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taboo-night-xxxx · 1 year ago

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Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world.[1] Media literacy is not restricted to one medium[2] and is understood as a set of competencies that are essential for work, life, and citizenship.[1] Media literacy education is the process used to advance media literacy competencies, and it is intended to promote awareness of media influence and create an active stance towards both consuming and creating media.[3] Media literacy education is part of the curriculum in the United States and some European Union countries, and an interdisciplinary global community of media scholars and educators engages in knowledge and scholarly and professional journals and national membership associations.[4]

Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy moves beyond the traditional no print text and moves to examining more contemporary sources. Some examples of media literacy include, but are not limited to television, video games, photographs, and audio messages. Media literacy education provides tools to help people develop receptive media capability to critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop generative media capability to increase creative skills in making their own media messages.[5][6] Critical analyses can include identifying author, purpose and point of view, examining construction techniques and genres, examining patterns of media representation, and detecting propaganda, censorship, and bias in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural features—such as media ownership, or its funding model[7]—affect the information presented.

As defined by The Core Principles of Media Literacy Education, "the purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world."[8] Education about media literacy can begin in early childhood by developing a pedagogy around more critical thinking and deeper analysis and questioning of concepts and texts.[9] As students age and enter adulthood, the use of learning media literacy will be impactful in identifying ethical and technical standards in media as well as understanding how media ties to their cognitive, social, and emotional needs.[10]

In North America and Europe, media literacy includes both empowerment and protectionist perspectives.[11] Media literate people can skillfully create and produce media messages, both to show understanding of the specific qualities of each medium, as well as to create media and participate as active citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of 'texts' that require analysis and evaluation. By transforming the process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation, and understand the role of mass media and participatory media in constructing views of reality.[12]

Media literacy education is sometimes conceptualized as a way to address the negative dimensions of media, including media manipulation, misinformation, gender[13] and racial stereotypes and violence, the sexualization of children, and concerns about loss of privacy, cyberbullying and Internet predators.[14] By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young people by helping them make good choices in their media consumption habits, and patterns of usage.[14]

Some scholars see media literacy as a dialogical process for social and environmental justice��that incorporates Paulo Freire's (1970) notion of praxis, "reflection and action upon the world in order to transform it" (p. 36). This pedagogical project questions representations of class, gender, race, sexuality and other forms of identity and challenges media messages that reproduce oppression and discrimination. Proponents of media literacy education argue that the inclusion of media literacy into school curricula promotes civic engagement, increases awareness of the power structures inherent in popular media and aids students in gaining necessary critical and inquiry skills.[15][16] Media can have a positive or negative impact on society, but media literacy education enables the students to discern inescapable risks of manipulation, propaganda and media bias.[17] A growing body of research has begun focusing on the impact of media literacy on youth. In an important meta-analysis of more than 50 studies, published in the Journal of Communication, media literacy interventions were found to have positive effects on knowledge, criticism, perceived realism, influence, behavioral beliefs, attitudes, self-efficacy, and behavior.[18] Media literacy also encourages critical thinking and self-expression, enabling citizens to decisively exercise their democratic rights. Media literacy enables the populace to understand and contribute to public discourse, and, eventually, make sound decisions when electing their leaders.[19] People who are media literate can adopt a critical stance when decoding media messages, no matter their views regarding a position. Likewise, the use of mobile devices by children and adolescents is increasing significantly; therefore, it is relevant to investigate the level of advertising literacy of parents who interact as mediators between children and mobile advertising. [20]

Digitalisation and the expansion of information and communication technologies at the beginning of the 21st century have substantially modified the media and their relationship with users, which logically modifies the basic principles of media education. It is no longer so much a question of educating critical receivers as of training citizens as responsible prosumers in virtual and hybrid environments. Media education currently incorporates phenomena such as social networks, virtual communities, big data, artificial intelligence, cyber-surveillance, etc., as well as training the individual in the critical use of mobile devices of all kinds.[21]

Theoretical approaches to media literacy education

A variety of scholars have proposed theoretical frameworks for media literacy. In 2010, Renee Hobbsdeveloped the AACRA model (access, analyze, create, reflect and act)[22] and identifies three frames for introducing media literacy to learners: authors and audiences (AA), messages and meanings (MM), and representation and reality (RR), synthesizing the scholarly literature from media literacy, information literacy, visual literacy and new literacies.[23] This model explicitly conceptualizes media literacy as an expanded conceptualization of literacy.

David Buckingham offers "a theoretical framework which can be applied to the whole range of contemporary media and to 'older' media as well, as part of the practice of media education: Production, Language, Representation, and Audience."[24] Elaborating on the concepts presented by David Buckingham, Henry Jenkins discusses the emergence of a participatory culture and stresses the significance of "new media literacies"—a set of cultural competencies and social skills that young people need in the new media landscape.[25]

Douglas Kellner and Jeff Share have categorized four different approaches to media education: the protectionist approach, media arts education, media literacy movement, and critical media literacy. The protectionist approach views audiences of mass media as vulnerable to cultural, ideological or moral influences, and needing protection by means of education. The media arts education approach focuses on creative production of different media forms by learners. The media literacy movement is an attempt to bring traditional aspects of literacy from the educational sphere and apply it to media. Critical media literacy aims to analyze and understand the power structures that shape media representations and the ways in which audiences work to make meaning through dominant, oppositional and negotiated readings of media.[26][27] "The goal of critical media literacy is to engage with media through critically examining representations, systems, structures, ideologies, and power dynamics that shape and reproduce culture and society. It is an inquiry-based process for analyzing and creating media by interrogating the relationships between power and knowledge. Critical media literacy is a dialogical process for social and environmental justice that incorporates Paulo Freire's (1970) notion of praxis, "reflection and action upon the world in order to transform it" (p. 36). This pedagogical project questions representations of class, gender, race, sexuality and other forms of identity and challenges media messages that reproduce oppression and discrimination. It celebrates positive representations and beneficial aspects of media while challenging problems and negative consequences, recognizing media are never neutral. Critical media literacy is a transformative pedagogy for developing and empowering critical, caring, nurturing, and conscientious people.”[28]

Research on media literacy education

The scholarly knowledge community publishes research in the Journal of Media Literacy Education and other journals, and a robust global community of media literacy scholars has emerged since the European Commission set an ambitious objective for Europe to advance its knowledge economy while being more culturally inclusive.[29] Empirical research on media literacy education is carried out by social science researchers generally falls into three major categories, focusing on (a) health outcomes; (b) curriculum and instruction; and (c) political attitudes, media use and behavior. Meta-analysis of a large number of these studies has found that the average effect size was strong and positive for outcomes including media knowledge, criticism, perceived realism, influence, attitudes, self-efficacy, and behavior.[30] In two recent nationally-representative surveys of U.S. residents, media literacy competencies were associated with health-related decision making in the context of COVID-19, and the study found that media literacy skills promote the adoption of recommended health behaviors.[31] Health interventions have also explored issues such as media violence, stereotypes in the representation of gender and race, materialism and consumer culture, and the glamorization of unhealthy behavior, including smoking. Research shows that media literacy is associated with increased resilience in children and youth that is effective in a wide variety of contexts and learning environments.[32]

Media literacy competencies are frequently measured using self-report measures, where people rate or agree with various statements. These measures are easy to administer to a large group of people. Some researchers use performance- or competency-based measures to examine people's actual ability to critically analyze news, advertising, or entertainment.[33] Media literacy programs that focus on political attitudes and behavior are thought to provide the cognitive and social scaffolding needed for civic engagement. Research on high school students has shown that participation in a media literacy program was positively associated with information-seeking motives, media knowledge, and news analysis skills.[34] Experimental research has shown that young people ages 15 - 27 who had received media literacy education in schools were better able to evaluate the accuracy of political content, even when it aligned with their existing political beliefs.[35]

i am not reading all that but why am i being sent this

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attheheartofwriting · 1 year ago

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Building Young Minds: Library Lessons for 2nd Graders

Library lessons for 2nd graders play a crucial role in fostering a love for reading and learning. These lessons go beyond simply teaching how to find books on a shelf they introduce young minds to the magic of literature and the wealth of knowledge hidden within library walls. Through engaging activities, storytelling sessions, and interactive learning, 2nd graders discover the joy of exploring new worlds, characters, and ideas through books. They also learn important skills like how to use the library catalog, select age-appropriate materials, and practice responsible book care. These lessons not only enhance literacy but also instill lifelong skills that will serve them well as they progress through their academic journey.

Building Confidence Through Library Lessons

Library lessons for 2nd graders go beyond bookshelves; they are opportunities to cultivate a growth mindset. By encouraging children to explore diverse genres, tackle challenging texts, and persevere through difficulties, these lessons help them develop resilience and a belief in their own capabilities. Fostering a growth mindset at this age sets the stage for a lifelong love of learning and the ability to overcome obstacles in education and life.

The Importance of Early Literacy Development in 2nd Grade Library Lessons

Early literacy development in library lessons for 2nd grade lays the groundwork for a child's future academic success and lifelong love of reading. These lessons not only teach essential skills like phonics and vocabulary but also nurture comprehension, critical thinking, and the ability to express ideas effectively. By engaging 2nd graders with age-appropriate books and activities, educators can help them become confident readers who are eager to explore the vast world of literature.

The Role of Technology in Modern 2nd Grade Library Lessons

In the digital age, 2nd graders are not only reading physical books but also engaging with digital resources. Library lessons incorporate technology to teach valuable digital literacy skills, such as online research, responsible internet use, and navigating digital libraries. These skills are essential in today's information-rich world and prepare students for success in a technology-driven society.

Expanding Horizons in 2nd Grade Library Lessons

2nd grade library lessons should expose children to a diverse range of reading material, including books that reflect different cultures, experiences, and perspectives. By offering books with diverse characters and themes, educators can promote inclusivity, empathy, and cultural awareness among young readers. This exposure helps create well-rounded individuals who appreciate and respect the richness of the world around them.

Storytelling and Beyond

Library lessons are not limited to reading alone; they are a platform for nurturing creativity. Through storytelling activities, students can become authors themselves, crafting their narratives and expanding their imaginations. This creative aspect of library lessons fosters a love for storytelling and provides students with an outlet for self-expression, enhancing their communication skills in the process.

The Multifaceted Benefits of 2nd Grade Library Lessons

While books are central to library lessons, they are just the beginning. These lessons offer a holistic learning experience, incorporating elements of art, music, drama, and even STEM topics. This multidisciplinary approach enriches students' education, making library lessons a hub for exploration and discovery across various subjects.

Parent and Community Involvement in 2nd Grade Library Lessons

The involvement of parents and the community in 2nd grade library lessons can significantly enhance the learning experience. These lessons can serve as an opportunity for family engagement, where parents join their children in exploring books and learning together. Additionally, community partnerships can bring in guest speakers, authors, and resources that expand the horizons of library lessons and connect students to the broader world.

Assessing the Impact of 2nd Grade Library Lessons

Evaluating the effectiveness of 2nd grade library lessons is crucial for continuous improvement. Assessment methods can range from traditional tests and reading comprehension exercises to more innovative approaches like tracking students' reading habits and their enthusiasm for books. By carefully measuring success, educators can adapt and tailor library lessons to better meet the needs and interests of 2nd graders, ensuring their educational journey remains engaging and impactful.

Conclusion

Library lessons for 2nd graders are a vital part of a child's education. They lay the foundation for a lifelong love of reading and learning. By introducing young learners to the wonders of the library, we empower them to become independent readers and critical thinkers. These lessons nurture curiosity, creativity, and a thirst for knowledge that will benefit them academically and personally for years to come. So, let's continue to invest in library programs for 2nd graders, helping them embark on a literary journey that will enrich their lives in countless ways.

#library lessons for 2nd grade

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monstercollection · 2 years ago

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Finally back to making progress on the Literary Tarot Deck Challenge.

For anyone new to my tumblr, the Brink Literacy Project created a tarot deck with cards based on works of classic literature. Each card was selected by a contemporary author or comics/graphic novel illustrator who also helped write the guide to interpreting that card.

The challenge I’ve set for myself is to read each classic work and one thing by every author/illustrator. Including the fan-picked alternative cards, that comes out to 162 books.

I just finished The Witch King by H. E. Edgmon. It’s a queer YA urban fantasy novel about a trans witch named Wyatt who is pulled back into the magical world he tried to escape. As a child, he was betrothed to the crown prince of the Fae who wants the marriage to go forward for the sake of the kingdom and his own heart.

The book deals with some pretty heavy content and Edgmon who is himself transmasc admits in the forward that it’s very much a vehicle for processing his trauma. But it’s also a love letter to queer identities in every combination.

The book’s cast also includes a bisexual ace Indigenous teen who identifies with womanhood and matriarchy but rejects European society’s construction of those two things. There is a non-binary lesbian freedom fighter witch. I also think there is also a solid case to be made that Prince Emyr’s soulmate bond with Wyatt is a a flavor of demisexuality but it’s not ever explicitly described as such.

Wyatt’s experience as a trans man is also different from the most commonly pushed narrative of a person “born in the wrong body.” I think it’s extremely important to have the representation of a variety of trans experiences, especially when drawn from the personal experience of that author.

Style wise, the writing reminds me of the Percy Jackson books, but with a more chaotic stream-of-consciousness, lots of memes, Gay Culture and teenage horniness.

I don’t think Edgmon always manages to pull off first-person present tense style well. The plot is rushed and we are constantly bombarded with one chaotic situation after another, and many times they don’t feel linked by cause and effect in a way that would be natural.

At the same time, this is Edgmon’s first book, and it’s level of dedication to portraying queerness in all it’s messiness and beauty is something you just don’t find in other books. He treats each character’s experience of identity and sexuality and something unique to them. He’s committed to the idea that there is no one way to construct gender and no boxes to limit sexuality. This is a book I desperately wish I’d had 15 years ago.

Edgmon does begin the book with a pretty thorough content warning and I want to include it here so people are aware without buying the book. There are instances of sexual harassment of a minor and one assault scene that is not graphic but it’s there. There is also a character who attempts to use his psychic powers to groom a minor. Bodily autonomy is a major theme and especially with the state of things in the US being what they are, this may hit close to home for some folks.

Again, Edgmon says right up front some of this book is rooted in his personal trauma but there is also a strong sense of the empowerment of that comes from reclaiming your pain. There is also an element of revenge fantasy that feels satisfying. If you’re the type of person who finds yourself joking about your own trauma as a way of coping, you’re going to relate to Wyatt.

I do plan to eventually read the sequel— The Fae Keeper— at some point. For all it’s flaws, I liked The Witch King enough that I’m willing to see if Edgmon grew as a writer between the two. If he didn’t, it’s a fast enough read that I won’t mind. I still want to know what happens next and spend more time with these supernatural disaster queers and their world.

If you like the “fated soulmate” trope and are down for a friends-to-lovers-to-enemies-to-lovers-again romance, I honestly think it’s worth the read. If you’ve got an LGBTQAI+ teen in your life that could use a book that they can see themselves in, I recommend it for them too.

This puts me at 46/162 books. I’m not sure what I’m doing next. I know I was supposed to tackle Whitman but am trying to keep up with my book club, Dracula Daily, and finish the Daevabad Trilogy so I may just try to knock some easy reads and short stories off the list.

#literary tarot challenge #brink literacy project #literary tarot #tarot #the witch king #h. e. Edgmon #queer fiction #queer lit #YA #diverse books #lgbtq+ literature #queer books #trans protagonist #wyatt Croft #Emyr North

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intriguinglists · 4 years ago

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Science Says the Most Successful Kids Have Parents Who Do These 9 Things

Chances are, there’s something on this list you're missing.

Inc. | Christina DesMarais

Much has been written about the attributes of high-achieving adults, and what makes them different from everyone else. But if you're a parent, a more compelling question may be: "What can I do to make sure my kids succeed in life?" Here's what researchers say.

1. Don't tell them they can be anything they want.

According a survey of 400 teenagers, conducted by market research agency C+R Research, young Americans aren't interested in doing the work that will need to be done in the years to come. Instead, they aspire to be musicians, athletes, or video game designers, even though these kinds of jobs only comprise 1 percent of American occupations. In reality, jobs in health care or in construction trades will be golden in future decades. Why not steer them into well-paying professions in which there will be a huge shortage of workers?

2. Eat dinner as a family.

According to a nonprofit organization operating out of Harvard University, kids who eat with their families roughly five days a week exhibit lower levels of substance abuse, teen pregnancy, obesity, and depression. They also have higher grade-point averages, better vocabularies, and more self-esteem.

3. Enforce no-screen time.

Researchers have found that the brains of little kids can be permanently altered when they spend too much time using tablets and smartphones. Specifically, the development of certain abilities is impeded, including focus and attention, vocabulary, and social skills. In fact, the American Academy of Pediatrics (AAP) says children younger than 18 months should have no screen time at all, other than video-chatting. For kids ages two to five, it recommends limiting screen time to one hour a day. For older kids, it's a matter of making sure media doesn't take the place of adequate sleep, exercise, and social interaction. The AAP also says parents should make the dinner table, the car, and bedrooms media-free zones.

4. Work outside the home.

There are certainly familial benefits to having a stay-at-home mother, but researchers at Harvard Business School have found that when moms work outside the home, their daughters are more likely to be employed themselves, hold supervisory roles, and make more money than peers whose mothers did not have careers.

5. Make them work.

In a 2015 TED Talk, Julie Lythcott-Haims, author of How to Raise an Adult and the former dean of freshman at Stanford University, cites the Harvard Grant Study, which found that the participants who achieved the greatest professional success did chores as a child.

6. Delay gratification.

The classic Marshmallow Experiment of 1972 involved placing a marshmallow in front of a young child, with the promise of a second marshmallow if he or she could refrain from eating the squishy blob while a researcher stepped out of the room for 15 minutes. Follow-up studies over the next 40 years found that the children who were able to resist the temptation to eat the marshmallow grew up to be people with better social skills, higher test scores, and a lower incidence of substance abuse. They also turned out to be less obese and better able to deal with stress. To help kids build this skill, train them to have habits that must be accomplished every day—even when they don't feel like doing them.

"Top performers in every field—athletes, musicians, CEOs, artists—are all more consistent than their peers," writes James Clear, an author and speaker who studies the habits of successful people. "They show up and deliver day after day while everyone else gets bogged down with the urgencies of daily life and fights a constant battle between procrastination and motivation."

7. Read to them.

Researchers at the New York University School of Medicine have found that babies whose parents read to them have better language, literacy, and early reading skills four years later before starting elementary school. And kids who like books when they're little grow into people who read for fun later on, which has its own set of benefits. That's according to Dr. Alice Sullivan, who uses the British Cohort Study to track various aspects of 17,000 people in the U.K. "We compared children from the same social backgrounds who achieved similar tested abilities at ages five and 10, and discovered that those who frequently read books at age 10 and more than once a week when they were 16 had higher test results than those who read less," she writes for The Guardian. "In other words, reading for pleasure was linked to greater intellectual progress, in vocabulary, spelling, and mathematics."

8. Encourage them to travel.

The Student and Youth Travel Association (SYTA) surveyed 1,432 U.S. teachers who credit international travel, in particular, with affecting students in a myriad of good ways:

Desire to travel more (76%)

Increased tolerance of other cultures and ethnicities (74%)

Increased willingness to know/learn/explore (73%)

Increased willingness to try different foods (70%)

Increased independence, self-esteem, and confidence (69%)

More intellectual curiosity (69%)

Increased tolerance and respectfulness (66%)

Better adaptability and sensitivity (66%)

Being more outgoing (51%)

Better self-expression (51%)

Increased attractiveness to college admissions (42%)

If sending your son or daughter abroad or bringing them with you overseas isn't feasible, take heart. The survey also asked teachers about domestic travel and found similar benefits for students.

9. Let them fail.

While it may seem counterintuitive, it's one of the best things a parent can do. According to Dr. Stephanie O'Leary, a clinical psychologist specializing in neuropsychology and author of Parenting in the Real World: The Rules Have Changed, failure is good for kids on several levels. First, experiencing failure helps your child learn to cope, a skill that's certainly needed in the real world. It also provides him or her with the life experience needed to relate to peers in a genuine way. Being challenged also instills the need for hard work and sustained efforts, and also demonstrates that these traits are valuable even without the blue ribbon, gold star, or top score. Over time, children who have experienced defeat will build resilience and be more willing to attempt difficult tasks and activities because they are not afraid to fail. And, she says, rescuing your child sends the message that you don't trust him or her. "Your willingness to see your child struggle communicates that you believe they are capable and that they can handle any outcome, even a negative one," she says.

Full article available here: Science Says the Most Successful Kids Have Parents Who Do These 9 Things

#list #lists #intriguinglists #intriguing

#List #Lists #intriguinglists #intriguing #intriguing lists #9 #9 Things #science #science says #most successful #most #successful #successful kids #kids #parents

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rockislandadultreads · 4 years ago

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Non-Fiction Reads: African American Literature

Uncomfortable Conversations With a Black Man by Emmanuel Acho

An urgent primer on race and racism, from the host of the viral hit video series “Uncomfortable Conversations with a Black Man” “You cannot fix a problem you do not know you have.” So begins Emmanuel Acho in his essential guide to the truths Americans need to know to address the systemic racism that has recently electrified protests in all fifty states. “There is a fix,” Acho says. “But in order to access it, we’re going to have to have some uncomfortable conversations.” In Uncomfortable Conversations With a Black Man, Acho takes on all the questions, large and small, insensitive and taboo, many white Americans are afraid to ask—yet which all Americans need the answers to, now more than ever. With the same open-hearted generosity that has made his video series a phenomenon, Acho explains the vital core of such fraught concepts as white privilege, cultural appropriation, and “reverse racism.” In his own words, he provides a space of compassion and understanding in a discussion that can lack both. He asks only for the reader’s curiosity—but along the way, he will galvanize all of us to join the antiracist fight.

A Promised Land by Barack Obama

A riveting, deeply personal account of history in the making, from the president who inspired us to believe in the power of democracy. In the stirring, highly anticipated first volume of his presidential memoirs, Barack Obama tells the story of his improbable odyssey from young man searching for his identity to leader of the free world, describing in strikingly personal detail both his political education and the landmark moments of the first term of his historic presidency—a time of dramatic transformation and turmoil. Obama takes readers on a compelling journey from his earliest political aspirations to the pivotal Iowa caucus victory that demonstrated the power of grassroots activism to the watershed night of November 4, 2008, when he was elected 44th president of the United States, becoming the first African American to hold the nation’s highest office. Reflecting on the presidency, he offers a unique and thoughtful exploration of both the awesome reach and the limits of presidential power, as well as singular insights into the dynamics of U.S. partisan politics and international diplomacy. Obama brings readers inside the Oval Office and the White House Situation Room, and to Moscow, Cairo, Beijing, and points beyond. We are privy to his thoughts as he assembles his cabinet, wrestles with a global financial crisis, takes the measure of Vladimir Putin, overcomes seemingly insurmountable odds to secure passage of the Affordable Care Act, clashes with generals about U.S. strategy in Afghanistan, tackles Wall Street reform, responds to the devastating Deepwater Horizon blowout, and authorizes Operation Neptune’s Spear, which leads to the death of Osama bin Laden. A Promised Land is extraordinarily intimate and introspective—the story of one man’s bet with history, the faith of a community organizer tested on the world stage. Obama is candid about the balancing act of running for office as a Black American, bearing the expectations of a generation buoyed by messages of “hope and change,” and meeting the moral challenges of high-stakes decision-making. He is frank about the forces that opposed him at home and abroad, open about how living in the White House affected his wife and daughters, and unafraid to reveal self-doubt and disappointment. Yet he never wavers from his belief that inside the great, ongoing American experiment, progress is always possible. This beautifully written and powerful book captures Barack Obama’s conviction that democracy is not a gift from on high but something founded on empathy and common understanding and built together, day by day.

From Slave Cabins to the White House: Homemade Citizenship in African American Culture by Koritha Mitchell

Koritha Mitchell analyzes canonical texts by and about African American women to lay bare the hostility these women face as they invest in traditional domesticity. Instead of the respectability and safety granted white homemakers, black women endure pejorative labels, racist governmental policies, attacks on their citizenship, and aggression meant to keep them in "their place." Tracing how African Americans define and redefine success in a nation determined to deprive them of it, Mitchell plumbs the works of Frances Harper, Zora Neale Hurston, Lorraine Hansberry, Toni Morrison, Michelle Obama, and others. These artists honor black homes from slavery and post-emancipation through the Civil Rights era to "post-racial" America. Mitchell follows black families asserting their citizenship in domestic settings while the larger society and culture marginalize and attack them, not because they are deviants or failures but because they meet American standards. Powerful and provocative, From Slave Cabins to the White House illuminates the links between African American women's homemaking and citizenship in history and across literature.

Unapologetically Ambitious: Take Risks, Break Barriers, and Create Success on Your Own Terms by Shellye Archambeau

*Named a Best Business Book of 2020 by Fortune and Bloomberg* Full of empowering wisdom from one of Silicon Valley's first female African American CEOs, this inspiring leadership book offers a blueprint for how to achieve your personal and professional goals. Shellye Archambeau recounts how she overcame the challenges she faced as a young black woman, wife, and mother, managing her personal and professional responsibilities while climbing the ranks at IBM and subsequently in her roles as CEO. Through the busts and booms of Silicon Valley in the early 2000s, this bold and inspiring book details the risks she took and the strategies she engaged to steer her family, her career, and her company MetricStream toward success. Through her journey, Shellye discovered that ambition alone is not enough to achieve success. Here, she shares the practical strategies, tools, and approaches readers can employ right now, including concrete steps to most effectively: Dismantle impostor syndrome Capitalize on the power of planning Take risks Developing financial literacy Build your network Establish your reputation Take charge of your career Integrate work, marriage, parenthood, and self-care Each chapter lays out key takeaways and actions to increase the odds of achieving your personal and professional goals. With relatable personal stories that ground her advice in the real world and a foreword by leading venture capitalist and New York Times bestselling author Ben Horowitz, Unapologetically Ambitious invites readers to move beyond the solely supportive roles others expect them to fill, to learn how to carefully tread the thin line between assertive and aggressive, and to give themselves permission to strive for the top. Make no apologies for the height of your ambitions. Shellye Archambeau will show you how.

#black authors #african american #african american authors #black history #african american history #history #us history #civil rights #Reading Recs #nonfiction #non-fiction #modern literature #book recs #booklr #reading recommendations

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dragonageloree · 5 years ago

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Education

Education in Thedas varies depending on race, culture, and class, and from nation to nation.

Human nations

Andrastian Chantry

The education provided to those of the Chantry appears on par with that of nobles. Templar recruits are literate and are taught history[1] in addition to their martial training and religious education. Only initiates, those who have taken vows to devote their lives to the Chantry, receive an academic education.[2]

Members of the Chantry, by virtue of their responsibilities, are naturally literate and well-read, in the Chant of Light if nothing else.

Local Chantries may also provide some instruction to their followers and allow access to their texts.[3]

Chantry members may also pursue scholarship. Clerics are the true academics of the Chantry, those men and women who have dedicated themselves to the pursuit of knowledge.[2] The most well-known Chantry scholar is Brother Ferdinand Genitivi, lecturer and author of numerous texts and travelogues. Other scholars search for ancient artifacts and scrolls, such as Sister Justine, curator of the Denerim chantry. Justine is also versed in decoding ciphers and encrypted text.

Circle of Magi

The library of Kinloch Hold.

The education of a mage is as extensive as that of a noble, if not more so. Beyond being taught to control their magic, a mage learns of the various schools of magic as well as languages, reading, writing, scrying, healing, etc. A mage's training consists of extensive study of arcane lore.

Much like the Chantry, the Circle of Magi encourages scholarship and publishes the completed research. Examples of this are the botanical writings of Ines and the spirit research of Rhys. Through their education and scholarship, mages are considered some of the most educated members of society and as such may sometimes function as advisers in royal courts.

Circles of Magi have massive libraries and are typically the greatest repositories of knowledge in a given country, though access is naturally limited.

Commoners

Commoners appear to receive little formal education in most countries in Thedas and many may be illiterate. City elves receive even less education than human commoners. As such, dwarven runes may be used in place of writing in some cases.[4] In other instances tally marks may be used to delineate locations or distances.[5]

However, in sharp contrast, those who work as servants in noble estates appear to receive extensive education, at least enough that is sufficient to perform their tasks.[6]

In recent years, Empress Celene Valmont I has been strongly encouraging the University of Orlais to overlook the lack of status and rank for individuals who show prodigious talent or potential which could help further the interests and prestige of the Orlesian Empire, provided a noble sponsors them. Most recently this has even extended to Celene personally interceding in support of an elven math prodigy, Lennan, who was sponsored by Comtesse Helene.[7] Elves are now allowed into the university, although it is common for their work to go unacknowledged and uncredited.[8]

Slaves

Slaves in the Tevinter Imperium are often illiterate[9]; However, some receive formal education and training for specific purposes such as working in libraries, accounting or scribing. Literacy is notable and reflects on a slave's price.[10][11]

To make up for this lack of instruction, Tevinter slaves develop their own pictograms as a way to warn other slaves of things such as a master's temperament and other practical uses related to their society. These symbols go largely unnoticed by their owners and have a local significance, thus the same image might mean different things to different groups.[12]

Fereldan nobility

Among the Fereldan nobility, an education is typically provided by a learned tutor, such as Aldous in the Human Noble Origin. Noble Andrastian families may often have a Chantry Mother as a member of the household to attend to the religious education of the young. Examples of Mothers attached to noble households are Mother Mallol and Mother Ailis of the Cousland and Theirin families respectively.

A major facet of noble education appears to be history, as Aldous drills both the Human Noble and young squires in the household on family history. Reading and writing are naturally part of this education. A noble education does not necessarily make one a strong scholar however, as even King Maric is by his own admission a poor reader.[13] Martial training is also a component of the education of nobility, as nobles are expected by their commoners to defend them and their territories. It is unusual, but not unheard of, for noble daughters to be educated in the ways of war and battle.

Noble education may also include such things as dance and song, as Leliana learned in Lady Cecilie's household.

Noble households may also boast libraries, as Castle Cousland does.

Dwarves

The archives of the Shaperate

Dwarven education in Orzammar appears to be given to those with caste. Little is known of the nuances of dwarven education but it appears that at least part of it, amongst nobles, may be administered by members of the Shaperate.[14] Martial training appears to be a major element of dwarven education in Orzammar, with the best trainers being retained by noble households.

The Shaperate is arguably the largest repository of history and knowledge. Its resources are available to anyone, in order to pursue both personal[15] and professional research. Noble households may also serve as patrons for Shaperate scholars.[16]

However the Shaperate is not the only source of scholarly work in Orzammar. A mining caste dwarf named Grundrak wrote a book named 'On Combustibles and Corrosives' which discusses the use of combustiles and corrosives for best effect and contains the formalae for both the Fire Bomb and Acid Flask. This book was written in the Trade tongue as he was certain that humans needed the advice most of all.[17]

Casteless dwarves

Amongst the casteless there is no formal education; indeed, most casteless dwarves appear to be functionally illiterate.[18] However, noble hunters are literate and highly educated in poetry and other skills in order to make them attractive to noble partners.

Qunari

A Tamassran educating converts

Education amongst the Qunari is administered according to one's role in the rigid society of the Qun. Learning is a core philosophy of the Qunari way of life. In spite of it, many Qunari do not speak the common tongue of Thedas.[19] Amongst Qunari, the tamassrans are arguably the most educated, being fluent in many languages[20] in order to educate, or re-educate, converts to the Qun. Tamassrans raise the young, administer their general education, and evaluate them for placement in society.

Dalish elves

Education among the Dalish appears to be in the main oral,[21] who instruct through the use of lore and storytelling. The Dalish retain their history through oral tradition as well as books in some cases.[22] A clan's First studies lore, magic and history in order to become a successful Keeper.[23] A Keeper is ostensibly a clan's leader and as such is viewed as wise and learned.

Dalish elves hold Arlathvhens in order to reconvene with other clans and to exchange their collected lore.

Known scholars

Chantry-sanctioned

Brother Ferdinand Genitivi[24]

Ines Arancia[24]

Sister Petrine[24]

Sister Lilian Hatch[24]

Sister Oran Petrarchius[25]

Sister Dorcas Guerrin[26]

First Enchanter Josephus[27]

Disapproved by the Chantry

Laudine[28](former Chantry Sister)

Others

Philliam, A Bard![29]

Massache de Jean-Mien[26]

Lady Alcyone[30]

Baron Havard-Pierre D'Amortisan[30]

Ferdinand Pentaghast[31]

Mother Ailis[32]

Frederic of Serault[32]

Stephan d'Eroin

Notable repositories

The Shaperate of Orzammar

The library of Kinloch Hold

Archive of the Crows in Antiva City

The Grand Library of The Winter Palace, Orlais

Vir Dirthara, the Shattered Library, accessible from The Crossroads

The library of Weisshaupt Fortress in the Anderfels[33]

Known universities

University of Orlais[34]

University of Markham[35]

University of Ferelden (If Anora is the sole ruler)[36]

Trivia

Zevran Arainai and other assassins of the Antivan Crows are notably literate,[37] and the Crows maintain their own scholarship in their archive.

Fenris is illiterate as a consequence of his enslavement.[38]

Elan Ve'mal mentions there being a specific college for herbalists.

#dragon age #dragon age inquisition #dragon age origins #dragon age 2 #dragon age lore #da #dai #dao #da2 #DA Lore #da 2

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loudlytransparenttrash · 5 years ago

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This Week Within Our Colleges: Part 23

A University of Virginia student urged white people to leave the campus Multicultural Student Center, claiming that it is a “space for people of color” and that there were “too many white people” in the building. “If y’all didn’t know, this is the MSC and frankly there’s just too many white people in here. This is a space for people of color. So just be really cognizant of the space you’re taking up, because it does make some of us POCs uncomfortable when we see too many white people in here. Frankly there’s the whole university for a lot of y’all to be at and there’s very few spaces for us. So keep that in mind.“ The student received a round of applause, of course.

Texas State University now requires students studying to become teachers to complete a series of assignments on “whiteness.” The assignments asks students to “analyze the construct of whiteness and its relationship to privilege and equity for students” and to make a “detailed analysis of whiteness” by defining the term and providing examples. The guide suggests using other keywords to talk about whiteness, such as prejudice, race and discrimination.

Princeton University and Brown University announced that they have eliminated standardized testing requirements for graduate admission in the name of creating a more diverse student body. Princeton announced its decision to do away with the standardized test, calling it “biased against minority groups.” They insist that scrapping the requirements will help Princeton achieve its goal "diversifying their undergraduate populations.” Brown University announced a similar initiative, eliminating GRE requirements to "attract a wider pool of applicants” and “reduce barriers that discourage some students from groups historically underrepresented.” They join Cornell University who dropped the same requirement from its biomedical engineering program over concerns that such requirements "can be biased against” women and minorities.

The California State University-Chico State Faculty Association released a statement assuring the student body that it is aware of what it characterized as the harm caused by a Republican group on campus, calling President Donald Trump a “symbol of insult, derision and ridicule of specific groups within our society” and urged the administration to take disciplinary action. “We take this stance because students of color have expressed that they are experiencing an increasingly hostile racial climate, both on and off-campus, since President Trump took office. It is unjust for students of color to experience overt and/or covert forms of racism ideologically, systemically, and/or in practice.” Ironically, look at what conservative students have to deal with at this school: 1 / 2.

University of Notre Dame held a forum where panelists urged the university to pay reparations to blacks and native Americans. They discussed how black and indigenous communities have a “right” to pursue reparations at Notre Dame and these reparations must be paid in cash. They called it “appropriate remedies” for Notre Dame for the people who have been “historically robbed of their right to a safe and secure life.” “We must acknowledge how white institutions contribute to black disadvantage and commit to the appropriate remedies.” “Everything at this school is extremely white” and “for every dollar earned, the moral debts have accumulated. The debt is accruing exponentially day by day.” Other suggested “remedies” included hiring a chief diversity officer, providing free tuition to native students, increasing diversity and inclusion programming, replacing white professors teaching native American studies with native professors and flying a native flag at all Notre Dame events.

Also at University of Notre Dame, students demanded that courses be reworked to reduce the number of reading materials penned by white, male scholars in an effort to “eliminate the violence of only privileging white scholarship.” “No course or program of study should have a view limited to white, western, and/or male voices. We demand that people who are of Color, Indigenous, Black, queer, or not male are represented in the authorship of at least half course and major required readings.” They also demanded the school’s policy that permits students from entering opposite sex dorms after midnight on weekdays and 2am on weekends to be removed as it enforces “white, cis-heteronormative hegemony.”

A University of Georgia professor states white teachers need to get some anti-racist therapy. “It may sound counterproductive” to require teachers to engage in anti-racist practices but these educators need to know that “their students’ traumas are a direct result of oppressive systems and ideologies.” “Yes, educators who are people of color feel the ever-present pain, weight, and torment of racism and need therapy, too, but White teachers have a different task: Many must first win the fight regarding racism within themselves.” “We need school therapists and counselors who are trained to help White educators and students process their emotions and their fragility.”

Loyola Marymount hosted an “anti-racist” meeting that seeks to educate and support white-identifying employees in their battle against racism. The Alliance of White Anti-Racists Everywhere describes itself as a white affinity group “that supports white faculty and staff in deepening our learning about the impact of systemic racism on individuals, institutions, and society.” “The focus of the group is to develop the capacity of those who identify as white to participate in challenging conversations about race or racism without expecting people of color to be educators.” White members are encouraged “to grow and learn without further burdening people of color” with their “inevitable mistakes.”

Boise State University also rolled out new white guilt meetings, with a “book circle” for faculty and staff focused on white privilege in an attempt to “dig deep into ourselves to explore the ways in which we all, as individuals, sometimes unknowingly, support racism and white supremacy.” The book circle is hosted by the Gender Equity Center and is centered on the book “What Does It Mean to Be White?: Developing White Racial Literacy” by Robin DiAngelo, a “white fragility” expert who speaks at college campuses nationwide. "The primary audience of this book is people who are interested in unpacking white identity and how white folks distance themselves from conversations about race, as well as learning how to engage white folks in recognizing their privilege.”

Williams College students launched a boycott of the entire English department, claiming the curriculum is “whitewashed” and its scholars “racist.” Their main complaints include allegations of microaggressions, a curriculum that prioritizes white authors and claims that professors of color are not given enough praise. They demand the chair of the department be fired and replaced with someone specialized in Ethnic Literature, that four new faculty specialized in non-white literature are hired and that the department is investigated to stop the “harm” that’s being inflicted on “the physical, emotional, and mental well-being of both faculty and students of color.”

Harvard University students have promised “daily escalation” if their demands for the school to divest from fossil fuels are not met by Earth Day. The students took over a building after previously staging mock oil spills, shutting down speeches by the university president and interrupting football games. Less than one percent of Harvard students and faculty have signed the group’s petition.

San Diego State University held a “Pronouns 101” workshop where students were advised not to use the word “guys” when addressing a group of people, and call out those who do, and instead use terms such as “y’all” or “folks.” Another option was “beautiful people.” Students were then showed a massive list of pronouns that should be learned. They were also advised to always tell people of what our pronouns are when introducing ourselves, even if they coincide with the gender we were born with. “Referring to somebody with the wrong pronouns can make them feel just gross, it’s just disrespectful and it makes people feel invalid or invisible, and dismissed, alienated, dysphoric, and a bunch of unpleasant things.”

Evergreen State College’s Writing Center informed tutors to not teach proper grammar to students in the country illegally over sensitivity concerns. “Tutors are there to provide culturally sensitive feedback on writing, not to correct grammar.” The two flyers attached to the memo also advised educators to encourage their students to avoid using “hurtful language,” such as “illegal,” in order to be inclusive to illegal immigrant students.

A group of students at Syracuse University have now spent over a week occupying an administrative building, refusing to move until their demands are met. The sit-in, led by a black student group, have made numerous demands, including the right to have a roommate of the same race, a required curriculum on “anti-racism,” and the resignations of Syracuse President Kent Syverud and other officials. The students are now complaining that they’re being denied their human right to be fed and taken care of during their own protest.

Tulane University’s student government approved an “equity fee” where students must pay a $240 increase on existing student fees to fund more support for “marginalized” students. “The liberation of our most marginalized students will only strengthen our university and create a better environment for all who aspire to earn a degree from Tulane University.“ “There are some Black women who tirelessly organized and researched and put their hearts into writing a piece of legislation that attempts to rectify the historical wrongs of this university built on the backs of enslaved Black people.”

Wake Forest University will cancel classes in April so professors can attend diversity and inclusivity training. The lessons will include helping with the “anxieties” of educators when shifting to more diverse and inclusive teaching, appreciation for the structural challenges students of color encounter when addressing bias incidents, motivating girls of color and underrepresented groups to pursue STEM, creating identity-affirming classroom learning environments for racially and ethnically minoritized students and to help the professors “uncover” their own biases. The school also began offering a “Beyond Whiteness” course in an effort to "address historical complicity with systems of white supremacy" and the “damaging tendency to focus on white scholars and perspectives in studies of the ancient Greek and Roman worlds.”

Macalester College stripped the name of its founder from a building on campus after students discovered he had referred to Indian tribes as savages in an 1882 book about Minnesota’s colonial history. Edward Duffield Neill was a pastor, historian and author, founded the college and served as president for ten years.

University of Maryland was the latest school to take a strong stance against costumes deemed to be guilty of “cultural appropriation,” warning students that costumes referencing other cultures have “no place in an inclusive community.” Students were told to ask themselves, “Did people from the other culture represented by the costume endure negative experiences that people from your culture have not?” They go on to suggest only “historically dominant groups” can be guilty, adding that “the differences in social and institutional power result in reinforcement of already-existing inequality.“

Ball State University hosted a presentation on “how English language practices in college classrooms contribute to white supremacy.” “We are all implicated in white supremacy,” the speaker said, “this is because white supremacist systems includes reproduction of dominant, white, middle-class, monolingual standards for literacy and communication,” which means “your school can be racist and produce racist outcomes, even with expressed values and commitments to anti-racism and social justice.” "Grading is a great way to protect the white property of literacy in schools and maintain the white supremacist status quo without ever mentioning race.”

The College of New Jersey hosted a white privilege event where participants were asked to close their eyes and answer if the fifty white privilege examples applied to them, based on activist Peggy McIntosh’s “Unpacking the White Knapsack.” White participants were asked to think about how the presence of privileges had benefited their lives, while people of color were asked to think about the negative impacts of not having the same privileges. Students also discussed their feelings of privilege in a group after the activity, with the goal of understanding who must be held responsible in eliminating oppression.

Michigan State University student government voted to ban cafeteria trays in an effort to help the school become more eco-friendly. “MSU prides itself on sustainability” but until now, it lacked this “key policy.” The bill further aims to help shape student diets, stating “reducing tray usage would improve the health of students by encouraging conscious portion sizes.” The resolution criticized the “astronomical” amount of animal products consumed and demanded more vegan and vegetarian options. It also asked for compost bins in all residence and dining halls.

Santa Barbara City College students protested the conservative student group Turning Point USA being recognized as a campus club. The protestors cited its potential presence on campus as “a direct threat to our student democracy,” they also accused Turning Point USA of “targeting” African Americans and compared the club to Nazi Germany.

University of Massachusetts-Amherst advertised to students how they can earn credit for “organizing” for “social justice.” “Do you have a passion for social justice? Do you want to make a difference?” Students will earn five-course credits by getting involved in grassroots community organizing and learning how to “act in effective and complex solidarity with communities organizing for social, economic, racial, and environmental justice.” It also refers to “the issue for the left” as being “how do we get from where we are today to where we want to be in terms of making our marches blacker and browner.”

A Baltimore County high school compared Trump’s immigration policy to Nazis and communism as part of a class lesson in history. Staying on Trump, a University of Texas Southwestern Medical Center professor said he is "mentally impaired,” “cannot think normally, “is dangerous,” and has the “early onset dementia in an elderly, out of shape, obese male." A Rutgers Universitywomen’s and gender studies professor tied racism and President Trump’s policies to black female obesity. “I hate when people talk about Black women being obese. I hate it because it becomes a way to blame us for a set of conditions that we didn’t create. We are living in the Trump era and look, those policies kill our people. You can’t get access to good health care, good insurance. She also claimed the increased stress of being black is responsible for the difference in metabolism between whites and blacks.

Grand Valley State University voted to stop reciting the Pledge of Allegiance at its Student Senate meetings, arguing it’s non-inclusive and represents an oppressive government. “The arguments to remove it were to create an inclusive environment, that it represented an oppressive government, and that there are international students that we should be representing.” The University of Oklahoma student government also voted to scrap the pledge.

A professor at University of Florida told students to not use the terms ‘illegal immigrants,’ ‘illegal aliens,’ or ‘illegals’ when writing their assignments about migration, despite ‘illegal alien’ being the legal term for any person unlawfully in the U.S. The professor instead says it’s a “slur,” linking a CNN article to prove it. He also warns his students that they will receive zero points if any of their work is disrespectful, offensive, or contains "slurs.”

#college

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dweemeister · 5 years ago

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Emitaï (1971, Senegal)

In 1963, Borom Sarret became the first African film to be directed a black African. I imagine many people reading that last sentence are thinking to themselves, “what took so long?” Simple: colonial governments forbade film productions by native Africans. With Senegal becoming independent from France in 1960, this allowed Ousmane Sembène to be the first black African director on a short (Borom Sarret) and a feature-length film (1966’s Black Girl). Before Borom Sarret, Sembène was primarily an author residing in France (he smuggled himself to Paris in 1947) – his literary works commented on colonialism, racism, identity, and tribal relations. Around 1960, Sembène found himself fascinated with films and wished to experiment in how to express his ideas through a visual medium. Studying filmmaking for a year in Moscow gave him the skill needed to return to Senegal, intent on crafting films for his fellow Senegalese (Senegal recorded a 51.9% literacy rate in 2017, so Sembène’s writing was inaccessible to many), to help them see and understand the lives and cultures similar or dissimilar to their own.

Sembène, born to a Lebou family among fellow tribespersons, turns his focus to the Diola – an ethnic minority also known as Jola – people for Emitaï (sometimes translated to “God of Thunder”, but it refers to a supreme, remote being). The Diola have a language quite different from Wolof, Senegal’s lingua franca, and the Diola language has several dialects. While directing Emitaï, Sembène learned the specific dialect used by the villagers used as extras in this film. That local dialect is the language used in the film, not Wolof as many websites and film databases online claim. Here, we learn how – through the Diola’s culture – they comprehend and react to the dilemma they contend with in this film. Soon enough, the audience learns of the spiritual richness of the tribe depicted and witnesses the French characters’ contempt towards the Diola’s way of life. Emitaï is a remarkable film, paced to the tempo of life in a rural village, and deeply attuned to storytelling traditions not often honored in film.

Somewhere in the Casamance region of Senegal, black Vichy French soldiers are abducting several Diola tribesman, forcibly conscripting them into service. Vichy France fought with the Axis powers, as it was a puppet state of Nazi Germany. Back in the village, the tribal elders are discussing if they should respond, given that these abductions are interfering with the rice harvest. No action is taken and the film progresses one year. It is the summer of 1944. French colonial officers – Robert Fontaine (“Monsieur” in Black Girl) as the Commandant, Michel Remaudeau the Lieutenant (as well as cinematographer), Pierre Blanchard the Colonel – follow orders to enforce a severe rice tax on tribal villages. They dispatch a detachment of black troops to that Diola village to levy said tax (this detachment includes the men abducted the prior year). As the conscripts round up the locals, the tribal leaders consult their animistic gods and the women rebel against the French officers and the tribesmen-turned-soldiers.

Emitaï tells its story at its own pace. The camera is kept apart from tribespersons and French soldiers alike, keeping them in a full or medium shot, rarely employing close-ups. The surrounding nature is depicted to suggest the villagers’ relationship with nature. Winds sigh through the trees and tall grasses, the nearby marshes (maybe unclaimed by agriculture) form the background for the rice harvesting scenes, and we hear nothing but the sloshes of water during a boating scene. Conversations between individuals, a group, or antagonistic groups develop, intensify, and subside without a cut taking the viewer to someplace else. The conversations are self-contained within the seconds or minutes they occur between characters or groups; the effectiveness of these scene is thanks to the fact that the characters believably are without certain knowledge about what is happening in other parts of the village. There are no knowing winks to others (or the audience), no clever asides that would feel inappropriate in a tale of colonial oppression. Yet, Sembène’s film never putters in philosophical circles nor feels plodding. Less patient filmmakers or those who too stubbornly subscribe to postmodernism might feel unsettled here, wishing to whisk the audience from a scene before a Major Plot Reveal (this might be culturally compatible with Sembène’s or the Diola’s understanding of how they share stories) with their itchy fingers. Sembène uses this time to help viewers learn about the Diola. Whether one might be a non-Diola from Senegal or from the other side of the Earth, we learn basic aspects about Diola culture that amplifies how we feel when we see the villagers being rounded up and young, able-bodied men who just happened to evade French capture taking arms against African-wielded, European-engineered munitions.

The Diola worship and fear their gods, and the rice they harvest is not only for themselves, but used as an offering to their gods. And as the tribal elders communicate with the gods, the quality of their rice harvest may impact how their gods converse with them – there is one fantastical sequence where this occurs. Some viewers might see the dialogue with the gods as a delusion, an unnecessary detour in an allegedly straightforward colonizer-versus-colonized narrative. But recall that Sembène wanted to make films so that his fellow Senegalese – no matter their ethnicity, linguistic skills, or religion – could empathize or see their histories onscreen. The Diola believe in these animistic gods to keep their families and villages at peace (although – though not portrayed in the film – some Christian and Islamic influences have been introduced), to guide them when an enemy is bearing down on them. Who are we to say they are wrong for doing so? Sembène, who also wrote the screenplay, may not have been Diola himself, but he clearly showed enough respect and attention to them that he would allow their gods have a presence in Emitaï. A Diola did not write Emitaï, but those moments with the gods – a daring decision that I am unaware has any such parallels in a colonizer-versus-colonized film – and the inclusion of a few funeral ceremony scenes complement the “voice” of the Diola. Traditions of African folk stories and religions are prevalent in how Emitaï is shot and how its story unfolds – including, as a pervasive convention in these traditions, a tree that connects humans to a spiritual plane.

The tribal leaders in Emitaï appear to be all men. The women of the village are mostly seen as tending to the children, as well as performing the bulk of the rice harvest. They are the first to be detained by the forcibly conscripted soldiers, but not in a position of distress. After a skirmish between some of the young, uncaptured men and the French forces, the women arrange an impromptu funeral procession for one of the fallen tribal leaders. They sing what sound like celebratory, not mournful, songs – perhaps for a life well lived, bravery in defending the Diola way of life. What should be uncontroversial becomes rebellion. With forcible conscription may result in further encroachments on Diola culture. Already their sacred harvest is disrupted, so what might be next? In Black Girl, Sembène’s feminist arguments circulated around personal discontent and racial subjugation. Though not nearly as intimately portrayed here, Emitaï expands on those themes – showing us the solidarity of the oppressed women. None of the black characters in Emitaï are professional actors and none of the women are given character names. Nameless though they may be (perhaps this was an attempt to “universalize” the film to the tribal peoples of Senegal), the village’s women seldom appear helpless as the conscripted soldiers force them into position by the sides of their rifles or the French officers barking at them about the location of hidden rice. Unarmed and forced to sit in the baking sun, they are stronger that anyone might guess.

Their understanding of “the white man’s war” is limited and the Diola feel little responsibility in helping the French officers fight it. A message delivered in the final minutes reveals that Marshal Philippe Pétain (Vichy France’s leader) has been deposed by Charles de Gaulle, meaning that the Allies have liberated France from the Axis (Sembène – who himself was drafted into France’s colonial infantry and later served among the Free French Forces – makes a cameo appearance here as the soldier ridiculing de Gaulle for being ranked lower than Pétain). Leadership has changed thousands of miles away, but the situation for all the native Africans – soldiers and civilians alike – is unchanged. Allied victory has brought not liberation, but a new poster of some mustachioed, uptight Frenchman who just happens to now be in charge. The casual cruelty and cultural ignorance on display by the French – as they complain of the backwardness of where they are stationed and how the most consequential decisions are being made by military bureaucracy – is rather restrained. Though it would be difficult to recall any nobility among the French soldiers, they do possess a cartoonish, outward malice. Sembène castigates the French characters and colonialism not through soliloquies, but their escalations and actions. Emitaï’s most violent moment is never shown on-camera, yet it was enough to provoke French censors to scrub the scene (among others). Ironically, despite Senegal’s independence from France eleven years prior, this meant the film could not be released in its entirety in France or French-speaking Africa until 1976 – five years after its debut at the Moscow International Film Festival.

Nor did Sembène catch a break from Senegalese censors. President Léopold Senghor’s regime censored Sembène’s films regularly: Sembène’s next feature, Xala (1975), excoriated colonialist institutions that remained in Senegal post-independence and its lead actor was chosen partly due to his resemblance to President Senghor (it doesn’t help that the plot revolves around the lead character looking for a cure for his sudden impotence). In the case of Emitaï, the reasons are not readily available, but the censorship most likely was targeted towards how the forcibly conscripted soldiers are depicted. The dynamic that the Senegalese censors singled out in Emitaï would be multiplied and inflamed by Sembène’s Ceddo (1977) – that film is set shortly after France establishes a colonial government in Senegal; there, Sembène draws parallels between that film’s tribal leaders and future Africans who would conspire with European slave traders (the Senegalese government’s perceptions that the film criticized Senegal’s political leadership and bourgeoisie was accurate, but that is a story to be told when I review Ceddo).

An unofficial sequel to Emitaï was released in 1988, Camp de Thiaroye. That film touched upon many of the themes Sembène remarks upon in Emitaï: the destruction of identity among African soldiers in the French military, violence in the name of colonialism, and structures of racial supremacy. It, too, was censored in France and Senegal upon release. But by Emitaï, Sembène’s cinematic style – freed from the constraints of speech and linguistic barriers – had become crystallized. Like his prior works, Emitaï is uncompromising in its depiction of human cruelty and how that is manifested in colonial or neocolonial paradigms. He criticizes so effectively by juxtaposing behavior, not through rhetoric – it matters not if the oppressor is white (as they almost always are in his films) or black. Away from urban settings, his pacing adapts to the surrounding environment, the slow and seasonal life of the Diola village. Many who see Emitaï will not recognize much of the life and culture of the Diola. It is a testament to Sembène that he makes this biting film so empathic and compelling.

My rating: 9/10

^ Based on my personal imdb rating. Half-points are always rounded down. My interpretation of that ratings system can be found here.

#Emitai #Emitaï #Ousmane Sembene #Ousmane Sembène #TCM #Andongo Diabon #Robert Fontaine #Michel Renaudeau #Ousmane Camara #Ibou Camara #Alphonse Diatta #Pierre Blanchard #Cherif Tamba #Fode Cambay #Michel Remaudeau #My Movie Odyssey

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comicteaparty · 5 years ago

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May 2nd-May 8th, 2020 Creator Babble Archive

The archive for the Creator Babble chat that occurred from May 2nd, 2020 to May 8th, 2020. The chat focused on the following question:

What are some of the weirdest things you've Googled while researching for your story?

Cronaj (Whispers of the Past)

For Whispers of the Past, the weirdest thing I googled was probably: "puncture wounds versus lacerations" and "chance of survival after getting stabbed." Pretty sure I also looked up: "treatment for arsenic poisoning," "lethal dose of arsenic," "arsenic in nature," "broken ribs symptoms and treatments," "pneumothorax," "can a horse kill someone by trampling them?" and "how far can you fall without dying?" Basically, just a bunch of medical questions. For another story, I think the weirdest thing I looked up was, "can you take antidepressants and sleeping pills together?" More medical questions

carcarchu

@ cronaj's answer "i swear i'm an author not a serial killer"

Eilidh (Lady Changeling)

Hmmm.

shadowhood (SunnyxRain)

I think for me was searching up symptoms of PTSD, eating disorders, and also victims of cheating

Eilidh (Lady Changeling)

Probably that time trying to research poisonous substances available in Victorian and earlier households with potentially fatal results if ingested but not immediate, and their symptoms/treatments

The answer, incidentally, is that most of them aren't treatable if you've had a high enough dose to get symptoms.

And non-lethal doses tend to have unpleasant long term effects

Deo101 [Millennium]

I don't remember all the crazy stuff I've looked up. What's popping into my head at the moment, though, is I did almost a month of research into time travel paradoxes for a plot that I ended up not using! So that's fun

Eilidh (Lady Changeling)

Also that Victorians kept arsenic (a white powder) in the same place as sugar (a white powder) in often unmarked containers since literacy was low and labels only work if you can read them

There was far more accidental poisonings from putting arsenic in your tea than I can count

carcarchu

what about having a picture of a skull and cross bones on the arsenic tin

Eilidh (Lady Changeling)

I think it was arsenic. Maybe cynanide...

Ahaha

You'd think so wouldn't you?

That's not even going into the whole thing about green dyes for clothing being made from arsenic as well I think and being uh

Literally fatal to wear?

Well done, Victorians.

Let me grab y'all a source for that one

https://youtu.be/K2McemVuG28

Here you go!

shadowhood (SunnyxRain)

Oh my god what the

Them victorians are so morbid

Did you know that they have a garden of poison

Eilidh (Lady Changeling)

Welcome to writing historical!

Yes I did

I wanna go

But yeah go back a century or two

Literally everything seems to be poisonous

shadowhood (SunnyxRain)

Arsenic, radium......damn they don’t follow WHMIS

carcarchu

wasn't even that long ago when they were putting mercury in everything

Eilidh (Lady Changeling)

Including NORMAL FOOD

shadowhood (SunnyxRain)

And toys

Kids were playing with them

Eilidh (Lady Changeling)

Oh the Bradford Sweets Poisoning was a whole thing!

Hang on

https://en.m.wikipedia.org/wiki/1858_Bradford_sweets_poisoning

This one is uh

Definitely worse

carcarchu

bruh

Eilidh (Lady Changeling)

Yeah

There's so much of this...

It's amazing humanity made it this far

So yeah that's what I've googled

shadowhood (SunnyxRain)

Would that...even fly here nowadays

Eilidh (Lady Changeling)

What the arsenic

Nooope

shadowhood (SunnyxRain)

Hooooo god that is mildly terrifying

Like I make sweets for a living

I don’t even want to think how I’ll feel if I accidentally poisoned 200 people

Eilidh (Lady Changeling)

It did lead to modern food hygiene laws and much better regulations on chemists being responsible for their supplies

But yep

shadowhood (SunnyxRain)

I remember someone telling me “Behind every rule/regulation was someone who got hurt or died”

Eilidh (Lady Changeling)

Yeahhhh

Sometimes also where there aren't rules because hahaha some companies are shit

shadowhood (SunnyxRain)

Yeah it’s sucks and it’s even worse because you KNOW they’re just pushing the limits

Eilidh (Lady Changeling)

Capitalism has always been like that, it's just people can see it a bit more now

shadowhood (SunnyxRain)

Yeah, the age of information has really exposed the nasty side of things huh Hmmm I think I’ve studied something really different for my webcomic. I was looking into the justice system and how it treated minors

And I had to look up burn victims/homicides soooooooooooo

Eilidh (Lady Changeling)

Whoops sorry for the ping, I thought you said mirrors not minors and was gonna ask

shadowhood (SunnyxRain)

Oh god that would be....completely different

Eilidh (Lady Changeling)

I'm writing about vampires, mirrors are more common (concept and word)..

shadowhood (SunnyxRain)

Yes! I think it’s because back in the day silver was used in mirrors and that’s why you can’t see a vampire’s reflection

Tuyetnhi (Only In Your Dreams!)

weirdest thing I searched so far is about er the male modeling industry and how they have to slap cheeks and junks to get the body to fill in clothing

and I wondered "do I need to do a deep dive in this or"

Nutty (Court of Roses)

I tried to look up what damaged vocal cords looked like, so i could show it when Count Bailey got poisoned, but I mostly got body camera shots inside a person's throat, so I had to largely wing it by darkening the veins in his neck lol Other than that, I have to look up Irish slang a lot, as Merlow slips into it more when he gets drunk.

Eilidh (Lady Changeling)

I have a twittee thread somewhere about mirrors and vampires

shadowhood (SunnyxRain)

Okay tuyetnhi I’m a bit more...disturbed yet intrigued by that idea. Nutty yes I noticed that! I liked that small detail actually And Eilidh, i would love to see that twitter thread

Tuyetnhi (Only In Your Dreams!)

Yeah, I ended up making a deep dive and ho boi

it's darker than I expected LOL

Eightfish (Puppeteer)

I tried to look up people getting crushed by cars or falling objects but the videos were very blurry and made me dizzy so I just went fuck it my comic's not realistic anyways I'm winging it

FeatherNotes(Krispy)

Probably an extensive search for all things occult? Its such a wide topic so it was daunting to sift through everything, but also really cool to see so many different cultures have been influenced by such things! Ive read some excerpts about the sixth sense and human capabilities too, very interesting!

Cronaj (Whispers of the Past)

@Tuyetnhi (Only In Your Dreams!) That is the most splendidly weird research I have heard of

Tuyetnhi (Only In Your Dreams!)

I was trying to research for one of my characters and i'm just

the things they do

I scream everyday

Eightfish (Puppeteer)

lol tuyetnhi got me to look it up but all I can find is stuff about sexual assault

Tuyetnhi (Only In Your Dreams!)

that's what I mean

Eightfish (Puppeteer)

shadowhood (SunnyxRain)

Whoa okay

That’s really dark

Like I had to look up abuse relations

DanitheCarutor

Oh geez, I've looked up a lot of stuff. Recently I Googled public bathrooms and backs of toilets because I'm too lazy to get up and look at my own toilet. SAECKs/SAKs, the price with and without insurance, how it works and if men can use them. (Which was kinda sad that I didn't know they could although the resource was surprisingly hard to find, all except one link I found were about women using them.) I've looked up medical stuff like the different stages of certain cancers, their symptoms, treatments and other things involves like their effect on the person's mental health, if things like physical therapy is needed and the effects of the treatment along with the types of treatment needed. Also the cost with and without insurance, as well as cancer treatment facilities for people with low income. Various mental illnesses/disorders, the different types treatment, the effects of the treatment, as well as cost and facilities that offer free/cheaper treatment for people with low income. Lactose intolerance, celiac disease, gaslighting, trauma brought on by abuse. Things like the mental effects of children taking on adult responsibilities early on, growing up with lack of stability and human trafficking. Types of physical abuse that doesn't leave obvious bruising/scarring, psychological abuse (outside of gaslighting). Court stuff, like legal charges for attempted murder, court procedures. Caregiver programs for family members caring for someone with a severe mental illness. What actions are taken when someone files a charge for being drugged against their consent and the steps that need to be taken if your ID and credit cards/debit cards have been stolen, as well as what the police need do in those situations. Gosh, I can go on and on, just go on forever about all the things I've researched.

Most of it is medical and mental health related.

I feel this is fitting for some of the subjects we've Googled.

DanitheCarutor

Wow, I didn't realize how much I looked at the cost of stuff. Like a good chunk of my research has been dedicated to what different insurances cover, how much, the base price without insurance and payment plans for people in the latter category. I guess the upside is I'll have some knowledge on the different insurance companies if I ever get to a point where I can get it, as well as payment plan options if I'm ever hospitalized.

LadyLazuli (Phantomarine)

Googling images of cadaver hands for reference was... not a pleasant experience

mariah (rainy day dreams)

Most recently I was looking for heart dissections. I had to take a break cuz I was making myself feel sick X')

shadowhood (SunnyxRain)

Searching up burn victims was not fun either

shadowhood (SunnyxRain)

also this has made me realize that artists can be a very morbid bunch

Tuyetnhi (Only In Your Dreams!)

yeah like dang ya'll lmao

keii’ii (Heart of Keol)

I know someone who had to look up (a bit gory) "can you strangle/hang someone with your intestines"

Eightfish (Puppeteer)

Chances are the audience is not gonna know either so

dunno how much accuracy matters in this situation :p(edited)

shadowhood (SunnyxRain)

I mean....unfortunately I know what it's like to see a drowned corpse So if it's accurate....I would...strangely appreciate it more?

Like you never know your audience

DanitheCarutor

When I was first starting to dabble in comics I was attempting this dark fantasy/mythology-ish story that would have some gore. I looked up stuff like "skull being crushed", "what does 'x' limb look like when being ripped off", "what does a corpse look like after sitting for 'x' many days". Most of my searched led me to the Best Gore site, which is totally recommended if you need references for your gory horror comic, but is NOT a site for the faint of heart. You will most likely get sick from the content... and the comment section.

Oddly enough, when I used to do the occasional stand alone gore-ish illustration I'd get 1-2 comments with people being grateful for the accuracy. It's... interesting that they would know what would and wouldn't be accurate with stuff like that.

Cronaj (Whispers of the Past)

Oh, I looked up burn victims before.... Yeah, I've looked up a lot of weird stuff.

chalcara [Nyx+Nyssa]

I had to look up fresh and healed burnscar myself for a comic, a character survivived a housefire.

Most of the time I am googling history actually - and mostly tech-levels of a given time and what was contemporary with what - guns and knights for example co-existed for quite a few decades, that kind of stuff.

Deo101 [Millennium]

Y'know I'm thinking about it more, and I'm realizing why I can't recall the weird stuff I've looked up. I usually ask people for information! I know a lot of different kinds of people who are more than happy to talk about their experiences, so I can ask them for first hand experience with a lot of situations where I then don't really need to look up much other than to maybe fill some holes I have. It's a different kind of research

Cap’n Lee (Flowerlark Studios)

Huh, the weirdest thing I’ve googled? Well, there’s the ever-uncomfortable ‘Googling certain body types for reference but probably looking like a creep to anyone who looks at my search history’. I’ve also googled very oddly specific things like ‘What is a 5-cube called?’ (It’s a pentaract). I’ve also watched videos that demonstrate how a bump key works, and to my FBI agent, I swear it was only for my comic. My search history gets pretty eclectic. I look up a lot of religious lore, and do lot of research into medieval times - mostly about the daily life of the average peasant. Also things like quantum physics, customs in other countries, and animal facts.

Cronaj (Whispers of the Past)

Just realizing that I once researched "medieval brewing." That was an interesting train of information.

Erin Ptah (BICP | Leif & Thorn)

For a lot of gruesome or dangerous scenes, I try to aim the search toward movies and TV screencaps. Like, if you need to draw a crashing car, find a series with a dramatic car chase where they slammed a stunt car into a wall in high-def slow-mo.

kayotics

I think the weirdest thing I looked up was trying to figure out the answer to the question “is the gas released by decomposing bodies flammable? And if so how much gas do you need?”

eli [a winged tale]

now I’m curious what’s the answer

kayotics

The answer ended up being that if there was enough gas being created it was probably not enough to be flammable: aka it would not light up the room.

I ended up asking a friend who knows more about decomposition to figure out the answer, but I just wanted to make sure if a character brought a torch into a musty murder basement, it wouldn’t light them up like a Christmas tree

Mostly: it gets smelly and stale

eli [a winged tale]

Good to know!

Joichi [Hybrid Dolls]

Hmm I think the wierd thing I looked up was whether Smile Therapy was a real practice? There are Photos too and I have a feeling it was real. Another thing I look up was; How would a real lady pirate dress in historical times? I did alot of extra research for some little visual hints.(edited)

I feel like Mob psycho nailed the creepiness of Smile Therapy because they were patients forced to pretend to smile, that's what I envision each time. That ep stayed with me(edited)

Tuyetnhi (Only In Your Dreams!)

oh my god

Miranda

What is that picture from?? it's creepy haha(edited)

snuffysam (Super Galaxy Knights)

mob psycho 100

shadowhood (SunnyxRain)

smile therapy is terrifying. Imagine getting punished if you didn't smile

in the end you'll be smiling as a conditioned reaction to fear, not because it's genuine

Joichi [Hybrid Dolls]

Yes exactly, the original one was hard to record so the Google was ambiguous about its existence but there's photo proof that it was a thing

#ctparchive #comics #webcomics #indie comics #comic chat #comic discussion #comic tea party #ctp #creator interview #comic creator interview #creator babble

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michaelmilkers · 3 years ago

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@blueblazeselco i actually spoke in broad strokes so as to make the post easy to read and digest. i also literally linked a study that was a review by two doctors (dr. lisa lieberman, phd in health behavior and health education with a specialization in adolescent health, and dr. eva goldfarb, phd in human sexuality education) of 30 years of published scientific literature on school-based sex education programs, and thus didn't feel the need to go into excruciating detail, because i assumed people would take the initiative and at least read the abstract that's less than 300 words, or at the very bare minimum, the paragraph very clearly labeled "results" that mentions prevention of child sexual abuse as a positive outcome of comprehensive sex education, alongside partner violence prevention, media literacy, social/emotional learning, appreciation of diversity, and healthy relationship development. the data is right there you pompous fucking dickbag.

but here are a couple of key points, since you couldn't be assed to even skim it:

This review found strong evidence for the effectiveness of child sex abuse prevention efforts in elementary school. [...] They teach about body ownership and children's right to control their bodies and about communication and self-protection. A strong meta-analysis of 27 preschool through Grade 5 programs and a systematic review of 24 K-5 programs demonstrate significant effects on a wide range of outcomes, including behaviors in simulated at-risk situations. Another large systematic review concluded that, in general, parental involvement, opportunities for practice, repeated exposure, and sensitivity to developmental level were key characteristics of effective child sex abuse programs. [...] Studies in the U.S. and Canada reported positive effects on sense of control and safety felt by children, including, in one, more positive feelings about their genitals (e.g., it's okay to touch one's own private parts). (Sources: x x x) (age groups: 3-12 years, 2nd & 5th grade, kindergation-5th grade)

A strong randomized study in 21 urban U.S. schools found gains were maintained at 1 year, with no increase in anxiety, concluding that it is safe to discuss sensitive subjects with young children, and demonstrating the value of early education. (x) (age group: 3rd & 4th graders)

but if you don't want to take my word for it, or the word of two award-winning doctors and authors, then take the word of the sexuality information and education council of the united states, or the united nations (yes, that united nations) education, scientific, and cultural organization, who both have published guidelines for comprehensive sexuality education and both recommend starting this education in kindergarten and maintaining it through 12th grade for a range of positive outcomes including but not limited to what i have previously mentioned. as a fun side note one of the doctors who authored the review i linked in the original post (the review you didn't read) is credited as a member of the taskforce that contributed to SIECUS' guidelines.

in conclusion: kiss my ass.

genuinely so fucking tired of people leveraging the "groomer" argument against people who support sex ed because scientific literature over decades shows that comprehensive sex education starting around kindergarten actually prevents children from being sexually abused and groomed because it teaches children the correct words for their body parts and also teaches them concepts of privacy, personal space, bodily autonomy, the difference between appropriate and inappropriate touching, and the fact that sex is something that only adults do. children with this knowledge are not only better equipped to identify abuse and predatory behavior and communicate that its happening to a trusted adult, but also prevent it from happening in the first place by recognizing when something is happening that shouldn't.

sex education does not sexualize children, it prevents children from being sexualized. anyone who is against early foundational sex education and claims they are doing it to protect children is a fucking liar.

#i did not go through the time and energy to write this simply to own one asshole btw #this is for everyone's knowledge and benefit #bc i know lots of people find scientific literature intimidating or straight impossible to read #this also obviously isnt an exhaustive list of literature i just cant put every single piece of research into a tumblr post #csa tw #long post #sex ed #don't say gay #politics

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clinicalnursing · 4 years ago

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Iris publishers- Iris Journal of Nursing & Care (IJNC)

Cervical Cancer Screening and Prevention for Vulnerable Women Who Receive Care in The Safety Net

Authored by Michele Bunker Alberts*

OpinionIt is widely accepted that patients in vulnerable circumstances such as those with mental illness or incarceration often have more difficulty prioritizing their basic primary care needs and are this at risk for conditions that are preventable. Women with histories of mental illness, substance abuse and incarceration are more highly associated with having a diagnosis of cervical cancer.Their work further provides support to the recommendations that providers who work with vulnerable populations be informed that risk histories such as incarceration and mental illness absolutely influences follow-up behaviors [1]. We have seen this in our own tracking of no-shows to colposcopy clinic for both our incarcerated patients as well as our patients with hospitalizations for mental illness.There have been a number of studies highlighting rates of cancer and screening among mentally ill patients. Some studies have shown higher rates, some lower, and some with no difference when compared with the general population [2]. However, in California, among Medicaid recipients, where our programs are located James [3], found that only 20% of women with severe mental illness were screened. Further, the ACOG practice bulletin [4], has suggested that an increase in cancer screening may be more largely attributable to the streamlining of consensus guidelines by major national organizations. The same increases could also be explained by an expansion of clinicians using evidence-based practice or even to screening being linked to reimbursements in some settings and not have much to do with mental illness itself as a risk. Regardless of whether screening is increasing, Colton & Mandersheid [5] have found that people with severe mental illness are still at higher risk of mortality, often 25 years earlier than the general population, from chronic and preventable conditions, with cancer being the second leading cause of death.It is not uncommon for patients with psychiatric illness to have difficulties feeling comfortable with providers or obscure their medical histories or chief concerns. The healthcare systems’ own limitations, access issues and appointment requirements can be especially difficult to navigate for patients with mental illness. They are often struggling with concurrent co-morbidities as well as the social determinants of health whose effects are often more prevalent for them.Consequently, women with moderate to severe mental illness are often unable to access gynecologic care and family planning services appropriately. However, those same women are often receiving public health services in mental health settings. James et al suggest there may be benefits to the creation of specialized services for women’s health in mental health settings or even a specialized registry. According to Weinstein et al, primary care providers can reduce the disparities in this population by understanding the specific risks and their common psychiatric and medical issues.According to the Alameda County Community Health data profile assessment [6], adults with severe mental illness, especially for racial/ethnic minorities may be disproportionately high due to barriers in obtaining proper diagnosis, treatment, and management of mental illness. Barriers may include stigma, limited English proficiency, cultural understanding of health care services, lack of transportation, fragmented services, cost, co-morbidity of mental illness and other chronic diseases, and incarceration. These barriers may lead to exacerbations of mental illnesses and their symptoms, which may result in more hospitalizations. Self-harm, depression, and psychotic episodes are among some of the events and conditions that lead to hospitalizations.In Alameda County, the overall rate of severe mental illness hospitalizations has been steady from 1999 to 2011. There were 11,347 mental health hospitalizations in Alameda County from 2009 through 2011, at the age-adjusted rate of 236.3 per 100,000. Using this data and comparing it to screening data already discussed, if even one-third of these patients are women, that number would be 3,782. If only half of them are within the age ranges for cervical cancer screening, that number is still significant at 1,891. Finally, if only 20% of them are screened, that still leaves at least 1,513 women unscreened.John George Psychiatric Pavilion (JGPP) is a public inpatient psychiatric hospital located in Northern California, in Alameda County. The patients that are cared for at JGPH have mental health issues ranging from substance abuse to untreated mental illness, homelessness and are often struggling with overwhelming trauma. Among them are a significantly underserved population of women struggling with a multitude of issues. Many have very limited access to and little knowledge of reproductive health services.In early 2018, the inpatient psychiatric team along with a family nurse practitioner begun a pilot program for women receiving care at JGPP. Based on the data that this population is far behind the general population in screening tests, we believed this population would benefit immensely from the provision of family planning services, gynecological exams, cervical cancer screening and linkage to aftercare. The primary goal was to empower women who are often lost to follow- up or not receiving care within the traditional healthcare system. It stands to reason that screening for cervical cancer follows a similar trajectory as many other preventable diseases with regard to screening and that the women seen by the JGPP reproductive health service could bridge the gap in cervical cancer screening. John George’s healthcare services are currently covered by Alameda County Behavioral Health services. These services are limited to psychiatric and related services which include initial medical evaluation but have not traditionally included cervical cancer screening, HPV testing and contraception and other forms of primary care. These reasons include the lack of regular preventive care and primary care, barriers in their access to utilization to these services beyond the usual access issues cited for vulnerable populations, and issues around consent and reimbursement during acute hospitalizations.We offer a self-selecting GYN consult service for patients who are preparing for discharge from John George. Since early 2018, we average 2.8 visits weekly. We have done pap smears (some necessitating closer or colposcopic follow-up and even treatment for dysplasia). Of the cervical screening we have done, the vast majority had not had or could not recall recent screening at other outpatient facilities in the previous year. In fact, many had never had any reproductive health care or screening ever at 37 years old.In addition to patients with mental illness, women who are incarcerated have traditionally lacked access to cervical cancer screening and cervical cancer literacy, making prevention beyond episodic care difficult. [7] As already documented, the significant differences noted among mentally ill and incarcerated patients in screening and follow-up suggest the need for innovative approaches that addresses the challenges to cervical cancer screening and preventive health in these groups. Further, according to Clarke, et al., [8] among women with histories of having been in the criminal justice system those who have had pap smears showing ASCUS (atypical squamous cells of undetermined significance) were even less likely to have had a colposcopy than those in the general population, and their biopsy results often had significant pathology.In order to increase access for this population and to reduce barriers to cervical cancer prevention and treatment for dysplasia, the first two patients in our 4-hour clinic sessions are prioritized specifically for incarcerated women. We provide health care in our facility to Alameda County residents in the county jail, Santa Rita. Often when incarceration begins, there is a medical evaluationsimilar to what occurs in a psychiatric hospitalization. In these evaluations, chronic health issues are often identified, and treatment initiated. However, beyond the immediate hospitalization/ incarceration, linkages to ongoing screening and treatment can be limited.Alameda Health System is a network of federally qualified health centers (FQHC) that provide primary and specialty care, three hospitals that provide a variety of community and emergency services, and a long-term care facility. AHS hold a contract to provide healthcare services for inmates of the county jail, Santa Rita. The jail has its own clinic, or infirmary, where patients are initially evaluated. The services provided include some screening including Pap Smears for women. When a pap smear requires a colposcopic evaluation, the inmates are referred to the colposcopy clinic at AHS’ main ambulatory site, co-located next to the hospital. Just like inpatient psychiatric stays, the time incarcerated varies based on a number of factors including current charges, future and previous charges or other warrants. Consequently, it is often not known how long the incarceration will be upon initial evaluation. Security, comorbidities and reimbursement policies can further complicate plans for follow-up beyond screening such as colposcopy.In order to address the disparities in follow-up evaluation and treatment for incarcerated women in Alameda County, our colposcopy clinic has initiated a method for incarcerated or formerly incarcerated patients to be seen. The first two colposcopy appointments of the weekly clinic are reserved for Santa Rita patients. This increases access for patients with shorter durations of incarceration and/or those who had previous abnormal paps without follow- up, those who were released prior to receiving any follow-up and re-incarcerated. AHS is reimbursed for colposcopy by the jail’s healthcare payer at a rate that is equal or higher than the typical rate for these services, so offering them to incarcerated patients also does not result in a net loss. If those slots are not filled by the last day of the week before the next colposcopy clinic session, it will be filled by a patient with a more immediate need for colposcopy such as a patient with a HSIL Pap.The colposcopic providers at AHS have initiated regular communication with the Santa Rita clinic and secure pap screening results and colposcopies are handled both electronically using a secure email system and in-person via sheriff deputies who handle the paperwork for these services. This enables each system to map and track the need for such follow-up and the provision of such services. The colposcopy clinic has initiated two additional interventions that reduce barriers to post-incarceration followup. Those same first two appointments reserved for Santa Rita patients can also be filled by patients that were seen while incarcerated and subsequently released. This reduces the chance that a patient will not receive their results and make a follow-up plan. Security concerns make it impossible to give incarcerated patients appointments during the time they are incarcerated. By informing them that those appointments are always prioritized for them, they are able to drop in and receive results. If they drop in at times when colposcopy clinic is not in session, they are given the colposcopy clinic phone number, specifically created for patients to access colposcopy clinic providers and staff. The colposcopy clinic developed a “graduation letter,” for patients as well, that documents their initiation to colposcopy care, their actual colposcopy date and result, any treatment such as LEEP or cryotherapy, and the followup paps and results done or needed. These letters are scanned into the electronic medical record, dictated by providers, and given to patients as they exit colposcopy clinic.Women with serious mental illness and women who are incarcerated have unique challenges to health equity, health literacy and accessibility to healthcare services. As providers for these vulnerable populations, it is ours and the system we practice in’s combined responsibility to ensure disparities are not perpetuated by bias or institutional barriers. Improving access alone will not eliminate barriers unless we address the connections between medical and social service providers and between institutions that serve women [9]. Williams et al., [10] rightly points to providers on all levels placing particular focus on the barriers associated with race, poverty, and structural inequities. Our jobs are to ensure informed consent while at the same time acknowledging that “fair is not equal.” It is our job to train ourselves and each other to recognize disparities, learn about them from each other, from our patients, and from our world and look tirelessly for ways they can be eliminated.

To read more about this article: https://irispublishers.com/ijnc/fulltext/cervical-cancer-screening-and-prevention-for-vulnerable.ID.000542.php

Indexing List of Iris Publishers: https://medium.com/@irispublishers/what-is-the-indexing-list-of-iris-publishers-4ace353e4eee

Iris publishers google scholar citations:

https://scholar.google.co.in/scholar?hl=en&as_sdt=0%2C5&q=irispublishers&btnG=

#Iris publishersNursing and careJournal of NursingNursing journaliris publishers LLC

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denialisnotpolicy · 5 years ago

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Let’s Talk About Ethics: Worldviews, Justice, and Education

Environmental ethics and philosophy are a great portion of environmental studies. Science would have no significant call to action for humans if we didn’t have a sense of right and wrong.

There are a few basic environmental worldviews that inform individuals beliefs on environmental issues. Human-centered (anthropocentric) environmental worldviews are primarily concerned with the needs and desires of humans. One such view is called the planetary management worldview, which holds humans as the hierarchically highest species, giving them the ability to manage the Earth however they see fit for their own personal requirements; the value of other species comes from how valuable they are to humans. There are three major variations: the no-problem school, the free-market school, and the spaceship-earth school. The first believes that environmental issues are solved through economic, managetary, and technological improvements. The second holds that a free-market global economy is the best thing for the environment, with minimal interference from the government. The third, and perhaps most abstract, views the Earth as a spaceship, that is, it is a complex machine that we can control.

A second anthropocentric view is the stewardship worldview, which declares that humans have an ethical responsibility, or obligation (depending on the strength of the view), to take care of the Earth. Some find this foolish because they believe it’s not the Earth that needs saving, humans do.

Some dismiss these worldviews all together because they assume that we have the knowledge and power to be effective stewards of the Earth. As it is now, the way we are “managing” the Earth is only benefiting us, and not even in the long-term. There is no evidence to support the idea of us successfully managing the Earth. Critiques of the global free-market point out that “we cannot have an unlimited economic growth and consumption on a finite planet with ecological limits or boundaries” [1]. Finally, the spaceship concept may be interesting but is far too oversimplifying and misleading.

Life-centered, or earth-centered, worldviews expand the boundaries of what life forms should be valued beyond humans. The environmental wisdom worldview believes that we should study nature and use it to guide us in living more sustainably, that we are a part of the community of life that sustains us and all other species, and that we are not in charge of the world. Research shows that becoming more environmentally literate is an important factor in environmental change.

Figure 1. A Guide to Environmental Literacy. (Miller, G. Tyler. Living in the Environment. National Geographic Learning/Cengage Learning, 2018.)

Research also shows, however, that education is not enough. We ought to foster a true ecological, aesthetic, and spiritual appreciation for nature, which happens primarily through experience in nature. Furthermore, an important factor in living more sustainably is consuming less. Not only does this benefit the environment, but it also combats the ethically questionable concepts of materialism and consumerism, and the idea that things can bring happiness. Research shows that people actually crave community, not stuff.

Figure 2. Ways to Live More Sustainably. (Miller, G. Tyler. Living in the Environment. National Geographic Learning/Cengage Learning, 2018, 693)

We also need to avoid two common views that lead to no effective change: gloom-and-doom pessimism and blind technological optimism. The first views the situation as too dire to combat, while the second puts too much hope in technology saving us without us putting in the work.

Environmental justice examines environmentalism through the lens of social justice. It recognizes that environmental issues aren’t purely natural, they are distributive, participatory, political, and cultural. It is an interdisciplinary field that combines humanities and hard sciences. In the U.S., the environmental justice movement rose as it became clear that “a disproportionate burden of environmental harms was falling on African Americans, Latino/a Americans, Native Americans, Asian Americans, the working class, and the poor” [2]. Beyond the U.S., environmental justice extends to issues of colonialism, the global environmental commons, and the effects of the corporate globalization.

I believe that a complete view of environmentalism must include environmental justice. Environmental issues are inherently linked to issues of wealth disparity, racism, and colonialism. Therefore, environmental solutions need to recognize the disproportionate effects of climate change in order to bring true, comprehensive change. For example, we must recognize that low-income communities and communities of color suffer more from being located near industrial plants or waste disposal sites than wealthier communities who have the resources to influence the location of those sites, or to choose to live elsewhere.

Intergenerational justice is the idea that current generations have obligations to past or future generations. Applied to environmentalism, it holds that those living now have a responsibility to preserve ecosystems and conserve resources for the next generations. While I think the idea of protecting Earth for future generations is not harmful in itself, I think it has the tendency to fall into anthropocentrism and therefore fails to address the issue comprehensively. Yet again, the focus is only on humans and not on the millions of other species that we are affecting through our environmental havoc. While it might be successful in inspiring care for the environment since it appeals to pride, it truly only reflects a care for ourselves, which I consider a failure.

Environmental citizenship is the idea that humans are a part of a larger ecosystem and that our future is dependent on each individual accepting the challenge and acting for change. Instead of human domination of the environment, humans are seen as members of the environment. It appeals to a sense of ethics similar to Aristotle’s virtue ethics. It internationalizes the concept of stewardship as it is more religiously neutral, and even clarifies the misunderstanding of human dominion for domination in Judeo-Christian traditions. While environmental citizenship is difficult to pin down, its general principle is helpful in educating and creating change due to its neutrality. Growing up in a primarily Christian community, I am far too familiar with the confusion of human dominion for human domination. I think that religiously neutral stances of environmentalism could be helpful in bringing about comprehensive and international change.

Another important idea is biophilia, an “innately emotional affiliation of human beings to other living organisms” [3]. There is research supporting the idea that the brain “has an evolved intelligence that grew out of the need for detailed information about nature” [4]. Nature also provides many benefits to human health and well-being, through direct contact, indirect contact, and simulations such as photographs. Windows, trees, and gardens are just a few elements of nature that have been shown to improve human behavior. However, it is also important to note how human attraction to nature has led to unsustainable practices, such as building hotels in the forest for panoramic views. Far too often our appreciation of nature is harmful to it.

Figure 3. How exposure to natural elements is known to improve health and well-being. (Heiskanen, Siru. “Biophilia - The Love of Life and All Living Systems.” NAAVA. September 11, 2017. Accessed February 17, 2020. https://www.naava.io/editorial/biophilia-love-of-life)

Last Child in the Woods is a book about emerging research that shows how important exposure to nature is for healthy childhood development. Author Richard Louv comments on today’s “nature-deficit disorder” in children which could have ties to the rising rates of obesity, attention disorders, and depression. The book began the No Child Left Inside movement, focused on creating increased interest in children’s environmental awareness. The movement has impacted legislation and been endorsed by 58 organizations. In Milwaukee, WI, Riverside Park was once a place of crime and pollution, but after the introduction of an outdoor-education program and removal of a dam, the park has been restored. As one puts it, “nature was not the problem; it was the solution” [5]. The movement brings people together through agreement on one basic principle: “no one among us wants to be a member of the last generation to pass on to our children the joy of playing outside in nature” [6].

Finally, with all of this research and talk of the importance of education comes an important disclaimer: education does not guarantee decency. In fact, a large portion of damage is done by highly educated individuals. All of that to say, it’s not only a matter of educating, but a matter of how we educate.

Word Count: 1309

Question: What system of environmental ethics is most successful in creating change? Does it differ person-to-person?

[1] Miller, G. Tyler. Living in the Environment. 19th ed. (Boston: Cengage Learning, 2018) 684.

[2] Figueroa, Robert Melchior. “Environmental Justice.” Encyclopedia of Environmental Ethics and Philosophy. 342. https://drive.google.com/file/d/0BzKbjVLpnX0RczhaLWFEMFJWbjg/view

[3] Heerwagen, Judith. “Biophilia.” Encyclopedia of Environmental Ethics and Philosophy. 109. https://drive.google.com/file/d/0BzKbjVLpnX0RQ2p3dlZ3UGlMNVk/view

[4] Heerwagen, 110.

[5] Louv, Richard. “Children and Nature Movement.” Richard Louv. 2008. http://richardlouv.com/books/last-child/children-nature-movement/

[6] Louv, 2008.

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newstfionline · 7 years ago

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Luther’s legacy: How people use the Bible today, 500 years after a monk sparked the Protestant Reformation

G. Jeffrey Macdonald, CS Monitor, October 29, 2017

CHATTANOOGA, TENN.--Students at Ooltewah High School in suburban Chattanooga are still yawning at their desks at 7:20 on a recent morning when teacher Daniel Ziegenmier says something designed to awaken their consciences.

“OK,” he announces, “time to put away your phones. Everyone come forward and get a Bible.”

Soon their minds are back in Old Testament times with help from a six-minute video summarizing Genesis.

For sophomore Jackson Clark, the material isn’t new. He’s already learned it in church. But he says he appreciates engaging with the Bible in a neutral setting, one with no religious agenda and no expectations about what to believe or how to interpret it. And he’s glad private donors give money ($1.3 million this year) to fund elective courses in Bible history for more than 3,700 of his fellow Hamilton County public school students.

“Even if you don’t have access to a church, it’s good to know about [the Bible] and be able to ... enjoy it,” Jackson says. “By taking this at school, they still get all the basic knowledge that you’d get out of church, all the stories and lessons that you get from reading the book.”

Bible courses are relatively rare in American public schools, where boards, including Hamilton County’s, try to avoid any whiff of religious endorsement or breach of the church-state divide. But here in the buckle of the Bible Belt, their growth is an example of efforts to foster reading the Bible--a practice that is a central legacy of the Protestant Reformation that was launched 500 years ago this month.

From Chattanooga to Johannesburg, in churches, schools, and living rooms, the reform movement fomented by an iconoclastic monk named Martin Luther has shaped how millions of people around the world seek God. Now, in the age of the internet, shifting cultural mores, and falling church attendance, the role of the Bible is evolving again.

In some Western countries, Bible use is in decline. In other regions, it is on the rise--and the internet promises to expand its reach even more. But how people actually interact with the Bible--whether they consider it the supreme authority on questions of faith, as Luther decreed it should be--is changing, too.

Perhaps nowhere are Luther’s legacy and the various ways the book is affecting everyday life more evident than here in Chattanooga, Tenn., the Appalachian city where public monuments quote Scripture and honor devout churchmen who helped make it the unofficial Bible capital of the world.

The man who rocked Christendom 500 years ago and made Bible reading a spiritual staple was among the least likely of revolutionaries. A miner’s son who harbored early ambitions to practice law, Luther turned to monastic life in a moment of panic: He promised during a violent thunderstorm to become a monk should God mercifully spare his life.

Luther fulfilled his vow, but Augustinian monkhood for him would soon involve much more than the usual prayer and fasting. His study of ancient biblical languages would open the floodgates of Protestantism.

At age 33, Luther hammered a fateful nail into the Roman Catholic Church--figuratively, and, according to popular legend, literally--when he posted his 95 Theses on the church door at Wittenberg Castle in Germany on Oct. 31, 1517. The pope’s selling of indulgences to those hoping to get deceased relatives out of purgatory had no biblical basis, Luther argued. He dismissed the practice of paying money to be absolved of sin as a corrupt, human invention rather than divine truth, even if the pope sanctioned it.

Luther’s core ideas--that humans reach salvation by grace through God-given faith, not their deeds, and that the Bible is the central religious authority--had been embraced by prior reformers. But the contentious, moon-faced monk crystallized them at a time when excesses and corruption made the Catholic Church susceptible to change.

As a result, the Protestant Reformation eventually swept the West, aided by new technology. The new printing press with movable type made publishing exponentially more efficient, starting with the Gutenberg Bible in the mid-15th century. Luther and others translated the Bible from Hebrew and Greek into local vernaculars.

“When the people could read the Bible for themselves ... in a language that they could understand, that’s what really caused the spiritual explosion of the Reformation,” says Jim Thompson, vice president of Bible League International, a Bible distribution organization based in Crete, Ill.

Since then, Protestants have been defined by the principle of sola scriptura, which holds that while other sources might deliver insights, the Bible is the supreme guide on questions of faith. And every human being should engage directly in what it has to say.

“At the end of the day, sola scriptura was the trump card,” says Thomas “Tal” Howard, professor of humanities at Valparaiso University in Indiana and co-editor of the book “Protestantism After 500 Years.”

“Christians reading the Bible on a daily basis--that didn’t really go on before the Reformation, or only to a limited extent,” notes Kathleen Crowther, a Reformation historian at the University of Oklahoma in Norman.

Today Protestants still embrace sola scriptura as an ideal. Forty-six percent of Protestants in the United States say the Bible provides all the religious guidance they need, according to a 2017 Pew Research Center survey. Another 52 percent say they also need guidance from church teachings and traditions, which is consistent with the early Reformers’ view as long as the Bible has the final say, says Mr. Howard.

But in practice, Americans are spending less time with the Bible and ascribing less authority to it than they used to. The percentage saying they read it at least weekly dropped from 46 percent in 2009 to 37 percent in 2017, according to the Barna Group, a Christian polling firm in Ventura, Calif.

“We have a growing biblical literacy problem in the US,” Mr. Thompson says.

Perceptions of biblical authority have been waning, too. Led by Millennials, 19 percent of Americans now view the Bible as “just another book” rather than an inspired text, up from 10 percent in 2011. The internet accounts for at least some of the Bible’s lost stature.

“What’s increased, especially with Millennials, is this questioning of authority in all places,” not just the Bible, says Roxanne Stone, Barna’s editor in chief. “It can be hard to have this sense of the Bible being an authority when you have a universe of knowledge at your fingertips.”

Overseas, proponents of direct Bible engagement face distinct challenges. In Europe, where the Reformation began, only 28 percent of the literate population owns a print version of at least one book of the Bible, according to data from the Center for the Study of Global Christianity at Gordon-Conwell Theological Seminary in Hamilton, Mass. Bible access ranks the highest in North America, at 95 percent, but it stands at only 16 percent in Asia and 29 percent worldwide.

One place where there isn’t a dearth of Bibles is Chattanooga. Here, in a city nestled between forested hills and a sweeping bend in the Tennessee River, 50 percent of the population reads the Bible at least weekly and strongly regards it as accurate in its principles, according to a 2017 Barna survey. As a result, the polling firm anointed Chattanooga America’s “most Bible-minded city,” which, given the book’s prevalence in North America, means it is probably the No. 1 city in the world for the holy book.

How that happened is a function of history and culture. Chattanooga is more traditional and pragmatic than it is flashy or trendy. Crafts are handed down to younger generations at places such as the Chattanooga Woodworking Academy. A manufacturing culture remains deeply embedded here: Workers on assembly lines bottle Coca-Cola, make cardboard food trays, and build Volkswagens, though the city also has an emerging high-tech scene. Signs point visitors to local history at every turn: Civil War battle markers, the infamous Trail of Tears, and the Chattanooga Choo Choo, a depot-turned-hotel and exhibit.

Faith and family run deep in this tradition-heavy culture. The area is home to dozens of churches, as well as many other major religious institutions, including five Christian colleges, Precept Ministries International, and the world headquarters of The Church of God (in nearby Cleveland, Tenn.).

But even here, sustaining Luther’s vision of sola scriptura requires new creativity. This is evident on a Sunday morning at Chattanooga’s Trinity Lutheran Church. The first thing you see--after a cheery mural depicting Luther and his wife, Katharina--is a smorgasbord of Bible study groups.

In the church’s library, retired religion scholar Herb Burhenn unpacks John 16 verse by verse as a dozen seniors seated around a long table listen and nod deferentially. Down the hall, Mike Brandt leads a second group of adults in a more casual format. In a dining area, kids and adults cluster around small tables, where each offers an interpretation of Jesus’ teaching on reconciliation in Matthew 18.

Trinity offers multiple approaches to Bible study, according to the Rev. Stan Combs, because the path to experiencing the Bible’s authority varies so much in 2017 from one person to the next. That’s especially true in this era when countless experts and potential authorities--whether in religion, politics, or science--are always as close as the click of a mouse.

For some teens at Trinity, the Bible’s decrees are to be embraced no matter how much they go against popular culture. Fourteen-year-old Sam Sosebee, for one, believes his denomination, the Evangelical Lutheran Church in America, needs to hew more closely to Scripture. “The Lutheran church lets gays be pastors, but that’s one thing I’m conflicted about because the Bible says you shouldn’t,” he says.

His 16-year-old sister, Abby, welcomes how the Bible challenges her group of friends to lead holy lives, such as by shunning the gossip that typically marks teenage social life. This fall, they’ve made the Bible their hardcore trainer for a spiritual fitness regimen that involves reading all 66 books in 90 days.

“It’s always been present in my life, but going and reading it myself has made it so much more real,” says Abby, still wearing her white vestments after reading the day’s Scriptures in worship. “It’s made me so much more passionate to just get it out there for other people to know about.”

Beyond Tennessee, the quest to encourage direct Bible engagement stretches across the globe as the Reformation enters its sixth century. It remains a hallmark of global Protestantism, which counts 800 million adherents after a surge of overseas mission activity in the 19th and 20th centuries.

Today, Protestantism’s center of gravity has shifted from Europe and North America to the Southern Hemisphere. A plurality of the Protestant faithful (295 million) lives in sub-Saharan Africa.

But those following in the Reformers’ footsteps abroad face distinct challenges to the sola scriptura method. Lack of access to the Bible remains a significant problem. Some 160 million people don’t have even one book of the Bible available in their language, according to Bob Creson, president of Wycliffe Bible Translators, a nonprofit based in Orlando, Fla. Technology, as in the 16th century, is helping. Translation software has cut the average time for translating the New Testament into a new language from 25 years to seven. By 2033, every person will be able to find at least one biblical book in his or her language, according to Mr. Creson.

Distribution remains a problem, too. Bibles often pile up in churches, never reaching people in remote locations. But believers are making inroads by using the Bible primarily as a tool for evangelism in countries such as Mexico, Ghana, Kenya, and the Philippines, according to Thompson of Bible League International.

Disseminating print versions remains important even in the Digital Age. That’s in part because more than half the world’s population still lacks internet access. Even where web usage is the norm, Bible readers prefer print versions by a large margin: 81 percent in the US opt for print over digital for Bible reading, according to Barna’s 2016 “The Bible in America” report.

Nevertheless, Bible distributors hope the web will soon usher in the highest level of Bible engagement in history. “Some people are calling digital the second Gutenberg,” says Thompson. “I think it one day will be.”

In Chattanooga, some view the Bible as a way to help improve morality among young people. The Bible in the Schools program is founded on the premise that Bible study “diminishes dishonesty, lying, profanity, and bullying” and otherwise improves moral character. (It avoids legal challenges over church-state separation by not promoting any religion, doctrine, or interpretation.)

Still, studying the Bible has been no moral panacea for Chattanooga schools. In two reports on bullying over the past year, the Office of District Attorney General Neal Pinkston identified 122 incidents, called out a hazing culture on sports teams, and flagged “widespread, systemic problems going unaddressed at every level within Hamilton County’s public schools.”

But proponents of direct encounters with the Bible believe it can still have an edifying effect, even with all the countervailing forces in modern society. Some are convinced that the best way forward--for young and old alike--is to rely on traditional methods that worked in generations past.

“I still have the faith of a child,” says Eleonore Williams, a lifelong Chattanooga resident and member of Trinity Lutheran, who is 94. “A child is open to believe and accept.”

A retired accountant and avid hiker of the Great Smoky Mountains, Ms. Williams reads the Bible for 30 minutes daily after breakfast. In encouraging others to trust the holy book, she’s helped at least three people who were suicidal to find hope in God’s promises. “They have to read the Scriptures and believe them, not read them and be tearing them apart,” Williams says.

Even though busy lifestyles and numerous daily distractions keep many people from reading the Bible today, there are signs of growing interest in the Scriptures. A new Museum of the Bible will open in November in Washington, D.C. A children’s Bible museum, Trek Thru Truth, which will use interactive exhibits to tell 52 Bible stories, is planned for Cleveland, Tenn.

On this year’s 16th anniversary of the 9/11 terror attacks, about 300 people gathered at another site in Cleveland, the Peerless Road Church. Prayers focused on spiritually uplifting the mass media industry, which 33 percent of Americans blame for the nation’s moral decline. For 2-1/2 hours, singers, dancers, artists, and writers called for a national return to God--and the Bible.

“Take me to the place where a miracle is needed,” cried LaEsha Williams, a fiction writer from Rossville, Ga., before the arm-waving crowd. “Take me to the place of deepest darkness. Let me give light that was given to me.”

Luther, no doubt, would say, “Amen.”

#Bible #Bible reading #Chattanooga #Reformation anniversary #Martin Luther

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reneewatsonauthor · 8 years ago

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Seven Ways that Teachers Can Respond to the Evil of Charlottesville — Starting Now

by Xian Franzinger Barrett Re-blogged from Rethinking Schools

So what do we do? As we walk into our classrooms in the coming weeks, here are a number of concrete actions every educator can take to address the evil that was on display in Charlottesville. Some of these suggestions deal with Charlottesville specifically, but most will help educators address the longer term systemic challenges in our classrooms that foster white supremacy and other oppression.

1. Recognize that humanity and radical anti-racism is our curriculum for every subject. We should address events like Charlottesville and especially their root causes within our classes, and not just humanities. The irony that fields like mathematics and science claim to be neutral on social issues while at the same time exhibiting demographic differences that are mathematically impossible in a neutral system should be lost on no one. From the first day of class, we must demonstrate to students that the classroom is a space to bring all challenges and dilemmas they face, and that our curriculum will support them to build the skill and power to address those needs. Resources: Rethinking Schools has materials across all fields of student and age ranges. Teaching Tolerance has materials that focus on humanities, but can be adapted for any subject. To teach responsively to events like Charlottesville, the curated hashtag #CharlottesvilleCurriculum should be helpful. 2. Audit our own classrooms, schools and communities and then take action. We must assess and analyze the climate in every level of our school districts. We cannot effectively teach if we are unaware of how issues of race and oppression already exist in our spaces. For some of us, this may be difficult and expose feelings of guilt or helplessness. That is not the purpose of this work. What is, is. It’s better for us to know and understand reality than to be fearful that it might be exposed. Once we are familiar with what is happening in our classrooms, then we have the opportunity to see if it aligns with our values and make it so. Resources: We can investigate questions like the following: What is the racial breakdown of students, teachers and administrators in the school? How about the union leadership? How is discipline handled at the school, what is the racial/ability breakdown of those affected and is it from a carceral or restorative model? How do students interact in your own classroom and how does demographic impact participation and voice? Let’s examine all of these questions and more across intersectional lens of identity (race, class, gender, sexual orientation, ability, religious background, age, etc.) 3. Prioritize voices of color in every classroom. In all environments including within predominantly white institutions, it’s vital that we as educators counter the priority on white male voices in education. As I’ve written before, there are many educators who read almost exclusively white (and in some cases white male) voices in their own pursuits of knowledge. Most white students will have next to zero access to authors of color outside of the school environment. This not only limits their exposure to brilliant work, but contributes to a white supremacist mindset that voices (and the lives) of people of color do not matter. Resources: We Need Diverse Books, contact experts of color on various topics to address students (compensating whenever possible) Note: Do not spotlight individual students of color to be experts on issues related to our identity without our consent. (Yes, this happens a ton, no, I don’t want to speak for 1.5 billion+ Chinese people, and please stop doing this.) 4. Teach media literacy. Students must be equipped to read media for bias and develop their own understandings of news and events counter to a white supremacist narrative. The framing of black liberation groups as the equivalent to white terrorist organizations by the media is a cornerstone to the development of white supremacist movements in the U.S. Additionally, the inability to critically assess sources both in traditional and social media aides white supremacists groups in their recruitment. Resources: Critical Media Project 5. Create classrooms that students feel safe to share in, but are not conducive for the spread of hatred (we don’t get to debate each other’s humanity). Many classrooms either attempt to be “neutral” by ignoring politics for sterile content or allow open debate which usually focuses on whether the oppression or dehumanization of marginalized peoples is a good or bad thing. The former tends to softly side with the general white supremacy in American curricula, culture and assessments while the latter is not really a free exchange of ideas but rather an endorsement for students to use social inequities to bludgeon the victims of that inequity. Resources: Both the Illinois Safe Schools Alliance and GLSEN have incredible resources for developing classroom safe spaces. 6. Reject narratives of achievement and growth that embrace the tools and values of white supremacy. Much of our current definitions of achievement, growth and success tend to privilege culturally biased content knowledge while ignoring deep deficiencies in empathy and affinity for others. When we teach students to value a culturally biased test or we praise those who received far more resources without questioning that inequity, we are signaling to them that they deserve the visible benefits that inequities give them (or in the case of students of color, we deserve the oppression that those inequities represent). Resources: “Internalizing the Myth of Meritocracy” 7. Reach beyond our current spaces to learn and grow. The fundamental segregation of our national school system means that many white students are educated in predominantly white spaces by almost exclusively white teachers. In these environments, it’s challenging for white educators to access anti-racist pedagogical resources and conversations. Resources: #Educolor To read the full article visit Rethinking Schools.

Photo credit: Joe Brusky/Overpass Light Brigade

Xian Franzinger Barrett is a part-time Special Education Teacher and part-time stay-at-home parent who previously taught Writing, Sexual Education, Law, History, and Japanese Language and Cultures in the Chicago Public Schools, He has received numerous teaching awards, including being selected as a 2009-2010 U.S. Department of Education Classroom Teaching Ambassador Fellow. He is a founding member of EduColor.

#CharlottesvilleCurriculum #charlottesville #resources #teacher resources #socialjusticeeducation

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