Podcast appearances and mentions of andrew moran

This week, we salute our 2025 Jersey Mike's Naismith High School Boys Coach of the Year, Andrew Moran, from Columbus High School in Miami, Florida! Bob chats with the coach of the country's #1 high school team!WANT TO SUPPORT A TROPHY LIFE?Leave a rating and review on iTunes, Spotify, or wherever you get your podcasts. Your feedback only helps make the show better, and we appreciate your support! For more information about the Naismith Trophy Award, visit our home on the web.

Basketball Coach Andrew Moran Miami Christopher Columbus 3-18-25 full Head Basketball Coach Andrew Moran Miami Christopher Columbus joins LArry Blustein and talks about the two major players he has on his basketball team that's going to college real soon 482 Tue, 18 Mar 2025 23:51:45 +0000 vRzAbTkG2SLSlSbK8Q6dCgSKveVyLd3y sports South Florida High School Sports Radio sports Basketball Coach Andrew Moran Miami Christopher Columbus 3-18-25 Driven by Autonation 2024 © 2021 Audacy, Inc. Sports False https://player.amperwavepodc

In this week's basketball coaching conversation, NBA Skills coach and Columbus High School head coach Andrew Moran shares ideas on coaching EYBL, high school and training players.Andrew Moran is a highly successful EYBL and high school coach, an NBA Skills Coach, an International clinician, and the Miami Hoop School Founder. He has won an unprecedented three-straight EYBL Championships with Nightrydas Elite in the U15, U16, and U17 divisions. At the high school level, he has won four state championships including three in a row at Columbus High School, and one at Miami Christian High School.Founded in 2012 by Moran, the Miami Hoop School has grown to become the authority on basketball elite skill development and certification in South Florida. His experience serves him well, as he works with players at the NBA, international, collegiate, and high school levels. Andrew has trained NBA players such as Tim Hardaway Jr, Tyler Herro, James Johnson, James Wiseman, Cole Anthony, and many more.Andrew travels around the Globe training athletes of all levels and because he is fluent in Spanish he has been granted many opportunities to train in places like Argentina, many different cities in Spain (Canary Islands, Huelva, Vinaros, Barcelona, Tenerife, Las Palmas), Panama, Chile, and Puerto Rico to name a few. MHS also hosts international groups and clients who come to Miami, Florida just to train with MHS. Clients from Japan, Israel, Mexico, Argentina, Germany, Russia, the Caribbean, Ecuador, China, France, and Dubai have all come to train with the best.

Welcome to Wednesday's OTB Breakfast Bite - your bitesize sampling of this morning's Off The Ball Breakfast.This morning's show began with a look at this morning's papers, which includes the opprobrium thrown Robbie Keane's way after the FAI got the former Maccabi Tel Aviv manager in to present caps to the current Republic of Ireland squad.Elsewhere on this morning's show, we spoke to Argentina assistant coach Juan Martin Fernandez Lobbe ahead of Friday's test with Ireland.We also chat to former Leinster and Ireland hooker James Tracy.Plus, Nathan catches up with Ireland starlet Andrew Moran before Thursday's Nations League clash with Finland.Catch The Off The Ball Breakfast show LIVE weekday mornings from 7:30am or just search for Off The Ball Breakfast and get the podcast on the Off The Ball app.SUBSCRIBE at OffTheBall.com/join

On a Wednesday Football Daily EXTRA, Richie McCormack brings you the latest from Republic of Ireland manager Heimir Hallgrimsson and captain Nathan Collins ahead of tomorrow night's Nations League clash with England. Hallgrimsson addresses Robbie Keane's controversial cap presentation to the squad, the latest fitness updates on Dara O'Shea and Festy Ebosele, and Andrew Moran's potential for a second cap this week. We also hear from new England call-up Taylor Harwood-Bellis on the influence upon his career of one Roy Keane. And the ex-Limerick hurler that's joined Liverpool.

Welcome to Wednesday's OTB Breakfast Bite - your bitesize sampling of this morning's Off The Ball Breakfast.This morning's show began with a look at this morning's papers, which includes the opprobrium thrown Robbie Keane's way after the FAI got the former Maccabi Tel Aviv manager in to present caps to the current Republic of Ireland squad.Elsewhere on this morning's show, we spoke to Argentina assistant coach Juan Martin Fernandez Lobbe ahead of Friday's test with Ireland.We also chat to former Leinster and Ireland hooker James Tracy.Plus, Nathan catches up with Ireland starlet Andrew Moran before Thursday's Nations League clash with Finland.Catch The Off The Ball Breakfast show LIVE weekday mornings from 7:30am or just search for Off The Ball Breakfast and get the podcast on the Off The Ball app.SUBSCRIBE at OffTheBall.com/join

On a Wednesday Football Daily EXTRA, Richie McCormack brings you the latest from Republic of Ireland manager Heimir Hallgrimsson and captain Nathan Collins ahead of tomorrow night's Nations League clash with England. Hallgrimsson addresses Robbie Keane's controversial cap presentation to the squad, the latest fitness updates on Dara O'Shea and Festy Ebosele, and Andrew Moran's potential for a second cap this week. We also hear from new England call-up Taylor Harwood-Bellis on the influence upon his career of one Roy Keane. And the ex-Limerick hurler that's joined Liverpool.

* After becoming a full-time Utah resident Lew spearheaded the SecureVoteUtah ballot initiative effort of 2021 - SecureVote.news* Google to be held accountable for election interference? - 'It has been determined that Google has illegally used a system of only revealing and displaying bad stories about Donald J. Trump' - Bob Unruh, WND.com* Facebook chief Mark Zuckerberg even has confessed that he gave in to pressure from leftists in the government to skew his part of the industry.* The Media Research Center, among others, has documented that Google has been manipulating and altering search results to promote Vice President Kamala Harris and hurt Trump.* In fact, the MRC has reported that Google "interfered" in elections more than 40 times since 2008.* Google "worked hard" for Barack Obama's campaigns in 2008 and 2012, and Clinton's in 2016, the report said.* In this year's contest, "Google has worked with the Harris campaign to attach campaign ads to news results, altering headlines to make it appear that major news outlets like the Associated Press, USA Today, The Guardian, The Independent, Time Magazine, NPR, PBS, CNN, CBS News, and others are endorsing or promoting Harris's presidential campaign," the report said.One victim of the campaign, WDAY Radio in North Dakota, is reviewing legal action over the falsehoods.* It's not Google's only headache. Just weeks ago a federal court determined that Google was operating as an illegal monopoly and was controlling the search engine and search engine advertising markets.* Powell Points To Two Cuts For This Year.* Tens of Thousands of Port Workers Strike; Billions in Trade Expected to Be Impacted - Ports impacted by International Longshoremen's Association strike manage between 35 and 49 percent of all US imports and exports - Andrew Moran, TheEpochTimes.com* US Warns of Imminent Attack on Israel From Iran!

In this episode of the Marathon Running Podcast, Dr. Andrew Moran talks to us about all things tendinopathy. We delve into what tendinopathy is and discuss whether tendonitis and tendinosis are the same or different. Dr. Moran explains why runners should care about tendonitis and outlines the common types of tendinopathy. We also explore whether it's possible to train with tendinopathy, how to recover, and effective prevention strategies. Tune in to gain valuable insights into managing and preventing tendinopathy, ensuring your running journey remains smooth and injury-free. Support our podcast and check out our RunSwag Tshirts ·       Our website: ⁠www.marathonrunningpodcast.com⁠ ·       Our Instagram: ⁠@runningpodcast⁠ ·       Our Amazon Storefront: ⁠Amazon Storefront⁠ ·       Join our Facebook group: ⁠SpeedStriders Facebook Group⁠ ·  We are now on YOUTUBE: Youtube https://www.youtube.com/@RunningPodcast   Links: RUNUR athletics runur.run code: runur_mrp20   Free UCAN sample pack: UCAN.co/mrp

Since 2006, Andrew Moran has been a baritone with Opera Australia in Sydney. When he visited Melbourne as part of a touring production of Puccini's Tosca, Tony spoke to him about a lovely eulogy he delivered for his father, Lawrie Moran, the man who inspired him to sing, in Surrey Hills, Melbourne, on 9 November 2023.  You can read and listen to the eulogy on Speakola.  To support the podcast and the one person operation that is Speakola Become a paid subscriber on Substack - I send one or two newsletters per week. The last few have been about D-Day speeches. Become a member on Patreon  Make a straight credit card donation Other ways to help the podcast are to leave positive reviews on Apple Podcasts, share episodes with friends, and find me a guest! (email is tony@speakola.com)See omnystudio.com/listener for privacy information.

But King David said to Ornan, “No, but I will buy them for the full price. I will not take for Yahweh what is yours, nor offer burnt offerings that cost me nothing.” - 1 Chronicles 21:24   This Episode's Links and Timestamps: 00:24 – Scripture Reading 05:49 – Thoughts on the Reading 23:23 - More California fast food chains announce changes ahead of minimum wage hike – Marc Sternfield, KTLA5 31:46 - McDonald's franchisee ‘can't raise prices enough' to cover minimum wage hike – Marc Sternfield, KTLA5 41:08 - Millions of New Illegal Immigrants Mask True State of US Economy – Emel Akan, Andrew Moran, The Epoch Times 57:22 - Realtor describes the shift that's driving real estate 'across the board' in top markets – Kayla Bailey, FOX Business 1:05:19 - As national eviction ban expires, a look at who rents and who owns in the U.S. – Drew Desilver, Pew Research Center 1:25:15 - It's Now Officially Cheaper To Rent Than Buy a Home in the 50 Largest U.S. Metros – Clare Trapasso, Realtor.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/garrett-ashley-mullet/message

Former Ireland international Keith Treacy and journalist David Sneyd join Raf Diallo to discuss the aftermath of the latest defeat to the Netherlands, the debate over Andrew Moran's elevation from the U21s squad, Athlone Town's FAI Women's Cup final win and Everton's points deduction.

On this week's Official EFL Podcast, David Prutton and David Stowell are joined by Oxford United manager Liam Manning to discuss his side's early season successes in Skybet League One, and the 72 in 72 in returns, with Blackburn's Andrew Moran in the hotseat!

Keith Treacy and Paul Corry join Raf Diallo and James McMahon to review the weekend's LOI action and look ahead to the FAI Cup semis. They also talk Andrew Moran, Troy Parrott, Sam Szmodics, a good window for Ireland WNT, Manchester United, Arsenal, Chelsea and the Spurs-Liverpool VAR controversy.

All your latest Irish football updates as Jamie McGrath downs Rangers in a week where Andrew Moran hit all the headlines and Nick and Martin predict Stephen Kenny's upcoming Ireland squad for the games against Greece and Gibraltar.

Greg Allen and Gary Moran on the Ryder Cup; Neil Treacy has the latest from the Irish rugby camp ahead of their game against Scotland; Keith Treacy on Andrew Moran's heroics for Blackburn, and Shep is live from the States on the Taylor Swift NFL crossover! Game On.

Reaction to Ireland's win at the Rugby World Cup with Tom Savage of the Three Red Kings, Jim Crawford and Andrew Moran react to a late win against Turkey in the u21 Euro qualifier at Turner's Cross. Ger McCarthy looks ahead to the final round of group games in the Premier Senior Football Championship plus loads more.

Andrew Moran, Business, Economics and Finance writer for Epoch Times, joins Gary Hess to go over the debt ceiling standoff 

Andrew Moran, Miami Christopher Columbus Boys Head Coach

Andrew Moran is a professional writer and journalist. He presently writes about economics for LibertyNation.com, The Epoch Times, and FX Daily Report. Fed's Bullard Calls for Higher Rates as Balance Sheet Jumps $100 Billion, Depositors Pull Funds From Banks

Ashley Holben, interim manager and project specialist with the National Clearinghouse on Disability and Exchange and executive specialist to the chief executive officer at Mobility International USA, leads the conversation on disability inclusion on campus and in international affairs. FASKIANOS: Welcome to CFR's Higher Education Webinar Series. I'm Irina Faskianos, vice president of the National Program and Outreach here at CFR. Today's discussion is on the record, and the video and transcript will be available on our website, CFR.org/Academic if you'd like to share it with your colleagues. You can enable the closed captioning by clicking on the icon on your laptop or on your iPad in the “More” button. If you click on that you can show captions. So I encourage you to do that. As always, CFR takes no institutional positions on matters of policy. We're delighted to have Ashley Holben with us today to discuss disability inclusion on campus and in international affairs. Ms. Holben is interim manager and project specialist with the National Clearinghouse on Disability and Exchange, and executive specialist to the CEO at Mobility International USA. In these roles, she develops initiatives and resources to increase participation and inclusion of students with disabilities in international exchange. So, Ashley, thanks very much for being with us. Let's just get right to it. If you could discuss and share with us the importance of disability inclusion in higher education institutions and international affairs, and share what you have found to be some of the best practices to do so on college campuses. HOLBEN: Certainly. Well, thank you so much, Irina, and thanks so much to the entire CFR team for putting this topic on the agenda of this webinar series. It's such a fantastic opportunity to discuss an often misunderstood topic but a very prominent community, which is people with disabilities in higher education. And so really appreciate all of those who are joining today to tune in, and welcome. And, you know, the CFR team shared with me the roster of folks who were planning to attend and one thing that really stood out to me is kind of the really wide breadth of expertise and departments represented and positions represented. So it's really encouraging to see so many different types of leadership wanting to discuss this further and wanting to share practices. So I'm looking forward to doing that today and I really hope to hear from some of those who are tuning in with your expertise and observations and activities as well, and I am delighted to share some—just observations of my own in this role at the National Clearinghouse on Disability and Exchange (NCDE). As Irina said, this is a project that's housed at Mobility International USA since 1995. But we're sponsored by the U.S. Department of State's Bureau of Educational and Cultural Affairs, really, in order to promote the participation of people with disabilities in international exchange between the U.S. and other countries, and that is to say kind of to the end we provide tips and strategies for people with disabilities and international program staff on how to prepare for an inclusive international exchange. So, before I kind of dive in, I just wanted to define these terms a little bit because it's not always clear what we mean by international exchange. But, basically, we're talking about everything from study abroad, teach abroad, volunteering, research, professional visitor exchanges. Also, cultural like arts, sports programs. So try to picture a U.S. college student going abroad for a semester or an international student coming to the U.S., a Peace Corps volunteer, Fulbright scholars, and so on. And we're—the genesis of this project is really because people with disabilities are taking advantage of these same opportunities as nondisabled people in order to advance their educational/career goals, their personal goals. And that kind of brings me to kind of another definition—a loose definition—that people often wonder, well, what do you mean by people with disabilities, and by that that includes people with physical or mobility disabilities, sensory disabilities, chronic health conditions, intellectual or developmental disabilities. That includes mental health disabilities, neurodiversity learning disabilities. And then keep in mind that disabilities can be apparent or nonapparent. And then also somebody's disability might be apparent certain times and not others—for example, if they use assistive devices on some days but don't need them on other days. So one topic that I really—is close to our hearts in our world is this theme of disability as diversity, and I saw on the roster—I was really excited to see that there were some folks who registered who are, for example, the director of diversity and inclusion, DEI specialists, and so on, and it's so encouraging to see that higher education is really embracing this diversity, equity, and inclusion, implementing DEI strategies kind of throughout all areas of higher ed. And so, with this in mind it's really vital to recognize that disability is part of diversity and not separate from it. Too often folks want to separate the two. Or, disability is an aspect of diversity that can get overlooked in diversity initiatives, we find, too often. So that inclusion of people with disabilities is really fundamental to be able to—and acting on that commitment to diversity at the institutional level. And then, for many, disability is an important facet of their identity, connecting someone to a larger disability community—for instance, disability pride, disability culture, history, and more. So it's really important to keep that in mind in any discussion related to DEI. And just as important, many people with disabilities have identities in addition to their disability identity. So, for example, a person with a disability can also be a person of color, a first-generation college student, LGBTQ, an immigrant. And so one thing that we find often when we're talking to people with disabilities about their experience is, there was so much focus on my disability that we completely forgot—(laughs)—to talk about these other aspects of myself that are important to me. So I think that's definitely a good lesson. If anyone out there is more interested in this topic of disability intersectionality, I want to just kind of do a little plug for a publication that I'm really excited about that we put forth last year on Intersections Abroad, which I'm holding up to the screen. I think it might be blurred out, unfortunately, but—(laughs)—oh, here we go. FASKIANOS: It's a little blurry but we'll— HOLBEN: It's a little blurry. FASKIANOS: (Inaudible)—anyway. HOLBEN: But it's Intersections Abroad: “Travelers with disabilities explore identity and diversity through a lens of international exchange.” So it's a series of travelers' stories, interviews with people with different types of disabilities including people who are blind or have chronic health conditions or who are on the autism spectrum but who also want to describe what their study abroad experiences in different countries was like as a person of color or as someone with a religious identity or someone who brings all these unique experiences to their international exchange experience itself. For those of you who—I know we have a lot of different folks joining the call. On the higher education campus, people with disabilities not only includes students but also faculty, staff, administrators, campus leaders, visitors, and institutions often have dedicated staff or offices to support individual level disability accommodations and also to promote disability access more broadly across campus. So I noticed some folks who registered for this event come from, for example, Office of Student Accessibility, Office of Disability Services, Office of Student Support and Success. We had—I saw an access and accommodations coordinator, an ADA compliance coordinator. So these are all some examples of the types of folks who are working to help promote access at the—in higher education. You can also find counseling centers, tutoring centers. There are a growing number of campuses that are providing services tailored for students on the autism spectrum and also those that are tailored for students with intellectual disabilities, which is really interesting. And if you want to learn more about that I encourage you to check out the organization Think College. But in addition to campus accessibility and disability support services you're going to find other entities that help promote disability community, disability history, disability rights, representation and visibility. For example, student groups led by and for students with disabilities. I saw one of the registrants—there were a couple of registrants on this event who are representing the Harvard Law School Project on Disability to, as they describe, use their learning in comparative and international law to advance understanding regarding disability law, policy, and education around the world. So it's really exciting to see just kind of all the different ways in which higher education can support and promote disability access and inclusion in different ways in representation. Another topic that we are really passionate about at the NCDE is disability-inclusive campus internationalization, especially when it comes to the international exchange aspect of internationalization. So take education abroad, for instance. For the most part, I think a huge bulk of our resources relate to students—college students with disabilities who study abroad. That's a big chunk of our resources, and we get a lot of questions about that from international exchange administrators and international study abroad advisors and coordinators about how can we provide some support to these students who want to study abroad who might have some specific disability-related accommodations they might need abroad, or everything from how can we attract students with disabilities to participate in our programs, and so on. So you're going to find a lot of those types of resources in our library. But, education abroad that can also encompass faculty with disabilities leading trips abroad, and it's really exciting to be able to connect with some faculty with disabilities who can share some of their stories with us about arranging these types of exchange programs. And the programs that they're leading may or may not have a disability theme, depending on what their scholarly background is. However, I've observed that some education abroad curricula does include disability-related themes. So one example is at California State University in Northridge. One of their faculty led an exchange program called “Black Deaf Activism: Culture and Education in South Africa,” bringing together a lot of students from their campus who identify either as deaf, as Black, or both, and more. So that was really exciting to follow their journey through South Africa, again, with those different lenses. And then, of course, people with disabilities working in the international exchange field—in the international education field as advisors, administrators, and more, and that's always something that we get really excited about at the Clearinghouse. We kind of proselytize a little bit to people with disabilities about, oh, have you thought about entering a career in international education so that we can see more disability representation and leadership within that field. A lot of students with disabilities are—and without disabilities are kind of blown away in a good way to see some of that disability representation in the kind of leadership level of that field and so that's something that we try to encourage in some different ways that I'll get to a little later. And then on the flip side of education abroad we also want to see disability-inclusive campus internationalization in the form of international student recruitment, so welcoming international students and scholars with disabilities to U.S. higher education, and that comprises another large segment of the resources housed at NCDE. So for those of you who advise international students and scholars on your campus or who are connected to the recruiting side to bring students with disabilities to the U.S., or bring international students to us, ESL offices and instructors. We want to work with them to make sure that they're aware of the international students with disabilities. These are fantastic opportunities for them, too, and but they also might have some different cultural expectations related to disability. They might be used to a different type of system of accessibility and accommodations or a lack thereof. And, most recently we've talked to a lot of international students who are expressing an interest in connecting with other students with disabilities during their stay in the U.S., whether it's other American students or other international students with disabilities. And so one thing that we're excited to do in the near future is think of some ways that maybe we can help facilitate these types of connections on kind of a peer-mentor type model. Another focus of campus internationalization can be offering coursework on international disability rights. One prominent example in my mind is the University of Oregon's “Global Perspectives on Disability” course because it's co-taught by MIUSA's own CEO, Susan Sygall, who is a woman with a disability, and what's interesting is that that course is cross listed on campus with international studies, special education, and disability studies. So, you know, disability is such a cross-cutting issue. There's really no topic or department or educational focus that doesn't—that can't touch upon disability, inclusion, and access. And so the “Global Perspectives on Disability” course at the U of O is one that's been running for several years and it's fantastic. We're able to bring some guest presenters who are often disabled women leaders from countries around the world to share about their experiences in disability rights, disability policy, movement building, and so on. And then, one last example I'll share, but not to say the last one, is access to foreign language learning and ESL and really ensuring that, you know, those are so vital to promoting campus internationalization and often they're linked to these international exchange experiences, education abroad, and so on. But, sometimes we hear from people with disabilities that they were discouraged from taking a foreign language class because of assumptions about what they're able to do. So, for example, like a person who is deaf, there might be some assumptions that they can't participate in a foreign language class. And so, we would really promote any person with a disability to see if learning a foreign language is something that would help further their goals, personal, career wise, or otherwise. And so, I do want to hear your—all of your questions and your—not just questions but also just sharing from your experiences. But before we do that, I do want to just say a little bit about NCDE resources so that you're aware of what we have in our library. That is to say they all touch on this crossover of disability inclusion in international exchange and include everything from tips for recruiting people with disabilities in international exchange programs, disability-specific tips for international travel. So, if your wheelchair gets broken when you're abroad, what might you do? Or, what are some different types of accommodations that a blind student might use or someone with dyslexia might use? Best practices from various U.S. higher education institutions. And I think that's going to really appeal to the folks who are on this webinar today. We have—just like we've been able to interview international exchange alumni, students who've come back from their experiences abroad, and others, we've also really relied on higher ed professionals to share their best practices with us because, really, our resource is a compendium of expertise from the field. And so I would really encourage anyone here who maybe they have a best practice to share from their own campus that they're working on and we would love to be able to add that as a resource to be able to share with our broader community. So if that's of interest please get in touch. We also offer sample disability accommodation forms and questionnaires, which is really handy for those out there who are wanting to start a conversation around disability access but maybe don't know the—don't have the vocabulary or don't have the language. These are kind of helpful guides that can help you take those next steps. And then, finally, one thing that I am really excited to share because this is a new—relatively new initiative on our part is we've started hosting an access to exchange externship for—and this is a resource you can share with your students—this is for students with disabilities, recent graduates and others, who want to use their experiences to further the mission to promote disability inclusion in international exchange. So they're tasked with coming up with some kind of either a webinar or event or a country guide, some kind of resource that can help further this mission. And so some of them have created resources for peers like prospective study abroad students with disabilities or for the folks who are working in the international education field so that they can be more cognizant of—you know, from a disabled person's point of view what are the supports needed or what can they be doing. And then our seminar—access to exchange seminar is for people with disabilities who have not had any international exchange experiences and, you know, or maybe it's a little intimidating to take that first step, and so our seminar is really just trying to break it down and make it feel a little bit more comfortable to ask questions and help try to just instill some confidence in future international exchange participants with disabilities. So, well, let me stop there for the time being and let me put it to all of you. What I'd like to know is, given, again, just this very—all of the different types of departments and expertise that you're all bringing with you today what are some of your own experiences, observations, activities, around disability inclusion on your campus and in international affairs. So I'd really like to hear from you all and I wonder if anyone would like to start. FASKIANOS: Great. Great. Thank you, Ashley. This is terrific and, yes, we want to go to everybody on the call. You can click the raised hand icon on your screen to ask a question, and on an iPad or tablet click the more button to access the raised hand feature, and when I call on you, you can accept the unmute prompt. Please state your name and affiliation followed by your question. You can also write your question in the Q&A box. If you do that, please say who you are. And we do have our first written question from Pearl Robinson, who is an associate professor at Tufts University: Does the Peace Corps offer opportunities for people with disabilities? HOLBEN: Thank you for that question. Oh, I'm so glad you asked. Absolutely. The Peace Corps encourages people with disabilities to participate in—as volunteers and, indeed, we have seen so many returned Peace Corps volunteers with disabilities come back and share their experiences. I think I referred earlier to a person who was discouraged from learning a language because she's deaf, and she often shares, she really pushed back against that, insisted she wants to learn French and one of the happy results of her advocating for herself to be able to pursue French despite being discouraged from doing so is it enabled her to be able to serve in the Peace Corps in Francophone Cameroon, which was a life-changing event for her. And, actually, I know that there is an upcoming webinar that's going to be hosted by a Peace Corps staff on volunteers with disabilities that will feature a number of returned Peace Corps volunteers. And so if that—I think that is coming up pretty soon. So I'll share that information with Pearl individually or unless other people are interested I can share with you, Irina. But also the Peace Corps also has opportunities for shorter-term programs for folks with unique expertise and who have a specific area of specialized focus. And so we recently interviewed someone who took part in that program—it's called Peace Corps Response—which worked out really well for her because she has some chronic health conditions and mobility disabilities that made that format work quite well for her. But, yes, we have lots of returned Peace Corps stories on our website about people with different types of disabilities who served and it's really fun to read their stories and just really eye-opening as well. FASKIANOS: Great. So we have another question from Deena Mansour with the Mansfield Center: We've appreciated using some of your resources on our State Department exchanges. Could you speak to some of the most important ways you prepared others in a cohort, a predeparture orientation to support a colleague with disabilities, given that many countries have less—far less exposure and support than we have had in the U.S.? HOLBEN: Mmm hmm. Yeah. I would say—and that's fantastic that you're working with—being able to implement State Department exchanges as well. We're really excited by any time we can provide resources related to, for instance, the Global UGRAD program or the Mandela Fellowship or Fulbright, whatever it might be. And then, as for predeparture orientations, this has been a topic that we've explored both in terms of international students coming to the U.S., which we just kind of put—created some new resources for that. But it sounds like what you're asking is for folks going abroad—maybe coming from the U.S. and going abroad. I think it's just really important that people with disabilities who are preparing to go abroad are—have a chance to research a bit about the country's disability rights—not only disability rights laws but disability culture and context. We really encourage folks to try to do outreach to a disability-led organization, if possible, and some people who've been able to do that it's led to a really fruitful relationship and really enhanced their experience to be able to meet with local people with disabilities who can share kind of the real experience on the ground, what it might be like. I think a lot of people are also—maybe aren't prepared for just the feeling of kind of being—standing out and others are unprepared for—well, just to use an example from our Intersections Abroad publication that I shared earlier, one student who studied abroad who is blind, she really thought that people would only be interested in her blindness and only have questions about her blindness, and she was really surprised that when she arrived people had wanted to know about other things about her, too. And so I think just allowing some room for all aspects of yourself there can be really beneficial. It's something that sounds simple but people might forget. And so kind of evaluating different identities that you have, what you want to get out of the experience. But it sounds like what you're asking about is kind of more just on-the-ground—those logistics, those environmental barriers. And you can't foresee all of them, but I think just one thing that's really helpful is just getting an idea of, how do people in that destination approach disability access because, if you call a hotel or something like that and you say is this going to be disability accessible, I really encourage just trying to get a little bit more specific, because they might say yes because their idea of disability access is having some burly people lift you up over some stairs, whereas that might not be at all your idea of accessibility. And so some of these things you're not going to know until you arrive. But if you can connect with another—a person with a similar disability who has traveled abroad or someone who has gone to the place where you're going that can really be helpful, or talking to locals with disabilities. And then our resource library, that's one of the things that, I think—I really hope is helpful to folks planning their trips abroad is to be able to read about the experiences of other travelers and kind of the types of things unexpected that they encountered during their travels that might help other folks just get into that mindset of what might be on the horizon. FASKIANOS: There's a question from Kwaku Obosu-Mensah at Lorain County Community College: Do students with disabilities need special insurance to travel abroad in an exchange program? HOLBEN: That's a great—thanks for that question. Not always. Some students who have maybe chronic health conditions have been able—sometimes their study abroad program, for instance, has been able to negotiate, like, a group rate of health insurance for—for example, if it's a group of students who are going abroad, in case there's some additional coverage needed related to preexisting conditions or disabilities. However, we're also seeing a best practice in the form of international exchange departments and offices budgeting for some funds to be able to provide for students with disabilities in those instances where something's not going to be covered by. It's kind of an extenuating circumstance, whether it's related to getting access to health care, kind of an emergency fund, or being able to help pay for some private transportation when the local public transportation is not accessible, to use a couple of examples. So I think you're going to have to—it's really important to check with the insurance company and find out what their policies are around that but also to consider negotiating what they're able to cover to be as inclusive as possible. And that's not always going to be able to happen in that way, in which case those contingency funds are going to help supplement whatever the insurance is not able to. FASKIANOS: Great. And people can also raise their hand and ask their questions and share best practices. But I will have another question—written question—from Kimberly Pace, University of Alaska Anchorage, which goes along with Kwaku's question, which was—you just answered about health care for students—faculty with disabilities when engaged in study abroad programs. So it'd be great if you could elaborate on that. HOLBEN: So, with health care, I guess just some additional considerations related to health includes mental health. Some folks with chronic health conditions might need to just get some—do some extra preparation—not only chronic health conditions but other types of disabilities. People with disabilities planning to go abroad will sometimes need to just take some extra steps for preparation, for example, those who are taking medications in the U.S. Certain types of ADHD medications in the U.S. are not legal in certain countries where people study abroad, and so trying to get information about what types of health care you're able to receive abroad, what types of prescriptions you're able to bring into the country abroad, working with your health care professionals about whether or not to adjust any medications prior to travel, and then where are you going to be able to access medical supplies in case yours get depleted or are lost or stolen or break—you know, where to go if your mobility equipment breaks. And we do have some tip sheets kind of on these different types of disability topics related to, what happens if you get into this dilemma, how can you try to, for example, keep your mobility equipment or your medications—how do you travel with those things in such a way that kind of helps mitigate some of the risks of having things break or confiscated or flagged or whatever it might be. So it's not, like, a simple answer but it's absolutely really important predeparture. Part of the —it's part of the research. It's part of the process for going abroad and, unfortunately, it typically means building in some extra time for planning to go abroad. So we always encourage students with disabilities, even if you think you might possibly go abroad at some point in your college career it's not too early to start planning for it now and start looking into some of these questions, and some of the guides that we have on our website are helpful just for thinking through what those questions might be because, as they say, you don't know what you don't know. And people will often think, well, I've got that taken care of, no problem. But they're only considering it from a home environment perspective and not really thinking about how, well, is the host city infrastructure going to be able to support this accessibility software that I use or whatever it might be. So not just in terms of health care but other types of accommodations as well. FASKIANOS: Thank you. Can you elaborate on the difference between access and inclusion? I think it would be helpful to give those. HOLBEN: Well, I don't think there needs to be a broad difference. But one thing that I would want to emphasize is, there's—on one hand, we're talking about disability inclusion and how can we make sure that—they're really—they go hand in hand. Inclusion is how can people with disabilities access these—all of the same programs, all of the same services—really, just kind of everything that nondisabled people can access and—but I think inclusion is not quite the full picture. It's not really enough. And so what we would say is how can we go beyond inclusion—the inclusion piece—which is just making sure can you participate to sometimes you have to kind of take the first step to get people with disabilities to see these things as belonging to them or see these—sometimes people will self-select out of things because they've grown up with these messages that this isn't for them, or they have to wait until it's a special disability-focused program or activity for them to participate. And so one message that we tell people with disabilities is to kind of think of it as an infiltration where you're, like, find these nondisability-focused activities and if you want to be part of it then be part of it. But on the flip side, we're also thinking a lot about reverse infiltration, which is the folks that are managing different projects and opportunities and activities sometimes you might have to go out of your way a little bit to invite in people from the disability community, meet them where they are, really make sure that they are expected, anticipated. So it's not really just enough to say, well, we wouldn't turn a person with a disability away so that makes us inclusive but, really, how can you be more proactive and intentional in your strategy to make sure that disability is represented. So I think that that would be one distinction. And then, furthermore, beyond just disability inclusion—are they participating—then I think another important step to look at is disability leadership, and so that's kind of where—why I say we get really excited when people with disabilities are entering leadership positions in higher education, whether that's working in the study abroad office or as faculty leaders and others who are taking part in these decision-making roles and, how can we create kind of a pipeline for people with disabilities to become leaders in these different areas and be that kind of next generation of leadership. So I would keep that at the forefront as well. FASKIANOS: Great. HOLBEN: And, you know— FASKIANOS: Uh-huh. HOLBEN: Oh, go ahead. FASKIANOS: Oh, I was just going to call on Kimberly Pace. She raised her hand. HOLBEN: Oh, perfect. Yes. Looking forward to hear Kimberly. FASKIANOS: From the University of Alaska Anchorage. Q: That's brilliant. Oh, I'm just so appreciative of this forum, and thank you both so much. As a person with a physical disability it never occurred to me as a college student to ever go—even ask the question about study abroad and I—certainly, you're blowing my mind that there are resources to allow students to do this. I teach international relations and comparative politics, and I am just beyond giddy that there—(laughter)—are options for students because that's something that, personally, I, you know, never got to experience and never, certainly, was encouraged to do that. So I'm very excited. I just want to say thank you very much for the information. So thank you. HOLBEN: We're right there with you, Kimberly, as far as the giddy factor. And, you know, thank you so much for sharing that experience because, actually, that is—I think that inclusive, that welcoming, encouraging messaging is so important and we kind of go into detail about that on one of our tip sheets about inclusive recruitment. But even just something as simple as a message on an opportunity that says people with disabilities encouraged to apply, you never know who that's going to make all the difference in the world to and one prime example is our organization, Mobility International USA, might not exist if our CEO, who is a wheelchair rider, hadn't done her Rotary exchange program in Australia, which kind of spawned this idea of what Mobility International USA should be, and what led her to participate in that Rotary exchange program was seeing just a simple ad in the newspaper that said people with disabilities encouraged to apply. And who was responsible for putting in that little line? We're not sure. But it kind of led to this chain of events that kind of brought us to where we are here. And, you know, there are so many folks in the field in higher education who are—they don't have all the answers and they don't have a lot of—they might not have personal experience with disability. But I think if they can help be a champion, an ally, and be kind of someone who says, well, let's figure this out, or let's see what's possible and not shut it down, I think that that's often what has led to all of these amazing outcomes and impact stories from the folks who have shared their experiences with us on our website and then who knows how many more are out there. So, sounds simple, but it can have an important impact. FASKIANOS: So we have a written question from Mark Scheinbaum, who's at the Florida International University: What updates or guidance do you have for students with de jure and/or de facto comfort pets that are needed for completion of usual and customary academic tasks? HOLBEN: If you can leave the questions up a little longer. Then I can— FASKIANOS: Oh, sure. Sure. Sorry. HOLBEN: That's OK. FASKIANOS: I'll put it back. HOLBEN: Well, I would just, first of all, make sure that you're familiarizing yourself with the distinction between—you kind of use two different terms here. So there are comfort animals or emotional support animals, and then there are service animals, which are trained to do a specific service. Comfort animals and emotional support animals aren't necessarily trained to perform a specific service related to a disability-related accommodation whereas a service animal is. So maybe that service is helping to detect the onset of an epileptic seizure, or the service is being able to help the person open doors or pick up items from the floor, or, of course, sight dogs for folks who are blind or visually impaired, for mobility. And so, anyway, that's going to be a really key distinction for whether or not it's going to be appropriate to have a service animal or an emotional support animal in a higher education setting, and especially that becomes more complicated when you're talking about going abroad to another country where you're also considering factors—not just the laws but also the cultural factors whether dogs are welcome in every restaurant or if it's an animal that's very taboo and you don't keep them as pets, let alone travel around with them. And so all of those questions are going to come into play. We do have some tip sheets on our website that go into more detail around some preparation for bringing animals abroad, what you should know related to quarantine, vaccinations, and things like that. So search for animals on the MIUSA website to access some of those tips. FASKIANOS: Great, and we'll send out links to that section, Ashley, after this so people can access it easier. HOLBEN: Oh, great. Yeah. FASKIANOS: So another written question from Erin Reed, and I will leave it up so you can see it— HOLBEN: Oh, thanks. FASKIANOS:—who's the student services and admissions advisor/DSO at California State University San Marcos: What are your suggestions for a university study abroad program that is not made aware of a student's disability prior to the student's arrival? HOLBEN: I think my number-one suggestion would be rather than waiting for one student to participate start thinking about it now what are some ways we can build in some inclusive practices into our programming. So one thing that some programs might do is, well, maybe people aren't disclosing their disability because we're not giving them the opportunity to do so. So including questions in some of those post-acceptance forums that ask how can we make this program—how can we help set you up for success in this program. Might also ask specifically, including related to disability accommodations so that folks know that—I think it's really important for prospective students or otherwise to just know that they're being anticipated, that someone is thinking, yes, like, we're totally expecting that at some point some students with disabilities will participate in this program. And I think that that can be—really signal to students, OK, this—we're coming from a place that or we're going to be interacting with folks who are anticipating me and, even if they don't know all the answers to my questions they're not going to shut me down. So I think that some of those types of—whether it's just amending some of your forms or putting information on your program website, having inclusive images such as if there are images of people with apparent disabilities participating in the program, seeing themselves reflected in those images can be just as important as an inclusive written message. Let me go back to that question. Sorry. It went away again. (Laughs.) FASKIANOS: If you click on the answered question. HOLBEN: I got it. Yeah. FASKIANOS: OK. And then I have two more written questions. Everybody's sending in their questions at the end here. (Laughs.) HOLBEN: But just also, going back to Erin Reed's question, if the program—it sounds like, we didn't know that there was a student with a disability planning to arrive. Now we—we have this—these things that we need to figure out in the meantime. One more thing I'll just say about how to maybe avoid that situation is working with—oh, this is so important—collaborating with the disability services office and other similar services on the campus to be able to arrange some kind of system. So a lot of institutions—for example, their study abroad offices will share a list of all of the students who are enrolled in study abroad for that upcoming semester and they'll share it with the disability services office so that they can kind of go through and say, oh, well, we recognize—and this is all just privately on the disability services side to protect the students' privacy—but they will kind of flag, oh, this is a student that we work with. And so what they might then do is connect with that student directly and say, hey, we learned that you're going abroad—do you want to talk about some of the questions you might have or is there anything that we can do to support you and can we—are you comfortable with inviting those—the international advisors into this conversation so that we can just kind of put everything out in the open and we can figure out all the best ways to support the—that student. So, I would say, that's so important that we used to at NCDE pay people to take each other to lunch from the study abroad office and the disability services office because too often we heard, oh, yeah, they're just right across the—you know, their office is literally right over there. I can see them from our office. But we've never talked to them or—and we don't really know what they do. So I think just to have it breaking some of that ice early on and not waiting for the time when there's a student with a disability there but just kind of building that into your process, and that can also be helpful for collecting data as well. The Institute for International Education has an annual Open Door survey that provides data and statistics around who is participating in an international exchange and they've started including a question—some questions related to disability so that, hopefully, over time we can kind of see is disability—are people with disabilities being represented in international exchange in greater numbers, what types of disabilities do they have, and so on. So working with the disability support office is one great way to also collect that type of information too, which is going to really help the field and, hopefully, help more people with disabilities to be able to participate in international exchange. FASKIANOS: So we have a question from Andrew Moran from London Metropolitan University: In the U.K. inclusion is not just about access or being in a classroom. It is also about inclusive assessment methods. I wonder if you have any resources—if you know of any resources that suggest assessment methods that would allow neurodiverse or physically disabled students to fully engage and not be excluded. They've done away with exams because you can't rely on an elevator to work to get to an exam room, let alone the barriers in the exam might pose for neurodiverse students. And he's leading a working group on allowing students to choose, create their own assessment method to enable greater diversity and meet students' needs but always looking for new ideas. HOLBEN: Oh, that's really interesting. Thanks so much for sharing that, Andrew, and for sharing the example at your own institution as well. And I would love to hear other folks respond to this, too. As far as—one, again, I would really encourage you to check out Think College as a prospective resource for—especially just because you mention neurodiverse students. So Think College operates at different campuses right now—for now, I think, only in the U.S. Perhaps their network is growing beyond that as well. But it's kind of this network of professionals who work with—to try to get students not only with intellectual disabilities but also those who are neurodiverse, including those who are on the autism spectrum. And so they are really a fantastic source of expertise for everything from inclusive education or specialized support and accommodations and pedagogy. So I think that they would be probably the ones to connect with about this question in particular. But if other folks have other ideas in response to Andrew, I'm sure we'd all appreciate it. And maybe while we're thinking of that, we'll check out this next one. FASKIANOS: Right. McKennah Andrews with the Mansfield Center: We have a blind participant on an upcoming international program taking place here in the U.S., and MIUSA's resources have been so valuable. Can we touch on the topic of personal assistants? What advice or testimonies might you have regarding engaging with personal assistants during a program? HOLBEN: Yes, absolutely. So personal assistants can look like a couple—many different things, actually. You might even—since you mentioned having a blind participant, this might not be what you meant but some—for some folks who are blind they may have had some sighted guides during their exchange programs abroad. So that's another example where a student who—or a person who is used to one type of access accommodation or assistive devices or technology in their home environment might have to look into some different ones for their host environment. So we've known some people who are really—have great cane skills for orientation and mobility and strong independent mobility skills in their home environment but have felt more comfortable having the program help arrange a sighted guide for them when they're going to, perhaps, countries where—or environments that are a little more chaotic or where, for whatever reason, their usual skills might not work out. Or, again, if that person uses a service dog in—or service animal in their home environment and that wouldn't really be feasible in the home environment then having that kind of human guide or a personal assistant might be one method that they look into. Personal assistants might also provide everyday living services—you know, feeding or using the bathroom or just getting ready throughout the day, assisting with lifting and transferring, and that's going to—might—again, as somebody who—we've seen some instances where people in the U.S. who don't use personal assistant services might opt for that when they're going to a place where, you know, they might need to be lifted more often because the infrastructure is not as—going to be as smooth or not as accessible. And so we've seen different situations where sometimes they are—the personal assistant in question is someone they've worked with a long time in the U.S. Sometimes it might be a peer who attends their school. Sometimes it's a parent who travels. I've definitely seen all kind of different types of—oh, and also a local person that's hired in the country to provide personal assistant care. So it's really interesting just to kind of be aware of all of the different ways that that might look and check out—again, we have a specific tip sheet about that—actually, a series related to personal assistant services. So, yes, we can talk about personal assistant services and we have kind of a suite of resources related to that so there's a lot that can be said. So thanks for bringing that up. FASKIANOS: Terrific. We are almost out of time, and I did see that there was a raised hand from Justice Chuckwu— HOLBEN: Fantastic. Let's hear from Justice. FASKIANOS: —disability rights, Oregon. He lowered his hand but—oh, there we go. And if you can ask it quickly and unmute yourself that would be great. HOLBEN: I think we've met before, Justice. Hello. HOLBEN: Oh, hi. There's Justice. Q: Hello. HOLBEN: Hello. Q: Yeah, I think we met a couple times. Yeah. So my name is Justice and, yeah, I'm so much appreciative of this program. And I always have a simple question and the question is how do we—how do we unify orientation for international students with disabilities, given the fact that they come from different backgrounds and most times there are just maybe one or two or three in one university or one college and may not be able to really understand the environment early enough. Maybe by the time they would get to understand the environment they might be getting to the mid-semester. So my question is, is there a way to kind of unify the orientation, especially since we now have online—things could be done online to unify the orientation to make sure that students—international students with disabilities are not left behind. HOLBEN: Mmm hmm. Yes. Thank you, Justice. And, actually, it was your bringing that to light that kind of got—we started incorporating that question into some of our resources and, in fact, you helped contribute to one of our webinars on this very topic of support for international students with disabilities coming to different campuses in which you kind of described that feeling of how do I connect with other people with disabilities, especially other international students with disabilities, who might be able to share in some of these experiences so I don't feel so alone in this. And I really—that really sparked a lot of ideas but one of which is, might there be some kind of opportunity for a student group of international students with disabilities but bringing together students from different campuses to be able to share their experiences. And so that's something that we at the NCDE are exploring more. But as for existing resources, in addition to the webinar that Justice contributed to we also added some others related to just sharing some best practices from our—MIUSA leads an orientation for high school exchange students with disabilities who are arriving to the U.S. for a State Department-funded scholarship program and we—as part of this orientation we incorporate information about your rights as a person with disabilities while you're in the U.S. and how to advocate for yourself if there's something that you need but aren't getting, how to fully participate in all of the opportunities while you're there. So I think that those are the—some of the same messages that could be really beneficial to folks entering U.S. higher education from different parts of the world and just learning about U.S. disability culture and those steps for taking advantage of all of the resources available to you. So, yeah, you're absolutely right, Justice. There's more work to be done, and I think folks like you who are voicing kind of those needs—those firsthand gaps that you've identified is kind of one of the first steps in helping to build out some of these resources. FASKIANOS: Fantastic. Well, we are out of time. In fact, we're a little over. HOLBEN: Oh. (Laughs.) FASKIANOS: So, Ashley Holben, thank you so much for doing this. We really appreciate it, and to all of you for your questions and comments. Again, we will be sending out a link to this webinar transcript as well as to the resources that Ashley mentioned. So stay tuned for that. Our next Higher Education Webinar will be on Wednesday, February 22, at 2:00 p.m. Eastern Time with Jeremi Suri, who will lead a conversation on teaching the history of American democracy. And just please do follow us at @CFR_Academic and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Ashley, again, thank you very much for doing this. We appreciate it. HOLBEN: Thank you. Thank you for—to everyone who attended for your time and thanks to CFR for getting this on the agenda. I really appreciate it also. FASKIANOS: Great. We look forward to everybody continuing to participate in this Higher Education Webinar series. Have a good rest of your day. (END)

Seg 1 – Classified Docs Are All the Political Rage – with constitutional attorney Scott D. CosenzaSeg 2 – What's Good for the Democrat Goose… – with constitutional attorney Scott D. CosenzaSeg 3 – Can the GOP House Take Charge? – with author James FiteSeg 4 – Costing the Egg Crisis - with economist Andrew Moran

This episode of Conversations with Tech Experts features Andrew Moran, Former Microsoft MVP and host of the Microsoft Spotlight Podcast. He joins Experts Exchange Director of Operations Thomas Bernal to discuss why he started his own podcast and how it has pushed him to grow in other areas of his career. 

Cultural Marxism - Destroying America One Institution at a Time- with Liberty Nation's senior political analyst Tim Donner. Bidenomics or Putin Price Hike – Who's to Blame? – With economist and author Andrew Moran.The Incredible Shrinking Biden – with Defense expert Dave Patterson. Talking Liberty – Wokeness Costs – Oberlin College Reaps What It Sows – with constitutional attorney Scott D. Cosenza

On this week's edition of Liberty Nation Radio: As President Biden continues to flounder in his responses to the war in Ukraine, it is on the home front that his major loss of support is starting to bite. Join host Mark Angelides and guests, Andrew Moran, Kelli Ballard, Scott Cosenza, and long-time host of LN Radio, Tim Donner, as they unravel the 2023 budget, Biden's blunders, the Oscars debacle, and why the left is trying to oust Justice Clarence Thomas.

On this week's show, we talk about Joe Biden's foreign adventure with long-time host Tim Donner. We delve deep into the dedollarization movement and what it means for regular Americans with economist Andrew Moran. National Columnist Sarah Cowgill tells us why NYC Mayr Adams is channeling his inner Rudy Giuliani. And we pick apart the SCOTUS nomination with Constitutional Attorney Scott D. Cosenza.

The pandemic has accelerated the trend towards centralization and the abdication of liberties in Canada. Andrew Moran, a writer and reporter with the Epoch Times and Liberty Nation News, details how mandates and lockdowns are hurting investment and the economic prospect for new generations. Heliostar Metals (TSX-V: HSTR | OTC: HSTXF) is in the middle of a drilling program in Mexico. CEO Charles Funk explains what investors can expect in our weekly Inventa Capital update. Show notes: https://goldnewsletter.com/podcast/canadas-road-to-serfdom/

Very excited to share this episode with you as we have our first podcast crossover! Kevin and Garry are joined by Andrew Moran, Jon Jarvis and Sophie Dimelow from the Microsoft Spotlight podcast to talk about Women In Tech. The chat covered a very broad range of areas including why we were talking about it, unconscious bias and what we as a collective can do to help.Do check out the Microsoft Spotlight podcast too at Microsoft Spotlight Podcast.

GUESTS: Economist and author Andrew Moran; Author James Fite; Defense Expert Dave Patterson; and Uprising Podcast Host Scott D. Cosenza

GUESTS: Former Deputy Undersecretary of Defense comptroller Dave Patterson; economist and author Andrew Moran; long-time host Tim Donner; and constitutional attorney Scott Cosenza.

GUESTS: Tim Donner, national columnist Sarah Cowgill, economist and author Andrew Moran, and Scott Cosenza.

Podcaster and author Jeff Charles; economist Andrew Moran; political analyst Tim Donner; legal affairs editor Scott Cosenza.

GUESTS: Tim Donner, author and podcaster Jeff Charles, economist and author Andrew Moran, and Liberty Nation Legal Affairs Editor Scott D. Cosenza

GUESTS: Long-time host of LN Radio Tim Donner; LN editor-in-chief Leesa K. Donner; author and economist Andrew Moran; and constitutional attorney Scott D. Cosenza.

Dr. Andrew Moran of the University of Dallas guides us through Canto 21 of the Inferno. 100 Days of Dante is brought to you by Baylor University in collaboration with the Torrey Honors College at Biola University, University of Dallas, Templeton Honors College at Eastern University, the Gonzaga-in-Florence Program and Gonzaga University, and Whitworth University, with support from the M.J. Murdock Trust. To learn more about our project, and read with us, visit https://100daysofdante.com.

GUESTS: Liberty Nation's editor-in-chief Leesa K. Donner; economist Andrew Moran; author James Fite; and constitutional lawyer and host of "the Uprising" Scott D. Cosenza

GUESTS: Retired Air Force pilot and former deputy defense comptroller Dave Patterson; Economist and author Andrew Moran; Author and podcast host Jeff Charles; Liberty Nation's legal affairs editor Scott D. Cosenza

Guests: Liberty Nation Editor-in-Chief Leesa K. Donner, Economist and author Andrew Moran, national columnist Sarah Cowgill, and Constitutional lawyer Scott D. Cosenza

GUESTS: Long-time host of Liberty Nation Radio Tim Donner; retired Air Force pilot Dave Patterson; Economics guru Andrew Moran; 'Uprising' podcast host Scot D. Cosenza

Guests: Dave Patterson, US Air Force pilot (ret.) and former Principal Deputy Under the Secretary of Defense Comptroller; Liberty Nation Economics correspondent and author Andrew Moran; Columnist Sarah Cowgill; Constitutional lawyer Scott D. Cosenza

GUESTS: Author and podcaster Jeff Charles; Liberty Nation Economics correspondent Andrew Moran; James (Jim) Fite - LN's editor at large; and Scott D.Cosenza - host of the Uprising podcast, constitutional lawyer, and Liberty Nation's Legal Affairs Editor

Guests: Jeff Charles and Andrew Moran

Big news from the Supreme Court this week on the 4th Amendment & abortion too!  Listen to Scott Cosenza and Andrew Moran from LibertyNation.com on Bitcoin & more on this Uprising.

Andrew Moran is considered one of the top basketball coaches in the country. From working with NBA players to young kids. He also is the Head Coach for the Christopher Columbus basketball team and runs Miami Hoops School. Support this show http://supporter.acast.com/a-catch-of-positivity-with-coach-hp. See acast.com/privacy for privacy and opt-out information.

In episode 58, Ryan and Jake have guest Andrew Moran who runs Miami Hoop School. They discuss how he became a NBA personal trainer, the success he sees for James Wiseman, Cole Anthony, Tyler Herro and others, as well as what it takes to become successful in the sports world.

Andrew Moran, Associate Professor of English, speaks about his recently-edited book about the University of Dallas Rome campus called Due Santi and The University of Dallas: Un Piccolo Paradiso. In our conversation, Dr. Moran speaks about why the Rome campus is so important and how the Rome experience offers students an expanded set of options for living; and finally, in preparation for your next trip abroad, Dr. Moran teaches us how to play the “get lost in Venice” game. You can order the book at https://www.duesantibook.com/.

Scott Cosenza, Tim Donner, and Andrew Moran, all from LibertyNation.com review the weeks events, and talk about the inflation to come

Andrew Moran considers the claim that ‘change’ during the Obama years amounted to an acceptance of American global decline. It contends that sensible retrenchment should not be equated with ‘decline.’

Andrew Moran joins Silver Doctors to share his thoughts on the economy, and why it will get harder in the days ahead for savers… Andrew Moran (visit AndrewMoran.net) Economics Correspondent at […] The post Andrew Moran: Hard To Protect Yourself With Negative Interest Rates appeared first on Silver Doctors.

NBA Skills Trainer Andrew Moran chops it up with Combo on Episode 49. Combo and Andrew discuss skill development, DWade's effect on basketball in Miami, rest and recovery, plus so much more!

In this episode, I talk to Dr. Andrew Moran, physical therapist and running specialist about the effect of orthotics, when they're beneficial and when they're not! Find more of his material here: facebook.com/AndrewMoranPT/ facebook.com/groups/StrongRunner/ Find Cameron or Eric of Back on Track here: backontracktherapy.com IG: back_on_track_therapy Youtube: Back on Track Therapy and Wellness Thanks for listening!

Guests: Mark Angelides, Andrew Moran, & Scott Cosenza of LibertyNation.com

Aliens (Xenomorphs) and Predators (Yautjas) have been battling each other for thousands of years, resulting in an evolutionary arms race. For whatever reason, humans find themselves in the middle of this war and are the clear loser. Special guest Andrew Moran joins us to explore the sensory biology of these species and we debate which alien reigns supreme in the Alien vs Predator (AVP) franchise!  Follow us on Twitter: @CinemaSciCast Theme Music by Kagan Breitenbach, @krbreitenbach Edited by Eli Ramsey, @TheVikingBear__ Co-Hosted by Heidi Febinger, @PandaBumHah Co-Hosted by Anne Gibson, @HubbleGibson Interested in SciComm science writing? Contact Ari on Twitter @endairatena or email us at cinemasciencecast@gmail.com! Cinema Science was graciously funded by the University of Utah Neuroscience Initiative. 

***Hey, please keep the families involved in Hurricane Harvey and Irma in your prayers** ---------------------------- Coach Moran, Owner of Miami Hoops School, is very likely to be the most chill basketball trainer I've spoken with. Be a fly on the wall and listen to Coach Moran discuss his journey to becoming one of Miami's most well-known basketball trainers and the HUGE benefits of making connections in the basketball training industry!  Follow Coach Moran on Instagram at http://instagram.com/miamihoopschool Coach Moran was referred to me by someone who thought he would be a great guest. If you'd like to hear a particular basketball entrepreneur, make sure to DM me on Instagram at http://instagram.com/mysonjones --- Send in a voice message: https://anchor.fm/basketballtobusiness/message

Tim welcomes Andrew Moran and Scott Cosenza for analysis and discussion.

  Carolyn: Welcome to Circulation on the Run, your weekly podcast summary and backstage pass to the journal and its editors. I'm Dr. Carolyn Lam, associate editor from National Heart Center and Duke National University in Singapore. Joining me today will be Dr. Katherine Mills and Dr. Andrew Moran to discuss the very striking findings of a new study on global disparities of hypertension prevalence and control, but first, here's the summary of this week's original papers.     In a study by first author, Dr. [Lu 00:00:42], corresponding author, Dr. Denny, from the Harvard TH Chan School of Public Health in Boston, Massachusetts and colleagues, authors aimed to investigate how the risk of cardiovascular disease is distributed among whites and blacks in the United States and how interventions on cardiovascular risk factors would reduce these racial disparities. To achieve these aims, the authors used a nationally representative sample of more than 6,000 adults, age 50-69 years of age, in the United States and developed a risk prediction model that was calibrated separately for blacks and whites.     The main results were that were substantial disparities in the risk of fatal cardiovascular disease; 25% of black men and 12% of black women were at high risk of fatal cardiovascular disease compared to only 10% of white men and 3% of white women, respectively. A large proportion of these fatal cardiovascular events among blacks were concentrated among this small proportion of the population. Now, whereas, population wide and interventions focused on single risk factors did not reduce black/white disparities in fatal cardiovascular risk and intervention that focused on high-risk individuals and reduced multiple risk factors simultaneously could indeed reduce black/white disparities in fatal cardiovascular disease by a quarter in men and a third in women.     These results really emphasize that focusing preventative interventions on the high-risk individuals has a large potential to improve overall cardiovascular health and reduce racial disparities in the United States.     The next paper is from first author, Dr. Lee, corresponding author, Dr. Federer, from Ohio State University Wexner Medical Center in Columbus Ohio and colleagues who looked at the issue of adenosine-induced atrial fibrillation and aimed to elucidate the molecular and functional mechanisms that may underlie this problem. To achieve this aim they integrated panoramic optical mapping and regional immunoblotting to allow them to resolve the protein expression of the two main components of the adenosine signaling pathway, mainly the A1R and GIRK4. They found that these signaling pathways were 2-3 times higher in the human right atrium compared to the left atrium leading to a greater right atrial action potential duration shortening in response to adenosine.     Furthermore, they showed that sustained adenosine-induced atrial fibrillation is maintained by re-entrant drivers localized in the lateral right atrial regions with the highest A1R and GIRK4 expression. Finally, the authors demonstrated that selective GIRK channel blockade successfully terminated and prevented atrial fibrillation. Thus, suggesting that the arrhythmogenic effect of adenosine in human atria may be mediated by activating GIRK channels. The take-home message, therefore, is that specific blockade of the GIRK channels may offer a novel mechanism to prevent adenosine mediated atrial fibrillation in patients.     The next study is from Dr. Nielsen and colleagues from the Copenhagen University Hospital of Bispebjerg in Copenhagen, Denmark, who aimed to assess the optimal blood pressure in patients with asymptomatic aortic valve stenosis. To achieve this aim, the authors used data from the simvastatin, ezetimibe in aortic stenosis or SEAS trial of 1,767 patients with asymptomatic aortic stenosis and no manifest atherosclerotic disease. Outcomes that were studied included all-cause mortality, cardiovascular death, heart failure, stroke, myocardial infarction, and aortic valve replacement. The main findings were that an average diastolic blood pressure above 90 and a systolic blood pressure above 160 millimeters mercury were associated with a poor outcome.     Furthermore, low systolic blood pressure was also related to adverse outcomes while low average diastolic blood pressure was harmful in moderate aortic stenosis. In summary, the optimal blood pressure, which was associated with the lowest risk of adverse outcomes, were the systolic blood pressure between 130 and 139 and a diastolic blood pressure between 70 and 90 millimeters mercury. The clinical take-home message is that in the scarcity of randomized controlled evidence, these results may assist clinicians in their decisions in blood pressure measurements in patients with aortic stenosis, meaning that a blood pressure above 149D may be treated while a blood pressure lower than 120 systolic or 60 diastolic may be recognized as a warning signal for poor outcomes.     That was the summary of this week's original papers. Now for a discussion of our feature paper.     I am so excited to be joined by two guests today to discuss our feature paper entitled Global Disparities of Hypertension Prevalence and Control, a systematic analysis of population-based studies from 90 countries. We are so pleased to have the first author, Dr. Katherine Mills, from Tulane University School of Public Health and Tropical Medicine in New Orleans. Welcome, Katherine.   Katherine: Thank you. Good morning.   Carolyn: And a very special occasion indeed, we have an editorialist joining us, as well, in none other than Dr. Andrew Moran from Columbia University Medical Center in New York. Welcome, Andrew.   Andrew: Good morning. Thank you, Carolyn.   Carolyn: It's wonderful to have you discuss this. This paper has so many key findings that really struck me. If you don't mind, I am just going to summarize some of these. For example, Katherine, you reported globally more than 30% of the adult population, amounting to almost 1.4 billion people have hypertension in 2010, and the prevalence of hypertension was higher in low and middle income countries than in the high income countries, making it, therefore, that approximately 75% of people living with hypertension live in the low and the middle income countries. Yet, hypertension awareness, treatment, and control were much lower in the low and middle income countries compared to the high income countries. That is really striking. Katherine, I'd really love for you to share with us what was the inspiration to look at this and what do you think was the most striking finding?   Katherine: We know that hypertension is a very important risk factor for cardiovascular and kidney disease. It's the leading cause of cardiovascular disease in the world and for premature death. A previous study in our research group found that about 26% of the world's adult population had hypertension in 2000, but since then there really hasn't been any global estimate made. Basically, since 2000, a lot of studies from individual countries and high income countries have shown a leveling off or decrease of hypertension prevalence, but studies from individual low and middle income countries have actually shown an increase in hypertension prevalence.     Given these trends in individual countries and the importance of hypertension prevalence and treatment and control, to prevent cardiovascular disease, we really wanted to look and see what the disparities were in high income compared to low and middle income countries. I think the most striking findings to me was that we found that over 75% of adults with hypertension globally are in low and middle income countries, and that's over a billion people. We also found that only 7.7% of those people with hypertension and low and middle income countries have controlled hypertension. That represents a huge global public health problem that could lead down the road to a large burden of cardiovascular and kidney disease if it's not effectively addressed.   Carolyn: Katherine, I could not agree with you more because it's actually a living reality that I'm seeing where I come from in Asia. We have just so much hypertension, and what struck me was that from 2000 to 2010, while the prevalence increased here, it decreased in high income countries. Yet, this is where the greatest need is and where the control is the lowest. That was striking. Can you just articulate a bit further how your data now add to the knowledge that was there before your paper?   Katherine: Basically, this is the first paper to show that the prevalence of hypertension is higher in low an middle income countries compared to high income countries. It's the first paper since 2000 to quantify the global burden of hypertension, and it's the first paper to really compare rates of awareness, treatment, and control comparing high income to low and middle income countries.   Carolyn: That is fantastic and really striking. I think that's why the Circulation Editorial Board to invite an editorial by Andrew to discuss this. Andrew, your editorial was entitled Still on the Road to Worldwide Hypertension Control, and even in the first sentence of your editorial, you mention that hypertension is a preventable risk factor, and that's why this is so important. I really like that your first subheading has this big word, action. Maybe you could tell us a bit more. What are the implications of these findings for worldwide hypertension control and actions that we can take?   Andrew: There's a growing attention to noncommunicable diseases worldwide as a lot of maternal and fetal deaths, those rates have improved worldwide, and so really as the world population ages, problems like hypertension and related noncommunicable diseases are becoming a bigger and bigger health problem for people around the world, not just in high income countries. As a matter of fact, recently the World Health Organization set a 25 by 25 goal, meaning to reduce deaths from noncommunicable diseases by 25% by the year 2025. A big part of that effort is going to be an effort to control hypertension. The World Heart Federation has set a goal of improving hypertension control by 25% as part of that overall effort.   Carolyn: Yes. You mentioned that I think in the editorial, as well, but are there some action steps that we could take globally as a community?   Andrew: Yes. It's striking to me as a practicing physician that something so basic as measuring blood pressure and recommending treatment for people with elevated blood pressure, which is so integral to our daily practice in medicine, that we still have so far to go in achieving control both in high income settings and low and middle income country settings. One of the most basic cornerstones of achieving control is proper measurement of blood pressure. I think one of the goal efforts has to involve making sure that primary care settings and even community centers have available well-calibrated and validated blood pressure measurement devices and that people know how to measure blood pressure accurately.     The other problems that come up with controlling hypertension are for people who have a diagnosis that is accurately made, are they able to follow up with a primary care provider to monitor their blood pressure, and do they have medications available to them that are affordable? It's important to note that especially in low and middle income countries, most people have to pay for their medications out of their own pockets, so the affordability and availability of medications is a really important part of achieving our goals. I think it's important to see that low and middle income countries, even though it can seem like a daunting setting in which to implement improvements in the quality of healthcare delivery, there also important places to experiment with improving the quality of care delivery worldwide.     For example, the concept of having a community health worker make home visits and reach out into the community was something that was developed in low and middle income countries and now is becoming a popular and effective method of delivering care in all countries worldwide.   Katherine: One thing I would add is that I think we really need collaborations from the international level because so many of these low and middle income countries have very limited healthcare resources, and there still dealing with a lot of infectious diseases, so I think it really is going to take an international effort to address this problem in low and middle income countries.   Carolyn: Thank you so much for joining us for another episode of Circulation on the Run. Tune in next week for more summaries and highlights.    

Complete implementation of the World Health Organization Framework Convention on Tobacco Control (WHO FCTC) recommends policies in China that would prevent almost 13m smoking related deaths by 2050, suggests a paper published on bmj.com. China is home to about one third of the world's smokers and reducing smoking in China could have an enormous public health impact, even on a global scale. To discuss their research, we are joined by three of the paper's authors, David Levy from Georgetown University, Teh-Wei Hu from University of California at Berkeley, and Andrew Moran from Columbia University Medical Center. Read the full open access research: http://www.bmj.com/cgi/doi/10.1136/bmj.g1134