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farewell-in-veil · 10 months 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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ineffable-opinions · 6 months ago

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GMMTV and TrouBLes

What @pandasmagorica is picking up on is a time-honoured BL trope. It has appeared plenty even in live-action BL, in fact it had figured prominently in the first ever BL live-action: Summer Vacation 1999 (1988) based of Hagio Moto’s The Heart of Thomas. I think it is one of the tropes inherited from earlier media including BL’s progenitor tanbi. As is evident it is not a popular trope in 傻白甜 style BL (those with soft and sweet storylines and relationships) that GMMTV produces. That is why the trope seem new to GMMTV audience.

Quick Mention of BL Literacies and GMM TV's Learning Curve

BL kind of has its own language [with words like seme uke riba], which fans use to share ideas and feelings. This secret language is what academics call ‘literacies.’ BL fans are all in on this and have their own ‘ways of behaving, interacting, valuing, thinking, believing, speaking, and often reading and writing’. Through ‘various visual, conceptual and textual literacies’, BL fans weave ‘an intertextual database of narrative and visual tropes which readers draw upon to interpret BL’. BL literacies is learnt through ‘affective hermeneutics – a set way of gaining knowledge through feelings.’ Audience learn BL literacies from BL works ‘which eventually leads to their active engagement’ with other BL fans. (source; Kristine Michelle L. Santos explains it in the context of Japanese BL but it applies to all BL media irrespective of where it is from.)

BL literacies have to be learnt since they are BL specific and BL is a genre with its own conventions that are inaccessible to outsiders. The problem is GMMTV and its BL producers never took the time to delve into the genre deep enough to learn. On top of that GMMTV’s got a BL model set up: the one that involves soft and sweet storylines with a sweet (あまあま) narrative progression. There are alternative narrative progressions. Here are some typical narrative progressions for a (Japanese) BL:

あまあま – sweet

ユニーク – unique

シリアス – serious

邪道 – evil road (Jadō)

王道 - royal road (odo)

Any theme/one-line plot can choose to take any of these narrative progressions. Moreover, Thai BL usually originates online which allows for innovation in narrative progression. Talking of live-action BL... consider KinnPorsche: it ed KinnPorsche on odo while VegasPete ventured on jado. MAME is probably the only one who ventured into BL live-action making business in Thailand with knowledge of BL literacies. There are creators who have put in the effort to learn – a recent example being "F" Nontapat Sriwichai who delved into jado with Love Syndrome: The Beginning before succumbing to cancer. Most Thai BL creators are basically working on products (novels) by authors (producers of BL and BL knowledge) with limited knowledge of their own. That is a little sad since Thailand makes so many BL. Also, this is probably because BL only got popular pretty recently (two-decade or so) in Thailand (compared to Japan where it has been popular for a while now (half-a-century) and more creators are familiar with BL literacies to play around with them or even China where 腐 fu-culture (BL fan culture) has been popular for not so long, yet held wider public attention through superhits and spill-overs) Another reason could be that ‘sweet BL from Thailand’ being an easier produce to sell without having to compete with other countries and their other flavor BL.

In case of GMMTV, its BL formula or preferred route of narrative progression is the first one (あまあま) – the overall flavor would be sweet and relationship progression is pretty smooth (SOTUS, Together, Bad Buddy, My School President). If not, then it would be royal road progression wherein characters have to go through troubles but end up with each other through hard work and perseverance (Dark Blue Kiss, Never Let Me Go). Moonlight Chicken is an example of a BL with “serious” narrative progression, I guess. Eclipse may be regarded as having taken “unique” route, at least by GMMTV standards. Only Friends unintentionally took the evil road but GMMTV couldn't have that.

There are some reasons behind GMM TV’s slow and sad learning curve – GMMTV learns BL literacies much slower than a lot of other BL producers. The main reasons are tied to its business model itself, based on what Sataporn Panichraksapong (CEO/managing director of GMM TV) informed Thairath newspaper. The formulaic nature of its BL is aimed at an audience (teens to 60-year-olds) interested in feel-good BL. The audience is there to cheer their beloved characters on as they navigate manageable issues. The BL formula or narrative progression exists to offer comforting familiarity for its audience who want to relax and feel happy watching them.

Other than from content (series), GMMTV makes money through merchandize, advertising, fan-meets, etc. For all these and to gain popularity internationally (China, Indonesia, Vietnam, Japan, the Philippines, Singapore and India being main international fan bases and Europe and Latin America being newer markets), GMMTV is banking on their beloved khujin (actor CPs; also known as “branded pair”). It is clear that pairings rather than shows are the money-making parts of GMMTV’s entertainment biz. Series are basically just another activity these actor CPs participate in. That ties into how far GMMTV can and can’t deviate from its BL formula: GMMTV got to keep its audience happy enough to get them to show their appreciation through purchasing power.

But does GMMTV really know what BL fans really want? Not necessarily. They have been very wrong in the past, particularly with what they thought their audience wanted in terms of sexual content.

Sathaporn Panichraksapong, an MD of GMMTV, a major producer of BL series, claimed that audience members who are mainly heterosexual women look for romantic relationships among the characters rather than sexual relationships. We know that our audience are [sic] women. Women want to see only two boys having romantic moments together. They don’t want to see sex. Sexual relationships in BL are for a gay audience. That’s why in SOTUS the Series we have only two kissing scenes. With only these, audiences were already screaming. This is enough for them. (Interview with Sathaporn, GMMTV, 10 Aug. 2017)

Jirattikorn, Amporn. “Heterosexual Reading vs. Queering Thai Boys’ Love Dramas among Chinese and Filipino Audiences.” (2023).

Today, it is clear how wrong GMMTV was from how much more sexual content we are getting from GMMTV itself. So it is clear that GMMTV will learn, albeit super slowly, from other BL creators and tweak if not break out of its BL formula.

The BL Trope in Question

I must highlight that seme/uke/riba simply means top/bottom/versatile in a ship. The idea that “seme/uke representing chaser/chased” is a misattribution teetering on cultural appropriation. There are uke characters who chase (such as yakuza Mitsuo Ichikawa from Double Mints) and there are riba characters who are chased (such as Bai Louyin from Addicted).

One or more characters in a ship being emotional aggressors, physical abusers, sexual predators or outright villains is a very common trope in BL genre. These are popular sub-types (most notable: brute kichiku 鬼畜) of seme/uke/riba with these specific attributes and they have dedicated fans who thoroughly enjoy such characterizations. But these are clearly not everyone’s cup of tea. Some BL fans finds these themes unbearable. That is why GMMTV and other BL live-action producers who don’t want to upset any of their audience members usually:

avoid such characterizations all together especially with sweet narrative progression

tries to soften such characters into more universally palatable forms

tries to redeem those characters by getting rid of those with odo – this is what currently airing My Stand-In would do.

make them villains – never making them the protagonists who gets any kind of happy ending

This is done not to trouble the average audience’s worldview (世界観) and is clearly a low effort and low skill (in terms of BL literacies) approach. But since a lot of audience don’t appreciate villain-like characterization, it is clearly low risk, no chance of a backlash from angry audience and the best method for assured money making.

Occasionally BL live-action producers venture into the risky terrains, especially with jado. The Japanese does it a lot, especially in movie format. China and Taiwan also delve into jado fairly regularly. Live action Thai BL seldom does anything dangerous, except for the few discussed above.

Now about GMMTV’s rendition of that BL trope…

GMMTV cannot veer far away from its BL formula and their formula truly don’t have the grit to afford dangerous characterizations that would upset not only the formula but also its audience. Instead of taking the evil road (jado), GMMTV force villainous characterizations onto character on its formulaic narrative progression. This results in the dissonance that @pandasmagorica talks about. The character might do terrible things (not enough to be a proper evil character) and manipulate the other character in the ship. But won’t feel remorse, apologize and improve for better – this is a violation of the expectation placed on characters on sweet narrative progression. Audience do not expect characters in a ship to be anything but good to each other, especially after they have become a couple. While audience don’t mind characters making mistakes, in this narrative progression audience also expect characters to learn from their mistakes and to grow closer by earning and giving forgiveness.

In BL that focuses on characters being villains, there are no such expectations. These BL work within the confines of their own worldview which don’t necessarily match with our IRL worldview. Characters are allowed to act in ways that goes against our everyday perception of what is right and what is wrong. Neither the characters nor the audience expect the characters to right their wrong, to apologize or to get punished, through judicial procedure or otherwise. Happy endings are not after reparations and resolution of issues, it would be in spite of those. Bad endings aren’t necessarily punishments for bad actions committed throughout the narrative, that’s just the ending of that story. Unlike with the BL with sweet narrative progression, these BL are not necessarily stories of two or more guys falling in love. Neither is their love (if at all there is love) expected to be healthy and wholesome. (It can be wholesome but it is just as well if it is not.) There are expectations from such narrative progressions too and resolution to most issues aren’t among those expectations. Clearly not everyone’s cup of tea, especially if they expect BL to be didactic like fables.

GMMTV fails to reconcile what is expected of its BL and BL’s natural tendency to veer away from the sweet route for the sake of less than wholesome entertainment. Some of the content GMMTV adapts have jado tendencies at its core. While it can stick to the well-trodden route of sweet narrative progression, BL authors and audience appreciate alternative narrative progressions. So, as it tries to churn out 20+ BL per year, GMMTV will be forced to work with novels (and plotlines) with different narrative progressions. What GMMTV can do is to awkwardly tone down uneasy characterization so that it will sit well with its formula.

The problem gets papered over (if they get back together) or never gets resolved (if they don't).

Here @pandasmagorica points to a very popular BL trope done wrong. Problem getting papered over is the expected approach in jado. When characters get together/get back together with the problem or any "problem" never really dealt with, it is proper meriba (merry bad ending). Plain bad ending where there is no resolution is also typical in jado BL. The appearance of this trope in a sweet BL upsets the set-up and leave the audience feeling disappointed. Maybe creators really wanted to try something here but they couldn't.

Moreover, it is difficult to sell BL with jado and other narrative progressions. It becomes even more difficult to sell branded pairings when the characters they play are not impeccable. It is unlikely that actors playing bad guys can sell products for advertisers. (Imagine the characters from The Effect being in ads together!) It is even more unlikely that fans would go broke behind wicked characters and would want to attend fan-meetings and concerts featuring them in some way.

BL producers for GMMTV might someday learn to balance audience and genre expectations. More audience might come to enjoy more than just sweet BL. But until then this friction will probably continue and audience will suffer for it.

As always, all corrections and criticism are welcome.

I am not well-versed in GL tropes, so I avoided talking about them. As far as I know, GL operates on a slightly different wavelength with its genre conventions being very different (sometimes even opposite) than that of BL.

youtube

I didn’t want to lump them together, even when they are both in live action form.

GMMTV has a new QL trope and I am not a happy camper

With the last few series I've watched or partly watched on GMMTV, it would seem there is a new trope. I'm not certain it's a new trope, but I searched @absolutebl for trope posts for at least half an hour and didn't find it, so I don't think I'm totally off about this.

I'm calling it emotional punching bag. Instead of seme/uke representing chaser/chased, it represents emotional aggressor/victim.

The general pattern is this:

Character A gets angry at character B over a real or imagined slight.

A claims to be the victim.

A is unaware (or pretends to be) of any contribution A made to this issue.

B apologizes, whether or not B contributed to the problem.

A never apologizes and never acknowledges their part in the problem.

The problem gets papered over (if they get back together) or never gets resolved (if they don't).

I think it started with Only Friends. Boston (B) gets set up by Atom (A) and is made to be the villian. The truth is revealed. Boston apologizes for his other behavior in the series but nobody apologizes to Boston for him having been set up. Never gets resolved.

Then there's Last Twilight. Mork (B) tries to engage in self-care and Day (A) makes it all about Day and breaks up with Mork. The problem gets papered over when, plot hole, Day wanders through a hotel lobby without the cane he got so he could be more independent and which we never see again, and Mork steps in and helps him, and then they get together and Day gets his eyesight back at the same time with no real narrative resolution. Mork gets back together with Day.

And now we have 23.5. Sun (A) outs Ongsa (B) to Ongsa's parents. Ongsa objects. Sun storms off. Ongsa seeks out Sun and apologizes. Sun breaks up with Ongsa. Ongsa again seeks out Sun and apologizes.

At this point (partway through episode 11, segment 2) I paused the series. I have not intention of going back unless I get word from you Tumblerites that Sun acknowledges her role in all the trouble and apologizes to Ongsa. If they get back together without Sun doing the emotional and reparation work I want no part of it.

And I'm worried. Do I need to wait and binge the rest of Wandee Goodday, which I, as of two episodes, absolutely adore? And this is a boxing series. Is Wandee going to become a literal punching bag?

Do I need to never watch another GMMTV QL series week by week again? Do I have to wait for an all-clear and then binge?

GMMTV, please get your ending act together, I beg of you.

#yaoi #yuri #thai ql #thai bl #thai ql meta #thai bl meta #thai bl series #only friends series #23.5 meta #last twilight meta #bl tropes #bl trivia

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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 · 4 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

Photo

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

Text

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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southeastasianists · 7 years ago

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Despite a high adult literacy rate of over 90% (Noor Azam, 2016), the perceived lack of reading culture in Brunei is regularly lamented by educators and government via the Ministry of Education and the National Language and Literature Bureau (DBP). This widespread perception has been the focus of several government initiatives aimed at boosting the reading culture in Brunei, including book fairs, reading carnivals, academic seminars and other public activities. Non-profit grassroots organisations have sprung up with the stated aim of “fostering a stronger reading culture in Brunei”. 1 A national university has run an experimental study to improve the reading habits of undergraduates (Raju, 2014).

There are a handful of small bookstores in the country, which stock primarily British and American bestsellers, usually in category and genre fiction and non-fiction. Pulp Malay language novels from the region are also readily available at stationery shops with fiction sections. There have not been as yet any substantial studies on how the availability of digital reading material – free PDFs online, e-books – or the accessibility to international online bookstores that will ship to Brunei – has affected Bruneian reading habits. Indeed, despite the widespread perception that Bruneians simply “do not read for pleasure” (Nellie, 2012), I have been unable to find any empirical data to support this contention. A national survey on reading culture was reportedly conducted in 2012 by the Prime Minister’s Office – the results of this have not been made public.

Readers breed writers, naturally – lack of readership feeds into a lack of creative production. Low readership correlates to low creative writing production. I have written previously about the nascent but growing state of Anglophone literature in Brunei Darussalam. The table at the end of this article is an updated version of one included in “Comparing Contemporary English and Malay Literature in Brunei: A Comparison” (Kathrina Mohd Daud et al.) in 2016, and is an indicator of just how dormant Bruneian production of literature has been so far. Additionally, with the exception of one anthology of poems published in 1998, the entirety of Bruneian literature in English has been produced after 2009. Of the 8 novelists who have published, only 2, KH Lim and M. Faisal, have been traditionally published – the rest have pursued self-publication; while most of their work is available online through Amazon, some have also made their novels available in print.

The reason for this is of course partially pragmatic – the publishing and editing infrastructure for fiction in Brunei is primarily limited to the National Language and Literature Bureau, which also publishes most of the Malay language literature available. It is not surprising that the limitations of publishing with a government body with its own guidelines, timelines and internal censorship mechanisms are unappealing to writers. Additionally, there is also an inaccurate perception that the National Language and Literature Bureau publishes only Malay works – while the Bureau does run a concerted campaign to ensure that the Malay language remains a priority, it has in fact previously published English-language works, both fiction and non-fiction. To write freely about Brunei, then, Anglophone writers have increasingly turned to self-publishing.

How self-publishing is shaping Bruneian fiction

One of the primary attractions of self-publishing is creative control. The author has complete control over the final product which is released to the public, from cover, to blurb, to content. This has clear advantages when wanting to sidestep the bureaucratic processes involved in publishing within and especially about Brunei.

Four (out of eight) of the English-language novels are explicitly set in Brunei – Amir Falique’s The Forlorn Adventure and B.I.S.A (Vols 1-3), KH Lim’s Written in Black, Aammton Alias’ The Last Bastion of Ingei. 3 of these were self-published; the only one which was not, by KH Lim, was published by a Singaporean publisher.

It should be noted that Malay-language fiction is almost entirely published through either the National Language and Literature Bureau or through other government and regional initiatives, including contests. Unlike their Anglophone counterparts, Malay-language writers have not, for the most part, pursued self-publication. This may partially be due to the recognition that the global marketplace is more welcoming of Anglophone fiction; local translation practices and infrastructure are not as yet well-developed enough to serve this purpose – nor has there yet been enough demand to warrant its development.

Of the Anglophone novels published, both The Forlorn Adventure and Written in Black draw explicitly and implicitly on Western narrative tropes and forms – the former is strongly influenced by save-the-world American blockbuster narratives; the latter a re-working of and homage to Mark Twain’s Huckleberry Finn. Alias’ The Last Bastion of Ingei, perhaps, is the only Anglophone novel set in Brunei to not overtly and recognizably be a replication of a Western narrative trope.

This is not unexpected given the permeation of American and British media in the country, which has historically had significant cultural and linguistic influence in Brunei. Nevertheless, the question arises: given the extreme paucity of Bruneian narratives in fiction, where else can one look to find narratives of Bruneian identity?

Constructing Bruneian-ness

Narratives about Bruneian identity are being shaped in other ways, more ephemeral, easily missed, and yet persistent, for all that. Original bilingual plays written and performed bilingually at the national university and through non-profit grassroots organizations seldom find permanence through publication or repeat performances despite often sold-out shows, and yet these have a wider reach than Malay-language novels published by the National Language and Literature Bureau and seldom read outside of the classroom. One-off comedy shows and performances that take as their premise a shared understanding of Bruneian quirks, and are valuable for the commentary and insight they offer into and run only for a couple of nights, sell out. Art and photography exhibitions are becoming more frequent, but have the same transient quality as live performances.

Unfortunately, few of these performances and therefore narratives about Brunei and Bruneian-anness are recorded in the public memory through publication, critique or review. This means that artists and writers are consistently re-inventing, starting from scratch, lacking narratives other than the national one, than centuries-old classical ones, to resist, subvert, engage with. Indeed, many contemporary artists and writers in the country will have more familiarity and comfort with Western narratives than with classical Bruneian ones – particularly as Anglophone and Malay-language fiction are virtually not in conversation with each other. The nascent and derivative state of Anglophone Bruneian literature begins to make sense – every new creative endeavor is a palimpsest of what has come before, after all.

Exceptions have been made online – the website Songket Alliance, which features Bruneian non-fiction, mostly by young adults, has run now for five years, and draws in a readership per piece of anywhere from 100 to 7000 readers. 2 Nevertheless, there is a precariousness about online mediums – in November 2016, The Brunei Times, one of only two English-language national newspapers in the country, was shut down overnight after having been in operation since 2006. Access to digital archives of ten years of reporting on Brunei was lost – since then, private individuals have worked to reinstate these archives online, but for a few months at least, these were inaccessible, rendering not only the reporting lost, but research and scholarship based on it, impossible to verify.

Another exception has been in the new media of film and TV – there have been 3-4 Bruneian films and numerous made-for-TV scripts – these form a tangible record of Bruneian narratives in TV and film. Very few studies, however, have been conducted on these narratives, and it’s unclear how much they permeate the Bruneian consciousness. Nevertheless, the fact that they are recorded gives scholars and commentators solid ground to work from, at least.

The future of Bruneian narratives: the need for a “critical middle”

Since the shutting down of The Brunei Times, three new media outlets have emerged to fill the void, all of them at least partially founded and manned by ex-Brunei Times journalists. An independent publisher, Heartwrite Co., is working to publish more original Bruneian works, and there are more translations of existing Malay-language Bruneian fiction being conducted for academic and research purposes. Only time will tell how successful these endeavours will be in rooting contemporary Bruneian narratives for artists and writers to look to. I would posit, however, that the future of Bruneian narratives may not be novelistic in form – new media, including film, TV shows, photography and short fiction and non-fiction – will continue to dominate the creative scene. It would be good to be wary of over-valorizing the novel form; instead, studies of Bruneian narratives must observe and understand how local artists and writers are choosing to express their narratives.

At the Singapore Writers Festival in November this year, academic Philip Holden and poet Daryl Lim Wei Jie spoke about the challenge of establishing a “critical middle”, a culture of informed critique that hovers in between academic critique and individual opinions – primarily critical reviews appearing in local media. The critical middle can help not only to shape creative communities, but also provide a public record of ongoing creative production. This critical middle is broader and more immediate than academic critique, with more depth than individual reaction. The development of this critical middle, more than any other endeavor, I believe, will provide needed assurance to local artists and writers that their work is being consumed and reflected on, is being paid attention to, and more importantly, will anchor their work in a genealogy of contemporary Bruneian narratives.

Dr Kathrina Mohd Daud Lecturer | Creative Writing and English Literature Faculty of Arts and Social Sciences Universiti Brunei Darussalam

References

Kathrina Mohd Daud, Chin, G. V. S., & Maslin Jukim (2016). Contemporary English and Malay literature in Brunei: A comparison. In Noor Azam Haji-Othman, J. McLellan & D. Deterding (Eds.), The use and status of language in Brunei Darussalam: A kingdom of unexpected linguistic diversity (pp. 241–251). Singapore: Springer.

Nellie DPH Sunny. (2012). “Empowering a Reading Culture: A Brunei Darussalam’s Perspective.” TK Conference on Reading, Bangkok 2012.

Noor Azam Othman. (2016). Bilingual education revisited: The role of Ugama Schools in the spread of bilingualism. In Noor Azam Haji-Othman, J. McLellan & D. Deterding (Eds.), The use and status of language in Brunei Darussalam: A kingdom of unexpected linguistic diversity (pp. 253–265). Singapore: Springer.

Raju, Christine Jothy. (2014). “Voluntary Leisure Reading Habits of Undergraduate Students: An Investigation

Notes:

The motto of B:Read, a non-profit organization founded by young Bruneians

Personal communications with Chief Editor

#Southeast Asia #Brunei #Brunei Darussalam #Bruneian Identity #Literacy #Education

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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

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