I see them before me, as they were. I remember their seating arrangement, adopted as routine. In the back row, Simranjeet Kaur sat next to Cathy Ho sat next to Marchella Prado. In the front, Tiana Frederick sat next to Ayshe Kerim sat next to Emilio Lopez sat next to Edwin Almanzar. To my right, Nora Osman is raising her hand to share a textual interpretation and Oscar Aguirre is nodding in affirmation. In the center of the room, Abigail Thomas, an LGBTQIA+ activist with venerable expertise, is only jumping in with exposition when needed. In the rear corner, Kaylah Mack and Ana Gil are respectfully building on peer contributions; in the middle, Jennifer Deane is conferring with Mehrangiz Abduhabibova, Arafat Miah, and Andy Chantes; Lesley Trujillo is inadvertently spilling a huge quantity of pretzels, and Jacqueline Meza is laughing.

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In defense of the classroom: Understanding the kind of learning that only takes place in person - New York Daily News

By Jessica Thiefels3 minute Read

Out of sight, out of mind. As you settle into working from home, even if temporarily, it can be scary to think that if youre not in front of your boss each day it will be harder to grow in your position and career. The good news is if youre still dedicated to developing your career, and you openly communicate about the work youre putting in when chatting on virtual communication channels or during reviews and meetings, you can still grow in your position.

Here are a few simple ways to make the most of your opportunities, regardless of location.

If you agree with the 62% of employees who feel their companys performance review is often incomplete, dont wait for another boring and structured review session. Instead, ask for feedback. Not only does asking for feedback innately help you grow in your position because youre learning whats working and whats not; its also an opportunity to show your manager that youre being proactive about growing and learning.

When asking for feedback, be clear about what you want to know and what time you have available to speak about it. This avoids back-and-forth emails about timing and allows your boss to prepare for the conversation.

Dont get complacent with personal development now that your couch and Netflix are a few steps away from your office. If you want to grow in your position, continual personal learning is critical. With more time than ever to go through some professional development books thanks to quarantine, you can build your skill set on a budget and grow in your position as a result. Here are a few good book lists to help you find your next read:

Once youve read the book, dont forget to share what youve learned with your boss and coworkers. You can mention the book in a meeting, refer to something you learned when working on a project, or even post a short review in a group chat.

When working virtually, your digital communication becomes a focal point because its one of the only formats for connecting with managers and colleagues. During a stressful time when work is uncertain and youre adjusting to a new working situation, its easy to overlook mistakes. But getting into a habit of consistently sending poorly written messages and emails reflects poorly on you and is harder to overlook when its the only way youre communicating.

In my recent article about improving your writing skills, I shared a few key tips Ive learned as a longtime writer that can be applied to your chat and email efforts:

Show your boss and coworkers that you take your work seriously by adding value when you werent asked or expected to do so. For example, when working on a team project, you can take your part of the work one step further by collecting extra data or research or sending your talking points for a brainstorm meeting ahead of time.

Take proactive steps to show that youre willing to give more to the team at the expense of your own time. This is a key trait of great leaders, so if you want to move into a management position, the little extra work will go a long way toward securing that promotion youve been hoping for.

You can show your boss and the people you work with that youre learning and willing to go the extra mile, even when working from home. Use these simple tips to keep growing your position and career, no matter where youre located.

Jessica Thiefels is the founder and CEO of Jessica Thiefels Consulting, an organic content marketing agency for midsized B2B businessesoutsourcing content marketing. Shes been writing for more than 10 years and has been featured in top publications includingForbes, Entrepreneur,andFast Company.She also regularly contributes to Glassdoor, Score.org, and more. Follow her onTwitterand connect onLinkedIn.

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4 easy ways to grow in your current job while working from home - Fast Company

Paid Political Content

Joyce Stone is an excellent choice for Representative for House District 33. Joyce is fair, open-minded, and dedicated to her family, her job, and her community. I have known Joyce for many years and am so pleased that she is not only a good friend but my daughter-in-law.

Joyce Stone is a smart, energetic individual that continues to pursue her education and personal development. She is an excellent nurse and understands the stress that Covid-19 has put on our medical facilities and Montana's economy. Joyce's dedication to our community and state are shown by the fact that she is willing to take unpaid leave to serve as our representative in Helena.

As a business owner of Cottonwood Inn & Suites in Glasgow, I am confident that Joyce Stone will represent the business community and make the right decisions for Montana citizens. Joyce and her husband, Ryan, also own a small business in Glasgow (RS Construction) and Joyce has managed the licensing, accounting, payroll and other paperwork involving that business.

She is also a strong supporter of our agricultural community and a passionate advocate for improved trades educations in our school systems. Joyce and her family are outdoor recreationists and enjoy boating, camping, fishing, hunting, hiking, and all the opportunities Montana has to offer. As a member of the Montana State Parks and Recreation Board, I am confident that Joyce will make the right decisions to protect and provide for this vital part of our economy.

I hope you will join me in supporting Joyce Stone for Representative Montana House District 33.

Betty Stone

District 4

Montana State Parks and Recreation Board

Glasgow, Mont.

*Paid For By Betty Stone

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Stone Is The Right Choice - Glasgow Courier

AN INDEPENDENT school in Whitchurch has been praised for the outstanding personal development of pupils who have experienced trauma.

Physis HeathgatesAcademy has received a glowing report from Ofsted following an inspection February.

Inspectors rated the school outstanding for personal development and good across the other three areas quality of education, behaviour and attitudes, and leadership and management. The overall rating was good, one step up from the schools last inspection in 2017 when it was said to require improvement.

Inspectors said: Support for pupils personal development is excellent and integral to the schoolswork.

Teachers make pupils mental wellbeing a top priority. Staff work hard tocounter the effects of pupils past negative experiences.

The work on dealing withtrauma is a unique aspect of the schools offer.

Gradually, pupils begin to restoretheir self-belief and develop their self-esteem. Over time, pupils grow in confidenceand become more resilient.

The report praised headteacherRebecca Bhageerutty and her staff team for their high expectations and standards, which in turn fostered an ethos of hard work among pupils.

It said: This school is a safe haven for pupils and offers them a fresh start after challengesin previous settings.

Pupils learn to value the importance of education. With goodsupport, they work towards achieving their personal goals. They acquire the skills tobecome more independent and make healthy choices.

The school provides pupilswith hope and alternative pathways to succeed.

Pupils show enjoyment in theirstudies. A wide range of learning opportunities capture pupils interests.

Pupils areexceptionally well cared for. The blend of high-quality care and a good educationenables pupils to do well.

The report recommended that non-specialist subject teachers received more training in all subjects they teach, and that literacy skills be applied consistently across the curriculum.

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Pupils who have suffered trauma 'exceptionally' well cared for at Shropshire school, say inspectors - Whitchurch Herald

Introduction

In December 2019 a novel coronavirus, now termed COVID-19, was reported in Wuhan, China. In early March 2020 it was declared a pandemic by the World Health Organization (WHO) (Huang et al 2020, WHO 2020a, Wu et al 2020) and since then healthcare workers in the UK and across the world have been working in unprecedented circumstances.

Managing workforce stress during a crisis is challenging for leaders as they try to support staff in terms of their mental well-being and resilience (Health Education England (HEE) 2019). Most research on coping with crises in the NHS and other healthcare systems, however, centres on topics such as nurse shortages, an ageing workforce and financial restrictions (Hart et al 2014, Hudgins 2016). Nevertheless, although there is little research on staff resilience during a pandemic, nurse leaders can consider how to support their workforce by looking at other experiences of disasters (Turner 2015).

Resilience involves rebounding and carrying on, self-determination, maintaining positive relationships, self-esteem, self-efficacy and hopefulness, and can support clinicians during stressful events and periods

Nurse leaders can support resilience in themselves and their staff by using healthy coping strategies, positive language and managing their own efficacy

Nurse leaders should focus on skilled communication, collaboration, effective decision-making, appropriate staffing, meaningful recognition of staff, and authentic and transparent leadership to support and improve staff, and organisational resilience

COVID-19 can be a mild illness, but it can also be deadly, causing massive alveolar damage and progressive respiratory failure (Chan et al 2020, Huang et al 2020, Wu et al 2020). At the time of writing there is no consensus on the case fatality rate in the UK due to difficulty in accessing detailed data from hospitals, care homes and the community. There may be factors, such as patient demographics or co-morbidities (Oke and Heneghan 2020), that account for high death rates in different areas and tracking data helps NHS trusts prepare for potential demand on services. There is also as yet no definitive treatment or vaccine (Cascella et al 2020) and treatment of patients with COVID-19 consists of supportive measures, while prevention and control are based on social distancing and strict personal hygiene (Public Health England 2020, Rothan and Byrareddy 2020).

Although this is a recent and at the time of writing ongoing public health crisis, early data on various aspects of the COVID-19 pandemic reveal organisational issues such as concerns about the adequacy of pandemic planning, the effect of redeployment and training new staff to support staffing capacity, and staff concerns such as fear of transmission (Emanuel et al 2020, Wu and McGoogan 2020).

The NHS has used data from Asia and Europe to support planning decisions (Lai et al 2020, Phua et al 2020); healthcare providers in England, for example, have been advised to develop strategies to manage space, staff and supplies of personal protective equipment (PPE) to provide optimum care to patients (Wong et al 2020). However, this has caused additional stress because it has resulted in shortages and rationing of scarce resources (Emanuel et al 2020, The Lancet 2020, WHO 2020b).

Lack of PPE is of particular concern. Lai et al (2020), for example, highlight the traumatising effect on clinical staff in Asia and Italy of the high workload and intermittent lack of protective equipment, while Newman (2020) suggests that staff could leave their jobs, or die, because of the lack of such equipment. In the UK at least 100 healthcare workers had died of complications of COVID-19 as of 20 April 2020 (Marsh 2020).

The continual flow of new information to NHS decision-making bodies from countries that are further along the pandemic trajectory is obviously helpful, but it means that quick decisions may have to be made and disseminated rapidly to staff (WHO 2020c), which can further increase their anxieties.

Nurse leaders must therefore support clinical staff who are experiencing high levels of anxiety and stress during the pandemic (WHO 2020d, Xiao et al 2020), as well as non-clinical front-line staff who can be affected by what is known as vicarious traumatisation (Lai et al 2020). To achieve this, they must attempt to strengthen organisational and workforce resilience.

Resilience can be defined as an individuals ability to bounce back despite adverse circumstances (Rutter 2008) and as a process in which someone recovers quickly from a specific event (Zautra et al 2010). Some authors consider it a personality trait (Fredrickson et al 2003, Campbell-Sills et al 2006) while others regard it as a process (Egeland et al 1993, Luthar 2006). Hudgins (2016) has suggested that resilience is an important skill for leaders, and successful leaders understand the difference between being strong in the face adversity and being resilient. Being strong is about enduring a tough situation, while resilience uses this strength as well as experience and intuition to cope effectively with adversity.

McKinley et al (2019) suggest that resilience can be difficult to conceptualise, and found in a systematic review of what influences resilience levels in medical doctors that important points include demographics, personality factors, organisational or environmental factors, social support, leisure activities, overcoming previous adversity and interventions to improve resilience.

The importance of workforce and organisational resilience has been highlighted by Kotze and Lamb (2012), who assert that measures that increase these will help nurse leaders to make sound decisions in critical moments.

Research into previous pandemics and other disasters discusses what resilience means in healthcare workers. For example, Ling et al (2017) identified resilience in staff as a critical attribute of a strong healthcare system following the 2014-15 West Africa Ebola epidemic, but concluded that it requires long-term investment and sustained attention once a crisis abates. Kruk et al (2015), who also wrote about lessons from the Ebola epidemic, suggested that a resilient healthcare system is one that can prepare for and respond effectively to crises, learn from such events and improve services. Admasu (2016) has proposed that such a system is also forward-thinking, problem-solving, innovative and focused on implementing solutions, all of which rely on strong leadership.

An examination of resilience in nurses in the context of the 2011 US tornado disaster in Tuscaloosa, Alabama (Turner 2015) concluded that more research is required on the reasons for increased resilience in nurses. This is important because research shows that nurses can develop post-traumatic stress disorder (PTSD) following events such as the epidemics of severe acute respiratory syndrome (SARS) and the Middle East respiratory syndrome (MERS) (Tam et al 2007, Shih et al 2009, Kim and Park 2017).

Before the COVID-19 pandemic there was already concern about nurses mental health and well-being in relation to depression, anxiety, anger, irritability and burnout (Tahghighi et al 2017, Guo et al 2018). Critical care nurses, for example, are at risk of burnout if they have reduced resilience (Jackson et al 2018) and are at a high risk of developing PTSD (Mealer et al 2012), which is a particular concern for nurse leaders during the COVID-19 pandemic. This shows the need for clear and definitive leadership to determine staffing levels, organise staff rotas that include extra time for rest and recuperation, and ensure adequate provision of equipment (Ross et al 2020, WHO 2020c).

Building resilience in the nursing workforce has long been considered important (Gray 2012), but recently there has been a shift to supporting organisational resilience (HEE 2019). In the current context, organisational resilience is important as the NHS has had little time to prepare for the COVID-19 pandemic (Qian et al 2020). Organisational resilience is defined by McManus et al (2008) as a function of an organisations overall situation awareness, management of keystone vulnerabilities, and adaptive capacity in a complex, dynamic, and interconnected environment. Its components include contextual integrity, strategic capacity and strategic action, and lead to organisational evolvability (Kantur and eri-Say 2012). Resilience is considered a positive organisational factor that results in improved productivity, improved well-being and reduced absenteeism and staff turnover (Andolo 2013), while Di Sipio et al (2012) suggests that positive personal resources or characteristics and organisational well-being are distinct entities that interact, leading to positive outcomes.

The WHO (2020d) recommends that all healthcare staff be protected from developing chronic stress and poor mental health during the COVID-19 pandemic and suggests that leaders focus on long-term occupational capacity rather than short-term crisis responses. Resilience is one of the foundations of good mental health (Lai et al 2020) so building personal resilience in all healthcare professionals across primary and secondary care should be a priority (McAllister and McKinnon 2009, Foureur et al 2013, Matheson et al 2016).

Research into resilience in clinical practice has highlighted the fact that rebounding and carrying on, self-determination, positive relationships, self-esteem, self-efficacy and hopefulness can support clinicians during stressful times (Earvolino-Ramirez 2007, Gillespie et al 2007). This is supported by Hart et al (2014), who found that personal characteristics including hope, self-efficacy, coping, control, competence, flexibility, adaptability, hardiness, sense of coherence, skill recognition and not focusing on deficiencies supported increased levels of resilience in nurses.

A high level of emotional intelligence enables individuals to adapt to various adverse conditions while maintaining a sense of purpose, balance and positive mental and physical well-being (Sergeant and Laws-Chapman 2012).

Hudgins (2016) suggested that nurse leaders can support resilience in themselves and their staff by practising healthy coping strategies, using positive language or supporting their self-efficacy. Work-based education programmes that teach resilience techniques and support personal development have also been shown to improve resilience (McAllister and McKinnon 2009, Foureur et al 2013, McDonald et al 2013). Even if these programmes do not focus on resilience specifically during a pandemic, they will still be beneficial for the workforce.

Bonanno (2004), writing about loss, trauma and human resilience, suggested that people develop personal resilience in a number of ways, such as by finding meaningful purpose in life, the belief that one can influence ones surroundings and the outcome of events, and the belief that one can learn and grow from both positive and negative life experiences. In essence, understanding what you are doing, or having a meaningful purpose or a strong belief system, helps people become more resilient during stressful situations (Bonanno 2004). This is important for all healthcare staff, including nurse leaders.

In earlier work, Bonanno et al (2002) suggested that positive emotions and laughter promote resilience, and camaraderie in healthcare teams has been evident on social media during this pandemic. The ability to find positive meaning in adverse situations helps curb negative emotions (Tugade and Fredrickson 2004), and Bright (1997) has noted that emotional awareness and self-care are important in developing resilience in nurse managers, in addition to optimism, autonomy and empowerment. Shimoinaba et al (2015) has further shown that nurses working in palliative care developed resilience through self-nurturing, which included being self-aware, coping adaptively and accepting limitations.

Nurses spend most of their time caring for others, but they must develop self-care as well to improve their personal resilience (Bright 1997). McGee (2006) suggested that nurses can support their own mental and spiritual well-being by sharing their experiences of vulnerability and resilience through reflective journals and debriefing. This can also enhance emotional insight, according to Giordano (1997), and can be done individually or as a team (Siegel and Schraagen 2017).

Nurses and nurse leaders must practise self-care but they must also remember that they are part of a community in which there are social support networks (Uddin et al 2020) that are a significant component of resilience (Tugade and Fredrickson 2004). Building positive and nurturing professional relationships is therefore crucial for nurse leaders as they navigate this crisis. During this pandemic nurses and nurse leaders will undoubtedly struggle to achieve a work-life balance, which supports resilience (Kim and Windsor 2015), so it is important to develop other methods of connectedness to maintain some kind of anchoring force (Giordano 1997).

Nurse leaders should focus on skilled communication, true collaboration, effective decision-making, appropriate staffing, meaningful recognition and authentic leadership (Hart et al 2014, WHO 2020d) and encourage and support debriefing sessions to address the ethical and moral distress, for example about who is and who is not eligible for treatment, that nurses are facing (Rushton et al 2015).

In an article on supporting the healthcare workforce during COVID-19, Adams and Walls (2020) suggest that honest and transparent conversations with front-line caregivers can help to relieve the stress and anxiety they feel. Topics for discussion can include planning for home separation, childcare, protocols for arrival home after duty, and decontamination of surfaces.

There are also significant challenges for leaders as they support newly deployed staff, those returning to work and newly registered nurses. The WHO (2020d) suggests that nurses should regularly rotate from areas of high stress to those with less stress, and that inexperienced staff should be partnered with more experienced colleagues.

Nurses caring for patients with COVID-19 are at risk of developing psychological problems including PTSD, but resilient individuals will cope better (Tam et al 2007, Adriaenssens et al 2012, Mealer et al 2012). Once the number of cases of COVID-19 falls, there needs to be further research on trauma-informed resilience, post-traumatic growth and PTSD in the nursing workforce. Business magnate Bill Gates (2020) has said: In any crisis, leaders have two equally important responsibilities: solve the immediate problem and keep it from happening again. All staff, including nurse leaders, need to be aware of where and how they can access mental health and psychosocial support services (WHO 2020d).

A summary from various sources of how nurse leaders can support organisational and staff resilience is shown in Box 1.

Support organisational resilience during a crisis

Develop personal resilience

Nurse leaders must attempt to support resilience in the nursing workforce and in their organisations during crises such as the COVID-19 pandemic and consider the long-term effects of such crises.

Although there is a wealth of research on resilience in the context of stressors such as staff shortages, the ageing workforce and financial restrictions, there is a need to consider how events such as the COVID-19 pandemic affect the nursing workforce.

Building resilience in healthcare professionals across primary and secondary care should be a priority, while increasing workforce and organisational resilience will help nurse leaders to make sound decisions in critical moments.

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What the COVID-19 pandemic tells us about the need to develop resilience in the nursing workforce - RCNi

Triona Carters birth of her first son, in a county jail in Alabama, was one of the most hurtful things to ever go through. The pain was both physical and emotional. She was handcuffed to the bed, aware that she would soon be separated from her child. [I was] holding him, knowing that I dont know when Ill be able to hold him again, Carter said. But the birth of her second son during her 20-year stay in Julia Tutwiler Prison was even more devastating because I didnt have much time to hold him: You had your child that day, the next day youre going back to the prison you dont have time to heal at the hospital.

Giving birth to her two sons while in the carceral system left Triona emotionally broken. Triona was one of approximately 1,300 women who give birth while incarcerated every year in the United States.

The number of incarcerated women has increased exponentially in the last four decades, with a rate over eight times higher than it was throughout most of the 20th century, according to a 2019 study by the Prison Policy Initiative. In prisons in particular, incarceration rates for women have more than doubled since 1978, compared to the rate for men. There has also been remarkable growth of incarcerated women at the state leveland as the incarceration rate of women continues to rise, so will the incidence of pregnancy behind bars.

Mothers define the carceral landscape of women in the U.S. Yet health standards for pregnancy care in prison remain inconsistent at best.

Dr. Diane Morse, an internal medicine physician and associate professor in psychiatry and medicine at the University of Rochester Medical Center, told me, Most prisons and jails do not give people birth control, even though the rate of unintended pregnancies is much higher among women who have been incarcerated. The rate of unintended pregnancy is as high as 83 percent among recently incarcerated women, in contrast to the national rate of 45 percent.

According to an American Public Health Association study, Pregnancy Outcomes in US Prisons, 20162017, which studied 22 state prison systems and all federal prisons, [t]hree quarters of incarcerated women are of childbearing age (between 18 and 44 years) and [t]wo thirds [of incarcerated women] are mothers and the primary caregivers to young children. In other words, mothers define the carceral landscape of women in the U.S. Yet health standards for pregnancy care in prison remain inconsistent at best.

While prisons are constitutionally obliged to provide health care to those in their custody, no mandatory standards to guarantee health care provision exist. As a result, there is tremendous variability in pregnancy care in prisons, writes the American Public Health Association. When I asked Triona if she had any support after giving birth to her eldest son in prison, or received any prenatal care, she was quick to reply, We had none of that. A 2004 Bureau of Justice Statistics study found that 54 percent of pregnant women received some type of pregnancy care, but does not articulate the scope of such care.

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SUPPORT THE PROSPECT

Yet over the course of Trionas 20 years in prison, a number of nonprofit pregnancy support organizations have been filling the gaps in the system. When Triona was in Tutwiler, Aid to Inmate Mothers facilitated the strengthening of her bond with her sons through visitations and recording bedtime stories, and encouraged personal development through book clubs and parenting classes.

More recently, over the last decade, nonprofits that specifically connect women who are incarcerated and pregnant with doulas have emerged. The Alabama Prison Birth Project (APBP) began providing support to pregnant women in Tutwiler in 2016. The organization offers weekly visits to the prison, during which they provide support and information about childbirth and the postpartum experience, and provide a healthy meal for expectant mothers. They also match pregnant women with a doula who provides informational, physical, and emotional support throughout pregnancy, labor, and the immediate postpartum period. This allows for continuity of care.

APBP was also instrumental in the establishment of a lactation room in Tutwiler. In 2018, a room that previously served as an isolation cell was turned into the Serene Expressions room, where women can pump breast milk that will be delivered to their newborns. Once a week, Chauntel Norris, one of APBPs doulas, retrieves the stored bottles of milk and delivers them to the respective caregivers.

In creating a space for breastfeeding, and in serving as a constant presence from pregnancy to the postpartum experience, the doula supports mental health, well-being, and maternal empowerment among women in prison.

Maternal health outcomes in the carceral system map onto maternal health disparities writ large in the U.S.

Similar organizations have emerged in other states, such as the Minnesota Prison Doula Project, founded in 2008; Motherhood Beyond Bars, founded in 2013 in Georgia; and the Michigan Prison Doula Initiative, which was founded in 2017 and officially launched its program to support pregnant women in Womens Huron Valley Correctional Facilityalso the states only womens prisonin February 2019. The mission of the organization is to provide compassionate birth and parenting support to incarcerated people, Kate Stroud, the doula program director for the Michigan Doula Prison Initiative, told me. Since launching, they have provided support to about 30 women.

Maternal health outcomes in the carceral system map onto maternal health disparities writ large in the U.S. According to the American Public Health Association study, black women are incarcerated at twice the rate of white women. The interaction of poverty, substance abuse, and limited access to health care prior to incarceration means that when women enter the carceral system, they bring with them pre-existing health vulnerabilities that can only compound in the prison environment. And what passes for health care within prison is often the provision of over-the-counter medication rather than serious attempts at diagnosis and adequate treatment.

When people are released from prison, poor health trails them. A 2007 study by The New England Journal of Medicine looked at formerly incarcerated people who were released from 1999 to 2003 from the Washington State Department of Corrections, and found that the mortality rate among this population was 3.5 times that among state residents of the same age, sex, and race.

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Research shows that the pairing of pregnant women with doulas results in positive health outcomes, from shorter labor with fewer complications. In the setting of prison, doulas also help new mothers navigate the grief that comes with the inevitable separation from their newborn.

While these different doula initiatives operate in their respective state-specific contexts, we do work together, and bounce ideas off each other I am in touch with Amy Ard [of Motherhood Beyond Bars] down in Georgia, and Rae Baker [of the Minnesota Prison Doula Project] up in Minnesota in the 20 years that Ive done doula work, its always been a collaborative effort, Stroud told me.

As women typically take on child-rearing responsibilities, when the mother is removed, it upturns the whole system of the family, Stroud told me. This upturning, which in many prisons occurs only 24 hours after birth, has tremendous implications for the long-term mental health and well-being of women behind bars.

In working within the maternal care gap, the doula initiatives and parenting support organizations operating in states across the U.S. are trying to bring both health and humanity to women in prison. Triona credits Aid to Inmate Mothers Storybook Project for the strong bond she has with her sons today. She recorded storiesoriginally through cassette, then videoup until her last day in prison in February 2018. When she was released and reunited with her sons, she told me, it was like I never left home.

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Filling the Maternal-Care Gap in Prison - The American Prospect

Faizan studies Aerospace Engineering with Industrial Experience here at Queen Mary, and recently took part in the Careers and Enterprise QMentoring programme. We asked him to blog about his experience, and any advice he has for others thinking of taking part in the programme.

Applying for QMentoring

Although I was confident in my choice of degree when I started university, the difficult nature of my course, coupled with insecurities about my interpersonal skills, led to a decline in my overall motivation towards succeeding in my studies. I, therefore, decided that I needed guidance and encouragement from someone who had been in my position. Someone who would guide me in my academic and professional development to help ensure that I reached my full potential.

Working with my mentor

Visiting Rolls Royce Derby was a truly inspiring experience. Through touring the site with my mentor, I caught a glimpse of a general workplace atmosphere at one of the biggest global defence companies and found it was quite different, in a good way, to what I had imagined. The somewhat dull impression I had gotten of engineering had been mitigated through experiencing a friendly and synergetic environment.

I am grateful to enjoy a casual but structured relationship with my mentor, one that allows us to work together on a more personal level. Though our face-to-face communication is limited due to them being situated outside London, the good chemistry that we share has prevented this from being an issue, as we enjoy maintaining regular conversation over the phone.

Even coming in with high expectations, I did not anticipate the full scope that working with someone who was once in a similar position to myself would have on my personal development. Questions about approach to university life, mental health, and future career paths, which I had brushed aside, are being settled through information and advice from a more experienced person who is empathetic with my mind-set. Though the exact nature of each partnership will vary, everyone stands to gain from having a mentor.

Advice for future mentees

The success of the QMentoring programme lies within having a firm set of objectives that you want to achieve by the end, which you should communicate well to your mentor from the get-go. Although more tangible aims, such as securing placements or graduate roles, are easier to evaluate, many mentees such as myself look to our mentors for guidance in selecting career paths, improving confidence and communication skills. However, it is not only possible but likely that these goals will adapt as the programme advances and I would, therefore, advise new mentees to be open to such change and view it as a sign of progress.

Take a look at our QMentoring page to find out more about the programme and how you can get involved.

If have any questions or concerns about the current job market, please do take a look at our new#AdaptToSucceedpage,where we outline all the latest information and advice.

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How QMentoring motivated me to reach my full potential - stopthefud

Though our doors have been closed, we have switched gears with our programming here at Bekkum Memorial Library. Through our two-year grant with PBS Wisconsin, weve already hosted two online STEM (science, technology, engineering and mathematics) learning sessions, and hope to continue the format throughout the summer (or until our doors re-open).

The program is focused on ages 4 through 8, and families are encouraged to take part in the hour-and-a-half sessions filled with discovery and fun. In our April session, participants discovered fantastic bridges and what it takes to build them. They then built their own bridges out of simple materials in their own homes and shared their creations with the group. Our May session focused on ramps, friction and motion with Cat in the Hat and more great investigation and giggles! Follow us on Facebook @bekkumlibrary or our website wrlsweb.org/westby/ for further updates on more fun PBS virtual learning programs.

Are you finally bored with video binging and need a spark in your life? We continue to build our website with free virtual resources for all ages. Try an online Gale Course on our websites news Home Learning Support tab. With your library card, these free courses cover hundreds of interests including college readiness, law and legal, healthcare and medical and design and computer. Popular personal development courses include Twelve Steps to a Successful Job Search and Listen to Your Heart and Success will Follow. Discover Sign Language and Speed Spanish are just two of the many language options. The next sessions begin on May 13 and June 17, just go to our website and sign up today. As always, we are here to help you with any questions you may have, just call 608-634-4419 Monday-Thursday from 9 a.m. to 3 p.m.

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Bekkum Memorial Library: Off the Shelf - The Westby Times

BACK IN THE MIX: Mathias Andre

MATHIAS ANDRE and CJ Webley, two previous members of Lightpost Theatre Company, have now successfully been employed in leadership roles.

In 2015, Birmingham Repertory Theatre took part in an initial pilot scheme Up My Street, a partnership project funded by Mind, to help strengthen mental health in young black men through theatre. This scheme was developed in response to statistics that show young black men in the UK are much more likely to develop serious mental illness than any other demographic.

Lightpost is not just a theatre company its a movement

Motivated by the scheme, participants formed Lightpost Theatre Company.

Addressing the effects of racism, discrimination, negative self-image and invisibility, Lightpost Theatre Company helps to strengthen the mental health resilience and wellbeing of those involved, improve self-belief, raise mental health awareness, assist personal development, and encourage inclusion and friendship.

With three years funding from the National Lottery Community Fund, Lightpost Theatre Company has since welcomed hundreds of participants aged 18-26 from across the West Midlands who have gone on to create their own productions, perform to sell-out audiences, gain employment and training within the industry and create new leaders for a new generation of members.

CJ said It has always been the goal for Lightpost Theatre Company to create new Leaders. Because we understand what these young men experience outside of the company, we can help to empower them and support resilience against perceived and proven barriers including lack of opportunity, racism and related stresses.

Mathias added: Lightpost is not just a theatre company its a movement. This is an experience like no other. If you are an 18-26 young male of black heritage and have a keen interest in theatre, then you should join us. Dont allow others to write the narrative for you. Get yourself in the room and take ownership, you deserve to be here as much as everyone else.

Ahead of Mental Health Awareness Week, Alex Summers, Creative Learning Director at The REP added We are delighted to welcome back Mathias and CJ to lead Lightpost Theatre Company. This progression is what the company is all about, providing participants with the support to recognise their talent, help them with their career and provide a voice within the wider community.

Mathias and CJ will be supporting new members, organising workshops, writing and rehearsal sessions and leading the creative team into realising their artistic vision.

The company work with professional directors and writers to create, rehearse and stage outstanding productions reflecting their own personal journey or themes affecting the wider community. These have included a sell-out run of Scenes From A Brummie Iliad based on Homers epic poem, an original performance reflecting on mental health for the 2019 BEDLAM Arts and Mental Health Festival and a performance in a secure unit through Birmingham and Solihull Mental Health NHS Foundation Trust.

Lightpost Theatre Company usually meets at The REP once a week but thanks to REP RELOADEDs digital offer the company can continue to work on their current project Constructed during the current lockdown period. Constructed is a play about Black British male construction workers, using the construction site as a metaphor for new beginnings. The play will premiere at The REP and tour community spaces.

Further Lightpost Theatre Company success stories include receiving paid employment as actors for The REPs Creative Learning project Toy Theatres working with primary school class groups, several members going on to leading drama schools gaining places at the Italia Conti School and Guildford School of Acting and working professionally in the industry.

Lightpost Theatre Company is part of Shifting The Dial a unique scheme funded by the National Lottery Community Fund and is a partnership between Birmingham Repertory Theatre, Birmingham and Solihull Mental Health NHS Foundation Trust, Centre for Mental Health and First Class Legacy.

Centre for Mental Healths Kadra Abdinasir, Head of Children and Young Peoples Mental Health says This ground-breaking partnership offers young black men a range of holistic and culturally-informed activities to engage with to help boost their mental resilience.

This includes youth-led creative opportunities, such as the productions developed at Lightpost Theatre Company.

The programme also empowers young men by building their skills and confidence and creates leadership and employment opportunities to enable them to transition into independence.

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Lightpost Theatre company appoints new artistic leaders - Voice Online - The Voice Online

SINGAPORE - Students at the Nanyang Technological University (NTU) can take up massive open online courses (Moocs) as part of their undergraduate studies.

The university said on Thursday (May 14) in a statement that all 23,000 undergraduates, except medical students, can earn academic credits from completing selected online courses offered on Mooc platforms Coursera, edX and FutureLearn.

Students can earn credits worth up to 12 academic units - equivalent to three to five courses - that can be counted towards their graduation requirements. Depending on their courses, they need between 108 and 140 academic units in total to graduate.

For a start, 86 Moocs have been approved. Many are offered by top universities like Massachusetts Institute of Technology (MIT) in the US and Britain's Imperial College London.

These include courses such as The Analytics Edge offered by MIT, Machine Learning by Stanford Universityand Business Strategies for Social Impact by Wharton School of the University of Pennsylvania.

NTU said these courses provide students with the opportunity to supplement their learning beyond what is available at NTU, in areas of their interest or chosen specialisation.

The National University of Singapore also allows its students to count completed Moocs as part of their curriculum.

In the light of the Covid-19 pandemic, Coursera, one of the largest providers of online learning with more than 3,800 courses, had recently announced that it is allowing its partners, including NTU students, to obtain a certificate for some Moocs free of charge if they register by July 31 and complete the courses by Sept 30.

Normally, graded assignments and certificates need to be paid for.

Professor Ling San, NTU deputy president and provost, said: "Ultimately, we hope that this new initiative will inspire our students to become self-directed lifelong learners and enhance their personal development and potential. Applying the knowledge gained from Moocs to real-life problems will also give students a competitive edge in their career."

Students can take the courses at any time - like during the holidays before the new academic year begins in August - and at their own pace.

New students starting their studies at NTU, and future batches of freshmen, may also earn credits for the Moocs on the university's pre-approved list that they successfully complete within three years before their matriculation.

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NTU students can earn credits from taking online courses offered by top universities abroad - straits times