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Patrick S. De Walt, M.B.A., Ph.D.

~ Communal Conversations for the Promotion of Active Critical Engagement

Patrick S. De Walt, M.B.A., Ph.D.

Tag Archives: underrepresented groups

Sirens Blazing

24 Sunday May 2015

Posted by Patrick S. De Walt, MBA, PhD in Poetry, Racialization Impacts

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Art, blacklivesmatter, Blackness, blackwomenlivesmatter, citizens' rights, Culture, expression, Freewrite, humanity, Identity, in memoriam, injustice, law, oppression, Performance, poetry, police state, policing, power, Race, sayhername, social critique, social justice, Streams of consciousness, underrepresented groups

Sirens blazing
Shots fired
Lives lost
Tears flowing

Sirens blazing
Shots fired
Lives lost
Tears flowing

A vicious cycle plaguing a nation full of rage
Rage that was neither emancipated in the age of Lincoln
Nor transcended with the election of Obama
In the spirit of bell hooks,
Black Looks and Killing Rage
Are still points of contingency for The Souls of Black Folk

Where are our Ida B. Wells or Sojourner Truths as the noose is replaced by the shield?
As the white sheets that supposedly aided The Birth of a Nation appear to be replaced by the “women and men in blue”
Is this a visceral reaction to a troubling time in this nation’s history?
For some, the answer will ultimately be “yes” but for others it will be more of the status quo.

A status quo response to the historic oppression and denigration of a collection of people who seem to have never received the promise of humanity
A collection of people whose bodies are riddled with emotional, physical, psychological, and visual assaults

Perceptions that continue for Africana women in the manner in which their bodies are assailed in a land of Patriarchy
Perceptions that continue as men of African descent no matter how well groomed or dressed still receive the “clench your purse” and/or “lock your door” treatment

Sirens blazing
Shots fired
Lives lost
Tears flowing

Sirens blazing
Shots fired
Lives lost
Tears flowing

Bloody streets along dilapidated buildings
Underfunded communities make for easy targets
Not solely for the spectacle of media coverage but for the many corporate and venture capitalists who will undoubtedly swoop in for bargain prices to fulfill their duties of gentrification

Bye-bye Fourth Ward AKA Freedmen’s Town in Houston, TX
Bye-bye to as many indicators of the past that cannot be revised by our Educational Agencies and elected/appointed officials who wish to promote a particular narrative

Sirens blazing
Shots fired
Lives lost
Tears flowing

Sirens blazing
Shots fired
Lives lost
Tears flowing

Are chickens coming home to roost?
El-Hajj Malik El-Shabazz once raised such a point
And we are still waiting for an explicit answer

Sirens
Shots
Lives
Tears…

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The Perils of Educational Patience

08 Sunday Dec 2013

Posted by Patrick S. De Walt, MBA, PhD in Educational Trenches, PSDW Reflective Journal

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Education, Educational Patience, expression, Higher Education, K-12, pedagogy, Public Education, Self-reflection, social critique, Student Behavior, student centered approaches, Student influences on teachers, Teacher Education, Teacher influence, underrepresented groups

Classic denial of exceptional promise: Origins of the journey

Over the years that I have taught and learned, I have always struggled with or been the cause of struggle for others when it came to the notion of patience. Whether this was as a fifth grader who was gifted but was easily influenced by his peers to deny his gifts. Or when I was a high schooler who made all types of wrong decisions related to learning and my giftedness. I did not understand what or why I was doing what I was doing beyond the limited vision that I had with the coinciding age. Yet, those who were  charged with educating me both as a student and young man of African descent knew better. They, in retrospect, exhibited what I’m now calling “educational patience”. They hung in there with me by calling my parents, with mainly my mom visiting, to hear the latest development in my misguided decisions. They always talked in terms of my potential and promise with her which made their disappointment with me during those mishaps even more striking and pertinent to this post.

I can so clearly see their faces and recall their names as if I were still in their respective classes doing whatever I was doing as I exemplified denial or the outcomes of stereotype threat, which I would learn about during my graduate experience. I can remember how their demeanors changed or were influenced by the things that I did that were not of their approval. My justifiable excuse, if those are truly possible, is that I was a young person who really did not understand what he was gifted with in terms of intellect, creativity, and character. As a result, I saw those qualities as deficits to who I thought I should be in order to be viewed as one of the “cool kids”. In every case and interaction, my teachers were exuding to the highest degree, educational patience.  And with each enactment, they paid an internal price that I would not myself understand until I shared the role of teacher educator.

Roles reversed: Claiming the Mantle for Educational Patience

Years later, my first encounter with educational patience met me in Houston, Texas while teaching the first grade. I inherited a group of children who I grew to love for so many reasons. They were students who, like me, developed reputations that did not always mirror who they really were. Working through personality conflicts and the normal activities of 6 year olds should not be thought of lightly, and I know any parents of this age group can attest to this statement easily. The energy that they expended through questioning and the need of repetition of educational tasks was something, as a new teacher, that I was not prepared for. Fortunately for me, I was a young tall man with a powerful voice and stern demeanor, I truly thank my father for modeling facial expressions that set definitive tones (I say that kindly, LMBO). Yet, to help my students develop, I often had to forget about where I wanted them to be in order to understand and support where they actually were. As many teachers often remind me, even now at the university level, that we often plant the seeds in students that we very rarely get to see grow.

As a first grade teacher, watching my students grow or at least seeing their seeds take root was the greatest experience for me outside of seeing them physically change and grow. I must admit that I was always moved when my students lost their first tooth then proceeded to give me that open door smile, LMBO. Educational patience always took its toll on me, like my own teachers, yet in its own way. It hurt to see some of the situations and circumstances that my students were in. It hurt to see that sometimes I was one of the only adults who was invested in them. Sometimes my enactments of educational patience, resulted in additional roles beyond the one I was hired for as a self-contained teacher. Sacrifice is the name of the game when it comes to teaching students who may not have all of the world at their finger tips. Sacrifice can amount to spending your lunch break working on additional activities for students later that afternoon. Sacrifice could mean earlier morning check-ins in your classroom or late evening check-outs right before the janitorial staff/or principal makes the last call to go home for the day. Let us not forget the many weekends that are logged to complete grading and course development.

Upholding the mantle in a different space: A university setting in Florida

Much of what my experiences as an elementary teacher taught me about education still reside in me as I now work with university students. Just as I did then, I struggled. I struggled with adjusting to the new context, the different students, and, more importantly, who I wanted to now be at this stage of my life. As a semi-newly minted PhD who had all of these aspirations and knowledge, at least in my mind, to achieve great things within the field of education.  I was both so wrong and so right. I was wrong in that I made some mistakes that ultimately resulted from my unwillingness to be authentic with my students. I did not fully commit to being present with my students as I now know that I must always do. I must make myself both vulnerable and human in the eyes of my students. Not in a way that is forced but in ways that simply mean just being me. I was right in my belief that my students deserve and require so much from us as well as the requirement that they are also to bring all that they have to the task. I was right to believe that my students are knowledge holders and able constructors who have every right to be at this educational table with me. I was right in my belief that enabling learning is a harmful thing if you don’t provide them with the means and opportunities to develop independence and self-efficacy. I was right in my belief that their futures and the futures of the students who they will one day teacher are the most important outcomes in my role as an educator. I was right in my belief that I am a more than capable and passionate educator who wishes to impact the lives of those who I meet as I continue my journey.

Educational Patience: Bearing its fruits

Ironically, as I confess to all of those who have taken the interest and time to read my thoughts reflected within these words, I am forever grateful to all of those who evoked educational patience at their own peril. That young 5th grader and high schooler has embarked on a lifelong quest to better himself and hopefully others through the valuable lessons that were afforded to him by each and every one of you. That first grade teacher who was the inheritor of such wonderful and promising young people is now a developing scholar and intellectual who cherishes the bonds that were forged so long ago. So I hope to be a testament to other educators who are also demonstrating educational patience. There are many more like me who are forever thankful for all that you have done. Please know that we attempt to pay it forward in our own unique ways with your influence in mind.

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Welcome to…

18 Friday Oct 2013

Posted by Patrick S. De Walt, MBA, PhD in Poetry

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Art, Culture, expression, Hegemony, Inequity, Performance, poetry, Politics, Poverty, Self interests, Social Class, social critique, social justice, Social norms, Status quo, Streams of consciousness, underrepresented groups

A society that consumes all that it can
without any regard to others
is a troubling reality for many.
An insatiable diet
of appropriated culture and stagnant ideologies
that benefits those who’ve always received social favor.
Corruption is a word used
yet avoided for certain acts
when dominant norms are sustained or even cultivated
to protect the invaluable status quo.
Change requires more than most beneficiaries wish to entertain
as the theory’s interest reigns supreme
in a land which indulges in cultural gluttony
at the expense of all who have been deemed expendable.
An appetite of this variety knows nor accepts any limits
as its privilege and power
have historically been made clear
to all who have the ability to comprehend.
Welcome
Welcome to the tragic world
of the donkey and elephant
during the Barack Obama presidency….

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Amid A Changing Landscape

13 Sunday Oct 2013

Posted by Patrick S. De Walt, MBA, PhD in Poetry

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Advocacy, Art, children, communities, Culture, Diversity, elderly, expression, Identity, Inequity, marginalized groups, oppression, Performance, poetry, Politics, Poverty, social critique, social justice, Streams of consciousness, underrepresented groups, World

Language, both constructive and damaging, is often used without thought of consequence
Impacting the thoughts and minds of all those within reach
Challenging is the nature of life’s path
Causing us to reflect on what has been as we seek to make things anew
Laws are passed with the expectations that they will
in some form or fashion
Provide a livable framework that we, the people, will experience the benefits
Our worlds are based on this idea
Whether it’s accurate or inaccurate is not often what we wish to ask ourselves
Anarchy is not an option, as it requires things from us that we are more inclined not to:
Demand
Sacrifice
Persevere
Fail
Resist
Become ostracized
These sets of circumstances are foreign to those who seek the comforts and the spoils of a system that historically and habitually negates those who are most vulnerable
And then blames them for all that these influences result
Echoing words or images of “Che” or El-Hajj Malik El-Shabazz
on commercialized t-shirts does little to represent the struggles and ideals
resulting in their martyrdoms
Instead they further alienate us from key principles that should acknowledge the complexities that exist within our figured worlds
We are a collection of beings that range an array of beliefs, sizes, and histories
All of which only capture a glimpse of who we really are
As each are vulnerable to the limited interpretations of all who come in contact with us
As if we were a painting from one of the great artists over time
Yet, we don’t get the luxury of intense and time demanding reflection and understanding that is often afforded these inanimate objects
We are passed over as if we never existed in the first place
And then society wonders why those who are marginalized dare to:
Resist
Rise
Yell
Revolt
As if the world has gone deaf to their calls and cries
To remind all of us that they are
Still here
Still human
Still belong

Amid a changing landscape
one thing remains constant
The world can be a cold and uninviting space
for those who do not fit within the acceptable box
A box that is too rigid and constraining for many of us
Yet, we operate as if we are willing participants
of a pathological social experience that
Destroys more than it helps
Devalues more than it promotes
Hates more than it loves
Constrains more than it frees

Freedom is what we were sold
Yet, how many of us actually reviewed the bill of sale as we do when buying our favorite pair of jeans in our favorite store?
How many of us ask for a refund or exchange when our purchase doesn’t suit our needs?
Why does freedom not receive the same level of critique, if not more?
A self-proclaimed “land of the free, home of the brave”
could at least not default on its promises to all of those who it has depended on since before its inception like it’s currently attempting to do
during this present-day
Debt Limit Ideological coup d’état
that’s ultimately affecting those same persons who often go nameless
until we want to blame them for their perceived deficiencies
The members of our society who are poor, uneducated, ill, unemployed, disabled, elderly, and/or children are on our economic and social frontlines
These lines are invisible to most of us until life’s challenges place us there
To toil, linger, or bounce back
Welcome to the new age
Which is actually an evolved representation of a segregated past that maintains our separation from each other and more importantly to any meaningful and life sustaining form of an inclusive humanity

Amid a changing landscape what will your role be?
What will your actions amount to?
Amid a changing landscape…
Will you represent the change that it truly needs?
Or will you represent what’s already represented?

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Teaching Who We Are: Seeing the Beauty in Student Engagement

30 Wednesday Jan 2013

Posted by Patrick S. De Walt, MBA, PhD in PSDW Reflective Journal

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Culture, differentiated instruction, Diversity, Education, Florida, Higher Education, Identity, Inequity, K-12, pedagogy, Politics & Education, Public Education, Race, Racial identity, Reflective Practice, social critique, Streams of consciousness, student centered approaches, Teacher Education, underrepresented groups

One thing that I have come to embrace about myself, personally as well as professionally, is my passion for learning and seeing others excited and empowered within educational contexts. I often forget that the passion that I have is unique to me as other things are unique to others.

“We Teach Who We Are.”
—Parker Palmer–

The more that I write, the more that I reveal…

This statement is how I also think about teaching. The more I teach the more that I reveal about myself and sometimes discover about my students. After teaching for as long as I have now, whether it was as a first grade teaching in Houston or as a graduate student in Colorado, I have been one that gets a reaction out of my students. Sometimes that reaction is hostilely posted on faculty teaching evaluation sites (I still have not really reviewed them), university student evaluations and/or the responses of my students after they are no longer bound to my class and its rules.

The funny thing that I have found out about this process is that I am what I like to call, “An acquired taste.” Yes, this statement, as the previous journal entry laid out, positions itself as a dualistic perspective. But the data so far confirms it. My passion is one that propels me to want my students to excel and I push them to the point of discomfort. I challenge them even when I agree with what they may have said. I am and can be relentless in this regard, as many who have taken my course(s) might say. However, I know in my heart of hearts that I do all that I do for what I hope they will see in themselves one day–a promising teacher. Most teachers that I know have at some point in time referenced this saying, “You can lead a horse to water, but you can’t make it drink.” I struggled with this phenomenon so much as an instructor here in Florida, as I did while I was a graduate student in Colorado. I wanted all of my student to be nourished by the educational process that I so love in its non-conventional forms. I teach who I am and I push them to learn who they are, so that they can teach from those meaningful parts of who they are when engaging their students.

Food For Thought

I had a very interesting conversation with my graduate assistant today and much was revealed to me, both directly and indirectly, regarding how “Teaching Who [I am]” was/is my greatest strength.  Yet, it is also the most challenging aspect of my role as an educator. My passion and perceived intellect can be too much for others even while I know that I have so much more to learn; because, as I have shared with my students today, “The more I learned, the more I realized how much I really didn’t know.” I teach from my mind and heart each and every time I step into a learning environment. I don’t know any other way to be an educator.  And as a result of this way of being and knowing myself, whomever acquires an understanding of me and my pedagogy developed palates that allow she/he to engage in varied perspectives on a host of topics. They attain the ability to engage an eclectic personality and mind who only wishes to better himself and the community in which he is obligated to serve–our future generations of learners.

My graduate student, after a lengthy conversation about the course and our preparation for future course objectives, reiterated a perspective on my way of teaching and it humbled me. In the midst of all the chaos of our conversation, key elements of my and my teaching philosophy were articulated–the allure in learning. This phrase is something that has stuck with me since my graduate days. It written and introduced to me by one of my graduate school professors–Dr. Daniel P. Liston. It, in essence, is one of the staples of what I begin each semester with, challenging my students to connect with their internal capacities for becoming the best teachers that they can be by confronting, engaging and/or understanding themselves in more critical ways.

Engaging the Toxic Word “Race” in a Diversity Course

An example of this occurred today as my morning sections began to discuss chapter 5 PulseClicker2of our text. I asked my students to answer our “Clicker Questions”– Clicker is an interactive assessment tool that always for me ask students questions and get instant feedback– for the day. This question was a short essay that they were to answer about, “Is ‘race’ still in important part of U.S. society, yes or no?” As an introduction to this topic, I decided to not run from this feared word like many others do not only in our classrooms but in almost every other place in our society. This question also required that they expound on why they chose either yes or no. And I enjoyed hearing those who said “yes” explain their answers but I also enjoyed those who said “no” explain theirs. If you’ve read my previous post, there appeared to be a lot of Jekylls and Hydes in attendance during this topic. But I pushed and pushed the conversation and many of them took the risks of sharing their perspectives and why. I truly loved it! Because it was them engaging the tough topic wherever they were in their understandings within my classroom. These moments mean so much to me. To hear a student who has been positioned as a Jekyll turn out to be more of a Hyde.

Students gave ranges of responses that said, in a sense, while they didn’t want to use race they recognized that it was still impacting their lives. Others offered positions that promote ideas of humanism. I found all of the examples to be of significance and usable in this learning opportunity. So I took a few chances with them, I did an up down activity that I’ve done before with other classes. I had all of my students stand up and asked a series of questions (paraphrased and may not be out of sequence of how I did it in class, FYI): 1) If you are not male, please take your seat, 2) if you are not Protestant, please take your seat (ironically, after the completion of my lesson it later dawned on me that I misspoke), 3)If you do not own property (land), please take a seat, and 4) (what I would have concluded with had I needed it to) If you are not white, please take a seat. But in this case, there was no need to ask #4 because all of my 50+ students were already seated. In having my students participate in this kinesthetic exercise, I wanted them to think about how we, over time, have forgotten the sacrifices and injustices that have resulted from the application of race within this society.

Now we credit “the founding fathers” of this nation without holding their actions accountable to not only communities of color, but also non-land/property owners and women who lived during the era. WE, through our contemporary gaze at history, forget that women and people of color only within a short period of time have (re)gained the right to vote and other important aspects of citizenship in the United States of America. And more importantly, if our students have forgotten or have not been exposed to this valuable information during their own schooling process; what makes us think that the students who they will some day teach will have such opportunities to critically engage these such historical moments that shaped and continue to shape this nation?

Through this activity, my point was to get them to think about race and, more importantly, history within context. Instead of viewing historical moments through contemporary lenses. As many educators may now know, this is becoming a greater challenge with each passing year as history is becoming harder and harder to get students to engage in many instances. So I try to use these moments to provoke students’ thinking any way that I can if it aids them in developing their critical thinking skills as well as their, what I like to call, “their teacher identities.”

I have often told my students that education is a “social experiment” and all involved are a part of this dynamic process. Much of what I do within my classes requires that I take some level or risk. Yet, as what those who have taught me proved only a few years earlier, that the risks we take both as educators and learners have immense power to help redirect and inspire others to keep learning. I am reminded of the many teachers–Mrs. Boone, Ms. Sullivan, Mrs. Terry, Ms. Carson, Mrs. Gobert, Ms. May, Ms. Defibaugh, Mr. Lavergne, Dr. Sigren, Mr. Haynes, Mr. Knowles and the list could continue–who shaped a path for me that I could never have imagined, yet am proud to now travel….

As I conclude this entry, I am drawn to a quote from Palmer (1997),

Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self-knowledge–and knowing myself is as crucial to good teaching as knowing my students and my subject (p. 15)

So the question becomes for any other educator and/or learner who took the time to read this, “What does your mirror show?

Until the next time…

PSDW~

Parker J. Palmer (1997): The Heart of a Teacher Identity and Integrity in Teaching, Change: The Magazine of Higher Learning, 29:6, 14-21.
http://dx.doi.org/10.1080/00091389709602343

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Science Education & Hip Hop

23 Friday Nov 2012

Posted by Patrick S. De Walt, MBA, PhD in Educational Trenches

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collaboration, differentiated instruction, Hip Hop, pedagogy, science education, student centered approaches, underrepresented groups

Science Education and Hip Hop

The link posted above is to an article within the New York Times that I think offers very interesting ways to help engage learning around Hip Hop. While most things within this capitalistic society involves the commodification of ideas and people for some type of monetary game, I have to say that if it benefits and promotes learning within our disadvantaged communities we have to take it seriously. How often do our youth feel disenchanted with what is going on in our schools? This is the case not only in K-12 settings but also at the collegiate level.

Please click the embedded link and read the article.  For all of my fellow educators who are in Educational Trenches, what are examples that you have used to promote student learning?  What pedagogical strategies have you used that did or didn’t work? And please tell why you think that happened in terms of your learning objectives? What advice would you have for pre-service teachers around differentiated instruction of various content knowledge?

I would love to read what you think…

PSD~

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dewalt@patricksdewaltmbaphd.com

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