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WITH REVEREND LINDA BUTLER, DISTRICT 150 SCHOOL BOARD PRESIDENT.
DISTRICT 150 SCHOOL BOARD PRESIDENT. >> WHY ARE YOU INTERESTED THAT'S
PRESIDENT. >> WHY ARE YOU INTERESTED THAT'S A GOOD QUESTION.
>> WHY ARE YOU INTERESTED THAT'S A GOOD QUESTION. LET'S SEE IF WE CAN RESPOND TO
A GOOD QUESTION. LET'S SEE IF WE CAN RESPOND TO THAT, BREAST CANCER SURVIVOR, 11
LET'S SEE IF WE CAN RESPOND TO THAT, BREAST CANCER SURVIVOR, 11 YEARS, DISTRICT 150 PRESIDENT OF
THAT, BREAST CANCER SURVIVOR, 11 YEARS, DISTRICT 150 PRESIDENT OF THE SCHOOL BOARD, NEW PROMISE
YEARS, DISTRICT 150 PRESIDENT OF THE SCHOOL BOARD, NEW PROMISE DIRECTOR SOUTH SIDE MISSION,
THE SCHOOL BOARD, NEW PROMISE DIRECTOR SOUTH SIDE MISSION, WEEK-25, ONE OF THE WOMEN IN
DIRECTOR SOUTH SIDE MISSION, WEEK-25, ONE OF THE WOMEN IN LEADERSHIP CAPACITIES, KEEP THE
WEEK-25, ONE OF THE WOMEN IN LEADERSHIP CAPACITIES, KEEP THE PROMISE AWARD, SIGMA IMAGE AND
LEADERSHIP CAPACITIES, KEEP THE PROMISE AWARD, SIGMA IMAGE AND DRUM MAJOR -- WARD, SUCCESSFUL
PROMISE AWARD, SIGMA IMAGE AND DRUM MAJOR -- WARD, SUCCESSFUL AFRICAN AMERICAN PROFESSIONALS,
DRUM MAJOR -- WARD, SUCCESSFUL AFRICAN AMERICAN PROFESSIONALS, THE COMMUNITY RACE FOR THE CURE.
AFRICAN AMERICAN PROFESSIONALS, THE COMMUNITY RACE FOR THE CURE. >>I GUESS I JUST SEE THOSE AS
THE COMMUNITY RACE FOR THE CURE. >>I GUESS I JUST SEE THOSE AS ENJOYABLE AND NECESSARY THINGS
>>I GUESS I JUST SEE THOSE AS ENJOYABLE AND NECESSARY THINGS TO DO THAT MEAN A HAD LOT TO ME,
ENJOYABLE AND NECESSARY THINGS TO DO THAT MEAN A HAD LOT TO ME, BUT MAYBE NOT NECESSARILY STAND
TO DO THAT MEAN A HAD LOT TO ME, BUT MAYBE NOT NECESSARILY STAND OUT TO SOME OTHERS.
BUT MAYBE NOT NECESSARILY STAND OUT TO SOME OTHERS. >>YOU ARE NOT MOTIVATED TO SHOW
OUT TO SOME OTHERS. >>YOU ARE NOT MOTIVATED TO SHOW OFF OR GET YOUR OBITUARY ALL
>>YOU ARE NOT MOTIVATED TO SHOW OFF OR GET YOUR OBITUARY ALL READY?
OFF OR GET YOUR OBITUARY ALL READY? >> NO.
READY? >> NO. >>BUT TO DO WHAT YOU THINK IS
>> NO. >>BUT TO DO WHAT YOU THINK IS APPROPRIATE FOR YOU.
>>BUT TO DO WHAT YOU THINK IS APPROPRIATE FOR YOU. YOU ARE USING YOUR GIFTS THIS.
APPROPRIATE FOR YOU. YOU ARE USING YOUR GIFTS THIS. >>RIGHT, AND MY PERSONAL
YOU ARE USING YOUR GIFTS THIS. >>RIGHT, AND MY PERSONAL EXPERIENCE TO HELP OTHERS.
>>RIGHT, AND MY PERSONAL EXPERIENCE TO HELP OTHERS. >>GOING BACK TO ACADEMIC
EXPERIENCE TO HELP OTHERS. >>GOING BACK TO ACADEMIC CREDENTIAL, BRADLEY, BS IN
>>GOING BACK TO ACADEMIC CREDENTIAL, BRADLEY, BS IN JOURNALISM.
CREDENTIAL, BRADLEY, BS IN JOURNALISM. FAVORITE TEACHER.
JOURNALISM. FAVORITE TEACHER. >>BALL PAUL B SNYDER?
FAVORITE TEACHER. >>BALL PAUL B SNYDER? >> WHY?
>>BALL PAUL B SNYDER? >> WHY? >> HE TAUGHT ME TO BE ATTENTIVE,
>> WHY? >> HE TAUGHT ME TO BE ATTENTIVE, ACCURATE AND CONSCIOUS OF MY
>> HE TAUGHT ME TO BE ATTENTIVE, ACCURATE AND CONSCIOUS OF MY WORK.
ACCURATE AND CONSCIOUS OF MY WORK. HE INTRODUCED ME TO THE SE
WORK. HE INTRODUCED ME TO THE SE STAMP.
HE INTRODUCED ME TO THE SE STAMP. STAMP ERROR.
STAMP. STAMP ERROR. IF YOU MADE A MISTAKE, HE WOULD
STAMP ERROR. IF YOU MADE A MISTAKE, HE WOULD THROW EVERYTHING OUT.
IF YOU MADE A MISTAKE, HE WOULD THROW EVERYTHING OUT. >>JOURNALIST.
THROW EVERYTHING OUT. >>JOURNALIST. >>HE RECENTLY PASSED AWAY.
>>JOURNALIST. >>HE RECENTLY PASSED AWAY. A LOT OF JOURNALISTS IN THIS
>>HE RECENTLY PASSED AWAY. A LOT OF JOURNALISTS IN THIS COMMUNITY CAME UP UNDER
A LOT OF JOURNALISTS IN THIS COMMUNITY CAME UP UNDER DR. SNYDER, AND I SHOULD SAY
COMMUNITY CAME UP UNDER DR. SNYDER, AND I SHOULD SAY PAUL E SNYDER, CAME UP UNDER
DR. SNYDER, AND I SHOULD SAY PAUL E SNYDER, CAME UP UNDER DR. SNYDER OR WERE TRULY AWARE
PAUL E SNYDER, CAME UP UNDER DR. SNYDER OR WERE TRULY AWARE OF HIS CONTRIBUTIONS TO
DR. SNYDER OR WERE TRULY AWARE OF HIS CONTRIBUTIONS TO JOURNALISM.
OF HIS CONTRIBUTIONS TO JOURNALISM. >>SO HE WAS A TIPPING POINT IN
JOURNALISM. >>SO HE WAS A TIPPING POINT IN YOUR EDUCATIONAL CAREER?
>>SO HE WAS A TIPPING POINT IN YOUR EDUCATIONAL CAREER? >> VERY MUCH SO.
YOUR EDUCATIONAL CAREER? >> VERY MUCH SO. HE HELPED ME TO UNDERSTAND THE
>> VERY MUCH SO. HE HELPED ME TO UNDERSTAND THE SIGNIFICANCE OF WHAT I WANTED TO
HE HELPED ME TO UNDERSTAND THE SIGNIFICANCE OF WHAT I WANTED TO DO AS A PROFESSION AND THAT WAS
SIGNIFICANCE OF WHAT I WANTED TO DO AS A PROFESSION AND THAT WAS TO INFORM PEOPLE WITH THE TRUTH
DO AS A PROFESSION AND THAT WAS TO INFORM PEOPLE WITH THE TRUTH AND THE FACTS.
TO INFORM PEOPLE WITH THE TRUTH AND THE FACTS. >>THE TRUTH WILL REVEAL?
AND THE FACTS. >>THE TRUTH WILL REVEAL? >> YES.
>>THE TRUTH WILL REVEAL? >> YES. >>YOU ARE ALSO AN OR DINED
>> YES. >>YOU ARE ALSO AN OR DINED MINISTER.
>>YOU ARE ALSO AN OR DINED MINISTER. >>THAT IS CORRECT.
MINISTER. >>THAT IS CORRECT. >>FROM BRADLEY, YOU JOINED.
>>THAT IS CORRECT. >>FROM BRADLEY, YOU JOINED. >>WPEO, WHICH IS A CHRISTIAN
>>FROM BRADLEY, YOU JOINED. >>WPEO, WHICH IS A CHRISTIAN RADIO STATION IN PEORIA ON THE
>>WPEO, WHICH IS A CHRISTIAN RADIO STATION IN PEORIA ON THE AM DIAL.
RADIO STATION IN PEORIA ON THE AM DIAL. FOR 20 --
AM DIAL. FOR 20 -- >>21 YEARS.
FOR 20 -- >>21 YEARS. >>YOU WERE IN CHARGE OF
>>21 YEARS. >>YOU WERE IN CHARGE OF PROGRAMMING AND COMMUNITY
>>YOU WERE IN CHARGE OF PROGRAMMING AND COMMUNITY RELATIONS AND YOU ALSO HAD A
PROGRAMMING AND COMMUNITY RELATIONS AND YOU ALSO HAD A PROGRAM?
RELATIONS AND YOU ALSO HAD A PROGRAM? >> RIGHT.
PROGRAM? >> RIGHT. I STARTED AT WPEO JUST BECAUSE I
>> RIGHT. I STARTED AT WPEO JUST BECAUSE I LOVED THE RADIO STATION AND HAD
I STARTED AT WPEO JUST BECAUSE I LOVED THE RADIO STATION AND HAD WANTED -- HAD HOPED TO BECOME
LOVED THE RADIO STATION AND HAD WANTED -- HAD HOPED TO BECOME INVOLVED AS AN INTERVIEWER OR A
WANTED -- HAD HOPED TO BECOME INVOLVED AS AN INTERVIEWER OR A HOST OF A PROGRAM HIGHLIGHTING
INVOLVED AS AN INTERVIEWER OR A HOST OF A PROGRAM HIGHLIGHTING BLACK GOSPEL MUSIC AND THOSE
HOST OF A PROGRAM HIGHLIGHTING BLACK GOSPEL MUSIC AND THOSE ARTISTS.
BLACK GOSPEL MUSIC AND THOSE ARTISTS. THE ONLY CHRISTIAN RADIO STATION
ARTISTS. THE ONLY CHRISTIAN RADIO STATION AT THE TIME WAS WPEO.
THE ONLY CHRISTIAN RADIO STATION AT THE TIME WAS WPEO. MY FATHER LISTENED TO IT, AND I
AT THE TIME WAS WPEO. MY FATHER LISTENED TO IT, AND I FOLLOWED MY FATHER AROUND A
MY FATHER LISTENED TO IT, AND I FOLLOWED MY FATHER AROUND A WHOLE LOT.
FOLLOWED MY FATHER AROUND A WHOLE LOT. SO I WAS FAMILIAR WITH THE RADIO
WHOLE LOT. SO I WAS FAMILIAR WITH THE RADIO STATION.
SO I WAS FAMILIAR WITH THE RADIO STATION. THEN MY BEST FRIEND WHO WAS
STATION. THEN MY BEST FRIEND WHO WAS ATTENDING BRADLEY UNIVERSITY AT
THEN MY BEST FRIEND WHO WAS ATTENDING BRADLEY UNIVERSITY AT THE SAME TIME THAT I WAS, SHE
ATTENDING BRADLEY UNIVERSITY AT THE SAME TIME THAT I WAS, SHE LANDED AN INTERNSHIP THERE, AND
THE SAME TIME THAT I WAS, SHE LANDED AN INTERNSHIP THERE, AND I SAID "CAN I GO SEE."
LANDED AN INTERNSHIP THERE, AND I SAID "CAN I GO SEE." I SAID CAN I VOLUNTEER, AND THEY
I SAID "CAN I GO SEE." I SAID CAN I VOLUNTEER, AND THEY SAID WE WILL LET YOU KNOW.
I SAID CAN I VOLUNTEER, AND THEY SAID WE WILL LET YOU KNOW. WE GOT THE CALL BACK TO SAY, WE
SAID WE WILL LET YOU KNOW. WE GOT THE CALL BACK TO SAY, WE WON'T ALLOW YOU TO VOLUNTEER,
WE GOT THE CALL BACK TO SAY, WE WON'T ALLOW YOU TO VOLUNTEER, BUT WE WILL PAY YOU.
WON'T ALLOW YOU TO VOLUNTEER, BUT WE WILL PAY YOU. MY DAUGHTER WAS 18 MONTHS OLD.
BUT WE WILL PAY YOU. MY DAUGHTER WAS 18 MONTHS OLD. DOWNTOWN. THEY SAID IT WOULD
MY DAUGHTER WAS 18 MONTHS OLD. DOWNTOWN. THEY SAID IT WOULD COST YOU TO COME AND VOLUNTEER
DOWNTOWN. THEY SAID IT WOULD COST YOU TO COME AND VOLUNTEER SO WE WILL PAY YOU.
COST YOU TO COME AND VOLUNTEER SO WE WILL PAY YOU. >>THE BAD NEWS WAS YOU HAD TO
SO WE WILL PAY YOU. >>THE BAD NEWS WAS YOU HAD TO GET PAID!
>>THE BAD NEWS WAS YOU HAD TO GET PAID! DISRUPTED YOUR INCOME TAX
GET PAID! DISRUPTED YOUR INCOME TAX LIABILITY.
DISRUPTED YOUR INCOME TAX LIABILITY. >>I JUST WANTED TO BE A PART OF
LIABILITY. >>I JUST WANTED TO BE A PART OF THAT MINISTRY.
>>I JUST WANTED TO BE A PART OF THAT MINISTRY. >>BUT WHY?
THAT MINISTRY. >>BUT WHY? IS.
>>BUT WHY? IS. >>ONE, BECAUSE, AS YOU READ FROM
IS. >>ONE, BECAUSE, AS YOU READ FROM MY BIO, I GREW UP IN A VERY
>>ONE, BECAUSE, AS YOU READ FROM MY BIO, I GREW UP IN A VERY LARGE FAMILY.
MY BIO, I GREW UP IN A VERY LARGE FAMILY. MY FATHER WAS A DEACON AND THEN
LARGE FAMILY. MY FATHER WAS A DEACON AND THEN A MINISTER.
MY FATHER WAS A DEACON AND THEN A MINISTER. MY MOM WORKED IN YOUTH MINISTRY,
A MINISTER. MY MOM WORKED IN YOUTH MINISTRY, LIKE I SAID, WPEO OFFICE ON ALL
MY MOM WORKED IN YOUTH MINISTRY, LIKE I SAID, WPEO OFFICE ON ALL THE TIME.
LIKE I SAID, WPEO OFFICE ON ALL THE TIME. I WAS CONSTANTLY LISTENING TO
THE TIME. I WAS CONSTANTLY LISTENING TO BIBLE TEACHING PROGRAMS.
I WAS CONSTANTLY LISTENING TO BIBLE TEACHING PROGRAMS. IT WAS JUST A POSITIVE RADIO
BIBLE TEACHING PROGRAMS. IT WAS JUST A POSITIVE RADIO STATION.
IT WAS JUST A POSITIVE RADIO STATION. >>YOUR NON-DAY JOB INTERESTS, I
STATION. >>YOUR NON-DAY JOB INTERESTS, I UNDERSTAND, TO BE MISSION TRIPS
>>YOUR NON-DAY JOB INTERESTS, I UNDERSTAND, TO BE MISSION TRIPS TO THE CARE BEIAN.
UNDERSTAND, TO BE MISSION TRIPS TO THE CARE BEIAN. >>TRINIDAD, AND TOBEGO.
TO THE CARE BEIAN. >>TRINIDAD, AND TOBEGO. >>YOU HEAD UP A GROUP.
>>TRINIDAD, AND TOBEGO. >>YOU HEAD UP A GROUP. >>I HEAD UP A PARTNERSHIP, NOT
>>YOU HEAD UP A GROUP. >>I HEAD UP A PARTNERSHIP, NOT AN ORGANIZATION, A COLLABORATION
>>I HEAD UP A PARTNERSHIP, NOT AN ORGANIZATION, A COLLABORATION OF PEORIA AREA PASTORS WHO WANT
AN ORGANIZATION, A COLLABORATION OF PEORIA AREA PASTORS WHO WANT TO BE SUPPORTIVE OF THE
OF PEORIA AREA PASTORS WHO WANT TO BE SUPPORTIVE OF THE CHRISTIAN LEADERSHIP OF THE
TO BE SUPPORTIVE OF THE CHRISTIAN LEADERSHIP OF THE EVANGELICAL MINISTRIES, AND I
CHRISTIAN LEADERSHIP OF THE EVANGELICAL MINISTRIES, AND I HELP COORDINATE THEIR INTEREST,
EVANGELICAL MINISTRIES, AND I HELP COORDINATE THEIR INTEREST, WHETHER, FOR INSTANCE, TODAY I
HELP COORDINATE THEIR INTEREST, WHETHER, FOR INSTANCE, TODAY I ASSISTED A PASTOR IN WIRING DOWN
WHETHER, FOR INSTANCE, TODAY I ASSISTED A PASTOR IN WIRING DOWN SOME FUNDS TO PAY FOR THE FULL
ASSISTED A PASTOR IN WIRING DOWN SOME FUNDS TO PAY FOR THE FULL YEAR OF COLLEGE FOR A PASTOR'S
SOME FUNDS TO PAY FOR THE FULL YEAR OF COLLEGE FOR A PASTOR'S SON THERE, ATTENDING A
YEAR OF COLLEGE FOR A PASTOR'S SON THERE, ATTENDING A UNIVERSITY.
SON THERE, ATTENDING A UNIVERSITY. >>YOU ALSO TEACH BIBLE STUDY
UNIVERSITY. >>YOU ALSO TEACH BIBLE STUDY CLASSES.
>>YOU ALSO TEACH BIBLE STUDY CLASSES. I LOVE IT.
CLASSES. I LOVE IT. >>AND BREAST CANCER SUPPORT
I LOVE IT. >>AND BREAST CANCER SUPPORT GROUPS.
>>AND BREAST CANCER SUPPORT GROUPS. >>YES.
GROUPS. >>YES. >>WHAT IS YOUR MISSION AS THE
>>YES. >>WHAT IS YOUR MISSION AS THE PRESIDENT OF 150, AND DOES THAT
>>WHAT IS YOUR MISSION AS THE PRESIDENT OF 150, AND DOES THAT TIE INTO YOUR MISSION AS AN
PRESIDENT OF 150, AND DOES THAT TIE INTO YOUR MISSION AS AN ORDAINED MINISTER?
TIE INTO YOUR MISSION AS AN ORDAINED MINISTER? >> MY MISSION WITH DISTRICT 150
ORDAINED MINISTER? >> MY MISSION WITH DISTRICT 150 IS A PUBLIC TRUSTEE OF THE
>> MY MISSION WITH DISTRICT 150 IS A PUBLIC TRUSTEE OF THE EDUCATION OF THE CHILDREN IN
IS A PUBLIC TRUSTEE OF THE EDUCATION OF THE CHILDREN IN THIS COMMUNITY AND THE TAX
EDUCATION OF THE CHILDREN IN THIS COMMUNITY AND THE TAX FUNDING THAT GOES ALONG WITH
THIS COMMUNITY AND THE TAX FUNDING THAT GOES ALONG WITH THAT.
FUNDING THAT GOES ALONG WITH THAT. THAT IS SIMILAR TO MY ROLE AS AN
THAT. THAT IS SIMILAR TO MY ROLE AS AN ORDAINED MINISTER, WHERE, AGAIN,
THAT IS SIMILAR TO MY ROLE AS AN ORDAINED MINISTER, WHERE, AGAIN, I AM A TRUSTEE OF PEOPLE'S LIVES
ORDAINED MINISTER, WHERE, AGAIN, I AM A TRUSTEE OF PEOPLE'S LIVES AND HELPING THEM TO ADDRESS THE
I AM A TRUSTEE OF PEOPLE'S LIVES AND HELPING THEM TO ADDRESS THE ISSUES IN THEIR LIVES, MAKE
AND HELPING THEM TO ADDRESS THE ISSUES IN THEIR LIVES, MAKE SENSE OF IT AND, THEREFORE, MOVE
ISSUES IN THEIR LIVES, MAKE SENSE OF IT AND, THEREFORE, MOVE TOWARDS THE TYPE OF LIFE THEY
SENSE OF IT AND, THEREFORE, MOVE TOWARDS THE TYPE OF LIFE THEY WOULD LIKE TO HAVE OR FIND
TOWARDS THE TYPE OF LIFE THEY WOULD LIKE TO HAVE OR FIND COMFORT IN SITUATIONS.
WOULD LIKE TO HAVE OR FIND COMFORT IN SITUATIONS. ALTOGETHER, I AM A TRUSTEE OF
COMFORT IN SITUATIONS. ALTOGETHER, I AM A TRUSTEE OF PEOPLE AND IMPROVING THEIR
ALTOGETHER, I AM A TRUSTEE OF PEOPLE AND IMPROVING THEIR LIVES.
PEOPLE AND IMPROVING THEIR LIVES. >>IF YOU YOU WERE TO DEFINE THE
LIVES. >>IF YOU YOU WERE TO DEFINE THE ROLE OF EDUCATION IN A SINGLE
>>IF YOU YOU WERE TO DEFINE THE ROLE OF EDUCATION IN A SINGLE WORD, WHAT WOULD THAT WORD BE,
ROLE OF EDUCATION IN A SINGLE WORD, WHAT WOULD THAT WORD BE, LINDA?
WORD, WHAT WOULD THAT WORD BE, LINDA? >> TRANSFORMATION.
LINDA? >> TRANSFORMATION. >>WOULD YOU EXPAND ON THAT?
>> TRANSFORMATION. >>WOULD YOU EXPAND ON THAT? >> TAKING A LIFE, AS WE LOOK AT
>>WOULD YOU EXPAND ON THAT? >> TAKING A LIFE, AS WE LOOK AT THE CHILDREN, TAKING A LIFE THAT
>> TAKING A LIFE, AS WE LOOK AT THE CHILDREN, TAKING A LIFE THAT IS IN NEED OF KNOWLEDGE TO GROW
THE CHILDREN, TAKING A LIFE THAT IS IN NEED OF KNOWLEDGE TO GROW AND TO CONTRIBUTE TO SOCIETY,
IS IN NEED OF KNOWLEDGE TO GROW AND TO CONTRIBUTE TO SOCIETY, BEING ABLE TO PROVIDE THAT CHILD
AND TO CONTRIBUTE TO SOCIETY, BEING ABLE TO PROVIDE THAT CHILD WITH THE TOOLS TO DO THAT,
BEING ABLE TO PROVIDE THAT CHILD WITH THE TOOLS TO DO THAT, THEREFORE, HELPING THEM TO
WITH THE TOOLS TO DO THAT, THEREFORE, HELPING THEM TO TRANSFORM AS THEY BECOME A
THEREFORE, HELPING THEM TO TRANSFORM AS THEY BECOME A PRODUCTIVE ADULT CITIZEN IN THE
TRANSFORM AS THEY BECOME A PRODUCTIVE ADULT CITIZEN IN THE WORLD.
PRODUCTIVE ADULT CITIZEN IN THE WORLD. >>ISN'T A RESPONSIBILITY TO
WORLD. >>ISN'T A RESPONSIBILITY TO IDENTIFY THE SPECIAL GIFTS THAT
>>ISN'T A RESPONSIBILITY TO IDENTIFY THE SPECIAL GIFTS THAT EACH STUDENT HAS?
IDENTIFY THE SPECIAL GIFTS THAT EACH STUDENT HAS? IN OTHER WORDS --
EACH STUDENT HAS? IN OTHER WORDS -- >>OH, YES.
IN OTHER WORDS -- >>OH, YES. >>IS IT FAIR TO SAY ALL OF US
>>OH, YES. >>IS IT FAIR TO SAY ALL OF US HAVE SOME SPECIAL GIFT?
>>IS IT FAIR TO SAY ALL OF US HAVE SOME SPECIAL GIFT? >> YES!
HAVE SOME SPECIAL GIFT? >> YES! EVERYONE DOES.
>> YES! EVERYONE DOES. >>SO PERHAPS THE ROLE OF AN
EVERYONE DOES. >>SO PERHAPS THE ROLE OF AN EDUCATOR IS TO BE ABLE TO
>>SO PERHAPS THE ROLE OF AN EDUCATOR IS TO BE ABLE TO SUGGEST TO THAT PERSON YOU ARE
EDUCATOR IS TO BE ABLE TO SUGGEST TO THAT PERSON YOU ARE SPECIAL.
SUGGEST TO THAT PERSON YOU ARE SPECIAL. >>IT IS AND AH-HA, I FOUND OUT
SPECIAL. >>IT IS AND AH-HA, I FOUND OUT WHO I AM, WHAT I LIKE.
>>IT IS AND AH-HA, I FOUND OUT WHO I AM, WHAT I LIKE. >>THAT'S THE TIPPING POINT.
WHO I AM, WHAT I LIKE. >>THAT'S THE TIPPING POINT. >>YES.
>>THAT'S THE TIPPING POINT. >>YES. >>YOU HAVE TO DEEM DEMONSTRATE
>>YES. >>YOU HAVE TO DEEM DEMONSTRATE OR HELP THE STUDENT UNDERSTAND
>>YOU HAVE TO DEEM DEMONSTRATE OR HELP THE STUDENT UNDERSTAND WHERE THE TIPPING POINT IS?
OR HELP THE STUDENT UNDERSTAND WHERE THE TIPPING POINT IS? >> UH-HUH.
WHERE THE TIPPING POINT IS? >> UH-HUH. >>WE ARE NOT TALKING ABOUT
>> UH-HUH. >>WE ARE NOT TALKING ABOUT EDUCATING TO TESTS?
>>WE ARE NOT TALKING ABOUT EDUCATING TO TESTS? >> NO.
EDUCATING TO TESTS? >> NO. WE ARE TALKING ABOUT A WHOLE
>> NO. WE ARE TALKING ABOUT A WHOLE PERSON?
WE ARE TALKING ABOUT A WHOLE PERSON? >> RIGHT.
PERSON? >> RIGHT. JUST AS SIMILAR TO THE PROGRAM
>> RIGHT. JUST AS SIMILAR TO THE PROGRAM AT SOUTH SIDE MISSION WHEN THE
JUST AS SIMILAR TO THE PROGRAM AT SOUTH SIDE MISSION WHEN THE HOMELESS WELCOME IN.
AT SOUTH SIDE MISSION WHEN THE HOMELESS WELCOME IN. SO THERE YOU SAY WHAT AM I
HOMELESS WELCOME IN. SO THERE YOU SAY WHAT AM I SUPPOSED TO DO WITH THEM?
SO THERE YOU SAY WHAT AM I SUPPOSED TO DO WITH THEM? HOW AM I SUPPOSED TO HELP THEM?
SUPPOSED TO DO WITH THEM? HOW AM I SUPPOSED TO HELP THEM? WHAT IS THE PURPOSE OF THIS
HOW AM I SUPPOSED TO HELP THEM? WHAT IS THE PURPOSE OF THIS PROGRAM?
WHAT IS THE PURPOSE OF THIS PROGRAM? YOU HAVE TO THEN ATTEND TO THEIR
PROGRAM? YOU HAVE TO THEN ATTEND TO THEIR BASIC NEEDS OF IT BEING SOCIAL,
YOU HAVE TO THEN ATTEND TO THEIR BASIC NEEDS OF IT BEING SOCIAL, PHYSICAL, AND SPIRITUAL.
BASIC NEEDS OF IT BEING SOCIAL, PHYSICAL, AND SPIRITUAL. SO THEY CAN DISCOVER FOR SOME
PHYSICAL, AND SPIRITUAL. SO THEY CAN DISCOVER FOR SOME REDISCOVER THEMSELVES.
SO THEY CAN DISCOVER FOR SOME REDISCOVER THEMSELVES. >>LINDA, HOW DO YOU HANDLE
REDISCOVER THEMSELVES. >>LINDA, HOW DO YOU HANDLE FAILURE OF ONE OF YOUR CHARGES,
>>LINDA, HOW DO YOU HANDLE FAILURE OF ONE OF YOUR CHARGES, THE FAILURE OF ONE OF THESE
FAILURE OF ONE OF YOUR CHARGES, THE FAILURE OF ONE OF THESE INDIVIDUALS?
THE FAILURE OF ONE OF THESE INDIVIDUALS? >> BECAUSE OF THE RECHARGING
INDIVIDUALS? >> BECAUSE OF THE RECHARGING THAT COMES WITH IT, YOU MAY HAVE
>> BECAUSE OF THE RECHARGING THAT COMES WITH IT, YOU MAY HAVE THE FAILURES, BUT YOU ALSO HAVE
THAT COMES WITH IT, YOU MAY HAVE THE FAILURES, BUT YOU ALSO HAVE THE SUCCESSES.
THE FAILURES, BUT YOU ALSO HAVE THE SUCCESSES. THAT CHARGES YOU UP?
THE SUCCESSES. THAT CHARGES YOU UP? >> YES.
THAT CHARGES YOU UP? >> YES. IT DOESN'T DEEP KEEP ME DOWN
>> YES. IT DOESN'T DEEP KEEP ME DOWN WITH THE FAILURES.
IT DOESN'T DEEP KEEP ME DOWN WITH THE FAILURES. >>FORGET ABOUT THE PAST, AS BEST
WITH THE FAILURES. >>FORGET ABOUT THE PAST, AS BEST YOU CAN?
>>FORGET ABOUT THE PAST, AS BEST YOU CAN? >> AS BEST I CAN, BUT ALSO KNOW,
YOU CAN? >> AS BEST I CAN, BUT ALSO KNOW, TOO, THAT JUST BECAUSE I MAY NOT
>> AS BEST I CAN, BUT ALSO KNOW, TOO, THAT JUST BECAUSE I MAY NOT HAVE BEEN A PART OF HELPING
TOO, THAT JUST BECAUSE I MAY NOT HAVE BEEN A PART OF HELPING SOMEONE TO SUCCEED, THAT DOESN'T
HAVE BEEN A PART OF HELPING SOMEONE TO SUCCEED, THAT DOESN'T MEAN THAT IT WON'T HAPPEN AT
SOMEONE TO SUCCEED, THAT DOESN'T MEAN THAT IT WON'T HAPPEN AT SOME OTHER POINT.
MEAN THAT IT WON'T HAPPEN AT SOME OTHER POINT. WE TELL EVEN THE LADIES WHO COME
SOME OTHER POINT. WE TELL EVEN THE LADIES WHO COME TO THE SHELTER, WE WILL OFFER
WE TELL EVEN THE LADIES WHO COME TO THE SHELTER, WE WILL OFFER YOU OUR PROGRAMS AND SERVICES.
TO THE SHELTER, WE WILL OFFER YOU OUR PROGRAMS AND SERVICES. HOWEVER, IT MAY NOT BE ENOUGH
YOU OUR PROGRAMS AND SERVICES. HOWEVER, IT MAY NOT BE ENOUGH FOR WHAT YOU NEED.
HOWEVER, IT MAY NOT BE ENOUGH FOR WHAT YOU NEED. IT MIGHT BE ENOUGH FOR THIS
FOR WHAT YOU NEED. IT MIGHT BE ENOUGH FOR THIS SEASON, THIS POINT AND TIME FOR
IT MIGHT BE ENOUGH FOR THIS SEASON, THIS POINT AND TIME FOR YOU TO TAKE ANOTHER STEP. BUT
SEASON, THIS POINT AND TIME FOR YOU TO TAKE ANOTHER STEP. BUT TO REALLY BUILD-UP ON WHERE YOU
YOU TO TAKE ANOTHER STEP. BUT TO REALLY BUILD-UP ON WHERE YOU WANT TO GO, THERE MAYBE OTHER
TO REALLY BUILD-UP ON WHERE YOU WANT TO GO, THERE MAYBE OTHER STEPS THAT YOU NEED TO TAKE.
WANT TO GO, THERE MAYBE OTHER STEPS THAT YOU NEED TO TAKE. >>HOW DO YOU TELL THE SUBJECT
STEPS THAT YOU NEED TO TAKE. >>HOW DO YOU TELL THE SUBJECT THAT, "LOOK, YOU ARE NOT INTO
>>HOW DO YOU TELL THE SUBJECT THAT, "LOOK, YOU ARE NOT INTO THIS.
THAT, "LOOK, YOU ARE NOT INTO THIS. YOUR HEAD IS NOT INTO THIS.
THIS. YOUR HEAD IS NOT INTO THIS. YOU ARE NOT COOPERATING?"
YOUR HEAD IS NOT INTO THIS. YOU ARE NOT COOPERATING?" ARE YOU TENDER?
YOU ARE NOT COOPERATING?" ARE YOU TENDER? ARE YOU DIRECT?
ARE YOU TENDER? ARE YOU DIRECT? ARE YOU LINDA THE AGGRESSIVE.
ARE YOU DIRECT? ARE YOU LINDA THE AGGRESSIVE. >>DIRECT AND COMPASSIONATE.
ARE YOU LINDA THE AGGRESSIVE. >>DIRECT AND COMPASSIONATE. >>I WANT TO HELP YOU.
>>DIRECT AND COMPASSIONATE. >>I WANT TO HELP YOU. LET'S ASSUME I AM THE INDIVIDUAL
>>I WANT TO HELP YOU. LET'S ASSUME I AM THE INDIVIDUAL THAT SIMPLY IS RECALICITRAN, I
LET'S ASSUME I AM THE INDIVIDUAL THAT SIMPLY IS RECALICITRAN, I DON'T WANT TO COME TO CLASSES,
THAT SIMPLY IS RECALICITRAN, I DON'T WANT TO COME TO CLASSES, BUT YOU KNOW I NEED HELP.
DON'T WANT TO COME TO CLASSES, BUT YOU KNOW I NEED HELP. WHAT ARE YOU GOING TO SAY TO ME?
BUT YOU KNOW I NEED HELP. WHAT ARE YOU GOING TO SAY TO ME? >> I WOULD SAY LET'S LOOK AT
WHAT ARE YOU GOING TO SAY TO ME? >> I WOULD SAY LET'S LOOK AT WHAT YOU CAN GET OUT OF THIS
>> I WOULD SAY LET'S LOOK AT WHAT YOU CAN GET OUT OF THIS PROGRAM IF YOU FEEL THIS IS WHAT
WHAT YOU CAN GET OUT OF THIS PROGRAM IF YOU FEEL THIS IS WHAT YOU NEED.
PROGRAM IF YOU FEEL THIS IS WHAT YOU NEED. WE WILL ALWAYS TRY TO HELP THEM
YOU NEED. WE WILL ALWAYS TRY TO HELP THEM TO UNDERSTAND WHAT IT IS THAT WE
WE WILL ALWAYS TRY TO HELP THEM TO UNDERSTAND WHAT IT IS THAT WE ARE OFFERING, BUT WE CAN'T FORCE
TO UNDERSTAND WHAT IT IS THAT WE ARE OFFERING, BUT WE CAN'T FORCE IT ON YOU.
ARE OFFERING, BUT WE CAN'T FORCE IT ON YOU. YOU HAVE TO WANT IT.
IT ON YOU. YOU HAVE TO WANT IT. >>IF I DON'T WANT IT, I SHOULD
YOU HAVE TO WANT IT. >>IF I DON'T WANT IT, I SHOULD PROBABLY LEAVE?
>>IF I DON'T WANT IT, I SHOULD PROBABLY LEAVE? >> LOOK FOR SOMETHING THAT DOES
PROBABLY LEAVE? >> LOOK FOR SOMETHING THAT DOES HELP YOU.
>> LOOK FOR SOMETHING THAT DOES HELP YOU. HOW CAN WE ADHERE TO OTHER
HELP YOU. HOW CAN WE ADHERE TO OTHER PROGRAMS IN THE COMMUNITY.
HOW CAN WE ADHERE TO OTHER PROGRAMS IN THE COMMUNITY. SO ALTHOUGH WE KNOW THAT WE ARE
PROGRAMS IN THE COMMUNITY. SO ALTHOUGH WE KNOW THAT WE ARE NOT THE END ALL TO WHAT YOU
SO ALTHOUGH WE KNOW THAT WE ARE NOT THE END ALL TO WHAT YOU NEED, THIS IS A COMMUNITY THAT
NOT THE END ALL TO WHAT YOU NEED, THIS IS A COMMUNITY THAT HAS SO MANY OTHER THINGS TO
NEED, THIS IS A COMMUNITY THAT HAS SO MANY OTHER THINGS TO OFFER.
HAS SO MANY OTHER THINGS TO OFFER. YOU MIGHT WANT TO STEP BACK,
OFFER. YOU MIGHT WANT TO STEP BACK, TAKE A LOOK AT IT, FIND THE
YOU MIGHT WANT TO STEP BACK, TAKE A LOOK AT IT, FIND THE RESOURCE THAT YOU NEEDLES WHERE.
TAKE A LOOK AT IT, FIND THE RESOURCE THAT YOU NEEDLES WHERE. >>LET'S TALK ABOUT YOUR ROLE AS
RESOURCE THAT YOU NEEDLES WHERE. >>LET'S TALK ABOUT YOUR ROLE AS AN ORDAINED MINISTER, AND LET'S
>>LET'S TALK ABOUT YOUR ROLE AS AN ORDAINED MINISTER, AND LET'S ASSUME FOR A MOST, I AM ATHEIST
AN ORDAINED MINISTER, AND LET'S ASSUME FOR A MOST, I AM ATHEIST OR AGO NOT TICK, BUT I NEED
ASSUME FOR A MOST, I AM ATHEIST OR AGO NOT TICK, BUT I NEED HELP.
OR AGO NOT TICK, BUT I NEED HELP. DO YOU USE THE SAME PROVEN WITH
HELP. DO YOU USE THE SAME PROVEN WITH ME, THE AGO AGNOSTIC?
DO YOU USE THE SAME PROVEN WITH ME, THE AGO AGNOSTIC? >> YES, BECAUSE IT IS ABOUT YOUR
ME, THE AGO AGNOSTIC? >> YES, BECAUSE IT IS ABOUT YOUR HUMAN NEED FIRST.
>> YES, BECAUSE IT IS ABOUT YOUR HUMAN NEED FIRST. IT IS ABOUT YOUR HUMAN NEED.
HUMAN NEED FIRST. IT IS ABOUT YOUR HUMAN NEED. EVEN AS YOU LOOK AT HOW JESUS
IT IS ABOUT YOUR HUMAN NEED. EVEN AS YOU LOOK AT HOW JESUS HELPED PEOPLE, HE DEALT WITH
EVEN AS YOU LOOK AT HOW JESUS HELPED PEOPLE, HE DEALT WITH THEIR PHYSICAL NEEDS, THEIR
HELPED PEOPLE, HE DEALT WITH THEIR PHYSICAL NEEDS, THEIR HUMAN NEEDS FIRST, AND THEN THEY
THEIR PHYSICAL NEEDS, THEIR HUMAN NEEDS FIRST, AND THEN THEY WOULD HAVE THAT AH-HA MOMENT OF
HUMAN NEEDS FIRST, AND THEN THEY WOULD HAVE THAT AH-HA MOMENT OF "OH, THIS IS SOMEONE I WANT TO
WOULD HAVE THAT AH-HA MOMENT OF "OH, THIS IS SOMEONE I WANT TO BE AROUND.
"OH, THIS IS SOMEONE I WANT TO BE AROUND. THIS IS SOMEONE I WANT TO
BE AROUND. THIS IS SOMEONE I WANT TO FOLLOW.
THIS IS SOMEONE I WANT TO FOLLOW. TELL ME MORE.
FOLLOW. TELL ME MORE. CAN I BE WITH YOU?"
TELL ME MORE. CAN I BE WITH YOU?" THAT SORT OF THING.
CAN I BE WITH YOU?" THAT SORT OF THING. YOU ALWAYS GO FOR THAT HUMAN
THAT SORT OF THING. YOU ALWAYS GO FOR THAT HUMAN NEED FIRST BECAUSE THAT'S WHAT
YOU ALWAYS GO FOR THAT HUMAN NEED FIRST BECAUSE THAT'S WHAT PEOPLE ARE LONGING FOR AND IT
NEED FIRST BECAUSE THAT'S WHAT PEOPLE ARE LONGING FOR AND IT COULD BE PHYSICAL.
PEOPLE ARE LONGING FOR AND IT COULD BE PHYSICAL. IT COULD BE EMOTIONAL.
COULD BE PHYSICAL. IT COULD BE EMOTIONAL. >>DOES THIS SATISFY YOUR NEEDS?
IT COULD BE EMOTIONAL. >>DOES THIS SATISFY YOUR NEEDS? TRYING TO SATISFY THE NEEDS OF
>>DOES THIS SATISFY YOUR NEEDS? TRYING TO SATISFY THE NEEDS OF OTHERS, THAT'S THE AH-HA MOMENT
TRYING TO SATISFY THE NEEDS OF OTHERS, THAT'S THE AH-HA MOMENT WHERE YOU FEEL GOOD AT THE END
OTHERS, THAT'S THE AH-HA MOMENT WHERE YOU FEEL GOOD AT THE END OF THE DAY?
WHERE YOU FEEL GOOD AT THE END OF THE DAY? I FEEL GOOD WHEN THEY FEEL GOOD.
OF THE DAY? I FEEL GOOD WHEN THEY FEEL GOOD. >>PART OF THIS IS BEING NEEDED?
I FEEL GOOD WHEN THEY FEEL GOOD. >>PART OF THIS IS BEING NEEDED? >> YES, WE ALL HAVE A NEED TO BE
>>PART OF THIS IS BEING NEEDED? >> YES, WE ALL HAVE A NEED TO BE NEEDED.
>> YES, WE ALL HAVE A NEED TO BE NEEDED. AND I DO LIKE IT THAT PEOPLE
NEEDED. AND I DO LIKE IT THAT PEOPLE FIND ME AS A HELP TO THEM, AND
AND I DO LIKE IT THAT PEOPLE FIND ME AS A HELP TO THEM, AND THAT'S WHAT I WOULD QUALIFY AS
FIND ME AS A HELP TO THEM, AND THAT'S WHAT I WOULD QUALIFY AS BEING EXCITED ABOUT BEING NEEDED
THAT'S WHAT I WOULD QUALIFY AS BEING EXCITED ABOUT BEING NEEDED IF I CAN GIVE THEM SOMETHING
BEING EXCITED ABOUT BEING NEEDED IF I CAN GIVE THEM SOMETHING THAT THEY NEED.
IF I CAN GIVE THEM SOMETHING THAT THEY NEED. >>LINDA, YOU ARE A PSYCHOLOGIST,
THAT THEY NEED. >>LINDA, YOU ARE A PSYCHOLOGIST, BUT YOUR TRAINING IS NOT IN
>>LINDA, YOU ARE A PSYCHOLOGIST, BUT YOUR TRAINING IS NOT IN PSYCHOLOGY.
BUT YOUR TRAINING IS NOT IN PSYCHOLOGY. >>NO.
PSYCHOLOGY. >>NO. >>BUT IT IS ACQUIRED
>>NO. >>BUT IT IS ACQUIRED CHARACTERISTIC, SOMETHING YOU
>>BUT IT IS ACQUIRED CHARACTERISTIC, SOMETHING YOU WERE BORN WITH.
CHARACTERISTIC, SOMETHING YOU WERE BORN WITH. >>BORN WITH AND NURTURED THROUGH
WERE BORN WITH. >>BORN WITH AND NURTURED THROUGH WORK OF PUBLIC MINISTRY THAT I
>>BORN WITH AND NURTURED THROUGH WORK OF PUBLIC MINISTRY THAT I HAVE BEEN INVOLVED IN
WORK OF PUBLIC MINISTRY THAT I HAVE BEEN INVOLVED IN PRACTICALLY ALL MY LIFE I DID
HAVE BEEN INVOLVED IN PRACTICALLY ALL MY LIFE I DID THINGS IN THE CHURCH AS A
PRACTICALLY ALL MY LIFE I DID THINGS IN THE CHURCH AS A TEEN-AGER THAT ALSO LED ME
THINGS IN THE CHURCH AS A TEEN-AGER THAT ALSO LED ME DEEPER INTO MINISTRY AS AN
TEEN-AGER THAT ALSO LED ME DEEPER INTO MINISTRY AS AN ADULT.
DEEPER INTO MINISTRY AS AN ADULT. I WAS DOING THINGS IN TERMS OF
ADULT. I WAS DOING THINGS IN TERMS OF PEOPLE CARE BEFORE I BECAME AN
I WAS DOING THINGS IN TERMS OF PEOPLE CARE BEFORE I BECAME AN OR DINED MINISTER.
PEOPLE CARE BEFORE I BECAME AN OR DINED MINISTER. THERE WAS A NEED IN THE
OR DINED MINISTER. THERE WAS A NEED IN THE CONGREGATION, SOMEONE WAS SICK
THERE WAS A NEED IN THE CONGREGATION, SOMEONE WAS SICK OUTLOVES A DEATH IN THE FAMILY
CONGREGATION, SOMEONE WAS SICK OUTLOVES A DEATH IN THE FAMILY OR SOMEONE NEEDED SOMEONE JUST
OUTLOVES A DEATH IN THE FAMILY OR SOMEONE NEEDED SOMEONE JUST TO TALK TO.
OR SOMEONE NEEDED SOMEONE JUST TO TALK TO. I WAS THERE.
TO TALK TO. I WAS THERE. >>YOU WERE THERE?
I WAS THERE. >>YOU WERE THERE? >> I WAS THERE.
>>YOU WERE THERE? >> I WAS THERE. SO IT IS JUST THE GIFT THAT HAS
>> I WAS THERE. SO IT IS JUST THE GIFT THAT HAS BEEN GIVEN TO ME THAT HAS BEEN
SO IT IS JUST THE GIFT THAT HAS BEEN GIVEN TO ME THAT HAS BEEN NURTURED IN VARIOUS WAYS.
BEEN GIVEN TO ME THAT HAS BEEN NURTURED IN VARIOUS WAYS. >>I SUPPOSE YOU COULD SAY IT IS
NURTURED IN VARIOUS WAYS. >>I SUPPOSE YOU COULD SAY IT IS THE GIFT OF GIVING.
>>I SUPPOSE YOU COULD SAY IT IS THE GIFT OF GIVING. >>IT IS.
THE GIFT OF GIVING. >>IT IS. YOU HAVE TO GIVE A LOT OF
>>IT IS. YOU HAVE TO GIVE A LOT OF YOURSELF WHEN HELPING
YOU HAVE TO GIVE A LOT OF YOURSELF WHEN HELPING INDIVIDUALS, YOU HAVE TO LEARN
YOURSELF WHEN HELPING INDIVIDUALS, YOU HAVE TO LEARN HOW TO SACRIFICIAL ALI GIVE.
INDIVIDUALS, YOU HAVE TO LEARN HOW TO SACRIFICIAL ALI GIVE. I'D LIKE TO TURN BACK TO
HOW TO SACRIFICIAL ALI GIVE. I'D LIKE TO TURN BACK TO DECEMBER 150 AND WITH SOME
I'D LIKE TO TURN BACK TO DECEMBER 150 AND WITH SOME COMPARISONS AND CONTRASTS WITH
DECEMBER 150 AND WITH SOME COMPARISONS AND CONTRASTS WITH THE KNOWLEDGE AS POWER OF THE
COMPARISONS AND CONTRASTS WITH THE KNOWLEDGE AS POWER OF THE KID PROGRAM, KIND OF THE CHARTER
THE KNOWLEDGE AS POWER OF THE KID PROGRAM, KIND OF THE CHARTER SCHOOL.
KID PROGRAM, KIND OF THE CHARTER SCHOOL. AS YOU MAY KNOW 95% OF THE
SCHOOL. AS YOU MAY KNOW 95% OF THE STUDENTS ARE EITHER AFRICAN
AS YOU MAY KNOW 95% OF THE STUDENTS ARE EITHER AFRICAN AMERICAN OR LATINO, HISPANICS.
STUDENTS ARE EITHER AFRICAN AMERICAN OR LATINO, HISPANICS. IT IS OPEN ENROLLMENT POLICY.
AMERICAN OR LATINO, HISPANICS. IT IS OPEN ENROLLMENT POLICY. THE THEORY, THOUGH, IT IS AREA
IT IS OPEN ENROLLMENT POLICY. THE THEORY, THOUGH, IT IS AREA ARDUOUS, RATHER SPECIFICALLY,
THE THEORY, THOUGH, IT IS AREA ARDUOUS, RATHER SPECIFICALLY, YOU HAVE TO SPEND FROM 8 TO 5 IN
ARDUOUS, RATHER SPECIFICALLY, YOU HAVE TO SPEND FROM 8 TO 5 IN THE AFTERNOON IN SCHOOL, TWO
YOU HAVE TO SPEND FROM 8 TO 5 IN THE AFTERNOON IN SCHOOL, TWO HOURS OF HOMEWORK EVERY NIGHT,
THE AFTERNOON IN SCHOOL, TWO HOURS OF HOMEWORK EVERY NIGHT, SATURDAY'S A COUPLE HOURS, AND
HOURS OF HOMEWORK EVERY NIGHT, SATURDAY'S A COUPLE HOURS, AND ONLY ONE MONTH OFF DURING THE
SATURDAY'S A COUPLE HOURS, AND ONLY ONE MONTH OFF DURING THE SUMMER.
ONLY ONE MONTH OFF DURING THE SUMMER. IF A STUDENT IS IN NEED, CELL
SUMMER. IF A STUDENT IS IN NEED, CELL PHONE ACCESS TO THE TEACHERS.
IF A STUDENT IS IN NEED, CELL PHONE ACCESS TO THE TEACHERS. THE RESULTS HAVE BEEN DRAMATIC.
PHONE ACCESS TO THE TEACHERS. THE RESULTS HAVE BEEN DRAMATIC. THE ABILITY TO GET TO COLLEGE TO
THE RESULTS HAVE BEEN DRAMATIC. THE ABILITY TO GET TO COLLEGE TO SUCCEED IS DRAMATICALLY IN
THE ABILITY TO GET TO COLLEGE TO SUCCEED IS DRAMATICALLY IN EXCESS OF THE BETTER PUBLIC
SUCCEED IS DRAMATICALLY IN EXCESS OF THE BETTER PUBLIC SCHOOLS.
EXCESS OF THE BETTER PUBLIC SCHOOLS. COULD YOU CAUSE THAT TO HAPPEN
SCHOOLS. COULD YOU CAUSE THAT TO HAPPEN WITH DISTRICT 150, SOMETHING
COULD YOU CAUSE THAT TO HAPPEN WITH DISTRICT 150, SOMETHING LIKE THAT?
WITH DISTRICT 150, SOMETHING LIKE THAT? I MEAN 8 TO 5, THE STUDENTS ARE
LIKE THAT? I MEAN 8 TO 5, THE STUDENTS ARE IN CLASS, ON SATURDAY, TWO HOURS
I MEAN 8 TO 5, THE STUDENTS ARE IN CLASS, ON SATURDAY, TWO HOURS OF HOMEWORK.
IN CLASS, ON SATURDAY, TWO HOURS OF HOMEWORK. IS THAT A POSSIBILITY?
OF HOMEWORK. IS THAT A POSSIBILITY? >> YES, IT IS A POSSIBILITY
IS THAT A POSSIBILITY? >> YES, IT IS A POSSIBILITY BECAUSE YOU CAN HELP STUDENTS TO
>> YES, IT IS A POSSIBILITY BECAUSE YOU CAN HELP STUDENTS TO ENJOY AND SEE PURPOSE IN THEIR
BECAUSE YOU CAN HELP STUDENTS TO ENJOY AND SEE PURPOSE IN THEIR LEARNING.
ENJOY AND SEE PURPOSE IN THEIR LEARNING. AND THAT COMES WITH CONTACT TIME
LEARNING. AND THAT COMES WITH CONTACT TIME WHERE THEY ARE IN THE CLASSROOM
AND THAT COMES WITH CONTACT TIME WHERE THEY ARE IN THE CLASSROOM AND YOU HAVE INNOVATIVE PROGRAMS
WHERE THEY ARE IN THE CLASSROOM AND YOU HAVE INNOVATIVE PROGRAMS AND THE TOOLS THAT THEY CAN WORK
AND YOU HAVE INNOVATIVE PROGRAMS AND THE TOOLS THAT THEY CAN WORK WITH, ALL OF THE TECHNOLOGY.
AND THE TOOLS THAT THEY CAN WORK WITH, ALL OF THE TECHNOLOGY. I WAS JUST AT A SCHOOL RECENTLY,
WITH, ALL OF THE TECHNOLOGY. I WAS JUST AT A SCHOOL RECENTLY, SUMMER SCHOOL -- WHILE IT WAS
I WAS JUST AT A SCHOOL RECENTLY, SUMMER SCHOOL -- WHILE IT WAS THE SUMMER, BUT IT WAS A SUMMER
SUMMER SCHOOL -- WHILE IT WAS THE SUMMER, BUT IT WAS A SUMMER PROGRAM WHERE THE KIDS CAME INTO
THE SUMMER, BUT IT WAS A SUMMER PROGRAM WHERE THE KIDS CAME INTO THE SCHOOL IT TO PARTICIPATE IN
PROGRAM WHERE THE KIDS CAME INTO THE SCHOOL IT TO PARTICIPATE IN A PROGRAM THAT NOW DISTRICT 150
THE SCHOOL IT TO PARTICIPATE IN A PROGRAM THAT NOW DISTRICT 150 OFFERS.
A PROGRAM THAT NOW DISTRICT 150 OFFERS. IT IS AVAILABLE OVER THE SUMMER.
OFFERS. IT IS AVAILABLE OVER THE SUMMER. I AM EXPECTING CHANGES IN THE
IT IS AVAILABLE OVER THE SUMMER. I AM EXPECTING CHANGES IN THE NEXT TWO OR THREE YEARS THIS
I AM EXPECTING CHANGES IN THE NEXT TWO OR THREE YEARS THIS DISTRICT 150 THAT WILL BE
NEXT TWO OR THREE YEARS THIS DISTRICT 150 THAT WILL BE REPRESENTATIVE WE ARE VERY
DISTRICT 150 THAT WILL BE REPRESENTATIVE WE ARE VERY CLOSE.
REPRESENTATIVE WE ARE VERY CLOSE. >>8 TO 5?
CLOSE. >>8 TO 5? >> 8 TO 5, WELL, LET ME JUST
>>8 TO 5? >> 8 TO 5, WELL, LET ME JUST PAUSE ON THAT.
>> 8 TO 5, WELL, LET ME JUST PAUSE ON THAT. >>WE HAVE UNIONS TO DEAL WITH.
PAUSE ON THAT. >>WE HAVE UNIONS TO DEAL WITH. >>RIGHT.
>>WE HAVE UNIONS TO DEAL WITH. >>RIGHT. >>WE HAVE HISTORIES TO DEAL
>>RIGHT. >>WE HAVE HISTORIES TO DEAL WITH.
>>WE HAVE HISTORIES TO DEAL WITH. >>RIGHT.
WITH. >>RIGHT. >>IF THE GRADES ARE GOOD,
>>RIGHT. >>IF THE GRADES ARE GOOD, DELIVER THE EDUCATIONAL MESSAGE
>>IF THE GRADES ARE GOOD, DELIVER THE EDUCATIONAL MESSAGE TO YOUR STUDENTS, AND WE HAVE A
DELIVER THE EDUCATIONAL MESSAGE TO YOUR STUDENTS, AND WE HAVE A TEMPLATE THAT IS WORKING, CAN
TO YOUR STUDENTS, AND WE HAVE A TEMPLATE THAT IS WORKING, CAN EVERYONE GET ON THE SAME PAGE IN
TEMPLATE THAT IS WORKING, CAN EVERYONE GET ON THE SAME PAGE IN THE SAME BOAT AND SAY, "LOOK, 8
EVERYONE GET ON THE SAME PAGE IN THE SAME BOAT AND SAY, "LOOK, 8 TO 5, WE HAVE 11 MONTHS OF
THE SAME BOAT AND SAY, "LOOK, 8 TO 5, WE HAVE 11 MONTHS OF SCHOOL YEAR.
TO 5, WE HAVE 11 MONTHS OF SCHOOL YEAR. SATURDAY'S."
SCHOOL YEAR. SATURDAY'S." >>YES, EVERYONE CAN GET ON THAT
SATURDAY'S." >>YES, EVERYONE CAN GET ON THAT PAIN.
>>YES, EVERYONE CAN GET ON THAT PAIN. AND I BELIEVE EVERYONE HAS AT
PAIN. AND I BELIEVE EVERYONE HAS AT THE HEART OF THE ISSUE WANTING
AND I BELIEVE EVERYONE HAS AT THE HEART OF THE ISSUE WANTING THE STUDENTS TO LEARN AND TO
THE HEART OF THE ISSUE WANTING THE STUDENTS TO LEARN AND TO ACHIEVE.
THE STUDENTS TO LEARN AND TO ACHIEVE. YOU BROUGHT UP SOMETHING THAT IS
ACHIEVE. YOU BROUGHT UP SOMETHING THAT IS VERY IMPORTANT.
YOU BROUGHT UP SOMETHING THAT IS VERY IMPORTANT. ALL THE OTHER VARIABLES THAT ARE
VERY IMPORTANT. ALL THE OTHER VARIABLES THAT ARE INVOLVED IN GETTING 8 TO 5 DAY,
ALL THE OTHER VARIABLES THAT ARE INVOLVED IN GETTING 8 TO 5 DAY, THAT'S EASIER DONE WITH CHARTER
INVOLVED IN GETTING 8 TO 5 DAY, THAT'S EASIER DONE WITH CHARTER SCHOOLS VERSUS THE GENERAL
THAT'S EASIER DONE WITH CHARTER SCHOOLS VERSUS THE GENERAL PUBLIC SCHOOL.
SCHOOLS VERSUS THE GENERAL PUBLIC SCHOOL. >>I AM NOT TALKING ABOUT EASY.
PUBLIC SCHOOL. >>I AM NOT TALKING ABOUT EASY. >>I AM SAYING TO BE ABLE TO DO
>>I AM NOT TALKING ABOUT EASY. >>I AM SAYING TO BE ABLE TO DO THE 8 TO 5.
>>I AM SAYING TO BE ABLE TO DO THE 8 TO 5. IF YOU ARE SAYING DO PEOPLE
THE 8 TO 5. IF YOU ARE SAYING DO PEOPLE ACCEPT -- DO PEOPLE DESIRE, WILL
IF YOU ARE SAYING DO PEOPLE ACCEPT -- DO PEOPLE DESIRE, WILL PEOPLE DO THIS?
ACCEPT -- DO PEOPLE DESIRE, WILL PEOPLE DO THIS? I BELIEVE A TIME WILL COME THAT
PEOPLE DO THIS? I BELIEVE A TIME WILL COME THAT WE WILL BECAUSE, AS WE CONTINUE
I BELIEVE A TIME WILL COME THAT WE WILL BECAUSE, AS WE CONTINUE TO LOOK AT GLOBAL COMPETITION
WE WILL BECAUSE, AS WE CONTINUE TO LOOK AT GLOBAL COMPETITION AND, AGAIN, EDUCATING CHILDREN
TO LOOK AT GLOBAL COMPETITION AND, AGAIN, EDUCATING CHILDREN FOR THE FUTURE, FOR THE WORLD,
AND, AGAIN, EDUCATING CHILDREN FOR THE FUTURE, FOR THE WORLD, WE DON'T HAVE A CHOICE.
FOR THE FUTURE, FOR THE WORLD, WE DON'T HAVE A CHOICE. >>HOW MUCH TIME DO WE HAVE
WE DON'T HAVE A CHOICE. >>HOW MUCH TIME DO WE HAVE BEFORE WE WILL FAIL EVEN WORSE?
>>HOW MUCH TIME DO WE HAVE BEFORE WE WILL FAIL EVEN WORSE? WE HAVE GOT TO CHANGE THE
BEFORE WE WILL FAIL EVEN WORSE? WE HAVE GOT TO CHANGE THE EDUCATIONAL PROCESS.
WE HAVE GOT TO CHANGE THE EDUCATIONAL PROCESS. ISN'T THAT YOUR ROLE TO EXTRACT
EDUCATIONAL PROCESS. ISN'T THAT YOUR ROLE TO EXTRACT THAT KIND OF MESSAGE AND FORCE?
ISN'T THAT YOUR ROLE TO EXTRACT THAT KIND OF MESSAGE AND FORCE? >> IT IS THE WOE OF THE BOARD TO
THAT KIND OF MESSAGE AND FORCE? >> IT IS THE WOE OF THE BOARD TO DO WHAT WE DID RECENTLY, AND
>> IT IS THE WOE OF THE BOARD TO DO WHAT WE DID RECENTLY, AND THAT'S TO HIRE A SUPERINTENDENT
DO WHAT WE DID RECENTLY, AND THAT'S TO HIRE A SUPERINTENDENT THAT VALUES THAT TYPE OF
THAT'S TO HIRE A SUPERINTENDENT THAT VALUES THAT TYPE OF TEMPLATE THAT YOU ARE TALKING
THAT VALUES THAT TYPE OF TEMPLATE THAT YOU ARE TALKING ABOUT, A LOT OF STUDENT-TEACHER
TEMPLATE THAT YOU ARE TALKING ABOUT, A LOT OF STUDENT-TEACHER CONTACT, INNOVATIVE PROGRAMS.
ABOUT, A LOT OF STUDENT-TEACHER CONTACT, INNOVATIVE PROGRAMS. >>SMALLER CLASSROOMS.
CONTACT, INNOVATIVE PROGRAMS. >>SMALLER CLASSROOMS. >>YES, THAT UNDERSTANDS AND
>>SMALLER CLASSROOMS. >>YES, THAT UNDERSTANDS AND KNOWS WHAT NEEDS TO BE DONE.
>>YES, THAT UNDERSTANDS AND KNOWS WHAT NEEDS TO BE DONE. THE ROLE OF THE BOARD IS TO MAKE
KNOWS WHAT NEEDS TO BE DONE. THE ROLE OF THE BOARD IS TO MAKE SURE WE HAVE THAT TYPE OF
THE ROLE OF THE BOARD IS TO MAKE SURE WE HAVE THAT TYPE OF MANAGEMENT AVAILABLE IN DISTRICT
SURE WE HAVE THAT TYPE OF MANAGEMENT AVAILABLE IN DISTRICT 150.
MANAGEMENT AVAILABLE IN DISTRICT 150. WHEN WE BROUGHT IN THE
150. WHEN WE BROUGHT IN THE SUPERINTENDENT, WE TALKED
WHEN WE BROUGHT IN THE SUPERINTENDENT, WE TALKED EXTENSIVELY IN THE INTERVIEWS,
SUPERINTENDENT, WE TALKED EXTENSIVELY IN THE INTERVIEWS, NOT ONLY WITH HER, BUT OTHER
EXTENSIVELY IN THE INTERVIEWS, NOT ONLY WITH HER, BUT OTHER CANDIDATES THAT DISTRICT 150 IS
NOT ONLY WITH HER, BUT OTHER CANDIDATES THAT DISTRICT 150 IS IN GREAT NEED OF CHANGE.
CANDIDATES THAT DISTRICT 150 IS IN GREAT NEED OF CHANGE. THE SUPERINTENDENT HEARD THAT.
IN GREAT NEED OF CHANGE. THE SUPERINTENDENT HEARD THAT. SHE HAS COME IN AND SHE HAS
THE SUPERINTENDENT HEARD THAT. SHE HAS COME IN AND SHE HAS MOVED SWIFTLY.
SHE HAS COME IN AND SHE HAS MOVED SWIFTLY. SO SWIFTLY THAT MANY ARE GOING
MOVED SWIFTLY. SO SWIFTLY THAT MANY ARE GOING "WOE, HOLD ON."
SO SWIFTLY THAT MANY ARE GOING "WOE, HOLD ON." >>MAYBE IT IS A GOOD THING.
"WOE, HOLD ON." >>MAYBE IT IS A GOOD THING. IT IS.
>>MAYBE IT IS A GOOD THING. IT IS. AS YOU TALK ABOUT THE URGENCY OF
IT IS. AS YOU TALK ABOUT THE URGENCY OF TIME, SHE UNDERSTANDS THAT.
AS YOU TALK ABOUT THE URGENCY OF TIME, SHE UNDERSTANDS THAT. AS WE START A NEW SCHOOL YEAR,
TIME, SHE UNDERSTANDS THAT. AS WE START A NEW SCHOOL YEAR, WE HAVE ADDED ADDITIONAL HALF AN
AS WE START A NEW SCHOOL YEAR, WE HAVE ADDED ADDITIONAL HALF AN HOUR OF STUDENT-TEACHER.
WE HAVE ADDED ADDITIONAL HALF AN HOUR OF STUDENT-TEACHER. >>LINDA, HALF AN HOUR.
HOUR OF STUDENT-TEACHER. >>LINDA, HALF AN HOUR. >>YOU HAVE TO BEGIN SOMEWHERE,
>>LINDA, HALF AN HOUR. >>YOU HAVE TO BEGIN SOMEWHERE, ED.
>>YOU HAVE TO BEGIN SOMEWHERE, ED. >>WHAT ABOUT ONE HOUR, TWO
ED. >>WHAT ABOUT ONE HOUR, TWO HOURS?
>>WHAT ABOUT ONE HOUR, TWO HOURS? >> THE COMMUNITY, THE PARENTS,
HOURS? >> THE COMMUNITY, THE PARENTS, THE STUDENTS, THE OTHER
>> THE COMMUNITY, THE PARENTS, THE STUDENTS, THE OTHER STAKEHOLDER IN THE COMMUNITY
THE STUDENTS, THE OTHER STAKEHOLDER IN THE COMMUNITY EDUCATION PROGRAMS SEES WHAT
STAKEHOLDER IN THE COMMUNITY EDUCATION PROGRAMS SEES WHAT THAT WILL DO.
EDUCATION PROGRAMS SEES WHAT THAT WILL DO. THAT'S WHERE WE BEGIN --
THAT WILL DO. THAT'S WHERE WE BEGIN -- >>THAT'S YOUR JOB.
THAT'S WHERE WE BEGIN -- >>THAT'S YOUR JOB. >>THAT'S OUR JOB.
>>THAT'S YOUR JOB. >>THAT'S OUR JOB. THE BOARD HAS VOTED IN SUPPORT
>>THAT'S OUR JOB. THE BOARD HAS VOTED IN SUPPORT AND WILL CONTINUE TO MOVE WITH
THE BOARD HAS VOTED IN SUPPORT AND WILL CONTINUE TO MOVE WITH THE MANAGEMENT OF THE SCHOOL
AND WILL CONTINUE TO MOVE WITH THE MANAGEMENT OF THE SCHOOL DISTRICT TO MAKE SURE THAT THE
THE MANAGEMENT OF THE SCHOOL DISTRICT TO MAKE SURE THAT THE STUDENTS WILL GET WHAT THEY NEED
DISTRICT TO MAKE SURE THAT THE STUDENTS WILL GET WHAT THEY NEED AGAIN TO BECOME THE STUDENTS OF
STUDENTS WILL GET WHAT THEY NEED AGAIN TO BECOME THE STUDENTS OF THE WORLD.
AGAIN TO BECOME THE STUDENTS OF THE WORLD. >>SO HOW DO YOU FORCE, SUGGEST,
THE WORLD. >>SO HOW DO YOU FORCE, SUGGEST, CONVINCE THOSE IN POSITION OF
>>SO HOW DO YOU FORCE, SUGGEST, CONVINCE THOSE IN POSITION OF POWER TO FOLLOW YOUR LEAD?
CONVINCE THOSE IN POSITION OF POWER TO FOLLOW YOUR LEAD? YOU DO THAT ORDAINED MINISTER,
POWER TO FOLLOW YOUR LEAD? YOU DO THAT ORDAINED MINISTER, RIGHT?
YOU DO THAT ORDAINED MINISTER, RIGHT? >> UH-HUH.
RIGHT? >> UH-HUH. >>HOW DO YOU DO THAT?
>> UH-HUH. >>HOW DO YOU DO THAT? UH-HUH.
>>HOW DO YOU DO THAT? UH-HUH. >>REALLY, SPEAKING THE TRUTH,
UH-HUH. >>REALLY, SPEAKING THE TRUTH, BELIEVING IN THE TRUTH, STANDING
>>REALLY, SPEAKING THE TRUTH, BELIEVING IN THE TRUTH, STANDING ON THE TRUTH, HELPING PEOPLE TO
BELIEVING IN THE TRUTH, STANDING ON THE TRUTH, HELPING PEOPLE TO ACCEPT AND EMBRACE THAT TRUTH
ON THE TRUTH, HELPING PEOPLE TO ACCEPT AND EMBRACE THAT TRUTH WHERE IT MEETS A NEED FOR THEM,
ACCEPT AND EMBRACE THAT TRUTH WHERE IT MEETS A NEED FOR THEM, WHERE IT GIVES THEM HOPE.
WHERE IT MEETS A NEED FOR THEM, WHERE IT GIVES THEM HOPE. PEOPLE USUALLY FOLLOW WHEN THEY
WHERE IT GIVES THEM HOPE. PEOPLE USUALLY FOLLOW WHEN THEY KNOW THERE IS SOMETHING IN IT
PEOPLE USUALLY FOLLOW WHEN THEY KNOW THERE IS SOMETHING IN IT FOR THEM IN SOME WAY.
KNOW THERE IS SOMETHING IN IT FOR THEM IN SOME WAY. >>THERE IS SKIN IN THE GAME.
FOR THEM IN SOME WAY. >>THERE IS SKIN IN THE GAME. MY FAVORITE HOBBY HORSE.
>>THERE IS SKIN IN THE GAME. MY FAVORITE HOBBY HORSE. THERE IS SKIN IN THE GAME.
MY FAVORITE HOBBY HORSE. THERE IS SKIN IN THE GAME. WHAT DO YOU FEEL IS MOST
THERE IS SKIN IN THE GAME. WHAT DO YOU FEEL IS MOST IMPORTANT CHARACTERISTIC OF A
WHAT DO YOU FEEL IS MOST IMPORTANT CHARACTERISTIC OF A LEADER, SOMEONE TO INTERVIEW,
IMPORTANT CHARACTERISTIC OF A LEADER, SOMEONE TO INTERVIEW, WHAT ARE YOU GOING TO SEE THAT
LEADER, SOMEONE TO INTERVIEW, WHAT ARE YOU GOING TO SEE THAT THEY ARE NOT GOING TO TELL YOU
WHAT ARE YOU GOING TO SEE THAT THEY ARE NOT GOING TO TELL YOU BY WHAT THEY DON'T SAY OR HOW
THEY ARE NOT GOING TO TELL YOU BY WHAT THEY DON'T SAY OR HOW THEY WALK OR THEY TALK OR THEY
BY WHAT THEY DON'T SAY OR HOW THEY WALK OR THEY TALK OR THEY DRESS?
THEY WALK OR THEY TALK OR THEY DRESS? WHAT DO YOU LOOK FOR?
DRESS? WHAT DO YOU LOOK FOR? >> I THINK IT IS JUST LIKE, AS
WHAT DO YOU LOOK FOR? >> I THINK IT IS JUST LIKE, AS YOU HAVE HAD THE OPPORTUNITY TO
>> I THINK IT IS JUST LIKE, AS YOU HAVE HAD THE OPPORTUNITY TO LOOK AT MY HISTORY, MY
YOU HAVE HAD THE OPPORTUNITY TO LOOK AT MY HISTORY, MY BACKGROUND AND BE ABLE TO
LOOK AT MY HISTORY, MY BACKGROUND AND BE ABLE TO DERRIVE THINGS OUT OF IT, THINK
BACKGROUND AND BE ABLE TO DERRIVE THINGS OUT OF IT, THINK IT BEGINS THERE.
DERRIVE THINGS OUT OF IT, THINK IT BEGINS THERE. BUT I AM ALSO GOING TO LOOK AT
IT BEGINS THERE. BUT I AM ALSO GOING TO LOOK AT HOW THEY DISPLAY THOSE QUALITIES
BUT I AM ALSO GOING TO LOOK AT HOW THEY DISPLAY THOSE QUALITIES AND CHARACTERISTICS ESPECIALLY
HOW THEY DISPLAY THOSE QUALITIES AND CHARACTERISTICS ESPECIALLY IN THE MOST PRESSURIZED
AND CHARACTERISTICS ESPECIALLY IN THE MOST PRESSURIZED SITUATION.
IN THE MOST PRESSURIZED SITUATION. AGAIN, I WAS SAYING WITH YOU I
SITUATION. AGAIN, I WAS SAYING WITH YOU I WORK WITH THE HOMELESS
AGAIN, I WAS SAYING WITH YOU I WORK WITH THE HOMELESS COMMUNITY, MOTHERS AND CHILDREN
WORK WITH THE HOMELESS COMMUNITY, MOTHERS AND CHILDREN AND WHAT I AM HIRING AN
COMMUNITY, MOTHERS AND CHILDREN AND WHAT I AM HIRING AN INDIVIDUAL TO WORK IN THAT
AND WHAT I AM HIRING AN INDIVIDUAL TO WORK IN THAT SHELTER MINISTRY, I ASK THEM NOT
INDIVIDUAL TO WORK IN THAT SHELTER MINISTRY, I ASK THEM NOT ONLY WHAT DO THEY KNOW ABOUT THE
SHELTER MINISTRY, I ASK THEM NOT ONLY WHAT DO THEY KNOW ABOUT THE ISSUES OF HOMELESSNESS, BUT HOW
ONLY WHAT DO THEY KNOW ABOUT THE ISSUES OF HOMELESSNESS, BUT HOW WOULD YOU TREAT A PERSON IN THIS
ISSUES OF HOMELESSNESS, BUT HOW WOULD YOU TREAT A PERSON IN THIS SITUATION?
WOULD YOU TREAT A PERSON IN THIS SITUATION? WHAT WOULD YOU LIKE TO SEE
SITUATION? WHAT WOULD YOU LIKE TO SEE HAPPEN FOR THIS PERSON?
WHAT WOULD YOU LIKE TO SEE HAPPEN FOR THIS PERSON? NOW ONLY GO FOR THE HEAD, BUT
HAPPEN FOR THIS PERSON? NOW ONLY GO FOR THE HEAD, BUT FOR THE HEART.
NOW ONLY GO FOR THE HEAD, BUT FOR THE HEART. BODY LANGUAGE IS VERY IMPORTANT,
FOR THE HEART. BODY LANGUAGE IS VERY IMPORTANT, HOW A PERSON ENGAGES WHEN YOU
BODY LANGUAGE IS VERY IMPORTANT, HOW A PERSON ENGAGES WHEN YOU ARE TALKING TO THEM AND WHEN
HOW A PERSON ENGAGES WHEN YOU ARE TALKING TO THEM AND WHEN YOU -- WHEN I SAY TO TO SOMEONE
ARE TALKING TO THEM AND WHEN YOU -- WHEN I SAY TO TO SOMEONE WHAT DO YOU KNOW ABOUT
YOU -- WHEN I SAY TO TO SOMEONE WHAT DO YOU KNOW ABOUT INDIVIDUALS THAT HAVE ADDICTION,
WHAT DO YOU KNOW ABOUT INDIVIDUALS THAT HAVE ADDICTION, WHAT DO YOU KNOW ABOUT DRUG AND
INDIVIDUALS THAT HAVE ADDICTION, WHAT DO YOU KNOW ABOUT DRUG AND ALCOHOL ABUSE AND THE PERSON
WHAT DO YOU KNOW ABOUT DRUG AND ALCOHOL ABUSE AND THE PERSON BEGINS TO TELL ME "WELL, I KNOW
ALCOHOL ABUSE AND THE PERSON BEGINS TO TELL ME "WELL, I KNOW BECAUSE MY MOTHER, MY BROTHER,
BEGINS TO TELL ME "WELL, I KNOW BECAUSE MY MOTHER, MY BROTHER, MY SISTER," AND THEY BEGIN TO
BECAUSE MY MOTHER, MY BROTHER, MY SISTER," AND THEY BEGIN TO TELL THE STORY HOW THEY HELP
MY SISTER," AND THEY BEGIN TO TELL THE STORY HOW THEY HELP THEM.
TELL THE STORY HOW THEY HELP THEM. AND THEY FEEL POSITIVE ABOUT
THEM. AND THEY FEEL POSITIVE ABOUT WHAT THEY DID, AND HOW THEY GREW
AND THEY FEEL POSITIVE ABOUT WHAT THEY DID, AND HOW THEY GREW FROM THAT.
WHAT THEY DID, AND HOW THEY GREW FROM THAT. >>ANY CHARACTERISTIC THAT TURNS
FROM THAT. >>ANY CHARACTERISTIC THAT TURNS YOU OFF, JUST ABSOLUTELY
>>ANY CHARACTERISTIC THAT TURNS YOU OFF, JUST ABSOLUTELY SOMETHING YOU IGNORE?
YOU OFF, JUST ABSOLUTELY SOMETHING YOU IGNORE? >> YES, WHEN IT SEEMS TO BE ALL
SOMETHING YOU IGNORE? >> YES, WHEN IT SEEMS TO BE ALL ABOUT THEM!
>> YES, WHEN IT SEEMS TO BE ALL ABOUT THEM! (LAUGHING).
ABOUT THEM! (LAUGHING). >>THE "I".
(LAUGHING). >>THE "I". >>YES, THE I.
>>THE "I". >>YES, THE I. IF YOU WANT TO SAY, CUSTOMER
>>YES, THE I. IF YOU WANT TO SAY, CUSTOMER SERVICE, GAR GIVING, THOSE TYPES
IF YOU WANT TO SAY, CUSTOMER SERVICE, GAR GIVING, THOSE TYPES OF PROFESSIONS, AND IT IS ALL
SERVICE, GAR GIVING, THOSE TYPES OF PROFESSIONS, AND IT IS ALL ABOUT "YOU."
OF PROFESSIONS, AND IT IS ALL ABOUT "YOU." >>SOMEONE WHO IS UNHAPPY, HOW DO
ABOUT "YOU." >>SOMEONE WHO IS UNHAPPY, HOW DO YOU CONVINCE THEM TO BE HAPPY?
>>SOMEONE WHO IS UNHAPPY, HOW DO YOU CONVINCE THEM TO BE HAPPY? >> I CONVINCE THEM TO BE HAPPY
YOU CONVINCE THEM TO BE HAPPY? >> I CONVINCE THEM TO BE HAPPY BY HELPING THEM TO UNDERSTAND
>> I CONVINCE THEM TO BE HAPPY BY HELPING THEM TO UNDERSTAND THAT HAPPINESS IS BORN OUT OF
BY HELPING THEM TO UNDERSTAND THAT HAPPINESS IS BORN OUT OF HAPPENINGS, AND THAT CHANGES
THAT HAPPINESS IS BORN OUT OF HAPPENINGS, AND THAT CHANGES FROM TIME TO TIME.
HAPPENINGS, AND THAT CHANGES FROM TIME TO TIME. HAPPINESS IS SOMETHING THAT YOU
FROM TIME TO TIME. HAPPINESS IS SOMETHING THAT YOU HAVE, AND IT IS SOMETHING YOU
HAPPINESS IS SOMETHING THAT YOU HAVE, AND IT IS SOMETHING YOU DON'T HAVE.
HAVE, AND IT IS SOMETHING YOU DON'T HAVE. IT IS SOMETHING THAT COMES IF
DON'T HAVE. IT IS SOMETHING THAT COMES IF YOU WANT TO SAY IN A CYCLE.
IT IS SOMETHING THAT COMES IF YOU WANT TO SAY IN A CYCLE. IT IS NOT ALWAYS WITH YOU, BUT
YOU WANT TO SAY IN A CYCLE. IT IS NOT ALWAYS WITH YOU, BUT IT DOESN'T HAVE TO ALSO NOT BE
IT IS NOT ALWAYS WITH YOU, BUT IT DOESN'T HAVE TO ALSO NOT BE FOR YOU.
IT DOESN'T HAVE TO ALSO NOT BE FOR YOU. IT IS AVAILABLE.
FOR YOU. IT IS AVAILABLE. IT CAN BE BASED ON FEELINGS.
IT IS AVAILABLE. IT CAN BE BASED ON FEELINGS. TWO PEOPLE CAN BE GOING THROUGH
IT CAN BE BASED ON FEELINGS. TWO PEOPLE CAN BE GOING THROUGH THE SAME SITUATION, AND ONE CAN
TWO PEOPLE CAN BE GOING THROUGH THE SAME SITUATION, AND ONE CAN FEEL HAPPY ABOUT IT, AND THE
THE SAME SITUATION, AND ONE CAN FEEL HAPPY ABOUT IT, AND THE OTHER ONE MAY NOT.
FEEL HAPPY ABOUT IT, AND THE OTHER ONE MAY NOT. WE JUST HAD AN EXERCISE IN THAT
OTHER ONE MAY NOT. WE JUST HAD AN EXERCISE IN THAT THE OTHER DAY AT THE SHELTER IN
WE JUST HAD AN EXERCISE IN THAT THE OTHER DAY AT THE SHELTER IN WORKING WITH THE WOMEN AND
THE OTHER DAY AT THE SHELTER IN WORKING WITH THE WOMEN AND HAVING THEM TO WORK WITH COLORS
WORKING WITH THE WOMEN AND HAVING THEM TO WORK WITH COLORS AND FEELINGS AND ALL OF THAT,
HAVING THEM TO WORK WITH COLORS AND FEELINGS AND ALL OF THAT, THEY ARE ALL IN THE SAME
AND FEELINGS AND ALL OF THAT, THEY ARE ALL IN THE SAME SITUATION, HOMELESS AND IN THE
THEY ARE ALL IN THE SAME SITUATION, HOMELESS AND IN THE SHELTER, BUT YOU HAD SOME WHO
SITUATION, HOMELESS AND IN THE SHELTER, BUT YOU HAD SOME WHO RIGHT NOW THE MOST HAPPIEST
SHELTER, BUT YOU HAD SOME WHO RIGHT NOW THE MOST HAPPIEST MOMENT IN THEIR LIFE BECAUSE
RIGHT NOW THE MOST HAPPIEST MOMENT IN THEIR LIFE BECAUSE THEY HAVE A PLACE, A ROOF OVER
MOMENT IN THEIR LIFE BECAUSE THEY HAVE A PLACE, A ROOF OVER THEIR HEAD, FOOD TO EAT, SOMEONE
THEY HAVE A PLACE, A ROOF OVER THEIR HEAD, FOOD TO EAT, SOMEONE TO LOVE THEM, CLOTHING TO WEAR,
THEIR HEAD, FOOD TO EAT, SOMEONE TO LOVE THEM, CLOTHING TO WEAR, AND THEN FOR THE OTHER PERSON,
TO LOVE THEM, CLOTHING TO WEAR, AND THEN FOR THE OTHER PERSON, IT IS ONE OF THE MOST DOWNTIME
AND THEN FOR THE OTHER PERSON, IT IS ONE OF THE MOST DOWNTIME IN THEIR LIFE BECAUSE THEY NO
IT IS ONE OF THE MOST DOWNTIME IN THEIR LIFE BECAUSE THEY NO LONGER HAVE THE JOB THAT THEY
IN THEIR LIFE BECAUSE THEY NO LONGER HAVE THE JOB THAT THEY HAD OR THEY CAME FROM A VERY
LONGER HAVE THE JOB THAT THEY HAD OR THEY CAME FROM A VERY SUCCESSFUL PROFESSION, AND
HAD OR THEY CAME FROM A VERY SUCCESSFUL PROFESSION, AND THINGS LIKE THAT, AND NEVER
SUCCESSFUL PROFESSION, AND THINGS LIKE THAT, AND NEVER THOUGHT THEY WOULD FIND
THINGS LIKE THAT, AND NEVER THOUGHT THEY WOULD FIND THEMSELVES IN A HOMELESS
THOUGHT THEY WOULD FIND THEMSELVES IN A HOMELESS SHELTER.
THEMSELVES IN A HOMELESS SHELTER. BUT THE TWO RIGHT THERE
SHELTER. BUT THE TWO RIGHT THERE TOGETHER, FOR ONE, IT IS A VERY
BUT THE TWO RIGHT THERE TOGETHER, FOR ONE, IT IS A VERY HAPPY MOMENT, ANOTHER IT IS NOT.
TOGETHER, FOR ONE, IT IS A VERY HAPPY MOMENT, ANOTHER IT IS NOT. >> THE IMPACT OF THE INTERNET ON
HAPPY MOMENT, ANOTHER IT IS NOT. >> THE IMPACT OF THE INTERNET ON OUR LIVES AND ESPECIALLY THE
>> THE IMPACT OF THE INTERNET ON OUR LIVES AND ESPECIALLY THE LIVES OF THOSE YOU SERVE.
OUR LIVES AND ESPECIALLY THE LIVES OF THOSE YOU SERVE. HOW DOES THAT IMPACT ON THOSE
LIVES OF THOSE YOU SERVE. HOW DOES THAT IMPACT ON THOSE THAT ARE DEPRIVED ECONOMICALLY?
HOW DOES THAT IMPACT ON THOSE THAT ARE DEPRIVED ECONOMICALLY? I MEAN THOSE FOLKS ARE SO FAR
THAT ARE DEPRIVED ECONOMICALLY? I MEAN THOSE FOLKS ARE SO FAR BEHIND THEORETICALLY?
I MEAN THOSE FOLKS ARE SO FAR BEHIND THEORETICALLY? HOW DO THEY EVER CATCH UP?
BEHIND THEORETICALLY? HOW DO THEY EVER CATCH UP? WELL, IT IS INTERESTING, SOME
HOW DO THEY EVER CATCH UP? WELL, IT IS INTERESTING, SOME ARE NOT AS FAR BEHIND AS YOU
WELL, IT IS INTERESTING, SOME ARE NOT AS FAR BEHIND AS YOU THINK THEY ARE!
ARE NOT AS FAR BEHIND AS YOU THINK THEY ARE! (LAUGHING).
THINK THEY ARE! (LAUGHING). >>TELL ME ABOUT NA.
(LAUGHING). >>TELL ME ABOUT NA. >>EVEN WITH THE SHELTER PROGRAM,
>>TELL ME ABOUT NA. >>EVEN WITH THE SHELTER PROGRAM, AS WE TRY TO QUIP THEM TO
>>EVEN WITH THE SHELTER PROGRAM, AS WE TRY TO QUIP THEM TO TRANSITION BACK INTO SOCIETY, WE
AS WE TRY TO QUIP THEM TO TRANSITION BACK INTO SOCIETY, WE ARE HAVING TO MAKE SURE THAT WE
TRANSITION BACK INTO SOCIETY, WE ARE HAVING TO MAKE SURE THAT WE AT THEIR REQUEST IN MANY CASES,
ARE HAVING TO MAKE SURE THAT WE AT THEIR REQUEST IN MANY CASES, HAVE THE COMPUTERS AND THE
AT THEIR REQUEST IN MANY CASES, HAVE THE COMPUTERS AND THE INTERNET AVAILABLE SO THEY CAN
HAVE THE COMPUTERS AND THE INTERNET AVAILABLE SO THEY CAN CHECK THEIR E-MAILS AND THAT'S
INTERNET AVAILABLE SO THEY CAN CHECK THEIR E-MAILS AND THAT'S HOW SOME -- IN THE DAY AND AGE
CHECK THEIR E-MAILS AND THAT'S HOW SOME -- IN THE DAY AND AGE LIKE THIS TO GET A JOB, YOU HAVE
HOW SOME -- IN THE DAY AND AGE LIKE THIS TO GET A JOB, YOU HAVE TO KNOW HOW TO GO ONLINE. THERE
LIKE THIS TO GET A JOB, YOU HAVE TO KNOW HOW TO GO ONLINE. THERE ARE MANY WHO COME INTO THE
TO KNOW HOW TO GO ONLINE. THERE ARE MANY WHO COME INTO THE SHELTER ALREADY EXPOSED AND
ARE MANY WHO COME INTO THE SHELTER ALREADY EXPOSED AND EXPERIENCED WITH THE TECHNOLOGY.
SHELTER ALREADY EXPOSED AND EXPERIENCED WITH THE TECHNOLOGY. THEY ARE UP TO SPEED.
EXPERIENCED WITH THE TECHNOLOGY. THEY ARE UP TO SPEED. >>UP TO SPEED, AND CAN OUT PIES
THEY ARE UP TO SPEED. >>UP TO SPEED, AND CAN OUT PIES ME SOMETIMES!
>>UP TO SPEED, AND CAN OUT PIES ME SOMETIMES! (LAUGHING) I CAN'T EVEN SHOW YOU
ME SOMETIMES! (LAUGHING) I CAN'T EVEN SHOW YOU HOW TO DO THAT.
(LAUGHING) I CAN'T EVEN SHOW YOU HOW TO DO THAT. >>I DIDN'T WANT YOU TO ADMIT TO
HOW TO DO THAT. >>I DIDN'T WANT YOU TO ADMIT TO THAT.
>>I DIDN'T WANT YOU TO ADMIT TO THAT. OVER 20, IT IS A TRANSITION FROM
THAT. OVER 20, IT IS A TRANSITION FROM THE WRITTEN TO ALL THESE
OVER 20, IT IS A TRANSITION FROM THE WRITTEN TO ALL THESE ARRANGEMENTS THAT ARE.
THE WRITTEN TO ALL THESE ARRANGEMENTS THAT ARE. >>PROBABLY THE MOST SERIES CASE
ARRANGEMENTS THAT ARE. >>PROBABLY THE MOST SERIES CASE I HAVE HAD WAS A WOMAN WHO WAS
>>PROBABLY THE MOST SERIES CASE I HAVE HAD WAS A WOMAN WHO WAS RELEASED FROM THE DEPARTMENT OF
I HAVE HAD WAS A WOMAN WHO WAS RELEASED FROM THE DEPARTMENT OF CORRECTIONS.
RELEASED FROM THE DEPARTMENT OF CORRECTIONS. SHE SERVED HALF HER TIME WHICH
CORRECTIONS. SHE SERVED HALF HER TIME WHICH WAS 25 YEARS.
SHE SERVED HALF HER TIME WHICH WAS 25 YEARS. AND WAS RELEASED TO US.
WAS 25 YEARS. AND WAS RELEASED TO US. SHE COMES OUT AND SHE SAID "I
AND WAS RELEASED TO US. SHE COMES OUT AND SHE SAID "I DIDN'T EVEN KNOW THAT YOU DON'T
SHE COMES OUT AND SHE SAID "I DIDN'T EVEN KNOW THAT YOU DON'T HAVE TO LICK A STAMP ANY MORE."
DIDN'T EVEN KNOW THAT YOU DON'T HAVE TO LICK A STAMP ANY MORE." WITH WHAT IS REMOTE, SHE SAID
HAVE TO LICK A STAMP ANY MORE." WITH WHAT IS REMOTE, SHE SAID REMEMBER SO MUCH PUSHING THE
WITH WHAT IS REMOTE, SHE SAID REMEMBER SO MUCH PUSHING THE BUTTON, GETTING UP AND ACTUALLY
REMEMBER SO MUCH PUSHING THE BUTTON, GETTING UP AND ACTUALLY TURNING ON THE TELEVISION.
BUTTON, GETTING UP AND ACTUALLY TURNING ON THE TELEVISION. SO WE HAVE THOSE, AS YOU SAY,
TURNING ON THE TELEVISION. SO WE HAVE THOSE, AS YOU SAY, WHO HAVE BEEN REMOVED FROM
SO WE HAVE THOSE, AS YOU SAY, WHO HAVE BEEN REMOVED FROM SOCIETY REALLY REMOVED FROM
WHO HAVE BEEN REMOVED FROM SOCIETY REALLY REMOVED FROM SOCIETY.
SOCIETY REALLY REMOVED FROM SOCIETY. >>FROZEN IN TIME.
SOCIETY. >>FROZEN IN TIME. FROZEN IN TIME THAT YOU HAVE TO
>>FROZEN IN TIME. FROZEN IN TIME THAT YOU HAVE TO BRING INTO WHAT IS HAPPENING,
FROZEN IN TIME THAT YOU HAVE TO BRING INTO WHAT IS HAPPENING, BUT FOR THOSE WHO WERE NOT
BRING INTO WHAT IS HAPPENING, BUT FOR THOSE WHO WERE NOT REMOVED FROM SOCIETY, BUT WERE
BUT FOR THOSE WHO WERE NOT REMOVED FROM SOCIETY, BUT WERE ECONOMICALLY DEPLETED AND COULD
REMOVED FROM SOCIETY, BUT WERE ECONOMICALLY DEPLETED AND COULD NOT HAVE OWNERSHIP OF SOME
ECONOMICALLY DEPLETED AND COULD NOT HAVE OWNERSHIP OF SOME THINGS AS OTHERS, THEY STILL BY
NOT HAVE OWNERSHIP OF SOME THINGS AS OTHERS, THEY STILL BY BEING A PART OF SOCIETY BECAME
THINGS AS OTHERS, THEY STILL BY BEING A PART OF SOCIETY BECAME INVOLVED AND ENGAGED.
BEING A PART OF SOCIETY BECAME INVOLVED AND ENGAGED. YOU KNOW WHAT THOSE THINGS ARE.
INVOLVED AND ENGAGED. YOU KNOW WHAT THOSE THINGS ARE. >>GOING TO THE LIBRARY AND THEY
YOU KNOW WHAT THOSE THINGS ARE. >>GOING TO THE LIBRARY AND THEY HAVE ALL SORTS OF COMPUTERS.
>>GOING TO THE LIBRARY AND THEY HAVE ALL SORTS OF COMPUTERS. >>ALL SORTS OF COMPUTERS.
HAVE ALL SORTS OF COMPUTERS. >>ALL SORTS OF COMPUTERS. >>IN OTHER WORDS, THEY ARE NOT
>>ALL SORTS OF COMPUTERS. >>IN OTHER WORDS, THEY ARE NOT BEHIND IN WHAT IS HAPPENING.
>>IN OTHER WORDS, THEY ARE NOT BEHIND IN WHAT IS HAPPENING. >>RIGHT.
BEHIND IN WHAT IS HAPPENING. >>RIGHT. >>THEY MAYBE QUALIFIED FOR JOBS
>>RIGHT. >>THEY MAYBE QUALIFIED FOR JOBS THAT -- HOW DO YOU RECOGNIZE
>>THEY MAYBE QUALIFIED FOR JOBS THAT -- HOW DO YOU RECOGNIZE SOMEONE WHO HAS ROTE MATH
THAT -- HOW DO YOU RECOGNIZE SOMEONE WHO HAS ROTE MATH SKILLS, YOU SEE SOME FOLKS WITH
SOMEONE WHO HAS ROTE MATH SKILLS, YOU SEE SOME FOLKS WITH SPECIAL SKILLS, WITH NUMBERS OR
SKILLS, YOU SEE SOME FOLKS WITH SPECIAL SKILLS, WITH NUMBERS OR SPATIAL RELATIONSHIPS, YOU SEE
SPECIAL SKILLS, WITH NUMBERS OR SPATIAL RELATIONSHIPS, YOU SEE ALL SORTS OF DIFFERENT MINDS,
SPATIAL RELATIONSHIPS, YOU SEE ALL SORTS OF DIFFERENT MINDS, THERE'LL ALL HUMAN BEINGINGS
ALL SORTS OF DIFFERENT MINDS, THERE'LL ALL HUMAN BEINGINGS WITH DIFFERENT CHARACTERISTICS.
THERE'LL ALL HUMAN BEINGINGS WITH DIFFERENT CHARACTERISTICS. >>THEY HAVE SKILLS TO SURVIVE AS
WITH DIFFERENT CHARACTERISTICS. >>THEY HAVE SKILLS TO SURVIVE AS HOMELESS PERSON.
>>THEY HAVE SKILLS TO SURVIVE AS HOMELESS PERSON. CAN YOU EXPAND ON THAT.
HOMELESS PERSON. CAN YOU EXPAND ON THAT. >>AS YOU ARE OUT THERE TRYING TO
CAN YOU EXPAND ON THAT. >>AS YOU ARE OUT THERE TRYING TO SURVIVE WITH OTHERS AND COMPETE
>>AS YOU ARE OUT THERE TRYING TO SURVIVE WITH OTHERS AND COMPETE WITH OTHERS, WHEREAS YOU MAY
SURVIVE WITH OTHERS AND COMPETE WITH OTHERS, WHEREAS YOU MAY THINK OF MATH BEING A PROBLEM,
WITH OTHERS, WHEREAS YOU MAY THINK OF MATH BEING A PROBLEM, BUT A LOT OF THOSE INDIVIDUALS,
THINK OF MATH BEING A PROBLEM, BUT A LOT OF THOSE INDIVIDUALS, THEY KNOW HOW TO MAKE MONEY, ADD
BUT A LOT OF THOSE INDIVIDUALS, THEY KNOW HOW TO MAKE MONEY, ADD UP MONEY, MAKE MONEY WORK FOR
THEY KNOW HOW TO MAKE MONEY, ADD UP MONEY, MAKE MONEY WORK FOR THEM.
UP MONEY, MAKE MONEY WORK FOR THEM. >>HAD TO.
THEM. >>HAD TO. >>HAD TO.
>>HAD TO. >>HAD TO. THEY HAD TO LEARN HOW TO CHARM
>>HAD TO. THEY HAD TO LEARN HOW TO CHARM AND PURSUADE AND DO OTHER THINGS
THEY HAD TO LEARN HOW TO CHARM AND PURSUADE AND DO OTHER THINGS IN TERMS OF, AS YOU TALK ABOUT,
AND PURSUADE AND DO OTHER THINGS IN TERMS OF, AS YOU TALK ABOUT, HOW DO YOU GET OTHERS TO LEAD
IN TERMS OF, AS YOU TALK ABOUT, HOW DO YOU GET OTHERS TO LEAD YOU.
HOW DO YOU GET OTHERS TO LEAD YOU. A LOT OF THEM HAVE LEADERSHIP
YOU. A LOT OF THEM HAVE LEADERSHIP CAPABILITIES BECAUSE THEY HAVE
A LOT OF THEM HAVE LEADERSHIP CAPABILITIES BECAUSE THEY HAVE BEEN INVOLVED IN SITUATIONS
CAPABILITIES BECAUSE THEY HAVE BEEN INVOLVED IN SITUATIONS WHERE THEY NEED IT, INDIVIDUALS
BEEN INVOLVED IN SITUATIONS WHERE THEY NEED IT, INDIVIDUALS TO BE WITH THEM TO ACCOMPLISH
WHERE THEY NEED IT, INDIVIDUALS TO BE WITH THEM TO ACCOMPLISH SOME THINGS THAT THEY NEED.
TO BE WITH THEM TO ACCOMPLISH SOME THINGS THAT THEY NEED. >>SO WHEN SOME WOULD SAY THAT,
SOME THINGS THAT THEY NEED. >>SO WHEN SOME WOULD SAY THAT, "OH, GEE ***, CAN'T DO ANYTHING
>>SO WHEN SOME WOULD SAY THAT, "OH, GEE ***, CAN'T DO ANYTHING WITH "THOSE PEOPLE" THAT'S NOT
"OH, GEE ***, CAN'T DO ANYTHING WITH "THOSE PEOPLE" THAT'S NOT TRUE.
WITH "THOSE PEOPLE" THAT'S NOT TRUE. >>THAT'S NOT TRUE.
TRUE. >>THAT'S NOT TRUE. >>AT ALL?
>>THAT'S NOT TRUE. >>AT ALL? >> THAT'S RIGHT.
>>AT ALL? >> THAT'S RIGHT. YOU HAVE TO KNOW WHAT MAKES THEM
>> THAT'S RIGHT. YOU HAVE TO KNOW WHAT MAKES THEM REALLY TICK AND HOW TO HELP THEM
YOU HAVE TO KNOW WHAT MAKES THEM REALLY TICK AND HOW TO HELP THEM FULFILL THEIR DREAMS.
REALLY TICK AND HOW TO HELP THEM FULFILL THEIR DREAMS. >>HOW DO YOU COMMUNICATE THAT TO
FULFILL THEIR DREAMS. >>HOW DO YOU COMMUNICATE THAT TO THE PUBLIC?
>>HOW DO YOU COMMUNICATE THAT TO THE PUBLIC? SAY THESE PEOPLE ARE REAL
THE PUBLIC? SAY THESE PEOPLE ARE REAL PEOPLE!
SAY THESE PEOPLE ARE REAL PEOPLE! HOW DO YOU ADDRESS THAT, YOUR
PEOPLE! HOW DO YOU ADDRESS THAT, YOUR ROLE AS DISTRICT 150, AS
HOW DO YOU ADDRESS THAT, YOUR ROLE AS DISTRICT 150, AS ORDAINED MINISTER, AS A HUMAN
ROLE AS DISTRICT 150, AS ORDAINED MINISTER, AS A HUMAN BEING?
ORDAINED MINISTER, AS A HUMAN BEING? HOW DO YOU CONVINCE ME, I AM
BEING? HOW DO YOU CONVINCE ME, I AM CONVINCED ALREADY.
HOW DO YOU CONVINCE ME, I AM CONVINCED ALREADY. HOW CAN YOU DO THAT?
CONVINCED ALREADY. HOW CAN YOU DO THAT? >> YOU TRY TO TELL THEIR STORIES
HOW CAN YOU DO THAT? >> YOU TRY TO TELL THEIR STORIES IN VARIOUS WAYS WHEN INDIVIDUALS
>> YOU TRY TO TELL THEIR STORIES IN VARIOUS WAYS WHEN INDIVIDUALS ASK YOU WHAT IT IS LIKE TO WORK
IN VARIOUS WAYS WHEN INDIVIDUALS ASK YOU WHAT IT IS LIKE TO WORK WITH THE HOMELESS POPULATION AND
ASK YOU WHAT IT IS LIKE TO WORK WITH THE HOMELESS POPULATION AND SHOW THEM THE RESULTS AND
WITH THE HOMELESS POPULATION AND SHOW THEM THE RESULTS AND OUTCOMES OF THOSE WHO HAVE BEEN
SHOW THEM THE RESULTS AND OUTCOMES OF THOSE WHO HAVE BEEN AT LEAST A PART OF OUR PROGRAM
OUTCOMES OF THOSE WHO HAVE BEEN AT LEAST A PART OF OUR PROGRAM THAT I HAVE JUST A FEW WEEKS
AT LEAST A PART OF OUR PROGRAM THAT I HAVE JUST A FEW WEEKS AGO, I WENT TO THE GRADUATION OF
THAT I HAVE JUST A FEW WEEKS AGO, I WENT TO THE GRADUATION OF A FORMER RESIDENT FROM A LOCAL
AGO, I WENT TO THE GRADUATION OF A FORMER RESIDENT FROM A LOCAL COLLEGE HERE WHO NOW HAS HER
A FORMER RESIDENT FROM A LOCAL COLLEGE HERE WHO NOW HAS HER ASSOCIATE DEGREE IN BUSINESS
COLLEGE HERE WHO NOW HAS HER ASSOCIATE DEGREE IN BUSINESS ADMINISTRATION AND GETTING READY
ASSOCIATE DEGREE IN BUSINESS ADMINISTRATION AND GETTING READY TO GET STARTED ON HER
ADMINISTRATION AND GETTING READY TO GET STARTED ON HER BACHELOR'S.
TO GET STARTED ON HER BACHELOR'S. ANOTHER INDIVIDUAL WHO RECENTLY
BACHELOR'S. ANOTHER INDIVIDUAL WHO RECENTLY ATTEND HER GRADUATION WHO NOW
ANOTHER INDIVIDUAL WHO RECENTLY ATTEND HER GRADUATION WHO NOW HAS HER -- SHE IS LICENSED NURSE
ATTEND HER GRADUATION WHO NOW HAS HER -- SHE IS LICENSED NURSE FULFILLING HER DREAM.
HAS HER -- SHE IS LICENSED NURSE FULFILLING HER DREAM. SHE PICKED THAT DREAM BACK UP
FULFILLING HER DREAM. SHE PICKED THAT DREAM BACK UP WHILE LIVING IN THE SHELTER AND
SHE PICKED THAT DREAM BACK UP WHILE LIVING IN THE SHELTER AND WENT OVER TO THE LOCAL COMMUNITY
WHILE LIVING IN THE SHELTER AND WENT OVER TO THE LOCAL COMMUNITY COLLEGE, GOT A SCHOLARSHIP TO GO
WENT OVER TO THE LOCAL COMMUNITY COLLEGE, GOT A SCHOLARSHIP TO GO TO NURSING SCHOOL AND NOW IS THE
COLLEGE, GOT A SCHOLARSHIP TO GO TO NURSING SCHOOL AND NOW IS THE NURSE SHE ALWAYS WANTED TO BE.
TO NURSING SCHOOL AND NOW IS THE NURSE SHE ALWAYS WANTED TO BE. >>HOW DO YOU DEFINE REVEREND
NURSE SHE ALWAYS WANTED TO BE. >>HOW DO YOU DEFINE REVEREND LINDA?
>>HOW DO YOU DEFINE REVEREND LINDA? ONE WORD.
LINDA? ONE WORD. >>~L LOVE.
ONE WORD. >>~L LOVE. LOVE LIFE, LOVE PEOPLE.
>>~L LOVE. LOVE LIFE, LOVE PEOPLE. LOVE CHALLENGES.
LOVE LIFE, LOVE PEOPLE. LOVE CHALLENGES. >>THIS HAS BEEN MY PRIVILEGE AND
LOVE CHALLENGES. >>THIS HAS BEEN MY PRIVILEGE AND THANK YOU VERY MUCH.
>>THIS HAS BEEN MY PRIVILEGE AND THANK YOU VERY MUCH. THANK YOU.
THANK YOU VERY MUCH. THANK YOU. ENJOYED IT.
THANK YOU. ENJOYED IT. >>