Friday, December 14, 2012

TIME WELL SPENT


You can discover more about a person in
an hour of play than in a year of conversation.”
                                                            ~ Plato (BrainyQuote.com)
 
For this week’s blog assignment (sadly our last one as a group) we were asked to share our thoughts on completing our program and on the value of our colleagues’ input and support throughout our journey.  We also were asked to post at least three deeply felt learnings from our chosen program; one long-term goal; and a farewell message to our instructor and colleagues.
 
I chose the specialty of Early Childhood Education Public Policy and Advocacy as it fits into my life and goals so completely.  One thing I learned was a new respect for what a community can do once they partner up with each other with like minds.  I also learned how to form a successful community of practice.  This information is and will continue to be a great tool as I continue to work towards my goals. 
 
I also learned a new respect for the importance of knowing the historical context and of doing research before trying to advocate.  I have always loved to do research but I found an even greater view of its importance during the last twenty-months.  Understanding the history of our chosen issues is extremely important.  This insight to the past allows us the insight of why we are the way we are.  Also, knowing the history of issues also allows us to learn from past mistakes which in turn allow us to make improvements which may work much better in solving specific issues.
 
Third, as I reflect back, as a licensed child care educator since June, 1990, I have seen many changes in both the licensing standards and regulations as well as what is expected of the child care field professionally.  I have also learned how important it is to view situations from a variety of viewpoints as well as being a neutral third-party when it is needed.  It is very important to keep our minds open in order to learn a greater variety of tools which can be used personally, professionally, and in a local context (Lemire, December, 2011). 
 
When suggesting policy changes as well as introducing a new curriculum into an early childhood educational program and/or a set of ideas into the lives of the children educator’s serve, it is important to be aware of the intended as well as the unintended consequences these changes may bring (Lemire, December, 2011).  In order to accomplish this awareness it is important to look at the issues and trends from a variety of awareness viewpoints.  By doing this, we as educators, will see how our decisions may affect us personally, professionally, and locally (Lemire, December, 2011).
 
Further understanding of tools such as awareness viewpoints are beneficial in many situations including, but not limited to, situations working with families, when conducting research, and when advocating.  Becoming aware of factors such as the importance of respecting that each student and their family have a culture that is to be valued and affirmed; allowing students and families to fully participate in the educational process – keep communication open in both directions; reflection periodically on our own definition of diversity and educating ourselves in any areas in which we, as educators, need more information in, are also very important (Salend, 2008 & Lemire, December, 2011).
 
The issue related to the field of early childhood education which I am interested in influencing is advocating for play to be part of a well-rounded curriculum in a high-quality educational setting.  As a licensed home child care provider for the past twenty-three years, as well as a foster parent for the state of Massachusetts, I have seen too many children who have never been allowed to just be children.  These children, for the most part, have missed out on a terrific developmental opportunity which may never be regained due to no fault of their own.
 
In an educational world full of regimentation, memorization, worksheets, closed ended projects and a variety of standardized testing, when did we lose focus in regards to the importance of play in a child’s development?  In order to positively impact early childhood education, children and their families by advocating for play to be recognized as a vital part of a well-rounded curriculum in a high-quality educational setting, I will:
 
1.         Continue to run an affordable, high-quality educational child care program from my state-licensed home child care.
 
2.         Form a community of practice which will focus on mentoring other educators on the importance of play in early childhood development and learning (i.e. workshops, create educational materials, personally speak to other educators).
 
3.         Bring the importance of play in regards to a child’s development to the attention of policy makers (i.e. those who are developing the curriculum regulations for early childhood educators).
 
As stated above, in an educational world full of regimentation, memorization, worksheets, closed ended projects and a variety of standardized testing, when did we lose focus in regards to the importance of play in a child’s development?  With these thoughts in mind, my chosen challenge is mentoring and advocating for play to be part of a well-rounded curriculum in a high-quality educational setting.  This would be my first step in changing regulations in my state which effect children and their development.  I believe in beginning small and then working up to my ultimate goal in the distant future which is seeing universal standards put in place for all early child hood educational programs state to state.  I believe each child regardless of their race, socio-economic level, religion and abilities. In order to accomplish this goal, I believe it will have to be accomplished one regulation change at a time.  This is a doable goal but it will take time and a lot of effort from many individuals to see it through.
 
It is hard to believe that we are at the end of this particular educational journey.  I am so happy but saddened at the same time.  I am happy that I have reached my goal of earning my second Master of Science.  I am saddened because I will be saying good bye to all of you whom I have worked with over this past twenty months.  I wish each and every one of you (students and instructors alike) all the best in your future advocacy goals.  I know each of you are great advocates and will continue to grow as you face more challenges with your chosen future goals.  If anyone would like to keep in touch I am on Facebook.  Just look for Robin Lemire and some sort of Winnie-the-Pooh photo and you will find me.  So I end this post with my heartfelt thanks for all the shared wisdom; opinions; praise; and helpful comments over the last twenty weeks.  I think we all made a great community partnership in our own way and I wish everyone the best!
 
References
 
BrainyQuote. (n.d.). Retrieved November 25, 2012, from http://www.brainyquote.com/quotes/quotes/p/plato166176.html
 
Lemire, R. A. (2011, December 25). Issues and trends in the early childhood field [Major assessment ePortfolio].   North Oxford, Massachusetts.
 
Salend, S. J. (2008). Creating inclusive classrooms: effective and reflective practices. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.


Wednesday, December 5, 2012

JOBS/ROLES IN THE ECE COMMUNITY: INTERNATIONALLY

For this week’s blog assignment we were asked to explore the international community of early childhood.  We were asked to use this opportunity to inspire our thinking not only about places we might like to work, but also roles we might like to take on anywhere in the world, now and in the future.  We were then asked to choose at least three international organizations or communities of practice that appealed to us and explain why we chose them.  We also were asked to share job opportunities within these organizations and to list what skills and experience we would need to competently fulfill each of these roles.  Please find below my choices (some of my choices may seem familiar as I have posted about these organizations before):

United Nations Education, Scientific and Cultural Organization (unesco.org, n.d.)
         
The mission of UNESCO (their education sector) is to provide international leadership to create learning societies with educational opportunities for all populations; provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all; work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals; and facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals (unesco.org, n.d.).

The job opportunities I found for this organization were all short-term as the Education Sector needed some extra services to work with their permanent staff.  However, each of these jobs required the applicant to reside in Paris, France.  The job chosen for this assignment was Associate Project Officer.  The main responsibilities are under the overall authority of the Assistant Director-General for Education, the overall supervision of the Chief of Section for Teacher Development and Education Policies in the division for Teacher Development and Higher Education (ED/THE/TEP), and the immediate supervision of the Senior Project Officer (Nokia Project Coordinator), the incumbent will contribute to the support of projects under the UNESCO Nokia Partnership.  The selected person will contribute to several projects, primarily related to the section’s work on mobile learning and policies (unesco.com, n.d.).

The required qualifications for this job are as follows:

Education:  Advanced university degree (Master or equivalent) in a subject of direct relevance to education policy analysis, such as public policy, sociology or the economics of education.

Work Experience:  1 to 2 years of professional experience in research and analytical activities, with a strong education policy focus, including one year at the international level; extensive practical experience in the organization of major international conferences.

Skills/Competencies: Excellent ability to undertake analysis; ability to work effectively with research institutions and experts at all levels in other national and international organizations; very strong organizational skills and ability to manage projects effectively; proven capacity to produce high-quality and analytical reports and recommendations from a range of quantitative and qualitative data, and to link evidence to policy recommendations; ability to co-ordinate the work of a multi-national project team, to contribute to the work of other professional staff, to work under pressure and to meet strict deadlines; ability to work effectively in a multi-cultural environment.

Languages:  Excellent oral and written communication skills including excellent drafting skill in English. Working knowledge of French would be an asset. Knowledge of other UNESCO official languages would be an advantage (unesco.org, n.d.).

Association for Childhood Education International (acei.org, n.d.)

The Association for Childhood Education International.  ACEI is a 501(c) 3 charitable organization.  This organization is interested in sharing new approaches to the education of children and ensuring that these approaches are delivered in ways that enhance children’s individual skills and abilities and provide opportunities for success in life (acei.org, n.d.).  Their mission is to promote and support in the global community the optimal education, development, and well-being of children ages birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society (acei.org, n.d.).  Their vision is that every child in every nation will have access to a quality education.  This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world (acei.org).  I could not find any job opportunities for this organization.  However, I did find that you can be involved by joining the organization at varying levels and cost.  By becoming a member it would be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.

Alliance for Childhood (allianceforchildhood.org)
 
This organization is one that I will make sure to keep in contact with since one of the issues they address which affects childhood is restoring play (i.e. loss of creative play and hands-on activities in children’s lives, and the excessive amounts of time spent in front of screens instead of in face-to-face engagements with their peers).  The Alliance for Childhood works with other organizations and individuals in a multi-pronged campaign to restore play (allianceforchildhood.org, n.d.).  According to the Alliance for Childhood, play initiated and directed by children should be a rich and vital part of every child’s life.  It enhances cognitive, physical, social, and emotional development and well-being. 

Though there are no jobs posted for this organization, but there is an opportunity to register with the Alliance.  By registering with them you will receive their updates and Action Alerts.  They also will inform you of what you can do to help them protect and preserve childhood in our own areas.  There are no skills or experience listed to become a member, but this organization seems to be a great resource.
 
References

Association for Childhood Education International. (n.d.). Association for Childhood Education   International. Retrieved from http://www.acei.org/

Just Published:. (n.d.). Research and Advocacy. Retrieved from http://www.allianceforchildhood.org/
 
United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved   from http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/

Saturday, November 24, 2012

JOBS/ROLES IN THE ECE COMMUNITY: NATIONAL/FEDERAL LEVEL

For this week’s blog assignment we were asked to explore national organizations and federal agencies in order to explore possible positions we would like to hold in the future.  These jobs would foster the well-being of children, families, and the early childhood field. We were then asked to pick three national/federal organizations or communities of practice that appealed to each of us and explain why we chose them.  Once this was done we needed to post job opportunities and the skills and/or experience required in order to hold these positions.  Not surprisingly, once again (as in the week 2 blog assignment) I found a lot of options that appealed to me at a national/federal level.  I have listed three of these organizations below:
 
1.  United Nations Education, Scientific and Cultural Organization (unesco.org, n.d.)

The mission of UNESCO (their education sector) is to provide international leadership to create learning societies with educational opportunities for all populations; provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all; work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals; and facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals (unesco.org, n.d.).

The job opportunities I found for this organization were all short-term as the Education Sector needed some extra services to work with their permanent staff.  However, each of these jobs required the applicant to reside in Paris, France.  The job chosen for this assignment was Associate Project Officer.  The main responsibilities are under the overall authority of the Assistant Director-General for Education, the overall supervision of the Chief of Section for Teacher Development and Education Policies in the division for Teacher Development and Higher Education (ED/THE/TEP), and the immediate supervision of the Senior Project Officer (Nokia Project Coordinator), the incumbent will contribute to the support of projects under the UNESCO Nokia Partnership.  The selected person will contribute to several projects, primarily related to the section’s work on mobile learning and policies (unesco.com, n.d.).

The required qualifications for this job are as follows:

Education:  Advanced university degree (Master or equivalent) in a subject of direct relevance to education policy analysis, such as public policy, sociology or the economics of education.

Work Experience:  1 to 2 years of professional experience in research and analytical activities, with a strong education policy focus, including one year at the international level; extensive practical experience in the organization of major international conferences.

Skills/Competencies: Excellent ability to undertake analysis; ability to work effectively with research institutions and experts at all levels in other national and international organizations; very strong organizational skills and ability to manage projects effectively; proven capacity to produce high-quality and analytical reports and recommendations from a range of quantitative and qualitative data, and to link evidence to policy recommendations; ability to co-ordinate the work of a multi-national project team, to contribute to the work of other professional staff, to work under pressure and to meet strict deadlines; ability to work effectively in a multi-cultural environment.

Languages:  Excellent oral and written communication skills including excellent drafting skill in English. Working knowledge of French would be an asset. Knowledge of other UNESCO official languages would be an advantage (unesco.org, n.d.).

2.  World Organization for Early Childhood Education (omep-usnc.org)

The World Organization for Early Childhood Education (omep-usnc.org) is part of an international, non-profit, non-governmental organization with members in more than 70 countries.  Their goal is to ensure the wellbeing, rights, and education of children from birth to age eight and their families in the USA and around the world today as well as in the future (omep-usnc.org, n.d.).  Though there are no jobs listed on the website, there is information on becoming a member.  The part I like about membership in this organization is that a portion of the dues go directly to support OMEP-USA projects, such as the Haiti Relief fund, a preschool support project in Jamaica, or a professional materials collection for new early childhood teacher preparation program in Jamaica (omep-usnc.org).  By becoming a member it would also be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.

3.  Association for Childhood Education International (acei.org)

The Association for Childhood Education International.  ACEI is a 501(c) 3 charitable organization.  This organization is interested in sharing new approaches to the education of children and ensuring that these approaches are delivered in ways that enhance children’s individual skills and abilities and provide opportunities for success in life (acei.org, n.d.).  Their mission is to promote and support in the global community the optimal education, development, and well-being of children ages birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society (acei.org, n.d.).  Their vision is that every child in every nation will have access to a quality education.  This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world (acei.org).  I could not find any job opportunities for this organization.  However, I did find that you can be involved by joining the organization at varying levels and cost.  By becoming a member it would be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.
 
References
Association for Childhood Education International. (n.d.). Retrieved November 23, 2012, from http://www.acei.org/
Council for Professional Recognition. (n.d.). Retrieved November 23, 2012, from http://www.cdacouncil.org/
Education | United Nations Educational, Scientific and Cultural Organization. (n.d.). Unescoorg RSS. Retrieved November 24, 2012, from http://www.unesco.org/new/en/education/

Thursday, November 8, 2012

EXPLORING ROLES IN THE ECE COMMUNITY: LOCAL AND STATE LEVELS

For this week’s blog assignment we were asked to research at least three local or state organizations or communities of practice that appealed to us.  We were then asked to explain why these choices were made.  We also were asked to find some job opportunities (which may be available at the moment or possibly in the future) that are of interest to us.  Once this was accomplished we were asked to research what skills and experience each of us would need to competently fulfill each of these roles.

Not surprisingly, I found a lot of options that appealed to me at a local and a state level.  Locally, as a licensed home child care provider for the last twenty-three years I have been fortunate to be a part of communities of practice such as the South County Community Partnership; YMCA located in Southbridge, Massachusetts (child care vouchers, trainings, and UPK grant); Yours for Children, Inc. (food program and nutrition trainings); Seven Hills Foundation (respite work); Department of Children and Families (DCF) (foster care and trainings); and Big Brothers Big Sisters (as a mentor/big sister to a terrific young lady with special needs).  Each of the above-mentioned were given as examples since I am currently involved with all of them.

Sadly, even though I will have two Master of Science degrees (Psychology and Early Childhood Public Policy and Advocacy) when this class is completed, I still do not have some of the qualifications needed for some of the positions I found in my area of interest.  I have listed three of the job opportunities which interested me. 

1.  Executive Director, Children’s Leadership Council (Voices for America’s Children) (voices.org, n.d.). 

Qualifications Needed for this position are:  Excellent verbal and written communication, coordination, and consensus building skills; is a sophisticated advocate and can effectively work with, support and energize, CEOs, Executive Directors and staff of national and state organizations, sister coalitions, foundations and other diverse audiences; has at least six years working in the policy arena; has the ability to create a personal connection, prioritize important issues and be a creative strategic partner in the development of both the policy focus and the overall future of the CLC; has experience in participating in or supporting multi-organizational coalitions at the state or federal level (experience in coalition building is a plus); can manage and organize multi-step decision making processes that includes substantial committee work; is knowledgeable about the policy landscape for children and youth from birth to young adulthood; understands federal policy and the federal policy process in Congress (Hill experience is a plus); experience managing contracts (preferred but not required); is skilled in the use of the internet, and other related technologies to support communication and group work (experience with Convio is a plus; and a master’s degree is preferred but not required (voices.org, n.d.).

2.  Early Childhood Educator – South Bay Mental Health

Qualifications needed for this position are:  A degree in Early Childhood Education, Special Education, Child Development or Child Studies is essential. You must also have experience working with young children and families as you will offer direct care that includes developmental evaluations and assessments, curriculum development and group work, service coordination as well as parent support and education.

You will also find the mentoring you’re seeking, professional supervision you’ll welcome and training that pushes you to excel.

3.  Family Advocate/Social Worker/Case Manager (Community Children’s Center) - Horizons for Homeless Children

Qualifications needed for this position are:  Master's Degree in Social Work, Counseling, Psychology, or Family Studies required; Spanish speaking strongly preferred; case manager experience is critical; experience working with homeless and/or at risk families; commitment to a collaborative team approach; excellent communication and writing skills; knowledge of early childhood development a plus (horizonsforhomelesschildren.org, n.d.).

References

Big Brothers Big Sisters of Central MA/Metrowest, Inc. (n.d.). Big Brothers Big Sisters of Central MA/Metrowest, Inc. Retrieved from http://www.bbbscm.org/

Family Advocate/Social Worker/Case Manager (2 openings) Community Children's Center, Dorchester. (n.d.). Horizons for Homeless Children: Improving the Lives of Homeless Children and Families. Retrieved from http://horizonsforhomelesschildren.org/About_Us-Family-Advocate--Family-Partnerships-04-25-12.asp

 (n.d.). Retrieved from http://voices.org/wp-content/uploads/2012/07/CLC-Executive-Director-

Job-Description.pdf

(n.d.). Retrieved from http://jobview.worcester.monster.com/EARLY-CHILDHOOD-

EDUCATORS-Job-Brockton-MA-US-115424838.aspx

Seven Hills Foundation. (n.d.). Seven Hills Foundation. Retrieved from http://www.sevenhills.org/

Saturday, November 3, 2012

FROM PASSION TO ACTION



It is so hard to believe that this is the last class needed before earning my Master of Science in Early Childhood Public Policy and Advocacy.  I look forward to working and learning with all of my classmates as we each reach the end of this particular educational journey.

Friday, October 19, 2012

PROFILE OF A VOLUNTEER

For this week’s blog assignment we were asked to describe the work of someone who has impacted the lives of others through volunteerism.  I could not come up with just one person that I know so I decided to use a group of individuals I have worked with in the past who open their hearts and their homes each year – these are the volunteer families who host foreign exchange students for ten months each year who are recipients of either the Future Leaders Exchange (FLEX) or the Youth Exchange and Study scholarships.  Host parents receive no payment for hosting foreign exchange students from either one of these scholarship programs. 

The FLEX program is made possible by funds allocated annually by the US Congress. The program is administered by the United States Department of State, Bureau of Educational and Cultural Affairs, which awards grants to private, non-profit organizations to help run different components of the program.  The Future Leaders Exchange (FLEX) program was established in 1992 under the Freedom Support Act to encourage long-lasting peace and mutual understanding between the United States and countries of Eurasia (pieusa.org).

The Future Leaders Exchange (FLEX) Program gives students who are ages 15 – 17 the opportunity to live with a host family and attend a U.S. high school for an academic year.  Students eligible to apply are from Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, or Ukraine.  Besides having the opportunity to attend a U.S. high school, FLEX students are required to take part in enrichment activities which include a civic education workshop.  They are also given the opportunity to become alumni for the grant program and mentor other students who are applying for the scholarship.  The part I love about this particular scholarship program is that it is open to students with special needs as well.  These students are offered an Independence Skills Training and the Leadership Reentry Workshop to assist their transition into American life and to readjust to their home countries after their exchange is over (exchanges.state.gov). 

The Kennedy-Lugar Youth Exchange and Study (YES) program was established in October 2002.  The YES program was a result of Congressional discussions following the events of September 11, 2001 and it was established to foster understanding between the United States and countries with significant Muslim populations.  YES students are from Bahrain, Bangladesh, Gaza Strip, Israel, Jordan, Kuwait, Lebanon, Mali, Morocco, Oman, Pakistan, Qatar, Senegal, Tunisia, West Bank and Yemen (pieusa.org).

YES scholarship recipients spend one academic year in the United States, living with a host family and attending an American high school.  While in the USA, students engage in activities to learn about American society and values, acquire leadership skills, and help educate Americans about their countries and cultures.  The YES program is made possible by funds allocated by the US Congress and the United States Department of State, Bureau of Educational and Cultural Affairs administers it.  Grants are awarded to private, non-profit organizations to help run different components of the program (pieusa.org).  There is also a YES Abroad Program which is available to U.S. citizens attending high school (age 15-18.5) who wish to spend one academic year or a semester in select countries (yesprograms.org).

I am so fortunate to still be in contact with so many great young men and women who came to the United States through these programs.  I think I learned as much about their countries as they did about ours.  The great part is the learning continues and does not end for either side.

References

Future Leaders Exchange (FLEX) Program. (n.d.). Future Leaders Exchange (FLEX) Program. Retrieved from http://exchanges.state.gov/youth/programs/flex.html

Future Leaders Exchange (FLEX) | Pacific Intercultural Exchange. (n.d.). Future Leaders Exchange (FLEX) | Pacific Intercultural Exchange. Retrieved from http://pieusa.org/grant-programs/future-leaders-exchange.html
 
Home | YES Program. (n.d.). Home | YES Program. Retrieved from http://www.yesprograms.org

Saturday, October 13, 2012

USING SOCIAL MEDIA TO GET CONNECTED

For this week’s blog assignment we were instructed to review the learning resource “Social Media Advocacy: Five Influential Steps” (E-Advocate, 2011) and consider our own experiences with social media.  Then we were asked to reflect on how we have used social media to connect with others in our world, and, if we have not yet used social media, how this tool might be utilized.  Then we were asked to consider social media within the context of our advocacy work, and think about how the varied forms of social media might be used to build awareness and passion around a particular issue.

I will begin by admitting that I probably spend more time on the computer (after my necessary child care work and class work is completed) than I should but this is one way in which I keep in touch with everyone since I spend so much time at home (given what I do and how my schedule is at the present time).  I currently receive email newsletters for multiple organizations from all around the world which provides me with the needed information resources I require in order to effectively advocate for the children and their families in which I work with.  I also have accounts on Facebook and Twitter.  I currently use Facebook more than I do Twitter as those individuals I am keeping in contact with seem to be more active on Facebook.  I find Facebook useful (besides getting the opportunity to play some very addictive games) as a great way to keep in touch with those of like mind to me as well as the organizations from around the world which provide useful information on research, etc.  For example, I use Facebook to keep in touch with Yours For Children, Inc. (the USDA food program I work with to provide nutritional meals for the children in my care).  There are always new postings of great ideas in how to teach children about good nutrition, trainings, research, and easy contact with others in the same field.  As licensed child care providers we do not get to meet with each other too often so this is a great way to keep in contact and share ideas, etc.

I have also discovered the fun of blogging and love writing on this blog each week.  I look forward to continuing with this practice even after I finish this degree.  In the near future I will more than likely supply a link to it on my Facebook page.  The more I use Facebook the more I see the potential to reach so many other individuals.  The only resource I do not upload any items to is YouTube but I have used the website when instructed to do so in past classes.

References

E-Advocate. (2011). Social media advocacy: Five influential steps. Retrieved from http://eadvocate.wordpress.com/social-media-advocacy-six-influential-steps/