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Brandon Vessey and Cherie Oubre discuss how they integrate and manage all the human research work in areas such as human performance, health, and radiation for research on the International Space Station, on Earth, and for future space exploration. This is part five of a six part series on NASA's Human Research Program. HWHAP episode 127.

#TeamJoe has been hard at work making phone calls, knocking doors, and talking with as many folks as possible over the last nine months—but it all comes down to these last few days. We need all hands on deck for this final push. Sign up to volunteer today: https://t.co/mwJBZkb34x https://t.co/OP2UVH0zaD Source: https://twitter.com/JoeBiden/status/1224028457182490624 Uploader: Joe Biden

#TeamJoe has been hard at work making phone calls, knocking doors, and talking with as many folks as possible over the last nine months—but it all comes down to these last few days. We need all hands on deck for this final push. Sign up to volunteer today: https://t.co/mwJBZkb34x https://t.co/OP2UVH0zaD Source: https://twitter.com/JoeBiden/status/1224028457182490624 Uploader: Joe Biden

Got home after a nightshift and started on this little Synthwavey track before sleeping. Might come back to this and redo it when I'm not dead from work (tired Jerrod is not good at mixing or making things not-messy. Then again, neither is awake Jerrod most of the time). https://t.co/iVmVjYzeSR Source: https://twitter.com/jarrahtarrah/status/943179223866462208 Uploader: JerryTerry

Making schools for the deaf inclusive settings for deaf students with disabilities is important for their all-around development. The consequences of disregarding this need may be severe. In this article, the author describes a boy's experience at Kendall Demonstration Elementary School (KDES) which shows it is possible to make inclusion at a school for the deaf work. The boy, Miguel, is a student at KDES who has a diagnosis of Pervasive Developmental Disorder, or PDD, which along with the more common forms of autism is characterized by significant developmental delays and challenges in relating to others, learning and using language, and sensory processing. By incorporating Developmental, Individual Differences, Relationship-based Approach, or DIR[R], into Miguel's education and using a play-based approach known as Floortime[TM], Miguel's overall progress both at school and at home has been amazing. This progress shows that when families take the lead in Floortime, when schools focus their efforts on an approach like DIR, and when both actively collaborate, wonderful things can happen for a child with significant challenges.

The Quality Education Checklist focuses on key inputs, processes, and outputs of schools needed to ensure continuous improvement. Intended as a self-auditing aid for schools, the checklist may also be used as a method to define the priority of areas for improvement, as a way to gather information from customers, as a professional development resource, and as a method of collecting data for accountability reports. The checklist has 10 headings: access, services for customers, leadership, physical environment and resources, effective learning, students, staff, external relations, organization, and standards. These are further divided into 28 subheadings. The checklist may be completed either individually or as a small-group activity. Opportunities for improvement are identified by assessing both the quality and the importance of a particular characteristic and service. There is space for individual comments, for deciding priorities, and for noting successes and improvement opportunities. (MLH)

Developed in the early 1980s, the Hill Areas Education project provides basic education to children and adults of Thailand's six ethnic minority groups, who live in the remote mountainous region of northern Thailand. The project delivers a locally relevant curriculum, equivalent to the six compulsory grades of the formal education system; promotes the active role of the community in project design and operation; and pursues a philosophy of education for development. Classes are held in village education centers, owned and maintained by the villages themselves. The organization of villages into clusters counters the teachers' isolation in mountain villages and introduces a mutual supervision system. About 35 percent of the curriculum consists of mathematics and the Thai language; the remaining 65 percent covers a broad range of domestic and community concerns. Children take about 6 years to complete the upgraded curriculum, while adults can get through it in 2 years. Teachers help set up village committees, chosen by the community, which serve as links between government agencies and the villagers and oversee community development projects. Evaluation challenges, teacher recruitment and education, suggested program improvements, and issues of linguistic and cultural maintenance are discussed. The six minority groups are briefly described. (Contains photographs.) (SV)

Part of a series of Rural Network monographs concerning rural service delivery to young handicapped children and their families, this collection of four papers identifies problems inherent in finding appropriate personnel to work in rural areas, suggests strategies for retaining staff, and describes three distinctly different training programs illustrating solutions to the problems. The three programs apply to different target audiences, providing a comprehensive picture of ways to better achieve quality personnel to serve the handicapped. The programs described are: the Western Illinois University 0-6 Early Childhood Education Personnel Preparation Project; the Family, Infant and Toddler Project at Vanderbilt University, Nashville, Tennessee; DEBT (Developmental Education Birth to Two) Outreach Training Staff (D.O.T.S.) Program. The papers included are: "Recruitment and Retention of Personnel in Rural Areas" (Castro), "Approach for Training Early Childhood Teachers: WIU 0-6 Early Childhood Handicapped Personnel Training Project" (Hutinger), "An Inservice Training Program for Rural Area Professionals Concerned with Early Childhood Special Education" (Davis and Porter), and "Training Rural Volunteers to Deliver Services to Handicapped Infants: The D.O.T.S. Approach" (Galey, Garner, Pillans, and Solomon). (NEC)

In 1983, the Ford Foundation funded a two-part project, the Urban Community College Transfer Opportunities Project (UCC/TOP), designed to improve the transfer process from the community college to the four-year institution for urban minority students. Through partnership efforts with secondary schools and four-year colleges and universities, the 23 UCC/TOP colleges developed and implemented a wide variety of programs to enhance the transfer success of targeted groups. This monograph contains: (1) an overview of the UCC/TOP project; (2) recommendations based on the experiences of the participating institutions with respect to productive collaboration between two- and four-year colleges, two-year college and high school cooperation, student follow-up and data collection, improving the academic environment, and increasing the responsiveness of student services; (3) descriptions of the projects undertaken at each institution (Bronx Community College, Hostos Community College, and LaGuardia Community College in New York; Community College of Baltimore in Maryland; Community College of Philadelphia in Pennsylvania; Compton Community College, Laney College, four Los Angeles Community College District campuses, Sacramento City College, and San Diego City College in California; Cuyahoga Community College in Ohio; Highland Park Community College in Michigan; Honolulu Community College in Hawaii; the Houston Community College System in Texas; J. Sargeant Reynolds Community College in Virginia; Lawson State Community College in Alabama; Miami-Dade Community College, North Campus, in Florida; Roxbury Community College in Massachusetts; South Mountain Community College in Arizona; and State Community College in Illinois); and (4) an afterword by Alison Bernstein, program officer from the Ford Foundation. (AYC)

This research project will proceed from a brief general examination of the use of economic sanctions as an instrument of policy to an examination of the specific case of economic sanctions currently used against Iraq and the smart sanctions regime suggested recently by Secretary of State Colin Powell. My analysis will lay out basic areas of criticism and briefly look at how well current U.S. and UN sanctions policy toward Iraq fares in the face of these objections. This will set the stage for an examination of the notion of a smart sanctions regime as a potential solution to reconcile some if not all of the problems extant in the consideration of sanctions regimes as a viable and acceptable instrument of policy in use toward the attainment of U.S. political objectives in Iraq.

This research project will proceed from a brief general examination of the use of economic sanctions as an instrument of policy to an examination of the specific case of economic sanctions currently used against Iraq and the smart sanctions regime suggested recently by Secretary of State Colin Powell. My analysis will lay out basic areas of criticism and briefly look at how well current U.S. and UN sanctions policy toward Iraq fares in the face of these objections. This will set the stage for an examination of the notion of a smart sanctions regime as a potential solution to reconcile some if not all of the problems extant in the consideration of sanctions regimes as a viable and acceptable instrument of policy in use toward the attainment of U.S. political objectives in Iraq.

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The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The significance of competency assessment for schools of education is explored with emphasis on developments at the state level and in specific teacher education programs. Multidimensional quality indicators of teacher preparation programs are suggested in the first paper. Other papers present an overview of state legislative reactions to competency assessment and case studies of developments in Oklahoma, Georgia, Louisiana, and Florida. Competency assessment and testing procedures at Xavier University (Louisiana), the National College of Education (Illinois), and Northern Kentucky University are reviewed in separate essays. In a paper on the implications of competency assessment for historically black colleges and minority students, positive and cautious points are made, and steps for pursuing excellence in minority teacher education are noted. The final article is a futuristic view for assessing competence in teaching in the 1980s written for an imaginary 1990 teacher education journal. In a "futuristic review" of the developments in the 1980s, the 1989 "author" concludes that teachers gained control of their own competency assessment and professional development in the 1980s. (FG)

The United States Army has taken the concept of mission command and embedded it into doctrine and is now attempting to operate within it. There are currently some flaws in application that this paper lays out for the reader. Commanders will likely return to the basics of doctrine and an emphasis on training management. Professional military educators must educate all levels of leaders on what mission command is and what is not. Inculcation of mission command must start from the beginning of professional military education and never stops. Finally, the development of leader's attributes will be necessary through counseling and evaluations, not just by the required reports, but by performance based evaluations such as after action reviews. Senior leaders must reinvigorate their junior leaders on the importance of training management, train with and be comfortable with doctrine, develop and embed mechanisms that will allow leaders to interact with one another, and develop leadership competencies that strengthen the organization. Mission command as a philosophy, a system and a warfighting function can become the keystone to Joint force 2020. We have time to achieve that goal. Our goals are not short-sighted and identifying our shortfalls can be instrumental to making changes for the next generation of warriors.

The United States Army has taken the concept of mission command and embedded it into doctrine and is now attempting to operate within it. There are currently some flaws in application that this paper lays out for the reader. Commanders will likely return to the basics of doctrine and an emphasis on training management. Professional military educators must educate all levels of leaders on what mission command is and what is not. Inculcation of mission command must start from the beginning of professional military education and never stops. Finally, the development of leader's attributes will be necessary through counseling and evaluations, not just by the required reports, but by performance based evaluations such as after action reviews. Senior leaders must reinvigorate their junior leaders on the importance of training management, train with and be comfortable with doctrine, develop and embed mechanisms that will allow leaders to interact with one another, and develop leadership competencies that strengthen the organization. Mission command as a philosophy, a system and a warfighting function can become the keystone to Joint force 2020. We have time to achieve that goal. Our goals are not short-sighted and identifying our shortfalls can be instrumental to making changes for the next generation of warriors.

This paper provides an overview of the course taken by the United States to improve its public education system in response to the issue of global competitiveness. The nation's attempts at reform of public schooling since 1983 are described, recommendations from the report "A Nation at Risk" are summarized, and teacher education reform within the broader context of reform is charted. Specific information is provided on what has happened in the Springfield, Massachusetts Public Schools and how reforms can take hold in transforming schools. It is suggested that for real change to take place, the place to look for change is at the school level and in the classroom. All reform must move toward making the school and the classroom the unit of change. This vision for change focuses on: (1) improving student outcomes; (2) restructuring teaching practice; (3) fostering integration in all schools; (4) developing partnerships through collaboration and site based management. (VWL)

This paper provides an overview of the course taken by the United States to improve its public education system in response to the issue of global competitiveness. The nation's attempts at reform of public schooling since 1983 are described, recommendations from the report "A Nation at Risk" are summarized, and teacher education reform within the broader context of reform is charted. Specific information is provided on what has happened in the Springfield, Massachusetts Public Schools and how reforms can take hold in transforming schools. It is suggested that for real change to take place, the place to look for change is at the school level and in the classroom. All reform must move toward making the school and the classroom the unit of change. This vision for change focuses on: (1) improving student outcomes; (2) restructuring teaching practice; (3) fostering integration in all schools; (4) developing partnerships through collaboration and site based management. (VWL)

This paper provides an overview of the course taken by the United States to improve its public education system in response to the issue of global competitiveness. The nation's attempts at reform of public schooling since 1983 are described, recommendations from the report "A Nation at Risk" are summarized, and teacher education reform within the broader context of reform is charted. Specific information is provided on what has happened in the Springfield, Massachusetts Public Schools and how reforms can take hold in transforming schools. It is suggested that for real change to take place, the place to look for change is at the school level and in the classroom. All reform must move toward making the school and the classroom the unit of change. This vision for change focuses on: (1) improving student outcomes; (2) restructuring teaching practice; (3) fostering integration in all schools; (4) developing partnerships through collaboration and site based management. (VWL)

128 pages

128 pages

In 2021, Sarah El Naffar, social media content creator on Instagram and Tik Tok, started using her lifestyle platform to raise awareness on what's going on in Palestine. She took it upon herself to make her younger audience understand the challenges faced by her country of origin, especially in light of Israel's ethnic cleansing of Palestinians in Sheikh Jarrah and the events that followed in May, 2021.   Sarah joins Nur and Tom to talk about her experience as a Palestinian Canadian influencer speaking about Palestine on her social platform, and what she encountered along her journey. Links from this podcast: Sarah El Naffar on Instagram  Sarah El Naffar on TiktokSubscribe to this podcast, and donate to CJPME to support the work that we do.

Platform Cooperativism Conference Hoerle Lecture Hall, The New School, NYC November 13 2015 Organizing Workers (and Non-Workers) Juliet Schor - How To Build And Sustain Cooperative Platforms Frank Pasquale Risk - Mitigation Strategies for Platform Cooperatives Arun Sundararajan - An Economic Perspective on Cooperatives, Blockchain-Based Collectives and Other Distributed Collaborative Organizations Yochai Benkler - Peer mutualism and the future of capitalism Facilitated by Rachel Sherman http://platformcoop.net

The At-Risk Youth Task Force of the State Employment and Training Commission concluded that a generation of young people faced underemployment or unemployment as a result of the increased skill demands required by the global economy. Two interrelated phenomena adversely affected the ability of a majority of young people to succeed in the labor market. First, families and communities provided less nurturing and support and fewer role models; youth found the support they needed by relying on their own emotional resources and those of their peer group. Second, most entrants into the labor market required a higher educational level. To enhance prospects of youth for obtaining the level of employment-related skills required for success in the modern labor market, schools were to be made more responsive to the employment needs of student, with their orientation and curriculum more closely correlated to labor market demands. The task force developed a definition of at-risk youth that acknowledged the pervasiveness of the problem. The task force made the following recommendations: develop a comprehensive, employment-oriented program; create youth apprenticeship opportunities; develop joint strategies to link cooperative education programs between secondary and postsecondary institutions; expand summer work experiences; establish closer collaboration between higher education and public schools; expand the School-Based Youth Services Program; and expand the New Jersey Youth Corps Program. (YLB)

Using a common format outlining program settings, agencies, children/families served, staff, services, delivery strategies, and program costs, descriptions of four cost-effective rural service delivery programs for young handicapped children provide evidence that good rural programs are affordable. The Early Lifestyle Program at King's Daughters' School (Columbia, Tennessee) serves 12 birth to 4 year olds in a Home-based Infant Model focusing on parent training at a cost per child/per year of $1,642 and 16 moderately to severely mentally retarded children (ages 4 to 8) in 2 Preschool Model Classrooms emphasizing social and emotional skills at a cost per child/per year of $3,627. The Multi-Agency Project for Pre-Schoolers is a home- and community-based intervention program based in Logan, Utah with replication sites in Idaho, Nevada, Wyoming, Arizona, and New Mexico. Operating year round, the Macomb 0-3 Regional Project (Illinois) provides home visits, sharing centers, water activities, and parent study topics for children from birth to age 3 at a recurring cost per child/per year of $2,237. Operating from Eastern Montana College (Billings) at a projected cost per child/per year of $625, Project Sunrise offers diagnostic and screening services, home visits, community education, and child advocacy services. (NEC)

Using a common format outlining program settings, agencies, children/families served, staff, services, delivery strategies, and program costs, descriptions of four cost-effective rural service delivery programs for young handicapped children provide evidence that good rural programs are affordable. The Early Lifestyle Program at King's Daughters' School (Columbia, Tennessee) serves 12 birth to 4 year olds in a Home-based Infant Model focusing on parent training at a cost per child/per year of $1,642 and 16 moderately to severely mentally retarded children (ages 4 to 8) in 2 Preschool Model Classrooms emphasizing social and emotional skills at a cost per child/per year of $3,627. The Multi-Agency Project for Pre-Schoolers is a home- and community-based intervention program based in Logan, Utah with replication sites in Idaho, Nevada, Wyoming, Arizona, and New Mexico. Operating year round, the Macomb 0-3 Regional Project (Illinois) provides home visits, sharing centers, water activities, and parent study topics for children from birth to age 3 at a recurring cost per child/per year of $2,237. Operating from Eastern Montana College (Billings) at a projected cost per child/per year of $625, Project Sunrise offers diagnostic and screening services, home visits, community education, and child advocacy services. (NEC)

This learning module/handbook explains the rationale behind school-based budgeting (SBB)--the transfer of authority and responsibility for allocating a portion of school operating funds from the central school district to individual schools--and suggests practical implementation strategies. According to part I, SBB comes in many forms. Each school gets a "global,""block," or "lump-sum" budget (ranging from 2 to 90 percent of total expenditures) to allocate across various functions or for types of goods and services. Part II explains SBB's relationship to continuous quality improvement--the juxtaposition of clear purposes and goals for improvement with wisely allocated resources. Part III discusses the superiority of decentralized budgeting systems over traditional centralized systems. Part IV discusses whether school-based budgeting works. Part V outlines a three-tiered system for transferring budgetary authority and responsibility, showing how five educational systems decentralize responsibilities. Part VI explains how to develop SBB decision-making processes, and part VII offers three SBB models with explanatory tables. Part VIII outlines three activities to help practitioners improve understandings of SBB. Two appendices list 23 references and explain the Quality Schools Project. (MLH)

This learning module/handbook explains the rationale behind school-based budgeting (SBB)--the transfer of authority and responsibility for allocating a portion of school operating funds from the central school district to individual schools--and suggests practical implementation strategies. According to part I, SBB comes in many forms. Each school gets a "global,""block," or "lump-sum" budget (ranging from 2 to 90 percent of total expenditures) to allocate across various functions or for types of goods and services. Part II explains SBB's relationship to continuous quality improvement--the juxtaposition of clear purposes and goals for improvement with wisely allocated resources. Part III discusses the superiority of decentralized budgeting systems over traditional centralized systems. Part IV discusses whether school-based budgeting works. Part V outlines a three-tiered system for transferring budgetary authority and responsibility, showing how five educational systems decentralize responsibilities. Part VI explains how to develop SBB decision-making processes, and part VII offers three SBB models with explanatory tables. Part VIII outlines three activities to help practitioners improve understandings of SBB. Two appendices list 23 references and explain the Quality Schools Project. (MLH)

How do we excel in dealing with our daily commitments, the unexpected and the information overload that threatens to drown us? How do we figure out where we are in life and what we need to be successful? How do we move from hope to trust in decision making, know when not to set goals, how to harness our intuition and spontaneity? With focus, control and perspective you can win at the game of work and the business of life. ©2009 Microsoft Corporation. All rights reserved.

It’s hard to find staff and customers, and even harder to keep them, when they can’t afford to live nearby. Hear from Joe Phillips, owner of Fellow Traveler, about how housing challenges impact his ability to attract both employees and customers, and what that means for the future of small businesses like his.

It’s hard to find staff and customers, and even harder to keep them, when they can’t afford to live nearby. Hear from Joe Phillips, owner of Fellow Traveler, about how housing challenges impact his ability to attract both employees and customers, and what that means for the future of small businesses like his.

It’s hard to find staff and customers, and even harder to keep them, when they can’t afford to live nearby. Hear from Joe Phillips, owner of Fellow Traveler, about how housing challenges impact his ability to attract both employees and customers, and what that means for the future of small businesses like his.

It’s hard to find staff and customers, and even harder to keep them, when they can’t afford to live nearby. Hear from Joe Phillips, owner of Fellow Traveler, about how housing challenges impact his ability to attract both employees and customers, and what that means for the future of small businesses like his.

The purpose of the summit is to examine what it takes for families to live and work in Windham County and how we can support a family-centered economy. The morning will include a keynote presentation about early childhood development and how this impacts our current and future workforce. We will also have a panel of area businesspeople to discuss how they each support their employees with families which builds a successful business…which contributes to a thriving economy. Attendees will leave with a deeper understanding of the connection between early childhood development and our workforce as well as innovative solutions to creating family-friendly workplace policies. Business owners, non-profit directors, HR managers, local & regional planners and elected officials are encouraged to attend. Light morning refreshments will be served. The morning’s program includes: Keynote: Steve Voigt, Executive Director, ReThink Health: UCRV and former CEO of King Arthur Flour and past Chair of VT Business Roundtable Panel discussion moderated by State Senator Becca Balint with: Angela Earle-Gray – Chroma Technology Carrie Simmons – New Ground Creative David Hiler – Whetstone Station Heather Sullivan – Mount Snow Speaker: Brandie Starr, Marketing Administrator & Executive Assistant to the CEO, Brattleboro Savings & Loan Presented by: Brattleboro Area Chamber of Commerce, Great Falls Regional Chamber of Commerce, Southern Vermont Deerfield Valley Chamber, Vermont Business Roundtable, Vermont Businesses for Social Responsibility Sponsored by: Southeast VT Building Bright Futures, United Way of Windham County, Let’s Grow Kids, Chroma Technology Corp, The Vermont Association of Business Industry & Rehabilitation (VABIR), IPG Employee Benefits Specialists, Twombly Wealth Management. Technical support provided by: Ready Nation: Council for a Strong America

The purpose of the summit is to examine what it takes for families to live and work in Windham County and how we can support a family-centered economy. The morning will include a keynote presentation about early childhood development and how this impacts our current and future workforce. We will also have a panel of area businesspeople to discuss how they each support their employees with families which builds a successful business…which contributes to a thriving economy. Attendees will leave with a deeper understanding of the connection between early childhood development and our workforce as well as innovative solutions to creating family-friendly workplace policies. Business owners, non-profit directors, HR managers, local & regional planners and elected officials are encouraged to attend. Light morning refreshments will be served. The morning’s program includes: Keynote: Steve Voigt, Executive Director, ReThink Health: UCRV and former CEO of King Arthur Flour and past Chair of VT Business Roundtable Panel discussion moderated by State Senator Becca Balint with: Angela Earle-Gray – Chroma Technology Carrie Simmons – New Ground Creative David Hiler – Whetstone Station Heather Sullivan – Mount Snow Speaker: Brandie Starr, Marketing Administrator & Executive Assistant to the CEO, Brattleboro Savings & Loan Presented by: Brattleboro Area Chamber of Commerce, Great Falls Regional Chamber of Commerce, Southern Vermont Deerfield Valley Chamber, Vermont Business Roundtable, Vermont Businesses for Social Responsibility Sponsored by: Southeast VT Building Bright Futures, United Way of Windham County, Let’s Grow Kids, Chroma Technology Corp, The Vermont Association of Business Industry & Rehabilitation (VABIR), IPG Employee Benefits Specialists, Twombly Wealth Management. Technical support provided by: Ready Nation: Council for a Strong America

The purpose of the summit is to examine what it takes for families to live and work in Windham County and how we can support a family-centered economy. The morning will include a keynote presentation about early childhood development and how this impacts our current and future workforce. We will also have a panel of area businesspeople to discuss how they each support their employees with families which builds a successful business…which contributes to a thriving economy. Attendees will leave with a deeper understanding of the connection between early childhood development and our workforce as well as innovative solutions to creating family-friendly workplace policies. Business owners, non-profit directors, HR managers, local & regional planners and elected officials are encouraged to attend. Light morning refreshments will be served. The morning’s program includes: Keynote: Steve Voigt, Executive Director, ReThink Health: UCRV and former CEO of King Arthur Flour and past Chair of VT Business Roundtable Panel discussion moderated by State Senator Becca Balint with: Angela Earle-Gray – Chroma Technology Carrie Simmons – New Ground Creative David Hiler – Whetstone Station Heather Sullivan – Mount Snow Speaker: Brandie Starr, Marketing Administrator & Executive Assistant to the CEO, Brattleboro Savings & Loan Presented by: Brattleboro Area Chamber of Commerce, Great Falls Regional Chamber of Commerce, Southern Vermont Deerfield Valley Chamber, Vermont Business Roundtable, Vermont Businesses for Social Responsibility Sponsored by: Southeast VT Building Bright Futures, United Way of Windham County, Let’s Grow Kids, Chroma Technology Corp, The Vermont Association of Business Industry & Rehabilitation (VABIR), IPG Employee Benefits Specialists, Twombly Wealth Management. Technical support provided by: Ready Nation: Council for a Strong America

90 p. : 26 cm

90 p. : 26 cm

90 p. : 26 cm

90 p. : 26 cm

What does good government mean for island nations in the Pacific? This video is an extended conversation on that very question punctuated by mini-dramas that underline some of the tensions between government and culture. The march to self-government was a long and arduous process lasting for a decade and a half and resulting in the new independent nations of Micronesia. What's the point of this exercise, one of the main characters asks, when people could have continued to rely on their traditional authority systems? Why is modern government necessary for islands that got along so well without it for hundreds of years? The answer: to provide those services, like schools and hospitals, that have become necessary in our day, not to mention regulating life in an increasingly complicated world. Good government is supposed to take care of the people, ALL the people. Yet, in small societies there are always relatives and a small network of friends that demand preferential treatment. Rules should be enforced evenhandedly by a government. But how do you do this in a small community, or work place, where everyone is compelled to get along? Good government demands oversight by the people it serves–oversight that was maintained to a surprising degree even in the old days when chiefs ruled. But how does a citizen get access to the information needed when government offices seem to deny this for fear of damaging elected officials? This 45-minute video dramatizes these tensions in a way that all islanders can relate to. The video asks the question: What does good government mean for us and how can we progress towards it?

What does good government mean for island nations in the Pacific? This video is an extended conversation on that very question punctuated by mini-dramas that underline some of the tensions between government and culture. The march to self-government was a long and arduous process lasting for a decade and a half and resulting in the new independent nations of Micronesia. What's the point of this exercise, one of the main characters asks, when people could have continued to rely on their traditional authority systems? Why is modern government necessary for islands that got along so well without it for hundreds of years? The answer: to provide those services, like schools and hospitals, that have become necessary in our day, not to mention regulating life in an increasingly complicated world. Good government is supposed to take care of the people, ALL the people. Yet, in small societies there are always relatives and a small network of friends that demand preferential treatment. Rules should be enforced evenhandedly by a government. But how do you do this in a small community, or work place, where everyone is compelled to get along? Good government demands oversight by the people it serves–oversight that was maintained to a surprising degree even in the old days when chiefs ruled. But how does a citizen get access to the information needed when government offices seem to deny this for fear of damaging elected officials? This 45-minute video dramatizes these tensions in a way that all islanders can relate to. The video asks the question: What does good government mean for us and how can we progress towards it?