My name is Dr. David O'Connor and I'm a vascular surgeon here at Hackensack University Medical Center. The reason I became a doctor was I had always growing up had a love of science and learning about new things and discovering what makes things work. In addition to science, I always liked working with people. One of the things that was most important to me was being able to talk to people, being able to help them solve their problems. My personal care philosophy involves customizing the care for the patient and involving the patient's family to make sure that we understand the patient's condition, we understand where they're coming from and being able to help them, number one, understand what their condition is and then also to try to work with them through the different treatment options. Sometimes it can be anxiety provoking or sometimes even terrifying for patients to have a new diagnosis of a vascular condition but being able to sit down and talk about what the condition is allows us to really take everything into context, understanding what our options are, what the recovery is for the procedure, as well as trying to tailor something that I think based upon their anatomy and their overall condition will allow them to get out of the hospital in the fastest way as well as to be able to stay out of the hospital.


My name is Michael Morris. I'm the superintendent of schools for the Amherst Public Schools. And welcome to the next episode of Window Into Arps. Today I am thrilled to be welcoming the administrative team from Wildwood, Principal Nick Yaffe, and assistant principal Allison Estes. Thank you so much for joining. Thank you. It's great to be here. Thank you. And I know one of the things that our viewers always like to hear about is how are things happening at the school level. And what does that look like for students? What does that look like for staff? And what are some exciting new things that people may not be aware of? And, you know, many times our viewers are both families and students sometimes in the community, but often families have had children in the schools many years ago, and it's really helpful for them to be able to reconnect with the school their children went to and they might have been a part of. So really appreciate you both coming. And before we talk about Wildwood today, I'd love to hear a little bit more about yourselves. I know you both pretty well, but especially for the viewers. I'd love for you to tell the viewers a bit about yourself and what motivated you to become an educator, both of your incredibly talented intelligent individuals, and many careers you could have taken. And I'm interested how you got to be working with young people and bettering their future. So, Nick, would you mind if I start with you? Okay, so a long time ago, back when I was a youth in the Cambridge, Massachusetts area, I wasn't quite sure what I wanted to do with my life, like many people at the time. And someone asked me to actually do a shift in what was a parent co-op, a daycare. And I was 20, and I said, sure, that sounds good. I'll try to do that for you. And I just remember this feeling of like joy that I got from that experience of just being around children, just I felt like I could express so many different parts of myself and also make a difference. And from there, it just gradually led to wanting to learn more about it. I figured, okay, I'm volunteering, then I start to substitute. And I thought, this is really fascinating, the world of children. So I've been doing that ever since. That's great. And what brought you, before we go to Allison, what brought you to Amherst and your current position of being a principal, as opposed to working more directly in classrooms? Yeah, so sometimes in life, things just kind of happen without a real plan to it. So I came to Amherst from the daycare I went to becoming a teacher and becoming certified to be a kindergarten teacher. And so I did that at a school connected with Tufts University. And it was a lab school and so there was a connection between research and colleges. And at that time, Amherst had a lab school as well connected to UMass called Marks Meadow. And so we moved out here specifically so I could work there. And also my wife and I really were looking for a place to raise our family that had diversity in it. And Amherst had that. We wanted our kids to grow up where they could start to understand differences by going to school with kids that were different from them. Fantastic. Thank you very much. Allison. Well, there's so many different moments of when you want to come into education. I had a desire to be a teacher for a very long time, but my mother was a businesswoman and she made it very clear that that's what you should be first. So I was actually a programmer for a while. But then I was feeling like it was a very hollow space for me and then I was placed on a project in the Atlanta City Public Schools, helping them get systems installed. And I just loved walking into every single school. I loved the smell. I think it was peanut butter and paste or something. And I just thought it was a great environment to be around people who cared about the future so deeply. And so I was sitting there watching 60 Minutes One Day and Marva Collins, who's an educator in Chicago, was being interviewed. And she was so dynamic and so inspirational.  I have to go into education now. So that's how I started into that space. And I went to school at night and got my degree. So that was a second career, matter speaking. But I didn't spend very long as a consultant. It was only a year or two. But it's been a good space to be in just because you are helping communities in a space from being proactive. And that's what I really believe in. With so many other professions, people are in a state of desperation when they need to find a lawyer or a doctor. But in schools, they're really operating from the space of hope and belief in the future. And I really want to be a part of that and to hopefully be a part of the solution. That's beautiful. Thank you both. And so now you're both in educational leadership roles. I know you've both had long teaching careers before you entered being a leader. And so I'd love to hear a little more about what motivated you or interested you. Nick, you started touching on it a bit earlier, talking about Mark's Meadow. What motivated you to change roles, staying within education and all the things for all the reasons that you both indicated. But the role of a leader is both exciting and challenging and probably has moments that are very different than that that you have as a teacher. I can think of my teaching days and remember quite differently. The flow of the day was quite different even if the goal of the day was the same. So I'd love to hear a little bit and maybe you can stay with Allison on this one. What motivated you to enter into a leadership capacity? Well, I had initially started out with doing a lot of computer and data stuff for teachers because that's something that I can do. And so helping people interpret statistics and then also how do you just get your computer working in the morning. So I started volunteering and then becoming the teacher leader of assessment for the school system I was in. And I really enjoy seeing the systems that are connecting different grade levels. I find that really fascinating how to create a system that works well. And so I decided to get my administrator's license in New Hampshire and look for opportunities that will allow me to be able to operate for more of a systems capacity, not just in the classroom setting. So this is the first opportunity I've had to officially do that even though I've had different opportunities as teacher leader positions in the past. So it's exciting to be on that side of things. Good. Thank you. And one of the things that you did, Allison, that really struck a chord with me. When she knew that there was this opening for leadership at Wildwood Allison, one of the first things you said was how can I serve the community? And that, I think, to me really struck a chord as one of the essence. The essential points of leadership is that if you're coming from a place where you're going to serve this community, this incredible beautiful community like Wildwood or like any of our schools, then the leadership will happen in a wonderful way. People will see that you're there to serve whether it's the parents or the teachers or the kids. That's why you're doing it. And so as soon as you said that, I said, oh, this is the right, I thought to myself, this is the right person for this type of work. Because, you know, leadership, I do feel like we have this almost like a sacred responsibility to our communities. So as you said, it's like hope. There's something special that I find about the elementary school that I think you're touching on in that for all of us, it's this confluence of like hope for, you know, every parent who's sending off their kindergarten up to sixth grade. They hope the best, you know. And then the teacher is, if we can, one of the things that I found in terms of shifting the leadership like you were talking about, is like to keep people inspired. Like every, we all know, because we went into teaching, you went into teaching, you're coming for this place of wanting to make the world a better place, you know. And so if you touch on that inspiration with our staff, then things really start to take off. I had this interesting experience over the last few weeks and what both of you were mentioning resonated is I've had the opportunity to be in a number of different preschools and daycare settings and meet families as they're entering the district in the next one to two years. And then come back to the middle school where we had a number of seventh graders recently show up and to think about the difference in the juxtaposition of where students are at age four and five when they're entering our schools to when they leave elementary level usually at 12 or 13. It's so foundational and it is inspirational because what families are wanting their students to experience over those seven years, it evolves over time. But just that hope and that language that you're both using, I definitely continue to hear as I talk to more preschool families and what they're looking for in an elementary school experience. So now getting more specific on Wildwood, what are some neat, exciting things happen? There's always neat exciting things happening at Wildwood but for many of our viewing audience they may not either have children or be connected to the school. So I'd love it if you could share some things happening at Wildwood that you'd want the larger community to know about. And either of you could start. Well I know I'm really excited about our open house coming up. It's going to be a student-led open house experience which is the first time we've done that. And I think that the opportunity to let children say these are the areas of my school that I'm proud of and these are the things that I want to share with you. I think that's a really exciting opportunity. I personally as a parent have never been in a student-led open house experience. And I think that opportunity to see my child with my me in that space with their teacher all in that space so quickly in the beginning of the school year I think it's going to be a powerful moment and one of pride because there's so much to be proud of in what you see happening in the school every day and you see the children happy to be there. And that's the part that sometimes doesn't get carried through in translation when kids come home. You don't always get the same things happening so I think creating that integrated moment is really important. So I'm excited about that. Yeah and me too. I think there's going to be a lot of excitement in the building on that night and it ties into what all the IMRS elementary schools have been looking at. I would say over the last six, seven years it's really this idea that so how do we engage students? How do they participate fully in their learning and we've come across this philosophy of where they're taking ownership for their own learning. So this is a natural extension of that. So where our students, I think if you walk into Wildwood you get the sense that their voices are there. You know they're heard, they're comfortable speaking to people. So if you go up and you say well what are you learning they can explain that to you and explain their thinking around that. So in this case they're going to be doing it with their parents and so we're very excited to have them have that opportunity. And so piggybacking off that what are some of the major goals that you both have for the school this year? What are things that other than the open house that you're actively working on and perhaps spending faculty meeting time or when you connect with the parent guardian organization. What are the types of things that are the work of the year in addition to the primary work of educating students? 180 days a year. Yeah well as you've talked about this school committee and we've talked about is that it feels like Wildwood and all the elementary schools are poised to embark on this process of what's our vision for our school and embrace that. So that's really going to be a year long discussion, activity with our staff, with our families and with our children. So what is the Wildwood identity? What are our values? How do we express that? What are the things that all of us agree as teachers, as faculty to commit to? So we have areas that we've been exploring like student ownership. So some of the exciting aspects of that have been going into what we call project based learning. And so at every grade level they have developed a project that allows children to look at something in depth. So the idea that they go deeper into their own thinking and then they express that to an audience, an authentic audience. So we're looking forward to doing more of that work. Yeah the student-led inquiry aspects are deepening the project-based curriculum into really helping a student investigate their point of entry into the curriculum. I think student-led inquiry is a really exciting space. As a teacher, you don't know where it will lead. So it's a little funny feeling when you create a lesson or an experience in which you're not sure where a student is going to go with it. Because there's about 20 little minds in there and they're going to go into these little fissures and ideas that will really take you into another space because you hadn't thought about it. And so much of lesson planning is trying to predict the outcome. This is your finished product. This is what's going to look like. And I think student-led inquiry is really trying to burst that open a bit so that it's still high quality. It's still an expression of expertise, of proficiency. But it's not as predictable what that outcome will look like. So I find student-led inquiry really inspiring and that's something that I know we're in like the second or third year. Because I know last year we worked on it and we're doing it more this year and this is my second year at this point. I'm sure that they started a little bit before then too but it just seems to be an opportunity to even go deeper in richer. Yeah and I think the other part that you're touching on is that I see it also as a thread that connects all the subjects. So if kids learn to ask good questions and then to investigate, that can happen in math. So in math we want our children to ask good questions. And then when you walk into a class where they're discussing a book that they're reading you want them to ask questions about the author's intent and similarly in social studies or around social justice issues or science. So inquiry is a part of everything that we're doing and so if you're teaching them how to ask good questions how to then weigh the evidence that they see and pull from that and then to express themselves it's going to connect the whole curriculum. That may be good advice for not just children but many of us at the end of the moment so I appreciate that focus. I know that parent guardians are a huge part of what make Wildwood a Wildwood and I wondered if you could share a little bit about how families do connect with the school regularly and also some of the work of the PGO and how that contributes to what Wildwood offers its students. Do you want me to go on this one? Yes, sure. Do you want to go? Yeah, whichever. Well similarly we want parents to be our active participants. We see partnerships as so important just like the foundation of our school. I guess one of the things that I would say is that just building that trust with families and that they can speak up and they can advocate on behalf of their children and what I see us doing is then we come together and then we try to solve the problem. Whatever is going on, whatever the concern is so that's the number one thing I would start with is with trust. I really admired how the PGO, I remember I was at parent pickup or one of the events that we were hosting and a parent came to me and said how important it was to try to create the most diverse PGO possible and how can we reach greater members of our community and I know that that's a goal in so many parent guardian organizations but in my experience it's usually the teachers who are trying to put that forward but this person was saying this is something we're really working on so yet again I'm just amazed at what a wonderful community Hammers is and I'm so happy to serve it but so that effort and then the student government council the SGC wanting to figure out well how can we use the student led open house to understand who's coming and if this effort is creating more access for different communities to the school and how are they responding to that experience and how can we measure that and see how that information can feed back to the PGO so that whole process of trying to use these entry points of bringing families together and making sure that they're represented in the different organizations in the school is just vital to us being a thriving and growing space so I was really excited to see all of those connections developing in just the first month so I'm excited about that too Yeah, the one thing I want to throw out there for you both is that I found like one of the strengths of Wildwood and there are many is how much students and families are honored and celebrated around the school so I think of the first day of school where the UMass band is there and families are there and kids are being welcomed I think of the map that you have at the front of the school where students are able to put their identity up and I didn't know, I guess the question is is that intentional or is that sort of how things have developed but it is notable, you know and not just in Amherst but in the last couple of months I visited schools in a number of other districts and I've often shared some of the examples I've seen at Wildwood with other schools because I find it so powerful and poignant the kind of celebratory routines and rituals that surround Wildwood and start of the year at the end of the year and I didn't know if either of you could talk a bit about how you experienced that I don't know I'll start and then Alice can also talk a little bit of how she experienced it as a parent and then as a new teacher coming in so I think you've hit on something so I know we're going to go through this whole envisioning process but when we started talking about it as a staff someone just started to speak up about welcoming and so to me welcoming is really the foundation of Wildwood also the two W's go together Wildwood welcomes so that as soon as you come in that you are welcomed whether you're a parent, child or a staff member and that people see you and welcome you and that you see yourself and so that you're walking around Wildwood and you see something about that you can connect to as a family or a child and so the map does that the photos right by the front door that says love makes a family that we take and so you can see families whether you see your own family or families like you and then you greet it and that you have full value so that it is intentional I would say when we first started to do some of this work nine years ago at Wildwood we read an article that we still come back to as well as good seeds grow in strong cultures and so this idea of how you build up the culture of the school is something that we think about all the time and Allison well I had decided to move to this area before I found a job so that was an adventure in and of itself but I really wanted to find an area that was more diverse for my child to grow up in and we've been living in New Hampshire to be in a space that represented that experience for him and also myself I was ready for that as well so I'm looking and I saw Wildwood and I thought well let me go visit and I brought him down on his February vacation and school was in session here because New Hampshire has a staggered one and we walked through the front doors and immediately you see that map and we both were like oh that's so cool and so that's just such a nice thing to feel welcomed in that space because that is not something that's typical and then you walk through the front door and the secretary Joyce Gooden is welcoming you with this like she doesn't even know me but she makes me feel like I'm family immediately and says oh let me show you to the school and I'm sitting there walking through with her and she's bragging about the spaces and I'm noticing the posters the purposeful effort to make sure that different groups are represented in all these different spaces and that's not something that you see everywhere and every smiling people which is I actually think that's really important in school environments when people are smiling but it was clear to me that the effort to make sure that the culture and the families are represented in some way to the literature that was being displayed the efforts on the billiton boards to make sure that they had a diverse representation for the read aloud moments that they bring in readers from the community I mean these are all moments where you have an opportunity to increase diversity increase representation or you can ignore it and it was clear to me just in that one one hour tour that really was working hard to represent its community and I wanted to be a part of it at that time no one knew I was a teacher so when I saw that there was an opening that's when I took the opportunity because I learned a long time ago that when you are dedicated and you work hard that there's any number of school systems that will take advantage of that but you need to be a part of the system that will feed you as well and so I wanted to be a part of a space that I knew I could serve but also I could grow and that's what I needed to be the next part of me on my journey so I was very thankful for that opportunity as are we that you chose us I think the other part of that that you saw was that the staff are embracing this vision of welcoming and so you just feel like you have this whole army of new people out there or we're bringing in new people and helping them get settled and the children too so every year we welcome between 40 and 60 new students and grades one through six so the kids themselves oh do I have any new kids in my class and they'll give them tours and the other part that I was even more excited about they're actually starting to embrace this idea and they coined that phrase the current sixth graders when they were in third or fourth grade they came up to me and said they had these posters and they were be who you are and they started putting them all over around Wildwood and they did these skits at the assembly and that was just like oh okay this is when it can really happen if it's if the vision is embraced by everybody it was like they created a social norms campaign yes they did they did yes they did and there's always work to be done we all make mistakes and learn from them absolutely if viewers are interested in getting in touch with you what's the best way they have an idea they want to follow up with you what's the best way for them to be in touch with you email, phone what would be that and phone numbers are always accessible that way I mean in terms of frequency I check my email every day this isn't a quiz no I mean so would you mind sharing your email address and the good folks at Amherst Media will put it on the bottom okay so to reach the educators at Wildwood you have SDSA that's my E-S-T-E-S-A at a-r-p-s dot o-r-g that's it I did that every day I was emailing parents last night I felt good about that they said thank you for the prompt response I said thank you it's a goal it's a goal to get there yes you can also set up time to talk too so my email is y-a-p-n-y-a-f-f like in frank e-m at a-r-p-s dot o-r-g but people can also just call number 362-1400 and set up a time to talk so anything else you'd like to share about Wildwood this year 2018 you've shared an awful lot on that question I don't know I know that I'm excited about all the different opportunities we haven't even started to do the big push for professional development among the staff that's exciting that's all coming up that's all exciting stuff you know math centers I mean it's just there's a lot of things coming it's only October 1st it's just a lot to look forward to I totally agree and I think schools are always in the process of becoming so I think that's I think I feel very, very lucky to be in my position to serve such a community where you have educators that really care and really care about us being the best that we can be so they're constantly coming up with new ideas or ways that we can get better families who care and kids yeah well thank you you both create that environment where all the stakeholder groups feel comfortable coming in to share things that we can do to best serve our community so that doesn't happen naturally when it comes to the culture that gets built from the leadership so I thank you both for being here today and thanks for sharing a bit about Wildwood with the larger community and I thank you to you, our viewers for watching the latest episode of when doing to ARPS we'll be back next month with an additional episode thank you


Welcome to the 30 Paintings in 30 Days Project. So every day of this month, at least 30 days of this month, we are gonna create a little painting a day and we're gonna see what happens. I'm gonna experiment mostly with watercolor and gouache and let's get to painting and I will see you at the end. Okay guys, are you ready for painting 17 in our 30 Paintings in 30 Days Project? I think this is gonna be a really fun one. So this is gonna be inspired again from our inspiration notebook. This is one of like six of them that I have. These are mostly filled with pictures I took. Occasionally you'll see a magazine photo on them, but usually pictures I took. And then colors associated with those pictures that I feel inspired by those pictures. So then I've used the acrylic colors to create sort of a paint palette and inspiration pages you will of colors and shapes and images, light and shadow inspired by those photos. So this particular one is taken out the French doors in my family room at sunset and we're gonna do something inspired by that. So we're gonna set this up over here. We've got our paints in front of us and we're gonna get started. So let's start with the background, which is very bright. Whoops, our book is falling over again. Okay, we're gonna start with Jane Davenport, the yellow that's in here, which is Jane Davenport's Buzzy, which is a very bright yellow. We're going to add some water to it. I don't want it to go up too high.   And then I'm gonna not blot that one. I'm gonna go in with Jane Davenport's Best Friend, which is a pink, okay. Then we're gonna go in with Daniel Smith Cobalt Violet, which is a pinky purple. Okay, then on the very top, we are gonna go in with, I'm gonna try Van Gogh's Cerulean Blue. I'm not sure that's exactly the right blue, but we're gonna just, these are study paintings, right? So we're experimenting and playing and we're having fun while we're doing it. So I am going to take my rag and blot that blue just a little bit, because I think it's a lot of paint. Okay, now we're gonna dry it. Okay, now we're gonna switch to, I think I'm gonna use the tiny round number one brush we've been using and I'm going to, I'm gonna add a little bit of the green, what is this, Jane Davenport Water Spirit to this blue gray I've got on the palette already. And I wanna just sort of gray up that green at just a little bit. And we're going to add some water to it so it's not so dry, that would be handy. Okay, and we're going to, I just have, I live near the woods, I live next to a wild open space. There is homes behind me and there is an easement between our house and the homes behind us. And in that easement, we have trees and lots and lots of blackberry bushes. And I mean a lot. So we're gonna just suggest some sort of organic shapes here. I'm just flicking the brush up and grabbing some pigment out of the palette, which is just off camera, I think. And I'm starting actually on the tape and touching the brush to the tape and then pulling it up and lifting it as I pull. And as I'm going along, I'm mixing more of the gray into this green to get a darker tone. So we have a variety of tones and interesting shapes. Then I'm going to take my, oops, little palette of color. I'm gonna add some water to it. I'm gonna go and we're gonna frame that. Now I am gonna grab some of Jane Davenport's color ink. I keep wanting to call it inky. I don't know why I wanna call it inky. Touch that some to the frame that we just painted around the edge. Okay. I'm gonna switch to a round brush and we're gonna dry that first before I do this next part. I'm gonna get a straight edge, something I never do when painting. I'm gonna go right in with inky. Again, it doesn't have to be perfect and that's definitely not gonna be, but if you want a semi-straight line, that's a good way to try to get one. Just grab a straight edge.  I'm just darkening up the edge of the window sill. Now you will notice as you're doing all of these paintings that your colors dry a bit differently than they look going on the page. So part of doing studies and practicing with your different mediums is learning the properties of the medium and what they are like wet, what they're like to work with when they're wet, what they're like when they're dry. If you're gonna try to work with them after they've dried, what that's like, these little painting studies are great for that. Along with being practiced for refining your shapes and shadow and light, that stuff, that's pretty good. So let's give that a dry. Okay, time to pull the tape. Let's see what happened. On this one, I hope nothing bled under the tape because I really want a crisp edge, but we'll see, so far so good. Yay, so there you go. I like that one a lot. So that is painting number 17. Speed food through version, sorry. If you'd like to support the free content here on Facebook or in the, here on Facebook, holy cow. If you'd like to support the free content here on YouTube or over in the Facebook art groups, I certainly would appreciate that. You can, of course, join Patreon. We do have YouTube membership here for a small fee and also I have an Etsy shop and I have PayPal tip jar and all that stuff. So check out the video description. Relevant links will also be down there. And yeah, don't forget the most important things.  Do share your work with me. I would love to see what you're doing. That's it for now. See you later. Bye, guys.


So now that we've reviewed key contextual information relating to, on an afternoon train from Perley to Victoria by James Berry, let's do a line-by-line poetry analysis of this entire poem. So let's now examine, on an afternoon train from Perley to Victoria in 1955, a big mouthful to be honest, for a title of a poem, and this is by James Berry. So remember that this poem is written in five stanzas. However, what I'll do is begin by reading firstly the title as well as the first three stanzas. I'll do a line-by-line analysis of each of these stanzas before I complete this lesson by going over the remaining two stanzas. So let's read through the first three stanzas on an afternoon train from Perley to Victoria in 1955. Hello, she said and startled me. Nice day. Nice day, I agreed. I'm a quaker, she said, and Sunday I was moved to silence to speak a poem loudly for racial brotherhood. I was thoughtful, then said, what poem came on like that? One the moment inspired, she said, I was again thoughtful. So let's now look at these first three stanzas and let's begin by the title itself in an afternoon train from Perley to Victoria in 1955. Now, this title is interesting because it sets the scene. It basically describes a conversation between two strangers on a train journey and the journey's literal and metaphorical consequences. So it's obviously talking about this journey, which is both literal because somebody is literally on a train from Perley to Victoria. And of course, it's a metaphorical journey because it basically envisions a future of racial harmony between predominantly black people and white people in England. Now, remember that this poem is written in free verse in terms of a structure to copy the informal nature of a real conversation. Remember that this poem is describing this conversation between a woman who's a quaker and a man who is listening to her, but presumably this man is from a racial minority group, presumably the Caribbean. Now, the reference to 1955 is of course also a direct contextual reference to how this poem was written in 1955, and it conveys the feeling of displacement that many West Indians at the time felt when adjusting to a new culture in the UK. Remember that these are the West Indians who migrated to the UK in the 50s after the Second World War and they were known as the Windrush generation. Let's look at the first stanza. So of course, it starts off with the term hello and the caesura and direct speech using here, which is obviously sudden and surprising, right? So you can imagine, maybe you'll, you know, you're seeing this from the perspective of the person that's being talked to. They're sitting on the train quite quietly and then suddenly they hear this hello out of nowhere. And of course, this surprise is also emphasised in the first stanza when the speaker states, the states startled me. So of course, here we can see the speaker is caught off guard and then this person, this quaker continues to say nice day. And this minor sentence reflects her clipped short comment. Remember clipped comment is just a brief comment. It doesn't have all the functions and components of a main clause, which is a subject, verb and object. Then the listener writes, this is the speaker within the poem, repeats what that person has said. Okay, so they say nice day. And of course, this repetition reveals that the speaker is somewhat tentative and guarded at first when they're speaking to this person who's obviously a stranger. Then in the second stanza that this woman says, I'm a quaker, she says, and of course, we know it's a woman because the pronoun she is used. So she says I'm a quaker. And the poet James Berry uses none standard grammar as well as on John Mont to reflect how much this woman is speaking. It's like an outpouring of a discussion and obviously this discourse kind of just pours out, right? And it's really, really free flowing. But of course, initially for the person that's being talked to, it's quite starting and surprising for them. Then remember that, of course, this woman identifies herself as a quaker. Remember that quakers are Christians who are part of the Protestant denomination and they're known for campaigning for equality and peace. Now this woman says, I was moved in silence. And here, remember that what she's illustrating is how Quakers usually meet and sit in silence until someone is moved to speak. And the speaker says they were moved in silence to speak a poem. And she says that even if she was sitting in silence, she couldn't do so for too long because she was really moved internally to speak out loud in this meeting. And she speaks about racial brotherhood. So when she talked, she spoke a poem about racial brotherhood. And this is a poem that came to her in the moment when she was inspired to speak out loud. Now the third stanza, the listener then reflects on this, okay? So we're told I was thoughtful then and of course here in thoughtful and then this is use of alliteration. And here we can see that the speaker is reflecting what the quaker has just told them. Also, they use caesura hair. And this is an interesting contrast to the general lack of punctuation, especially in the previous stanzas, first three lines. Then of course, the, or Berry, the poet uses a drum on at the end of this line. Again, signaling the conversation is flowing again because now this person that was initially the listener becomes chatty. And they ask what poem came on like that and this interrogatory sentence shows the curiosity and intrigue. Then the quaker responds by saying one the moment inspired. And here we can see that she's a certain the poem just came to her in a flash of inspiration, this poem about racial brotherhood and racial togetherness. Then the repetition of the word thoughtful reveals that the speaker is pausing once more and they're reflecting on what they've just been told. So let's now look at the final two stanzas. And again, I'm going to go over a land by land analysis after I've read the two stanzas. Inexplicably, I saw empty city streets lit dimly on a day's first hours. Alongside in darkness was my father's big banana field. Where are you from? She said, Jamaica, I said. What part of Africa is Jamaica? She said. Where Ireland is near Lapland? I said. Hard to see why you leave such a sunny country, she said. Snow falls elsewhere, I said. So sincere she was beautiful as people sat down around us. So now let's look at the second to last stanza where they're saying inexplicably, I saw empty city streets. And then they also refer to my father's big banana field. Now here the quaker is retelling this story, right? And this story that they tell the listener makes that listener who obviously speaking directly to us reflect and remember two crucial places for them. Firstly, London streets as well as their own father's banana field in the West Indies. And both are kind of these dim dark memories in his mind. And then of course, this darkness is reinforced through these two words, dimly and darkness. And the poet James Berry uses language belonging to the semantic field of darkness to put us in the listener's mind, okay? So they think of how dark London seems in the morning. But also we sense that the memory of his father's field, the banana field, is quite foggy and dark. Perhaps they've already migrated to the UK for a number of years and now they're starting to forget elements of the country that they came from. Also, the alliterative plosives B in Big Banana shows or rather brings our attention to the exotic place that this speaker is from. So you remember that the speaker who's talking directly to us, right? Which is different to the Quaker who's speaking to them. It's obviously very confusing. However, the person, the main subject of this poem, right? Presumably West Indian and maybe also reflecting James Berry himself obviously is trying to show us elements that they are from the West Indies, okay? So of course, our tension, especially with these alliterative plosives is brought to the exotic place that they're from. This exotic place that they left behind for the empty city of London. Now, in the final stanza, the Quaker asks this speaker, where are you from? And here, this interrogatory sentence makes us once more directly hear from this Quaker who vocally acknowledges and really openly acknowledges that this person is clearly foreign looking, okay? They're a visible minority. Remember, visible minority is somebody who's very different in terms of this skin colour and complexion. An invisible minority is somebody from a different culture but they have maybe the same skin tone, okay? So of course here, the Quaker clearly can see that this person is different and they are acknowledging this through the interrogatory sentence. Then in the following line, the speaker simply responds by saying Jamaica, okay? And this is the first time we realise that this speaker is of Caribbean descent and the repetition of the word Jamaica, this noun, has an interesting clever double meaning, okay? Because even if Jamaica is in the Caribbean, the speaker also wants to alert us to the fact that though many Africans were forcibly moved to Jamaica as slaves by European colonists, okay? So of course, even if they're originally from Jamaica, actually if you stretch back, the history is originally from Africa, okay? So James Berry is kind of layering in these complex ideas within this poem. Then the Quaker asks the speaker, what part of Africa is Jamaica? And of course here she is showing her ignorance when she asks him where Jamaica, you know, where Jamaica is in Africa, okay? Again, this is James Berry trying to allude back to that double meaning but also kind of showing the ignorance that a lot of English people had of places like Africa and the Caribbean, especially in the 1950s, okay? So also a lot of people who moved as part of the Windrush generation did also face lots of people who were fairly ignorant about where they'd come from, okay? That conflate and kind of mix up the Caribbean with Africa just because, you know, both regions have black people. Then the repetitive reference to the word said. This repetition shows that the conversation has actually become very chatty. It's gone from the initial kind of tentative distance in the first stanza to now this flowing conversation. There's a sense there's a slightly more familiarity established between the Quaker speaker and of course the man who's from Jamaica. Then of course when the Quaker asks, what part of Africa is Jamaica? The speaker is quite witty in responding by saying where Ireland is near Lapland. Of course, remember that Lapland is in the Scandinavian, nowhere close to Ireland. And here the speaker is being very sarcastic to show in a comical way that Jamaica is absolutely nowhere near Africa. Then the Quaker says, how to see where you live? And of course here, even if she's well-meaning, she's completely ignorant of maybe the economic hardships he may have faced to have left Jamaica behind, right? Of course, you know, if Jamaica was so perfect, he wouldn't have stayed or rather he wouldn't have left to stay in London. But of course, the Quaker woman isn't able to make that connection. Then she continues by saying such a sunny country. And here we can see Berry is using sibilance to show how this speaker, this Quaker lady has a very superficial and shallow understanding of Jamaica, the speaker's home country, as she only sees it as really sunny like a tourist would, right?  Then the listener, so this is a person from Jamaica, says, Snow falls elsewhere, I said. And here the speaker is being really cryptic. Perhaps snow means opportunities which fall elsewhere, i.e. London.  Then the poet uses the sibilance here so sincere because we can see that the listener who's talking to the Quaker lady actually acknowledges that she has good intentions. Her questions come from a good place. And the reference to beautiful illustrates that he sees her attempts as a Quaker to understand and connect with him as beautiful. So despite her ignorance, the speaker is actually quite inspired by her honesty. So that's really it. I hope you found this video useful in understanding and being able to analyse this poem. And of course, if you enjoyed this video, do give it a thumbs up. Thank you so much for listening.


The celebration of the life and times of Renaud Gospel Minister Samuel Yoyo Poso continued with a service of songs held at his own church, House on the Rock, Church Cathedral, Lekin Lagos, Gospel Artists' Snatch and some others from far and near were present at the event, a correspondent Paul Judge reports. At the entrance of the church, friends and loved ones on their arrival signed the condolence book in honor of the gospel singer, Samuel Yoyo Poso. It's a solemn moment inside the auditorium as Pastor Paul, at the Farassin, energizes the music legend in his exaltation. He gives hope to the congregation, saying he knows that Samuel had made it back to God. Samuel was part of this group, the Lagos Metropolitan Gospel Choir. They take the center stage, ministering one of Keck Franklin's songs titled, Till Meet Again. For most flutist, T. Mark Omashola recalls how Sammy made his studio available for him to record anytime. I used his studio, went back in Nigeria to rehearse my band for shows and it was a big shock when I heard about him passing into glory and I used to choke with him. I used to say, the way you do all those Nollywood movie tracks, so quick, so humble, so I worked for Universal Films for four years and a film track would take me six months and cost five, ten million dollars and you just knock it out for them, I really admired him. The prayers are offered for the family of the deceased. Thereafter, the hymn, all when the saints are marching on, brings the service to include Paul, George, plus TV News.


It's been over half a year since I first tried KualaMind and since then it's been on my top 3 in the tropic list. But is it gonna stay there in 2019 as well? Let's find out. Hey, what's up, Greg here, the founder of your reception. Welcome to my channel where you can learn top secrets on how to achieve limitless productivity and performance. Subscribe below to start your journey. KualaMind is definitely one of the most fascinating and tropic stacks on the market. Why is it so? Well, because it is one of the most advanced ones. It contains over 28 ingredients. You can find minerals, vitamins, neutropics, cooling sources, other herbs and many other neutropics in this stack. And this is a premium product you can see this from the design wise as well as of all the ingredients that are inside. And it's really, you know, one of the most, if not the most advanced product I personally ever tried and tested. Now, there's a lot to like about KualaMind, but there are a couple of things I don't like that much about it. Let's check them out. By the way, guys, have you ever tried KualaMind? If yes, let me know in the comment section below. Now, let's first look at the benefits of taking KualaMind.  And since my first test when I've tried it for about two weeks, five to seven capsules every single morning on anti-stomach, I saw that, you know, whenever I took KualaMind, I felt more alert, more focused, my energy definitely increased. Now, if I was more creative or no, this is hard to say. And also for my memory, it's hard to say if my memory really improved. But overall, I was in a good mood. I was, I felt good, very productive. And, you know, that's really, really cool about this product. And after six months, I want to try it out again. Nothing really changed. I still get all the benefits of taking KualaMind. Now, when it comes to the recommended dose, it is five to seven capsules per day. I know this sounds a lot, but, you know, there are a lot of ingredients in this type. So you need to take quite some to really get all the benefits out of this entropic stack. For best effect, do take it in the morning on an anti-stomach. That's my recommendation. It works really well for me, my friends, my girlfriend. So, you know, keep that in mind. Now, if you look at the ingredients, I already mentioned, there's a whole bunch of cool ingredients, cool compounds in this entropic stack. Let's check some of them. I mean, there's a whole list of vitamins and minerals, Bacopa monerazine, L-terracin, L-tionine, and caffeine, Alpha-GPC, a great colline source for your memory. What else do you have? DHA, great thing to have. HooperCin A, and so on. I mean, a whole bunch of very effective, very popular entropics. It's something that you would want to have in your entropic stack. There is no doubt about it. By the way, guys, if you want to learn top ten amazing productivity hacks, I prepared something very special for you. You can get one chapter of my Limitless You book, which contains over 120 advanced hacks for free. So, just check it out below, click on the link, subscribe, and I'll send you one chapter for free. So, I mentioned at the beginning of this video, there are a couple of things I don't like about quality of mind. Let's check them out. First thing, look at the packaging. I mean, the packaging is beautiful. You can see this is a premium product, but in my opinion, it's a bit too big, especially if you travel a lot. This is, I think, inconvenient, slightly inconvenient for some, maybe very inconvenient to take with. So, this is something that I don't really like that much about quality of mind. The second thing I don't like about it is caffeine.  Now, since this entropic stack contains caffeine, you have to be careful because you don't want to drink too much caffeine in the morning. You don't want to overdose on it. Now, there's another version available, which is caffeine free, which is great, but this particular version is with caffeine, so you have to keep that in mind. And the third thing is, if you experience any kind of side effects and ever experienced any, but if you do, it might be challenging to figure out what's causing them because there are so many ingredients in this entropic stack. Now, this is not a big deal because I think based on my reviews, based on my experience, most of you won't experience any kind of negative side effects, but if you do, you know, it might be challenging to figure out what's causing them. Now, besides that, this is an amazing entropic stack. Definitely one of my top free entropic stacks of 2019. If you want to increase your focus, if you want to improve your memory, if you want to get more productive, you know, potentially more creative in and be in a better mood, then, you know, quality of mind is definitely a product to try. There's a link below. You can click on it or it's an affiliate link. I'll get a small commission of that, but you'll get a 10% discount. Just use code your inception. If you want to read my whole experience, I mean, I've tested over a hundred entropic stacks in the past year. And if you want to read my whole experience with quality of mind, there's a link below as well. So just click on it, check it out, and you'll see what's all about. Cool guys, so much about quality of mind. If you want to join the most productive people in the world, then subscribe below and click on the little bell. Don't forget to follow me on Facebook and Instagram. And don't forget to download my free handbook. Hope to see you soon, guys.