Winter Publication

Minorities & Success

Access of Ethnic Minoritiesto Higher Education

Fix Attitudes and BustDisability Myths

Winter 2009

Leadership & Teamwork

Winter 2009Minorities & SUCCESS

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We are an Equal Opportunity Employer who actively supports EqualAccess for all people regardless of Race, Color, Religion, Veterans

Status, Gender, Sexual Orientation, Age, National Origin or Disability.

HOSPITAL FORSPECIAL SURGERY

535 East 70th St.New York, NY 10021

www.hss.edu


We are an Equal Opportunity Employer who fully and activelysupports Equal Access for all people regardless of Race, Color,

Religion, Gender, Sexual Orientation, Age, National Origin or Disability.

West 800 5th AvenueSpokane, WA 99204

www.deaconessmc.org

1Minorities & SUCCESSWinter 2009

In this Edition:

Access of Ethnic Minoritiesto Higher Education ...................................Page 2

Diversity......................................................Page 5

Preventing the Misconduct ofYour Children or Employees.......................Page 7

Preparing for a Career inHealth Services Research .......................Page 11

Heal Thyself First! ...................................Page 18

Proven Tips, Tools, and Tacticsfor Reaping Profits fromWhere Minority BusineesAre Standing..............................................Page 20

Temp Your Way to a New Career.............Page 22

Fix Attitudes andBust Disablity Myths................................Page 27

A Different Language Isa DifferentVision of Life...........................0

Leadership & Teamwork..........................Page 35

Introduction toTime Management Planners....................Page 38

Meditation HelpsStudents With ADHD................................Page 46

Wisdom Over Coffee................................Page 51

Minorities & Successwww.MinoritiesAndSuccess.com

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Vol. XVIII No.1 ISSN# 1058-6318 All rights reserved

2 Minorities & SUCCESS Winter 2009

Twenty-five years after significantnational, state, and university effortsto increase the participation ofminorities in graduate school and theprofessoriate, the numbers receivingPh.D.s in science and engineering havegrown only very slowly. Minorities stillconstitute a small number of Ph.D.recipients and university faculty. In1980, when the Science andEngineering Equal Opportunities Actwas passed, underrepresentedminorities, African Americans,American Indians, Chicanos andHispanics were 2% of U.S. doctoratesgranted in physical science, 2.5% inengineering. In 1990 the percentageswere 3.4% and 3.6% respectively(Survey of Earned Doctorates, 1995).More alarming now is that althoughthe overall numbers have increased in

the last three years, the most recent datashow a pronounced drop in Black andHispanic graduate student enrollment in1997 (AAAS, “Losing Ground”).Although many programs haveenhanced medical and law schoolparticipation, this is a disappointingresult for some well constructedprograms both within U.C. and at thenational level.

In California, the most ethnically diversestate in the nation, the public highereducation system, particularly theUniversity of California, is engaged in agreat social experiment creating equalityof access, equal chances for academicsuccess, and the credentials for entryinto the scientific and technologicalworkforce of the state and the nation forall. Now challenged by the abolition of

affirmative action, the highereducational institutions of the state,including the University of California,are earnestly attempting to findsolutions for maintaining an inclusiveeducational environment. Inequality hasdeep structural roots: social, economic,historical and cultural, as well as apolitical legacy of a neglected K-12system and the political polarizationwhich has neutralized efforts atamelioration. However, for its efforts tobe successful, the University needsmore knowledge of why and how thestudents it admits succeed, especiallyat the graduate level where littleresearch has been done on thesuccessful minority recipients ofPh.D.s. Income, professionalopportunity and, indeed, “life chances”for participation in middle class

Access of Ethnic Minorities toHigher Education

A Longitudinal Study of Minority Ph.D.’s from 1980 to 1990: Progress andOutcomes in Science and Engineering at UC During Graduate School andProfessional Life.

We are an Equal Opportunity Employer who fully and actively supportsEqual Access for all people regardless of Race, Color, Religion, Gender,

Sexual Orientation, Age, National Origin or Disability.


2801 West Hunting Park AvenuePhiladelphia, PA 19129

www.tastykake.com

TASTY BAKING COMPANY

By: Anne J. MacLachlan



We are an equal opportunity employer who fully and actively supportsequal access for all people regardless of race, color, religion, gender,

sexual orientation, age, national origin or disability.

3501 Sepulveda BoulevardTorrance, CA 90505

http://www.saatchila.com

American life are intimately related notonly to access, but also to success inhigher education.

The basic problem remains that thenumbers of certain minority studentswho attend college in relation to theirpercentage of the overall population issmall and the numbers of those whoelect Science, Math and Engineering(SME) majors even smaller. A furtherdrop occurs as the number who chooseto attend graduate school is evensmaller still, as is the number whocomplete Ph.D.s. Since graduateschools have little direct effect on thepool of qualified students, the issue atthis level is how graduate schools canimprove the retention and degreecompletion rate of those entering theirprograms. It is this point of intersectionbetween specific graduate programsand individual students that theamount of available information islimited. Yet it is ultimately in theconfines of a particular department thata student will succeed or fail. Deeper,qualitative knowledge of the experienceof minorities pursuing Ph.D.s such asthis study undertakes is necessary tounderstand how individuals interactwith their programs and faculty, andhow they utilize resources madeavailable to them. In short why dostudents succeed and how do they doit?

This study builds on a great number ofearlier studies conducted by the

AAAS, the CGS, the Sloan and SpencerFoundations, NSF, NRC, ACE, manyprofessional associations, particularlyACS and NACME, and individualscholars. One result of all this work is agrowing body of information aboutminorities in graduate education in SMEfields. It is now known where they are,which undergraduate institutions theycame from, and what are the generalcharacteristics and duration of theirgraduate study. It is also known whereminority Ph.D.s are first employed, howthis differs among ethnic groups, andeven what kind of salary differential theymay experience. (NSF “Women,Minorities and Persons with Disabilitiesin Science and Engineering,” 1996).However, very few studies haveexamined in detail how individuals frompoor and possibly educationally limitedbackgrounds succeeded in obtainingterminal professional degrees.(Solorzano, “Role Models, Mentors, andthe Experiences of Chicana and ChicanoPh.D. Scientists,”1998; Gandara, “Overthe Ivy Walls,”1995). Overall, what is notmuch known is what facilitates thesuccessful transition of minorityundergraduate students in SME majorsinto graduate programs, throughgraduate school and into academic andother professional SME positions.In particular there are very few studieswhich ask about what combination ofindividual and institutional factors areinvolved in making students successfulin graduate programs. Issues such asdepartment climate, the impact on

individuals of university policies,practices and support services and theintangibles of mentoring can only beassessed through extensive directquestioning of the individualsinvolved. For the proposed study here,an earlier U.C. study (MacLachlan,“The Graduate Experience of Womenand Minorities at U.C. Berkeley,” 1992)on which involved 338 interviewsprovides a basis for evaluating whatquestions need to be asked todetermine the sources of individualsuccess, and permit participantevaluation.

As with the internal functioning ofgraduate education, with the exceptionof Daryl Smith’s “Diversity Works,”there are very few qualitative studies ofminority career paths. Another studyby MacLachlan (1992) on the placementof all Berkeley Ph.D. recipients grantedbetween 1980-89 provides furthercontext for the present study. Firstpositions were identified for 76% of the6,375 Ph.D.s granted in these years, theresults grouped by discipline (NRCcategories were employed), gender,ethnicity, location, employment sector,etc. The emergent patterns allow for acomparison with placement informationfor the current study population.

Specific Aims

In order to understand how the numberof minorities can be increased in the


NAPA

We are an equal opportunity employer who fully and activelysupports equal access for all people regardless of race, color,

religion, gender, age, national origin or disability.

We Wish Continued Progress To All Minority Communities

7440 Convoy Court San Diego, CA 92111http://napaonline.com

DISTRIBUTION CENTER

We are an equal opportunity employerwho fully and actively supports equal access

for all people regardless of race, color, religion,gender, age, national origin or disability.

We Are Committed To CareerOpportunities For All

3100 Willow Springs RdCentral Point, OR 97502

www.ericksonaircrane.com

We Wish Continued Progress ToAll Minority Communities

We are an Equal Opportunity Employer who fullyand actively supports Equal Access for all peopleregardless of Race, Color, Religion, Gender, Age,

National Origin or Disability.

1213 California StreetEverett, WA 98201

www.heraldnet.com

We are an equal opportunity employer who fullyand actively supports equal access for all peopleregardless of race, color, religion, gender, age,

national origin or disability.


3939 Market Street San Diego, CA 92102

www.angelica.com

ANGELICA TEXTILE SERVICES

scientific workforce, the study is framed around two largecentral questions:

How and why did underrepresented minority students inscience and engineering disciplines from all nine Universityof California campuses succeed in earning their Ph.D.s?Did their careers correspond to their training and aspirations?To answer these very complicated questions the study isundertaking the following:

Conducting a long term follow-up of 415 underrepresentedminority Ph.D.s granted from the University of Californiabetween 1980 and 1990 in science and engineering.To learn about factors which promoted an initial interest ingraduate education, going back to early childhood, familybackground and entire academic preparation, includingundergraduate education in detail.

Through extensive interviews to understand and identifyfactors which promote minority participation and attainmentin graduate education and professional employment.To document the impact on individual success of all programsand initiatives developed in departments, by the campuses ornational public and private agencies.

To analyze these in relation to individual success andevaluate them for “best practices.”To document the accomplishment of those who finished aPh.D.

To examine career outcomes longitudinally for up to 20 years.Issue: With a population whose characteristics will only beknown after the research is completed, finding an actualcontrol group is next to impossible. For this reason as part ofour initial structure of the project we will assemble a“matched” group of white and Asian Ph.D.s from the samedepartments.

To compare the experiences of the “matched” group with thatof primary group. Total number of target respondents comesto approximately 800.For the largest producer of minority Ph.D.s in the system,U.C. Berkeley, to trace and interview those minority studentswho enrolled, but did not complete their degrees.


We are an Equal Opportunity Employer who fully and actively supportsEqual Access for all people regardless of Race, Color, Religion, Gender,



www.jmcontractors.com

JEZOWSKI & MARKELCONTRACTORS, INC.

748 N. Poplar StreetOrange, CA 92868

I know that diversity has been a bigtopic of conversation ever since theearly 1990s when research supportedthe demographics that by the year2000, 85% of the entering workforcewould be female, African-American,Asian-American, Latino, or newimmigrants. The fact that white maleswould be a minority entering theworkplace was a wake up call forcorporate America.

How have we done sine then? Isuggest that there has been definiteimprovement in the area of hiring but itseems that once women and minoritiesare hired, there are informal, relativelyunconscious systems in place thatprevent advancement of the minorityworker or women, even today.

If there is to be a true advancement inthe area of valuing diversity, then thesystem must be revised so that theretruly is equal opportunity foradvancement for everyone, includingthe white male. I am not advocating for

a system that promotes workers who areincompetent to meet some type of quotesystem.What I am suggesting is thatmanagement begins to closely examinethe formal and informal systems that arein place that prevent advancement bywomen and minorities. Of course this is amonumental task and many would like tobelieve that it is unnecessary—thatthere is no problem here. That is part ofthe problem. On the surface, it seemsthat things or improving, however, underclose scrutiny there are many flaws.

Why would a company make acommitment to this self-introspection?Wouldn’t it make things worse beforethey got better? The answer to thesecond question is quite possibly yes.The answer to the first question isbottom line dollars and cents, as well asthe fact that it is the humanitarian thingto do.America is a multicultural nation that isbecoming more multicultural daily. Thatis a reality. Unless a company intends to

market and sell to only mainstreamAmerica, the contributions ofminorities and women in the workplaceare invaluable. This does not evenbegin to touch on the advantages ofdiversity for the global market!

Addressing the diversity issue is athree-part one. The first step is what Icall Awareness. This is a time forindividual self-reflection for eachmember of the workforce. There aremany skilled training programsavailable that are designed to raise theawareness of the individual. If thisstep is missed, then taking the nexttwo steps will be ineffective.

Individuals must develop a certainamount of empathy and understandingfor the experience of being a minorityin the country. With this empathy andunderstanding, a new motivation willdevelop to learn more and to be in tunewith the needs of female and minorityworkers on the job. Even those whobelieve that they are aware and

DiversityBy: Kim Olver



We are an Equal OpportunityEmployer who fully and actively

supports Equal Access for all peopleregardless of Race, Color, Religion,Gender, Sexual Orientation, Age,


70 Karago RdYoungstown, OH 44512

www.simonroofing.com

We are an equal opportunity employer who fullyand actively supports equal access for all people

regardless of race, color, religion, gender,age, national origin or disability.


652 Manor StreetLancaster, PA 17604

Kunzler & Company, Inc.

www.kunzler.com


regardless of race, color, gender, sexual orientation,age, national origin or disability.


2001 Commerce DriveSidney, OH 45365

www.areaelectric.com

ArArArArArea Enerea Enerea Enerea Enerea Energygygygygyandandandandand

Electric IncElectric IncElectric IncElectric IncElectric Inc.....

knowledgeable will be surprised athow much they really don’t know.

The second step involves honoring,respecting and valuing the diversity ofeach individual. Diversity is so muchmore than race and ethnicity. It hasbeen defined as a total way of life andis learned. Take a white person andhave him raised by African-Americanparents, and his culture will be that ofAfrican-American. Conversely, a blackchild raised by Caucasian parents willhave a Caucasian culture.

When difference is truly honored,respected and valued, no longer arepeople concerned about who is rightand who is wrong. There is a place for

everything and no one is wrong. Whatworks best in one situation may notwork best in another. Everyone’s opinionis valued. Instead of shutting downwhen differing views are expressed, thenew paradigm is to listen for the wisdomin the difference and the means toincorporate it into the way things arecurrently done for the good of all.

The final, and perhaps the most difficult,stage is to examine the systems that arealready in place. One of the systems thathas continually been blamed is that toget along in the world of work, womenand minorities need to “act” like whitemales. It is this acculturation that willcurrently get a person ahead.This is fine in the short run for the

company,however, in thelong run, whenembracingdifference, havingworkers who arecomfortable withtheir own cultureand can bring withthem the

advantages and benefits from thatculture into the workplace isinvaluable. Also, setting it up sominorities and females realize that theymust acculturate on the job is not agood thing for the worker. People wantto be their authentic selves in allsituations and why shouldn’t they bepermitted to be that unless it interfereswith the quality of the products orservices produced?

There are several other systems inplace of which most in management arecompletely unaware. It generally takesa consultant from outside the systemto come in and do a complete analysisof what is working and what is not.Once the areas for improvement havebeen identified, then the real workbegins!

There are some companies in Americawho have been working on workplacediversity for years and are still strivingfor higher levels. To truly be committedto the process is probably a lifetimecommitment. Diversity appreciation ismore of a journey than a destination.



We are an equal opportunity employerwho fully and actively supports equal

access for all people regardless of race,color, religion, gender, sexual orientation,

age, national origin or disability.

1694 Eastman AvenueVentura, CA 93003

www.taftelectric.com

TAFT ELECTRICCOMPANY

Human behavior, whether that of achild or a grown employee, alwaysstems from a goal or purpose. Startingas a thought, the behavior is furtherenforced by triggers of the emotionsand senses. This behavior, when it is“good”, gets us rewards andrecognition, while on the other hand,negative, or “bad”, behavior creates astrain on a relationship, sometimesfatally.

If you were to look at it closely, themisconduct of some employees closelyresembles that of a child’s misbehaviorwhile he is seeking his mother’s

attention and not receiving it. Rememberthe antics of a young child in thesupermarket who had a “Terrible Two’s”tantrum because his mother won’t buthim the candy or toy he wanted? Well, itis my opinion that the goal behind theemployee’s purposeful misconduct is toseek attention, in one way or another.

“Every behavior,good or bad,

has a goal behind it.”Looking at thegoals that triggersmisconduct, let’sbegin by lookingat the primarymisconduct, thatof attention-seeking.Behavioral studiesshow that thedesire forattention isuniversal in allpeople, regardlessof age, color,

language, culture, etc. People tend toseek attention in positive and usefulways; but if they can’t get it that way,they will seek attention in negative anduseless ways.

Turning the Negative into a Positive

To become effective in helpingnegative attention-seekers, we mustfirst change our response to them byshowing them that they can beaccepted as a useful and contributionmember of the family or organization.

We do this effectively when we showthem that they achieve significancethrough their positive and usefulcontributions rather than through theyuseless bids for attention or service. Inorder to focus on their constructivebehavior, we must either ignore theirmisbehavior or pay attention to it inways they don’t expect. Caution:Attention should never be given ondemand, even for positive acts,because doing so reinforces theirinappropriate desire for attention.

Preventing the Misconductof Your Children or Employees

by: Etienne A. Gibbs

We are an equal opportunity employer who fully and activelysupports equal access for all people regardless of Race, Color,

Religion, Gender, Age, National Origin or Disability.

1655 S. 23rd StreetBeaumont, TX 77707

www.goldcrestelectric.com



We are an Equal Opportunity Employerwho fully and actively supports Equal

Access for all people regardless ofRace, Color, Religion, Gender, Age,



www.holidayinn.com/columbusms

1200 Highway 45 NorthColumbus, MS 39705

100 West Michigan AvenueKalamazoo, MI 49007

www.radissonkz.comWe are an Equal Opportunity Employer who

fully and actively supports Equal Access for allpeople regardless of Race, Color, Religion,Gender, Age, National Origin or Disability.


GREEN LEAFHOSPITALITY GROUP

LACKAWANNA STATION HOTEL700 Lackawanna Avenue

Scranton, PA 18503www.carmensradisson.com

We are an Equal Opportunity Employer who fullyand actively supports Equal Access for allpeople regardless of Race, Color, Religion,Gender, Age, National Origin or Disability.



HILTON AMERICAS -HOUSTON

1600 LamarHouston, TX 77010

www.americashouston.hilton.com

We are an Equal Opportunity Employer who fullyand actively supports Equal Access for all people

regardless of Race, Color, Religion, Gender,Sexual Orientation, Age, National Origin or Disability.

* Instead of reinforcing their negativeand untrue belief that they don’tbelong unless they are the center ofattention, help them develop positivefeelings about themselves, theirabilities, and their contributions.

Who’s Your Daddy?

Next set of misbehaviors are those ofthe power-seekers who feel that theyare significant only when they arebossing (bullying?) people around.

They tend to do what they want, whenthey want, and how they want despitethe rules, regulations, or policies. Evenwhen their parents or supervisorssucceed in subduing them, the victory isonly temporary. The argument may bewon, but the relationship is lost - maybepermanently. On the other hand,sometimes the defying child or employeemay seem to be complying, but they aredoing so in their own way, in their owntime, and at their own speed, all contraryto the rules, regulations, or policies. Thisartificial obedience is known as “defiant

compliance”. Ifthis struggle forpower continuesand the power-seeker comes to

feel that they cannot defeat theirparents or supervisor, they may trade-in their desire for power for their nextmisconduct weaponry, that of subtlerevenge.

* When dealing with power-seekers,refrain from getting angry, from“blowing your top”, and disengagefrom the power struggle by refusing tohold a no-win conversation. Afterarranging an appointment to meet withthem when they calm down, turn yourback and walk away. (After all, it doestake two to tango, doesn’t it?)

When Getting Mad Is Getting Even orStopping the Madness


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SHERATON SAN DIEGOHOTEL AND MARINA

1380 Harbor Island DriveSan Diego, CA 92101

www.sheraton.com/sandiegomarina

The revenge-seekers are somewhatparanoid in their thinking, inconvincing themselves that the worldis out to get them, in believing thatthey have no significance unless theyare hurting others, and in finding theirbelonging by being cruel in theirrelationships. Unfortunately, theytrigger a downwards spiraling chain ofevents. Their revengeful acts, whendiscovered, deeply hurt their parents orsupervisors, causing them to want toretaliate. The revenge-seekers thenrespond to the counterattacks byseeking further revenge, either byintensifying their misbehavior or byselecting another item from theirweaponry inventory.

* To be of help to the revenge-seekers,train yourself to avoid retaliation, at allcost. As difficult as it may seem, trainyourself to improve your relationshipwith the revenge-seeker by remainingcalm and showing them goodwill. Beprepared for the unexpected: If the warof revenge continues despite yourattempts to defuse it, the revenge-seeker may come to feel completely

defeated and may give all attempts tobecome a contributing member. Theymay even turn their feelings inwards bydisplaying manipulation as their nextweapon of choice.

To Suck Up or Seek Out? That Is theQuestion.

Manipulators, because they tend to feelinadequate to interact appropriately in arelationship, may display feignedinadequacies or disabilities. Rather thancome right out with their wishes, wants,and desires, they will find elaborateways to get others to do something forthem. They become con men and women.To them they are finding the “easy andsure way” to get what their want bylying, cheating, overcommitting,supercharming, and “gently” aggressive.

* To help the manipulator convert thismisconduct, train yourself to eliminatecriticism, and focus, instead, on theirassets, strengths, and abilities. Look forways to help them, as I like to call it,“maximize their potential”.

Turning Misconduct Into SuperPerformance

Remember that all misbehavior andmisconduct, even appropriate bids forattention, stems from discouragement.Discouraged people lack the courage tobehave in an active, productive, andconstructive manner. Their misbehaviordoes not become evident unless themanipulator perceives a real orimagined loss of status. Whatever goalor purpose the manipulation serves, itis done in the belief that only in thisway can they have a place in the familyor organization.

Conclusion: In your relationship withyour child or employees, remember thattheir behavior and intentions towardsyou will change only when you changeyour approach. Although you do notcause them to misbehave, you canreinforce and encourage theirmisbehavior by reacting in ways theyexpect. Therefore, concentrate yourefforts on changing your behavior ifyou want them to change theirs.



HOLIDAY INN FORT SMITH700 Rogers Avenue Fort Smith, AR 72901

We are an Equal Opportunity Employer who fully and actively supports Equal Access forall people regardless of Race, Color, Religion, Gender, Age, National Origin or Disability.

www.holidayinncitycenter.com


We are an Equal Opportunity Employer who fully and actively supports Equal Access for all peopleregardless of Race, Color, Religion, Gender, Sexual Orientation, Age, National Origin or Disability.

10 MARRIOTT DR10 MARRIOTT DR10 MARRIOTT DR10 MARRIOTT DR10 MARRIOTT DRLINCOLNSHIRE, IL 60069LINCOLNSHIRE, IL 60069LINCOLNSHIRE, IL 60069LINCOLNSHIRE, IL 60069LINCOLNSHIRE, IL 60069

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We are an Equal Opportunity Employer who fully and actively supports Equal Access for allpeople regardless of Race, Color, Religion, Gender, Age, National Origin or Disability.

333 Poydras Street New Orleans, LA 70130

NEW ORLEANSNEW ORLEANSNEW ORLEANSNEW ORLEANSNEW ORLEANS

www.whotel.com



We are an Equal Opportunity Employer and Care Providerwho fully and actively supports Equal Access for allpeople regardless of Race, Color, Religion, Gender,


PARKHOUSEPROVIDENCE POINT

1600 Black Rock RoadRoyersford, PA 19468

www.parkhouse.montcopa.org/parkhouse

Preparing for a Career in Health Services Research

Opportunities for Minority Student

The Agency for Healthcare Research and Quality (AHRQ) supports training opportunities to help individuals prepare for acareer in health services research. AHRQ is particularly interested in fostering the professional development of minorityhealth services researchers.

Health services research affects a wide-range of issues, including consumer education; patient outcomes and effectivenessof care; health care quality; health care for minority, elderly, and other special populations; health care costs and financing;information for health care policymakers; and access to care and health care delivery.

What is health servicesresearch?

Health services researchers focus onsome of the most complex and

challenging issues currently affectinghealth care in the United States.Findings from health services researchinform the health care policymakingprocess, lead to improvements in clinical

practice, and help shape the manner inwhich health care will be delivered andpaid for in the future.



We are an Equal Opportunity Employer andCare Provider who fully and actively supports

Equal Access for all people regardless of Race,Color, Religion, Gender, Sexual Orientation,

Age, National Origin or Disability.

4007 Diamond RubyChristiansted, VI 00820

www.jflusvi.org

GOVERNOR JUAN F LUISHOSPITAL & MEDICAL CENTER


We are an Equal Opportunity Employerand Care Provider who fully and

actively supports Equal Access toHealth Care for all people regardlessof Race, Color, Religion, Gender, Age,


P.O. Box 497Ronceverte, WV 24970

www.gvmc.com

What kinds of training areavailable?

AHRQ supports both predoctoral andpostdoctoral training through theNational Research Service Award(NRSA) program. AHRQ awards NRSAtraining grants to institutions forpredoctoral and postdoctoral trainingand individual NRSA fellowships toapplicants who have completed theirdoctoral degrees. In addition, AHRQsupports dissertation grants for doctoralcandidates. Minority candidates arestrongly encouraged to apply for thesefellowships and grants.

Who may apply for a NRSAinstitutional training grant?

NRSA institutional training grantsassist domestic institutions insupporting predoctoral andpostdoctoral academic training ofqualified individuals who havedemonstrated an interest in healthservices research. These traininggrants are awarded by AHRQ toinstitutions, not individuals. Theawards allow trainees to gain 1 or moreyears of full-time, supervisedexperience in applying researchmethods to the evaluation of healthservices in preparation for a career inhealth services research.

Candidates for predoctoral traininggrants must have a baccalaureatedegree and be enrolled in a Ph.D.program or a program leading to anequivalent degree. NRSA grants maynot be used to support studies leadingto an M.D. Candidates for postdoctoraltraining grants must have a Ph.D.,

Health services researchers examinehealth care quality and effectiveness,patient outcomes, access to care,health care costs and financing,primary and managed care, newtechnologies, and other critical topics.Health services researchers arepursuing careers in many settings,including academia, professionalorganizations, health policy groups,clinical settings, and in Federal, State,and local agencies.

Is a career in health servicesresearch right for you?

If you are interested in research on thequestions and problems that are in theforefront of today’s health care arena,a career in health services researchmay be right for you. AHRQ is seekingqualified applicants, particularlyminority applicants, who are interestedin training opportunities to preparethem for a career in health servicesresearch.

Minority candidates arestrongly encouraged to

apply for thesefellowships and grants.



We are an equal opportunity employer and care provider who fully andactively supports equal access for all people regardless of race, color,religion, gender, sexual orientation, age, national origin or disability.

4802 10th AvenueBrooklyn, NY 11219

www.maimonidesmed.org


We are an equal opportunity employer and care provider who fully andactively supports equal access for all people regardless of race, color,religion, gender, sexual orientation, age, national origin or disability.

594 Albany AvenueBrooklyn, NY 11203

www.mckinneynursingandrehab.org

M.D., D.D.S., Dr.P.H., Sc.D., D.N.Sc., orother doctoral degree. Tuition benefitsare provided, as well as stipends tohelp trainees defray living expensesduring the research trainingexperience. For a brief description ofall programs and appropriate points ofcontact for each, select AHRQInstitutional Training Programs.

What are the requirements fora NRSA individual fellowship?

NRSA fellowships are awarded toindividuals and monitored by AHRQ.These postdoctoral fellowshipsprovide for 1 or more years of

academic training and supervisedexperience in applying quantitativeresearch methods to the systematicanalysis and evaluation of healthservices. Applicants must have a Ph.D.,M.D., D.D.S., Sc.D., Dr.P.H., orequivalent doctoral degree from anaccredited domestic or foreigninstitution. This is an ongoing AHRQprogram announcement, andapplications are accepted throughoutthe year.

Recipients of AHRQ-supported NRSAfellowships receive stipends to helpdefray living expenses. Sponsoring non-Federal, nonprofit institutions receive anallowance to cover some of theawardee’s expenses. Prior to making

formal application for this program,you must be accepted by anappropriate institution and a sponsorwho will supervise your training andresearch experience.

Who is eligible for adissertation grant?

AHRQ supports, through its smallgrant program, research undertaken aspart of an academic program to qualifyfor a doctorate. To be eligible for adissertation grant, you must beenrolled in a doctoral program whichrequires a dissertation based onoriginal research in disciplines relevant



We are an Equal Opportunity Employer and CareProvider who fully and actively supports EqualAccess for all people regardless of Race, Color,

Religion, Gender, Sexual Orientation, Age,National Origin or Disability.

www.uhhospitals.org

870 W. Main StreetGeneva, OH 44041

UNIVERSITY HOSPITALGENEVA MEDICAL CENTER


We are an Equal Opportunity Employerand Care Provider who fully and

actively supports Equal Access for allpeople regardless of Race, Color,

Religion, Gender, Sexual Orientation,Age, National Origin or Disability.

1000 McKinley Park DriveMarion, OH 43302

www.mariongeneral.com

www.provena.org/saintjoseph


77 N. Airlite StreetElgin, IL 60123

We are an Equal Opportunity Employerand Care Provider who fully and actively

supports Equal Access for all peopleregardless of Race, Color, Religion,

Gender, Age, National Origin or Disability.



Equal Access for all people regardless ofRace, Color, Religion, Gender, Age, SexualOrientation, National Origin or Disability.

411 Canisteo StreetHornell, NY 14843

SAINT JAMESMERCY Hospital

www.stjamesmercy.org

to health services research. All requirements for the doctoraldegree—other than the dissertation—must be completed bythe time of the award.

Dissertation grant application receipt dates are May 1 andNovember 15, annually. If you think you may be interested inan AHRQ-supported dissertation grant, you are stronglyencouraged to discuss your project with the AHRQcoordinator listed below before applying.

How can I get more information andapplication materials?

To find out more about the NRSA individual fellowships andtraining grants sponsored by AHRQ, obtain a list ofinstitutions participating in the training grant program, or getmore information about the Agency’s dissertation grantprogram, contact:

Debbie Rothstein, Ph.D.

Office of Extramural Research, Education and PriorityPopulations

Agency for Healthcare Research and Quality

540 Gaither Road, Suite 2000



We are an Equal Opportunity Employer and Care Provider who fullyand actively supports Equal Access for all people regardless of

Race, Color, Religion, Gender, Age, National Origin or Disability.

www.sunh.com

MISSOURI RIVER MANOR1130 17TH Avenue South Great Falls, MT 59405


14500 Fruitvale Ave.Saratoga, CA 95070

www.saratogaretirement.org

We are an Equal Opportunity Employerand Care Provider who fully and actively




Equal Access for all people regardless of Race, Color,Religion, Gender, Age, National Origin or Disability.

3725 W. 4100 Street

West Valley City, UT 84120

www.grangermedical.com

We Wish Continued ProgressTo All Minority Communities

Rockville, MD 20850

Telephone: (301) 427-1525

Training information online includes: Research Training andCareer Development, National Research Service Award:Individual Postdoctoral Fellowships, and AHRQ InstitutionalTraining Programs. You can also access information onFunding Opportunities.


We are an Equal Opportunity Employer andCare Provider who fully and actively supportsEqual Access for all people regardless of Race,Color, Religion, Gender, Sexual Orientation,


504 South 13th StreetLivingston, MT 59047

www.livingstonhealthcare.org



We are an Equal Opportunity Employer and Care Provider who fully andactively supports Equal Access for all people regardless of Race, Color,Religion, Gender, Sexual Orientation, Age, National Origin or Disability.

1400 Geary Blvd. San Francisco, CA 94109www.ncphs.org

Sequoias San Francisco

We are an Equal Opportunity Employer and Care Provider who fully and actively supports EqualAccess for all people regardless of Race, Color, Religion, Gender, Age, National Origin or Disability.

PO Box 459 Fall River Mills, CA 96028www.mayersmemorial.com

We Wish Continued Progress To All Minority Communities

Where can I get moreinformation about AHRQ’sMinority Health Program?

AHRQ’s Minority Health Programfocuses on both health servicesresearch issues and problems that areimportant to minority individuals andpopulations and on increasing theparticipation of minority researchers inhealth services research. To find outmore about AHRQ’s minority researchportfolio, contact:

Dr. Francis Chesley, Director

Office of Extramural Research,Education, and Priority Population

Agency for Healthcare Research andQuality


Rockville, MD 20850

Phone: (301) 427-1449

[email protected]

or

Karen Bagley, Program Analyst

Office of Extramural Research,Education, and Priority Population

Agency for Healthcare Research andQuality


Rockville, MD 20850

Phone: (301) 427-1559

[email protected]

About AHRQ

AHRQ is an agency of the U.S.Department of Health and HumanServices. It was established in 1989 asthe Federal focal point for healthservices research and to continue andbuild upon the work of the formerNational Center for Health Services


We are an equal opportunity employerwho fully and actively supports equalaccess for all people regardless of Race,Color, Religion, Gender, Age, Sexual

Orientation, National Origin or Disability.

We wish continued progress to allminority communities

100 Municipal Blvd.Edison, NJ 08817

www.edisonnj.org

We Support The Hiring AndAdvancement Of All Minorities

We are an equal opportunity employer who supportsequal access for all people, regardless of Race, Color,Religion, Gender, Age, National Origin or Disability.

2 N. Conococheague StreetWilliamsport, MD 21795

www.williamsportmd.gov

Research and Health Care Technology Assessment, whichhad been in existence since 1968.

AHRQ’s mission is to support research designed to improvethe quality of health care, reduce its cost, and broaden accessto essential services. AHRQ develops and disseminatesresearch-based information to increase the scientificknowledge needed to enhance consumer decisionmaking,improve health care quality, and promote efficiency in theorganization of public and private systems of health caredelivery.

AHRQ is based in Rockville, MD, and has a staff of about 250professional, technical, and support personnel, includingmany health services researchers.

If you would like to know more about AHRQ and want to keepabreast of its activities, call the agency’s PublicationsClearinghouse at 800-358-9295 to subscribe to ResearchActivities (select to access issues online). Research Activitiesis AHRQ’s free monthly digest of recent research findings,funding opportunities, upcoming conferences, and othertimely and important information for the health servicesresearch community.

AHRQ is committed to increasing the number ofminority health services researchers throughenhancing awareness of the training opportunitiesavailable to minority applicants


We are an equal opportunity employerwho fully and actively supports equal access

for all people regardless of Race, Color,Religion, Gender, Sexual Orientation,


108 S. Main StreetGrenada, MS 38901

www.cityofgrenada.com


We are an equal opportunity employer whosupports equal access for all people, regardless

of Race, Color, Religion, Gender, SexualOrientation, Age, National Origin or Disability.

www.lisbonme.org



We are an Equal Opportunity Employer who fully and actively supports Equal Access forall people regardless of Race, Color, Religion, Gender, Age, National Origin or Disability.

www.thegeogroupinc.com

SANDERS ESTES FACILITY1100 FM 1807

Venus, TX 76084

As I connect with more and morewomen I am seeing that many have adesperate need for a man. I had onewoman tell me that her ex-boyfriendput a gun to her head and told her toget out of his life. Stop following him,stop calling him and leave him alone.This woman felt that he was justhaving a “bad day” and wanted toknow when would be a good time tocall him and tell him that she loves him.I was absolutely amazed. This isdefinitely a woman who doesn’t loveherself. Why would she constantlypursue a person who clearly doesn’twant her?

I recently read that it takes 11 years tototally get over the hurt of a pastrelationship. Although you havemoved on the pain still lingers on. Soimagine if you leave one relationshipfor another relationship for anotherrelationship, that is at least over thirty

years of healing. Who wants to gothrough that many years of hurt andtrying to heal?

I have learned from personal experiencethat when you go from one relationship

to another, you are not allowing yourselftime to heal. You go into the newrelationship with the scars and battlewounds from the past relationship.Although you are thirsty for love youstill cause drama because you are notable to let go of that past relationship.You are standing in a karate positionwaiting to block any situation that

comes your way because you fearbeing hurt again.

Usually when you go from onerelationship to another you aredesperate and will allow the first manor woman to enter your life, knowingthat this isn’t the person you wouldhave given the time of day to in thepast. So this relationship has startedon a bad foot from the beginningbecause you are settling to fill a void inyour life.

In order to heal, like in any situationyou have to give it time. You must takethe time to enjoy your own companyagain and learn to love yourself again.This is the time to start working ongetting your finances in order so thatwhen the right person comes you don’thave to be financially needy. Startworking on your home so that you will

In order to heal, like in anysituation you have to giveit time. You must take the

time to enjoy your owncompany again and learn

to love yourself again.

Heal Thyself First!by: Rondell Demmings



access for all people regardless ofRace, Color, Religion, Gender, Age,


We wish continued progressto all minority communities

P.O. Box 1100Elk City, OK 73648

www.elkcity.com

13000 William Dodson ParkwayFarmers Branch, TX 75234





CITY OFFARMERS BRANCH

www.ci.farmers-branch.tx.us


We are an equal opportunity employer andeducator who fully and actively supports equalaccess for all people, regardless of race, color,


P.O. Box 23Vernon, TX 76385www.tyc.state.tx.us

VICTORY FIELDCORRECTIONAL

ACADEMY


We are an equal opportunity employer who fully and activelysupports equal access for all people regardless of Race, Color,

Religion, Gender, Age, National Origin or Disability.

9418 S Kedzie Avenue Evergreen Park, IL 60805www.evergreenpark-ill.com

feel good about where you live. Start working on yourspirituality so that you will realize that you are never alone.Get a makeover so that you can feel good about yourselfagain. When we lose someone special we tend to believe ithad something to do with us and then we develop a low self-esteem. Start working on your dream, whether it is goingback to school, taking a vacation or jumping from anairplane. This is the time to make your hopes, dreams andwishes come true.

When you have created a life you are proud of then you areless emotionally needy. You can go to the next relationshipfeeling more secure with yourself because you have madeaccomplishments in your life without the help of asignificant other. Once you are happy with self and feel thatyou truly have it “going on” then you are ready to allowlove in your life again. In the past when I have felt the mostcontent in my life is when romance has come to me.

Today I challenge you if you are between relationships tostart working on you and start working on your dreams. Iguarantee that once you are at peace with yourself then youwill be ready for the relationship made in heaven.



We are an Equal Opportunity Employer who fully and actively supports Equal Access for all peopleregardless of Race, Color, Religion, Gender, Sexual Orientation, Age, National Origin or Disability.

158 W Fremont AveRigby, ID 83442

www.rigby.govoffice.com

CITY OF RIGBY

Proven Tips, Tools, and Tactics forReaping Profits from Where MinorityBusinesses Are StandingIt is important to remember that inbusiness, just as in life, we are not inthis world alone. There are multitudesof people of various cultures andorigins willing and ready to dobusiness with us. But how often do weoverlook this golden stream to thewell?

Just because people from diversebackgrounds and disabilities (usuallyand incorrectly referred to as“minorities”) don’t necessarily speakand shop the way we do, let’s notforget that they are just as willing toshop in our place of business or sell tous, for that matter. It might even bepossible to partner with them andcreate a profitable win-win situation forboth parties.

It is also important to remember thatminorities don’t necessarily see and dobusiness “our way”. Whatever that

means? Nevertheless, such individualsmight be the source of our business’survival. For this to work effectively forboth sides, it is also important to see theworld from where the minoritybusinessperson is standing. This pointwas brought home to me when I wentshopping with my eldest daughter whowas about two years old at the time.

As I stooped down to tie her shoelaces,I immediately realized the reason she hadbecome so irritable. She could notadequately see the toys that weredisplayed on the shelf above her head.At that point, I decided to pick her upand continue my shopping with her inmy arms. The pleasant changes in hermood and behavior were both refreshingand welcomed.

This shopping experience taught me twoextremely important lessons that I wishto pass on to you:

• In dealing with children and persons(shoppers) of different cultures and/or

disabilities, we will do them (andsubsequently ourselves) a greatservice when we take time to listen tothem, genuinely answer theirquestions, and develop anunderstanding of their situation fromtheir very special viewpoint.

• Developing this emphatic attitudemeans listening, really listening, on adaily basis to what people say to us. Itmeans listening to and understandingwhat our family, neighbors, friends,customers, co-workers, and employeesare saying. (Many times understandingis reached only after asking a series ofquestions.) It’s like the song says,“Walk a mile in my shoes.”

One of the best ways to breach thiscommunication barrier is to look forand partner with minority businesses.Many times such partnerships meanthe difference between winning andlosing a government contract. Butwhere does one look for qualified andcertified minority business? Not far.

Proven Tips, Tools, and Tacticsfor Reaping Profits from WhereMinority Businesses Are Standing

by: Etienne A. Gibbs


We are an equal opportunity employer whofully and actively supports equal access for all

people regardless of Race, Color, Religion,Gender, Age, National Origin or Disability.


57090 29 Palms HighwayYucca Valley, CA 92284

www.yucca-valley.org

TOWN OFYUCCA VALLEY


We are an Equal Opportunity Employerwho fully and actively supports EqualAccess for all people regardless of Race,Color, Religion, Gender, Age, Sexual

Orientation, National Origin or Disability.

SAN BERNARDINO COUNTYSHERIFF'S

DEPARTMENT

www.sheriffsjobs.com

655 E. 3rd StreetSan Bernardino, CA 92415

There is an arm’s length list of resources one can utilize.

Every major city has one or more of the following or can referus to a relevant source. What are these sources of minoritybusinesses that are ready, willing, and qualified to dopartnership business with us? Look no farther than yourfederal government office of:

• E-Business Institute, also know as the Small BusinessTraining Network; • The Small Business AdministrationDistrict Offices; • The Small Business Development Centers(SBDCs); • The Service Corps of Retired Executives (SCORE);and • Women’s Business Centers (WBCs).

Another source right at your fingertips is online businessdirectories where minorities businesses are listed. One suchdirectory is http://www.blackxchange.com/ and its sister bloglocated at http://www.blackxchange.blogspot.com/If I were looking for local or qualified businesses by specialtyin my field, first I would turn to these directories. Even if Icould not find a fit, it is quite possible that the directory’smanager would adequately refer me to relevant sources.

So, rather than complaining about not being able to find aqualified minority business, why not utilize the tools that Ihighlighted? Oh, it would be so refreshing to see bothpartners smiling all the way to the bank.Remember: When you maximize your potential, everyonewins. When you don’t, we all lose.





27801 La Paz RoadAberdeen, CA 92677

www.ci.laguna-niguel.ca.us



We are an Equal Opportunity Employer & Educator who fullyand actively supports Equal Access for all people regardless of


NORTHERN VALLEYREGIONAL

HIGH SCHOOL DISTRICTP.O. Box 270

Demarest, NJ 07627

www.nvnet.org

You may think that working as atemporary or contract employee ismerely a way to make some moneywhile you look for a permanent job -but it can be much more. Temporarywork gives you an opportunity to lookat companies from the inside; not justfrom a job description. It gives you thechance to show people who you areand what you can do; not just yourresume.

More employers are hiring for attitude,not just aptitude these days. You canshow them your attitude much betterfrom within the company. Today’stemporary employers have needs for awide range of administrative, technical,and professional positions. Employersbring in temporary employees toaddress normal fluctuations in acompany’s workflow, as contingencyworkers to fill positions that are

temporarily vacant, and as a source fortrying out permanent employees.There’s a common misconception amongtemporary employees that there’s noneed to treat a temporary job asseriously as a permanent one. On thecontrary, employers often express similarexpectations of temporary employees as

they would when hiring for a permanentposition. Since there is normally minimaltraining time available, employers

appreciate temporary employees whocan hit the ground running and showinitiative to get the job done.

Temporary jobs can range from oneday to more than a year. If you performyour duties well and establish a solidprofessional relationship with others,you may be first in line to leap to amore permanent position.

How to be a Standout Temp

Demonstrate integrityBe honest with your recruiter aboutyour skills and availability. This helpsyour recruiter present you accuratelyfor positions that fit yourqualifications. If you become aware ofan open position at a company whereyou are temping, call your recruiter toinform them of your interest. They will

Temp Your Wayto a New Career

By Nikki Kelly

Temporary jobs can range from oneday to more than a year. If youperform your duties well andestablish a solid professional

relationship with others, you maybe first in line to leap to a more

permanent position.



We are an equal opportunity employer andeducator who fully and actively supportsequal access for all people regardless ofrace, color, religion, gender, age, sexualorientation, national origin or disability.

356 Elkwood AvenueNew Providence, NJ 07974

www.npsd.k12.nj.us


We are an equal opportunity employerand educator who fully and activelysupports equal access for all peopleregardless of race, color, religion,gender, age, sexual orientation,


www.madisonpublicschools.org

359 Woodland RoadMadison, NJ 07940


We are an equal opportunity employer andeducator who fully and actively supports equalaccess for all people regardless of race, color,


520 Pompton AvenueCedar Grove, NJ 07009

www.cedargrove.k12.nj.us


We are an equal opportunity employer and educatorwho fully and actively supports equal access for

all people regardless of race, color, religion,gender, age, national origin or disability.

UPPER DEERFIELDTOWNSHIP DISTRICT

1369 HIGHWAY 77BRIDGETON, NJ 08302

www.upperdeerfield.org

pursue that position on your behalf. This creates arelationship of trust between candidate and recruiter.

Be punctualAlways be on time to your temporary position. If you arerunning late or have an emergency, call your recruiter to letthem know your situation, so they can communicate theproblem to the employer.

Be a team playerIf the work you are assigned to do on your temporaryassignment is complete, ask the others around you if theyneed any help with their work. Also, if someone asks you toassist them while you are working, try to help them out.Teamwork makes your job a lot more enjoyable, and you areable to gain valuable experience in other areas.

Think outside the boxTry to come up with better ways or more efficient ways ofcompleting your work and ask your supervisor if you may try



We are an Equal Opportunity Employer & Educator who fully andactively supports Equal Access for all people regardless of Race,

Color, Religion, Gender, Age, National Origin or Disability.

P.O. Box 368Hammondsport, NY 14840www.hammondsportcsd.org

HAMMONDSPORTCENTRAL SCHOOLS

We are an Equal Opportunity Employer & Educator who fullyand actively supports Equal Access for all people regardless ofRace, Color, Religion, Sex, Age, National Origin or Disability.


346 Claremont Avenue Jersey City, NJ 07305

www.jcboe.org




136 North Main Street Naples, NY 14512

www.naples.k12.ny.us



237 FORESTBURGH RDMONTICELLO, NY 12701

www.monticelloschools.net

We are an Equal Opportunity Employerand Educator who fully and actively




We are an equal opportunity employer and educatorwho fully and actively supports equal access for allpeople regardless of Race, Color, Religion, Gender,


Pearl River UnionFree

School District275 E. Central Ave.

Pearl River, NY 10965www.pearlriver.org


We are an equal opportunity employer andeducator who fully and actively supports

equal access for all people regardless of race,color, religion, gender, sexual orientation,


WATERFORD-HALFMOONSCHOOL DISTRICT

125 Middletown RoadWaterford, NY 12188

www.whufsd.org



10 Keibel RoadWhitney Point, NY 13862

WHITNEY POINT CENTRALSCHOOL DISTRICT

www.wpcsd.org

them. Many companies welcome ideas and are appreciativeof any suggestions you may have for them. This shows anemployer you care about your work and the company!

Have a “can do” attitudeIf your employer on your temporary assignment asks you todo something new, give it a try. Learning something newcould lead you down a career path you never thought abouttaking!

Show stability and consistent

work performanceDon’t accept a temporary position unless you are certain youare available and can complete the assignment given!



We are an Equal Opportunity Employer & Educator who fullyand actively supports Equal Access for all people regardless ofRace, Color, Religion, Gender, Age, National Origin or Disability.

1000 Mapletown Road1000 Mapletown Road1000 Mapletown Road1000 Mapletown Road1000 Mapletown RoadGrGrGrGrGreensboroeensboroeensboroeensboroeensboro, P, P, P, P, PA A A A A 1533815338153381533815338

wwwwwwwwwwwwwww.segsd.or.segsd.or.segsd.or.segsd.or.segsd.orggggg


SCHOOL DISTRICT OF LANCASTER1020 Lehigh Avenue Lancaster, PA 17602

www.lancaster.k12.pa.usWe are an Equal Opportunity Employer & Educator who fully

and actively supports Equal Access for all people regardless ofRace, Color, Religion, Gender, Age, National Origin or Disability.

Treat each temporaryassignment

like a permanent positionProve to the client that you are areliable, dedicated, and hard workingemployee that they should want tohire for a permanent position.

Report your availability

If you are actively seekingtemporary assignments, callyour recruiter each week toupdate your availability, sothey know you’re ready towork.

Think of all that temporary work hasa lot to offer you as a jobseeker: it gives you theopportunity to earn incomewhile conducting your jobsearch, and allows you to try

out a variety of companies andindustries for a better job fit.Temporary work gives you achance to learn additional skillsand build up your resume.

There are many software andskills particular to specificindustries that would certainlygive you a “leg up” on yourcompetition.

If you follow the steps above, andtake advantage of eachtemporary job as anopportunity to network andgain new contacts andexperience, you’ll increase yourchances of being asked backfor more work, and possibly apermanent position. Temporaryworkers who are enthusiastic,punctual, professional, andshow initiative about theirassignments, however brief,stand out.

Prove to the client that youare a reliable, dedicated, andhard working employee that

they should want to hire for apermanent position.



We are an equal opportunity employer and educator who fully andactively supports equal access for all people regardless of race, color,religion, gender, sexual orientation, age, national origin or disability.

30 Farm to Market RoadBrewster, NY 10509

www.brewsterschools.org

BREWSTER CENTRALSCHOOL DISTRICT

My husband is a physician. As oftenas he writes prescriptions, he alsoprescribes old-fashioned advice:“Attitude is everything.”

It’s true. The medical community isn’treally sure how, but studies show thatpatients with positive outlooks getbetter faster. Attitude is everything forthe workplace, too, especially when itcomes to issues affecting workers withdisabilities. Just like when a patient isconfronted with an injury or illness,

employers’ lack of experience andinformation often nourishes negativeattitudes. We need to change that.

People with disabilities are anoverlooked pool of potential foremployers. Fifteen years after theAmericans with Disabilities Act tookeffect, only one-third of disabledAmericans are employed, even thoughmore than two-thirds of unemployedpeople with disabilities say they wouldlike to work. I have often said we must

turn this pool into an ocean ofopportunity. How we do that dependson employers changing their attitudesabout hiring people with disabilities —and that means getting the factsstraight.

I’ve compiled some of employers’ mostcommon questions about hiringworkers with disabilities, as well as themost common myths still out there, andI’ve mined the Web to answer thosequestions and get the facts.

Fix Attitudes andBust Disability Myths

By: Alexis M. Herman



50 Trexler AvenueKutztown, PA 19530

www.kasd.org

We are an equal opportunity employer andeducator who fully and actively supportsequal access for all people regardlessof race, color, religion, gender, age,


KUTZTOWN AREASCHOOL DISTRICT


10330 State Route 209 Tower City, PA 17980

We are an Equal Opportunity Employer & Educatorwho fully and actively supports Equal Access for allpeople regardless of Race, Color, Religion, gender,

sextual orientation, Age, National Origin or Disability.

www.wvsd.k12.pa.us


We are an Equal Opportunity Employer & Educatorwho fully and actively supports Equal Access for allpeople regardless of Race, Color, Religion, gender,

sextual orientation, Age, National Origin or Disability.

700 Mahoning Street Milton, PA 17847

www.milton.k12.pa.us

MYTH: If I hire someone with adisability, my worker’s compensationinsurance rates will skyrocket.

FACT: Employers’ insurance rates arenot based on whether or not workershave disabilities. They are basedsolely on the workplace’s relativehazards and the company’s accidentexperience. Supervisors report thatworkers with disabilities have highersafety rankings then their nondisabledpeers, so there is no reason to expectrates to increase.

MYTH: Won’t my medical insurancerates increase?

FACT: Employers are often surprisedto learn that most disabilities do notrequire frequent ongoing doctor visits.The Americans with Disabilities Actrequires that an employer treat aworker with disabilities the same aseveryone else and offer the sameaccess to existing medical coverage asoffered to other employees.

MYTH: Workers with disabilities willbe absent more than others, and it willnegatively affect my bottom line.

FACT: A DuPont Corporation studyfound that 85 percent of its employeeswith disabilities rated average or aboveon attendance. International Telephoneand Telegraph surveyed a 2,000-employee plant and found that theworkers with disabilities had fewerabsences than their coworkers. Workerswith disabilities are not absent any morethan workers without disabilities.

MYTH: It is too expensive toaccommodate workers with disabilities.

FACT: Actually, most workers withdisabilities do not require any specialaccommodations. Whenaccommodations are necessary, about 20percent cost nothing, and 50 percentcost less than $500. There are a varietyof national and community-basedorganizations that help employersidentify low-cost or no-cost

accommodation alternatives. Employershave always made adjustments in theworkplace to accommodate employees’needs. That same flexibility should beextended to people with disabilities.

MYTH: Workers with disabilities taketoo long to get acclimated in a new job.Training them is too hard andexpensive.

FACT: Every worker, whether disabledor not, will require different amounts oftime to learn new job responsibilities.People with disabilities do not takelonger to learn a new task thananybody else.

MYTH: Once on the job, workers withdisabilities are hard to supervise.FACT: A Harris poll found that 82percent of managers said employeeswith disabilities were not harder tosupervise than other employees. Asupervisor who can successfullymanage people can successfullymanage people with disabilities.


We are an Equal Opportunity Employer andEducator who fully and actively supportsEqual Access for all people regardless of

Race, Color, Religion, Gender, Age,National Origin or Disability.

134 South Penn AvenueHarrisville, WV 26362

www.greatschools.net

We Are Committed ToCareer Opportunities For All

RITCHIE COUNTYSCHOOL DISTRICT


We are an Equal Opportunity Employer & Educa-tor who fully and actively supports Equal Accessfor all people regardless of Race, Color, Religion,

Gender, Age, National Origin or Disability

HALIFAX COUNTYPUBLIC SCHOOLS

PO BOX 1849Halifax, VA 24558

www.halifax.k12.va.us


We are an equal opportunity employerand educator who fully and activelysupports equal access for all people


Dinwiddie CountyPublic Schools

P.O. Box 7Dinwiddie, VA 23841

www.dinwiddie.k12.va.us

MYTH: I’ll have to make specialtransportation accommodations foremployees with disabilities to get towork.

FACT: You are not required to do so.Workers with disabilities are capable ofsupplying their own transportation,and their modes of transportation areas varied as those of other employees.

MYTH: Workers with disabilities donot perform as well as workerswithout disabilities.

FACT: The employers I’ve talked to tellme that workers with disabilities aremotivated, capable and dependable.Another DuPont study showed almost90 percent of workers with disabilitiesreceived “good” or “excellent”performance ratings from theirmanagers. Managers also felt that mostemployees with disabilities did theirjobs as well as or better than otheremployees in similar positions.

MYTH: It is impossible to determine afair salary range for workers withdisabilities.

FACT: This is simple. Employees withdisabilities should receive prevailingwages and benefits based onproductivity and job performance.

MYTH: There is nothing I can do if anindividual with disabilities is not theright fit or doesn’t work out in myorganization.

FACT: This is the statement everyone isafraid to articulate. They are really tryingto say, “I can’t fire a worker withdisabilities if he doesn’t work out.” TheADA’s intent is to ensure thatindividuals with disabilities are given thesame opportunities and treatment aseverybody else. Employers are notexpected or encouraged to go easy onworkers with disabilities. They shouldmeet the sameperformanceexpectations and

be subject to the same disciplinaryactions as any employee. If they arenot doing the job or are falling short ofthe workplace’s criteria, they should becoached, counseled, disciplined and, ifnecessary, terminated based uponestablished policies. Just as individualswith disabilities deserve equalconsideration in the employment arena,they must be held accountable to thestandards and expectations of theiremployment.

Remember: Good attitudes arecontagious, and employing people withdisabilities generates goodwill andfosters positive attitudes amongcoworkers and customers. Hiringpeople with disabilities contributes toworkforce diversity, which, in turn,contributes to the bottom line.




7207 Young StreetMachipongo, VA 23405

www.ncps.k12.va.us

Learning a language is akin toacquiring some kind of code withtangled ciphers and intricate symbols,which seems to be beyond perceptionand comprehension of a learner.Indeed, language is a well-arrangedsystem, which needs a deep scrutinyand a thorough deciphering.

Starting a journey into the world oflanguage learning involves plunginginto a new language environment.English learning implies to get into adiversity of new activities, it is

adapting of an ear to a plethora ofunfamiliar sounds, foreign pronunciationand mastering of huge amounts of newvocabulary. One who learns English willconfront with a great variety of grammarrules and exceptions, difficult to imitatepronunciation, a problem ofunderstanding the theory of grammar,training and polishing of acquired theoryin practice. In a word, English learning isa complicated and multistage process,which requires much efforts, longperiods of time, inexhaustible patienceand perseverance.

I don’t intend to nip in the bud aneager desire of a neophyte to master alanguage by starting with a complexityof English learning. Though, everylearner should be aware that there is nomagic powder, which will make himknow English as a native speaker does.

A person who is going to masterEnglish should forget about short-cutsto success, making vain endeavor tocram this language into his brain inseveral months. English learning is anassiduous and laborious process.

A Different Language Isa Different Vision of Life

by: Linda Correli



We are an equal opportunity employer and educator who fullyand actively supports equal access for all people regardless

of race, color, gender, age, national origin or disability.

1712 Vaughn RoadBurlington, NC 27217

www.abss.k12.nc.us

ALAMANCE-BURLINGTONSCHOOL SYSTEM

Heaps of hard work stands behind itsmastering and results which a learnerattains in studying English is a directrepercussion of his diligence and work.

A common difficulty which awaitsevery English language learner isapplying of four different types ofactivities: listening, speaking, writingand reading into the patterns of a newlanguage practically simultaneously.

Undoubtedly, a way to perfect Englishmastery is a thorny path, where alearner can confront with anabundance of challenges. The mainthing is not to give in, soothingyourself with the idea that you are nota language learning type. Every person

can master a language up to his specificstandard and attain his definite results inlanguage learning.

What is English learning all about?

When you start learning English youacquire a new mode of life. You startdoing crazy things, like speaking toyourself aloud, spending your eveningreading a dictionary, hunting forinteresting phrases with the purpose ofaccumulating your vocabulary, trying torecollect them all at once or jotting themdown in your diary not to forget. It is anexciting feeling of a new start and offuture perspectives a good command ofEnglish opens before you.

By setting out on a journey to new andexciting achievements a learner has todistinguish what ways will be better tochoose for reaching his goal relativelyquickly and efficiently.

Linguists and methodologistsdescribed many efficient strategies ofEnglish language learning. Many ofthem proved to be highly efficient andbrought really amazing results intesting.

• A starting point which willpush you up in all the courseof your English studying isyour motivation to learn. Youshould be specific with thegoal of your studying and



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HERTFORD COUNTYSCHOOL DISTRICT



PPPPP.O. Box 2909 Lumberton, NC 28359.O. Box 2909 Lumberton, NC 28359.O. Box 2909 Lumberton, NC 28359.O. Box 2909 Lumberton, NC 28359.O. Box 2909 Lumberton, NC 28359

The Public Schools ofThe Public Schools ofThe Public Schools ofThe Public Schools ofThe Public Schools ofRobeson County School DisRobeson County School DisRobeson County School DisRobeson County School DisRobeson County School Districttricttricttricttrict

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reflect on benefits a goodcommand of English can bringyou. You are aimed at gettingsmarter, assimilating newculture and meeting newpeople or your primary goal ofEnglish learning is to earnmore money and succeed inyour career.

• * A sure-fire way to masterEnglish is to go to America orEngland and commute withnative speakers. It means topenetrate into Englishenvironment and practice bothspeaking and listening. Goingto English - speaking countryis a great opportunity toperfect your listening skills,enrich your vocabulary withnew words. And what is themost important is that you areforced to speak on a dailybasis and perceive colloquialspeech, the samples of it youare not likely to find in anydictionaries.

• * A good, safe and cheap wayto master English is to stimulatea foreign language environmentin your home. It means to bringEnglish - speaking country toyour house, surroundingyourself with everything that isconnected with English. Try allwhich will come in hand. ReadEnglish books, see movies in

English, you can hear Englishin radio or TV. These methodswill help you learn faster andhave a sense of achievement,because each time you’llunderstand more and more. *

• Speak English as much aspossible. Speaking is excitingand motivates you to keeplearning. It helps you to

uncover the gaps in yourvocabulary and grammar.Though, if you don’t have anopportunity to go to English -speaking country it doesn’tmean that you won’t be able tospeak English fluently andnaturally. It only means thatyou’ll have to exert moreefforts to find Englishlanguage environment in yoursurrounding. In any case, youcan look for good Englishlanguage courses or apply toBritish council for help.Perhaps, my article “How tofind the best foreign languagecourses” can be helpful to youif you choose to attendlanguage courses.

English learning is a greatopportunity for you to unleashyour inner genius. Knowing whatyou really want to get from yourlearning will zap your cherisheddream to develop good Englishskills in a flash. The main thing isto find a set of effective learning

English learning isa great opportunityfor you to unleashyour inner genius.



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ways and tools which will help you boost your resultsand have a motivation to study. Once you are armedwith a desire and winning techniques, be sure to sortout the methods that suit you and you can consider thatthe first step to your success in English learning hasbeen already made. Starting on this merry notecontinue your way in the same spirit and yield totemptation of giving in to difficulties.


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CRAVEN COUNTYBOARD

OF EDUCATION



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VESTAVIA HILLS CITYSCHOOL DISTRICT

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Strong, positive teamwork is definedby a leader who has a vision and theability to inspire his or her team towork toward the realization of thatvision.

The leader is not threatened in theleast by the expertise and diversity ofhis or her team. Rather, a good teamleader engages his or her teammates ina discussion about what quality lookslike, what is needed to perform andcomplete the job, and empowers theteam members to always strive forquality improvement.

Let’s break all that down into itscomponent parts. The first is a clearlydefined leader. I believe every teammust have a leader. There must besomeone who is in charge and makesthe ultimate decisions.

Team members may take turns beingthe leader as long as everyone is clearwho the leader is on any given day.Another variation of that theme is tohave certain people be the leader forprojects that are in their area ofexpertise. However, in every event,there can be no question amongteammates who is the leader for thatday or project.

The leader needs to have a vision. Thisis similar to Covey’s second habit,“Begin with the end in mind.” A trueleader creates the end product twice—once mentality and then in its actualform. It is impossible to lead toward a

fuzzy vision. People are simply notinspired to follow uncertainty.

Having the vision is not enough toinspire teammates to strive toward thesame goal. A good team leader knowshow to help each teammate see howthe end product or service will beuseful and what, exactly, theirindividual contribution is toward thatend.

How does the janitor contribute tofans’ enjoyment at a professionalbaseball game? By providing a clean,neat bathroom experience—that’show. If the janitor sees himself as a

Having the vision isnot enough to inspireteammates to strive

toward the same goal.

A good team leaderempowers the teammembers to alwaysstrive for quality

improvement.

Leadership & Teamworkby: Kim Olverly



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LAMAR COUNTYSCHOOL DISTRICTP.O. Box 1379Vernon, AL 35592

critical cog in the big picture goal andhe receives positive recognition for it,then he is more likely to perform hisjob with enthusiasm.

Another component of being able toinspire one’s teammates is having aclearly defined mission that everyone,preferably, has had a part indeveloping, but if not, then at leastteam members can agree to thepreviously established team mission.

This becomes important in times ofconflict between team members. Whenthere is a dispute to be solved, it ishelpful to have an already establishedway to measure the solution. Solutionsare always held up against the missionand whether or not it will move the teamcloser or further from the ultimate goal.

The other advantage of having a missionthat has been agreed upon by all teammembers is that it can enhancecooperation. One of the most difficultthings to manage on a team is an

individual ego.There can bepetty jealousiesand a competitivespirit that can killthe cooperation ofthe best team.

The missionstatement is a wayto minimize thispotential fordisaster. Themission remainsthe focus that

everything else is compared to. Anindividual’s action is either helpful orhurtful to the mission and dealt withaccordingly. The group’s goal mustalways be placed above anyindividual’s desires or ego. Jealousyand backstabbing have no useful placeon a team.

A good leader is in no way threatenedby the expertise and diversity of his orher team. The best leaders are alwaysseeking information from the front linepeople who are doing the actual work.Without information from teammembers, the leader’s hands are tiedbehind his or her back.

It is also critical to use team membersin their areas of expertise. Leaderscan’t know everything abouteverything. There will be team memberswho have skills and abilities that

Leaders can’t know everything about

everything.



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EATON COMMUNITYSCHOOL DISTRICT


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MT. PLEASANT PUBLICSCHOOL DISTRICT

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surpass those of the leader in certainareas. A good leader will ask for helpwhen it is prudent.

This is also a time to value diversity.Having a team made up of people whoall do the same jobs in pretty much thesame way really has no value. Oneperson could more easily do the jobthan assembling a homogenous team.

The value of a team comes from itsheterogeneity. Getting feedback andsuggestions from people who dothings differently is what will sparkthe creativity and the genius of theteam. This is what masterminding is allabout. Tap into the wealth that isalready there.

Finally, a good leader holds the bar high.He or she does not ask his team to beaverage or mediocre. Average andmediocre can be easily replaced. Theleader asks his or her team to collectivelydo their very best and when they aredone, the leader asks them to alwaysstrive for continuous improvement. Thework is never done. The team shouldalways be evaluating what has beenimplemented and be comfortable makingsuggestions for ways to do it evenbetter.

Previously, Imentioned that agood leaderempowers his orher teammates.Creating a need-satisfyingenvironment does

this. Team members must get along andknow that the leader and the companyhave their best interests at heart. Theymust feel important, listened to andrespected. They must have the freedomto make choices within the context oftheir assignments and they must havesome fun in their work.

It is also critical for team members tofeel safe. This means that they are notfearful in any way. The team leader iscritical in fostering this environment forthe empowerment of the entire team.

A good leader holdsthe bar high.



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NORTHWEST LOCALSCHOOL DISTRICT

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There are four major types of timemanagement planners: semester (orquarter), monthly, weekly, and daily.Semester and monthly planners allowone to record the due dates of majorassignments, while weekly and dailyschedules are used to record regularactivities as well as due dates ofassignments. Each of these isdiscussed and illustrated insubsequent sections.

Once the student has selected thetype(s) of planners that will best suithis/her needs, he/she should design aplanner with the characteristics neededor make copies of the templatesprovided in this page. There are avariety of bound time plannersavailable at book stores that may beused as well. If a homemade planner ispreferred, consider what structure andfeatures are best for personal needs.For example, with weekly grids one

must decide between hour long or half-hour long blocks of time. If the former isselected, decide if each block will starton the hour (e.g., 8:00-9:00) or on thehalf-hour (e.g., 8:30-9:30). One shouldalso consider what information is to berecorded, and how much space will beneeded to hold that information.

If a homemade planner is used, xeroxseveral copies so they may be used inthe future and they may be used tocompare how one actually spent timeand how one planned to spend time. Tosave time, fill in all the regular activitiesthat do not change before xeroxingweekly or daily grids.

Once the planner(s) has been selectedand xeroxed (if necessary), informationmay then be recorded. Consider whattypes of information will be entered onthe planner, and what abbreviations willbe used. Check course syllabi for due

dates of assignments, and break largetasks into several smaller ones beforeputting them on the schedule. Estimatehow long it will take to complete eachtask and set aside that much time in theschedule. One may wish to color codethe different activities on the planner.For example, write classes in black ink,assignments in red ink, and socialevents in blue ink. Or, write theactivities in one color and use differenthighlighters to distinguish amongtypes of tasks.

In order to be an effective timemanagement strategy, planners must bechecked every day or every few days.Make this part of one’s routine.Additionally, it is often necessary toupdate and revise the planners as duedates change or as new tasks areassigned.

INTRODUCTION TO TIMEMANAGEMENT PLANNERS



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It is very important to evaluateperiodically how well one is sticking tothe schedule. Are tasks completed bythe due dates on the planner? Is studytime being used for studying? Formore information on evaluation, see

the Self-Evaluation section.

SEMESTER PLANNERS

The purpose of semester (quarter)planners is to give the student onoverall idea of when major schoolprojects and social events arescheduled. Semester planners givean overview of the majorcommitments one has during thecourse of the term.

Semester planners are useful becausethey help the student to see when he/she will be the most busy during theterm. Detailed plans then may be madeahead of time to complete all theassignments and activities in a timelymanner. Another benefit of semester

planners is that they help to reduce thetensions associated withprocrastination. Finally, semesterplanners give the student a sense ofcontrol over his/her academic and social

affairs.

Directions for CreatingSemester (Quarter) Planners

• Buy a large calendar or deskblotter. Or make a homemadetemplate to meet personalrequirements.

• Write in the dates and times formajor school projects, including

o examinations andquizzes

o speecheso research paperso lab assignmentso class projectso field trips

• Write in the dates of importantsocial events that can’t be

missed. Be selective, youcan’t do everything!

o major athletic eventso weddingso school danceso club meetings and

events• Put the calendar in a

prominent place in your roomwhere you may refer to itoften.

MONTHLY PLANNERS

Monthly planners are similar tosemester planners, except that theyallow one to plan academic and socialevents in more detail. More types ofinformation and events can beorganized on monthly planners.

This time management technique isuseful because it encourages thestudent to divide major tasks intosmaller parts and to develop a schedulefor completing each part. Anotherbenefit of monthly planners is they



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help to reduce the tensions associatedwith procrastination. In addition,monthly planners are portable, unlikemost semester planners. Finally,monthly planners give the student asense of control over his/her academicand social affairs.

Directions for CreatingMonthly Planners

• Buy a portable, notebook-sized monthly calendarwith boxes that are largeenough to hold severalpieces of information. Ormake a homemadetemplate.

• Look at the majoracademic assignmentslisted on the semesterplanner (or coursesyllabi). Break each taskinto smaller parts. Forexample, a research papermay be divided into these

activities: choose topic andclear it with the instructor,library research, write firstdraft, type first draft, havefirst draft proof-read, makerevisions, and print finaldraft.

• Develop a schedule forcompleting each task.Make one’s own due datesfor each part and writethem on the monthlyplanner. Using the researchpaper example: topic byweek 2, research by week 6,first draft by week 8, typeby week 9, proof-read byweek 10, turn in final draftby week 11.

• Regularly evaluate one’sprogress on the tasksagainst the due dates onthe monthly planner. Agood time to do this isevery Sunday night. Treatyourself when a majorassignment has beencompleted according to theschedule.

WEEKLY ACTIVITY GRIDS

The purpose of weekly activity grids isto plan activities in a very detailedmanner in order to make the most ofone’s time. The strategy is particularlyuseful during finals week or beforemajor business activities, when onehas “a million things to do” in a shortperiod of time.

When recording upcoming activitieson the weekly grid, be as specific aspossible. Each entry should identifytwo things. For students, these are thetopic to be studied and how it will bestudied. Examples are: library researchfor speech, write first draft ofsociology paper, read physics chapter7, do accounting problems 1-5, startceramics project, and identify memoryaids for marketing test. For employees,the two necessary data are the projectto be worked on and the nature of thetask. Examples are: prepare data tablesfor next year’s budget, prepare visualaids for sales presentation, writecorrespondances about renovation




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project, or finish bid for bridgereplacement project.

Weekly activity grids may bepurchased in a bookstore or made bythe individual. Bound plannerspurchased in the store have theadvantage of durability andportability. Homemade planners, onthe other hand, offer the benefits offlexibility, low cost, and more detailedplanning. Homemade planners alsosave time because activities that don’tchange week to week can be writtenon the planner before xeroxing,eliminating the need to enter the samedata every week.

Weekly activitiy grids may be arrangedin one of two formats. They are usuallyblocked out in one-hour chunks of time.Each one-hour block may begin on thehour (8:00-9:00, 9:00-10:00, etc.) or on thehalf-hour (7:30-8:30, 8:30-9:30, etc.),depending on the school’s classschedule or the employer’s schedule. Aless common but perfectly acceptableformat is by the half-hour. For this typeof weekly activity grid time is blockedout as follows: 7:00-7:30, 7:30-8:00, 8:00-8:30, etc. The half-hour style allows oneto record activities in more detail, but thehourly format takes up less space.

Remember this rule of thumb whenplanning and coordinating weeklyactivities: spend two hours studying

outside class for every hour spent in

class.

Directions for CreatingWeekly Planners

Directions for completing weeklyactivity grids are given below. A samplehomemade grid and a completedhomemade grid are then illustrated.Examples of bound planners will bescanned at a later date.

• Design a weekly activity gridto meet personal requirements,or purchase a bound planner.



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Homewood FlossmoorCommunity High School

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CHAMBERLAINSCHOOL

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HAVANA COMMUNITYSCHOOL DISTRICT 126

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Arrange the grid blocks on an hourly or half-hourlybasis. Label the days of the week, starting withSunday or Monday.

• The first thing to record on the grid is those regularactivities whose times do not change week to week.For homemade planners, record this data beforexeroxing the chart for future use. Examples of regularactivities are

o mealso sleepo class or labo worship serviceso club meetingso worko tutoring sessionso athletic practice, games or exercise

• Record all other activities that are not regular events.Consult the monthly planner (or course syllabi) todetermine the due dates of all activities, not just themajor ones. Break major assignments into smallertasks, and identify your own due date for each part.Estimate how long it will take to complete each task.If unsure, err on the side of overestimating. Writeshort descriptions of each activity in the appropriateplaces on the weekly chart. Examples of activitiesare:

o reading assignmentso athletic games or exercise

o study groupso listening to lecture tapeso recopying or reviewing noteso relaxation and recreationo reorganizing informationo developing memory aidso reviewing notes or readingso club meetings or activitieso review sessions





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710 Nor710 Nor710 Nor710 Nor710 Nor th Strth Strth Strth Strth StreeteeteeteeteetIowa Falls, IA 50126Iowa Falls, IA 50126Iowa Falls, IA 50126Iowa Falls, IA 50126Iowa Falls, IA 50126

wwwwwwwwwwwwwww.io.io.io.io.iowwwwwa-fa-fa-fa-fa-fallsallsallsallsalls.k12.ia.us.k12.ia.us.k12.ia.us.k12.ia.us.k12.ia.us

o meetings with instructor, coach or advisoro library researcho lab work

• Keep the completed grid, or copies of it, in aprominent place where one may refer to it often.Make it a habit to check the grid periodically, such asevery morning or evening.




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DAILY ACTIVITY GRIDS

Daily activity grids serve the same function as weeklyschedules - to plan in detail the activities to be completedduring the day. The only difference between the two is thatdaily grids show only one day at a time while weekly gridsdisplay seven days of activities on one chart.

Daily activity grids may be purchased or made by theindividual. The former often span the hours of 8:00 am and 5:00pm and come in portable and desk-top styles. The latter may bedesigned to start and end at any hour. Time blocks are usuallyan hour long and start on the hour, but this format may bemodified to suit personal preferences. Various types ofinformation may be recorded on daily charts, including schoolwork, social events, appointments, and work duties. Tasksshould be described in as much detail as possible; include thesubject of the task and the specific activity to be performed.See the section on Weekly Activity Grids for more directions.




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The Transcendental Meditationtechnique may be an effective and safenon-pharmaceutical aid for treatingADHD, according to a promising newstudy published this month in the peer-reviewed online journal Current Issuesin Education.

The pilot study followed a group ofmiddle school students with ADHDwho were meditating twice a day inschool. After three months, researchersfound over 50 percent reduction instress and anxiety and improvements inADHD symptoms.Effect exceeds expectations

“The effect was much greater than weexpected,” said Sarina J. Grosswald,Ed.D., a George WashingtonUniversity-trained cognitive learningspecialist and lead researcher on thestudy. “The children also showedimprovements in attention, working

memory, organization, and behaviorregulation.”

Grosswald said that after the in-schoolmeditation routine began, “teachersreported they were able to teach more,and students were able to learn morebecause they were less stressed andanxious.”

Stress interferes with the abilityto learn

Prior research shows ADHD childrenhave slower brain development and areduced ability to cope with stress.“Stress interferes with the ability tolearn-it shuts down the brain,” saidWilliam Stixrud, Ph.D., a Silver Spring,Maryland, clinical neuropsychologistand co-author of the study.

“Medication for ADHD is veryeffective for some children, but it ismarginally or not effective for others.Even for those children who showimproved symptoms with themedication, the improvement is ofteninsufficient or accompanied bytroubling side effects,” Stixrud said.“Virtually everyone finds it difficult topay attention, organize themselves andget things done when they’re understress. So it stands to reason that theTM technique which reduces stressand organizes brain function wouldreduce ADHD symptoms.”

While in some cases a child cannotfunction without medication, there isgrowing concern about the health risksand side effects associated with thecommon ADHD medications, includingmood swings, insomnia, tics, slowedgrowth, and heart problems. In 2006 theFDA required manufacturers to place

Meditation helpsstudents with ADHD

New Study by: Tom Ball





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MARANA UNIFIEDSCHOOL DISTRICT 6

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warning labels on ADHD medications,listing the potential serious healthrisks.

These high risks and growingconcerns are fueling parents’ searchfor alternatives that may be safer fortheir kids.

The study was conducted in a privateK-12 school for children withlanguage-based learning disabilities.Participation was restricted to 10students, ages 11-14, who had pre-existing diagnoses of ADHD. Abouthalf of the students were onmedication. The students meditated atschool in a group for 10 minutes,morning and afternoon.To determine the influence of the TMtechnique, at the beginning and end ofthe three-month period, parents,teachers and students completedstandard ADHD assessmentinventories measuring stress andanxiety, behavior and socialcompetency, and executive function.Students were also given a battery of

performance tests to measure cognitivefunctioning.

“The results were quiteremarkable”

Andy and Daryl Schoenbach’s daughterwas diagnosed with ADHD in second

grade. Like most ADHD children she wastaking medication. “The medicationhelped but had mixed results-she stilllost focus, had meltdowns, and themedications affected her sleep andappetite,” said Andy, who lives withDaryl in Washington D.C. “She was notperforming close to her potential and wedidn’t see the situation improving. So at

the end of seventh grade when herdoctor recommended increasing themedication, we decided it was time totake a different course-stopping themedication and using TranscendentalMeditation.”

“The results were quite remarkable,”Daryl said. “The twice dailymeditations smoothed things out, gaveher perspective, and enabled her to bein greater control of her own life whenthings started falling apart. It tooksome time, but it gradually changed theway she handled crises and enabledher to feel confident that she couldtake on greater challenges -in her ownwords, ‘climb a mountain.’”

“Everyone noticed thechange,” Andy added.

Grosswald explained that there issubstantial research showing theeffectiveness of the TM technique forreducing stress and anxiety, andimproving cognitive functioningamong the general population.

TM doesn’t requireTM doesn’t requireTM doesn’t requireTM doesn’t requireTM doesn’t requireconcentration,concentration,concentration,concentration,concentration,

controlling the mind orcontrolling the mind orcontrolling the mind orcontrolling the mind orcontrolling the mind ordisciplined focus.disciplined focus.disciplined focus.disciplined focus.disciplined focus.



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GALLUP-MCKINLEYCOUNTY SCHOOL DISTRICT



PPPPP.O. Box 6 El Rito, NM 87530.O. Box 6 El Rito, NM 87530.O. Box 6 El Rito, NM 87530.O. Box 6 El Rito, NM 87530.O. Box 6 El Rito, NM 87530

wwwwwwwwwwwwwww.mesavista.org.mesavista.org.mesavista.org.mesavista.org.mesavista.org

Mesa VMesa VMesa VMesa VMesa Vista Consolidatedista Consolidatedista Consolidatedista Consolidatedista ConsolidatedSchool DistrictSchool DistrictSchool DistrictSchool DistrictSchool District


We are an Equal Opportunity Employer and Educator who fully andactively supports Equal Access for all people regardless of Race,


wwww.mora.k12.nm.us

P.O. Box 179Mora, NM 87732

Mora IndependentSchool District 1





www.aspenk12.net

0235 High School RoadAspen, CO 81611

RE1

“What’s significant about these newfindings is that among children whohave difficulty with focus andattention, we see the same results. TMdoesn’t require concentration,controlling the mind or disciplinedfocus. The fact that these children areable to do TM, and do it easily showsus that this technique may beparticularly well suited for childrenwith ADHD,” she said.

This study was funded by theAbramson Family Foundation and theInstitute for Community Enrichment.

A second, recently completed TM-ADHD study with a control groupmeasured brain function usingelectroencephalography (EEG).Preliminary data shows that threemonths practice of the techniqueresulted in significant positivechanges in brain functioning duringvisual-motor skills. Changes werespecifically seen in the circuitry of thebrain associated with attention anddistractibility. After six months TMpractice, measurements ofdistractibility moved into the normalrange.

A third, $2 million TM-ADHD study, tobe funded in part by a grant from TheDavid Lynch Foundation, will morefully investigate the effects of thetechnique on ADHD and otherlearning disorders.

Facts about ADHD

Attention Deficit Hyperactivity Disorder(ADHD)“ The Center for Disease Control reportsthat nearly 50 percent of the 4.5 millionchildren (ages 4-17) in the United Statesdiagnosed with ADHD are on ADHDmedication-and the majority of those onmedication stay on it in adulthood. “ Therate of prescriptions for Attention DeficitHyperactivity Disorder in the U.S. hasincreasing by a factor of five since 1991-with production of ADHD medicines up2,000 percent in 9 years. “ The commonlyused drugs for ADHD are stimulants(amphetamines). These drugs can causepersistent and negative side effects,including sleep disturbances, reduced

appetite, weight loss, suppressedgrowth, and mood disorders. The sideeffects are frequently treated withadditional medications to manageinsomnia or mood swings. Almost noneof the medications prescribed forinsomnia or mood disturbances areapproved by the Food and DrugAdministration (FDA) for use withchildren. “ The long-term health effects

of ADHD medications are not fullyknown, but evidence suggests risks ofcardiac disorders and sudden death,liver damage and psychiatric events. Ithas also been found that children onlong-term medication have significantlyhigher rates of delinquency, substanceuse, and stunted physical growth.

Facts about The TranscendentalMeditation technique

“ The Transcendental Meditationtechnique is an effortless techniquepracticed 10-20 minutes twice a daysitting comfortably with the eyesclosed. “ TM is not a religion orphilosophy and involves no newbeliefs or change in lifestyle. “ Over 350peer-reviewed research studies on theTM technique confirm a range ofbenefits for mind, body and behavior. “Several studies have compared theeffects of different meditation practicesand found that TranscendentalMeditation provides deeper relaxationand is more effective at reducinganxiety, depression and hypertensionthan other forms of meditation andrelaxation. In addition, no othermeditation practice shows thewidespread coherence throughout allareas the brain that is seen withTranscendental Meditation. “ TheTranscendental Meditation techniqueis taught in the United States by a non-profit, educational organization.

“ TM is not a religion“ TM is not a religion“ TM is not a religion“ TM is not a religion“ TM is not a religionor philosophy andor philosophy andor philosophy andor philosophy andor philosophy and

involves no new beliefsinvolves no new beliefsinvolves no new beliefsinvolves no new beliefsinvolves no new beliefsor change in lifestyle. “or change in lifestyle. “or change in lifestyle. “or change in lifestyle. “or change in lifestyle. “



We are an equal opportunity employer and educator who fully andactively supports equal access for all people regardless of race,

color, religion, gender, age, national origin or disability.

737 Bear Mountain Blvd.Arvin, CA 93203

www.arvinschools.com

ArArArArArvin Union Scvin Union Scvin Union Scvin Union Scvin Union School Districthool Districthool Districthool Districthool District



HARVARD-WESTLAKE SCHOOL

3700 Coldwater CanyonNorth Hollywood, CA 91604

www.harvardwestlake.com




McFARLANDUNIFIED SCHOOL601 2nd StreetMcFARLAND, CA 93250

www.mcfarlandusd.com


“Learn to pause ... or nothingworthwhile will catch up to you.” -Doug King

I was having coffee with three coachcolleagues at Starbucks the other day.It’s a ritual I look forward to. We gettogether twice a month to share ourwins and our challenges, support eachother and have a good time deepeningour connection.

We go around the table, each taking aturn to share our news or receivecoaching on whatever our challengemay be that week. It’s a valuable, two-hour investment that always proves tobe fascinating and energizing.

This time, as we were completing theround of sharing, I was struck by anawareness that suspended my abilityto stay focused on the conversation. Ilet myself follow my own meanderingtrain of thought for a while and then

decided to share my question with thegroup.

My query was this: Why are we so oftenfearful and continue to get in our ownway when we are striving to live a biggerlife?

Even coaches, individuals who aretrained, practiced and experienced atnegotiating fear, doubt anddisempowered thinking get stopped andstuck. Although this wasn’t a newthought for me, my curiosity wasbuilding about some bigger phenomenonat play.

I kept coming back to the thought thatregardless how educated, self aware, orevolved someone is, they still exhibitbehavior that prevents them fromstepping fully and effortlessly into thebiggest life they want. Why is this? Ifinally wondered out loud to myinterested and wise friends.

I began to think about the primitivepart of our brain - the “reptilian brain,”which is programmed for survival. Ashuman beings, we all share a need forsecurity, and this part of our braingenerates that need.

Further, as my coach Kimberly Fulcherstates, “If your need for security is notsatisfied, whether the threat youperceive is real or imagined, you willlive each day of your life focusedsolely on how to protect yourself. Inthis state, there will be no room for therisk taking and courageous action thatis required to pursue your dreams.”

Fortunately, there’s a more evolvedpart of our brain that’s responsible forcreating the advanced society we livein today. When we see our life throughthis part of our brain, we feel fewrestrictions. We can do almostanything. The world is a limitless

Wisdom Over Coffeeby: Helaine Iris



We are an equal opportunity employer and educator who fully andactively supports equal access for all people regardless of race, color,religion, gender, age, sexual orientation, national origin or disability.

P.O. Box 249Taholah, WA 98587

www.taholah.k12.wa.us

Taholah School Ditrict77

playground waiting for us to step inand play our part.

I began to realize how these twocritical aspects of the human hardwareare in stark opposition. Part of ourbrain wants us to grow, take risks andget out of our comfort zones; whileanother wants us to stay home and besafe. It’s no wonder most of us runinto roadblocks when we are trying togrow.

To add one more idea to my theory,most of us are members of the firstgeneration that’s been encouraged togrow beyond our parents’ edict of “dowhat you’re supposed to do, not whatyou want to do.” In other words, veryfew of us have any role models forliving a complete life of passion andfulfillment.

After spinning this theory with mycolleagues, it became obvious that, asa species, we’re doing pretty well,despite our physical and culturallimitations. We are continually

growing, evolving and modeling a newway of living for future generations.

On an individual level, it’s easy to getlost and stuck in what’s scary andmoving too slowly. But when was thelast time you paused for a moment,shifted your perspective and remindedyourself about your accomplishments?How far have YOUcome in your life? Iinvite you to take aminute right nowand think about it.

Yes, keep takingrisks and movingforward towardliving a completelife, but respectyour very humanneed for security.You can do this byroutinelyacknowledgingwhat’s workingwell and byreviewing your

past accomplishments.

As you practice this you will begin toexperience less time in the stuck, fearfulplaces and more time in the movingforward and living your dreams places.What’s stopping you? Go ahead anddream.It’s YOUR life - imagine thepossibilities!



regardless of race, color, religion,gender, age, national origin or disability.

P.O. Box 2050Buckley, WA 98321

www.whiteriver.wednet.edu

Winter 2009 Minorities & SUCCESS




310 Wooley StreetRaeford, NC 28376

www.hcs.k12.nc.us

HOKE COUNTYSCHOOL DISTRICT

1001 Kriebel Mill RoadNorristown, PA 19408




www.methacton.org


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We fully and actively support Equal Access for all peopleregardless of Race, Color, Religion, Gender, Sexual

Orientation, Age, National Origin or Disability.

216 West 14th StreetNew York, NY 10011

www.local237.org

Winter Publication

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