Category Archives: Authors I-Q

ADR Authors by last name I-Q

About Us, Authors I-Q, Of Women

Remembering: A Woman’s Life Well-Lived – by Judy Kimeldorf

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Reflecting at 80

Judy Kimeldorf was born in 1940 and witnessed or participated in world-changing events from the erection of the Berlin Wall to Martin Luther King’s “I have a dream” speech, and now the disappointing step back into nationalism and fascism. She spends her time in retirement on community projects including Food Banks, monthly standing out with Trump-GOP protest placards programs, coordinating a program providing back-to-school supplies for limited income families, and guiding her local home owners association. I (her husband of 40+ years) invited 50 of her close friends to celebrate her 80th birthday. Judy and I celebrate  birthdays by remembering and reflecting, and this year, Judy recalled experiences shaping her life across 80 years. This piece is built from that speech and contains lessons for us all about balancing our fears and disappointments with our hopes and blessings.
~ Martin Kimeldorf

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Authors I-Q, Religious Diversity

Bias: Diversity and Inclusion Trends 2020 – by Soumaya Khalifa

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D&I – Intentionality

It’s exciting to start a new year and a new century with the hopes that this year will be better and offer many opportunities.  The work in Diversity and Inclusion (D&I) must be intentional and not a one-time activity to check-off the box. Successful organizations in the field tend to have D&I as part of their organizational DNA just like safety.  Some trends for this year include: intentionality and understanding for the business case for D&I, increase in unconscious bias awareness, and the expanding of the Muslim ban on its impact in the workplace. 

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Authors I-Q, Education, Trends 2020

Educating Tomorrow’s Spenders – by Dr. Beth Lynne

College loans, credit cards, mortgages—they all add up to a lack of disposable income, and worse yet, with the possible social security shortfall predicted by the year 2034, no extra funds to put away for retirement, so today’s high school students run the risk of not having enough money to live on through their golden years. Even worse, they may find it difficult to support themselves and their eventual families. It is difficult to predict what will happen to our economy, but if today’s high school graduates learn to arm themselves financially, they can live a comfortable life with a soft monetary cushion.

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Authors I-Q, Politics, Social Issues

Racing To The Bottom – by Martin Kimeldorf

In the 20th century, corporations and state enterprises perfected a “free trade” sleight of hand for extracting resources and cheap labor globally. Today, as sources of “cheap labor” become less profitable, artificial intelligence (AI) is wielded as a tool for further exploiting American labor.

When automated manufacturing first showed up in the 60s, the “pundits” (then called eggheads) worried about automation shortening the workweek. They argued that the increase in leisure would destroy the American work ethic. Today, automation’s potential for delivering the paradise of a 20-hour workweek has been largely forgotten, even though productivity per worker has rocketed off the charts. Today most people feel over-worked, and leisurely lifestyles remain the province of the rich.

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Authors I-Q, USA Culture

February Perspectives – by Vincent Ivan Phipps

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BLACK HISTORY MONTH
VALENTINE’S DAY

Editor’s Note: February commemorates and celebrates American history and culture.  Here are two aspects of this month in the words of one of the best speakers and communication coaches in the country, Vincent Ivan Phipps. 

Why is Black History Month in February?

Thank the ASNLH, Association for the Study of Negro Life and History!  In 1916 an American historian, Carter G. Woodson, began editing this organization’s primary scholarly publication called the Journal of Negro History. In 1924, as a member of the historically Black fraternity, Omega Psi Phi, Woodson used the platform of his fraternity to introduce Negro History and Literature Week.  In 1926, Woodson and the ASNLH inaugurated Negro history week in February 1926 which eventually parlayed into National Negro Month or to what it is called today, Black History Month.

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Authors I-Q

Communicating with Empathy – by Rabbi Craig Lewis

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Since February includes my wedding anniversary and a day on which everyone celebrates love (February 14), I wish to share these thoughts on relationships from a recent sermon on Parashat Va-eira. In the Torah, God sends Moses to talk to Pharaoh and tells him, “I will put you in the role of God before Pharaoh and your brother Aaron shall be a prophet. You speak the words I command to you, and Aaron will speak them to Pharaoh” (Exodus 7:1-2).

Rashi, a medieval rabbi and author of a comprehensive commentary on the Talmud, understands why Aaron’s role is not redundant. Aaron makes the words eloquent for Pharaoh to hear and understand. Thus, we learn the role of the prophet: taking complex ideas, hard lessons, and putting them into plain language. Even the greatest of wisdom is worthless if it cannot be applied. Language is only the beginning, and must be coupled with empathy, with attention to non-verbal cues, and with proper tone. We know Moses claims to be slow of speech, especially compared to his brother. His speech is fine, but Aaron knows the real difference between speech and communication.
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Authors I-Q

Inequity in our Education and Economy – by Dr. Joseph Nwoye

Guide to critical factors that drive and sustain our structural inequity 

As we enter 2020, I call on all people to rise, unite and fight against structural inequity and the factors that influence and perpetuate it. To that end, this piece explores two foundational factors that drive and sustain inequity in our society: uneven playing fields in education and economic. I believe that the only way to meaningfully bridge the inequity gap in all aspects of our society is through leveling the playing field, and that is the subject of this piece. 

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Authors I-Q

The Words of Our Mouths – by Judith Nembhard

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Language is one of the greatest gifts that we humans possess. It sets us apart from every other creature on earth. Scientists, experimenting with animals to determine the extent of their language efficacy, report that animals do communicate among themselves, as various studies in Nature and other scientific journals attest, but so far nothing has been found to equal humans’ ability to express themselves in free-flowing complex and comprehensible language. Words, the vehicle of language, are a capital asset, and even in this age of twitter and text messages, real words still matter and are influential.

Our thoughts and emotions can be couched in words and phrases laden with the potential for extensive good, yet words are inherently fleeting, and it is precisely because of their evanescence that we ought to be careful to use words that leave no harmful residue of negativity. As children we were told to choose our words carefully because, once spoken, words can’t be pulled back in like a kite. This caution also holds true for us in adulthood. We, too, need to be careful how we use the gift of words. But when we observe how words are being used in the current national atmosphere, we have to conclude that some grownups, especially those in high places, tend to forget to mind the words of their mouths.

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Authors I-Q, Education

Parents and Teachers as Possible Partners – by Dr. Beth Lynne

Advisor Beth Lynne
Dr. Beth Lynne

I worked as an educator for twenty-five years in NJ until I retired a couple years ago. The entire district in was a low socio-economic community. One of the major complaints teachers made was that parents didn’t care about their kids. Once I became a school disciplinarian, I found that parents felt the same about teachers—they were just there for the paycheck. Imagine that! If one would believe both parents and teachers, then who did care about the kids and why was there this disconnect between parents and teachers?

One thing I could piece together was that the parents were fierce about their children. If their kid didn’t have the correct gear or the child’s cell phone was taken or someone was picking on their child, they were at the school demanding action. So it was not accurate that they didn’t care. They cared; it was just that education was not their number one concern. It was the perceived role of the school in the health, welfare, and rights of their child that was paramount.

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