The exclusion of women in the post-revolution state-building efforts in Tunisia, Egypt and Libya is partly a result of political and social factors and the speed at which these transitions are happening, which tends to favor groups that are already organized and seasoned in politics—mostly men. Traditional social and cultural norms have relegated Middle Eastern women,” said Mahnaz Afkhami, the founder and president of the Women’s Learning Partnership, an international NGO working on women’s leadership and empowerment issues across much of the Muslim world. “They often lack the social, economic, and political power they need to overcome antagonistic groups and aggressive policy.”
Human Rights Watch researcher Nadya Khalife argues that the political culture in many regions across the Middle East had yet to prioritize women’s rights, or take women’s voices seriously.

But it would be a mistake to put too much weight on the difficulties that Arab women face on their cultural background. It seems that all revolutions leave women behind. The peaceful transitions in Eastern Europe in the 1990ties hardly created more egalitarian societies. In fact, arguably, the generous provisions of the paternalistic state, such as free child care facilities, long and paid maternity leaves, free health care, have all been replaced with the market driven, capitalist policies. Even more dramatically, the right to abortion have been replaced by much stricter regulations and in some countries, like Poland, it was outlawed. The new leaders like Walesa or Havel certainly did not fight to implement gender equality provisions in the newly democratizing states. Notably, Walesa openly called for the return of traditional roles for women.

Preferred model of femininity...

The impact of Catholicism on the new society was overwhelming in Poland, where the old dogmas were replaced by growing power of religious fundamentalism. The public space in these new democracies excluded many groups, namely women and sexual minorities. Finally, the public/private divisions continue to endure and the roles of women continue to be prescribed according to old, gendered scenarios.

The cultural wars in Poland intensified with the prospects of EU accession, perceived by some as a threat to existing social relations. But for a long time before the 2004 accession, one of the main characteristics of polarized Polish politics, particularly after 1989’s political opening, was the clash between conservatives promoting family values and defending tradition on one side, and emerging new social movements claiming citizenship rights and legal protection on the other. Gender roles played a special part in these conflicts, because they were perceived as constitutive to the character of the Polish nation. The earlier socialist state’s insistence on freeing women from home confinement and domesticity (albeit limited in scope, and often in name only) is now contrasted with a Catholic ideology that emphasizes women’s roles as mothers and caretakers. Religion took on a political role and dictates acceptable social norms, and has a big impact not just on public sphere but is reflected in legislation. Hitchens was definitely not a feminist but his assertions about the harmful effects of religious dogma played out in rather tragic ways for Polish women.

The accession to the EU in 2004 of a number of post-Soviet states, was a double edged sword for women’s rights advocated in countries like Poland. The EU economic policies in many cases forced the government to yield significant social policies to the EU demands, while forcing the respective governments to start taking seriously the EU’s demands for gender mainstreaming, and various equality measures already present in other member states.

The news from the EU has been gloomy lately, filled with reports of the euro crisis, debt burden, undisciplined spending. Many predict that to solve the growing financial crisis, the countries need to make drastic cuts in spending, curb social services, limit generous pensions and public employees’ entitlements. While the economic model of the EU is being questioned, the liberal democratic model that governs it seems safely entrenched, and the inequalities of the political system persist. The political identity of the EU is closely tied with the economic system. Some of the feminist critics if the EU have long warned that the punitive austerity measures will not affect male and female citizens of the in EU in the same way. For women, who lost much ground since 1989, further cuts in domestic spending and the dismantling of the welfare state, will have disastrous effects.

And so revolutions everywhere have a way to bypass women, and until we insist that women’s rights are a priority in every context and in every culture, it will continue to be so.

No doubt, the man deserved the Hero of the Soviet Union medal awarded to him, and the glory and fame that came with it.

I learned about Gagarin during a class called “ Knowledge About Society”. The curriculum was build around several themes such as Polish patriotism, building a close relationship with the Soviet brothers, and self defense in case of impending attack form imperialists (yes, that means you!).

From http://www.aerospaceguide.net/spacehistory/yurigagarin.html

It is there that we learned he was Brave, Patriotic and Handsome. A true Soviet Man.

This reminiscing took me down memory lane. What else did I learn in the 1980’s Poland?

The “Knowlegde About Society” class was a catch-all for propaganda and weird pieces of information that did not fit neatly into other subjects. We did not take it very seriously but some of the class trips were rather fun.

We learned how to shoot during a single trip to a shooting range, where we also practiced cleaning and assembling a Kalashnikov. When I arrived in America I was the only teenager in my class with this special skill set.
There were many class exercises when we were told to wear old, decommissioned gas masks and run around the soccer field with them on because it was supposed to help us react in case of a gas attack. The theme of some sort of a danger coming from the USA was common, not surprising given that we were in the middle of the Cold War.

This poster reads: “Be Cautious of the Enemy of the Nation”

From http://c.wrzuta.pl/wi13542/99fc9a1d001fcdc84745f002/Plakaty%20PRL%27u?type=i&key=maM14bouGD&ft=f

For a common image of the America-the land- of -social- inequalities, check this poster titled: “The American Advertisement for Shoes.”

From http://www.polskaprl.rejtravel.pl/pp/41.jpg

This is a uniform worn by all school children in the 1980s: easily improvised to more or less resemble the basic design, it was customized by different collars, and for the rebels among us, making a statement meant opening up the buttons on the front to reveal some more individualized clothing item, likely made by your grandmother, but still, cooler then the synthetic, clingy, navy blue tent.

From http://www.polskaprl.rejtravel.pl/szkola/2.jpg

The school was decorated with few old posters, praising the Communist Party and the Friendship with the Soviet Union, much like this:

From http://www.polskaprl.rejtravel.pl/pp/3.jpg

The letters on this poster: “ ZSSR” is Polish for “the USSR”, and the signs means: “Defender of peace and a friend of children.”

Another theme was the pride in the accomplishments of the nation and socialism.

In this image, the dude walking away from the construction site, hands in his pockets, is described as “a bum”: “ The bum, a deserter from the front of the fight for peace and strong Poland.”

From http://niepoprawni.pl/grafika/bumelant-plakat-propagandowy-prl

The economic situation of Poland was often explained to be partly due to the effects of rampant capitalism elsewhere: we in the Soviet block had to manage and help each other in the face of the rest of the world.

From http://republika.pl/printo/warszawa/80te2/w03sl%5B1%5D.jpeg

The stores really did look like this.

And the real economy was taking place on the black market, which the state never attempted to regulate or banish, because it really was central to any survival in the economic system of constant shortages of necessities and all consumer goods.

From http://republika.pl/printo/warszawa/80te1.htm

Yummy meat. And here is sugar:

From http://republika.pl/printo/warszawa/80te1.htm

If, walking to school, you happen to see that a delivery truck has arrived at a store, bringing a product, whatever it may be, you would skip class, stand in a long line, and hopefully triumphantly secure some much desired product, like… toilet paper.

From http://m.onet.pl/_m/f81b3974c3f210496819cd5891fcffd2,14,1.jpg

Industrializing the country was a point of pride for the Polish Communist Party and a popular topic of propaganda:

“The buildings of socialism are our pride.”
Or:
“1971- 1980: From those years of toil and creativity comes the strength and well being of the fatherland.”

From http://www.polskaprl.rejtravel.pl/pp/16.jpg

What else do I remember, ehem, fondly?

From http://europe-band-guides.blogspot.com/2011/04/final-countdown.html

From http://upperplayground.com/wordpress/?p=15361

From http://www.wallpaperbase.com/music-depechemode.shtml

Image taken from http://www.propwishbook.org

Living in a bilingual family raises all kinds of communication issues: questions about what it means to be a native speaker of a language, how to associate each language with a different culture and how to hold your own as a non-native. Sure, in New York City it’s easy to find multilingual households, so it’s a wonderful environment to experience a multiplicity of cultures and languages.

But at home, a family setting is its own microcosm. Having come from a monolingual family I find it fascinating to wonder about just how to create an environment that would lead to a bilingual child. How does one navigate the challenges of introducing a child to a minority language and, no less important, to the minority culture, in a household dominated by the English language and by the ever present American culture.

Developmental psychologists and linguists generally agree that knowing a second language is a big advantage in a globalized world. More than that, bilingualism makes it possible to see the world in more complex ways and to better understand other cultures and countries. There are huge advantages to learning a second language early in life such as developing the cognitive firepower devoted to language acquisition, having improved attention span and it is definitely easier later to learn additional languages. Not so long ago, skeptics argued that bilingualism confuses kids or causes language delays.

When kids mixed languages and choose to speak in a funny concoction of two languages, they appeared to be confused, when in fact they were making sense of the world in which every object has two names ( and in some case a gender as well.) We now know that being bilingual has no down side.

Raising a bilingual child requires a major commitment from all family members but, in particular, from the speaker of the minority or non-native language in the household. It requires a special effort, particularly when it is difficult for a child to find speakers of the minority language or to find educational material in that language. There are also varying degrees of bilingualism: from understanding the language spoken to you by family members, to being able to speak it yourself, and finally to fluently read and communicate with near native fluency.

One of one of the most common methods of teaching bilingualism is known as “one language, one location method.” It works by designating areas of life, sometimes areas of the home, where a minority language will be exclusively spoken. For instance, while English is the dominant language in the school and with peers, the minority language will always be used at home or during weekends or perhaps only at dinnertime. This requires both parents to be able to speak that minority language. Another method, often considered easier and perhaps better at achieving quicker results is the “one person, one language” method, where a minority speaker in the house uses his or her language exclusively to speak to the child. Many families which are not fluent in a second or third language find ways to introduce a child to another language and culture by, for instance, sending him or her to a kindergarten where a foreign language is spoken or hiring a nanny who speaks a foreign language exclusively.

Even if one of the parents is fluent in a minority language and is devoted to helping a child become bilingual, competence in two languages and cultures is a difficult thing to achieve. The ability to devote appropriate time and resources to this task can be made more difficult by just how rare the minority language is, or how difficult it is to provide the child with meaningful interactions with the speakers of the second language. As kids grow into teenagers, new problems appear, from rebellion against a language that is not spoken by the child’s peers and may seem archaic or strange, to the child’s diminished interest in learning the second language.

Regardless of the challenges I think it is worthwhile raising a bilingual child. What is your method? Advice? Experience?

If your students have any doubts about the importance of good copy editing, perhaps you could use this for “show and tell”.

Each student holds one of the thin little clickers and answers the questions you placed in your Power Point slides. You can see the results immediately (or hide them from the class if you choose).

We were apprehensive about having to learn new software and then adjusting it to work with a Power Point presentation and a workshop we have been working on for months already. But it worked very well. The IT resources tech support person was happy to train us, it took barley half and hour. A little experimenting later and we were able to figure out how to make it work for us. It was as easy as creating additional slides to add to our Power Point. But the benefits were clear: we were able to ask students to respond to questions which then allowed us to introduce a related element of the workshop, or helped us explain a point we were making, or, at the end of the session, we were able to ask student to asses the workshop: what they learned, found useful, found challenging. After the session, with a click of a button, we printed out a report with percentage and graphical representation of the answers (see the fragment of it at the picture attached to this post). We designed very simple “yes” and “no” questions but the possibilities are endless.

The added bonus is that the box of clickers for students is brought to the classroom and then taken away after the class is over, by an IT person. You don’t even have to pick it up. Hopefully, some of our Institute’s PCs will have the Turning Point installed. You can also try it on your home PC. Give me a holler if you need help figuring it out.

“I am a tenured professor. My provost asked me to evaluate an overseas colleague. I did so, responding in an e-mail message. The provost then contacted the colleague, quoting my report and attributing it to me. I was stunned: such evaluations are assumed to be confidential. When I complained, the provost replied, “If it’s in an e-mail, it’s public,” adding that our colleague deserves to know what is being said about him and by whom. Your opinion? J.H., NEW YORK”

What do you think? I am surprised that the provost thought that email being the mode of communication, somehow changes the fact that it is still an evaluation. Who is right?

I want a cool phone. I am going to hold out ( with my old chunky Nokia) for a super duper model that can do all the things Japanese cell phones can do: read barcodes, serve as a credit card, have fingerprinting system to protect my data. Wow.
This might happen soon thanks to some amazing technology being developed to serve the needs of the disabled. New software developed for cell phones will allow low vision users to read supermarket products info or street signs. Or how about a program which allows the physically disabled to guide a computer mouse by neural impulses, or imagine a solar system visualization program where a blind person would use a forced feedback device to feel three-dimensional reconstructions of terrain on other planets (whaaaat???). Soon there will be worldwide open-source Web site on which disabled persons and software developers can collaborate on new ideas and add to existing programs. Most of these projects are run by universities and supported by some business like Goggle, but they are to be non- commercial, open-source projects. Very cool.

And on a related note, check out this New York Times Magazine article about the guide animals for the disabled. It is not just dogs anymore. Now it’s monkeys for quadriplegia and agoraphobia, guide miniature horses, a goat for muscular dystrophy, a parrot for psychosis and any number of animals for anxiety, including cats, ferrets, pigs, iguanas and ducks.

Do you remember when there were only two state owned TV channels and they mostly showed footage of the old First of May Parades, or Russian movies about a romantic love affair between a brave female tractor driver and a burly construction worker who made up four hundred percent of his production norm? You don’t remember? Ok, so maybe you did not grow up in Eastern Europe. Now, information is bombarding us form all directions, and it is hard to resist checking your email multiple times a day, reading news, not just daily but hourly, and, if you are a foreigner, checking the immigrant press in the country you are now living in, but also, thanks to internet, checking out the publications from your home land. How much did Sarah Palin spend on clothes? Who endorsed Barak today? Where is the next Bike Kill happening? Did Polish minister of health really say that women should not request an epidural because they need to handle a “normal” childbirth? Who wants to be my new Facebook friend? What’s new on cac.ophony.org? What are other grad students at the Graduate Center writing about? It’s all overwhelming, but also exhaustingly exciting.

Of course we need information to make sense of the complex world around us, to be better people, better citizens, better voters, better humanitarians, better teachers. As graduate students we also need reliable data to built our scientific arguments, and the multiplicity of information can make it easier to access a lot of different data sources.

Hyewon in her post “Deep Attention and Hyper Attention”, talks about research showing that we are moving away from a generation of “deep attention”, the ability to concentrate on a single subject for long periods, toward a generation of “hyper attention”, the tendency to prefer multitasking and high levels of stimulation. Alvin Toffler in “Future Shock” (Random House, 1971), theorized that the human brain has finite limits on how much information it can absorb and process and argued that information overload will eventually lead to widespread physical and mental disturbances, because with overloaded brain thinking and reasoning become dulled, decision-making flawed and, in some cases, impossible.

I think somehow we are able to manage the flow, but it is not an easy task and includes some time management techniques and making choices.

I can’t wait for the election to be over , so perhaps I can take a breather from the constant news cycle. Not that I am complaining, I am doing just fine, ok, ok, chicken soup, pirates, Colin Powell, whaaaaaat?

But Socrates believed (or maybe he just liked to postulate…) that the young should not learn how to read until they learn to prove, analyze and internalize knowledge (leading them ultimately to posses wisdom and virtue). Literacy would undercut that effort by allowing students to merely decode information, without the necessary skill of internalizing it.

Cognitive neuroscientist, Maryanne Wolf, thinks that Socrates’ concerns warrant a second look as we enter a historical transition in prevalent modes of communication.
She writes (“Socrates’ nightmare”, The Boston Globe, September 6, 2007) about “the plight of the reading brain as it encounters this technologically rich society.” She argues that literacy – as a “miracle” and a skill that transformed the neural circuitry of the brain and the intellectual development of the species – is threatened. This is supposedly “a consequence of the transition to a digital epoch that is affecting every aspect of our lives, including the intellectual development of each new reader.” From the neuroscience vintage point, there is apparently not enough research to answer the questions: Will the students become so accustomed to immediate access to escalating on-screen information that they will fail to probe beyond the information given to the deeper layers of insight, imagination and knowledge that have led us to this stage of human thought? Or, will the new demands of information technologies to multitask, integrate and prioritize vast amounts of information help to develop equally, if not more valuable, skills that will increase human intellectual capacities, quality of life and collective wisdom as a species?” Brain research shows that learning to read (a skill by no means natural to our species) may help us “to go beyond the decoded text to think new thoughts of our own.”

But, would Socrates argue that we should forbid the use of technology until the students learn to be critical thinkers? C’mon, don’t tell me that you are not just a tiny bit tempted by this idea, especially when you receive an email from one of your students, sent via a Blackberry and filled with symbols and emoticons.

An anthropologist studying a tribe in Papua New Guinea now applies the same ethnographic research methods to the rites and rituals of Facebook users. He sees parallels between how ones’ identity in tribal cultures is wrapped up in the question of how many people one knows, not unlike on Facebook, where you define yourself by the friends you have.

Obviously in virtual reality it matters much less who you know, because your real, and not virtual, survival does not depend on it. The biggest difference is the superficial nature of online “friendships” but it is this shallow bond and the elimination of the need for physical proximity which stimulates online intimacy. “That distance makes it safe for people to connect through weak ties where they can have the appearance of a connection because it’s safe.” So how does all this new way of relating to each other affect the way we… relate to each other? Some “worry that the rise of secondary orality may have a paradoxical consequence: It may be gobbling up what’s left of our real oral culture.”

I wonder about one more thing. Apart from their use as purely networking/fun/hobby spaces, these sites are used as pedagogical tools, for instance when we start a Facebook page to encourage semi-academic discussion among our students. And so, when we employ these methods to reach out to our students, who are obviously well versed in them, are we risking that we will make them less “cool”, thus subverting our own purpose and making students less likely to use them in learning/teaching processes? Or maybe a question like this is redundant. In the time I spell-check this message and click the “post” button, a brand new networking site will be up, starting as a small, “cool” outlet, and spreading through the virtual world, until us educators get a whiff of it and make it “lame.”

This article from The Independent finds that students are weary of allowing academics to intrude into their spaces, while teachers often find that their students’ Facebook pages provide insights into the students and offer an opportunity to connect. These sites are private, independent, and can decide on membership, content and the discussions that take place there are not sanctioned by the universities, even if often there is some learning going on and students may be building real connections, something a university will welcome. Some professors are weary of using such a private forum for knowledge sharing and argue that academic work on Facebook is inappropriate while there are plenty of new technologies that can be used in teaching, such as discussion groups, wikis, or Second Life, but social networking is not one of them, unless it’s restricted to an institution’s virtual-learning environment.

A few weeks ago, the democrats debated each other in front of a live audience, as usual, but also on millions of computer screens via You Tube. The format of this event, co-sponsored by CNN, was a bit different than usual. The internet users were invited to submit their questions on video as well, and those were played on a large screen and then the responses of each candidate were also posted online.

Is this format really a revolutionary new approach? I am sure it was meant to attract young voters, and offer a “fresh” approach to an old, tired way of doing things. But was this a successful attempt or simply a rehash of “same old” with a new technology attached to it? Jon Stuart’s Daily Show had a rather harsh critique of the idea and its execution.

More recently, the LOGO, LGBT channel, hosted a democratic presidential debate as well.

This was a live debate, where a couple of moderators asked the candidates questions about issues that the LGBT community cares about. It is also an innovative way of doing things, and certainly this type of event would probably not be possible 10 years ago. But there were no technological gimmicks here, and yet I think I learned more about the candidates’ opinions about a few specific things. In this particular case the technology of the You Tube/CNN debate did not contribute to providing information or clarifying the issues.

Ampelmann, or “street light man”, is a figure that appears on street lights in East Berlin, in green or red. He wears a wide brim hat and seems to be freeze-framed in the midst of a jaunty stride.

While the nostalgia for all things East German (Ostalgie) seems to have passed, Berliners vociferously opposed a project to homogenize all the street signs with the more boring looking West German design. The Ampelmann not only survived, but became an icon of the city and a popular tourist souvenir.

It seems that the street signs represent not only the right of way for pedestrians but also a way of life, a collective memory and a need to preserve a cultural heritage. Even though the street light man is a remnant of the old regime, he is also a part of the collective identity of East Berliners. People don’t necessarily associate the Ampelmann with the Stasi secret police or the DDR government but with their city and with their everyday lives.

Certainly Germany is in a very particular situation because the country had been split in two. After reunification, there was a trend to erase all remnants of the old regime and create a united national identity. Unlike the countries in the rest of the Soviet block, East Germany simply stopped existing. The people who lived there became Germans, but yet they are not simply Germans, not entirely. They had an entirely different history for the past fifty years and there was a feeling that a lot of the changes were imposed by the west. The Ampelmann is, in a sense, a way for East-Berliners to hold onto a part of their identity and resist the rush to erase the past as quickly as possible.

In Poland, the country found different ways of dealing with its past. Most of the Soviet era street names have been rapidly changed, and many monuments to the Soviet solders or prominent communists were destroyed. There is now some remorse for this rush to erase so many memories.

I have just found Sounds Familiar?, a fantastic website and have spent much time playing with it. It reminds me of the George Mason University Speech Accent Archive.

The site contains numerous recordings from the British Library of regional accents and dialects from every corner of the UK–some recorded as far back as the 1950s and many recent recordings up until 1999. There is a section on phonological, grammatical, social, and lexical variation: this means you can pick a region on the map and hear and learn about how a given pattern of speech developed, or how it fits with the language spoken in the rest of the UK. You can submit to the database and analyze your own accent, if you are British. You can spend hours clicking on the map of the UK to hear how words are pronounced across the region and how dialects change over time and space. Apparently, there are more than 150 audio clips of Geordie – the dialect of Newcastle-upon-Tyne – arguably one of the most recognizable dialects in Britain. You may want to hear how ethic minorities pronounce British English (check out the sound files for Asian English Phonology), or practice your Received Pronunciation, if you are feeling proper.

It is an interactive site allowing you to investigate how the language changes and progresses over time, using learning modules suited to college or high school students. In fact, the entire site is nested in the website of the British Library, and if you venture into the rest of the site, you’ll find all kinds of treasures.

The Sounds Familiar site is fairly new, hence this Guardian story about it.

The article ends with this passage:

Language evolves for many reasons – even something as superficial as the hegemony of supermarkets, as any Midlander trying to buy a pikelet will tell you. In Sainsbury’s it’s a crumpet or nothing. But change is not something to be judged or mourned; it’s something to be observed and understood. The purpose of the website is to document the history of language – with schools and universities invited to become part of the process by sending in their own regional recordings. As Upton says, “We’re not in the business of preservation. The only language that doesn’t change at all is a dead one.”

I know that there are some for whom this is not a self evident truth and in fact this statement invites controversy. But for those of us who accept it, I think it has implications for how we teach, communicate, and think about pedagogy, especially in a universe as diverse as CUNY and Gotham. Doesn’t it?

And for dessert, and since we are talking about accents, check out this truly bizarre, yet funny, (?) clip:

About 15 fellows attended her workshop. Even though she mainly works with corporate clients, she was able to gear her entire presentation towards our needs. Throughout the workshop, she addressed our work with Baruch students as well as some universal issues of making presentations in any fields, for any audience, in any discipline. It was a great, pointed, precise and useful presentation. I would certainly like to hear her speak again and possibly for a longer workshop.

She initially asked us in the audience to post questions and issues we would like to hear about and then she was able to build her presentation to fit our needs. Pretty impressive endeavor and all of this done right on the spot!

Obviously watching her do her job was an experience in itself. Now, that is how you do oral presentations! She was confident, knowledgeable, and certainly did not have any doubts about what to do with her hands…

There were a lot of tips that I personally took out of this workshop.

For example, did you know, that often the audience is only able to remember things in groups of three (3)? And so, if you can, build your data into sets of threes.

Power Point presentation needs to illustrate and explain what you cannot otherwise convey, and it should not serve as your cue card or a reading prompt.

Remember that your body language is important- for example, arm lock (arms close and tight to the body, as if protecting chest) says: “I am stressed and nervous”.

When you prepare a presentation, do not spend so much time on the middle part of it- the “meat “of it. Obviously that is the part you know best. So concentrate instead on presenting a pointed opening statement – Ellen called it a “headline.” And start with a strong opening point/thought/idea which addresses the most important issue in any presentation: WIIFM!

This stand for: What’s In It For Me. Apparently, the most serious indictment in the business world is people thinking that they are wasting their time. So make sure they know why they are here and what they can take out of it. This certainly goes for our students and any audience I can think of.

Ellen left us with a business card which contained a list of “Cahill’s Commandments”. Here they are:

• Know what you want your audience to do, think or feel.
• Decide what your listener NEEDS TO KNOW. Less is more!
• DO NOT SPEAK unless you are looking at a pair of eyes.
• The secret is energy. Use your voice and body to tell your story.
• Use mind jogger notes. NOT TEXT.
• Use “pictures” to help the listener remember the message.
• Tell me what your visuals MEAN, not what they say.
• Don’t touch the furniture!
• Listen to the question. Then built a better one. Answer the better one.
• Be yourself—have a conversation with the audience.
• PRACTICE! PRACTICE! PRACTICE!

Can’t obey the Commandments? Call us!

(Copyright by Cahill Associates, Inc.)

Here is the front of the card:

“Personal Success Is No Accident!”

Cahill Associates, Inc.

The Business of Speaking

Email cahill@cahillassoc.com

I think many of us found her presentation very useful. Comments anyone?