Podcasts about 2S

Voices In Recovery Podcast

Play Episode Listen Later Apr 7, 2025 4:01

(13 de abril: Día Internacional del Beso) Para Billy Larson fue un beso placentero, delicioso, fantástico. Era un beso comprado, eso sí, un beso obtenido de una mujer de la calle. Pero para el incauto joven, era hasta ese momento el mejor beso de su vida. En cambio, para Margarita Santos, la muchacha que se lo vendía, ese beso era otra cosa, ya que junto con el beso le pasó al joven una diminuta cápsula llena de un poderoso narcótico. Cuando Billy quedó profundamente dormido, Margarita lo despojó de todo su dinero. Era el truco que usaba para atrapar a sus víctimas. Por lo general el beso es una expresión de amor. Es caricia típica del género humano. Sin embargo, con todo el afecto humano, el romanticismo y el amor que se le imprima, el beso depende de las intenciones del corazón. Aunque no esté necesariamente teñido del color de un lápiz labial, no deja de estar teñido de los sentimientos del corazón. Hay besos muy amorosos, sentimentales, ardientes, patéticos, como el beso que se deposita tiernamente en la frente de la madre moribunda. Hay besos pérfidos, como los que se dan con una falsa declaración de amor a la persona que se dice amar y sin embargo se odia. Hay besos traicioneros y hay besos fríos; besos que se dan por obligación y besos que encubren una pasión morbosa; besos legítimos, como los que se dan a la esposa, a los hijos y a los nietos; y besos ilegítimos, prohibidos, como los que se dan a la prostituta o a la mujer ajena. Cualquiera que sea el caso, la calidad, el color, la pasión y la esencia de los besos que damos dependen siempre de lo que guardamos en el corazón, ya que del corazón mana la vida misma, según lo afirma el sabio Salomón.1 En esa misma estrofa del libro de los Proverbios, Salomón nos da a entender que la calidad de nuestro corazón no sólo determina la calidad de nuestros besos sino también la de nuestras palabras, intenciones y acciones.2 Tal vez lo haya aprendido de la experiencia de su padre, el rey David. ¿Acaso no era Salomón el hijo que Betsabé le dio a David después que David cometió adulterio con ella?3 Cuando David se arrepintió de ese adulterio y del mortal engaño del que fue culpable, le rogó a Dios que limpiara por completo su corazón. David sabía que lo que lo alejaba de la presencia de Dios era la condición sucia de su corazón. Y sabía lo que evidentemente no sabían Billy Larson y Margarita Santos: que Dios se deleita en sanar el corazón quebrantado, perdonar el corazón arrepentido y limpiar el corazón sucio.4 Pues de haber tenido un corazón limpio como el que le da Dios a todo el que se lo pide, ni Billy hubiera caído en la trampa, ni Margarita se la hubiera tendido con un beso. Carlos ReyUn Mensaje a la Concienciawww.conciencia.net 1 Pr 4:23 2 Pr 4:24‑27 3 2S 12:24 4 2S 12:13; Sal 51:10,16‑17

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Nikk Goodswimmer

Play Episode Listen Later Mar 26, 2025 64:19

This week artist, frontline worker, activist, and advocate; Nikk Goodswimmer also known as PunkIndigenous (they/she 2S) is Stoney Nakota and Cree from Treaty 8 Sturgeon Lake Cree Nation. They share their incredible, painful and harrowing journey starting with the millennial scoop of 2000's. Where the federal government continued its awful practice of removing indigenous children from their families. Now it isn't to send away to residential schools, but into the very same system under the guise of foster care. Then to be placed in white, Christian foster care where as recently as ten years ago they held Nikk down and cut their hair. Our governments are apologetic about abuse and genocide, all the while committing atrocities under different names and guises. https://www.interruptingcriminalization.com/defundpolice-toolkithttps://www.mmiwg-ffada.ca/End genocide

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La Matinale Tocsin du 14/03 : La propagande guerrière sert à torpiller les impôts des Français ! Avec Jacques Sapir

TOCSIN PODCAST

Play Episode Listen Later Mar 25, 2025 128:37

Voici l'émission du 14 Mars avec Nicolas Vidal, au programme :2:30 Les secrets très mal cachés de la loi de programmation militaire

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Tu és pó (2) | Pr. Hugo Zica | Igreja Batista Plenitude

Igreja Batista Plenitude

Play Episode Listen Later Feb 14, 2025 46:03

Gênesis 2São Luís-MA, Brasil. 19/01/2025

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Viernes audio regulero AhI podcast?¿

Reflex Podcast

Play Episode Listen Later Feb 14, 2025 23:25

Ha una parte sobre el el minuto 15 que se escucha mal... he intentado salvarlo pero no ha sido posible. No doy pa mas... adobe podcast tampoco. EL MX master 2S sigue a precio 56€ https://amzn.to/3CFRyCBEl podcast del mono https://open.spotify.com/episode/65AS82WlJqt5vPloXX9ywY?si=033468f7945b4518

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We're Too Sexy for this Poll

Reel Indigenous

Play Episode Listen Later Dec 31, 2024 29:41

Indigenous.tv just ran a Sexiest Man in NDN Country poll, so our hosts weigh in on their picks. Lulululu to Che Jim for his win! It was a crowded field this year, and we are pumped. Here's to next year's poll, with the hope it will include our 2S, non-binary, women, and femme folks!

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2024-11-06 - Dealing with the Results?

Audio | CHCEMVIAC — Viac ako dáva tento svet…

Play Episode Listen Later Nov 6, 2024 58:41

Jonny and Heather face the challenge of recording a show on a Monday afternoon before it airs on a Wednesday morning in the first week of November....in a very contentious and signficant election year. Acknowledging the challenge of recording before any results or consequences are yet known, they offer some escapes from election anxiety and, perhaps, a harsh return to one. The review and gush over Disney+ and the MCU's "Agatha All Along." The then turn to reminding folks to check in on how the LGBTQ and 2S candidates in the race, lower down the ballot and out of the likely headlines did in the election. In the back half of the show, the turn to Uganda and the lessons that can be taken from an African nation that has given the death penalty to LGBTQ identities. How the rest of Africa is treating queer refugees from Uganda and the impacts of the policy for Uganda's economy are important lessons for the US to attend to as we flirt with a similar degree of regulation for queer and trans bodies.

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Season 3 | Episode 01 - Grouping Practices That Promote Efficacy and Knowledge Transfer - Guest: Dr. Peter Liljedahl

Rounding Up

Play Episode Listen Later Sep 5, 2024 44:24

Rounding Up Season 3 | Episode 1 – Grouping Practices That Promote Efficacy and Knowledge Transfer Guest: Dr. Peter Liljedahl Mike Wallus: We know from research that student collaboration can have a powerful impact on learning. That said, how we group students for collaboration matters—a lot. Today we're talking with Dr. Peter Liljedahl, author of “Building Thinking Classrooms in Mathematics,” about how educators can form productive, collaborative groups in their classrooms. Mike: Hello, Peter. Welcome to the podcast. Peter Liljedahl: Thanks for having me. Mike: So, to offer our listeners some background, you've written a book, called “Building Thinking Classrooms in Mathematics,” and I think it's fair to say that it's had a pretty profound impact on many educators. In the book, you address 14 different practices. And I'm wondering if you could weigh in on how you weigh the importance of the different practices that you addressed? Peter: Well, OK, so, first of all, 14 is a big number that publishers don't necessarily like. When we first started talking with Corwin about this, they were very open. But I know if you think about books, if there's going to be a number in the title, the number is usually three, five or seven. It's sometimes eight—but 14 is a ridiculous number. They can't all be that valuable. What's important about the fact that it's 14, is that 14 is the number of core practices that every teacher does. That's not to say that there aren't more or less for some teachers, but these are core routines that we all do. We all use tasks. We all create groups for collaboration. We all have the students work somewhere. We all answer questions. We do homework, we assign notes, we do formative, summative assessment. We do all of these things. We consolidate lessons. We launch lessons. Peter: These are sort of the building blocks of what makes our teaching. And through a lot of time in classrooms, I deduced this list of 14. Robert Kaplinsky, in one of his blog posts, actually said that he thinks that that list of 14 probably accounts for 95 percent of what happens in classrooms. And my research was specifically about, “How do we enact each of those 14 so that we can maximize student thinking? So, what kind of tasks get students to think, how can we create groups so that more thinking happens? How can we consolidate a lesson so we get more thinking? How can we do formative and summative assessments so the students are thinking more?” So, the book is about responding to those 14 core routines and the research around how to enact each of those to maximize thinking. Your question around which one is, “How do we put weight on each of these?” Peter: They're all important. But, of course, they're not all equally impactful. Building thinking classrooms is most often recognized visually as the thing where students are standing at whiteboards working. And, of course, that had a huge impact on student engagement and thinking in the classroom, getting them from sitting and working at desks to getting them working at whiteboards. But in my opinion, it's not the most impactful. It is hugely impactful, but the one that actually makes all of thinking classroom function is how we form collaborative groups, which is chapter two. And it seems like that is such an inconsequential thing. “We've been doing groups for forever, and we got this figured out. We know how to do this. But … do we really? Do we really have it figured out?” Because my research really showed that if we want to get students thinking, then the ways we've been doing it aren't working. Mike: I think that's a great segue. And I want to take a step back, Peter. Before we talk about grouping, I want to ask what might be an obvious question. But I wonder if we can talk about the “why” behind collaboration. How would you describe the value or the potential impact of collaboration on students' learning experiences? Peter: That's a great question. We've been doing collaborative work for decades. And by and large, we see that it is effective. We have data that shows that it's effective. And when I say “we,” I don't mean me or the people I work with. I mean “we, in education,” know that collaboration is important. But why? What is it about collaboration that makes it effective? There are a lot of different things. It could be as simple as it breaks the monotony of having to sit and listen. But let's get into some really powerful things that collaboration does. Number one, about 25 years ago, we all were talking about metacognition. We know that metacognition is so powerful and so effective, and if we get students thinking about their thinking, then their thinking actually improves. And metacognition has been shown time and time again to be impactful in learning. Some of the listeners might be old enough to remember the days where we were actually trying to teach students to be metacognitive, and the frustration that that created because it is virtually impossible. Peter: Being reflective about your thinking while you're thinking is incredibly hard to do because it requires you to be both present and reflective at the same time. We're pretty good at being present, and we're pretty good about reflecting on our experiences. But to do both simultaneously is incredibly hard to do. And to teach someone to do it is difficult. But I think we've also all had that experience where a student puts up their hand, and you start walking over to them, and just as you get there, they go, “Never mind.” Or they pick up their book, and they walk over to you, and just as they get to you, they just turn around and walk back. I used to tell my students that they're smarter when they're closer to me. But what's really going on there is, as they've got their hand up, or as they're walking across the room toward you as a teacher, they're starting to formulate their thoughts to ask a question. Peter: They're preparing to externalize their thinking. And that is an incredibly metacognitive process. One of the easiest forms of metacognition, and one of the easiest ways to access metacognition, is just to have students collaborate. Collaborating requires students to talk. It requires them to organize their thoughts. It requires them to prepare their thinking and to think about their thinking for the purposes of externalization. It is an incredibly accessible way of creating metacognition in your classroom, which we already know is effective. So, that's one reason I think collaboration is really, really vital. Peter: Another one comes from the work on register. So, register is the level of sophistication with which we speak about something. So, if I'm in a classroom, and I'm talking to kindergarten students, I set a register that is accessible to them. When I talk to my undergraduates, I use a different register. My master's students, my Ph.D. students, my colleagues, I'm using different registers. I can be talking about the same thing, but the level of sophistication with which I'm going to talk about those things varies depending on the audience. And as much as possible, we try to vary our register to suit the audience we have. But I think we've also all had that instructor who's completely incapable of varying their register, the one who just talks at you as if you're a third-year undergraduate when you're really a Great Eight student. And the ability to vary our register to a huge degree is going to define what makes us successful as a teacher. Can we meet our learners where they're at? Can we talk to them from the perspective that they're at? Now we can work at it, and very adept teachers are good at it. But even the best teachers are not as good at getting their register to be the same as students. Peter: So, this is another reason collaboration is so effective. It allows students to talk and be talked to at their register, which is the most accessible form of communication for them. And I think the third reason that collaboration is so important is the difference between what I talk in my book about the difference between absolute and tentative knowledge. So, I'm going to make two statements. You tell me which one is more inviting to add a comment to. So, statement number one is, “This is how to do it, or this is what I did.” That's statement number one. Statement number two is, “I think that one of the ways that we may want to try, I'm wondering if this might work.” Which one is more inviting for you to contribute to? Mike: Yes, statement number two, for many, many reasons, as I'm sitting here thinking about the impact of those two different language structures. Peter: So, as teachers, we tend to talk in absolutes. The absolute communication doesn't give us anything to hold onto. It's not engaging. It's not inviting. It doesn't bring us into the conversation. It's got no rough patches—it's just smooth. But when that other statement is full of hedging, it's tentative. It's got so many rough patches, so many things to contribute to, things I want to add to, maybe push back at or push further onto. And that's how students talk to each other. When you put them in collaborative groups, they talk in tentative discourse, whereas teachers, we tend to talk in absolutes. So, students are always talking to each other like that. When we put them in collaborative groups, they're like, “Well, maybe we should try this. I'm wondering if this'll work. Hey, have we thought about this? I wonder if?” And it's so inviting to contribute to. Mike: That's fascinating. I'm going to move a little bit and start to focus on grouping. So, in the book, you looked really closely at the way that we group students for collaborative problem-solving and how that impacts the way students engage in a collaborative effort. And I'm wondering if you could talk a little bit about the type of things that you were examining. Peter: OK. So, you don't have to spend a lot of time in classrooms before you see the two dominant paradigms for grouping. So, the first one we tend to see a lot at elementary school. So, that one is called “strategic grouping.” Strategic grouping is where the teacher has a goal, and then they're going to group their students to satisfy that goal. So, maybe my goal is to differentiate, so I'm going to make ability groups. Or maybe my goal is to increase productivity, so I'm going to make mixed-ability groups. Or maybe my goal is to just have peace and quiet, so I'm going to keep those certain students apart. Whatever my goal is, I'm going to create the groups to try to achieve that goal, recognizing that how students behave in the classroom has a lot to do with who they're partnered with. So that's strategic grouping. It is the dominant grouping paradigm we see in elementary school. Peter: By the time we get to high school, we tend to see more of teachers going, “Work with who you want.” This is called “self-selected groupings.” And this is when students are given the option to group themselves any way they want. And alert: They don't group themselves for academic reasons, they group themselves for social reasons. And I think every listener can relate to both of those forms of grouping. It turns out that both of those are highly ineffective at getting students to think. And ironically, for the exact same reason. We surveyed hundreds of students who were in these types of grouping settings: strategic grouping or self-selected groupings. We asked one question, “If you knew you were going to work in groups today, what is the likelihood you would offer an idea?” That was it. And 80 percent of students said that they were unlikely or highly unlikely to offer an idea, and that was the exact same, whether they were in strategic groupings or self-selected groupings. The data cut the same. Mike: That's amazing, Peter. Peter: Yeah, and it's for the same reason it turns out; that whether students were being grouped strategically or self-selected, they already knew what their role was that day. They knew what was expected of them. And for 80 percent of the students, their role is not to think. It's not to lead. Their role is to follow, right? And that's true whether they're grouping themselves socially, where they already know the social hierarchy of this group, or they're being grouped strategically. We interviewed hundreds of students. And after grade 3, every single student could tell us why they were in the group this teacher placed them in. They know. They know what you think of them. You're communicating very clearly what you think their abilities are through the way you group them, and then they live down to that expectation. So, that's what we were seeing in classrooms was that strategic grouping may be great at keeping the peace. And self-selected grouping may be fabulous for getting students to stop whining about collaboration. But neither of them was effective for getting students to think. In fact, they were quite the opposite. They were highly ineffective for getting students to think. Mike: So, I want to keep going with this. And I think one of the things that stood out for me as I was reading is, this notion that regardless of the rationale that a teacher might have for grouping, there's almost always a mismatch between what the teacher's goals are and what the student's goals are. I wonder if you could just unpack this and maybe explain this a bit more. Peter: So, when you do strategic grouping, do you really think the students are with the students that they want to be with? One of the things that we saw happening in elementary school was that strategic grouping is difficult. It takes a lot of effort to try to get the balance right. So, what we saw was teachers largely doing strategic grouping once a month. They would put students into a strategic group, and they would keep them in that group for the entire month. And the kids care a lot about who they're with, when you're going to be in a group for a month. And do you think they were happy with everybody that was in that group? If I'm going to be with a group of students for a month, I'd rather pick those students myself. So, they're not happy. You've created strategic groupings. And, by definition, a huge part of strategic grouping is keeping kids who want to be together away from each other. Peter: They're not happy with that. Self-selected groupings, the students are not grouping themselves for academic reasons. They're just grouping themselves for social reasons so that they can socialize, so they talk, so they can be off topic, and all of these things. And yes, they're not complaining about group work, but they're also not being productive. So, the students are happy. But do you think the teacher's happy? Do you think the teacher looks out across that room and goes, “Yeah, there were some good choices made there.” No, nobody's happy, right? If I'm grouping them strategically, that's not matching their goals. That's not matching their social goals. When they're grouping themselves in self-selected ways, that's matching their social goals but not matching my academic goals for them. So, there's always going to be this mismatch. The teacher, more often than not, has academic goals. The students, more often than not, have social goals. There are some overlaps, right? There are students who are like, “I'm not happy with this group. I know I'm not going to do well in this group. I'm not going to be productive.” And there are some teachers who are going, “I really need this student to come out of the shell, so I need to get them to socialize more.” But other than that, by and large, our goals as teachers are academic in nature. The goals as students are social in nature. Mike: I think one of the biggest takeaways from your work on grouping, for me at least, was the importance of using random groups. And I have to admit, when I read that there was a part of me thinking back to my days as a first-grade teacher that felt a little hesitant. As I read, I came to think about that differently. But I'm wondering if you can talk about why random groups matter, the kind of impact that they have on the collaborative experience and the learning experience for kids. Peter: Alright, so going back to the previous question. So, we have this mismatch. And we have also that 80 percent of students are not thinking; 80 percent of students are entering into that group, not prepared to offer an idea. So those are the two problems that we're trying to address here. So, random groups … random wasn't good enough. It had to be visibly random. The students had to see the randomness because when we first tried it, we said, “Here's your random groups.” They didn't believe we were being random. They just thought we were being strategic. So, it has to be visibly random, and it turns out it has to be frequent as well. About once every 45 to 75 minutes. See, when students are put into random groups, they don't know what their role is. So, we're solving this problem. They don't know what their role is. When we started doing visibly random groups frequently, within three weeks we were running that same survey. Peter: “If you know you're going to work in groups today, what is the likelihood you would offer an idea?” Remember the baseline data was that 80 percent of students said that they were unlikely or highly unlikely, and, all of a sudden, we have a hundred percent of students saying that they're likely or highly likely. That was one thing that it solved. It shifted this idea that students were now entering groups willing to offer an idea, and that's despite 50 percent of them saying, “It probably won't lead to a solution, but I'm going to offer an idea.” Now why is that? Because they don't know what their role is. So, right on the surface, what random groups does, is it shatters this idea of preconceived roles and then preconceived behaviors. So, now they enter the groups willing to offer an idea, willing to be a contributor, not thinking that their role is just to follow. But there's a time limit to this because within 45 to 75 minutes, they're going to start to fall into roles. Peter: In that first 45 minutes, the roles are constantly negotiated. They're dynamic. So, one student is being the leader, and the others are being the follower. And now, someone else is a leader, the others are following. Now everyone is following. They need some help from some external source. Now everyone is leading. We've got to resolve that. But there is all of this dynamicism and negotiation going on around the roles. But after 45 to 75 minutes, this sort of stabilizes and now you have sort of a leader and followers, and that's when we need to randomize again so that the roles are dynamic and that the students aren't falling into sort of predefined patterns of non-thinking behavior. Mike: I think this is fascinating because we've been doing some work internally at MLC around this idea of status or the way that … the stories that kids tell about one another or the labels that kids carry either from school systems or from the community that they come from, and how those things are subtle. They're unspoken, but they often play a role in classroom dynamics in who gets called on. What value kids place on a peer's idea if it is shared. What you're making me think is there's a direct line between this thing that we've been thinking about and what happens in small groups as well. Peter: Yeah, for sure. So, you mentioned status. I want to add to that identity and self-efficacy and so on and so forth. One of the interesting pieces of data that came out of the research into random groups was, we were interviewing students several weeks into this. And we were asking them questions around this, and the students were saying things like, “Oh, the teacher thinks we're all the same, otherwise they wouldn't do random groups. The teacher thinks we're all capable, otherwise they wouldn't do random groups.” So, what we're actually talking about here is that we're starting—just simply through random groups—to have a positive impact on student self-efficacy. One of the things that came out of this work, that I wrote about in a separate paper, was that we've known for a long time that student self-efficacy has a huge impact on student performance. But how do we increase, how do we improve student self-efficacy? Peter: There are a whole bunch of different ways. The work of Bandura on this is absolutely instrumental. But it comes down to a couple of things. From a classroom teacher perspective, the first thing, in order for a student to start on this journey from low self-efficacy to high self-efficacy, they have to encounter a teacher who believes in them. Except students don't listen to what we say. They listen to what we do. So, simply telling our students that we have confidence in them doesn't actually have much impact. It's how we show them that we have confidence in them. And it turns out that random groups actually have a huge impact on that. By doing the random groups, we're actually showing the kids that we believe in them and then they start to internalize this. So that's one thing. The work of Bandura about how we can start to shift student self-efficacy through mastery experiences, where they start to, for example, be successful at something. And that starts to have an impact that is amplified when students start to be successful in front of others, when they are the ones who are contributing in a small group. And that group is now successful. And that success is linked in some small or great part to your contributions; that self-efficacy is amplified because not only am I being successful, I'm being successful in a safe environment, but in front of others. Peter: Now, self-efficacy contributes to identity, and identity has an interesting relationship with status. And you mentioned status. So, self-efficacy is what I think of myself. Status is what others think of me. I can't control my status. I can't shift my status. Status is something that is bestowed on me by others. And, of course, it's affected by their interactions with me in collaborative spaces. So, how they get to see me operate is going to create a status for me, on me, by others. But the status gets to be really nicely evenly distributed in thinking classrooms when we're doing these random groups because everybody gets to be seen as capable. They all get to be someone who can be mathematical and someone who can contribute mathematically. Mike: I want to shift back for a moment to this idea of visibly random groups. This idea that for kids, they need to believe that it's not just a strategic grouping that I've called random for the sake of the moment. What are some of the ways that you've seen teachers visibly randomize their groups so that kids really could see the proof was right out there in front of them? Peter: So, we first started with just cards. So, we got 27 kids. We're going to use playing cards, we're going to have three aces, three 2S, three 3s, three 4s, and so on. We would just shuffle the deck, and the kids would come and take a card. And if you're a 4, you would go to the board that has a 4 on it. Or maybe that fourth 4 is there, so to speak. We learned a whole bunch of things. It has to be visible. And however way we do it, the randomization doesn't just tell them what group they're in, it tells them where to go. That's an efficiency thing. You don't want kids walking around the classroom looking for their partners and then spending 5 minutes deciding where they want to work. Take a card, you got a 7, you go to the 7 board. You got an ace, you go to the ace board. Peter: And that worked incredibly well. Some teachers already had Popsicle sticks in their classroom, so they started using those: Popsicle sticks with students' names. So, they would pull three Popsicle sticks and they would say, “OK, these students are together. These students are together.” At first, we didn't see any problems with that. That seemed to be pretty isomorphic … to using a playing card. Some teachers got frustrated with the cards because with a card, sometimes what happens is that they get ripped or torn or they don't come back. Or they come back, and they're sweaty or they're hot. And it's like, “OK, where were you keeping this card? I don't want to know. It's hot, it's dirty.” They got ink on it. The cards don't come back. The kids are swapping cards. And teachers were frustrated by this. So, they started using digital randomizers, things like Flippity and ClassDojo and Picker Wheel and Team Shake and Team Maker. Peter: There were tons of these digital randomizers, and they all work pretty much the same. But there was a bit of a concern that the students may not perceive the randomness as much in these methods. And you can amplify that by, for example, bringing in a fuzzy [die], a big one, and somebody gets to roll it. And if a 5 comes up, they get to come up and hit the randomized button five times. And now there's a greater perception of randomness that's happening. With Flippity, that turns out actually it'd be true. Turns out that the first randomization is not purely random, and the kids spot that pattern. And we thought, “OK, perfect. That's fine. As long as the students perceive it's random, that it is truly random, that the teacher isn't somehow hacking this so that they are able to impose their own bias into this space.” So, it's seemingly random, but not purely random. And everything was running fine until about six to eight months ago. I was spending a lot of time in classrooms. I think in the last 14 months I've been in 144 different classrooms, co-teaching or teaching. So, I was spending a lot of time in classrooms, and for efficiency's sake, a lot of these teachers were using digital randomizers. And then I noticed something. It had always been there, but I hadn't noticed it. This is the nature of research. It's also the nature of just being a fly on the wall, or someone who's observing a classroom or a teacher. There's so much to notice we can't notice it all. So, we notice the things that are obvious. The more time we spend in spaces, the more nuanced things we're able to notice. And about six to eight months ago, I noticed something that, like I said, has always been there, but I had never really noticed it. Peter: Teacher hits a randomized button, and all the students are standing there watching, waiting for the randomized groups to appear on the screen. And then somebody goes, “Ugh.” It's so small. Or somebody laughs. Or somebody's like, “Nooo.” And it's gone. It's in a moment, it's gone. Sometimes others snicker about it, but it's gone. It's a flash. And it's always been there, and you think it's not a big deal. Turns out it's a huge deal because this is a form of micro-bullying. This is what I call it, “micro-bullying.” Because when somebody goes, “Ugh,” everybody in the room knows who said it. And looking at the screen, they know who they said it about. And this student, themself, knows who said it, and they know that they're saying it about them. And what makes this so much worse than other overt forms of bullying is that they also are keenly aware that everybody in the room just witnessed and saw this happen, including the teacher. Peter: And it cuts deeply. And the only thing that makes bullying worse is when bullying happens in front of someone who's supposed to protect you, and they don't; not because we're evil, but because it's so short, it's so small, it's over in a flash. We don't really see the magnitude of this. But this has deep psychological effects and emotional effects on these students. Not just that they know that this person doesn't like them. But they know that everybody knows that they don't like them. And then what happens on the second day? The second day, whoever's got that student, that victimized student in their group, when the randomization happens, they also go, “Ugh,” because this has become acceptable now. This is normative. Within a week, this student might be completely ostracized. And it's just absolutely normal to sort of hate on this one student. Peter: It's just not worth it. It cuts too deeply. Now you can try to stop it. You can try to control it, but good luck, right? I've seen teachers try to say, “OK, that's it. You're not allowed to say anything when the randomization happens. You're not allowed to cheer, you're not allowed to grunt, you're not allowed to groan, you're not allowed to laugh. All you can do is go to your boards.” Then they hit the random, and immediately you hear someone go, “Ugh.” And they'll look at them, and the student will go, “What? That's how I breathe.” Or “I stubbed my toe where I thought of something funny.” It's virtually impossible to shut it down because it's such a minor thing. But seemingly minor. In about 50 percent of elementary classrooms that I'm in, where a teacher uses that digital randomizer, you don't hear it. But 50 percent you do. Almost 100 percent of high school classrooms I'm in you hear some sort of grunt or groan or complaint. Peter: It's not worth it. Just buy more cards. Go to the casino, get free cards. Go to the dollar store, get them cheap. It's just not worth it. Now, let's get back to the Popsicle stick one. It actually has the same effect. “I'm going to pull three names. I'm going to read out which three names there are, and I'm going to drop them there.” And somebody goes, “Ugh.” But why does this not happen with cards? It doesn't happen with cards because when you take that card, you don't know what group you're in. You don't know who else is in your group. All you know is where to go. You take that card, you don't know who else is in your group. There's no grunting, groaning, laughing, snickering. And then when you do get to the group, there might be someone there that you don't like working with. So, the student might go, “Ugh.” But now there's no audience to amplify this effect. And because there's no audience, more often than not, they don't bother going, “Ugh.” Go back to the cards, people. The digital randomizers are fast and efficient, but they're emotionally really traumatizing. Mike: I think that's a really subtle but important piece for people who are thinking about doing this for the first time. And I appreciate the way that you described the psychological impact on students and the way that using the cards engineers less of the audience than the randomizer [do]. Peter: Yeah, for sure. Mike: Well, let's shift a little bit and just talk about your recommendations for group size, particularly students in kindergarten through second grade as opposed to students in third grade through fifth grade. Can you talk about your recommendations and what are the things that led you to them? Peter: First of all, what led to it? It was just so clear, so obvious. The result was that groups of three were optimal. And that turned out to be true every setting, every grade. There are some caveats to that, and I'll talk about that in a minute. But groups of three were obvious. We saw this in the data almost immediately. Every time we had groups of three, we heard three voices. Every time we heard groups of four, we heard three voices. When we had groups of five, we heard two voices on task, two voices off task, and one voice was silent. Groups of three were just that sort of perfect, perfect group size. It took a long time to understand why. And the reason why comes from something called “complexity theory.” Complexity theory tells us that in order for a group to be productive, it has to have a balance between diversity and redundancy. Peter: So, redundancy is the things that are the same. We need redundancy. We need things like common language, common notation, common vocabulary, common knowledge. We need to have things in common in order for the collaboration to even start. But if all we have is redundancy, then the group is no better than the individual. We also have to have diversity. Diversity is what every individual brings to the group that's different. And the thing that happens is, when the group sizes get larger, the diversity goes up, but redundancy goes down. And that's bad. And when the group sizes get smaller, the redundancy goes up, but the diversity goes down. And that's bad. Groups of three seem to have this perfect balance of redundancy and diversity. It was just the perfect group size. And if you reflect on groups that you've done in your settings, whatever that setting was, you'll probably start to recognize that groups of three were always more effective than groups of four. Peter: But we learned some other things. We learned that in K–2, for example, groups of three were still optimal, but we had to start with groups of two. Why? Because very young children don't know how to collaborate yet. They come to school in kindergarten, they're still working in what we call “parallel,” which means that they'll happily stand side by side at a whiteboard with their own marker and work on their own things side by side. They're working in parallel. Eventually, we move them to a state that we call “polite turn-taking.” Polite turn-taking is we can have two students working at a whiteboard sharing one marker, but they're still working independently. So, “It's now your turn and you're working on your thing, and now it's my turn, I'm working on my thing.” Eventually, we get them to a state of collaboration. And collaboration is defined as “when what one student says or does affects what the other student says or does.” Peter: And now we have collaboration happening. Very young kids don't come to school naturally able to collaborate. I've been in kindergarten classrooms in October where half the groups are polite turn-taking, and half the groups are collaborating. It is possible to accelerate them toward that state. But I've also been in grade 2 classrooms in March where the students are still working in parallel or turn-taking. We need to work actively at improving the collaboration that's actually happening. Once collaboration starts to happen in those settings, we nurtured for a while and then we move to groups of three. So, I can have kindergartens by the end of the year working in groups of three, but I can't assume that grade 2s can do it at the beginning of the year. It has a lot to do with the explicit efforts that have been made to foster collaboration in the classroom. And having students sit side by side and pair desks does not foster collaboration. It fosters parallel play. Peter: So, we always say that “K–2, start with groups of two, see where their level of collaboration is, nurture that work on it, move toward groups of three.” The other setting that we had to start in groups of two were alternate ed settings. Not because the kids can't collaborate, but because they don't trust yet. They don't trust in the process in the educational setting. We have to nurture that. Once they start to trust in working in groups of two, we can move to groups of three. But the data was clear on this. So, if you have a classroom, and let's say you're teaching grade 6, and you don't have a perfect multiple of three, what do you do? You make some groups of two. So, rather than groups of four, make some groups of two. Keep those groups of two close to each other so that they may start to collaborate together. Peter: And that was one of the ironies of the research: If I make a group of four, it's a Dumpster fire. If I make two groups of two and put them close to each other, and they start to talk to each other, it works great. You start with groups of two. So, having some extra groups of two is handy if you're teaching in high school or any grade, to be honest. But let's say you have 27 students on your roster, but only 24 are there. There's going to be this temptation to make eight groups of three. Don't do it. Make nine groups, have a couple of groups of two. Because the minute you get up and running, someone's going to walk in late. And then when they walk in late, it's so much easier to plug them into a group of two than to have them waiting for another person to come along so that they can pair them or to make a group of four. Mike: Yeah, that makes sense. Before we close, Peter, I want to talk about two big ideas that I really wish I would've understood more clearly when I was still in the classroom. What I'm thinking about are the notion of crossing social boundaries and then also the concept of knowledge mobility. And I'm wondering if you could talk about each of them in turn and talk about how they relate to one another. Peter: Certainly. So, when we make our groups, when we make groups, groups are very discreet. I think this comes from that sort of strategic grouping, or even self-selected groupings where the groups are really separate from each other. There are very well-defined boundaries around this group, and everything that happens, happens inside that group, and nothing happens between groups. In fact, as teachers, we often encourage that, and we're like, “No, do your own work in your group. Don't be talking to the other groups.” Because the whole purpose of doing strategic groups is to keep certain kids away from each other, and that creates a very non-permeable boundary between the groups. But what if we can make these boundaries more porous, and so that knowledge actually starts to flow between the groups. This is what's called “knowledge mobility,” the idea that we don't actually want the knowledge to be fixed only inside of a group. Peter: The smartest person in the room is the room. We got to get that knowledge moving around the room. It's not groups, it's groups among groups. So, how can we get what one group is achieving and learning to move to another group that's maybe struggling? And this is called “knowledge mobility.” The easiest way to increase this is we have the students working at vertical whiteboards. Working at vertical whiteboards creates a space where passive knowledge mobility is really easy to do. It's really easy to look over your shoulder and see what another group is doing and go, “Oh, let's try that. They made a table of values. Let's make a table of values. Or they've done a graph, or they drew a picture” or whatever. “We'll steal an idea.” And that idea helps us move forward. And that passive can also lead to more active, where it's like, “I wonder what they're doing over there?” Peter: And then you go and talk to them, and the teacher can encourage this. And both of these things really help with mobilizing knowledge, and that's what we want. We don't want the only source of knowledge to be the teacher. Knowledge is everywhere. Let's get that moving around the room within groups, between groups, between students. And that's not to say that the students are copying. We're not encouraging copying. And if you set the environment up right, they don't copy. They're not going to copy. They'll steal an idea, “Oh, let's organize our stuff into a table of values,” and then it's back to their own board and working on that. And the other way that we help make these boundaries more porous is by breaking down the social barriers that exist within a classroom. All classrooms have social barriers. They could be gender, race. They could be status-based. Peter: There are so many things that make up the boundaries that exist within classrooms. There are these social structures that exist in schools. And one of the things that random groups does is it breaks down these social barriers because we're putting students together that wouldn't normally be together. And our data really reveals just how much that happens; that after three weeks, the students are coming in, they're socializing with different students, students that hadn't been part of their social structure before. They're sitting together outside of class. I see this at the university where students are coming in, they almost don't know each other at all. Or they're coming in small groups that are in the same class. They know each other from other courses, and within three, four weeks, I'm walking through the hallways at the university and I'm seeing them sitting together, working together, even having lunch together in structures that didn't exist on day one. There are so many social structures, social barriers in classrooms. And if we can just erode those barriers, those group structures are going to become more and more porous, and we're creating more community, and we're reducing the risk that exists within those classrooms. Mike: I think the other piece that jumps out for me is when I go back to this notion of one random grouping, a random grouping that shifts every 45 to 75 minutes. This idea of breaking those social boundaries—but also, really this idea that knowledge mobility is accelerated jumps out of those two practices. I can really see that in the structure and how that would encourage that kind of change. Peter: Yeah. And it encourages both passively and actively. Passive in the sense that students can look over the shoulder, active that they can talk to another group. But also passively from the teacher perspective, that random groups does a lot of that heavy lifting. But I can also encourage it actively when a group asks a question. Rather than answering their question, looking around the room going, “You should go talk to the sevens over there.” Or “We're done. What do we do next?” “Go talk to the fours. They know what's next.” That, sort of, “I as a teacher can be passive and let the random groups do a lot of the heavy lifting. But I can also be active and push knowledge around the room. By the way, I respond to students' questions.” Mike: Well, and I think what also strikes me is you're really distributing the authority mathematically to the kids as well. Peter: Yeah, so we're displacing status, we're increasing identity. We're doing all sorts of different things that are de-powering the classroom, decentralizing the classroom. Mike: Well, before we go, Peter, I'm wondering if there are any steps that you'd recommend to an educator who's listening. They want to start to dabble, or they want to take up some of the ideas that we've talked about. Where would you invite people to make a start? Peter: So, first of all, one of the things we found in our research was small change is no change. When you make small changes, the classroom as a system will resist that. So, go big. In building thinking classrooms, random groups is not a practice that gets enacted on its own. It's enacted with two other practices: thinking tasks, which is chapter one of my book, random groups, which is chapter two. And then, getting the students working at vertical whiteboards. These are transformational changes to the classroom. What we're doing in doing that is we're changing the environment in which we're asking students to behave differently. Asking students to behave differently in exactly the same environment that they behaved a certain way for five years already is almost impossible to do. If you want them to behave differently, if you want them to start to think, you're going to have to create an environment that is more conducive to thinking. Peter: So, that's part of it. The other thing is, don't do things by half measures. Don't start doing, “Well, we're going to do random groups on Mondays, but we're going to do strategic groups the rest of the days,” or something like this. Because what that communicates to students is that the randomness is something that you don't really value. Go big. We're doing random groups. We're always doing random groups. Have the courage. Yes, there's going to be some combinations that you're going to go, “Uh-oh.” And some of those are going to be really uh-oh combinations. But you're also going to have way more situations where you go and then it turns out to be amazing. So, have that courage. Go with the random groups and do it persistently and consistently. Because there is going to be resistance. The students are going to resist this thing because at least when you're being strategic, you're being thoughtful about it. Peter: But this feels like too much chance. And they start to attribute, they start to map their emotions around being placed in strategic groups, which were often for a month, into this setting. And what we need to do is, we need to show that this is not that by being consistent, doing it randomly, doing it frequently, so they start to realize that this is different. This is not the kind of grouping structures that have happened in the past. And do it. Do it consistently, persistently. Do it for at least 10 days before you start to really see and really reap those benefits. Mike: I think that's a really great place to stop. Thank you so much for joining us on the podcast, Peter. It really has been a pleasure chatting with you. Peter: Thanks so much. It's been a great conversation. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

Ty si ten muž! Tvrdý liek na pyšné srdce.

Play Episode Listen Later Aug 24, 2024 18:49

Jedna z najlepších vecí, ktorá sa nám ako kresťanom môže stať je to, že nás Božie napomenutie zasiahne ako osie žihadlo. Je tu potom nádej, že spoznáme svoj problém a budeme sa k nemu môcť správne postaviť. 2S 12:1–9

jedna tvrd srdce 2s liek

«Me siento sucia»

Aphasia Access Conversations

Play Episode Listen Later Aug 20, 2024 4:01

En este mensaje tratamos el caso de una mujer que «descargó su conciencia» en nuestro sitio www.conciencia.net. Lo hizo de manera anónima, como pedimos que se haga; así que, a pesar de que nunca se lo había contado a nadie, nos autorizó a que la citáramos, como sigue: «Soy una mujer... separada hace un año.... Hace algún tiempo llegó alguien a mi vida que había conocido... cuando aún era soltera.... Me llenó de halagos y palabras de amor.... Terminé teniendo relaciones con él. Me siento muy mal: me siento sucia, y no sé cómo pedirle a Dios que me perdone. »A veces creo que no merezco vivir, y quiero desaparecer de este mundo... y así dejar de hacer cosas que sólo me han causado mucho daño.... No quiero hundirme en un hoyo del cual después no pueda salir.» Este es el consejo que le dimos: «Estimada amiga: »Lamentamos la separación que usted ha sufrido.... Es muy probable que las dificultades y el estrés hayan contribuido a que se sienta deprimida y desesperada. Esas emociones fuertes, junto con la culpa que siente, la están abrumando. »Sus palabras nos recuerdan las de David, el rey de Israel. David tenía una relación personal con Dios, pero eso no quiere decir que fuera un hombre perfecto. Él cometió muchas inmoralidades. Una de ellas fue el tener relaciones íntimas con la esposa de otro hombre.1 Luego de haber cometido adulterio con ella, David se sintió muy culpable, así que trató de ocultar lo que había hecho. Pero Dios está al tanto de todo pecado, y sabía lo que David había hecho. Finalmente David se sintió arrepentido por su pecado, e hizo la oración que se encuentra en el Salmo 51. En su oración, David le dice a Dios que está arrepentido y le pide perdón. »Usted dice que a veces cree que no merece vivir. David no merecía vivir. Y nosotros tampoco. Todos merecemos un castigo severo por nuestro pecado. Pero Jesucristo, el Hijo de Dios, llevó nuestro castigo cuando murió en la cruz. De modo que, cuando usted ore como hizo David, Dios la perdonará y limpiará su corazón de todo pecado. Usted no tiene que sufrir el castigo de su pecado, ya que la condena de ese pecado la pagó Cristo. Y Dios le dará la oportunidad de volver a comenzar. »Después que usted haya orado y que Dios la haya perdonado, le convendrá tomar algunas precauciones con relación al futuro. No hay duda de que esta experiencia le ha enseñado que no quiere volver a cometer ese error. Entonces, ¿cómo puede evitarlo? Ante todo, reconozca que por lo general el pecado no sucede en un instante. Normalmente hay pasos graduales que nos van llevando, poco a poco, a tomar la decisión equivocada. Usted dice que aquel hombre la llenó de halagos y de palabras de amor. La próxima vez que eso ocurra, debe oír una voz de alarma en su cerebro que le advierte que hay peligro por delante. Cuando oiga esa voz, recuerde lo mal que se está sintiendo ahora mismo por haber hecho caso omiso del peligro.... »Dios la ama..., »Linda y Carlos Rey.» El consejo completo, que por falta de espacio no pudimos incluir en esta edición, puede leerse con sólo pulsar el enlace en www.conciencia.net que dice: «Casos», y luego el enlace que dice: «Caso 96». Carlos ReyUn Mensaje a la Concienciawww.conciencia.net 1 2S 11:4

israel cuando despu dios hace cristo caso ante sus luego termin entonces hijo soy casos salmo conciencia esas usted siento normalmente eacute un mensaje y dios pero dios lamentamos sucia 2s estimada ff0000 carlos rey

Episode #120: Navigating Social Media with Dr. Melissa Brunner

Play Episode Listen Later Aug 14, 2024 47:25

Interviewer info Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with aphasia, dysarthria, and other neurogenic conditions. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer. In this episode, Lyssa Rome interviews Dr. Liss Brunner about how clinicians can incorporate social media into their work with people with acquired brain injuries. Guest info Dr Melissa ‘Liss' Brunner is an early career researcher, lecturer at the University of Sydney, and a certified practicing speech pathologist with over twenty years of experience in supporting adults with swallowing and communication difficulties. Liss has clinical and research expertise in acquired neurologic disorders, particularly working with people who have experienced a stroke or traumatic brain injury (TBI). Diverse research experiences have enabled Liss to build specialist skills in qualitatively driven social media and digital health mixed methods research. Liss's doctoral research laid the necessary groundwork in understanding the complexity of the issues surrounding people with TBI using social media and how it may (or may not) be addressed during their rehabilitation. Listener Take-aways In today's episode you will: Understand how people with acquired brain injury use social media. Learn about barriers and facilitators for safe social media use after brain injury. Describe how speech-language pathologists can target social media use in rehab for people with acquired brain injury. Edited Transcript Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California and I see clients with aphasia and other neurogenic communication disorders in my LPAA-focused private practice. I'm also a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Dr. Melissa or Liss Brunner. Liss is an early-career researcher, lecturer at the University of Sydney, and a certified practicing speech pathologist with over 20 years of experience in supporting adults with swallowing and communication difficulties. Liss has clinical and research expertise in acquired neurologic disorders, particularly working with people who have experienced a stroke or traumatic brain injury. She focuses on qualitatively driven social media and digital health mixed-methods research. Her doctoral research laid the necessary groundwork in understanding the complexity of the issues surrounding people with TBI using social media, and how it may or may not be addressed during their rehabilitation. Dr. Liss Brunner, welcome to the Aphasia Access podcast, I'm so glad to be talking with you. Dr. Liss Brunner Thanks so much for having me. I'm really, really excited to be here and talk about one of my favorite things. Lyssa Rome Great. So I want to just start by asking you what made you want to study social media use among people with acquired brain injuries? And why is it important to study that? Dr. Liss Brunner I suppose I want to start by asking you a question, Lyssa, if that's alright. Okay. So, I mean, do you use social media? Lyssa Rome I do use social media. Dr. Liss Brunner And what are your favorite types of social media? And why do you use them? Hope you don't mind me asking. Lyssa Rome That's fine. So I primarily use two social media platforms. I use Facebook for professional reasons. There's a lot of networking amongst speech pathologists on Facebook. I also use it because I get some exercise classes there, so that's kind of nice. And then I also use Instagram, which I primarily go to to find out about knitting and sewing patterns, and to look for gardening ideas. So it's sort of more hobby-based for me. Dr. Liss Brunner Perfect. I love that. I mean, I use Facebook also, but it's mainly to stay in touch with like high school or uni friends and my family. And I also use Instagram, and like you lots of hobby-based stuff. I love watching videos around food. Always makes me hungry, but I still love it. But I also love seeing what people are reading. So I will also quite often post what I've just read and get ideas for books that I could be reading and things like that. And I use it a little bit professionally as well to share what I've been doing and what I've been working on. And I use Twitter or X, as it's now known, probably more so professionally. So I do a lot of sharing about the work that I'm doing in there. But I use a whole heap of other platforms, as well, and kind of all for different reasons. If you think about it, over 60% of the world's population, actually, are active social media users. And we've just talked about how we use more than one platform. The average is actually seven different social media platforms for people who are active users. And so I got interested in supporting others in using social media, because I realized how integral it was starting to become, in my own life, and for the people around me. After a brain injury, we know it happens like that in a split second. And it can happen to anyone at any age. And so after those brain injuries occur, people lose lots of their friends. And, you know, their relationships just aren't what they used to be. They're quite often strained. They're not as fun as they used to be. And it can be really hard and devastating, not just for that person, but everyone around them, as well. And so family and close friends can find it really challenging to stay connected in a really meaningful way. And you don't really realize how important that is until it changes. And so, in rehab, I really like to support people to build up their social communication skills, with different people, different places. And I really believe that these days, one of those places we need to consider is social media. It's great to stay connected, you can make new friends, you can practice your communication skills in different ways, you can just kind of be included. So you know, you can tell everyone what's going on in your life after injury, or you can ignore that and just talk about other things like gardening and food and stuff. You can use social media to be what you want it to be. So that's kind of why I got into it. And why I think it's important. Lyssa Rome It sounds like you've just described both how people use it before their injury, but then also some changes in use after their injury, for example, and think of in the States—I don't know if this is also true in Australia—there's Caring Bridge and Go Fund Me and other sorts of websites where people are sharing information about their rehab process and about what's going on with someone who's had a brain injury or another kind of illness. Tell us a little bit about how people with acquired brain injuries are using social media. Dr. Liss Brunner Yeah, absolutely. I think this is one of the most interesting things to me is that I've interviewed lots of people after a brain injury about how they use social media. And just like many of us, they use a variety of platforms, they have individual preferences, they use them for different purposes. Some prefer Instagram, others prefer Facebook, others prefer online gaming with their friends. Many of them use social media for making and maintaining relationships. So that connection, others use it for altruism, so supporting others in need and sharing their experiences and strategies after a brain injury. But others also use it for advocacy, and activism. So sharing their experiences after brain injury to raise awareness, and reduce stigma that can be associated with it. Others are really active in contacting politicians and advocating for better support services and infrastructure. So they use it for a multitude of reasons. And it's quite often deeply personal, the way in which they do so. Unfortunately, I did also find out that quite often, people kind of relearning to use social media, sort of through trial and error. So they don't necessarily get lots of support to do it. they've encountered lots of challenges in using it well, so they can have some difficulties with cognitive fatigue, or even just navigating the different social media platforms because they're quite often apt to change, so to speak. Lyssa Rome RIght. Yeah. It sounds like they're both some real benefits to people with acquired brain injuries, but then also some risks involved. So maybe you could tell us a little bit more about some of those risks and some of the benefits for people with acquired brain injury using social media? Dr. Liss Brunner Yeah, absolutely. I mean, I'll start with the good stuff. So there's lots of advantages to using social media. I mean, obviously, we can use it to create connections, we can totally use it for the entertainment factor—I do all the time. But it's also a huge source of information and news can be an absolutely wonderful platform for sharing information and advocating for awareness. As I've said, I think it's a really great way to share your thoughts and connect with others if you're feeling particularly isolated. And I know that for people after brain injury, who have difficulty with their social communication, there's lots of advantages in particular. So some people may talk a lot more after their brain injury and some people may feel that they talk a bit too much. And so, you know, platforms like Twitter, or X, that have a shorter amount of space for you to make a post, that might mean that they have an opportunity to really work on limiting how much they say. And likewise, for those who have the opposite issue, and they kind of are more likely to struggle to find things to say, the same platform could be seen as a bit of a relief, because there's less pressure to write really long posts. So, you know, I think there are functions of the different social media platforms that can be really advantageous for people who have difficulties communicating. For people who have difficulties concentrating in fast-paced conversations in person, the asynchronous approach of social media can be again, provide less pressure, they don't have to think and respond in the moment, they can actually take their time to do that. So that can provide a bit of relief as well. And I find in general, people are way more tolerant around incorrect spelling and grammar and things like that in social media. And you can type words, you can add pictures. I love using GIFs and memes and emoticons. So, you know, all of these things can be used to make communication easier in these platforms. So lots of advantages, I think that we could kind of really draw on to support people. But obviously, there's also that downside, that darker side of social media, there's lots of risks. And it can be a really tricky space to navigate with and without a brain injury. And there's lots of concern, particularly from clinicians and family and friends around the real and sometimes perceived risks of using social media after a brain injury. So I've spoken to lots of clinicians and family members over the years. And they often tell me about how they're really worried about people being fairly vulnerable online, that they're at risk of being exploited, that they may ruin their own reputation by some of the things that they're saying online. And quite often, as clinicians, I suppose we can act as gatekeepers in a way. And so there's often this really big focus on our duty of care in the clinical context, because we want to prevent harm, we want people to do well and not actually be hurt more. And so we can be really risk averse, I suppose. There can be this real sense of responsibility for minimizing all of the risks. And so there's lots of issues around people getting fixated on social media, and that might lead to cognitive fatigue. It could be that they're having negative mental health or emotional effects of what they're seeing in social media. They could start withdrawing from in-person interactions because they're spending a lot of time online. I mentioned reputation management. So potentially people would say something online that will influence how other people perceive them. So whilst people are in post traumatic amnesia after a traumatic brain injury, they may regret posting something. Others have reported that their family members tell them that they're saying inappropriate things online and that's negatively affected their relationships. And sometimes it's affected their employment opportunities down the track as well. Others have had difficulties managing their finances and security due to difficulties with disinhibition and impulsivity. And so there's lots of concerns in particular around things like cyber scams and, and things like that. Lyssa Rome It sounds like the risks that a lot of us are faced with when we're using social media platforms. But even more so right, because of some of the issues specific to people with brain injuries that you've just described? Dr. Liss Brunner Absolutely. Lyssa Rome I'm wondering what kind of barriers and facilitators there are to successful social media use? You mentioned clinicians, reluctance, or sort of concern about the risks? What are some of the other things that we should be thinking about? Dr. Liss Brunner Yeah, absolutely. I mean, there's lots of barriers. But there's also lots of facilitators as well, which is good. I've spoken about some of the risks, but some of the other barriers are sometimes quite immediate. So some people might have physical barriers to using social media. So their vision might have changed, their hand mobility, and fine motor control might have changed, or they might not be able to independently go and get their device. And so they might need someone to go and get it for them. Others may not have devices, or reliable internet access, particularly if they're in a hospital, sometimes internet access is restricted. So there's those actual accessibility issues. In terms of the changes in cognitive communication, I think, a lot of what we can see in in person interactions—so when people are having a face to face conversation—those sorts of changes we see after a brain injury can often be influencing their online interactions just as much. So for example, after a traumatic brain injury, inattention, and being easily distracted, can be quite an issue for many. And so you might see this where someone will start responding to a post, but they'll get distracted, and they'll send, you know, a message that they either didn't mean to send or it wasn't complete, or it gets misinterpreted. And it can just unravel quite quickly. Sometimes, you know, emotional control changes quite often after an acquired brain injury. So managing your feelings can be really challenging. So some people can get really overloaded by the amount of information in their social media feeds and timelines. Or they might get really overwhelmed when they're seeing negative or sad posts. Like, obviously, we're seeing lots of sad things and disturbing things in the news, in particular, online at the moment, there's lots of conflict around the world. So being able to manage your feelings can be really challenging if you're not conscious about the influence social media posts can have on you. Sometimes, you know, there's issues in impulse control. And so some people will get sent friend requests and they will click accept without thinking, Oh, actually, do I know this person? Or do I want to have this person as a friend or, you know, posting before you think about what you're saying and how someone's going to take that and what the potential repercussions might be? It could be that, you know, people have difficulty finding the right words and that they may put words in that they're not wanting To say, and again, that can get misinterpreted. The other thing is that there's lots of information. And so it's quite hard to find and constantly changing. And I feel like that can increase the demands on people's memory, and how they sort through and organize information. So that can be overwhelming and challenging as well. On the flip side, there's lots of facilitators that we can harness for good to combat some of these things. And during my PhD, I identified five factors that influence social media use after a brain injury. And sometimes these things are barriers, and sometimes they're facilitators. So I think it's really quite helpful to think about things in this way. And so the first factor is purpose. So it's really important to think about, if someone is motivated to use social media, what's motivating for them? It could be that they are wanting to practice their communication. It could be that they are wanting to connect. They might want to find a romantic partner. They might want to figure out who they are now, after their brain injury. It could be just to fill in time, right? So purpose really influences how someone uses social media. The second factor, I think, relates to knowledge and experience. And so it's not just that person with a brain injury, but also the people around them. So some of the barriers can be that people aren't really clear on how to support people to use social media. And that could be because of their own experience and ability, and confidence. So all of those things can really influence how you use social media. The big one, that third factor is caution, I think, you know, it's really critical to be aware of the risks, which I've spoken about, and how to navigate them. The fourth factor is networks. And so it's really kind of thinking about who is your online network of people? So who do you want to contact? Who do you maybe not want to stay in contact with? And increasing opportunities to have really successful interactions with those people. And the fifth concept is really around support. So trying to find structures that influence success in social media interactions. So giving people practical supports and resources, whether that's an actual person, or whether it's a training program, or practice, with someone setting them up with a PR so they can have someone to practice with regularly. I think they're the five different factors that really influence how someone who's going to use social media, and whether they use it well, safely. And meaningfully, I suppose, because that's what you want it to be. The other thing that I think is really important, from a clinician perspective, in terms of facilitating use is to kind of be proactive. So rather than being reactive, and just only stepping in when problems happen is actually being a person that can support people with brain injury to use social media and asking those questions. So I feel like some of the research that I've been doing is really kind of been critical to try and find guidance for clinicians on how to do that, and how to have those conversations. So I spoke about those five different factors. I reckon if, for example, you were wanting to think about someone's purpose in social media, really, you just need to identify what platforms they want to use? Why do they want to use them? What's going to be really meaningful for them? So writing that down and thinking: Okay, who are you connecting with in that? Why do you want to use it? How can we make that better for you? So it's a really nice way to just start those conversations. Lyssa Rome When I think about clinically sort of getting to know someone, part of it is who are you communicating with? Like, who are you having conversations with? And if we think a little bit more broadly, you know, it's not just conversations in person or over the phone. And so to take an inventory that really reflects the person's actual communication across all different kinds of settings, is really important. I'm curious how people with acquired brain injuries are using these different social media platforms, you sort of mentioned some of them along the way, as you've been discussing the risks and the benefits, etc. But I just wonder if you could say a little bit more about that. Dr. Liss Brunner Yeah, I mean, we've been doing a few different little studies looking at how brain injury is spoken about, and who's using it in different platforms. So we've done a study, study looking at Twitter, it was Twitter, then it's now called X, I suppose. But back then it was Twitter. And we kind of really just explored what was being said about brain injury. And actually, I found there were actually lots of people with brain injury using the platform to connect with others to share issues around their health, life after their injury, raising awareness, and also as a source of inspiration and hope. So both giving and receiving those messages. So that was really nice. And then we've recently actually just completed some studies where we looked similarly, at YouTube and Instagram. And in both platforms, it was really clear that this is a space where people are sharing their stories of change. And because of the inherent functions of the platforms, they can share content that they make, or reshare, and a lot of it is quite visual. It really gives that person who's sharing the content, a lot more control over how they tell their stories. And I love seeing and hearing how people use social media to tell their stories. We're all so different. And even though there are similarities amongst the stories that people are telling about their brain injury, there's so much personalization and individuality. It's fantastic to see. In some of the interviews that I've done, you know, one person told me about how they use Instagram to share their photos of the world so that they were a photographer before their injury. And since their injury, they see the world differently. And they're taking very different photos. So I think everyone's using different platforms the way in which they want to, yeah, it's super interesting. Others have made using social media their vocation, so as a way of connecting with others who've had a brain injury and sharing, you know, tips and ideas to support recovery. And so that's kind of their job, and it's giving them that sense of purpose. Not just in using social media, but purpose in life and giving back and being able to feel like they have a sense of belonging and contribution. So, yeah, I find it super interesting. I love it. Lyssa Rome Well, and one of the reasons that I was really drawn to your work and wanted to talk with you on this podcast is that it seems like at its heart, what you've been studying and working on is promoting and enabling life participation for people with acquired brain injuries for whom social media is an important life activity—either was already before the injury or is now after the injury. And, to me, it's just, it's so meaningful for people and to sort of turn our attention toward social media in this way, I think is great. So it makes me wonder, to what extent are rehab professionals, speech language pathologists and others, addressing social media use with their clients or their patients? Dr. Liss Brunner This is a really hard answer to give. Because I'm speaking generally. And I know that, you know, we are very individual as clinicians as well. But when I used to talk about this, you know, I started more than a decade ago in this space, I would ask clinicians when I was talking at presentations, who's worked with clients on using social media, and I would maybe have one person put their hand up. Now, when I ask that question, the response is actually very different, and I would say, you know, the majority of people would indicate that they've worked on using social media in some way, shape, or form. But I feel like we don't necessarily have lots of guidance on how to do that well. And so lots of clinicians have said to me that they feel kind of lost when it comes to using social media. Not everyone uses social media and some of us have our preferred platforms that we feel comfortable with and don't know anything about some of the other platforms, right? Some of us say using social media is just a bit of fun. And it's, you know, a bit of a distraction from real life. So we have lots of attitudes and beliefs around it. And there's lots of challenges in addressing social media, because as I said, the platforms are constantly changing. And it's really hard to stay up-to-date. And so lots of people are really uncertain about all of those factors, and then they are, we've also got all of these medical and legal responsibilities, and we don't know where our boundaries are, in terms of navigating risks— whether we should be gatekeepers, or whether we should be just supporting people with information and education and coming in and supporting them if problems happen. Lots of people just basically want guidance, was what I heard. They want to know when to introduce the use of social media. They want to know when to let go of control of how people use it, and how to encourage really positive interactions. I feel like a lot of people have told me that because they're so uncertain, they tend to be mostly restrictive, rather than proactive. And so that restrictive practice occurs in lots of different ways. So it could be encouraging, and helping families to keep devices at home and away from people who have a brain injury. It could be that they give people the devices, but they limit the internet connectivity, so they can't use them functionally. Or it could be that they manipulate the privacy settings. So it allows people just to lurk and watch other people's posts, but doesn't let them post and interact. And so, you know, there's often issues where family members are encouraged to monitor social media posts for appropriate content and things like that. And I find that's, you know, not ideal for anyone, really, no one wants to have to do that. And no one wants that to happen to them. And it can create lots more barriers to autonomy. I'm pretty sure if my parents were telling me what to do and what not to do in social media, I'd not have a great response. And I also feel if I tried to tell my kids what to do and what not to do, they'd probably go straight out and do what I told them not to do. Because as if I would not because I'm old. Right? And not cool. There's probably another word for cool now that I don't know. You know, I think it's, it's really personal. It's tricky to navigate. And as clinicians, we've got to be really clear about what our attitudes and beliefs are and how they influence what we perceive as appropriate or inappropriate and how we navigate those conversations. I love referring people to the Mark Ylvisaker and Tim Feenye paper that's about Dobermans and Poodles. Because it really does push people to think about how we interact and influence people in our rehabilitation practices. So I think as clinicians, we want to be proactive, but we're just not quite clear on how we should do it. Lyssa Rome In one of your papers, you wrote about how we as speech language pathologists can move from a sort of paternalistic attitude toward supporting the autonomy of our clients with acquired brain injury. And it's something I think about a lot, not necessarily just in this context of social media, but in all other kinds of ways. And I'm wondering if you could say a little bit more about that, and about how SLPs and other rehab professionals should be thinking about including social media training and the work we do? Dr. Liss Brunner Yeah, it's really tricky. Because, you know, we don't want to be restrictive. We don't want to be gatekeepers, we want to be supportive. And I feel like sometimes when we don't have guidance, from our evidence in the research or practical resources, we can flounder a little bit, particularly when we know there are so many risks associated with something like using social media. I think we can probably all acknowledge that restriction isn't the answer, because it doesn't set people up for real life. It doesn't give them opportunities to learn from mistakes, which is what we would do a lot of the time in real life. I think one of the things that we can really do is harness the knowledge and skills of the person themselves, to help us as clinicians to know more about how they want to use social media, which platforms they're interested in, particularly if we've got no clue about how to use it ourselves. And so this could be a way to really educate ourselves, and kind of have more of a collaborative approach with that person. So you can set goals together, you can identify what's going to look like successful social media is to that person. How can we use what they did before their brain injury to guide us in terms of, is this something you want to get back to? Or do you want to do something different now? Those sorts of things. We can look for ways to provide them opportunities for participation, and give them some instructions on what might work really well. Let them go and try that. Give them education and really constructive feedback, so that they're working towards those positive interactions and trying to mitigate those risks in that really proactive way. Obviously, I think we need some policy around this, and guidance so that we can actively support people. But I think probably one of the first things that we need to do is address social media goals in rehabilitation. And these can be informed by other successful brain injury rehabilitation approaches, you know, so we've got lots of information on functional rehabilitation, we know that more meaningful rehab is motivating and more likely to have better outcomes. And we could adopt strategies that have been used in rehab that support other activities that we feel are higher risk. So always I think of return to driving. You know, we support people, occupational therapists, support people to return to drive and I think that's inherently really dangerous. But we do it because we see it as a really important goal for people to return to after injury. I kind of feel that social media is kind of in a similar vein, we know there's risks, let's put education and practice in place to support them to do well. Lyssa Rome Speaking of education and practice, you've created a training program for people with acquired brain injuries on how they can start to successfully use social media. So can you describe that and tell us a little bit about that program? Dr. Liss Brunner Yeah, I mean, I worked as a clinician for many, many years before I got suckered into research and fell in love with it. And so I always want to think about the practical implications of the research that I'm doing, I want to provide resources and guidance. And so I was very lucky to be able to work with the team at Sydney Uni, and the University of Technology in Sydney, and brain Injury Australia. We were able to source some funding through a grant, which was fabulous. And we had this larger project called the Social Brain Toolkit. And part of that was developing social-ABI-lity. And so it meant that we were able to work with people who've had a brain injury, some family members, some clinicians, and other researchers to design this social-ABI-lity program. And essentially, it's a free online training program on how to use social media after brain injury. Very simply, it's designed so that people with a brain injury can do it themselves, or they can do it with family or a friend or a clinician to support them. It takes about two to three hours to work through everything. And there's four modules, and so the modules are: What is social media; staying safe in social media; how do I use social media; and who can I connect with in social media. And we've really used metacognitive principles to support people to make a plan for using social media in a way that really suits them. And so we wanted to give them ideas on staying safe. When using social media and cyber safety, even those, there's one module on staying safe. Cyber safety is actually threaded through all four modules, because it was such a priority for everyone that we spoke to. And it just provides people with opportunities to learn about using social media, and really promoting the idea of finding social media buddies and building up a support network in social media. So there's written info, there's videos, there's questions to work through, there's a printable worksheet, so people can write down and keep the messages of the four modules. And things like that. We've run a pilot study, so that people could test out the prototype. And they found it was quite valuable. They thought it was really engaging and functional. They also told us what they didn't think was working. So we tweaked it, and hopefully made it better. And then we actually piloted that again, because we knew that just the training by itself was probably not going to achieve the best outcomes possible. We wanted to know whether group intervention would help. So we kind of got people to do the social-ABI-lity program, and also a peer practice group. So we set up the social-ABI-lity plus a social media practice group kind of thing. We set up some Facebook groups, because Facebook is one of the social media platforms that lets you set up a group and have private conversations. But you also don't necessarily have to be friends with everyone. So it meant people could keep their distance if they wanted to. In this study, we ran two groups for 12 weeks. And we basically just gave them stuff to talk about and connect with in this Facebook group. We also added in occasional meetups on Zoom so that people could meet each other face-to-face, even though it was online. So, you know, at the same time, they could have conversations and get to know each other in that way and see each other's faces. And the two groups found that this was really beneficial. So they had more confidence in using social media and they were just thinking about using it in a very different way. The other thing that we thought about though was we know that there's just this connection between people who've actually lived the path, rather than, you know, being directed by someone like me who hasn't raised this difference in connection. And so we wanted to know whether having a peer moderated group would actually change things. And so we've recently just run a peer-moderated group. And so we kind of sweet-talked two of our previous participants who were quite active in the groups and said, “Do you want to be part of our research team? Would you like to moderate a group? And we'll see what happens.” And so we negotiated with these two awesome people. And they ran the group for eight weeks. So we shortened it a little bit just to make it more feasible and test it out. And before we started the group, we met with our two peer moderators, and said, “What do you feel comfortable doing? What don't you feel comfortable doing?” And we negotiated our roles before we even started, and even though they weren't significant changes in confidence, or any of the quantitative data that we collected in terms of quality of life and things like that, the conversations that people had, were just, I'm going to use one of the moderators words “profound.” They were so different, they were more poignant, and deeper, the conversations that they had in these peer-moderated group, and the reflections that all of the participants had really showed that they connected on a really different level, which was quite lovely. Again, they found it was all feasible and engaging. But there was something about that added element of the peer moderators that made it extra awesome for the people involved, as well as for the peer moderators themselves, they just found that they had improved confidence and improved sense of self for being involved in it. So it was that sense of giving back that really made that group scene, which was really lovely. Lyssa Rome I think that that's so exciting. And it makes me wonder what else you're working on? And what's coming next. Dr. Liss Brunner Yeah, I mean, there's so many ideas, and it's just a matter of actually making them happen. Lyssa, at the moment, were actually designing a social media communication assessment tool that we hope will really help not just clinicians, but also people with brain injury, to start this process of figuring out their purpose in using social media and what their goals might be. And so we're designing it with people with brain injury and clinicians around the world. So that hopefully, it will be really relevant to everyone to just start those conversations. So we hope to have the first version of this available to share freely, hopefully, by the end of the year—next year, definitely. But I'm really excited to see how that pans out. That's the first next step. Lyssa Rome Yeah. I think that that is really exciting. And it it, it reminds me of something else that you've written about, which is how SLPs can almost assess their own social media use or think about it, and step back and think about it in order to better help their clients in their social media goals. And I'm wondering if you could explain a little bit about that for our listeners. Dr. Liss Brunner This is some work that I actually really loved doing. I think one of the things that can really support how we're able to assist others in using social media is to be really aware of our own use of social media. And I think in this particular paper that you're referring to, it's like we use the metaphor of a garden. And we kind of encouraged people to think about their own use and purpose of using social media. And we used this very arty based approach to thinking about our professional social media identity. And so we kind of describe this process of visualizing your own social media garden. And so it's a metaphor you can use to think about your purpose and build a strategy around how you're going to achieve that. And I think it can be used to get kind of like this real understanding of what social media really means to you, and identify aspects of your own professional identity that are important and could be enriched through using social media. So I think, you know, if you're interested in not just how you use social media professionally, but also how you can help people clinically, in this paper, we really tried to provide another resource to outline strategies for using different techniques to build up your professional and clinical practice. Lyssa Rome For me, as a clinician, I think one of the takeaways from this conversation and from reading your articles, which we will link to in the show notes, is this idea that we should be reflecting on our own social media use, and our own assumptions about social media use and its risks and its benefits. What other takeaways should listeners be thinking about—things that they can implement in their own clinical practice? Dr. Liss Brunner I couldn't agree more, Lyssa. I think reflecting on your own social media use is really powerful. I think it's a really good place to start. And I think then you can just start by having the conversation with people asking about why they use social media. Which platforms are you interested in? What do you want to get out of using social media? Who do you want to connect with? Just having those conversations, I think will give you very rich data to start making some decisions, having ideas around what goals could be targeted. I think, as you said, we'll put the link to some of my papers. But certainly the facilitators that I've mentioned in the AJSLP paper, can be kind of those five factors that can really guide you in thinking about the different aspects to consider around social media use. So you can kind of use that as a bit of a guide, until we're able to create and trial new resources to support that further. I think there's probably three key resources that I typically recommend that people check out if they want to support people to use social media. I think the obvious one that I'll point out is the social-ABI-ity program. And we'll pop the link in there. I think the other thing that I'd like to mention is another free online training program called Cyberability. And this has actually been designed by some colleagues here in Australia at Monash University, led by Dr. Kate Gould. But it's been built in collaboration, again, with people with brain injury, but who have also been scammed online. So they've got that lived experience. And they contribute their strategies and tips and what they've learned from going through that experience in this training. So I'll make sure that we get the Cyberability training link for you as well. The other resource that I find really useful here in Australia, is that we've got the Australian eSafety Commissioner website. And it's actually been supported by our government to provide lots of advice and resources on staying safe online. And I think, for kids in particular, I can be really handy. So I don't particularly work with kids. But I find that some of the resources there are really good if you do work with children. And there's actually an eSafety guide. And so it actually lists all of the different social media platforms and talks about how to protect your information and report harmful content on those particular platforms. So I think that's a really handy tool for people to know about as well. Lyssa Rome Those seem very useful. Thank you for bringing those to us. And again, we'll link to those resources. I am so glad to have had this chance to talk with you and I'm really looking forward to all of the exciting things that you're working on now. Dr. Liss Brunner, thanks so much for being a guest on this podcast. Dr. Liss Brunner Thank you so much for having me, Lyssa. It's been wonderful. I could talk about this stuff forever and a day. So I'm really pleased that we've had this opportunity. Thank you. Lyssa Rome And thanks also to our listeners. For the references and resources mentioned in today's show, please see our show notes. They're available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access. For Aphasia Access Conversations, I'm Lyssa Rome. Additional Resources Contact Liss: melissa.brunner@sydney.edu.au eSafety Commissioner: www.esafety.gov.au/ eSafety Guide to Staying Safe Online: www.esafety.gov.au/kids/I-want-hel…ing-safe-online Cyberability - free training on how to stay scam safe after brain injury: www.cyberability.org.au/ social-ABI-lity - free training on how to use social media after brain injury: abi-communication-lab.sydney.edu.au/courses…I-lity/ Brunner, M., Hemsley, B., Togher, L., Dann, S., & Palmer, S. (2021). Social media and people with traumatic brain injury: a metasynthesis of research informing a framework for rehabilitation clinical practice, policy, and training. American journal of speech-language pathology, 30(1), 19-33. https://doi.org/10.1044/2020_AJSLP-20-00211 *Email Liss for a copy* Brunner M, Rietdijk R, Summers K, Southwell K, Avramovic P, Power E, Rushworth N, Togher L (2024) ‘It gives you encouragement because you're not alone': A pilot study of a multi-component social media skills intervention for people with acquired brain injury. (Invited paper for a Special Issue on SLT/P clinical management of traumatic brain injury across the lifespan), 59, 543–558. https://doi.org/10.1111/1460-6984.12806 Brunner M, Rietdijk R, Avramovic P, Power E, Miao M, Rushworth N, MacLean L, Brookes AM, Togher L (2023). Developing social-ABI-lity: an online course to support safe use of social media for connection after acquired brain injury. AJSLP (Invited paper for a Special Issue of Select Papers from the International Cognitive-Communication Disorders Conference), 32(2S), 924-940. https://doi.org/10.1044/2022_AJSLP-22-00099 Brunner M, Rietdijk R, Togher L (2022). Training resources targeting social media skills: A scoping review to inform rehabilitation for people who have an acquired brain injury. JMIR, 24(4), e35595. https://www.jmir.org/2022/4/e35595/ Brunner M, Bryant L, Turnbull H, Hemsley B (2022). Developing and sustaining a social media ecosystem in speech-language pathology: Using innovative qualitative methods to visualise and cultivate a social media garden. IJSLP (Special Issue on New perspectives, insights, and practices: Qualitative research innovations in Speech-Language Pathology), 24 (5), 558-569. https://doi.org/10.1080/17549507.2022.2069860 *Email Liss for a copy* Ylvisaker, M., & Feeney, T. (2000). Reflections on Dobermanns, poodles, and social rehabilitation for difficult-to-serve individuals with traumatic brain injury. Aphasiology, 14(4), 407–431. https://doi.org/10.1080/026870300401432 University of Sydney profile Acquired Brain Injury Communication Lab website Twitter/X @LissBEE_CPSP Mastodon @LissBEE LinkedIn Instagram Facebook

Drone News: Drone Ban CCP Update, 1st Cat 2 Drone, New DJI Model, & FAA Authorizes Commercial BVLOS

Drone News Update

Play Episode Listen Later Aug 2, 2024 5:29

Welcome to your weekly UAS news update we have 4 stories for you, Countering CCP Drones Act Update, First Category 2 Drone, a brand new DJI drone model and the FAA authorizes commercial BVLOS flights without a visual observer. First up, a new senate amendment to the 2025 NDAA hopes to add the Countering CCP Drones Act. If enacted, the countering CCP language would revoke all FCC approvals for DJI and Autel products, effectively banning new mo dels and grounding current fleets. The NDAA still has to be voted on by the Senate, but the addition of the Countering CCP language would align the House of Representatives NDAA bill and the Senate bill on the issue. Now is a great time to reach out to your representatives and senators as we near the election to let them know this language would devastate our industry and reduce Public Safety's ability to effectively save lives. We'll update you as this progresses. Next up, the first Category 2 Drone has hit the DOC List! The DJI Matrice 3D and 3DT are now approved for operations over people under categories 2 and 3 using the AVSS parachute system! If you're unfamiliar with the Matrice 3D, it's DJI's Dock 2 aircraft. Both of the Matrice 3D and 3DT are variable categories between cat 2 and cat 3 depending on the winds. More approvals should begin to hit the DOC list as AVSS tests more parachutes! Next, there are some DJI leaks for a new drone! The DJI Neo hit the FCC database this week, showing a 2S, 1435mAh battery. According to DroneXL, DJI follows a “30% Rule” in battery to drone weight, suggesting the drone will weigh about 170g. Leaked pictures also show a possible prototype similar to a DJI Mini-series drone. Currently, there are no leaked specs for the drone and we can't verify the leaked images are indeed of this model. We'll keep you updated when we see more! Last up, the FAA has finally authorized the first commercial drone operation beyond visual line of sight without using a visual observer. The approval goes to Zipline and Wing Aviation. I'm guessing this is an approval without a waiver under part 135 since other operators have been able to do this under part 107 waivers. The FAA stated that companies are sharing planned flight routes with other authorized airspace users by using Unmanned Traffic Management (UTM) systems. We are still expecting to see a notice of proposed rulemaking (NPRM) later this year that would normalize BVLOS operations for drones. Finally, a quick Community update. We have our July Drone photo contest winner! This month's winner is Derek Paulsen, with his photo of a "Beautiful Mountain Lake Outside Glacier National Park". Congratulations to Derek, who will receive a custom made pilot institute trophy and a $250 gift card. We'll have another contest in August, so stay tuned for those details. That's it for now, have a great weekend, and we'll see you on Monday for the Live! https://dronexl.co/2024/07/26/senate-amendment-countering-ccp-drones-act-ndaa/ https://droneadvocacyalliance.com/ https://dronexl.co/2024/07/26/dji-neo-drone/ https://dronexl.co/2024/07/26/faa-avss-first-category-2-drone-flight-over-people/ https://www.avss.co/drone-parachutes/drone-parachute-recovery-system-for-dji-m3td-or-m3d-for-dji-dock-2/ https://www.avweb.com/aviation-news/faa-authorizes-first-commercial-use-of-bvlos-drone-operations/

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Minden napom, minden napon az Úrral. - Csütörtök este | Bán Béla | 2024.07.25

KREK.hu Igehirdetések

Play Episode Listen Later Jul 24, 2024 67:41

Igerész: 2 Sámuel 18:6-8 Lelkész: Bán Béla Lejátszás közvetlen fájlból (hiba esetén): https://krek.hu/media/files/igehirdetesek/20240725_20,30h_2Sámuel18,6-8.mp3 Becsült hossz: 4061 mp Generálta: ScrapeCast by Fodor Benedek UUID: d0353d52-6609-460a-9767-b7f1b169171b

minden iger 2s

Salud Financiera #137: MOAT

Salud Financiera

Play Episode Listen Later Jul 17, 2024 37:59

Bienvenidos a Salud Financiera. Un programa en directo diario dónde puedes aprender y preguntar sobre finanzas personales y mercados financieros. En este episodio #137 lo dedicaremos a las ventajas competitivas y las empresas con fosos defensivos. Analizaremos el fondo Templeton Emerging Markets Smaller Companies y presentaré los cambios en mi cartera de fondos. No te pierdas nada de nuestra comunidad: https://linktr.ee/misaludfinanciera - Curso de ETFs disponible en https://go.hotmart.com/U91482169Y- Curso de Fondos disponible en https://hotmart.com/es/marketplace/productos/de-cero-a-inversor-en-fondos/O93564337ICronología00:00 Introducción01:45 ¿Qué son las Ventajas Competitivas o MOAT?19:12 Mi cartera de Fondos para el 2S 202431:25 Análisis del Fondo Templeton Emerging Markets Smaller Companies

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La matinale Tocsin du 05/07 : « L'oligarchie veut la peau de Macron ! »

TOCSIN PODCAST

Play Episode Listen Later Jul 10, 2024 128:15

Replay de la matinale du 5 juillet avec Nicolas Vidal ! Programme : Jean-Luc Meissonnier, Maire de Baillargues (Hérault) :« Il y en a plein le cu… de ces tambouilles politiques ! »Nicolas Meilhan , ingénieur sur le transport et l'énergie - Conférencier : « Quand on met de l'essence, on fait le plein des poches de Bruno le Maire ! »Général André Coustou, Général 2S et membre de Place d'armes :« La politique étrangère de le France relève de la haute trahison ! »Tatiana Ventôse, analyste politique et Youtubeuse : « Aujourd'hui, c'est terrible mais en France nous devrons choisir un camp ! »Patrice Gueniffey, historien et biographe : « On n'a jamais vu de gens aussi médiocres gouverner de grands pays ! »Pour découvrir toutes nos autres vidéos : https://www.youtube.com/@Tocsin-mediaPour soutenir Tocsin activement : https://www.tocsin-media.fr/message-important-aux-soutiens-de-tocsin/Pour nous faire vos remarques, vos demandes d'invités, vos problèmes etc : podcast.tocsin@gmail.comMerci pour votre soutient !#tocsin #liberte #politique #debat #alternatif #police #climat #justice #elections #assange #legislative #debrief #macron #dictature #rn #rassemblementnationnal #placedarmes #ventose #mediocrite #magouilles #coustou #transport #energie Meilhan #vidal #putch Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

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Dispuestos a morir por su fe

Play Episode Listen Later Jun 27, 2024 4:01

(Antevíspera del Día del Mártir Cristiano) Cuenta Richard Wurmbrand en su best seller autobiográfico, Torturado por Cristo, que cuando los rusos ocuparon Rumania, dos soldados rusos irrumpieron en una iglesia cristiana y, apuntando sus armas a todos los presentes, gritaron: —¡No creemos en su fe! A los que no renuncien de inmediato a ella, los mataremos de un tiro ahora mismo. Los que renuncian a su fe, pasen a la derecha. Algunos se pasaron a la derecha del recinto. —¡Ustedes, salgan de la iglesia y regresen a sus casas! —les ordenó uno de los soldados. Y salieron huyendo, como alma que lleva el diablo. Los soldados rusos, una vez que quedaron solos con la mayoría de los asistentes que no se habían movido ni un ápice, los abrazaron y les dijeron emocionados: —Nosotros también somos seguidores de Cristo, pero queríamos fraternizar sólo con aquellos que están dispuestos a morir por la verdad que profesan.1 En realidad, esta historia pone el dedo en la llaga de quienes profesan determinada fe pero no están comprometidos del todo con ella. Entre éstos, aunque cueste trabajo admitirlo, hay muchos presuntos cristianos que tienen una úlcera en el alma que los está envenenando por completo. Para éstos, el cristianismo no es más que un amuleto contra la mala suerte que en el mejor de los casos les trae muy buena suerte. Creen que Jesucristo tiene la obligación de protegerlos de todo accidente y de proveerles de todo lo que ansían y piden para gastar en sus propios deleites. Hacen con la religión un negocio. «Si yo sigo a Cristo —dicen—, entonces Él tiene que darme salud, dinero y placeres. Y si no, entonces no tengo por qué seguirlo.» En cambio, los seguidores de Cristo que viven en países donde el ateísmo es la religión del estado arriesgan la vida cuando confiesan su fe en Él. En los lugares en que hay leyes que prohíben hablar acerca de la fe cristiana con personas menores de dieciocho años, el hacer tal proselitismo puede significar prisión y muerte. Y sin embargo miles de hombres y mujeres lo hacen, convencidos de la justicia de su causa, afrontando con valor hasta las últimas consecuencias. Aunque parezca algo severo, Cristo espera lo mismo de todos sus seguidores, cualquiera que sea su país de origen o de residencia. Es que lo que no nos cuesta nada tampoco tiene valor alguno. Por eso el Rey David le dijo al jebuseo Arauna que no ofrecería a Dios lo que no le hubiera costado nada.2 Y por eso Cristo categóricamente dijo: «Si alguien quiere ser mi discípulo, que se niegue a sí mismo, lleve su cruz y me siga. Porque el que quiera salvar su vida, la perderá; pero el que pierda su vida por mi causa y por el evangelio, la salvará.... Si alguien se avergüenza de mí y de mis palabras en medio de esta generación adúltera y pecadora, también el Hijo del hombre se avergonzará de él cuando venga en la gloria de su Padre con los santos ángeles.»3 Carlos ReyUn Mensaje a la Concienciawww.conciencia.net 1 Richard Wurmbrand, Torturado por Cristo (Bogotá: Editorial Buena Semilla, 1967), p. 111. 2 2S 24:24 3 Mr 8:34,35,38

dios cristo aunque padre nosotros algunos hijo morir hacen jesucristo bogot conciencia eacute creen un mensaje rumania dispuestos 2s richard wurmbrand ff0000 carlos rey

#108 - Ether explained - Een van de vijf elementen

De Ayurveda Podcast

Play Episode Listen Later May 9, 2024 25:14

Volgens Ayurveda is alles opgebouwd uit vijf elementen. De ‘Pancha maha bhutas” oftewel de ‘vijf grote elementen'. Hieruit is alles opgebouwd en je vind ze overal terug. Van het zand op het strand, de bomen in het bos tot de sterren in het universum, het eten dat je eet, maar dus ook in onszelf. De elementen gaan van subtiel naar groot. Deze vijf elementen zijn: Ether, lucht, vuur, water, aarde.In deze podcast aflevering hoor je alles over het element ether! De dosha's bestaan namelijk afzonderlijk weer uit een combinatie van 5 elementen.Frequentie for healing - https://www.youtube.com/watch?v=-2S_nbvz1t0&ab_channel=MeditationandHealingBeats om je te concentreren _ https://www.youtube.com/watch?v=HA6nSQawROM&list=RDQM-N3yQNM3s8g&start_radio=1&ab_channel=GreenredProductions-RelaxingMusicKorting dõTERRA 10% korting met code: Ayurveda10AIRhttps://follow-thebutterfly.com/product/essential-air-olie/FENNELhttps://follow-thebutterfly.com/product/essential-fennel-olie/LEMONGRASShttps://follow-thebutterfly.com/product/essential-lemongrass-olie/MYHRRhttps://follow-thebutterfly.com/product/essential-myhrr-olie/SPANISH SAGEhttps://follow-thebutterfly.com/product/essential-spanish-sage-olie/SPEARMINThttps://follow-thebutterfly.com/product/essential-spearmint-olie/ZENGESThttps://follow-thebutterfly.com/product/essential-zengest-olie/ZENGEST ROLLERhttps://follow-thebutterfly.com/product/essential-zengest-olie-roller/INTRODUCTIE PAKKET LEMON LAVENDER PEPPERMINThttps://follow-thebutterfly.com/product/intro-pakket/Kortingscode Pit & PitHier kopen wij al onze producten en jij krijgt 10% korting op je eerste bestelling via deze link: Gebruik de kortingscode: ayurveda.LENTE DETOXKickstart jouw immuunsysteem met een Ayurvedische lente detox! Dé voorjaarsschoonmaak voor je lichaam en je geest

2024-04-10 - Eclipse Recap

Behind The Knife: The Surgery Podcast

Play Episode Listen Later Apr 10, 2024 58:07

Jonny and Heather recover from the spiritual and scientific celebration of a total eclipse of the sun. They share their experiences of it as well as the Trans Easter Service Heather helped create at the Carbondale Unitarian Fellowship, They go off on the hypocrisy of conservative so-called "Christians" who use theur alleged faith to justify hate, discrimination, and prejudice, In the back half of the show, they lean into championing diversity and wind up full circle, back at the eclipse,

race christians diversity lgbtq lgbt queer transgender eclipse nonbinary ethnicity intersex two spirit 2s tdov queerradio

Clinical Challenges in Vascular Surgery: Dialysis Associated Steal Syndrome

Play Episode Listen Later Mar 11, 2024 37:24

In this episode of Behind the Knife the vascular surgery subspecialty team discusses a few case scenarios of patients with dialysis associated hand ischemia (or steal syndrome). Although a rare, steal syndrome can be detrimental to patients with end stage renal disease and result in not only risk of losing dialysis access but even their limb. What options do you have to fix this problem? In this episode, we will cover the who is at risk of this, and what options you have to fix it. Hosts: Dr. Bobby Beaulieu is an Assistant Professor of Vascular Surgery at the University of Michigan and the Program Director of the Integrated Vascular Surgery Residency Program as well as the Vascular Surgery Fellowship Program at the University of Michigan. Dr. David Schectman is a Vascular Surgery Fellow at the University of Michigan Dr. Drew Braet is a PGY-4 Integrated Vascular Surgery Resident at the University of Michigan Learning Objectives - Review high-yield topics regarding hemodialysis access - Understand the incidence of and the relevant risk factors for dialysis associated steal syndrome - Review the spectrum of presenting symptoms and relevant workup for dialysis associated steal syndrome - Understand surgical treatment options for dialysis associated steal syndrome References Please review the journal article below for helpful pictures and depictions of the operations we describe in this episode. - Al Shakarchi J, et al. Surgical techniques for haemodialysis access-induced distal ischaemia. J Vasc Access. 2016 Jan-Feb;17(1):40-6. https://pubmed.ncbi.nlm.nih.gov/26349875/ Other helpful references - Kordzadeh A, Parsa AD. A Systematic review of distal revascularization and interval ligation for the treatment of vascular access-induced ischemia. J Vasc Surg 2019; 70:1364. https://pubmed.ncbi.nlm.nih.gov/31153703/ - Huber TS, Larive B, Imprey PB, et al. Access-related hand ischemia and the Hemodialysis Fistula Maturation Study. J Vasc Surg 2016;64:1050. https://pubmed.ncbi.nlm.nih.gov/27478007/ - Sidawy An, Spergel LM, Besarab A, et al. The Society for Vascular Surgery: clinical practice guidelines for the surgical placement and maintenance of arteriovenous hemodialysis access. J Vasc Surg 2008; 48:2S. https://pubmed.ncbi.nlm.nih.gov/19000589/ ***Fellowship Application - https://forms.gle/5fbYJ1JXv3ijpgCq9*** Please visit https://behindtheknife.org to access other high-yield surgical education podcasts, videos and more. If you liked this episode, check out our recent episodes here: https://app.behindtheknife.org/listen

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Vivir en la Luz: Scott Hahn reflexiona sobre el 4º Domingo de Cuaresma

Letters From Home

Play Episode Listen Later Mar 9, 2024 3:01

Lecturas: 2 Crónicas 36,14-17, 19-23; Salmo 137,1-6; Efesios 2,4-10; Juan 3,14-21 Las lecturas dominicales del tiempo cuaresmal nos han mostrado los momentos fundamentales de la historia de salvación: La alianza de Dios con la creación en el tiempo de Noé; la promesa que hizo a Abraham, la Ley que Él dio a Israel en el Sinaí. En la primera lectura de este domingo, se nos habla de la destrucción del reino establecido en la última alianza del Antiguo Testamento, la de Dios con el rey David (cf. 2S 7; Sal 89,3). El pueblo escogido por Dios abandonó la Ley que Él le había dado. Por sus pecados, el Templo de Salomón fue destruido y el pueblo exiliado a Babilonia. Escuchamos su tristeza y arrepentimiento en la lamentación sobre el exilio que entonamos en el salmo. Pero escuchamos cómo Dios, en su misericordia, reúne a su pueblo nuevamente, unge a un rey pagano para pastorearlo y reconstruye el Templo (cf. Is 44,28-45,1.4). Sí, Dios es rico en misericordia, como enseña la epístola a los Efesios. Había prometido que el reino de David duraría para siempre, que el hijo de David sería su Hijo y gobernaría las naciones (cf. 2 S 7,14-15; Sal 2, 7-9). En Jesús, Dios cumplió esta promesa (cf. Ap 22,16). Moisés levantó una serpiente como signo de salvación (cf. Sb 16,6-7; Nm 21,9). Hoy Jesús es levantado en la cruz para atraer a todos hacia Él. (cf. Jn 12,32). Los que se niegan a creer en este signo de amor del Padre se condenan a sí mismos, como les sucedió a los Israelitas en su infidelidad. Pero Dios no dejó a Israel en el exilio y no quiere dejar a ninguno de nosotros morir en sus pecados. Somos la obra de su mano y hemos sido salvados para vivir en la luz de su verdad. Cuando hemos llegado a la mitad de este camino de arrepentimiento cuaresmal, miremos “al que traspasaron” (Jn 19,37) y dediquémonos de nuevo a vivir las buenas obras que el Señor nos ha llamado a hacer.

Episode 119: Television writer and director Ken Levine

The Occasional Film Podcast

Play Episode Listen Later Mar 6, 2024 28:11

This week on the blog, a podcast interview with writer (and director and playwright and author and podcaster) Ken Levine about the business of writing and directing situation comedies.LINKSA Free Film Book for You: https://dl.bookfunnel.com/cq23xyyt12Another Free Film Book: https://dl.bookfunnel.com/x3jn3emga6Fast, Cheap Film Website: https://www.fastcheapfilm.com/Ken Levine's Website: http://kenlevine.blogspot.com/Eli Marks Website: https://www.elimarksmysteries.com/Albert's Bridge Books Website: https://www.albertsbridgebooks.com/YouTube Channel: https://www.youtube.com/c/BehindthePageTheEliMarksPodcastTRANSCRIPTWas being a writer always a goal?Ken Levine: I don't know if it was always a goal. It was something that I always did. Honestly, I did not get a lot of encouragement in high school. I was a cartoonist. I still am. And I was a cartoonist on the school newspaper. And I said, “Well, I also want to write. You know, can I cover sports or do a humor column or something?”And they said, “You're the cartoonist, just stick to cartoons.” And I said, “Well, I really want to write. And if you won't let me write, then I'm going to quit the paper.” And they said, “Then fine, quit the paper.” So, that's how much my cartoons were even valued. They called your bluff on that one, I guess. Ken Levine: They called my bluff, yeah.Just as a little tangent—just because I'm a big fan of your cartoons—did you have a couple of cartoonist heroes when you were growing up? Guys that you looked at and went, that's the kind of writing I want to do?Ken Levine: Well, my cartoonist heroes were more due to their cartooning than anything. Al Hirschfeld, who did the caricatures of the New York Times, was my god. And Mort Drucker would be another. Jack Davis. A lot of those Mad magazine guys. Originally, I wanted to be in radio. I mean, I really loved radio. And a lot of my comic influences early on were disc jockeys, you know. Bob and Ray and Dan Ingram and Dick Whittington. So, radio was a goal. I got out of college and became a Top 40-disc jockey.Let me back up. When I was in college, I got a job as an intern at KMPC in L.A. We're the big, full-service radio station. They had the Angels and the Rams and the Bruins and, you know, they were big music personalities. And their afternoon drive time jock was Gary Owens, who was on Laugh In at the time. You know, “From beautiful downtown Burbank.”And I would write comedy material for Gary, for him to use on the air. I never charged him for it. I mean, I was just so thrilled that someone of the caliber of Gary Owens would use my material on the radio. And one day I get a call to appear in George Schlatter's office. George Schlatter was the producer of Laugh In. And this is when Laugh In was getting 50 shares. And I'm like, what does George Schlatter want with me? So, I go to the meeting obviously. And apparently, unbeknownst to me, Gary submitted my comedy material to him. And George Schlatter offered me a job as a writer on Laugh In. And it's funny, we laughed about it because George is still around and he was a guest on my podcast, and I talked about this.And I said, “Can I do this part time or from home?” And he goes, “What? No, this is a job. You come to the office every day. We're paying you a lot of money to write the number one show in America.” And I said, “I would lose my 2S deferment and I would wind up drafted in Vietnam.” So I couldn't take it. I had to turn down Laugh In. So, I was almost a writer six years before I actually broke in.Okay. So how did you end up then meeting up with David Isaacs?Ken Levine: Like I said, I became a disc jockey out of college. My draft number was four. And like I said, I was at KMPC and one of our disc jockeys, Roger Carroll, was one of the main AFRTS disc jockeys. I shopped around looking, is there a decent reserve unit I could join that would keep me out of the army? And I saw that there was an armed forces radio reserve unit in LA. And through Roger, he helped pull some strings and got me in the unit. You know, it's like one of those things where you get a call saying, “Okay, there's an opening in the unit, but you got to go down to Torrance and sign up for it tomorrow.” And so, you don't have time to think, “Boy, do I want to risk this? Is there a way I can get a medical thing?” And it's six years. It's a six-year commitment. Go.So that's what I did. I got into that unit. And we were at summer camp three years later and somebody new to the unit was David Isaacs. And we met and started talking and we both kind of had desires to be writers. And when summer camp ended, I was at the time working as a disc jockey in San Bernardino. I got fired, which was a frequent occurrence. And I came back home to live with my parents in LA. I called David and I said, “Hey, remember me from the army? I want to try writing a script. You want to try writing it with me?” And he said, “Okay.” And so, we got together and decided to partner up and we wrote a pilot. But we didn't know anything. We had no clue what we were doing. And I had to literally go to a bookstore in Hollywood and on a remainder table were TV scripts. And so, for two dollars I bought a copy of an episode of The Odd Couple and looked at that.Oh, Interior Madison Apartment Day. That's what that is. This is the format, and this is how long they are. So, David and I wrote a pilot about two kids in college, which was the sum total of our life experience back then. We were both 23. And it didn't go anywhere, obviously, but we had a good time doing it. And we then learned the way to break in is to write spec scripts from existing shows.So that's what we did. And eventually we broke in. So, had you written anything with him before that or seen any of his writing? What was it that made you think this is the guy?Ken Levine: No, no. He just seemed like a funny guy. Neither of us had written anything. Neither of us had any writing samples for the other. No, we just sat down together and just tried doing it. It probably was a help that we were both starting from the same place, which was nowhere. You know, it's just kind of one of those happy accidents where you go on a blind date, and it turns out to be your wife.How many years did you guys write together?Ken Levine: Well, we're still writing together, if somebody would hire us. Fifty years.Congratulations. Ken Levine: October of 73 is when we started. And I'm trying to remember, was it The Tony Randall Show or The Jeffersons where you sold your first script? Ken Levine: The Jeffersons. And how did that happen? Ken Levine: Well, we had written a spec Mary Tyler Moore and a spec Rhoda, and another spec pilot. Which was better but didn't go anywhere.And one day my mom is playing golf with a guy who says he's the story editor of The Jeffersons, a new show that just came on. My mom says, “Oh, well, my son is a great young writer.” And he's like, “Oh Christ.” And he says, “All right, well just have him call me.” So, I called him, and the guy says, “You have a script?” And I said, “Yeah.” And he goes, “All right, send the script. If I like the script, we'll talk.” And I sent off our Mary Tyler Moore Show, and I got a letter back saying, “Oh, this is a really good script. Make an appointment, come on in and pitch stories.” And we pitched stories, and they bought one. And so that's how we got our assignment. Thinking back, is there one moment that you felt like was really pivotal that officially launched you guys? Ken Levine: Yeah, doing that first MASH episode. We had done The Jeffersons, we had done episodes of Joe and Sons, which was a terrible show on CBS. We had done some stories for Barney Miller, but Danny Arnold always cut us off before we got to script. We did a backup script for a pilot that didn't go. And then we got MASH And our first episode of MASH, which is the one where the gas heater blows up and Hawkeye is temporarily blind. And that script was like our golden ticket. It's a very memorable episode. Ken Levine: Oh, thank you. I remember it.I spoke with—I don't know if you know her—April Smith, and she said she learned everything she learned about writing in a room from Gene Reynolds. Where did you learn about writing in a room? Ken Levine: Well, I don't know about writing in a room from Gene, because we never worked in a room, really, with Gene. But, I learned more about storytelling, and more about story construction, from Gene Reynolds, than everybody else combined. I've been very lucky to have a lot of great mentors along the way, or to work with, you know, really talented writers and smart enough to just shut up and listen and learn from them. But if I had to pick one true mentor, it would be Gene Reynolds. I cannot say enough about Gene Reynolds. I owe my career to Gene Reynolds. What was his special gift? Ken Levine: First of all, he was very much a gentleman. So, when he would give you notes, if he didn't like a joke, he wouldn't go, “Jesus, guys, what the fuck?” He would go, “And, um, you might take another look at this. You might take another look at that joke.” Okay. Gene had a great story sense that was combined with a real humanity. It had to be more than just funny. It had to be grounded. There had to be, like I said, some humanity to it and the humanity and nice moments and things had to be earned. And he was very clever in constructing stories where things were set up and then got paid off in a somewhat surprising way. You know, look for inventive, different ways of finding a solution. It's why to me, storytelling is always so hard, because each time you tell a story, you want it to be different. You don't want to just keep retelling the same story over and over again. And Gene would look at a thing and go, “Is there a better way of conveying this? Is there something more interesting that Hawkeye could do once he learns this information?” You could give Gene an outline, and everyone can go, “Okay, well, this doesn't work.” Gene could go, “This doesn't work, and here's why. And here's how you can fix it. If Radar knows this, and then HotLips does this, then you could do a fun thing where it's a thing and…. And you're going like, man, he just, you know, just solved it. Just, just solved it. I thank him for that. He was very tough on story, which I took from him. And again, there's the humanity aspect of it, which normally you think, well, okay, that's just part of it. But when I see shows today—and I know I'm going to sound like an old guy, “get off my lawn”—but when I see shows today, like White Lotusand a lot of these other shows that are just mean spirited, where the laughs are coming from watching horrible people do horrible things to each other. And, look, comedy changes and, you know, society changes, et cetera. But to me, there has to be some heart to it. There has to be some, some humanity. And that was so drummed into me by Gene. Gene also talked about the value of research, which I have learned a lot.You know, you go off to write a project about whatever. You're going to do a pilot about the Department of Motor Vehicles. You sort of know a lot about the Department of Motor Vehicles. You've stood in the lines and everything. Gene would say, “Go there. Talk to those people. What is that job really like?What do they really do? And immerse yourself in that world.” And that's what I've always done since. Jim Brooks, who worked with Gene on Room 222, would say the same thing, that he learned the value of research from Gene. And when Jim Brooks did Broadcast News, he spent a tremendous amount of time in newsrooms, talking to those people, getting a sense of authenticity. It requires work, it requires a lot of extra legwork, but it makes the scripts richer and more authentic. And it's worth putting in the time and effort. I just had Michael Conley on as a guest on my podcast. And one of the things I asked him—he does the Bosch books and The Lincoln Lawyer and he's my favorite mystery writer—and I said, “So with all the detectives out there, what's so special about yours and your books?”And he said, “The authenticity.” He spent years on the crime beat at The Los Angeles Times and really got to know the inside working of the LAPD. There is an authenticity to his books that you don't get with a lot. It makes a difference. Research pays off. Okay, one more TV question. What inspired your move into directing? Ken Levine: I'd been a writer for many, many years. A lot of those years I was on staff of a show, and years when I wasn't on staff on a show—since I'm a good joke guy—I would get a job as a consultant on a show. Meaning, I would work one night a week, which was always rewrite night.What a great gig.Ken Levine: It was a great gig. You worked long hours, but it was a great gig. And at the time the pay was ridiculous. There was one season I was on four shows. So, I was working basically four nights till two, three o'clock in the morning. And it got to the point where I would go down to the stage and I would kind of dread going down to the stage, because all I was worried about was, “Okay, let this not be a train wreck. Okay, let this be in good shape, so that I can go home at 10 or 11 or 12.”And I thought to myself, “There's something wrong here. You get into the business, you should want to be on the stage.” So, I thought, be a director and be on the stage and play all day with the actors. And then when it comes time for rewriting, “Good luck guys. You go to the room and rewrite, and I'll go to a Laker game.” So that was my motivation. It should be fun. If you're in television and you're in multi-camera shows, you should look forward to going down to the stage. And if you don't, then it's time to change things around. So, that was my motivation. Did you feel like you had any advantages as a director because of your background in writing and your understanding of scene construction?Ken Levine: Yes. Number one: The writing served me very well. I was talking to Jim Burrows once, who is the Mozart of TV comedy directors.And I was asking him about shots and this and that. And he said, “Look, if the story works, you can have one camera and just shoot the master of the whole show and it'll work. And if the story doesn't work, you can have all the camera angles and cutting you want. It's not gonna save it.” So yes, it was a big help to me, having that experience, being able to say to the actors, “Okay, I see what's wrong here. You need help with the script. You need a few more lines before you can get this angry. Okay. The reason why you're having trouble here is you have to go from zero to 70 in two lines. And you need help here.”And I was also able—this is something Jimmy did and no other director I know of other than me would do the same thing—and that is, we would go back to the writer's room after the run through and I would sit with the guys while we discussed what was wrong and what needed to be fixed. And I would kind of help them along that line as much as I could, which proved to be very helpful.And also, it was very helpful because you go down to the stage the next morning and you have your table reading. And you're able to say to the cast, “Okay, this is what they did last night. These were the problems. This is how they addressed it.” And there were certain things where actors would go, “Where's my joke?” And you're able to say, “The script was long. It was not you. You did a good job with the joke. The script was really long. It's a joke that was easily liftable as opposed to something that was more integral to moving the story forward. That's why you lost the joke.” So, it helped in communication. Also, by that time I had been a showrunner. So, I was used to coming down to the stage, and if I saw something I didn't like—with blocking or something—I'd go, “Wait a minute, why is she here and she over there? This is a private conversation. Put them together. Why are they standing back there in the corner? Why did you put them at this table? The audience can't see them over here. You put them over here at this front table, and then we can have background and you can have some depth and geography.” And stuff like that.So, I have that aspect. I also spent a lot of time editing these shows. So, I would work with the editor, and I'd say, “Okay, go to the wide shot where we see the full costume.” And he goes, “We don't have it.” “Wait, what? It's a costume joke. He comes in dressed like Mr. Pickwick and you only have it up to here?” So, as a director, I go, “Okay, this is what I need to make this joke.” And also reaction shots are so important. You know, when the director is directing a multi camera show—which is like directing Rubik's cube—you have a camera coordinator who works with you, making sure that all the shots are rights. And so, he'll go down the script and it's like, “Okay, Kelsey's line. All right, we have Kelsey on camera A, and then his line we have on camera C, and then Roz we have here.” And he's making sure that everything is covered. But I also want reaction shots. They aren't in the script, but I know when Sam says this, you're going to want to cut to Diane's reaction to it. So, I had that going in my head.And also knowing like, “Okay, this show is running a little long. I suspect that they may cut this section of a scene.” So, when I block it and when I set my cameras, do it in such a way where you can make that lift. Don't have somebody cross the stage during that section, because then if you lift it, the guy pops onto the other side of the room. Don't just have a master, so that there's nothing to cut away to. So, there's like all kinds of things that are going through your head, besides just directing the actors, that my experience was able to help me with.Well, you said Rubik's Cube, and that's what it sounds like: a Rubik's Cube on stage. Ken Levine: You've got five, six people on stage, and you have four cameras. You want to get a master and singles and reaction shots, and two shots. And it's all happening fluidly while the scene is going on. And then when somebody moves around the couch, then the cameras have to move, and are you covered? And those guys are amazing, the camera people in LA, if you're nice to them. I remember there was an episode of Becker that I was directing, and it was in the diner. And somebody had to go way upstage in the corner to the coat rack. And so, as I'm camera blocking that scene. I'm saying, “All right, I'm going to have to do a pickup. Fred, I'm going to have to send you way up the line to give me Ted in the corner there.”And he said, “I can get there.” And I go, “Fred, you have like a line and a half, because I've got you on Reggie. And then they cut away to Bob saying, ‘I looked at my lunch pail and I didn't have anything.' That's all the time you got. You got three seconds to get up there and frame it and do it.”And he says, “I get it. I can get it for you.” And for them, that was kind of part of the fun, was sort of the challenge. If they like you. If they don't like you, good luck.

Sacrificios Espirituales: Scott Hahn reflexiona sobre el 3º Domingo de Cuaresma

Letters From Home

Play Episode Listen Later Mar 2, 2024 2:36

Lecturas: Éxodo 20,1–17 Salmo 19, 8–11 1 Corintios 1, 22–25 Juan 2, 13–25 Jesús no viene para destruir la tradición que el Templo representa, sino para “darle cumplimiento” (cf. Mt 5,17); es decir, para revelar su verdadero significado dentro del plan de salvación de Dios. El es el Señor de quien los profetas dijeron que vendría a purificar el Templo, echando afuera a los comerciantes y haciéndolo “casa de oración para todos los pueblos” (cf. Za 14,21; Ml 3,1–5; Is 56,7). El Dios, que hizo los cielos y la tierra, que sacó a Israel de la esclavitud de Egipto, “no habita en casas fabricadas por manos humanas” (cf. Hch 7,48; 2S 7,6). Ni necesita sacrificios de novillos, ni ovejas ni palomas (cf. Sal 50,7–13). En la primera lectura de este domingo es importante constatar que, en un principio, Dios no pedía sacrificios de animales, sino solo que Israel obedeciera sus mandamientos (cf. Jr 7,21–23; Am 5, 25). Su ley fue un regalo de la sabiduría divina, como cantamos en el salmo. Es una Ley de Amor (cf. Mt 22, 36–40), expresada perfectamente en la entrega que Cristo hizo de sí mismo en la cruz (cf. Jn 15,13). Este es el “signo” que Jesús ofrece en el evangelio: signo que fue “escándalo” para los líderes de los judíos, como dice San Pablo en la epístola. El cuerpo de Jesús, destruido en la cruz y resucitado tres días después, es el Nuevo y verdadero Santuario. Desde el templo de su cuerpo salen ríos de agua viva, el Espíritu de gracia que hace de cada uno de nosotros un templo (cf. 1 Co 3,16) y nos constituye en morada de Dios (cf. Ef 2, 22). Nosotros, en la Eucaristía, participamos en el ofrecimiento de su Cuerpo y Sangre. Este es el culto “en espíritu y verdad” que desea el Padre (cf. Jn 4, 23–24). La alabanza es nuestro mejor sacrificio (cf. Sal 50,14.23). Esto consiste en imitar a Cristo “ofreciendo nuestros cuerpos”; es decir, todas nuestras intenciones y acciones por amor a Dios y al prójimo (Hb 10,5–7; Rom 12,1; 1P 2,5).

2024-02-28 - (What) Were They Thinking?????

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Play Episode Listen Later Feb 28, 2024 58:09

Jonny and Heather pair up the Alabama Supreme Court decision affecting IVF with the Oklahoma death of Nex Benedict, a victim of bullying brought about by a discrimintatory bathroom law. In both cases, absolutist and extreme moralizing policies were put in place with little thought of the consequences, and the lawmakers are scrambling to justify (or double down on) their hate. In the back half of the show, Jonny and Heather cover some stories of more moderate and compassionate legislation and evidence that folks are not happy with and are pushing back against discriminatory legislation based on hate.

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Cybersécurité : une bataille numérique d'influence pour la France ?

Soft Power

Play Episode Listen Later Feb 11, 2024 108:37

durée : 01:48:37 - Soft Power - par : Frédéric Martel - À l'approche des élections européennes et des Jeux Olympiques, quels sont les grands défis de la France en termes de cybersécurité ? - invités : Paul Charon Directeur du domaine « Renseignement, anticipation et menaces hybrides » à l'IRSEM.; Nicolas Pillerel ministre-conseiller pour les affaires culturelles, éducatives et scientifiques et directeur de l'Institut français de Chine à Pékin.; Arnaud Coustillière Vice-amiral d'escadre (2S), président du Pôle d'excellence Cyber.; Fanny Forgeau directrice générale de Yogosha; Jack Lang Président de l'Institut du Monde Arabe, ancien ministre de la Culture; Sophie Bouchet-Petersen Secrétaire générale de l'association Ukraine CombArt

Missing and Murdered Indigenous Women, Girls, and 2S+ People of Canada: Inusiq Akavak

Crimeopedia

Play Episode Listen Later Jan 31, 2024 28:31

Intimate partner violence is an epidemic, but the intersection of Indigenous identities puts women, girls, and 2S individuals increases the risk substantially. If it weren't for our knowledge about how Canadian systems seek to oppress and refuse to support Indigenous Peoples, I'm sure we'd all still be wondering how this could be. Due to character limitations, all source material will be available at www.crimeopediapod.ca

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Laboring Under Pressure Episode 2: Postpartum Hemorrhage with Dr. Kiersten Williams

Emergency Medical Minute

Play Episode Listen Later Jan 8, 2024 25:23

Contributor: Kiersten Williams MD, Travis Barlock MD, Jeffrey Olson MS2 Summary: In this episode, Dr. Travis Barlock and Jeffrey Olson meet in the studio to discuss a clip from Dr. Williams' talk at the “Laboring Under Pressure, Managing Obstetric Emergencies in a Global Setting” event from May 2023. This event was hosted at the University of Denver and was organized with the help of Joe Parker as a fundraiser for the organization Health Outreach Latin America (HOLA). Dr. Kiersten Williams completed her OBGYN residency at Bay State Medical Center and practices as an Obstetric Hospitalist at Presbyterian/St. Luke's Medical Center in Denver, Colorado. During her talk, Dr. Williams walks the audience through the common causes and treatments for post-partum hemorrhage (PPH). Some important take-away points from this talk are: The most common causes of PPH can be remembered by the 4 T's. Tone (atony), Trauma, Tissue (retained placenta), and Thrombin (coagulopathies). AV malformations of the uterus are probably underdiagnosed. Quantitative blood loss is much more accurate than estimated blood loss (EBL). The ideal fibrinogen for an obstetric patient about to deliver is above 400 mg/dl - under 200 is certain to cause bleeding. Do not deliver oxytocin via IV push dose, it can cause significant hypotension. Tranexamic Acid is available in both IV and PO and can be administered in the field. The dose is 1 gram and can be run over 10 minutes if administered via IV. It is best if used within 3 hours of delivery. When performing a uterine massage, place one hand inside the vagina and one hand on the lower abdomen. Then rub the lower abdomen like mad. A new option for treating PPH is called the JADA System which is slimmer than a Bakri Balloon and uses vacuum suction to help the uterus clamp down.* Another option for a small uterus is to insert a 60 cc Foley catheter. In an operating room, a B-Lynch suture can be put in place, uterine artery ligation can be performed, and as a last resort, a hysterectomy can be done. *EMM is not sponsored by JADA system or the Bakri balloon. References Andrikopoulou M, D'Alton ME. Postpartum hemorrhage: early identification challenges. Semin Perinatol. 2019 Feb;43(1):11-17. doi: 10.1053/j.semperi.2018.11.003. Epub 2018 Nov 14. PMID: 30503400. Committee on Practice Bulletins-Obstetrics. Practice Bulletin No. 183: Postpartum Hemorrhage. Obstet Gynecol. 2017 Oct;130(4):e168-e186. doi: 10.1097/AOG.0000000000002351. PMID: 28937571. Federspiel JJ, Eke AC, Eppes CS. Postpartum hemorrhage protocols and benchmarks: improving care through standardization. Am J Obstet Gynecol MFM. 2023 Feb;5(2S):100740. doi: 10.1016/j.ajogmf.2022.100740. Epub 2022 Sep 2. PMID: 36058518; PMCID: PMC9941009. Health Outreach for Latin America Foundation - HOLA Foundation. (n.d.). http://www.hola-foundation.org/ Kumaraswami S, Butwick A. Latest advances in postpartum hemorrhage management. Best Pract Res Clin Anaesthesiol. 2022 May;36(1):123-134. doi: 10.1016/j.bpa.2022.02.004. Epub 2022 Feb 24. PMID: 35659949. Pacheco LD, Saade GR, Hankins GDV. Medical management of postpartum hemorrhage: An update. Semin Perinatol. 2019 Feb;43(1):22-26. doi: 10.1053/j.semperi.2018.11.005. Epub 2018 Nov 14. PMID: 30503399. Produced by Jeffrey Olson, MS2 | Edited by Jeffrey Olson and Jorge Chalit, OMSII

2023-11-08 Trans Week of Awareness (SIU)

Play Episode Listen Later Nov 9, 2023 58:39

Jonny interviews Juniper Oxford, the new coordinator of the SIU LGBTQ Resource Center. She recaps SIU LGBTQ History Month events, discusses the upcoming Trans Week of Awareness including TDOR, and shares future plans of the Resource Center. In the back half of the show, Jonny puts two stories in dialogue that are about hard right politics eating their own over transphobic agendas.

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¿Va Dios a destruirnos?

Play Episode Listen Later Nov 4, 2023 4:01

En este mensaje tratamos el caso de un hombre que «descargó su conciencia» de manera anónima en nuestro sitio www.conciencia.net y nos autorizó a que lo citáramos, como sigue: «Tengo un pensamiento que me aqueja constantemente y me provoca terror. Siempre me he preguntado sobre la eternidad, y si en algún tiempo después de la muerte, ya en el cielo, Dios nos va a destruir. »Siento que Él nos creó sólo para un período de tiempo finito y que, después de ese tiempo, nos va a desechar. Puede ser una idea un poco tonta, pero me afecta gravemente seguir pensando en esto.» Este es el consejo que le dio mi esposa: «Estimado amigo: »Usted teme que sea tonto ese pensamiento que lo aqueja, pero tiene suficiente valor como para hacer esta consulta. Lo cierto es que su mente puede concebir muchas cosas que no son racionales. Su imaginación activa puede llevarlo a pensar en cosas que no son posibles ni lógicas, pero eso no quiere decir que usted sea tonto. Lo que debe recordar es que el hecho de que no pueda dejar de pensar en algo o soñarlo no significa que ese pensamiento o sueño sea verdadero o lógico ni que deba aceptarlo o creerlo simplemente por eso. »Le invitamos a que lea el consejo que dimos en el Caso 205 en www.conciencia.net a una persona que tenía miedo de morir. Parece como si usted no temiera necesariamente a la muerte, sino que está interesado más bien en su destino eterno, es decir, en lo que sucede después de la muerte, y en el plan de Dios para el futuro de su creación. »La única manera segura de conocer el plan de Dios es leer su Palabra, que llamamos la Biblia. Quienes optan por no creer en las verdades que se encuentran en la Biblia carecen de fundamento alguno para las creencias que sostienen. Por lo general creen que el morir es simplemente un punto final de la existencia. Para ellos, el dejar de existir quiere decir que no hay vida después de la muerte ni hay Dios, y que hay razón de sobra para vivir sin normas objetivas. En cambio, nosotros creemos que la Biblia es el mensaje de Dios para cada uno de nosotros, así que tenemos un medio por el cual descubrir la Verdad en las páginas de las Sagradas Escrituras.1 »Usted piensa que fuimos creados para un período de tiempo finito. Pero la Biblia no enseña eso. La Carta del apóstol Pablo a los Romanos deja en claro que “el regalo que nos da Dios es vida eterna por medio de Cristo Jesús nuestro Señor”.2 La vida eterna es exactamente eso mismo: Dios ha dispuesto que vivamos para siempre una vez que hayamos aceptado a su Hijo Jesucristo como nuestro Salvador y Señor. »Claro que Dios pudo haber decidido destruirnos a todos por nuestro pecado. Él nos hizo, así que tiene el derecho de librarse de nosotros, tal como usted teme. Pero si ese fuera su plan, ¿por qué habría de enviar a su único Hijo a morir en la cruz para pagar el castigo por nuestros pecados? Al permitir que su propio Hijo agonizara y muriera, Dios demostró lo mucho que nos ama a pesar de que hemos pecado contra Él.3 Él dispuso un medio para que podamos tener vida eterna.4 Con eso termina lo que recomienda Linda, mi esposa. Este caso y este consejo pueden leerse e imprimirse si se pulsa la pestaña en www.conciencia.net que dice: «Casos», y luego se busca el Caso 643. Carlos ReyUn Mensaje a la Concienciawww.conciencia.net 1 Jn 14:6 2 Ro 6:23 (NBV/NTV) 3 Ro 5:8 4 2S 14:14

pero dios siempre puede caso parece tengo claro hijo ro casos biblia verdad palabra quienes romanos conciencia usted jn siento eacute la carta un mensaje cristo jes sagradas escrituras 2s estimado ff0000 carlos rey

«Un hombre me drogó y me violó»

Jean & Mike Do The New York Times Crossword

Play Episode Listen Later Aug 7, 2023 4:01

En este mensaje tratamos el siguiente caso de una mujer que «descargó su conciencia» de manera anónima en nuestro sitio www.conciencia.net, autorizándonos a que la citáramos: «Hace poco más de un año, un hombre de sesenta y cinco años que ya conocía me invitó a un café, y pensé que era un gesto de amistad.... [Pero] cuando íbamos caminando hacia la cafetería, me tomó a la fuerza y me metió en su auto.... Me llevó a su casa..., donde me drogó y me violó.... Ante esta situación, lo denuncié.... Pero he recibido llamadas insultándome y diciendo que yo soy la culpable de todo. No sé qué hacer: si retirar la denuncia y perdonar a este hombre, o continuar con el procedimiento y esperar que se haga justicia.» Este es el consejo que le dio mi esposa: «Estimada amiga: »¡Cuánto sentimos lo que usted sufrió! Su caso es aterrador para toda mujer. Gracias a Dios, el violador no le quitó también la vida. »Él no la mató porque pensaba que usted no le iba a decir a nadie lo que le sucedió. Eso sin duda se debe a que muchas mujeres sienten tanta vergüenza por lo que les ocurrió que no lo denuncian. ¡Pero usted no tiene nada de que avergonzarse! Usted no hizo nada malo. Este fue un delito perpetrado en contra suya, ¡y usted no tiene la culpa! »Comprendemos que las llamadas telefónicas son perturbadoras. Y podemos ver por qué está atemorizada, considerando retirar la denuncia. ¡Pero le rogamos que no la retire! ¡No deje que este hombre salga impune luego de haberla violado! ... »Los sistemas judiciales de muchos países hacen que sea sumamente difícil que se ejerza justicia en los casos de víctimas de violación sexual. Muchas de las autoridades las tratan tan mal que las víctimas creen que no vale la pena denunciar al violador.... »La Biblia cuenta un caso de violación sexual que encierra lecciones para todos. La víctima de la violación era Tamar, la hija del rey David. En vez de ocultar lo que sufrió, ella se echó ceniza en la cabeza y se rasgó el vestido que llevaba puesto, llorando a gritos por todo el camino de vuelta a su casa. Esa fue su manera de demostrar que un terrible delito se había cometido contra ella. Fue tan obvio para su hermano que, cuando le pidió a ella que confirmara que el perpetrador había sido el hombre de quien él sospechaba, no hubo ninguna razón para que ella dejara de divulgarlo. Ella sabía que no era la culpable.1 »Nosotros creemos que lo que más le conviene a usted es contar su caso y nombrar al violador. En definitiva, usted hizo lo correcto con el primer paso de informar a las autoridades y denunciar al violador. Pero ahora, lo mismo que si hubiera sido víctima de cualquier otro tipo de delito, no lo mantenga en secreto. Cuantas más personas estén enteradas de su caso, mayor será la seguridad de la que disfruten usted y otras mujeres inocentes.» Con eso termina lo que Linda, mi esposa, recomienda en este caso. El caso completo se puede leer si se pulsa la pestaña en www.conciencia.net que dice: «Casos», y luego se busca el Caso 759. Carlos ReyUn Mensaje a la Concienciawww.conciencia.net 1 2S 13:1-20

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Friday, August 4, 2023 - No WETNOODLES in this grid!

Play Episode Listen Later Aug 5, 2023 13:20

A brilliant Friday crossword by Brandon Koppy, no theme (of course: Fridays are almost always themeless), but a grid that was chockfull of clever clues/answers, such as 58A, Asteroids system, ATARI; 23D, In shorthand, it's written with 2S's and 2T's, WEEK; and 8D, Charm, to King Charles, ENAMOUR. But, incredibly, there are more, and even (arguably) better ones lurking in the grid: and to find out what those are, you know what to do - download, listen up, and enjoy.Contact Info:We love listener mail! Drop us a line, crosswordpodcast@icloud.com.Also, we're on FaceBook, so feel free to drop by there and strike up a conversation!

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Retro Handhelds Podcast

Play Episode Listen Later Jul 30, 2023 157:09

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广汽三菱停产，是不是抄底好时机？

百车全说丨当相声听的汽车电台

Play Episode Listen Later Jul 19, 2023 46:11

※ 投稿邮箱：418150505@qq.com※ 本文章首发订阅号：百车全说，订阅号阅读更加方便，欢迎关注。最近，广汽三菱发布了一则官方消息，消息上说，广汽三菱目前的产品受市场转型的影响，销售远未达预期，公司经营陷入困境。在行业变革的大环境下，广汽三菱经营层和股东方经过慎重讨论，公司于6月份正式进入临时停产阶段。还说后期会顺应潮流，抓住新能源转型的机遇，公司将迎来涅槃重生。但是紧接着下一段却说我们将公布员工安置方案，推进方案的落实。所以今天这期节目就来聊聊广汽三菱停产裁员事件。广汽三菱的现状如何？能不能抄底？首先跟大家买明确一点，最近汽车媒体同行热炒“三菱退出中国市场”这个话题，我觉得有些夸张了。三菱品牌在中国市场大概率今后还是会存在，只不过以进口车的身份存在，国产三菱短期内是不太可能看到了。因此严谨的说，应该是国产三菱即将退出中国市场。而在中国合资品牌已经退出，或者有可能退出中国市场的，三菱并不是第一家，我数了数，近几年有6-7家之多。比如之前在南京生产的菲亚特，之后又成了广汽菲亚特，现在已经没有声音没有图像了吧。同属一个集团的国产Jeep，也基本属于退市状态，今后Jeep只保留进口车型。其次，斯柯达，经销商网店已经大面积退网。还有一汽马自达，现在已经并入了长安马自达；东风悦达起亚，也属于半停产状态。以及大家都很熟悉的东风英菲尼迪，现在也是在苦苦支撑中。反观如今的广汽三菱，其实只是近几年合资品牌衰败大潮中的一朵小浪花而已，只不过“三菱”品牌对于国人而言，其实还夹杂着一份复杂的感情。众所周知，早年国产车几乎都用过三菱的发动机，现如今势不可挡的比亚迪，早年的车型F3RF6S6都用过三菱4G154G184G69发动机。吉利早期的EC820用的也是三菱发动机，之后逆向研发三菱4G18发动机，造出了JL4G18用在了博越车型上。长城早期的哈弗H6H3风骏等车型，都用过三菱4G634G69发动机，之后逆向研发三菱4G系列发动机，造出了GW4B15发动机。还有众泰、陆风、东南、猎豹、海马、东风、长安等等，都用过三菱系列的发动机。可以说，三菱在中国投产的发动机，撑起了几代自主品牌的发动机厂。毫无疑问，无论是整车还是核心零部件，三菱对于中国汽车工业的贡献，可谓是有着重要意义。但是我不太认可“教会徒弟饿死师傅”这句话，因为广汽三菱走到尽头，并不是众多徒弟在抢师傅饭碗，而是师傅选择躺平，自己没有用心做中国市场。早年三菱的商用货车、面包车和越野车也曾广受欢迎，虽然也曾出现过货车车架出现裂纹问题，帕杰罗二代V33车型刹车有关问题，V73刚上市就遇到了中日关税大战问题。但是帕杰罗放到今天也能在硬派越野车中有一战之力，而且这款车型还影响了后续国产军用越野车的技术发展方向。说白了，是广汽三菱不行了，但绝对不是三菱不行了。如今的三菱最为重要的是三家核心企业，分别是三菱银行（现在的三菱日联金融集团）、三菱商事和三菱重工。其中三菱重工仍旧在军工领域有着重要影响力，日本自卫队的大量装备均出自三菱重工。由于三菱涉足的军工领域，中日之间又有着挥之不去的阴影，所以三菱退出中国市场，不少中国网友也连声叫好。说三菱对中国自主品牌有贡献的观点，普遍会遭到大量谩骂的评论。三菱集团创立于1870年，经过一百多年的发展，已经是一个规模庞大，涉及众多领域和行业的综合商业体，而汽车作为三菱旗下的业务之一，可以说无论是商业规模还是投入资源的程度，对于三菱集团来说都不值一提。三菱曾经也想好好做做汽车业务，但是后来被日产举报三菱恶意隐瞒产品缺陷，导致消费者对品牌不信任，之后三菱销量低迷，技术研发投入不足，产品缺乏竞争力，恶性循环，最终并入到了雷诺-日产-三菱联盟。所以，三菱汽车只是挂个三菱的标而已，在三菱集团内部，大概率都是当做日产公司的业务看待。所以，与其说是三菱退出中国市场，倒不如说是雷诺-日产-三菱联盟，在国内已经倒下了两个，还剩一个日产苦苦在中国支撑。对于三菱品牌来说，曾经也辉煌过，曾创下了日本汽车工业史上的多个第一：第一台柴油发动机，第一辆柴油货车，第一辆大型巴士，第一辆四驱原型车。在中国，2016年广汽三菱欧蓝德上市，曾经也火过一把。2017-2019这三年，广汽三菱的年销量分别是11.73、14.4、13.3万辆，月销过万是它的巅峰时期。但是从2020年开始，广汽三菱就大踏步的走下坡路了，主要原因之一当然是中国新能源车的急速发展。2022年广汽三菱的销量只剩3.36万辆，而今年的销售数据更是惨不忍睹。有人说合资品牌卖的不好，也有三年疫情和消费降级的原因。但我觉得这只是催化剂，放大镜而已，主要问题还是出在广汽三菱本身。2017年比亚迪唐PHEV技术就已经得到了市场的认可，而三菱欧蓝德同期也在上海车展亮相了PHEV车型，是不是非常有前瞻性？但是，至今都没有看到这台车国产。国内SUV爆发的那几年，老气横秋的帕杰罗Sport就是不换代，泰国都中期改款了，才象征性的引进了泰国新款的前期车型，网友调侃这是帮东南亚市场清库存呢？还有所谓走性价比路线的三菱劲炫，刚上市的时候标配日系车里少有的ESP车身稳定系统，但是后来改款竟然又取消标配了，你说奇葩不奇葩？再回到广汽三菱的这一份申明上来说。首先，虽然上面一再声称是临时停产，还说将涅槃重生。说白了，这则消息就是在告诉外界我广汽三菱已经卖不动停产了，什么涅槃重生，广汽三菱要是能抓住不早抓住了，完全就是在这儿画饼。同时，就算是临时停产，也不至于停产几个月。对于一个生产厂来说，而且是广汽三菱目前在国内唯一的生产厂，停产一个月对公司的打击可是致命的。此外，据广汽集团公告，截至2022年末，广汽三菱资产总额59.61亿元，负债总额59.53亿元，资产负债率高达99.87%，已经处于资不抵债的边缘。在今年6月21日，广汽集团向广汽三菱提供总额不超过18.84亿元的资金支持。再加上去年9月的10亿元，广汽一共向广汽三菱输送了超过28亿元的资金援助，但是目前看来，效果完全不尽人意。不过有传言今后广汽三菱将并入广汽埃安，那么这部分借款就成了股份，左口袋掏有口袋的事，对于广汽来说也没什么压力。至于广汽三菱经销商的现状，也用一个词语就能概括，那就是惨不忍睹。大部分都在6月份停产后纷纷退网，即便没有也在退网的路上。甚至有的店面已经处于摆设状态，店里的展车都只剩欧蓝德一台，被放在了小的角落里，店里的正中央却放的是其他品牌的车型。并且门店只有一名工作人员，还不是销售。还有的在卖广汽传祺，甚至北汽新能源等车型。另有一部分连库存车都没有了，已经停止接受新车的订单，所以店面已降至2S店。据了解，南京的某家广汽三菱4s店目前也只剩一台欧蓝德在卖，现金优惠在3万元左右。所以对于欧蓝德来说，目前绝对是价格的谷底，所以真的喜欢想要抄底的话也不是不可以。后期保养其实也不用愁，就算门店不在了也没事，因为三菱和日产是一家人，新款欧蓝德也就是奇骏的换壳车，或者说是四缸版的奇骏。但是买之前一定要看一下新车的生产日期，据说不少店里的新款欧蓝德生产日期都在2022年12月至2023年3月。至于生产厂，目前广汽三菱只剩位于湖南长沙经济技术开发区的这一家生产厂了，停产的也是这家厂。据说一年有20万的产能，但是三菱最近的总月销量才几百台，确实没有坚持下去的必要了，只能停产。此外，据说广汽埃安即将接管三菱的这座厂，对生产线进行改造，升级为埃安的第三工厂。广汽集团也公布了广汽埃安ACS项目，投资金额为12.81亿元。预计可能在经过裁员之后，部分广汽三菱员工将成为广汽埃安的员工继续留下。毕竟埃安上半年销量已经超过了20万台，是仅次于比亚迪、特斯拉的新能源厂商，所以势头还是很猛的。因此，我猜消息中说的公司将抓住新能源转型的机会，涅槃重生应该指的是埃安来接手该工厂，而不是三菱自己转型。广汽三菱停产的根本原因有哪些？第一，产品线单一。提到三菱汽车，大家都会想到哪些车型？我估计绝大多数能想到的也只有欧蓝德了，毕竟那句遇事不决欧蓝德确实是一个时代的回忆。除了欧蓝德，估计也就剩帕杰罗了，但它早在2020年的时候就停售了。可以看得出三菱在国内的产品线非常单一，都是SUV或者越野车，并且车型就这么几款。虽然目前产品序列里有四款车，但是主力车型还是欧蓝德。轿车就更不用说了。距离上一次三菱在国内推出轿车已经是7年前，那时候还没广汽三菱，而是东南三菱翼神。十年前的当下，正是翼神最畅销的年代。凭借着酷似EVO的造型和手动挡，火遍了大江南北。10个翼神中有9个都是朝着EVO去改的。就像现如今的思域都会去改TYPE R一样。而当下全三菱品牌中在售的只有四款，而且都是紧凑型SUV，产品线非常单一。第二，产品力也非常不足。就比如欧蓝德系列，目前最新的属于第四代车型。老款的第三代于2016年国产。首先，第三代欧蓝德光国产就已经卖了6年才换代。并且，第三代欧蓝德还以进口身份在国内卖了四年，第三代欧蓝德总共在国内市场上长达10年都没有换代更新。这么久都没更新换代的车型，别说同级别了，放眼整个中国市场都没几台。虽然买这类车的不图车型有多新，但也不至于还拿十年的老产品在这忽悠人吧？你看看人家本田CR-V，别说十年了，人家六年一换代，中间每隔1-2年还会来个小改款，欧蓝德再慢一点人家都换代两次了。所以产品迭代太慢了，消费者肯定不买账。而且在第四代之前，2.4L+CVT这套动力组合已经用了快十年之久，不仅动力很肉，油耗也不低。当对手都用上了小排量涡轮引擎的时候，你还原地踏步，这就是一种退步。并且反观整个三菱品牌，已经很久没有在汽车领域有了新的建树或者技术创新了。想当年，EVO凭借S-AWC四驱技术，帕杰罗凭借SS4超选四驱系统在WRC和达喀尔拉力赛上大展身手。也正是有了S-AWC四驱技术，再加上一代神机4G63，才让EVO在WRC赛场上所向披靡，披荆斩棘，成为了无数少年床头的梦中情车。要知道，一台搭载4G63神机、有正规上路手续的九代LANCER EVO在国内已经被炒到了百万，如果车况好的话挂个2-3百万当古董卖说不定都有铁粉会收藏。不过欧蓝德很久不更新也不能全怪三菱，因为自2016年三菱被日产收购之后，其实它的地位肉眼可见地被排在了最后，前面是日产和雷诺。因为三菱直到2021年的第四代欧蓝德开始，才用上日产雷诺于2016年研发的CMF模块化平台。想要大规模的推出新车，一个好的平台必不可少。在这之前，三菱一直没有。但这个也可以理解，因为在日产收购三菱汽车之前，日产曾在日本举报三菱汽车油耗造假，导致三菱汽车遭到重创，日产趁机成为三菱汽车最大的股东。也正是这个事件，导致三菱汽车、日产高层之间存在矛盾。再加上后来的“戈恩出逃事件”，所以集团才迟迟没有给三菱汽车用上最新的CMF模块化平台。但是话又说回来，即便是用上最新的CMF模块化平台的第四代欧蓝德，产品力依然不足。1.5T的发动机并没有多强，车身空间也没有很大，也就和CR-V差不多。关键是相同价格下，欧蓝德的配置还没有CR-V给得多，所以你说新一代的欧蓝德怎么可能卖得好呢？并且最近几年国内都在大力扶持新能源汽车，如果你不改进转型，跟着大环境走，那只有被时代淘汰的份。虽然三菱推出了阿图柯这款纯电紧凑SUV，但是熟悉埃安的粉丝应该一眼就能看出，阿图柯就是埃安V的换壳车。像车宽、轴距、电机功率完全一致。而且价格还比埃安V贵，电池能量还少一点，所以为什么不买埃安V要去买三菱呢？第三，三菱集团对中国不重视。其实我觉得这个是最主要的，因为不重视，所以对市场没有规划，对产品力和产品线也都没有长期的计划和安排，走一步看一步。既然新能源是大潮，我就弄个埃安V的换壳车来应付，所以更像是打工人对领导的应付。之前雷诺-日产-三菱汽车联盟共同发布了2030年远景中，也没有提及中国市场。而且中国市场的竞争远远要比东南亚和大洋洲来的更加激烈，所以想在中国吃上蛋糕要花翻倍的成本，索性暗地里高层就放弃了中国这块市场。再加上新能源时代的快速来到，加快了三菱汽车在中国走向衰败的步伐。其实就算新能源没有这么快来到，它也会被其他燃油竞品打到无力生存，只不过时间不会那么快而已。所以三菱汽车对中国市场的态度决定了它如今的命运，只不过新能源时代是提前压死它的最后一根稻草。写在最后其实三菱汽车只是日系汽车品牌的一个缩影，在新能源的大浪潮之下，如果不快速转型，销量下滑只是第一步。虽然现日产和两田拥有完善的燃油车体系，但是谁都不知道全民新能源时代的发展究竟有多快。就像谁都没料到比亚迪现在年销有186多万台一样。而在这186万台中，又有多少原本是日系车的客户呢？所以三十年河东三十年河西，曾将那个无数自主品牌都还在采购三菱发动机的时代早已不再，这也意味着国人对日系的信仰已经退去。所以三菱走后，日系的日子将变得更加艰难。你们觉得继三菱之后，下一个退出中国的日系品牌又会是谁呢？作者：三刀、新一编辑：新一可以添加微信46415254加入我们的社群音频图文更新在订阅号：百车全说每期抽三条留言，每人赠168元的“芥末绿”燃油添加剂一瓶点击订阅，每周三，周六更新会有提醒新听友可以搜索：百车全说2014，百车全说2015，百车全说2016，往期300多个小时的节目可供收听

suv evo acs crv 2s

«Mis padres no tienen la menor idea»

Play Episode Listen Later Jul 11, 2023 4:01

En este mensaje tratamos el siguiente caso de una mujer que «descargó su conciencia» de manera anónima en nuestro sitio www.conciencia.net, autorizándonos a que la citáramos: «Tengo una sobrina de seis años a la que no le gusta permanecer en casa de sus padres, ni mucho menos dormir allí. El padre de la niña es mi hermano (tres años mayor que yo), y la verdad es que él me acosó a mí sexualmente desde muy niña hasta casi cumplir los quince años, por lo que me abruma pensar que quizás esa también sea la razón por la que a mi sobrina literalmente le mortifique la idea de dormir allí. »¿Qué me sugieren que haga? De mi situación particular mis padres no tienen la menor idea, y no quiero que se enteren.» Este es el consejo que le dimos: «Estimada amiga: »Lamentamos mucho la amarga experiencia que usted sufrió en su niñez, y comprendemos perfectamente la razón de que se sienta preocupada por su sobrina. Aunque usted no está segura si su hermano está acosando sexualmente a su sobrina, es siempre aconsejable hacer todo lo posible por prevenir cualquier tipo de abuso. »Usted dice que no quiere que sus padres se enteren de lo que le sucedió en su niñez. A pesar de todo, sin duda usted ama a su hermano y no quiere que él pierda el respeto de sus padres. Seguramente usted no quiere que ninguna situación desagradable arruine sus reuniones familiares, ni quiere que su hermano le guarde rencor. Lo más probable es que usted sienta algo de culpa por lo que le sucedió con él y no quiere que sus padres la tengan en menos estima.... »A Tamar, la hija del gran rey David, la violó uno de sus hermanos. Como ella tenía la edad suficiente para comprender que no era culpa suya, no trató de guardar el secreto. Y nadie le echó la culpa por lo que le había pasado.1 Creemos que a usted le conviene seguir el ejemplo de Tamar y contarles a sus padres sin demora alguna. En aquel entonces usted era demasiado joven para saber qué hacer, pero ahora sí puede comprender y responder debidamente con relación a lo que le pasó. »Sin embargo, en cuanto a su sobrina, sería muy triste que acusara a su hermano de abusar de su propia hija si sus sospechas no resultaran ciertas. Por eso le aconsejamos que se lo diga a sus padres y que formen una alianza para descubrir la verdad. Si su sobrina necesita que se le proteja, todos juntos pueden confrontar a su hermano. Pero si resulta que nada indebido está pasando, entonces sólo sus padres sabrán lo que le sucedió a usted, y ya no tendrá que seguir sobrellevando sola ese secreto. »Tal vez su hermano se sienta muy mal por lo que le hizo a usted. Y tal vez él jamás le haría daño a su propia hija. Sin embargo, lamentablemente no sabemos eso con certeza. Quizás usted crea que es un gran riesgo confiarles su secreto a sus padres, pero es un riesgo mucho mayor pasar por alto esa señal de alerta en potencia que usted ha visto. »¡Sea valiente y haga lo debido! »Linda y Carlos Rey.» El consejo completo, que por falta de espacio no pudimos incluir en esta edición, puede leerse con sólo pulsar el enlace en www.conciencia.net que dice: «Casos», y luego el enlace que dice: «Caso 68». Carlos ReyUn Mensaje a la Concienciawww.conciencia.net 1 2S 13

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«Agora yes tarde»

Play Episode Listen Later May 12, 2023 4:01

Eran bien fundados todos mis temores; que vayan al diantre todos los dotores con sus porquerías, que agora y’es tarde. Agora y’es tarde, querida hermanita, ya duerme pa’siempre nuestra magrecita... Botá toititas esas medecinas; guindá de las puertas las negras cortinas; pero antes de todo ayudáme a vestirla de cualquier modo, pongámole aquella brillante camisa que trujo del pueblo en la feria pasada, aquella camisa de seda floreada. Pongámole aquellas enaguas de lana q’el día ‘e su santo le trujo ña Juana; y el escapulario, y aquel collarcito de negros pacones con q’ella mesmita rezaba el rosario a toititos los santos de sus devociones... Bien te lo decía que al brincar la luna se nos morería... Ya lo presentía, querida hermanita, ya lo presentía. La gallina zapa toitita la noche pasó cacareando. ¡Qué tristes cantaban los gallos en los corredores! Toitita la noche pasaron cantando, toitita la noche... ¡Qué noche tan triste, tan larga y oscura! Mi cuerpo temblaba de justos temores, pos ya presentía que al brincar la luna se nos morería... ¡Sé juerte, hermanita, no seas cobarde! Yo voy ora mesmo a’brir la sipultura... Y si acaso se asoman po’aquí los dotores, deciles llorando q’agora y’es tarde... ¡Que vayan al diantre con sus medecinas! Deciles q’es tarde, querida hermanita... ¡Que duerme pa’siempre nuestra magrecita!1 ¡Qué tiernos y tristes estos versos del poeta costumbrista Daniel Laínez!, que nació y vivió en Tegucigalpa, Honduras en la primera mitad del siglo veinte. Con razón que se hayan publicado en la obra titulada 100 Poesías famosas del mundo y Honduras. Tal vez muchos no sepan que la Biblia es la fuente de inspiración del doliente que en el poema de Laínez se refiere a su «madrecita» como quien ahora «duerme para siempre». El referirse a la muerte como el dormir es más que un eufemismo. Es la verdad bíblica de que para los que «duermen en Cristo» hay tres consecuencias sobrenaturales. La primera consecuencia es el ver a Dios. Antes de «dormirse», el mártir Esteban «fijó la mirada en el cielo y vio la gloria de Dios, y a Jesús de pie a la derecha de Dios».2 La segunda consecuencia de los que mueren siendo seguidores de Jesucristo es el reunirse con familiares que los antecedieron, tal como supone el rey David.3 Y la tercera consecuencia es el reunirse con sus familiares y amigos que los seguirán en el futuro, cuando les toque el turno a ellos.4 Es posible que en lo personal el poeta Laínez haya llegado a tener que decir: «Ahora ya es tarde» con relación no sólo a la muerte de su madre sino también a la de su única hermana, «su querida hermanita». Porque así es la vida. Pero ya sea que Laínez mismo haya o no haya tenido que afrontar esa dura realidad, lo cierto es que tarde o temprano muchos de nosotros sí tendremos que experimentarla, como le tocó a este servidor. De modo que si «ahora ya es tarde» para que los doctores de este mundo traten de evitar con sus medicinas que muera un ser querido nuestro, conste que si ese ser querido «duerme» siendo seguidor de Jesucristo, no dormirá para siempre sino que despertará y, como dice el salmista David en el famoso Salmo 23, en la casa del Señor vivirá para siempre.5 Carlos ReyUn Mensaje a la Concienciawww.conciencia.net 1 Daniel Laínez, «Agora y’es tarde», 100 Poesías famosas del mundo y Honduras (Tegucigalpa: Graficentro Editores, 1998), pp. 19-20; Literatura hondureña, Poesía breve ; Poesía hondureña ; Daniel Laínez En línea 2 diciembre 2011. 2 Hch 7:55 3 2S 12:23 4 1Ts 4:14 (RVR-1960) 5 Sal 23:6

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Product Recall: Reese's Pieces Brownie Brittle

Gluten Free News

Play Episode Listen Later Mar 27, 2023 3:02

Product RecallSecond Nature Brands is recalling its 4-ounce packages of Gluten Free Reese's Pieces Brownie Brittle because they may contain undeclared wheat.The recalled Gluten Free Reese's Pieces Brownie Brittle were distributed nationwide in retail stores and through online orders.The product comes in a 4-ounce pouch UPC 711747011562 marked with lot codes SG 1054 15/NOV/2023 1S and SG 1054 15/NOV/2023 2S on the backside of pouch.Consumers may contact the company by calling at (800) 651-7263 Monday-Friday from 8:30AM - 5:00PM EST or via email at recall@browniebrittle.com Second Nature Brands is conducting this recall with the full knowledge and cooperation of the U.S. Food and Drug Administration.Full recall notice here: https://www.fda.gov/safety/recalls-market-withdrawals-safety-alerts/second-nature-brands-issues-allergy-alert-undeclared-wheat-gluten-free-reeses-pieces-brownie-brittle?fbclid=IwAR1T4RVDLIxt7vo26Q_6l1wD8RZaBRrLibT6mD8Na8RVf2qYkZNQGBjIYlc Hosted on Acast. See acast.com/privacy for more information.

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CricEm if you Got Em'

Pragmatic Paramedics

Play Episode Listen Later Mar 15, 2023 46:23

In this episode we discuss trauma airway management with Doc Godfrey (CricEm if you got ‘em). Doc sits down with us as we look at a paper from The Journal of Trauma and Acute Care Surgery which discusses prehospital definitive airway not being associated with improved survival in trauma patients. Trauma airway management is complicated, but it doesn't necessarily need to be… We talk about how to best utilize your clinical skills and assessment along with BLS and basic airway adjuncts as well as medical direction's role and the effectiveness of appropriate training. Great chat and as always, we appreciate Doc CricEm (Godfrey) for coming on to talk with us to provide everyone with some quality evidence-based guidelines for airway management. As always, thanks for listening and we hope this series provides just one more tool to help you better yourself and the patients we see daily. Follow us on Instagram and Twitter. References Journal of Trauma and Acute Care Surgery 89(2S):p S237-S241, August 2020. | DOI: 10.1097/TA.0000000000002722 The American Surgeon 87(1);159-161 January 2020 DOI:10.1177/0003134820945228

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NEW Nikon LENSES - Z 85 f/1.2 S & Z 26mm f/2.8 Price & Specs details, Z9 video tests & more - The Nikon Report 101

The Nikon Report

Play Episode Listen Later Feb 7, 2023 26:36

Konstantin & Becky bring to you the latest Nikon news and photography related announcements. Rebecca Danese: https://www.instagram.com/rebecca_danese Konstantin Kochkin: https://www.instagram.com/konstantinkochkin Production: Konstantin Kochkin Contact us at media@graysofwestminster.co.uk Nikon Report 101 Nikon announced a release of Z85mm f/1.2S and & Z 26mm f/2.8 Lenses https://tinyurl.com/mrxmwj2r https://tinyurl.com/2p8wc4wb PRE-ORDER YOURS AT GRAYS: NIKKOR Z 85mm f/1.2 S PRE_ORDER: https://shop.graysofwestminster.co.uk/product/nikkor-z-85mm-f-1-2-s/ Nikkor Z 26mm f/2.8 PRE-ORDER: https://shop.graysofwestminster.co.uk/product/nikkor-z-26mm-f-2-8/ Nikon introduces the Digital Sight 50M Monochrome Camera https://tinyurl.com/3rzwwtny Nikon February rebates in the US https://tinyurl.com/574dcvuw Rumour: On February 16 Nikon Europe will introduce a new 10% discount https://tinyurl.com/574dcvuw Nikon started a 30-Day Trial program for a Z30 in the US https://tinyurl.com/3ktxds3u Nikon Z9 is in top 5 best selling cameras in Yodobashi camera in Japan https://tinyurl.com/2v6wc4b6 Nikon Z 9 N-RAW Lab Test (FW 3.00) by CineD https://tinyurl.com/da3nkrzk Nikon Z 800mm/f6.3 PF lens serial number progression https://tinyurl.com/ce7xfwwt The Chinese spy balloon filmed with a Nikon Z9 and Nikkor Z 400mm f/4.5 lens https://tinyurl.com/mwmvttrt https://tinyurl.com/4jad8cjt https://tinyurl.com/3zx43xp9 Nikon will allow third-party lenses only if they are complementary to the Nikkor lens lineup https://tinyurl.com/29na5yj3 Corp News: Nikon's Technology & design Blog published an article called: https://tinyurl.com/2p9aktb2 3rd Party: New 7Artisans 18mm f/6.3 II lens for Nikon Z-mount announced https://tinyurl.com/yv2v92ta Grays Review: 7Artisans 18mm f/6.3 for Nikon Z Mount - Smallest Lens EVER?! https://tinyurl.com/bdd63rwu Reviews Nikon Z 800mm f/6.3 VR S Review by Photography Life https://tinyurl.com/y7nmmry2 Nikon Z MC 105mm f/2.8 VR S Macro Review by Photography Life https://tinyurl.com/3szcnz64 Weekend Read & Watch BIRD PHOTOGRAPHY PRO tips using the BEST camera settings for wildlife | Nikon Z9 by Matt Shannon https://tinyurl.com/4sjc7t9r Nikon Sessions | EPISODE 3: How does Peter Lindbergh's style live on? By Nikon Europe https://tinyurl.com/2tjzskzu Thanks for listening! #nikon #nikkor #nikonz --- Send in a voice message: https://anchor.fm/grays-of-westminster/message

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2sDay Mashup: Things you can't say during a trans hockey game

Play Episode Listen Later Dec 13, 2022 39:08

We were supposed to talk about the WNBA player who got let out of a Russian prison, but Shaun forgot.The NDP can't even be honest about a painting, let alone anything else. I give the Dairy Cartel a call to action.R'ohan Well Servicing is hiring for all positions. office@rohanltd.com 780-872-7887 rohanltd.com Follow us on twitter!@222Minutes@SNewmanPodcast

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2sDay Mashup: Ottawa isn't the only unstoppable toilet

Play Episode Listen Later Dec 6, 2022 43:06

The homeless of San Francisco accept the challenge of breaking an unbreakable toilet. Qatar gets a 15 year deal with Germany after Trudeau passed on it. Blacklock's gets kicked out of the Parliamentary Press Gallery, a Canadian first.R'ohan Well Servicing is hiring for all positions. office@rohanltd.com 780-872-7887 rohanltd.com Follow us on twitter!@222Minutes@SNewmanPodcast

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2sday Mashup: If brownies are racist, what does that make ginger snaps?

Play Episode Listen Later Nov 22, 2022 31:48

Trudeau hosts dictator workshop for citizen trust building. Seriously. Welfare bums - I mean the public sector - steal huge sums of money from us. Girl Guides is changing the name of Brownies because they don't want to offend people they presumably think of as brownies.R'ohan Well Servicing is hiring for all positions.office@rohanltd.com780-872-7887rohanltd.com

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2022-10-26 Two Spirit

Play Episode Listen Later Oct 26, 2022 58:41

Jonny previews the showing of the documentary "Two Spirit" as part of the SIU LGBTQ+ History Month celebration, including director Lydia Nibley's campus visit. He then profiles eight active 2S artists/healers/content makers advancing (among others) the cause and awareness of queer indigeneity. He then reviews two bits of legislation (one national, one state level) that deliberately target public expression of queerness. He profiles 10 historic LGBTQ candidates of the over 600 running for public office in the 2022 midterms. Finally, he ends with a preview of the upcoming premier of "Sound Story" in the Kleinau Theatre on the SIU Campus.

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2sday Mashup: No one wants to see the media's balls