text:
Home/Local News/Safety concerns at P.E.I. seniors home not addressed leaving residents feeling isolated
Safety concerns at P.E.I. seniors home not addressed leaving residents feeling isolated
https://www.youtube.com/watch?v=videoseries
CHARLOTTETOWN, P.E.I. — When the residents of 9 Champion Ct. in Charlottetown name about issues with their constructing, it usually looks as if somebody is listening — till no person exhibits as much as repair the issue.
As a provincially owned and run seniors residence, their constructing falls beneath the Division of Social Growth and Housing.
However when residents like Melanie Moffat and Wayne Casford have tried speaking to the paperwork or its minister, nothing appears to get finished concerning the points, they mentioned on Dec. 20.
And the problems are quite a few, starting from battle with the neighbouring Group Outreach Centre, to a scarcity of cleansing and upkeep service, to the system by which new tenants are accepted as residents.
All informed, the issues and lack of response have a number of the residents of 9 Champion feeling insecure and remoted of their residence, mentioned Moffat.
"I'm glad that the people who find themselves wanting this finished, that we're discovering one another right here. And thank goodness for that, since you really feel such as you're alone whenever you're beginning to concentrate on this stuff occurring."
The issues cut up into two broad classes: renter safety and constructing maintenance.
By way of maintenance, Moffat spoke concerning the problem ladies within the constructing have had getting the division to take them significantly.
"Thank goodness for Wayne (Casford), as a result of they didn't appear to hearken to the ladies as they known as, or we felt they weren't documenting our calls. I a number of occasions felt I had to verify they have been documenting the calls. And that's a giant problem for me, as a result of there's a variety of ladies right here, and it's intimidating to us, in the event that they don't hear us once we name."
Leaks within the hallway, for instance, have been a difficulty for over three years, and even after they have been mounted, the hallway ceiling was left unfinished. Nonetheless, cleansing and upkeep within the constructing have been good — when it occurs, Casford mentioned, noting.
"(The division doesn't) give them any extra assist. The minister earlier than this one promised me right here that he'd give within the funds for extra upkeep."
After over three years of leaks, the Division of Social Growth and Housing repaired the ceiling within the hallway at 9 Champion Ct. in Charlottetown, however left the ceiling unfinished with wiring nonetheless seen. – Logan MacLean
Whereas these issues have been occurring for years, the seniors say safety issues began within the final couple years with the opening of the Group Outreach Centre.
This has included individuals who don't reside at Champion Court docket being discovered sleeping within the hallway and customary areas, together with confrontations between senior renters and outreach shoppers, they mentioned.
Associated to this, Casford mentioned the province has moved folks into the constructing instantly from in a single day emergency shelters, as a substitute of inserting them in transitional housing. One resident, who renters heard had recenty been in a correctional centre, was positioned within the constructing with none furnishings, only a sleeping bag.
Altogether, these issues led the seniors to complain to the division, finally getting 18 safety cameras positioned on the property. A number of folks have been evicted for behaviour points previously few years, Casford and Moffat mentioned.
The division additionally modified a number of the locks on the constructing, however the outdated keys nonetheless work, which permits individuals who have been evicted to return to the constructing, Casford mentioned.
"They're doing one thing simply to maintain us quiet. They're not ending the job."
Melanie Moffat, a resident of the provincially-owned senior's advanced at 9 Champion Ct. in Charlottetown, says she hopes to see revisions to the best way the Division of Social Growth and Housing assesses potential tenants after repeated conflicts with neighbours who have been fighting untreated addictions. – Logan MacLean
Although all 5 seniors spoke about issues across the Group Outreach Centre, none of them needs to see it closed or relocated. They usually famous transferring the situation wouldn't repair their core points, which is the federal government failing on its guarantees.
As an alternative, the residents are centered on what they and the federal government can do to enhance issues at Champion Court docket, Casford mentioned. A few of the solutions are easy and quick, like correctly fixing the locks to maintain the constructing safe from the skin, he mentioned.
"They only (have to) change it, and (guarantee) the keys they're placing in, you may't have (copied). I specified that to them as quickly as they began."
Taking a look at safety contained in the constructing, Moffat needs to see modifications to the evaluation for potential residents at Champion Court docket.
When she moved in a few decade in the past, division workers got here to her earlier residence to fulfill her and see what could be match, she mentioned.
Now, although, Moffat is discovering extra of her neighbours are fighting addictions that may't be correctly handled on the senior's advanced, resulting in battle amongst tenants, she mentioned.
"I felt like I wasn't heard once I known as in about a number of the incidents that have been occurring right here."
After talking with the Champion Court docket residents, SaltWire known as the Division of Social Growth and Housing on Dec. 20 to request an interview about how complaints are resolved in seniors housing and what the division does to take care of safety.
The division didn't reply by deadline on Dec. 21.
P.E.I. had 39 transitional housing items in its public housing continuum as of June 2022, with an additional 13 deliberate for spring of 2023.
Logan MacLean is a reporter with SaltWire Community in Charlottetown. He may be reached by e-mail at [email protected] and adopted on Twitter at @loganmaclean94.
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I have always loved kitchen stores. Long before I knew how to use just about anything you could find at them, I could always be convinced to buy that one cool thing that savvy cooks couldn't live without and once home, they lived pristinely in my kitchen, except for when I was in a relationship. I always seemed to pick men who were stellar cooks and they happily used my well-equipped kitchen.
I was the customer that cash register displays were conceived for. This was how I acquired my inexpensive tomato knife...an impulse buy in Williams Sonoma one day when there was a particularly long line. I couldn't imagine why one would need a special knife just for tomatoes but one day I might. And for many years, I abused it and used it for everything I was not supposed to.
Eventually, during a drought in the relationship area of my life, I finally decided to learn how to cook. As I traveled from novice to competent to really good cook - I don't think I will ever be considered "un cuisinier sérieux" - I rarely had to race to the kitchen store to pick up something I didn't already have.
And while I now use almost every piece of equipment I acquired so long ago, the one that has become my favorite is my old friend, my tomato knife.
It cuts beautiful, paper-thin slices of juicy tomato without savaging the skin in any way and for some odd reason, though I've used it everyday for years, it has never needed sharpening. I think it has magic qualities. I credit it with encouraging me to become a gardener.
I put in a full vegetable garden every year, but in reality, I only do it to grow all those beautiful varieties of delicious, vine-ripened tomatoes that never really taste as good when you buy them, even at a farmers' market. And, when I harvest them, my trusty tomato knife is ready and hungry and tireless.
Lisa Demberg recently relocated to Colorado with her daughter Olivia. She is a television executive and producer, presently employed as a consultant to Fox Television Studios.


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TV Grapevine 2019-06-15 20:48:34
Posted by Sammi TuranoPosted 1 month ago June 15, 2019
HISTORY will premiere the nonfiction series "The UnXplained," hosted and executive produced by Golden Globe® and Emmy Award® winning actor William Shatner (Star Trek, "Boston Legal") on Friday, July 19 at 10pm ET/PT. The eight-episode, one-hour anthology series will tackle subjects that have mystified mankind for centuries, from mysterious structures and cursed ancient cities to extraterrestrial sightings and bizarre rituals.
Download press images here
"I'm thrilled to be hosting and producing the new HISTORY series 'The UnXplained" said Shatner. "It's an intriguing show that will offer viewers credible answers to questions about mysterious phenomena, while also leaving other theories left unexplained."
From Executive Producer Kevin Burns, the creator and producer of HISTORY's most popular series, including "Ancient Aliens" and cable's #1 nonfiction series "The Curse of Oak Island," "The UnXplained" will explore facts behind the world's most strange and bizarre mysteries. Hosted by Shatner, the series will also feature contributions from top scientists, historians, engineers and researchers – each seeking to shed light on how the seemingly impossible can happen.
"The UnXplained" joins HISTORY's Friday night programming block which includes "Ancient Aliens," one of the network's longest running nonfiction series which reached over 80 million total viewers across total day in 2018 and the limited nonfiction series "Unidentified: Inside America's UFO Investigation," where former intelligence officials break boundaries and perceived government taboo by disclosing information about efforts being made to change government policy surrounding UFO phenomena; and the hit scripted series "Project Blue Book," from executive producer Robert Zemeckis and recently renewed for season two, based on the true investigations into UFOs and related phenomena conducted by the United States Air Force in the 1950s and 1960s.
"The UnXplained" is produced for HISTORY by Prometheus Entertainment. Kevin Burns is executive producer for Prometheus Entertainment. William Shatner is an executive producer. Executive producer for HISTORY is Susan Leventhal.
About HISTORY®
HISTORY, a division of A+E Networks, is the premier destination for historical storytelling. From best-in-class documentary events, to a signature slate of industry leading nonfiction series and premium fact-based scripted programming, HISTORY serves as the most trustworthy source of informational entertainment in media. HISTORY has been named the #1 U.S. TV network in buzz for seven consecutive years by YouGov BrandIndex, and a top favorite TV network by Beta Research Corporation. For a deeper dive, visit history.com or follow @history on Instagram, Twitter and Facebook.
The post appeared first on TV Grapevine.
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redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Array and Mysql insert using PDO 0I have an array ($dataArray) in the following format which is created from a csv file:
The CSV is processed as follows:
function csvstring_to_array($string, $separatorChar = ',', $enclosureChar = '"', $newlineChar = "\n") {
    // @author: Klemen Nagode
    $array = array();
    $size = strlen($string);
    $columnIndex = 0;
    $rowIndex = 0;
    $fieldValue="";
    $isEnclosured = false;
    for($i=0; $i<$size;$i++) {

        $char = $string{$i};
        $addChar = "";

        if($isEnclosured) {
            if($char==$enclosureChar) {

                if($i+1<$size && $string{$i+1}==$enclosureChar){
                    // escaped char
                    $addChar=$char;
                    $i++; // dont check next char
                }else{
                    $isEnclosured = false;
                }
            }else {
                $addChar=$char;
            }
        }else {
            if($char==$enclosureChar) {
                $isEnclosured = true;
            }else {

                if($char==$separatorChar) {

                    $array[$rowIndex][$columnIndex] = $fieldValue;
                    $fieldValue="";

                    $columnIndex++;
                }elseif($char==$newlineChar) {
                    echo $char;
                    $array[$rowIndex][$columnIndex] = $fieldValue;
                    $fieldValue="";
                    $columnIndex=0;
                    $rowIndex++;
                }else {
                    $addChar=$char;
                }
            }
        }
        if($addChar!=""){
            $fieldValue.=$addChar;

        }
    }

    if($fieldValue) { // save last field
        $array[$rowIndex][$columnIndex] = $fieldValue;
    }
    return $array;
}

$dataArray = csvstring_to_array( file_get_contents("ACS_MONTHLY_DUES - Jun 2020.csv"));
echo '<pre>';
print_r($dataArray);
echo '</pre>';

    Array
    (
        [0] => Array
            (
                [0] =>  REGION
                [1] =>  CENTER
                [2] =>  SUBSCRIBER CODE
                [3] =>  SUBSCRIBER_ID
                [4] =>  SUBSCRIBERNAME
                [5] =>  SUBSCRIBERPHONE
                [6] =>  BOUQ
                [7] =>  STB_NOS
                [8] => LAST MONTH PAYMENT
                [9] =>  AMOUNT_DUE
                [10] =>  MINIMUM_RECHARGE
                [11] =>  TOTAL_PAYABLE
                [12] =>  EXPIRY_DATE
                [13] => PAY_AMOUNT
                [14] => CURRENT BALANCE
            )

        [1] => Array
            (
                [0] => XXX
                [1] => XXX
                [2] => UK91002970
                [3] => 61610070
                [4] => XXXXX
                [5] => XXXXXX
                [6] => UK FTA-1
                [7] => 1
                [8] => 0
                [9] => 0
                [10] => 221
                [11] => 221
                [12] => 08-06-2020
                [13] => 0
                [14] => 0
            )

  [2] => Array
    (
        [0] => XXXX
        [1] => XXXXX
        [2] => UK91002971
        [3] => 61610217
        [4] => XXXXXXX
        [5] => XXXXXXX
        [6] => UK FTA-1
        [7] => 1
        [8] => 0
        [9] => 8
        [10] => 243
        [11] => 251
        [12] => 06-06-2020
        [13] => 0
        [14] => 0
    )

)
I need to insert it in my mysql DB using PDO. I tried the following and it is not working:
include_once('inc/connstring.inc.php');

$stmt = $conn->prepare("INSERT INTO customer(subscriber_code, subscriber_id, region,center,subscriber_name,subscriber_phone,package,stb_nos,last_month_payment,amount_due,minimum_recharge,total_payable,expiry_date,pay_amount,current_balance)
VALUES(:subscribercode, :subscriberid, :region,:center,:subscribername,:subscriberphone,:package,:stbnos,:lastmonthpayment,:amountdue,:minimumrecharge,:totalpayable,:expirydate,:payamount,:currentbalance)");

foreach($dataArray as $row) {
$stmt->execute(array(
':subscribercode' =>  $row['SUBSCRIBER CODE'],
':subscriberid' => $row['SUBSCRIBER_ID'],
':region' => $row['REGION'],
':center' => $row['CENTER'],
':subscribername' => $row['SUBSCRIBERNAME'],
':subscriberphone' => $row['SUBSCRIBERPHONE'],
':package' => $row['BOUQ'],
':stbnos' => $row['STB_NOS'],
':lastmonthpayment' => $row['LAST MONTH PAYMENT'],
':amountdue' => $row['AMOUNT_DUE'],
':minimumrecharge' =>$row['MINIMUM_RECHARGE'],
':totalpayable' => $row['TOTAL_PAYABLE'],
':expirydate' => $row['EXPIRY_DATE'],
':payamount' => $row['PAY_AMOUNT'],
':currentbalance' => $row['CURRENT BALANCE']));
}

It is not working. Invalid argument supplied for foreach()
What am i doing wrong?? Requesting help from php experts...
Thanks in advance.
update:
Solved myself. Changed code to convert CSV to an associative array and now everything works fine.
Array
(
    [0] => Array
        (
            [REGION] => XXX
            [CENTER] => XXXXX
            [SUBSCRIBER CODE] =>UK91002970
            [SUBSCRIBER_ID] => 61610070
            [SUBSCRIBERNAME] => XXXXX
            [SUBSCRIBERPHONE] => XXXXXXX
            [BOUQ] => UK FTA-1
            [STB_NOS] => 1
            [LAST MONTH PAYMENT] => 0
            [AMOUNT_DUE] => 0
            [MINIMUM_RECHARGE] => 221
            [TOTAL_PAYABLE] => 221
            [EXPIRY_DATE] => 08-06-2020
            [PAY_AMOUNT] => 0
            [CURRENT BALANCE] => 0
        )

A: Your array $dataArray contains this:
Array
    (
        [0] => Array
            (
                [0] =>  REGION
                [1] =>  CENTER
                [2] =>  SUBSCRIBER CODE
                [3] =>  SUBSCRIBER_ID
                [4] =>  SUBSCRIBERNAME
                [5] =>  SUBSCRIBERPHONE
                [6] =>  BOUQ
                [7] =>  STB_NOS
                [8] => LAST MONTH PAYMENT
                [9] =>  AMOUNT_DUE
                [10] =>  MINIMUM_RECHARGE
                [11] =>  TOTAL_PAYABLE
                [12] =>  EXPIRY_DATE
                [13] => PAY_AMOUNT
                [14] => CURRENT BALANCE
            )

[1] => Array
            (
                [0] => XXX
                [1] => XXX
                [2] => UK91002970
                [3] => 61610070
                [4] => XXXXX
                [5] => XXXXXX
                [6] => UK FTA-1
                [7] => 1
                [8] => 0
                [9] => 0
                [10] => 221
                [11] => 221
                [12] => 08-06-2020
                [13] => 0
                [14] => 0
            )

You try to apply values values into your SQL by using REGION, CENTER, SUBSRICBER CODE etc. but you're mixing up keys with values
This array does not include $row['REGION'], does not include $row['CENTER'] etc...
If you're doing like this:
foreach($dataArray as $row) {
    $stmt->execute(array(
    ':subscribercode' =>  $row['SUBSCRIBER CODE'],
    ':subscriberid' => $row['SUBSCRIBER_ID'],
    etc...
}

then the array $dataArray would have to look like this:
Array
(
    ['SUBSCRIBER CODE'] => {value}
    ['SUBSCRIBER_ID'] => {value}
    ['SUBSCRIBERNAME'] => {value}
    etc
)

One solution would be if (if I understand the array structure correctly) to apply keys from second and further based on first elements values
Lets say we have this:
Array
(
    [0] => Array
        (
            [0] => REGION
            [1] => CENTER
            [2] => SUBSCRIBER CODE
            [3] => SUBSCRIBER_ID
        )

    [1] => Array
        (
            [0] => XXX
            [1] => XXX
            [2] => UK91002970
            [3] => 61610070
        )

    [2] => Array
        (
            [0] => XXX
            [1] => XXX
            [2] => UK91002971
            [3] => 61610217
        )

    [3] => Array
        (
            [0] => XXX
            [1] => XXX
            [2] => UK91002972
            [3] => 61610218
        )

)

then first element contains: ['REGION', 'CENTER', 'SUBSCRIBER CODE','SUBSCRIBER_ID']
and second to fourth element contains the actual values "mapped to region, center , subscriber code, subscriber id".
A solution would be:
$dataArray = [];
$dataArray[] = ['REGION', 'CENTER', 'SUBSCRIBER CODE','SUBSCRIBER_ID'];
$dataArray[] = ['XXX', 'XXX', 'UK91002970', '61610070'];
$dataArray[] = ['XXX', 'XXX', 'UK91002971', '61610217'];
$dataArray[] = ['XXX', 'XXX', 'UK91002972', '61610218'];

$keys_apply = array_values($dataArray[0]); //get all values of first item in array
$i = 0;
foreach($dataArray as $key=>$item) {
    if ($i>0) { //skip first item
        $index = 0; //We know that index are 0 and above we start with zero here and
        //and add one for each iteration
        foreach($item as &$ik) {
            //create new item with mapped key-value from first item in array but with
            //the same value ($ik)
            $dataArray[$key][$keys_apply[$index]] = $ik;

            //Unset removes $dataArray[1][0], [1][1], [1][2] etc.
            unset($dataArray[$key][$index]);

            //Next element in this inner array
            $index++;
        }
    }
    $i++;
}

You would then have:
Array
(
    [0] => Array
        (
            [0] => REGION
            [1] => CENTER
            [2] => SUBSCRIBER CODE
            [3] => SUBSCRIBER_ID
        )

    [1] => Array
        (
            [REGION] => XXX
            [CENTER] => XXX
            [SUBSCRIBER CODE] => UK91002970
            [SUBSCRIBER_ID] => 61610070
        )

    [2] => Array
        (
            [REGION] => XXX
            [CENTER] => XXX
            [SUBSCRIBER CODE] => UK91002971
            [SUBSCRIBER_ID] => 61610217
        )

    [3] => Array
        (
            [REGION] => XXX
            [CENTER] => XXX
            [SUBSCRIBER CODE] => UK91002972
            [SUBSCRIBER_ID] => 61610218
        )

)

And then your original
foreach($dataArray as $row) {
    $stmt->execute(array(
    ':subscribercode' =>  $row['SUBSCRIBER CODE'],
    etc...

}

would work.

redpajama_set_name: RedPajamaStackExchange


text:
Pedagogy Blog
Pedagogy Blog CFP
Cultural Rhetorics as a Method of Making Space
Three Stories of Mothering, Working, and Making Space
Jane's Story: Making Space by Re-Making Cultural Practices
Shirley's Story: Making Space by Figuring It Out
Malea: Making Space by Making Community
Storying/Mothering to Create New Worlds
Works Cited and Referenced
Constellating with our Foremothers: Stories of Mothers Making Space in Rhetoric and Composition
Published in Articles | Issue 4
Ruth Osorio, Old Dominion University
The story of my graduate school experience is the story of my becoming a mom [1]: I studied for my qualifying exams with a newborn on my chest; I defended my dissertation with my (second) newborn in the audience. I nursed while writing, reading, studying, preparing. My mothering and scholarly stories are forever linked, and I find ways to share this publicly—on social media, at conference presentations, in conversations with colleagues. In many ways, I share my stories to make space for future generations of mothers. As a doctoral student, I hoped my stories would transform the norms of what kinds of bodies are expected in academic spaces. Though progress has been made, with parental leave policies and childcare support on campus and at conferences, academic culture continues to punish mothers and caregivers at every stage of an academic career. The large majority of writing programs in writing studies do not guarantee paid parental leave for graduate instructors (Osorio, et al.). Fathers and childfree women are three times more likely to obtain tenure track positions than mothers (Waxman and Ispa-Landa). And of course, Black mothers experience these challenges exponentially, while often navigating the possibly fatal manifestation of racism in medicine as evidenced by the infant and mother mortality crisis (Dr. Rubella).
I knew the professional risks when I had my two children but hearing the stories of mothers that came before me motivated me to keep going. My mentors were visible for me, and therefore, I felt empowered to be visible myself as a mom in rhetoric and composition in the hopes to make even more space for mothering scholars. (The fact that I embody many of the valorized qualities of the "ideal" mother helped. Our society tends to celebrate stories like mine—of white, partnered, cisgender women who intentionally got pregnant and delivered a nondisabled child.)
Ruth Osorio after just given birth to one of her children.
The reality is, I learned through others' stories that mothers have long defied expectations about who can teach and research. Even in the 1970s, 80s, and 90s, when women faculty were warned against having children in the first place, people were wandering the halls pregnant, lugging pumping equipment into bathroom stalls at conferences, and setting up their children with a coloring book in the back of the class when childcare fell through. Mothers have been present in the academy for decades, making space for themselves and for the rest of us through their embodied presence, mentorship, and overt activism. Despite the presence of mothers in these earlier decades, mothers were largely instructed to keep their identities as mothers apart from their identities as scholars. Importantly, too, mothers who deviated from the heteronormative, partnered, white scripts for motherhood faced increased pressure to keep their family roles discrete in the workplace. Their stories, therefore, were shoved into the darkness, leaving only the whispers passed among mothers and mothers-to-be desperately seeking stories, all while writing their own.
I approach storying, then, as both my method and as a genre of activism. The transformational power of story is well acknowledged in the field of cultural rhetorics. I want to extend that conversation by further linking storying with mothering and storying with activism. Native writer Esther G. Belin writes, "my mother is my story," because her mother taught her how to use and subvert language (51, emphasis in original). How can we even separate mothering from storytelling? I read my children stories every night. I taught my eldest how to read during the pandemic. During the day, I tell my kids stories of make-believe lands, of my own childhood, of moments of joy in my community organizing. Stories are how I explain the world and its injustices and my hope to my toddler and kindergartener. Storying is mothering. Mothering is storying. Both can generate possibility. Both can imagine new worlds. Both can serve activist goals by burning a fire inside us to change the material conditions of our homes and communities, to transform the world for the next generation.
Believing deeply in the power of stories and mothering, I wanted to listen to the stories of mothers who came before me, especially the ones who came into motherhood in times and spaces where it was discouraged. I set out to interview mentors of mine and true feminist leaders within our field who were not only mothers but also grandmothers, with the question, how did prior generations of mothers make space for me, for us, to be a part of rhetoric and composition? I contacted three women I knew well: (1) Jane Donawerth, who mentored me throughout my time at the University of Maryland, College Park (UMD), (2) Shirley Logan, also a mentor at UMD and a member of my dissertation committee, and (3) Malea Powell, a newer mentor and friend I connected with at a conference. While the impact of their scholarly contributions is well known in our field, stories of their mothering are largely absent. That is why I enthusiastically embarked on this project, approaching it as an opportunity to listen, learn from, and then share the stories of these women on how they made space for themselves and future mothers in the halls of the academy.
Jane, Shirley, and Malea are all mothers, but they also embody diverse identities and experiences. Their stories, then, overlap and diverge at critical points. Jane is a white woman who had two children after earning tenure at UMD. Shirley is a Black woman who entered her PhD program with three children (mostly) already in elementary school. Both were married when they had children. During her graduate study, Malea was raising one child, at times married and other times single. She is a Native woman and mother of two children, one of whom she raised from birth and the other she connected with later in life. Despite these differences, Jane, Shirley, and Malea all identify as women and came to motherhood through birth. Their stories do not represent all stories of mothering in rhetoric and composition. For this reason, I want to stress that I see motherhood as an expansive and generative identity: mothering is defined by the act of nurturing the next generation—and not by gender, genitalia, pregnancy, or marital status. Though mothering is often gendered work, it is not dependent on gender. People come into mothering in all sorts of ways, and rather than reify essentialist ideologies of gender and family, I hope the stories I present here will invite more stories and expand our notions of what "counts" as mothering.
In these interviews, I learned that I was not the first, nor would I be the last, to weave motherhood into my work in various ways. Indeed, my story is part of a constellation of hundreds, if not thousands, of mothering scholar-teachers in our field. My approach to this project, then, was largely shaped by cultural rhetorics, a methodology that pushes us to see ourselves in relation to our research and calls attention to the knowledge-making of stories. Using story as both my method and methodology, I highlight the different ways mothers made space for themselves and for future generations of mothers. In doing so, I argue for the importance of sharing intergenerational stories of making space in rhetoric and composition. These stories allow for emerging scholars from underrepresented communities to see themselves in our histories. Furthermore, I contend that storying can offer blueprints for transforming academia into a space that embraces the presence of mothering scholar-teachers across races, (dis)abilities, genders, nationalities, and ages. Taken together, these seemingly disconnected patches create a quilt of intergenerational scholarship, activism, and mothering that continues to expand and nurture the work of making space in rhetoric and composition.
I offer the stories of three foremothers of rhetoric and composition, tracing the manifestations of major themes: inventing cultural practices, creative problem solving, and building community. I begin by explicating how a cultural rhetorics methodology can illuminate the ways mothers make space in rhetoric and composition. I follow with the stories of Jane, Shirley, and Malea, presenting profiles of these women who subverted expectations of who can be a scholar in the field. In this section, I also include photographs that the three women shared with me. These pictures further my analysis by visualizing the many roles these women held in their departments, community, and family. Importantly, my goal in this essay is not to uncritically valorize these women or present their stories as utopias. Rather, I hope their stories shed light on the patriarchal, white supremacist, colonial foundations of academia and how mothering bodies can work together to liberate knowledge-making for all of us.
Cultural Rhetorics as a methodology provides the tools to not only analyze how scholar-teacher-activists make space for Othered people embodied in academic spaces but also to do the work of making space. Making space invites the stories, knowledges, and bodies of Othered scholars, and in doing so, rewrites the norms of academic culture. Cultural rhetorics, I believe, offers many tools for making space within the field of rhetoric and composition, and I focus on two for this article: relationality and story. Approaching these interviews, I didn't see myself in an esteemed, distinct position as the researcher; rather, I saw myself as working with Jane, Shirley, and Malea to weave a web of our stories. For Shawn Wilson, relationality is not something that exists outside of research, but rather, is at the center of knowledge-making: "Relationships do not merely shape reality, they are reality" (7, emphasis in original). By shifting my orientation in these interviews away from "data collection," as settler methodologies often dictate, and toward relationship-developing, I was able to better understand how their experiences shaped the way that I came into mothering and scholarship. Constellating our relations allows us to break down the Western myth of individual achievement and trace how our work connects us to our elders and the next generation (Powell et al.; Cobos, et al.; Riley-Mukavetz). In this study, then, I aim to chart my relations to the mothering scholar-teachers who came before me, to trace a lineage of mothers (broadly defined) who made space for academics to openly nurture their families.
Connecting with elders in particular pushes gathering, listening to, and sharing their stories and is an ethical imperative grounded in Indigenous practice. Native scholar Mallory Whiteduck describes the responsibility she herself feels to learn and record her grandfather's stories: "I have a responsibility to understand every permutation in these stories to the best of my ability, so that I may eventually pass them on to other members of my family" (72). Listening to elders "manifests continuance," Whiteduck explains. While I am not related to Jane, Shirley, or Malea in the traditional sense, I am drawn to multigenerational knowledge-sharing and community-building for similar reasons. By learning from and sharing the stories of our field's elders, we can chart how mothering scholars transcended and knocked down barriers while we continue and expand upon their work. Samantha Blackmon, Cristina Kirklighter, and Steve Parks acknowledge the power of relationality across generations in their edited collection, Listening to Our Elders: Working and Writing for Change. They assert that reading the stories of our field's elders "will ask you to work within and value alternative ways of representing our past, to piece together these stories into a sense of our profession as diverse not only in heritages but in strategies for making knowledge" (4). Blackmon, Kirklighter, and Parks remind us that fostering relations with our elders is not a passive act. Rather, listening to our elders prompts new stories of who has already been here, even if they were overlooked in the grand narratives, and thus outlines a map for making difference visible and celebrated in academia. One way to foster relations with our elders is to listen to their stories and trace the connections among their stories, our stories, and new possible stories.
Storying and carrying stories [2] allow us to make space for Othered bodies. As Native epistemologies teach us, stories are theory (King; Howe; King, Gubele, and Anderson). While the written, peer-reviewed published work of Jane, Malea, and Shirley is highly celebrated in their field, their oral stories are less so. This isn't unique to these women in particular; academia favors the written over the oral, an imperialist hierarchy of what kinds of knowledge matter. Thus, academic institutions often overlook the rich theory that can emerge from the stories we tell each other in hallways, coffee shops, over Zoom. And perhaps academia's disdain of stories comes from fear, fear that storytelling, as Aja Martinez argues, can unsettle white supremacist norms and make space for people of color in academia. She asserts,
"Counterstory, then, is a method of telling stories by people whose experiences are not often told. Counterstory as methodology thus serves to expose, analyze, and challenge stock stories of racial privilege and can help to strengthen traditions of social, political, and cultural survival and resistance." (38)
Martinez's work highlights how telling the stories of people of color can unearth overlooked racial biases in academia, subvert grand narratives, and shine light on the collective resilience of Black, Indigenous, and people of color. My approach is informed by Martinez's conception of counterstory; I applied an intersectional lens in collecting and sharing the stories of mothering that are often not told and am now sharing them in the hope of exposing, analyzing, and challenging the stock stories of mothering in academia. As Kim Hensley Owens writes in the collaboratively written article "Mothers' Ways of Making It—or Making Do?", "the more stories, experiences, and possibilities are out there, the better we can collectively work to make mothering and an academic career compatible enterprises" (Cucciarre et al. 52). Jane, Shirley, and Malea are well celebrated in our field as leading scholars, and I hope that by sharing their stories of mothering, we can continue their work of making space for all kinds of mothering mindbodies in academia.
Many readers of this article will likely know Jane's, Shirley's, and Malea's scholarship. Jane is a leading scholar of women's Renaissance rhetoric and science fiction. She literally wrote the book on rhetorical theory by women, Rhetorical Theory by Women before 1900, in addition to Frankenstein's Daughters: Women Writing Science Fiction, Conversational Rhetoric: The Rise and Fall of a Women's Tradition, 1600-1900, and more. Shirley is a pioneering scholar in feminist rhetorical histories and the recovery of Black women's rhetoric. Her research, including pivotal books such as With Pen and Voice: A Critical Anthology of Nineteenth-Century African American Women and "We are Coming": The Persuasive Discourse of Nineteenth-Century Black Women, provided generations of feminist scholars roadmaps for recovering, analyzing, and spotlighting Black women's rhetoric in the United States. She also chaired the 2003 Conference on College Composition and Communication (CCCC). Finally, Malea Powell is one of the foremothers of cultural rhetorics, a renowned activist and scholar who advocates for decolonial approaches to research and rhetoric, and the current editor of CCC. As the chair of the 2012 CCCC, Malea urged the field to practice decolonial methodologies and expand our understanding of rhetoric and knowledge beyond white, settler frameworks.
I strove to practice relationality when conducting these interviews by making the experience accessible and following the lead of the story-tellers. I contacted Jane, Shirley, and Malea by email, explaining my goal with the project and inviting them to tell their story. I conducted the interviews in whatever medium each woman preferred (phone for Jane and Shirley, video conference for Malea). Though I emailed them each a list of questions (Appendix A) before the interview, our conversations often wandered from story to story—and I was happy to follow whatever path was presented to me. I saw my role as merely the recorder of the story; I was an eager questioner and listener. (To be candid, though, this positioning prevented me from critically engaging with their stories, a limitation I explore later in this essay.) After finishing the interviews, I listened and then transcribed them with the help of Ashlyn Brown, a graduate assistant. I presented their stories first at the 2018 Feminisms and Rhetoric Conference. Before each public sharing of their stories, I shared with them my writing, asking for corrections or feedback, all of which I incorporated into the essay. With all these decisions, I attempted to honor the stories, expertise, and experiences of these women.
All told, Jane, Shirley, and Malea are important to me on a personal and professional level, and I know that is the case for many other scholars in rhetoric and composition. In this section, I aim to position their voices in the spotlight. Rather than weigh down their stories with secondary sources, I use their words to theorize the connections between their experiences and central methods of making space.
Jane Donawerth had just obtained tenure at the University of Maryland College Park when she got pregnant with her first child at 37 in 1984. Jane was a first-generation college student from what she describes as a "less privileged family" class-wise; both her parents worked. When her sister, a high school teacher, was pregnant, she had an easy time securing time off for parental leave. Because of these factors, Jane explains that when she got pregnant, "I was clueless and naïve. I didn't know that what I was doing was something that women shouldn't be doing for my generation." Indeed, one of the biggest surprises she faced was the lack of support from her department, something that she overcame thanks to the behind-the-scenes cultural practices constructed by mostly women in the department.
Jane Donawerth and her daughter, Kate, smile at the camera with Jane's granddaughter, Miriam.
At the time, people, especially the few women in the department in the mid-1980's, just didn't talk about pregnancy or babies at work. With one exception, Jane's officemate, Virginia Beauchamp, who handed Jane a pamphlet explaining the State of Maryland's paid leave policy:
"Virginia was really a quiet activist. She gave me a state pamphlet that said, "whatever sick leave is offered in your job […], they have to offer the same sick leave for pregnancy." So, the University of Maryland had [lots of] sick leave. With the pamphlet in my hand, I was the first woman in my department who asked for paid pregnancy leave."
Jane was eventually granted six weeks of paid leave by her chair, but only if Jane found replacements for her teaching and administrative responsibilities. Jane bemoaned the rigidity of her chair's response; he would follow the law but offer no support or assistance in implementing it. Jane observes, "the institution was totally obstructionist" when it came to parental leave for faculty.
In the interviews I conducted, I found this to be a recurring theme: the ways unofficial cultural practices in a department can subvert, affirm, or extend the affordances of official institutional policy. Jane was entitled to and did receive her paid time off, but what initiated the process was the simple gesture of her officemate handing her this pamphlet, a moment she so clearly recalls decades later. At the end of her six weeks, Jane needed more time to recover from her caesarean delivery, so Jane had to ask her colleagues to continue to substitute for her. She explains, "I had a c-section, so I had to ask for an extension [beyond the six weeks of leave]. Neither my substitute nor my chair really wanted to give me an extension, but they did […]. I lined up people [to cover the course] for me." The parental leave policy imagined a typical pregnancy, delivery, and recovery, and rigid adherence to the policy could leave postpartum people whose experience exists outside of the realm of the typical in jeopardy. Therefore, Jane, like so many other new parents, had to operate outside of the institutional policy and devise alternate cultural practices.
Jane soon discovered that graduate students faced additional institutional burdens when attempting to create behind-the-scenes networks of care. Once Jane began to regularly teach grad students, she was in a position to mentor them not just through their scholarship but also their lives as parents. As Jane explains, when advising students, "you talk about the whole life of the student always, not just their academic interests."
A picture of Jane Donawerth with her former graduate students and colleagues. From left to right, Karen Nelson, Adele Seeff, Jane, and Michele Osherow.
Doing so, Jane often had to guide students—to the best of her ability—through the web of spoken and unspoken rules of birthing while in grad school. One story highlights this tension between the practiced and the official policy: when a student informed Jane she was pregnant, Jane suggested the student talk to the director of graduate studies to arrange parental leave, which she thought was the student's right under the sick leave law in Maryland. Additionally, Jane had noticed that graduate instructors regularly covered for each other for health issues, sometimes up to a month, and assumed this was an official policy. After that conversation, "the student then went to talk directly to graduate studies." Soon after this conversation, three different administrators pulled Jane into their office to yell at her. Jane quickly realized that extended substitution among grad students was an under-the-table practice, and grad students were not covered by the Maryland sick leave law. In the privacy of the office, one administrator instructed Jane, "it's bad for a woman to try to just take a few months off. [When pregnant], students should be encouraged to drop out for next semester."
Coming from a less privileged class background herself, Jane understood that not all grad students could easily drop out and forego their stipends. Jane advocated for the student, who was eventually granted two weeks of peer coverage of her courses. Jane described this as both a victory and a loss: "[the administrators] talked through all their anger. And they said this student can have two weeks off. Well, two weeks is the bare minimum. But it was something." This student set a precedent for departmental support of grad student parental leave, forcing the department to recognize that, yes, sometimes grad students have babies. And though Jane describes two weeks as the bare minimum, it's not even that. The American College of Obstetricians and Gynecologists actually recommends that postpartum people take at least six weeks to recover (Bryant). Jane told me several other stories of creative problem-solving with the demands of the institution clashing with the realities of giving birth, explaining, "you cannot believe what we did in order to get people defending." These stories highlight the increased precarity of mothering graduate students; because they occupy liminal spaces, not quite students and not quite workers, graduate students have access to fewer institutional protections than faculty. Jane, then, had to collaborate with them and other faculty to devise adequate workarounds rather than ideal solutions for her mothering graduate students.
A selfie of Jane with her grandchildren, Sammie and Miriam.
These stories from Jane reinforced how, so often, institutional policies never seem to go far enough to fully support mothering teacher-scholars or their families. Disability Studies, feminist, critical race, and cultural rhetoric scholars have long noted that institutional policies rarely account for the lived, human body, especially one that exists outside the range of the typical. To survive, we create what Leah Lakshmi Piepzna-Samarasinha calls care webs: networks of support that allow us to thrive as humans despite the lack of humanity in institutional policies. From passing each other pamphlets to scheduling secret defenses, Jane made space for herself and her students to engage in the field as parents, scholars, and teachers.
Shirley Logan began her long teaching career at the University of Maryland, College Park in 1980 as part of the first cohort of professional writing faculty, a position she chose because it offered more flexibility for picking up her three children from three different school sites in the DC metro area. She was also a doctoral student at UMD, graduating in 1988 and then transitioning to a tenure-track assistant professor position in 1992. Shirley juggled teaching, research, and raising her kids during the workweek. When asked how she balanced these different responsibilities, Shirley responded with a chuckle, explaining, "you just find the time… It's funny, when you look back on it, you say, Well, how did I do that? But, actually, you know, at the time, you just do what you have to do."
Shirley Logan is surrounded by two of her adult children, Monica and Malcolm, at a departmental celebration of Shirley's retirement.
This mantra, doing what you have to do, was a recurring theme in Shirley's responses. Indeed, "figuring it out" appears to be an integral part of mothers making space for themselves in academia.
Shirley echoed the other mothers, recounting how academic culture encouraged a division between family and work life in academia. Shirley recalls that at UMD, there was "kind of an unstated policy that you just didn't talk about children at home, because you were trying to present the ethos of someone who was a professional, right?" At this time in the department, just a few years after Jane had had her first child, mothering was seen as separate from one's professional identity. For Shirley, this division felt natural and normal, allowing her to focus on her research and teaching while on campus. And yet, that neat division was impossible to sustain all the time. Family life did intrude on her work life and vice versa, and when that happened, Shirley devised creative solutions to make sure everything got done, such as grading papers in the carpool line while waiting to pick up her children. Her dedication to figuring out tricky situations and balancing her multiple roles enabled her to take up space in academia as a mom of three.
Some of Shirley's creative problem solving revolved around figuring out childcare. Like Jane and Malea, Shirley had to bring her middle child to campus when she was teaching. Shirley explains,
"I do remember at least once having to bring my middle child to work with me. For some reason, that particular day, I couldn't find anywhere to place him. And so I just brought a coloring book and crayon and he sat outside in the hall at a desk while I taught. You know, so you just did those kinds of things. […] I would say it was just kind of an open secret, I guess, that you had children, you had family, you had lives."
Despite the immense pressure to not acknowledge the work of mothering in the academic workplace, Shirley had to bring her children on campus at least once. Patriarchal notions of professionalism may pervade academia, but at the same time, life happens. Kids get sick, babysitters cancel, partners leave town for work. These are times when we simply have no choice but to have our lives (in this case, our children) occupy the spaces of academia. Shirley's mantra of "figuring it out" emboldened her to break norms when needed and bring her child into her workplace. By doing so, she eased the demarcation between our mothering selves and our working selves, slowly but steadily making space for future parents at UMD. Shirley explained that she continues to be "very happy to see a baby or hold a baby" in the halls of UMD, welcoming the presence of children in academic spaces.
Shirley Logan stands smiling with her oldest grandchild Chandler after Chandler's performance in Elf, Jr.
While parenting and teaching may have overlapped from time to time, Shirley saw scholarship occurring firmly outside of the realm of mothering—a view that evolved over time. She reflects, "It's interesting, even if you look at bios of people, and even today, you don't see any mention of well, Shirley Logan has three children… Because there's actually, there's no reason to mention them, I guess, unless the book or the work is about that." In fact, early in her role as a co-editor of the Studies in Rhetorics and Feminisms book series with Cheryl Glenn, Shirley expressed reluctance to even publish books on motherhood. At the time, she felt that, "we're supposed to be writing about, you know, some Aristotle or something." Despite Shirley's immersion in feminist theory, she held onto masculine, Western ideas of what counts as rhetoric, shying away from research that overtly incorporated the personal, lived lives of scholars. In an email exchange after the interview, Shirley acknowledged that she internalized the pressure to separate motherhood from her professional life, a separation that other feminist rhetoricians, such as her co-editor Cheryl, encouraged her to complicate. Shirley's approach to rhetorical scholarship shifted in these conversations, with Shirley realizing, "we have to write about these things which are so important. I can take a little bit of credit for that, along with Cheryl, for publishing books on the subject of motherhood or on what it's like to even enter the academy as a woman." As book series editors, Shirley and Cheryl used their platform to make space for mothers to integrate their lives as parents into their scholarly work.
A picture of feminist rhetorician legends: Cheryl Glenn, Shirley Logan, Jacqueline Jones Royster, Krista Ratcliffe, and Andrea Lunsford after their 2019 CCCC panel in Pittsburg.
Shirley and Cheryl oversaw the publication of critical books such as Lindal Buchanan's Rhetorics of Motherhood and Kim Hensley Owens's Writing Childbirth, expanding on the field's notion of what counts as rhetoric and making space for others to publish on the rich rhetorical knowledge that comes from mothering.
For Shirley, the trick of making space for herself and other mothers in academia was simple: "I hate to keep saying the same thing, but you just figure it out." Even though Shirley may appear flippant in this response, the reality is that "figuring it out" required a lot of invisible labor on Shirley and her husband's behalf, such as coordinating teaching schedules with childcare requirements. With this often-undervalued labor of "figuring it out," Shirley made space for herself in academia as an exemplary researcher, teacher, and editor. Leveraging that power, Shirley then made space for future generations of mothering scholars to go beyond figuring it out and tap into their mothering experiences as rich sources of rhetorical knowledge.
Throughout Malea Powell's academic career, she practiced creative problem-solving and interdependence to balance the roles of mother and teacher-scholar. Malea entered her undergraduate program 1989 as a mother of a six-year-old daughter, Audrey. The year prior, she had given birth to a second daughter, Caitlyn, who was adopted and raised by another family. In order to succeed as a working class, Native, at times single mother in the academy, Malea created community throughout each step of her academic career. Malea's lived, embodied work of mothering—raising her daughter in the halls of academia despite the quiet disapproval of her superiors, and then ensuring that future generations can do the same but in a community of love and support—helps to dismantle the patriarchal, colonial culture that demands we sever our work from our bodies.
In spaces that traditionally value the individual over the collective, Malea composed new narratives of success grounded in Indigenous values of family and community, especially in her creation of childcare co-ops. As an undergrad, Malea was able to take advantage of the Pell Grant program, which, at the time, provided funding for basic needs beyond just tuition—like childcare. In grad school, though, she didn't have any financial support for childcare; thus, she and other parents in the program developed an informal babysitting co-op. This set-up was critically important to her progress as a grad student, but, at the same time, it was shrouded in secrecy. She explains:
"So, it [the babysitting co-op] was all sort of from scratch put together. There was no paying for after school care or anything like that. But it was also under under the radar to a lot of people. [Struggling to find childcare as a single parent] wasn't certainly anything I could talk about or write about. Right? This was the 90s. Anything that was perceived as weakness, you tucked it away, and you didn't talk about it, except with people that you trusted."
Malea and her network of care—including single parents, a few caring professors, and a kind janitor that reminded Malea of her dad—ensured that her first daughter was safe and cared for during classes. At the same time, the institutional culture forced this innovative, beautiful web of interdependence into the shadows because needing community represented weakness.
Malea Powell and her daughter Audrey smile at the camera at Malea's dissertation defense party in 1998.
Rather than internalize the idea that interdependence is weakness, Malea worked hard to change academic culture through her community building, a practice shaped by her experience in Indigenous communities. Once Malea moved into a faculty position, she was intent to, "make sure no one ever had to go through the kind of stuff I went through." She did so by welcoming children into her classes, supporting colleagues who breastfed at meetings and pumped on campus visits, mentoring students who wanted to start families, and creating a department at Michigan State where children were welcomed at department events. Malea worked hard to "norm things that might make more space for people." Malea's approach to mothering in academia—especially norming family life—was largely shaped by indigenous values. She explains that in indigenous communities, "children are supported by the whole community. You're surrounded by piles and piles of aunties." So, while academic culture perceived the interdependence required of mothering as a weakness, Malea understood it as the foundation of community, family, and knowledge-making. For Malea, the acts of giving and receiving care are not deficits, but rather integral parts of being human. Malea is well known for her work developing cultural rhetorics, which makes space for teacher-scholars to tell stories of vulnerability and interdependence in our academic work. But outside of her writing, Malea also makes space by creating pockets of academia where "people can talk about their humanity." In spaces that traditionally value strength over vulnerability, Malea composed new narratives of success in academia that centered community resilience and care.
Malea's life and scholarship also emphasize that just like communities, families are built in a myriad of complex ways. Malea describes family in indigenous families in contrast to the "[patriarchal], normed kind of set of relationships" privileged in settler cultures. While Western cultures privilege the nuclear, static family above all else, indigenous cultures often understand families as complicated webs that extend beyond biology and a single home. Malea, then, embraced the opportunity to connect with her second daughter, Caitlyn McKay, who reached out to her in 2018. Caitlyn, also a scholar in rhetoric and composition, explains, "I have two moms, and I am daughter to both of them."
Malea Powell sits in between her two daughters, Caitlyn on the left and Audrey on the right, at a family Christmas celebration in 2018.
As Malea and her daughter Audrey expand their family and deepen their connection with Caitlyn, Malea finds herself full of gratitude: "I'm completely grateful to have my life change in this way." Malea and Caitlyn's story reminds us that there is no universal script for how to mother; mothering is complicated and can be full of difficult choices, of joy, and of pain. But perhaps it's that complexity that gives mothering its generative power, and that is why we need to continue making spaces for non-normative forms of family-making in the academy and beyond.
Practicing the feminist method of co-interpretation, I sent my notes to Jane, Shirley, Malea, and Caitlyn throughout my writing of this essay. Jane replied with a note that surprised me:
"The picture you paint of all of us you interviewed is utopian, perhaps uncritical. When you write the article, you need to ask some questions about what weaknesses we had in mentoring, what things that came in the next generation that we never thought to ask for. For instance, when I was helping develop the first few Attending to Early Modern Women conferences, we told people we just couldn't do childcare. We should have fought harder for that."
Jane's note sat with me for a while. With the data I had, I didn't feel comfortable pointing out mistakes or oversights from mothers who had to overcome so many barriers to make a path for themselves in the academy. If I could go back in time, I would ask them directly what more they wish they did to make space. But I didn't, and my admiration for these women is real. However, Jane helped me recognize that I was perhaps being simplistic in my conception of making space. As I hope I have shown, constellations and stories make space for Othered bodies in pockets of academia. The affective, interpersonal, and behind-the-scenes work that these women did in their professional lives shifted conversations and cultures. But Jane's note prompted me to consider the wider picture: how can storying act as a starting place for making space through systemic change, such as instituting childcare at major conferences, which Jane wishes she had done? As we tell our stories, as we connect across times, borders, and identities, we can leverage that rhetorical power to change institutions.
In the process of interviewing and following up with Jane, Shirley, and Malea, my understanding of making space has deepened. Our stories can create space for individual mothers in individual programs. However, what happens when a pregnant person, for instance, tries to navigate a graduate program without affirming mentors? We can't depend solely on our relationships to change norms, but rather leverage our relationships to make concrete progress in our institutions. Our stories can propel advocacy for policy changes at the departmental, university, and disciplinary level. Again, cultural rhetorics provides a pathway for facilitating these multiple layers of change. By telling our stories and constellating with each other, we build coalitions that cross generations, identities, and borders and can radically redefine what it means to be an academic. In our conversation, Malea reiterated this point, underlining the intergenerational work of making space:
"For me, that's how auntie culture works: elders hold knowledge and experience and aunties hold knowledge and experience. But new generations do different things in order to keep the culture going. Right? Someone said to me, "Well, it seems like these grad students don't even care about what we built them." They do care. They're showing how much they care by rebuilding it. Yeah. They're taking care of the house, man. They're not gonna let the roof fall in."
Malea provides the metaphor of building a house to highlight the ongoing, collective work of remaking worlds. In order to construct and then maintain a house, we need a strong foundation, firm structure, and a lot of different hands-on deck. While mentorship is critical, we cannot depend on it solely to sustain the house: making space also requires deep, structural changes.
I reflect on my own experiences as a mother in rhetoric and composition, of finding and making space for my mothering mindbody. I am writing this article thanks to the mothers who built the house before me, including the women I interviewed as well as my advisor, Jess Enoch, who mentored me through two births and one miscarriage during my time as a grad student. But, I was also able to succeed because of UMD's paid parental leave policy, a policy likely written into existence because of the interconnected stories of countless parents who came before me. The work of building the house is not complete. Too many mothering scholars still depend largely on behind-the-scenes networks of solidarity to even enter academic spaces—and this is exponentially true for queer and trans parents, and Black, Indigenous, and non-white mothers, for single mothers and fathers, incarcerated or formerly incarcerated parents, disabled parents, mamas who care for their children and their aging parents. By merging the interpersonal with the collective, we can make space not just for a handful of Othered scholars on the margins: we can usher in a new academy that centers the knowledge-making of multiply-marginalized scholars, where difference is the norm.
[1] First and foremost, thank you to Shirley, Malea, and Jane for being so generous with their stories, their photographs, and their feedback as they read multiple revisions. I also received generous feedback from my co-panelists at the 2019 Feminisms and Rhetoric Conference, Rose Keefe and Nabila Hijazi, as well as my awesome, life-giving writing group, Elizabeth Ellis Miller and Anne-Marie Womack. Thank you to all who mother who made space for me and my mothering friends in this field, especially Jess Enoch. And thank you to my mom, Karen, who let me stay up as late as I wanted to as a child, as long as I was reading, and my stepmom, Roxanne, both of whom cheered me on every step of my academic journey.
[2] During this study, I imagined myself as carrying these women's stories, a methodology and metaphor shaped by Riley-Mukavetz's oral history work. Riley-Mukavetz writes, "For me, to carry stories means to consider how to be attentive to the materials we use to practice and make knowledge; that our knowledge lives in our bodies and is affected by what bodies experience; that sometimes, we have to wait for the knowledge—it will come to us when we are ready. To carry stories is a way to practice relational accountability" ("On Working from or With Anger").
Where in your career and life were you when you became a mom?
How did you come to motherhood?
How did you navigate pregnancy and postpartum life as an academia? —OR—
How did you navigate adoption as an academic? —OR—
How did you navigate blending families as an academic?
What institutional practices (in your department, universities, professional orgs) made life easier for you as a mom in rhet/comp?
What institutional practices made life harder for you as a mom in rhet/comp? How did you navigate those challenges?
What community and interpersonal practices made your life easier as a mom in rhet/comp?
What community and interpersonal practices made life harder for you as a mom in rhet/comp? How did you navigate those challenges?
What surprised you the most about mothering in academia?
How did motherhood impact your teaching, research, and service in the early days? How does it continue to impact those aspects of your professional life?
How did/does your teaching, research, and service shape your approach motherhood?
How does your experience of motherhood shape how you mentor the next generation of parenting scholars?
How do you see your experience of motherhood changing the culture of rhetoric and composition for future generations of moms?
What advice would you give to graduate students who are mothers or planning to become mothers?
Do you have anything else you'd like to add?
Belin, Esther G. "In the Cycle of the Whirl." Speaking for the Generations: Native Writers on Writing, edited by Simon J. Ortiz, University of Arizona Press, 1998, pp. 51-71.
Blackmon, Samantha, Cristina Kirklighter, and Steve Parks. Listening to Our Elders: Working and Writing for Change. Utah State University Press, 2011.
Bryant, Miranda. "'I Was Risking My Life': Why One in Four US Women Return to Work Two Weeks after Childbirth." The Guardian, 27 Jan. 2020, theguardian.com/us-news/2020/jan/27/maternity-paid-leave-women-work-childbirth-us.
Buchanan, Lindal. Rhetorics of Motherhood. Southern Illinois University Press, 2013.
Cloud, Dana L. "The Only Conceivable Thing to Do: Reflections on Academics and Activism." Activism and Rhetoric: Theories and Contexts for Political Engagement. Taylor and Francis, 2011, pp. 11-24.
Cobos, Casie, et al. "Interfacing Cultural Rhetorics: A History and a Call." Rhetoric Review, vol. 37, no. 2, 2018, pp. 139-154.
Cucciarre, Christine Peters, et al. "Mothers' Ways of Making It—or Making Do?: Making (Over) Academic Lives In Rhetoric and Composition with Children." Composition Studies, vol. 39, no. 1, 2011, pp. 41–61.
Cushman, Ellen. "The Rhetorician as an Agent of Social Change." College Composition and Communication, vol. 47, no. 1, 1996, pp. 7-28.
Dr. Rubella. "Birthing a Degree and a Baby… How my identity impacts my life experiences in similar ways." Tenure, She Wrote, 20 Nov. 2018, https://tenureshewrote.wordpress.com/author/drrubella/.
Howe, LeAnne. "Tribalology: The Power of Native Stories." Journal of Dramatic Theory and Criticism, Fall 1999, pp. 117-125.
King, Lisa, Rose Gubele, and Joyce Rain Anderson. "Careful with the Stories We Tell: Naming Survivance, Sovereignty, and Story." Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics, edited by Lisa King, Rose Gubele, and Joyce Rain Anderson, University Press of Colorado, 2015, pp. 3-16.
King, Thomas. The Truth about Stories: A Native Narrative. House of Anansi Press, 2003.
Lee, JongHwa, and Seth Kahn. Activism and rhetoric: Theories and Contexts for Political Engagement. Routledge, 2019.
Martinez, Aja Y. "A Plea for Critical Race Theory Counterstory: Stock Story Versus Counterstory Dialogues Concerning Alejandra's 'Fit' in the Academy." Composition Studies, vol. 42, no. 2, 2014, pp. 33-55.
Mason, Mary Ann. "The Baby Penalty." The Chronicle of Higher Education, 5 August 2013, https://www.chronicle.com/article/The-Baby-Penalty/140813.
Owens, Kim Hensley. Writing Childbirth: Women's Rhetorical Agency in Labor and Online. Southern Illinois University Press, 2015.
Piepzna-Samarasinha, Leah Lakshmi. Care Work: Dreaming Disability Justice. Arsenal Pulp Press, 2018.
Powell, Malea. "2012 CCCC Chair's Address: Stories Take Place: A Performance in One Act." College Composition and Communication vol. 64, no. 2, 2012, pp. 383-406.
Powell, Malea, et al. "Our Story Begins Here: Constellating Cultural Rhetorics." Enculturation vol. 18, 2014, http://enculturation.net/our-story-begins-here.
Riley-Mukavetz, Andrea. "Developing a Relational Scholarly Practice: Snakes, Dreams, and Grandmothers." College Composition and Communication, vol. 71, no. 4, 2020, pp. 545-65.
—. "On Working from or With Anger: or How I Learned to Listen to My Relatives and Practice All Our Relations." Enculturation, 16 April 2016, enculturation.net/on-working-from-or-with-anger.
—. "Towards a Cultural Rhetorics Methodology: Making Research Matter with Multi-Generational Women from the Little Traverse Bay Band." Rhetoric, Professional Communication, and Globalization vol. 5, no. 1, 2014, pp. 108-125.
Schell, Eileen E. "Toward a New Labor Movement in Higher Education: Contingent Labor and Organizing for Change." Workplace: A Journal for Academic Labor, no. 7, 2001.
Waxman, Sandra and Simone Ispa-Landa. "Academic's 'Baby Penalty.'" US News & World Report, 11 Feb. 2016, https://www.usnews.com/opinion/knowledge-bank/articles/2016-02-11/academia-must-correct-systemic-discrimination-and-bias-against-mothers.
Whiteduck, Mallory. "'But It's Our Story. Read It.': Stories my Grandfather Told Me and Writing for Continuance." Decolonization: Indigeneity, Education & Society, vol. 2, no. 1, pp. 72-92.
Wilson, Shaun. Research is Ceremony: Indigenous Research Methods. Fernwood Pub, 2008.
Ruth Osorio is an Assistant Professor of Rhetoric and Women's, Gender, and Sexuality Studies at Old Dominion University. She is invested in transforming the academy, community organizing, and baking cakes from scratch. She has published in Peitho, Rhetoric Review, and enculturation.
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Some people find it exciting to start a new writing project. Not me. I would much rather tackle revision.
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Once upon a time I tried to reason with this fear. I tried to argue with it, to threaten it, wrestle it, ignore it, outlast it.
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Then I learned fear is a cat. When it purrs in my ear and rubs it's back against my leg, I smile.
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The cat lays back its ears. I give its head a little scratch.
The cat curls at my feet and goes to sleep.


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Whether you're known for counting down the hours 'til turkey-day or you're somewhat of a Thanksgiving grinch—a little music goes a long way to making your holiday bright.
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A cool-kid's approach to all the autumn feels.


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Гринсбург има више значења:
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redpajama_set_name: RedPajamaWikipedia


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Lawyer of the future? Artificial intelligence assists defendant in hearing
Home/News/Dinosaur poop and 31 ton amethyst: the curious stone museum in RS – 10/21/2022
Dinosaur poop and 31 ton amethyst: the curious stone museum in RS – 10/21/2022
Admin October 21, 2022 News Leave a comment 6 Views
Tourists visiting Gramado, in Serra Gaúcha, have the opportunity to visit some of the most curious attractions in the region: the A Mina gemstone museum, which has a huge collection of stones, curious items — such as dinosaur feces — and its largest attraction: a gigantic and beautiful amethyst stone, weighing 31 tons, six meters high and four meters long.
It is the largest amethyst in the world and will soon be listed in the Guinness World Records. The geode is displayed in the parking lot in front of the museum and is a true masterpiece of nature.
Amethyst is one of the most abundant minerals on the planet and appears in different colors. The difference between this mineral and other quartz is in its violet (purple) color. This hue stems from the existence of ferric impurities in its composition. The more purple the stone, the more valuable it is.
The Gramado geode, which is already whitish in color due to climatic factors such as sun and rain, was discovered more than 15 years ago in a mine in the city of Artigas, on the border between Uruguay and Brazil.
The Gramado amethyst, outside the museum, lost its color due to the sun and rain
Image: Luciano Nagel
Its original destination was to be sold to a museum in Germany, which did not happen due to transport difficulties and bureaucratic procedures, said the manager of the museum A Mina, Marli Batista, 55 years old.
In this case, a friendly negotiation took place between the owners of the two museums – Gramado and Germany, which ended up selling the precious stone at a more "affordable" price. Value that was not disclosed to the report.
One of the museum's halls has more than a thousand stones on display.
More than rocks: tunnels and dinosaur relics
In addition to the largest amethyst stone in the world, the visitor who enters the museum will feel like a true miner, having the opportunity to explore the underground mines. On the first route, there is a replica of a mining site, where tourists walk through a tunnel 80 meters long.
Museum corridors have thousands of specimens of stones
Tourist destination in Gramado is open daily
In this gallery are a variety of gemstones from the soil of Rio Grande do Sul, such as amethyst, anhydrite, quartz, calcite, selenite, citrine, among other minerals.
Citrus, for example, is rare and expensive. "Basically it is an amethyst heated between 500 and 600º C forming a yellow or orange stone", explained Marli Batista, passionate about stones and their energies.
One of the Citrine specimens from the A Mina museum
Another curious sample is selenite, a hydrated calcium sulfate mineral. "This stone, selenite, is approximately 6 million years old, moreover, selenium purifies the water from the beer and makes the plaster", added the manager.
After crossing the first gallery, the visitor finds another space in the 'mine', which has more than a thousand copies of precious stones, from the smallest, with centimeters in diameter, to the largest.
Curious Museum Item: Dinosaur Poop
The fragments, all cataloged, originate from Brazil and several countries such as the United States, Russia, Japan, Madagascar, Republic of Congo, among others, with China being one of the countries that most import amethysts from Rio Grande do Sul. In addition, there is space for fossils, such as the petrified dinosaur egg and its feces.
Before ending the walk through the museum, the tourist still passes through a corridor all lit up with several stones exposed on the walls. The idea is to place your hands for a few minutes on each layer, as many people believe that they have a natural magnetic field capable of healing, balancing and energizing the body and the environment.
The outdoor area of the museum, located in Gramado, in Serra Gaúcha
The Mine – Stone Museum
Where: Rua Germano Boff, 501 – Carazal, Gramado / RS
Opening hours: every day from 9:30 am to 5:30 pm
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We partner with Miskolci Aslozsolsza Kistokal Metodista Egyhaz, a Methodist Church in Miskolc, Hungary where we share Christ with children in Hungary and with Roma (gypsies). Pastor Kevin leads our mission group of youth and adults on this exciting intercultural adventure that includes ministry to children and the local community. Through service projects and personal relationships we will foster ongoing love for Jesus Christ and his global mission.
If you are interested in going on the mission trip, please contact Pastor Kevin so we can plan and fund-raise accordingly. 651-414-1132 or revfox1738@gmail.com Application & $100 deposit deadline is June 1st.
The Friends of Dr. Bob and Bill W. Recovery Ministry launched on November 1st and the response has been far greater than anyone could have expected!!! We have regular meetings on Thursday Nights from 6:30pm to 7:30 pm, and have been having between 8 and 10 dedicated people (sometimes more) who want to help those in recovery, or those who need help getting people into a program, to help them kick addiction.
3-Exploring the creation of sober housing for women in Princeton.
Freshwaters UMC has "Jingle Sunday" every month with coin donations going to the Princeton Food Shelf. Food donations are also collected at church campuses, and volunteers help out at the site.
Winter in Minnesota is too cold to be sleeping in cars, so Freshwaters hosts local homeless at the Zimmerman campus for a week several times during the winter. Volunteers provide meals, a place to sleep in the church, and activities to do with the children.
Freshwaters uses our offerings from the Lenten services to donate to the schools for unpaid student school lunches.
Through Samaritan's Purse, International Relief, Operation Christmas Child helps children around the world begin their journey of faith. The journey begins with a a shoebox filled with various needed items and results in Evangelism, Discipleship, and Multiplication.
A Princeton community event where organizations partner to provide goods & services to anyone who needs them. Freshwaters collect shoes for children.
Meals are made at the hospital and we deliver them to the homes of many seniors or shut-ins.
We partner with seniors at Elim Oasis at our Princeton Campus.
We provide food and evening meals 1-3 times a week, as well as quilts, hats, socks, paint, and other items as needed. Many of these teens are in need of food and shelter, as well as a place to do homework, etc.
Host Boy Scout Pinewood Derby and provide food for their families at our Zimmerman Campus.
Free Thanksgiving Dinner for people in our community.
We provide bagged food items to 42 students in Princeton and Zimmerman schools. Last year we gave away 1500 bags of food!
Come and enjoy a warm cinnamon roll in the morning and fellowship. Shop for crafts, lefse, baked goods & cookie walk. Then stay for a soup and sandwich lunch, and if you need to buy a tree or wreath, they are available outside!
Come do some shopping at our Zimmerman Campus! Many local crafters and vendors available.
Freshwaters partnered with another church for a summer program for children.


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Rascal Flatts Join Brennley Brown on 'The Voice' Season 12 Finale [Watch]
Christopher Polk, Getty Images
Rascal Flatts hit the stage on Tuesday night (May 23) during the Season 12 finale of The Voice, performing their most recent hit with one of the country contestants from the show.
They joined returning Season 12 contestant Brennley Brown from Team Gwen for the performance, for which she joined them on their most recent hit single, "Yours If You Want It."
Brown was eliminated a week ago, but she returned alongside a number of other Season 12 contestants for the finale, trading vocal licks with Flatts lead singer Gary LeVox like a seasoned pro on the song, which is the lead single from the superstar trio's new album, Back to Us.
They launched the album with a rooftop show for a select group of journalists, industry and fans in Nashville on May 18, performing "Yours If You Want It" along with "I Know You Won't," "Vandalized" and "Life Is a Highway."
The long-lived trio will return to the Venetian in Las Vegas for a new residency billed as A Night to Shine.
Jesse Larson squared off against Chris Blue, as well as Aliyah Moulden and Lauren Duski from Team Blake in the finale of The Voice.
The Most Successful Country Singers From The Voice
What's Happening With Last Year's Winner?
Next: Is Trying Out For Singing Competitions Worth It?
Source: Rascal Flatts Join Brennley Brown on 'The Voice' Season 12 Finale [Watch]
Filed Under: Rascal Flatts, The Voice
Categories: Audio/Videos/Photos, Entertainment, Music, Television
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The Morphology of Qom; The Study on Spatial Configuration Changes of The City (1956-2021)
Seyed Abdolhadi Daneshpour 1
Mostafa Abbaszadegan 1
Masoud Elahi 2
1 Associate professor, Faculty of Architecture and Environmental design, Iran University of Science and Technology
2 PhD Candidate in urban planning & Design, Faculty of Architecture and Environmental design, Iran University of Science and Technology
The present study attempts to investigate the relationship between spatial configuration changes of Qom and the central core in the last half century. The main objective of this study is to review the Spatial form of Qom, and analyze the effect of changes in Urban configuration on the central core of the city and the main axes of urban activities during 1946 to 2011 and ultimately, Forecast the future status of the city based on the extensive changes being conducted on the configuration of this religious metropolis in the time horizon of 2021. The findings of this study on the alignment of decisions made with regard to the Qom structure and the Holy Shrine of Fatima Masumeh (AS) as the Central core of the city in the last half century have identified two time periods. The first, Decisions adopted on developmental changes during 1946 to 2011, which weakened the Qom spatial Configuration Values. Second, Future developmental changes during 2011 to 2021 that are expected to lead to improvements in Spatial Configuration Values.
Based on Qom morphological analysis in the last half century, this study concludes if the Qom roadmap foreseen for the time horizon of 2021, including construction of ceremonial axis of Prophet (PBUH) boulevard, inner ring roads and completion of urban ring roads happens, then the improvement of global integration, synergy, intelligibility and Choice values in the Central core and other parts of the city are expected.
Urban Form
Space Syntax
Spatial Configuration
Central Core of the City of Qom
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Seyed Abdolhadi Daneshpour; Mostafa Abbaszadegan; Masoud Elahi. "The Morphology of Qom; The Study on Spatial Configuration Changes of The City (1956-2021)". Space Ontology International Journal, 6, 1, 2017, 27-36.
Daneshpour, S., Abbaszadegan, M., Elahi, M. (2017). 'The Morphology of Qom; The Study on Spatial Configuration Changes of The City (1956-2021)', Space Ontology International Journal, 6(1), pp. 27-36.
Daneshpour, S., Abbaszadegan, M., Elahi, M. The Morphology of Qom; The Study on Spatial Configuration Changes of The City (1956-2021). Space Ontology International Journal, 2017; 6(1): 27-36.


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Show the colors! Please try to wear your club jerseys on the Saturday rides and show our club pride. Don't have one? We can fix that little problem. Contact Jerry Hyndman at jerryhyndman@mygrande.net and he'll get you outfitted. They look great and so do we when we wear them.