The Fight Goes On

The 2008 edition of Education Week's Quality Counts was released a couple of days ago. It presents a new framework for strengthening the teaching profession, based on a yearlong analysis of the best thinking and current practices in the field.

Quality Counts grades the states across six areas of education performance and policy. While the U.S. posted a grade of C overall, the average state earned a D-plus on public school achievement, the poorest showing of any graded category.

In response to this report and articles in two of our Utah newspapers about the findings, I wrote the following "Letter to the Editor":

The findings of new education reports indicating a persistent achievement gap (s) between Whites and Latinos are quite disconcerting. A 50%-60% Latino drop out rate and up to a 30 pt. achievement gap in some academic areas are inexcusable. Obviously collecting and analyzing data are not sufficient.

Nor will identifying lack of resources as the culprit be an effective answer to the lingering dilemma, especially if it is used as an excuse not to do anything. Plus, there are questions to be asked about resources if they are to be used effectively such as:1) What is meant by resources--money, books, qualified and culturally response educators, technology, opportunities, the students themselves?, 2) Which resources are linked to which learning outcomes for Latinos?, 3) Which combination of resources are most effective?, 4) Which type of classrooms need which resources?, 5) What is meant by sufficient resources?, 6) How do we make resources equitable and not just equal?, and 7) How can Latinos learn to take greater advantage of the resources that are already available?

It's also important to remember that resources are not self-activating? In other words, just providing resources without the proper use of them will not bring the long desired results.

There is no question that most educators are working extremely hard to address this achievement gap (s) issue. Therefore, working harder isn't the answer but maybe working smarter is. Working smarter might include encouraging a closer connection and collaboration between researchers and practitioners and policy makers concerning the most effective use of resources.

Fernando's Graduation

I repeatedly reminded my class of 4th, 5th, and 6th grade English Language Learning Hispanic students that I wanted to be invited to each of their graduations--middle school, high school, and college. There aren't words to express the joy I felt when Fernando took me at my word and called me a couple of days ago to tell me that he would be sending me an invitation to his high school graduation.

This experience was a reminder that our diverse learners need to know that we believe in them and that we have high expectations for them. This is a much different approach than having a huge 6th grade graduation celebration for them because you believe it will be the only graduation they will ever experience. Sadly, the latter is what I heard teachers express.

Providing opportunities for our diverse learners to dream about, envision, and vocalize their possible futures and then helping them develop the knowledge and skills they need to achieve their dreams is one of the greatest gifts we can give them.

Influence Change

One of the reason I like Kevin Eikenberry so much is because he goes the extra mile. He followed up his conference call message with more resources that could benefit us in our change effort.

One resource included 5 ways to influence change in others:

1. "Get" their perspective: It's the other person's perspective about the change that really matters. Valuing that perspective will help the other person feel part of the conversation, not that feel that one is being given a sales pitch.
2. Acknowledge their perspective: Let the person feel that you recognize that the view is valid even if may be different than yours.
3. Speak to their interests: Talk with the person about the differences in your perspectives, explaining how the change has personal benefits for him or her.
4. Recognize natural tendencies: Recognize that not everyone moves at the same rate in regards to change.
5. Be patient: Give a person time to reflect on what you have shared. This could help "save face" for a person who is moving from opposition to a change to being an advocate for the change.

Kevin has more information about change at his website, http://www.kevineikenberry.com/

Serendipity Strikes Again

Another serendipitous experience has touched my life. While in the midst of organizing a group that is going to be educating and advocating for change in regards to Hispanic learners, I received an email from Kevin Eikenberry, the author of Remarkable Leadership, who was conducting a conference call on change.

I had the opportunity to participate in that call yesterday with Kevin. The insights he offered truly are remarkable, and they couldn't have come at a more opportune time.

Kevin strongly recommended that we share with a colleague what we learned --and the sooner the better--as that will help cement the ideas. Stephen Covey has offered the same advice. I felt my "blog" may be the best place to share and record what I learned.

Below are some of the points I learned and want to apply:

• If there is no need for change, there is no need for a leader
• Not everyone will be at the same place concerning change, and it's important to be ok with this
• People view change differently, attaching negative, positive, and/neutral emotions to it
• Be a proponent (not an "evangelist") for the change by emphasizing the positive benefits/rewards of the change and minimizing the risks
• People don't resist change as much as they resist being changed
• Acknowledge where people are in regards to the present state as they have been doing what they are doing for a long time
• Build a post-change vision that can be experienced with all the senses
• When talking about change, the conversation and dialogue need to be continually open and ongoing
• "Sell" individuals, not groups --by getting individuals engaged and involved will help build the momentum
• Call the change a journey (a process)
• Ask questions! Ask questions! Ask questions!
• Find language for the change that is not just a hollow slogan

Participating with Kevin in this learning conference call convinced me to personally commit to move from focusing on resistance, opposition, obstacles in relationship to change and focus on exciting, challenge, opportunity instead.

NOTE: For more information about Kevin Eikenberry and his work, including articles that can be downloaded, visit http://www.kevineikenberry.com/

Joan of Arc's Example

One of my heroines from history is Joan of Arc, the illiterate peasant girl who at 17 became the unlikely standard-bearer for the French army in the Dark Ages.

Long years of war had impoverished and divided her country when Joan received promptings that she had a purpose to fulfill which was to help liberate her oppressed country. At first people scoffed at her ideas and felt that she was a little crazy. Nevertheless, she persisted and was eventually able to see the king.

King Charles VII of France was so impressed with the fact that Joan curtsied to him after recognizing him amongst the ranks of the army which he had occupied in order to trick her, that he gave her command over his 12,000 troops. At first the French soldiers didn't want to obey her, but once seeing the success that came from following her orders, they came to look upon her as their leader.

Joan of Arc issued orders that seemed to be those of a military genius, and in spite of being wounded twice, she and her army liberated the besieged city of Orleans in 1429 and defeated the English in four other battles.

She was captured at Compiegne by English allies during the Battle of Paris and sold to the English for 16,000 francs. She was imprisoned, tried as a heretic, and then burned at the stake in 1431.

Despite this sad ending to Joan of Arc's life, it does not take away from her greatness who as a young girl had the courage to follow the promptings that came to her and make a difference.

Lessons to learn from Joan of Arc as we strive to make a difference for diverse learners:

• Listen to promptings and follow them in spite of what others may say or do
• Be willing to be different and not be motivated to do that which wins acceptance
• Muster the courage to be willing to suffer the consequences that may come from following promptings

"The Fierce Urgency of Now"

"The fierce urgency of now." The 2008 Democratic presidential candidate, Barak Obama, has resurrected this powerful phrase from Dr. Martin Luther King, Jr.'s I Have A Dream speech.

These words are definitely appropriate and applicable to what we are facing in connection with the education of our diverse learners.


Although this pithy phrase is a memorable call to action, I feel it would be helpful to look at the significance of each of the words. To be fierce is to be strenuously active and resolute fueled by intense conviction. Urgency means there is a pressing necessity demanding notice and attention that requires speedy and prompt action. Now means at the present time, without delay or hesitation.

The education of our diverse learners is definitely a pressing issue that demands our immediate and strenously active attention.

Learning From Statistics

It was the hardest class I had ever taken in my whole life--Statistics (or as some have called it--Sadistics).

Our professor, Dr. Sterling Hilton, told us that he had chosen the best textbook he could find. I believed him but even though I knew the words I was reading were English words, they might as well have been Japanese words. Then after reading the chapter 2-3 times I had to face a greater challenge--complete the assignments based on the difficult reading.

As I started to doubt my abilities and considered dropping the class Dr. Hilton gave me some wonderful advice. He said to concentrate on the learning and not the grade. Yet, as I contemplated his advice I realized that I could learn 50% and still fail the class. That was a daunting thought.

The irony to all this was that I truly loved the class. My husband questioned my sanity asking in disbelief, "How can you love a class that is so hard for you?!?" Why did I? One reason was because of the "A-ha" moments--times when the light finally dawned after an uphill struggle to understand. If I let my mind wonder for 2 seconds during class or while reading the textbook, I was lost. Therefore, I had to be continually engaged. As difficult as this was, it was also exhilarating as my mind was stretched to grasp a concept in the foreign language of statistics.

So I continued to love the class and follow Dr. Hilton's advice to focus on learning praying that I would at least pass the class but also being willing to retake it if needed. Well, the semester ended, and I had survived statistics. But had I passed? With trepidation and butterflies in my stomach I finally mustered up the courage to look at my grade. There are no words to describe what I felt as an "A-" stared back at me. No "A-" has ever meant so much to me.

There are so many valuable and life changing lessons I learned from this experience that have nothing to do with statistics, and I'll never be the same.

As we work with diverse learners who face at times challenges that seem to be insurmountable, we must remind them to focus on the learning and not to give up. The very fact that the road wasn't easy will make the eventual success that much sweeter and their character that much stronger.

History and Forgiveness

It is critical that young people (and adults, too!) learn the history of our world and nation for as George Santayana warns, "Those who cannot learn from history are doomed to repeat it."


It is not only critical to learn history, but it's also important that it be observed from different perspectives. After all, as Ralph Waldo Emerson tells us, "All history becomes subjective; in other words there is properly no history, only biography." Seeing American History through the eyes of Native Americans, Blacks, Hispanics, and/or other minorities will paint a different picture. By studying one, we don't dismiss the other. We just acknowledge that history isn't one-sided.

Seeing history from other perspectives can often times be extremely painful, but Maya Angelou
reminds us, "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again."

We must exercise extreme caution when sharing painful history. If the result is "white guilt" and/or anger and hatred and revenge and feelings of victimization we have lost site of our goal and ultimate hope to change the present and the future for these kind of responses are paralyzing.

So what is the healthy response to painful history that will allow up to paint a brighter future: FORGIVENESS

As we ponder the words of Anne Frank, Corrie Ten Boom, Archbishop Desmond Tutu, Ishmael Beah, Coretta Scott King, Mahatma Gandhi, Nelson Mandela, and the Amish people, we can glean the wisdom from them about the power of forgiveness.

Therefore, as we teach young learners painful history, it is crucial that we also teach them the importance of forgiveness, even when the offender doesn't ask for it. It will only be through forgiveness that our nation and we as individuals can heal and be strong. For only then can we be united in working together to fight the evils that hurt us all.

Forgiveness cont.

Nelson Mandela, an activist and leader who was imprisoned from 1964-1990 for his opposition to South African apartheid: "If you want to make peace with your enemy you have to work with your enemy. Thus he becomes your partner." Mandela stressed the importance of healing a nation through reconciliation and forgiveness instead of retaliation for the injustices that had been done. He himself was equipped to do this because he had learned to hate apartheid without hating South Africans.

Amish, a community in Nickel Mines, PA that in October 2006 after a horrific shooting in an Amish schoolhouse: Goshen College Professor of History, Steve Nolt, describes the forgiveness of the Amish people: "It's not pretending that nothing happened or that the offense wasn't so bad. It's not a pardon or saying that there should be no consequences for actions. It is about giving up: giving up the right to revenge and giving up feelings of resentment, bitterness and hatred...and treating the offender as a fellow human being." Nolt goes onto explain, "Although the Amish never anticipated the horror of Nickel Mines, they were prepared to respond long before they needed to.....Amish forgiveness is not an easily transferable technique because it grows out of a collective life and culture."

Jesus Christ, the innocent and perfect Son of God while dying on a cross pled, "Father, forgive them; for they know not what they do."

Paul Boese sums it all up quite well with his words, "Forgiveness does not change the past, but it does enlarge the future."

Tomorrow we'll see what we can glean from these noble individuals that can benefit our diverse learners.

Responding to "Man's Inhumanity to Man" with Forgiveness

"Man's inhumanity to man," --the unthinkable--has been witnessed and/or experienced by many human souls throughout the world's history. United States history has not been left untouched by unimaginable atrocities.

There are a variety of ways we can respond. We can seek revenge. We can allow ourselves to live in a state of denial. Or we can choose a different path based on the words and examples of those who have experienced the unspeakable:

Anne Frank, a teenage Jewish girl who died in a Nazi concentration camp: "Despite everything I believe that people are really good at heart."

Corrie Ten Boom, a Nazi concentration camp survivor who had to make a choice when coming face to face with one of her tormentors as to whether to forgive him or not has said: "Forgiveness is an act of the will, and the will can function regardless of the temperature of the heart."

Archbishop Desmond Tutu, a South African cleric, activist, and opponent of apartheid: "When I talk of forgiveness, I mean the belief that you can come out the other side a better person-- A better person than the one being consumed by anger and hatred. Remaining in that state locks you in a state of victimhood, making you almost dependent on the perpetrator. If you can find it in yourself to forgive then you are no longer chained to the perpetrator. You can move on, and you can help the perpetrator to become a better person too."

Ishmael Beah, a young man who at 13 was forced to be a boy soldier in Sierra Leone: "A lot of people, when they say, 'forgive and forget,' they think you completely wash your brain out and forget everything. That is not the concept. What I think is you forgive and you forget so that you can transform your experiences, not necessarily forget them but transform them, so that they don't haunt you or handicap you or kill you. Rather, you transform them so they can remind you, so that this doesn't happen again. They can prevent this kind of thing from happening to other people. You must do things positive with your experience rather than dwell on the negativity of it."

Coretta Scott King, the wife of Martin Luther King, Jr., the man who braved threats, jail and beatings and who ultimately paid the highest price to make democracy a reality for all Americans: "...Every King holiday has been a national 'teach-in' on the values of nonviolence, including unconditional love, tolerance, forgiveness and reconciliation, which are so desperately needed to unify America.....The Holiday provides a unique opportunity to teach young people to fight evil, not people, to get in the habit of asking themselves, 'What is the most loving way I can resolve this conflict?' "

Mahatma Gandhi, the non-violent activist for India's independence who was able to forgive his assassin as he was dying had said: "The weak can never forgive. Forgiveness is the attribute of the strong." and "An eye for an eye ends up making the whole world blind."

Spiritual Message to America from 1700 elders from 108 tribes across America at a conference in Duluth, Minnesota in the year 2000: "As we stand before the dawn of a new millennium, we pray for America's survival, our survival. We pray that we will be given strength by the Creator to follow the footsteps of our forefathers to share our love, respect and compassion for one another.....We pray for forgiveness for the pain and suffering we have caused one another. We pray that our children will not repeat our mistakes. We pray that we can respect the diversity of America, all life is sacred. Every child born is a precious gift of our Creator...We are all equal, each having our own special gift to contribute."

Continued tomorrow......

2008 Resolution

A group of 5-8 people (regardless of title or position) committed to improving the academic achievement and life success of Hispanic learners identifies principles as well as research findings as to what works for Hispanic learners and then develops and implements a strategic plan, based on these findings, to:

• 
  Educate educators at all levels, policy makers, parents, the community, and other identified stakeholders on what works for Hispanic learners and why it is critical that the issue be addressed.
• 
  Advocate for policies, procedures (processes), places, persons, programs that will improve the academic achievement and life success of Hispanic learners.
• 
  Execute a method by which policy makers and educators are held accountable to design, implement, evaluate, and refine a plan based on principles and research to specifically improve the academic achievement and life success of Hispanic learners

Talking About God

"Our society has developed a misplaced politeness which says we shouldn't talk about God because it might offend someone. Heaven save the society that's too polite to speak about God," are former Utah Governor Mike Leavitt's words spoken at his Second Inaugural Address on January 6.1997.

Presidential Candidate Mitt Romney emphasized in his Faith In America speech, "The founders proscribed the establishment of a state religion, but they did not countenance the elimination of religion from the public square." In the same speech Romney issued a call for greater religious thought in daily civic life and apposed any ideas of removing the acknowledgements of God from the public square. "We are a nation 'Under God'," insisted Romney, and "We should acknowledge the Creator as did the Founders--in ceremony and word."

I reread the speech by Former Governor Leavitt when it recently came to public light that the speech as well as decisions about policy was influenced by"early morning seminary" classes Leavitt held with his top advisors. These meetings were opened with prayer before delving into the Book of Mormon and Doctrine and Covenants to learn lessons and principles that could be applied to modern government.

The courage of these two political leaders is admirable and encouraging. They understand that there is wisdom greater than their own. How wonderful it would be if educational leaders chose to follow their example.

Let Your Work Speak: Tom Brady

Last night we watched the New England Patriots make history as Tom Brady, the quarterback for the Patriots, lead the team to a 16-0 winning season.

This triumph is even more noteworthy when we learn a little more about Tom Brady. Brady sat on the bench his first two years at the University of Michigan. He was seventh on the depth chart and struggled to get some playing time. At one point, he hired a sports psychologist to help him cope with frustration and anxiety caused by a lack of opportunity.

Brady was selected by the New England Patriots in the 6th round (199th overall), a compensatory pick of the 2000 NFL Draft. Brady served as the backup quarterback for Drew Bledsoe. In the September 23, 2001 game against the New York Jets, Bledsoe suffered internal bleeding from a collision with a Jets player. Soon after, Brady was named the starting quarterback. Although his beginnings as starting quarterback were unspectacular, it would be hard even for those who aren't sports enthusiasts not to have heard of Brady's record breaking victories as well as those of the New England Patriots.

How did Brady go from being virtually unknown to being recognized as the most talented and best NFL quarterback? He kept on learning and improving so that when his opportunity did come he was prepared. Then he did what Festus Obiakor would describe as, "Let your work speak," and how his work has spoken to all of us.

When we get discouraged in our efforts to make a difference for diverse learners, it might be helpful to remember the example of Tom Brady.

"For vs. For"

You would think they would learn. It's always disappointing when political candidates or those advocating for a political issue resort to attacking opponents rather than sticking to one's own platform. It's a sign of weakness. Keeping one's composure and calmly explaining the rationale for one's own platform can win the confidence of American people.

This is extremely difficult to do, especially when recommending change, because most people tend to choose the status quo rather than risk change, even if that change could have positive results.

The voucher debate in Utah is a good example of what can happen when sides resort to an attack tactic. More often than not in a situation such as this, the status quo wins.

There are some lessons to be learned from the Utah voucher debate:

Lesson #1: Rather than making vouchers the focus, it may have been more constructive to focus on the education of diverse learners, parental rights, teacher shortage, improving public schools, saving money, and/or some other issue.

Lesson #2: Rather than having a "for vs against" stance, a "for vs for" stance has a greater chance of a win-win. In other words, all sides of an issue present a solution platform to improve the education of diverse learners. This way, status quo is not an option. People will have to make a decision and not just vote against something because the proposed change is still fuzzy in their minds. Voting against something without having to offer an alternative solution is an easy out and doesn't take much thought.

Lesson #3: Sticking to one's own platform on how to address the issue explaining the rationale rather than attacking the other platform shows respect not only for the opposite side, but also for the American people.

Lesson #4: Trusting the American people to make a wise decision is a respectful manner that appeals to their mind as well as their heart.

These are lessons that all political candidates and those advocating for political issues might want to consider learning if we as American people are to be well served. We as the American people have a responsibility to continue to encourage that these lessons be learned through our example of words and actions.

The Price of Democracy

The words "These are the times that try men's souls," are as applicable today as they were when Thomas Paine wrote them in his day. Lives are still being sacrificed in behalf of democracy as we were so poignantly reminded yesterday with the assassination of Benazir Bhutto in Pakistan.

The price of democracy has always been high. All fifty-six men, men of means and well-educated, who signed the Declaration of Independence knew full well that the penalty for doing so could be death. Yet, they were willing to pledge their lives, their fortunes, and their sacred honor because of the value they placed on liberty and democracy. Their individual stories during the Revolutionary War reveal the ultimate sacrifices they were called upon to endure because of their commitment to this cause far beyond themselves. 1

This fight for democracy in the U. S., "a nation conceived in liberty and dedicated to the proposition that all men are created equal," must continue as Abraham Lincoln admonishes in the Gettysburg Address during the Civil War. Lincoln continues to say in the Address, "...it is rather for us [the living] to be here dedicated to the great task remaining before us--that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion--that we here highly resolve that these dead shall not have died in vain--that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth."

We who are reaping the benefits of the sacrifices that have been made in our behalf can only pay the debt we owe by doing all in our power to preserve the freedoms we enjoy. We can do this by living the American Creed which was written by William Tyler Paige in 1917 and accepted by the United States House of Representatives on April 9, 1918:

I believe in the United States of America as a government of the people, by the people, for the people, whose just powers are derived from the consent of the governed, a democracy in a republic, a sovereign Nation of many sovereign States; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes.

I therefore believe it is my duty to my country to love it, to support the Constitution, to obey its laws, to respect its flag, and to defend it against all enemies.

Both those who were born here and those who come here to reap the benefits of this great land have a responsibility to learn what has made this nation what it is, including the sacrifices that have been made, and what is required of them to repay the debt. The road will always be uphill because the ideals of this nation will always be beyond our grasp, but the journey is worth it for us and for those who will follow.

Reference
l. www.bethlehempaonline.com/signers.html

Responding to Persecution

For Christmas my husband gave me the book Presidents and Prophets by Michael K. Winder. I finished reading it yesterday. It was obviously a book that couldn't be put down!

The word presidents in the title refers to the presidents of the United States and the word prophets refers to the leaders of the Church of Jesus Christ of Latter Day Saints. Winder devotes a chapter to each U.S. president starting with George Washington and ending with George W. Bush revealing through correspondence, diary entries, newspaper articles, speeches, anecdotes, interviews, etc. the relationship between each president and the LDS Church.


Anyone who is familiar with Mormon history will be aware of the horrific persecution Mormons suffered. By mentioning this I am in no way diminishing the persecution others have faced whether religious or racial or any other. Nor am I discounting the argument that Mormons have been guilty of persecuting others. But this is not my point.


With the help of Winder's book I would like to focus on how the Mormon Church and its people responded to the persecution they suffered and how that response allowed the Church to move from persecution to political clout.

Appeals made to U. S. presidents by early LDS Church leaders for help in dealing with the persecution heaped upon them didn't bear much fruit. So how did the Church respond through the years to this lack of concern and support from the government?

• The Church remained loyal to the U. S. and continued to believe in the principles upon which this country was founded.
• The Church showed respect for government leaders, even those with whom it did not agree.
• The Church shared its resources.
• Most members of the church followed the counsel of church leaders to live their religion, to become educated, to excel in their work, to serve the country, to become exemplary citizens, and to be involved in civic affairs.

Employing this approach rather than wallowing in self-pity and focusing on all the ways they had been wronged, led to LDS people being appointed and elected to federal government positions, having U.S. presidents seek counsel and blessings from LDS church leaders, and even having bestowed upon the current LDS prophet and leader, Gordon B. Hinckley, the Presidential Medal of Freedom.

Needless to say, there is still work to be done on both sides of the aisle. The fact that presidential candidate Mitt Romney is having his LDS faith attacked rather than focusing on the fruits of his life should sadden all of us whether we agree with his political views or not. On the other side of the aisle we have LDS members who still need to learn to follow the counsel of Church leaders on how to be true neighbors to all people.

Use Words to Unite

"Democracy is at its best when its practitioners use language to unite and explain rather than to divide and attack," advises Frank Luntz, author of Words That Work.

There is nothing quite so tempting for people on opposite sides of an issue to do than start attacking the opponent with word darts. Yet, this ineffective tactic needs to be avoided at all costs. First, it divides. Second, it inhibits the possibility of an intelligent debate about the issue. Third, it keeps people from working together and coming to a workable agreement. Fourth, the general public will eventually see this pettiness for what it is and withdraw their support.

When using this tactic one must not be deceived by the heads nodding in agreement. Those nodding heads already agree with you. They aren't the ones who need to be convinced.

It's true that the other side may never be convinced, but what is it that we want to achieve? --A win-lose situation or a win-win situation? And we need to ask ourselves, "Who do we want to win?" An example would be bilingual education. After the dust settles, who wins or loses from the debate? The answer is a child and his/her education.

If all debate can start from a bottom line premise, then it is a whole lot easier to arrive at that THIRD SPACE which is a win-win situation for everyone. When we run into problems is when the different sides have different bottom lines. Even in these scenarios it is critical to start the debate from a place of agreement.

More later about "words"

It's A Wonderful Life"

We have a Christmas tradition at our house, as do many others, to watch It's a Wonderful Life on Christmas Eve or Christmas day each year. I'm always touched by its simple message about the importance of each of us being here and that without us, the world would not be the same.


Not only does the movie itself touch me every time I watch, but its message impacts me even more when I listen to why Frank Capra wrote it as it is reflective of Capra's confirmed belief in the essential goodness of life and the importance of the individual, as well as his importance to the lives of all he touches.


He said that he wrote it "to the weary, the disheartened, the winos, the junkies, the prostitutes, those behind prison walls, and those behind the iron curtain. No man is a failure who is born slow of foot or slow of mind, those older sisters condemned to spinsterhood, and those oldest sons condemned to unschooled toil."


He goes on to say, "Each man's life touches so many other lives and that if he isn't around it would leave an awful hole. It's a film that expresses love to the homeless and the loveless, for the Mary Magdalenes stoned by hypocrites, and the afflicted Lazaruses with only dogs to lick their shoes. I want to shout to all that you are the salt of the earth. It is my memorial to you."

It is my hope that watching It's A Wonderful Life not be our only tradition, but that the application of it's message and Frank Capra's reason for writing it become part of who we are as well.

Jacoby With Answers to the Immigration Challenge

I have to admit that I was somewhat surprised to discover that a strong conservative seemed to offer the most reasonable solutions to our immigration challenge. Yet, that is exactly what I found in Tamar Jacoby, a senior fellow at the Manhattan Institute.

In a bulletin adapted from a transcript of a Manhattan Institute forum held in New York City on May 15, 2007, Jacoby comments that even more important than resolving the technicalities of immigration is the need to address what happens to immigrants once they come to America.

Jacoby reminds us that there are already about 35 million foreign-born people living permanently in the U. S. and another 1.5 million coming every year to settle. If they aren't allowed to "be all they can be," not only will their economic success and social mobility be in jeopardy, but as Jacoby asks, "...what will happen to the United States?'

Jacoby goes onto explain how both the right and the left are getting it wrong as the right fights for a tow the line stance and the left fears that assimilation will force immigrants to give up their identity. "I feel that the right and the left have failed the immigrants, and failed the nation, by not figuring out a way to talk to each other about this," warns Jacoby.

For more information on Tamar Jacoby's suggestions regarding how to address immigration visit:
http://www.manhattan-institute.org/html/jacoby.htm

Hispanic Youth Risky Behaviors: Family an Answer

Hispanic adolescents are at higher risk for substance abuse and risky sexual behavior than other ethnic groups, according to the U. S. Centers for Disease Control and Prevention.

According to a study that was published in the December 2007 issue of the Journal of Consulting and Clinical Psychology a family-centered program that improves parent-child dynamics and family functioning is more effective at discouraging Hispanic youth from engaging in risky behaviors than programs that target specific behaviors. The favorable outcomes shown by the findings are even more significant and noteworthy when it is noted that most of the sessions were conducted only with the parents.

One explanation for the success of a program such as this is that a program that involves the family is more consistent with Hispanic culture. The Hispanic culture is a culture that is family-centered and one in which the family is depended upon for emotional support.