Educators for Obama

http://www.neafund.org/main.cfm?actionId=globalShowStaticContent&screenKey=cmpContent&s=nea&htmlKey=involvedvictories

"[Obama] says we need more firemen, more policemen, more teachers. Did he not get the message of Wisconsin?... It's time for us to cut back on government."-Mitt Romney, June 2012 Dear Jennifer, In about 200 days, our nation will inaugurate a president. If that person is Mitt Romney, you are going to have a very bad day. Here's why: You are about to lose your voice in the classroom. Romney supports governors like Scott Walker and Mitch Daniels, who have worked tirelessly to silence educators on the job. Romney is being advised by a state superintendent who removed workplace rights for Idaho teachers. You will have more students and fewer resources than ever before. Romney has said repeatedly that class size doesn't matter, and he opposes President Obama's efforts to help local communities hire more teachers. As Massachusetts governor, Romney slashed millions from special education, early literacy, school meals and more. This isn't just an election, Jennifer - it's a fight for our professions, our students and our schools. Get in the fight and volunteer as an Educator for Obama today! When you volunteer as an Educator for Obama , you support NEA's efforts to re-elect President Obama, who has stood up for educators and students. President Obama secured federal funds to save 450,000 educators' jobs and keep class sizes down. As President Obama said just last week, "The last thing our country needs is to have fewer teachers in our schools." Public schools employees are part of the 99% that needs to make its voice heard this election. I'm asking you to stand up, be heard and volunteer as an Educator for Obama today. Thanks for all you do, Karen M. White Political Director, National Education Association P.S. We are going to have some exciting opportunities to help with President Obama's re-election efforts in the coming days. Be sure to volunteer as an Educator for Obama today!

The NEA Fund for Children and Public Education (NEA Fund) collects voluntary contributions from Association members which are used for political purposes, including, but not limited to, making contributions to and expenditures on behalf of friends of public education who are candidates for federal office. Only U.S. citizens or lawful permanent residents may contribute to the NEA Fund. Contributions to the NEA Fund are voluntary; making a contribution is neither a condition of employment nor membership in the Association, and members have the right to refuse to contribute without suffering any reprisal. A member may contribute more or less than the suggested amount, or may contribute nothing at all, without it affecting his or her membership status, rights, or benefits in NEA or any of its affiliates. Contributions to the NEA Fund are not deductible as charitable contributions for federal income tax purposes. Federal law requires us to use our best efforts to collect and report the name, mailing address, occupation, and name of employer for each individual whose contributions aggregate in excess of $200 in a calendar year.

This is fairly quick powerpoint (in PDF) on the Affordable Care Act (ObamaCare) from the NEA. In some ways, it pertains to retirees, but I think anyone wanting to learn more about ACA will get something from it. https://docs.google.com/file/d/0Bzbec1gMkMbzWHZHUEFwN3lrdG8/edit

PTFA Quarterly eNews - Spring 2012

President's Report, by PTFA President Jennifer Rueda:  As mentioned in the R.A. (Representative Assembly) report, there are changes coming to our state-level OEA (Oregon Education Association). I, for one, am excited about these changes and it appears our OEA College Council is too . . . read more.

OEA Representative Assembly (RA) Report, by PTFA President Jennifer Rueda:  The 2012 OEA-RA took place April 20 & 21 at the Red Lion Inn at Jantzen Beach in Portland, Oregon. The two biggest items discussed at the RA were the OEA budget and the Strategic Action Initiative. In addition, our own CCC classified staff Lynda Graf was awarded the Kevin Forney Education Support Professional Award . . . read more. 

What's New in the PTFA Newsletter:  As some of you may know, we surveyed the association this spring to learn more about preferences in how you receive our PTFA news. There has been some interest in reviving our quarterly PTFA newsletter in the print format, and the purpose of the survey was to get an idea from our membership of general interest in reading the print version (over or in addition to our new online format) . . . . Now that the results are in, we would like to share them with you and let you know what to expect from our PTFA newsletter in the future. . . . read more.

A Student Success Story, from Social Science Instructor, Martha Baily:  I had a student take Asian Philosophy last spring. It was the first college class she had attempted in the US. She is from Taiwan, married an American, has lived in the US for a number of years and has three children in K-12. But she was ready for moving into a new career. The class was an exercise in exploration for her . . . read more.

From Dr. Hoot's Perch:  Dr. Ivan Mancinelli-Franconi talks about Psychoneuroimmunology:  While attending graduate school in San Francisco, I had the privilege of taking a class on Psychoneuroimmunology given by Dr. Jeanne Achterberg, internationally recognized for her pioneering research in medicine and psychology, and featured in Time Magazine as one of the six innovators of alternative and complementary medicine for the coming century . . . read more.

The Future for PTFA News

As some of you may know, we surveyed the association this spring to learn more about preferences in how you receive our PTFA news.  There has been some interest in reviving our quarterly PTFA newsletter in the print format, and the purpose of the survey was to get an idea from our membership of general interest in reading the print version (over or in addition to our new online format) and also to get an idea of interest in supporting the publication of a print newsletter, through volunteering to write, edit, layout, publish, and deliver the newsletter.  Now that the results are in, we would like to share them with you and let you know what to expect from our PTFA newsletter in the future.

To summarize the results of the survey, which you can see in more detail here, 85% of part-time faculty who took the survey feel that it's important that the PTFA continue to publish news in some form, approximately 61% currently read the newsletter, and of those who read the newsletter, 69% prefer the online format.  Of those who said that they prefer the print format, 68% will read the online version when there is no print version available.

While there does appear to be a fair amount of support and acceptance for the online version, the real issue in switching this year from the print version to the online version was a lack of support--in volunteer hours from PTFA members--to continue organizing, laying out, editing, publishing, and distributing a print newsletter.  The online version is simply easier to publish and distribute, and although this was the impetus in the switch from print to digital publication, many of you also noted that you appreciate the environmental savings also.

We are still sensitive to those who still really desire the print version (22% of those who took the survey), and we are working to come up with some options that might make it easier for part-time faculty to print their own newsletters by providing the news in PDF format in addition to link to the link to the blog (more information on this to come).

In addition to the proposed PDF solution, there are still opportunities for interested part-time faculty to get together and revive the print newsletter or to get involved in publishing the online news.  Of those who responded to the survey, 8% indicated some interest (or at least willingness) to assist with the publication of our quarterly newsletter.  Ways to help include organizing, writing, editing, formatting, publishing, and distributing the news.  If you're interested in helping out, please contact Monique Babin at moniqueb@clackamas.edu.

Thank you to those of you who answered our survey.  We will continue to do our best to bring you the most important association news in a format that is simplest for the greatest number of members to access, while also reflecting the best use of the resources at our disposal.  We've asked you to contact us if you are interested in helping with the publication of our quarterly news, but please also contact us with any ideas or concerns that you have about our newsletter.  Many of you offered very specific and helpful feedback that will help to shape our future publications in the terms to come.  Thank you for your feedback and your suggestions!

A Student Success Story

By Martha Baily, Social Science

I had a student take Asian Philosophy last spring. It was the first college class she had attempted in the US. She is from Taiwan, married an American, has lived in the US for a number of years and has three children in K-12. But she was ready for moving into a new career. The class was an exercise in exploration for her.

We developed a friendship after the class, and I've been able to counsel and encourage her as she has explored her options. She has decided to become a Chinese language teacher for middle and high school, and is now pursuing her education in earnest. She plans to do pre-reqs at Clackamas and then go on for a teaching degree. This from a very tentative student, who wasn't completely confident in her English skills, who was denied college at a younger age because her family could not afford it: she had to take practical training to get a job. But I expect she will, in a few years, be in a classroom sharing her language and culture with students, and encouraging them in their learning.

OEA Representative Assembly (RA) Report

By PTFA President Jennifer Rueda

(Much of the information in this report was taken from the OEA website: www.oregoned.org)

The 2012 OEA-RA took place April 20 & 21 at the Red Lion Inn at Jantzen Beach in Portland, Oregon. The two biggest items discussed at the RA were the OEA budget and the Strategic Action Initiative. In addition, our own CCC classified staff Lynda Graf was awarded the Kevin Forney Education Support Professional Award.

The Oregon Education Association (OEA) is in big trouble financially, just has been the college and many other institutions since the big recession of 2008. Due to so many teachers leaving the profession during the years since the recession, the OEA has lost about $675,000 in dues revenue (a decrease of 1,976 members). In addition, some 1.4 million in reserves have been used. Along with other increases, the total deficit of the OEA is now at $2.6 million dollars for the year 2012-2013.

To balance the budget, the OEA proposes the following:

1. Taking teacher dues using another formula, which would net $350,000. The cost to teachers would be about $57.00 per year.
2. Reduce the OEA board meeting by one meeting
3. Less funding for the OEA and NEA representative assemblies
4. An increase in medical costs to retired employees
5. The closing of six offices and the merger of two offices
6. The reduction of 15-20 associate staff, 6-10 professional staff, 1 confidential staff and the creation of a director position for administrative services.

At the same time, a new Strategic Action Initiative was approved at the 2010 RA. The Strategic Action plan involves the following changes:

1. The OEA Center for Great Public Schools – to lead the way in establishing OEA and our members as the driving force for education and professional excellence at every level of public education and in every policymaking arena;



2. The OEA Union School – to develop a full continuum of education, training and support tools to educate, train and support leaders at every level of the organization in building our collective power through the informed, unified and active involvement and engagement of all members;



3. Local Union Renewal/Action and Powerful Locals Pilot Program – to provide more education, training and support to local union leadership teams and improve their capacity to successfully engage members in core union areas, such as bargaining, advocacy, organizing, professional practice and instruction, political action, and community outreach;



4. Political Action Pilot Program – to build effective Political Action/Organizing Teams in OEA locals and UniServ Councils, and along with community and labor allies to reshape the political landscape, debate and public policy in Oregon;



5. Build the technology to support grassroots, statewide communications and organizational infrastructure and member participation – to determine what technology is needed and build it to unite rural and urban OEA and allow all OEA members to have full access to OEA resources and be able to meaningfully participate in training, strategizing, professional development, and contract assistance even if they are unable to travel and participate in person.

What all this means is a new-fangled OEA which will build strong locals from the ground up in order to face the coming challenges in a society that doesn’t always embrace unionism. With that said, your PTFA team will be contacting you soon. We want to meet each and every one of you, get to know you, and tell you about the OEA. It is my hope that this campaign will start near the end of the Spring term and continue into Winter and Fall terms.

President's Column - Spring 2012

By PTFA Preseident, Jennifer Rueda

As mentioned in the R.A. (Representative Assembly) report, there are changes coming to our state-level OEA (Oregon Education Association). I, for one, am excited about these changes and it appears our OEA College Council is too. To tell you the truth, the union is made up of its people- it’s US, in other words. There’s no way the state level can do-all and be-all for its locals. Yes, the state level can supply uniserve consultants to help with bargaining and grievances, and they can supply good training, but they can’t actually put their feet on the ground, make the calls, or send the emails. It’s up to US to build our own local.

Why do that, you ask?

First off, I have worked hard the last 11 months to be build relationships with the college administration. I believe that labor and management CAN and should have a healthy relationship. So many of the road bumps we all encounter in managing an institution, such as our lovely Clackamas Community College, can be dealt with just by communication. Communication requires a relationship and I’m happy to say the college provides many opportunities for me (and YOU) to meet face-to-face and talk things out.

The first thing both the union and management want is a place for our students to grow as human beings. We are equally committed to that reality. I have seen that administrators, classified and others care just as much as the instructors. This is the glue that holds us together.

From that foundation, however, labor and management do have different values that are probably practically hard-wired. Management needs to run the whole institution (and keep it surviving); in doing so, the smaller parts of the institution may be trampled upon. Labor wants the best possible working conditions for its members. In fact, labor tends to highlight these three values, in the following order (with one being the most important):

1. Job security
2. Benefits, such as health insurance
3. Pay

Of course, labor and management do not always agree on how to provide these items, so there is bound to be some conflict.

After reading all this, you may again be asking “What does this have to do with the OEA changing its focus?”

Because the OEA will be more focused on helping locals grow stronger, I think we should take advantage of their experience and wisdom to help us grow stronger. Our local has two big issues facing us in 2013:

1. Many of our long-term executive board members are stepping back or retiring from being part of the board (not from teaching).

2. We will be bargaining again next year for another 3-year contract.

It is my fervent wish to recruit and train a few new board members, who in turn will work with the OEA to create a “Pilot Local”, which will do the following:

1. Identify potential leaders for face-to-face contact

• Get to know you: your values, hopes, dreams
• Find out how connected are you to CCC: only job, multiple jobs, 1x term, 1x year
• What the PTFA has to offer (fair share)
• What the OEA has to offer (no extra cost)
• Find out what you want in bargaining next year?
  

2. Identify potential leaders for the next barraging team. (Payment may be provided, however it will be taxable)

• Decide what to bargain for in 2013
• Decide what is fine and to leave alone
• Get bargaining training

I am in no way against our current administration; however, it would be naïve to think that without a strong local, we could withstand their push to weaken us. Like I said earlier, it seems to hard-wired for management to balance the budget or solve other problems on the backs of the people who have the least voice. That’s how life is. We can all get along; however, as a body, we need to have good esteem and a strong sense of our own values. With esteem and values, we can stand strong in the face of almost 100% guarantee that management will try to weaken the strength of our contract the next time we bargain or sooner, if that’s possible.

An example: in the last bargaining, administration got “needs of the program” which weakens our position under article 16. So far, I don’t think administration is taking advantage of it; however, article 16 cannot be weakened further, rather we need to fight for new language which allows long-term part-timers to have a yearly contract and/or health insurance.

Please stand with us when we start our Pilot Local program later in the Spring. I can’t want to meet everyone and get a sense of how hard-working and diverse our local is.

Psychoneuroimmunology

By Ivan Mancinelli-Franconi, Ph.D, Psychology
 
While attending graduate school in San Francisco, I had the privilege of taking a class on Psychoneuroimmunology given by Dr. Jeanne Achterberg, internationally recognized for her pioneering research in medicine and psychology, and featured in Time Magazine as one of the six innovators of alternative and complementary medicine for the coming century. Saddly, Dr. Achterberg passed away on March 7, 2012. What I learned from my relatively short interaction with her, left quite a large impression on my professional development. 

The term Psychoneuroimmunology (PNI), coined in 1975, by Dr. Robert Ader, from New York's University of Rochester, refers to the field of study which looks at the link between the mind and the body’s immune system. However, before Psychoneuroimmunology could be a field of study and healing modality, many centuries of scientific knowledge would have to be examined, challenged and revised beginning with Plato’s (429–347 BC.) Soul (intellect)-Body dualism and René Descartes’s (1596 – 1650) Mind-body dualism. Both Plato and Descartes “…argued that we consist of something incorporeal , whether one calls it ‘mind’  or ‘soul,’ which for the time being  is somehow united with a body that is part of the physical world” (Broadie, 2011). The body, according to both philosophers, behaved according to physical laws, and the spirit and mind existed in a dimensionless and immaterial realm. Yet Aristotle (384 – 322 BC) and Hippocrates (460-380 BCE) believed that the soul and the body were symbiotically linked to each other.

The Platonic and Cartesian dualism, however, permeated Western thought, accepting unchallenged the notion that all diseases were caused by pathogens or germs. It was not until American neurologist and physiologist Walter Cannon (1871-1945), found in the 1920s that the human body or even a cell is able to seek and maintain internal equilibrium when presented with external changes. He called this concept "Homeostasis." When homeostasis is interrupted by a stressor, the body restores the equilibrium through adjustment of the sympathetic and parasympathetic responses that trigger the “fight or flight response.” Severe stressors can cause severe imbalance causing not only psychological distress but also psycho-somatic disorders in animals and humans.  Cannon’s research on the relationship between emotion, perception and the ‘flight or fight response’ was later studied by endocrinologist, Hans Selye (1907-1982). Selye studied animals subjected to physical and mental adverse conditions, and how they recovered, adapted and healed from the stressful experiences. His experiments revealed that major organs of the immune system decreased in size during stressful conditions and consequently lowered the immune system to such low levels those animals eventually died. Selye coined the term “General Adaptation Syndrome” (GAS) to explain this phenomenon.  Selye’s studies validated Cannon’s research on the connection between emotional states and their impact on physical well-being.

Psychoneuroimmunology, however, as a distinct field of study dates to the Ader and Cohen (1975; 1982) experiments. Their study of taste aversion in mice prone to Lupus led to the discovery that the immune system can be classically conditioned, much like Ivan Pavlov’s experiment with dogs salivating in response to a bell. Their experiment showed that the immune system can be conditioned just like the mind. Dr. Ader found a correlation between our conscious thoughts and health and the ability to heal ourselves. If the mind is powerful enough to create an illness, it then has the ability to heal it.

Research found a chemical link between our emotions and the regulatory systems of the endocrine and immune systems through our central nervous system and maintained by neuron activity, neurochemicals, hormones, peptides, endorphins, encephalin and cytokines. According to Dr. Candice Pert, from Georgetown University School of Medicine “We know that the immune system, like the central nervous system, has memory and the capacity to learn. Thus, it could be said that intelligence is located not only in the brain but in cells that are distributed throughout the body, and that the traditional separation of mental processes, including emotions, from the body is no longer valid.” 

The brain communicates with the body’s immune system through bidirectional pathways -- autonomic nervous system and neuroendocrine activity. These pathways send signals, which the immune system picks up through receptors on the surface of lymphocytes and other immune cells. The activated immune system then generates cytokines, or chemical signals that are picked up by the nervous system. This biphasic pathway connects the brain to the immune system so they can fight the diseases, viruses, pathogens, etc., that are threatening the equilibrium of the body (Dhabhar and McEwen,1997;2001).

Acute stress and chronic stress have played a major role in the breakdown of the immune system. Several studies showed a correlation between stress and the immune system. Among these studies,  stress and immune functions associated with the common cold were studied by  Cohen et al.(1998) and Herbert & Cohen, (1993)) and showed a correlation between stress and the common cold. Students and examination stress was also studied by Kiecolt-Glaser et al. (1987, 1988); Kiecolt-Glaser et al (1984); and); Glaser et al. (1986). Heart disease risk and chronic stress was studied by Krantz, Sheps, Carney, & Natelson, (2000); O.Connor, C.M.,Gurbel, P.A., & Serebruany, V.L.,( 2000). McEwen(2000) found a correlation between chronic stress and the devastating effects it has on the brain. McEwen study showed that stress decreased the size of the brain’s hippocampus. The hippocampus stores memories associated with trauma or stress. Whenever there is a stressor similar to a previously stored one, the resulting stressor reinforces the trauma from the first stressor (Bloom & Lazerson, 2000).

Also studied were Post Traumatic Stress Disorder (PTSD) in divorced and separated men and women by Davidson & Baum (1986). Psychological stress and anxiety was studied by Locke et al., (1984); Cohen et al., (2002). Alexander et al. (1989) examined reduction in mortality rate among the elderly in nursing homes who used meditation techniques.  Witek-Janusek et al. (2008) examined mindfulness among newly diagnosed breast cancer patients, and McCain et al. (2008) examined the use of tai chi, with HIV patients. . Fawzy and colleagues (1990a, 1990b, 1993) examined the effect of group psychotherapy on coping strategies for stress management and increased immunity activity.

The research in this field is extensive and supportive of the role of stress on the immune system. Herbert and Cohen (1993) conducted a meta-analysis of 38 studies relating stressor and immune functions. Segerstrom and Miller (2004) also conducted an extensive meta-analysis on 293 independent studies covering the period between 1960 to 2001, and reported that short-term stress may enhance immune function as an adaptive response, but chronic stress suppresses immune response due to excessive depletion of the body’s resources to fight back.

Dr. Howard Hall, a scientist from Case Western Reserve University in Ohio, proved that the immune system can be consciously conditioned by guided imagery, bio-feedback, self-hypnosis, and other self-regulatory practices to fight the stressors which break down the immunity of the body to fight disease (Mason, 2014). 

Buddha’s statement "What we think, we become" is exactly what researchers are finding out about our capacity to heal ourselves without external invasive interventions. Staying positive while facing adversity is the first step, but it must also be reinforced by some form of pro-active healing modalities.

Each one of us is unique and the response to medical intervention will also vary. Always seek advice from a medical professional about your specific situation.

References

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Ader, R., Felten, D.L., & Cohen, N (1990). Psychoneuroimmunology. San Diego: Academic press.

Alexander, C.N., Langer, E.J., Newman, R.I., et al. (1989). Transcendental meditation, mindfulness, and longevity: an experimental study with the elderly. Journal of Personality and Social Psychology, 57, 950-964

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Witek-Janusek, L., Albuquerque, K., Chroniak, K. R., Chroniak, C., Durazo-Arvizu, R.,  Mathews, H. L. (2008). Effect of mindfulness based stress reduction on immune  function, quality of life and coping in women newly diagnosed with early stage  breast cancer. Brain, Behavior, and Immunity, 22, 969–981.