• Professional Development
  • Medicine & Nursing
  • Arts & Crafts
  • Health & Wellbeing
  • Personal Development

10063 Educators providing Other courses delivered Online

Act Fast Nl

act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

Ajm Advisory

ajm advisory

London

Aldo J. Martinez, principal of AJM Advisory, has over thirty-five years of experience in financial markets regulation at the NYSE Euronext and in the securities industry. As, Vice President, Market Surveillance Division (MKS) in the Special Counsel, Trading Correspondence and Options Surveillance Department, he was responsible for MKS regulatory and legal matters including representation in trading investigations conducted by MKS involving federal securities laws and NYSE rules. He led the coordination in regulatory merger task force and special projects, such as regulatory merger of NYSE and NYSE Arca; developing a Divisional training program to provide staff with relevant knowledge including fraud, criminal activity such as customer "intrusion" cases and market making activities; and representing the NYSE Euronext by coordinating regulatory initiatives involving 36 U.S. and non-U.S. markets members in the Intermarket Surveillance Group (ISG). Aldo also evaluated evidence indicating whether markets were maintained in a fair and orderly manner and coordinated a Division-wide New Products Committee which assessed new trading products for impact on surveillance functions. He was responsible for conducting several Options surveillances of the NYSE Arca market, maintaining the MKS Business Continuity Plan and participated in the review of new issuer listing applications for qualification with NYSE and NYSE Arca company listing standards. While at the NYSE Euronext, Aldo held the position as Vice President (MKS) Market Trading Analysis II (MTAII) for 15 years and headed the department responsible for detection and investigation of insider trading, and market manipulation at the NYSE and other trading abuses. He instituted effective team approach to revitalize the NYSE Insider Trading Surveillance program after the insider trading scandals of the 1980s which led to the development of sophisticated, state of the art automated systems to detect trading violations in ever evolving market structure and increasing volume of trading. He proudly represented the NYSE in the ISG and his collaboration with ISG members led the evolution of the ISG into a truly international regulatory cooperative network of 36 exchanges and markets around the world. Aldo also developed and was responsible for the MKS Business Continuity Plan. Aldo Martinez's earlier years at the NYSE involved holding positions as Managing Director - MTAII; Director - Regulatory Quality Review (RQR) MKS Program - evaluated the MKS surveillance programs for effectiveness and efficiency and internal audit for regulatory processes; Attorney - Special Counsel (MKS and NYSE Enforcement Division) - represented and led the NYSE with over 18 successful disciplinary hearings involving market trading violations and cases involving violations of federal securities laws and NYSE rules. Aldo has 9 years of trading floor experience. He also served as assistant to the General Counsel at Spear Leeds & Kellogg where his duties extended to trading in NASDAQ stocks, options and futures clearing and investment banking as well as block proprietary trading and NYSE Floor trading. Throughout Aldo's career, he has given regulatory presentations to U.S. and non-U.S. government officials, dignitaries and market centers, participated in SEC international seminars and State panels and he has been interviewed by national and international print and broadcast media (e.g. CNN Espanol). Aldo also has a passion and true skill set in training, teaching and motivational speaking.

London Dreamz

london dreamz

London

London Dreamz was founded by Shamsa Lakhani. She has been in your shoes and walked the path you dream to walk. ‘’I came to London in 2008 as a student to study and make a life here in UK. While studying, I worked part time but having no past work experience it was a bit difficult initially. Over the course of time I stumbled but quickly learnt from those mistakes. It was a great learning experience for me and I never looked back since that. I always wanted to help students who were new to this country, so I could support and guide them in their journey into this new life but didn’t know how. So I decided to become an Educational Consultant and I knew this was my calling. I completed my course of becoming an Educational Consultant, registered with British Council, and started my company London Dreamz Limited. London Dreamz Limited is about helping students to fulfil their dream of coming to UK to study, work and build their career/ life in London or other parts of UK. We are based in London and will help, guide and support you not only with your University Admission process but also after you arrive in UK.‘’ Why Choose London Dreamz? We have walked the path you dream of walking, have overcome the challenges you may face, so we know how to guide you best. Every individual is different with different aspirations and dreams so we can tailor your requirements in choosing the right course at the right institution in the right city. We will help you decide the path of your career goals and help you in this journey. 1. Customised Counselling. ‘I am not sure of what course to take? What university to go to? Which city to opt for?’ Do any of the above questions come to your mind? As an aspirant international student, you may want advice in selecting the right course, the right University, submitting your University application and also in your visa process. Our experienced counsellors will help you identify and secure the university or college where you can thrive. We will work with you closely as per your requirement, supporting you and your family, throughout your study abroad journey. 2. Supportive Education Consultants We have several Education Counsellors as London Dreamz. Our counsellors were international students as well and are ready to help you find the right course and University. They’re international education experts certified by British Council, ready to go the extra mile and help you as per your requirements. They have been there and walked the path you intend to walk and are willing to share their learnings. 3. Support every step of the way. We not only help you with the admission process, until you get your acceptance letter (CAS) but at every step of your journey including Visa assistance, pre departure guidance to post Arrival assistance. When in UK we will guide you to the way of life here, accommodation and also post study when you need assistance with your Graduate Scheme application.

University of St. MichaelĀ´s College

university of st. michaelā´s college

The University of St. Michael’s College offers full conference and event services including AV equipment and catering. We also provide hospitality services during our summer months.St. Michael’s was established in 1852 by the Basilian Fathers to serve the growing Catholic population in Toronto, educating the children of immigrants who had come to Canada in search of a better life for their families. Historically rooted in the educational mission shaped by the Basilians, the Sisters from the Congregations of St. Joseph and Loretto and other key community members, St. Michael’s seeks to build a transformational faith and learning community committed to the search for truth and meaning in our contemporary world. Our graduates are leaders in their communities, effecting positive change that respects and honours the dignity of all. As the university looks forward to its 180th anniversary in 2032, it is operating with a strategic plan titled St. Mike’s 180: Rooted in the Future. The plan, which imbues all aspects of university life, is built on three pillars: acdemics, community and sustainability, all stemming from the university’s commitment to the Catholic Intellectual Tradition. Today, St. Michael’s is home to 5,000 students studying everything from astronomy and English to architecture and zoology. Our status as a federated college within the University of Toronto, one of the world’s top research universities, offers students a wealth of academic and extra-curricular choices. At the undergraduate level, St. Michael’s sponsors four programs, including Christianity and Culture, Book and Media Studies, Celtic Studies and Mediaeval Studies. These are linked with University’s first-year seminars: the Gilson Seminar in Faith and Ideas, the Boyle Seminar in Scripts and Stories and the McLuhan Seminar in Creativity and Technology. At the graduate level, St. Michael’s has recently signed a Memorandum of Agreement with the local Jesuit theologate, Regis College, that will see Regis and St. Michael’s Faculty of Theology come together to better serve students, increasing course and degree options while enriching an already diverse community with new opportunities. Harmonized programming will begin in 2022. Currently, the Faculty of Theology at St. Michael’s offers MDiv, MRE and MTS programs, as well as a number of advanced degree programs (including a research-oriented MA in theology, a ThM, DMin and PhD) intended to prepare students for scholarly work and careers in academia. Both the undergraduate and the graduate divisions offer regular extra-curricular programming for students to meet new people nd learn new hobbies and interests, while resource people like our Wellness Counsellor are available to help students manage the challenges of University life. As we look toward our future, we also recall the past and the tremendous scholars who have worked and studied at St. Michael’s, including media theorist Marshall McLuhan and 20th-century French philosophers Etienne Gilson and Jacques Maritain. The University’s alumni include many notable figures such as Paul Martin, Canada’s 21st Prime Minister, Victor Dodig, President and Chief Executive Officer of the CIBC group of companies, Tony Comper, the former President and Chief Executive Officer of BMO Financial Group, and Bonnie Crombie, Mayor of Mississauga.

South West OPI Training Centre

south west opi training centre

Tavistock,

We specialise in 1-2-1 courses, we have educators based in Tavistock Devon, Teignmouth Devon & Liskeard Cornwall. Pick your Course your way & on a day that suits you! We are a Guild of Beauty training provider. All our courses combine flexible online learning, study at your own pace & finish with a intensive practical training day at one of our training centres or we do offer onsite training, a fee per mile can be added making it the perfect choice for a non driver or a salon or spa. Our courses are fully accredited, so you wont have trouble gaining insurance withinthe industry. We also offer full nail & beauty course packages, these can betaylor made to suit your needs. Gti courses are non brand affiliated, this means you can use any brand/product of your choice. We offer all our courses with or without kits & supply all you need on your training day. Courses Lash & Brow treatments, henna Brows, lash lift, manicure, pedicure, gel polish, hard gel nail extentions, acrylic extentions, threading, individual classic lash extensions, spray tanning, waxing, Indian Head massage, facial treatments, body massage & make up. We recently have become associated with the amazing award winning Jane Bryan Training and offer more advanced treatments such electrolysis, microdermabrasion, dermaplaning & the newest trend brow lamination. Meet the Team All our educators have a weath of knowledge to share, each specialising in different aspects of the beauty industry, we will guide you every step of the way, so you get the very best learning experience and educator to suit your needs. Our senior educator Katie Terry has over 24 years hands on experience as a working therapist, she has also been teaching in the beauty industry for the last 5 years. Katie enjoys & teaches all aspects of beauty therapy, from nails & brows to advanced treatments such as electrolysis, Dermaplaning & microdermabrasion. Katie teaches at Liskeard & Tavistock Our educator Alex Coote left the industry after training over 10 years ago, she returned as working therapist 3 years ago. And now she has chosen to specialise in everything to do with Lashes & Nails, she also works in both of our training centres. Lisa Barrett is one of our Cornwall Liskeard based educators, Lisa has 10 years of experience and specialises in intimate waxing, lashes, brows & nails. Michelle Clancy is a fully qualified hands on beauty therapist & has been in the industry for 17 years. In 2004 Michelle became a nail technician, she found a love for nails & went on to do master classes in acrylic and gel nail enhancements and qualified as a Grand Master nail technician in 2009. As much as she loves doing beauty treatments nails are her absolute passion & cant wait to be able to share her passion with other people who want to learn the trade. Michelle is based in our Tavistock centre. Natalie Pearse has 5 years experience in the beauty industry, she has worked hands on as mobile therapist, also as assistant salon manager. She now run’s her own business from a beauty cabin at home. Natalie now specialises in Henna Brows, Definition Brows & Lash Lifts, she loves the instant results from a treatment. Natalie is based in Teignmouth Devon.

Jackie Thomson HypnoWellbeing

jackie thomson hypnowellbeing

Deganwy

I’ve always been fascinated by people. In fact, I love people and the fact that we are all so different. And I love conversation. We live in a world which is ever-changing. We have to adapt and some of us find that easier than others. And I'm no exception to that. I’ve spent a good deal of my life finding out what makes people tick, and I didn’t even realise it was happening. And that’s how I came to discover my passion – helping people to change the way they see themselves and the world around them. To learn to love themselves again. To believe in themselves. To overcome stress or emotional pain, whatever the cause. And to begin enjoy life again. Just as I have. My own experiences and extensive training have helped me grow, and I know I will never stop growing and evolving. I still study, attend workshops and training to enhance my knowledge and skills. Although, of course, certificates are no indication of anyone's life experience, wisdom or compassion. When I'm not studying, I love travelling and have had many wonderful experiences. I love anything to do with the theatre, music and dance. I grew up in a theatrical world. I played clarinet, performed on stage from a very young age and have directed musicals. Now, I just love to watch. What's next? Watch this space! MY STORY We all have a story, whether it’s just a few chapters or an enormous long novel. I have my story too, and I’ve used it to change my life and completely turn it around. I'd been interested in spirituality and the mind-body connection for as long as I can remember, and a huge life change gave me opportunity to re-examine the way I lived my life. I really believe that we can change our lives by changing the way we see ourselves and what’s happening around us – our thoughts create our reality. If we let go of negative patterns and limiting beliefs, we can change our thoughts and change our lives. After living through and learning from the many challenges in my own life, I recognised the potential for helping others to embrace positive change into their lives as well. I still apply my training in my own life. Recovering from abuse, self-loathing, failed relationships, lack of confidence and many other things that troubled my past has changed my life completely, just as it can change yours. It doesn’t change what’s happened, you can’t change the past, but you can enjoy your life now and create a better future. I know from personal experience how powerful this can be. I can help you to see what’s holding you back, offering you support and guidance as you go forward and take control of your life. I can’t do the work for you, but I will support you all the way, for as long as you need. Wouldn’t that be great? Loving the life you live and living a life you love? I do, and so can you!

Maits

maits

London

We envision a world in which children with developmental disabilities are fully able to access the health and education services they need to achieve their full potential. Mission To change the lives of some of the world’s poorest people living with developmental disabilities, and the lives of their families, by improving access to and better quality of healthcare and education services and support. Aims The aim of MAITS is to improve the lives of some of the world’s most vulnerable individuals living with disabilities by helping them to reach their full potential, be healthy and have an improved sense of well-being, through access to family support, quality healthcare and education. We do this through a team of trainers from all over the world, who are experienced professionals, and who give their time to provide capacity building, training and resources to those caring for and providing health and education services to individuals with disabilities in community or institutional settings. Our team We do this through a very small staff team, training consultants and a team of qualified volunteers from all over the world, who are experienced healthcare and education professionals. Our volunteers provide training and support to those caring for and providing health and education services to individuals with disabilities in community or institutional settings. We also have a small grants programme which enables training to take place in any location where there is a need globally. The aim is to enable individuals to reach their full potential, with improved health, well-being and quality of life through access to family support, quality healthcare and education. Overview We work with and help some of the most marginalised people globally –those with disabilities living in some of the poorest countries in the world. There are 150 million children living with a disability and of these the majority live in developing countries. Since 2011, we have provided training to 4675 staff working in the disability sector in 21 countries and helped over 600,000 individuals living with disabilities. The people we have trained include therapists, nurses, special educators, staff working in children’s homes and community health workers. Part of our work involves providing training at the grass roots level, to community health workers and care staff, on conditions such as cerebral palsy, autism and learning disabilities to enable early identification, referral to specialists where possible and the provision of home support to promote development and independence, using training packages and tools we have developed specifically. Some of our training can be life-saving, especially in the case of infants and children with feeding difficulties, which often leads to malnutrition, severe respiratory problems and early mortality. With the right training, these consequences can be dramatically reduced, improving the child’s quality of life and their life expectancy. MAITS’ specialists have developed and delivered training and resources for healthcare staff to address this issue, both in children and infants, the latter at the request of medical colleagues working on measures to prevent infant mortality. Our training also provides other innovative solutions to improving the lives of those with disabilities.

Self Defence for the Soul

self defence for the soul

Last week I was having a few doubts about some decisions that I’d really been sure of before. But after taking some time for reflection, I recognized that several lies had infiltrated my thinking, tearing me down with subtle accusations. In fact, those decisions that I’d already made were from the Lord, and He confirmed them again. Clearly, it was time to examine my spiritual defenses. I am finding that everything I do related to taking a team back to Haiti next month is being fought by the enemy. Here are some mandatory responses to spiritual warfare – I hope you will take action in your battle as well: Stay Alert: We are at war, so as Howard Hendricks says, don’t be surprised that you’re being shot at. We are admonished to be self-controlled and alert, for our enemy “prowls around like a roaring lion looking for someone to devour” (1 Peter 5:8.) Take Cover: Put on the armor of God (Ephesians 6:10-18) and walk in truth, practice righteousness and exercise your faith. Stand firm and pray! If it’s been more than one week since you’ve reviewed this passage, read and pray through it right now. Fight back: Are you living in a museum, with your sword hanging on the wall in display? That’s exactly what you’re doing if you leave your Bible on the shelf. The Word of God is living and active and sharper than any two-edged sword, and piercing as far as the division of soul and spirit, of both joints and marrow, and able to judge the thoughts and intentions of the heart (Hebrews 4:12, emphasis added.) A sword is not a defensive barrier – it’s a weapon of assault – which is why it is sharp and piercing. How prepared are you when it comes to self-defense of your soul? Are you a white belt? A black belt? Something in between? Keep up the regular protection of your heart, mind, spirit and soul. Here are some questions I ask myself to keep alert and engage in combat: That voice I hear – is it a shout or whisper? Yes, the Spirit often speaks in a still, small voice – but He speaks other ways as well. And He isn’t shy about getting my attention. God doesn’t hide from us. So when I detect a whisper in my ear, I need to pay attention and ask, “Is this something that God would shout from the mountain tops? Or is it something that my adversary is quietly whispering in the darkness, hoping the lies will enter my mind without being exposed to the light?” (Matthew 10:26-27.) Is the message life-giving or draining? Jesus told us that our enemy intends to steal, kill and destroy – but He came that we’d experience life abundantly (John 10:10.) Am I experiencing assurance of who I am in Christ, or being driven to doubt? Is the message I’m receiving making me more confident and full of faith? Or is it creating anxiety or fear? (e.g. 1 John 5:11-12, Ephesians 2:10, Jeremiah 31:3, Romans 8:14-16.)