Assessing the Cumulative Impact of Regulation on US Manufacturers - House Oversight Committee - 2011-03-09 - House Committee on Oversight and Government Reform. Subcommittee on Regulatory Affairs, Stimulus Oversight and Government Spending. Witnesses: Aris Papadopolous, CEO, Titan America LLC, Chairman, Portland Cement Association; Donna Harman, CEO, American Forest and Paper Association; Michael Walls, Vice President, Regulatory and Technical Affairs, American Chemistry Council; Michael Kamnikar, Senior Vice President, Ellwood Group, Incoming President, Forging Industry Association; Bernard Terry Schimmel, Vice President, Technical Services, Boral Bricks, Inc.; David Foerter, Executive Director, Institute of Clean Air Companies.
Monday, December 26, 2011
Tuesday, December 20, 2011
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Wednesday, December 14, 2011
What Are ICF Insulated Concrete Forms?
The Cement Association of Canada has developed standardized ICF training modules to help facilitate greater adoption of ICF construction. Two of their main objectives are:
(i) To facilitate greater understanding and awareness of ICF construction as a viable building alternative, that will escalate its adoption in the residential and non-residential markets.
(ii) To provide an industry baseline benchmark for required ICF training, ensuring adequate skills competence in the building workforce for the delivery of quality construction.
Today ICF construction is rapidly gaining popularity in both the residential and non-residential markets.
What is ICF Construction? Insulating Concrete Forms are energy-efficient reinforced-concrete walls that are dry-stacked without using mortar and filled with concrete, think of them like Lego blocks. The blocks, or forms as the are referred to, are stacked to form exterior and interior walls, reinforcing steel or rebar is then added into the openings and then concrete is pumped in to form the structural element of the walls.
An Insulated Concrete Form can be made from a variety of materials:
(i) Cement-bonded wood fiber (recycled waste wood and cement) (ii) Expanded polystyrene (iii) Cement-bonded polystyrene beads
One of the best ICFs are wood concrete forms, that is those that are made with cement-bonded wood fiber material that only uses natural ingredients. This combination of recycled waste wood and cement results in a better performing ICF wall system. When looking for an insulated concrete form you want to find ICFs that are environmentally safe, made from recycled material, do not contain nor emit any toxic elements, and are fully recyclable as well. Furthermore, insulated concrete forms that do not contain plastic, foams or polystyrenes are better for the environment than those that do contain these materials.
Benefits ICF construction has many benefits over traditional wood frame construction.
(i) Strength and Comfort In ICF construction the walls and floors form one continuous surface. This will help to keep out insects and create an environment free of allergens, dust, mold and other irritants. Furthermore the insulated forms are virtually soundproof and keep out unwanted noises and distractions..
(ii) Energy Performance Using insulated concrete forms means that your walls are already insulated better than any wood frame house. The ICFs will help to keep your house cool in the summer and warm in the winter and you can save as much as 50-80% on heating and cooling costs.
(iii) Structural Integrity A building built with insulated concrete forms can stand up to winds of 200 miles per hour and resist fire for up to 3.5 hours. ICF homes have been know to withstand hurricanes, tornados and a wide range of weather conditions from coast to coast. Furthermore concrete does not rot when it gets wet, making the upkeep and repairs minimal.
(iv) Green Building ICFs are inherently green, from raw materials to installation. Depending on the product, you can find ICFs that have no CFCs, HCFCs or formaldehyde used in the manufacturing process and made from recycled material. Also, 100% of the installation waste, even the insulated forms themselves, are recyclable.
ICF buildings have higher energy savings, better fire resistance, and a superior structural integrity over traditional wood framed houses.
Saturday, December 10, 2011
Life Long Learning - The Quest For Knowledge, Or the Stimulation of Growth?
"Why are we here?"
"To discuss education."
"Who wants to talk about that? Everything has already been said."
"Very little has happened."
"So why are you here?"
"To discuss the waste of children's lives. Every child grows up in school. He spends 10 to 20 years in that environment. He is there when he is most open to new experience and least burdened by the practical responsibilities of existence. And the results are very meager. Something is wrong with the whole operation."
"That's easy enough to say. What would you change?"
"I would emphasis education for growth rather than for knowledge." (Mann 1972).
From the moment we come into this world and take our first breath, learning is instinctive. As we grow, the world around us unfolds and new experiences ranging from intrigue and excitement, disappointment and fear, wet our appetites and feed our desire for more learning. As we grow older, life delivers a remarkable variety of complications and challenges and places us in environments over which we have little or no control. It is partly the way in which we fail; cope; conquer; or progress and learn that shapes our development. The society in which we live and the support we have available through our network of parental; family; peers; teachers; and mentors also facilitates our growth. Life long learning in a learning society is an aspiration which, as we will see later, is sadly not available to all, but those who grasp it, regardless of the constraints in which they live, win the opportunity to reach their full potential.
"Does some reader say, why should you touch this incident? And I answer, I have a library now of about three thousand volumes...; but in that first purchase lay the spark of a fire which has not yet gone down to the white ashes, the passion which grew with my growth, to read all the books in the early years I could lay my hands on, and in this wise prepare me in some fashion for the work I must do in the ministry.... I see myself in the far away time and cottage reading, as I may truly say in my case, for dear life. (Robert Collyer b.1823)
Rose (2001) is seeking to demonstrate that the power of reading at such an early age sustained Robert Collyer through his childhood, into his working years as a minister and the hunger remained in retirement. The catalyst? Simply the moment when, as a child labourer in a linen factory, he chose to pick up his first book, 'The History of Whittington and his Cat'. This would suggest a strong argument to place the responsibility for lifelong learning in the hands of the individual, regardless of their circumstances. However, an opposite view is eloquently put by Paulo Freire, a Brazilian educator and political philosopher, who was born into poverty.
"I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge."
The twentieth Century has heard many debates calling for education to be freely accessible to all citizens as an integral lifelong process. (Yeaxlee, 1920, 25). As we will discuss later, however, the issue of class status can have a significant impact on the individual's opportunity to reach their full potential.
Field (2000), identifies that the debates concerning lifelong learning took on a global perspective when educational representatives of the inter governmental bodies of the United Nations Educational, Social and Cultural Organisation (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) commissioned Edgar Faure, the former French Prime Minister to produce a report entitled 'Learning to be' in 1972. This was the start of transformational reform in education in many European countries. The report highlighted that education should be structured in such a way that it is made easily available for all individuals, for their whole life and that this would mean addressing social concerns of health, culture, environmental considerations and inclusion.
At the beginning of this essay, two educational issues were contrasted. The quest for knowledge, or the stimulation of growth? However, over the last thirty years a third element has crept in and clouded the direction and conclusions that our first two speakers may have followed. The impact of competition. The OECD began to influence a view that education should be tailored in terms of human capital, linking the need for governments to invest in life long education with the output being the creation of a workforce, sufficiently skilled to deliver economic prosperity. If the economy prospers, so will the individual.
The European Commissions white paper on education in 1994, highlighted the threats and opportunities of globalization, rapid and unprecedented development in information technology and science and the increasing role of Japan, U.S.A. and China in the world economy.
"Preparation for life in tomorrow's world cannot be satisfied by once-and-for-all acquisition of knowledge and know-how..... All measures must therefore necessarily be based on the concept of developing, generalizing and systematizing lifelong learning and continuing training" (CEC 1994, p16, 136)
Another white paper produced by the Commission of The European Communities identifies that internationalization of trade and information technology will have major consequences for the skills needed in the global economy. The future and competitiveness of individual countries and indeed, collectives such as Europe, will become increasingly uncertain if they are unable to upskill the population.
"Europe is faced with a situation in which its success in terms of economic growth is not matched by an equal capacity to create jobs" (EC 1996 p5).
Lifelong learning is seen as the answer to the problem. Programmes such as Leonardo da Vinci, Socrates and Erasmus are designed to deliver inclusive educational policies and create opportunities for all areas of society to embark on the learning journey.
The UK Government white paper on Further Education, published in March 2006, accepted the main recommendation from the Foster report 'to help gain the skills and qualifications for employability'. It also stated, however, that 'this strong focus on economic impact does not come at the expense of social inclusion and equality of opportunity - the two reinforce one another'.
Coffield (2007) holds the view that Further Education in the UK has been driven to deliver only the former, to the cost of the latter. In his article 'Are we on the right Road?', Coffield highlights the positive improvements to education under the labour government, but then goes on to challenge the short-termism of their policies and the precarious journey the UK is currently taking which, without a change of culture, has only a slim chance of success.
Certainly the current UK government has done more than any other in terms of placing education higher in the agenda, by virtually doubling funding to the Learning Skills Council from £5.5 Billion in 2001-02 to £11.4 Billion 2007-08. This has engendered a diverse and flexible education system, responsive to educational needs and demands, allowing local innovation and second chances for the disaffected, with significant provision in FE from level 1 to 3. There are a number of excellent partnership programmes with employers and a network of Sector Skills Councils which meet the majority of employers' current and future needs. There are reported high levels of satisfaction amongst student faculties and there is good career mobility. There is also a marked improvement in the provision and use of adult and community education, helping to increase social cohesion. Fundamentally there is a wealth of knowledge, enthusiasm, passion and desire in the teaching profession which has delivered all of the above.
On the downside, however, there are real concerns being voiced from many quarters that the UK educational policies are underwritten by one sole overriding objective that, in order to maintain our competitiveness and prosperity in the world economy, the population must be 'given the skills and qualifications for employability'. The UK is performing badly in compulsory education, ranking 24th out of 28 OECD Countries, with a participation of 76% of 17 year olds and 23,000 children leaving school in 2006 without a single GCSE. With the emphasis on the need for employable qualifications and schools being league tabled to deliver, systems of testing knowledge and performance goals, rather than learning growth in schools, are leading to lower levels of self esteem and reducing levels of effort by the less successful students (Black et al 2002). At present 56% of 16 year olds are leaving school with 5 good GCSE's. That means that 44% are leaving falling short of the recognised benchmark that has been established to reach the minimum standard necessary for employability, or indeed further hierarchal learning in Higher Education. However, a good plumber does not have to know algebra or the works of Shakespeare, so one could argue that the percentage leaving with 5 good GCSE's has little relevance to the standards of employability except for those entering white collar employment. We don't need all our dustmen to have 5 GCSE's. If they did, perhaps they would be doing something else. Education only fails when an individual is cleaning a toilet, who has the capacity to be a rocket scientist. Coffield reports that:
"Educational policy continues to be based on three underlying and damaging assumptions: first, that 'our future depends on our skills (Foster); second, that in all matters concerning vocational education and the skills strategy it is appropriate 'to put employers in the driving seat'; and third, that market competition is essential to make providers efficient and responsive. All three of these assumptions have been roundly criticised for almost 30 years, but they continue to appear"
Looking at these three issues in turn, in 2005, Tony Blair claimed 'A Country such as Britain in the 21st Century will succeed or fail by how it develops its human capital'. But this rather short sighted, one dimensional, liberalist view is driving education more down the road of exclusion, rather than inclusion, because it has the effect of measuring the validity and success of education only by its results. The increasing emphasis on delivery is causing pressures that are having a detrimental effect on the overall education system, which is evidenced by our standing in the OECD community. Even where the output is good, graduates in recent years have faced increasing competition from well educated and professionally trained graduates from countries such as China, India and as recent as Poland and are falling short of the standards they have attained. Coffield is scathing in his assessment of the treatment of teachers and the teaching profession, but perhaps the change of view from Tony Blair 'We will ensure that the workforce can implement what they are asked to do', to the view expressed by Gordon Brown, 'To build trust, we must also listen more, hear more and learn more', will result in more engagement of the teaching profession and more teacher and student led improvements in UK education over the coming months.
On the second issue of workplace learning and the role of employers, The Times Educational Supplement recently reported that 'Employers have failed to back the Governments drive for a better skilled workforce'. Employers have demonstrated that they do not want the responsibility by failing, in the main, to train their workers. Perhaps this is because there is a greater demand at present for unskilled labour and employers in the UK now have the luxury of the overseas graduate market to pick and choose the best candidates. Furthermore, a survey of adult education participation produced in May 2007 by Niace, the national organisation for adult learning, reports:
"With 500,000 fewer adults in study now, compared with a year ago, the survey suggests the Train to Gain scheme, which compensates employers for money spent improving the basic skills of the workforce, is missing the mark."
Looking at one of the UK's largest business operations, The Royal Bank of Scotland Group, there is no overall corporate strategy to support the Governments initiatives, whether they fall under the guise of Train to Gain, Skills for Life or the 14-19 agenda. There is no work taking place at present to look at supporting the Business and Finance Diplomas due to be launched in 2008. Internally, training is left to local managers who are responsible for improving the performance of their staff, developing their skills and preparing individuals for future roles and responsibilities. With a lack of central co-ordination, this unfortunately results in huge differentiation in the quality of 'local' training and no synergy within the company. Hence it would be difficult to see how this organisation, which consists of approximately 30 different companies worldwide, (some of whom have Investors in People status and others who do not) could become engaged with Government sponsorship without a more centralised, co-ordinated approach. To its credit, the Bank does offer employees a vast range of training support schemes, both internally and in support of external qualifications such as MBA's and degrees, but this is on the premise that individuals take responsibility for their own development and apply for the schemes that are available. The mantra 'if it's to be it's up to me' applies to the upskilling of the workforce in this organisation.
Large companies like the Royal Bank of Scotland have no real incentive to further the education of their employees; by paying well they will always get the best candidates available in the market place and the competition for progress within the company will ensure that the individual takes responsibility for their own development.
More is certainly asked of us now than ever before, with targets to achieve, efficiency measures, tight deadlines, high reported levels of stress, longer working hours and understaffing. As employers relentlessly seek to outperform their competitors and drive short term results, they appear to have put aside the investment in training and placed the onus on the individual to develop themselves in their own time. I would argue that this complacency has filtered through to large numbers of employees, who have not sought to develop themselves, often using the excuse of not having sufficient time to do so. Could the distractions of multi-media, internet, game consol's and addictive, repetitive, non-educational television be to blame? Has the welfare state encouraged people not to strive for an education as they know that they will be looked after even if unemployable?
"If there is learning, there is also non-learning. People often fail to learn, or actively resist learning.... Consider the smokers... If there is education, there is also mis-education." (Foley, 2004).
To gain more buy in from UK employers and employees, perhaps the Government should reconsider leaving the question of lifelong learning and training in the workplace to the sole discretion and complacency of employers. In this respect, they could take a leaf out of the book of the French government, who operate two tax exemption schemes; the apprenticeship tax (0.5% of payroll) for initial training and the training tax (1.5% of payroll among enterprises having ten or more employees, 0.15% among those having less), used primarily to finance lifelong learning of enterprise staff. The focus has shifted from general education and cultural development of staff towards continuous education and training for employment. All companies benefit in proportion to the number of employees they have. The scheme has led to increased training expenditures that surpass the total amount of taxes paid by enterprises.
The third point regarding the need for competition to make providers efficient and responsive, by it's own inference, directs educational establishments towards being seen as successful educational providers. This perception can easily be manipulated by selecting only those candidates with the potential and motivation to succeed. Thus we have a legacy of schools expelling poor performing students to avoid an adverse effect on their league table results and Grammar schools and Universities operating strict selection criteria that 'guarantees' their success, often leaving Further Education to pick up the pieces. All the time league tables measure knowledge attainment rather than learning growth, this element of elitism in education is creating the legacy of widening the gap between the learning have's and the learning have not's,
The point is argued more strongly by Paulo Friere whose Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia).
Submerged in reality, the oppressed cannot perceive clearly the order which serves the interest of the oppressors whose image they have internalized. Chafing under the restrictions of this order, they often manifest a type of horizontal violence, striking out at their comrades for the pettiest of reasons; the oppressed feel an irresistible attraction toward the oppressor and his way of life. Sharing this way of life becomes an overpowering aspiration. In their alienation, the oppressed want at any cost to resemble the oppressor, to imitate him, to follow him. This phenomena is especially prevalent in the middle class oppressed, who yearn to be equal to the eminent men of the upper class. Self-depreciation is another characteristic of the oppressed, which derives from their internalization of the opinion the oppressors hold of them. So often they hear that they are good for nothing, know nothing and are incapable of learning anything that they are sick, lazy and unproductive, that in the end they become convinced of their own unfitness."
This opens the question as to whether the class societies in which we live have been founded as a form of eco-system, whereby those at the top of the food chain, ie the upper class and some elements of the middle classes, can only exist comfortably as long as there are lower classes to serve their needs. Someone needs to be there to collect the rubbish and deliver the harvest. Disney eloquently demonstrated this type of society in the film 'Bugs Life'. Williamson (1998) quotes Salman Rushdie in this respect:
"Those who do not have the power of the story that dominates their lives - power to retell it, rethink it, deconstruct it, joke about it, and change it as times change - truly are powerless because they cannot think new thoughts"
Freire puts it in his own omniscient style:
"There is another fundamental dimension on the theory of oppressive action, which is as old as oppression itself. As the oppressor minority subordinates and dominates the majority, it must also divide it and keep it divided in order to remain in power. The minority cannot permit itself the luxury of tolerating the unification of the people, which would undoubtedly signify a serious threat to their own hegemony. Accordingly the oppressors halt any method (including violence) any action, which in even incipient fashion could awaken the oppressed to the need for unity. Concepts such as unity, organisation, and struggle are immediately labelled as dangerous to the oppressors for their realisation is necessary to actions of liberation."
Today this is a global issue and surprisingly little has changed in peoples attitudes since the 18th Century which saw many examples of the unease felt by the educational middle classes, who according to Rose (2001) 'found something profoundly menacing in the efforts of working people to educate themselves and write for themselves'. How true this remains in many countries in the world today and indeed, one could argue, in the very fabric of our current state education system. Do we really cater for all and do all we can to widen participation and include the lower classes? Class culture is still a feature in British society as well as on a world-wide scale, creating inequality, eroding self confidence, holding people back and depressing the further development of society.
Returning to Friere, however, he identifies that within each person lies an instinctive hunger and desire to better themselves and it is this overriding factor that links the issue of lifelong learning back to every learner and keeps the debate alive. To those that overcome all the obstacles, the world can become their oyster. Employment can certainly be one motivating factor to get people to make the most of educational opportunities, particularly those who are open to exploring future prospects and gaining new skills and qualifications that will enhance their lifestyle, self worth and identity. Coare and Thompson (1996) have collated a series of diaries from learners which explain that:
"a tentative first try at adult education has awakened a hunger for learning which may be fired by the thrill of mental and physical stimulation and new skills, or by the companionship and pleasure of learning as a group."
Lifelong learning, however, is not just limited to the world of schools, colleges, universities and the workplace. It goes much deeper and broader into the fabric of society.
"One of the strongest themes to emerge from the diaries is that lifelong learning requires a deep routed learning culture - embedded in institutions and workplaces, in homes and communities and in our hearts and minds - which will support people to overcome the obstacles preventing access to, or participation in, adult education."
Coare and Thompson include the story of Sue Townsend, who encapsulates my generation when she paints a picture of a 15 year old who couldn't wait to leave school and become a sophisticated adult with huge dreams of living a comfortable, fulfilling life. Then hitting the ground of reality with the legacy of no qualifications; a resultant low paid job; an attempt to make up for lost time with night school; abandoned when falling in love and later in life feeling the pull of further/higher education:
"I sometimes think that learning is wasted on the young. They are contained in these places called schools at exactly the wrong time. Their bodies and minds are too fidgety to concentrate on things like demography of Bolivia. It's adults who benefit most from education.... We actually enjoy the learning. We are motivated. I know many people whose lives have been completely changed since they became an adult learner. From those who have learnt basic literacy skills, to others who have taken degree courses. Its an extremely harsh world out there. Jobs are going, more computers are coming. But the people who are studying Cantonese at night school are, I would say, in with a chance."
The issue of lifelong learning dominates discussion and debate concerning the foundation and direction of continuous education from the cradle to the grave. What's needed is a solid partnership between citizens, teachers, employers and government bodies, nationally and globally for all parties to be fully engaged in and take ownership of educational opportunities that further the development of growth first, knowledge second, put aside the obstacles of class and harness the benefits of competition.
The challenge facing education today is arguably not too dis-similar to the challenges faced by the UK National health service - the more investment, effort and advance that is made, the quicker the speed of intellectualisation, development, global demand and human need. Thus the dichotomy in the question - is the learning gap closing or widening? Williamson (1998) quotes Richard Hoggart who noted that we now live in a society:
"whose members are insufficiently educated for its complexities, educated only to the level at which they may be exploited"
However, the demand and desire of humanity for humanisation and the thirst for knowledge and growth, keeps the educational debate alive and it is through this debate that people develop new views and learn more about themselves in the world. The more we know, the more we realise we don't know and the greater our desire to grow. So much can be done to stimulate and widen peoples desire to learn and grow and break down the barriers that exclude people from learning. However, as Williamson (1998) puts it, closing the gap between the learning rich and the learning poor will need to:
"Lead to fundamental changes in the organisation of society itself and its structures of inequality and power. New opportunities for learning presuppose a new kind of society to sustain them and the political will to open them up. The challenge for political leaders is to have the courage to work for these ends, knowing beforehand that they cannot predetermine what use people will make of their new found knowledge and ideas."
This represents an exciting thought for those who may feel stifled and "oppressed", ie. all of us ants, but perhaps too scary a journey for the grasshoppers in power to take. What is very exciting about lifelong learning, however, is that somewhere in the world right now, a youngster is about to pick up their first book and young minded 85 year old is about to log on to a PC for the first time in their life.
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Wednesday, December 7, 2011
North Dakota Legislative Review 1201; Al Carlson; (R) House Majority Leader
North Dakota Legislative Review with Al Carlson (R); House Majority Leader & host Dave Thompson Prairie Public News Director Discussion about the 2011 Legislative Session Also, Cafe Perspectives with Host Matt Olien @ the Governor's Inn, Casselton North Dakota Guests: Reuben Braaten, Casselton, North Dakota Gene Cederberg, Casselton, North Dakota Bruce Jorgenson, Casselton, North Dakota Bill Kent, Casselton, North Dakota A Production of Prairie Public Broadcasting Credits: Producers: Matt Olien, Dave Thompson Director: Dave Geck Editor: Heidi Nelson Graphics: Ben Stommes Production Manager: Barbra Gravel Camera: Doug Van Tassel, Bert Frishman Audio: Travis Jensen Executive Director: Bob Dambach
Friday, December 2, 2011
Interview With Sherry Brantley, Author of "Best of Friends"
Tyler R. Tichelaar of Reader Views is happy to be joined today by Sherry Brantley. Sherry is here to talk to us about her new book "Best of Friends," ISBN 9781411645455, reviewed by Paige Lovitt for Reader Views (4/07)
Sherry Brantley is an inspirational author and a public speaker. Sherry's purpose in life is to assist others in their own empowerment process by sharing with them tools, skills, and techniques that can be used immediately. Her workshops, seminars, and retreats are fun, lively, entertaining, and interactive, as she takes you on the "never-ending journey of power." In 1994, she was sworn in by President Bill Clinton as an inductee in his Americorps initiative program. Her powerful poem "What Americorps Means To Me" was a national favorite among her Americorps Team. In 1995, she was given recognition as an Outstanding Americorps Member by the Michigan Community Service Commission, headed by Gubernatorial First Lady Michelle Engler.
Tyler: Welcome, Sherry. I'm happy you could join me today. Obviously, your book's title tells us what the book is about. Will you tell us a little bit about the "Fabulous Five" characters who compose the group of friends in the book?
Sherry: Certainly Tyler. The book tells the tale of the personal crises that a group of female friends face on a daily basis, and details how they support one another through it all, individually and collectively. In short, they've got each other's back! The characters are dealing with: A family death, being out of the workforce so long that one character wonders if the proverbial glass ceiling will be a challenge, divorce, dating challenges women and men face today, struggling between doing what is legally right and what is morally right, and going to meet your prospective in-laws. Although serious issues, the characters handle them with aplomb and humor and it's just fun to see their perspectives and how they come to have the views they have. If readers aren't careful, they just may learn something about themselves in the process!
Tyler: Sherry, where did you come up with the idea for "Best of Friends"?
Sherry: Actually, the story is based on many actual events that occurred with me in my own life. Exciting, melancholy, and with a few unique twists, it has characters that are easy to relate to, and is just a fun read. Readers have written to say it's a true page-turner, and readers have told me they didn't put it down until they had completed it. It's really exciting to see the personal growth that the women experience overall. The comments from readers can be found on the site where the books can be purchased directly, at: http://www.lulu.com
Tyler: Sherry, there have been many books and films that focus on female friendships. What sets "Best of Friends" apart from others, such as "Divine Secrets of the Ya-Ya Sisterhood" and many other female friendship books?
Sherry: Well, Tyler, it starts out with a bang, with the lead character getting a phone call that her mom, who was not sick, has suddenly passed away. The action just builds from there. I'm sure you can imagine how challenging it is to have the matriarch of a family pass away, and believe me, weddings and funerals are the two places where family members really show their true colors. I've been told by many of the readers that all of the characters were so down-to-earth, so graphically depicted with their personalities and physical attributes, that people told me it was as if they really knew them. Also, many of the readers have left positive comments on the book on my website, which is at: http://www.lulu.com, and they've said they're waiting for the prequel because they want to know how the Best Friends became such good, loyal friends.
Tyler: Do you envision yourself writing that prequel, or possibly a sequel?
Sherry: The prequel to 'Best of Friends,' is almost complete, and just let me say, readers will be excited at how the then-young women of the 'Fabulous Five,' first meet in their youth, and the readers will really get to experience first hand, how the group becomes such a tight-knit close group of friends. They'll be able to see who were friends first, and see the dynamics of how the group separates over time, and comes back together after a period of years. In addition, there'll be a section when someone tries to manipulate and destroy that friendship, but they'll be able to weather the storm. But true to the nature of my writing style, there will be a 'secret' that binds the group together, and the nature and the culmination of the truth coming out, will be revealed in the sequel of the book. Also, many readers are asking finally to hear the tale of the 'Massah's Hatchet,' which is referred to several times in 'Best of Friends,' so I'm busy working on bringing that part together as well.
So yes, it's a planned triology with the 2nd one, slated to be titled, "Before Best of Friends," completed shortly, but in the interim, prior to the finality of the sequel, my poetry book and one of the 'Sweet Potato Pie for the Heart,' series of books are scheduled to be completed. But don't despair, the finality of the much-anticipated trilogy, will be well worth the wait! Tyler, as you can tell, I'm just having SO much fun with it all! And that fun & excitement gets translated to the readers through the pages of the books.
Tyler: The characters in "Best of Friends" all have their own problems and difficulties. Would you tell us a little bit about some of those difficulties and why you chose those specific scenarios?
Sherry: Well, the scenarios were actual events from my own life. And the amazing thing is, I've had such a wild ride of a life, not just socially, but personally and professionally, that as people get to meet me, they go: "You're kidding! That really happened? It's like a scene out of a movie!" And then when they meet my family and my friends later, they can almost actually see, who's who from the book's standpoint. One character as I've said earlier, gets an unexpected phone call that her mom, who wasn't even ill, has passed away. The family dynamics and drama surrounding that entire situation were unbelievable to behold. Had I not experienced it, I wouldn't have believed it myself! And as I started to talk to other people, I began to hear horror stories of all kinds concerning greed, ignorance and just plain meanness. Another character marries a man and then discovers that he has O.B.P. Obsessive Behavior Pattern. The drama that unfolds the night she really discovers this full-force is rather humorous, but the way she handles it is another matter. Another character is a bit nervous as she has to have mammogram tests to see if she has breast cancer, so readers, especially those who have had those types of tests or similar ones, are truly able to connect with the different emotions that overwhelm her during that time-frame. And there's the romance of the book. A character meets what appears to be a Southern Gentleman in the park one day, and has a climatic part in the book where she has the opportunity to 'meet the parents,' and as women, we all at times, have dreaded that, simply not knowing what the outcome will be. Not necessarily wanting them to love you to death, but certainly not wanting them to despise you.
Tyler: You mention that many of the events and characters are taken from your life? Do you find there is one specific character who is portrayed to be like you? As a writer myself, I find there is a little piece of me in each of my characters, and I can see myself acting just like them if placed in the same situations I create for them. Would you say that experience is true of your own writing?
Sherry: I really believe the majority of authors write a piece of themselves in each character they develop. Unbeknownst to the readers, the lead character, Elizabeth Caliente, is the character who represents me. I was the person who received a late night phone call that my mom had passed away. She wasn't ill at the time and in fact, I was in the process of going to visit her once a month, to record her life story of growing up in Little Rock, Arkansas. Well as the events that unfold in the story shows, all hell breaks loose within my family and approximately 99.9% of what Liz endures is what actually occurred with me. Right up to the point of my redirecting my thoughts and wondering why I didn't cling to my newfound beliefs of 'peace within equaling to a peace with 'out,' instead of reverting back to my years of growing up in Detroit and it being an 'every man for himself' type of mentality. I must admit, there were several instances there, when I didn't choose peace, and I still wonder, what went wrong? What could I have done, said or thought differently? But ultimately, all of our life's experiences are for our highest good eventually, so I learn not to beat myself up about it. I poured my energies into the writing of how I felt about it all, and the result of that is the "Best of Friends," trilogy of books. And Tyler, people may think we can't top what occurred with the passing of my mother, but my father passed away this past February 2007, and believe it or not, the dynamics at that time, were even worse! This time, though, I remained true to my 'self,' and while I was about to get reeled in once again, with my family's antics, I decided to step back and allow all things to occur without my presence. There was a major disagreement about where, when and how to bury my father, that resulted in once again, authorities being called, his body waiting for three weeks to be shipped back home, and his remaining estate has an upcoming court date for a final settlement. It is a total mess. I guess that will culminate in a different trilogy of books! : )
Tyler: Sherry, how have your own female friendships influenced the writing of "Best of Friends"?
Sherry: Quite honestly Tyler, many of the incidents that you'll read about in "Best of Friends," occurred with them! So as they're reading the book, I get calls and they're going: "I can't believe you wrote about that. That was really funny and you described it so well!" Of course, I've changed the names to protect the innocent...as well as the guilty....
Tyler: Sherry, of course, writers have to be careful if they use real experiences in their books. How have you balanced between fiction and reality in your books? Has anyone you've known been upset with the books and how did or do you respond to that type of reaction?
Sherry: Of course it's true you must walk a very thin line when interspersing your actual life's events with writings that you make publicly known. And it was difficult writing this story as it unfolded with the events getting wilder by the moment. I have a niece who was reading it as it developed and she said to me: "Auntie, you're gonna be in trouble when your family reads this!" But ultimately, I wanted family members simply to see what we had created collectively and individually with the advent of this situation with the hope that it would allow some of us to see the light. After some reflection though, I came to realize I am not here to save the world and all its inhabitants. Some people live and learn and some people just live, and I can be okay with that. And if my siblings were to write their perspectives on how they experienced the same events, I'm sure that would be a totally different read, as we all experience life through a different set of rules, a different outlook, a different world view. My response to people being upset, offended, or taken aback by my perception of the re-telling of events for me is to understand that they have a right to feel as they do, and I certainly have a right not to allow it to affect me in a negative way. My writing allows me and many readers to heal in whatever areas we may be hurting or feel the need to be strengthened in, and there is never a need to apologize for becoming healthy and whole. My wish is that we all strive to do so, in whatever positive ways we can.
Tyler: You are yourself African-American as are your characters. Do you see yourself writing in an African-American literary tradition?
Sherry: There will be some of my literary works that will clearly be in that direction, but my first book, "Choices--The Power is Within You," details the powerful, literal, Universal Law of Attraction, and by the way, it was out before the ever-popular "The Secret" book, and it is designed for those who are seeking personal, financial and spiritual growth. It is done in a workbook style format, so that readers can comfortably work at their own paces and challenge themselves to begin to realize their goals. By setting them, and developing steps to achieve them. With the techniques of that book, I was able to become a full-fledged published author.
Tyler: I'm interested in your answer because, while I'm aware of "The Secret," I'm more familiar with the Law of Attraction from the Abraham-Hicks material on the subject. What influences in regards to the Law of Attraction have influenced your writing and how has it worked in your own life?
Sherry: Tyler, I'll probably never get this type of question again, so forgive me if I'm reading more into it than you anticipated, but there is something important about my writing that needs to be said at this point. Everyone is sort of using the phrase 'The Law of Attraction,' but people need to know that it is a literal, Spiritual Law. It is in effect. 24 hours a day, 7 days a week. And it simply states that: What we think about, we bring about--and if the truth be told, if people REALLY KNEW that, we would all be experiencing life abundantly in all areas of our lives. But we also know there is a difference between knowing a thing and doing a thing. In all of my writing, there will always be a similar thread throughout. And that is: Characters experiencing the types of situations, events and lessons that compel them, in some cases force them, to take a long, in-depth look at what they're really creating for themselves. After reading the Abraham-Hicks materials, I got so excited that I began a MAJOR metamorphosis in ALL areas of my life, and it will continue throughout my stay here in this particular lifetime. You see, I reach a totally different reader with my "Best of Friends" books than I could ever reach with my "Choices--The Power Is Within You" books. But after struggling with that I realized it is time authors included readers who may not necessarily be familiar with the Tony Robbins, or the Esther and Jerry Hicks, or the Gary Renards and the Les Browns of the world. There are literally millions of people who simply have not been exposed to terms such as 'aligning your chakras, going within, and meditating with your higher guides.' They're busy with dealing with their own everyday issues, never knowing that as they continue to focus on those issues, they continue to create them. So while my books may be witty, fun to read, and entertaining, my characters will always give my readers pause to see--really see themselves unfold in the telling of the events and allow them to redirect their thoughts either consciously or subconsciously to strive for a better 'me' (them). And if I can do that while tackling challenging issues such as dysfunctional families who can't even see past the dysfunction, chaos amidst important family events, marriages that fall apart and loves that are being renewed while introducing an entire group of readers who otherwise would never hear those types of terms in that kind of format, then I've done what I've set out to do, which is: Give the readers of mainstream genre, chick-flick books, and female literature, a place not only to be able to read a great fictional novel where they're connecting with the characters, but also give them the opportunity to be exposed to a whole set of ideas that they're not familiar with, and wet their appetite to pursue those avenues of interest. One reader of "Best of Friends," asked me what 'chakras' were, and this gave me the opportunity to share the messages of Abraham-Hicks and define what the Law of Attraction really means, and how she could incorporate that concept into her own life. There are not many books in that genre that can do that and do it as well as I've been able to do in "Best of Friends." Readers are loving how those characters grow and can see themselves having the same type of growth.
Tyler: Sherry, readers have commented on the spiritual side of your writing. Would you tell us a little bit about the spirituality included in "Best of Friends"?
Sherry: I'm glad you asked about that, because many readers have said to me: "It was such a pleasure to see the women in the book grow from the places they started out from. The main character, Elizabeth Caliente, is known as the peace-maker and the person who resolves conflict, so it comes as a shock to her family, friends and certainly to readers when there's a point when she comes to the line drawn in the sand, and instead of backing away from it, she defiantly crosses it. I won't spoil the plot-line, but afterwards, she does some real soul-searching, asking some really tough questions about human nature, why we act and react in the various, sometimes self-defeating ways that we do, and how we can really rise above our knee-jerk reactions and create something beautiful in our lives--even amidst our personal tragedies. Readers are so able to connect with her because all of us on this planet are doing one of three things in our lives: We're either wishing to make adjustments and improvements in our lives, or in the process of making improvements in our lives, or having made them, looking back at them and being pleased with the journeys we've created for ourselves. And Elizabeth goes through such an ordeal from the first page of the book to the last, that you just marvel at how she now looks at life, and how quickly and readily she's ready to make major changes in her life. It isn't melodramatic, it isn't supernaturally done, it isn't some surreal event. She literally takes readers through all of the ways she is able to view events and shows how just changing the emphasis of a word, a phrase, or by using some positive body language, how everything could've been different. And she's willing to step to the plate and see where her responsibility in all of the chaos is and sees what she could've done differently as well. But it's not done in a preachy, right is right and wrong is wrong sort of way. Life generally isn't like that.
Tyler: I understand you are also a public speaker on spirituality and owning your personal power? Would you tell us how you became interested in trying to help others?
Sherry: My company is called S.T.E.P.P.--Start To Exercise Personal Power. I used to teach parenting classes for Michigan State University, as well as Conflict-Resolution at the middle & high schools in Lansing, Michigan. But prior to that, people, including total strangers, would come to talk with me about crises that were occurring in their lives personally. I always seemed to be given insight that I could share with them, to assist them to visualize something different for themselves--should they choose to do so. My parenting skills enabled me to tap into my own spiritual power, and once I saw how magnificent that was--in all areas of my life, there was no holding me back from sharing it with others. But I want to clarify. "Best of Friends" is not a book based on spirituality. It has adult women, in adult situations where sometimes, what is commonly known as adult language is used. It's a fun book filled with situations that adults encounter and while relatively challenging, is told in a humorous and entertaining way.
Tyler: Besides, "Best of Friends" we mentioned you've written a non-fiction, spiritual book "Choices: The Power is Within You." What do you find are the different challenges and rewards between writing fiction and non-fiction?
Sherry: Tyler, this is my FAVORITE question! You see, people will read "Choices--The Power is Within You" and get that it's about spirituality, reaching within to hear that still small voice within you, and people are expecting me to be in some sort of an 'inspirational box,' and then they'd read "Best of Friends" and go...: "The same person wrote this book? But these women have sex, they have challenges, they have fights and strong language in the parking lot. Are you SURE you want to do that kind of a book?" Listen, Tyler, like all humans, I'm multi-faceted. I can be very spiritual, meditating, and aligning my chakras one day, and the next...if my car isn't ready when I've been told it would be... for the third day in a row, then there's a 'Vicious Vicki' that comes from outta left field. And believe me, you don't want to be there when that happens. Of course, these days, that is few and far between, because as a result of my experiences, I've learned how NOT to go there. But it's not always peaches and cream. As an author, it's been a great ride writing both very different kinds of books, because I now have the opportunity to work with many varieties of readers. In addition, I am currently working on a book entitled: "Sweet Potato Pie for the Heart." This will be a compilation of true, inspiring, uplifting stories that I collect from the public to inspire others. For readers interested in submitting their stories or learning more about that project, they can visit http://www.inspirationalvoice.com
Tyler: Thanks for that honest answer, Sherry. I know exactly what you're saying. We try to be spiritual, but we all have our bad days. Sherry, which authors or other public speakers have had a major influence on you?
Sherry: That is one of my most difficult questions, Tyler, only because there are SO many: Maya Angelou, Amy Tan's "Joy Luck Club" was a phenomenal book and a great movie! Terry McMillan, Bebe Moore Campbell, Zora Neal Hurston, Les Brown, of course Oprah Winfrey, Bill Cosby, Sidney Poitier, Tony Robbins, Zig Ziegler, Dale Carnegie, and many more.
Tyler: Sherry, would you tell our readers what your website is and what additional information they can find there about your works?
Sherry: I'd love to. My website is http://www.inspirationalvoice.com. They are able to order both my books, "Choices--The Power is Within You" and "Best of Friends." They will also get information on the guidelines of how to submit their own inspirational, true story for my "Sweet Potato Pie for the Heart," series of books. In addition, a book of poetry is currently being completed. This book will include all types of poetry. Love poems, Inspirational Poems and some let's get in 'yo face, telling you like it is,' poetry. Again, I'm multi-faceted, so it won't all be the pie-in-the-sky-by and by when you die, type of poetry. My life has not been like that and my writing doesn't reflect that. And once you've completed "Best of Friends," you'll be able to see the evidence of that. Also, I've begun a springboard from my "Best of Friends," book whereby I have what is called: "Best of Friends Celebration Invitations": Here, people are able to purchase invitations that are made from the cover of the book, inviting a group of their friends who have purchased and read the book, providing them with the opportunity to have me come out to do a personal reading and book signing for their group! So I have many wonderful projects in the works!
Tyler: Thank you for joining me today, Sherry. Before we go, what advice would you give to people who are themselves going through difficult situations like those of your characters, or who are unsure how to find their personal power?
Sherry: This advice is important and inspirational, so listen carefully: Purchase as soon as you can, "Choices--The Power is Within You." It details a time in my life when I was newly divorced, had three young daughters, and was suddenly homeless, car-less and jobless. I share that with readers so they can see this is not just another motivational speaker who hasn't seen rough times, but talking and acting as if she had. If you're really serious about beginning to change your life, "Choices" has the exercises contained within it and the probing questions one must ask, in order to assess really where you're at in life, and develop a simple, easy-to-do plan to change your life in a smooth, almost effortless way. I say "almost effortless," because there will be some struggle--there always is when we're talking about change. But there's a saying that goes: "If you think education is expensive--try ignorance." And we all can use more education in our lives whether we're focusing on health, spirituality, academics, finances, etc. People find in the long run, ignorance tends to be a lot more costly in all areas of your life, for your entire lifetime. Change starts from within, but you must first recognize that change is needed. "Choices--The Power Is Within You," allows you to look at yourself, without judging, without condemnation, without blame. Just as a factual vehicle and way for you to make change, whether it's miniscule or on a grand scale, that will impact your life. And while they're developing themselves personally, they may want to purchase "Best of Friends," for the times they want to take a break and just do some 'fun reading.'
Tyler: Thank you, Sherry, for joining me today. You've given us lots to think about and make us feel inspired. Best wishes with your books and your public speaking.
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