the funding of social care that were broadly endorsed by the MPs on the committees (although ignored by government). Even French President Emmanuel Macron has trumpeted "the need to engage with citizens’ panels" when he recently called for a conference of European Union nations to renew the European project.


Britain may be lagging, but elsewhere deliberative democracy is becoming more commonplace. Just last month in Belgium, the regional government in Ostbelgien (the German-speaking region) voted unanimously to form a permanent citizens’ council. Alongside it will be as many as three-yearly citizens’ assemblies, with members selected by random sortation. This follows the approval by Madrid’s city council of the establishment of a permanent deliberative body. An annually rotating group of randomly-selected residents will monitor municipal action and make recommendations as to how it might be improved. The body will also have the power to propose city-wide referendums on issues proposed by citizens on an online platform, Decide Madrid. In Canada, nearly one in 60 citizens have now received invitations to take part in the myriad deliberative assemblies organised in several cities. Many Canadian mayors are regarding citizens’ panels as a vital part of the "decision-making architecture" in their cities.


The biggest barriers to the greater use of deliberation are ignorance and, frankly, political vanity. Most people, including MPs and journalists, don’t understand what deliberation is. They therefore adopt the position of "I don’t understand it, so I don’t like it". Among some of those who at least do understand it, there is hostility to ordinary citizens being tasked with "doing the job I was elected to do". The fan base for deliberation is still small and afflicted with a tendency to constitutional nerdery. To those who believe liberal democracy is doomed to collapse under the weight of its own contradictions something so puny will make no difference to our fate. Yet, democracy is like a bicycle: if it is not going forward it starts to wobble. Deliberation could just get the pedals turning again.


Children require many books in a literacy-rich environment. Place books around the classroom, in every area of the curriculum. Books can be displayed that represent the letter or sound of the week, current units of study in science and social studies, and even just general reading fun. Demonstrate the proper way to hold a book and to turn the pages so that children learn to respect books. Read them at circle time to introduce stories to children and allow them to independently look through them after circle. Create comfortable reading areas in the classroom, with child-sized furniture, cushions and pillows, or even special reading rugs. Try to read to the class as one of your daily preschool activities.


Language Arts teachers use a mix of fiction and non-fiction, and so should you, but keep in mind the attention span and level of the children in your classroom. Use a mix of poetry, rhyming, and prose. Expose them to different authors, even considering doing author studies. Follow up reading aloud with independent or small group activities in the classroom. Children can be encouraged to create their own books. They can try to write their own words, or dictate the story to an adult. They can also copy words out of books found in the classroom. Pre-reading activities help children develop abilities required in decoding written language and comprehending stories.


Visual discrimination skills allow children to distinguish between different letters, then different words. Play games as a group and set up activities on the shelf or in a center for individual practice. Matching - Matching activities find two items that are identical, using one-to-one correspondence. Initial activities should match items that are very different, such as two dogs, two ice cream cones, and two suns. Gradually, the items should become more similar, making it more difficult, such as breeds of dogs, or different colors and patterns on the cones. Use objects or pictures. Match pictures of objects around the room to the actual objects.


Match letters and words. Start with small groups of three matches, and work up to five. Sorting - When sorting, objects are placed in groups of three or more. They can be sorted into identical groups, such as all blue pom-poms, all red pom-poms, and all yellow pom-poms. Or, they can be sorted by similar characteristics, such as all dogs, all horses, all cats. Puzzles - Puzzles refine visual discrimination skills as they have to turn pieces to make them fit. Start with simple knobbed pieces that individually fit into the frame, then work up to jigsaw puzzles. Which One Is Different?


Have a series of 3-5 seemingly identical pictures, with one that is altered in some way. Start with glaringly obvious differences, such as a dog in the middle of a row of cats, then work toward more difficult ones, such as a face with the opposite eye closed. Categorization skills help a child prepare for reading comprehension and understanding. Opposites - Teach children opposites by acting them out (sit/stand, walk/run, in/out). Have command cards that direct the child to manipulate objects. Put the teddy bear on the table. Read books about opposites, such as the one by Tana Hoban. Which One Doesn’t Belong? This is similar to Which One Is Different?


For example, have a series of 3-5 cards, all of which are food, except one is something different like a shoe. Gradually make these more difficult, such as having all fruits and one vegetable. Category Sorting - Have category header cards, with a word and a picture, such as the four seasons of the year. The child can sort picture cards under the appropriate heading. Word Sorting - Sort words by their first letter or sound. For a child who can sound out words, sort them by ending sounds or chunks. Children need to be able to discern between different sounds when reading, especially when learning phonics. Rhyming - Read rhyming stories and poetry.


Sing songs and do rhyming fingerplays. Play games that require kids to make up their own rhymes. Do the "Name Game" at circle time. Set out baskets of rhyming objects and pictures for the children to match and sort. Phonemic Awareness - Focus on phonic sounds in words. Play "I Spy" using the beginning sounds of items found in the environment. Break up words into their individual phonemes, or sounds. Say them slowly, then gradually put them together to make the word. Clap with each sound to emphasize it. Sound Sorting - Sort objects or pictures that begin with the same sound. Read books that focus on a particular sound.


Remember to focus on short vowel sounds before long vowel sounds, and avoid words that have a consonant blend until the child can better distinguish between the two sounds. Also sort objects and pictures by middle sounds and by ending sounds, to emphasize sounds throughout the word. Knock, Knock, Who Am I? This is a fun circle time game. One child sits in the middle of the circle in a chair, blindfolded or with eyes closed. One child is chosen at random to come up behind him and says, "Knock, knock, who am I? " The child in the chair has to guess. After the second child’s identity is established, she can sit in the chair, and the first child randomly chooses a new child to go up. Children need to learn a mix of phonics and whole language when learning how to read.


Teach initial phonic sounds, focusing on short vowels and avoiding blends until sounds are mastered. Practice sorting pictures and objects by beginning sounds. Introduce two or three sounds together, for contrast. When a child is confident in the letter sounds, he can start blending two, then three at a time, to create consonant-vowel-consonant words (e.g. mat, six, sun, hot, bed). Label different areas of the classroom, materials, and shelves, so that children can associate the words to the items. Have labeled picture cards of items and people. An extra set of labels could be created for matching and labeling activities either during circle or during independent work time. Keep a set of beginning sight words on hand. Make matching games, bingo, and dominoes out of them. Practice writing them on the chalkboard and on papers. I hope this has given you some ideas on incorporating language arts throughout the curriculum. If you have any other ideas, let me know in the comments!


Rob Bell made a splash in 2011 with the release of Love Wins, a book that challenged settled Christian understandings of heaven, hell, and divine judgment. But as many critics pointed out in response, Bell’s musings about universal salvation relied on arguments that have been advanced—and mostly condemned—throughout church history. What explains the recent resurgence in self-described Christians affirming (or at least flirting with) universalism? In The Devil’s Redemption: A New History and Interpretation of Christian Universalism, scholar Michael McClymond sets out to answer this question by following the roots of universalist thought all the way back to the second century.


His comprehensive, two-volume account maps out universalism’s development down through the centuries and critiques it on theological and philosophical grounds. Paul Copan, professor of philosophy and ethics at Palm Beach Atlantic University, spoke with McClymond about his book. How do you understand the term universalism? In theological usage, universalism is the doctrine that all human beings—and perhaps all intelligent or volitional beings—will come to final salvation and spend an eternity with heaven in God. This is a theory about a final outcome, and it leaves open the way that this outcome might be attained. One reason my book is so lengthy is that there have been many different kinds of arguments for universal salvation over the last 1,800 years.


At certain points, these arguments conflict with one another, so that if someone claims to be a universalist, you might ask: "What sort of universalist are you? One division is between the belief that everyone goes immediately to heaven at the moment of death (called "ultra-universalism") and the belief that many or most people first undergo postmortem suffering (a view I call "purgationism"). This issue was fiercely debated in America during the 19th century, and universalists have never been able to resolve it. The more robust arguments for universalism hold that God’s purposes in creating the world will fail if even one intelligent creature should finally be separated from God. This line of reasoning implies that not only human sinners but also fallen angels will finally be saved. The title of my book, The Devil’s Redemption, is an allusion to that idea.


What prompted you to write on the topic of universalism? There were several stages in the process. As an undergraduate at Northwestern University, I had a religious studies professor—the late Dr. Edmund Perry—who insisted that Paul taught universal salvation in Romans and 1 Corinthians. I was taking Greek at the time, and the professor’s claim did not seem credible to me. When I attended Yale Divinity School, I wrote a comparative essay on the eschatologies of Origen and Karl Barth—a short piece that I now recognize as the tiny seed from which The Devil’s Redemption later sprang. Another factor is a dream that I had about a dozen years ago. Given longstanding Christian opposition to universalism, how has it gained so many adherents in recent times?


The change was a long time coming. As I show in my book, from the time of Origen onward there were individual Christian thinkers who held to some version of Origenist universalism. In Orthodox Christianity, however, universalism was never affirmed as an official or public teaching of the church. One might call it instead a tolerated private opinion. I found that Orthodox attitudes toward Origen through the centuries were double-sided and ambivalent (as my own attitude is), acknowledging Origen’s undoubted contributions to Christian theology and spirituality but finding fault with his speculative excesses. Western esotericists, who were outside of traditional churches or hovering about its fringes, maintained a robust universalism from around 1700 up to the mid-1900s. Yet until that point, few official church teachers in Protestant Germany, Britain, or North America publicly affirmed universal salvation—even though privately some may have been universalists.


Something changed in the 1950s, and I believe it was Barth’s affirmation of universal election that allowed universalism to come out of the shadows. From the 1950s through the 1970s, universalism was most closely associated with modernist Protestantism. Prior to Vatican II, one finds some private musings on the possibility of salvation for all among certain Catholic intellectuals, even though no official Catholic spokespersons affirm universalism. The next step in the process occurred in the 1970s and 1980s, as Catholics discussed "the unchurched" and evangelicals debated "the unevangelized." A book from the Catholic theologian Hans Urs von Balthasar, Dare We Hope?


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