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Citizenship is a concept commonly used in the field of youth development. It typically refers to young people being positively engaged in their communities. But what happens when you add global to citizenship?
]]> By adding this word, the scope of youth citizenship grows vastly and helps us re-imagine the arena in which youth live, learn, work and play. Global citizenship has been described as a continuum that ranges from being aware of the interdependent nature of our world, to understanding how local and global issues affect the lives of people around the world, to taking action to create a more equitable world. We see global citizenship as an outlook on life, a belief that people can make a difference, and a way of behaving that follows suit.Jessica Pierson Russo and I have developed a resource for youth-serving organizations and schools entitled WeConnect: A Global Youth Citizenship Curriculum. It's a program model and curriculum designed to show youth that they are participants in a global society, inspiring a sense of understanding and confidence in relating and connecting to other people.
WeConnect was developed with middle school-aged youth (grades 6-8 and ages 11-14) in mind but can be adapted to suit both younger and older age groups. The program model is designed for nonformal education settings such as after-school programs or clubs. It includes a coordinated series of experiential and interactive exercises that prepare youth to thrive in culturally diverse settings--whether these settings are part of their school day, home life, social life, or workplace--by giving them the opportunity to learn and use culturally responsive skills and knowledge that stem from international education, which is one specific form of cultural education. The curriculum presents lessons that will help guide youth beyond knowing that we are citizens of the globe to an acknowledgement of our responsibilities to each other and the world around us. They help youth examine their everyday lives and move them to take action that leads toward positive change.
The exercises are organized into four phases of building cultural knowledge and skills:
Our publication, WeConnect: A Global Youth Citizenship Curriculum is for sale on the National 4-H website. Thank you to the Minnesota 4-H Foundation for funding this publication.
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]]>Researchers may use this site to stay abreast of current literature in the field and to see what types of issues practitioners are addressing through their work.
If you are a college or university student, you can use this collection to inform your research base when writing papers, when carrying out scholarly projects or to inform your community work. You will find credible print materials and videos that can be applied to your education.
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To keep these pages fresh, we welcome your feedback. Please tell us what you think! And feel free to suggest new works to include, by clicking on the feedback button on every page, or contacting our faculty expert, whose name appears on each page.
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]]>Youth perceive and process information in very different ways. In fact, their learning styles are based on those two fundamental cognitive functions. Learning styles theory suggests that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." So, we should ask, How is this youth smart? rather than, Is this youth smart? Here are some general learning style classifications.
]]> Concrete perceivers and abstract perceiversConcrete perceivers absorb information through direct experience -- by doing, acting, sensing and feeling. Abstract perceivers, however, absorb information by analyzing, observing and thinking.Some authors suggest that practitioners should tailor their teaching styles to be more congruent with the youth they are working with. Others have suggested that a moderate learning-teaching style mismatch encourages and challenges learners to expand their capabilities.
Best practice might involve offering educational experiences that employ a variety of teaching styles. In that way, youth workers and educators can emphasize and reward the full spectrum of learning styles so that all young people have equal opportunities to learn. To do that, practitioners could place curricular emphasis on intuition, senses, feelings and imagination, in addition to skills of analysis, reason and sequential problem-solving.
In terms of instruction, practitioners may design their instruction methods to connect with all learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Practitioners may also incorporate a wide variety of experiential elements into the learning environment, such as music, sound, movement, visuals, texture, experience, and talking or signing.
How smart is this young person? A question framed in that manner implies a number of things. First it acknowledges that all youth are smart; they simply have different forms of intelligence. It also suggests that practitioners are responsible for taking initiative to find out how young people learn. It also suggests that youth should know their own preferred learning style so that they are prepared to drive their learning. Lastly, it is a strength-based way to view young people and their learning which may set the tone for positive youth development, quality of youth-practitioner relationships and effective learning environments.
What are your thoughts on learning styles?
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]]>The symposium was a wonderful opportunity for more than 400 people who work with and on behalf of children, youth and families to learn about social and emotional learning (SEL) and identify ways to help young people thrive. Our keynote speaker, Dr. Roger Weissberg, defined social and emotional learning as a process through which children, youth, and adults learn to recognize and manage emotions, demonstrate care and concern for others, develop positive relationships, make good decisions, and behave ethically, respectfully, and responsibility.
]]> As I reflected on his definition, I thought about why social and emotional learning is important to youth development. I see SEL as a foundation in which a strong sense of self can be built. With that stability, young people are better able to thrive in everyday life, while standing up to social pressures that sometimes knock people down or at diminish their quality of life. SEL can also chart youth on a path of discovering the world in relation to others - by this I mean, where young people learn to cultivate healthy relationships while personally investing in the people around them.As I reflected on the event, some other insights also resonated with me as a thought about the relationship between SEL and youth development.
This teacher was an excellent model. Youth workers could have similar effects in their practice - and probably many do. But what types of professional development are needed for youth workers bolster their skills even more?
After-school programs can play critical roles promoting educational outcomes among students and creating positive school climates. What would be the impact if school and after-school personnel in any given school building operated from complementary educational philosophies that fostered SEL?
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]]>Anytime I have said or heard "Use your common sense!" there was a hint of judgment in it. Well, common sense is really cultural sense, common only to those who share a cultural lens, core values and patterns of behavior.
Starting with that fundamental insight, there are endless possibilities in how you can work with young people to help them sort out their own viewpoints and those of others. We can guide young people to developing thinking habits that lean toward openness in getting to know new people, experiences and ideas and to create new connections among them. That is one step toward knowing how to thrive in a global world.
What ideas do you have for helping young people to thrive in a global world?
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]]>Imagine Ana for a moment. She is a 14-year old girl who moved to the US from Guatemala over a year ago. These days she feels exhausted by the amount of energy she pours into her daily life. Especially in school, she feels lonely because of seemingly insurmountable language barriers. Her experience is also mixed with feelings of accomplishment that come with living in a new culture. She finds relief in her relationships with people around her.
]]> Perhaps you can relate to Ana's experience of adjusting to life in a new country or place. This phenomenon is called acculturation. For immigrant youth, acculturation is a pervasive part of life and it is one experience almost all immigrant youth have in common. Watch this 12-minute award-winning video entitled "Immersion" for another view into immigrant youth experiences.Educators and people working in the field of youth development have opportunities to play critical roles in immigrant youth lives. Learning about acculturation is a starting point. This knowledge can help practitioners build sensitivity and bolster their ability to employ culturally responsive practices.
I have been researching the experience of acculturation for more than 10 years. In one study, I talked with immigrant girls about the adults who played supportive roles in their lives. Hearing their stories greatly impacted the way I think about relationships practitioners can have with youth. Here are some excerpts from the interviews. Here a girl described adults at her school who were particularly helpful:
Not all of them. Yeah just the ones who know the, who understand the difference. The difference between coming here and living here. They are the only ones who understand the culture maybe, but, at least that there is a difference in cultures. They make all the difference in school for me. It helps so much, having them there.
The educators she is talking about saw a difference and recognized the role of culture in life. In race relations, color blindness is an attitude whereby race is treated like an insignificant factor that does not affect people. A comparative term -- culture-blindness -- could be applied in cases where the uniqueness of being an immigrant is disregarded. This girl described adults who were sensitive to differences, comforting, and attentive to her individuality.
Another girl talked about how one educator worked with her through language issues:
And then, I just kind of, got to know the teacher, and he was nice. And so I asked him for help. And he said, "Yes, whenever, whenever you want, you ask me for help, and I will help you. If you want to stay after school, I will stay with you." And yes he is a nice teacher, yeah. And he speaks like Italian and those languages and so he, he told me, "It is okay that you speak to me in Spanish because I am going to try and understand you because I have some Italian and French and those are similar to Spanish. So I am going to try and understand you." And so, yes, he is nice.
That educator was an initiator. He reached out to this young person, encouraging her to ask her questions in Spanish while he took responsibility for understanding her. Think of the amount of time this student spent in classrooms struggling to understand what others were saying. With that special educator, the opposite occurred when he gave her the opportunity to relax in her first language.
Are you an initiator? What approach do you take? I am interested in knowing about your practices in working with immigrant youth.
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]]>So what does this have to do with the field of youth development? The answer is that it is directly related.
]]> Our field plays an important role in helping young people to gain 21st-century learning skills and abilities to thrive in a global world. Here are some tips for building right-brain abilities through the learning environments found in youth programs.Critique the learning environment
With youth take time to critically reflect on the types of activities in the program. Ask age-appropriate questions that informally assess the learning environment, such as "How are we learning?" "Does this program promote right and left-directed thinking" and, if so, "How?" "What do we need more of, less of, or the same?" Make time to pause, reflect and adjust.
Cultivate creativity in design
Do youth have a role in the design of their learning experience? Promoting this role can tap the natural curiosity, creativity and imagination that youth possess by fueling their motivation for learning.
Create stories
Listen to youth as they tell their stories. Then, work together to create a collective story about the program that allows youth to see them themselves as part of that narrative and an important force in moving that narrative forward. This provides an opportunity for youth to develop big-picture thinking skills and to see how their contributions matter.
Do not interrupt
Youth have the ability to concentrate; they simply need space and time to do it. So, avoid interrupting their concentration with misplaced questions such as "What are you learning", "What are you doing?" and "Why are you staring off to space?" Wait for them to come to you. I know this is a hard one, but giving youth space to concentrate will reinforce their natural tendency to learn, while building autonomy.
Play more
Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. In youth-driven play, young people practice decision-making skills, move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue.
Dig deeper
An important thing for one to learn is the capacity to recognize embedded assumptions and challenge them. So encourage youth to discover their assumptions in life, challenge premises, and bring false premises to the surface. Use reflective methods such as reading, writing, dialogue, discussion, role play and simulations. This can be a liberating experience of discovery that not only builds critical thinking skills but also artfully creates new meanings in life.
Build empathy
Empathy is commonly defined as identifying with and understanding another's situation, feelings, and motives. Build empathy into everyday programming by modeling it, reinforcing it among relationships, and encouraging this avenue over snap judgments or apathy.
The environments in high-quality youth programs are ideal for fully engaging youth in whole-mind thinking by learning through what interests them. Think about your own practice. What right- and left-brain directed skills do you use in your everyday practice and how do they influence the work you do?
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]]>In fact, each time I build a youth program, I ask myself this question: How can I build an inclusive learning environment? We know from research that programs serve youth best when the learning environments in which they function are intentionally inclusive. But the word inclusive can be rather hollow if you are not sure how to apply it. Here are some tips to consider when building inclusive learning environments.
]]>The way we speak about young people reflects our attitudes and influences what youth programs can achieve. Use language that honors youth. Phrasings such as doing things with youth, rather than for or to youth show that you value young people and that you do not view them merely as recipients of programs or problems to be fixed. According to Nicholson, Collins and Holmer, collaborative language can lead to stronger youth-adult relationships.
Developing a positive identity is especially challenging for youth who are marginalized in society, but marginalization affects all youth -- and all people for that matter. So, in everyday programming, go ahead and discuss culture and race, and invite youth to critique and reject negative stereotypes. Also, help youth to find adults who acknowledge, rather than dismiss, the emotional impact of "isms" or other destructive encounters. To learn more about these types of conversations, watch this video of Beverly Tatum, a psychologist and the president of Spelman College, about her book Why are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race.
At a minimum, a learning environment in a youth program can be a refuge from slurs and oppressive actions about race, ethnicity, religion, gender, sexual orientation, ability, body size and shape, and other common forms of discrimination against young people. At best, the environment provides a safe and supportive space within which to positively develop one's identity as a person separate from those negative influences according to Chang et al. So, co-create a safe environment with youth that affirms the identity of each young person, is a sanctuary from discrimination, and is a place where youth can thrive in developing a strong sense of self.
A youth-centered environment where young people feel embraced by the community distinguishes successful programs from others that do not view young people as the most important stakeholder. Young people thrive when we listen to them, respect them as contributors and leaders, and engage with them in meaningful investment in the community. So work with youth to build authentic community-based programs and the learning environments in each will naturally reflect the diversity of the community.
There are many more practices to consider. The art of building inclusive learning environments is a perpetual process of improvement. Here are few resources you may be interested in exploring: Teaching Tolerance, Reclaiming Youth International, Intercultural Communication Institute.
What do you do to build inclusive learning environments? What resources have you used?
While you are thinking about that here is an Olympics trivia question: What does YOG stand for?
Answer: YOG is an acronym for Youth Olympics Games. The games are for young people ages 14-18. They are held every four years in staggered summer and winter events. The first such event was held in Singapore in August 2010 and the next will be held in Nanjing, China in 2014.
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Flow describes a sense of effortless spontaneous action that people feel in moments that stand out as some of the best in their lives. The concept stems from the seminal research of Mihály Csikszentmihalyi.
]]> He found that most people are happy when they are in that state of flow - a state of concentration or complete absorption in the activity at hand. Athletes call it "being in the zone." Artists and musicians describe it as being passionately focused on their creative work. Children experience it when they are fully engrossed in their play.What does flow have to do with learning? Well, the experience of flow can serve as a magnet for learning -- that is, a draw for developing new levels of challenges and abilities. The learning environments found in youth work can offer prime opportunities to foster flow. Csikszentmihalyi identified a number of factors that accompany the experience.
I have taken eight of those factors and described them in the context of youth work practice to provide some ideas on how to build learning environments that support flow.
Clear Goals
Flow is most often achieved when goals have been set by youth themselves, and are achievable and measurable.
In a relaxing and engaging environment where they can focus, youth may also develop persistence, which comes when they are given time to practice endurance. In our well intended rush to give youth answers and to provide an efficient learning experience, adults deny youth the vital opportunity to explore long enough to find out the answers for themselves.
Loss of self-consciousness
Youth often feel as though they are surrounded by an invisible audience. Concerns such as how youth look to others or how well they measure up to others' expectations will rob them of flow. So, incorporate methods or curricula that help youth bolster their self-esteem and shape a strong sense of self.
Direct feedback
In flow, youth know how well they are doing in real time. This can happen in a variety of ways. Adults or peers could give youth clear and immediate feedback on their performance. Eventually youth can learn how to judge the quality of their own performance and improve by seeking out resources for themselves.
Altered sense of time
Youth have the innate ability to become so absorbed in an activity or topic that fascinates them that time seems to stands still. Equally they can turn off quickly when they decide something is boring. Adults can ruin youth learning processes by rushing them through too much material, in too short a time, and by not giving them the chance to relate a new idea to their earlier experiences.
Ability, balanced with challenge
Anxiety can set in if an activity is too challenging. Boredom can be experienced if the activity is not challenging enough. Apathy can occur if both challenge and ability are too low. Gradually increasing both ability and challenge will help youth experience flow.
It is important to feel in control of an activity. In this case, control is the confidence that comes from having the self-knowledge to predict what you can do because you have prepared for the activity.
Intrinsically rewarding
Flow cannot be imposed or rewarded with artificial recognition. Rather, it stems from an inner joy that comes from being engaged in an activity. Help youth find their internal motivation by creating vibrant learning environments that allow for sparks to emerge.
Do you see a relationship between happiness and flow? Do you see youth experiencing it? Could an emphasis on flow serve as a magnet for learning?
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As stated by Knud Illeris, youth learning is "...a gradual transition from the uncensored, trusting learning of childhood to the selective and self-controlled learning of adulthood". Research on the experience of youth learning is important because it could provide a foundation for understanding how young people learn.
]]> Of the studies that do exist, Choy and Delahaye indicate that when they study for exams, youth commonly use a surface approach to learning, a form of scanning that is usually absent of reflection, because formal education conditions them to do so. However, given a choice, youth prefer nonformal, less structured learning. This reveals a contradiction between how youth are usually taught to learn and how they prefer to learn.Youth want a relational level of understanding -- to relate their learning to their everyday lives, rather than abstract thinking, according to Choy and Delahaye. Relational learning is often facilitated with an approach that begins with a concrete experience, followed by reflection, abstraction, and application as found in Kolb's learning theory.
Choy and Delahaye's findings suggest some interesting implications for us to explore. For instance, thinking about the role that youth work can play in shaping youth learning and recognizing that the less structured learning environments found in many youth programs are exactly the environments in which youth WANT to learn. We have a unique advantage because the environments found in many youth programs are unbound by the rules and expectations faced by schools and have the freedom to bring about nonformal and relational learning with the flexibility to consider all influences on a young person's learning.
Similar to Dana Fusco's point in a previous blog post, youth work is a developmentally responsive practice that has the ability to respond to youth needs in real time. We are uniquely positioned to understand the inner workings of youth learning and to help identify learning principles to guide practice.
Along with some colleagues, I am working on a study that is focused on describing the experience of learning of youth, with hopes of spurring future research geared toward identifying youth learning principles. What have you observed? Do you see value in identifying youth learning principles to help guide our youth work? Are you interested knowing more about how youth experience learning?
Now and then I like to dust off and reread literature that shaped my thinking. Milbrey McLaughlin's report, Community Counts: How Youth Organizations Matter for Youth Development influenced my thinking on how to build intentional learning environments and put into perspective the value of community.
]]> McLaughlin says that the most powerful learning environments are intentionally youth-centered, knowledge-centered, and assessment-centered and reflective of the community they are in.McLaughlin constructed a theory of ideal learning environments focused on youth, knowledge, program assessment and reflective of the community. It is hard to find fault with these ideals:
Learning environments are effective when young people know that they matter and that they are central to what happens in the program. So it's important for youth workers to build on youth strengths, reach out to young people in the community, involve youth in the selection of materials, and provide personal attention to each young person in the program. It's hard to argue with this. But is it possible to be youth-centered all the time? Is it ever necessary to veer off this center?
Knowledge-centered learning environments motivate youth and contribute to their development by having concentrated programs that aim to deepen skills and competence through intense engagement in a specific subject. They point to learning as the reason why youth should get involved. These environments have a clear focus, high-quality content and instruction/facilitation, and embedded curriculum. If you are like me, you probably took a deep breath after reading that description -- not all youth are drawn to a program to learn. So, how can youth workers build knowledge-centered learning environments that attract young people with a wide range of reasons for participating?
Youth workers need to know the impact of their program on the lives of young people. Last week, Sam Grant discussed evaluation in program design. Equally important, youth need to know the progress they are making in their learning based on their own standards. The experiential learning process can be used to help youth reflect critically and apply new knowledge and skills. Youth workers who use cycles of planning, practice, and performance can help young people find their own rhythm within the program. Feedback and recognition methods can help youth know when they excel. Using a variety of assessment techniques brings new, relevant and challenging learning to the youth. But where is the balance between assessment and other priorities?
Reflecting the community
Community learning environments are usually informal, which helps youth to relax enough to "get into" the learning without the anxiety they sometimes experience in school. Therefore, it is important to conduct programs in community and/or bring community into the program by inviting family, agency partners, and other caring adults into the program planning and implementation processes. For some young people, youth-serving organizations serve as a primary source of relationships and support. An environment rich in community resources can help youth build social capital. Finding natural ways to build community into a learning environment requires resourcefulness on the part of the youth worker. What is sacrificed in a program if the learning environment does not reflect the community?
But reality sometimes gets in the way of reaching our ideals. Do you aspire to McLaughlin's ideals, or different ones? How can we build learning environments that best support the growth and development of young people?
How do you balance your ideals with the realities of practice?
The nonformal learning environments found in many youth programs are ideal places to nurture this cultural learning. Unbound by the rules and expectations faced by schools, they have the potential to be relaxed enough so that youth feel comfortable sharing personal experiences and challenging their own and others' thinking.
]]> Here are four commonly used cultural education approaches; each has a distinct purpose and role in fostering cultural education and puts forth a unique form of critical pedagogy. The application of each approach often results in an overlap or blend of purposes, which you will notice in the following examples.Which approach or combination of approaches suits your philosophy of youth development and way of designing youth programs?
Multicultural education
The main goal of this approach is to reform schools, institutions, and organizations so that individuals from diverse backgrounds experience educational equity. Examples include Canada's multicultural education policies, the Northstar STEM Alliance, geared to broaden the participation of underrepresented student minorities in science, technology, engineering, and mathematics; and a Youth Work Institute training designed to teach youth workers how to build inclusive youth programs.
Multicultural education addresses both equity and oppression and aims to create change on individual and institutional levels. To learn more about multicultural education, start with some literature by James A. Banks.
This approach aims to resolve injustice by identifying issues, removing social barriers, emancipating individuals and groups, and creating social change. Examples include the Peace Jam movement, an international organization designed to help young people become social change agents, led by youth and with an affiliate in north Minneapolis.
Like multicultural education, this approach addresses equity and oppression and seeks deep change of multiple levels. However, it places greater emphasis on the change that occurs within individuals and therefore can be a very personal experience. For more on the social justice approach to cultural education, explore Paulo Freire's work.
Intercultural education
Intercultural education focuses on building and strengthening cultural interactions among people. It could be in the form of cultural immersion summer camp, cultural simulation activities like the underground railroad or Star Power, or intercultural communication training or courses. It is highly experiential and focuses on what connects people - their communication and relationships. In this way, cultural understanding is possible through shared cultural experiences with others.International education
This approach aims to teach learners to nimbly do the frame shifting needed in intercultural contexts. In it, they examine their assumptions and begin to understand how their thinking impacts their interactions with others. Like intercultural education, it reinforces human relationships but is also interested in developing independent and critically thinking leaders that are able to see their and others' worlds through a global lens. Some examples of this approach include a curriculum designed to show youth how to participate and lead in a global society that I wrote with Jessica Russo and Ali Hurtado called WeConnect.
Others include the Global Youth Leaders Conference, and the International 4-H Exchange Program, which provides opportunities for youth to implement action plans upon their return. For more information on international education, read some of Joseph Mestenhauser's work.
How have you incorporated cultural education into your youth work practice, teaching or research?
Jennifer Skuza, Extension professor and program leader


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Tag: home
where i'm at.
it's funny – sometimes words come so easily; they just flow. other times i must force every moment i spend writing. i'm in one of those slumps.
lots of stuff is brewing under the surface. many big shifts in my life are happening – my career, my outlook, my relationship – and all are calling for me to focus, dive in and, in many ways, grow up.
while at home in iowa this weekend, i found myself spontaneously bursting into tears. spending time in the house i grew up in (that my dad also grew up in) seeing my family and friends i have known since i was little, felt strangely hard. it was as though i finally realized how far away my life was in los angeles. what that means for the future, i'm truly not sure, but i do know that matt and my future requires spaciousness, trees, fresh air and really good people. we have so much of that here in los angeles but it comes at a costly price.
family is the most important thing to me in the world, and it definitely expands beyond the few with which i'm blood related. it's a tribe that you are drawn to. that inspires you. that teaches you lessons. i have no doubt that i'll continue to find that wherever we might end up, but right now i feel called to get clear with myself. getting clear isn't always pretty, and doesn't always result in tidy blog posts with a "moral of the story."
today it's just messy, and from the heart, and that's okay.
next stop: marriage.
my bachelorette weekend was promptly followed by a weekend of decadence with my honey in las vegas. i haven't been to las vegas since i was fifteen and honestly i'm more of a jeans and dive bar kinda gal then fancy shmancy club scene but we had an amazing time. it was our last "dating anniversary" and we did it up right with dinner at joel robuchon's l'atelier (matt has been waiting to eat here for years), a little gambling (i just sit there and enjoy free drinks! definitely not a gambler.) and then out for the quintessential crazy club evening.
the best part?
coming home. as much as we will always be down for a good time and i will always spend a couple of evenings in a pair of stilettos and a hot dress, we love our little family, our little house, our not-so-little dog and our big, beautiful life here in venice.
next stop: marriage. then thailand. and i so cannot wait.
a very gratitude-filled post: our home.
i am lying on my belly on our deck, typing, drinking a cup of decaf, nag champa wafting through the air. i write this post after an hour-long nap, an adventurous walk through our new neighborhood with the pup, and a couple of yoga classes filled with so many great people (especially my yoga class for teens with down syndrome.)
last night i got news that one of my very best friends, ashley, is going to be renting the studio in the very back of our yard starting august 2.
seriously? could this place get any more perfect?
i have fallen madly in love with our new house. it's not even close to finished but together we are starting to put together the pieces. we've bought our couch, a credenza, a bamboo bed frame (with drawers!!) and a glossy white dresser from matt's friend's spot, viesso, in santa monica. it's all being custom made. sweeeet.
we've started to pick our paint colors.
our friends have gathered around our brand new picnic table while matt broke in the grill.
rosy has two bulldog friends, winston and stella, who are each just a couple of houses away.
i've rolled out my yoga mat on the patio in the morning and enjoyed waking up slowly with the sounds of birds, wind and the smell of the ZILLION flowers in our backyard.
i've been especially touched by matt's attention to every single detail of our house. while at times, he makes me want to scream (i seriously do not want to talk about what color rug we should have in our bedroom at 11:30 at night.) i love how committed he is to building a home. just the other day he said, "you've got to understand, babe. i've been waiting my whole life to have a home."
so here we are on indiana avenue – planting, painting, scrubbing, enjoying – our magical little venice cottage. lots of photos and stories to come. a perfect setting for many adventures.
"there is nothing half so pleasant as coming home again."
– mary elizabeth sangster
creating a home.
since decorating a home is TOP of mind for me right now (we are moving TODAY!), i thought i'd post a few of the photos i've come across that are inspiring me. i love color. i love light. i love simple touches that make a space YOURS.
moving: the sequel.
i can't believe i'll be saying goodbye to our little home in a few days. my mama arrives today, matt left on a business trip yesterday, things are upside down and turned all around. looking back on our year here, i have to say it's been more than transformative.
we adopted a little bulldog named rosy.
we made winter soups.
we went thirty days with no gluten, dairy, sugar or alcohol.
we spent an entire rainy day drinking ciders and watching movies.
we got engaged.
we fought and, more importantly, i learned how to fight.
we hosted friends. lots.
home is so important to me. the people in it, the way the light hits the window, the air. i was literally having little panic attacks as we were looking knowing how much my surroundings and my living space affect every single thing.
and then we walked into the house. and there a whole lotta light. a super wonderful landlord that looks like sofia loren. fresh air wafting through. hardwood floors. star jasmine. it just felt right. really like right.
we're off again. a new home. probably some paint on the walls. a lot of wine spilled on the floor. a little baby eventually.
it's time to build a home, and i'm so damn ready.
to build a home.
wow, life. i really don't know what to say. you've been really flippin' good to me lately, and now this. a seriously amazing home in the heart of venice. i promise you we will fill this home with so much love – morning tea, farm table full of friends, an herb garden, evening baths with a glass of wine.
today while matt was finishing signing the lease i just sat on the patio in the sunshine and breathed deep. ocean air, the smell of star jasmine, a big palm tree in the backyard (!), and sweet solitude and quiet. this has reminded me to trust and turn in. we (as in you and i) are truly cared for. love runneth over.
"out in the garden where we planted the seeds
there is a tree as old as me
branches were sewn by the color of green
ground had arose and passed it's knees.
by the cracks of the skin i climbed to the top
i climbed the tree to see the world
when the gusts came around to blow me down
i held on as tightly as you held onto me
i held on as tightly as you held onto me
'cause, i built a home
for you
for me."
to build a home, by cinematic orchestra
(please excuse some sporadic, but hopefully not TOO sporadic posting, over the next month. ya know moving, leading a yoga retreat to costa rica, and planning a wedding has got me a wee bit busy and i want to first make sure i have plenty of quiet time just to savor.)
bliss list: what i'm loving.
toasted coconut vanilla limeade.
JUNE! at least i hope so…
this sporta bra. i haven't wanted to take it off.
daydreaming about having a backyard, an avocado tree, and a big farm table full of friends. (this will be happening SOON.)
before and afters on design sponge.
a little trip away from home.
i'm leaving my home in venice for a few days and heading to whistler, bc, for the lululemon ambassador summit. i am honestly so excited to spend some time away, meeting people who inspire for a living and to spend some time working on myself and where i'm "headed."
at the same time, i'm not the best at going away. i get a little bit anxious wondering if all of my ducks are in a row, if i packed the right things, if my pup will be okay, if my classes are sufficiently covered. (i am a virgo, you know…)
my friend nicole and i were out the other night, and she said she's just living from one trip to the next, filling the time in between. i used to try to make myself like that, a whirlwind traveler who was always on the go, but it left me feeling really ungrounded and it just didn't fit right. i like being home.
that being said, i am so thrilled to explore a new place, new people, new ideas, and i'll be posting along the way.


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Thousands Estimated Dead After Super Typhoon Hits The Philippines
Sunday, November 10, 2013
(Manila) -- Officials say at least ten-thousand people may be dead as a result of the super typhoon that hammered the central Philippines. A senior police official made that grim prediction after Typhoon Haiyan leveled cities in the province of Leyte. Chief Superintendent Elmer Soria said 70-to 80 percent of the area in the path of the storm was destroyed. Urgent requests for body bags are coming in from some of the hardest hit areas, while power and communications remain out for a large part of the region. Experts are calling Haiyan one of the most powerful storms ever recorded.


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Bezza89 wrote:I was just wondering who is interested in this game? I liked Far Cry 2, sure it took its toll a lot what with cars breaking down and having to walk until you met some respawned outpost, but apart from this it had a great story, great world and great graphics, along with some bold gameplay - cars breaking down, guns breaking/jamming, getting shot and pulling the bullet out, malaria... not so much... was a great playground anyway.
The sequel looks to have improved a lot but has gotten rid of most of these elements above, and it looks from that demo to be a bit too scripted... and maybe even qte filled.
If anyone knows a likely release too I'd be interested in knowing.
Bezza89 wrote:Yeah they're saying nothing but good stuff; kind of worrying really lol. Two months left, agonising wait as I too had preordered when september 3rd release dates were there.
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Unlimited Streaming
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Anywhere, Anytime
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Rufus: We'll get through this.
Lily: You sound so sure I almost believe you.
Lawyer: They're ready for us.
Rufus: I'll be waiting.
Lawyer: Lily, this is Assistant District Attorney Vincent. He's going to be taking your statement.
ADA: Whenever you're ready, Mrs. Humphrey.
- Permalink: We'll get through this. You sound so sure I almost believe you...
- Added:
You didn't. (Pause) You did.
- Permalink: You didn't. You did.
- Added:
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noun \ˈspōks-mən\: someone who speaks for or represents a person, company, etc.
Full Definition of SPOKESMAN
: a person who speaks as the representative of another or others often in a professional capacity
— spokes·man·ship \-ˌship\ noun
Examples of SPOKESMAN
- A White House spokesman answered questions from the reporters.
- <a spokesman for the cattle industry>
Origin of SPOKESMAN
probably irregular from spoke, obsolete past participle of speak
First Known Use: 1537
Related to SPOKESMAN
- Synonyms
- mouth, mouthpiece, point man, point person, prophet, speaker, spokesperson
Learn More About SPOKESMAN
Next Word in the Dictionary: spokesmodel
Previous Word in the Dictionary: spokeshave
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Let me ask you a question.
Are you about to take the AAPC exam for Certified Professional Coder for the first time?
Or are you one of the many people who FAILED the exam the first time, and are now looking to retake the test, perhaps for the third or fourth time?
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Common Anatomy Terminology Handouts
Common Medical Terminology Prefix, Root Word, and Suffix Handouts - The Official AAPC Proctor-to-Examinee Instructions (read out loud on the day of the exam)
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I actually think the practice exam may have been just a tad harder. The questions were similar, it was laid out the same way, I was really pleased with how prepared I felt while taking the exam. I kept waiting for some "unknown" surprise to pop up but it never did, so thanks." |
A good practice exam should fully prepare its examinee for the real exam. Knowing what to expect and not being surprised on exam day are important. AAPC's CPC exam is 150 questions and must be completed in 5 hours and 40 minutes or less. There are three main sections to the CPC exam: Each of these three sections are then further divided into the following smaller headings.Medical Concepts:**The following sub-divisions are each assigned 5-10 category specific questions**
Surgery and Modifiers:**This section is mainly sub-divided to reflect the surgery section of the CPT book and assigns 5-10 category specific questions to each of the following sub-divisions**
Remaining CPT Codes:**This portion of the exam focuses on the remaining CPT codes and assigns 5-10 category specific questions to each of the following sub-division**
AAPC's CPC exam is 150 questions long. Questions range from true and false, to 1-2 sentences, to full page operative notes.
Questions on the CPC exam do not cover just specific medical codes. Questions can be very diverse, testing the examinees knowledge on:
- Coding Guidelines
- Understanding of Conventions
- Correct Modifier Use
- Bundling and Global Packages
- Medical Terminology and Gross Anatomy
We have taken into account the wide spectrum of diversity the CPC exam offers and have constructed the questions on our CPC Practice Exam to reflect those on the actual exam as closely as possible.
In addition to our well constructed questions we are also providing a full rationale for each question.
These rationales provide the correct answer for each question as well as a full explanation as of why this option is correct, why the other three options are incorrect, and where in the medical coding books the answer can be located.
Studying the rationale of an answer may very well be the easiest and most efficient way to learn how to pass the CPC exam.
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CPC Practice Exam Sample Questions |
Example 1: Medical Terminology
The term "Salping-Oophorectomy" refers to a. The removal of the fallopian tubes and ovaries Rational Answer: A The term "salp" means tube, the term "ooph" refers to the ovary, and the suffix "ectomy" means to surgically remove. Some CPT books (like the professional edition put out by the AMA) contains pages with common medical terms like these in the beginning of the book (prior to the coding guidelines) Example 2: Musculoskeletal OPERATIVE NOTE PREOPERATIVE DIAGNOSIS: myelopathy secondary to very large disc herniations at C4-C5 and C5-C6. POSTOPERATIVE DIAGNOSIS: myelopathy secondary to very large disc herniations at C4-C5 and C5-C6. PROCEDURE PERFORMED: ANESTHESIA: General INDICATIONS: This is a patient who presents with progressive weakness in the left upper extremity as well as imbalance. He has a very large disc herniation that came behind the body at C5 as well and as well as a large disc herniation at C5-C6. Risks and benefits of the surgery including bleeding, infection, neurologic deficit, nonunion, progressive spondylosis, and lack of improvement were all discussed. He understood and wished to proceed. DESCRIPTION OF PROCEDURE: a. 22554, 63081, 63082, 20931, 22845 Rational: Answer: A Per. Paul Cadorette and the American Medical Association article titles, "Coding Guidance for Anterior Cervical Arthrodesis", "When a spinal fusion (arthrodesis) is performed, the first thing a coder needs to recognize is the approach or technique that was utilized. With an anterior (front body approach)to cervical fusion the incision will be made in the patient's neck, so the key terms to look for are platysma, esophagus, carotid, and sternocleidomastoid. These structures will be divided and/or protected during dissection down the vertebral body. After dissection, the procedure can proceed on one of three ways: 1) When the interspace is prepared (minimal discectomy, perforation of endplates) then 22554 would be reported. 2) When a discectomy is performed to decompress the spinal cord and/or nerve root(s) report 22554 for the arthrodesis along with 63075 for the discectomy procedure. 3) When a partial corpectomy (vertebral body resection) is performed at C5 and C6 report CPT code 22554 for the arthrodesis with 63081 and 63082. Two codes are reported because the corpectomy procedure is performed on two vertebral segments (C5 and C6). CPT codes 63081-63091 include a discectomy above and/or below the vertebral segment, so code 63075 (discectomy) would not be reported if performed at the C5-C6 interspace. Once the decompression procedure has been completed, a PEEK cage can be placed within the interspace or a structural bone graft can be fashioned to fit the vertebral defect created by the previous corpectomy. Insertion of the PEEK cage would be reported with a biomechanical device code 22851. This code is only reported one time per level even if two cages are placed at C5-C6. When a structural bone graft is used, determine whether it is an allograft (20931)) or an autograft (20938). The bone graft codes are only reported one time per procedure and not once for each level. Finally, the physician will place an anterior plate with screws (22845) across the C5-C6 interspace to stabilize the area fusion". Some guidance on coding such procedures can also be located in the Spine (vertebral column) coding guidelines (above code 22010). Example 3: ICD-9-CM Jim was at a bonfire when he tripped and fell into the flames. Jim sustained multiple burns. He came to the emergency room via an ambulance and was treated for second and third degree burns of his face, second degree burn on his shoulders and forearms, and third degree burns on the fronts of his thighs. a. 941.20, 841.30, 943.25, 943.21, 945.36, 948.42, E897 Rational Answer: B Burn codes always have no less than three codes: A burn code, a total body surface area code (948.XX), and an E code. You can have more than three codes but never less. Burn codes have the following rules (which can be found at the beginning of the ICD-9 book under general guidelines), always code one location to the highest degree (Ex. 1st and 2nd degree burns on the arm, only code 2nd degree). When sequencing burn codes always list the highest degree first (Ex. 1st degree burns to the face and 3rd degree burns to the arm. List the arm burn first and then the face burn). Answer B is the answer because its codes describe the highest degree burn to each anatomical location, it sequences the burn codes in order of highest to lowest degree burns, the 948 (TBSA code) has the correct calculation, and the E code correctly describes the bonfire incident. Example 4: Anesthesia When does anesthesia time begin? a. After the induction of anesthesia is complete Rational Answer: C The answer to this question can be located in the anesthesia coding guidelines under the title "Time Reporting" **We'd like to thank MTSamples.com for providing some of the dictation for our operative report questions as well as the ASC Review for their coding guidance article by the American Medical Association.** |
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Common Anatomy Terminology Handouts
Common Medical Terminology Prefix, Root Word, and Suffix Handouts - The Official AAPC Proctor-to-Examinee Instructions (read out loud on the day of the CPC exam)


text:
Patrick McMullan: Eye of the Party
By Tim Murphy
Has he ever had a bad experience with his camera? 'I hope it's not tonight is all I can say. There have been disastrous moments -- one day I did the fashion shows all day long and my camera was broke. There was a black line through every picture. I wanted to die.' McMullan grew up on Long Island in a middle-class Irish family. In his early twenties, working as a landscaper in the city's then'diamond district, he became a good-looking party boy about town, hanging at Studio 54 amid the Warhol universe. In 1982, around the same time, he suffered testicular cancer. 'It was the beginning of AIDS, people were scared, and they shunned me,' he says. Not everyone, though: Ian Falconer, the author of the popular Olivia the Pig children's books, invited a wraithlike, post-chemo McMullan out to L.A. to recuperate at the home of painter David Hockney. 'I looked at all the photos Hockney had taken at parties of his friends,' he says. 'I thought, I'm going to go back to New York and do that myself.' And he did, shooting for a then-hip new downtown magazine called Details.
McMullan resists describing himself as gay, straight, or bi -- he hates labels -- but he's been involved throughout his life with men and women. One of them, in the 1980s, was the artist Laurie Ogle, with whom he had a son, Liam, in 1987. 'When Liam was three weeks old, we took him to a lunch for the designer Stephen Sprouse. Nobody had a baby yet but us!' Since then, Liam has acquired a rep in New York as a bit of a pot-smoking hipster party boy. 'I'd rather he smoke pot than do harder stuff,' shrugs McMullan. He says he thinks Liam will be OK, that Liam is busy these days making music, writing screenplays, DJing and -- yes, yes! -- taking pictures. 'I hope he takes over my business someday,' he says.
McMullan hit a bad patch recently. One of his photographers, Billy Farrell, who McMullan says was 'like a son to me,' plus two other photographers, left him and started a rival agency that shoots looser, more candid party shots than McMullan, and also makes Web-ready versions of the shots available to anyone, for blog posting. (McMullan's website puts all images but thumbnails behind a pay-wall.)
'It really hit me hard,' says McMullan. 'Between that and rheumatoid arthritis' -- after all, the man has been hauling a camera plus an equipment bag around every night of his life -- 'I plunged into a bad year. Painkillers, too much drinking, coke that people would offer me. I thought it was time for me to die.'
About nine months ago, though, he changed course, quitting alcohol and drugs. 'Billy's leaving has been good in a way because it forced me to step up my game,' he says. 'We'd become complacent.' He hasn't spoken to Farrell since the split, but Farrell insists that McMullan should have seen it coming. 'He'd known I was unhappy there for at least six months, plus we gave him a month's notice,' says Farrell, who wouldn't go into the details of his discontent. 'My first night out on my own, I went up to him and hugged him from behind, and he said, 'We won't be talking for a very long time.' Now we nod to each other. It's up to Dad' -- yes, Farrell called him 'Dad' -- 'if we'll talk again. He's a tough cookie and fighter.'
He's also a hopeless bon vivant, often seen at parties with pretty young boys and girls -- but he says he 'doesn't feel the need to consummate' a relationship. 'I have bromances with a lot of guys,' he says. 'People will say, 'Those guys are using you,' and I'll say, 'For what? To get into a party? I'm going to the party anyway!' '
Near 2 a.m., McMullan and I slip outside the Intrepid for a cigarette. McMullan will get back to the rental apartment he's had on Lower Fifth since 1977 around 3 a.m. and stay awake, uploading photos and emailing, until about 5 a.m. -- then sleep until nearly noon. That's been his pattern for about 35 years, and he doesn't seem quite ready to give it up. 'What's the best party I've ever shot my whole life?' he echoes back a question. 'It's tomorrow night!'


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Strength: | Full |
Shapes: | Belicoso, Churchill, Corona, Double Corona, Gordo, Perfecto, Robusto, Salomon, Toro |
Wrapper: | Ligero |
Origin: | Dominican Republic |
Brand: | Casa Magna |
Casa Magna Colorado: The Casa Magna Colorado robust was CA's Cigar of the Year in 2008. They don't just give that out to any old cigar. These cigars are good, really good. The Casa Magna Colorado is consistently rated in the top 25 since its debut. This cigar is a perfect example of what happens when two legends, Manuel Quesada and Nestor Plascencia, collaborate. The Casa Magna Colorado is offered in 8 different sizes. All the tobacco used in these cigars is Cuban seed Nicaraguan. The flavor profile of this cigar is very complex. The overpowering flavor is an earthy flavor, but the undertones range from sweet cherries and caramel to pepper and even corn chips. The Casa Magna Colorado is a medium bodied smoke. The appearance is a little rustic, but still very appealing. The Casa Magna Colorado is very reasonably priced for such a high rated cigar. The complexity of this cigar makes this a very sought after cigar. There is a reason why CA called it the top cigar of the year. Give it a try to see what it's all about.
Casa Magna Oscuro: After the success of the Casa Magnrich a Colorado, Casa Magna released the Casa Magna Oscuro in 2009. The Casa Magna Oscuro is wrapped in a rich Honduran Oscuro wrapper. This dark tobacco add a toothy feel to the cigar that makes you want to eat it. The Casa Magna Oscuro is a full bodied cigar that is still very smooth. The Oscuro wrapper adds a sweet chocolaty flavor that you don't find in the Casa Magna Colorado. The filler and Binder are Cuban seed Nicaraguan with a little bit of Honduran mixed in. There is an earthy flavor that has hints of nuts and caramel. The Casa Magna Oscuro is quickly gaining the same notoriety that the Casa Magna Colorado has had. This cigar is just as good. It definitely is a great follow up to a cigar of the year. We offer the Casa Magna Oscuro in 5 different sizes. This means that any type of cigar smoker should be able to find a size they like. Try one out and you might just be surprised.


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Your search "upload" resulted in 12 Articles
Most Popular Photos from Stage 1 - Upload Acrobatics
Stage One of the Spring into Shape Challenge is over now and we are amazed by all the fresh new shots. With over 22.000 photos being uploaded in the last 24 hours, there is plenty of eye popping material out there. -
Malaysia Top Photo Uploaders of December 2012
Be prepared to let your jaw drop as we feature a gallery of breathtaking Lomographs shot by these top uploaders from Malaysia! -
April's Top Uploaders
Between themselves, April's Top Uploaders have uploaded more than 10,000 photos for the last 30 days. 'Wow' is the only word that comes to mind! -
February's Top Uploaders
While quality is always better than quantity, having both at the same time never hurts as February's Top Uploaders would prove! -
50.000 + Lomographs - the biggest Lomohome ever!
A few days ago, our user mephisto19 uploaded his 50,000th Lomograph! None of our Lomohomes has that many pictures! Congratulations! -
★ The Facebook Photo Upload Challenge
Got a new album you just had the lab processed that you want to share or just want to upload an oldie but a goodie, Lomography's Facebook page is the destination of choice to go to! -
An Update With Simplified Photo Submission in Magazine Entries
We're just doing a simple change with the code for your Photos in the submission section in the Magazine - it's easier to type in, so you could just pick photos from your LomoHome and upload right away! -
July's Top Uploaders
You seriously didn't think we weren't paying attention now, did you? Why of course we've been watching you guys uploading your Lomographic art into our servers to share with the world. In fact, we're rewarding you guys for it! Here's the top uploaders of the month! -
Brand New Lab: Upload, Organize and Share Your Lomographs!
The place to upload and organize your Lomographs is now easier and faster to navigate! Time to get familiar on what's new and what's been reworked! -
Trouble With The Upload - Please Feedback Here
Some users reported there might be a problem with the upload on Beta. We've checked but didn't find any problems so far. So if you experience any trouble just leave a comment with your operating system and the browser you use. Thanks! -
Lomography Online & What's Coming in 2009
As you know, we have relaunched some parts of the website, particularly the Magazine section – ranging from everyday news to the best locations, contests to more info on your favorite gear, among others. We've also started the relaunch on your Lomohomes and picture uploads, and so far, here are the stats: -
Recap: What Has Happened This Week?
This past week there have been several new additions to the Beta Site. For one, a new magazine section has been introduced that will host all current, past and future competitions all in one place! The second major development this week has been the introduction of a new system of submitting photos to the magazine, both easier and time saving.


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Please Share Your Prayer Need
Your Prayer need will be prayed for by dedicated volunteers 24 hours a day. With your permission, your request will be added to our Prayer Needs page so that others can pray for you also.
If you do not want your prayer request to be posted to the "Prayer Needs" page (for the entire world to see), go back and select "No" to the first question now. Please tell us about your problem or prayer need. |
What can we specifically pray for? Prayer can change things. God is able to do all things, you must put your trust in Him. |


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Los Angeles, CA -- (ReleaseWire) -- 08/30/2012 -- Understanding alkaline water in general just got easier thanks to IonizerOasis.com. The website recently released a new video to help people understand how easy it is to drink healthy water instead of contaminated tap or well water.
A water ionizer is designed to help people quickly get the water they need. Some people are better learners in video form than having to read through the information on the website. The video, which is under two minutes long, takes a fun approaching to teaching with a narrator and a hand illustrating what is being talked about.
At the end of the article, people can check out all of the current water ionizers featured on IonizerOasis.com. Options such as the Tour Ionways Athena, Life Ionizer 9200 and the Chanson Miracle Max are all among some of the most popular choices. The company continues to focus on a variety of water ionizers at different price points to make healthy water available for anyone who wishes to have it.
To watch the entire video, or to hop over to the website, visit http://www.youtube.com/watch?v=sVVJcLlB4Hw.
About IonizerOasis.com
Ionizer Oasis is one of the leading water ionizer retailers online. The company helps provide the latest tips and bits of information for shoppers to digest. With price matching, cheap shipping and hassle-free returns, the company puts a lot of effort into making their online store one of the easiest in the world to shop at.


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These are exciting times for Scotch whisky; barely a week passes without someone releasing a special malt somewhere. The folks at French giant Pernod Ricard don't intend to miss out and recently gave a preview of this fall and winter's treats. One release that is definitely worth investigating is the Glenlivet Nàdurra in its pure and, quite literally, undiluted form.
A version of this whisky originally appeared in duty-free stores, but because of strict alcohol content regulations those bottles were sold at a reduced strength. But Nàdurra means "natural" in Gaelic, and this version is bottled straight from the cask, just as nature intended. This pure version will satisfy those drinkers who find the Glenlivet just a touch too tame, and they will welcome the real flavor punch on offer here. Furthermore, it's non–chill-filtered, which means that while it will go cloudy when cool and might not look so great, it will keep all its original flavors.
But what may attract whisky lovers most is that Nàdurra adds a whole new dimension to the Glenlivet range. Matured in first-fill American bourbon casks, it has distinctive zesty, citrony flavors, but there are also vanilla, marshmallow and coconut notes not normally associated with this classic Speyside distillery. The price is very manageable, too. Highly recommended ($60; available nationwide).


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Washington University Steinberg Auditorium
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The School of Architecture at Washington University in St. Louis Designed for Film Students usage in Media with High Definition. The venue features lectures, workshops and case study presentations. Read more>>


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Active from 1973 as YU3EIJ and YT3T. My previous personal call signs are YU3TUX (1978-1984), YU3BQ (1984-1992). S57DX from 1992. I am very active in all major contests and DX chasing, mostly on WARC bands. Collecting QSL's for WPX award. So if you received my card with PSE QSL I probably need you for new prefix or maybe new one on some band. I like paper QSL's! I answered all bureau and direct QSL requests. QSL direct requests: If you send direct I will answered next day. Please enclose one IRC or 2 green stamps (US $) for postage expenses. Requests without SAE and IRC/or green stamps will be answered via bureau. Please understand I cant afford myself to cover postage expenses for so many requests without nothing enclosed. Please note: I am not on LoTW yet and I am not using eQSL! I like contesting very much! If you hear me please call me. I'll be glad to work you. Also will be very grateful if you put me on cluster. See you in next contest! By the way, we are real "DX" family! My wife Pavla is S56DX, my younger brother Janez is S51DX and the youngest brother Bojan is S53YT. As you can see we are really "radio active"! At the end of 2010 I am retired from 18 years service in Slovenian Army Forces as Master Sergeant (E-8). After all now I have enough time for this wonderful hobby. I am an amateur radio operator from 1973 and I still enjoy as a first day! In 2007 (from 3. January to 17. April 2007) I was active from Sudan with call sign ST2R. I made 18.000 contacts, many of them on low bands and WARC. My ex call's: YU3EIJ (1973-1992), YT3T (1982-1992), YU3TUX (1978-1984), YU3BQ (1984-1992), ST2R (2007), IG9/S57DX (2013), S573DX (2013) QSL Manager for: IO9Y, IG9Y, 4U4F, 4U0WFP, IK0/S53T, IS0/S53T, HB9/S53T, OE/S53T, HA/S53T, OM/S53T, OK/S53T, IK0/S57CQ, A65BB, EY8/S57CQ, OA4/S57CQ, ST2R, ST2T, 5H1DN, A52CQ, YI9T, YI/S57CQ, 5B4/S57CQ, 9A/S57CQ, T9/S57CQ, S57CQ, S59T, S53DIJ, S59EIJ, S520SV I am continuosly working on some major awards. Holder of: DXCC - all 340 confirmed, total with deleted 352. DXCC RTTY 5B DXCC WAZ 5B WAZ - all 200 confirmed WAZ 160 M - all 40 confirmed WAZ 30 M CW - all 40 confirmed but not sending for confirmation yet WAZ 17 M SSB - all 40 confirmed but not sending for confirmation yet WAZ 17 M CW - all 40 confirmed but not sending for confirmation yet WAZ 12 M SSB - all 40 confirmed but not sending for confirmation yet WAZ 12 M CW - all 40 confirmed but not sending for confirmation yet WPX - around 5000 confirmed (mixed) WAC 5B WAC USA-CA Some photos: From time to time someone on band remind me that I am not wearing safety belt (photo). Photo was taken when I am only 1 m (3 ft) above ground level. I can assure you that I am wearing safety belt when I work on towers! Tower work - 30m + (abt 100 ft). More tower work (of course I am wearing safety belt!). View from tower, beaming east - 32 m (abt 110 ft). Back in 2007 I was working for UN WFP in Sudan (Many thanks to Dane S57CQ, at that time ST2T). My licence was ST2R. Due to work obligations I visited Darfour and also Juba area. I meet a lot of nice people, locals. Also meet Magdi ST2M and operate from his home and club station. Thanks Magdi! In Darfour I meet two very nice guys, Jovica - ST2A (T98A) and Fernando ST2BF (EA4BB). We spent a lot of good time together, build some new antennas and on the end also participating CQ WW 160M Contest (with Jovica call sign ST2A). Very enjoyable time. I was active as ST2R and made about 18.000 contacts in little bit more than 3 months of activity. Mostly operate with 100W and wire antennas, field style operation. My first experience how to be a DX. Some of the photos from Sudan: Building tower (30 m, abt 100ft) in Darfour. Building tower (30m, abt 100ft) in Juba-Southern Sudan. Big towers in Darfour! The left one is 60m and right one is 30m high. Not seen on the photo but there is double loop for 3,5 MHz and dipole for 1,8 MHz (antennas made by Jovica ST2A). Both antennas work very nicely. And of course, no local QRM at all! DX-ing from Darfour: Fernando ST2BF, Jovica ST2A and me ST2R. Operating from Khartoum. Club station ST2KSS. Thanks Magdi! Operating ST2R from Juba - Southern Sudan. Operating ST2R from Khartoum. Thanks for hospitality Dane! All in all it was a very nice experience. See you on the bands! Slavko S57DX 1607983 Last modified: 2015-01-15 05:13:13, 6745 bytes
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A wonderful basket filled with a fresh selection of organic apples, pears and citrus. This traditional fruit basket is sure to please in a big way! All of the fruit in this basket will be hand selected from Jungle Jim's own organic produce department.
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How do you deal with these types of patients? - page 2
The chronically dissatisfied patient, getting better for admitting diagnosis, but with uncontrolled, officially diagnosed psych issues that cause them to call you to the bedside every 30... Read More
1Jan 18, '13 by loriangel14 GuideOur patients couldn't remember from one day to the next who they had.
We make a point of rotating these patients so no one has to deal with them more than 1 or 2 days in a row.Last edit by loriangel14 on Jan 19, '13CrufflerJJ likes this. -
0Jan 18, '13 by dudette10GrnTea, thanks for the suggestion. It IS important to build trust with patients that have psych disorders that are exacerbated by being hospitalized for other medical conditions. However, it takes time to build trust with them, and while the idea of the same nurse each shift is great--if it can be done with the buy-in of all the nurses or at least a charge nurse who insists upon it.
We shouldn't make promises that we can't keep with these patients, but the very nature of acute care means that we can't always be in that room the very second the mood strikes the patient. I have put on the white board the time at which I will be back--a trick I learned from a nurse who works on another floor that has a lot of patients with prescribed med addictions d/t histories of post-operative pain management gone awry. But if you miss that time even ONCE, the trust-building has to start all over again. Plus, for each shift, the patients violated the rounding agreement we had with the white board times, and the trust was lost before it even began. This is compounded by needing to build trust within a relatively short LOS for the medical condition that got them hospitalized in the first place. Can enough trust really be established in a non-psych acute care environment that can make a difference? -
6Jan 19, '13 by JZ_RNVery interesting. As much as I agree that consistency will help these patients, they know better than to cry wolf all the time. I know it sounds un-nurse-like and mean but they know you're busy as heck and they know they're making you run around more for silly requests and they know they're being rude. No one short of a person with a an intellectual disability diagnosis would not figure out that they're being a complete pain to the nurses and stop it. I don't blame the nurses for rotating. We already work long hours, understaffed, not enough supplies, too many patients, and to top it all off with one of the patients who has needs every 5 minutes? We're only human, too.
4Jan 19, '13 by joanna73 GuideI had a resident who was bipolar and had BPD. Drove everyone nuts with the constant splitting of staff, complaints, and constant demands. However, she quickly learned who she could manipulate and who she couldn't. I was friendly, respectful, and firm at all times. Boundaries need to be set with these patients early and consistently. When I'd go to her room, I'd take everything I knew she would request, including pain meds without her having to ask. I would fluff up her pillow, say hello, get in, get out....but before leaving I let her know I would return later, which made her feel secure. Whenever she tried to keep me longer with her stories, etc...I'd listen for a few moments, politely interrupt and say, "I have others to see now. I need to go. Good night." And be out the door. Also, you need to ensure the other staff are on the same page, and document, document, document! In a nutshell, be nice, but get in and get out, or they will suck your energy and your time.
2Jan 19, '13 by joanna73 GuideQuote from MJB2010Re: rotating patients. We also do not have this option where I work. Sometimes the same nurse has to deal with the same patients all week. One nurse to 35 where I work. In order to save my own sanity, I have no problem saying no and setting limits because I will have to deal with the same patients for four to five 12 hour shifts in a week.We do not have this capability where I work.loriangel14 and GrnTea like this.
2Jan 19, '13 by JZ_RNI used to work in a place with one of these patients and was the only nurse on the unit. (S)He may have been part of the deciding factor in my quitting. Always there, never easier to deal with.loriangel14 and joanna73 like this.
0Jan 19, '13 by iluvivtIn addition to identifying and taking care of their needs I liked to use distraction techniques. I woud find out if they liked music or movies. We have a mobile cart with movies to play for pts. We also can play music for them and that is very calming if you select the right type of music. One patient like that can ruin your entire shift and suck the life right out of you.
0Jan 19, '13 by RNJill, BSN, MSNI think that in theory it makes sense for this type of pt to have the same nurse as often as possible-BUT in practice I think this sometimes may be unsuccessful. While it may be disruptive for the pt to have a different nurse all the time, if they are totally butting heads with their current nurse I think it could just escalate the situation for them to continue to have that nurse. When I'm charge nurse and have heard in report that certain pts. are this "type" of patient (for lack of better description) I try to check with their nurse for the day to see how things are going. If they are going well/pt is not completely sapping the RN's psychological energy (ha) I'll give them that pt tomorrow if they are there. Otherwise, no, or it just ends with an angry nurse and possibly a pt refusing that nurse.
When I have a pt like this who clearly has some un-dx'd psych issues, sometimes I just end up winging it (or hoping they go to a procedure for a looooong time-LOL). Just keeping it real by saying this! Also, truthfully, sometimes I find it works well to just somehow carve out a few minutes in the day to give them a little extra time/attention/etc. The form that this takes is very dependent on what is going on with the pt, but I think doing this lets them know that you are trying to see them as a person and not just the nuisance in x room.


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Anyone here ever run into a Unitarian Universalist (UU) church before? It's a nondogmatic nondoctrinal church that is atheist friendly. It does not push any notion of gods or damnation. It simply put does not tell it's members, or anyone else, what to believe. Instead its services focus on using love, compassion, and reason to put issues before it's members. It welcomes all although those looking for dogma doctrine and hellfire will probably not find anything to their liking.
It's a place for people more interested in community than condemnation. Each UU Church tends to have its own flavor. My church for example trends towards atheist/humanist. The minister as well as most members are various stripes of atheists.
So the question is does the words church, religion, or sermon carry too much stigma for you or is this sort of thing interesting to some, or is it just useless nonsense?
Tags: UU, Unitarian, Universalist, atheist, church, humanist
Az, I was Unitarian for many years. I didn't quit per se, just sort of faded away. I've been to congregations in Indiana, Chicago, some in Oregon and one in WA state. Some are rather theist, some are much more open as you say.
I liked UU for the sense of community. I think some families benefit by having their kids go there, to explore ideas about religions, ethics, morals, and again, community.
Not being into rituals and substitute-holidays, I felt out of place. My favorite was in Indiana during the summer when the minister was off, and they had guest speakers or members gave the talks.
I don't know about calling it a church. I was happier with the one called a fellowship.
I belonged to a UU 'church' for a while. I don't like the notion of calling it church either. I thought my kids, who were teens then, and not 18 and 20 like they are now, would come with me, since they had gone there with their friends sometimes. No one was interested in getting up and going on a Sunday morning. I also didn't feel like I fit-in. I didn't finish my college degree, and there were LOTS of teachers there. They disapproved of homeschooling ( a few homeschoolers there too though), but my son was homeschooled, and my daughter was not, so they didn't know what to think I guess. They were polite, and some were very kind, but I just didn't FEEL like I belonged, even though one of my closest friends, who is an Atheist, is very active there. I haven't gone in years.~ Melinda
Melinda, it's interesting. I felt out of place at most of the UU too, except for one. That was the one that called itself a "fellowship" instead of a "church", but it wasn't the name, it was the atmosphere. fMaybe some of us just dont fit in?
It is interesting Sentient. I feel like I don't fit anywhere anymore. Intelligent, though I didn't finish college. Grown kids, although I'm 'only' 45. I look like what I am, a middle-age, Midwestern housewife, but I am VERY Liberal, and an Atheist. I don't fit-in in this city anyway!
The details are different. But I know how you feel when it comes to not fitting in.
This hits at the flavor aspect of UU congregations. Start praising god in the church I go to and you can hear the necks of most members turning to stare at you. There is a uu joke that goes the last time I heard Jesus mentioned in the UU Church was when the janitor fell down the stairs.
It's definitely not for everyone. But atheists benefit from active positive organized (well semi organized) groups just like everyone else. It took me a long time to get over certain words as well. Heck I have stories of going all Damien/Omen when my folks (both soft atheists) tried to take me to see historic churches in Boston when I was a child. So I was pretty certain the church should check its fire insurance before I walked in.
But over time and via a bit of research I came to realize that the issues I had with various words and such were really the result of the Christians hijacking those words. I still have some issues such as the word faith (which I doubt I will ever shake) but the community and connectivity more than overcomes that.
But as ever the great thing about being a human is we all get our own opinion.
Good discussion. I tried going to some of the local UUs, feeling that need for community. If they were like one of the prior ones I went to, I might still be going. I appreciated the sense of community.
My local atheist meetup gives me a sense of community. If it was more frequent, I would go more often. The month between meetings is a bit long. In a metro area of maybe a million people, it seems like there should be a few common "spirits" (to use that word).
It's nice to see that the style of your local UU suits you. I wouldn't try to discourage anyone from going. If my local UU started a discussion time, free of ritual, without hymns, and no particular format other than mutual respect, that might be interesting.
That's a tough one. My husband and I were married by a UU minister, and she was very Humanist-friendly. I haven't been in a while but I'm thinking of going back just for the conversation--you know, a chance to meet open-minded people of various stripes.
I'm the same Diane.
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South of the Abbey terrace and built circa 1830, this charming Federal style building has been completely renovated to be a pristine residence with six comfortable rooms offering amenities for relaxation. It has six guest rooms that are decorated in a floral theme with crisp white linens and "Cape Cod Cottage" style beds and furniture. The rooms set a simpler tone than the other rooms at the Belfry. Guests enjoy sitting under the veranda and quiet garden areas. The rear carriage House is the setting for Art Workshops, Pilate classes and other group events held at the Inn.
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Darling ankle length hostess gown from the 1970s, in mint condition. Bust 36 with very flattering neckline. Vibrant colors: purple, green and pink.
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The South Asia sub-committee, a part of the International Education Committee at CSULB, will host its sixth annual "South Asia Day" event on Thursday, April 26. This year's event titled "Maximum City: Bombay Lost and Found: A Book Reading by Suketu Mehta" will take place at the Soroptimist House from 11 a.m.-1 p.m.
Mehta is a fiction writer and journalist based in New York. His first book, Maximum City: Bombay Lost and Found, won the Kiriyama Prize, and was a finalist for the 2005 Pulitzer Prize. He has won the Whiting Writers Award, the O. Henry Prize, and a New York Foundation for the Arts Fellowship for his fiction. Mehta's work has been published in the New York Times Magazine, National Geographic, Granta, Harper's, Time, Condé Nast Traveler, and The Village Voice, and has been featured on National Public Radio's "All Things Considered."
Born in Calcutta, Mehta was raised in Bombay and New York and is a graduate of New York University and the Iowa Writers' Workshop. He is writing an original screenplay for "The Goddess," a Merchant-Ivory film starring Tina Turner and also co-wrote "Mission Kashmir," a Bollywood film.
The event is open to campus and local communities. South Asian food will be served.
For information, contact co-chairs of the South Asia sub-committee Jyotsna Pattnaik at 562/985-9370 or Bipasha Baruah at 562/985-8864.


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Mon, Mar 8, 10 at 13:18
Cheryl responded to a SASBE offer I posted. She emailed me quickly and her bubbler arrived in the mail very promptly. Would be happy to do a trade with her again!
Thanks and Happy Growing! vina |
Follow-Up Postings:
Cheryl did send a good amount of the agreed-upon seeds. I'm not entirely happy about the fact that she waited until she received mine before she sent hers. She didn't acknowledge receiving the seeds I sent; the only reason I know she did get them is that she used my bubbler to send hers. Maybe she didn't have any bubble mailers of her own? So a little trading etiquette is called for here. If you don't mind waiting a bit, she's okay to trade with. |
- Posted by seedmoney 8A (firstname.lastname@example.com) on Thu, Mar 1, 12 at 20:43
Cheryl kindly responded to my request for a trade--she sent generous amounts of hard to find seeds, well packaged and labeled and in a timely manner. Hope to swap with her again. |
- Posted by irishdescended 6 (My Page) on Sat, Jul 5, 14 at 23:17
I just completed a trade with her and was very pleased. She sent her part when she said she would and all went well. I would happily trade with her anytime. Darla. |
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