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[swaminiyogpeeth-blog]

Want to become a registered yoga teacher but don’t know how or where to start?

1. Do you practice yoga?

We highly recommend that students have a basic knowledge of yoga before taking any yoga teacher training courses. Once you have a foundation, you will pick up the more hard asanas (postures) of registered yoga teacher training programs and other requirements in the yoga teacher training schedule more comfortably. It does not really matter whether you practice yoga at home or in the presence of a yoga teacher. What matters is that your Yoga practice. If you do, then you have likely already experienced the benefits of yoga firsthand and are ready to dive deeper into your yoga journey. As long as you practice yoga at all, it makes no difference whether you’re a ‘beginner’ or ‘advanced’; each person has their own level of physicality, and not everyone is into fancy poses. What matters is your own unique personal experience with yoga.

2. Do you want a rewarding yoga career?

Being a yoga teacher is a rewarding career in the field of yoga because you’re teaching and helping others. If you know someone who works in the medical field, you’ve probably heard them talk about how fulfilling it is to be a patient advocate and healing facilitator. Likewise, you can instruct your students on yoga’s mental and physical benefits to help them improve their health and change their lives.

4. Do you yearn to expand your yogic knowledge?  

Do you always stay back after class with questions for your teacher? Or do you spend a lot of time contemplating and Google- in yoga-related stuff? Yoga poses are just one of the eight limbs of yoga, and if you have come to yoga through its physical practice, you will eventually feel compelled to explore its philosophical aspects. Yoga Teacher Training is an excellent opportunity for this.

5. Do you feel stuck in your yoga practice?

Sometimes yoga students feel like they should not take a yoga training program because their practice is in a “rut”. In fact, yoga teacher training is a great way to reinvigorate your yoga practice. Teacher training will introduce you to a deeper, more fulfilling practice and connect you with people who are passionate about embodying a yogic lifestyle.

6. Are you ready to eat, live, and breathe yoga?

We are not exaggerating. If you choose to join a traditional yoga school for your yoga teacher training, you will be in a yoga atmosphere 24/7, eating simple vegetarian food, talking about chakras, and learning cryptic Sanskrit phrases (as if the asanas weren’t enough). You will be dreaming about yoga postures. And for a 200-hour intensive course (a basic course for yoga teacher training), you are in this atmosphere for at least a month. Are you prepared?Consider whether you can dedicate a full-month of time to a yoga program without feeling like you need to return to your regular life. Also, remember that there will be homework outside course hours. Honestly evaluate whether you’re at a place in your life where you can reap the benefits of such an immersion. It may feel like a drag to have to do all this, but if you paid your hard-earned money to attend a course, it makes sense to get the most out of it!

7. What style of yoga do you like?

Schools may specialize in very specific yoga routines. If you become certified in Hatha yoga. It is the most ancient and the most practiced yoga art of all time. It includes postures like asanas and many breathing techniques and exercises to bring peace to ourselves both internally and externally. This makes sure we could live more without any stress or mental burden. Nowadays its really impossible to find the correct Hatha class because none of us knew exactly what it looks like to be learned and taught well. Other yoga schools offer a more well-rounded approach, and they may help you develop your own program and yoga style. If you already love one lineage of yoga, it will likely be most fulfilling to pursue a yoga teacher training course in that school. Your enjoyment of yoga determines your commitment to and success in yoga teacher training. If you don’t know what style you like, we try several different ones before teacher training. Teaching is, after all, about sharing and passing along information that we ourselves find beneficial.

Vinyasa yoga:

Vinyasa yoga is also an old based similar to hatha yoga but this method involves breathing out regularly with some postures and some sun salutations. which results in keeping our mind calm and relaxed. It also keeps us away from negative thoughts and if you are suffering from postures problems then vinyasa yoga will be the perfect doctor for you because of its effectiveness. The vinyasa yoga is the most taught and learned yoga of all times because there are many mentors and comparing to all of them they are pretty easy to learn.

Ashtanga yoga:

Ashtanga yoga is a recent addition to the list of yoga asanas. It literally has some series of steps involved like breathing in and out sometimes slowly and sometimes vigorously in different postures changing as time pass by and there are totally six levels before giving us a break to take on and there are some mentors who allow people to run on their own terms and gradually increasing their pace and effectiveness.

Iyengar Yoga:

Iyengar Yoga has been developed by B.K.S Iyengar and he described it in his bestselling book “Light of Yoga”. It’s a type of yoga that gives more emphasis on precision and alignment During the performance of different yoga asanas. This style of yoga is performed by using props like blocks, belts, and blankets. The props help students to perform the asanas efficiently and minimizing the risk of any strain or injury.

Bikram Yoga:

Bikram Yoga was devised by Bikram Choudhary in 1970. It is a different type of yoga that is designed to keep the Indian climate in mind. It was practiced in a hot room heated to 41 °C with a humidity of 40 percent. The walls were covered with mirrors and the entire yoga room was fitted with carpets. The Bikram Yoga classes consist of a sequence of 26 different postures.It is a type of yoga that spread across the western world rapidly and there were around 1650 studios in around 40 countries in 2006. There is no music in the Bikram yoga classes.

Sivananda Yoga:

Sivananda Yoga is founded by Swami Swami Vishnudevananda and it’s a spiritual yoga system. Students practice various yoga postures in it but it is not limited to them. Sivananda yoga system is based on the following five Yogic sutras. Dite, exercise, relaxation, proper breathing, and positive thinking. All these principles work tighter to make a healthy lifestyle.There are usually 12 basic asanas or variations of postures with “Surya Namaskar” and Swasana. There is no music in the yoga classes of this type of yoga.

Jivamukti Yoga:

Jivamukti Yoga is created by David Life and Sharon Gannon in 1984. Jivamukti Yoga is a type of hatha yoga practice to show the real aim of yoga, which is freedom and self-actualization. There are 5 main tenets every Jeevmukti yoga class: Bhakti (Devotion), Ahimsa (Non-Violence) Dhyan ( Meditation) Nada (Music), and Shastra (Scripture).

Power Yoga:

Power Yoga It is a general term used to explain the Fitness based approach Vinyasa style of yoga. Many people consider power yoga to be “Gym yoga”. This yoga is similar to Ashtanga yoga. Power Yoga become famous during the 1990s and it was invented by Bryan Kest, based in Los Angeles, and Beryl Bender Birch, based on new York.

8. Do you want to teach yoga?

Yoga is a growing industry that will likely continue to evolve within our lifetimes. If you want to share the practice with others from the bottom of your heart, you will be paid back the investment in spades if the teacher’s path is the one you want to follow. That said, you don’t need to become a teacher to benefit from a yoga teacher training course. Many students attend teacher training programs to receive intensive asana training, deepen their spiritual practice, and connect with likeminded people. Here are five reasons you may benefit from a yoga teacher training program even if you don’t want to teach:

1. Alignment. In a yoga teacher training course, there’s much more time for you to learn about the alignment aspect of yoga. Alignment is critical to ensure that your yoga practice is safe and therefore sustainable. In yoga teacher training, there’s more emphasis on safe posture practices, and you’ll have plenty of time to ask questions.

2. To understand the anatomical and physiological aspects of yoga. Yoga differs from other physical exercises because each pose has a certain effect on the body, be it physical or energetic. In a teacher training course, you’ll gain a deeper understanding of the function of the poses; how to use them to help the body achieve optimal health and, most importantly, the contraindications towards each pose. This is important because, without proper knowledge of the poses, we can unknowingly do more harm than good to our bodies.

3. Understand the philosophical parts of yoga. Yoga poses are just one limb of yoga. The bigger part of yoga has to do with life and how we as individuals relate to it. You will come to learn about all this through the Yoga Sutras of Patanjali.

4. Immerse yourself in the yoga experience. This is a very special time in your life. With the demands of modern life, one has at most one or two hours daily to commit to their yoga practice. During an intensive teacher training course, you will have the chance to embrace yoga all day, every day!

5. It’s an opportunity to dive deep into yourself. All the above combined will make you question your thoughts and belief systems. You will begin to wonder if you’ve been living to the fullest, and what changes would you like to see in your life. In this period of time, the healthy conflict will arise—things that have been long buried deep within you. This is the time to unveil these issues and deal with them, rather than just sweeping them under the rug again, leaving them unresolved.

9. Are you ready for a once-in-a-lifetime experience?

Most reputable yoga training is life-changing. They are retreats you will not forget nor regret when it comes to your life’s big picture. If it’s been a while since you took a break from the daily grind or treated yourself to any kind of vacation, the timing might be right. Spending money on transformative experiences is, after all, usually more worthwhile than spending on material goods. Frequent times to undergo yoga teacher training include when students are in transition, feel stuck, have recently started yoga, or have come to a point in their personal practice where they feel ready to teach. That said, there is no universal “right time”. Ask yourself what feels like perfect timing to you. The answer will come.

10. Do you want a spiritual school or a secular one?

Different yoga training programs have vastly different spiritual philosophies. Sometimes you wouldn’t know it in the West, but yoga’s roots are spiritual. Most of the techniques and poses taught in studios are offshoots of Hatha Yoga. According to the Yoga Sutras of Patanjali, such techniques were designed to anchor the mind into a meditative state. Some schools will teach the spiritual side of yoga, and some will treat it as a mental and physical fitness practice. If it’s not readily apparent from their program offerings, ask the school where they are on this spectrum.

11. Do you want to focus more on your practice or on teaching?

There are some schools that mainly take you deeper into your personal practice. Other schools will focus less on this and more on teaching skills. You’ll want a substantial portion of the latter so you’re ready for surprises and can safely lead a class. Some students will have special needs or be prone to injury during some poses, for example.

12. Do you want a short-term or long-term course?

There are two choices when it comes to Yoga Teacher Training Courses – either do a 3-month long course which runs only on weekends or a full-on one-month course. A short term, intensive course is the opportunity of a lifetime to fully immerse yourself into the yoga lifestyle, as you will have set aside all other obligations to fully commit to being present during the course. This allows you to be more focused on what is being taught and what is happening daily, with minimum distractions from the outside world. In intensive programs, the daily schedule, food, and environment are designed to encourage the best yogic experience. The downside to an intensive course is that not everyone is capable of taking that much time off from work or other obligations. Also, setting aside obligations is not something that everyone enjoys doing. A long-term course that runs over many weekends doesn’t require you to take time off work, and you can still maintain your social life outside of training hours (if you still have the energy to!). This option tends to be preferred by people who have familial obligations and cannot, for whatever circumstances, be away from home for long. Another good thing about weekend courses is that you will have more time in between classes to really absorb and process what’s being taught, so you have a longer timeframe to ask questions and clarify anything you’re unsure about. However, the con to a weekend course is that you won’t get the full experience of a yoga lifestyle, as five out of seven days you’re back to the hustle and bustle of your normal lifestyle.

13. What really happens during a yoga teacher training course?

During a teacher training course, you will fine-tune your asana practice. Even a well-seasoned yogi may find that they have been doing a certain pose the wrong way all this time! Learning how to execute the poses according to proper anatomical principles is definitely different from blindly mimicking movements. With this newfound knowledge, your asana practice will be taken to a whole different level, where much mental and bodily awareness is needed. You will start to notice things more, and maybe even come to realize that you were not as flexible or strong as you thought you were. The subject of Anatomy and Physiology not only enhances our personal practice; it also deepens our understanding of asanas, where we can more fully appreciate the asanas for their physical and energetic benefits. The fourth limb of yoga is Pranayama (breathing practices). Most of us take our breath for granted when it is, in fact, one of the most important things which keep us alive! Combining the breath with your newfound awareness on asanas takes your yoga practice to a whole other level! There will also be daily philosophy sessions where the Yoga Sutras are discussed. The Yoga Sutras are a guide to living a meaningful and purposeful life. As you are introduced to the concepts of the Yoga Sutras, you will start to question your life and everything that has led up to this point. Guilt, remorse, sadness, and many more emotions that have been unknowingly repressed may emerge. This is normal. In fact, this is a very good thing, because before any healing or positive transformation can happen, one must first identify the things that went wrong and what needs to be changed. Your teachers and course mates will be there to offer your guidance and support. Be present for them too when they need it. Most of your waking hours will be spent interacting with others. You will witness each other’s growth and transformation, as well as learn about yourselves through introspection. Lifelong friendships are often formed here. Meditation techniques will also be taught. Yoga is not always a serious practice; it is also a celebration of life. Meditation is a way to bring you back into the present, so you can be fully present at the moment and therefore enjoy your life. After immersing yourself in a teacher training course, you will emerge with a new perspective on life. After diving deep within yourself, you will have a newfound acceptance towards yourself and everyone else around you.

14. Does everything feel like it somehow just lined up?

If you have the resources, the support of the people around you and that gut feeling “Yes, this is it!”, then this is probably it! The universe is supporting you and showing you that you are ready for the next step: finding a registered yoga teacher training program.

Quick Link: Yoga Teacher Training in Rishikesh, India

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15. Does the training cover everything?

You want a program with great staff that encompasses everything from Patanjali’s Yoga Sutras to meditation to anatomy and alignment to business skills. Ask for a syllabus or curriculum upfront. You should know exactly what you’re paying for. If the program doesn’t have anything to give or send you, that’s a bad sign. Once you find a program that covers it all, you can safely invest. Below are three necessary aspects of any great yoga teacher training program: Asana. The majority of people who attend a Teacher Training Course would have first known about yoga through asana and would have come to the course with the intention of deepening their knowledge on the asanas, regardless of whether they intend to teach or not. It is not very important to remember the Sanskrit names of the poses, but it is vital to have good knowledge of the safety alignments so that you can safely guide your students in and out of the poses. I believe that people should come to yoga to get healthy, not to create unnecessary injuries! A decent understanding of anatomy is good too so that you can better accommodate your students’ various and unique physicalities. This will prove important when you encounter students who have injuries, chronic pain, or other health conditions like thyroid disorders, high blood pressure, etc..

ABOUT THE SCHOOL

Sequencing is indeed an art. As you know, each asana is designed to affect the physical and energetic bodies in a unique way, for example, forward bending poses are calming, while backward bending poses are energizing. Bearing this in mind, A good yoga sequence will be able to give a very strong positive effect on your students. Knowing how to string the poses together to form a proper sequence is a very important weapon in your yoga teacher arsenal, regardless of what kind of yoga you teach.  Besides knowing how to connect the poses, equally important is knowing how and when to counter the poses. A counterpose involves moving the body in the opposite direction of the previous pose, therefore releasing the tissues that were held in the previous pose and creating balance in the body. Communication. Yoga is about the self, yet it is also about how you relate to others. Especially if you intend on pursuing a career as a yoga teacher, it is important to know how to communicate well with others.Communication is not only limited to your personal interactions with your students, but also your delivery methods in the class. Teaching is pretty much a form of public speaking, and you need to be able to present what you want to say in a way that is not only effective but also makes people want to listen to you. Perhaps you have noticed it: how do you feel when someone speaks in a monotonous voice? How does that compare to when you listen to a radio announcer’s voice? How do you feel when you participate in a class where the teacher has a too-serious mood all the time? What about in one where the atmosphere was friendly? You can ask your teachers and fellow course mates to observe you when you teach, then get feedback from them. It may be a bit difficult at first, but with practice, you will definitely improve!

16. What is the meal situation?

If you’re partaking in an international or intensive teacher training program, you’ll need optimal health with maximum energy. What you eat is the first step. Any yoga teacher training program should have a holistic program, which includes regular yoga, meditation, and yogic meals. They should also be able to accommodate certain diets.

17. Is there an application?

If the school simply requires you to register, proceed cautiously. Schools should want to know more about their students than their credit card numbers.

18. Is the school Yoga Alliance Certified?

Yoga Alliance is a well-respected non-profit organization that vets yoga teachers and training schools. Yoga Alliance has more than 11000 registered schools and more than 15,000 registered teachers worldwide. As such, it’s become the standard certification for yoga training schools, and most studios and students have come to expect it from their teachers. In order to become an RYT (Registered Yoga Teacher) or registered yoga teacher training program, you must adhere to a very clear set of standards in terms of curriculum, planning, training, and qualification. Longstanding, reputable programs will always be Yoga Alliance certified. Unfortunately, some schools claim to be Yoga Alliance certified but aren’t. To check whether they’re legit, go to the Yoga Alliance website and search for a school name or website, and you should see the school listed along with ratings and reviews.

19. Are the teachers qualified and experienced?

Anyone can get a yogateacher training certification, but not anyone can teach. It’s important to find training with vetted teachers attached to it. Accomplished, well-respected teachers help students experience the multitude of benefits thataccompany a regular yoga practice. They also equip students with the necessary tools and strategies to establish their own teaching careers.

20. What’s the setting?

If the course will be held overseas, research the location as much as you can to avoid any culture shock or disappointment. Ask questions to the staff to clear any doubt or uncertainty. Also, check how the weather conditions will be at that time, and make sure to pack suitable clothing and any other items you’ll need for the duration of the course.

21. Are there testimonials or reviews?

Be wary of schools without testimonials. If students aren’t willing to leave testimonials about their program, they probably didn’t enjoy it. Also, don’t forget to check school reviews on Facebook, YouTube, Google+, etc. Check the past year’s activity on their Facebook page to see what they’ve been up to. You’ll be spending valuable time and money, so do your homework before putting your money on the table.

22. Do they cover anatomy?

Any yoga program should help you and your potential future students stay safe. Specifically, yoga teacher training programs should extensively cover proper teaching techniques, how to avoid injuries, and how to help students progress effectively from novice to professional level. 23. What’s the difference between 200/300/500 hour training?The most basic course is 200-hours training. It’s designed for beginners and intermediate-level students. 300 hours is mainly for advanced students, and in order to do 300 hours, you must have already completed 200 hours of training. Once you have completed both 200 and 300 hours, you are automatically eligible to register as RYT500. It’s always recommended to complete your 200 hours and assist a teacher (or teachers) before doing 300 hours. However, due to travel expenses, some want to do 200 and 300 hours of training together, so for them, there are 500 hours of training.Swamini Yog Peeth is a certified Yoga Alliance Registered Yoga School. Our registered yoga teacher training programs focus deeply on the union of mind, body, and spirit. They consist of dynamic meditation, asana workshops, advanced pranayama, and sessions of silence.

Yoga Teachers:

Most of our teachers are certified by different recognized bodies like Yoga Alliance USA, International Yoga Federation, etc. Our lead trainers have years of teaching experience behind them. Our testimonials, in fact, seem to revolve around one central, critical theme: the quality and authenticity of our teachers. You can read more about them on our Teachers page: Yoga Teacher

Locations:

Swamini Yog Peeth locations– Muni-Ki-Reti, Ramjhula, P.O. Shivanand Nagar Near-Ganga Vatika Flats, Rishikesh, Uttarakhand 249192.

About Swamini Yog Peeth

Rishikesh the yoga capital of the world—is located in the foothills of Himalayas, Rishikesh is one of the holiest cities in India. Breathtaking view of the Himalayas, the spiritual atmosphere, and the presence of some great yogis and their ashrams, stepping afoot in Rishikesh sets a heavenly bliss in any yoga enthusiast’s heart.

Facilities:

Where you stay matters, especially if it’s an intensive month or two-month-long program abroad. Our centers provide an elegant and comfortable stay for students. Your private haven is plush with all the facilities required for a comfortable stay. Each room has a double bed and western-styled washrooms with hot water. The rooms are clean and naturally ventilated.

Meals:

At Swamini Yog Peeth, we arrange special yogic vegetarian meals and do not encourage you to eat out. We also accommodate special dietary requirements like vegan, gluten-free, and/or nut-free. Application: At Swamini Yog Peeth Ashram, we have a complete and tailored application form for each of our training programs. Comprehensive applications ensure aligned expectations and the best possible fit between school and student. View ours at

Contact Us

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Thanks for Reading...🙏🙏🙏

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How a 17 Year Old Student in New York is Giving Back

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

High school junior Jameson Cohen was looking forward to Spring Baseball Season. When he found out he’d be spending it at home, he turned it into a season of giving back. Not only was he able to feed and connect with people in need, he created a special organization called “Circle of Friends” — designed to encourage children of HealthCare workers right from his own home. This is one example of how students are giving back for National Volunteer Week April 20-25. How are you connecting?

Disclosure: Today’s guest is also a guest on the Let’s Volunteer now event from today’s sponsor. All opinions are my own and that of the guest.

Sponsor: The WE Schools Program, made possible by the Allstate Foundation, is kicking off National Volunteer Week with Let’s Volunteer Now! Join this free online event to help discover how virtual volunteering can help your students build SEL skills. It will be hosted on Friday, April 17 at 1pm EST on the @Wemovement Facebook channel with special guests SEL expert Dr. Amy Cranston and her brother award-winner actor Bryan Cranston, and joined by remarkable students and WE Volunteer Now campaign participants, Tyler and Jameson.

Listen to Jameson Talk about how he volunteers from home

  Listen to the show on Apple Podcasts or Stitcher

Stream by clicking here.

Subscribe to the Show

Get Credit! Some schools, districts, and organizations allow credit for listening to podcasts. Whether they do or don’t, to get the most out of listening you can use this Podcast PD Template Hyperdoc. Just make a copy and adapt it for your use or print it. If you don’t have Google Docs, just use this PDF.

Jameson Cohen – Bio as Submitted

Jameson is 17 years old from New York City. He is passionate about taking action in his community and wants to ensure he is doing everything he can to continue to spread light and positivity in the world. In light of what is happening in the world and the high demand and pressure on medical professionals, Jameson is focusing his efforts supporting health care professionals who bravely work everyday to ensure the rest of us are safe and feel protected in our homes. He has been supporting a local restaurant package and deliver meals to hospitals around New York City.

As part of National Volunteer Week (April 20 – 25), Jameson is giving back through the WE Volunteer Now campaign (https://www.we.org/en-CA/our-work/we-schools/we-schools-campaigns-and-curriculum/service-learning-campaigns/take-action/we-volunteer-now) — encouraging his peers to take action and volunteer in their communities. Jameson has started “Circle of Friends”, a volunteer program that provides virtual programming to medical professionals, educators and parents who need help keeping their children engaged and excited during this uneasy time. Circle of Friends pairs a family with a volunteer over the age of 16 and arranges a 30-minute session focusing on an array of activities. From helping with homework, partaking in a “private yoga lesson” or even having a fun conversation about sports. Jameson hopes this platform is a way to support parents whilst also instilling a sense of hope within young people to continue to pursue their passions and interests during this time.

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”

The post How a 17 Year Old Student in New York is Giving Back appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog https://www.coolcatteacher.com/how-a-17-year-old-student-in-new-york-is-giving-back/

[xtruss]

Clear Backpacks, Monitored Emails: Life For US Students Under Constant Surveillance!

For decades, American school shootings have driven a booming school security industry.

School shootings have driven a booming school security industry. Parents and students are still grappling with this new surveillance and its impact on a generation of kids

For Ingrid, a 15-year-old in La Crosse, Wisconsin, going to high school means being monitored on surveillance cameras in her hallways and classrooms. Students are required to carry their school supplies in clear backpacks, as ordinary backpacks might be used to conceal a weapon, she said. Water bottles must also be clear, so school officials can see the color of the liquid inside. The monitoring continues on the laptops students use in school. Teenagers are warned that the school is tracking what they do, and that they can get in trouble for visiting inappropriate websites.

This level of surveillance is “not too over-the-top”, Ingrid said, and she feels her classmates are generally “accepting” of it.

When it comes to digital surveillance of what they do on school laptops, “I feel like everyone’s adjusted. I don’t think anyone really cares at this point,” Ingrid said. “The subject doesn’t really come up until someone’s gotten in trouble for something. Usually it’s just like, ‘Oh, that person is stupid, looking at what they were doing on a school device. They should have known better.’”

If the school were monitoring anything on her personal cellphone, that would be a privacy violation, Ingrid said. But on her school-issued laptop? “I have no problem with it, because it’s a school device, you know?”

For decades, American school shootings have driven a booming school security industry. Last year’s school shooting in Parkland, Florida, which left 17 people dead, has helped expand the market for products that allow schools to monitor what students are doing on their computers for signs of violence or self-harm. Tech companies are now offering a range of products that help schools track the websites kids are visiting and the searches they are making; that monitor everything students are writing in school emails, chats and shared documents; or that even attempt to track what students are posting on their public social media accounts.

US tech companies offer products that allow schools to monitor what students are doing on their computers for signs of violence or self-harm. Photograph: Getty Images/Hero Images

One leading student privacy expert estimated that as many as a third of America’s roughly 15,000 school districts may already be using technology that monitors students’ emails and documents for phrases that might flag suicidal thoughts, plans for a school shooting, or a range of other offenses.

In interviews, students and parents across the United States said they were still grappling with how this new school surveillance works, whether it goes too far in violating student privacy, and what effect it might have on a generation of children.

Dozens of parents, students and educators responded to a Guardian callout asking for perspectives on public schools’ adoption of new digital surveillance technology. The Guardian is quoting children by their first names only, and contacted each of the children’s parents to confirm how they would be identified in print.

Some parents said they were alarmed and frightened by schools’ new monitoring technologies. Others said they were conflicted, seeing some benefits to schools watching over what kids are doing online, but uncertain if their schools were striking the right balance with privacy concerns. Many said they were not even sure what kind of surveillance technology their schools might be using, and that the permission slips they had signed when their kids brought home school devices had told them almost nothing.

Some believe students are already fully adjusted to the experience of intensive school surveillance.

“They’re resigned to it,” said Jarrett Dapier, 40, a parent of a middle school student, and a young adult librarian in Skokie, Illinois. “They all know – at least the ones I’ve talked to – that this is going on. It’s sort of like: this is the cost of getting a school device.

“It’s pretty disturbing,” he said.

When Dapier talks with other teen librarians about the issue of school surveillance, “we’re very alarmed,” he said. “It sort of trains the next generation that [surveillance] is normal, that it’s not an issue. What is the next generation’s Mark Zuckerberg going to think is normal?

“It’s the school as panopticon, and the sweeping searchlight beams into homes, now, and to me, that’s just disastrous to intellectual risk-taking and creativity.”

Sara, a 16-year-old private school student from New York City, said that there should be limits to what schools can do in the name of protecting student safety.

“If we’re not in the digital age, and a student writes something in their diary about suicide or about drugs or about something that’s harmful, even though the school is obviously keeping the student safe by reading it, it’s too far into their privacy,” she said. “I don’t think the school should be surveilling any of that.”

Some privacy experts – and students – said they are concerned that surveillance at school might actually be undermining students’ wellbeing. Photograph: Menahem Kahana/AFP via Getty Images

“It’s complicated” to define the digital equivalent of a student’s diary, Sara said. “I guess, if you have an Instagram account and it’s private, or even public, the school shouldn’t be looking at your Instagram, or your social media,” she said.

By that measure, some American schools are already crossing the line.

As of 2018, at least 60 American school districts had also spent more than $1m on separate monitoring technology to track what their students were saying on public social media accounts, an amount that spiked sharply in the wake of the 2018 Parkland school shooting, according to the Brennan Center for Justice, a progressive advocacy group that compiled and analyzed school contracts with a subset of surveillance companies.

Farid Chaouki, an app developer from New Jersey, said his two daughters are constantly being signed up for new digital programs at their public school, including school Google accounts. There are virtual learning platforms, platforms for coordinating with teachers, platforms that specialize in teaching kids math.

“They are all mandatory, and the accounts have been created before we’ve even been consulted,” he said. Parents are given almost no information about how their children’s data is being used, or the business models of the companies involved.

Any time his kids complete school work through a digital platform, they are generating huge amounts of very personal, and potentially very valuable, data. The platforms know what time his kids do their homework, and whether it’s done early or at the last minute. They know what kinds of mistakes his kids make on math problems.

When he talks to other parents about privacy and surveillance, they treat him like he’s “paranoid”, Chaouki said. But as an app developer, he said, he is well aware of how much data digital platforms collect about their users, and how freely they offer to sell it to other companies.

“I believe anything my kids are doing will be used used against them later in life,” he said. And it’s not just situations where kids get in trouble that might haunt them later, he said.

Will the data generated by the accounts his kids use at school be factored into decisions about whether they get a job later in life, or how much they have to pay for insurance? “It’s not really a far future,” he said.

•••

Some students, like Ingrid, the 15-year-old from La Crosse, Wisconsin, said that the awareness of being monitored online had not forced her to make many changes in her life.

Ingrid said she is careful to use her personal device when she wants to look up sensitive issues, since she knows “teachers will let your parents know what you’re doing on your school computer.”

Even on a personal device, she is wary of connecting to the school wifi, since she is not sure if that enables the school to track what she’s looking at on her phone. Instead, she said, she uses her own data plan. “I don’t know if that’s just me being sensitive.”

But this did not seem like a major hurdle for her, since most of her classmates have their own personal devices.

At least 60 American school districts spent more than $1m on separate monitoring technology to track what their students were saying on public social media accounts as of 2018. Photograph: Renée C. Byer/Sacramento Bee/Alamy

With the technology becoming more and more invasive, I feel like it could get worse in the future,” Ingrid said.

Other students said that school surveillance had already had a chilling effect on them.

Two years ago, when he was 10, Felix, a student at a public school in northern California, got in trouble for having files on his computer about school shootings and guns. His father, who said he raised Felix to be curious and opinionated, said he told school officials that he knew this was something his son had been researching.

Now in middle school, Felix said he recently heard that another student in his school got in trouble for writing something negative about another student on a school account. It had not even been directed to that student. Still, the student got in trouble “on the charge of thinking about cyberbullying, I guess”.

Felix, now 12, said he is frustrated that the school “doesn’t really [educate] students on what is OK and what is not OK. They don’t make it clear when they are tracking you, or not, or what platforms they track you on.

“They don’t really give you a list of things not to do,” he said. “Once you’re in trouble, they act like you knew.”

Felix said that he used to spend his free time at school researching issues that interested him on his school computer – topics like gun violence or pollution in the oceans. Now, “I’ve been forced into a corner, where I only do school stuff at school, even if there’s no more school stuff to do,” he said.

“They’re so unclear that I’ve just decided to cut off the research completely, to not do any of it.”

More transparency from the school would be his first request, Felix said. “Basically, I don’t want them to throw out all of their powers over us, but to tell us which platform they’re monitoring regularly.”

Many parents also said that they wanted more transparency and more parental control over surveillance. A few years ago, Ben, a tech professional from Maryland, got a call from his son’s principal to set up an urgent meeting. His son, then about nine or 10-years old, had opened up a school Google document and typed “I want to kill myself.”

It was not until he and his son were in a serious meeting with school officials that Ben found out what happened: his son had typed the words on purpose, curious about what would happen. “The smile on his face gave away that he was testing boundaries, and not considering harming himself,” Ben said. (He asked that his last name and his son’s school district not be published, to preserve his son’s privacy.)

The incident was resolved easily, he said, in part because Ben’s family already had close relationships with the school administrators.

Tech companies are now offering a range of products that help schools track the websites kids are visiting and the searches they are making. Photograph: Megan Jelinger/AFP via Getty Images

While, as a tech and security specialist, Ben considers himself a privacy advocate, “I am willing to put up with a few false positives from my kids’ actions for whatever ‘greater good’ is decided upon, as long as there is a demonstrable difference made,” he said.

Although surveillance tech companies tout anecdotal evidence about hundreds of lives saved through flagging students’ online searches or private emails about self-harm, there is still no independent evaluation of whether this kind of surveillance technology actually works to reduce violence and suicide.

But Ben said he also saw benefits to embracing the “middle ground” of teaching his kids to conduct all of their “private business” on “self-owned computers and networks”, and leave “school-owned tech for school things”.

There’s no validated evidence that there’s tangible benefits that have been demonstrated from having this type of surveillance —Vanessa Cumming

What needed to change, he said, was the level of transparency in the process, and the level of input that parents were given over what kind of monitoring schools were doing, and how it was carried out, so school boards or school IT departments were not making these decisions unilaterally.

Vanessa Cumming, a parent in Broward county, Florida, said she wanted to see more proof that school surveillance was actually helping students in some way.

“There’s no validated evidence that there’s tangible benefits that have been demonstrated from having this type of surveillance, and I can see all types of risk,” Cumming said.

“I think it would be unrealistic to say I don’t think it should be used at all,” she said. But, “If it’s going to happen, I think there should be some evidence out they’re that you’re making a good, informed decision about how you’re going to do it.”

Certain groups of students could easily be targeted by the monitoring more intensely than others, she said. Would Muslim students face additional surveillance? What about black students?

Her daughter, who is 11, loves hip-hop music. “Maybe some of that language could be misconstrued, by the wrong ears or the wrong eyes, as potentially violent or threatening,” she said.

•••

Some parents have begun to organize around the issue of school data collection. The Parent Coalition for Student Privacy was founded in 2014, in the wake of parental outrage over the attempt to create a standardized national database that would track hundreds of data points about public school students, from their names and social security numbers to their attendance, academic performance, and disciplinary and behavior records, and share the data with education tech companies. The effort, which had been funded by the Gates Foundation, collapsed in 2014 after fierce opposition from parents and privacy activists.

The coalition currently has about 4,000 people on its mailing list, and nearly 100 active core members, according to Leonie Haimson, one of the co-founders of the group.

One leading student privacy expert estimated that as many as a third of America’s roughly 15,000 school districts may already be using technology that monitors students’ emails and documents. Photograph: Kevork Djansezian/Getty Images

The coalition currently has about 4,000 people on its mailing list, and nearly 100 active core members, according to Leonie Haimson, one of the co-founders of the group.

Facebook Twitter Pinterest One leading student privacy expert estimated that as many as a third of America’s roughly 15,000 school districts may already be using technology that monitors students’ emails and documents. Photograph: Kevork Djansezian/Getty Images

“More and more parents are organizing against the onslaught of ed tech and the loss of privacy that it entails. But at the same time, there’s so much money and power and political influence behind these groups,” Haimson said.

Administrators who support using surveillance technology said it gives schools a powerful tool to intervene and help students who are struggling in different ways, and particularly students who are struggling with self-harm and thoughts of suicide.

But some privacy experts – and students – said they are concerned that surveillance at school might actually be undermining students’ wellbeing.

“I think it does have an effect on our brains that we’re constantly being surveilled, and there’s cameras where we are most of the day,” said Sara, the 16-year-old private school student from New York City. And not just in school: “A lot of kids have cameras in front of their house, on the subway, in stores.”

When students are not on school cameras or city cameras or store cameras, they’re on their own phone cameras.

“Anxiety and depression is the highest that it’s been,” she said. “I do think the constant screen surveillance has affected our anxiety levels and our levels of depression.”

“It’s over-guarding kids,” she said. “You need to let them make mistakes, you know? That’s kind of how we learn.”

— Guardians US, Schools, Lois Beckett, Monday 2 December, 2019

[tiltedcrownblog]

Building growth mindsets and self-confidence in children

The concept of Mindset was first discovered by renowned Stanford University psychologist Carol Dweck who describes the concept in her book “Mindset” released in 2006. Dweck proposes that there are two types of mindsets or ways of thinking, namely a fixed or growth mindset. In a fixed mindset, people tend to believe their basic qualities like intelligence or talent are fixed traits that they are born with or without and are unable to develop further with effort. However, in a growth mindset, people believe that their traits can be developed or improved with effort and perseverance.

Encouraging a growth mindset in children early on in their lives facilitates a natural tendency for resilience when facing challenges, whereby they approach problems in a trial and error manner and as an opportunity to learn something new as opposed to giving up before even trying to solve the problem. Not only does a growth mindset in children build resilience in academic and social areas, but it is an essential life skill and opportunity to expand their social and emotional learning, equipping them with necessary life skills for facing life challenges.

Often, it’s the children who have a negative self-concept, low self-esteem and poor self-confidence who benefit most from being encouraged to engage in a growth mindset perception of learning. However, even students who are naturally academically ‘gifted’ in school benefit from having a growth mindset perspective on achievement. For example, if children are led to believe they are gifted in maths, then should they make mistakes or are met with significant challenge in an area, they too can question their ability, intelligence and in turn this could have devastating effects on their self-confidence. We can best support children to have a growth mindset by shifting the value of importance we place on intelligence or talent instead, to effort and perseverance.

“Emphasizing effort gives a child a variable that they can control. They come to see themselves as in control of their success. Emphasizing natural intelligence takes it out of the child’s control, and it provides no good recipe for responding to a failure.” - Carol Dweck

The following are a few suggestions Dweck makes in her book Mindset (2006) on how to best encourage a growth mindset in children:

1.       Help children understand that our brains grow and develop through hard work and practise, just like a muscle.

2.       Try to avoid praising children by telling them that they are ‘smart’, ‘intelligent’ or ‘talented’, as this implies that these abilities are fixed and unchangeable.

3.       Praise and encourage children instead on their effort, perseverance and actions rather than the results. An example of this could be instead of saying “great work finishing your homework” be specific and praise the level of effort the child put into it, “I’m so proud of you for trying over and over again even though the question was hard.”

4.       Encourage children to try out new things and stretch their abilities often and model this yourself by trying new things such as sport or even a new recipe.

“If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning.”-Carol Dweck

From an educational perspective and in my experience teaching primary school students, I too often hear phrases along the lines of “I’m dumb” or “I can’t do maths” uttered. This highlights the need for educational resources to be directed toward building further self-confidence and self-esteem in students which enabling a growth mindset early on, provides a wonderful start to. Fortunately, schools have started looking at embedding the teaching of growth mindsets to students within resilience programs. Furthermore, teachers can easily integrate the above practical steps as suggested by Dweck in their feedback to students and general teaching style. One tool that I highly recommend utilising to help teachers, parents and anyone who wants to support a child and encourage a growth mindset, would be to have a look at a series of cartoon-based episodes called The Mojo Show on Growth Mindset by Class Dojo. These episodes are highly engaging for children within a primary school-based age range. The site also has a number of social and emotional learning concepts including perseverance, empathy, gratitude and mindfulness. The resources are easily accessible, no cost and has been designed with the support of PERTS, Stanford University's centre on learning mindsets which works to change the way students think about school to help them reach their full potential.

Growth mindsets enable students to develop, explore and improve their abilities and intelligence; they’re taught that they have the capacity to learn and grow discarding the once traditional beliefs that mistakes are bad or that failure equates to giving up when really it is just the “First Attempt In Learning (FAIL).” Afterall, the reward for success in school and life is much sweeter when we have struggled and worked hard to accomplish it.

Resources

https://ideas.classdojo.com/b/growth-mindset

https://www.perts.net/

References

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

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Children right from large tourists, because that they receive little or no parental interest, have unmet needs. Nevertheless his publication deftly applied McLuhan, and right in synch with Media Ecology. I have to laugh at some with the things I read.

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Neil Postman, who wisely created Media Ecology in so much of McLuhan’s impression, was the 1 most accountable for our focus on media, technology, process, and structure, instead of content. Which resulted in different structuralists, acted and precise, ranging from Whorf to Levi-Strauss to Chomsky, being generated within the curriculum. But McLuhan was the direction post. And having been a direction post that directed, Janus-like, at the past and the long term at the same time.

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To have noticed that your partner is definitely spending lots of time in front of the computer chatting someone or is constantly texting on their phone. The tiny family is even more beneficial for all involved, particularly the mother. The top family is detrimental and harmful for everybody involved, particularly the mom. She is desperate by the amount of children. In large loved ones, there is a more likelihood of damaging treatment and harsh coroporal punishment than it is in small groups.

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Put yourself to choose from, build your profile, share the interests and you should soon experience people wanting to know more about you. Take the opportunity supplied by simply online dating and ‘meet’ new people without the problems of travel and leisure. Real connections start on the net every single day, join us and become some of those lucky persons.

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These new environments have us hooked to the cell phones, iPods to the magnitude that they have end up being the extensions of your selves in an interconnected internet babble and new ways of human interpersonal interconnected memes; where viruses, according to media traditions enthusiast “Bill Myself Tuesday”: malware can act like a logic analyzer. Seeing that the strain goes through the operating system, this stops at certain checkpoints, doing it is rounds in a given timeframe. This checkpoint will record back what the situation is.

Terminology makes all of us human. We use this language as a buggy in our interrogating and getting together with life and within life. We use language to talk, sing, speech our opinions, disagreement, thoughts, purpose communicate, produce, and so forth, within our day to day lives. It is a complex effect you mediated by each person’s psychological makeup, social status, age, and just how the individual uses the information.

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Specifically! If you can afford them and love and care for these people go for it nevertheless most people with large households these days wrap up living about welfare as they aren’t afford all the children they may have bought in the world plus the children are the ones that suffer, the ones that aren’t making money off t. sixth is v. shows.

My very own doctoral dissertation—Human Replay: A Theory of the Evolution of Media (1979)—in a sense required McLuhan’s observation that electronic media call to mind oral habits of interaction and changed it to a theory that media become more natural, a reduced amount of artificial, even more human, because they evolve. Different theorists—ranging right from Darwin to Popper—played key roles within my work, although McLuhan was your key aid. His traditional connections popped up throughout the dissertation, because they continue to do it whenever I just write about landline calls.

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Through its continual barrage and consistent repeating the modern news flash allows a virus to multiply into our greatly self-referential advertising space, and has an ability to comment on the media itself. Rushkoff says that: “The viral covering permits the memes to spread just before they have a likelihood to be marginalized. Viruses lounger themselves in irony and appeal to the objective sensibilities of the viewers. Viral shells may be understood seeing that framing gadgets that induce us to distance ourselves from the problems within these people. This objectification of the problems allows us to understand the symbols in our media because symbols and necessarily reality. As well, we are made mindful of the complexities beneath evidently simple illustrations of our universe. ” In cases like this, a contemporary society no longer simply uses technology as a support but instead is shaped by it.

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Start with all the Running head . The running head on your modern site is different the functional directly the subject web page. The actual concept website consists of the language, “Running travel.” A abstract web page and many types of some other pages only show the headline of the document, in money characters. Also include the page quantity. A summary webpage really should be site 3.

[Blog post]

Indented within in the quit facet margin

According for you to Belafonte (The year 2008), Harlem has been rich in painters in addition to musicians inside the missed 20’s. If you intend on using a totally free APA citation resource, such as the one during CitationMachine.world wide web, known as from the writers may arrangement effectively in your case. Cambridge, Mum: Belknap Click connected with Harvard University Click. Last identity regarding page article writer, Initially very first.

After that, Refer to This For Me features made it simpler for millions of customers around the globe which include in britain, U . If you would like aid stating your options, CitationMachine.web has a ticket electrical generator which will help create buy research papers online the APA traffic ticket method much easier for yourself. Skin several high-quality data bank, peer-reviewed online journals, plus guides that will focus on mind wellbeing. (Identify of Origin, 12 months) and also (“Title with Source,” 12 months)

Why would it be essential to include things like details & references

This is usually the title from the supply. When the source’s subject begins with a variety (Such as 101 Dalmatians), position the reference point alphabetically just like the amount seemed to be explained. Wherever do you look for a total grammar program? In this article, for EasyBib.internet. In this case, B.D. For methods which include internet websites in addition to e-books which have absolutely no website numbers, utilize a passage number. Scroll as a result of find the proper structure to the origin you’re citing or even referencing. Make confident you operate a person’s carried out report over the Violation Device Furthermore sensible proofreader, which in turn scans pertaining to grammar, spelling, and also plagiarism.

Doctoral dissertations & Master’s theses situated on a new collection:

Any., Levy, N. Principle data format is as employs: Oba, L. New york city, NY: Our Publisher Abbas (Eds.), Teens, collections, plus sociable networking (pp. Only indicate the word, Running mind, for the initial web page. Having said that, in the event Guides or perhaps Mass media are in the actual publisher’s labels, hold these kind of words and phrases inside the referrals.

Wake in the country: Consumer libraries, plan building, in addition to governmental discussion. The simple structure is as employs: To accomplish this efficiently, you should use your totally free APA quotation with no occuring virtually any price tag. Include a characters ‘a’ ‘b’ ‘c’ etc following the yr inside the traffic ticket. Author Last name, Very first very first. The inaccurate choices an instance of pet plagiarism. For more details in connection with this guidebook, including frequently asked questions, and even more, here’s additionally reading to the style .

Using In-text Citation

Take advantage of the website link near the top of the particular web site gain access to methods in connection with the present day Dialect Association’s design. While publishing an exploration paper, it usually is crucial that you present credit along with mention a person’s solutions; this enables you to accept others’ strategies and also homework you’ve included in your get the job done. If while using the APA Violation Product, opt for the type referred to as, “Music/Audio,” so that you can instantly cite a person’s tracks and also audio sessions. Topics ended up being encountered with 15 twos of websites before a substantial graphic pattern adjust in addition to asked to evaluate the web-site dependant on their own 1st images on the site’s graphic design and style top quality making use of the VisAWI-S range, seeing that found inside Dining room table 1. One review found out that “the listener’s knowledge of the subject of discussion greatly helps your interpretation of your overall message” (Gass & Varonis, Eighty four, p. Hypertrophic cardiomyopathy is usually actually talked over inside the guide, The Emperor of your Place . Conclusion this information with a period of time.

What do you do when you’d like in order to cite a number of functions by a writer, and also the options all designed in a similar calendar year? Headings serve a significant function around homework papers – they will set up the cardstock and make it easier to uncover distinct details. With APA format, your parenthesis or maybe in-text quotation contains the adhering to things: Mention This In my opinion ticket manuals covers a great deal of this additional information and facts, settle down ! cardstock is far more thoroughly prepared significantly less more likely to find issues stripped away from for such facts. They usually exclusively range from the brand of the author as well as particular date the cause has been published. Research for the role associated with computers with grownup schooling. Quite normally, investigators and scholars start using a small amount of wording, sentence after sentence, coming from yet another source and will include it in her own studies.

from Patriot Prepper Don't forget to visit the store and pick up some gear at The COR Outfitters. Are you ready for any situation? #SurvivalFirestarter #SurvivalBugOutBackpack #PrepperSurvivalPack #SHTFGear #SHTFBag

[alternativecounselling]

Solution-focused therapy

“If it ain’t broke, don’t fix it”

“Once you know what works, do more of it”

“If it’s not working, do something different”

- de Shazer and Berg, 1995.

The past little while I’ve become more interested in solution-focused brief therapy, which is a here and now method of therapy which is fairly straightforward and takes around 3-5 sessions (Sperry & Sperry, 2012). Solution-focused therapy focuses on immediate concerns, it emphasizes solutions, and it demonstrates that clients have strengths and resources to help them solve their problems (Sperry & Sperry, 2012). Solution-focused therapy is like the opposite of cognitive behavioural therapy (in my eyes, at least) because CBT therapy focuses on the negative automatic thoughts, beliefs, and schemas, and it focuses on “fixing” the client’s problem cognitions – while solution-focused therapy lets the client choose the goals and become more emotionally resilient by giving them the courage and optimism that they have the power to solve their own problems.

I had the opportunity of accidentally attempting this method of therapy in one of my practical application skills through my MACP program with another student who was playing the role of the client. This person expressed how they were feeling overwhelmed by many things in life including work, moving into a brand new house, and her dog become old and ill. I conversed with her and did not realize I was making much progress by talking with her until one of the other students mentioned that she started smiling near the end of the session, and that I had empowered her by listing off some of the strengths she presented and by helping her to problem-solve ways to cope with her busy life.

I was shocked at how effective this method of treatment is – until I realized I also have a friend who unconsciously uses this whenever we get into our “deep talks” about life. I couldn’t understand why meeting with this person would leave me with an overwhelming sense of mastery in life, until I realized that this person constantly helps me to reflect the things that I have accomplished and reminds me why I am on the path that I am on.

Kim and Franklin (2015) also discuss how positive language that is used in therapy is a vehicle used for change. The more emphasis used on positive and optimistic views, the more hopeful clients become and the more self-confidence and self-mastery occurs. This reminds me of how positive thinking shapes the neuroplasticity of the brain. When individuals are depressed, the brain’s functioning changes, and mood, memory and decision making can shrink with depression. But, one can combat this by thinking more positively.

Here is some homework for the week: view this short self-help video to practice positive thinking and document your thoughts every night/morning and see how you feel after a week!

Positive Thinking Neuroplasticity Brain Chemistry

References:

Kim, J. S., & Franklin, C. (2015).  Understanding emotional change in solution-focused brief therapy: Facilitating positive emotions. Best Practices in Mental Health: An International Journal, 11(1), 25–41. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=103534839

Sperry, L., & Sperry, J. (2012). Case conceptualization. New York, NY: Taylor & Francis.

[veronicamarquez1-blog]

Success in Practical Vocational Nursing 8th Edition Test Bank

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  Sample chapter :

 Chapter 04: How Practical/Vocational Nursing Evolved: 1836 to the Present

 Knecht: Success in Practical/Vocational Nursing, 8th Edition

 MULTIPLE CHOICE

 1.    The “first real school of nursing” was located in

a.

Israel.

b.

Greece.

c.

Italy.

d.

Germany.

  ANS:  D

The first real school of nursing was founded by the Lutheran Order of Deaconesses under the supervision of a German pastor, Theodor Fleidner, in Kaiserswerth, Germany. The other options are incorrect.

 DIF:    Cognitive Level: Knowledge          REF:   p. 50              OBJ:   1

TOP:   History           KEY:  Nursing Process Step: N/A              MSC:  NCLEX: N/A

 2.    The best reason for studying nursing history is

a.

to prepare for the NCLEX-PN examination.

b.

to make nurses more professional.

c.

to help nurses adapt to change.

d.

to learn from nursing’s past mistakes.

  ANS:  C

Knowledge of the changes that have occurred in nursing prepares one to better understand and adapt to continuing changes. The other options have lesser degrees of validity.

 DIF:    Cognitive Level: Analysis               REF:   p. 50              OBJ:   N/A

TOP:   Change in nursing                           KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 3.    When was the first U.S. school of practical nursing founded?

a.

1830

b.

1853

c.

1892

d.

1902

  ANS:  C

The first class for formal training of practical nurses was offered in 1892 at the YWCA in Brooklyn, NY.

 DIF:    Cognitive Level: Knowledge          REF:   p. 50              OBJ:   1

TOP:   History—first PN school                KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 4.    In what year was practical nurse licensure used for the first time?

a.

1903

b.

1914

c.

1938

d.

1941

  ANS:  B

Mississippi law provided for practical nurse licensure in 1914.

 DIF:    Cognitive Level: Knowledge          REF:   p. 57              OBJ:   4

TOP:   Practical nurse licensure                 KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 5.    The emergence of modern nursing is usually attributed to the influence of

a.

Florence Nightingale.

b.

Clara Barton.

c.

Lillian Wald.

d.

Sairy Gamp.

  ANS:  A

Miss Nightingale’s insistence that nurses be women of good character helped nursing emerge from its “Dark Ages” and elevated it to a respectable vocation. In addition, she established a school for nurse training and wrote several books on nursing. Although Barton and Wald are positive examples in nursing history, neither influenced nursing to the extent that Nightingale did. Sairy Gamp is a negative character associated with nursing history.

 DIF:    Cognitive Level: Comprehension   REF:   pp. 52-55       OBJ:   2

TOP:   Florence Nightingale                       KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 6.    The first formal training for practical nurses focused on

a.

care for victims of war injuries.

b.

home care for children and people with  chronic illness.

c.

training visiting nurses and public health  nurses.

d.

creating nursing instructors for nursing  programs.

  ANS:  B

The school at the Brooklyn YWCA placed the focus of training for practical nurses on home health care for patients with chronic illness, the aged, and children. The first program, created in 1892, was not affected by war. When visiting nurses and public health nurses went into the community, they were armed with their basic education, as described. Any trained nurse could teach in a practical nurse program at this point in time.

 DIF:    Cognitive Level: Knowledge          REF:   p. 57 | p. 58    OBJ:   1

TOP:   History           KEY:  Nursing Process Step: N/A              MSC:  NCLEX: N/A

 7.    The event that had the greatest influence on the role of practical nurses in modern hospital nursing was

a.

the Crusades.

b.

the Industrial Revolution.

c.

the U.S. Civil War.

d.

World War II.

  ANS:  D

World War II and the shortage of nurses it created greatly expanded the practice sites available to practical nurses. In the face of the nursing shortage, hospitals gradually increased the responsibilities designated for the practical nurse. The other options had a lesser impact on modern hospital nursing.

 DIF:    Cognitive Level: Analysis               REF:   p. 58 | p. 59    OBJ:   3 | 6

TOP:   PN role change                               KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 8.    When in history was it first recommended that tasks of the RN and LPN be differentiated and that practical nurses should function under the supervision of registered nurses?

a.

1750-1760

b.

1826-1850

c.

1949-1950

d.

1965-1980

  ANS:  C

In 1949, the Joint Committee on Practical Nurses and Auxiliary Workers in Nursing Services recommended the title licensed practical nurse to differentiate between the tasks of PNs and LPNs; the joint committee also recommended that LPNs work under the supervision of RNs.

 DIF:    Cognitive Level: Comprehension   REF:   p. 59              OBJ:   4

TOP:   LPN task differentiation                 KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 9.    The role of self-defined practical nurses throughout history has been to

a.

care for the ill, injured, and dying and  birthing mothers.

b.

compete with physicians and surgeons.

c.

perform complex nursing skills  independently.

d.

make contact with the gods on behalf of the  ill person.

  ANS:  A

History has seen people called attendants, midwives, and self-proclaimed nurses who had special skills in helping those who were ill. These self-proclaimed nurses were the original home health nurses and visiting nurses, who cared for patients who were ill, injured, or dying and mothers who were giving birth. The other options were never considered roles of the practical nurse.

 DIF:    Cognitive Level: Comprehension   REF:   p. 56              OBJ:   4

TOP:   Role of self-proclaimed nurses       KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 10.  The event that had the most profound influence in changing practical/vocational nursing was

a.

the depression of the 1930s, when nurses  worked for room and board in lieu of salary.

b.

the post-World War II movement of  practical/vocational nurses into hospital positions.

c.

the American Medical Association (AMA)  proposal to develop registered care technicians as new health care workers.

d.

the first computer-adaptive test for  practical/vocational nursing graduates.

  ANS:  B

The nursing shortage following World War II was responsible for hospitals hiring practical/vocational nurses and for the gradual expansion of the role of the practical/vocational nurse. None of the other options offered had the same degree of influence as World War II and the subsequent nursing shortage.

 DIF:    Cognitive Level: Analysis               REF:   p. 58 | p. 59    OBJ:   6

TOP:   History           KEY:  Nursing Process Step: N/A              MSC:  NCLEX: N/A

 11.  When permitted by the state Nurse Practice Act, under what conditions can the LPN/LVN perform complex nursing skills not taught in the basic educational program?

a.

When ordered to do so by the attending  physician

b.

When the task is delegated to a competent  LPN/LVN by a supervising RN

c.

When the LPN/LVN has graduated from a  nursing program accredited by the National League for Nursing

d.

When the state of practice has declared a  severe nursing shortage

  ANS:  B

Delegation, if allowed by the Nurse Practice Act of the state, can take place if the RN teaches the skill, observes a return demonstration, documents the teaching/learning process in the LPN/LVN’s file, and provides ongoing direct supervision. LPN/LVNs are under the direct supervision of professional nurses. Accreditation of the school does not confer the right to accept delegation. Nursing shortages cannot dictate the acceptability of delegation.

 DIF:    Cognitive Level: Comprehension   REF:   p. 50 | p. 64    OBJ:   3

TOP:   Delegation      KEY:  Nursing Process Step: N/A              MSC:  NCLEX: N/A

 12.  A major reason for LPN/LVN graduates to join nursing organizations is that membership

a.

keeps one updated on issues that affect  practical nursing.

b.

enhances one’s standing among registered  nurses.

c.

provides an opportunity to draft legislation  for health care workers.

d.

encourages practical nurses to expand their  social horizons.

  ANS:  A

Membership in a nursing organization provides access to information relevant to the standing, as well as the practice, of nursing. Proposed changes in the Nurse Practice Act can be disseminated and the organization can use its collective power to support or call for defeat of such measures. The greater the membership in an organization, the greater the political power the group has. The other options are not considered major reasons for belonging to a nursing organization.

 DIF:    Cognitive Level: Analysis               REF:   p. 63              OBJ:   N/A

TOP:   Political action                                KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 13.  Which statement best explains the “entry into practice” controversy?

a.

Nursing shortages would be relieved if all  nurses entered into practice as LPN/LVNs.

b.

The return to self-proclaimed nurses would  save scarce health care dollars.

c.

“Entry into practice” refers to discerning  the educational level most appropriate for entry into the practice of  nursing: ADN, BSN, MSN.

d.

After graduation, all professional and  vocational nurses should enter practice by serving a 1-year internship in a  hospital setting.

  ANS:  C

“Entry into practice,” originally advanced by the ANA, refers to the movement to establish two levels of nursing. More recently it has become a question of determining the most appropriate entry into practice for professional nurses: the ADN, BSN, or master’s level of preparation. The other options are not related to entry into practice.

 DIF:    Cognitive Level: Comprehension   REF:   p. 62              OBJ:   5

TOP:   Entry into practice                          KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 14.  Which was the first state to pass a law licensing practical nurses?

a.

Alabama

b.

California

c.

New York

d.

Mississippi

  ANS:  D

Mississippi was the first state to pass a law licensing practical nurses.

 DIF:    Cognitive Level: Knowledge          REF:   p. 57              OBJ:   4

TOP:   Nursing history                               KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 15.  The first chapter of the American Red Cross was established by

a.

Clara Barton.

b.

Sairy Gamp.

c.

Dorothea Lynde Dix.

d.

Florence Nightingale.

  ANS:  A

Clara Barton established the first chapter of the American Red Cross. Sairy Gamp was a fictional character in Charles Dickens’ novel Martin Chuzzlewit. Dorothea Lynde Dix was appointed superintendent of nurses and organized a corps of female nurses during the Civil War. Florence Nightingale nursed wounded soldiers during the Crimean War.

 DIF:    Cognitive Level: Knowledge          REF:   p. 56              OBJ:   1

TOP:   Nursing history                               KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 MULTIPLE RESPONSE

 1.    Which of the following are major concerns associated with the present nursing shortage? (Select all that apply.)

a.

Patient safety

b.

High patient acuity

c.

High nurse-to-patient ratios

d.

High stress among nurses

e.

High recruitment incentives

  ANS:  A, B, C, D

Patient safety is a concern, because errors are more common when nurse-to-patient ratios are high. Patients in hospitals now are sicker than they were previously. High patient acuity requires increasingly skilled nurses, and the high-acuity patient requires more nursing time; neither may be available during a nursing shortage. Errors increase when one nurse has a patient load that is so large that care is rushed. Nurses leave the workforce as a result of high stress; this worsens the shortage. High recruitment incentives are not considered major concerns associated with the shortage of nurses.

 DIF:    Cognitive Level: Analysis               REF:   p. 63              OBJ:   5

TOP:   Present nursing shortage                 KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 2.    Practical nurses are referred to as those who, from the beginning of time, chose (or were appointed) to care for individuals who were ill, injured, dying, or having babies. Names used to designate this person have included which of the following? (Select all that apply.)

a.

Midwife

b.

Attendant

c.

Trained nurse

d.

Practical nurse

e.

Self-proclaimed nurse

f.

Babysitter

  ANS:  A, B, C, D, E

Practical nurses have had a varied and colorful evolution. Practical nurses are referred to in a broad sense as those who, from the beginning of time, chose (or were appointed) to care for individuals who were ill, injured, dying, or having babies. Names used to designate this person have included midwife, attendant, trained nurse, practical nurse, and self-proclaimed nurse.

 DIF:    Cognitive Level: Comprehension   REF:   p. 56              OBJ:   N/A

TOP:   Nursing history                               KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

 3.    Which individuals made significant contributions to nursing? (Select all that apply.)

a.

Lillian Wald

b.

Linda Richards

c.

Sairy Gamp

d.

Betsy Prig

e.

Mary Mahoney

  ANS:  A, B, E

Wald organized the first visiting nurse service for the poor. Linda Richards was America’s first professionally trained nurse; she organized other training schools. Mary Mahoney was the first African-American graduate nurse. Gamp and Prigg were Dickens characters who portrayed nurses as scoundrels and women of ill repute.

 DIF:    Cognitive Level: Comprehension   REF:   p. 64              OBJ:   N/A

TOP:   History           KEY:  Nursing Process Step: N/A              MSC:  NCLEX: N/A

 COMPLETION

 1.    After licensing, the LPN/LVN is permitted to perform complex nursing skills as delegated by the registered nurse (RN) and allowed by the ____________________.

 ANS:

Nurse Practice Act

 After licensing, the LPN/LVN is permitted to perform complex nursing skills as delegated by the registered nurse (RN) and allowed by the Nurse Practice Act.

 DIF:    Cognitive Level: Knowledge          REF:   p. 50              OBJ:   N/A

TOP:   Modern practical nurses                 KEY:  Nursing Process Step: N/A

MSC:  NCLEX: N/A

[specialtouchlearning-blog]

The Smart Way to Talk to Teachers

She may not have great news -- schoolwork struggles? behavior blunders? -- but we've got savvy strategies to fix the problem.

Schoolwork Struggles

When your child's teacher calls you, chances are she's worried about your child's behavior or schoolwork, so it's tempting to panic, get defensive, or fly off the handle before you've even heard everything she has to say. How can you stay calm? The key is to ask the right questions so you and the teacher can create a plan to help your child. We asked teachers for the four most common reasons they call parents and the best way to handle each situation.

The teacher says: "Your child is having trouble with his schoolwork."

School struggles can be a symptom of a wide variety of issues. "Your child could be distracted by a family problem, or maybe he's just not getting enough sleep and can't pay attention," says Marian C. Fish, PhD, professor in the school-psychology program at Queens College, in Flushing, New York. "Or he missed learning something the previous year -- he was out sick when the teacher introduced subtraction -- and he's never gotten the hang of it."

The right response: Ask the teacher for specifics so you can judge what kind of help your child needs: Is he having trouble in every subject or just one? Did he score poorly on a couple of tests or many? Is he not doing the work, or is he frustrated and can't handle it?

Creating a plan: Always get your child's take on the problem. Say, "Your teacher is concerned that you're having a hard time with subtraction. What do you think?" Ask him how you can help, and brainstorm solutions with the teacher too. She may be able to recommend flash cards or work sheets your child can do at home, or maybe she can fit in extra-help sessions with him during lunch or free classroom time. You should check over his homework to discuss mistakes with him and work closely with the teacher to make sure he's improving.

Following up: Meet with the teacher for a progress report after your child has gotten a few weeks of extra help. If there's been little or no improvement, consider getting extra tutoring or consulting with a counselor or the school's psychologist to make sure he doesn't have a learning disability.

More here!

[libraryresources]

Wikispaces: Youth Services Librarianship - Community Outreach

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

What do we mean by Community Outreach?

Community outreach often refers to bringing unique library services to underserved groups, in untraditional settings outside the library. However, the language of community outreach can be imprecise. The term sometimes refers to programs and services specifically tailored for targeted populations, but offered inside the library building or through the Internet. Community outreach may focus on youth who are disabled, home-schooled, immigrants, minorities, incarcerated, pregnant or parenting, GLBTQ, and others who are not willing or able to come into the library for various reasons. Community outreach is closely linked with marketing (Pfeil, 2005), but it goes beyond making youth and their families aware of the library, to establishing community partnerships and delivering services as well. Barco listed "connecting, delivering, partnering, collaborating, teaming up, joining forces, fostering engagement" as synonyms of community outreach (Smallwood, 2010, vii).

Why community outreach is of interest to libraries?

According to the Library Bill of Rights, "...books and other library resources should be provided for the interest, information and enlightenment of all people of the community the library serves" (American Library Association, 2011, Library Bill of Rights). Especially as the population becomes more diverse, community outreach offers a way for public libraries to be more inclusive in serving all the people who live in the community. While the particular populations targeted through community outreach may sometimes be small, the individuals in these groups may have the most pressing needs, and the potential to benefit the most from library services. Community outreach also creates new library users, who pass the word onto their friends and families about library services.

History of Community Outreach in Libraries

Mobile services

Librarians have long been concerned with offering services to those not able or willing to come to the library. In 1893, Melvil Dewy developed traveling collections, consisting of boxes of books taken to schools (Bashaw, 2010). Children's librarians visited not only schools but also settlement houses (Osborne, 2004). By 1899, there were more than 2,500 traveling collections delivered to rural residents in the United States (Bashaw, 2010). In 1905, the Washington County Free Library in Hagerstown, Maryland created a horse-drawn book wagon, and within the first six months, delivered over 1,000 volumes to rural residents.

With the invention of the automobile came the bookmobile. According to the ALA's webpage on Services to Bookmobile Communities, "bookmobiles have served rural, urban, suburban and tribal areas, bringing access to information and life-long learning resources to all classes and communities" for over 100 years (American Library Association, 2011, Services to Bookmobile Communities). The number of bookmobiles has decreased from approximately 2,000 in the 1970's to around 732 in 2006, with rising fuel costs being one of the issues (Bashaw, 2010). However, bookmobiles remain a key method of outreach to youth and other populations, not only to rural areas, but also day care centers, summer camps, schools, mobile home parks, housing developments, and other locations .

Today, libraries like the Public Library of Charlotte & Mecklenburg County are updating the notion of mobile services with "cybermobiles" equipped with laptops and Internet access (Hyatt & Craig, 2009). By focusing on community needs, the library determined that a mobile internet cafe was one way that they could help bridge the digital divide. Through the cybermobile, children play online games and teens update their social networking profiles, while adults register children for school, check email and search for jobs. While outreach staff conduct instructional sessions, rather than one-way teaching, they encourage an exchange of ideas with patrons, as they create, collaborate, and share their work online.

Time-lapse of youth visiting a cybermobile for Logan City Libraries in Australia.

Current Trends and Examples of Innovative Outreach Programs

In addition to the mobile internet cafe described above, there are many other different ways in which libraries are reaching out to various groups of children, youth, and their families, several of which are described below. This is not meant to be an exhaustive list, but to help identify some considerations and ideas as you develop a program that is specifically tailored for your community.

Community Outreach to teens

Successful outreach to teens follows one simple rule: go where the teens are, whether that be in schools, community groups, or even online. Outreach efforts do not need to be monumental tasks. Although there are large scale outreach programs, booktalks, housing library materials in classrooms for teen students, conducting writing or other skill training workshops, manning a table at a fair or farmers' market, talking at community meetings, or holding a book group at a location outside the library are all current modes of teen outreach. One interesting view of outreach includes any online service to teenagers, like online homework help, ask-a-librarian, or blogs, because it connects the library to teens wherever they are outside the library (Gorman & Suellentrop, 2009).

Going where teens are can also mean going with their interests and abilities. At the Vanderburgh Public Library in Evansville, Indiana the youth librarian reached out to a student who had a strong interest in anime and manga. By supporting his leadership, a small group of ten grew to fifty youth meeting every other week. Over time, all students, from those taking advanced placement classes to high school dropouts, "were able to find common ground and a place of acceptance" (Smallwood, 2010, p.59), resulting in a variety of programs designed and led by teens.

Community Outreach to ethnic/minority youth and families

In order to reach ethnic/minority youth and their families, libraries need to cultivate relationships with local nonprofit organizations, churches, and others who serve or are part of those populations. One of the challenges of serving different immigrant populations is that they may come from countries where free libraries are not part of the culture (Block, 2007). For undocumented immigrants, they may even be wary of libraries as government institutions. According to Avila (2008) one of the main factors for successful outreach is to "just show up," participating in community fairs and events "on their own turf...within their social networks." Another strategy is to put information about the library in ethnic media. Library branch managers in Queens, New York keep an eye out for restaurants, grocery stores, businesses, and newspapers which provide signs of new populations (Block, 2007).

In Burlington, Vermont where over thirty languages are spoken in the schools, the Fletcher Free Library brought together teenagers and parents to share their immigration and assimilation experiences, as part of a book discussion series called The Long Journey. The goals of this outreach program were to improve cultural understanding, build friendships across ethnicities, and to facilitate dialogue between first generation parents and their children (Smallwood, 2010).

(see more in Non-Native Speakers of English) [Transcriber note: Link to transcribed page will be added after posting.]

Community Outreach to incarcerated youth and children of incarcerated adults

Libraries have a history of specific outreach activities with incarcerated youth. These include populating the correction center library or staffing it, and offering the same types of programs that a library would hold in a traditional school setting such as booktalks or discussion groups. However, librarians working within a detention center may need to modify their materials, topics, or activities in order to comply with security measures and other institutional rules. For instance, pens, pencils with metal bands around the erasers, spiral notebooks, and hardback books may be prohibited. In addition, detention center administrators may put certain topics off limits, such as race, gangs, sex, drugs, and violence. The key to successful outreach programs with incarcerated youths is to develop strong relationships with not just the youth but also with the facility's corrections officers and director. The stronger the relationship, the more access librarians generally get to the youth.

In an effort to help youth offenders become more successful whenever they were released from the detention center, the Public Library of Charlotte & Mecklenburg County helped teens to address their lack of technology skills. Expanding beyond previous book club discussions, the youth learned keyboarding for resumes, created podcasts and videos, and played online Scrabble and other video games. The librarians have learned to develop one-session classes because of the high turnover of the group. They also realized that certificates of completion, are meaningful for participants who not used to receiving positive recognition (Craig, 2010).

The Enoch Pratt Free Library partnered with the Maryland Correctional Institution at Jessup to create reading opportunities between adult inmates and their children. The goals of the program were to help prisoners improve their reading skills, to facilitate positive parent-child interaction (which would help improve behaviors and academic performance at school for the children), and to encourage use of the public library by the children and their parents when they are released from prison. The library modified their summer reading game and provided a rotating deposit of children's books. Many of the men had never read to their children, so the librarians modelled storytelling for them. None of the children had library cards, so applications were brought to the prison. The program was originally targeted for children ages eight and younger, but based on the potential benefits of positive parent-child interaction at any age, was expanded to include preteens and teens (Smallwood, 2010).

(See more in Incarcerated Youth) [TN: Link to be added after posting.]

Community Outreach to homeless families and youth

While libraries may be accustomed to homeless people spending time in their buildings, some have developed outreach programs to serve them more proactively. Families with children represent one of the fastest growing segments of the homeless population in the the United States, and around half of children experiencing homelessness are under the age of five (Terrile, 2009). Given the lack of stability in their lives, children who are homeless are at risk of behavioral problems and literacy deficits. In addition to families who are homeless, are teenage runaways and those who have recently been released from the foster care system. Because people who are homeless may lack transportation, libraries can teach computer classes and conduct story times at shelters and community agencies. They may need to modify requirements for a library card in order for patrons to take full advantage of library services.

In Portland, Oregon the Multnomah County Library provides reading materials to more than thirty shelters and transitional living programs, 60% of which include services for children and teens. Volunteers deliver and pick up books, and the partner agencies can distribute the materials in any way they consider appropriate. Residents can take books when they leave the shelter. While not specifically fa program or children, children's materials are a particular consideration in collection development for the program (Osborne, 2004).

Community Outreach to GLBTQ youth

GLBTQ youth have signficant information needs that change over time, depending on the stage of their coming out process (Mehra & Braquet, 2006). Given the social stigma of being lesbian, gay, bisexual, or transgendered, and the bullying and harrassment that GLBTQ youth experience, they are at a greater risk of suicide than youth in general. According to Mehra and Braquet, libraries have the opportunity to play a "meaningful role" (p.2) in the lives of GLBTQ youth, and need to develop strategies to become identified as a safe haven.

In their "Queer Manifesto" Mehra and Braquet (2006) outline a number of outreach opportunities--in the community, within the library building, and online, including:

developing "aggressive and proactie adverstising of sexuality-related events and resources" (p.10);

collaborating with schools to share information about sexuality;

offering library meeting rooms to the GLBTQ community, their friends, and families;

participating in safe-space programs;

co-sponsoring programs about GLBTQ issues with community organizations; and

listing the library/librarians as local resources with GLBTQ organizations.

(See more in GLBTQ Youth)

Community Outreach to pregnant and parenting teens

There are multiple national, state, and local programs dedicated to getting health materials and help to teenage parents. Libraries can partner with these programs so that along with health information, expecting or new teenage parents can receive materials about early literacy and what the library offers to help early literacy. It is also possible to partner with health clinics, hospitals, and daycare centers to begin teaching parents about the importance of early literacy. Some national literacy programs with which libraries can partner are "Born to Read," "Reach Out and Read," and "Raising a Reader."

As a result of an early childhood literacy outreach program working with pregnant and parenting teens, the youth librarian at the Vanderburgh Public Library in Evansville, Indiana discovered that 1) teen mothers' attitudes towards reading and their reading skills improved; 2) they visited the library to check out books for their babies; and 3) some of them went on to discover and enjoy young adult literature for themselves. While librarians treated participants as adults in their role as mothers, they also remembered that these parents were also teens who had their own personal interests (Smallwood, 2010).

Challenges of Community Outreach

The challenges of community outreach range from the philosophical and administrative to the very practical. As highlighted in Current Trends and Examples of Innovative Outreach Programs, there are many reasons, that people may feel alienated from the library or cannot access library services easily. Therefore, the "if we build it, they will come" mentality is naive and can be costly, if community outreach serviceds are developed without community input and consideration of the issues which may arise.

Philosophical issues: Osborne (2004) cautions that when outreach is defined [soley] by group differences, those groups can be further marginalized. Rather, she encourages libraries to focus community outreach on the underlying principle of equitable service delivery, and to integrate community outreach into core library activities, rather than treat it as "an extra" (p.5). Even when libraries can demonstrate postive outcomes from community outreach, "the presumption still remains in librarydom that outreach is not real library work, and thus many services and programs...may even be set up to fail because of lack of sound organizational commitment and support" (p.27).

Funding issues: Outreach services are often funded with soft money, such as time-limited grants awarded for a specific program or service. When the grant money goes away, so does the outreach. As Osborne observes, this demonstrates a lack of commitment and sends mixed messages to targeted groups, who are sought after and welcomed only as long as there is specific funding available to do so (p.28).

Partnership issues: As discussed in Factors for Success below, community outreach nearly always involves partnership with other organizations, which can create a number of challenges, including time-consuming meetings and different agendas among the partners. External organizations, which may have more direct relationships with groups targeted for outreach, have their own policies and procedures that the library must learn, navigate and comply with.

Practical issues: Because outreach calls for delivering services in new ways to new users, it can require specific staff training or different skills, special equipment, and incremental investment in the collection (Block, 2007). It can be challenging to convince staff to incorporate community outreach into their responsibilities if they already feel over-committed. There are situations when outreach may take them into neighborhoods, where violence threatens the safety of staff and participants (Diaz, 2009).

Factors for Success/Practical Advice

Organizational Commitment: Libraries need the commitment of directors and board members, in order to sustain community outreach beyond time-limited, grant-specific funding, and to integrate outreach into their overall service philosophy and daily activities. Outreach goals should be prioritized in strategic plans, based on assessment of both community needs and assets (Osborne, 2004). From there, outreach can be operationalized through the library's marketing activities, staff development, and ongoing evaluation processes. While community outreach has traditionally been the responsibility of a few staff, the need to develop more staff with outreach skills is growing, and libraries may determine that "outreach is part of everyone's job description" (p.112). Staff may need training to analyze the library from the community's perspective, communicate with a diverse customer base, and engage the community through partnerships (p.113).

Partnerships: Collaborations are the "cornerstone of outreach" (Smallwood, 2010, p.157), through which partners can "maximize the expertise and interests of staff members, share costs, attract a broader audience, and increase community awareness about each organization"(p.153). Librarians need to learn the names of schools and other organizations which provide services to youth, and then initiate meetings with representatives from those organizations to identify opportunities for partnership. Outreach specialist Roberta Reiss says, "In today's enviornment of limited resources, minimal staffing, and growing underserved populations, I prefer deep and far-reaching conversations with potential partners...discussion and collaboration with partners increases the probably of success" (Osborne, 2004, p. 102). Some important considerations for successful partnerships include:

While each organization may have different agendas, they must find a common goal to drive the partnership, with a commitment to kids remaining at the forefront as a guilding force.

Partnerships work best when each organization focuses on its own strengths. Partners need to clarify the roles of each organization, and how they overlap.

Libraries need to invest in building relationships with partner organizations, taking extra time to maintain current communication, offering flexibility to accommodate their needs and special requests related to schedules or procedures, and admitting to mistakes when they arise.

Given the complexity of partnerships, libraries need to be realistic about what can be accomplished within a given timeframe and with available resources.

(Smallwood, 2010)

Sustainability: While ideally the commitment to community outreach should be evidenced in the operational budget and integrated throughout the organization, it is likely that funding and staffing will always be of concern. Even though small grants may not seem worth the effort, Dinsmore observes that they can "offer a unique opportunity to build relationships, network, and advertise," potentially leading to larger projects and long-term support through monetary and other resources (Smallwood, 2010, p17).

Potential sources of support include:

Local businesses, which may also donate products and space

National retailers, such as Macy's and Target, which offer grants at the local level

State libraries

Barbara Bush Foundation for Family Literacy

Honor Society of Phi Kappa Phi

National Institute for Literacy

In addition to the above, volunteers can offer valuable resources of both money and time, whether delivering books for off-site book deposits, storytelling, tutoring or computer instruction. The most enthusiastic volunteers may include teenagers, themselves.

AmeriCorps VISTA workers can provide intensive one-year support to build a library's capacity for community outreach, through program development, grantwriting, awareness campaigns, volunteer recruitment, and other activities.

Building Trust and Credibility: The youth and families you are trying to reach may have previously been made to feel unwelcome at the library, be marginalized by society, and lack the literacy skills one would associate with using the library. They may feel threatened or suspicious of advances by the library to deliver services. As a result, your initial outreach efforts may be not be embraced enthusiastically. Rather than a one-time, or short-term program, libraries need to approach community outreach expecting to develop long-term relationships. In order to build the trust and credibility necessary for successful outreach, librarians can learn from the lessons of others:

"...in order to encourage children to come to the library, you must go where they are, honor where they come from, and understand what they love" (Diaz, 2009, p.38). Meeting youth "where they are" refers to both physical location--parks, community pools, recreation centers, schools, day care centers, grocery stores, churches-- as well as their interests and abilities. Diaz recognized that "because our young people come from different backgrounds and have differing needs and abilities, we had to prepare to serve them as individuals" (p.37).

"the most valuable connections are individuals and members of groups who serve as pathways to the heart of a particular segment of the community" (Osborne, 2004, p.3). By attending community meetings, you can make contacts that may lead to others.

Do not give up. "...your first visits may make you feel as if you are wasting your time. However the teens are often paying closer attention than you realize" (Smallwood, 2010, p53).

Avila (2008, p.48) captures these lessons and others in an eight-step process for outreach to Spanish-speakers, which offers good advice for community outreach, regardless of the target audience(brackets inserted):

O---Outreach feeds on outreach. The more outreach you do, the better you will become at it and the more people will come to value the library.

U---Understand the complexities of [Spanish-speakers]. The one-size-fits-all concept does not apply here. You must do some research if you want to reach people.

T---Time is of the essence. It usually takes about three years of constant involvement before you notice your hard work pay off. Don't give up before then.

R---Reach with urgency. Libraries cannot afford to wait. Act now as this generation and the following generation will dictate the success of this country.

E---Everyone is your customer. Make a concerted effort to familiarize people with your services and programs on their home turf. The customers will follow.

A---Attitude is of the utmost importance as a positive first impression will determine whether people feel put off or welcomed.

C---Care for the needs of [Spanish-speakers], even if they are not library-related. This means working toward creating public value within this segment by addressing their needs.

H---The Human factor needs to be in place. Remember that people enjoy talking and interacting. Take this element away and you are back to square one.

Online Resources

ALA Office for Literacy and Outreach Services (OLOS) http://www.ala.org/ala/aboutala/offices/olos/index.cfm

According to the Mission Statement found on the ALA website: The Office for Literacy and Outreach Services (OLOS) serves the Association by identifying and promoting library services that support equitable access to the knowledge and information stored in our libraries. OLOS focuses attention on services that are inclusive of traditionally underserved populations, including new and non-readers, people geographically isolated, people with disabilities, rural and urban poor people, and people generally discriminated against based on race, ethnicity, sexual orientation, age, language and social class.

OLOS Blog - http://olos.ala.org/columns/

"Tips and tales from the field": Blogposts on a range of topics covering various underserved populations and literacy, including downloadable materials.

Print Resources

From Outreach to Equity: Innovative Models of Library Policy and Practice, Robin Osborne, Editor (2004).

Connecting young adults and libraries: A how-to-do-it manual, Michele Gorman and Tricia Suellentrop (2009).

New York: Neal-Schuman Publishers

Librarians As Community Partners: An Outreach Handbook, Carol Smallwood, Editor (2010).

References

American Library Association. (2011) Services to Bookmobile Communities. Retrieved from http://www.ala.org/ala/aboutala/offices/olos/bookmobiles.cfm on November 8, 2011.

American Library Association. (2011). Library Bill of Rights. Retrieved from http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm on November 15, 2011.

Avila, S. (2008). Crash course in serving Spanish-speakers. Westport, CT: Libraries Unlimited.

Bashaw, D. (2010). On the road again: Children & libraries. The Journal Of The Association For Library Service To Children, 8(1), 32-35.

Block, M. (2007). The thriving library: Successful strategies for challenging times. Medford, NJ: Information Today.

Craig, A. (2010). High impact partnership: Serving youth offenders. Young Adult Library Services, 9(1), 20-22.

Diaz, R. (2009). after school mobile literacy: serving youth in underserved neighborhoods. Teacher Librarian, 36(3), 37-38.

Gorman, M. & Suellentrop, T. (2009). Connecting young adults and libraries: a how-to-do-it manual. New York: Neal-Schuman Publishers.

Hyatt, J., & Craig, A. (2009). Adapt for outreach: Taking technology on the road. Computers In Libraries, 29(9), 35-39.

Mehra, B., & Braquet, D. (2006). A “queer” manifesto of interventions for libraries to “come out” of the closet! A study of “queer” youth experiences during the coming out process. LIBRES, 16(1), p. 1-29.

Osborne, R. (Ed.). (2004). From outreach to equity: Innovative models of library policy and practice. Chicago, IL: American Library Association.

Pfeil, A.B. (2005). Going places with youth outreach: Smart marketing strategies for your library. Chicago, IL: American Library Association.

Smallwood, C. (Ed.). (2010) Librarians as community partners: An outreach handbook. Chicago, IL: American Library Association.

[Tumblr transcriber: Camilla Y-B]

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HOUSTON  | Barbara Bush brought plainspoken, grandmotherly style to DC

New Post has been published on https://goo.gl/DGFhrT

HOUSTON  | Barbara Bush brought plainspoken, grandmotherly style to DC

HOUSTON  | April 17, 2018 (AP)(STL.News) Barbara Bush didn’t hesitate to tell people that her trademark pearl necklaces were fake. Americans liked that everything else about the snowy-haired first lady was real.

The wife of the nation’s 41st president and mother of the 43rd brought a plainspoken, grandmotherly style to buttoned-down Washington, displaying an utter lack of vanity about her white hair and wrinkles.

“What you see with me is what you get. I’m not running for president — George Bush is,” she said at the 1988 Republican National Convention, where her husband, then vice president, was nominated to succeed Ronald Reagan.

Mrs. Bush died Tuesday, according to a statement from family spokesman Jim McGrath. She was 92.

The Bushes, who were married on Jan. 6, 1945, had the longest marriage of any presidential couple in American history. And Mrs. Bush was one of only two first ladies who had a child who was elected president. The other was Abigail Adams, wife of John Adams and mother of John Quincy Adams.

“I had the best job in America,” she wrote in a 1994 memoir describing her time in the White House. “Every single day was interesting, rewarding, and sometimes just plain fun.”

The publisher’s daughter and oilman’s wife could be caustic in private, but her public image was that of a self-sacrificing, supportive spouse who referred to her husband as her “hero.”

In the White House, “you need a friend, someone who loves you, who’s going to say, ‘You are great,'” Mrs. Bush said in a 1992 television interview.

Her uncoiffed, matronly appearance often provoked jokes that she looked more like the boyish president’s mother than his wife. Late-night comedians quipped that her bright white hair and pale features also imparted an uncanny resemblance to George Washington.

Eight years after leaving the nation’s capital, Mrs. Bush stood with her husband as their son George W. was sworn in as president. They returned four years later when he won a second term. Unlike Mrs. Bush, Abigail Adams did not live to see her son’s inauguration. She died in 1818, six years before John Quincy Adams was elected.

Mrs. Bush insisted she did not try to influence her husband’s politics.

“I don’t fool around with his office,” she said, “and he doesn’t fool around with my household.”

In 1984, her quick wit got her into trouble when she was quoted as referring to Geraldine Ferraro, the Democratic vice presidential nominee at the time, as “that $4 million — I can’t say it, but it rhymes with rich.”

“It was dumb of me. I shouldn’t have said it,” Mrs. Bush acknowledged in 1988. “It was not attractive, and I’ve been very shamed. I apologized to Mrs. Ferraro, and I would apologize again.”

Daughter-in-law Laura Bush, another first lady, said Mrs. Bush was “ferociously tart-tongued” from the start.

“She’s never shied away from saying what she thinks. … She’s managed to insult nearly all of my friends with one or another perfectly timed acerbic comment,” Laura Bush said in her 2010 book, “Spoken from the Heart.”

In her 1994 autobiography, “Barbara Bush: A Memoir,” she said she did her best to keep her opinions from the public while her husband was in office. But she revealed that she disagreed with him on two issues: She supported legal abortion and opposed the sale of assault weapons.

“I honestly felt, and still feel, the elected person’s opinion is the one the public has the right to know,” Mrs. Bush wrote.

She also disclosed a bout with depression in the mid-1970s, saying she sometimes feared she would deliberately crash her car. She blamed hormonal changes and stress.

“Night after night, George held me weeping in his arms while I tried to explain my feelings,” she wrote. “I almost wonder why he didn’t leave me.”

She said she snapped out of it in a few months.

Mrs. Bush raised five children: George W., Jeb, Neil, Marvin and Dorothy. A sixth child, 3-year-old daughter Robin, died of leukemia in 1953.

In a speech in 1985, she recalled the stress of raising a family while married to a man whose ambitions carried him from the Texas oil fields to Congress and then into influential political positions that included ambassador to the United Nations, GOP chairman and CIA director.

“This was a period, for me, of long days and short years,” she said, “of diapers, runny noses, earaches, more Little League games than you could believe possible, tonsils and those unscheduled races to the hospital emergency room, Sunday school and church, of hours of urging homework or short chubby arms around your neck and sticky kisses.”

Along the way, she said, there were also “bumpy moments — not many, but a few — of feeling that I’d never, ever be able to have fun again and coping with the feeling that George Bush, in his excitement of starting a small company and traveling around the world, was having a lot of fun.”

In 2003, she wrote a follow-up memoir, “Reflections: Life After the White House.”

“I made no apologies for the fact that I still live a life of ease,” she wrote. “There is a difference between ease and leisure. I live the former and not the latter.”

Along with her memoirs, she wrote “C. Fred’s Story” and “Millie’s Book,” based on the lives of her dogs. Proceeds from the books benefited adult and family literacy programs. Laura Bush, a former teacher with a master’s degree in library science, continued her mother-in-law’s literacy campaign in the White House.

The 43rd president was not the only Bush son to seek office in the 1990s. In 1994, when George W. was elected governor of Texas, son Jeb narrowly lost to incumbent Lawton Chiles in Florida. Four years later, Jeb was victorious in his second try in Florida.

“This is a testament to what wonderful parents they are,” George W. Bush said as Jeb Bush was sworn into office. Jeb won a second term in 2002, and then made an unsuccessful bid for the Republican presidential nomination in 2016.

Sons Marvin and Neil both became businessmen. Neil achieved some notoriety in the 1980s as a director of a savings and loan that crashed. Daughter Dorothy, or Doro, has preferred to stay out of the spotlight. She married lobbyist Robert Koch, a Democrat, in 1992.

In a collection of letters published in 1999, George H.W. Bush included a note he gave to his wife in early 1994.

“You have given me joy that few men know,” he wrote. “You have made our boys into men by bawling them out and then, right away, by loving them. You have helped Doro to be the sweetest, greatest daughter in the whole wide world. I have climbed perhaps the highest mountain in the world, but even that cannot hold a candle to being Barbara’s husband.”

Mrs. Bush was born Barbara Pierce in Rye, New York. Her father was the publisher of McCall’s and Redbook magazines. After attending Smith College for two years, she married young naval aviator George Herbert Walker Bush. She was 19.

After World War II, the Bushes moved to the Texas oil patch to seek their fortune and raise a family. It was there that Bush began his political career, representing Houston for two terms in Congress in the late 1960s and early 1970s.

In all, the Bushes made more than two dozen moves that circled half the globe before landing at the White House in 1989. During the next four years, opinion polls often gave her approval ratings that exceeded her husband’s.

The couple’s final move, after Bush lost the 1992 election to Bill Clinton, was to Houston, where they built what she termed their “dream house” in an affluent neighborhood. The Bush family also had an oceanfront summer home in Kennebunkport, Maine.

After retiring to Houston, the Bushes helped raise funds for charities and appeared frequently at events such as Houston Astros baseball games. Public schools in the Houston area are named for both of them.

In 1990, Barbara Bush gave the commencement address at all-women Wellesley College, though some had protested her selection because she was prominent only through the achievements of her husband. Her speech that day was rated by a survey of scholars in 1999 as one of the top 100 speeches of the century.

“Cherish your human connections,” Mrs. Bush told graduates. “At the end of your life, you will never regret not having passed one more test, winning one more verdict or not closing one more deal. You will regret time not spent with a husband, a child, a friend or a parent.”

___

By Associated Press – published on STL.News by St. Louis Media, LLC (A.S)

___

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Former First Lady Barbara Bush Dies at 92

Barbara Bush, the snowy-haired first lady whose plainspoken manner and utter lack of pretense made her more popular at times than her husband, President George H.W. Bush, died Tuesday, a family spokesman said. She was 92.

Mrs. Bush brought a grandmotherly style to buttoned-down Washington, often appearing in her trademark fake pearl chokers and displaying no vanity about her white hair and wrinkles.

Starbucks Closing All Stores May 29 for Racial-Bias Training

"What you see with me is what you get. I'm not running for president — George Bush is," she said at the 1988 Republican National Convention, where her husband, then vice president, was nominated to succeed Ronald Reagan.

The Bushes, who were married Jan. 6, 1945, had the longest marriage of any presidential couple in American history. And Mrs. Bush was one of only two first ladies who had a child who was elected president. The other was Abigail Adams, wife of John Adams and mother of John Quincy Adams.

1 Dead After Southwest Jet Blows an Engine

"I had the best job in America," she wrote in a 1994 memoir describing her time in the White House. "Every single day was interesting, rewarding, and sometimes just plain fun."

On Sunday, family spokesman Jim McGrath said the former first lady had decided to decline further medical treatment for health problems and focus instead on "comfort care" at home in Houston. She had been in the hospital recently for congestive heart failure and chronic obstructive pulmonary disease. In 2009, she had heart valve replacement surgery and had a long history of treatment for Graves' disease, a thyroid condition.

IRS Extends Deadline to April 18 After Technical Problems

"My dear mother has passed on at age 92. Laura, Barbara, Jenna, and I are sad, but our souls are settled because we know hers was," George W. Bush said in a statement Tuesday. "Barbara Bush was a fabulous First Lady and a woman unlike any other who brought levity, love, and literacy to millions. To us, she was so much more. Mom kept us on our toes and kept us laughing until the end. I'm a lucky man that Barbara Bush was my mother. Our family will miss her dearly, and we thank you all for your prayers and good wishes."

Funeral arrangements weren't immediately released.

The publisher's daughter and oilman's wife could be caustic in private, but her public image was that of a self-sacrificing, supportive spouse who referred to her husband as her "hero."

In the White House, "you need a friend, someone who loves you, who's going to say, 'You are great,'" Mrs. Bush said in a 1992 television interview.

Her uncoiffed, matronly appearance often provoked jokes that she looked more like the boyish president's mother than his wife. Late-night comedians quipped that her bright white hair and pale features also imparted a resemblance to George Washington.

Eight years after leaving the nation's capital, Mrs. Bush stood with her husband as their son George W. was sworn in as president. They returned four years later when he won a second term. Unlike Mrs. Bush, Abigail Adams did not live to see her son's inauguration. She died in 1818, six years before John Quincy Adams was elected.

Mrs. Bush insisted she did not try to influence her husband's politics.

"I don't fool around with his office," she said, "and he doesn't fool around with my household."

In 1984, her quick wit got her into trouble when she was quoted as referring to Geraldine Ferraro, the Democratic vice presidential nominee, as "that $4 million — I can't say it, but it rhymes with rich."

"It was dumb of me. I shouldn't have said it," Mrs. Bush acknowledged in 1988. "It was not attractive, and I've been very shamed. I apologized to Mrs. Ferraro, and I would apologize again."

Daughter-in-law Laura Bush, wife of the 43rd president, said Mrs. Bush was "ferociously tart-tongued."

"She's never shied away from saying what she thinks. ... She's managed to insult nearly all of my friends with one or another perfectly timed acerbic comment," Laura Bush wrote in her 2010 book, "Spoken from the Heart."

In her 1994 autobiography, "Barbara Bush: A Memoir," Mrs. Bush said she did her best to keep her opinions from the public while her husband was in office. But she revealed that she disagreed with him on two issues: She supported legal abortion and opposed the sale of assault weapons.

"I honestly felt, and still feel, the elected person's opinion is the one the public has the right to know," Mrs. Bush wrote.

She also disclosed a bout with depression in the mid-1970s, saying she sometimes feared she would deliberately crash her car. She blamed hormonal changes and stress.

"Night after night, George held me weeping in his arms while I tried to explain my feelings," she wrote. "I almost wonder why he didn't leave me."

She said she snapped out of it in a few months.

Mrs. Bush raised five children: George W., Jeb, Neil, Marvin and Dorothy. A sixth child, 3-year-old daughter Robin, died of leukemia in 1953.

In a speech in 1985, she recalled the stress of raising a family while married to a man whose ambitions carried him from the Texas oil fields to Congress and into influential political positions that included ambassador to the United Nations, GOP chairman and CIA director.

"This was a period, for me, of long days and short years," she said, "of diapers, runny noses, earaches, more Little League games than you could believe possible, tonsils and those unscheduled races to the hospital emergency room, Sunday school and church, of hours of urging homework or short chubby arms around your neck and sticky kisses."

Along the way, she said, there were also "bumpy moments — not many, but a few — of feeling that I'd never, ever be able to have fun again and coping with the feeling that George Bush, in his excitement of starting a small company and traveling around the world, was having a lot of fun."

In 2003, she wrote a follow-up memoir, "Reflections: Life After the White House."

"I made no apologies for the fact that I still live a life of ease," she wrote. "There is a difference between ease and leisure. I live the former and not the latter."

Along with her memoirs, she wrote "C. Fred's Story" and "Millie's Book," based on the lives of her dogs. Proceeds from the books benefited adult and family literacy programs. Laura Bush, a former teacher with a master's degree in library science, continued her mother-in-law's literacy campaign in the White House.

The 43rd president was not the only Bush son to seek office in the 1990s. In 1994, when George W. was elected governor of Texas, son Jeb narrowly lost to incumbent Lawton Chiles in Florida. Four years later, Jeb was victorious in his second try in Florida.

"This is a testament to what wonderful parents they are," George W. Bush said as Jeb Bush was sworn into office. He won a second term in 2002, and then made an unsuccessful bid for the Republican presidential nomination in 2016.

Sons Marvin and Neil both became businessmen. Neil achieved some notoriety in the 1980s as a director of a savings and loan that crashed. Daughter Dorothy, or Doro, has preferred to stay out of the spotlight. She married lobbyist Robert Koch, a Democrat, in 1992.

In a collection of letters published in 1999, George H.W. Bush included a note he gave to his wife in early 1994.

"You have given me joy that few men know," he wrote. "You have made our boys into men by bawling them out and then, right away, by loving them. You have helped Doro to be the sweetest, greatest daughter in the whole wide world. I have climbed perhaps the highest mountain in the world, but even that cannot hold a candle to being Barbara's husband."

Mrs. Bush was born Barbara Pierce in Rye, New York. Her father was the publisher of McCall's and Redbook magazines. After attending Smith College for two years, she married young naval aviator George Herbert Walker Bush. She was 19.

After World War II, the Bushes moved to the Texas oil patch to seek their fortune and raise a family. It was there that Bush began his political career, representing Houston for two terms in Congress in the late 1960s and early 1970s.

In all, the Bushes made more than two dozen moves that circled half the globe before landing at the White House in 1989. Opinion polls taken over the next four years often showed her approval ratings higher than her husband's.

The couple's final move, after Bush lost the 1992 election to Bill Clinton, was to Houston, where they built what she termed their "dream house" in an affluent neighborhood. The Bush family also had an oceanfront summer home in Kennebunkport, Maine.

After retiring to Houston, the Bushes helped raise funds for charities and appeared frequently at events such as Houston Astros baseball games. Public schools in the Houston area are named for both of them.

In 1990, Barbara Bush gave the commencement address at all-women Wellesley College. Some had protested her selection because she was prominent only through the achievements of her husband. Her speech that day was rated by a survey of scholars in 1999 as one of the top 100 speeches of the century.

"Cherish your human connections," Mrs. Bush told graduates. "At the end of your life, you will never regret not having passed one more test, winning one more verdict or not closing one more deal. You will regret time not spent with a husband, a child, a friend or a parent." 

Photo Credit: Tom Pennington/Getty Images, File This story uses functionality that may not work in our app. Click here to open the story in your web browser. Former First Lady Barbara Bush Dies at 92 published first on Miami News

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A Deep Dive Into Direct Trade With Author Michaele Weissman

We’ve been proud to publish hundreds of features this year on Sprudge, some groundbreaking, some challenging, and some just, well, fun. But as we push towards the last few weeks of 2017, we want to take a moment and put a series of work back in front of our readers with an eye towards a enjoying a nice weekend long read.

Michaele Weissman is a freelance journalist and author whose work has appeared in The New York Times, The Wall Street Journal, The Washington Post, and on NPR. Her 2008 survey of the American specialty coffee scene, God In A Cup, remains one of the most influential books on coffee ever written. It set the coffee world on fire upon its release and  today is a must-read for coffee pros of all ages. Weissman’s book helped introduced mainstream America to concepts like Direct Trade and auction lots, and helped grow the myth of the Geisha coffee cultivar as the pinnacle of third wave’s flavor possibilities. For better or for worse, the book contributed greatly to the myth making around some of the seminal figures in the early third wave movement. As a text it’s not beloved by all, but as an historical document of a moment in time for the third wave coffee movement it is an invaluable primary source.

Starting in February of 2017, Weissman undertook a major new round of coffee writing in the pages of Sprudge. This work specifically focused on the successes, failures, and prevailing challenges of the Direct Trade coffee model in the years following God In A Cup. Across three sprawling entries—book chapters, really—Weissman interviewed dozens of coffee producers, importers, and assorted professionals around the world, unpacking the complicated reality of Direct Trade coffee in 2017, with an eye towards where it might be headed next.

We’re showing you this work again today because it’s some of the most essential content published on Sprudge in 2017. Below you’ll find direct links to each feature, plus some of our favorite passages pulled from each. It was our distinct pleasure to publish this work over the last year and to welcome Michaele Weissman as an original features writer on Sprudge. We hope you enjoy exploring the content below.

Vol 1: Is Direct Trade Fair?

Published February 8, 2017.

“Direct Trade, at its very core, has no core,” says Trish Rothgeb, co-owner and roastmaster of Wrecking Ball Coffee Roasters in San Francisco and former director of programs at the Coffee Quality Institute (CQI). “While Intelligentsia has a set of principles to follow—Geoff Watts is the best in the business. He really does his homework—most companies are pretty cavalier about what constitutes Direct Trade,” Rothgeb says.

A prescient observer of the industry (Rothgeb coined the phrase “Third Wave,” among other achievements), she believes that without foundational documents and the kind of policing mechanisms possessed by certification programs like CQI, “Direct Trade” more often than not is a marketing strategy wrapped in a cloak of virtue. To wit: the well-respected importer, a person otherwise known for their integrity, who ships their coffees in bags stamped Direct Trade to roasters who may or may not have visited origin. “Mostly,” Rothgeb says, “the term Direct Trade just muddies the water.”

To illustrate her point, Rothgeb recalls an online exchange she had earlier in the year with a European roaster who reported with pride that he had just bought his first Direct Coffee. An online chorus of congratulations greeted his announcement.

Rothgeb, who buys Wrecking Ball’s green coffee (2016 predicted sales: 90,000 pounds) from importers she considers partners, asked the European roaster to define “the Direct Trade components” of his purchase.

Well, he said, he had visited the farm, and he planned to market the coffee as Direct Trade.

Rothgeb asked—what was his level of involvement with the farm? Was his contract with the importer or with the grower himself? Moreover, she questioned, “if the coffee doesn’t live up to expectations when it arrives, who will bear the financial burden?”

“I wasn’t being judge-y,” Rothgeb insists. “I just wanted to know what differentiated this purchase from any other.”

Read more from “Is Direct Trade Fair” by Michaele Weissman on Sprudge Media Network

Vol 2: Direct Trade In The Shadows

Published March 30th, 2017

If you are a grower, why make the expensive effort to develop relationships with specialty buyers and jump through all their hoops? Your coffee might not make the grade. And if it does win the jackpot one year, it may not perform so well the next (this story is sadly common among Cup of Excellence winners). Isn’t there a better way?

The question presumes that farmers have choices. “Direct Trade is the worst system for buying (or selling) green coffee…except for all the others,” says Michael Sheridan. Today he’s the Director of Sourcing at Intelligentsia, but in a previous role he oversaw Catholic Relief Services’ path-breaking Borderlands research project, studying the impact of Direct Trade on farmers in Colombia.

Sheridan’s quote doesn’t pull any punches—nothing about this process is easy. Yet despite the uncertainty and added labor associated with Direct Trade, many coffee producers have embraced the challenge. Take Maria Elena de Botto, co-owner of Finca Nombre de Dios in the northwest Alotepec-Metapan region of El Salvador (she wears a second hat as “presidente” of El Salvador’s Alianza de Mujeres en Café). Botto has no doubts about this interactive way of selling coffee.

Direct Trade, she believes, is a lot more than a sales model—it’s a top to bottom reorientation that opened her eyes to coffee’s potential. “It taught me what coffee was and what I could do with it,” Botto recalls. “If you just hand your cherry over to someone else for wet milling and drying and selling—that’s how the C-market operates. If you make the additional effort to wet mill and dry mill the way your buyers want, that’s Direct Trade.” Without the innovations promoted by Direct Trade “coffee farming in my region would not be sustainable,” she says.

Read more from “Direct Trade In The Shadows” by Michaele Weissman on Sprudge Media Network. 

Show Me The Money: Direct Trade Volume 3

Published August 1, 2017.

There are no guarantees that Direct Trade will live up to its promise, but neither in my view is there much choice. Unless farmers’ lives improve—and again, buyers and sellers seem to agree that trading directly is the best hope for that—millions of coffee smallholders around the world, the ones high up on the mountain producing quality, will abandon their farms, accelerating a dire trend. At some point, specialty as we know it—an industry selling an affordable luxury to tens of millions of reasonably affluent people every day—will cease to exist. What will remain is a Rolls Royce industry selling astronomically priced coffees from a handful of farms, (many of them in Panama). Beyond that, there will be industrial grade beans traded on the C-grade market. Armageddon for coffee lovers outside the one percent.

I do not believe market forces will allow this to happen. I suspect specialty will prevail as a product available to an upper-middle demographic while the DT sales model evolves to meet changing market conditions. Some of these changes are already taking place and they are concerning. As the top roasting companies increase in size and power, they may continue to buy coffee direct from farmers, but can it be said that these negotiations take place between equal partners? In other words, can the ethical ideas embedded in the Direct Trade sales model survive the consolidation of the industry?

The answer, I believe, depends on how groups of farmers interested in and able to devote themselves to growing and selling quality coffee respond to consolidation. Maria Botto in El Salvador and Felipe Croce in Brazil both described successful efforts to form vertically integrated farmers’ associations that own their own mills, possess their own export licenses, and are able to have the heft to effectively represent their own interests. Will this form of independent grower consolidation develop into a full-blown trend?

One can only hope.

Read more from “Show Me The Money: Direct Trade Volume 3” by Michaele Weissman on Sprudge Media Network.

Michaele Weissman is a special correspondent to Sprudge Media Network. Weissman is the author of God In A Cup: The Obsessive Quest for the Perfect Coffee, published in 2008 by Houghton Mifflin Harcourt, and a freelance journalist writing for The New York Times, The Washington Post, The Wall Street Journal, and many more. Read more Michaele Weissman on Sprudge.

Jordan Michelman is a co-founder and editor at Sprudge Media Network. Read more Jordan Michelman on Sprudge. 

The post A Deep Dive Into Direct Trade With Author Michaele Weissman appeared first on Sprudge.

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