Ouruseoflanguage:thepowerofposi,veperspec,ves

SteppingStoneswithChildren

Facilitators’Webinar

15June2017AliceWelbourn

www.salamandertrust.netwww.steppingstonesfeedback.org

©SalamanderTrust

We thought we would talk about our use oflanguage today, aswith Stepping Stones withChildrenwetriedhardtothinkabouthowweuselanguage.

Differentwaysinwhichweuselanguage

1Todescribepeople2TodescribeacFons3Toshapeourthinking4Toshapeourcurrent&futureacFons5Toshapehowwethink&feelaboutpast,current&futureacFons6Furtherreading

Thereareatleast5waysinwhichweuselanguage.

Weuselanguage:•  todescribepeople,•  todescribesitua3ons,•  toshapeourthinking,•  todescribeourcurrentandfutureac3onsand•  toshapehowwethinkandfeelaboutpast,current

andfutureevents.

Perhapsyoucanthinkofothersalso?

Wearegoingtogothroughtheseinturn.

1Todescribepeople

1Peoplewithdisabili<es

“Whatma@ersmostaboutlanguageusedinrela<ontoworkwithwomenanddisabili<esandwhy?”Be@yKwagala,TASOUganda“WhatmaQersmostistobesensiFveandrespecRultowomenwithdisabiliFesashumanbeingsfirst,becausenegaFvelanguageusedinourdaytodayworkcreatesnegaFveaTtudestowardswomenwithdisabiliFes.BelowaresomeofthelanguagecommonlyusedwhichDEVALUEandDISRESPECTwomenwithdisabiliFesinthesociety.•adisabledperson•thehandicappedorthecrippledorthelame•wheelchair-boundorconfinedtoawheelchair•birthdefectorafflicFon•vicFmofcerebralpalsy•suffersfrompolio,poliovicFms”FromALIV[H]Ewebinar2,October2016

Firsttodescribepeople.Last October we ran a series of webinars with UNAIDS on aprojectcalledALIV[H]E(hQp://Fnyurl.com/ALIVHEUNAIDS).We were talking about language in those webinars as well.Okenwe can inadvertently use languagewhich other peoplecanfeelisinappropriate,ordisrespecRul.

ThisiswhatBeQyKwagalasaid.SheisawomanlivingwithHIV,who also has a disability, who works with (The AIDS supportOrganisaFon in Uganda). She talked about how she and hercolleagues with disabiliFes feel about the use of language inrelaFontopeoplewithdisabiliFes.

ThosearejustsomeideasofhowshefeltlanguagecanbeuseddisrespecJullyandshecameupwithsuggesFonsofpreferredlanguage(seenextslide).

BeQyKwagala,TASO,ALIV[H]Ewebinar2,October2016

LanguageAroundDisability

So instead of saying “a disabled person”,what is really important is to put thepersonfirst,anddescribethepersonfirst-thewomanorthemanorchild-ratherthan puTng the disability first. So it is good if we think about the personforemost,ratherthandescribingthemasthedisability.

HerearesomeexampleswhichBeQygaveinrelaFontothis.

It was clear how she also feels the use of the word ’vicFm’ or ‘sufferer’ issomehowdisempoweringasitisprejudginghowwethinksomebodyelseshouldbe thinking about their disability, or other issue they face, rather thanenablingthemtodecideforthemselveshowtofeelabouttheirdisability.

SowhatBeQywassayingwastouseneutrallanguageasmuchaspossible,ratherthanlanguagewhichcanfeelnegaFveordisempowering.

For example ‘has cerebral palsy’ is basically a neutral statement like ‘I am awomanwho has cerebral palsy’ rather than ‘she is a vicFmof, or suffers from,cerebralpalsy’.

To see a short film about children with disabiliFes, view: hQps://www.youtube.com/watch?v=3SzazN2OrsQ

1Peoplewhousedrugs

Nega<ve PreferredlanguageDrugabuser PersonwhousesdrugsJunkieAddictEtc.

At the sameALIV[H]Ewebinar (hQp://Fnyurl.com/ALIVHEUNAIDS), we also heard fromSilvia,awomanwhohasuseddrugs.ShewastalkingaboutalotofthenegaFvelanguagewhich can be used around people who use drugs and drugs use and she gave someexamplesofthisnegaFvelanguage.

Okenwhendruguseisillegal, itenablespeopleusenegaFvelanguageaboutthepeopleinvolved, as if its illegality givesuspermission tousenegaFve languageabout someonewhoisengaginginthat.Yetalcoholandtobaccoarealsodrugs–althoughtheyarelegal.Andmanypeopleareaddicted to them.Butwedon’t talk aboutpeoplewhouse thesedrugsinthesameway.What we learn from scienFsts around the world and the challenges of drug use beingillegalisthatitisthenvirtuallyimpossiblefordrugstobecontrolledorqualitycheckedorforeducaFontotakeplacearoundillegaldrugusewithchildrenoradults. It isalsothenveryhard forus to thinkabout thepersonwho isusingdrugs–whatheorshe isgoingthrough,why theyhavestartedusingdrugs in thefirstplace,whatchallenges theymayhave faced in life which might have started their drug use; and how they could besupportedtostopdruguse,iftheywantto.

SosomeofthethingsshemenFonedarethereinthelekhandcolumn,whichagainarenegaFveconnotaFons.SilviaidenFfiedthesamethingBeQywassaying,whichis‘let’stalkfirstandforemostabouttheperson’,thepersonusingdrugs.SosheissuggesFngthatweuse insteadaveryneutralstatementagainratherthanusingwordswhichcansomehowbejudgemental.

Thereisagreatwebsiteaboutthis:hQp://supportdontpunish.org/

1PeoplelivingwithHIV

Nega<ve PreferredLanguagePWA PersonlivingwithHIVPLWHAHIV-infectedAIDSvicFmOtherexamples?

Andmovingon topeople livingwithHIV. Soagain there’sa listhereofnegaFvedescripFonsofpeoplelivingwithHIVwhicharequite widely used. These examples are repeatedly found injournal arFcles andwhenpeopleare talking.Again you can seethe list on the lek. The preferred language is focusing on thepersonforemost, ‘thewomanlivingwithHIV’or ‘thechild livingwithHIV’ratherthansaying‘theHIVinfected…..’Therearesomereallyusefuldocumentstoexplainmore.Oneisthe UNAIDS terminology guidelines 2015. This explains moreabout the background of what I am trying to say quickly here.hQp://www.unaids.org/sites/default/files/media_asset/2015_terminology_guidelines_en.pdfTherewasalsoanarFcletowhichIcontributed,tryingtoexplainhowlanguagecanaffectthewaywethinkandfeelinrelaFontowomen livingwithHIV. There ismorebackground explanaFonthere. hQp://www.jiasociety.org/index.php/jias/arFcle/view/17990/722

2Todescribesitua,ons(a)

Nega<ve PreferredLanguageToinfect TotransmitTobeinfected TohaveacquiredTohaveriskybehaviour Tohavevulnerablebehaviour

(a) Next we can look at our use of language in relaFon to situaFons. Thereason why, as people living with HIV, we are keen not to use the word’infected’, is that if you look in anordinarydicFonary, otherwordsused todescribe‘infect’are‘corrupt’‘tainted’‘dirty’.Thewayinwhich‘infect’isusedin common language can then somehow influence the way we think ofsomebodywhomwedescribeas‘infected’.I appreciate that is the language health workers use. Yet health staff mayokenforgethowthelanguagetheyusecanbeusedineverydayuseaswell.Soweprefernottousetheword‘infect’butmoreneutrallanguage.Againtheideaistotrytothinkabouthowwecanuselanguageinaneutralormore sensiFve way. For instance, words like ‘transmit’ or ‘acquire’ have amoreneutralfeeltothemthanwordslike‘infect’canhave.Andwhenwetalkabout ‘risky behaviour’ someFmes there can be a sense of ‘that teen wasbehaving ina riskyway’,or ‘thatwoman’spuTngherselfat risk’.Butusingthe word ‘risk’ here can suggest that the individual has more choices thantheymayactuallyhave.

(a)contd.)Forinstanceifthere’sayoungwomanwhoissellingsexinreturnforsupportforhomework,aquesFonwecanaskourselvesis:doesshehaveotherwaysofgeTngsupportforhomework?Towhatextent is it fair foranyone to judgeher for thatandcallhera ‘badgirl’? Or dowe say ‘those are really tough issues she is facing andlet’s find a way to support her to be less vulnerable’. Whateversomeone is exposed to, if they don’t have power to make safedecisions,isitfairjusttolabelandblamethem?This is about power inequiFes: whether in relaFon to genderrelaFons, or poverty, or because they are young and the otherperson is older, or a combinaFon of these. It is these powerinequiFes which we are trying to describe by using the word‘vulnerable’ rather than ‘risky’. This is why we have used thatlanguageinSteppingStoneswithChildren.We can oken alienate other people by the languagewe use aboutthemortheissuestheyface.

2Todescribesitua,ons(b)

Nega<ve PreferredLanguageTobelosttofollowup TohavenotbeenretainedincareDefaulFng Tohavenotbeenretainedincare

(b) Next, we have been thinking a lot about the way healthworkers or policy makers talk about women in parFcular whomtheydescribe ‘as lost to follow-up’, if theyhave startedonARVsduringpregnancy, then thebaby isbornand thewomandoesn’tcomeback to thehealth centre. Youcanhearhealthworkers–and even other peoplewithHIV - complaining ‘she’s just lost tofollow-up’ or a ‘defaulter’. But is this fair on the woman,parFcularlyifsheisexperiencingviolencefromthehealthcentre,which can oken happen, or if she is experiencing violence fromherpartnerorinthecommunity?Thismaymakeherfeelscared,soshedoesn’twanttocomefortreatment.In a big research study we conducted for WHO, we found thatmany women experience violence aker their HIV diagnosis,includingfrominFmatepartners,fromcommunitymembersanditshoots up especially in healthcare seTngs. In other research forUNWomen, we found how GBV is very oken a big barrier totreatment access for many women. You can read about theseresearchstudiesontheSalamanderTrustwebsite,ontheprojectstab.

(b)contd.i)WhoissupporFnghernottobeexperiencingthatviolence,tofeelwelcomedinthehealthcentreandinvitedandencouragedandsupportedtobetakingARVs?Sowearesayingthat, insteadof thinkingthewomanhasdonesomethingbad, let’s talkabouthowthehealthsystem has failed to retain thosewomen in its care. This is thinking again about that powerdynamic:whohasthepower?Isitthehealthcaresystem,ortheindividualwoman?Ifwestartto talk about failure to retain thewoman in care, then the responsibility lieswith thehealthsystem,insteadofwiththeindividualwoman.

Whenwehavetalkedaboutthisuseof languagewithhealthmanagersorpolicymakers,theysay‘thatisinteresFng,wehaven’tthoughtaboutitlikethatbefore.’

So turningthe languageroundhelpspolicymakersandhealthmanagersreally to thinkaboutwherepowerdynamicslieforthatwoman.

For example, Martha Tholanah is a woman living with HIV from Zimbabwe (and a SteppingStones with Children facilitator). She is very good at takingherARVs andhas taken them foryears.ButoneFmeshewenttoclinicandsaidtothesocialworker,‘Idotakethesepillseveryday,butit’shardworkhavingtogoondoingso’.Butthesocialworker,insteadofempathising,got angrywithher and said ‘you’ve got to take yourpills everyday and it’s reallybad if youdon’t’.SoMarthagaveatalk,whichshecalled‘AmIlosttofollowup,orbulliedoutofcare?’,becauseshefeltshewastreatedlikeanaughtychild,ratherthanastheresponsibleadultsheis.Everyonefindsithardtokeeptakingtreatment,whatevercondiFontheyhave.Soweneedtothinkcarefullyaboutwhat it isactually likeforsomebodyonthereceivingendofthistypeofnegaFvelanguage,andtheeffectthiscanhaveontheirabilitytokeepgoingandontheirspirits.

(b) contd ii) Yet in the end, even if healthcareproviders are alwayspolite and kind, andevenifthereisnoviolenceathomeorinthecommunity,itisulFmatelytheindividualrightofallofustodecideif,whenandforhowlongtodoanythingtoourbodies.ThisiscalledourrighttobodilyautonomyanditispartoftheUniversalDeclaraFonofHumanRights.Sointheend, ifsomeonedoesnotwanttotakeARVsorothertreatment,that istheirrightandwedon’thavetherighttoblamethemorbeangrywiththem.Itisokenhardforhealthworkerstoobecausetheyhavebeentoldtheyhaveajobtodo,whichistogetwomentostartontreatmentassoonastheyhavetestedposiFve;andtoget them to ‘disclose’ to their partners. Both of these can put thewomen in danger ofviolence. So the healthworkers fear that if the women don’t do these things, that theythemselveswillgetblamedfornotdoingtheirjobsproperly.Sotheycanbullythewomento‘behave’,asthesocialworkerdidwithMartha,withoutrealisingthatthisveryaTtudecandrivewomenaway.But healthworkers haven’t been trained in human rights. This is something that we areworking on. We have also been trying to do this with the human rights component inrelaFon to children and all of us, in Stepping Stones with Children and its version foradolescentsandadults,SteppingStones&SteppingStonesPlus.(Andofcourse,wealsoneedtorememberthatmanyhealthworkersalsomayhaveHIVorbe affected by HIV or looking aker people with HIV in their own families. They too arescaredaboutwhatpeoplemightthinkofthemandthattheymaylosetheir jobs,sotheymay use harsh language about people with HIV, to cover up their own fears. Sohealthworkerstooneedsupport,tomakesuretheydon’tfeartheirownjobloss.)

2Todescribesitua,ons(c)

Nega<ve PreferredLanguageTodropoutofschool TohavenotbeenretainedinschoolOtherexamples?

(c)Finally fornow,whenwetalkaboutchildren/teenagersnotgoingto school anymore, dowe call themdropouts?Or dowe say, ‘thatchild can’t go to school any more because the parents can’t affordschoolfeesorthegirls isexpectedtosayathomeandlookakertheotherchildrenorpeoplewhoaresick’.Again ifweaskourselves, ‘wheredoesthepower lie?’, ithelpsustosee it fromthechild’sperspecFve.Maybe it is theschool’s fault, thesystem of the school that isn’t enabling the child to come in at adifferentFmeofdayor supporFngagirlwith sanitary towelsduringher periods, orwith uniform or other challenges. Or do the parentsneedsupporttounderstandtherightsofthechildandthelong-termbenefitofthechildgoingtoschool?Ifwewanttoplacetheblameanywhere,weshouldplacetheblameon the system which is failing the individual children or individualswho are not able to come and get more medicaFon or schooling,rather than blaming the individual children. How can we all worktogethertoimprovethesystem?

3Toshapeourthinking(a)

Nega<ve PreferredLanguageToendGBV ToachievesafetyHIV/AIDS Just‘HIV’or‘HIVandAIDS’

(a)Movingontohowweshapeourthinkinginregardstolanguage.InSteppingStonesWithChildrenwetalkedaboutsafetyalot,ratherthan‘ending GBV’ because ‘ending GBV’ is a double negaFve: to endsomethingisanegaFveandGBVisanegaFve.IwasinameeFnginWestAfricaandIasked‘whatareyougoingtodowhenweendGBV?’.ThesewereUN,NGOandgovernmentstaff.Theylookedpuzzledandsaid‘we’llbeoutofajob’-andthentheylaughedandIasked‘doyouwanttobeoutofajob?’Theysaid‘no,becausewehaveour rent to pay, and school fees to pay’. So I said, ‘isn’t that aproblemthen?Don’tweneedtothinkabouthowtodescribetheworkwedoassomethingposiFve,whichiscreaFngsomethingposiFve?Ofcourse youdon’twanttofinishyourjobs,becauseyouneedincome.That’swhy it is good forus to thinkand talk aboutdoing somethingposiFve,andtalkaboutposiFveoutcomesinthefuture.Next,manypeoplesFlltalkabout‘HIVAIDS’,asifitwasonewordandonething.Wethinkitisimportantnottodothis,sothatmorepeoplerealisethat ifpeoplewithHIVareabletoaccessandtaketreatment,wecan lead longfullyproducFve lives,withoutdevelopingAIDS.ThistoocouldhelptotakethefearoutofHIV.

3Toshapeourthinking(b)

Nega<ve PreferredLanguagePMTCT/eMTCT Peri-natalcareTreatmentnaïvepaFents PeoplenewtotreatmentTousepeople Toseekpeople’sengagement

(b) Then if we talk about PMCT (PrevenFon ofMother-to-Child Transmission) or EMCT (EliminaFonof Mother-to-Child Transmission), these are againnegaFve things, about prevenFon, eliminaFon andreally focusing on the transmission of HIV from awomanduringchildbirthorpregnancytoherchild.This focus on thewoman in thiswaywhich can feelveryblaming.

(b) So again we’re suggesFng we could talk instead about ‘peri-natal care, andsupport’andwecouldcallthat“HIV-relatedperi-natalcare”–whichisbothposiFveand supporFng and puTng the woman first, instead of negaFve and potenFallyblamingandthinkingmoreofherchildorpartnerthanofthewoman’sownneeds.Perimeansaroundandnatalmeansbirthsotogetherthatmeans‘everythingaroundbirth’ so that could be concepFon, pregnancy, childbirth, breasReeding stage andthisisamuchmoreneutralwayofdescribingit.Oken you hearworkers saying ‘treatment naïve paFents’. Naïve is a Frenchwordoriginally.IfinEnglishyousayanadultisnaïve,it’sasifthey’rechildishorimmature.Again it seems somehow a negaFve way of talking about people, so you can say‘peoplenew to treatment’which is the samenumberof syllablesbutmoregentleandneutral.Next, you okenhear aboutusing people, ‘we canuse themidwives to do this’ or‘using the community’. Can younot’ seekpeoples’ engagement’ rather thanusingsomebody? Itseemsagainaderogatorywayof talkingaboutpeople, to talkaboutusingthem,ratherthanengagingwiththemrespecRullyandthoughRully.SothosearesomeotherphraseswehavetalkedaboutandinSteppingStoneswithChildrenwehavetriedtoasmuchaswecantoshapethelanguageinthesessionsinamuchmoreneutralway.

3Toshapeourthinking(c)

Nega<ve PreferredLanguageTodisclose Toshareone’sHIVstatus

(c) Finally, we much prefer talking about ‘sharing one’s status’, instead of‘disclosing’ it. There is a lot of emphasis from health staff and in policydocuments on the need for ‘disclosure’. However, especially, given the highlevels of violence and fear experienced bywomen livingwithHIV and othersaroundHIV,we consider instead that they should be supported to share thisinformaFonwithsomeonetheytrust,onlywhentheyfeelreadytodoso.ThisisverymuchtheapproachwehavetakeninSteppingStoneswithChildren,inrelaFontocaregiverstalkingaboutHIVwiththechildrenintheircare.Thisiswhy‘disclosure’isnotanindicatorfortheprogramme,becausewedidn’twanttoputcaregiversorfacilitatorsunderanypressuretomakethishappen.As we expected, it turned out that almost all the caregivers, once they feltunderstoodand supported,did decide to talk to the childrenaboutwhy theirparent(s) had died, or the child’s own HIV status, and felt very relieved andhappy to have done so. The children too said how happy they felt. So oursupporFveapproachwassuccessful.Sothisiswhywepreferthephrases‘share’or‘talkto’,whichseemtousmuchmoregentleandkindly,insteadof‘disclose’,whichsoundsmuchmoreformal,officialandobligatory.

or:

WhichwouldYOUchoose?

Toshapeourthinking(d)

(d)4MisaprojectthatsomecolleaguesinSalamanderTrust,Angelina,EllenandNell,havebeenrunning.Theyhaverecentlyheldworkshops inUgandaandKenyawithUNYPAandPIPErespecFvelyandhereithasbeencalled4M+.It is apeermentoringproject runbyand forwomen livingwithHIV goingthroughthepregnancyjourney.At the top of the slide, you can see the Ftle, of The so-called ‘eliminaFonplan’aspeoplecalledit,theGlobalPlanwhichIamsureyouareallfamiliarwith.Anumberofusofwomen livingwithHIVsaid that thisGlobalPlan isjustsonegaFve.SomeMinistryofHealthpeople indifferentcountriesweresaying ‘thesewomen are terrible, they keep having babies andwe have toeliminatethis’whichjustfeltandsoundedawful.Sowecreatedour4MprogrammewithaverydifferentFtle.The4Msstandfor‘myhealth,mychoice,mychild,mylife’.Andyoucanseethefocusisonthe woman herself and her own autonomy and gives her power to decidewhatchoicesshewantstomakeduringherpregnancyandthechildbirthandbeyond.Itisamuchmorewomen’srights-focusedapproach.Just using empowering language in theFtle of a programme, from its startsetsadifferentscene for thewholeprogramme. I justwantedtosharethiswithyouasawayofdescribingtheimpactlanguagecanhaveonthewaywethink,feelandactaroundwomenlivingwithHIVandtheirbabies.

4Toshapeourcurrentandfutureac,ons

Preferredlanguage–posi<ve(notnega<ve);crea<ve(notmilitaris<c)Nega<ve PreferredLanguageNeedsassessment VisioningexerciseProblemsolving SoluFonseeking/dreaming

AbilityspoTng Virtues Buildingourresilience

Targetgroup PriorityGroupFight,struggle,end Vision,dream,nurture,growthEndingsFgma&discriminaFon PromoFngrespect&rights

Wecanalsouse language to shapebothour current andour futureac3ons.Somuchofprojectlanguageisaroundneedsassessmentandproblem solving. It is also verymilitarisFc.With formal researchalsowe start with a research problem and we are hard wired from ourancestryasanimalstothinkinthreat-oriented,nega3veanddefensiveways,aswelearntinearliersessionsofSteppingStoneswithChildren.Doyouremembertheoldbrainsatthebaseofournecks,andhowwehaveflightandfrightandfreezeandappeasebuiltintoouroldbrains?So it is reallygood forus to thinkposiFvelyandopenlyand inmuchmore creaFveways, andnot to haveproblem-oriented andnegaFvethreat-oriented,defensive,militarisFcthoughtsandlanguage.Insteadwecanhaveavisionaryexerciseinthecommunityinsteadofaneedsassessment,andhavesolu3on-seekinganddreamingexercisesinstead of problem solving. And exercises like ability-spoTng andvirtues, and as we used all the way through Stepping Stones withChildren. These build our own and our children’s resilience. Theexerciseswere all about finding those virtues inside uswhichwe allhave,butwhicharesookenhidden.Throughtheseexercises,wecanremindourselvestheyarethere,andthenbuildonthem.

5Toshapehowwethink&feelaboutpast,current&futureac<ons

Nega<ve PreferredLanguageBlamingothers Usingmind-sighttounderstandBlamingself UsingSIFT&abilityspoTngto

understandourselves Stayingonourhubs Dreamingourfutures Usingvirtues Whatelse?

MarFnLutherKingsaid:“Ihaveadream”

(not“Ihaveanightmare”….)

ItisalsohelpfultothinkabouthowlanguagehelpsustoshapehowwethinkandfeelaboutpastandcurrentacFonsandhowwecanmoveawayfromblamingothers,whichouruseofnegaFvelanguageokendoes-andalsookenblamingourselves.Instead, we can think about the exercises we have learnt about and used in theStepping Stones with Children programme. These include mindsight to understandwhere other people are coming from; the exercise about our sensaFons, images,feelings,andthoughts(SIFT)abouthowwearefeelinginourbodiesaboutdealingwithdifferentexperiences;abilityspoTng,tounderstandourselvesandothers;stayingonourhubssowedon’tgetoverwhelmedwithanxiety;thendreamingaboutourfutureswhichenablesus totapintoourdeepestcreaFveideasinsideus;andofcourseusingourvirtues.Finally, it is important to remember that negaFve language affects us not onlypsychologically, but also physically. NegaFve language increases the corFsol in ourbodies,whichpromotesstressandsuppressesour immunesystem.Bycontrast, ifweuseposiFve language, this increaseoxytocin inourbodieswhichpromotesasenseofwell-being and boosts our immune system, which can keep illness at bay. The moresciencetellsusaboutthelinksbetweenlanguage,ourmindsandourbodies,themorewelearnhowmuchitisagoodthingforusinsomanyways.

AsMar<nLutherKingsaid‘Ihaveadream’– not‘Ihaveanightmare’!

6Furtherreading

ALIV[H]EProject WebinaronLanguagehereUNAIDS2015 TerminologyGuidehereWelbourn2015 LanguageandtheBlameGamehereWelbourn2013 PillarsandPossibiliFeshereDilmiFsetal2012 Language,IdenFty&HIVhereKansasCoaliFon2005 AskingPowerfulQuesFonshere

THANKYOU!

Thankyousomuchtoallofyouwhotookpartinthecall, andespecially to Ellen,MarFn,Olga, Sam, Sue,Gill and Angelina for helpful comments on thispresentaFonduringthewebinarandakerwards;andtoLauraforwriFngupallthenotesfromthecall.