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I am passionate about:
Listening to community stories to lead the way to social change. Every community I have worked with, spanning the Middle East and Africa knows what their core struggles are. Sometimes people just need a little help in moving forward.
A little known fact about me is:
Salman Rushdie is my favorite author - and I have an intellectual crush on him.
Show my name on the attendees list for events I am attending:
"Live life like you only live once - reincarnation aside...."
I have spent the last fifteen years of my professional life designing effective solutions to challenges posed by poverty or conflict in the Middle East and Africa, as well as building community and business opportunities for racially and ethnically diverse Jews in the United States. My personal experiences in the field have blessed me with a deep sense of empathy for those who seek to create social change, as well as with those that want to to transform their own lives. Seeking to understand and connect with goals, I relish diving deep into business development through storytelling.
This might be interesting to combine with the Death-Ed entry on page one of the challenge. Take a look. Your book could be an interesting part of a broader curriculum developed for classrooms internationally
After experiencing the death of my father at age 17, then my grandmother and great aunt within a few years of each other, I feel I could have greatly benefited from a DeathEd class. Recently we just went through the death of my father-in-law and it was very different than my father's death. I see that while the palliative care movement has made a great impact on medical care in the US, educating the family members who will need to navigate that evolving mindset has not found a formal place in our culture. Gratefully, a mentor recommended the Being Mortal for my husband to read. It gave him the education in a few hours that we could of used earlier in life - to begin thinking and processing these issues before being confronted with the challenges of dying from illness in the US. To respond to Joel's question, I hope that the curriculum could shed light on the choices and restrictions we have in dying in the US context. Also you could look at the stark realities that exist in developing countries where people can't even have access to opioids (see recent Economist articles highlighting the problem) to help them die with less pain. It would be interesting to look at different religious and global cultural perceptions of dying in this curriculum, to open people's minds to the options.