We bid farewell to a pair of Rainier Valley institutions and celebrate South By Southwest by talking music before reaching the NCAA tournament conclusion of Let’s Revisit a Season and discussing the Seahawks’ latest moves in free agency. Contents sponsored … Continue reading →
2020 has changed education forever - and has exacerbated inequalities already present in our education system. In this re-broadcast of an interview with Seattle Times education reporter Dahlia Bazzaz, Crystal and Dahlia delve into how inequality in Seattle Public Schools impacts students, and provide context for our current education landscape. A full text transcript of the show is available below, and on the Hacks & Wonks blog at https://www.officialhacksandwonks.com/post/inequality-in-seattle-public-schools. Find the host, Crystal Fincher on Twitter at @finchfrii and find today's guest, Dahlia Bazzaz, at @dahliabazzaz. More info is available at officialhacksandwonks.com. Articles referenced: Reactions to Seattle schools chief Denise Juneau's resignation are mixed by Dahlia Bazzaz, Hannah Furfaro, and Joy Resmovitshttps://www.seattletimes.com/education-lab/reactions-to-seattle-schools-chief-denise-juneaus-resignation-are-mixed/ Schools confront ‘off the rails' numbers of failing grades by Carolyn Thompsonhttps://www.seattletimes.com/seattle-news/northwest/schools-confront-off-the-rails-numbers-of-failing-grades/ Seattle's wealth boom and disparity, as told through its public schools by Dahlia Bazzazhttps://www.seattletimes.com/education-lab/seattles-wealth-boom-and-disparity-as-told-through-its-public-schools/ Find more work by today's guest, Dahlia Bazzaz, at https://www.seattletimes.com/author/dahlia-bazzaz/ Full Transcript: Lisl Stadler, Producer: [00:00:00] Inequality in Seattle Public Schools has been a hot topic for some time, but never more so than now. Just this week, the superintendent of Seattle Public Schools, Denise Juneau, announced her departure amid calls for her resignation from community activists claiming she has contributed to worsening inequality in Seattle Public Schools. This happens amid the district's ongoing struggle to manage the emergency that is education during COVID-19. In this episode of Hacks and Wonks, Crystal speaks with Seattle Times education reporter, Dahlia Bazzaz, and discusses the effects of income inequality on education. When this was recorded in late 2019, prior to the pandemic, student inequality was already a problem. Now, schools face record numbers of failing grades as students struggle with distance learning, particularly low-income students, English language learners, and disabled students. Seattle Public Schools struggle with inequality is not going away. For up-to-date and more in-depth information about the Seattle education landscape from today's guest, follow her on Twitter at, @dahliabazzaz. That's @dahliabazzaz, or find her work in the Seattle Times. Crystal Fincher: [00:01:28] Welcome to Hacks and Wonks. I'm your host, Crystal Fincher. On this show, we don't just talk politics and policy, but also how they affect our lives and shape our communities. As we dive into the backstories behind what we read in the news, we bring voices to the table that we don't hear from often enough. Before Hacks and Wonks, I hosted the show, The Fifth Estate, which dealt with similar themes and stories. This episode was initially recorded for The Fifth Estate at KVRU 105.7 FM in the Rainier Valley in Seattle. Public schools are involved in every issue we face as a society. If you spend a few minutes just Googling Seattle education news, you see reporters, commentators and community members struggling with issues from substance abuse to hate crimes to safely dealing with anti-vaxxers. Our education system has to deal with it all. Some facts about Seattle Public Schools. They teach 53,627 students and it includes 104 schools with over 5,800 educators and 8,961 full-time staff. One out of every 5 SPS students come from non-English speaking backgrounds and 1 out of every 10 are English language learners. Almost 1 out of every 20 students is experiencing homelessness. That's about one per class. There are 154 countries of origin among students, speaking 155 languages and dialects. Today, we talk to Seattle Times reporter Dahlia Bazzaz, who has written articles on almost every education issue in our area. In this conversation, we focus on the changing demographics within Seattle. Just as our city has been gentrifying, so has our school system. Where does that leave students whose families are struggling with the rising cost of living in Seattle? How do schools meet the needs of students - sometimes in the same schools whose family situations range from affluence to homelessness. This is one of many conversations we'll have about education on Hacks and Wonks as it's of such vital importance to our society. Thank you for joining us. Dahlia Bazzaz: [00:03:37] Thank you for having me again. Crystal Fincher: [00:03:38] Just starting out with the composition of the district now - it has changed. Gentrification is certainly an issue. The district isn't separate from that - looking at the amount of students who are in poverty - has declined in the district. And a lot of people might just look at that and go, Hey, things are great, things are wonderful. There are fewer students in poverty. But that's not the whole story, is it? Dahlia Bazzaz: [00:04:03] It's actually not, yeah. So I wrote a story a few days ago that charted time since 2009 and it looked at the declining poverty rate over that past decade. And over even in the last six years, the number of students receiving free and reduced lunch declined by 16%, which is pretty significant. And I got a lot of feedback when I wrote that story, about, What if it is just economic mobility? What if a bunch of students did actually rise out of poverty, because the time period does span recovery from the great recession. But when I looked at the racial demographics that have changed at the district in that timeframe, it became very clear to me that it is a result of gentrification. So that decline in the poverty rate coincides with a decline in the number of students of color in the district. And students of color make up 88% of students in poverty at Seattle Public Schools. At the same time, you also have a surge of white students, a surge of 25% in the last decade. And so it was pretty clear to me, and it was pretty clear to some folks at the district who were talking to me when I had seen that chart - I was floored by it, although I shouldn't have been. And so, a lot of families are getting pushed out and it has to do with the rising cost of raising kids here and the rising cost of living here. So economic mobility might be some of it, but it's certainly not all of it. I would say most of it is gentrification. Crystal Fincher: [00:05:48] Absolutely. And this has been part of a larger conversation we've been having in the cityand we've seen it ourselves. We've seen the Central District, which started out as a Black area because Blacks weren't allowed to go anywhere else, but had been known as that. And it has changed - largely because of the same types of factors that you saw in the work that you just did - where it's really an issue of displacement. We've all seen it with our own eyes. We've all seen people of color, oftentimes, being displaced further south. And a lot of areas that were traditionally, predominantly areas of color now are no longer. The district actually has ways that they can influence or manage or work within that. How have they been doing that? Dahlia Bazzaz: [00:06:40] So there are a variety of ways that the district influences the larger gentrification of the city. And one of them is through their drawing of school boundaries. And so for the most part, these school boundaries have reinforced the divide between the North and South of the city, which is caused by these racist housing covenants. And so, one of the things that the district has tried to do - they had a five-year plan that they just approved recently, and it focuses on students farthest away from educational justice, and with a specific focus on African-American male students , 40% of whom attend schools in Southeast Seattle. So they've selected a group of about a dozen schools and they want to focus on literacy for the first year and want to pull more resources, do more community partnerships, have more culturally responsive teaching at those schools, hire more teachers of color, to focus in on the population of students of color who have, who are remaining in the city for the time being. So I talked to a school board member, Brandon Hersey, who represents South Seattle and he works in Federal Way. He's a teacher down there and he said the issues that Seattle are dealing with are kind of interesting because Federal Way has gotten a lot of the families that Seattle has pushed out. And he said, in Federal Way, we're dealing with a lot of these issues because we have a high poverty, lots of students of color in our district. And in Seattle, the challenge there is trying to maintain that diversity in the district, and keep those students of color around and thriving. And so there's an inherent power imbalance when you have more affluence coming into the district. Because then those measures to try and maintain the diversity, and this is what district officials are telling me, are harder to defend, or they're harder to convey. And so they're trying to find ways to communicate - this focus is beneficial for the whole system. Crystal Fincher: [00:08:56] So I mean to put it pretty bluntly, affluent white people are resistant to diversity in their schools. Because there's an association in a lot of their minds between lower quality schools and a lower quality education and the presence of people of color. It's been an issue, much like the issue of zoning overall, and more affluent, single family neighborhoods are resistant to more density and more different people being in their community. The same resistance is there in the schools that they attend and they're very vocal about that. And so there's been a large amount of affluent white people moving in who don't have diversity as a priority for their kids and their families. And it just makes addressing the issue even harder. Dahlia Bazzaz: [00:09:55] It does. And it also, it stratifies the needs that they have to meet. One district official told me that, at the same time that we're getting a lot of affluence coming into the district, we're also seeing poor students become poorer. So there was a recent surge in homeless students being served at the district. And I wouldn't say this is a sight you would see very often because of the way that the city is stratified by race and income. But in some schools, for example, I think the example given was, it was a school in the Central Area that sort of border, I believe it's an elementary school. It has a homeless shelter nearby, and then it's also sort of in the gentrified Central District. And so you have some students, this is a school board member telling me this image, you have some students getting dropped off in front of this school in taxis and they're either homeless or they're foster kids. And then in the back parking lot, you see a Tesla. And so the spectrum of needs that the district has had to serve and concentrate on is really divided. So that makes for some interesting political divides for which schools and which areas of the district are going to get money and resources for their schools. Crystal Fincher: [00:11:21] Right. And we've seen for a long time, this has been a long-standing discussion about the disparity in resources that schools in the South End versus schools in the North End have typically received. It's been predominantly skewed towards kids on the North End for decades. And so the district has an initiative to potentially try and do something about that and make it more equitable. Dahlia Bazzaz: [00:11:51] Yeah, they've experimented in recent years with a sort of equity - they call it an equity lens or an equity scoring or tier. There are a lot of different, there's a lot of different terminology, but essentially what it breaks down to is that they have a list of these projects that they want to get done in the schools and it can range from maintenance to major reconstruction. Rainier Beach, for example, is due for a major renovation or new school. And so what they've started to do is look at the demographics of the schools that are on the project lists and trying to move them up. And so that's what they've tried to do recently, but there's also been criticism in the most recent round of when they were trying to decide how to spend some construction tax money. There was some criticism of their methodology for deciding that. But they're trying to address it. But there are some other issues that you can't really address with a construction levy like the disparity in teacher experience across the district. So North End schools or schools with more affluent student bodies tend to have teachers with more experience. And that's pretty true across the country. The turnover at Title I schools, or schools with a high number of low-income students, tend to have higher turnover. Research suggests it's because it's a lack of administrative support sometimes. And so that directly affects the quality of education. Our South End schools are offering really great programs. I don't want that to come across as those schools are of poor quality in any way, but it does create instability when you have teacher turnover at a higher rate. And then coupled with that, South End schools tend to have lower enrollment than schools in the North End, or at least that's according to what the district says. And so every year we see some sort of adjustment where, for example, a school like Rainier Beach will lose one or two instructors. Crystal Fincher: [00:13:59] Right. And we've seen protests about that - about South End schools bearing the brunt of staff changes and that instability, because of those enrollment differences. Those enrollment differences aren't happening in a vacuum. Those are people who've been displaced, effectively, and who are no longer in the city. It's not like they just disappeared, but they can no longer afford to live there, because we've all seen what's happened with housing prices. So when you have an area that's been disproportionately hit by increases that are unsustainable for people who live there - I mean, we're talking doubling of rents and a number of situations. And salaries and wages certainly have not doubled. And the cost of living is increasing and more than just housing costs. So they're losing students and a lot of times the more affluent people replacing them are not participating in the public school system. And so we're seeing enrollment decrease there. And all of the challenges that come with that, in terms of more instability, more inexperienced teachers, fewer resources available, fewer parents there for PTAs and fundraisers, if they're even available to do that in the first place. So a lot of the advantages that we see in some other areas of the city just don't exist there. And there really is no - there hasn't traditionally been an effort to account for that and to make that disparity lessen and look at a more equitable share of resources, but it sounds like they're actually looking at doing that now. Dahlia Bazzaz: [00:15:52] I think as a result of focusing on African-American male students, you have to focus on South End schools. And we don't know what the result of this focus is going to be. All I have is what they're trying to do, some of the programs they have, but this is the first year of their five-year plan. So there's not really much I can report back about how successful these measures are. Crystal Fincher: [00:16:18] You're listening to Hacks and Wonks with your host Crystal Fincher on KVRU 105.7 FM. We're joined today by Dahlia from the Seattle Times who has done an excellent job of reporting on education here in the city and state from a variety of different angles. I encourage you to read more of her work to get a better idea of just what's going on. So we were just talking about some things that are happening in the district that they're trying to address. What else do they have going on in the district? Dahlia Bazzaz: [00:16:56] I mean that strategic plan is essentially most of what they talk about now. I mean, that's the lens through which they're making all of their policy decisions. They say, how is this going to affect students, and this is their phrase - farthest away from educational justice. And so those initiatives cover a broad cross-section of things. And things that are identified as really important to keeping students of color engaged in the school system, things that they've failed to do thus far - getting students of color reading by third grade, having a teachers' staff that reflects the diversity of their students. Crystal Fincher: [00:17:36] Which actually increases the academic performance of students. When they have a teacher that looks like them, they do better. Dahlia Bazzaz: [00:17:45] Yeah. I mean, teacher expectations factor into a lot of how successful students are in the long run. Because if you have, if you have a teacher, and this is shown to be somewhat correlated with race, if you have a teacher that is, that shares your racial background, their likelihood of being referred to college or enjoying a wide variety of academic opportunities is much higher. And students of color are facing a teacher force that is largely white women. Crystal Fincher: [00:18:18] I am the mother of a son who is now in his twenties, but certainly, what you were just talking about resonated with me and so many other parents of color in districts where, if we came upon a challenge - I mean, there's one situation I remember where my son was having a challenge in one particular subject. And so we wanted to be proactive and, Hey, it looks like he's starting to have a challenge. What can we do to - is there extra time, extra support, extra tutoring, what programming, what resources are there? And being met with almost shock that I was interested in intervening and an expectation almost that he would struggle. I will never forget that they said, "Well, at least he's not failing." And so if it - there's a reason why I remember that clearly. And so it's - if the expectation for some kids is just not failing while other kids are being talked to about college and beyond and other opportunities, which you see filter through to programs like Running Start or advanced placement classes or the gifted programs. I know there's an impression that parents and kids get from teachers and school administration - that they're more invested in some kids, some types of kids, than they are with others. Dahlia Bazzaz: [00:19:49] That community disenfranchisement that Seattle has dealt with is something that they want to address, that's something that they've, that's sort of their cultural responsiveness part of their strategic plan. And again, we're in the first year, I don't know how successful that is, but that's something that the district has been aware of for decades . Crystal Fincher: [00:20:13] Well, and I will say it absolutely has been a problem for decades and major problem for decades. And it is heartening to see them attempt to tackle it, because we've certainly heard talk about the problem for a long time and ideas. But now that something is actually in place and in process, and we'll see where it leads and some parts of it may work well and other parts may not, but at least we're trying something and can retool as we go and learn lessons and make things better. But I think it is time for action in all facets of education for all kids, especially kids who need it most, whether they're immigrants, or non-English speakers, or kids of color, or foster kids, or kids from low-income households, that they are viewed as kids just the same as everyone else - full of the same kind of potential that everyone else has. And so I am happy to hear that that's happening from the district and I'm looking forward to reading your coverage on how that proceeds. And so one thing that I just mentioned that you've written about recently is talking about how the gifted program is administered. And I guess I probably have a personal opinion on this too, as a kid who went through a gifted program. It just never actually seemed to me that it was that the kids were extraordinary. Speaking in just my experience, I can't speak for Seattle, but they just taught in a much more relevant way and made connections that they weren't making in other ones. And I'm not saying that your kids are not gifted. There are tons of wonderfully talented kids, but I think it is interesting to consider that maybe if they looked at expanding that type of opportunity to more kids, to different types of kids, that they might potentially see the same kind of achievement by expanding, by looking beyond what they typically view as being gifted or talented or being full of potential. That that is typically looked a very specific way and has typically not looked other specific ways. And I think that's misguided and I'm happy to see that they're at least considering changing that, but it also looks like they're in the middle of that consideration and we don't know what's going to happen with that. Dahlia Bazzaz: [00:22:47] Yeah. I mean, it's very much in flux right now. To give some folks some background, Seattle Public Schools has had a gifted program since about the 1960s. And that came with a wave of national recognition that there are some students that need to be grown and invested in and nurtured in a different way than other students. It really comes out of the space race. And so it all starts with intelligence testing. And districts like Seattle start piloting these programs where they administer IQ tests to students. And they then use a cutoff - they say 98 percentile and above get to be in this particular program. And they experiment with how to accelerate these students maybe one year or two years of instruction. And over time, and this is sort of a unique thing for Seattle, although a few other districts had tried it - in the 1970s and 80s, as the district was trying to racially integrate schools with bussing, they used gifted programs to try and attract white families to predominantly Black and Brown schools in the district because they had identified that these gifted programs were really popular with white families. And so there's part of the history that Seattle is dealing with - it includes that sort of racial integration part of their gifted program, or the sort of roots there. And so as a result, there's the current model that Seattle Public Schools uses to deliver gifted instruction - is a cohort where students attend schools in separate classrooms. Students who are designated as gifted - in separate classes as the rest of the general school population. So you have schools like in Washington Middle School, or Garfield High School, or Thurgood Marshall Elementary School - I'm talking about Central District and South End schools because that's where the divide becomes more obvious, but you'll have classrooms of predominantly Black and Brown students who are in the gen ed population - that's how they're referred to. And then you'll have the HCC, the highly capable cohort students who are predominantly white and Asian in these schools. And the reason I gave that history bit is that a lot of the same schools that were targeted to have gifted programs are the same schools that have these cohorts today. And they have separate classes just like that historical bussing initiative worked. And so the district has said, Okay, we're going to try to do away with these cohorts. We still have to deliver services for gifted students under state law - that's a requirement - but we want to have these gifted services delivered in a way where they're integrated with the rest of the general education population at the school. And that's caused quite a bit of uproar. There's a lot of debate about whether the cohort, these self-contained is what they call them, self-contained cohorts where all the gifted students are in one place, whether they're necessary to ensure that student's needs are met. And so a lot of the pushback has been around well, Can you still offer the same level of academic service if you get rid of this? And so that's - I think that the district believes that it's part of their plan to address students farthest away from educational justice - to remove this cohort model because it sort of steeped in that larger bussing problem. Crystal Fincher: [00:26:41] 'Cause that's where it originated and it still looks just like that. Dahlia Bazzaz: [00:26:44] This structure, for sure, yeah. And so that's been one of the largest debates for the district, I would say, in the last decade or so. And it's really bubbling up now and they just had a task force bring together a bunch of recommendations for how the district could reform its practices and the district is expected to issue a proposal for how to reform in the spring of next year. Crystal Fincher: [00:27:13] Well, we will definitely be keeping our eye on that one too. And I'm sure there will be a lot of heated and colorful conversation from parents and other stakeholders involved in that. But I'm glad they're having the conversation - very happy you gave us that history, because that's important to know similar to the redlining conversation. So many conversations that we're having in Seattle about where things originate and how they still look the same, but it's easy for a lot of people to forget how they came to be that way. So again, sincerely appreciate your work and you joining us today. Thank you for listening to Hacks and Wonks. Thank you to KVRU 105.7 FM in Seattle, where we record this show. Our chief audio engineer is Maurice Jones Jr and our Producer is Lisl Stadler. If you want more Hacks and Wonks content, go to https://www.officialhacksandwonks.com, subscribe to Hacks and Wonks on your favorite podcatcher, or follow me on Twitter @finchfrii. Catch you on the other side. All opinions on Hacks and Wonks represent only the opinion holder and in no way represent the opinions and beliefs of KVRU as a whole.
This is a special edition of the podcast that was recorded on Thursday, November 5th, two days after the 2020 election. While we now know the results of the election, this conversation still provides such honest and optimistic insight shared between three well-known regional leaders. We were lucky enough to have Colleen Echohawk, Executive Director of the Chief Seattle Club; Girmay Zahilay, King County Councilmember for District 2; and Markham McIntyre, Acting Chief Executive Officer of The Seattle Metropolitan Chamber of Commerce. Spanning commerce, legislation, and Native-led human services; our guests come from a variety of backgrounds and expertise but what ties them all together is the push towards creating a more inclusive region where everyone thrives. That is the vision we need for 2021 and beyond! The trio shared their unsettled yet hopeful thoughts on the outcome of the 2020 election, the experiences and history that makes them who they are, and the exciting projects they are working on. Markham talked about Housing Connector, which bridges the space between landlords and those in need of housing. He also pitched the great work of Green Plate Special which operates in the Rainier Valley. They work with local youth and teach them how to farm, cook, and share through the power of food. Girmay spoke about the Youth Achievement Center which would provide housing and supportive services for young people in the Southend. They are currently working on a capital campaign to raise more funds and we will share more information when it comes available. The councilmember also highlighted two King County charter amendments that can reimagine how the county moves forward with public safety and makes the King County Sheriff an appointment position and not an elected one. Colleen talked about their ?al?al project to build housing in Pioneer Square. She talked about the park next to their location and how they are re-imagining from an indigenous land usage. You can follow this project on The Growing Old podcast (found on all major podcast services) and their Instagram account @GrowingOldProject. They will cover this development in their second season! She also spoke about the Equitable Recovery and Reconciliation Alliance. It’s a way to get past the lip-service of many well-intentioned white relatives but to actually follow the leadership of BIPOC peoples in a way that values that Coast Salish values of welcoming and inclusivity. This will show up on the Chief Seattle Club website in a week or two! Special thanks to Big Phony for providing music for the We Belong Here podcast.
Rick Newell is the founder of Mentoring Urban Students and Teens (MUST), a professional mentoring organization dedicated to serving young black males in Seattle, WA. MUST believes that in most cases black youth are best served by positive black role models. MUST hires and professionally trains black male college students to mentor black youth truly vulnerable to dropping out of high school and/or becoming involved with the justice system. Prior to working at MUST, Rick worked 7 years at an inner-city Boys & Girls Club after walking away from a promising career in technology. Rick and his wife, Rebecca, both work full time for MUST and live in the Rainier Valley. They have four sons and are educating their kids with a combo of public school and home school. The Newells attend Evergreen Covenant Church. Rick is also a Rotarian with the Mercer Island Rotary Club. Find out more about MUST at www.mentoringisamust.org.
SEATTLE SPIRIT: Police investigating a fatal shooting in North Seattle. Seattle Police investigating a shooting on Aurora Ave North. Rainier Valley residents becoming numb to death, violence. And yet, Inslee and Heroin Dan continue to say that prisoners need to be released for their own safety. // ELECTION COLLUSION WATCH // JUST A FEW MORE THINGS
Enjoying God Help Us? Please rate and review on Apple Podcasts. - In anticipation of the upcoming winter solstice in the northern hemisphere, I’m here with ecotheologian and spiritual guide Mary DeJong. Mary is the founder of Waymarkers, which offers guidance and support for those who are ready to respond to the call to wander into the sacred wild, seeking wisdom from our interrelated web of life through retreats, pilgrimages, one-on-one and group rewilding guidance, writing, and speaking. Mary has a master’s in theology and culture from The Seattle School of Theology and Psychology as well as post-graduate certificates in Religion and Ecology, EcoPsychology, and applied mythology. She and her family live in Seattle’s Rainier Valley in Columbia City. RECOMMENDED RESOURCES: Article by Mary on practicing biomimicry Seattle Times Hostile Waters series Praying with the Earth FIND MARY: Waymarkers.net Facebook Instagram - I’m Annie Mesaros: a theologian, writer, spiritual guide, and host of this podcast. I offer coaching and facilitation for individuals and groups that are working to transform the world for good. Learn more and contact me at anniemesaros.com. Follow the podcast on Instagram @godhelppod.
Rachelle Robinett is by far the most connected to plants than anyone I’ve ever met. Her understanding and obsession with herbs, diet and how they affect the body is incomparable. She is a plant-based wellness practitioner, the founder of Supernatural Café – a company dedicated to real world wellness, currently the resident herbalist at CAP Beauty in the west village (in NYC); she is Integrative Health Certified and Clinical Herbalism Certified, and is the creator of some delightful new herbal supplements called HRBLS. She has also worked with brands such as Alchemist’s Kitchen, ABC Home, Elixir Bar @ The Assemblage.In this conversation we discuss Rachelle’s journey from Seattle to New York City to work in fashion and advertising before becoming an entrepreneur committed to creating accessibility to plant & herbal life. She gives us some fantastic tips on herbs we should all be integrating into our diets. We talk about plant medicines and Rachelle shares her experience with ayahuasca ceremonies. And she also shares valuable advice for entrepreneurs. Click here to listen on iTunes - Apple PodcastsRecognitions:Plant-based wellness practitionerFounder of Supernatural Café – “a company dedicated to real world wellness”Resident Herbalist at CAP BeautyComplimentary & Integrative Health CertifiedClinical Herbalism CertifiedCreator of HRBLSTopics discussed in this conversation include: · Rachelle’s career trajectory from Rainier Valley farm to Manhattan fashion before plant-based entrepreneurship· Nutrition & Plant Chemicals as a personal practice· Food prep· Entrepreneurship as a byproduct of plant-obsession· Convergence· Rachelle’s herbalism work with brands such as Alchemist’s Kitchen, ABC Home, Elixir Bar @ The Assemblage· The balance between effectiveness of an herb vs trendiness of popular· Rachelle’s recommendations of herbs that can combat stress & anxietyo Lavendero Oat Topso Red Clover· Rachelle’s perspective of failure· Planting seeds· Work-Life Balance· Rachelle’s business as a “conscious enterprise”· HRBLS· Making taking herbs accessible· Herbs that most people could benefit from taking todayo Ashwaganda or other adaptogenso More greens for everyone!o Prebiotics§ Yuca§ Cassava§ Fibrous, starchy veggies & root herbs· Kale· Rachelle’s thoughts on the use of psychedelics and plant medicines· Rachelle’s six plant medicine ceremonies with ayahuascha & san pedro· Difference between San Pedro & Ayahuascha· Epiphanies· Rachelle’s diet· Rachelle’s personal wellness routine· Hopes for the next 5 years of the state of the world and nature· How Rachelle measures success· Valuable advice for entrepreneursBio:Rachelle Robinett is a plant-based wellness practitioner combining holistic, natural medicine with practical lifestyle work to help people find balanced, lasting health. She holds certificates in Complementary and Integrative Health, and Clinical Herbalism, and has been studying the relationship between plants and people her entire life - be that on a farm in the Pacific Northwest (where she grew up) to time with healers, specialists, and shaman in farther-away places.Rachelle is the founder of Supernatural - a company dedicated to real-world wellness - that includes an herbal cafe, a product line of plant-based remedies, ongoing workshops and events, and personal health coaching.Entrenched in the wellness world, but with an eye on the rest of the world, she brings a global perspective to individual health, and also that of businesses and brands.In addition to Supernatural, Rachelle manages the Bowery Cannabis Club with The Alchemist's Kitchen, and offers professional consulting for companies of all sizes.Specialties & Studies: Complementary & Integrative Health. Clinical Family Herbalism. Ayurveda & yoga. Herbalism & traditional medicine. Meditation Teacher trained. Plant-based nutrition. Positive psychology. Reiki I attunement. Mindfulness & minimalism. Spirituality & science.
In this first released adaptation for radio, we speak with Margaret Viggiani, longtime leader with the socialist-feminist organization Radical Women. Based in the Rainier Valley area of Seattle, Radical Woman has long made waves through agitation for increased access to women's healthcare.
Welcome to LPLE, "Let's Practice Listening in English!" Jesse talks about moving into a new house. Andrew explains states, cities, and neighborhoods in America. Join in the conversation! Follow us on Twitter and Facebook to ask us questions about English conversation and meet other English language learners all over the world. Twitter: @LPLEDialogFM Facebook: facebook.com/LPLEDialogFM TRANSCRIPT Intro [Jesse]: Hi everyone. My name is Jesse Robbins, and welcome to LPLE from Dialogue FM. We're the podcast that lets you practice listening in English. We speak English slowly and clearly so that you can follow along and understand native English speakers more easily. I'm excited to help you improve your English listening skills, as well as help you learn new vocabulary, grammar, and idioms commonly heard and conversation among native English speakers. If you want to practice listening in English, then we invite you to join our conversation. Jesse: Hi, Andrew! Andrew: Hey, Jesse. Jesse: Cool story. A couple of weeks ago, my wife and I moved into a new house. Andrew: I know! We're actually sitting in it right now. Jesse: We're actually recording this podcast on our new dining table in our new living room. It's quite nice! Andrew: It's a very nice, brand new place. Jesse: Now, we live in the Rainier Valley neighborhood. Now, for those who are unfamiliar with how geography and...what, what's a good word? Municipalities? Andrew: I would just say how cities are laid out... Jesse: How cities are laid out. Andrew: Or, how Seattle is laid out. Jesse: Right, because some cities do it differently. Andrew: Right. Jesse: One big example is New York, where they have something that I don't think any other city has in the nation, which is burrows. Andrew: Well, yes. And, I would call those neighborhoods, but the burrows are mainly-... The burrows are defined by geography, right? By the islands that make up part of New York City and also where you are in relation to the freeway and downtown, is that right? Jesse: I have no idea how burrows work, honestly... Andrew: [hahaha] Jesse: Well, skipping that for just a moment here. How Seattle works is you have the Washington State, you have counties within the state, you have cities within the counties, and then you have neighborhoods, within the cities. Andrew: That's right. Jesse: So, we live in the Rainier Valley neighborhood. The old neighborhood we lived in before was called Judkins Park. We moved from Judkins Park to the Rainier Valley. Andrew: That's interesting, actually, because when you spoke about neighborhoods I was actually thinking about, I guess, a larger version of the "neighborhood" definition. So, Seattle is broken down by different areas, which I would consider to be places like Capitol Hill, First Hill, the Central District, North Beacon Hill, and so on. What you're describing are actually smaller parts of those areas, which are the actual, I guess, communities inside those neighborhoods like Judkins or Rainier Valley, and they refer more closely to the roads and the intersections that are around the area where you live, is that right? Jesse: Yeah, that's correct. Now, originally where we lived before in Judkins Park, we were about seven minutes to 10 minutes away from Chinatown and downtown. Andrew: That's right. Jesse: Now we live five to seven minutes away from Chinatown and downtown. So, we're moving ever closer to Chinatown and downtown, without actually living inside either one of those two areas. Andrew: Yes, which is interesting because you are actually moving south, away from most of Seattle, a little ways away. Jesse: Now, we live in a house-... a style of house that's called a "townhouse." How do we describe a townhouse for people who are unfamiliar with this kind of architecture? Andrew: That's a good question. I think when people think of normal family homes in the United States, in general, they are usually a traditional structure with a sloping roof, they are usually one or two stories tall, and usually take up a lot of space on one floor with a large yard around side it--around it outside. I think I would describe a townhome as taking up much less space with much less yard, and having more floors instead so that they are about the same size inside the home, but on maybe three or four floors instead of one or two. Jesse: That's right, that's right. On our ground floor, immediately when you enter the front door there are stairs going up to the, kind of the main area the living room, the kitchen. But, also on the ground floor when you enter you have the option of going to the side of the stairs to two different bedrooms and a bathroom. Andrew: Right. Jesse: So, they're basically compressing, they're making--for maybe lack of a better word--shrinking the size of a normal house; instead of building wider they're building taller. Andrew: That's correct, yes. And, I would say that it is not--... again it is not smaller, it is just stacked differently. So, like you say, there are only two bedrooms on the ground floor, which means that the floor is smaller, but then the next floor up you have a living room and a kitchen, which in a more traditional American home might all be on the same floor. Jesse: Right, right. Are there townhouses in other states? I think that maybe townhouses are more commonly found in denser cities where land is sma-... where land is fewer. Andrew: I think land is more expensive near big cities, and that is why people choose to build taller rather than wider. Jesse: Yes. Andrew: I think traditional American cities had more space, and many of them are still like that. So, for example, in the middle of the country, in the midwest cities like St. Louis or Chicago, tend to have more space and so they have more single family homes with yards. In cities that are denser like New York or like Seattle or San Francisco, there's not as much space to have a yard and to build out, and so they build up instead, and that's why town homes have become more popular. But, they're also very nice because they are built with the newest technology. Jesse: Yes. Andrew: So, they have bigger windows, they have better insulation so they don't get as cold or as hot in the weather, and they're cheaper to run, so it costs less money to keep them warm in the winter and cool in the summer. And, they stand up to weather well, as well. Jesse: That's right. You talk about yards. Now, how do you feel about yards? Andrew: I personally don't care much for them. I don't-... Let me say that differently, I don't value them very highly because I don't spend my time out in them. I am usually out in the city, and when I want to go out into nature, I drive to the mountains and the forests nearby. So, to me the yard is pretty to look at, but it also means a lot of work. I need to mow the grass, I need to pull weeds, I need to plant flowers or a garden, and these are things that I would not want to do normally for myself. So, they are kind of a responsibility that I don't want. I like living in the city because I am close to everything that I like to do, so bars, restaurants, theater, bands, and other performances, and also to be close to my friends. And, so, I don't feel like it is as important to have an estate, a big piece of land to live on, as well. Outro [Jesse]: Thank you for listening to this episode of LPLE, Let's Practice Listening in English, from Dialog.FM. Subscribe to LPLE on iTunes to hear the latest episodes, or listen to past episodes on our website, Dialog.FM. That's d-i-a-l-o-g-dot-f-m. If you have questions or comments about English, or if you would like for us to use a word, grammar, or idiom in our conversation so you can learn how to use it correctly, we would love to hear from you on Twitter at @dialogdotfm or Facebook at facebook.com/dialogFM.
Seattle State Rep. Eric Pettigrew is an eight-year veteran lawmaker representing Washington's 37th legislative district. It's a distinctly urban district and one of the state's most diverse, stretching from Seattle's busy waterfront seaport east to the shores of Lake Washington, and south to Renton, comprising nearly a dozen separate neighborhoods (Rainier Valley, Madrona, North Beacon Hill, Rainier Beach, Mt. Baker, Leschi, Columbia City, southern Capitol Hill, Skyway and Hillman City).