Mind mapping

Here is a beautiful chart which sums up chapter 2 of the class text (Grant Writing and Fundraising Tool Kit for Human Services by Dustin).
Enveloping all of the very technical chapter 2 in a clearly defined map, is this image (appendix A).

And while we're at it, we might as well peruse over to appendices B and C; drafting two gift chart goals (one specific for the org and another generic for donors to have a visual) is helpful--I daresay key to a successful fundraising campaign.
What struck me was the one for donors; but it makes so much sense. Really, it helps get them involved. You're including them in the plan. You're showing them you really want them to understand what your goals are, making them not just donors, but team members!
I am just loving how organized the textbook is! However, I just wonder how many nonprofs start out "the right way" like this. I wonder how many of us will dig into our orgs and realize that underneath a great mission statement and cool website was a hot mess just waiting to be uncovered.
My training as a respiratory therapist comes back to me. In class and in the books, everything comes together so neatly. Things happen as they should, aligning, as they should, in a predictable sequence. However, in clinicals, you have to adapt, be on your toes, violate rules--
Example:
You're in a patient's room giving them a breathing treatment; a code blue is called on your floor and you're on the code team. Do you calmly wait until your patient's treatment is over, asking if they have any questions? Then do you run into the next room where someone's life has abruptly stopped short saying, "hello, Mr. Doe, I'm Nicolle from respiratory. I am going to attempt to save your life now (all while washing your hands first complying with hospital policies)? Do you first read his chart, noting any allergies and checking his pharmacological records???
!!!!!!!!!! Um, NO!!!!!!!
You hear a code called and you respond. Period. Taking the time to wash your hands might be the precious seconds that person needed. You do what you can to ensure safety precautions and provide as sterile an environment as possible, but you are no longer in the land of happy textbook situations; you're top priority at that moment is not preventing pneumonia or even staph--it's preventing DEATH. Textbooks somehow don't prepare you for that.
I predict it might be applicable here to or to whatever we learn from textbooks, for they can't possibly address every circumstance we'll ever encounter. That's completely understandable.
That said, knowing how things ought to be at least tattoos a gold standard into our brains, so that we at least know when something is off course and to which hemisphere we should steer.
And, while steering, maps are helpful.
So, enjoy these below:

Dear Abby,

Dear Abby (who just passed away this month with Alzheimers...which reminds me of this blog),

This post began as a comment to a classmate's hilarious blog post. I casually began to respond in the comments section, however, the response just kept flowing...and growing...and then I started to feel like I should probably call some sort of hotline for help; the left side of my brain waving red flags and saying, "this is way too much to post on someone's blog" and "you're totally hijacking this post." It wasn't intentional. Promise.
I'm writing to you, Dear Abby (or your legacy or trust), because I took a step back and decided maybe I should save my soap box lecture for my OWN BLOG. (Dude, if you just clicked on that link don't admit it in public, okay?...I mean... you're already...on my blog... It was a total set up!)
Dear Abby, here are my comments-turned-blog-post below, would you please talk me off of the ledge??? Your faithful reader, Nicolle ;)


"Hollis, 
Great post! It was funny and provoking--which is everything I want to be! And although I think you did a good job of making this blogging thing sound light and funny and trivial--that these things are so foreign to you...me...us in general, is no laughing matter.

You bring up a VERY important discussion (or can o' worms in this case)--one that, as a writing major, I feel quite frustrated and passionate about (uh-oh--here I go), namely: how prepared ARE graduates of today's writing undergrad programs for writing in the 21st century?

I can't help but feel that nearly every class I take in the writing program should've had some graphic design prerequisite (!!!!!!!!!!!!!! my hands are all over the place on this one! hee hee!), for we are at least exposed to how writing takes place in the 21st century (and that's a good thing) but then we are expected to crank out projects ranging from prezis to html newsletters to web page design to instruction manuals and beyond in a matter of weeks...while limping through software that could easily take a semester to learn how to use such as Dreamweaver and InDesign (free trials or purchased on-the-side), or worse--FREE programs that we would NEVER use in a real job such as, Komposer). 

Fundamental problem: We learn how to make those things, but maybe not in the best way becuase we are NOT taught how to use the complicated software it takes to produce those things. It is an injustice I tell you. ;)

Can't UCA afford an Adobe site license or SOMETHING so we can teach and use state-of-the-art tools? Do we need to speak with the Executive Director about fundraising and start following money trails??? Can't we add this into the curriculum somehow for example: 
before you take this writing class in which you will basically need to know css styles, you should take this class in graphic design 1.

It seems instead we try to skate around graphic design without actually learning it...even though it is absolutely necessary. This just creates conflict--which on a side note might create a great story one day? Who knows? Maybe "graphic design" could be this crazy tech savvy minor (get it, minor?) who stalks a bewildered 21st century digital communications illiterate college student or something. (Btw, if you would pay money for a book like that---please let me know!)

My point is---we SHOULD be taught how to write in the 21st century. It is great to get exposure to these things in our classes, but I never can help but feel that in order to be a writer today, one must also be a graphic designer, for so much of our writing is not JUST words, but also the colors we choose, alignment, typography, fontography, css styles, rasterized vectors and html code--it's all part of our message to our audience. Sadly, we are not fully taught HOW to construct that component of our message.  And aren't companies, who are looking to hire writers, also looking for writers with Adobe programs on their resumes? We sooooo need more technology. What I don't know is whether this is a UCA funding issue or whether this is a widespread problem for writing students everywhere caused by some out-of-date-linearly-conceived-concept (that seems like the beginnings of a great tshirt catch phrase, doesn't it?). I suspect it isn't just UCA.

Nonetheless, I feel like we are some sort of hybrid-type-of-writers emerging from these programs; and it is still yet-to-be-defined (my, my, aren't I fond of drive-my-point-home-hyphenated-phrases today?) exactly what we are. If you think about it--writers really are expected to be psychologists, advertising gurus, educators, politicians, graphic designers, journalists, super multi-taskers and basically, God all-at-the-same-time-each-and-every-time they compose. I suppose it is difficult to fit all of that into one undergrad writing curriculum. 

I really am not dawgging the writing program. I have truly enjoyed it so far. I respect my profs (I sincerely have learned a lot from them--picking their brains, seeking their advice, absorbing as much as I can from them) and classmates too, but I feel your post, Hollis, sort of (obviously) got to the heart of my frustration with it...or all writing programs, in general, i.e. they need to include more technology training. 

And, if you think about it, don't we best learn language by immersion rather than mere exposure? So, why don't we as writers get to learn our writing language (which in the 21st century, IS FOREIGN) by immersion as well (spending a few months in the foreign country of graphic design, grappling with the language, hanging out with the locals, picking up all the slang and really---really practicing and really really learning this component?

Every project in my writing classes has been a learning experience, however, the components of those projects that I'm ranting about here were learned off of youtube, not so much in class, yet..I'm paying UCA...So school me, Tom Courtway!!

(Stepping away from the soapbox) That said, blogging is a great experience. It's so relevant. As a writer--instantaneously putting yourself out there--can be challenging, but it is so necessary.

And I can see how it is even necessary for advocacy...or fundraising...(attempting to swing full circle here) Blogging allows you to have continual connectedness with your audience (especially when required for class!) ;)  And, since they come to you by choice you don't feel like you're harassing them when it comes to blogging. It's so...so...digital age...so social media-ish...so 21st century-ish, and I like that. I want more of it! So, UCA, 21st century communication---BRING IT!"

And, thank you, Hollis, for helping the stew in me find it's way out! ;) Aren't you glad I didn't go all psycho on YOUR blog? ;)

that's sick...and i don't mean in a good way...

Did you know that Arkansas has soooo many ring worm spores in the soil that it is amazing all of us are not walking around with huge encrusted lesions all over our bodies?
Well, that's what I heard over the weekend; I think that if any of you out there haven't yet picked a cause---removing this disgusting fungus (it's not a worm at all, btw) from our soil would be a great one!

Anyone care to jump on that bandwagon???

Have a nice day and don't walk around barefoot!

talk about advocacy...

Here is a VERY interesting angle...or so I think...

Have you ever heard of the Church of Stop Shop?

I love watching documentaries. Tonight, I watched, The War on Kids. Loved it. I'm pretty much pro anything that has an anti-public school slant. Having been a quiet kid who struggled with inattention, I fell through the cracks. Raised by a single dyslexic mother who worked all the time and didn't pay attention to my education, I never had a good teacher who noticed either. My first good teacher was in college. I made my FIRST A in a math class in Business Calculus! It was LITERALLY the FIRST time math EVER made sense. So, yeah, I think public school is the absolutely most cruel form of torture we put our children through. In my mind, it is worse than water boarding--it's like 13 SLOW years of water boarding!

Fyi, fave movies about school or learning (not necessarily anti-school though) include:
Waiting for Superman
The Lottery
Lean on Me
Goodwill Hunting
Akeelah and the Bee

Won't Back Down (a 2012 film in which a mother of a dyslexic girl becomes an empowered advocate)- btw, a quote from this movie is SO appropriate for my blog, "Have you heard about those mothers that lift 1-ton trucks off their babies? They're nothing compared to me."

Anything by the brilliant, Sir Ken Robinson

A Touch of Greatness
and another currently inspirational documentary is about to come out---book will be released in April (already pre-ordered!) World Peace and Other 4th-grade Achievements, about a teacher from VA who taught outside-the-box, developed a complicated game in which 4th-graders are able to solve most of the world's problems. He's been teaching it for over 20 years. John Hunter is his name. A neat foundation, I emailed them to see how we can bring this to Arkansas. I am hoping to send one of my dyslexics to the Nashville summer camp.

Now, I'm watching, What Would Jesus Buy?, and so far, it may prove to be my favorite christmas movie!

If you are a Morgan Spurlock fan--check it out...(it's about anti-consumerism)

The moral of this post, I guess, if I had to pretend there was one, would be that a lot of writing involves visual persuasion. Is there advocacy without it? Though advocacy seems so pure, so altruistic, so noble...there is a HUGE need to persuade.
What is the balance between fighting for a good cause and tugging on heart strings...or purse straps...or...

Here is a story (I've not read it yet) by a friend of mine.
I thought I'd post it here because many of you all are doing something related to advocacy for victims of sexual violence or domestic violence or some sort of women's advocacy. It's called, Ripple: A Tale of Hope and Redemption; it's worth checking out.


p.s. here's what education SHOULD look like...maybe all kids should just sit at home eating Cheetos and watch Vi Hart videos! (especially those on Hexaflexagons and Fibonacci numbers)

grammarians: beware!

just so you know...if you are a stickler for these...and these...and these...and these...and these...you are gonna have a bad time reading my blog.

because i heart them! ;) i.e. i am your worst nightmare.

you see, i partied through nearly every english class i've ever been in; diagramming sentences is not my hobby--i'd rather floss with a candle wick! and yet, here i am ...in my thirties...just recently having "found myself"...on my last and FINAL major (after nearly 200 credits taken and several major changes)--WRITING! ). its been a long haul. i deserve to laugh at myself (i'm probably even laughing at you!) kidding.

i write the way i talk (and think), and i talk with my hands, so when i write...well, i need some way to...you know...toss my hands around in the air.

because blogging, in general, has a personal and casual feel to it--you're gonna get my personality...you're defs gonna get my bad grammar!

i will attempt to lessen the pain as much as possible, but i cannot make any guarantees, so if you have to  read my blog to fulfill requirements for class and my punctuation bothers you, perhaps you could sit in the writing lab...reading where you'll be surrounded by others who might feel your pain and can give you a sympathetic shoulder rub, dot your tears with kleenex, and squeeze your hand. and if you were so compelled, you may even want to buy me this, because i really love them all--literally!

i apologize, in advance, but i cannot afford to pay any therapy bills. please take advantage of the free services UCA has to offer. ;) would it help it i brought these?

Don't be a hater... ;)

Intro: What's worse: a tiger mom or a razorback mom?

As a mother of two very adorable dyslexics, naturally I am interested in whether Arkansas is going to plunge into the ocean of forward thinking and be counted among the first few states to step up and provide help for the twenty percent of its population that is currently slipping through its educational cracks with dyslexia.

That's right, as many as twenty percent of our population has dyslexia. That's twenty percent of kids in our schools. Dyslexics struggle with language: reading, writing, and/or spelling; although most of them have above average intelligence. Many of them, are never diagnosed which means many never receive help. Which mean year by year they slip a little further behind, in spite of their intelligence, as they are introduced to tens of thousands of new vocabulary words yearly. IF their impairments are profound enough they land in special education classes, which by the way, are not designed to remediate for dyslexia; they never progress. Whether in special ed or being bumped up to new grade levels every year our dyslexic children are not having their fundamental needs recognized or met. They lose confidence in their learning abilities. They despise learning. Many of them just give up.

In the past, Senator Joyce Elliott, has presented a bill (SB749) to provide screening and intervention for K-2 students in Arkansas public schools. It failed because of funding issues.

The bill is being revised and will be presented again this session. I am working with a local nonprofit to educate the Arkansas assembly about dyslexia, so that our lawmakers know how critical providing screenings and interventions for dyslexics is. We are reaching out to parents in the state and will educate them as well. In addition to training dyslexia tutors, we will reach out to parents and support them so that their voices can be heard.

My goal this semester: Writing to change Arkansas law: promoting this bill (SB033), correspond with and educate legislators, and enrich and strengthen the grassroots network of parents in this state.

The timing of my taking Writing for Change couldn't be more appropriate and opportune. I am so eager to learn all that I can, so that I am better able to take on this state.

Nonprofits, regulations, and pitfalls...oh my!

I never knew running these things could be so complicated...good thing I am not kind-hearted enough to start one or I'd probably land my rear in jail for accepting unsolicited funds from a state I forgot to register with. It's an ADHD thing. 
Note to self: Do not start up a nonprofit unless you partner with one of those Type A personalities! You want to have ducks in a row from the get-go.