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	<title>Music For Life</title>
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		<title>Understanding the benefits of a music program</title>
		<link>https://musicforlife.org/2020/09/02/understanding-the-benefits-of-a-music-program/</link>
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		<pubDate>Wed, 02 Sep 2020 13:56:57 +0000</pubDate>
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					<description><![CDATA[<p>To quote Stilson Greene, &#8220;A hand creating art rarely creates violence&#8221;. Research shows a strong correlation between music education and a person’s success in life. Those involved in quality music programs tend to do better in school; score higher on standardized tests; be less inclined to engage in risky behavior; and be more inclined to [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/09/02/understanding-the-benefits-of-a-music-program/">Understanding the benefits of a music program</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<div class="layout-cell content"><div class="item-page"><article class="post"><div class="postcontent clearfix"><div class="article"><p>To quote Stilson Greene, &#8220;A hand creating art rarely creates violence&#8221;. Research shows a strong correlation between music education and a person’s success in life. Those involved in quality music programs tend to do better in school; score higher on standardized tests; be less inclined to engage in risky behavior; and be more inclined to take advantage of positive opportunities made available to them.</p><p>Music helps with a person’s social development. Learning to play an instrument teaches discipline, builds self esteem and develops self confidence. It lets them express their emotions and is one of the few activities that can be enjoyed by anyone; there is no stereotype image based on gender, race, national origin or physical attributes. Those engaged in a music program tend to meet a broader spectrum of other people who share the same interest; this helps them understand and appreciate their differences; an important consideration in today’s diverse society.</p><p>The first people to understand how music really works were the ancient Greeks. The Greeks believed that music and astronomy were two sides of the same coin. Astronomy was seen as the study of relationships between observable, permanent, external objects; music was seen as the study of relationships between invisible, internal, hidden objects. Music has a way of finding the big, invisible moving pieces inside our hearts and souls and helping us figure out the position of things inside us.</p><p>Modern day research has shown that we know a great deal that we have no awareness of knowing. Much of our experience is not directly accessible to our own thoughts and reflections. In short, the brain is set up to use many, perhaps most, of our experiences without “allowing” them to gain access to our consciousness. This mass of information is stored within us, yet is invisible to our own awareness. Our auditory system is able to organize streams of sound into the specific perceptions that we experience consciously; we are aware of the guitar strumming, the drum beating, or any of an uncountable number of musical sounds. Our perceptions are experienced easily and immediately to us; they are made possible only because of the unconscious workings of the auditory system.</p><p>Following the tragic events of September 11, 2001, the first organized public expression of grief, our first communal response to that historic event, was a concert in Central Park. That was the beginning of a sense that life might go on. Hundreds of thousands of people came together to hear and sing music. Why, because music allows us to move around those big invisible pieces of ourselves and rearrange our insides so that we can express what we feel even when we can’t talk about it.</p><p>We use music as the vehicle to capture the attention and spark the imagination of people in need of support and guidance. Our goal is to improve their lives; we use the benefits derived from participating in a music program and our instructor’s mentoring to achieve that goal.</p></div></div></article></div></div><div class="layout-cell sidebar2"><div class="block clearfix"><div class="blockcontent"><div class="custom"> </div></div></div></div>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/09/02/understanding-the-benefits-of-a-music-program/">Understanding the benefits of a music program</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>Poverty&#8217;s impact on youth</title>
		<link>https://musicforlife.org/2020/09/02/povertys-impact-on-youth/</link>
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		<dc:creator><![CDATA[supportadmin_RPqM]]></dc:creator>
		<pubDate>Wed, 02 Sep 2020 13:48:35 +0000</pubDate>
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		<category><![CDATA[Student Education]]></category>
		<guid isPermaLink="false">http://gator3276.temp.domains/~gngnca/dev/?p=791</guid>

					<description><![CDATA[<p>Poverty affects a child both physically and mentally. They are weighed down by a world of no; whether it is basic necessities, recreation opportunities or extracurricular programs, they&#8217;re told they do not have the means for them to have it or participate in it. Some think that this kind of childhood wreaks greater havoc on [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/09/02/povertys-impact-on-youth/">Poverty&#8217;s impact on youth</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<p>Poverty affects a child both physically and mentally. They are weighed down by a world of no; whether it is basic necessities, recreation opportunities or extracurricular programs, they&#8217;re told they do not have the means for them to have it or participate in it. Some think that this kind of childhood wreaks greater havoc on a child than almost any child-abuse scenario.</p><p><a href="http://www.parkridgecenter.org/Page78.html" target="_blank" rel="noopener">Meredith Minkler’s article</a> for The Park Ridge Center provides us an overview of current thinking about the relationship between poverty and health.</p><p>Public health experts debate just how poverty &#8220;gets under the skin&#8221; to so dramatically worsen health, but researchers have identified several plausible pathways. For Harvard&#8217;s Richard Levins, these include, but are not limited to:</p><ul><li>chronic deprivation and limited access to resources such as food, housing, and education</li><li>exposure to environmental toxins</li><li>physical threats to health and safety</li><li>unsafe jobs, or those involving high demands and low resources for coping</li><li>chronic psychological stress</li></ul><p>Other scholars suggest that the adverse effects of poverty on health are magnified in countries like the United States where there is a high degree of income inequality. It&#8217;s not just being poor, but being poor in a country where many others are rich, that seems to exacerbate the effects of poverty on health. A raft of studies demonstrates that the very fact of being around others who are higher on the socioeconomic ladder causes individuals to experience elevated stress, lower feelings of control over their lives, and a lack of trust in society and their surroundings.</p><p>Another possibility suggests that people at progressively lower levels of socioeconomic status have correspondingly less opportunity to control the circumstances and events that affect their lives. In the words of epidemiologist S. Leonard Syme, this lack of &#8220;control over destiny&#8221; may be the mediating concept that helps explain why the poor are less healthy in almost every disease and disability category, regardless of their particular habits and behaviors.</p><p>As if the human toll that poverty exacts on those trapped by it is not enough, consider that poverty is also a major factor in two of our largest expenditures – health care and public education. Those living in poverty consume a disproportionate share of our health care requirements that they don’t have the means to pay for. To learn how poverty is increasing the cost of education read our article on “Declining availability of music programs in the public sector”.</p><p>You can find a wealth of information on this subject by Googling “poverty’s impact on health, education or society”.</p>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/09/02/povertys-impact-on-youth/">Poverty&#8217;s impact on youth</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>Music Learning Festival</title>
		<link>https://musicforlife.org/2020/09/02/music-learning-festival/</link>
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		<dc:creator><![CDATA[supportadmin_RPqM]]></dc:creator>
		<pubDate>Wed, 02 Sep 2020 13:45:14 +0000</pubDate>
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		<category><![CDATA[Student Education]]></category>
		<guid isPermaLink="false">http://gator3276.temp.domains/~gngnca/dev/?p=786</guid>

					<description><![CDATA[<p>Turnaround Arts&#160;is a national program founded in 2011 by the President’s Committee on the Arts and the Humanities, a White House advisory committee on cultural issues, under the leadership of former First Lady Michelle Obama. When the Obama administration ended, administration of the program was turned over to the John F. Kennedy Center for the [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/09/02/music-learning-festival/">Music Learning Festival</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<p><u>Tu</u><a href="http://turnaroundarts.kennedy-center.org/" target="_blank" rel="noopener"><u>rnaround Arts</u></a>&nbsp;is a national program founded in 2011 by the President’s Committee on the Arts and the Humanities, a White House advisory committee on cultural issues, under the leadership of former First Lady Michelle Obama. When the Obama administration ended, administration of the program was turned over to the John F. Kennedy Center for the Performing Arts.</p>
<p>Turnaround Arts is based on the premise that high-quality and integrated arts education can strengthen school transformation efforts, boost academic achievement, and increase student engagement in schools facing some of the toughest educational challenges in the country.</p>								</div>
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									<p>Each MAy the<a href="http://www.namm.org/">&nbsp;National Association of Music Merchants</a>&nbsp;(<a href="https://www.namm.org/" target="_blank" rel="noopener"><u>NAMM</u></a>) comes to DC for a week to lobby congress and the Department of Education in support of music education programs. As part of that week NAMM conducts a day of service wherein they provide introduction to music lessons to youth at a local school; lessons in guitar, ukulele and percussion are provided. In 2014 that school was Savoy Elementary; one of the original 8 schools where Turnaround Arts was prototyped. NAMM invited Music for Life to be their guitar and percussion partner that year. Each year since they&#8217;ve invited us back to be their partner to provide guitar instruction; our own Glen McCarthy is the instructor. Over the years through this event we&#8217;ve met artist like soprano opera singer&nbsp;<a href="http://carlacanales.com/" target="_blank"><u>Carla (Dirlikov) Canales</u></a>, former New York Yankee great and jazz guitarist&nbsp;<a href="https://www.bernie51.com/" target="_blank"><u>Bernie Williams</u></a>, award-winning folk duo&nbsp;<a href="https://www.cathymarcy.com/" target="_blank"><u>Cathy Fink and Marcy Marxer</u></a>, drummer John Fitzgerald from&nbsp;<a href="https://remo.com/" target="_blank"><u>REMO</u></a><span style="font-size: 15px;">&nbsp;and Red Hot Chili Peppers drummer&nbsp;</span><a href="https://www.facebook.com/RHCPChad/" target="_blank" style="font-size: 15px; background-color: rgb(255, 255, 255);"><u>Chad Smith</u></a><span style="font-size: 15px;">.</span></p>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/09/02/music-learning-festival/">Music Learning Festival</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>Kids with nowhere to go, end up… going nowhere</title>
		<link>https://musicforlife.org/2020/09/02/kids-with-nowhere-to-go-end-up-going-nowhere/</link>
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		<pubDate>Wed, 02 Sep 2020 13:44:09 +0000</pubDate>
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					<description><![CDATA[<p>People prefer to operate within their comfort zone; within a familiar environment. Living in an adverse environment may be unpleasant, but it is the comfort zone for those born into it. It is difficult for them to believe they can move up to a better environment and that there are resources to help. We take [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/09/02/kids-with-nowhere-to-go-end-up-going-nowhere/">Kids with nowhere to go, end up… going nowhere</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<p>People prefer to operate within their comfort zone; within a familiar environment. Living in an adverse environment may be unpleasant, but it is the comfort zone for those born into it. It is difficult for them to believe they can move up to a better environment and that there are resources to help.</p><p>We take for granted the “common knowledge” passed on through daily conversations with family and friends; what we must realize is that those living in poverty or dysfunctional families often don’t have access to that “common knowledge”. One of the points made in our article on “Poverty’s Impact on Youth” is also relevant here. Those living in adverse environments may not believe they have control over their destiny. They have few, if any personal examples of others from within their environment achieving success; they may view lack of money as an insurmountable barrier to success.</p><p>The forces that keep any of us from being better than our parents are the same regardless of our socio-economic status. And the reasons we become better than our parents are also the same. Some have the personal strength to better themselves without intervention; for most, it is the intervention of someone else that motivates/inspires us to better ourselves. Music for Life uses music as the vehicle to make that happen. Those we serve are not only given a safe environment and chance to learn a useful skill but they also get to interact with experienced adults and gain some of that “common knowledge” that so many of us take for granted.</p><p>We operate a community, versus school based program because bringing solutions into the communities where our student’s reside is the most effective way to create lasting change. Providing programs in communities doesn’t just benefit the people who participate in them; it also helps develop a sense of pride and ownership in the community itself. It’s also the only way to reach those youth who for whatever reasons aren’t participating in school based programs.</p>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/09/02/kids-with-nowhere-to-go-end-up-going-nowhere/">Kids with nowhere to go, end up… going nowhere</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>Declining availability of music programs in the public sector</title>
		<link>https://musicforlife.org/2020/08/31/declining-availability-of-music-programs-in-the-public-sector/</link>
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		<pubDate>Mon, 31 Aug 2020 17:56:02 +0000</pubDate>
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					<description><![CDATA[<p>When school budgets must be trimmed, music and art programs are usually one of the first things to go. Although recognized a core-subject area, they don’t carry the same weight as math and English/ language arts. Programs cut from the school’s curriculum can come back as extra-curricular activities but at a cost to students; a [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/08/31/declining-availability-of-music-programs-in-the-public-sector/">Declining availability of music programs in the public sector</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<p>When school budgets must be trimmed, music and art programs are usually one of the first things to go. Although recognized a core-subject area, they don’t carry the same weight as math and English/ language arts. Programs cut from the school’s curriculum can come back as extra-curricular activities but at a cost to students; a reality that excludes youth of limited means.</p>
<p>The Department of Education projects trends that will shape school planning for years to come. Those trends will add significant cost pressure to our school system thus increasing the likelihood of further cuts in music and arts programs.</p>
<p>The trend gist is that the number of school-age children in the United States will steadily increase in the coming years; that student population will become much more diverse. Diversity itself will not be the issue; the challenge will come from what that diversity represents in this country. Unless conditions change, what this means for public education in the future is that, as the school population becomes more diverse, an ever increasing number of children in poverty will be entering America’s schools. With more and more children of poverty being served, the percentage of disabled students in schools could also be much higher. The projection through 2026 can be found&nbsp;<a href="https://nces.ed.gov/pubs2018/2018019.pdf" target="_blank"><u>here</u></a>.</p>
<p>The growing number of at-promise children coming to school in the future will call for curriculum and teaching approaches that overcome the negative environmental factors in which these young people live. In turn, educators and facilities professionals will be challenged to provide school structures designed to facilitate such new teaching/learning approaches as they are developed to better assure that children of all socioeconomic backgrounds succeed in the educational process. The amount of time students spend in school is unlikely to change and the trend to focus more on core subjects will continue. None of this bodes well for in school music and arts programs. It also highlights the importance of affordable, community based alternatives like Music for Life to alleviate some of the adverse environmental factors these youth live in as well as to ensure that all youth have the opportunity to realize the benefits of a quality music program.</p>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/08/31/declining-availability-of-music-programs-in-the-public-sector/">Declining availability of music programs in the public sector</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>Crisis in high school graduation rates</title>
		<link>https://musicforlife.org/2020/08/31/crisis-in-high-school-graduation-rates/</link>
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		<dc:creator><![CDATA[supportadmin_RPqM]]></dc:creator>
		<pubDate>Mon, 31 Aug 2020 17:36:37 +0000</pubDate>
				<category><![CDATA[All Posts]]></category>
		<category><![CDATA[Student Education]]></category>
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					<description><![CDATA[<p>A student&#8217;s decision to drop out of school has long-term consequences that can contribute to juvenile delinquency, welfare dependency or prison. According to&#160;NCES&#160;too many 16 through 24-year-olds are not enrolled in school, or do not have a high school diploma or a GED credential with a disproportionate number being Blacks and Hispanics. The economic value [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/08/31/crisis-in-high-school-graduation-rates/">Crisis in high school graduation rates</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<p>A student&#8217;s decision to drop out of school has long-term consequences that can contribute to juvenile delinquency, welfare dependency or prison. According to&nbsp;<a href="https://nces.ed.gov/" target="_blank"><u>NCES</u></a>&nbsp;too many 16 through 24-year-olds are not enrolled in school, or do not have a high school diploma or a GED credential with a disproportionate number being Blacks and Hispanics.</p>
<p>The economic value attached to completion of ever-greater levels of education has been well documented in Census data. Adults ages 25 to 34 that had dropped out of school or had not acquired a GED, earned up to 30 percent less than their peers who had completed high school or had GEDs. The gap widened when comparing the incomes of high school dropouts with those people with bachelor&#8217;s degrees. But the value of a high school education cannot be measured in dollars alone. Rates of high-risk behaviors such as teen pregnancy, delinquency, substance abuse, and crime are significantly higher among dropouts.</p>
<p>Although the overall high school dropout rate has declined over the past two decades, it still represents a substantial number of people. There are also great variances among racial and ethnic groups and geographical regions. The associated issue is the changing job market. the percentage of jobs that require more than a high school diploma is steadily increasing which means that the comparable statistic today is more likely those without a high school diploma and one or two years of post high school education.</p>
<p>The strongest predictors that a student is likely to drop out are family characteristics such as: socioeconomic status, family structure, family stress and the mother&#8217;s age. Students who come from low-income families, are the children of single, young, unemployed mothers, or who have experienced high degrees of family stress are more likely than other students to drop out of school. Of those characteristics, low socioeconomic status has been shown to bear the strongest relationship to students&#8217; tendency to drop out.</p>
<p>The tendency for students to drop out is also associated with their school experiences. According to the U.S. Department of Education, students drop out of school for the following reasons:</p>
<ul>
<li>Dislike of school;</li>
<li>Low academic achievement;</li>
<li>Retention at grade level;</li>
<li>A sense that teachers and administrators do not care about students; and</li>
<li>Inability to feel comfortable in a large, depersonalized school setting (1999).</li>
</ul>
<p>Our music program addresses the first, second and fifth factors on the above list.</p>
<p>Research indicates that the lower the achievement level, the greater the likelihood that a student will drop out of school. Grade retention—being &#8220;held back&#8221; or flunked—has also been found to be highly correlated with dropping out.</p>
<p>According to reports by the U.S. General Accounting Office, Congress&#8217; investigative arm, schools generally approach the dropout problem in three different ways. Schools tend to: provide supplemental services for needy students, offer different learning environments as an alternative to the regular classroom, or institute school wide restructuring efforts. There are numerous examples of these in school districts across the county and they have been effective in lowing dropout rates. Yet, as accountability and standards continue to dominate school policy, some experts say that more and more students may feel pressured to dropout. According to an analysis conducted at the University of Chicago, low-performing students in states requiring graduation testing were 25% more likely to drop out of school before graduation then were their counterparts in non-testing states.</p>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/08/31/crisis-in-high-school-graduation-rates/">Crisis in high school graduation rates</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>Creating Solutions vs Relieving Symptoms</title>
		<link>https://musicforlife.org/2020/08/26/creating-solutions-vs-relieving-symptoms/</link>
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		<dc:creator><![CDATA[supportadmin_RPqM]]></dc:creator>
		<pubDate>Wed, 26 Aug 2020 21:58:44 +0000</pubDate>
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		<guid isPermaLink="false">http://gator3276.temp.domains/~gngnca/dev/?p=576</guid>

					<description><![CDATA[<p>Behind each need is a problem to be solved. The desired response is an approach that meets the need – provides immediate relief to those adversely affected – and solves the problem – prevents others from falling into the same circumstance. This is a difficult, but not impossible challenge. Nonprofits bridge the gap been our [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/08/26/creating-solutions-vs-relieving-symptoms/">Creating Solutions vs Relieving Symptoms</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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<p>Behind each need is a problem to be solved. The desired response is an approach that meets the need – provides immediate relief to those adversely affected – and solves the problem – prevents others from falling into the same circumstance. This is a difficult, but not impossible challenge.</p>
<p>Nonprofits bridge the gap been our needs and that which we can provide for ourselves; either individually or through government. In an ideal world there would be no nonprofits. We’ve yet to create an ideal world so there is a myriad of nonprofits addressing unresolved issues in every aspect of our society; providing health care, shelter, food, legal services, education, mentoring, etc. for those otherwise lacking the means, access or opportunity.</p>
<p>The nonprofit community has grown to be a significant part of our economy; it is a major employer, collects billions of dollars in donations and attracts millions of volunteer hours. While the investment is being put to good use, critics are concerned too little is going toward solving the underlying cause of the problem; they believe the bulk is going<span style="font-size: 15px; font-style: normal; font-weight: 400;">&nbsp;toward relieving symptoms</span><span style="font-size: 15px;">.</span></p>
<p>Poverty, and the adverse effects it has on those who experience it, has been around forever. Each generation debates the causes and effects and the role/responsibility of government, society and the individual to address the issue. Programs and initiatives have come and gone yet no solution has evolved.</p>
<p>Perhaps social psychologist Roy Baumeister’s research on cognitive dissonance can provide some insight into how better understanding our human behavior could lead us to be a more active participants in the solution. People dealing with the same kinds of hurt perceive hurtful actions in entirely different ways, depending on whether they are the ones causing the hurt or the ones being hurt. The different perceptions of victims and perpetrators are a result of a phenomenon known as cognitive dissonance. When we do something that hurts others, there is a part of us that recognizes our action as despicable. But that comes into conflict &#8211; into dissonance &#8211; with our belief that we are a good person. The solution, we reinterpret our hurtful actions to minimize our responsibility and downplay the pain we have caused. When we are victims, on the other hand, it would feel dissonant to empathize with our wrongdoers; it is much easier to see their actions as inexplicable and immoral. This process happens at an entirely subconscious level; we do not realize we are acting in contrary ways depending on whether we are victims or perpetrators. Of course, while our subconscious, in an effort to protect us, can obscure how we see ourselves; it can’t obscure how others see us. The more we understand ourselves the smaller the gap between our self-image and the image others have of us.</p>
<p>Solving poverty requires a sustained, coordinated effort by everyone – government, business and individuals – not only to help those currently living in poverty become productive, self-reliant members of society but also to help those adversely impacted by an unforeseen event from falling into poverty. While there are government and nonprofit resources addressing all aspects of the poverty issue; they lack the coordination and capacity to solve the problem. They are doing great work and their efforts are making a significant difference with many of those currently in poverty but the fact that poverty persists (the rate only tends to fluctuate with the state of the economy) tells us that the problem is not being solved.</p>
<p>How does cognitive dissonance come into play? Perhaps there’s an unconscious gap between how we perceive our successes and the reality of our actions. We know the right thing to do is solve the problem so we view our actions as addressing the problem when in fact they address the symptom.</p>
<p>Some strategists argue that if private businesses bring poor communities into the market and provide them with affordable basic goods and services, they can stimulate commerce and development and fundamentally change the paradigm for dealing with the poor. Achieving this goal need not require businesses to get involved in direct social development, only that they act in their own self-interest. This synergy between the needs of the poor and the needs of business for growth means that there are enormous potential benefits for companies entering and investing in poor markets. Many innovative companies &#8211; entrepreneurial start-ups and large, established enterprises alike &#8211; are already serving the world’s poor in ways that lead to expanded revenues, greater operating efficiencies, and new sources of innovation. For examples one only has to look at how China, India, Brazil and, gradually, South Africa have become new engines of global economic growth. Poverty reductions and other collateral social benefits help stabilize troubled communities.</p>
<p>The challenge is to more clearly articulate the connection between Government, the nonprofit sector and the business community so that we become complimentary partners in the solution. Government can facilitate the necessary connections; nonprofits can articulate need and understand the people who have them; and business has the entrepreneurial expertise to leverage market forces. Each is a necessary, but not sufficient part of the solution; collectively they can solve the problem.</p></div></div></article></div></div>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/08/26/creating-solutions-vs-relieving-symptoms/">Creating Solutions vs Relieving Symptoms</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>Alternative Gifts for the Holidays or Special Occasions</title>
		<link>https://musicforlife.org/2020/08/26/alternative-gifts-for-the-holidays-or-special-occasions/</link>
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		<dc:creator><![CDATA[supportadmin_RPqM]]></dc:creator>
		<pubDate>Wed, 26 Aug 2020 21:55:37 +0000</pubDate>
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		<category><![CDATA[Fundraising]]></category>
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					<description><![CDATA[<p>Alternative Gifts are all the love without all the stuff; rewarding to both the giver and the recipient; serving your community by improving the life of someone less fortunate. We offer them online or in person at fairs. Most Decembers we&#8217;re at the Alternative Gift fair at National Education Association (NEA) in DC and Takoma [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/08/26/alternative-gifts-for-the-holidays-or-special-occasions/">Alternative Gifts for the Holidays or Special Occasions</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<p>Alternative Gifts are all the love without all the stuff; rewarding to both the giver and the recipient; serving your community by improving the life of someone less fortunate. We offer them online or in person at fairs.</p><p>Most Decembers we&#8217;re at the Alternative Gift fair at National Education Association (NEA) in DC and Takoma Park. Each year the Alternative Gift Fair features several charities working to make our world a better place. This events are a fun, meaningful way to kick off the holiday season. In addition to great alternative gifts for everyone on your list, the fair also feature live music, great raffle items, supervised kids&#8217; activities, sweet and savory bake sale, refreshments and more!</p><p>The DC fair is <span tabindex="0" data-term="goog_1364572506">at the NEA building, 1201 16th Street, NW , Washington, DC. The Takoma Park fair is at the </span>Takoma Park Presbyterian Church, 310 Tulip Avenue, Takoma Park, MD.</p><p>If you can&#8217;t be at the fair or wait until December, it’s easy to order online any time using our secure processing. Simply specify the dollar amount and in the dedication field add <strong>Gift</strong> followed by the greeting (Happy Birthday, Merry Christmas, etc.), recipient’s name (John, John &amp; Mary, etc.) and your name (Joe, Joe &amp; Sue). If you would like to add a personal note to the card (up to three lines) <span id="cloakb934882122fd7430a4065dabacb0ba83"><a href="mailto:skip.chaples@musicforlife.org">email us</a></span> the note and we’ll add it on.</p><p>Because the dedication field is limited to 100 characters we’re limited to one gift per transaction. If you’d like to order more than one gift at a time enter the total amount in the dollar field and <span id="cloakf63aef6c24e85ce650de2f23c7cb4812"><a href="mailto:skip.chaples@musicforlife.org">email us</a></span> the required information for each gift.</p><p>Music for Life has three gift levels from which to select:</p><ul><li style="list-style-type: none;"><ul><li style="list-style-type: none;"><ul><li>$15 &#8211; Provides a music book and electronic tuner for a new student.</li><li>$25 &#8211; Provides a private lesson for a band or orchestra student.</li><li>$50 &#8211; Provides an instrument for a new student.</li></ul></li></ul></li></ul><p>For each gift purchased we&#8217;ll send you a specially designed, personalized gift card describing your gift that you can give to the recipient.</p><p><a title="DonateNow" href="https://donatenow.networkforgood.org/1442350">Click here </a>to order your gift.</p><p> </p>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/08/26/alternative-gifts-for-the-holidays-or-special-occasions/">Alternative Gifts for the Holidays or Special Occasions</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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		<title>A Unique Way to Support Music for Life</title>
		<link>https://musicforlife.org/2020/08/26/a-unique-way-to-support-music-for-life/</link>
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		<dc:creator><![CDATA[supportadmin_RPqM]]></dc:creator>
		<pubDate>Wed, 26 Aug 2020 21:53:39 +0000</pubDate>
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		<guid isPermaLink="false">http://gator3276.temp.domains/~gngnca/dev/?p=568</guid>

					<description><![CDATA[<p>FourChords Guitar Karaoke is the fastest way to learn new songs! The songs are displayed in karaoke-style display with easy chords, an acoustic backing track and lyrics. Songs are re-arranged into easy versions, no knowledge of tabs or sheet music needed. Each song includes chord charts. HELSINKI — Sept. 23, 2013 — Today, popular iOS app [&#8230;]</p>
<p>The post <a href="https://musicforlife.org/2020/08/26/a-unique-way-to-support-music-for-life/">A Unique Way to Support Music for Life</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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									<p align="left">FourChords Guitar Karaoke is the fastest way to learn new songs! The songs are displayed in karaoke-style display with easy chords, an acoustic backing track and lyrics. Songs are re-arranged into easy versions, no knowledge of tabs or sheet music needed. Each song includes chord charts.</p><p align="left"><strong>HELSINKI — Sept. 23, 2013 —</strong> Today, popular iOS app developer Musopia announced a partnership with the music-based nonprofit organization Music for Life to support kids living in urban neighborhoods. As part of this program, the organization has defined a recommended play list within the FourChords Guitar Karaoke App. With each download of a song from that playlist, Musopia will make a donation to Music for Life.</p><p align="left">“This program is a natural extension of our mission to simplify music instruction to bring people together,” said Paula Lehto, marketing director for Musopia. “We believe that an app like FourChords can be used for more than just having fun and learning to play guitar; the app can help raise money for a worthy cause too.”</p><p align="left">“It’s a win-win for everyone,” said Skip Chaples, president, Music for Life. “App users receive a great song to learn, and at the same time provide the gift of music to a person in need, helping to foster a lifelong passion for music and a better life.”</p><p align="left">You can download FourChords in the App Store for free at <a href="http://taps.io/MTM3Mzgw">http://taps.io/MTM3Mzgw</a></p><p align="left">You can find app information and downloads at <a href="http://taps.io/MTM3Mzg0">http://taps.io/MTM3Mzg0</a>; click the Music for Life button to get to our playlist.</p>								</div>
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		<p>The post <a href="https://musicforlife.org/2020/08/26/a-unique-way-to-support-music-for-life/">A Unique Way to Support Music for Life</a> appeared first on <a href="https://musicforlife.org">Music For Life</a>.</p>
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