Choir Testimonials
Meet the Choir . . .
Latest testimonial received November 2020 from Caroline M . . .
" I had the absolute pleasure of joining Holme Valley Choir in February 2020. From the start, my initial contact with David was helpful and very welcoming and I was encouraged to pop along to choir practice, meet other members and experience the choir before deciding to become a member. At the time (pre Covid) the choir were rehearsing at Holmfirth High School, close to where I live. There is plenty of space and an easy location to find.
I could not have experienced a warmer welcome from all members of the group. Kim, the Choir Director, was encouraging and helped me to orientate into the group and what practice involved. There were no ‘tests’ or embarrassing moments singing in front of the group (this is my first experience of a choir in 35 years!). There are incredible voices in the room and each and every member made me feel welcome and less nervous. After a few weeks Kim took me to another room and after singing through a few scales, we concluded that I was an Alto and needed to move from Sopranos!
Margaret was lovely and ensured I had the music sheets to practice at home and during choir rehearsals. I don’t read music and that wasn’t a problem. There’s a wide range of ages and experiences in the choir, always someone on hand to help and encourage you and to learn from.
I cannot begin to explain the choral quality of the choir - so many moments where I had goosebumps listening to the harmonies and voices. The range of songs is wide, modern, classic and traditional. Each harmony is carefully rehearsed but there’s a lot of fun and laughter in the room at appropriate times throughout the evening.
Throughout the Covid pandemic the choir have found innovative ways to keep in touch, from zoom meetings to choir practice over the internet and each of us making our own recording which the very talented Dave G put together to produce a wonderful recording - all from our own contributions at home.
Sadly I'm now relocating and having to say goodbye to this wonderful choir group. Due to Covid I didn’t get the opportunity to sing at an event but hope to return to have the pleasure of listening to the Choir in the future.
If you are thinking about joining a Choir, and like me were a little apprehensive I would say go for it. You will not get a warmer welcome elsewhere, the Choir is fun and enjoyable and run in a professional way. It’s not just about singing together once each week, with Kim’s expert leadership the quality of the performances are exceptional and continues to improve through each and every practice. It’s a wonderful group to be part of. "
Experience of a new member who had never sung in a Choir before . . .
My wife and I moved into the Holme Valley when we both decided to take early retirement and relocate to wonderful West Yorkshire from ‘over the hill’ in Cheshire.
I was introduced to singing by a long term friend in the form of Karaoke at his house and then later in my own house and found that, to my surprise, I not only enjoyed singing, but as I tried new songs my vocals got better (over time) and I developed a good repertoire of modern and old pop/rock songs.
When we moved to “The Valley” I had seen a Gareth Malone choir program and wondered what it would be like to be a part of a group of singers and try to make those beautiful lilting harmonies I had heard on TV.
I turned to the trusty Google and typed in “Choir Holme Valley” and was presented with the website and contact details for Holme Valley Singers. I am quite a shy person (until you get to know me and then I NEVER shut up) but I sent off an email to the contact and asked if I could try out for the choir. I explained that I sang a bit if Karaoke but that I could not read music.
David Brown (the current choir Chairperson) replied and suggested we meet in a pub to discuss, so, liking the idea of the pub, I agreed. David soothed my fears and explained that “enthusiasm, commitment and an ability to want to learn, far outweighs a need to be able to read music or any prior experience” so I agreed to attend my first choir rehearsal the following Tuesday evening.
The choir is a mixed voice choir of 30+ members with ages ranging from 30’s up to 80’s. Some newbies like myself were there and other members had been with the choir for over forty years. Musicians and non musicians from all trades and walks of life, a real tapestry of the community, if you’ll let my poetic juices run a little.
I’d explained my karaoke songs to David and he suggested I sit in the Baritone Section of the choir next to one of the longest serving members who would show me the ropes.
I cannot tell a lie, that first evening blew my mind. I was given a piece of music which had words, lines and dots and a whole host of other things. Some of the words were not even in english (a Swahili song we were learning) but my mentor kept reminding me it was my first night and it would get easier, and it did.
I kept going back, because I love to sing, I love learning new songs, I love the feeling of making those lilting harmonies I was hoping for, I love how friendly the choir members are, I’ll be honest and say, after 10 months I still don’t know everyone's name but I’m working on it.
We have a fantastic musical director and accompanist, it is great that we have fun while rehearsing, a few of us (anyone is welcome, it's not a click) visit the pub after our Tuesday rehearsal.
The choir tend to work towards a couple of concerts in the summer months and then a few concerts around Christmas which, after you’ve done your first, and no I can tell you they cannot hear your knees knocking in the front row, are a joy to perform. This year we are taking a portion of our choir to a Pop Concert for choirs in Otley and some of the choir are going on a trip over to Italy to visit a choir we have links with to perform with them. Quite a
few of our members are involved with other choirs, choral societies, quartets and octets and would be happy to share their knowledge with you.
If you like to sing or would like to try, like the idea of being a part of a choral family, singing songs from Take That’s “Shine” to Magnificat and Nunc Dimitis (no I hadn’t heard of it either but it is rousing) please contact chair@holmevalleysingers.co.uk our subs are low and the fun is turned up to 11.
"I joined Holme Valley Singers about 9 months ago after attending an 'Open Rehearsal'. Everyone in the choir was very friendly and welcoming. I don't read music very well but find I can manage OK by listening and attending rehearsals regularly. The Choir has a good repertoire of music and is professional yet friendly - I would encourage anyone to join!"
"I have been a member of Holme Valley Singers for some 20 years or more, during which time I have taken part in many performances both in concert and competition. These are always rewarding experiences particularly from a musical point of view. The wide range of music in the Choir's repertoire appeals to singers and listeners alike and continues to give me great satisfaction and pleasure.
Weekly practices are always undertaken in a relaxed and enjoyable manner and atmosphere, with the objective to achieve a high standard of performance. I have no formal training or education in music but with the benefit of experience with the Choir I do not find this to be a problem and I am able to sight-read to an acceptable standard.
I continue to enjoy the companionship and making of music with the Choir and the friendly atmosphere in which that takes place."
"I have been a member of the Choir since 1977. I loved singing as a child and took up the opportunity to carry on my interest in adulthood. As I don't read music I have to listen well to learn my part, then I'm fine.
I get a lot out of choir and find the singing and friendship, enjoyable and therapeutic."
"I joined the Holme Valley Singers just over 2 years ago. When I was younger I sang solos in Church and was in school choirs and productions. I took piano exams up to Grade 6 and therefore can sight-read well, but apart from tinkling on the piano every now and then for my own pleasure, did nothing really musical from then until about 3 years ago when I joined a community choir with my daughter. I realised then that I wanted more of a challenge and when my children were old enough to leave alone I joined Holme Valley Singers. I love singing with them as they are not too serious, we have a laugh, and have a great variety of music, something for everyone I think, but I especially like the modern popular pieces. The musical director, Kim, is full of energy and a great conductor!"
"I worked with Alan (Simmons) and sang in his school choir so became one of the founder members of Holme Valley Singers. I just enjoy the variety of the repertoire and the fun and laughter at rehearsal. I can read music but still prefer to hear the parts on the piano.
Singing is good for all."
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Sunyana Benjamin, LCSW
Sunyana has a Master’s obtained from the University of New England and a Bachelor’s degree from Temple University. She specializes in working with children and families and has previously worked in an intensive outpatient therapy setting. Sunyana is experienced working with children and adolescents with various diagnoses including, but not limited to, Anxiety, Depression, Disruptive Mood Dysregulation Disorder (DMDD), Attention Deficit Disorder (ADHD), and trauma.
Sunyana is well versed in various Art Therapy techniques used to best engage children at their level of readiness. She utilizes evidence based practices including, Motivational Interviewing, Cognitive Behavioral Therapy, Diadatic Behavioral Therapy, Mindfulness Approach, and Play Therapy. Sunyana is also a military spouse, which allows her to be insightful and supporting of the military lifestyle, which can lead to difficulties transitioning in new settings.
Sunyana Benjamin
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Rosanna Biondolillo, MSW (Pre-Licensed Professional)
Rosanna received her Bachelor of Science degree in Psychology from the University of Phoenix and later obtained her Master’s in Social Work from Delaware State University. She is currently working towards her licensure to become a Licensed Clinical Social Worker (LCSW).
Rosanna enjoys working with children, adolescents, and young adults dealing with anxiety, depression, PTSD, and ADHD symptoms. She takes a person-centered approach, believing that to assist clients in reaching their goals, the clinician must meet them where they are. Rosanna combines a variety of evidence-based therapeutic modalities for treatment, such as Cognitive Behavioral Therapy (CBT), Cognitive Processing Therapy (CPT), and Dialectical behavior therapy (DBT).
Rosanna Biondolillo
Kimberly Boulden, MSW (Pre-Licensed Professional)
Kimberly received her Bachelors Degree in Psychology from University of Delaware in 2016 and subsequently graduated with a Master of Social Work Degree from Widener University. She has been working with at-risk populations for over fifteen years. Her experience includes providing services in residential and office-based settings. Her clinical focus is a trauma-focused and strengths-based approach to work with children, adolescents, families, and adults.
Throughout her career she has experience working with clients facing trauma, homelessness, addiction, anxiety, and depression. Kimberly incorporates a variety of evidence-based therapeutic models into treatment such as Cognitive-Behavior Therapy (CBT), Trauma Focused Cognitive Behavior Therapy (TF-CBT), Solution-Focused Brief Therapy (SFBT), and Parent-Child Interaction Therapy (PCIT).
Kimberly takes a holistic and empowering approach in her work. She believes in the principle of meeting clients where they are in order to establish and achieve treatment goals.
Kimberly Boulden
Tania Caceres, M.S. (Pre-Licensed Professional)
Tania is a graduate from University of Delaware, and West Chester University. She earned her Bachelors in Human Services with a minor in education. Afterward, she spent time as a behavioral interventionist at a local elementary school working to assist children with mental and behavioral issues. She was inspired to go back to school by a fellow co-worker and clinician after seeing the need for licensed mental health practitioners in schools. She continued her education at West Chester, earning her Masters of Science in Clinical Mental Health Counseling.
She has done research on mindfulness techniques and enjoys utilizing a person-centered approach with her clients. She has experience working with adults as well as children of various ages. Providing compassion in a nonjudgmental space, she acts as your guide as you remove blocks and recognize your own strengths. She is currently working toward becoming a licensed professional counselor.
Tania Caceres
Melissa Clendaniel, LPCMH
Melissa Clendaniel is a native Delawarean born and raised in Kent County. After earning a Bachelor’s degree in Behavioral Science from Wilmington University in 2014, she pursued her Masters of Clinical Mental Health Counseling also from Wilmington University, graduating in 2017. After passing the National Counselors Exam, she became a Nationally Certified Counselor through NBCC in May 2017.
Melissa is a Licensed Professional Counselor of Mental Health. She provides client-centered therapy to children, teens, adults, and families. Melissa has experience with a variety of issues including trauma, addiction, anxiety, depression, mood disorders, psychosis, grief, and suicidal ideation.
Throughout Melissa’s career as a therapist she has gained experience and training in a variety of specialized areas including Mindfulness, Motivational Interviewing, Cognitive Behavior Therapy, and Cognitive Behavior Therapy For Psychosis (CBTp).
Melissa most recently worked as a Mobile Outpatient Therapist on the Delaware CORE Grant. In this position she provided therapy services to teens and young adults who were experiencing their first episodes of psychosis. She has also worked as an Outpatient Therapist at an inpatient substance use residential facility. Melissa is passionate about providing the most effective and genuine counseling experience for clients and their families. She especially believes unconditional positive regard for all clients and meeting the individual where they are at is at the core of any therapy relationship.
Melissa Clendaniel
LPCMH
Jeshonda Dennis, MSW (Pre-Licensed Professional)
Jeshonda grew up in the state of Delaware. She is a graduate of Delaware State University. In 2017, she earned a bachelor’s degree in social work. Thereafter, in 2018, she continued her education at Delaware State University and earned a master’s degree (MSW) in social work. In previous employments, Jeshonda has gained experience working as an outpatient therapist for children and teens. She has worked with children and teens between the ages of 4-17 who have had a wide array of mental and behavioral disorders. Jeshonda has been an interventionist during crisis situations for at risk youth. She is very passionate about being an advocate for children, teens, and families that need external support. Jeshonda engages clients in a variety of treatment methods, such as individual, couples, group, and family-based therapy. Jeshonda uses a variety of treatment methods, such as cognitive behavioral, trauma-focused, and person-centered. She believes that the best approach to therapy is the one that adapts to the clients’ specific needs. Jeshonda is, currently, working towards becoming a licensed clinical social worker (LCSW).
Jeshonda Dennis
Shavaughn Felder, M.S., NCC (Pre-Licensed Professional)
Shavaughn graduated with a Bachelor of Science in Criminal Justice and a Master of Science in Community Counseling from Wilmington University. She is a National Certified Counselor and is currently working to obtain her license as a Professional Counselor of Mental Health. Shavaughn has worked with at risk children, adolescents, and families for over 20 years and has a passion for helping youth reach their highest level of potential. She has experience with drug & alcohol counseling, trauma, anxiety, depression, career counseling, and treatment of behavioral issues. Shavaughn utilizes CBT, person-centered, and solution-focused approaches to best support youth.
Shavaughn Felder
M.S., NCC
Jennifer Fontal, MS (Pre-Licensed Professional)
Jennifer Fontal received her Bachelors in Behavioral Science from Wilmington University in 2015 and subsequently graduated with a Masters of Science Degree from Springfield College. She has been working with at-risk children, adolescents and their families for five years and has experience providing services in community and residential settings. Jennifer conducts individual, family, and group counseling as has experienced providing crisis intervention. She has knowledge in Cognitive Behavioral Therapy and Solution Focused Therapy Models.
Jennifer Fontal
Teisha Fooks, MSW (Pre-Licensed Professional)
Teisha received her Bachelor of Arts degree in Psychology from Southern Utah University. She will graduate in December with her master’s in social work from Delaware State University and is currently working to obtain her license as a Licensed Master of Social Work. Teisha’s primary clinical focus is working with children and adolescents. Teisha uses a person-centered approach and employs Cognitive Behavior Therapy, Narrative Therapy, Play/Art Therapy, Narrative Therapy, and Visual Imagery. She is also trained in Parent-Child Interaction Therapy (PCIT).
Teisha Fooks
Denise Fuller, LMSW (Pre-Licensed Professional)
Denise graduated from Widener University with a Master’s degree in Clinical Social Work and received a Master’s degree in Human Services from Springfield College. In addition, Denise is credentialed as a Delaware Community Mental Health Screener.
Denise has over ten years of experience helping children and families achieve their goals. She has worked in multiple settings, including but not limited to client’s homes, the community and schools. Denise’s experiences have focused on crisis intervention, family dysfunction, trauma, anxiety & depression, grief & loss, coping, aggressive behaviors and impulsivity.
Multiple therapeutic modalities such as Solution-Focused Therapy, Cognitive Behavioral Therapy, Systems Theory and Motivational Interviewing are utilized to help achieve goals.
Denise Fuller
LMSW
Chelsea Gadberry, MS (Pre-Licensed Professional)
Chelsea Gadberry is a masters level clinician working towards obtaining licensure. She is a Nationally Certified Counselor and enjoys working with adults, adolescents, and children to achieve wellness. Chelsea conducts individual, family, and group counseling. Her approach to therapy incorporates the use of Mindfulness and CBT to help clients develop self awareness, develop coping skills, and facilitate intention and purpose when addressing life’s problems.
Chelsea Gadberry
Casey Graney, MSW (Pre-Licensed Professional)
Casey received her Bachelor of Arts in Psychology from the University of Delaware in 2007 and later earned her Master of Social Work from Widener University in 2021. She has over 14 years of progressive experience working with children and families in residential and community-based programs. Casey has a passion for empowering individuals to overcome obstacles to meet their goals. She takes a strengths-based approach in meeting each person where they are.
Casey has experience working with individuals from birth through adulthood. She has worked with children and families experiencing an array of difficulties including anxiety, depression, grief and loss, ADHD, autism, mood disorders, psychosis, and trauma, among others.
Casey Graney
BrodieLynn Hughes, LCSW
Although she grew up in Delaware, Brodie earned her bachelor’s degree in psychology from Brigham Young University in Provo, Utah, in 2004. From there she began working in residential treatment facilities with adolescents of various backgrounds. She and her husband served as foster parents to teenage boys in Utah while building their own family. They moved back to Delaware with their six children in 2012. She later earned her Master’s of Social Work from Delaware State University and became a Licenced Clinical Social Worker in 2021.
She utilizes a number of different modalities in her therapy sessions. Adolescents are her specialty, but she enjoys working with individuals of all ages
BrodieLynn Hughes
Jere' Hunter, MSW (Pre-Licensed Professional)
Jere’ received her Bachelors of Science degree in Behavioral Science from Wilmington University in Delaware and her Masters in Social Work from Widener University in Chester, Pa. She has 8+ years of experience working in inpatient settings for dual diagnosis providing individual, family, and group therapy services.
Jere’s primary clinical focus has been working with adults with substance use and mental health challenges along with homelessness for the past 8+ years; experiences with school aged students in the school system, and adjudicated youth in the legal system. She also has experience working with the LGTBQIA+ community and with those with trauma related issues.
Jere’ is skilled in evidenced based treatment practices and utilizes a variety therapeutic modalities such as: Cognitive Behavioral Therapy (CBT), Solution Focused Therapy, Dialectical Behavioral Therapy (DBT), and Motivational Interviewing (MI) along with being person centered. Jere’ works with her clients to build their self confidence to be able to achieve their goals in life while working towards independence.
Jere' Hunter
Olivia Iaquinto, MSW (Pre-Licensed Professional)
Olivia earned her Bachelor of Arts degree in Psychology as well as her Master of Social Work degree from West Chester University and is now working towards licensure. She has over five years of experience working with children, teens, and adults in a variety of settings including schools, residential facilities, and in the community. Additionally, Olivia has experience working with families as well as individuals and has facilitated numerous social-emotional skills groups for children and teens.
Olivia’s primary therapeutic focus is working with children, teens, and adults struggling with mood disorders and/or a history of trauma. She has experience treating symptoms of anxiety and mood disorders, ADHD, ODD, and trauma/PTSD. In addition, Olivia has experience addressing relational issues both individually or in family sessions.
Olivia utilizes several different approaches to therapy for which she has received training, including Cognitive Behavioral Therapy (CBT) and Trauma-Focused Cognitive Behavioral Therapy, Motivational Interviewing, and Ecosystemic Structural Family Therapy (ESFT). Olivia works to develop a meaningful therapeutic relationship with each client in order to encourage and support them through their mental health recovery.
Olivia Iaquinto
Jeannette Jefferson, MA (Pre-Licensed Professional)
Jeannette is a graduate from Eastern University where she received a Masters degree in Clinical Mental Health Counseling. She also received a Bachelors degree from Neumann University getting an Art degree in Psychology. Jeannette has over 5 years of clinical experience working with children and families in various different settings. Jeannette has experience working in a residential setting for children with severe mental and physical disabilities, schools, and foster care system. Jeannette is trained in play therapy along with sand tray therapy but also uses many strength based practices to assist clients with their needs and struggles. Jeannette provides individual and family based sessions.
Jeannette Jefferson
Emily Jones, MSW (Pre-Licensed Professional)
Emily received her Bachelor of Social Work degree in 2018 and graduated in 2021 with her Master of Social Work degree. Emily’s experience throughout her education consisted of working with at-risk youth and their families through a trauma-informed lens. Professionally, Emily has experience assisting and being a support for families accessing services whose children, birth to three, had a developmental delay or diagnosis. She specializes in working with youth ranging from ages birth to adolescent and has previously done work with families as a whole. Emily is experienced in working with children needing behavioral support, facilitating group therapy, and utilizing a coaching model.
Melanie Klosiewicz, MSW (Pre-Licensed Professional)
Melanie is a Delaware native who received her bachelor’s degree in psychology from Washington College in Chestertown, MD, in 1998. After graduating, she started her career in Child Welfare working with children and families experiencing the trauma and loss associated with abuse and neglect. Melanie obtained her Masters in Social Work from Delaware State University in 2001. After taking some time off to raise six children of her own, she returned to her work with Delaware’s children and families and is currently working toward becoming a licensed clinical social worker (LCSW).
Melanie believes in coming alongside clients and giving them the tools they need to achieve their goals. These tools come from a variety of evidence-based treatment modalities. Melanie uses a whole person approach in therapy acknowledging the relationship between spiritual health, physical health, mental health, and environmental factors.
Melanie provides school based services in lower Delaware and virtual services.
Melanie Klosiewicz
Kelly Lackey, MSW (Pre-Licensed Professional)
Kelly is a graduate of the University of Delaware where she earned her Bachelor’s degree in Psychology in 2004. After working directly with children and families for many years, she obtained her Masters in Social Work with an additional Trauma Certificate from Widener University in 2019.
She has spent her career serving children and families touched by trauma. She has spent 15 years working in child welfare, striving to keep children safe, strengthening at-risk families, and supporting adoptive children and families. She also serves on the Board of Directors of the About Child Trauma Foundation, a not-for-profit agency in Pennsylvania that provides advocacy and education about childhood trauma.
Kelly feels that true healing occurs within safe, supporting relationships. She believes in meeting each client where they are, and building upon every individual’s existing strengths. She has experience working with children, adolescents, and families and is currently working toward obtaining her Clinical Social Work license.
Kelly Lackey
Marisa Maguire, MS (Pre-Licensed Professional)
Marisa is a raduate from Wilmington University where she earned her Bachelors in Psychology and her Masters in Clinical Mental Health Counseling. Marisa is devoted to continuing to refine her skill and specialty training in a wide-range of therapeutic interventions including Cognitive Behavioral Therapy, Motivational Interviewing, Solution-Focused Brief Therapy, and Mindfulness. She is currently working to become certified in Trauma-Focused Cognitive Behavioral Therapy.
Marisa is a Pre-Licensed Mental Health Counselor who provides client-centered therapy to children, teens, and young adults. Marisa has experience treating a range of issues including, trauma, anxiety, depression, and more.
Marisa is passionate about providing the most effective and compassionate counseling. She believes in empowering individuals to live their most authentic life by utilizing strength-based approaches to increase resilience of those with whom she works.
Marisa Maguire
Rachel Newberry, MS (Pre-Licensed Professional)
Rachel is a native Delawarean. In 2018, she earned her Bachelor of Arts degree from Salisbury University in Psychology. Immediately after graduation, she continued her education and received her Master of Science’s in Clinical Mental Health Counseling from Wilmington University. Rachel is devoted to furthering her education and becoming well-trained in a variety of therapeutic interventions.
Rachel has experience working as a behavior interventionist, providing services to youth with behavioral and mental disorders. Additionally, she has worked in the school setting, where she provided assistance to children along the Autism Spectrum as well as other various developmental disorders. Her previous work with children benefits her tremendously as a therapist.
In her therapeutic work, she utilizes an evidence-based approach while providing individualized treatment to each of her clients. She specializes in working with children with a variety of needs including ADHD, Anxiety, and Autism. Rachel is currently working towards earning licensure in mental health counseling.
Rachel Newberry
Coleen O'Connor, M.S.
Coleen graduated with a Masters in Community Counseling from Wilmington University. She retired in 2015 after 30 years as the Program Coordinator at The First State School for Chronically Ill Children and Adolescents, Christiana Care. She is continuing her education to renew her National Certification and Delaware License as a Mental Health Counselor. She is excited to now offer her services as a school based counselor. Coleen has experience working in a private practice with children, adolescents, families, and adults. She has experience working with a wide variety of mental and behavioral health disorders. Coleen also has an extensive amount of experience in grief counseling, working with death and loss for children, adolescents and families. She was an instructor at Wilmington University in Development and Psychology courses for 12 years. Coleen is passionate about decreasing bullying in schools after the trauma bullying has caused in schools, families, and the workplace across the country. She served as the President of the Delaware Bullying Prevention Association and co-created a course for Bullying Prevention.
Coleen embraces the quote by Mahatma Gandhi “Be the change you want to see in the world.” The students and families that she has been honored to meet, have taught her so much. When we listen to their needs, and treat them with respect and positive regard, lives are changed for the better.
Coleen O'Connor
Angela Pesce, PhD, LPCMH, NCC
Angela graduated from Neumann University with a bachelor’s degree in Psychology, and a minor in Spanish. Additionally, she attended The University of Scranton to receive a master’s degree in Clinical Mental Health Counseling. In 2021, she completed her PhD in Educational Psychology from Walden University. Angela has completed her requirements to become a Nationally Certified Counselor and is a Licensed Professional Counselor of Mental Health.
Since 2016, Angela has had experience in working with a number of diagnoses, across all age ranges and varying backgrounds. Some of these diagnoses being ADHD, Autism, Conduct Disorders, Trauma and Anxiety. Though a Delaware native, she has also practiced in Scranton, Pennsylvania and Sharon Hill, Pennsylvania.
Angela Pesce
PhD, LPCMH, NCC
Shana Petruccelli, LMSW (Pre-Licensed Professional)
Shana earned a Bachelor of Science degree in Behavioral Science from Wilmington University and a Masters in Social Work from Widener University. She is a Licensed Master Social Worker with 14+ years experience working with children and families providing case management, crisis management, and therapeutic services. Her next goal is to become a Licensed Clinical Social Worker.
Shana’s primary clinical focus is a trauma-focused and strengths-based approach when working with children, adolescents, adults and families who have experienced grief, loss, trauma, and attachment issues. Additionally, she has experience treating at-risk youth and individuals with ADHD, anxiety, depression, and PTSD.
Shana utilizes a variety of treatment methods, such as art therapy, cognitive behavioral therapy, trauma-focused cognitive behavioral therapy, person-centered therapy and play therapy. Shana is passionate about working with, and advocating for, individuals of all ages and helping them meet their treatment goals.
Shana Petruccelli
Brianna Ruiz, M.Ed (Pre-Licensed Professional)
Bri began her career in education by receiving a Bachelor of Arts degree in Early Childhood/Elementary Education from DeSales University. After being in the classroom for 5 years, working with children from pre-k through middle school, Bri followed her heart and obtained a Master of Education degree in Clinical Mental Health Counseling from Springfield College. Bri completed her internship through CCD and is so excited to continue working with children of all ages, as well as teenagers and families.
Bri has experience working with children, adolescents, and families, and is PCIT trained. She has experience working with a variety of clinical concerns, including ADHD, Autism Spectrum Disorder, Trauma, Anxiety, and Depression. Bri also works with a variety of children who experience behavior concerns at home and at school, including anger, aggression, and defiance.
Bri’s therapeutic focuses include Cognitive Behavioral Therapy (CBT), Trauma Focused-CBT, Strengths-Based-CBT, Play Therapy, and Parent-Child Interactive Therapy (PCIT). Bri loves to form relationships and connections and is excited to help children, teens, and families reach their full potential and meet their goals.
Brianna Ruiz
M.Ed
Rosa Sutton, LACMH, NCC (Pre-Licensed Professional)
Rosa is a native Delawarean who earned her Bachelor’s degree in Psychology and Sociology from Villanova University. After spending four years abroad supporting the military, she returned to Delaware to earn her Master’s in Human Services Administration from Wilmington University, followed by her Master’s in Clinical Mental Health Counseling, also from Wilmington University. Rosa is currently pursuing her Ed.D. in Community Care and Counseling with a focus on Traumatology/Trauma Studies from Liberty University. Rosa is a Nationally Board Certified Counselor and is a Licensed Associate Mental Health Counselor working towards full licensure. Rosa has a background an intensive outpatient provider and has experience providing therapy services to children, adults, and families. Rosa holds a certification in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and is also trained in Functional Family Therapy (FFT). Rosa predominantly uses traditional cognitive behavioral therapy (CBT) and for her younger clients includes elements of play therapy. Regardless of modality, Rosa prefers a strengths-based approach, focusing on the strengths that her clients bring with them and building upon that foundation.
Rosa Sutton
LACMH, NCC
Sherri Tull-Hubbard, M.S. (Pre-Licensed Professional)
Sherri is a graduate of Bowie State College where she studied Psychology and earned her Bachelor of Science degree. After graduation, Sherri spent 28 years providing service to the communities in Wilmington Delaware, as a member of the Wilmington Police Department rising to the rank of Captain. While working for the police department, Sherri obtained a Master’s Degree in Education and a Master’s Degree in Community Counseling from Wilmington University. Sherri has experience working with children and families who have experienced and/or are in crisis. Additionally, she has been providing therapy to students in an elementary school setting, working with students in grades 1 through 8. Her therapeutic style of counseling is often eclectic however; she incorporates evidence-based theories and models as well. When working with younger children, Sherri primarily utilizes the Cognitive Behavioral Therapy model. She believes every child who has a mental health history can lead a productive life when services/interventions are provided early.
Sherri Tull-Hubbard
Brandi Walker, MSW (Pre-Licensed Professional)
Brandi was raised in the state of Delaware, where she decided to follow her parents and further her education at Delaware State University. She received her Bachelor’s Degree in Psychology (2016) and her Master’s in Social Work (2019). Brandi has experience working with Child Welfare and providing support to children and their families in Delaware’s schools. Brandi is also aware of the resources Delaware has to offer.
Brandi is trained in Functional Family Therapy and has a passion for bringing families together as well as being a shining examples to young women and mothers. She is currently working towards obtaining her Social Work license.
Brandi Walker
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Murray, Sandra and Susan Salter. "Communities of Practice (CoP) as a Model for Integrating Sustainability into Higher Education." Handbook of Research on Pedagogical Innovations for Sustainable Development, edited by Ken D. Thomas and Helen E. Muga, IGI Global, 2014, pp. 170-188. https://doi.org/10.4018/978-1-4666-5856-1.ch009
Murray, S., & Salter, S. (2014). Communities of Practice (CoP) as a Model for Integrating Sustainability into Higher Education. In K. Thomas, & H. Muga (Ed.), Handbook of Research on Pedagogical Innovations for Sustainable Development (pp. 170-188). IGI Global. https://doi.org/10.4018/978-1-4666-5856-1.ch009
Murray, Sandra, and Susan Salter. "Communities of Practice (CoP) as a Model for Integrating Sustainability into Higher Education." In Handbook of Research on Pedagogical Innovations for Sustainable Development. edited by Thomas, Ken D., and Helen E. Muga, 170-188. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5856-1.ch009
Practice, Progress, and Proficiency in Sustainability
Environmental, Agricultural, and Physical Sciences e-Book Collection
Environmental Sustainability Collection - e-Books
Communities of Practice (CoP) as a Model for Integrating Sustainability into Higher Education
Sandra Murray (University of Tasmania, Australia) and Susan Salter (University of Tasmania, Australia)
Source Title: Handbook of Research on Pedagogical Innovations for Sustainable Development
The University of Tasmania (UTas), Australia, made the commitment to adopt a plan for incorporating environmental literacy and sustainability into teaching and learning practices for all undergraduate and postgraduate students as well as within research, operational activities, and the community. The systematic goal was Education for Sustainability (EfS). To move towards this goal, a Community of Practice (CoP) in EfS was established in 2011. This chapter describes the establishment process for this CoP along with key milestones from 2011 through 2013. Paramount among these is the impact of the CoP on EfS at UTas and beyond and the phases involved—from initiation to maturation to ongoing regeneration—are explored. The diverse membership of the CoP, which includes students, academics, professional/operational staff, and community members, is elaborated upon in this chapter to ensure each role is understood as well as the challenges that arise from such diverse initiatives (60+ members).
In little more than three decades, ideas of sustainability have become indispensable in defining the fundamental problems of our age and in charting pathways towards more responsible futures. These ideas are now embedded globally in multiple disciplines from legislation and policy to advertising and community meetings. Sustainability is also a prominent focus for education at all levels (McMillan & Dyball, 2009). In recent years there has been an increased commitment to integrating sustainability principles into higher education with the United Nations proclaiming 2005 as the beginning of the first Decade of Education for Sustainable Development (DESD).
CoPs have been described by Wenger, McDermott and Snyder (2002) and more recently by McDonald and Star (2008) and Star & McDonald (in press) as a group of people who share a concern, a set of problems, or a passion about a topic and who deepen their knowledge and expertise in this area by interacting on an ongoing basis. This concept of community of practice has found a number of practical applications in business, organizational design, government, higher education, professional associations, development projects, and civic life which all use the combination of the three elements that constitute a CoP (McDonald & Star, 2006; Wenger et al., 2002). These elements centre around the domain, the community and the practice. The domain implies that a CoP is not merely a club of friends or a network of connections between people; it has an identity defined by a shared domain of interest. Community suggests that in pursuing a common interest in their domain, members engage in joint activities and discussions, help each other, and share information. The third element, practice, situates a CoP as not merely a community of interested people, but as members of a community of practitioners. They develop a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring problems - in short, a shared practice.
Our EfS CoP was established in September 2011 as a strategic initiative in the Division of the Deputy Vice-Chancellor Student and Education and the Tasmanian Institute of Learning and Teaching, to bring together staff and the wider community with the goal of integrating sustainability as a core focus of the university curriculum, research activities, operations and community engagement. In less than one year, the CoP had grown to over sixty voluntary members, including students and academic and professional/operational staff from most faculties and departments across the many campuses. Members have significant skills and experience in undertaking research, developing curricula, managing multi-stakeholder projects and global and community engagement activities.
This chapter describes the establishment of an institution-wide CoP for integrating EfS across the broader university including curriculum, research, operations and community. It provides a description of the key milestones achieved from 2011 to 2013. It documents the journey of the CoP through the phases from initiation to maturation and ongoing regeneration. The challenges and achievements of the journey are discussed. It looks at the role of the CoP in establishing the current breadth of perspectives on EfS at our university, in documenting existing initiatives, and in promoting a university-wide conversation about the goal of integrating sustainability across the curriculum and into the broader community.


Misogyny in action in Ireland
Tuesday 29 September 2020 Blog
With the Law Commission of England and Wales’ announcement of a public consultation into hate crime, the public will have a chance to have their say on whether misogyny should be considered a hate crime.
Ireland may provide a chance to see this in practice beforehand as our police force, An Garda Síochána, has confirmed that one of the nine strands of diversity in proposed hate crime legislation is “gender” along with age, disability, race, colour, nationality, ethnicity, religion and sexual orientation. The Garda press office has confirmed that “gender” includes sex.
Misogyny in action
The charity Citizens UK was reported earlier this month as saying that women were three times more likely than men to experience threats and acts of sexual violence and assault.
Philip Grindell, chief executive of threat management consultancy Defuse Global, is reported as saying “My personal view is misogyny should be a hate crime – women are being disproportionately targeted on the basis of their gender.”
Women in particular are also being targeted over gender ideology and have been forced out of jobs, de-platformed and subjected to threats and abuse for having the temerity to defend ourselves as a sex with our own rights.
Existing law in Ireland
Irish law prohibits certain forms of threatening, abusive or insulting conduct that are intended or likely to stir up hatred against a group of persons on account of certain characteristics. These characteristics are race, colour, nationality, religion, ethnic or national origins, membership of the Travelling Community and sexual orientation, under the Prohibition of Incitement to Hatred Act 1989 Act.
We don’t currently have specific legislation dealing with hate crime, although a hate motive is an aggravating factor that judges can take into account (on a non-statutory basis) at sentencing for any criminal offence according to our Department of Justice and Equality. According to the Irish Examiner newspaper, Garda figures show there were 342 reported incidents of hate crime in 2018, compared to 323 in 2017 and 290 in 2016. These in turn compared to 164 incidents in 2015, 115 in 2014 and 112 in 2013.
Shortly before last Christmas, the Gardai produced a Diversity and Integration Strategy 2019-2021 in which hate crime is defined as “Any criminal offence which is perceived by the victim or any other person to, in whole or in part, be motivated by hostility or prejudice, based on actual or perceived age, disability, race, colour, nationality, ethnicity, religion, sexual orientation or gender.”
There is also a category of “Hate Incidents – (Non Crime)” defined as “Any non-crime incident which is perceived by any person to, in whole or in part, be motivated by hostility or prejudice,” based on the same nine categories of diversity.
According to the Gardai “gender” is defined as including “gender identity, transgender, intersex, gender expression and gender exploration.” Seeking clarification as to whether or not “gender” includes sex “i.e. a criminal offence or non-crime incident motivated in whole or in part by hostility or prejudice to a woman (born female) because of her sex?” the Gardai confirmed that “’Gender’ includes sex.”
“The definition was constructed after a process of research, consultation and consideration of other jurisdictions,” the Gardai explained as to where the definition of gender was obtained and why it includes “intersex”.
Those who actually have Differences of Sex Development (DSDs, formerly known as “intersex”) however have repeatedly pointed out that their medical conditions have nothing to do with gender identity and shouldn’t be conflated with it.
The Gardai say that “The production of this strategy coincides with the introduction by An Garda Síochána of a `working definition of hate crime`to ensure that our Policing Plan commitment of delivering a victim-centred policing service, focussed on keeping people safe, protecting the most vulnerable and providing a consistently high standard of service is met.”
When it comes to actual crimes misogyny would appear to be a factor in the disproportionate number of sexual offences committed against women.
According to our Central Statistics Office, 89% of victims of sexual violence crimes reported in 2018 where the crime occurred within one year of its reporting were females. (The number of male victims of recent crimes reported was significantly lower (192 males, compared to 1,562 females) but within this cohort, the male victim was under 18 years at the time of the offence in over half the cases.)
Sexual offences also had the lowest detection rate at 11% compared with homicide and related offences at 75% and controlled drug offences the highest at 85% in 2018.
Ireland’s self-id legislation
In 2015 Ireland’s legislators passed a self-id Gender Recognition Act permitting men (and women) to fill out a form and declare themselves to be of the opposite gender:
“Once a Gender Recognition Certificate is issued, the gender of the person named on the certificate becomes for all purposes the preferred gender from that date forward.
Accordingly, if the preferred gender is the male gender the person’s sex becomes that of a man, and if it is the female gender the person’s sex becomes that of a woman.”
Women in particular are also being targeted over gender ideology
What could be more misogynistic than to deny women the truth of our biological definition by including men in the definition of women, to erase our name by saying “people get cervical cancer”; to allow men into women’s hitherto private spaces of toilets and changing rooms, sports, prison, political representation and awards? To do so shows a deep level of disrespect for women and a complete disregard for our fear of a male body in a private or confined space where we would not expect to be made vulnerable and at risk of being assaulted.
Misogyny is defined as “a hatred of women”. Expressing the view that “transwomen are women” clearly displays hostility or prejudice towards women as a sex so it could perhaps be argued to fit the definition of a non-crime hate incident under the Gardai’s proposals.
A hate speech public consultation was held late last year with around 3,800 responses including some 175 detailed written responses. The Department of Justice and Equality was reported in February as saying that draft laws to deal with hate crime and hate speech would be published later in spring. Two months ago the Department said that is was “working as a priority” to develop the new legislation
Jill Nesbitt is a former journalist who has worked freelance and on the staff of The Irish Times, as a researcher on The Consumer Show for RTE, Ireland’s national broadcaster, and more recently on news stories for The Sunday Times and The Times (Ireland editions).
To submit a response to the Law Commission consultation on hate crime law, visit: https://consult.justice.gov.uk/law-commission/hate-crime/
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US university president poses with 'suicide bomber'
http://www.michaelfreund.org/9124/us-university-president-poses-with-suicide-bomber
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The president of one of the leading universities in the United States last week posed for photographs with a student dressed as a suicide bomber, The Jerusalem Post has learned.
In copies of photos obtained by the Post, University of Pennsylvania president Dr. Amy Gutmann is seen standing with engineering student Saad Saadi at the annual Halloween costume party held at the president's home.
Saadi is seen with a keffiyeh around his head, a toy Kalashnikov rifle in hand and six plastic sticks of dynamite strapped to his chest. Gutmann beams alongside him, dressed as Glinda, the Good Witch of the North, a character from L. Frank Baum's novel The Wizard of Oz.
Gutmann, who is herself Jewish, was inaugurated as university president in 2004. Her father, Kurt, fled Nazi Germany with his family in 1934.
In other photos taken at Gutmann's party that evening, Saadi can be seen carrying out a series of mock hostage executions, evoking images reminiscent of the series of abductions and murders of Westerners in Iraq in 2004.
In one instance, Saadi stands over a fellow student crouched on the ground, and points a gun at her head while reciting verses from the Koran.
In another image, Saadi poses with an unidentified child as he points Saadi's toy gun at the camera.
The day after the party, Saadi was quoted in the Daily Pennsylvanian, the campus newspaper, as saying that he attended Gutmann's affair dressed as a "freedom martyr."
Founded in 1751 by Benjamin Franklin, the University of Pennsylvania is based in Philadelphia and has over 23,000 students, including a large percentage of Jews. It consistently ranks among the top 10 schools of higher education in the country, and is a member of the prestigious Ivy League.


Nature/
Climate/
Written by Katie Burton
I was planning for queues – I could not have been more prepared for queues given reports of chaos at the summit. Which is possibly why I was pleasantly surprised by today’s COP26 experience. After a pleasant sunny morning stroll along the Clyde, I joined the scrum, but given that this year’s summit features record turnout (I was one of 3,781 journalists signed up to attend), the resulting amble into the venue wasn’t unreasonable. Perhaps I’m just easy-going.
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A few odd moments ensued – attendants outside a plenary session led by Mark Carney seemed somewhat bemused as to why journalists would want to gain entry. That aside, if you turned up early enough, you could wangle your way into most of the open events and the queue for an Irn Bru at lunch was no longer than ten minutes. Clearly there’s something to be said for only turning up when all the world leaders have left.
That said, there were plenty of big names up on podiums throughout finance day. Ex-governor of the Bank of England, Mark Carney, chaired several sessions and led on the big headline of the day: his coalition of international financial companies signed up to tackle climate change (The Glasgow Financial Alliance for Net Zero – Gfanz) controls up to $130tn - ‘more than enough’ to get the world to net zero. Gfanz is made up of more than 450 banks, insurers and asset managers across 45 countries which together have around 40% of the world’s assets on their books. Participants include Santander, Bank of America and HSBC.
This matters, because transitioning economies away from fossil fuels and helping developing countries to build sustainable, renewable energy systems is going to cost a hell of lot. Carney says it will take $100tn. In short, finance is absolutely essential if we are to come anywhere close to net zero.
$130tn was the ear worm of the day – you couldn’t escape it. The idea that we now have the ‘plumbing’ necessary to move climate change to the forefront of all financial decisions was also oft repeated. There was a sense that a real shift is occurring in the financial world. Janet Yellen, US secretary of the treasury, made the point that it has historically been uncommon for finance ministers to attend COPs – this was her first. It seems fairly extraordinary that the notion of money being important for climate change is only just gaining recognition – but better late than never.
Listen on however and it appears that the ‘plumbing’ needs significant work. Aside from the fact that the $130tn itself is heavily debated, it is also far from clear how it will be deployed. ‘The money isn’t the problem,’ said numerous people – the problem is getting it where it needs to be, in particular to green and renewable energy projects in developing countries and emerging markets. Rachel Kyte, a former World Bank Group president and former vice president at the International Finance Corporation told me as much in a pre-COP interview: ‘There are so many companies out there doing amazing things, but they are fighting extremely hard to get access to capital. On the other hand, we’ve got trillions of dollars divesting from fossil fuels; we’ve got pension funds all over the world. So we have to take the capital being freed up and connect it to the need. That has always been difficult and that’s still a big part of the stumbling block.’
There was a huge amount of emphasis on linking up public and private finance. Sessions tended to feature speakers from both sides. The point was made that public money alone won’t be enough (usually by private investors); the point was made that private finance alone won’t be enough (usually by central bankers).
Private sector actors from investment funds were keen to demonstrate the increase and strong performance of ESG funds (investments that, in theory, align with strong environmental, social and governance standards) but frequently went on to add that they ultimately have a duty to their investors to secure a good return. Talk of assistance from central banks and multilateral development banks (such as the European Bank for Reconstruction and Development and the Asian Development Bank) to help ‘de-risk’ investments in emerging markets therefore came up a great deal.
Larry Fink, CEO of asset manager Blackrock, started his speech this morning by imagining the $130tn deployed. ‘Let’s imagine what that does to global economies. Let’s imagine what it could do for jobs, what it can do for the entire world.’ However, he went on to say that ‘deploying [it] is going to be far harder than investing in a normal bond, public equity or treasury bond. We need a system in which we can rapidly deploy that capital to the developing world – and there’s not a system today that can do that.’ In short, funds can’t just invest their clients’ pension money in risky emerging-market projects willy-nilly. Not without help anyway.
In the afternoon, Rishi Sunak bounced onto the stage to reiterate the idea that ‘the challenge now is not the finance – we need to match that finance with bankable, viable projects,’ but David Malpass, president of the World Bank Group, who spoke shortly after, presented a much more sobering view. He noted that there are nowhere near enough ‘bankable’ green projects around the world (i.e. those likely to provide a return on investment) for us to reach net zero. What’s needed therefore, is a channelling mechanism for private sector money that won’t necessarily be returned. It all comes back to greater collaboration between public and private.
The good news is that such a system could emerge. Blackrock has announced a new public-private finance vehicle worth $500bn called the Climate Finance Partnership, which it hopes will set a precedent for governments and private companies teaming up to mobilise capital in emerging markets. 'It’s essential that the private and public sector come together to share the risks of addressing sustainability in the emerging world,’ Fink said.
At a closed-door meeting of finance ministers, the UK also reportedly committed £576 million for a package of initiatives to mobilise finance into emerging markets and developing economies.
It wasn’t easy to suss out concrete examples of this type of public-private finance in action – at least not when it comes to green projects in the developing world – but Jon Johnsen, CEO of Danish pension fund PKA, provided one when he spoke about the firm’s investment into the largest wind farm in Africa, based in Kenya. He explained that the investment worked because the Danish central bank agreed to take on some of the initial risk, allowing the fund to then scale up its offering. ‘It’s a real example of what you can do if you work together.’
Such schemes, along with a whole host of new, creative financial tools, will prove essential if the fabled $130tn is ever to find good home.
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Has buscado: +Catalan language wikipedia Hemos resaltado las palabras coincidentes que aparecen en la página que está a continuación.
Constructed scripts
Multilingual Pages
Catalan (català)
Catalan is a Romance language spoken by about 9.5 million people. It is the official language of Andorra and an official language, along with Spanish, in Catalonia (Catalunya), Valencia (Comunitat Valenciana) and the Balearic Islands (Illes Balears). It is also spoken in parts of Aragon and Murcia, Pyrénées-Orientales in southern France, and in the Sardinian city of Alghero (l'Alguer)
The language of Valencia is known as Valencian, which some belief is a separate language, however most linguists view it as a variety of Catalan. The Acadèmia Valenciana de la Llengua (AVL) consider Catalan and Valencian to be two names for the same language.
Catalan at a glance
Native name: català [kətəˈɫa/kataˈɫa]
Language family: Indo-European, Italic, Romance, Western, Gallo-Romance, Occitano-Romance
Number of speakers: c. 9.5 million
Spoken in: Andorra, southern France, north east Spain, the Balearic Islands, Alghero in Sardinia, Italy
First written: 11th century
Writing system: Latin script
Status: official language in Andorra and in Catalonia, Valencia and the Balearic Islands in Spain. Recognised minority language in Pyrénées-Orientales in France, in Aragon in Spain, and in Alghero in Sardinia in Italy.
Catalan appeared as a distinct language during the 10th and 11th centuries. During the 12th century, Catalan began to appear in writing in scientific, philosophical, financial, religious, legal, literary and historical documents. At that time, Latin and Provençal were the preferred languages for literary and philosophical texts.
After the War of the Spanish Succession (1705-1715), Philip V abolished all the government institutions then existing in Catalonia and implemented Spanish laws. Catalan went through various periods of prohibition and repression.
In the 19th century, a period of economic, cultural and national recovery began, known as the Renaixença (Renaissance). Catalan was reborn as the language of literary culture through the Jocs Florals (Floral Games - a poetry contest) and through distinguished figures such as Jacint Verdaguer, Narcís Oller and Àngel Guimerà.
The Renaixença raised awareness of the lack of unity in the use of the language (there was no model for a common written language) and of the need to draw up rules on spelling. The founding of the Institut d'Estudis Catalans (Institute of Catalan Studies) in 1907 led to the language being codified through the publication of Normes ortogràfiques (Spelling Rules) in 1913, the Diccionari ortogràfic (Spelling Dictionary) in 1917, and the Gramàtica catalana (Catalan Grammar) by Pompeu Fabra in 1918.
During the first 30 years of the 20th century, Catalonia went through a period of political fervour, culminating in the recovery of a degree of political power in the Generalitat (the Government of Catalonia) during the 1930s. During the Second Republic (1931-1939), Catalan was restored to its official language status, which it had lost in the 18th century. However, this promising future was checked by the Civil War and its consequences. The use of Catalan in public was forbidden and the language retreated into the home.
Ever since the restoration of democratic institutions, there has been a process to re-establish the use of Catalan. It is now a co-official language, along with Spanish, in Catalonia and the Balearic Islands, and is widely used an everyday language throughout Catalonia, Valencia, Andorrra and the Balearic Islands. Catalan is used as a medium of instruction in many schools. It is also used extensively in the media and in government.
Catalan alphabet
Hear the Catalan alphabet with example words:
Catalan pronunciation
A and E = [ə] if unstressed in eastern dialects.
C = [s] before i or e, and [k] elsewhere
G = [ʤ~ʒ] before i or e, and [g~ɣ] elsewhere.
GU = [g] before i or e, and [gw] elsewhere
Final IG is pronunced [it͡ʃ] after a consonant, and [t͡ʃ] after a vowel.
I = [i̯] before vowels, and [i] elsewhere
O = [u] if unstressed in eastern dialects, except in most of parts of Majorca.
Ll = [ʎ] in western dialects and [j] in eastern dialects.
L·l officially = [lː], but is often pronounced [l]
Final R is silent, except in most parts of Valencia.
U = [u̯] before vowels, and [u] elsewhere
V = [v] in Balearic, Alghero and in some parts of Valencia.
X = [t͡ʃ] in western dialects and [ʃ] in eastern dialects.
K W and Y appear only in loan words
Download an alphabet chart for Catalan (Excel)
Some information provided by Michael Peter Füstumum and based on http://www.youtube.com/watch?v=N-OqUeLz0Tg
Tots els éssers humans neixen lliures i iguals en dignitat i en drets. Són dotats de raó i de consciència, i han de comportar-se fraternalment els uns amb els altres.
A recording of this text by Sergi Giménez Palomo from Barcelona
(Article 1 of the Universal Declaration of Human Rights)
Sample videos in and about Catalan
Information about Catalan | Phrases | Numbers | Family words | Time | Tongue twisters | Tower of Babel | Catalan learning materials
Learn Catalan with Glossika
Learn Catalan
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Information about Catalan
http://en.wikipedia.org/wiki/Catalan_language
https://en.wikipedia.org/wiki/Catalan_orthography
http://ca.wikipedia.org/wiki/Català
http://www.bbc.co.uk/languages/european_languages/
languages/catalan.shtml
http://www.orbilat.com/Languages/Catalan/Catalan.html
Information about Balearic varieties of Catalan
http://en.wikipedia.org/wiki/Balearic_dialect
http://mymenorcavilla.co.uk/the-minorcan-dialect-and-how-it-differs-from-mainstream-spanish/
Online Catalan courses
http://www.parla.cat
https://www.loecsen.com/en/learn-catalan
https://www.duolingo.com/enroll/ca/es/Learn-Catalan
https://polymath.org/catalan.php
https://www.101languages.net/catalan/
Catalan phrases
https://ilovelanguages.org/catalan_phrases.php
https://ielanguages.com/catalan.html
http://www.bbc.co.uk/languages/other/quickfix/catalan.shtml
http://mylanguages.org/catalan_phrases.php
https://wikitravel.org/en/Catalan_phrasebook
GRup Enciclopèdia Catalana
http://www.grec.net
Online Catalan dictionaries
http://www.catalandictionary.org
http://diccionaris.cat
http://www.diccionarios.com
http://termcat.cat
http://hyperdic.net
https://sinonims.com
Online radio in Catalan
http://www.catradio.es
http://www.rac1.org
Online Catalan news
http://www.elpuntavui.cat
http://www.vilaweb.cat
http://www.ara.cat
El diari electrònic de referència en català
http://www.e-noticies.com
La literatura catalana a internet
http://lletra.uoc.edu
https://www.contesencatala.com/
Institut Ramon Llull (the official institution representing Catalan culture and language abroad): http://www.llull.cat
Softcatalà - software in Catalan
http://www.softcatala.org
Aragonese, Aranese, Aromanian, Asturian, Catalan, Corsican, Dalmatian, Emilian-Romagnol, Extremaduran, Fala, Franco-Provençal, French, Friulian, Galician, Gallo, Gascon, Genoese, Guernésiais, Istro-Romanian, Istriot, Italian, Jèrriais, Ladino, Ladin, Ligurian, Lombard, Lorrain, Megleno-Romanian, Mirandese, Moldovan, Monégasque, Mozarabic, Neapolitan, Occitan, Occitan (Auvergnat), Occitan (Languedocien), Occitan (Limousin), Occitan (Provençal), Picard, Piedmontese, Portuguese, Romanian, Romansh, Sardinian, Sicilian, Spanish, Valencian, Venetian, Walloon
Languages written with the Latin alphabet
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International Women’s Day March Takes Over Cabot Square
“Women United Will Never Be Defeated!”
NewsSheena Macmillan — Published March 8, 2020
Photo Sheena Macmillan
This International Women’s Day, Women of Diverse Origins organized the annual women’s march, something they have done since 2002.
Hundreds of people flooded Cabot Square, brandishing brightly coloured posters and flags from their home countries.
Protests identical to this one happen globally on International Women’s Day, and serves to remind the public that the fight for equality is not over yet.
Nima Machouf, from the Association des femmes iraniennes de Montréal, spoke on women’s growing involvement in Iran’s public sphere. “The women are the ones in university, in the workforce, and at the protests,” she said.
Several women have been imprisoned in Iran for protesting the country’s mandatory veil law. They protest to abolish the law to make the veil voluntary, not compulsory.
“It should be a choice,” said Machouf. “If they want to wear the veil, they can, and if they don’t, they shouldn’t.”
“We’re all in the same boat,” said Claudia Martinez from Chili en résistance jusqu’à la dignité.
Each organization represented at the march—though from different corners of the world—had more things in common than one might expect. Women from Venezuela, Chile, Iran, Palestine, Lebanon, the Philippines, Mexico, and members of various Indigenous communities marched together.
While their struggles might not look the same, they stand united and in solidarity with one another, said Marlene Hale, member of the Wet’suwet’en nation.
“We have shut down Canada,” Hale said, referring to the wave of solidarity protests and train blockades calling attention to Wet’suwet’en land being used for the Trans Mountain Pipeline.
Protesters chanted “So-so-so, solidarité, avec, avec, avec la Palestine,” and “Women united will never be defeated.”
Chilean women wore ornate masks, covering their entire heads with red fabric and brightly coloured beads. Led by Martinez, they performed a dance called “There’s Violence on Your Street.” They chanted as they stuck their arms forward, pointing at the metaphorical people oppressing them.
Benedicte Carole Ze, from the Association des travailleurs et travailleuses d’agences de placement, spoke on the unjust working conditions she faced after first immigrating from Cameroon to Montreal. She regularly worked 10 to 12 hour days, doing the jobs of three people at once. After two years of working without time off, her request for two weeks vacation was denied.
“If we’re good enough to work, we’re good enough to stay,” she said, about the numerous temporary workers who come to Montreal hoping to start a life here.
“Our women are dying […] because of our present regime,” said Thelma Castro, founder of PINAY, a Filipino women’s organization.
The president of the Philippines, Rodrigo Duterte, has urged members of the public to kill people addicted to drugs to control the country’s drug problem. According to Castro, he’s doing more than just that—he’s killing the country’s activists as well.
“The defenders of human rights, women activists, lawyers, and anybody who is working with the people are either jailed, disappeared, or harassed.”
These women and their families leave the Philippines to escape the hostile situation there, only to be racially profiled when they arrive in Canada, explained Castro.
After departing from Cabot Square, protesters stopped in front of the Royal Canadian Mounted Police’s office before moving to the Israeli consulate. From there, protesters marched down Ste. Catherine with music blasting from speakers propped up in the back of a pick-up truck.
Sheena Macmillan is The Link's Editor-in-Chief. She was vol. 41 and 40's news editor. Niall was her favourite member of One Direction.
Follow @seenamac
International Women’s Day March Happening This Sunday
Kaity Brady – March 6, 2020
Editorial: Women of Colour Need a Seat at the Table
The Link – March 10, 2020
Protesters chant ‘Enough is enough’ to denounce domestic violence
Angelica Rameau-Galette – April 2, 2021
Vigil honouring Rebekah Love Harry sheds light on domestic abuse problem in Quebec
Reina Ephrahim – April 4, 2021


Audio recording of the call with ANZ that financially crippled cancer-stricken mother
South Australian mother Danielle Richardson is dying from cancer and has just months to live.
But instead of spending her precious time with her family, they have been embroiled in a bitter dispute with the ANZ bank.
Back in 2016, Danielle got a call from a representative at the bank which ended up with her opening a super account with ANZ.
Danielle and Brenton say this ordeal has put them "through hell" (A Current Affair)
Danielle didn't know it at the time, but the consequences of that call would end up putting Danielle and her family "through hell".
Just shy of her 50th birthday, the mother-of-two struggles to find the words to describe the ordeal. Nine months ago, Danielle was diagnosed with an aggressive brain tumour.
The news devastated the family. "It's the sort of thing you don't wish on your worst enemy," Danielle's husband Brenton told A Current Affair. "This is so hard."
The terrible situation was made worse though when Danielle and her husband tried to access Danielle's life cover they'd held for several years. "We rang up and we went to claim," husband Brenton explains, "and yeah, they said it wasn't there, it wasn't activated."
Danielle and her husband Brenton have been inseparable since they married 27 years ago (A Current Affair)
Unbeknownst to the Richardsons, Danielle had lost her life insurance after a call with the ANZ bank.
Danielle received the call back in 2016, while she was working for the Save The Children charity.
Danielle is at work when she receives the call and explains to the ANZ representative that she is driving between meetings. A Current Affair has obtained the damning audio recording.
"I'm just at work though at the moment," Danielle tells the telemarketer.
"Okay no problem, letting you know it does take between five to ten minutes of your time, so it's pretty straight forward," the ANZ representative responds, pushing to keep Danielle on the line.
Danielle Richardson's daughter says she loves her mothers smile and laugh (A Current Affair)
"So, we'll be as quick as possible," the telemarketer continues. "I don't have any info in front of me though," says Danielle.
"That's alright, you don't need anything in front of you." The call ends up lasting more than 30 minutes, during which time Danielle is clearly distracted and confused.
At one point during the call, Danielle actually asks the ANZ representative: "So what if I, if I die, what would the family get?"
She also tells the telemarketer that she has life insurance with another company. "No problem… absolutely fine, no worries," the representative tells her.
In the end, she agrees to open a new super account with the ANZ.
Danielle doesn't fully understand though that if she transfers her super, she'll lose the death cover attached to her old accounts. It is something the bank never explains during the call.
The warning that the new account could impact existing life insurance appears in the fine print of the bank's welcome letter, at the bottom of the second page. (A Current Affair)
"I just feel betrayed... I was an advocate for them [ANZ] and I basically was a salesman for them. I said, look Danielle, go with these guys, everything's great," husband Brenton says.
The Richardson family has now enlisted the help of Michael Fabbro from Erza Legal, who says he was gobsmacked when he heard the phone recording.
"I was really shocked that the pressure had been applied in a situation where Danielle was clearly distracted, didn't have time," Lawyer Michael Fabbro tells A Current Affair.
"It's poor, I think it's negligent, I think they had a real obligation to make sure that Danielle really understood what she was doing."
Following the call, ANZ bank did sent a letter to the Richardson family warning them Danielle's new super account would impact her life insurance. But that warning is in the fine print of the bank's welcome letter, at the bottom of the second page.
"You will need to consider whether moving your money from your current fund will affect any insurance cover..." the letter reads.
The ANZ also stands by the call to Danielle and claims they made it clear she was opting out of life insurance but could add it later. Their full statement appears below. Unfortunately, Danielle's prognosis isn't good. Her doctors predict her condition will only deteriorate as the weeks go by.
Danielle and husband Brenton have been inseparable since they fell in love 27 years ago. (A Current Affair)
Her only hope now a world away from the picturesque waters of Port Lincoln. In Japan researchers are trialing a revolutionary treatment. Trouble is the family just doesn't have the money to get there.
Without life insurance, Danielle's parents have had to pay the family's mortgage.
Danielle's husband Brenton says he's already spent $60,000 on surgery, quitting his job to become Danielle's full-time carer.
Danielle's previous death and disablement insurance totaled more than $600,000. A significant portion of which may have been paid out before she passed. "I've had that achieved for a number of clients and it makes a significant difference to the way in which they can live out the balance of their lives," the family's lawyer Mr Fabbro says.
A mother's anger
Cancer warning
"It's one thing that will help us, it really would," Brenton says. "The next three months are going to be pretty, time to act now, the doctors told us Danielle had twelve to fourteen months to live, and we're nine months in."
In Danielle's hometown of Port Lincoln, the community have been rallying to support the family. Donna, who has been Danielle's best friend since grade four, launched the 'Smile for Danielle' fundraiser. It has raised more than $50,000.
But the goodwill from the community hasn't been echoed by the ANZ bank.
"I feel upset that they didn't treat us very well and didn't do the right thing," Danielle says. After nine months of difficult legal proceedings, the family are hoping their story will push ANZ to resolve their case.
"The whole thing's tough, it really is. But we remain hopeful," Brenton says.
An ANZ spokesman submitted the following statement to A Current Affair.
ANZ does not publicly discuss the specific details of our customers, however it is incredibly sad what this customer is currently going through and we sympathise with the pain the family must be enduring.
We have reviewed the matter thoroughly, including a tape of the phone call in question and the written correspondence that was sent following initial contact.
It is clear that the call was conducted at the request of the customer's husband.
We outlined the various insurance options on several occasions during the call to be sure the customer was clear about their circumstances, as we would on any call of this nature. In this case the customer advised they did not want life insurance as they already had it with another company.
During the call we also made clear that even though the customer had opted out of life insurance, they could add it later by contacting us on the phone or online.
After the call, we sent follow-up letters to the customer urging her to check her insurance cover with the following section included:
Check your insurance cover – if you haven't already done so
Insurance isn't automatically transferred when you rollover. Any insurance in [previous super account] was not transferred and was cancelled when you rolled over. Please check your current cover meets your needs.
Without going into specifics, there was a period of more than 12 months between the call in question and the customer activating her superannuation account which provided ample time for them to review the details.
Our correspondence with this customer and the establishment of their superannuation account followed strict internal guidelines and codes, and was also in line with the many laws that are necessary to govern superannuation and life insurance.
We have asked our independent Customer Advocate to review this case as a priority.


Bloomington High School “The Frank”
—-The basketball arena at Bloomington High School in Bloomington, Illinois, known as “The Frank”, bears more of resemblance to an airport hanger than 95% of the high school gyms in the state, Dec. 2021. (photo by Vincent D. Johnson).
When Civic Pride & Design Mattered
Bloomington High School’s Robert Frank Sports Complex, commonly referred to as “The Frank”, is a holdover from the days when civic pride was often behind the design of the local high school’s gyms & football fields.
The Frank is the rare high school venue that has an interior and exterior aesthetic to it. The gentle curvature of the roof beams, that extend outside the building, to the curved floor to ceiling glass windows that line the north side of the facility, letting in natural light, but never direct sunlight. There’s even a beautiful symmetry between the conference championship banners and local sponsorship banners.
Bloomington High School’s Robert Frank Sports Complex, is as stunning to look at as it is functional, 1950s civic pride in full display. (Photo copyright of Vincent David Johnson)
Natural light entering the arena can create a very unique light during a game. (photo by Vincent D. Johnson)
A frosted glass wall on the south side of The Frank lets in some natural light, but not too much. Conference championship banners and sponsor banners mirror each other in a way that it’s not as tacky as it is in some gyms. (photo copyright of Vincent David Johnson)
This A Sports Arena, Not A Gym
There are few high school basketball courts in the state, or the country for that matter, that calling them a gym would be a disservice. The Frank truly deserves to be called a sports arena. Built in 1959 the building has a slight arch, with 10 large-metal I beams the protrude from the east & west sides of the building creating a sloping cantilever overhang.
The exterior of the Robert Frank Sports Complex at Bloomington High School, Illinois has a low profile as a majority of the seating and all of the court are below ground level. (Photo copyright of Vincent David Johnson)
With the playing surface below ground, all fans enter at ground level and head directly to seating in the upper section, or make their way down stairs at all four corners of the floor so they can sit court-side. A sliding wall is hidden away towards the south end of the main level. Both west and east sides can be turned into separate playing areas when the bleachers are retracted against the wall.
Stairs at all four corners of the arena lead to the court-side seating areas.
It wouldn’t make sense for a regulation game, but with the main level walls closed and bleachers retracted, warmups or practices could happen simultaneously with a game at The Frank. For the State Farm Classic basketball tournament one side was used as the hospitality room for officials, volunteers, & media.
Trophy cases and a purple 8 foot wall are what greats you when you enter The Frank. That wall blocks out a view of the court so people don’t crowd the entrance area, but also is short enough to let in a lot of light from the wall of windows on the north side.
The Robert Frank Sports Complex at Bloomington High School in Bloomington, Illinois, also known as “The Frank”.
First round girls basketball action between Rochester and Washington during The State Farm Classic at The Frank, Dec. 2021.
View this list of best high school gyms in Illinois | See the gallery of other high school gyms


Home/ Free Essays/ Health/ Health Policy for Uninsured
Free Health Policy for Uninsured Essay Sample
Generally, policies are the structural processes that determine the way the government acts on various matters that touch on the welfare of the citizenry. In the healthcare sector policies often, refer to the approaches that guide the government in the making of decisions concerning the provision of health care services for the citizens. The formulation of the health polices in the United States is generally governed through a sequence of actions that ultimately yield a workable policy framework. The policy framework is then integrated within the system of government so that it serves as the reference points for all future actions and plans of the sector. Generally, the processeses that determine the formulation of a policy include building of the agenda, the formulation of the policy, policy implementation, evaluation, and policy termination.
The agenda building stage in the policy making process usually begins with the need to deliberate on an existing or emergent problem. A certain issue or phenomena results and causes strain on the society, thus necessitating sections of the society to deliberate on the possible ways of mitigating the resultant adverse effects. One of the most sensitive issues in any society is the health care sector. It is also the most cost intensive sector. Therefore, this sector will demand a multi-spectral approach that would address it in accordance with the complex needs of the society.
In the United States, the issue of insurance cover for the citizenry has often yielded debates regarding the best possible approach. The agenda building stage for the health care sector often involves the deliberation on the balance between the costs and the provision of quality health care services to the citizens. This provision is considered a fundamental basic right. Over the years, the agenda building stage has influenced varying perspectives regarding the best possible approach that would offer appropriate balance between care and costs.
The formulation and adoption stage in the policymaking process entails the designing of some specific approach that would constitute the structures and mechanics of addressing the identified matter or problem. Various institutions may be involved in the formulation and adoption stage of the policy. These institutions may include lobby groups, courts and congress. At this stage, the various organs and institutions that are engaged in the process of formulating and adopting the policy tend to adopt contradictory approaches that suit their specific interests. At the advanced stage of the process, a bill may be presented before Congress. Alternatively, a specific regulatory agency may assume the task of drafting the proposed laws. These processes generally prepare the ground for the adoption of the policy.
The final adoption or rejection of the policy will be determined by the decision of the Congress. The Congress may adopt or reject the bill. The passage of the bill would imply that the regulations and rules designed at the earlier stages become fully functional. However, the Supreme Court may intervene to determine the fate of the bill in case any contentious issues are brought before it for final determination. After the formulation and adoption of the policy, the next stage becomes its implementation. The implementation process of the policy is placed under the charge of specific bodies that lay down the structures and operational details that ensure the workability of the policy. This process usually involves bodies and agencies that have been known to deliberate on adoption processes of the policy. The earlier stages of adoption and formulation do not provide the mechanics of the implementation of the policy.
Generally, this process would involve the setting up on rules and procedures that would customize the policy. Usually, the process would entail the need for integrating the details of the policy within the existing framework and systems in a way that would not yield operational conflicts. Sometimes the implementation process turns out to be problematic due to the mismatch between the details of the policy and the existing framework where it needs to be absorbed. It is because of this reason that sufficient deliberation and positive criticism need to precede the adoption process in order to streamline it within the existing structures. A second challenge that often faces the implementation process of the bill concerns the compliance levels by the stakeholders.
Stakeholders may tend to adopt approaches that are contrary to the letter and spirit of the policy. Certain sections of the society may adopt critical approaches to the policy thus rendering its workability problematic. Lobbyists, interest groups, and political opponents may pose compliance problems at the implementation stage of the policy. However, the streamlining of the policy into the official frameworks of the government makes it obligatory for everybody across the board to adopt its requirements and specifications. It becomes binding as long as no group or individual challenges its legitimacy before the Supreme Court.
The next stage after the implementation stage of the policy is the evaluation and termination stage. The evaluation of the policy is anchored on the need to determine the levels of the policy’s efficacy in line with the specific objectives, for which the bill was originally designed to address. The evaluation of the bill is usually conducted within the broad concept of the cost-benefit analysis. Stakeholders will tend to be critical of the bill if the evaluation reveals that the cost of maintaining the policy is not commensurate with the attendant benefits. However, evaluation stages of policies are often faced with the challenges of method, because different methods and approaches will yield contradictory perspectives regarding the efficacy of the bill.
Usually, the merits of evaluating the policy are marred with vested interests from the political class, groups, and individuals with stakes in the policy. Health policies are some of the most divisive policies in the United States because of the conflicting perspectives between the government and insurance providers. The contention between these two parties is explained by the fact that the government will aim to include all its citizenry within the insurance umbrella, whereas the insurance groups would want policies that shield them from every possible risk or loss. The termination of policies is often a rare occurrence. However, certain developments may arise to make a particular policy obsolete or expensive. Generally, technological innovations may render certain policies problematic. When such situations arise, the policy makers will initiate debate that could lead to the eventual overhauling of the policy and replacing it with one that suits the interests of the stakeholders.
Policies may also be terminated due to political will. Politicians may assume office on the promise of bringing about specific changes in the healthcare sector. Alternatively, pressure groups may initiate campaigns that could culminate into the changing of certain policies, which they deem to be unproductive to certain interests. Certain policies may be made in such a way that they only require strategic revisions in different political or ideological dispensations. They could also be structured to align them with the fluid nature of social realities. Makers of policies often take precautionary measures to include flexible structures that would guarantee the survival of the policies in different political, ideological, and social realities. Policies that combine prevailing conditions and the likely scenarios tend to outlast those that are generally modeled on transient stimuli.
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