Tag Archives: mywritings

Draft 7 is Ready

       Finally, Edits to draft 6 are done, draft 7 is ready.
       I’ll be delighted to upload the pdf if anyone wishes to Beta Read for me.
    I look forward to your impressions, Thoughtful (Beta??) Readers.
Shira

*****************

Click here to read, if you like:

B5, Hakan: Muhafiz/The Protector, Sihirli Annem, Lupin, or La Casa de Papel/Money Heist Reviews

Holistic College Algebra & GED/High School Lesson Plans,

Thoughtful Readers, please consider reading about #ProjectDoBetter.

Shira Destinie A. Jones, MPhil, MAT, BSCS

Shira

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Writing Process: 6th Draft Edits Done, Beta Readers and Logo Needed!!

           At last!  I am in final proofs of the text of Draft  #6  of Project Do Better’s manifesto,  so let me know if you want to read this 6th Draft and I will post it!

     I look forward to hearing your opinions, Thoughtful Readers.

We can really  Do Better.

-Shira   

 

Action Prompts:

    Share your thoughts on how to build buy-in to create a more equal, or at least less inequitable, society, please.   Guest posts are always welcome.  Writing, by the way, is my personal contribution to Project Do Better

What would yours be, if you had time?

***************** 

Click here to read, if you like:

B5, Hakan:Muhafiz/The Protector, Lupin, or La Casa De Papel/Money Heist Reviews,

Holistic College Algebra & GED/HiSET Night School Lesson Plans,

           or My Nonfiction  & Historical Fiction Serial Writing

Thoughtful Readers, please consider reading about #ProjectDoBetter.

Shira Destinie A. Jones, MPhil, MAT, BsCs

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Continue reading Writing Process: 6th Draft Edits Done, Beta Readers and Logo Needed!!

Writing Process: 6th Draft in Final Edit, Beta Readers Needed!!

           At last!  I’ve just finished Draft 5, and am now in final edit of the substantially revised Draft #6, which is rather different, even, from the 5th draft.   Now in need of Beta Readers, please!  In addition to a few idea changes, this draft  is 237 pages, rather than the 288 of draft 5.  (why is the editor so snaggy today?!)

     So, I continue to work on detail edits of draft #6  of Project Do Better’s manifesto, which should not be many as I was careful, but one always misses something, so do let me know of any and everything you see or think should be changed -just let me know if you want to read this 6th Draft and I will post it!

     I look forward to hearing your opinions, Thoughtful Readers.

We can really  Do Better.

-Shira   

Action Prompts:

    Share your thoughts on how to build buy-in to create a more equal, or at least less inequitable, society, please.   Guest posts are always welcome.  Writing, by the way, is my personal contribution to Project Do Better

What would yours be, if you had time?

***************** 

Click here to read, if you like:

B5, Hakan:Muhafiz/The Protector, Lupin, or La Casa De Papel/Money Heist Reviews,

Holistic College Algebra & GED/HiSET Night School Lesson Plans,

           or My Nonfiction  & Historical Fiction Serial Writing

Thoughtful Readers, please consider reading about #ProjectDoBetter.

Shira Destinie A. Jones, MPhil, MAT, BsCs

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Continue reading Writing Process: 6th Draft in Final Edit, Beta Readers Needed!!

We Can Do Better Wednesdays, Chapter 9, section II. D

This post is  the rough draft of  Chapter 9, section II. D. of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 9, 1/4 of a map for the early years of Phase III, will introduce the early years of a path to Empathy for All, via Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9  section II. C. was last week)

Chapter 9, section II. D.

II. D (1164/1k wds).  Early years of Phase III old tools for new problems

 

1 (275/250 wds).

The start of this part of Phase III, in synchronization with the other three parts of this phase, will perhaps be a bit easier in the very beginning, since we are taking old and familiar tools and adapting them for the current work at hand.  One familiar tool, at least to those interested in public participation in policy making, is the citizen’s jury.  With a more robust educational system in place at this point, some 35 years, give or take 5, since the start of our overall work on this project, more US citizens will be prepared with the empathetic critical thinking skills to address such issues.  Likewise, an old tool like the CCC can be updated and brought back in a form suitable to address the current needs of the nation, while teen or youth courts can likewise be added in more cities, as we learn to trust our youth to make reasonable decisions for their peers, and for us.  Monetary tools like 1930s stamp scrip, updated as with Ithaca Hours, or even Time Banks, are another set of tools that local communities can use to help implementing a variety of initiatives even where federal funding is scarce.  Finally, tools like PB, already used in places from Porto Alegre to Paris, should be updated for cities across the US, as our citizens become more accustomed to taking fuller part in the complex decision making of reviewing and contributing to budget agendas in their local communities.  All of these tools will need to be adapted for the local needs of each city in which they are used, by local residents who best know local needs.

 

 

2 (254/250 wds).

Measuring the progress, and the reaching of milestones for this part of Phase III, in the early years, will again involve volunteers from each community working together to decide on how to set such markers for their specific community, and how to coordinate time frames with other communities, assuming that this is still useful and viable for those communities.  The growing numbers of Teen or Youth Courts and increasing numbers of cases handled by them, can constitute the initial set of statistics, available for past years as public record, presumably.  Similarly, an increasing set of citizen’s jury studies can serve to indicate uptake of this tool, as can the number of state level versions of the CCC, as it is updated by community, and advocated for bringing back in modified form on the federal level.  The number of active local currency systems, by both community and by state, can be both tracked and aided by more established currency system organizers, such as those in Ithaca, NY, and Time Banks, USA and even Time Banks, UK, if they have returned to the egalitarian ethos of time banking as founded by Edgar Cahn.  Finally, some way of measuring the progress with introducing the idea of rotating teachers around states, and eventually around the country as many in Europe do, should be started, state by state.  Starting with basic numbers of school board meetings attended to introduce the idea, moving to numbers of lawmakers contacted via letter requesting introduction of the idea to their state legislatures, perhaps.

 

3 (345/250 wds).

The tools and 1-minute activities for the start of this part of Phase III will involve taking familiar tools, like voting related tools, and adapting or updating them for current needs and localities, community by community, but in coordination with the nation wide movement to update and share tools both within and between communities engaged in this project, and also with the wider public.  Ranked Choice Voting, aka irv, should, by this time, be in use across a number of states, as in Maine, NY, and California began even before 2021.  PB and Citizen’s Juries are tools that may need more education around their use, and thus more 1-minute activities to inform and promote them, sharing links and articles for where to learn how to use or adapt both of these ideas as needed, and to introduce them in cities where they are not already in use, moving gradually up to the entire state level, for both.  Family and local history archiving is another idea whose time ought to have arrived, by this time, as local library branches facilitate the writing and local publishing of books on community history, and of each family in that local community.  TheAbuelaVida project, begun in 2016, for sharing the stories of every person’s grandmother, should be spreading across communities and into local library branches as part of the local history books project.  Another old idea that could be revived to help reframe ways of thinking is the calendar reform project of the World Calendar, or also that of the Holocene Era calendar.  Resetting our reference year from 2021 to 12021, as proposed by Italian-American scientist Cesare Emiliani, could be one more way to help reset our ways of thinking to include all human beings as part of our frame of reference for human rights.  Finally, free language learning, with the encouragement of learning at least two, preferably three languages, each from a different language family whenever possible, is another important way of learning to see things from another point of view, and can be helpful to this project.

 

 

4 (259/250 wds).

The practical use of many of these tools may become more clear to more people after education around the need for those tools, as the Holocene Calendar, and how to use those tools work, as with RCV/irv.  Once people are familiar with what the various new or updated old tools can do, and how they work, their practical value will become clear.  Teen or Youth Courts, for example, apparently saved a good bit of money in the long run in terms of reduced recidivism rates in DC, according to Dr. Edgar Cahn’s remarks in 2011, but the lack of funds for long term follow up with those involved in this effort makes evaluating the benefits more difficult.  Thus, volunteers will need to be available, or interns, from the social science fields, perhaps, to continue on following up on the results of these projects with participants who have used each of the adapted tools over a period of as many years as possible.  The CCC, for instance, created jobs, educational opportunities, and infrastructure upgrades, and could well do so again.  Those are obvious practical benefits, but symbolic benefits also make a difference.  Cooperation, learning together, working as a team, all are symbolized by both youth judging their peers, and by youth working together in different parts of the country.  Local currencies, citizens’ juries, PB, all also symbolize cooperation and trust.  Calendar reform further even, symbolizes the building of more hope and new ways of thinking that will be needed more than ever to solve the world’s increasingly difficult problems.

 

— (Next Wednesday: Chapter 9, section III. A. )

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Prompts:

1.) Share some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.)  Write a story, post or tweet that uses those sources and your thoughts.

   🙂

 

Chapter 9, both sections II and III D.  outlines

***************** 

Click here to read, if you like:

B5, La Casa De Papel/Money Heist, & Lupin & Hakan: Muhafiz/The Protector Reviews

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

Four Complementary Ways to Build Empathy on Day 9/67, with Diverse Learning Tools

Walking, study, and story, in themselves, are each powerful ways of learning, and can each be used to build empathy, while tying that learning all together so that it sticks. Walking facilitates thinking, or reflection, often generating both empathy, especially if walking with others, and new ideas for further study. Study can also build empathy, of course, if directed down the pathway of thinking of others. Story, it is well-known, has long been used as a teaching and empathy-building tool in many societies throughout human history.

Today is day 9 of my traditional 67 lesson plan set for teaching in Adult High School Equivalency diploma and GED preparation night school classrooms. This particular lesson is meant to cover, mostly, some starter questions about the salt trade, with the related mathematics, reading, grammar, and history, but… What if we put them all together, as part of our Learning Toolbox?

1.) One example of walking to learn is found on page 46 of my book Stayed on Freedom’s Call, via some of the walking Black-Jewish Cooperation DC history tours I created. That page, as part of the entire book, is freely available on The Internet Archive in various formats.

2.) A second example is my favorite lesson, Day 17, of my holistic GED set of lesson plans for a five month semester. For many students, it should be possible to complete preparation for the HiSET or GED in that time. These lesson plans tie together the mathematics related to the lesson of that day with a history reading, often also a science reading, grammar, and a writing assignment, all designed to connect to a central theme, often using a mind-map or a chart to generate and reinforce the new ideas in connection with already learned material. The use of realia (objects or activities used to relate classroom teaching to real life materials) and kinesthetic (movement or hands-on building related methods, like making models with string or clay…) methods is also encouraged to aide in problem solving and recall, across the set of lessons.

3.) Then, third, is learning through story. By reading historical fiction, many adults have expressed the fact that they can learn more about historical or even current topics, like slavery as it contributed to the modern trafficking problem. Stories that explore difficult topics have long held the power to teach, and to change hearts and minds, like my serial story Ann & Anna.

And, 4.) which I forgot initially, is language learning, as a fourth tool for empathy building.

Using methods like these three broad techniques, we can make learning easier, more effective, and fun. This is crucial to building a more empathetic society.

We can Do Better.

Shira

*****************

Click here to read, if you like:

Babylon 5Hakan:Muhafiz (The Protector)Lupin, & La Casa de Papel (Money Heist) Reviews…

Holistic High School Lessons,

           or My Long Term Nonfiction Writing and Historical Fiction prose

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

 Shira Destinie Jones’ work  is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

We can Do Better Wednesdays: Chapter 9, the early years of Phase III

This post is  the rough draft of  Chapter 9, section II A of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 9 (section II. C., 3/4 of a map to get there) will introduce the early years of mapping out a path to get there for Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9, section II. B. was last week)

Chapter 9, section II. C.

II. C (z/1k wds).  Early years of phase III, UBI

 

1 (279/250 wds).

Education and advocacy around the need for a UBI here in the US, especially in certain parts of this country, will require tenacity on the part of those educating the general public.  Education around the problems generated through the structures affected by systemic racism in this country, which is to say, education on how nearly all structures of every system in this nation have been built upon racist foundations, will be a difficult but necessary start.  Also, our history of classism and how those groups taught to believe themselves above other groups will need to be included in education around how these class perceptions and alliances affect the ways in which people view one another, and refuse to work together based on false beliefs that end up impacting all of society counter-productively.  Then, there must be tremendous education around the many ways in which the existence of poverty is an active threat to all who are not independently wealthy, since all non-wealthy people can end up tumbling down the SES ladder into poverty, or even homelessness, under the right, or wrong, circumstances.  From there, and at the same time as we begin this phase, education around how a floor on poverty can put a limit on the level of fear that people, even middle class people, face in our society, must lead to education around how putting a floor on poverty eventually leads to far greater contribution by all members of our society.  Thus much education needs to continue from previous phases, and be adapted to the start of this current phase, as we reach toward the beginnings of normalizing the idea of a UBI for all of us.

 

 

2 (270/250 wds).

Measurements in this early part of Phase III may need to be broken into two separate sets of benchmarks.  One for the work at the federal level of attaining a UBI or a Citizen’s Income, leading to a basic income for residents and then gradually going to a UBI, with or without a Federal Jobs Garantee.  The other set may need to be used to measure progress and set milestones for the work of advocating for a UBI at the state level in each state.  At the federal level, a UBI either exists or it does not exist, but state by state, each state can have a prototype or an introductory version of a UBI for citizens or residents of that state.  The volunteers working from the top down for a federal UBI may want to coordinate with those who are working for a UBI state by state, if possible.  Milestones for the advocacy work in this part of Phase III may have to be measured, at first, simply by the number of volunteers in each community, or volunteers per state and keeping track of which states have communities from which volunteers are actively working on this part of the project.  The number of posts on social media or in newspapers, letters to the editor, articles in academic or more accessible fora, tweets and retweets, and even murals or other forms of art can count toward the work in advocating for a UBI.  So long as all of this work is done in the spirit of adding to the level of empathy and moving toward greater human rights for all.

 

3 (258/250 wds).

Tools and 1-minute activities that may help in this early part of Phase III include walking, together, as in the groups formed earlier in the service of previous parts of this project, or even as individuals, showing support for the UBI.  Another tools that could be adapted by local community organizations are local community issued currencies, as studied by many academics and community economics enthusiasts, as a complement to the circulating federal currency.  By supplementing the amount of federal money already in the local community, a local currency, whether in the form of Time Dollars, as issued by Time Banks, USA, or in the form of a paper scrip, like Ithaca Hours, or Anacostia Hours, or Humbolt Dollars, or Potomacs, a local currency can help make more money available within the local community, and thus encourage local businesses to employ more people, and help local communities support more vulnerable people in need, and incubate new businesses, as in Ithaca, NY.  Clearly, previous tools such as social media, articles, and art also remain available as tools for advocating, raising awareness, and educating around the need for a UBI.  Continuing the work of A. Yang, the experiment in Stockton, CA, and other places as prototypes for a fuller more wide spread Basic Income can be partial measures until the full UBI is reached everywhere.  Other tools for raising awareness include street theatre, workshops, songs and even poetry, as with the folk poems used throughout the ages to inform, educate, and even to protest, as with the goose and the Common.

 

4 (284/250 wds).

The practical use, for the working person, of a UBI for those often seen not to be working in ways that our society generally expects people to work, in these early years of Phase III, will likely need much explaining, and with much empathy, for much of the larger public in the USA.  One practical use of the UBI is in giving every single person the space to breath without the fear of not being able to meet those basic survival needs that strangles so much of our unborn productivity.  That space to breath leads to the ability to finally reflect, which leads to much more.  Another practical use of this UBI is that there will be far less survival stress in our society, and that leads to less anger, which leads to less unproductive or counter productive activity.  These lessenings of fear, stress, and anger simply on their own will lead to less expenditure by society on public health and hospitalization, less spending on our prison system and court systems, and less spending, of course, on our emergency food and housing systems, such as they are.  More importantly, a UBI will also lead to more time to think positively, and more energy to create positive solutions to problems that will eventually help all of us.  Symbolically, a UBI represents the freedom to live as a dignified human being, especially if one was born in a hole and had to dig out of it as a child merely to reach the level that many people were able to start at.  Finally, and most importantly, a UBI symbolizes the freedom to be able to give to others, as one finally has enough to live, oneself.

 

— (Next Wednesday: Chapter 9, section II. D. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.) Share them with us in the comments, here, please, and

3.) Write a story, post or tweet that uses those sources and your thoughts.

   🙂

ch9CChapter 9, both sections II and III C.  outlines

*****************

Click here to read, if you like:

B5, Lupin, La Casa de Papel/Money Heist, or Hakan: Muhafiz/The Protector Reviews…

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

Three Hints on Drafting, from my Do Better Writing Process: Editing Journal Notes

These are notes from my Do Better editing journal (separate from my Do Better journal, which records my thoughts about the process while outlining, drafting, and editing this book).

0.)   Always check pdfs of full rgh draft against chapter pdfs for completeness (I saved a pdf per chapter as I completed each chapter, which turns out not to have been such a great idea, maybe).   This hint is probably not so applicable to most writers, I suppose, as most people just write in one long document, from what I gather.  I like to post my chapters, so saving in a separate files makes that easier.

 
1.)   Use only one s/w package, don’t switch between for drafts (switching between Open Office and ABIword to work in the library and at home, not a good idea: formatting loss…)
 
     (-Check for all outline markers when updating.  This is another hint that probably only applies to very few others, I imagine.)
 
2.)    Wait a month between rough draft to first draft
 
3.)   Start with book template, never just jump in and start writing!!!
 
 

    The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Action Prompts:

1.) Share some ideas you may have on how writing can help to solve homelessness and child abuse, starting right now,

2.)   Write a story, post or tweet that uses those sources and your thoughts.

*****************

Click here to read, if you like:

B5, Hakan:Muhafiz/The Protector, Lupin, & La Casa de Papel (Money Heist) Reviews…

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

 

Creative Commons License
Shira Destinie Jones’ work  is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

We Can Do Better Wednesdays, Chapter 9, and Housing as a Human Right?

This post is  the rough draft of  Chapter 9, section II A of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 9 will introduce the early years of mapping out a path to get there for Phase III.  Universal Health Care should include having stable and safe housing, no?  Or should it?

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9  Introduction, section I. was last week)

Chapter 9, section II. A.

II. A (1387/1k wds).  Universal Hlt Care in the early days of Phase III, how to get there

 

1 (406/250 wds).

While, given the number of other nations who already have some form of a single payer system of universal health care for all residents, or even visitors, this would seem to be a ‘no-brainer’ to most reasonable people, there will need to be education during this entire phase around the need for and benefits to society of having a sps of universal health care in the USA.  The question of how to pay for such a system, let alone how to pay for free education, which will be dealt with in the next section, comes up rather frequently in these discussions.  Likewise, the issue of free riders on any universal system, whether it be of health care, or education, or any other universally offered common good, also comes up frequently.  The risk of free riding, or of abuse of these systems, is one that cannot be denied, but one that we should equally consider as part of our responsibility toward standing for Human Rights.  Where every one of us is safe and freely able to give the best of ourselves, forming part of a truly just society, would we all not feel ashamed to contribute to that society, unless ill or simply exhausted?  It can be asserted that until one lives in a fully just and equitable society, the issue of abuse of the existing unjust system is merely a by-product of the injustice of that unjust system.  In an equitable system, motivation to abuse the system should be greatly reduced, but both agency and systemic structures play a part in  encouraging both bad behavior and good.  Noah, living in Sodom, was a good man in his generation, but perhaps not so good compared to the standards of a better time and place.  In like manner, when all of society has free and full access to proper health care, not only is each individual then more responsible for taking care personal health, but each individual is also far more likely to do so, both for personal reasons and by being encouraged in a wide variety of ways to do so, from working at a stand up desk, to walking to work, to being able to spend more time with family, and taking family walks together to vegan picnic events outside the library.  As societal expectations move from normalizing unhealthy habits and behaviors, to normalizing healthy behaviors, those individuals who have had to work alone to bear the standard of health no longer stand apart, and all of society moves toward a new level of normalcy, in which we all understand that our own personal interests are also best served by helping to improve each part of this society’s systems.  Where this society works for all of us, abuse is tremendously reduced.

 

2 (278/250 wds).

Coming up with measurements and milestones for the early years of Universal Health Care, during Phase III, may require extreme creativity.  First of all, given the fact that any single payer system for universal health care is not going to be a grassroots funded system, as it either exists or it does not exist, there may not, at first, be very much to measure, in terms of outcomes, or public health statistics.  Local health clinic practitioners can certainly push for more forms of preventative health care, more clinic hours and staff, longer mental health care therapy times, and for paid classes at libraries, but this does not lead directly to a single payer system.  Progress will most likely need to be measured in terms of amount of pressure on lawmakers in the form of lobbying in favor of legislation for a fully sps health care system, likely for citizens first, then for all residents, and finally, universal.  Letter campaigns to our federal senators and representatives, both while they are in session in DC, and also while they are back in their home visits, may be a crucial tool.  Ideas like ‘walk to your federal senator’s office for health care’ may also be part of the tool set for this campaign.  Much of the work on this issue will be handled, at this point, by the newer generation of leaders, as the generation who pushed for the upgrading of physical public infrastructure during Phase I pass the baton to those who will now continue to push for the upgrading of our moral and human rights related infrastructure, starting with fully accessible health care for all members of our society.

 

3 (352/250 wds).

Tools and 1-minute activities for Universal Health Care, in the beginning years of Phase III will probably need to build on those already developed during Phases I and II, as the new generation of citizens takes up the task of studying the existing tools, and either adapting them for this new purpose, or creating and building new tools better suited to the campaign ahead.  Workshops given by health care practitioners can emphasize their daily hands on experience with the lack of ability to pay, and how that affects the patients that they see, or become unable to see properly.  They can also testify to the damage that policies like limiting procedures to one per appointment, while limiting patients to one appointment per day, and how much more difficult this can make the life of a working person.  Campaign tools such as multimedia, the arts, pamphlets, and PSAs should form part of this push for UHC as a sps, for example with walks from local health clinics to offices of senators and federal reps, in conjunction with a slogan like ‘Your health is our health’ to be shared on social and multimedia outlets.  Reminding us all that “doing your part to stay healthy keeps us all healthy” should remain part of this campaign, even as it steps up into the legislative arena from the local public health sphere.  Likewise, the campaign to end particle contamination through smoking cessation and encouraging the use of medical marijuana through oils, edibles, and patches, should be added to the understanding of how strong, self-disciplined, community aware citizens who work to take care of themselves and of others at the same time.  Workshops by volunteers, particularly by newly recognized “Adults” in every community, can emphasize their personal techniques for emotional self defense as part of community self and health defense.  Finally, the old fashioned distribution of sample letters to the editor should still be effective, and could also be sent to the federal law makers of each person, with a personal addendum of how having a universal health care system would impact that person’s life for the better.

 

 

4 (261/250 wds).

Clearly, the practical use of a sps universal health care system is inestimable, and needs no explaining.  The symbolic uses of such a system, however, are myriad.  One symbolic use of having a system of universal health care in which one need not worry about the stress of dealing with multiple payment systems or insurers while one is ill, is that each person taking care of oneself is in fact equivalent, in overall terms, to each person taking care of our entire society.  Being mindful of that can help to solve many of our problems with individual health risks, such as unhealthy eating habits, smoking, or lack of exercise.  Having a single payer universal health care system can also symbolize a society where people matter.  Having a single payer universal health care system certainly symbolizes a society in which Human Rights matter.  Lastly, but certainly neither least nor even the end of the list of possibilities, having a single payer health care system symbolizes the very real and practical hope that all will be able to stay healthy enough, or to recover when disaster strikes without being sunk in debt, to contribute fully to our society.  This set of symbolic and practical uses for a fully viable public health care system interconnect with and contribute to the usefulness of a fully viable and robust public education system, as without health, little else is actually possible. Thus, the next section will discuss the need to education in its fullest form in order to allow full contribution to society by all of us.

 

 

— (Next Wednesday: Chapter 9, section II. B. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Prompts:

1.) Share some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.)   Write a story, post or tweet that uses those sources and your thoughts.

  Thoughtful Readers, what ideas do you have on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

 

Chapter 9, both sections II and III A. outlines

*****************

Click here to read, if you like:

B5, Hakan:Muhafiz/The Protector, Lupin, & La Casa de Papel (Money Heist) Reviews…

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

 

Creative Commons License
Shira Destinie Jones’ work  is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Who By Fire: תכירו את הדמות :Hopkins / Meet the Characters: Hopkins

Our next meeting from my Work In Progress: Who By Fire: I Will -Book 1, is Hopkins :

  M. אני לומד את האלפבית העברי מחברי  

I am learning the Hebrew Alphabet from my friend M.

Our dear Hopkins is a man of very few words. 🙂

Hopkins is a Free Man of Color, eager to learn the language of the Bible, in 1838 Baltimore, and our hero’s particular friend.

I’d planned to start drafting in time to finish 100k words of a 1st draft as part of NaNoWriMo last year, but Do Better took precedence. I’m starting #WhoByFireIWill drafting again, still working out the various character voices.

I am currently outlining the scenes as a historical urban portal fantasy, sub-genre of either suspense or thriller.

I began writing this historical portal fantasy novel in June, 2020, when certain characters would not let me alone, and my ancestors seemed to demand that I write. I can add notes and questions as they arise here, if they will seem interesting to fellow writers, such as my question from 23 September, 12020: was there a public library in 1838 Baltimore, and could Jewish or Colored people use it? -Working in a way to reference a classic, like the 1001 Nights, which would have been known in 1838…

Lucy, the -Protagonist’s Wife (J. Bell’s The Quadroon: Public Domain image from NYMet…)

Who by Fire: I Will is a historical fantasy novel cycle trilogy, I currently expect.

Working Cover for historical fantasy WiP

Tagline:

  “Forever is a very long time.”

Logline:

To save his son, a desperate escaped slave must make a choice, but the price is eternally high.

The hero (aka the Protagonist) is an escaped slave, who dreams of buying his wife Lucy’s freedom and moving North with her and their son.

His particular friend is a Free Person of Color, one of the main characters, devoutly Christian, who teaches at night, and dreams of visiting Damascus as part of his Pilgrimage to the Holy Land, before he dies.

Progressive Jewish abolitionists befriended and struggled beside members of the Black community over the years in the United States, even during the period of chattel slavery.  M. is one such man standing with both Free People of Color, like our hero’s particular teaching friend, and with slaves.

As the work evolves, I may post articles from the point of view of different characters. Let me know if you, Dear Readers, would be interested in such posts, and I shall write them for you!

Action Items in support of empathy and hope that you can take right now:

1.) Share two different reasons to write your own novel, or write your Grandmother‘s story, even if it’s not in novel form.

2.) Share your thoughts on how you plan to get started on that writing work,  perhaps with the help of a book on how to write, or as an update on your GoodReads reading,

3.) Write a book, story, blog post, or tweet that uses a bit of that work.

Dear Readers, have you any additional ideas toward learning, especially multiple #LanguageLearning as part of on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?


*****************

Click here to read, if you like:

B5, Hakan:Muhafiz/The Protector,  Lupin, or La Casa de Papel (Money Heist) reviews

Holistic High School Lessons,

           or Long Range Nonfiction, or Historical Fiction

If you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira


Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

We Can Do Better Wednesdays: Do Better (fka Baby Floors), Chapter 9, Introduction

This post is the start of the rough draft of  Chapter 9 of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 8 will introduce the later years of mapping out a path to get there for Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 8, III. E. was last week)

Chapter 9  Introduction, section I.

Chapter 9 Introduction (616/500 wds): How Phase III helps win the 4 Freedoms

 

A(251/250).

The early years of Phase III will no doubt be an uphill battle, at first.  Given the mindset prior to the year 2021 CE toward even universal health care in the USA, convincing the public of the need for even such a basic human right will at first be a daunting task, despite the example of the many other countries who already implement this obvious common good.  Nevertheless, we will start with setting the goal of attaining a SPS U health care system, a task already begun with improving the public health service back in Phase I, and continue the quest from there.  As Phase II needed us to educate ourselves and everyone around us, so will this new phase require education around the benefits to all of society of universal health care, and of quality universal education, whether it be at the university level, or at the VoTech and trade level.  The need for a UBI, starting with a Citizen’s Income, if need be, was already clear in 1967 when Dr. King called for it, and much more so now.  The new Adults recognized in the previous phase should take the lead in creating the tools for educating and advocating for this phase, using good sense, self-discipline, and humor along the way to lead all of the horses to water.  Even questionable poetry can be part of our set of advocacy tools.

 

Teaching tools:

After Tai chi in the park, how about tight rope walking in the park??

 

B (289/250 wds).

From the ACA to the calls by many for Medicaid For All and a universal health care system here in the US, by the ending years of Phase III, a SPS universal Health Care system should be quite nearly a reality.  Advocacy for these universally important common goods for our society should at this point be lead by the growing numbers of newly recognized adults in many communities.  Many members of the larger public, even in the US, have for years pointed out the fact that many other countries already offer both free health care to all residents and even free university up to the phd level to both citizens and legal residents.  Thus, the stretch is not long to reason that this vast and rich nation can also provide the same competitive advantages to its citizens at the very least, on both economic grounds as well as on humanitarian grounds, as human rights.  By this point in Phase III, between 35 and 50 or so years will have passed since the start of this overall project, with the strides having been made, hopefully, during those years.  By this time, also, the work of A. Yang and the Yang Gang in favor of a UBI should also have born fruit upon which to build, possibly in conjunction with a Federal Jobs Garantee, to put an absolute floor on poverty in this country.  Extending the work previously done with states like  Alaska, and the Stockton, CA pilot as an initial set of examples, should be a fraction of what has been accomplished by that time.  By the end of phase III, somewhere between 45 and 60 years into our overall project, these three universal goods, plus the education and advocacy needed for the adaptation of old tools like the CCC, should have made a good start in changing the paradigm in our country from blaming each other to creatively solving problems together.

 

— (Next Wednesday: Chapter 9, section II. A. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

  Many thanks to Dr. Garland for suggesting Philosophy

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.) Share them with us in the comments, here, please, and

3.) Write a story, post or tweet that uses those sources and your thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

Support our key #PublicDomainInfrastructure  & #StopSmoking at LEAST for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

 

     Chapter 9 high level outline is the Introductory section ch9DandHghLvlOutline outline

***************** 

Click here to read, if you like:

B5, La Casa De Papel/Money Heist, & Lupin & Hakan: Muhafiz/The Protector Reviews

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

Creative Commons License
Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.