Call of the Road

Skagit City Trucking AD

 

Submitted by Jeanne Steffener, Tulalip Tribes Higher ED

If you are thinking about pursuing Trucking as a career, this is not a bad decision especially for those who like driving. As long as you have your high school diploma/GED and you can enroll in a truck driving school. This type of education will show you how to handle large vehicles in different road and climate conditions as well as preparing for CDL license testing. The completion of this training will give you an opportunity to be in the driver’s seat.

The benefits of jobs in the trucking industry are many. Truckers can expect an average salary beginning at $45,000. Not a small amount for someone starting out in the business. As time passes and you build up experience and log miles on the road, the pay can build up to as high as $100,000.00 plus per year.

It is not an easy job but the benefits can be really good. Unlike a lot of jobs these days, truck drivers generally receive excellent benefits: medical, dental, vision, life insurance and 401K opportunities from their employers. Many companies realize that keeping their drivers healthy is important to keeping their drivers on the road. The shortage of drivers and the nature of hauling goods makes the trucking industry less vulnerable to the reduction of hours which other industries have experienced in the down turn and rebuilding of the economy.

Few professions give their employees as much control over their own schedules. It depends on you how much time you want to spend on the road. You can choose local runs, regional routes or long hauls. Dedicated routes can provide a routine with some flexibility. If meeting family commitments is important to you…choosing a family-friendly carrier that can work with your schedule time is an option.

Trucking jobs can give you the opportunity to see a variety of places. Just imagine looking at a sunset on the Pacific Ocean in the evening and then viewing a sunrise over the Rockies the next morning. How about visiting a different National Park every time you have a day off? Truck drivers probably know the country better than anyone. They are able to meet new people and see new sights daily. Driving coast to coast gives truck drivers a unique experienced not available to most Americans.

Women Truck Drivers – The workplace is changing for women. Women who decide to take on a new challenge will benefit greatly. The truck driving industry has typically been dominated by men but those stereotypes are changing. Now women of all ages are getting behind the wheel and taking to the road. In a study by the Insurance Institute of Highway Safety, “women caused 27% of the fatal crashes while men caused an astounding 73%”. In the trucking industry, women make-up roughly 10-20% of the workforce and the numbers are steadily increasing. Many trucking and transportation companies are realizing that they are experiencing a high success rate with women drivers. Companies like CR England, JB Hunt, Swift Transportation and Schneider are seeing increasing numbers and encouraging women to apply. There is plenty of room on the road for both men and women truck drivers.

If you are interested in a career in truck driving, Skagit City Trucking is presenting a program about what it takes to be a truck driver and acquiring the CDL license. The program takes place on November 3 at 5:00-7:00 p.m. The location will be in Room 263 in the Administration Building. Please join us to learn the ins and outs of this exciting career. Please RSVP to Higher ED staff at 360-716-4888 or email us at highered@tulaliptribes-nsn.gov.

 

Book-A-Librarian at the library

Submitted by Jeanne Steffener, Tulalip Tribes Higher ED

The Book-a-Librarian service is an exciting service that is being offered to our community at the library. You can book Book-a-Librarian for a personalized Face-to-Face Session.

  • Need help downloading an e-book?
  • Not sure where to start on a research project?
  • Want special coaching on basic computer skills?

Sno-Isle librarians are eager to meet face-to-face with customers who can “Book-a-Librarian” for a free 30 to 60 minute session of personalized finding information or using technology.

The Book-a-Librarian sessions are tailored to meet the specific needs of the individual. A library staff member will give undivided attention to customers who want in-depth technical assistance on topics such as starting an email account, browsing the library’s catalogue, downloading e-books and audio books, searching the internet, using electronic databases through the Sno-Isle website, other computer basics or some basic help with your start-up business. Be sure to let the library staff know when you book your Book-a-Librarian session what assistance you need help with. This will help them to collect information on the correct topic.

Other, non-technical topics are also available for Book-a-Librarian sessions, including personalized help with a research project or helping you discover new books and authors that match your taste and interests.

Sno-Isle librarians are trained information professionals. If a staff member with expertise in a customer’s area of interest is not available at their preferred community library, Sno-Isle Libraries will find a staff member in another Sno-Isle community to help you.

In 2008, Sno-Isle Libraries began providing this free one-on-one service at five community libraries, which then grew to 12 libraries. Due to the popularity and success of this program, ‘Book-a-Librarian’ is now available at all 22 Sno-Isle community libraries.

You can book your Book-a-Librarian session at the Marysville Library at 6120 Grove Street. To schedule, call 360-658-5000
No Library card? Register for one at any library or online at www.sno-isle.org/getacard.
Get instant 24/7 access to most of Sno-Isle Libraries eResources.

In October, we are having the Sno-Isle Libraries program Homework Resources. November’s offering is Consumer Information. Our monthly programming information is on the Higher ED Webpage, on Tulalip TV and information is mailed to your home. You can call us at 360-716-4888 or email us at highered@tulaliptribes-nsn.gov for additional information.

 

 

Native Student and Family Disappointed After Meeting With University President Re Native Genocide

Courtesy Cindy La MarrNative American Student Chiitaanibah Johnson (Navajo / Naakaí' Diné and Konkow Maidu) recently met with her University President Robert S. Nelsen. Johnson says she is disappointed Nelsen said his 'hands were tied.'
Courtesy Cindy La Marr
Native American Student Chiitaanibah Johnson (Navajo / Naakaí’ Diné and Konkow Maidu) recently met with her University President Robert S. Nelsen. Johnson says she is disappointed Nelsen said his ‘hands were tied.’

 

Vincent Schilling, Indian Country Today

 

One week after 19-year-old Native American student Chiitaanibah Johnsonof California State University, Sacramento says she was disenrolled from her U.S. History class for disagreeing with her professor over the existence of Native American genocide, Johnson and her family met with Sacramento State President Robert S. Nelsen to discuss the matter. Though Johnson and her family say the meeting was cordial and sincere, they feel disappointed and say they fear neither the school nor the president will be taking any action that will satisfactorily address their concerns.

President Nelsen agreed to meet on Thursday with Johnson as well as her mother, Martina Johnson, father Kurt Johnson and Cindy La Marr (Pit River and Paiute), Executive Director of Capitol Area Indian Resources, Inc.in Sacramento, an organization that advocates for the academic and cultural rights of American Indian students. Nelsen told the family and the University has told ICTMN in an email that the President will also be meeting with Professor Maury Wiseman, the professor involved in the matter, at a later time.

READ MORE: History Professor Denies Native Genocide: Native Student Disagreed, Then Says Professor Expelled Her From Course 

Sac State History Dept Tweets – “Student Not Disenrolled”

Sac State and Native Student Seek ‘Positive Resolution’ on Native Genocide Class Disenrollment Issue

Johnson says she was comforted by the meeting’s informality but fears a viable solution may never happen. “The president was respectful, open and I didn’t expect it to be just him,” she said. “I thought someone would be recording it or there would possibly be a lawyer present, but there wasn’t.

“But when we pressed for a solution,” says Johnson, “the president told me that his hands were basically tied. I thought at least the professor’s class might be monitored or evaluated on some level. But the professor is still teaching and going on with his class.”

Cindy La Marr, who has worked with public schools and universities for many years for the benefit of Indian country, says she was not as impressed by Nelsen’s cordial demeanor. She told ICTMN that some of Nelsen’s proposed solutions were not sufficient. La Marr said Nelsen told them about a proposed University ‘California Native American Day,’ on September 25th that would hold seminars on Native Americans. “I asked if the instructor would be required to attend this, and he said, ‘No.’”

La Marr says that when she and the family asked if there was going to be any disciplinary action against the professor, President Nelsen said Professor Wiseman was protected by his faculty’s labor union. “I asked if there was a vetting process for hiring part-time adjunct faculty and he said he did not know,” Lamar told ICTMN. “He said he was new and there were binders full of policies that protected faculty that he had not reviewed. I asked if part-time adjunct instructors were protected by faculty labor unions. He said, ‘Yes.’”

La Marr says after the Johnson family’s repeated attempts to ask if the professor would be disciplined were deflected, they decided to leave. “I continually asked, ‘What is your plan?’” Martina Johnson said. “The President just told us, ‘It is out of my hands.’”

In addition to speaking to ICTMN, student Chiitaanibah Johnson also issued a written statement addressing her thoughts on the meeting.

The President was fair, open and welcoming in hearing my concerns. I appreciated his candor regarding the bureaucratic and regulatory restrictions his office is subject to with regards to the limited actions he is allowed to take with regards to the issues at hand.

However, I am particularly concerned that while CSU-Sacramento officials are working to transfer me into another course, Professor Wiseman, under protection of the faculty teacher’s union and legal team, is still teaching under no observation or supervision while under investigation and that curriculum changes to actually address GENOCIDE are even less likely. 

Having met with the CSU-Sacramento President, a fair and reasonable resolution to these issues appears unlikely within the current bureaucratic bounds of the university.

There are three very important points we want to make very clear:

·         Genocide is and always has been wrong.

·         Teaching otherwise is wrong.

·         Instructors demonstrating such lack of academic rigor and acting in a manner both aggressive and intimidating manner of stifling student questioning should be held accountable in a manner both fair and timely.

 

Chiitaanibah Johnson’s father Kurt Johnson added to his daughter’s remarks and told ICTMN, “The professor’s statements were a product of a direct lack of academic rigor. Academic freedom does not preclude academic responsibility.”

ICTMN has reached out to Sacramento State regarding the meeting. University spokesperson Elisa Smith replied in an email with the following statement:

President Nelsen had an extensive, fact-gathering meeting with Ms. Johnson and her family as he attempts to achieve a positive resolution in this matter.  He also is meeting with Prof. Wiseman.

As the fact-finding continues, and because this is an ongoing personnel matter, we cannot comment further at this time.

In the meantime, President Nelsen’s message to the campus earlier this week speaks for itself:

We at the University believe in academic freedom, and we also believe in civility and rigorous academic research. Our standards must be high, and we must follow the processes that we have put in place to ensure that the rights of students and faculty are protected.

Johnson says when she first returned to the school after the incident, she felt as if people were looking her way but not overtly staring or being intrusive. Though she says she is disappointed in the outcome thus far, she is encouraged by the outpouring of support from Indian country.

“It is what it is. I had no idea what to expect based on what happened but I told myself not to be not to set on the idea that the professor would be reprimanded,” she says. “I thought they might make him apologize or something else. The president basically said his hands were tied and there was only so much he could do.

“I feel unresolved about the issue.  But my mom says, ‘There are Indian people all over the country that are supporting you because they know the truth and they know you stood up for them.’

“There is a conversation now,” says Johnson. “And people are talking about whether genocide has happened. My father said something that really affected me. He said, ‘Even if nothing else happens, the circulation of this story and the effects on conversations across the country are more than my own grandfather could have done.’ If I had done something like this back then, it could have gotten me killed. But here I am.

“I didn’t realize how good having the blessing of so many Indian people would feel. I’ve only known the natives of the outer rings of my family or in college, but I’ve never felt so connected to Indian country.”

 

 

Read more at http://indiancountrytodaymedianetwork.com/2015/09/12/native-student-and-family-disappointed-after-meeting-university-president-re-native

October is Farm to School Month

F2S Month Interior

 


By Elisha Smith, elishas@cfra.org, Center for Rural Affairs

 

October is National Farm to School month (#F2SMonth). “Farm to School” refers to schools serving local, farm-fresh foods ranging from fruits and veggies to honey and meat.
 
The more local foods we serve our kids, the better. One-third of U.S. children are obese or overweight, and only 2% of children get the recommended serving of fruits and vegetable each day. Farm to School programs increase students’ daily fruit and vegetable consumption significantly.  
 
Moreover, each dollar invested into Farm to School stimulates an additional $2.16 of local economic activity. In Maine, shifting 1% of consumer expenditures to direct purchasing of local products was shown to increase incomes of Maine farmers by as much as 5%.  And each new Farm to School job contributes to the creation of addition 1.67 jobs. 
 
Often schools incorporate curriculums that help students learn about nutrition, agriculture, science, math and the path that food takes from the farm to the table as well as creating experience-based learning opportunities by visiting farms and participating in gardening, recycling, and entrepreneurial programs.

The Farm to School concept is simple: bring tasty, nutritious food from the people who grow it to the school kids that want to eat it. The details involved in making this a reality can be daunting, however. With that in mind the Center for Rural Affairs has put together a Farm to School Month Starter Kit, guide and several other resources to help wade through all the complexities.  Visit http://www.cfra.org/f2s.

RED Talks, Seattle Native community gathering, October 7

 

RED Talks is a Seattle Native community gathering where invited speakers from the community stand and speak about a topic or subject relevant to the group. The event starts with a potluck and a time to talk with and get to know one another.

After a summer break we are holding another RED Talks community event on Wednesday October 7th at Daybreak Star Arts Center in Discovery Park from 6-9 p.m.

This RED Talks topics will be “Working With Native American Youth in the 21st Century” and the speaker will be Sarah Sense-Wilson.

Sarah is Oglala Sioux and a long-time activist and advocate and leader in the Seattle Native community. She works in the fields of chemical dependency and problem gambling and is currently working for the Tulalip Tribe’s Behavior Wellness Problem Gambling Program. She is a state certified counselor in these areas. She is also a co-founder and elected chair of the Urban Native Education Alliance and has helped design and create and implement educational, cultural, and sports activities for our Seattle urban Native youth.

The second topic “Native Women in Technology” will be discussed as a panel three Native women who work in the high technology fields. Native people are highly underrepresented in the technology fields and Native women only more so. These women will share their experiences and thoughts around this disproportionality.

Sarah Kelly is White Earth Nation Pillager Band of Ojibwe. She is a founding member of the Urban Native education alliance and also has served as the president of the Title VII Parent Advisory board for the Seattle School District.
She has a B.A. in Business Administration and has worked in the software industry for over 15 years for such companies as Boeing, AT&T Wireless, T-Mobile, the Port of Seattle, and Microsoft. At Microsoft she worked for Xbox, MSN, and other teams.

Ruth Sims is Navajo/Oglala Sioux. She has a double B.S. in engineering and Mathematics; a Masters Degree in Controls and Robotics and her Ph.D. work is in Utility Scale Power Systems. She currently works for Boeing on solar cell efficiency for space applications. She hopes to work for tribally-owned and operated utility companies specializing in renewable energy.

Joey Gray is Metis/Okanagan and is the Executive Director of United Indians of All Tribes Foundation. She has a Masters Degree in Library Information Science. She has also worked to transform the international flying disc sport so that boys and girls can play as equally valued teammates in local school and international competition. She describes herself as “a nerd, a librarian, an athlete, and an activist.”

 

Follow RED Talks on Facebook for more information

Seattle School Named After Robert Eagle Staff, Fourth to Have Indigenous Name

The Post-Intelligencer Collection, Museum of History & Industry/AP ImageThe names of Robert Eaglestaff (left) and Billy Frank Jr. were among those being considered for a new middle school proposed on an important Duwamish site in the Licton Springs neighborhood of Seattle. The school will be named for Eaglestaff.
The Post-Intelligencer Collection, Museum of History & Industry/AP Image
The names of Robert Eaglestaff (left) and Billy Frank Jr. were among those being considered for a new middle school proposed on an important Duwamish site in the Licton Springs neighborhood of Seattle. The school will be named for Eaglestaff.
Richard Walker, Indian Country Today

Seattle’s newest middle school will be named for the late Robert Eagle Staff, Lakota, principal of American Indian Heritage High School from 1989-1996.

The Seattle School Board voted June 17 in favor of the naming. “The extensive community engagement naming process has resulted in majority support to honor the accomplishments and legacy of a great educator, Robert Eagle Staff,” said Jon Halfaker, executive director of schools for the Seattle School District’s Northwest region.

“It’s huge” for the Native community, said the late principal’s son, Louis Eaglestaff, who spells his name as one word as his father did. Eaglestaff said the district chose to spell Eagle Staff as two words, out of respect for the wishes of family members in South Dakota who spell it that way.

No matter. “Even though he did so much for students, the school name is validation that [his legacy] is always going to be there,” said Eaglestaff, a kindergarten teacher in nearby Bellevue. “I don’t need validation, because what he did was enough for us. But it’s something to be proud of.”

RELATED: Two Native Leaders’ Names Among Those Being Considered for New Seattle School

Robert Eagle Staff Middle School will be built at the site of the former Wilson-Pacific School, which housed American Indian Heritage School. The new middle school will have room for 850 students, as well as 150 from the American Indian Heritage School program. It is scheduled to be completed in 2017.

 

Top: an architect’s rendering of the new Cascadia Elementary School. Bottom: the new Robert Eagle Staff Middle School. (Mahlum Architects)
Top: an architect’s rendering of the new Cascadia Elementary School. Bottom: the new Robert Eagle Staff Middle School. (Mahlum Architects)

 

The former Wilson-Pacific School site is important to Seattle’s Native community. It is the site of a spring, called Licton (Liq’tid), which is historically and culturally significant to the Duwamish people. American Indian Heritage hosted powwows and cultural programs for young people, and the buildings featured Native-themed murals by artist Andrew Morrison, Apache/Haida. The walls with the murals are being saved and will be incorporated into the new school buildings.

Getting the school named for Eagle Staff was part of a long effort by the Native community—an effort that continues now in trying to rebuild the American Indian Heritage program.

The school board’s vote “is the culmination of a two-year campaign which included active lobbying, a documentary, online petitions, many phone calls, tons of letters written in support, and community meetings,” wrote Sarah Sense-Wilson, Lakota, chairwoman of the Urban Native Education Alliance.

“The next fight is having a Native-focused high school in [Eagle Staff] school.”

During Eagle Staff’s leadership, American Indian Heritage High School had a 100 percent graduation rate with all graduates going on to college. Eagle Staff, a University of North Dakota Hall of Fame basketball player, passed away unexpectedly at age 43, and enrollment in the school he led started to decline amid changes in funding and program support.

The school buildings fell into disrepair as the district diverted funding to other priorities. By 2012, plans were developed to build a new school to accommodate projected enrollment growth and alleviate overcrowding in three other middle schools. In 2013, voters approved a capital levy to fund construction of several new schools and to modernize others. In 2014, the American Indian Heritage School program was merged with a program from another school, also closed for new construction, renamed Licton Springs, and moved temporarily to another site.

“Licton Springs is going to take another 3-5 years of development to reach a level of Native focus we think is authentic,” Sense-Wilson wrote in an email. “Still no Native staff, no language, no cultural programming at Licton. A majority of the kids are non-Native.”

Seattle Public Schools Superintendent Larry Nyland recommended the school board name the school in honor of Eagle Staff based on input at community meetings and comments from 190 members of the public. Supporters at the final community meeting on May 4 included members of Eagle Staff’s family. Only three people at the meeting spoke in favor of naming the school after another nominee, Dr. Caspar Sharples, an early 20th century Seattle physician and co-founder of Children’s Hospital. Other names considered included Billy Frank Jr., Nisqually (1931-2014), treaty rights activist and environmental leader.

A 660-student elementary school will be built adjacent to Robert Eagle Staff Middle School. The school board voted to name it Cascadia, after the geographic bioregion that includes Washington, Oregon and British Columbia. Other names nominated included author-poet-playwright Sherman Alexie, Spokane; author-poet-actor Maya Angelou; Josephine Corliss Preston (1873-1958), the first woman elected to state office in Washington; and Dr. Caspar Sharples.

Several indigenous nations have ties to Seattle, including the Duwamish Tribe, the Muckleshoot Tribe, and the Suquamish Tribe. Of 92 public schools in Seattle, only four have indigenous names: Leschi, the mid-1800s Nisqually leader; Sacajawea, the Lemhi Shoshone interpreter and guide for the Lewis and Clark Expedition; Chief Sealth (an anglicization of Si’ahl), the mid-1800s leader of the Duwamish and Suquamish; and Eagle Staff.

 

 
Read more at http://indiancountrytodaymedianetwork.com/2015/07/12/seattle-school-named-after-robert-eagle-staff-fourth-have-indigenous-name-161015

‘In The Spirit’ Contemporary Native Art at Tacoma Art Museum Through August

InTheSpirit_1

 

by Micheal Rios, Tulalip News 

The Washington State History Museum, located in Tacoma, is currently celebrating the Pacific Northwest’s distinctive Native heritage with In the Spirit, an exhibition of contemporary Native American art that will be on display through Sunday, August 30. Beginning in 2006, the Washington State Historical Society partnered with the Longhouse Education and Cultural Center at Evergreen State College to host the exhibit and accompanying art market and festival. Now celebrating its 10th anniversary, the In the Spirit Contemporary Native Arts Exhibit showcases beautiful works by Native American artists. From traditional designs to contemporary themes, In the Spirit shares Native culture through carving, sculpture, graphic design, painting, and multimedia techniques.

 

 Good Medicine, 2014. Acrylic on  canvas. Eric Trippeconnic (Comanche Tribe).
Good Medicine, 2014. Acrylic on canvas. Eric
Trippeconnic (Comanche Tribe).

 

Transformation Fish, 2015. Micaceous clay and slip. Erin Genia (Sisseton-Wahpeton Oyate).
Transformation Fish, 2015. Micaceous clay and slip. Erin Genia (Sisseton-Wahpeton Oyate).
Bad Medicine Wheel, 2015. Ink on canvas. Charles W. Bloomfield (Pyramid Lake Paiute).
Bad Medicine Wheel, 2015. Ink on canvas. Charles W. Bloomfield (Pyramid Lake Paiute).

 

“Our hope is to offer the community an opportunity to explore the state’s rich cultural heritage through music, dance, and art,” says Jennifer Kilmer, Director of the Washington State Historical Society. “This year we are celebrating our commitment to sharing Native American culture with the 10th anniversary of In the Spirit.”

Accompanying the annual exhibit was a Native American art market and festival, held on August 8, which filled the museum grounds with Native vendors selling exquisite works in all price ranges, while Native singers, musicians, and dance groups performed in the museum’s outdoor amphitheater.

This year’s festival featured award winning artists, carving demonstrations, gallery talks, and unique performances. The Lakota rock band, Scatter Their Own, performed their “Alter-Native” music that conveys messages of protecting the Earth and ensuring that water and food will remain pure for future generations. A truly stunning performance occurred as Vince Redhouse, two-time Grammy nominated musician and member of the Navajo Nation, shared his woodwind genius with the traditional Native Flute.

 

Vince Redhouse (Navajo) shares his unique Native flute music with museum patrons.Photo/Micheal Rios
Vince Redhouse (Navajo) shares his unique Native flute music with museum patrons.
Photo/Micheal Rios

 

“I’ve been asked why I play music like ‘Claire de Lune’ by Debussy or Pat Methany’s ‘The Road To You’ on the Native Flute,” says Redhouse. “To me it’s fairly simple. I want to play the most beautiful music ever written or played on what I consider the most beautiful sounding instrument. Also, my unique upbringing as an urban Indian that was exposed to great music and training all through my life makes this my gift to others.”

Redhouse hopes that because of the significance of the Native flute to its people, his playing of this instrument in the bold and unique way that he does will make Native Americans more visible in this 21st century.

“We have a spiritual connection to this land that is very unique and a spirituality that was vital to those who lived on this land then and now,” continues Redhouse. “I believe music is more than what we hear, but is something that we feel at a very deep place. Beyond the technique and clichés is a place where music becomes the song that transcends all and is the universal language.”

The In the Spirit exhibit will be on display thought Sunday, August 30. For those not able to make the short journey to Tacoma to witness the 29 pieces of contemporary Native American artwork, in a variety of mediums, we now share with you some of the most spectacular In the Spirit pieces.

The value of a public library to your community

 

By Jeanne Steffener, Tulalip Tribes Higher Education 

Public libraries are strongly valued by Americans because they provide access to a range of materials and resources, promote literacy and improve the over quality of life in a community. In an economic impact-analysis that was recently conducted by Indiana University, public libraries reported a return of $2.38 to the community for every dollar of investment. In another similar study in San Francisco, it was found that $3.34 was the return for each dollar invested.

Over the years, communities have tried to measure the value that libraries provide through their collections (books, dvd’s, ebooks, magazines, etc.), programming, internet access, services to job seekers and businesses and other demonstrated economic return. Actually, the numbers do not really capture the total picture and it is very difficult to apply a specific dollar amount to the incalculable social good that libraries provide to a community.

We do know that a majority of Americans use their public library and in survey after survey we learn that approximately 71% of Americans think that libraries spend their money wisely. In fact, in a recent Pew Research Center survey a vast majority of Americans over 16 years of age said that public libraries play an important role in their community:

  • 95% of Americans ages 16 and older said that materials and resources available at public libraries play an important role in giving everyone a chance to succeed.
  • 95% said that public libraries are important because they promote literacy and a love of reading.
  • 94% said that having a public library improves the quality of life in a community
  • 81% said that public libraries provide many services people would have a hard time finding anywhere else.

 

Some of services that Americans strongly value in their public libraries include access to books and media; having a quiet, safe place to spend time, read or study; and access to librarians who are most willing to help people find the information they need. Libraries are particularly valued by those who are unemployed, retired, searching for a job, those living with disabilities, internet users who lack home internet services, students and moms with young children.

In a recent article in the Everett Herald, we learned about Joshua Safran who found out as a child that the Stanwood Library was more than a place to check out books. It was a refuge from the chaos of his life and an escape into books and the Dewey Decimal System1 that the librarians introduced to him. He is now a nationally recognized author, attorney and advocate for victims of domestic violence. In June of this year, he came back to the Stanwood Library, his childhood sanctuary to talk about his memoir “Free Spirit: Growing Up on the Road and Off the Grid”. http://www.heraldnet.com/article/20150627/ NEWS01 /150629263/Victims

This compelling story is an example of the impact our local public libraries imprint on our lives and communities in a strong, measureable way which cannot be equated to dollars and cents.

No Library card? Register for one at any library or online at www.sno-isle.org/getacard.
Get instant 24/7 access to most of Sno-Isle Libraries eResources.

In August, we are having the Sno-Isle Libraries program Finding Customers with A to Z Databases. September’s offering is Twitter for Beginners. You can also check out monthly programming information on the Higher ED Webpage, on Tulalip TV and through information mailed to your home. You can call us at 360-716-4888 or email us at highered@tulaliptribes-nsn.gov for additional information.

 

1 Dewey Decimal System is a numerical classification system which allows new books to be added to a library in their appropriate location based on subject. The classification’s notation makes use of three-digit Arabic numerals for main classes, with fractional decimals allowing expansion for further detail. The number makes it possible to find any book and return it to its proper place on the library shelves.