Website funds UW Bothell researcher’s coal-train dust study

A UW-Bothell researcher turned to a crowd-sourcing website to fund his study of trains’ emissions and dust.

By Sharon Salyer, The Herald

BOTHELL — Ask just about any scientist. They have far more ideas for things they want to investigate than they can ever get the funding to explore.

That’s the conundrum that Dan Jaffe, a researcher at the University of Washington’s Bothell campus, found himself in last month.

Jaffe is a professor of chemistry and atmospheric sciences. He wanted to study just how much emissions and tiny particles called particulate matter are being produced by passenger and freight train exhaust as well as coal dust from trains in Western Washington.

Little currently is known about the environmental effects caused by the passing trains.

His interest was triggered by a proposal to build a $650 million terminal north of Bellingham to export coal, grain and other material to Asia.

The proposal eventually would create up to 450 jobs, backers say. The trade-off: It also would bring more trains through Western Washington — up to 18 each day through Snohomish County, opponents say.

Jaffe thought there was a fairly simple way to conduct his experiment: Install an air-quality monitor that could measure which particles were caused by diesel exhaust and which from the larger coal dust particles over a four- to six-week period this summer.

A web camera also would be installed to document which trains were passing as the emissions occurred.

With the help of some UW students, he figured the experiment could be conducted for a little more than $18,000.

Compared to multi-million dollar research projects, that’s chump change. Nevertheless, Jaffe was getting little more than a swing-and-a-miss trying to drum up financial interest in the project.

Government agencies weren’t too encouraging, he said. “I was getting a little bit discouraged. I was pretty close to giving up.”

That’s when someone suggested he take a look at an online site, microryza.com, where researchers make public pitches for donations to fund their projects. Musicians, artists and others have used similar “crowd-sourcing” websites, such as Kickstarter, to support their projects.

“I was kind of skeptical at first,” Jaffe said.

His pitch outlining the project, with a promise that donors would be credited in the research, was posted on April 29.

Much to his surprise, on Thursday evening, just 11 days after his project was posted, he was notified that the goal had been met, with 236 people pledging a total of $18,055.

Publicity over his project and the way he raised money to do it have generated a lot of interest, he said.

“I’ve had emails from people telling me how to do it better,” Jaffe said. Their suggestions included adding additional monitoring sites or doing an analysis of the chemistry of coal dust.

He said he’s also had some interest from an environmental agency in a coal-producing state.

With the pledge goal reached far earlier than the July 1 online deadline, Jaffe said on Friday that he’s moving up the start of his research.

Assisted by two or three students at the University of Washington’s Bothell campus, he said he hopes to begin collecting information in July.

Measurements may be taken at two different sites. By moving the equipment, information can be collected on whether there are more diesel particulates when trains are moving slowly or if there is any coal dust left behind when the trains are going fast, he said.

Results are expected nine months after the project begins.

“I’ll be pretty mum on releasing it much earlier than that,” Jaffe said. “When the data come in, we have to think about what it means. That’s how science is.

“We need the first shot at it to figure out what it means and to do it in the quiet of the labs.”

Although the fundraising goal has been reached, donors can still make contributions. If enough do, Jaffe said he’s considering adding an additional monitoring site near the Columbia River Gorge.

“There have been reports of coal dust there,” he said. “I think scientific measurements would be very useful.”

Student Loans, Big Decisions, and Staying Hungry: Advice for Graduates

Gyasi Ross

May 09, 2013 in ICTMN.COM

We are firmly in graduation season. All of my graduations happened at least a decade ago, so I barely remember them. I do vaguely remember my law school graduation—I was at a crossroads in my life, facing HUGE student loans and not wanting to simply toil my life away at a large law firm making some ridiculously rich people even richer.  That whole time in my life was stressful and I made some big decisions; those decisions turned out right, but could’ve easily blown up in my face.

One decision I made was that money was not going to determine my career; my career was going to be serving Native people. Therefore, I went to work for a bus pass and about seventeen bucks a week at the National Congress of American Indians (I jokes…it was actually $25).

Despite not eating the entire time I was at NCAI, I formed many meaningful relationships that I still treasure to this day.  I’m thankful for that, and I’m thankful for the Native folks at NCAI (and really anyplace) that remember why they are far away from home and are zealously advocating for Natives. I’m also thankful that the time in DC allowed me—a young, irrelevant, rez-boy punk lawyer—to work directly with many of the folks making policy in DC.  Anybody who knows me knows that I don’t like the DC political scene. I love DC, but hate when folks—Native and otherwise—lose track of why they’re out there and instead start to think they’re out there simply to be out there. Wearing suits and stuff.  I watched many well-meaning people stop focusing on the Native people they are supposed to represent, and instead just focus the prestige of a DC gig. Many Natives lose their connection to their homelands, if indeed they ever had a connection. And some view being Native as simply a gimmick to attract business.

But I digress.

During that same time, I also was fortunate enough to meet some people who were truly out there to make a difference. I met folks who couldn’t wait to get back to their homelands, but they dutifully continued to serve far away from home.  I consider these folks to be my “big brothers and sisters,” folks who are amazing at what they do, look out for me (and others) and have their heart solidly with Native people.  They showed a lot of love to a broke Native kid and they didn’t have to. Some of those folks include Wilson Pipestem, Todd Araujo, Big Ernie Stevens (after he stopped wanting to beat me up, which I deserved, but that’s a story for another day), Holly Cook Macarro, Jackie Johnson, Jamie Gomez, Steve Hill, and Walter Lamar, amongst others.

 

All those experiences and relationships came as a result of taking the road less traveled and not letting money dictate my decisions.  My family was (and still is) a struggling rez family, so simply taking the money was tempting. Yet, I lost entirely too many loved ones early in life and that taught me that life can be short, and powerful memories and doing something positive in that short time is probably more important than money.

Which brings me to graduations.

I planned to go to Haskell’s graduation ceremony. I love Haskell, and my big brother Ernie was kind enough to ask me to come. I can’t go. I will, however, be speaking at a few other graduation ceremonies, and I’m thankful for that.  I’d love to have the chance to talk to all of the Native graduates to hug you and support you. Still, since I cannot speak to every Native student graduating from all levels of education, here’s 10 12 things I would tell all of you if I could:

1)     Congratulations little sisters and little brothers.  You worked hard.  Breathe for a minute. 

2)     You earned this.  Good job—they don’t give those diplomas and degrees out easily (most Americans do not have a degree).

3)     Money is necessary but overrated. Don’t be a prostitute—do something you really want to do. It may be hard to believe but your precious time is the commodity, not money.

4)     Be careful.  There will be people that try to convince you that you are special because you are an “educated Native person.” They will ask you how you “made it out,” as if our homelands are horrible places that we must have escaped from. This is a divide-and-conquer technique intended to alienate you from your people.

5)     Native people do not resent white man’s education—that is a myth. Our people resent assholes who think they are smarter than everyone. 

6)     You are not the first smart Skin—your education does not make you smarter than anyone else within our communities.  Our ancestors have survived for thousands of years, in much harsher conditions than we can imagine, without formal educations.  You and I would die in those conditions.  They didn’t. They didn’t need degrees to prove their intelligence—our survival proved their intelligence. 

7)     You did not get that diploma/degree by yourself—don’t kid yourself. Yes, you worked…but our ancestors, by faith, provided the infrastructure where you would be assured educational opportunities.  They laid the groundwork. We stand on their shoulders.

8)     Simply “getting an education” does not help Native people. Native people getting an education only helps if we involve ourselves in our communities and work for the most vulnerable amongst us.

9)     Indigenous education is focused on the survival of the collective, white man’s education is focused on the success of the individual.  If we don’t center our educations around our communities, we become just like every other non-Native with an education. The world does not need a bunch of brown white people.

10)     As a result of numbers 4, 5, 6, 7, 8 and 9, all of us fortunate enough to get white man-educated have an obligation to continue this legacy of helping our people get stronger collectively. 

11)     Enjoy the summer. Chop some wood for some elders. Take a language class. Go take some young Native kids hiking. Get out of the city for a second. Community education is just as important to the Indigenous soul as any classroom.

12)     Don’t have unprotected sex. Just don’t, generally. But really don’t now…child support will cost you more now than it did when you were a broke student.

Good job—you are the best. You’ve overcome great odds and are modern day warriors.  You have centuries of our people cheering for you.  If I can help, please let me know.  

 

 

Gyasi Ross
Blackfeet Nation Enrolled/Suquamish Nation Immersed
Activist/Attorney/Author
Twitter: @BigIndianGyasi
www.cutbankcreekpress.com

Chickasaw woman making dynamic impact on her students

By Gene Lehmann, Chickasaw Nation Media

Ellen Brooker“If you can read this, thank a teacher,” the bumper sticker ahead stated triumphantly.
It takes passion to be a teacher. It takes devotion. It requires patience and it requires an understanding some students are going to excel in a vocational setting while others will earn doctorates. It is why this Sunday, America observed National Teacher’s day.
Chickasaw Ellen Brooker has seen all of this in 28 years of teaching and within her own family.  She accepts it and celebrates it.

Bill Anoatubby said that Ellen Brooker is a great example of what a teacher should be.
“Ellen Brooker epitomizes the best attributes of a true educator, said Gov. Anoatubby. She does more than help students learn the subject matter, she inspires them to see every situation as an opportunity to learn and grow as an individual. She helps her students understand the importance of lifelong learning.”

The 2012 Chickasaw Nation Dynamic Woman of the Year recently came across a saying she loves: “Those who can — teach. Those who can’t — legislate. It just seems to reflect the issues that keep coming up in Texas education –my favorite saying when it comes to education is “All students can learn,” she said.
“We all have perceptions about what is fair and right and just. What we are envisioning is a perfect world and we don’t live in a perfect world,” Brooker said.  At Southwest High School in San Antonio, Brooker has taught for 26 years of her career. Her enthusiasm for teaching and for her students grows exponentially each year.
“I am passionate about teaching history; passionate about American history and economics,” she said. For Brooker, history is more than remembering a smattering of important dates. It’s about equipping students to perform the task of critical thinking; of doing their own research and evaluating the problems and solutions to reach their own conclusions.
“The teacher who instructs critical thinking will give students the skills to be successful,” she states.

She challenges her students to not accept the norms of her parents, siblings, friends and associates. She expects them to research, discover, read, watch and determine for themselves what to believe and what to reject.

“I love my parents very much but my mother is a strong southern Democrat who votes a straight party ticket, and my dad is tea party,” Brooker said. “Consequently, we don’t visit about politics very much,” she explains with a hearty laugh.
What’s the best part about being a teacher? “Being there when the light bulb comes on and they get it, understand it and are excited about what they have just discovered,” she said.

What’s the worst part: “Some students just do not see the opportunities of education or how it will translate to a better life for them. They don’t work hard enough to learn and they miss opportunities that could have been available to them.”

Brooker is educated to the highest order.

Brooker has been an Outstanding American Teacher award recipient, winning grant writer, department chair and respected history and social studies teacher.

She has a master’s degree in Education with a specialization in instructional technology from Houston Baptist University and is certified in history and government, gifted and talented.

Brooker was recently chosen as a participant in the Library of Congress Teaching with Primary Sources Summer Teacher Institute and helped her department win gold performance awards for social studies.

An avid student of Chickasaw language and culture herself, Brooker incorporates traditional regalia and Chickasaw phrases in her classroom.  She offers a unique study of Native culture, artifacts and storytelling in American Indian history.  Brooker is the vice chair of the Chickasaw Community Council of South Texas where she assists Native American students and other community members in establishing tribal affiliation, learning about tradition, seeking benefits for higher education.  Brooker promotes Chickasaw culture, tribal involvement and activities and fundraising to provide college scholarships.
She celebrates the diversity of education – even within her own family.
“My husband, Daniel, and oldest son, Shawn, tried college but decided that it wasn’t what they were necessarily looking for. Not everyone is suited for college. There are students who will excel at mechanics or welding because that is where their interests and passions are. My other son, Michael, is a computer geek – and doesn’t mind being called a geek. He will earn a degree in Internet security systems,” said Brooker as a way of illustrating education appeals to many different types of people with diverse interests and backgrounds.

Northwest Indian College launches Nisqually campus webpage

By Kapiolani A. Laronal, NWIC Extended Site Coordinator

Northwest Indian College recently launched its Nisqually Extended Site webpage to better serve the Nisqually Indian Tribal Community. The page will help answer questions about services and programming provided at the site, and provide important contact information.

In following the Nisqually Indian Tribe’s mission of perpetuating our home and our culture by helping our people thrive, Northwest Indian College (NWIC) students at Nisqually are encouraged to develop themselves and discover ways to contribute to our communities and families. They learn ways to understand and support the educational goals of the Nisqually Indian Tribal Community, especially by improving the lives and wellbeing of tribal members through social and cultural programs, education, economic development and resource protection.

NWIC brings programs conveniently into the Nisqually community, offering a variety of educational programs to meet academic, vocational and cultural needs.

Programs, classes and services offered at NWIC’s Nisqually site include:

  • Early Childhood Education Associate’s Degree (2-Year Program)
  • General Direct Transfer Associate’s Degree (2-Year Program)
  • A wide range of classes, including English, Math, Chemical Dependency, Communications, Carving and Traditional Plants
  • NWIC student-led study circle, to provide academic, spiritual and cultural support
  • NWIC works closely with the library and Nisqually Education programs to build a strong support network of resources not only for students, but also for their family members

The Nisqually site also partners with the Nisqually Community Garden during the summer to provide traditional plants and foods classes, which are offered as Continuing Education Unit courses.

Other programs and activities are closely tied with Nisqually Education and the library to streamline services offered to students, families and community members.

With completion of the new Northwest Indian College Nisqually Campus webpage, accessing information and announcements will be much easier. Combined with the recent NisquallyWave launch for community Internet access, this is a timely transition.

Now existing students and prospective students have greater access to educational tools and opportunities that NWIC has to offer. Look for the site to be constantly updated in the future.

The website may be found at www.nwic.edu/group/nisqually.

 

Northwest Indian College is an accredited, tribally chartered institution headquartered on the Lummi Reservation at 2522 Kwina Road in Bellingham Wash., 98226, and can be reached by phone at (866) 676-2772 or by email at info@nwic.edu.

Key Thoughts From KeyBank: Financial Education Empowers Native Families

Source: Indian Country Today Media Network

A lack of resources to help Native Americans learn effective money management techniques has stunted the ability of many Native families to reach their full potential. But KeyBank is working to change that by expanding the delivery of financial education to Native communities across the country.

KeyBank, a leader in meeting the financial needs of Indian country, has launched a four-year financial literacy program coordinated by First Nations Oweesta Corporation, a wholly held subsidiary of First Nations Development Institute and the first certified national Native Community Development Financial Institution (CDFI) intermediary. The program, made possible by a $250,000 grant from KeyBank and KeyBank Foundation, teaches American Indians how to manage their money, save toward financial goals, take advantage of financial resources and avoid predatory lenders. “KeyBank Foundation focuses its grant making on financial literacy and diversity, which help to drive job success,” said Foundation chair Margot Copeland. “We’re proud to be a leader in supporting Native communities.”

Mike Lettig
Mike Lettig

The program, “Expanding Financial Literacy Efforts in Native Communities,” takes a unique approach to financial education called train-the-trainer. Oweesta professionals teach local Native CDFIs how to conduct financial literacy programs for their nations. “[Our] financial education programs contribute significantly to the development of sustainable Native economies and healthy communities,” said Chrystel Cornelius, Oweesta’s acting executive director.

KeyBank is dedicated to helping communities that are traditionally under-banked. Since July 2008, the company has extended more than $4 billion in financing to developments in underserved communities and granted more than $40 million to nonprofit organizations. More than 28,000 individuals have taken KeyBank’s free financial education classes since the inception of KeyBank Plus in 2004.

“Financial success in life depends on good financial education, and we are dedicated to supporting programs that help people of the First Nations thrive,” said Mike Lettig, director of Native American Financial Services for KeyBank. “KeyBank was one of the first financial institutions in the country to create teams focused exclusively on serving Native Americans. We understand the importance of each Nation’s laws, culture and governance, and we make sure our recommendations are aligned with tribal traditions and values.”

To learn how KeyBank can help your Nation succeed, visit key.com/nativeamerican.

All credit products are subject to credit approval. KeyBank is member FDIC.

 

Read more at http://indiancountrytodaymedianetwork.com/2013/05/01/key-thoughts-keybank-financial-education-empowers-native-families-149120

Cinco de Mayo returns to Totem Middle School

Source: The Marysville Globe

MARYSVILLE — The local community’s seventh annual Cinco de Mayo Celebration will return to the Totem Middle School cafeteria and gymnasium on Friday, May 3, from 6-8:30 p.m., and all Marysville and Tulalip community members are invited to participate

The free event will include Mexican food, music, dancing and activities. The food will be prepared by the Marysville School District food service students in the School House Café program. Music and entertainment will be provided by the mariachi band Mi Pais, as well as other local groups. Several activities will be geared specifically toward children, such as playing in bouncy houses, breaking piñatas, face-painting, and exploring police and fire vehicles. New this year will be Molina Healthcare’s cat mascot, Dr. Cleo, who will be on hand to lead activities with children, and they will bring a bike to make frozen non-alcoholic drinks.

Thanks to several donors, event organizers have received enough funding to offer Cinco de Mayo as a free event again this year. Monetary donations have been received from the Marysville Rotary, the Marysville YMCA, Molina Healthcare, the Marysville Free Methodist Church and HomeStreet Bank. In-kind and volunteer support has also been instrumental in making this event happen, and has been received from the Marysville School District, Molina Healthcare, Marysville Printing, Belmark Homes, the Mi Pais mariachi band, Sea Mar Community Health Center and various student groups.

The community effort has been lead by Marjorie Serge, with support from Jim Strickland, Victor Rodriguez, Susan Stachowiak, Wendy Messarina Volosin, Anastasia Garcia, Anayelle Lopez and others.

Questions in English should be directed to Marjorie Serge, by phone at 425-350-2064 or via email at Marjorie_serge@msvl.k12.wa.us. Questions in Spanish should be directed to the school district’s information line 360-657-0250.

Cultural awareness award for school

Quil Ceda-Tulalip Elementary is recognized for incorporating Native American practices in plan to raise academic achievement.

By Sharon Salyer, The Herald

MARYSVILLE — The staff of Quil Ceda-Tulalip Elementary School has received a cultural awareness award from the Washington Education Association for its efforts to use Native American cultural practices as part of its plan to increase academic achievement.

The award was presented Thursday at the education organization’s annual convention in Bellevue.

Quil Ceda-Tulalip Elementary School has 540 students in kindergarten through fifth grades.

Arden Watson, president of the Marysville Education Association, nominated the school for the award, citing its dedication for integrating Tulalip and American Indian culture and academic improvement.

The program for integrating culture with increased emphasis on academic achievement was funded through a federal School Improvement Grant. The grants were awarded to low-achieving schools in each state, as measured on statewide tests.

While the school was under pressure to made big academic gains, “the staff did not bend from their core belief that culture matters,” Watson said.

“They have been intentional about weaving in Native American culture in their school and in doing so that empowered kids to feel like they can be successful,” Watson said.

Irene Bare, an academic support coordinator at the school, said that initially the staff’s focus was to have the students believe in themselves. “That work transferred to us,” she said.

Staff has seen the results of their efforts, she said. As one example, last year about 5 percent of entering kindergarten students knew 12 letter sounds. By the end of the school year, 95 percent of students had reached that goal, she said.

The result, she said has been “a turnaround wave” of progress. “Sometimes it might not show up on the state assessment tests right away, but we can see the kids have grown,” she said.

Anthony Craig, co-principal at the school, said that each day starts with a morning assembly lasting seven to 10 minutes.

There’s traditional drumming and singing led by students, followed by the Pledge of Allegiance.

Many students who aren’t members of the Tulalip Tribes participate in the drumming, too, he said, “learning from kids who do this every day.”

Craig said he also likes to deliver a daily message to the students, such as perseverance when things get hard.

Manya McFarlene, a third grade teacher, said that when the school’s assemblies were first begun, only a few students would step up to join a teacher who was a member of the Tulalip Tribes leading the daily singing.

“Now our students are leading the assembly,” she said. “The girls are dancing. It’s beautiful to see. The older ones are showing the way.”

McFarlene said she’s also seen a difference on how students prepare for testing. Pre-test drills used to upset students. “They knew that they didn’t know the information,” she said.

Teachers responded by telling the students that they understood that they didn’t know all the answers. The pre-test drills were to help teachers identify what specific problems the students were having.

“Now you see the smiles,” McFarlene said. One third grade student wrote on her pre-test drill paper: ‘I don’t’ know this yet, but I will know it after you teach it to me.”

Not all students reach where they need to be, but they’ve all made improvements, McFarlene said. “That’s what we pay attention to, the growth that’s been made.”

Bare said it meant a lot to have people outside the school recognize what’s been accomplished.

“I wish the whole staff could have been there with us,” Bare said of being in Bellevue to accept the award. “They deserve to have that celebration.”We’re so immersed in the work we often don’t take the time to celebrate.”