Auto news on Youtube Jun 28 2018

Learn How To Draw with Pepa Pig | Coloring pages for kids | Education video for babies

For more infomation >> Learn How To Draw with Pepa Pig | Coloring pages for kids | Education video for babies - Duration: 25:23.

-------------------------------------------

perspective education (మాదయమిక విద్యాకమీషన్)for DSC (SGT/SA/LP) - Duration: 12:36.

Hi, friends, subscribe, share, like ,press 🔔 icon for latest notifications

Hi, friends, subscribe, share, like ,press 🔔 icon for latest notifications

Hi, friends, subscribe, share, like ,press 🔔 icon for latest notifications

For more infomation >> perspective education (మాదయమిక విద్యాకమీషన్)for DSC (SGT/SA/LP) - Duration: 12:36.

-------------------------------------------

Pepa pig Finger Family Song | Education Songs for Toddlers with Pepa Pig - Duration: 1:59.

Daddy finger, daddy finger, where are you?

Here I am, here I am. How do you do?

Mommy finger, Mommy finger, where are you?

Here I am, here I am. How do you do?

Brother finger, Brother finger, where are you?

Here I am, here I am. How do you do?

Sister finger, Sister finger, where are you?

Here I am, here I am. How do you do?

Baby finger, Baby finger, where are you?

Here I am, here I am. How do you do?

For more infomation >> Pepa pig Finger Family Song | Education Songs for Toddlers with Pepa Pig - Duration: 1:59.

-------------------------------------------

A glimpse of how to use videos in education. - Duration: 2:27.

Hello there, how are you?

So as you all know this month every Wednesday

we have been posting videos on 'How to use videos in education?' to enhance the learning outcomes.

And today, we've gathered some key points from our previous videos that we've covered till now.

So, people who missed to check out our videos, don't worry. We've got you covered in this video.

Recording classroom lectures provides flexibility for students to pause and re-watch the lectures.

This way students can revise the topics before their exams and learn at their own pace.

Also, recording class lectures allows you to share your lectures with your students even if you're absent.

Whiteboard explainers can be extremely effective with students as it grabs their attention.

Sometimes you might find it a bit difficult to explain some tricky concepts,

but with whiteboard you can handle the lectures with ease

Same way you can ask your students to record an explainer video,

so that they can learn on their own and get in-depth knowledge on the concepts they're learning.

As technology evolves, so are teachers.

Teachers are sending out a video summary, covering the key concepts to their next day's lecture.

Trust me, this keeps your students' enthusiasm high and they look forward to your future lectures.

With video assignments, you could help your students immerse themselves

in a topic more naturally and aid with interactive learning.

Instead of asking students to write a five-page thesis,

ask them to create their own video version of what they've studied.

You'll be surprised to see your students' creative potentials improving.

Teachers can ask students to give feedback on what they have learned

so you know whether your teaching is helping them to achieve the intended learning outcomes.

Try video feedback. As they can save loads of your time and you can record them anywhere and at anytime.

You can not only turn your feedback personalized

but also you can focus and highlight students' errors using annotation tools.

This way video feedback can help your students to improve their learning outcomes

and prevent them from repeating their mistakes.

So, these are the topics we've covered this month.

Hope you found it helpful. And we really had a nice time attending ISTE conference.

Here is a glimpse

For more infomation >> A glimpse of how to use videos in education. - Duration: 2:27.

-------------------------------------------

Matan Webinar: "Inclusive Education as Teshuva" - Duration: 58:12.

So, go ahead and get started.

Hello, everybody. I am Rabbi Ruti Regan, Rabbinic Disability Scholar in Residence at Matan.

And what I do is bring together rabbinic knowledge, Jewish knowledge, and disability

knowledge from a disability community together.

I try to get the Jewish material and the disability material out of the various silos

it's being constructed in, so we can really figure out

how to apply it to the very difficult work of inclusion that we're all striving for.

And if you look on the first slide,

there's a link to the real time captions that are available.

And there's also a link to a PDF version of the slides, which I would encourage you to

look at afterwards, because there's more material than we can cover

closely in real time.

And those links are also available in the chat box, if you want to pull up the

cart or the slides later.

So with all of the preliminaries aside, let's go ahead and start talking

specifically about inclusive education as teshuva.

Now, why do I see inclusive education as predominantly a project of teshuva?

And to answer that question with another question, as rabbis do.

Why we talk about inclusion?

Why is that the word we use?

I think the reason that rabbi is not rehabis.

OK.

So the reason we talk about inclusion-- and this makes sense-- is that exclusion is really

still the default, and it has been for a very, very long time.

It just kind of goes without saying.

It's still really normal for Jewish kids with disabilities to be cut off from appropriate

education, in both secular and Jewish contexts.

Inclusion is this new, innovative, and difficult thing.

And I think that's true though, because I don't think it ever should have been that way.

Never had to be this way.

We didn't have to exclude people from our schools.

We didn't have to let people be institutionalized.

And we certainly didn't have to let it go on as long as it did.

We spent a long time making the wrong choices.

And now a lot of our work is to go on from that and to build something really positive

and constructive.

But part of that is facing up to how much harm we've done, and how much we've lost

in the process.

We have lost generations of people that [INAUDIBLE].

I think we have to remember that people with disabilities didn't just suddenly pop into

existence when we started talking about inclusion.

They always existed.

We spent a lot of time excluding them, cutting them off from Jewish education and community.

And that's done harm to all of those people.

And it's also done harm to our communities, because we've been deprived of a lot of voices

that are ours and that we need.

And it's on all of us to fix this.

And this is teshuva, because this is what we should have been doing all along.

And the teshuva that we need to do is partly for the sins that we've all committed individually.

But a lot of it's for what we've inherited.

Because those who came before us-- for a lot of generations-- made the choice to exclude

kids with disabilities from schools.

Which meant that we're left without knowledge, without infrastructure,

and with a population of students and parents who

have been hurt pretty badly.

And so we're carrying, in this generation, a really heavy load of work that needs to be done.

And I think it's helpful to both take that on willingly, and to keep it in perspective

and to remember that we are not responsible for having

created everything

we're responsible for working to address.

And something I think, particularly as educators and thinking about this as educators, we know

a lot more about teaching non-disabled kids than we do about teaching disabled kids.

And the reason for that is because, as teachers, we get most of our knowledge about

how to teach from previous generations of teachers.

We have the benefit of a lot of trial and error, and a lot of inherited knowledge of

how to teach kids who are typically developing.

Because that's a problem that's been worked on for so long.

We don't have the benefit of so much intense trial and error, just because of all of the

context in which this has not been worked on and hasn't

been worked on.

So if you're struggling with this, it's not your fault.

Everybody really has this problem, it's a systemic issue.

It's not a personal failure as an educator that this is really hard.

It's kind of the lay of the land.

But the good news is that it won't be like this forever for

everyone, because the things that you're working on and creating are making it a lot easier

for all other teachers, and for future generations.

And this is also an issue of infrastructure, right?

We have a lot more support, curricular resources, other people's lesson plans, education

classes, people to go to for help for typically developing kids.

If we'd been creating infrastructure in the same ongoing way over

generations, we would have a lot more now.

And so this also makes it a lot harder.

We're also working with people who have been hurt pretty badly.

And even in the best case scenario in our schools, our disabled students

live in a very difficult social reality.

So kids really should be able to count on having teachers

who-- you know, most of the time-- understand them, get them, know how to teach them.

Kids with disabilities not only can't count on their teachers getting them, they

can't count on even being welcomed in school at all.

They can't count on being respected in basic ways.

And they face a lot of pain in a lot of different contexts they operate in.

And part of our work of teshuva is to learn to face the

realities that our disabled students live in without flinching and without evasion.

Because we can, and it's important, because we don't want them to be in this alone.

And this can be really hard, it can be really painful.

And I know as myself as an educator, I love being successful.

I love children.

I don't want to hurt them.

And I don't want to think-- I don't want to experience not being successful or really

struggling with a kid.

And the reality of inclusive education is that it's harder,

and we're going to make more mistakes that hurt people

just because of the lack of inherited resources and the social contexts.

And it can be really hard to think about both our own failures, the failures of people we

respect, the ways in which children are being hurt, and all that we've lost as a result

of all of these mistakes.

But really, the only thing that hurts more than thinking about this is not thinking

about this.

So we've got to be able to face it if we want to get anywhere.

So the good news is we're Jews.

And that's, I think, one of the most helpful things that we have right now.

Because being Jewish is really hard, and inclusion is really hard.

And being Jewish gives us a lot of tools for facing hard things,

right?

So the legacy of centuries of exile and anti-Semitism, persecution, really has a lot in common with

the legacy of exclusion of people with disabilities.

And I think, if nothing else, we can use that as a source of empathy.

So we really know a lot about responding to collective trauma constructively, because

our survival has depended on it.

And we've managed to thrive.

We know a lot about facing intractable problems without falling into despair.

I think that's pretty central to what being Jewish is like

right now.

And as a result, we have a spiritual tradition that-- if we lean on it-- can really make

a lot of these things much more bearable.

And we're in between Rosh Hashanah and Yom Kippur so I'm going to talk

some about Yom Kippur and how I think Yom Kippur can really help us to be better

inclusive educators.

And I think one central thing is that Jewish tradition can help us resist the temptation

to seek inappropriate absolution.

Forgiveness isn't always appropriate or constructive, sometimes it's a temptation.

And if you see in Mishnah Yoma, like some of the rabbinic

literature about what Yom Kippur is supposed to be, see it goes into various ways to do

teshuva and deal with things.

And it says, sins committed between a person and another person, Yom Kippur does not atone

for that until the person who did wrong makes it right with the person

who they did wrong to.

And unfortunately, the reality of the magnitude of the problem we're dealing with is that

right now there are problems we can't fix, and things we can't be forgiven for.

Because we can't be forgiven until we make things right.

There are some things we don't know how to make right.

None of us are going to be able to undo all of the legacy of exclusion this year.

And this doesn't need to lead into despair.

Life without forgiveness is worth living.

We can get closer, we can do better, and our liturgy can really help us with this.

And one way that in which the Yom Kippur liturgy can help us is that it's a really powerful

reminder that God already knows we're flawed.

Like, whatever we do, God already knows about it.

And both individually and communally, if God was going to smite us for it, it already

would have happened.

It didn't, so we may as well face it.

And I think praying together in community, acknowledging sins together in community,

can really make that both bearable and comprehensible.

Because sin is huge, and it can be easy to get stuck in abstraction.

But teshuva is not abstract, it's specific.

And we open one of the key prayers talking about sin on Yom Kippur, with an acknowledgement

that we can't pretend to be better whom we are if we want to get anywhere.

Our God, and God of our fathers and mothers, hear our prayer; do not ignore our plea.

We are neither so insolent nor obstinate as to say before you we are righteous people

and we have not sinned.

But rather, we, along with our forefathers and foremothers, have sinned.

And I think it's true.

Like, we've inherited some mistakes.

We make mistakes of our own.

And we're not expected to be perfect.

We're expected to grapple with it.

And one of the great things about Al Chet-- the, like, all sins prayer--

is it's a really long list, and it's recited in the plural.

We recite it specific together, because we're all in this together.

And we also get specific, because we have to get specific if we want to go anywhere.

So I would urge you on Yom Kippur to pay really close attention to what the words you're

saying mean, and how they might apply to your work as an inclusive educator.

If you don't understand Hebrew readily, I have personally

found that before I learned Hebrew, it was very helpful to recite it at least once in

English.

Because there's a lot there that's very helpful, and that's worth taking literally.

And so I want to go through-- and I think every single thing on the list has inclusive

education related examples-- but I want to go through a few specifics that jumped out

at me when I was reviewing this.

So for all the sins which we have committed by disrespecting parents

and teachers, since we work with parents and teachers-- and are parents and teachers in

many cases-- I think this is a key thing to think about as inclusive educators.

So one part of respecting teachers is how are we treating teachers with disabilities?

Are there teachers with disabilities in our schools?

Would a disabled applicant be considered seriously on equal terms?

When accessibility is talked about, is it only on the students, or is it

thought about as something that might be important for teachers as well?

And are teachers free to talk about it in appropriate ways, or are they expected

to pretend to be non-disabled as the price of being taken seriously as an educator?

Again, I think these are all things that it's worth keeping on our radar, Because none of

them happen automatically.

So just think about that.

And if you are a disabled educator, think about

how you're treated as a lens on how other people are treated as well.

Another lens on sins committed by disrespecting teachers and parents,

let's think about disabled disability experts.

And I speak as someone who often addresses a lot of audiences as a disabled disability expert.

And I watch a lot of other disabled speakers give presentations, and I've seen a lot of

real disrespect of disabled teachers on these topics,

in ways that are often very unintentional.

So I think first question I would urge people to

ask themselves is how often do you listen to what

disabled people are teaching about disability?

Do you take their expertise seriously?

Are you really prepared to learn from them?

Do you focus on being inspired, or do you think about

their expertise in the specific things that they're

teaching you that might be important?

Do you say, you have such a unique perspective to

every disabled presenters without learning new things from them?

When you feel inspired, what do you feel inspired to do?

Is it learning, or is it a feeling?

Just think about that, because I think that I've been on both sides of this.

I am often not taken seriously in these kinds of ways.

And I often fall into not taking other disabled presenters

seriously in the ways they should be, especially when I'm listening to presenters who have

intellectual disabilities.

So I think this is something that we should all watch.

Another aspect of respect for teachers and parents is thinking about our disabled students

as future teachers and parents.

Are Jewish students with disabilities treated as people who are

growing into Jewish adulthood?

Are children with and without disabilities all taught to teach

Torah, and is what they teach taken seriously?

You know, this often doesn't happen automatically either.

So it's worth paying really close attention to who's seen as a teacher.

Because we often, in our educational programs, place a

really high value on seeing all of our learners also as teachers.

And that doesn't always happen automatically with disabled students so think

about it.

So how are we treating teachers who are in the process of learning how to be more inclusive?

The reality of inclusive education is that it's often really hard, and there's a lot

of cheerleading that can make that really difficult to talk about.

Like when people are told things like, yeah, inclusion is all about attitude, or

it doesn't have to be hard, it can be really humiliating

and degrading for educators who are facing hard problems that they don't know how to

talk about or make progress on.

So thinking about, like, how we're supporting each other as educators who are doing something

hard, and who are sometimes going to have feelings about that, and are sometimes going

to need help.

So, like, how are we supporting each other?

What else is needed?

What can you do?

Parents of disabled children are often not treated with very much respect.

The parenting relationship is often undermined.

They're often blamed for their kids' disabilities.

They're often expected to know things about how to teach their kid that we would really

not expect from parents of non-disabled kids.

They're often forced to describe their kids in really negative ways in order to get support.

I think it's important to reflect-- when we say this prayer about the sin of disrespecting

parents-- thinking about how parents of disabled children are being treated.

Similarly, some parents have disabilities.

Are we respecting them?

Is accessibility on the table for parents?

When we have accessibility students-- when we have accessibility statements for schools,

do those statements talk about access needs for parents, or only children?

What do we do to remember and keep in mind and speak with the awareness that parents

of students with disabilities is a group that contains parents

with disabilities.

And I see these discussed as mutually exclusive categories a lot.

This is also a thing I've definitely done myself.

So I think thinking about how are we communicating that parents with disabilities are welcome,

expected, and valued?

What else do we need to do?

How are we going to change this?

So another category, for all the sins that we have committed without thinking.

There's a lot of things that happen to disabled participants

in our programs because of what we don't think about.

Yeah. I-- in school-- had a lot of access needs.

And had a lot of people who were really consistently did not

remember to make me source sheets that I could read.

Didn't fix it quickly, and didn't show any real remorse about that.

Umm. So a lot of people who have access needs who hear a lot of, oh I'm sorry, the bus isn't

accessible, or, we didn't think about accessible bathrooms.

Or, yeah, I guess we didn't plan for that.

And a lot of this even goes unnoticed.

So one thing I advise is if you use a lesson planning

template, put an accessibility section in it.

It makes it easier to remember.

And more generally, just think about how are you making sure that you and others consistently

think about accessibility in inclusion?

What else do you need to do to make sure this stays on

the radar?

Again, this is a problem I think we all have.

Another category, the sins which we've committed through conversation.

This is a huge one.

We're making a lot of different mistakes in the ways that we have a lot of different

conversations.

So one question to ask regarding sins committed through conversation is, how

are we talking about our students with disabilities?

Are we using stigmatizing language?

Are we refusing to acknowledge that disability exists?

I did a webinar a while back called, Disability Is Not a Dirty Word, which is pretty directly

relevant to this.

Which, if you haven't seen it I can give you a link to the slides

if you're interested.

This is also the Matan pledge kind of thing.

Are we able to acknowledge disability, capability, and unique humanity at the same time?

How are we showing respect?

Where are we falling short?

And a huge one is, are we talking about disabled students as though they're not there?

Because this happens all the time, especially to

students with communication disabilities or intellectual disabilities.

I've seen so many students discussed in their presence, as though they're not there, as

though they have no thoughts about this, without any chance

to correct the perception someone else might have or participate in the conversation.

Another thing to think about in terms of conversation, is when we say 'we,' does it include people

with disabilities?

And, again, for people with disabilities, we are just as guilty of this

as everyone else is.

Like, every-- I've done this-- every disabled presenter I know I've seen do this.

So think about it.

How might we be speaking so everyone present is non-disabled.

Do you say things like, you and I can tune out the fluorescent lights, but they can be

really painful for people with autism?

Or you and I take walking for granted, but not everyone can.

No one wants to be a 'they' in our communities.

People want to be a 'we.'

And when we talk about disability-- or anything else really-- we should really be thinking

about everyone in the room, and how we're sending the message that everyone's part of

our community.

A big one, again, about this, a point of disconnect I've

seen happen a lot-- is when there are disability awareness days.

A lot of times disability awareness days fail to show awareness of the presence and perspectives

of students with disabilities.

Because when we're teaching about disability, our students with disabilities need to be

learning about disability, too.

Because it's really important for them.

And their perspectives need to be taken into account in the way we're talking

about it.

Because if we're not taking the presence of disabled students into account when we're

talking about disability and inclusion, we kind of have a problem.

So, again, this is something I think that pretty much everyone does at some point.

So think about how are we saying 'we' in a way that really includes everyone, including people

with disabilities.

Another example of the sins committed through conversation, are students

with disabilities included in the important educational conversations that we're having?

For instance, are students with communication disabilities given a way to participate

substantively in class conversations?

And are their contributions taken seriously?

Do people listen to them?

Do people argue with them?

Do you have strategies for repairing communication breakdowns with students who are hard to understand?

I have one method in the link in the slides.

Another way is a lot of conversations happen through, like, written big paper activity.

How are students with motor skills impairments part of those conversations?

And just more generally speaking, what other barriers to equal participation in conversations

might exist?

What can you do to fix them, and to include more people in the vital educational

conversations that take place in our schools?

Another thing in thinking about fixing the sins that

take through-- happen through conversations, one sin we commit through conversation is

by avoiding necessary conversations because we're afraid

of saying the wrong thing.

Fear of saying the wrong thing can lead to not talking about disability at all.

So just think about what conversations aren't happening that need to, and how might you

be able to break those silences and push forward those discussions.

So moving on to another topic.

For the sins that we've committed through empty confession.

And I think that this is pretty key to any kind of teshuva.

It's not enough to talk the talk, we have to walk the walk.

And sometimes empty confession can feel like a

substitute for fixing the problem.

Umm.

So thinking about things like how much does 'we're an inclusive school' really mean in practice,

push come to shove?

Yeah.

When you apologize for an access problem, what happens next?

How often do you do more than apologize?

How often does it result in improved access in a

consistent way?

Have you made promises to end bullying that your school wasn't able to keep?

Because I've seen that happen a lot, particularly with this promise that this or that awareness

program is going to mean that there's no more teasing or bullying

of students with disabilities.

I think those programs can help, but they never eliminate it.

And I think that we need to be careful to be

honest about that, so that our students aren't bearing this alone.

Have awareness days been a substitute for effective action?

So generally speaking, which things might be being said about inclusion and disability

and welcoming everyone?

Which of those things are real?

Which of those things are empty words?

And how can we make more of them real this year?

There's a lot of power in our hands to make more of this real.

So another category that's related to false confession is the sins we have committed by

scoffing.

And I've seen this happen in a surprisingly broad range of ways.

One is scoffing at people with disabilities.

Again, this is something I was talking about earlier with regards to disabled presenters.

I see a lot of presenters say various serious things about their experiences

and perspectives, and then get laughed at.

Like, yeah, I've seen people with intellectual disabilities

talk about being treated like a child in a group home and having to fight for their adulthood,

and have other people respond like this is cute.

Have somebody who's, like, 30, talk about how people try to impose a bedtime.

And make them drink, and they just, like, want to be

able to go to a bar because they're an adult, and

have people laugh at them like this is-- like, it's cute, like a five-year-old talking about

wanting to be a grown up drinking beer.

So I think, again, I've seen this across contexts, including from people who meant very well

and had no idea that they were doing this.

So, like, watch.

Are people being laughed at when they are saying things that are very serious and

important to them?

And if you see condescending or dismissive laughter at disabled people who are serious,

what do you do about it?

And I've been struggling myself with thinking about, what do I do about this?

When I am moderating panels, I always pause, show respect for the question, and then, like,

repeat it.

When I'm teaching and a disabled student says something that I think was probably serious

that other students laugh at, I repeat it and say, so

it sounds like you were asking, you know, x, y, or z.

Did you mean that seriously?

I can give you an example of that.

There's an exercise I do where it's an accessibility scavenger

hunt of a school or building.

And one of the questions I have on my scavenger hunt list is a rule or program-- a rule

that makes the building or program less accessible.

And there's always really interesting responses to that.

One time I was teaching to a group of teenagers.

One teenager who had a disability set as an example of a rule that causes access problems,

have fun.

Everybody laughed at him.

I thought he might be serious, so I said, so when you

said, had fun-- have fun is a rule that creates an accessibility problem, did you mean that seriously?

What do you think about that?

He said, yes.

He thought it was serious.

So then I said, you know, do you know why?

And then we had a really good conversation about

that, which was able to happen because I shifted the conversation from scoffing to seriousness.

And I think there's a surprising number of contexts where this comes up.

And if we're prepared to respond to it, a lot of really great things

become possible.

So another kind of scoffing that I think we should think about is that are people with

disabilities allowed to bear witness to experiences?

Are they allowed to be honest and are we willing to be honest?

Because students with disabilities face some really difficult circumstances.

Again, even were all of our schools perfect, that would still be true in their secular

schools, walking down the street, in a lot of context.

But usually there are some difficulties even in our

schools, and often problems we don't have the solution to in any sort of near term.

So when disabled students have feelings about that, are they

allowed to express them, or do they have to smile

all the time?

Are they told that 'it can't really be that bad,' or 'I'm sure they didn't mean it' in situations

where actually it is that bad, and they did mean it?

Are there very reasonable fears of dangers they're actually facing dismissed as

irrational anxieties?

Like, kids with disabilities need emotional validation and support in these

things, for the same reasons typically developing students need emotionally validation in

emotionally difficult circumstances.

They often don't get it.

I think we should think about how are we showing respect for the

reality of our students with disabilities, and how are we scoffing?

How else might students with disabilities be facing scoffing and silencing?

What can we do about it?

So I think there are-- I think we all have things we can do about it.

And I think that there's overlap.

But I also think there's things are different.

Because we're all in different teaching contexts, and the problem is huge.

So another-- no, this is the wrong one.

So another category is all of the sins that we've committed through lashon hara, through slander.

So, you know, I'm going to say a very bad word which I think should not be said, but

there's no way for me to say this without using the word that I'm saying.

So are we describing some students as things like

low functioning or retarded or unteachable or something like that, one of those words

that means not really part of the group, not really

capable of learning?

Because those words get thrown around a lot.

And I think we've got to be careful about saying

them, and we've got to be careful about believing them.

Because while disability is a very real thing, everyone can learn.

And we have to take everyone's humanity seriously.

Do we say or let people say things like, ugh, she doesn't understand anything, or nothing gets

through to him?

Do teachers get together to vent about how much they dislike a particular student?

And if people are in that space, do we insist on moving to something more constructive?

Are students who are struggling with an inaccessible environment described as difficult and

defiant without regard for context?

Because I've got to say, like, when I've been a student and

teachers give me activities that it is physically impossible for me to participate in, I'm pretty

difficult and defiant.

And that's more of a statement about the environment than it is about me.

And I think that we've got to think about that, and not use this so much as a pejorative

and think about what's going on.

Because kids who are giving us a hard time are almost always

having a hard time themselves.

And lashon hara when we're frustrating is a great temptation.

So similarly to that, often when students have disabilities, there are detailed records

kept of everything somebody doesn't like about them

or everything someone, umm, thinks is wrong with them.

And, you know, we're human beings, and all of us annoy people from time to time.

All of us lie from time to time.

All of us refuse to cooperate from time to time, but most of us don't have files-- detailed

files-- of every lie someone else thinks we've told,

everything we've done that's annoyed someone else.

And the cumulative effect of that can really be dangerous-- can be damaging.

So I think it's important to be mindful of how we're talking, and also be

mindful of what we're believing.

So again-- and getting back to more general-- how else might we be inadvertently slandering

disabled students?

What might be able to do about it?

Because there are probably things, we have a lot of power.

So another category-- and I've got to say this is a real hard one to talk about-- for

all the sins that we have committed through uncovering nakedness, through violating people's

bodies and intimate space.

One thing that we know is that the rate of abuse of people with disabilities,

including sexual abuse of people with disabilities, is incredibly high.

And that this is a problem that exists in every community, every setting, people from

all walks of life.

I don't know what to do about this, but I think it's something that at least needs to

be on our radar.

And if you're in a school, I think thinking about does your school have a policy about

reporting suspected abuse, and is there any sort of abuse prevention training is something

well worth looking at in this one.

Another one with uncovering nakedness is, you know, is physical boundaries and privacy

tend to develop in typically developing kids as kids learn how to use the bathroom independently.

When kids need help longer, that often doesn't happen naturally.

And there can be a lot of age- inappropriate uncovering of nakedness and

lack of regard for boundaries when they don't develop naturally.

It's something it's really important to watch.

And I think, particularly for people who work with younger kids, making

sure that privacy learning is happening at the usual age, even for kids who need physical

assistance with various things.

Another thing with uncovering nakedness is, you know, regardless of what kids' interests are or

what their academic level is, puberty matters.

And the way that we touch kids who are pre-pubescent and kids who have-- versus kids

who have gone through puberty, are really different.

And there's some very important reasons for that.

Particularly-- and that doesn't always happen in the same way with kids with disabilities.

And it's really important to uphold and enforce those boundaries

in a consistent way, because

it's not good if people are bear-hugging each other

in ways that if they were not disabled would be regarded

as sexually inappropriate.

It's really dangerous, and we need to watch that.

Because it's a pervasive enough bias that we can't assume

that appropriate behavior will happen by itself.

Another thing regarding privacy and boundaries and respecting the significance of puberty,

is some students with disabilities are gay.

Some students with disabilities are trans.

Could a student with a disability safely come out

to you, and have that taken seriously and have their privacy respected?

And how-- the perimeters of that are complicated.

But thinking about where-- making sure it's part of the conversation can really make a

lot of teshuva possible.

So another category, for all the sins that we have committed by throwing off all restraint.

The literal meaning of this has a connotation

of throwing off the commandments.

And I would broaden this to talking about the extent to which we feel bound by laws,

ethics, and decency in our work with people with disabilities.

Because often a lot of restraint is thrown off.

So do we do things to disabled kids that we'd see as unacceptable to do to non-disabled kids?

And, again, I have talked to people with disabilities-- including children with disabilities-- in

ways that I now consider unacceptable, that I'm ashamed of, and that I don't think would

have been tolerated if I'd talked to non-disabled people that way.

There's a lot of iterations of this.

Like, do we-- are students with disabilities expected to tolerate bullying and teasing

on the grounds that the other kids just don't understand disability yet?

Yeah, because I know as a kid I was expected to absorb that, and I've seen that happen for,

with a lot of other people, even now. Umm.

Are we expecting kids with disabilities to perform activities by

rote that are only superficially similar to what their

nondisabled peers are doing?

Are they getting access to the same learning?

Are we treating them with the same respect?

What happens with violence against kids with disabilities, or in the news?

Umm, so I've got to say, as a disabled person, I see a lot of stories about caregivers abusing

or murdering disabled children.

And usually when that happens, I see a lot of sympathy for the caregivers

who committed murder or violent abuse.

A lot of talk about how hard it is to parent disabled

people, and very little talk about the people with disabilities who lost their lives or

were otherwise harmed.

And often the people in those stories have the same disabilities that I do.

And it's pretty emotionally devastating.

And I think it's also dangerous.

I think-- so I think that we need

to watch that.

Well, yes, we do have a really big problem with lack of

support for parents.

We also have a really big problem with not valuing people with disabilities

in the way that we should.

And this is-- again, thinking about sins committed thoughtlessly-- something that a lot of people

do by accident with the best of intentions, because we want to empathize with people.

And just, like, thinking about that, what can you do to make sure the

lives of people with disabilities are valued in our communities, and that the way we talk

about violence reflects that?

Similarly, laws and ethical standards.

Do we act as though student's disabilities mean that our ethical standards of kindness

and respectful teaching don't apply to them?

And, again, I think-- getting back to the thing about emotional validation and scoffing--

kids with disabilities need emotional validation and support for the same reason that typically

developing kids do.

And they don't always get it.

And I think that we've got a lot of work to do.

There's any number of other things.

For instance, if you teach in a school that has therapy rooms, I encourage you to look

in the therapy rooms and ask if those are set up in a way that you would consider acceptable

for non-disabled students.

Because I've seen a lot of therapy rooms that would not be considered acceptable in that way.

Similarly, do we fail to follow the Americans with Disabilities Act and other civil rights legislation?

Because sometimes we're obliged to follow it by the strict letter of the law.

Sometimes we're not, but we really always should, and we don't always.

What other laws, ethical standards, and rules might we be unjustly exempting ourselves from

in our work with disabled students?

What can we do to fix it?

This, again, I think that all of us-- myself included-- have been guilty of this at some point.

All of us have the power to make a real difference.

And conclude with a final category-- which I think is critical and hard to think about--

for the sins that we've committed willingly, and for the sins committed under duress.

Because sometimes we do it on purpose.

You know, sometimes inclusion is intentional.

And sometimes we are willing participants in exclusion.

And I'm not going to go through all of the examples here, but what I'm going to say is

that I've seen a lot of schools have a policy of not

accepting more than a certain percentage of disabled kids because

there's some quota on not wanting to have too many, lest you undermine the program.

And I think that's willful exclusion.

And I think that there are a number of other examples.

And just one more is are students excluded on the grounds that we feel he'd be better

off at a place more equipped to meet his needs, when

we have no reasonable basis to believe that that place actually exists.

Because I've seen that a lot, and it's willful.

So I want to talk more about duress, because I think that we all act under duress a lot.

Sometimes, we act under duress in the sense that we don't know how to do the right thing.

Sometimes, it costs more money than we have.

Sometimes, people-- sometimes, we're overruled by people who are more powerful than us.

Sometimes, we're really terrified of what the consequences would be.

And, again, I think this is pretty universal.

And I also think it's pretty important to keep in mind that whatever we do under

duress, we still do, and the consequences still matter.

And we're responsible for what we do, even if we didn't want to do it.

And it's worth thinking about what we can do, to be more powerful.

So, some examples of what duress can look like is, you know, parents might vehemently object to

inclusive policies because they think disabled students will draw attention away from their children.

Again, this is a problem we encounter from a lot of education directors.

And this is not the fault of people who disagree with parents

about that, but children are just as excluded from the school.

Another form of dress that's very common is our donors would withdraw funding if

we did that, you know, liability.

There's any number of other examples of really common forms of duress.

So what does teshuva for sins committed under duress look like?

Thinking about this, like, what have you done under duress this year

that you regret doing, you know, last year I guess?

And in the year going forward, how might you be able to make yourself more powerful so

that you're not as vulnerable to duress, and you'll

be able to do the things you weren't able to do last year?

Probably won't be able to eliminate all duress, but we're often able to find power

through contemplation that we weren't able to find in the moment.

Similarly, what have you seen other people do under duress?

How might you be able to help them become more powerful, and support them in doing the

right thing this year?

Like, are there teachers who are afraid that they will crumble if they say

the wrong thing?

Can you support them in realizing they won't?

Can you back people up when they're being attacked for being inclusive?

Can you fundraise from a different source so you're not as vulnerable to that one donor

who doesn't think a ramp is a good use of funds?

Any number of other things that are often-- when we think about it-- both ways we can

find power, and ways in which we can make others more powerful.

Similarly, what-- how might you have pressured people to do the wrong thing in the past?

What can you do to support them in doing the right thing this year?

For instance, if you put pressure on an educator to not talk about

their disability, can you this year support them in choosing to talk about

it if they would like to?

Or can you support them in having various other kinds of

access needs so that the vulnerability is lower?

Any number of other things.

Just thinking about...duress happens.

How can we be more powerful so that we have more real practical power to do what

we want to do, rather than what we're forced to do?

Another element of thinking about duress is preparing to face it.

Because teshuva isn't just about letting go, it's also about holding on.

And one thing to keep in mind is you've done a lot of things right.

There's a lot of things you've done right that it's really important to hold on to

your ability to keep doing.

That can be really hard.

And you'll likely come under some renewed pressure to do the wrong thing this year.

Some people might even try to make you ashamed of wanting to do the right thing.

You know, I face that all the time.

I know a lot of other people do as well.

So one thing you can do on Yom Kippur is think about what you're proud of.

Think about what you want to hold on to.

Think about how you're going to resist pressure to hold on-- to let go of the things that

are best within you, and are best within your inclusive practice.

Because the good things you do are important to think about, too.

And to broaden the category a little more before we conclude, you know, this list in

our liturgy has a lot in it that's valuable.

And there's-- you know, I only got to a very small percentage of what's there, because

we could go on for years, really.

But not everything's there, because the people who wrote it didn't know everything.

So I'd say also another category is all the sins which are not on the list.

So-- sorry I-- wrong thing.

OK.

So and thinking in both specific and general terms, I think, can be helpful.

So just adding some of your own.

What have you inherited?

What have you done personally?

What have you seen as a problem in your community?

What might you have been complicit in?

What can you do about it?

When you think about the list, also think about what's not on the list.

Also keep in mind, we're all in this together.

This is not on you alone. You may actually sometimes be absolutely the least culpable

person in the room.

It's really hard.

Teshuva is hard work.

We're all responsible for it.

And that's why we say these things together on Yom Kippur in plural

language, because we're in this together.

And having done things wrong, doesn't mean you're broken.

It means that you are a human being who needs Yom Kippur.

And that's a pretty great thing to be.

Another thing to keep in mind about how we're holding all of this work of teshuva,

is Yom Kippur is also a celebration.

Yom Kippur is not just about celebrating-- confessing sins-- it's also a celebration

of what teshuva is and what teshuva has been.

There's so much work left to be done.

There's also a lot to celebrate.

We've done a lot of successful teshuva, both individually and collectively.

And on Yom Kippur it's appropriate and necessary to celebrate that.

Because some of the things we can be forgiven for, some of the things that we have moved on from,

it's really amazing.

Yom Kippur is a holiday, it's not Tisha B'Av.

So something I think it's worth-- to keep in mind this-- I would-- something I would

urge you to keep in mind this year is to ask yourself, what teshuva are you celebrating?

Between this year and last year, I am sure that you've grown a lot and done a lot of successful

teshuva, because you're a serious person who really cares about these things.

So think about it on Yom Kippur, what changes are you celebrating?

What teshuva are you really proud of?

What teshuva have you done yourself?

What have you seen your community do?

What's the joy that you bring to Yom Kippur?

Because it's a reminder and a celebration of what's possible and what has been done.

We're never done doing teshuva.

And we should also never be done celebrating teshuva.

Because the distance we've come is beautiful and worth celebrating and worth valuing.

So Shanah Tovah, and may we all be written and sealed in the Book of Life, and go onward

with the teshuva that is necessary, both now and going forward, and

with the celebration of what's gotten us here.

So it looks like we have about a minute left.

And so are there any questions?

I'm now looking in the chat box.

All right. Thank you very much for coming everyone, and Shanah Tovah.

For more infomation >> Matan Webinar: "Inclusive Education as Teshuva" - Duration: 58:12.

-------------------------------------------

PHX Subcommittee - Parks, Arts, Education, and Equality, June 27, 2018 - Duration: 1:00:19.

>> Councilwoman Pastor: WELCOME TO THE PARKS, ARTS, EDUCTAION

AND EQUALITY SUBCOMMITTEE.

TODAY IS JUNE 27, 2018.

WE ARE HAVING SOME TECHNICAL DIFFICULTIES.

WE WILL -- SORRY.

WE WILL WORK OUR WAY THROUGH THIS.

I AM CALLING THE MEETING TO ORDER.

THERE ARE CALL TO THE PUBLIC CARDS, AND IT'S JANET KALER,

AND THEN PHILLIP CARPENTER, AND THEN JERRY VAN GASSE.

SO, JANET, YOU HAVE TWO MINUTES.

>> THANK YOU FOR LETTING ME SPEAK.

MY NAME IS JANET KALER.

I AM A PHOENIX CITY RESIDENT AND I UTILIZE -- CAN EVERYBODY HEAR

OKAY -- I REALLY UTILIZE THE SENIOR AND COMMUNITY CENTERS A

LOT, ALMOST FIVE DAYS A WEEK.

AT THE ONE OF BEUF THERE IS A VERY LARGE SIDEWALK AND AREA FOR

SMOKING.

I HAVE TO WALK THE WHOLE AREA OUT IN THE STREET BECAUSE THE

WHOLE AREA THAT'S THE SIDEWALK IS SO FULL OF SMOKE.

I HAVE PROBLEMS WITH MY EYES.

THEY'RE VERY DRY.

THEY GET INFECTED.

I HAVE TO GO TO THE DOCTOR, PAY MONEY AND SUFFER A LOT OF PAIN.

I ALSO HAVE LUNG PROBLEMS.

I WISH YOU COULD MAKE IT A SMOKE-FREE CAMPUS.

ALSO, OVER AT DEER VALLEY, THE BUILDING IS SUCH THAT THERE'S

ONLY TWO SMALL AREAS IN THE AIR CAN COME THROUGH.

THEY HAVE THE SMOKING AREA RIGHT IN THE CENTER OF THESE

BUILDINGS.

THE CHILDREN COME FOR CLASSES, AND THEY PLAY IN THAT AREA, THEY

ARE WAITING AND BREATHING THAT SMOKE, AND SEEING THE EXAMPLE OF

THESE PEOPLE SMOKING AS A NORM, WHICH SHOULD NOT BE.

ALSO, IN THE CAFETERIA THIS ONE PERSON ESPECIALLY SMELLS SO

DRENCHED CIGARETTE POLLUTION THAT HALF OF THE ROOM, WHICH IS

A LARGE ROOM, IS POLLUTED WITH HER SMOKE, AND THERE I AM

EXERCISING TRYING TO BREATHE CLEAN AIR FOR A HEALTHIER LIFE

AND I HAVE TO BREATHE THAT POLLUTION THAT'S JUST FILLING

HALF THE CAFETERIA.

IT'S UNBELIEVABLE.

PLEASE, MAKE THEM SMOKE-FREE CAMPUSES.

THEY'RE HEALTH CAMPUSES.

SMOKING SHOULDN'T BE THERE.

THANK YOU.

>> Councilwoman Pastor: THANK YOU.

THE NEXT ONE IS PHILLIP CARPENTER.

>> GOOD MORNING.

MY NAME IS PHILLIP CARPENTER.

I'M HERE TO SUPPORT JANET.

I'M EXECUTIVE DIRECTOR OF ARIZONANS CONCERNED ABOUT

SMOKING, AND I'M ALSO THE CHAIR OF THE ARIZONA SMOKE-FREE LIVING

COALITION.

WE HAVE SIGNAGE THAT COULD CERTAINLY BE USED.

WE ALSO HAVE TECHNICAL RESOURCES THAT THE COALITION HAS PUT

TOGETHER FOR IMPLEMENTING TOBACCO-FREE PARKS, SMOKE-FREE

PARKS.

WERE YOU AWARE OF WHAT PRESCOTT DID IN APRIL?

THEY VOTED 6-1 TO MAKE ALL OF THEIR CITY PARKS SMOKE-FREE.

IT INCLUDES E-CIGARETTES.

AND IN THEIR JUSTIFICATION AND REASONING FOR THIS POLICY, NOT

TO MENTION THE FIRE DANGER, THEY TALKED ABOUT HOW SMOKE-FREE

ARIZONA IS A FLOOR STANDARD.

MUNICIPALITIES, BUSINESS OWNERS, CITY GOVERNMENTS ARE ENCOURAGED

AND MOTIVATED TO GO ABOVE THAT 20-FOOT GUIDELINE HERE BUSINESS

ENTRANCES IF YOU SO CHOOSE.

THIS IS THE WAY TO GO.

THIS IS THE FUTURE.

MORE AND MORE COMMUNITIES ARE GOING WITH THESE ENTIRE

SMOKE-FREE AND TOBACCO-FREE PARKS.

SO I WOULD HIGHLY ENCOURAGE YOU TO CONSIDER WHAT PRESCOTT DID.

THEIR CITY ATTORNEY JOHN PALLADINI DID AN EXCELLENT JOB

DOCUMENTING THE JUSTIFICATION AND REASONING FOR THIS.

WE'RE ALSO HOPING THAT WE CAN DO A BREATHE EASY ZONE IN PRESCOTT

RIGHT IN THE CENTER CITY COURTHOUSE AREA.

BUT JANET IS ABSOLUTELY RIGHT, PEOPLE THAT ATTEND THESE

COMMUNITY AND SENIOR CENTERS SHOULD NOT BE SUBJECTED TO ANY

KIND OF TOBACCO USE, ESPECIALLY SMOKING, ESPECIALLY FOR THE

YOUTH AND FOR THOSE RESIDENTS THAT ATTEND THOSE CENTERS.

SO, WE'RE HERE TO HELP AND PROVIDE.

SO PLEASE KEEP US IN MIND IF WE CAN HELP WITH SIGNAGE.

WE'RE WILLING TO GO OUT AND TALK AND HELP PROVIDE SOME EDUCATION,

AND WE ALSO HAVE TECHNICAL RESOURCES.

THANK YOU VERY MUCH.

>> Councilwoman Pastor: THANK YOU.

THAT WAS THE TIMER, SINCE THE TIMER IS NOT WORKING.

REGARDING THE SMOKE-FREE, INGER.

>> Councilman Nowakowski: PUBLIC COMMENT.

>> Councilwoman Pastor: I KNOW, BUT I'M JUST SAYING, INGER

ERICKSON CAN SPEAK WITH YOU THE SMOKE-FREE AREA.

I WOULD SUGGEST THAT YOU WOULD ALSO SPEAK WITH HER ON THE REC.

SPORT.

SO THANK YOU.

MINUTES?

OH, JERRY, I FORGOT ABOUT YOU, JERRY.

HOW COULD I DO THAT?

>> I WOULD HAVE COME UP ANYHOW.

>> Councilwoman Pastor: THAT IS TRUE.

>> HI, JERRY VAN GASSE.

I KNOW THIS IS THE LAST MEETING UNTIL SEPTEMBER OF THE

SUBCOMMITTEE, AND I HAVEN'T HEARD ANYTHING MENTIONED IN THE

LAST FEW MONTHS ABOUT AMENITIES, A NEW TRAILHEAD FOR THE

CAMELBACK CHOLLA TRAIL.

IT'S IN THE PROCESS RIGHT NOW.

PENNY HAS HANDOUTS THERE FOR EVERYONE.

THE DESIGN AND PLANNING PHASE IS NOW UNDER WAY.

IT WILL BE COMPLETED BY THE END OF THE SUMMER.

SO I WAS HOPING TO PUT THAT ON THE AGENDA IN SEPTEMBER, LATE

SEPTEMBER, FOR DISCUSSION.

YOU KNOW, WHAT HAPPENED IN 2014, WE DID THE SAME THING, NEW

TRAILHEAD WITH AMENITIES AT ECHO CANYON.

IT'S BEEN A HUGE SUCCESS.

EVERYBODY HAS BEEN WONDERING, THOUGH, WHY HAVEN'T WE DONE

ANYTHING ON THE OTHER SIDE OF THE SIDE OF THE MOUNTAIN AT

CHOLLA TRAILHEAD.

WHAT HAPPENED WHEN WE ARE DOING ECHO CANYON, BECAUSE IT WAS

CLOSED FOR A YEAR, ALL THE HIKERS WERE DIRECTED TO THE

CHOLLA TRAILHEAD THINKING MOST WOULD COME BACK TO ECHO CANYON.

THERE ARE NOW MORE PEOPLE GOING UP THE CHOLLA TRAIL THAN THE

ECHO TRAIL.

I LIKE TO THINK WE'VE GOT THE BEST PARK SYSTEM IN THE COUNTRY.

WE NEED TO GET AMENITIES OVER THERE ON THE CHOLLA TRAIL SO WE

CAN LIVE UP TO THAT DEFINITION.

SO HOPEFULLY WE CAN GET THAT ON THE AGENDA AND I'LL BE MAKING

THE SAME PUSH WITH THE PARKS BOARD TOMORROW.

THANK YOU.

>> THANK YOU, JERRY.

AS YOU KNOW, THERE IS AN INTERIM MAYOR, AND SO IN SEPTEMBER I

BELIEVE ALL COMMITTEES WILL BE SHIFTED AND THERE WILL BE NEW

LEADERS AT THE DIFFERENT COMMITTEES AND DIFFERENT NAMES

OF THE COMMITTEES.

SO I SUGGEST THAT WHEN THAT ANNOUNCEMENT COMES OUT WE COME

BACK AT THE END OF AUGUST.

SO I'M ASSUMING IT WILL BE ANNOUNCED -- THE END OF AUGUST

THAT WE COULD PUT THAT ON THE AGENDA MAYBE FOR OCTOBER,

HOPEFULLY THE CHAIR OF THAT -- THAT COMMITTEE, ONCE WE FIGURE

OUT WHO IS GOING TO BE THE CHAIR, THEN TO SEE IF THEY CAN

GET IT ON THE SEPTEMBER.

OKAY.

MINUTES OF THE PREVIOUS MEETING?

THAT IS MAY 16th, 2018.

MAY I HAVE APPROVAL.

>> Councilwoman Stark: MOVE TO APPROVE.

>> Councilman Nowakowski: I'LL SECOND.

>> Councilwoman Pastor: ALL THOSE IN FAVOR.

[ CHORUS OF AYES] >> Councilwoman Pastor: MOTION

CARRIES.

ITEMS 2-7 ARE ON CONSENT.

IS THERE ANYTHING ON HERE THAT YOU WOULD LIKE TO SPEAK ABOUT?

IF NOT, CAN I HAVE A MOTION?

>> Councilwoman Stark: I MOVE TO APPROVE ITEMS 2-7.

>> Councilman Nowakowski: I'LL SECOND THAT.

>> Councilwoman Pastor: THANK YOU.

ALL THOSE IN FAVOR PLEASE SAY AYE.

[ CHORUS OF AYES] >> Councilwoman Pastor: MOTION

CARRIES.

ITEMS 8 AND 9 ARE INFORMATION ONLY.

IS THERE ANY ITEMS ON HERE -- ACTUALLY, I WOULD LIKE ITEM 9

ABOUT THE SUMMER PROGRAMS THAT ARE HAPPENING.

I BELIEVE COUNCILMAN NOWAKOWSKI HAD ASKED FOR THAT.

>> MADAM CHAIR AND MEMBERS OF THE SUBCOMMITTEE, I BELIEVE THE

REPORT WAS DEALING BOTH WITH LIBRARIES AND RECREATION

PROGRAMS, AND BASICALLY IT WAS OUTLINING THE PROGRAMS AT THE

SWIMMING POOLS THAT WE HAVE, OPEN SWIM, COOL KIDS, THE CIGNA

SAFETY PROGRAMS, ITTY BITTY BEACH PARTIES, A VARIETY OF

THINGS AT THE SWIMMING POOLS.

THE 4th OF JULY EVENT IS GOING TO BE HELD AT STEELE INDIAN

SCHOOL PARK ON 4th OF JULY, 6:00 TO 9:00 P.M., LOTS OF FUN

ACTIVITIES.

ALL THE SUMMER RECREATION PROGRAMS THAT WE ALSO HAVE AT

THE VARIOUS COMMUNITY CENTERS.

WE HAVE PROGRAMS THAT ARE AVAILABLE FROM 7:30 IN THE

MORNING TO 6:00 AT NIGHT FOR PEOPLE TO HAVE THEIR KIDS IN A

SAFE ENVIRONMENT DOING RECREATION PROGRAMS, THINGS OF

THAT NATURE.

AS WELL AS GOLF PROGRAMS, HIKING SAFETY.

A VARIETY OF THINGS WE HAVE IN OUR COMMUNITY CENTERS AND

FACILITIES THROUGHOUT THE SUMMER.

SO IT BASICALLY WAS JUST GIVING A REPORT ABOUT THOSE THINGS THAT

WE HAVE, THE LEVELS OF ACTIVITY THAT WE HAVE.

THERE'S 1200 PARTICIPANTS IN OUR SUMMER RECREATION PROGRAM.

WE SEE OVER 80,000 PARTICIPANTS IN OUR SUMMER SWIM PROGRAMS.

SO WE HAVE A LOT OF VOLUME THROUGHOUT THE SUMMERTIME.

I'LL TURN IT OVER TO RITA FOR THE LIBRARY PORTION.

>> SO, IN THE SUMMER THE LIBRARY DOES THE SUMMER READING PROGRAM,

AND THAT'S OUR MAIN THRUST IN THE SUMMER BECAUSE WE'RE TRYING

TO WORK ON SUMMER SLIDE, SO KEEP CHILDREN READING OVER THE SUMMER

SO THEY DON'T LOSE THEIR SKILLS WHEN THEY GET BACK TO SCHOOL,

AND WE WORK WITH THE FRIENDS WHO FUND A NUMBER OF VERY SPECIAL

PROGRAMS.

THERE'S A WHOLE SERIES OF PROGRAMS AT EACH LIBRARY, AND

THEY COVER ALL SORTS OF FUN THINGS FROM PERFORMERS AND THE

SNAKE GUY, THE REPTILES COME IN, AND SO THEY EXPOSE CHILDREN TO A

LOT OF DIFFERENT ACTIVITIES.

SO ALL OF THOSE PROGRAMS ARE GOING ON RIGHT NOW.

QUESTIONS?

>> Councilman Nowakowski: ONE OF THE REASONS I WANTED TO BRING

THIS RIGHT BEFORE THE SUMMERTIME IS TO INFORM PARENTS ABOUT ALL

THE RESOURCES AND ALL THE PROGRAMS WE HAVE THROUGHOUT OUR

LIBRARIES AND OUR REC. CENTERS AND THROUGH OUR PARKS.

ONE OF THE THINGS THAT I'VE HEARD IS THE SUCCESS OF THE

MOBILE REC. UNITS THAT ARE OUT THERE, BUT THEN PEOPLE ARE

TELLING ME THAT DURING THE SUMMERTIME WE'RE STOPPING THE

PROGRAM, OR THERE'S A BREAK, A SUMMER BREAK, AND THE CONCERN I

HAVE IS THAT'S WHEN WE REALLY NEED THEM MORE THAN LESS, AND

PEOPLE ARE ASKING IF THERE'S A WAY TO HAVE THE MOBILE REC.

UNITS YEAR-ROUND INSTEAD OF HAVING A SUMMER BREAK.

>> MADAM CHAIR AND MEMBERS OF THE SUBCOMMITTEE, THE BUDGET

THAT WAS PUT THROUGH LAST YEAR WAS FOR THE SCHOOL YEAR.

IN THE SUMMERTIME, BECAUSE OF THE INTENSE HEAT, THAT WASN'T

ORIGINALLY PUT IN.

WE COULD CERTAINLY WORK UP FIGURES AND GET IT TO YOU IF

THAT WAS SOMETHING YOU WANTED FOR THE FUTURE AND PUT IT

FORWARD AS A PROPOSAL FOR A FUTURE BUDGET.

>> Councilman Nowakowski: WHAT I WOULD LIKE TO DO, MADAM CHAIR,

IS LOOK AT THOSE AREAS -- LOOK AT THOSE AREAS WHERE THERE'S NOT

A COMMUNITY CENTER OR THERE'S A LACK OF COMMUNITY CENTERS, TO

REALLY -- I MEAN, THIS IS THE ONLY PLACE WHERE KIDS ARE ABLE

TO GO OUT AND ENJOY AND BE IN A SAFE ENVIRONMENT WITHIN OUR

PARKS WITH SUPERVISION.

SO MAYBE THAT'S SOMETHING WE CAN LOOK INTO, WHICH AREAS DON'T

HAVE THOSE CENTERS WHERE THEY CAN ACTUALLY PLAY BASKETBALL,

FOOTBALL, ALL THOSE GREAT THINGS.

THE OTHER THING IS JUST, IS THERE SUMMER HOURS FOR OUR PARKS

STAFF?

I KNOW THAT A LOT OF TIMES PEOPLE TEND TO GO TO THE PARKS

AFTER THE SUN GOES DOWN, ESPECIALLY IN THE SUMMERTIME.

ARE THERE GOING TO BE MORE SUPERVISION?

OR ARE WE KEEPING THE SAME HOURS?

>> MADAM CHAIR, MEMBERS OF THE SUBCOMMITTEE, THE ACTIVITIES

THAT GENERALLY GO ON IN PARKS, WE HAVE ROVERS THAT HIT A

VARIETY OF THE PARKS THROUGHOUT THE SUMMER.

THEY ARE STILL, AGAIN, OUT THERE.

MANY OF OUR STAFF ARE IN THE COMMUNITY CENTERS RUNNING THE

SUMMER PROGRAMS.

AND SO WE TYPICALLY HAVE THE ROVERS OUT THERE MANAGING THE

SPORTS FIELD, THINGS LIKE THAT, AND THEY ALSO CHECK ON THE REST

OF THE PARKS AS WELL.

SO IT PRETTY MUCH IS THE SAME SCHEDULE, SAME STAFF OUT THERE

CHECKING ON THE SUMMER PROGRAMS AS WELL.

>> Councilwoman Pastor: I GUESS WHEN THE MOBILE UNIT WAS

BEING BUILT, MY IMPRESSION WAS IT WAS A YEAR-ROUND MOBILE UNIT.

SO I WANT TO GO BACK TO SEE WHAT I CRAFTED AND WROTE, BECAUSE I

BELIEVE IT'S A YEAR-ROUND -- THIS IS THE FIRST I'VE HEARD

THAT IT WASN'T AVAILABLE FOR THE SUMMER.

>> WE DO BRING IT OUT FOR SPECIAL EVENTS BUT IT IS NOT

SCHEDULED DURING THE SUMMERTIME PRIMARILY BECAUSE. INTENSE

HEAT.

IF IT WAS SOMETHING WE WERE TO DO IN THE FUTURE, OUR

RECOMMENDATION WOULD PROBABLY BE FROM 6:00 TO 10:00, SOMETHING

LIKE THAT -- >> Councilwoman Pastor: OH,

NO, THAT WOULD BE -- I WOULD SAY 7:00.

>> CURRENTLY THE SCHOOL YEAR PROGRAM RUNS FROM 3:00 TO 7:00.

>> Councilwoman Pastor: I WOULD FLIP IT.

I WOULD FLIP THE HOURS.

THAT WOULD BE WISE.

MY NEXT QUESTION, AND I DON'T KNOW IF THIS IS FOR YOU OR THE

TECHNICAL STAFF, AS WE RUN THIS COMMITTEE MEETING, CAN WE HAVE

A -- I GUESS IT WOULD BE FLYER, THEY WOULD NOT HOW TO DO IT --

PLAYING ALL THE ACTIVITIES OR SHOWING WHERE THEY CAN GET

INFORMATION OF ALL OUR ACTIVITIES FOR THE SUMMER?

SOMETIMES GETTING ON THE WEBSITE IS VERY DAUNTING AND LEADS YOU

INTO SPACES THAT YOU DON'T EVEN KNOW HOW YOU GOT THERE AND

DOESN'T GET YOU TO THE INFORMATION THAT YOU NEED.

SO THIS IS MORE OF A TECHNICAL PIECE THAT RUN THESE PROGRAMS,

IF WE CAN PUT SOMETHING UP SO THAT THEN PEOPLE CAN GO TO THAT

LINK AND LEAD THEM TO THE SUMMER PROGRAMS.

>> WE CERTAINLY CAN DO THAT.

>> Councilwoman Pastor: I HIGHLY RECOMMEND THE READING

PROGRAM.

THE KIDS GET REWARDS AND GET STICKERS THROUGHOUT THE WHOLE

PROCESS, AND THE ITTY BITTIES AND THE READING KEEPS YOU COOL

IN THE LIBRARY.

AT LEAST YOU ARE IN THE LIBRARY IN A COOL AREA AND LISTENING TO

GREAT STORIES.

SO I HIGHLY RECOMMEND THAT.

THANK YOU.

>> THANK YOU VERY MUCH.

>> Councilwoman Pastor: WE ARE ON ITEM 10, 2018-2019 COMMUNITY

ARTS GRANT SUPPORT ALLOCATION.

>> GOOD MORNING, MADAM CHAIR, MEMBERS OF THE SUBCOMMITTEE.

WE'RE HERE TEE PRESENT THE RECOMMENDATIONS FOR THE

2018-2019 COMMUNITY ARTS GRANTS PROGRAM.

SINCE 1987 THIS PROGRAM HAS PROVIDED ORGANIZATIONS SUPPORT

TO EXPAND THE AVAILABILITY OF ARTS AND CULTURE THROUGHOUT OUR

CITY, AND BEFORE WE BEGIN OUR PRESENTATION TODAY, I'D LIKE TO

INVITE OUR ARTS AND CULTURE COMMISSION CHAIR WHO IS HERE

WITH US TODAY TO SAY A FEW WORDS ABOUT THE PROGRAM.

>> GOOD MORNING, MADAM CHAIR, MEMBERS OF THE SUBCOMMITTEE.

ON BEHALF OF THE ARTS AND CULTURE COMMISSION WE WANT TO

THANK YOU FOR THE SUPPORT YOU HAVE PROVIDED FOR US OVER THE

LAST YEAR AND AS WE PRESENT THE COMMUNICATE ARTS GRANTS TODAY

THANK YOU FOR THE OPPORTUNITY TO REALLOCATE DOLLARS ACROSS ALL

DISTRICTS.

SO THANK YOU SO MUCH.

>> THANK YOU.

PRIOR TO THE MARCH 23rd DEADLINE, HERE WE ARE, WE HELD

COMMUNITY ORIENTATIONS FOR THOSE INTERESTED IN APPLYING FOR

GRANTS.

MEETINGS WERE HELD IN VARIOUS LOCATIONS THROUGHOUT THE CITY IN

AN EFFORT TO SERVE ORGANIZATIONS WHERE THEY LIVE AND WORK AND TO

ATTRACT NEW APPLICANTS WHO MIGHT NOT BE AWARE OF THE PROGRAMS.

THIS PROGRAM CONSISTS OF SIX CATEGORIES OFFERING OPERATING

AND PROJECT-SPECIFIC SUPPORT, ACCESS 1 AND 2 ARE GENERAL

OPERATING GRANTS FOR LARGE AND MID--SIZED ORGANIZATIONS.

ACTION IS THE CAPACITY BUILDING CAT GORE TEA.

THIS IS FOR SMALL AND EMERGING ORGANIZATIONS.

THE COLLABORATIVE COMMUNITIES PROJECT GRANTS ARE FOR FESTIVALS

AND ARTS LEARNING ACTIVITIES AND COLLABORATION WITH COMMUNITY

PARTNERS AND THE YOUTH ENGAGEMENT GRANT IS A NEW

CATEGORY FUNDED LAST YEAR FOR YOUTH-LED ARTS GROUPS, CLUBS,

COUNCILS.

AND THEN FINALLY THE RENTAL SUPPORT PROGRAM IS FOR

SUPPORTIVE PERFORMANCES IN CITY-OWNED VENUES IN

COLLABORATION WITH THE PHOENIX CONVENTION CENTER.

SO THIS SLIDE SHOWS THE ENTIRE HISTORY OF THE GRANTS PROGRAM.

WE'RE VERY GRATEFUL FOR THE INCREASE APPROVED BY COUNCIL ON

MAY 22nd, WHICH TAKES US BACK TO FUNDING LEVEL PRIOR TO THE

GREAT RECESSION, AND A NOTE THAT WE ARE PREPARED TO REDUCE THE

BUDGET BY $30,000 IF NEEDED.

THIS YEAR'S GRANTS PROGRAM OFFERS 72 GRANTS TO 60

ORGANIZATIONS.

THE LAST ECONOMIC IMPACT STUDY FOR THE PHOENIX NOT-FOR-PROFIT

ARTS SECTOR SHOWS THAT FOR EVERY $1 WE ALLOCATE HERE FOR THIS

GRANTS PROGRAM, THE CITY RECEIVES $26 IN TAX REVENUE

GENERATED BY THE SPENDING OF THE ORGANIZATIONS AND THEIR

AUDIENCES.

THIS IS A SLIDE OF OUR -- ONE OF OUR GRANT REVIEW PANELS THAT MET

DURING THE MONTH OF APRIL.

PANELISTS ARE COMMUNITY MEMBERS WHO HELP REVIEW THE APPLICATIONS

SUBMITTED IN THE ACCESS ACTION AND COLLABORATIVE COMMUNITIES

CATEGORIES, THE YOUTH ARTS COUNCIL REVIEWS THE SUBMITTALS

IN THE YOUTH ENGAGEMENT.

THESE ARE VOLUNTEERS WHO ARE BUSINESS LEADERS, ARTISTS,

NONPROFITS SECTOR WORKERS, EDUCATORS.

THEY ALL SPENT ABOUT TWO WEEKS READING NARRATIVES, REVIEWING

VIDEOS, BUDGETS, STRATEGIC PLANS AND DIVERSITY STATEMENTS AND

OTHER APPLICATION COMPONENTS.

EACH PANEL THEN MET IN PERSON TO RANK THE APPLICATIONS USING

CRITERIA SPECIFIC TO EACH CATEGORY.

IN ALL, VOLUNTEERS COMMITTED BETWEEN 15 AND 20 HOURS EACH TO

THIS PROCESS.

PANELS ARE ALSO CHAIRED BY AN ARTS COMMISSIONER -- ARTS AND

CULTURE COMMISSIONER.

I'M GOING TO ASK DWIGHT WALL OUR GRANTS DIRECTOR TO TALK ABOUT

OUR FUNDING PRIORITIES.

>> THANK YOU.

GOOD MORNING.

ALL OF OUR GRANTS CATEGORIES EMPHASIZE CORE FUNDAMENTAL

VALUES, DIVERSITY, EXCELLENCE, COMMUNITY, EDUCATION AND

SERVICES TO YOUTH AND THOSE WITH SPECIAL NEEDS.

IN DIVERSITY WE ASK APPLICANTS TO TELL BUS THEIR PROGRAMMING,

MARKETING, EDUCATION AND OUTREACH EFFORTS THAT CELEBRATE,

REFLECT AND ARE INCLUSIVE OF THE DIVERSITY OF THE CITY.

WE ALSO ASK ABOUT THE DIVERSITY OF LEADERSHIP, STAFF AND BOARD

TO ENCOURAGE OUR ORGANIZATIONS TO MAKE A PLACE AT THE

DECISION-MAKING TABLE FOR ALL VOICES.

EXCELLENCE -- MANY OF OUR ANCHOR ARTS INSTITUTIONS ARE AT PEAK

EXCELLENCE IN THEIR HISTORY, INCLUDING THE MULTI-GRAMMY AWARD

YINING PHOENIX CHORALE, BALLET ARIZONA, WHICH IS A NATIONALLY

RECOGNIZED FOR THEIR ARTISTIC EXCELLENCE, AND ARIZONA OPERA,

WHICH HAS DEVELOPED ARIZONA RED, A NEW NATIONAL PROGRAMMING MODEL

DESIGNED TO FEATURE CONTEMPORARY OPERAS AND ATTRACT NEW

AUDIENCES.

YOUTH, WE HAVE MANY ORGANIZATIONS WHOSE MISSION IS

TO SERVE AND DEVELOP YOUTH INTERESTED IN THE ARTS.

EXAMPLES HERE ARE FROM PHOENIX CONSERVATORY OF MUSIC, WHICH

RECENTLY WON A NATIONAL ARTS AND HUMANITIES AWARD FOR MUSIC

EDUCATION, MUSIC ANOVA ORCHESTRA, KIDS IN FOCUS AND

SCHOOL OF HIP-HOP PHOENIX.

IN FISCAL 2017, THE LAST REPORTED YEAR FOR OUR GRANTS,

APPLICANTS TO OUR PROGRAM REPORTED THAT THEY SERVED

918,983 YOUTH THROUGH IN-HOUSE PROGRAMS AND OUTREACH PROGRAMS.

SPECIAL NEEDS COMMUNITIES.

WE ASKED APPLICANTS TO TELL US ABOUT PROGRAMS THAT SERVED

SPECIAL NEEDS COMMUNITIES.

EXAMPLES ARE FROM PLAYBACK THEATER ARIZONA WHICH WORKS

SPECIFICALLY IN SPECIFICALLY -- SOLELY IN SPECIAL NEEDS

COMMUNITIES.

PHOENIX SYMPHONY WELLNESS AND ALZHEIMER'S INITIATIVE.

AND BALLET ARIZONA'S ADAPTIVE DANCE FOR DOWN'S SYNDROME.

WE ALSO HAVE SEVERAL ARTS ORGANIZATIONS THAT DEVELOPED

PROGRAM THAT SERVE VETERANS, INCLUDING A VET TICKS PROGRAM AN

ONE OF THE PROJECTS RECOMMENDED FOR FUNDING IS A PROGRAM BY THE

ARIZONA ARTISTS GUILD WHICH INTRODUCES VETERANS TO WORKING

WITH CERAMICS.

COMMUNITY.

WE ASKED OUR APPLICANTS TO TELL BUS THE COMMUNITY THAT THEY

SERVE AND ALSO WHAT STRATEGIES THEY HAVE TO TARGET THE

COMMUNITIES THAT THEY ARE NOT SERVING.

OUR GRANTS SUPPORT THE ORGANIZATION'S WORK TO ENGAGE

AND CHALLENGE NEW COMMUNITIES AND TO BROADEN, DEEPEN AND

DIVERSIFY THE COMMUNITY THAT THEY SERVE.

EDUCATION.

WE ASKED OUR APPLICANTS ABOUT THEIR ROLE AS EDUCATION

PROVIDERS, AND MANY OF THEM ARE FILLING THE GAP THAT EXISTS NOW

IN SCHOOLS.

MANY OF THEM ARE THE "A" THAT TURNS STEM PROJECTS TO STEAM

PROJECTS.

OUR ORGANIZATIONS TARGET TITLE 1 SCHOOLS, AND THEY OFFER

WORKSHOPS, CLASSES AND SUMMER CAMPS BOTH AS IN HOUSE PROGRAMS

OR PROGRAMS AT SCHOOLS AND AFTER-SCHOOL PROGRAMS.

SO THE EFFECTS OF THESE SLIDES SHOW HOW ALLOCATIONS HAVE BEEN

MADE.

YOU ON LEVEL 1 SUPPORTS THE MAJOR ANCHOR INSTITUTIONS WITH

BUDGETS OF $2.1 MILLION AND HIGHER.

ACCESS 2 IS OUR FASTEST GROWING CATEGORY, IT SERVES MID-SIZED

ORGANIZATIONS WITH OPERATING BUDGETS OF AT LEAST $250,000.

THE ACTION CATEGORY, THAT'S AN ACTION RAW ANYMORE FOR ARTS AND

CULTURE TARGETED INITIATIVES AND ORGANICAL NEED, OUR CAPACITY

BUILDING.

ORGANIZES CAN HAVE OPERATING BUDGETS AS SMALL AS $25,000.

SO THIS GRANT IS A SIGNIFICANT INVESTMENT AND IT HELPS BUILD

CAPACITY AND THEIR DELIVERY OF SERVICES TO THE PUBLIC.

OUR COLLABORATIVE COMMUNITIES CATEGORY, THAT'S A MIX OF ARTS

AND CULTURE FESTIVALS AND ARTS LEARNING PROJECTS, IN

PARTNERSHIP WITH COMMUNITY MEMBERS.

OUR YOUTH ARTS ENGAGEMENT CATEGORY, AS GALE SAID, WE HAD

$20,000 ALLOCATED BY COUNCIL LAST YEAR.

THIS RECOMMENDATION IS FOR $8,300.

WE ARE GOING TO HAVE A FALL ROUND THAT WILL ALLOCATE THE

REMAINING $11,700.

AND THEN THE RENTAL SUPPORT PROGRAM.

PROVIDED IN PARTNERSHIP WITH THE PHOENIX CONVENTION CENTER, AND

IT SUPPORTS THE PRIMARY USERS OF PHOENIX SYMPHONY HALL, ORPHEUM

THEATRE AND HERBERGER THEATER WHICH ARE ALL CITY-OWNED VENUES.

>> WE ARE ASKING FOR YOUR APPROVAL OF THIS ALLOCATION

APPROVED BY OUR COMMISSION OF $915,346.

THIS INCLUDES BOTH THE GENERAL FUND APPROPRIATION FOR ARTS AND

CULTURE AS WELL AS THE CONVENTION CENTER'S $125,000,

AND WE'RE HAPPY TO ANSWER ANY QUESTIONS YOU HAVE.

>> Councilwoman Pastor: CAN YOU GO BACK TO THIS SLIDE?

I DON'T SEE THE HERBERGER.

>> SO THESE ARE THE ORGANIZATIONS THAT PROVIDE AT

THE HERBERGER.

LAUREN SO WE PROVIDE GRANTS TO THOSE THAT PERFORM AT OUR

FACILITIES?

THAT'S HOW I'M INTERPRETING.

>> YES, AND THESE ARE RESTRICTED GRANT FUNDS USED TO PAY THE FEES

FOR THE RENTAL COST FOR PERFORMANCES.

>> Councilwoman Pastor: OKAY.

SO WE PAY THE FEES FOR THEM TO RENT OUR FACILITY?

>> RIGHT -- CORRECT, MADAM CHAIR.

IT'S A GRANT TO THEM TO UNDERWRITE THE COSTS OF RENTAL

FOR PERFORMANCES.

>> Councilwoman Pastor: OKAY.

SECOND QUESTION IS, CAN YOU GO TO THE YOUTH ONE?

OR IN GENERAL.

DO WE HAVE A CATEGORY FOR START-UP LOCAL COMMUNITY GROUPS?

AND I DON'T KNOW WHERE IT LANDS IN THERE, BUT WHAT I MEAN BY

THAT, THEY'RE NOT NECESSARILY ESTABLISHED LOCAL ARTS GROUPS

BUT THEY'RE NEW AND UP AND COMING.

I LOOK AT THEM AS START-UPS.

HITTING A NEED WITHIN THE COMMUNITY THAT OTHER ESTABLISHED

AREAS HAVE NOT ENGAGED IN.

SO I DON'T KNOW WHERE THAT LANDS AND WHO ARE THOSE --

>> MADAM CHAIR, THAT'S A WONDERFUL QUESTION.

WE DO, BUT IT'S A DIFFERENT GRANT PROGRAM.

WE RECEIVE FUNDING FROM THE NATIONAL ENDOWMENTS FOR THE

ARTS, $30,000 FOR THE LAST SEVERAL YEARS, FOR A

NEIGHBORHOOD ARTS PROGRAM AND THAT'S SPECIFICALLY TO DO WHAT

YOU DESCRIBED, TO HELP FUND SMALL START-UP ORGANIZATIONS IN

COLLABORATION WITH NEIGHBORHOOD ASSOCIATIONS, WITH LOCAL ARTISTS

TO DO SMALL PROJECTS IN THOSE NEIGHBORHOODS.

SO WE JUST RAN A PROCESS TO APPROVE THOSE ALLOCATIONS.

THOSE ARE APPROVED BY THE COMMISSION AND WE CAN PROVIDE A

REPORT ON THAT TO YOU.

THAT'S IN THE WORKS.

>> I WOULD JUST ASK THAT WE ALSO ALLOW FOR FISCAL AGENT USE

WITHIN THIS GRANTS PROGRAM.

THOSE SMALL AGENCIES THAT DON'T HAVE A 501(C)(3) CAN PARTNER

WITH A LARGER ORGANIZATION THAT DO HAVE TAX FREE STATUS.

WE ALSO ARE PROVIDING TECHNICAL ASSISTANCE TO ARTISTS AND

EMERGING ARTS ORGANIZATIONS.

>> Councilwoman Pastor: THANK YOU.

ANY OTHER QUESTIONS?

NO?

>> Councilman Nowakowski: YES.

YOU KNOW, I HAVE BEEN ON THIS COMMITTEE FOR ABOUT EIGHT YEARS

NOW, AND EACH TIME I ALWAYS ASK ABOUT LOCAL ARTISTSES, LOCAL

PERFORMING GROUPS, AND MORE DIVERSITY.

SO THE DIVERSITY ASPECT OF IT SEEMS LIKE YOU'RE DOING A PRETTY

GOOD JOB, BUT I STILL SEE THAT THERE NEEDS TO BE A LITTLE BIT

MORE OUTREACH.

I'M NOT SURE WHY THERE'S -- THERE'S ALL KINDS OF GROUPS OUT

THERE.

I'M NOT SURE IF THEY'RE INFORMED.

SO I'M NOT SURE HOW THE OUTREACH IS HAPPENING.

I KNOW NOW WE'RE GOING TO THE COMMUNITY CENTERS AND SCHOOLS

AND OUT IN THE COMMUNITY, BUT I BELIEVE WE NEED TO FIGURE OUT A

WAY TO ACTUALLY TOUCH ESPECIALLY THOSE GRASS ROOTS ARTS

COMMUNITIES.

A LOT OF THE SCHOOLS, THE FIRST FUNDING TO BE CUT IS THE ARTS,

ESPECIALLY PERFORMING ARTS, AND HOW DO WE GO OUT THERE AND LOOK

FOR THOSE GROUPS THAT ARE KIND OF PICKING UP THE BALL WHERE OUR

PUBLIC SCHOOLS ARE KIND OF DROPPING IT?

AND I LIKE TO REALLY IN THE FUTURE, MADAM CHAIR, TO MAYBE

HAVE ALL OF US SIT TOGETHER AND KIND OF LOOK AT -- AT ONE TIME

IT WAS ALL THE PROGRAMS LIKE IN CENTRAL PHOENIX.

THEY DID A PRETTY GOOD JOB IN SPREADING IT OUT.

I'M JUST WONDERING HOW CAN WE FINE TUNE IT?

I'M NOT SURE IF MAYBE WE CAN HAVE A WORK STUDY OR MAYBE JUST

THE THREE OF US AND THE ARTS COMMISSION KIND OF SIT DOWN AND

HAVE A BRAINSTORMING SESSION TO KIND OF FIGURE OUT HOW TO REACH

THOSE UP AND COMING GROUPS THAT ARE TRYING TO TOUCH THOSE

INDIVIDUALS THAT WOULD NEVER HAVE AN OPPORTUNITY TO ENGAGE IN

ART.

I BELIEVE THAT IF WE CAN HELP THOSE GROUPS, THAT UP AND COMING

GROUPS, TOUCH THOSE YOUNG PEOPLE THAT REALLY NEVER THOUGHT ABOUT

PLAYING A VIOLIN OR PICKING UP A GUITAR OR PAINTBRUSH OR EVEN

MOLD A STATUE OR SO, THAT I THINK THAT'S WHAT I WOULD LIKE

TO SEE, MORE OF THIS FUNDING.

THE OTHER THING, TOO, IS THAT WHEN I GO ON VACATION -- WOULD

LIKE I WENT TO CHICAGO, AND MILLENNIUM PARK EVERY OTHER

WEEKEND THERE IS A DIFFERENT CULTURE FESTIVAL GOING ON, A

GERMANFEST, GREEKFEST.

HOW DO WE USE OUR RESOURCES IN THE CITY OF PHOENIX TO CREATE,

IF IT'S AT MARGARET HANCE PARK OR WHEREVER IT IS, THAT THERE'S

SOMETHING ALWAYS HAPPENING AT LEAST ONCE A MONTH OR EVERY

OTHER WEEKEND THAT PEOPLE KNOW JUST TO COME DOWN TO THAT

CERTAIN AREA AND THAT YOU'LL HAVE SOME TYPE OF A CULTURAL

THING GOING ON WHERE YOU CAN EXPERIENCE THE FOOD AND CLOTHING

AND ARTS AND ALL THAT.

THAT'S MAYBE WHAT I WOULD LIKE TO SEE IN THE FUTURE, IF WE CAN

SIT DOWN AND TALK ABOUT THAT AND TAKING IT TO THE NEXT LEVEL AND

MAKING THE CITY OF PHOENIX -- WE START ACTING LIKE THE FIFTH

LARGEST CITY AND HAVING EVENTS, CULTURAL EVENTS, LINING UP WITH

BASEBALL, AND EVEN WITH OUR SUNS PLAYERS AND MAYBE USING THEIR

ETHNICITY TO KIND OF HELP US BE THE SPOKESPERSONS TOO.

SORRY ABOUT THAT.

>> JUST WANTED TO RESPOND QUICKLY.

THESE ARE BOTH REALLY IMPORTANT COMMENTS YOU JUST RAISED.

ON THE SECOND ITEM ABOUT PARKS AND ACTIVATING PARKS, THE GRANT

I JUST REFERRED TO, THE NATIONAL ENDOWMENT GRANTS, OUR THIRD YEAR

FUNDING IS 50,000, NOT 30, IS FOR ACTIVATION OF CITY PARKS.

SO WE WILL BE WORKING WITH THE PARKS DEPARTMENT TO IDENTIFY

COMMUNITY ORGANIZATIONS AND PROJECTS NEAR TO PARKS.

SO I AM EXCITED TO BE ABLE TO BRING THAT FORWARD TO YOU.

AND THEN I WOULD VERY MUCH WELCOME THIS CONVERSATION ABOUT

COMMUNITY OUTREACH.

THIS IS SOMETHING WE'RE VERY CONCERNED WITH.

THE COMMISSION IS VERY CONCERNED WITH.

I THINK IT WOULD BE TREMENDOUS.

SOMEONE IN OUR STAFF, ESTRELLA PAYTON, IS IN CHARGE OF

COMMUNITY ENGAGEMENT AND THIS IS LARGELY ONE OF HER JOBS TO

FIGURE OUT WHO WE HAVEN'T TOUCHED WITH THIS GRANTS

PROGRAM.

SO WE'RE EXCITED TO HAVE THAT CONVERSATION WITH YOU.

>> Councilwoman Pastor: I HAVE SOME QUESTIONS.

ON ACCESS 1 AND ACCESS 2, OR A PLUS ACCESS OR SOMETHING, IS

THERE PROGRAMMING THAT THE MONEY IS GOING TO OR -- AND THEN WHAT

TYPE OF PROGRAMMING?

>> THESE ARE OPERATING SUPPORT CATEGORIES.

THE ACCESS 1 AND ACCESS 2 ARE OPERATING SUPPORT.

SO IT'S UNRESTRICTED FUNDING TO SUPPORT ADMINISTRATIVE COSTS

CONNECTED TO THE PROGRAMMING AND TO THE OPERATIONS.

>> UNLIKE COLLABORATIVE COMMUNITIES WHICH IS FOR PROJECT

SPECIFIC WORK.

>> Councilwoman Pastor: I'M SORRY?

>> COLLABORATIVE COMMUNITIES IS PROJECT SPECIFIC, AND SO THOSE

ARE -- THOSE ARE PROJECT SPECIFIC.

THEY ARE RESTRICTED TO THE PROJECT IDENTIFIED IN THE

APPLICATION.

>> Councilwoman Pastor: OKAY.

I GUESS MY -- I'M FOLLOWING UP ON THE QUESTION I ASKED EARLIER.

WE RELY ON A GRANT, WHICH SOUNDS LIKE IT'S 30,000, THEN BECOMES

50,000 IN THE THIRD YEAR, BUT WE RELY ON A GRANT FROM THE

NATIONAL ENDOWMENT OF THE ARTS TO DO LOCAL START-UP -- OR

ENGAGEMENT -- I THINK IT'S ENGAGEMENT -- EMERGING ARTISTS,

AND IT'S ONLY 30,000.

HOW MUCH IS THAT GRANT TO -- DOES IT VARY?

IS IT LIMITED?

OR THERE'S A MAX?

AND -- GO AHEAD.

>> THOSE GRANTS ARE $3500 GRANTS NORMALLY AND IT'S SCALED BASED

ON HOW THEY RANK IN THE APPLICATION PROCESS.

BUT I WOULD SAY THAT THAT GRANT PROGRAM IS A WAY TO EXTEND OUR

BUDGET.

OUR BUDGET IS -- IT'S BEEN GROWING, AND WE'RE GRATEFUL FOR

THAT, BUT THERE'S STILL A LOT OF NEED OUT THERE THAT WE'RE ONLY

ABLE TO ACCOMMODATE KIND OF AS YOU SEE IT.

SO THAT'S WHY WE SEEK ADDITIONAL GRANT FUNDING.

HOWEVER, I WOULD ALSO LIKE TO ADD THAT OUR COMMISSION, GRANTS

COMMITTEE, AND OUR STAFF ARE LOOKING CLOSELY AT OUR POLICIES

AND THE WAY -- WE APPLY THIS FUNDING ACROSS OUR

ORGANIZATIONS.

AND SO WE'RE CONTINUING TO THINK ABOUT WHAT IS THE BEST WAY TO

REACH ORGANIZATIONS WE HAVEN'T YET REACHED.

SO YOU'LL BE SEEING MORE ABOUT THAT IN THE FUTURE.

>> Councilwoman Pastor: OKAY.

IS THERE A MOTION?

>> Councilwoman Stark: I WILL MOVE THAT WE APPROVE THE FUNDING

ALLOCATION IN THE TOTAL OF $900,000 PLUS.

>> Councilman Nowakowski: I WILL SECOND IT.

>> Councilwoman Pastor: ALL IN FAVOR?

[CHORUS OF AYES] >> Councilwoman Pastor: MOTION

CARRIES.

I HAVE ONE COMMENT.

I'M SORRY.

IT TOTALLY WENT OVER MY HEAD ABOUT THE COMMENT ABOUT THE

STUDY SESSION.

I THINK THAT'S A -- AN EXCELLENT IDEA.

THE DYNAMIC IS I DON'T KNOW WHO IS GOING TO BE SITTING HERE AS

CHAIR AND WHAT OUR COMMITTEES ARE GOING TO LOOK LIKE.

SO THAT WILL BE DETERMINED, I GUESS, IN SEPTEMBER.

I MEAN, WE COULD GET ONE UP.

THAT MEAN WE WOULD JUST WORK OVER THE SUMMER OR WORK OUR

SCHEDULES, BUT WE COULD GET ONE UP QUICKLY, BUT JULY 6 IS AROUND

THE CORNER.

>> Councilman Nowakowski: RIGHT.

>> Councilwoman Pastor: SO IT ALL DEPENDS ON WHAT EVERYBODY

WANTS TO DO.

SO LET ME KNOW.

>> Councilman Nowakowski: ALL RIGHT.

THANK YOU, MADAM CHAIR.

>> Councilwoman Pastor: ITEM 11.

THIS IS DEFINITION OF COMMUNITY CENTERS.

COUNCILMAN NOWAKOWSKI, YOU HAD ASKED FOR THIS.

>> Councilman Nowakowski: CORRECT.

SO MAYBE, ALAN, IF MAYBE YOU CAN GIVE ME THE DEFINITION WHAT THAT

IS.

>> SURE, WE HAVE A QUICK PRESENTATION TO GO THROUGH.

I DO HAVE WITH ME MISS TRISH GOMES WHO IS ZONING

ADMINISTRATOR WITHIN PLANNING AND ZONING DEPARTMENT AND HAS

OVERSIGHT OF THE MEDICAL MARIJUANA REGULATIONS IN THE

DEPARTMENT.

IN 2010 CITY COUNCIL ADOPTED A ZONING ORDINANCE THAT PREVENTED

USES OF OF MARIJUANA WITHIN 1320 OF A COMMUNITY CENTER.

COUNCIL DID NOT IMPOSE ANY SPACING REQUIREMENT SPECIFICALLY

FOR LIBRARIES.

WE HAVE SOME MAPS THAT WERE SHOWN IN 2010 AS PART OF THAT

DISCUSSION.

WHAT YOU HAVE TO DO WHEN ADOPTING REGULATIONS FOR SPACING

REQUIREMENTS, AS IN ANYTHING THAT THE MAYOR AND COUNCIL DO,

THERE HAS TO BE SOME KIND OF DEFINITION AND IT HAS TO BE, IN

THE CASE OF A REGULATION, SOMETHING YOU CAN MAP, BECAUSE

WE HAVE TO BE ABLE TO TELL WHEN THERE IS A SPACING REQUIREMENT

WHERE THOSE THINGS ARE LOCATED SO THAT WE CAN TELL AN APPLICANT

HERE IS WHAT YOU HAVE TO BE APART FROM.

SO AS PART OF OUR MEDICAL MARIJUANA REGULATIONS, WE HAVE A

VERY ROBUST SPACING REQUIREMENT FOR THAT, AND SO WE'LL SHOW SOME

MAPS THAT WERE SHOWN TO THE PUBLIC AND THE MAYOR AND COUNCIL

IN 2010 WHEN WE ADOPTED THAT DEFINITION.

FIRST I WANT TO TALK A LITTLE BIT ABOUT ACCESSORY USE AS WELL.

AND THE WAY THE ZONING ORDINANCE WORKS IS YOU HAVE A PRIMARY USE

OF YOUR BUILDING AND LAND, AND YOU HAVE ACCESSORY USES, WHICH

ARE SUBORDINATE USE OF THE BUILDING STRUCTURE OR USE OF

LAND.

AND SO WHEN YOU TALK ABOUT LIBRARIES, LIBRARIES HAVE

ACCESSORY USES THAT ARE SIMILAR TO A PUBLIC COMMUNITY CENTER.

THEY HAVE A COMMUNITY ROOM YOU CAN RENT IN A LOT OF THOSE

CASES, ABOUT YOU THEY DON'T HAVE -- THEIR PRIMARY FUNCTION

IS NOT A COMMUNITY CENTER.

SO WHEN WE ADOPTED THOSE REGULATIONS OF THAT QUARTER MILE

WE KNEW WHERE ALL THE COMMUNITY CENTERS WERE BECAUSE THEY ARE

PART OF THE PARKS, THEY'RE CITY OPERATED FACILITIES, AND IN THE

LIBRARIES WE DID NOT ADD ANY SPACING REQUIREMENT FOR THOSE.

LIBRARIES ARE PRINCIPALLY A PLACE WHERE YOU ACCESS

INFORMATION, IT'S CONTAINED IN BOOKS, PERIODICALS, NOW MORE AND

MORE PEOPLE ARE GOING TO ONLINE RESEARCH AS YOU ALL KNOW WHERE

PEOPLE CAN GO THERE AND USE COMPUTERS FOR FREE BUT IT'S

REALLY ABOUT DISSEMINATION ABOUT THE WRITTEN WORD IN VARIOUS

FORMATS.

THAT'S THE PRIMARY FUNCTION OF A LIBRARY.

AN ACCESSORY FUNCTION WOULD BE THE COMMUNITY ROOMS AND OTHER

THINGS THEY DO.

JUST AS A HIGH SCHOOL HAS AN AUDITORIUM, IT HAS A LIBARY

ASSOCIATED WITH IT, IT'S STILL THE PRIMARY FUNCTION IS A HIGH

SCHOOL.

IT'S NOT A SPORTS VENUE, EVEN THOUGH IT MIGHT HAVE A FRIDAY

NIGHT FOOTBALL GAME.

OR IT'S NOT A LIBRARY.

IT'S A SCHOOL AND HAS THOSE ACCESSORY FUNCTIONS.

THAT SAME THING HOLDS TRUE.

SO THE SPACING REQUIREMENTS HOLD TRUE FROM THE PRIMARY USE OF A

BUILDING.

TRISH WILL WALK US THROUGH A COUPLE MAPS AND THIS IS WHAT THE

PUBLIC WAS SHOWN IN 2010 AS PART OF THE COUNCIL ADOPTION PROCESS.

>> SO, YES, THESE ARE SOME OF THE DISTRICT MAPS SHOWN AS PART

OF THE 2010 ORDINANCE ADOPTION AS PART OF THE PUBLIC PROCESS.

SO AS YOU SEE IN THE RED, THAT WAS ALL THE PROHIBITED AREAS,

PRIMARILY RESIDENTIAL, THAT WERE NOT PART OF THE SPACING.

THE YELLOW AREAS ARE THE DIFFERENT ZONING DISTRICTS SO

THAT YELLOW IS C3.

THE PINK, WHICH IS HARD TO SEE, IS C2.

BLUE IS A1.

THE BROWN IS A2.

THEN THERE'S GREEN, WHICH IS REALLY NOT EASY TO SEE ON THIS

MAP, WHICH IS THE S1 AND S2.

WE PUT IN ALL THE DIFFERENT ZONING CATEGORIES AND PUT ALL

THE DIFFERENT SPACING REQUIREMENTS SO WE COULD ANALYZE

WHAT THOSE SPACING REQUIREMENTS, WHAT LAND WOULD BE LEFT, BECAUSE

AS A PART OF THE STATE STATUTE WE HAD TO ADOPT REASONABLE

ZONING REGULATIONS.

SO JUST SHOWING THE DIFFERENT AREAS WITHIN THE DISTRICTS, BUT

AS ALAN SAID, PRIMARILY THERE'S A LOT OF PROHIBITED AREAS

BECAUSE OF OUR SPACING REQUIREMENTS.

AND AS A PART OF THE 2016 ADOPTION AS WE INCREASED SOME OF

THOSE SPACING REQUIREMENTS, INCREASED THE RESIDENTIAL

DISTRICT FROM 250 TO 500, PLACES OF WORSHIP FROM 500 FEET TO A

QUARTER MILE, THE 1320, THEN ADDED SPACING FOR CHILD CARE,

HOMELESS SHELTERS AND YOUTH COMMUNITY CENTERS TO 1320, WHICH

OBVIOUSLY SHRINKS THOSE AREAS EVEN MORE.

I WILL GIVE IT TO ALAN TO WRAP IT UP.

>> SO THIS MAP AGAIN YOU SEE THE WHITER AREAS ARE A LOT OF COUNTY

ISLANDS DOWN IN THAT PARTICULAR AREA, BACK IN 2010, SOME OF

WHICH HAS NOW FILLED IN.

BUT YOU SEE IN THE AREA WHERE YOU HAVE A LOT MORE INDUSTRIAL

A1, A2, THAT SHOWS UP MORE IN DISTRICT 7, VERSUS SOME OF THE

OTHER PARTS OF THE CITY.

AND THEN YOU CAN SEE THAT DOESN'T HAVE AS MUCH RED IN THIS

COMPARED TO OTHER PARTS OF THE CITY.

THAT REALLY IS A FUNCTION OF THAT INDUSTRIAL ZONING BECAUSE

THERE IS A PREDOMINANCE OF C2, AND C2 REALLY AROUND THE WHOLE

CITY FOR DISPENSARIES BUT THE CULTIVATION AND INFUSION

FACILITIES ARE MORE OF OUR INDUSTRIAL AREAS, WHICH ARE HERE

AND ALSO ON AIRPORT, DEER VALLEY AIRPORT HAS A NUMBER OF

INDUSTRIAL ACTIVITIES UP THERE.

THERE IS A LITTLE BIT IN DISTRICT 3 WHICH YOU SEE EAST OF

METROCENTER IN THAT AREA.

>> Councilwoman Pastor: WHAT'S THE -- THE LINE SOUTH WHERE IT

STARTS WITH THE BLUE.

BECAUSE THAT'S THE INDUSTRIAL, RIGHT?

>> YOU MEAN THIS HERE.

>> Councilwoman Pastor: YEAH.

WHERE ARE YOU -- >> OH, YES.

THIS LINE HERE?

>> Councilwoman Pastor: YES.

THAT SPLITS -- >> THAT'S BROADWAY ROAD.

>> Councilwoman Pastor: AND THEN IT GOES ALL THE WAY UP

TO -- 'TO VAN BUREN.

>> Councilwoman Pastor: OKAY.

AND THEN THE AVENUES -- >> YEAH, THAT'S ALL --

>> Councilwoman Pastor: THAT'S WHAT, 35th?

>> IT'S GOING ALL THE WAY OVER FROM KIND OF 35th AVENUE ALL

THE WAY WEST.

IT'S KIND OF THAT I-10 FREEWAY CORRIDOR INDUSTRIAL ON THE NORTH

AND SOUTHSIDE RIGHT THERE, AND THEN IT WOULD IN THIS AREA --

THIS IS GRAND AVENUE COMING UP ACROSS IN THIS AREA RIGHT HERE.

AND SO THAT'S YOUR OTHER KIND OF INDUSTRIAL AREA HERE WHERE YOU

HAVE SOME, MADAM CHAIR, IN YOUR DISTRICT IT'S OVER HERE OFF

GRAND AVENUE.

>> Councilwoman Pastor: I'M TRYING TO FIGURE IT ALL OUT.

I AM TRYING TO VISUALIZE DISTRICT 7 WHERE THAT INDUSTRIAL

POCKET IS.

SO IT'S RIGHT IN THE CENTER BETWEEN -- ASSAY 35th AVENUE,

BROADWAY, ALL THE WAY UP.

>> I WOULD SAY ALL THE WAY UP -- >> Councilwoman Pastor: THE

CAPITOL AND ALL THOSE PIECES.

>> YEAH.

AND THEN IT BLENDS INTO SOME OF THE GRAND AVENUE --

>> Councilwoman Pastor: GRAND AVENUE RIGHT THERE.

>> SO THAT BLENDS IN THAT AREA KIND OF GOING UP WHERE THE

INDUSTRIAL AREA IN COUNCILMAN NOWAKOWSKI'S DISTRICT GETS A

LITTLE BIT SMALLER AS YOU GO WEST, BUT STILL A VERY LARGE

AREA.

JUST DOESN'T -- BECAUSE GRAND AVENUE IS FURTHER AWAY THERE'S A

BUNCH OF RESIDENTIAL IN BETWEEN.

>> SO THE DEFINITION OF A COMMUNITY CENTER IS REALLY A

BUILDING OWNED BY THE CITY, OPEN TO THE PUBLIC, USED PRINCIPALLY

FOR A PLACE FOR MEETINGS, RECREATION OR OTHER --

[NO AUDIO] WHERE A LIBRARY, THE PRIMARY USE

DISSEMINATION [NO AUDIO]

AS MISS GOMES MENTIONED, WHEN WE DID THE UPDATE IN 2016, THERE

WAS A SIGNIFICANT DISCUSSION WITH THE COUNCIL, WE ADDED A

WHOLE NEW CATEGORY OF THE COMMUNITY CENTERS, THE HOMELESS

SHELTERS, OTHER THINGS THAT WE WANTED SPACING REQUIREMENTS FROM

IN ADDITION TO INCREASING FROM LIKE THE RESIDENTIAL FROM 250 TO

500 AND QUARTER MILE FOR CHURCHES.

SO WE DID HAVE A GOOD DISCUSSION THEN AND HAD SIMILAR MAPS AND AT

THAT POINT WE WEREN'T TALKING ABOUT LIBRARIES.

SO IT'S REALLY THE FUNCTION OF THE DEFINITION AND THE MAPPING

COMPONENT THAT WAS SHOWED TO THE PUBLIC THAT SET THE BASIS FOR

THE REGULATIONS FOR SPACING OF MEDICAL MARIJUANA.

ONE OF THE THINGS THAT THE COUNCIL COULD DIRECT STAFF TO DO

IF THEY'RE INCLINED IS TO DO A TEXT AMENDMENT TO THE ZONING

ORDINANCE TO ADD A SPACING REQUIREMENT FROM LIBRARIES.

WE THEN HAVE TO GO BACK AND MAP THAT AND SHOW YOU.

WE KNOW WHERE THAT SPACING REQUIREMENT WOULD BE, AND THAT

WOULD IMFUTURE ONES.

IT DOESN'T IMPACT ANY EXISTING ONES OUT THERE ALREADY APPROVED

TODAY, MAYBE EVEN NOT YET OPEN, BUT MIGHT BE APPROVED AND IN THE

PROCESS.

WITH THAT WE'RE HAPPY TO ANSWER ANY QUESTIONS.

>> Councilman Nowakowski: SO, MADAM CHAIR, I WAS ACTUALLY ON

THAT SUBCOMMITTEE.

IT WAS BILL GATES THAT WAS KIND OF LEADING THE CHARGE.

WE WERE GETTING ALL KINDS OF CALLS FROM THE YMCAs, BOYS &

GIRLS CLUBS, AND OTHER COMMUNITY CENTERS THROUGHOUT THE CITY

SAYING, TIME-OUT, YOU GUYS HAVEN'T TOOK US INTO

CONSIDERATION.

SO WE BROUGHT THAT BACK.

I THOUGHT THE WHOLE PURPOSE WAS TO ACTUALLY PROTECT CHILDREN,

ANY SPACES WHERE CHILDREN WOULD GATHER FROM SCHOOLS AND ALSO

COMMUNITY CENTERS.

SO MYSELF, I WAS UNDER THE IMPRESSION THAT ANY FACILITY WE

OWNED WHERE THERE WAS MASSIVE YOUNG PEOPLE, TEENAGERS,

CHILDREN GATHERING, THAT WOULD BE CONSIDERED A COMMUNITY SPACE.

IT WAS TO MY SURPRISE THAT LIBRARIES WEREN'T INCLUDED.

SO I'M NOT SURE WHO DID THAT INTERPRETATION.

I GUESS IT WAS A LEGAL INTERPRETATION.

BUT I PULLED RECORDS OUT, AND BASICALLY OUR LIBRARIES -- I

MEAN, WE HAVE COLLEGE DEPOT, WHICH ISN'T USED FOR JUST

READING ALONE, BUT IT'S ALSO USED FOR HIGH SCHOOL STUDENTS TO

LOOK INTO CAREERS OR SCHOLARSHIPS AND COLLEGE.

WE ARE SPENDING ABOUT $1.5 MILLION IN THAT.

I DON'T THINK IT'S A RENTAL.

I THINK IT'S A PERMANENT FIXTURE IN OUR LIBRARIES AND WE START

OFF WITH A PILOT PROGRAM.

NOW IT'S SPREADING THROUGHOUT ALL LIBRARIES.

THE OTHER THING IS CODE FIX, WE'RE PUSHING THAT BIG, WE

STARTED OUT WITH BURTON BARR AND NOW IT'S SPREADING OUT

THROUGHOUT ALL OUR LIBRARIES.

OUR LIBRARIES I HAVE SAID THEY'RE ALWAYS MORE THAN JUST

READING BOOKS, IT'S A COMMUNITY CENTER, IT'S A PLACE WHERE

PEOPLE COME TOGETHER, WE HAVE CHILDREN AREAS NOW, WE HAVE TEEN

CENTRAL -- I MEAN, WE SPENT A GOOD CHUNK OF MONEY ON THAT TEEN

CENTRAL.

THE LIST GOES ON AND ON.

WE HAVE FRIENDS OF THE LIBRARY, SEASON FOR SHARING.

THEY GIVE US GRANTS FOR SUMMER READING PROGRAMS.

SO WE HAVE -- WE HAVE A LOT OF DIFFERENT PROGRAMS THAT WE AS A

CITY OF PHOENIX ARE TRYING TO ATTRACT CHILDREN AND YOUNG

PEOPLE TO, AND I DON'T THINK IT'S APPROPRIATE TO HAVE RIGHT

OUTSIDE THE PARKING LOT A DISPENSARY WHERE YOU HAVE YOUNG

PEOPLE THAT CAN BE ACCESSED TO INDIVIDUALS PURCHASING

MARIJUANA.

I'M NOT GOING TO FIGHT THE LAW ABOUT HAVING DISPENSARIES OR

NOT, BUT I THINK WHERE WE PLACE THEM, WE AS THIS BODY, WE HAVE A

CHOICE SAYING THERE ARE CERTAIN AREAS IN OUR COMMUNITY AND IT'S

NOT RIGHT TO PLACE IT IN FRONT OF COMMUNITY SPACES THAT WE OWN

THAT OUR CHILDREN ARE ENTERING ON A DAILY BASIS, NOT JUST TO

READ, AS YOU STATED, BUT I JUST -- I JUST GAVE YOU A LIST

OF MILLIONS OF DOLLARS WE'RE SPENDING ON DIFFERENT PROGRAMS,

WORKFORCE DEVELOPMENT, ET CETERA, ET CETERA.

THE LIST GOES ON AND ON.

SO I WANT TO MAKE SURE -- I HAVE SIX CHILDREN -- THAT I FEEL

COMFORTABLE DROPPING OFF MY KIDS AT A LIBRARY NOT WORRYING THERE

IS A DISPENSARY IN THE BACK PARKING LOT OR IN THE FRONT

PARKING LOT TO THAT FACILITY.

I THINK WE NEED TO MAKE SURE THAT OUR -- I CALL IT A

COMMUNITY CENTER, LIBRARY, THAT IT'S A PLACE WHERE PEOPLE FEEL

SAFE TO DROP OFF YOUNG ONES, AND I BELIEVE THAT THE REASON

MYSELF, BILL GATES, AND I THINK IT WAS JIM WARING ON THAT

SUBCOMMITTEE, AND I THINK IT WAS THELDA WILLIAMS, MAYOR THELDA

WILLIAMS, WE WERE REALLY TRYING TO PROTECT CHILDREN, AND ONCE

AGAIN, LIBRARIES IS A PLACE FOR CHILDREN TO GO STUDY.

A LIBRARY IS ALSO A PLACE FOR WORKFORCE DEVELOPMENT.

LIBRARY IS A PLACE WHERE THEY COME AND USE COMPUTERS THAT LOW

INCOME AREA KIDS CAN'T USE COMPUTERS BECAUSE THEY DON'T

HAVE THEM IN THEIR HOUSEHOLD.

SO IT REALLY DISTURBS ME THAT THE INTERPRETATION FROM THIS

BODY WAS INTERPRETED THAT LIBRARIES WASN'T A COMMUNITY

SPACE, AND THAT'S WHERE I THINK WE NEED TO FIX IT AS SOON AS

POSSIBLE, BECAUSE I'M JUST AFRAID IN THE FUTURE A LOT OF

OUR LIBRARIES ARE RIGHT IN FRONT OF MALLS, IN PARKING LOTS OF

MALLS, I CAN PICTURE THE OLD CHRISTOWN MALL, THAT LIBRARY,

THAT CAN HAVE A DISPENSARY IN THE PARKING LOT, AND SPECTRUM

CHRISTIAN -- SPECTRUM MALL, RIGHT?

SO I THINK THERE'S A MISTAKE IN OUR INTERPRETATION AND I THINK

WE NEED TO FIX IT BEFORE THIS BECOMES A TREND.

>> Councilwoman Pastor: SO WHAT IT SOUNDS LIKE, WOULD YOU

LIKE TO DIRECT STAFF -- WOULD YOU LIKE --

>> Councilman Nowakowski: RIGHT, TO AMEND --

>> Councilwoman Pastor: TO DRAFT A TEXT AMENDMENT?

>> THIS IS AN ITEM FOR INFORMATION AND DISCUSSION

TODAY.

>> Councilwoman Pastor: I THINK IT'S POSSIBLE ACTION.

>> IT'S NOT AGENDIZED FOR ACTION TODAY.

>> Councilwoman Pastor: OH, NO, WE HAVE TO DIRECT YOU.

>> I THINK SEPARATELY FROM THIS, IF THAT'S THE DRUTHERS OF THE

SUBCOMMITTEE, I WILL TALK TO YOUR OTHER --

[CROSSTALK] >> Councilwoman Pastor: I

THINK YOU NEED TO DIRECT THE STAFF --

>> Councilman Nowakowski: MADAM CHAIR, I WOULD LIKE TO

DIRECT STAFF TO LOOK INTO AMENDING THE REQUIREMENTS OF --

>> Councilwoman Pastor: TO ADDING SPACE --

>> Councilman Nowakowski: TO ADDING SPACE REQUIREMENTS FOR

LIBRARIES.

>> WE'LL LOOK INTO THAT AND WE'LL COME BACK -- WE'LL START

THE PROCESS AND COME BACK WITH A REPORT AFTER YOUR BREAK.

>> Councilman Nowakowski: NOW, ALAN, WE WERE THINKING ANY SPACE

THAT WE OWN AS A CITY.

I MEAN, WE HAVE SENIOR CENTERS.

WE HAVE YOUTH CENTERS.

I THINK THE YOUTH CENTERS ARE QUALIFIED UNDER THAT, RIGHT?

HOW ABOUT OUR SENIOR CENTERS AND STUFF?

WE JUST HAD A SENIOR HERE TODAY SAYING THAT THEY DIDN'T LIKE

CIGARETTE SMOKING OUTSIDE THE DOOR.

CAN YOU IMAGINE A DISPENSARY RIGHT NEXT DOOR WHERE THE BREEZE

IS COMING BY, WHAT KIND OF COMPLAINTS WE'RE GOING TO GET

ABOUT THAT, RIGHT?

>> WE'LL LOOK AT ALL OF THOSE ONES.

WHAT WE WILL HAVE TO DO, SO THAT THE SUBCOMMITTEE UNDERSTANDS

CLEARLY, IN YOUR PARTICULAR DISTRICT YOU HAVE MUCH MORE

INDUSTRIAL AREA, AND SO YOU HAVE THE PROPENSITY TO HAVE MORE OF

THESE TYPES OF ACTIVITIES, BUT IF YOU LOOK AT OTHER COUNCIL

DISTRICTS, LIKE DISTRICT 6 AND OTHER AREAS, THE MORE SPACING

REQUIREMENTS WE ADD, YOU TAKE AWAY WHAT LITTLE BIT OF AREAS

THAT YOU HAVE THAT YOU CAN LOCATE THOSE AND WE CAN'T USE

OUR ZONING AUTHORITY TO PREEMPT THE STATE STATUTE THAT SAYS YOU

HAVE TO ALLOW THOSE IN YOUR JURISDICTION.

AND SO THAT'S WHAT WE HAVE TO LOOK AT.

WE CAN CERTAINLY PUT TOGETHER THE MAPS AND COME BACK AND TALK

TO YOU, BUT I JUST WANT YOU TO FULLY UNDERSTAND THAT WE DO HAVE

TO ALLOW SOME AREAS FOR THEM TO BE LOCATED IN THE COMMUNITY.

>> Councilman Nowakowski: I UNDERSTAND THAT.

I'M NOT TRYING TO PUT OUT THE DISPENSARIES.

I WANT TO MAKE SURE OUR CHILDREN ARE SAFE AND OUR PARENTS FEEL

SAFE DROPPING OFF CHILDREN AT OUR FACILITIES, WHETHER IT'S A

LIBRARY, COMMUNITY CENTER, WHATEVER IT IS, THAT PEOPLE

SHOULD FEEL THAT THEIR KIDS ARE SAFE AND THAT RIGHT NEXT DOOR

YOU DON'T HAVE DIFFERENT TYPE OF ACTIVITY THEY DON'T APPROVE OF.

RIGHT?

>> YEP.

WE UNDERSTAND.

>> Councilman Nowakowski: THANK YOU.

>> Councilwoman Pastor: THANK YOU.

I BELIEVE IT'S THE PARKS BOARD AGENDA.

>> Councilman Nowakowski: I HAVE A POTENTIAL CONFLICT ON

THIS.

>> MADAM CHAIR, MEMBERS OF THE SUBCOMMITTEE, TOMORROW WILL BE

THE PARKS AND RECREATION MEETING, BOARD MEETING.

THIS IS THE AGENDA THAT WE HAVE FOR TOMORROW.

WE'RE GOING TO GIVE A SUMMER PROGRAM UPDATE SINCE WE GAVE IT

TO YOU ALL, WE'LL GIVE IT TO THEM.

AGAIN, THOSE ARE NICE PICTURES FROM SUMMERTIME ACTIVITIES.

EXPANSION OF ENCANTO PALMCROFT HISTORIC OVERLAY.

THERE ARE TWO PORTIONS OF THE PARK THAT DON'T HAVE THE CITY

DESIGNATION, ENCANTO B WHICH IS SPORTS COMPLEX AND THE AREA WEST

OF 15th AVENUE.

SO THIS IS GOING TO COME FOR CONSIDERATION TO THE COUNCIL

FURTHER BUT WE'RE GIVING INFORMATION TO THE PARKS AND

RECREATION BOARD.

A CODE OF CONDUCT.

WE'RE MEETING THROUGHOUT THE SUMMER STARTING IN AUGUST TO

TALK WITH THE COMMUNITY ABOUT WHAT THEY WANT TO SEE IN A CODE

OF CONDUCT, AND SO WE'RE HOPING TO HAVE SOMETHING ESTABLISHED IN

SEPTEMBER, OCTOBER SO THAT WE CAN REALLY HAVE PARK AMENITIES

BEING USED FOR THE INTENDED PURPOSE FOR WHICH THEY WERE

DESIGNED AND THAT'S JUST AN INFORMATION AND DISCUSSION ITEM

BECAUSE IT WILL COME BACK LATER TO THEM FOR FINAL POLICY.

MARGARET T. HANCE, WE'RE GOING TO GIVE THEM THE INFORMATION

ABOUT MOVING FORWARD SINCE THERE WAS APPROVE BY THE FULL COUNCIL

LAST WEDNESDAY.

NOW WE CAN START THE PROCESS FOR 30, 60 AND 90% PLANS FOR

CONSTRUCTION BUT ALSO THE FIREHOUSE, WHICH IS A KEY

ELEMENT TO THEM GETTING AN RFP TO GETTING A RESTAURANT IN THAT

FIREHOUSE.

THIS IS SOME OF THE PICTURES YOU HAVE SEEN OVER THE LAST SEVERAL

MONTHS.

MODIFICATION OF ROOSEVELT PARK AREAS.

THIS IS A POLICY.

THE ROOSEVELT ACTION ASSOCIATION HAS ASKED US TO CONSIDER HAVING

THE HOURS BE 7:30 IN THE MORNING TO 7:30 AT NIGHT TO KIND OF

COMBAT SOME OF THE NEGATIVE ACTIVITIES THAT'S HAPPENING THAT

THE PARK.

THE RANGERS HAVE TREMENDOUSLY BUT THEY THINK IF WE CAN MODIFY

THE HOURS A LITTLE BIT THAT WILL HELP AS WELL AND SO THE SMALL

PARK RIGHT CLOSE TO HANCE PARK.

AND THEN LAST THING THAT I WON'T SPEND TIME ON, THIS IS THE SOUTH

MOUNTAIN TOWER LICENSE.

>> Councilwoman Pastor: CAN YOU GO BACK TO THE HOURS?

THERE'S A BIG DISCUSSION WITHIN THE COMMUNITY ABOUT OUR PARKS

AND THE NUMBER OF ITEMS HAPPENING WITHIN OUR PARKS.

IN PARTICULAR, SOLANO PARK.

SO I DON'T KNOW -- I GUESS WE'LL SEE AS WE MOVE FORWARD, BUT I

DON'T -- I'M ANTICIPATING THAT COMMUNITY IS GOING TO START

ASKING TO MODIFY HOURS BECAUSE OF THE ACTIVITY.

I DON'T KNOW EXACTLY IF THAT'S THE RIGHT ANSWER.

SO I JUST WANT TO PUT THAT ON THE RADAR BECAUSE I'M SURE

YOU'RE HAVING THE SAME CONVERSATION.

>> YES.

ACTUALLY, YESTERDAY THERE WAS -- WE DID SOME ENFORCEMENT TYPE

ACTIVITIES IN SOLANO PARK AND WE ACTUALLY ARRESTED 16 PEOPLE.

AND SO AGAIN WE'RE WORKING WITH THE POLICE, WITH THE PHX

C.A.R.E.S. PROGRAM, PARK RANGERS HAVE REALLY BEEN ABLE TO HELP

US -- HELP WITH SOME OF THAT.

THERE IS -- YOU KNOW, A BIG CONCERN.

SEVERAL PARKS ARE HOT SPOTS FOR US, AND THOSE ARE THE ONES WE

FOCUS ON.

BUT WE HAVE 182 PARKS THROUGHOUT THE SYSTEM AND NOT ALL THE PARKS

HAVE THOSE KINDS OF SITUATIONS, AND SO I THINK THAT'S WHY -- WE

HAVE ABOUT FIVE PARKS IN THE SYSTEM THAT HAVE DIFFERENT HOURS

RIGHT NOW THAN THE GENERAL STANDARD HOURS, AND THE MAJORITY

OF THEM HAVE BEEN RELATED TO SCHOOLS, AND THEM WANTING TO

HAVE CONTROL WHILE THE KIDS ARE SUPPOSED TO BE IN SCHOOL.

AND SO I THINK WE'VE ADDRESSED IT OWE A CASE-BY-CASE BASIS, BUT

YOU'RE RIGHT, IT MAY BECOME A BIGGER CONVERSATION FOR THE

FUTURE.

BUT I THINK THE CODE OF CONDUCT WILL HELP US WITH SOME OF THOSE

THINGS.

>> Councilwoman Pastor: AND THEN CAN YOU MOVE TO MARGARET

HANCE PARK?

THE OTHER CONVERSATION ON MARGARET HANCE PARK, AND I DON'T

KNOW HOW TO -- THIS IS WHERE YOU COULD HELP ME GET INFORMATION

OUT.

ON A LOT OF THE SOCIAL MEDIA OTHER PEOPLE THAT ARE NOT

ASSOCIATED WITH MARGARET HANCE PARK BUT ARE ASSOCIATED WITH

OTHER BIGGER PARKS ARE HAVING ISSUES REGARDING THE AMOUNT OF

MONEY AND DEDICATION THAT WE ARE PUTTING INTO MARGARET HANCE PARK

WHEN OTHER PARKS ARE IN NEED.

SO I DON'T KNOW WHAT THAT MESSAGING LOOKS LIKE, I DON'T

KNOW WHAT THAT DYNAMIC -- BUT IT IS POPPING UP ALL OVER SOCIAL

MEDIA.

I THINK WE ARE GOING TO HAVE TO ADDRESS IT.

WE CAN'T IGNORE IT.

AND I THINK THAT'S PROBABLY ANOTHER BIGGER DIALOGUE WITHIN

THE PARKS COMMUNITY AND THE NEIGHBORHOODS TO HAVE.

>> MADAM CHAIR AND MEMBERS OF THE SUBCOMMITTEE, INDEED I THINK

THERE ARE A FEW PARKS WHERE THEY HAVE EXPRESSED ALSO SOME

INTEREST IN MAYBE FINDING A PUBLIC-PRIVATE PARTNERSHIP

SITUATION.

SO WE CAN CERTAINLY HAVE THOSE CONVERSATIONS.

YOU KNOW, WE HAVE SOME PARKS THAT ARE LARGER PARKS THAT DON'T

HAVE AMENITIES THAT ARE IN THE SOUTHEAST -- OR SOUTHWEST

PORTION OF THE CITY THAT'S GOING TO BE GETTING MONEY IN FUTURE

YEARS.

SO I THINK WE HAVE THAT ABILITY TO HAVE THAT CONVERSATION.

>> Councilwoman Pastor: THANK YOU.

>> Councilman Nowakowski: MADAM CHAIR, I HAVE A CONFLICT

ON THE SOUTH MOUNTAIN TOWERS BUT I DON'T HAVE A CONFLICT ON THE

MARGARET HANCE OR ON THE -- OR ON THE ROOSEVELT PARK.

ON THE ROOSEVELT PARK, THE SITUATION HAPPENED WHERE THE

I-10 ACTUALLY CAME DOWN THROUGH CENTRAL PHOENIX.

SO NOW WE ENDED UP WITH THE BEAUTIFUL PARK WHICH IS MARGARET

HANCE.

SO THERE'S INDIVIDUALS THAT ARE SAYING THAT IS THERE A NEED FOR

THIS LITTLE POCKET PARK ANYMORE.

SO THAT'S ONE OF THE THINGS THAT WE'RE LOOKING INTO RIGHT NOW, IS

MEETING WITH THE COMMUNITY, TRYING TO FIGURE OUT IF THERE'S

A NEED FOR IT BECAUSE NOW WE HAVE A DOG PARK AND WE HAVE ALL

KINDS OF AMENITIES THAT WASN'T THERE YEARS AGO.

SO THAT'S I THINK WITH THE ROOSEVELT THEY'RE JUST TRYING TO

FIND A TEMPORARY SOLUTION AND THE HOURS WERE THE ONES THAT

LOOKED MOST LIKELY.

AND THE MESSAGING FOR MARGARET HANCE IS THAT BASICALLY WE LOST

THAT BLOCK 23 FOR OUR MAJOR EVENTS AND TRYING TO ATTRACT THE

SUPER BOWLS AND ALL THOSE MAJOR EVENTS BACK TO PHOENIX THAT

MARGARET HANCE BECAME THE DESTINATION POINT THAT WAS IN

DOWNTOWN PHOENIX TO ACTUALLY DO THOSE EVENTS BESIDES INDIAN

SCHOOL PARK.

SO THAT'S BASICALLY WHERE THE TALK STARTED, AND CREATING AN

AMPHITHEATER WHERE WE CAN ACTUALLY HAVE BIG EVENTS LIKE

THAT AND NOT LOSE THE BIDS IN THE FUTURE AND I THINK FROM

THERE THE NEIGHBORHOOD CAME ALONG AND SAID WE WANT TO CREATE

A BIGGER MORE -- A MASTER PLAN FOR THE WHOLE PARK, NOT JUST FOR

THE EAST END OF THE PARK.

AND I THINK THE MESSAGING, MAYBE WE HAVE TO GET THAT OUT BETTER.

>> AT ANY TIME WE'RE WILLING TO MEET WITH ANY COMMUNITY GROUP IF

THERE'S SOME IMPROVEMENTS THEY WANT TO SEE AND SEE HOW WE CAN

DO IT TOGETHER OR WITH PRIVATE DONATION.

>> Councilwoman Pastor: WELL, THANK YOU, INGER.

THAT WAS ONLY FOR INFORMATION, DISCUSSION.

IT'S NOW CALL TO THE PUBLIC.

I DON'T HAVE ANY CARDS.

FUTURE AGENDA ITEMS, WE'LL SEE WHAT THE -- THAT GOES TO THE NEW

COMMITTEE PERSONS.

AND THE MEETING IS ADJOURNED.

ENJOYED MY RIDE.

THANK YOU.

For more infomation >> PHX Subcommittee - Parks, Arts, Education, and Equality, June 27, 2018 - Duration: 1:00:19.

-------------------------------------------

Why not merge the Departments of Education and Defense? - Duration: 8:11.

Why not merge the Departments of Education and Defense?

President Trump recently proposed merging the Departments of Education and Labor to streamline and strengthen workforce training programs.

Most people don't think it will happen, but as long as we're fantasizing, let's be a little more provocative.

How about merging the Departments of Education and Defense? In a world where cyber warfare is the biggest threat to American security, education is the defense industry of the 21st century.

It's also the offense industry of the 21st century.

An army of hackers can do more to disrupt our enemies than all the smart bombs in the world.

Russia spends one-tenth of what we spend on defense and, for a couple of million dollars, was able to deftly interferewith our 2016 presidential election with a goal of swinging it to President Trump.

Russian trolls are still sowing discord across America.

We have never lost by betting on American ingenuity.

On the other hand, we keep losing wars.

As we see in the Middle East today, and should have learned from the Vietnam War, the occupying army is unsustainable.

It's a failed strategy the Pentagon utilizes to feed the military-industrial complex.

And U.S.

troops remain in Afghanistan — the longest war in American history — with no viable exit strategy.

Instead of a frenzied arms race with no winners, we'd have a contest of brains and ideas — and we would win, especially if we recommit to America's longstanding policy of welcoming hard-working immigrants.

Today, Indian-American students dominate the Scripps National Spelling Bee and Asian-Americans make up the largest share of degree-holders inSTEM (science, technology, engineering, math) fields.

We could convert our military bases into schools and colleges.

And if it's better job-training that President Trump wants, who better than the military to provide it? They already run many career education programs, training most of our airline pilots, for example.

Instead of gunboat diplomacy, we could repurpose our planes and ships for humanitarian missions and send legions of young people across the world to feed, house and educate the needy and help manage refugee crises across the world.

Combine the budgets for Education and Defense and we would have about $4 trillion over the next five years.

With that money, we could erase the national student debt and make college more affordable for everyone outside the top 10 percent of income-earners.

We could enable millennials to buy homes and save for retirement.

The economy would thrive.

We could equalize funding between poor and wealthy school districts and boost teacher salaries in states that are lagging.

We could provide early learning for every child and tutoring for every student who needs it.

We could give every teacher a $500 gift card for classroom supplies and give every poor kid a laptop.

We could modernize science labs, music programs, art studios and libraries.

Does American security really require sprawling armies camped out in foreign deserts and vast armadas patrolling the high seas? Do we need 800 military bases across the world and thousands here at home? Can't small teams of highly-trained Navy Seals and Green Berets better address most regional threats? If full-scale war breaks out, couldn't we scale up quickly, just as we did in World War II?.

We could shift $400 billion from defense to education and still outspend China — the second-biggest military spender in the world.

Meanwhile, China is sending 350,000 young people to American colleges each year.

They're taking over the world without firing a shot.

A combined agency focused on education and defense would tap into core values such as civic engagement, public service, diplomacy, economic security, intellectual leadership and political freedom.

It would force America to rethink its 20th century role as the world's policeman and challenge our allies to step up and meet their own security needs.

Of course, the idea is crazy.

The Deep State would never allow it.

The military-industrial complex would mobilize a battalion of lobbyists.

Threatened with base closings, a shrinking defense industry and job loss, every member of Congress would fold like an accordion.

Education advocates would panic at the idea of generals weighing in on school policy, but the fact is, they already do.

They are concerned that 70 percent of young people today don't even qualify for military service.

Meanwhile, in our democratically elected government with civilian oversight of the military, the educated class sets military policy.

So, let's make it official and create the Department of Defense and Offense.

Let's play at both ends of the court.

Peter Cunningham is the executive director of Education Post, a national network of education advocates, and a former assistant secretary of education in the Obama administration (2009-2012).

For more infomation >> Why not merge the Departments of Education and Defense? - Duration: 8:11.

-------------------------------------------

Physical Education, Sport and Health | Graduate Careers | University of East Anglia (UEA) - Duration: 2:57.

hello my name is Jake Berney and I'm a graduate from the Physical Education

course and now I'm currently studying my master's in strength and conditioning.

My name's Joseph skeet I'm a UEA Physical Education alumni and now I currently

work in the student support department here at the university as a student support coordinator.

Alongside my Master's I'm currently working at

Saracens women's rugby club and that's just about ensuring that they're

performing optimally particularly in their big games such as the Six Nations.

My roles are really varied working for student support department at the moment,

no two days are the same so one day I can be writing a funding

application to get some money into develop a new programme for the students

and staff, another day I'm out refereeing a football tournament out on the pitch, another

day I'm getting to go and watch student rugby cup finals at Twickenham. So it

really is such a brilliant role, no two days are alike and I love that variety about

my job. During the physical education course I was fortunate enough to take

part in a variety of different internships working with Leicester

Tigers youth athletes and kind of setting their strength and conditioning sessions.

I had the opportunity to also work with the UEA Athletics Club as well as the

Norfolk United Netball club, so again, it provided me with that coaching

experience necessary to kind of take the next step. So the modules

that I enjoyed most were 'partnerships in physical activity' and 'sports

psychology' and 'health promotion'. I knew I didn't want to be a PE teacher

when I came to UEA but I wasn't sure what I wanted to do and the content of those

modules made me realise I really wanted to get into organising events in

getting people active, increasing participation in sport, so they gave me

lots of the background knowledge about how the sporting landscape works but also

the theory behind and the psychology behind why people do sport. My most

memorable experience at UEA was probably performing in the Outdoor Championships

at Bucks so that was with the athletics team and that was kind of a really good

atmosphere in terms of you know egging each other on to

perform to our best, we were also able to go out afterwards so that was a real

good social side to that. My best bit of advice and what I heard within my first

week of doing the degree here at UEA was to say yes to everything,

so obviously you need your degree but you also need lots of experience and

qualifications around your degree to make you stand out as well so I realised

what roles I didn't want to do by all the different volunteering and

everything else that I did and it made me narrow down what I did

actually want to do, so take on as many opportunities and experiences as you possibly can.

Be proactive, go out there and seek internships and we

have fantastic facilities on campus that can help you achieve that such as career

central, they're able to help you with cover letter writing, CV writing and

even personal statements and so I do really recommend getting after that

UEA