Podcasts about associate head

In our latest blog, University School Grades 3-4 Learning Specialist Emma Royan and Grades K-2 Learning Specialist Alyx Voytilla shared strategies to help parents recognize and nurture these crucial skills at home every day. In this episode, Associate Head of School Jen Beros continues the conversation with Emma and Alyx as they dive deeper into how these "hidden keys" to success—like time management, organization, and self-regulation—can shape a child's academic and personal growth.

In our latest blog, University School School Psychologist Erica Evert and School Counselor Leslie Muha shared strategies to help parents manage their worries while intentionally loosening the safety net, empowering children to grow into capable and self-reliant individuals. In this episode, Jen Beros, Associate Head of School at University School, continues the conversation with Erica and Leslie, exploring how parents can balance safety and growth while fostering independence, confidence, and resilience in their children.

 Professor Lucy Blue asks Dr Colin Breen, Associate Head of School of Geography and Environmental Sciences, Ulster University to outline the issues of climate change and its impact on marine and coastal heritage, in the first of this new Dive and Dig Series that explores this pressing theme.  Although the climate has been changing over many millennia, we are now seeing the pace of change occurring at a much greater rate together with increased intensity of storms, all driving loss to heritage in the coastal zone. Colin explains the impact of this destruction through a range of climate, as well as anthropogenic threats, and illustrates with examples from the North and East African coasts, the devastating impact of these storm bombs on the coastal and marine heritage. Colin emphasises the importance of documenting coastal heritage and assessing the impact of threat and potential preservation, a methodology being developed by the Arcadia funded MarEA project that he co-directs (https://marea.soton.ac.uk/). Not everything can be saved, however, might a joint nature-culture approach be a better way forward? Colin suggests that it is and that we must move out of our silos and create an integrated heritage network to protect and manage these precious resources. 

We discuss US tariffs against its three largest trading partners, the political battle over who gets to be American, and Trump’s imperial ambitions. On this episode of After America, Associate Professor Clare Corbould joins Dr Emma Shortis to discuss the relentlessness of the new Trump administration and the media coverage of his first two weeks in office. This discussion was recorded on Friday 31 January 2025 and things may have changed since recording. Order What's the Big Idea? 32 Big Ideas for a Better Australia now, via the Australia Institute website. Guest: Clare Corbould, Associate Head of School, Research, Faculty of Arts and Education, Deakin University // @clarecorbould Host: Emma Shortis, Director, International & Security Affairs, the Australia Institute // @EmmaShortis Show notes: Presidency Pending hosted by Clare Corbould and Zim Nwokora, Deakin University Technofeudalism: What Killed Capitalism by Yanis Varoufakis (September 2023) Becoming African Americans: Black Public Life in Harlem, 1919–1939 by Clare Corbould (March 2009) Theme music: Blue Dot Sessions We’d love to hear your feedback on this series, so send in your questions, comments or suggestions for future episodes to podcasts@australiainstitute.org.au.Support After America: https://nb.australiainstitute.org.au/donateSee omnystudio.com/listener for privacy information.

S7E1 How does Admission work at The Lovett School? You may have heard rumors or myths (often shared by well meaning people) but in this season 7 premiere of Living Lovett, you're going to hear directly from some of the people involved in the Admission process, ready to debunk myths and misconceptions, providing reliable Lovett Admission information to prospective families and current Lovett families alike. Melinda DeMaria, Head of Enrollment Management joins Chief Engagement Officer Jessica Sant; followed by a discussion with Jessica and Chelle Wabrek, Associate Head of School. Both conversations provide insights into how Lovett selects students as well as how the mission of the whole child education shows up in Admissions. Prospective families will get an understanding of how the process works; current families will understand deeper how Lovett values are woven into every aspect of the school's administration.  è More information about Lovett Admission here: https://www.lovett.org/admission Listen to Living Lovett on Apple Podcasts, Spotify, or your favorite podcast app. Visit The Lovett School website Lovett.org for more information. Lovett is on Facebook, Instagram, and Twitter. Questions? Comments? Episode suggestions? We'd love to hear from you! Email host Jessica Sant.

In our latest blog, Upper School English Teacher Kevin O'Brien shared insights on using mindfulness to help students build resilience and manage stress. In this episode, Jen Beros, Associate Head of School at University School, speaks with Kevin further about integrating practical mindfulness into daily routines. 

In this episode of Roots and Hoots, host Gordon Spence is thrilled to be joined by historian, scholar and Associate Head of the Department of Indigenous Studies at the University of Manitoba, Dr. Sean Carleton. In this powerful conversation, Sean speaks with Gordon about being an ally, the importance of non-Indigenous Peoples' role in confronting Residential School denialism and his connection with Katsi'tsakwas Ellen Gabriel, which led to the release of their book When the Pine Needles Fall: Indigenous Acts of Resistance.   Show Notes  The Mohawk Thanksgiving Address: Words Before All Else Mohawk Resistance, (Oka Crisis) Treaties  The 1764 Treaty of Niagara The Royal Proclamation of 1763 Two Row Wampum – Gaswéñdah The Numbered Treaties Treaties 1 and 2 The Nunavut Agreement Treaties and Agreements in Canada People Sean Carleton Katsi'tsakwas Ellen Gabriel Gord Hill Robin Folvik Kim TallBear Kimberly Murray, BA, LLB, LLM, IPC, LLD (h.c.) The Honourable Murray Sinclair, CC, OM Leanne Betasamosake Simpson Books/Publications The 500 Years of Indigenous Resistance Comic Book by: Gord Hill When the Pine Needles Fall: Indigenous Acts of Resistance by: Katsi'tsakwas Ellen Gabriel, with Sean Carleton Canadian Dimension  Truth and Reconciliation Commission's 94 Calls to Action  Office of the Independent Special Interlocutor's Historical Report: Sites of Truth, Sites of Conscience Fatty legs by: Christy Jordan-Fenton and Margaret Pokiak-Fenton Bill C-413 8 ways to identify and confront Residential School denialism Other Graphic History Collective Between the Lines Book Yellowhead Institute The Indian Trust Fund Indigenous land defenders Ayaya is a proud sponsor of the Roots and Hoots podcast and you can visit their website at ayaya.ca For more information about the Legacy of Hope Foundation, please visit legacyofhope.ca

The Democrats have been largely overshadowed by the Trump spectacle in the final weeks of the campaign. Will it hurt Harris' chances of winning the presidency? On this special crossover episode of After America and Presidency Pending, Associate Professor Zim Nwokora and Associate Professor Clare Corbould from Deakin University join Dr Emma Shortis to discuss whether reproductive rights will mobilise enough voters for Kamala Harris in key states and the role of Biden in the campaign. This discussion was recorded on Wednesday 30 October 2024 and things may have changed since recording. australiainstitute.org.au // @theausinstitute Guest: Zim Nwokora, Associate Professor, Deakin University Guest: Clare Corbould, Associate Head of School, Research Faculty of Arts and Education/School of Humanities and Social Sciences, Deakin University // @clarecorbould Host: Emma Shortis, Director of International & Security Affairs, the Australia Institute // @EmmaShortis Theme music: Blue Dot Sessions Subscribe for regular updates from the Australia Institute. We'd love to hear your feedback on this series, so send in your questions, comments or suggestions for future episodes to podcasts@australiainstitute.org.au.Support After America: https://nb.australiainstitute.org.au/donateSee omnystudio.com/listener for privacy information.

In our latest blog, University School Director of Technology and Libraries, Lisa Ulery, offered solutions to help balance your child's technology usage. In this episode, Jen Beros, Associate Head of School at University School, speaks with Lisa further about how families and schools are working to help boys develop healthy relationships with technology.

Julia Carlow, Associate Head of Sustainability at American University of Sharjah (AUS), elaborates on the STARS Gold Rating that AUS received and what this truly means. Carlow also explains the importance of unity and togetherness when it comes to tackling climate change and achieving sustainability, with the integration of students being a major deciding factor. Listen to #Pulse95Radio in the UAE by tuning in on your radio (95.00 FM) or online on our website: www.pulse95radio.com ************************ Follow us on Social. www.facebook.com/pulse95radio www.twitter.com/pulse95radio www.instagram.com/pulse95radio

Show NotesJoe Carver from The Meadows School, and co-hosts, Bill Stites and Hiram Cuevas share their back-to-school experiences, discussing the excitement and challenges of the new academic year. Joe dives into his career journey from a debate coach to Associate Head of School, emphasizing the importance of leadership and vision alignment. The conversation explores technology integration, AI policies, and the challenges of social media in schools. Joe also provides insights on career advancement, mentorship, and transitioning into broader leadership roles in education.ResourcesThe Meadows SchoolOde to CIOs: One Answer to Head of School Shortages, Denise MusselwhiteBetter Learning podcast, episode “Managing the Process of Innovation”The Meadow, podcast available on multiple platformsATLIS Leadership Institute (ALI) (formerly ECATD)Nespresso

The silent conversations of plants Guest: Dr. Sven Batke, Associate Head of Research & Knowledge Exchange and Reader in Plant Science at Edge Hill University Learn more about your ad choices. Visit megaphone.fm/adchoices

Seg 1: The silent conversations of plants Guest: Dr. Sven Batke, Associate Head of Research & Knowledge Exchange and Reader in Plant Science at Edge Hill University Seg 2: Scott's Thoughts: Jagmeet Singh confronts protester Guest: Scott Shantz, CKNW Contributor Seg 3: View From Victoria: NDP order Victoria school board to heal relationship with police We get a local look at the top political stories with the help of Vancouver Sun columnist Vaughn Palmer. Seg 4: Why is BC calling for federal support to address public safety? Guest: Ken Sim, Mayor of Vancouver Seg 5: Do we need to overhaul workplace culture? Guest: Brigid Schulte, Author of “Over Work: Transforming the Daily Grind in the Quest for a Better Life” Seg 6: Keep it Local: How Indigenous farming practices sustain BC Guest: Tiffany Traverse, Indigenous Seed and Land Steward at Fourth Sister Farm Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Just Schools Podcast, Jon Eckert interviews Matt Northrop, the Associate Head of School at Oaks Christian School in Southern California. They discuss the school's decision to eliminate cell phone use during the school day and the positive effects this has had on student engagement and community building. Northrop shares insights into the implementation process and how students and parents have responded.  The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Join us on October 15th at the Hurd Welcome Center for an in-person information session to hear more about the MA in School Leadership and the EdD in K-12 Educational Leadership. This is a free event but we need you to register here: https://app.e2ma.net/app2/audience/signup/2003682/1973032/ Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcription: Jon: Today, we're here with Matt Northrop, amazing leader in Southern California at Oaks Christian School. This conversation really started through a text exchange where I was asking how the year was going, and I got this great response from Matt. First of all, give us a little bit of a window into how the year started at Oaks and what you're doing is a little bit different than what you've done in the past. Matt Northrop: Yeah. Well, first of all, thanks for having me on, Jon, have the utmost respect for you and the show and all the things that you all are doing, but yeah, this year we, so a little bit about Oaks Christian. We are about 1,700 students, a little over 1,100 on the high school side. This year we made the jump in after reading Anxious Generation made the decision with leadership that we wanted to walk away from our students being able to use cell phones while on campus. We've had a number of different iterations with cell phones. We've used them in the classrooms, we've kind of jumped in on the tech side and really believing that that could be a tool. I think a lot of schools have gone that direction. We just really felt as we not only read it, but also as we saw a lot of the same conclusions that he was coming up with, we really felt like we needed to do something drastic on the phones. We had pretty early on made sure that our teachers were involved in this decision and that they were aware of it and communicated at the beginning of the summer for all of our students and parents. What we've done is we've made it where you can't have a cell phone on or in your possession throughout the school day from, and we start our first classes at 8:30, so 8:30 until 3:15. What we have found, and this is what we were texting back and forth, is it has absolutely ... Not that our culture wasn't for us. I think the culture was always there. What the cell phone was doing was interrupting what the culture had the potential of being. As we took away cell phones in these first few weeks of school, the noise level in the hallways has multiplied probably two or three fold in good ways. Kids are laughing, kids are playing games, they actually have board games in our spiritual life office that they're playing. Kids are in circles and they're having conversations. They're sharing stories where you might find the first few weeks when there were cell phones, and kids sitting on a couch or a chair somewhere just kind of minding their own business on the phone. I don't see kids by themselves anymore. Whether that's them having the courage of just wanting to go out and start talking with friends or meet new friends, or if that's people, kids on our campus who are seeing somebody who's all by themselves and sitting down and having that conversation. It has been a huge boost to our community, to the connection that takes place on campus. We've really look back at the teachers are saying, this is a game-changer for the school. Jon: It's powerful. We're hearing this, I mean, some states are banning phones, there are districts moving to this, they're public schools, independent schools. I'm curious to hear how your parents received this. You mentioned teachers starting to communicate this I think early in the summer. How did you go about communicating this shift and moved away from, this is something that I think sometimes kids feel like it's a punitive measure, like you're taking away something to, oh no, we're offering you something better. We've had an engaging culture in the past, we think this will be even better. How did you roll that out? Then what was the response that you got maybe initially versus where you're at right now? Matt Northrop: Sure. What was interesting is we communicated this via email to parents at the beginning of summer. We kept waiting, honestly, as administrators waiting for an angry mob to approach us. We did not receive a single email from a parent that was upset about this policy. In fact, at our new parent orientation a week before school started, it got a huge ovation, the fact that we were making this decision. This is one of those decisions for us that it has had the support of our parents from the get-go. Part of that is I think parents are starting to see this, and then part of that was probably the way that we communicated this out as far as, again, we're not trying to make their kids miserable. We're not trying to keep them from connecting to their kids. What we are trying to do is have academic conversations, increase community, allow their kids to be able to see each other face-to-face and develop empathy and develop courage and develop curiosity and all of those things that can be difficult to do with a cell phone on their hand. What's interesting too, Jon, is I've had a few kids walk up and they look to their left and they look to their right, make sure no friends are listening and they say, "Thank you, Dr. Northrup, for taking the cell phones away. Even the kids, to some degree, not all of them are happy about this for sure, but to some degree I believe that they're starting to see the difference on campus to have that connection. Jon: Did you get resistance from students at the beginning that's now reduced or did you have any of that pushback from them? Matt Northrop: Nothing serious. Kind of the adolescent eye roll, probably collective eye roll, but again, even as reminders on campus, the reminder is not, we don't have big cell phones with a red circle and red lines through it. We have the reason why, so we're emphasizing community. We're emphasizing contribution, and we're emphasizing celebration. If your head's not up and your eyes aren't open, you can't do any of those things, and so be available. See those things that you can celebrate on campus, find ways in which you can contribute and then be a part of this community. Jon: Love that, love the three Cs there, and it's a positive, not a negative. I think that's remarkable. I think more schools can lean into that in ways that I think would be increasingly life-giving. I was going to say, your school. I've been able to be on your campus several times, and it's one of the more engaging campuses I've ever been on because you have these institutes that connect kids, and you're now fifth through 12th grade or have, you've gone down to fourth? Matt Northrop: Fourth through 12th. Jon: Fourth through 12th. Fourth through 12th grade, you have this deeply engaged campus where you're moving all over, it feels like a college campus, and kids are entering into these different spaces and doing the work of professionals and they're connected to professionals. You're obviously in a talent-rich environment that you tap into well, so talk a little bit about the way you all think about engagement anyway, even removed from the smartphone conversation. How do you think about that in meaningful ways? Because I think, let me back that up with one other piece of context, because what you said earlier resonated from what Jonathan Haidt said about the students. He asks about the way technology interferes with their engagement. He asked them his classes, "Is anybody here upset that Netflix is a thing that they're streaming on Netflix?" Everybody's like, "Yeah," Netflix, they love Netflix. Netflix is a win. Then he's asked them, "Does anybody wish that we could go back from social media?" About half of them say they would like that to go away, which I think speaks to kind of the invasive nature of some of the technology where Netflix wants you to give it your attention because it wants you to be on, but it's not this constant clawing at you that I think we all feel even as adults. When we talk about kids not being able to handle phones, and I would argue most adults can't handle their phones either because it's a multi-billion dollar industry to try to keep our attention. I think you all have acknowledged that, have seen that, but I think better than most schools, you have already built a culture of engagement that already was focused on community, contribution, celebration. Talk a little bit about where you've built that culture and then maybe how this has added to it. Matt Northrop: Yeah. There's a couple things that come to mind as I think through community. One is we've, from the very get-go, been very Socratic, especially in our humanities. A normal thing is to walk to campus and you'll see the Socratic circles with a novel out, with scripture out, with a document that they're reading together, asking great questions. I think that has lended itself where the teacher is not the center of the classroom. The discussion is, or an idea is versus the teacher. The teacher typically will sit down with the students in a posture of learning together. I think from the very beginning, Oaks has been a place where scholarly conversation, it's a normal thing for kids who engage in that scholarly conversation. Jon: Let me interject there. I did get to see a conversation at your school where they were discussing the things they carry, and there were about 12 students gathered around with a teacher. It was really hard to tell where the teacher was and where the students were, but the conversation was one of my favorite conversations I've ever been able to listen into, so absolutely agree. That was now maybe four years ago? Matt Northrop: Five years ago, yeah. Jon: Yeah, four or five years. Amazing, so yeah, I can second that. That's a powerful thing that you all do at Oaks. Matt Northrop: A special part for sure. Then I think on the other side of things, we also genuinely believe that our students can be contributors to society, to culture now. They don't need to wait until they're 35. with these, we've started five institutes. These are institutes for students. We have about 25% of our kids that are part of one of these. It's for students who are thinking that they may want to be an engineer or they want to be a filmmaker. We have our Institute for Arts Innovation, Institute for Global Leadership, which is Finance and Law, Institute of Engineering, which has our idea lab. We just added Health Sciences Institute and a Bible and Discipleship Institute for kids who want to go deeper into those areas. It really becomes a highly engaging elective set of offerings. I think one of the things that I love, so maybe just as a story that might help bring this out as far as the engagement is concerned, we had an assignment that was given probably three years ago now to students, and it was just an open-ended develop a, and this was in our engineering institute, develop a water filtration device for an area, geographic area in the world that doesn't have readily access to clean water. That was the topic, and so they began to work on it, ended up putting together things that I don't completely understand as a history major, but ozone, sand filtration, heat, and there's one more element that they put together into one unit and then found out later that nobody had ever developed a filtration device like this. The next year, they wrote a journal article on it, they began to continue to test it. It was found to be 99.9% effective. That was the second year. Third year is they began to link arms with some of our other institutes of trying to find a way, how do we bring this now to an area of the world that would need this? We're sending a team in October to Freetown, Sierra Leone, where we are bringing some of our global leadership students who are looking to come alongside young businesses that are happening there in ways that we can help and support that they're bringing the water device as well to be able to figure out what we can do there. Then all of it is being collected for a documentary for social change designed to help bring awareness to both, both to schools as far as things that we can do to help engage our students beyond just book knowledge, but practical knowledge as well. Also, to be able to showcase what kids can do today that can benefit the world when they're 17 years old versus when they're 37 years old. Something to help inspire this generation to be difference makers. It's an example of probably an abnormal one on our campus, but a normal conversation that's happening on our campus on a regular basis. Jon: No, and two things that that made me think of from what I've seen on campus, your idea lab, your innovation lab is in a former dog food factory. You've converted into this amazing space where the first time I was there, Jet Propulsion Labs had just been there the day before because they partner with you. I think at the time you were the only high school in the country they would partner with. They typically only partner with universities. There was a conversation going on in that lab about getting water to different parts of the world that were not getting water. It wasn't a filtration thing, it was just how to do a water project. They were white boarding all these things and generating ideas and these really creative problem solving ways with a teacher there that was super animated in what he was doing. It was also tied into, I think he was going over there some rocketry and telemetry things on one of the boards that I did not understand. Then we walked over to a machine that you have that you had a teacher and a student go get trained on it. It was like a four or five-day training, and he was going to Stanford, I think he was the head of your debate team, and he was trained on this. He talked us through, in detail, this unbelievably complex machine that you had invested time in him so that he could then invest time in students totally a transformational space on so many levels because of the human beings. It wasn't about the tools, it was the way the humans were using the tools. It was amazing. Then I think the next day they were filming a feature length film. There was a fight scene that was about to happen on campus that the booms were ... Matt Northrop: [inaudible 00:15:02]. Jon: Yes, then it was all staged. It wasn't a real fight but ... Matt Northrop: [inaudible 00:15:06]. Jon: ... It's just seeing all that come together in the documentary and the leadership pieces and in the lab and then taking it and using it globally. I mean, again, you don't want smartphones to get in the way and distract from that kind of deeper problem solving that changes students at your school as they seek to serve the world in ways that, I think, most high school students don't have a vision for what that could be because they don't necessarily have those same opportunities to think that way, because the institutes you've built bring in the kind of outside expertise that feeds Oaks and then Oaks can feed back out. Which, I mean, that's pretty powerful. I wish everybody had a chance to just walk around your campus and just see, because I was just there on random days, the times I've been there, it wasn't like anything special was going on that day, it was just, this is just what happens on campus, which was amazing. Matt Northrop: Yeah. I do think one of the elements there too is, and you've alluded to it, but finding people in your area, whether it's parents or community members that can help take the kids to the next level in those areas as well. We have advisory councils around each one have been kind of that Wayne Gretzky quote, "You don't just want to skate to where the puck is, but where it's going," and so looking at engineering of where is engineering going? Where is computer science going? Where's leadership going and preparing our kids for that? Jon: I love that, and any community can do that. Obviously, you're in a fairly unique place with some of the resources you have in your community, but every community has those resources and it doesn't really have to cost the school anything extra. In fact, it can bring resources with it where people get invested and they see what these high school kids are doing and they're like, "Oh yeah, here's some." I'm sure you have many examples of that. As the community engages your school, both sides benefit. A couple of questions. These are typically, I do like a lightning round or shorter answer questions, which I'm terrible at answering. I always like to see how well you can do this. Have there been any books that you've read in the last year that you're like, "Yeah, absolutely." Other educators, Anxious Generation, 100%, and you're like, "Yes, everybody needs to read that if you're a parent, educator." We had both of our two oldest children, we had them read it because we're like, "Hey, this is talking about you all," and it was super impactful for them. Any other books you've read that you would recommend to the people listening? Matt Northrop: I have loved, we've been walking through with one of our groups, the Ruthless Elimination of Hurry by Jon Mark Comer, The Importance of Solitude and Silence and Sabbath and Slowing Down. I think for all of us, that was challenging then one that I've always loved that we're reading as well as The Power of Moments by Dan or Chip and Dan Heath, that one's an eye-opener and so applicable to so many areas of school. Jon: Love both of those books. I also just read Jon Mark Comer's Practicing the Way this year. Super helpful. Good follow up to it. At least this one, he's not just taking Dallas Willard's quote and making it his book title, so that's a win. The Power Moments, the idea of the peak end rule, the idea that the promise of risk-taking is learning. It's not success. How do you do that? How do you build that into your system? Power Moments has been one of my favorite books since that came out in 2017, so hey, I would second both of those. As you look ahead at schools in general, what do you see as the biggest challenge to engaging kids? You've removed smartphones, that's key. You've got these things going on, but what do you see as the biggest challenge to engaging kids? Matt Northrop: That's a good question. I'd say one of the things that I am starting to see, and I guess it surrounds the AI conversation, and I think we're all trying to figure out as educators, where does AI fit? We've been taking a look at it as well. I think one of the things that we're trying to do is making sure that that is exaggerating the humanness of relationship and community where AI is. There was just that recent article of a UK school that is now teacherless and completely driven by AI. We're certainly not a school that runs away from technology, but I think that has a profound impact on education, on making sure that we're engaging our students. I hope we're not walking away from humanness altogether. I think as we look at AI to remember the impact that a teacher has in a classroom of kids of that face-to-face, eyeball-to-eyeball, wrestling with big ideas, having those conversations that are all unique to each class period and not getting to the point where we're letting AI teach our kids. I think that's a dangerous spot. Nor do I really think that that really engages young people either. Jon: Everything you've talked about so far on this podcast could be potentially aided by artificial intelligence, but it could not be done with artificial intelligence. I love that exaggerating the humanness of school. If you've read any of Cal Newport's stuff, he wrote Deep Work and then he just came out with a book, Slow Productivity, his claim, and he's a computer science MIT grad professor at Georgetown. He makes a living in the world of artificial intelligence and computers. He said, "What will become increasingly valuable in the decades ahead, wherever the world goes, is the more human our contribution is, because that's where our value is in our humanness. What are you uniquely capable of offering the world if you're able to articulate that and obsess over quality, doing less things at a natural pace?" Ruthless Elimination of Hurry ties in nicely there. That's the value you have. How do we help kids see what they've been created to be and what they contribute? Obviously, tools can help with that, but they will not replace that because AI, I always say this, this is from Darren Speaksma, it's consensus. That's all it is. It's scraping large language models. It's consensus. It is not wisdom and it can't be wisdom. There are things like if you're writing a paper, there are things where AI is super helpful for checking and fixing, but if it's generating, I don't want to read something generated by AI. One of my worst nightmares is that AI-generated emails will begin to fill up my email box to the point where I feel like I need AI-generated responses and it's just AI talking to AI, and I'm just this third party looking on at this nightmare. To me, how do we keep, I totally agree on exaggerating the humanness of what we do because that's the joy in schools. All right, so then what do you see as your biggest hope for engaging students well? I mean, I think you all are doing a lot of this really well. What would you say your biggest hope is? Matt Northrop: I think my largest hope is in the things that I'm seeing, and I know you're seeing in different Christian schools and different schools around the world, I think that we're getting to a place, as I look around, there's just so much hope in so many schools with amazing educators and leaders that are doing phenomenal things. Both with the hand in who we have been and who we've been as teachers and mentors for centuries. Yet also ,a hand in where is the world going and how do we continue to prepare our kids for a future that we don't know? I think I'm hopeful for these types of conversations. I'm hopeful for us as schools to become less siloed, maybe less competitive at times, and to be able to learn from one another and those unique things that we all bring to a conversation. There's still yet a school to visit where I haven't learned something from that school that I can pretty much immediately take back to Oaks. I think that's where the hope is, I guess, collaboration with one another and learning from one another. Jon: That's the whole reason why the Baylor Center for School Leadership exists. We try to bring schools together to do this work of improvement because we can always get better and it's a lot more fun to get better with each other. If you get a chance to visit Oaks Christian, you have to do it. The good thing is we have nothing to be afraid of in the future because we serve a sovereign God and He's not worried about the future and that victory is already done. When your eternity is all set, what happens between now and when we get to heaven, that's all just an adventure that we get to enjoy and create powers of moments and ruthlessly eliminate hurry and practice following Christ in ways that make us more like Him. It's a pretty good work that we get to do. Matt, thanks for all you do. Thanks for being on today. Matt Northrop: Thanks, Jon.  

The need for specialist domestic abuse services is pressing & urgent. At this uncertain time with a brand new government it is unclear whether trauma informed support will be available regardless of postcode. Every penny must be well spent. When this is done properly, spending on the NHS & other services will reduce. Not to mention it has the potential to save lives. So it is timely to understand what these services can and should look like. In this episode we focus on support for for mothers and children. they are the subjects of so many of our reviews. May I introduce to you in this episode Sophie Bell, whose role is focused on prevention of abuse and neglect. Sophie walks us through services designed by the NSPCC for before, during & after domestic abuse. In this episode we also speak about the effect of witnessing domestic abuse at various stages of a child's life as well as the effect of short term funding as opposed to long term funding when providing a service.   Sophie Bell Sophie Bell is the Associate Head of Development and Implementation, Prevention of Abuse and Neglect at the NSPCC. Sophie's role is focused on prevention of abuse and neglect and she walks us through services designed by the NSPCC for before, during & after domestic abuse. Website: https://www.nspcc.org.uk Domestic Abuse, Recovering Together (DART™)  https://learning.nspcc.org.uk/services-children-families/dart About Donna Ohdedar: Donna has 16 years public sector experience, including her last role as Head of Law for a leading metropolitan authority. Now a safeguarding adviser & trainer, Donna is involved in serious case reviews in both children's and adults' safeguarding, domestic homicide and is a SILP Reviewer and Mentor. Donna offers ‘SILP School' her university accredited training course, Momentum her space for reviewers & a free online network for leaders in review practice. Find out more about SILP School here Join the Facebook group here Find Donna on LinkedIn here  Engagement + proportionality + strengths = SILP    

If you've ever wondered how to attract top interns for your club, look no further. Dr. John Kaminski is a Professor and Associate Head of the Department of Plant Science at The Pennsylvania State University. He serves as Director of the Golf Course Turfgrass Management Program, an 18-month intense training program for future golf course grounds managers. He also consults with various golf courses around the United States and select countries around the world. Outside of Penn State, Dr. Kaminski is the Chief Agronomy Officer of GreenSight Agronomy, a Boston-based technology company that utilizes proprietary imaging hardware/software to detect turfgrass stress on golf courses with autonomous drones.  How to Attract Top Talent When trying to win over student interns, most club representatives talk about themselves: their facility, the course, and all the great work the club is doing. But students, like anyone, prefer to talk about themselves.  The best thing you can do as a recruiter is to listen. Ask questions, take an interest in the students, and follow up with them personally. Don't just tell them what your club has to offer, but explain why it benefits them. Give Them a Great Experience Once the interns are on the course, give them a great experience. Go beyond general maintenance tasks; get them involved with management and decision-making, even if they're just a fly on the wall during meetings. Better yet, have them give a presentation to the board about the internship and what they learned.  Most of all, treat your interns with respect. Don't brush off their questions. Take a little time out of your busy day to talk with them. Let them get to know the leadership team, and if you want to go above and beyond, consider bringing in guest speakers for continued education. Remember that your interns are going to share their experience with their friends–if they tell everyone how great it was and how much they learned, that will encourage the next year's students to apply as well. Enjoy this episode with Dr. John Kaminski… Soundbytes 8:18-8:51 “If I could get superintendents to sit in a room with me and coach them on how to sell an internship to a student, I could probably get them to get an intern every time. What they tend to do is they tend to talk a lot about their club, their facility, what they're doing, and all the great things about the place. But just like everybody, the student wants to talk about themself. So if you're a superintendent, learn to listen and talk about what are your needs, what do you want, and if you're genuinely listening and caring, the student will immediately take to it and be interested.” 22:55-23:17 “I think anything you can do to get them involved in the understanding of why decisions are made, and not just brush them off because you don't have time to talk to them. That's hard in the middle of the summer when things are busy, to take time to say, ‘Hey let me pull you aside and tell you why we're doing this.' But those are the kind of things the students really engage with and come back and tell the other students.” Quotes “If I could get superintendents to sit in a room with me and coach them on how to sell an internship to a student, I could probably get them to get an intern every time.” “If you're a superintendent, learn to listen.” “Goals are flexible. I thought I wanted to be a superintendent but goals change and that's okay.” “You might have a plan now, but it's okay if that changes.”  “I tell all the internship supervisors, if you overpromise and underdeliver to the students, they come back and tell everybody and then you're done for at least two to three years. And vice versa.” “They're kids. They haven't hit that maturity level yet. They're not you, they haven't got there yet, it's a process…be patient.” Links mentioned in this episode: Turf Diseases website: http://turfdiseases.org/  Turfgrass Management: https://plantscience.psu.edu/research/labs/turfgrass-management  Connect with John on LinkedIn: https://www.linkedin.com/in/johnekaminski/  

On this episode of Confidently You, we're joined by Dr. Susan Perry, Associate Head of School for Wellness and Belonging at Forsyth Country Day School in Lewisville, North Carolina, and Senior Consultant for EXPLO Elevate. We're excited to discuss Susan's career, the role wellness and belonging play in our school community, and what potential this new model has to create healthy, sustainable schools.

How Are You Wired? Is a leadership podcast developed by local high school basketball coaches, Joe Willis (Plant High School) and Billy Teeden (Plant City High School). In this episode, Coach Teeden and Coach Willis speak to Bobby Kennen, associate head men's basketball coach at University of North Florida about how he is wired and serving his players means everything to him. We would enjoy your feedback for our podcast. Please reach out to us to let us know your thoughts.@HowAreYouWired (X/Twitter)Joe Willis: Plant HS Basketball, plantbasketball@gmail.com or @CoachWillis20 (X/Twitter)Billy Teeden: Plant City HS Basketball, william.teeden@hcps.net or @CoachTeeden (X/Twitter)

We are thrilled to present this episode of the Net Assets Podcast, a partnership between NBOA and Teibel Education Consulting, with NBOA President and CEO Jeff Shields and Teibel Education President Howard Teibel.This episode marks the first in what we hope will become a collection of some of the best and most illuminating interviews dedicated to you, independent school business leaders. As NBOA grows into its new brand identity, we have the great privilege of launching this podcast with a conversation about an institution unafraid of telling the story of what makes them great, a school unburdened by the weight of telling the stories they think the public wants to hear. And who better to share that story than the extraordinary leaders of the Lakefield College School themselves?Lakefield College School is a coeducational boarding and day school in Lakefield, Ontario, Canada, for students in grades 9 through 12. Today, Jeff and Howard are joined by Anne-Marie Kee, Head of School since 2017, and Tim Rutherford, Associate Head of School and Chief Financial Officer since 2014.If you've ever wondered what it takes to be authentic in your mission, elevate faculty, staff, and students, and transform enrollment growth along the way, you need to check out this conversation.This show is made possible thanks to the generous support of Community Brands.

Our Intergenerational Divergence series is sponsored by our friends Sarala and Danny Turkel.A pre-Pesach message from our partners at Twillory: You can use the coupon code PESACH18 for $18 off all orders of $250  or more, or use the coupon code PESACH36 for $36 off all orders of $350 or more..In this episode of the 18Forty Podcast, we sit down with an intergenerational rabbinic pair: Rabbi Haskel Lookstein and his son, Rabbi Joshua Lookstein.Following in the footsteps of a successful parent can involve a crushing degree of pressure. In the Jewish world, perhaps the quintessential case of this is the challenge of being the scion of a prominent rabbinic family (what some might call a “dynasty”). In this episode we discuss:How did family, friends, and congregants react to Joshua leaving the family pulpit? How can children find agency amid family expectations?How do leaders of Jewish institutions manage the most foundational Jewish institution: the family? Tune in to hear a conversation about how we can grapple wisely with professional divergence across generations.Interview begins at 12:53.Rabbi Dr. Haskel Lookstein is the Rabbi Emeritus of Kehilath Jeshurun in Manhattan, where he served most of his entire rabbinic career. He was also the principal of the Ramaz School from 1966 through 2015. R. Lookstein has been highly involved in leadership in the Jewish community for decades. He serves as the Joseph H. Lookstein Professor of Homiletics at Yeshiva University, where he has taught since 1979. He also serves as a Vice President of the Bet Din of America. Rabbi Joshua Lookstein is the Associate Head of School at the Ramaz School. Rabbi Lookstein previously served as the Head of School at Westchester Day School and a Major Gifts Officer at UJA-Federation of New York, and as Executive Director of the S. Daniel Abraham Foundation. Rabbi Lookstein is responsible for ensuring the values of the school are sustained throughout a student's education.References:“The Lookstein Legacy: An American Orthodox Rabbinical Dynasty?” by Adam S. FerzigerThe Shawshank RedemptionWhy We Sleep by Matthew WalkerThis episode is sponsored in honor of Robert and Sandy April, loyal congregants and students of Rabbi Lookstein for many years. May they continue to learn from Rabbi Lookstein's lessons and actions for many years to come.

The Township of Tiny now has become the first in Simcoe County to bring in a private investigator to root out illegal rentals in the area. This comes as a response to towns across the province that are finding ways to deal with illegal operators from the height of the pandemic. We spoke to Mayor David Evans about the situation.Rebecca Diem was appointed by the Board of the Owen Sound and North Grey Union Public Library with the honor a few weeks ago. It's a role that helps highlight the literary arts in the area. We talked to Diem about her tremendous achievement.The reaction to the news of the Grad Club at Queen's University may have to shut down  has been swift from the community. After the interview, we received a number of emails including one from Chris Eckert. He's a Professor & Associate Head, of the Department of Biology at Queen's and had a lot to say about the revelation.

Welcome back to Coaching Conversations, where we delve into the world of education, leadership, and personal growth. I'm your host, Jim Knight, and today, I'm thrilled to bring you a dynamic duo from the Crowther Centre: Dr. Ray Swann and Dr. Mark Dowley.Dr. Ray Swann, the Head of the Crowther Centre, brings a wealth of experience in education and well-being programs. With a background in medical education and a passion for evidence-informed practice, Ray has made significant strides in educational leadership. From being recognized as a national Top 50 educator to hosting the popular Understanding Boys podcast, Ray's insights are invaluable. He's also a sought-after consultant in identity performance coaching, particularly for medical trainees facing the daunting residency interview process.Joining Ray is Dr. Mark Dowley, the Associate Head of Staff Development and Instruction at the Crowther Centre. Mark's expertise lies in driving school improvement through enhancing instructional quality. With accolades from VCAA and The Educator Magazine, Mark's impact on teaching and professional learning is undeniable. As a certified Instructional Coach and an Adjunct Lecturer at La Trobe University, Mark's contributions to coaching and staff development are exemplary.In this episode, Dr. Ray Swann and Dr. Mark Dowley discuss effective coaching programs, focusing on improving classroom instruction. They emphasize the integral role of instructional coaching in enhancing human performance, echoing Atul Gawande's view. Ray and Mark highlight their journey in developing an instructional playbook for excellent instruction and achieving widespread implementation of coaching with positive outcomes.Stay tuned for Coaching Conversations, where every discussion brings new perspectives and actionable strategies for success.I'd love to hear your feedback about my weekly Coaching Conversations. Please consider leaving a rating or review and subscribing to our channel.  To learn more about the Paris Institute and how to attend, click here. To learn how Better Conversations can have an impact on your daily life, click here. 

Welcome to Roll Pod, an Alabama sports podcast from Bama247. On today's episode, Cody and Mike discuss the recent shuffling in Alabama's football staff, recent transfer portal pickups, CFP news, and more. FOLLOW • Mike Rodak: https://twitter.com/mikerodak  • Cody Goodwin: https://twitter.com/codygoodwin  LINKS • Bama247 Website: https://247sports.com/college/alabama/  • Subscribe to Bama247: https://247sports.com/college/alabama/join/?promo=QUICKLINKS  • Bama247 Youtube: https://www.youtube.com/channel/UC2YzVw4plQnY8V8mMNCfZ8g  • Bama247 Twitter: https://twitter.com/Bama_247  • Bama247 Instagram: https://www.instagram.com/bama_247/  To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

Join us this week as Ron Callan catches up with Head Baseball Coach Mitch Canham on the upcoming season and what he is looking forward to most this season. Also featured is a few of our Senior Cheer Squad Members who will be performing this Sunday at Halftime of the Women's Basketball Game. Lastly, but not least ... Michael Chaplin, Associate Head Coach of the Oregon State Women's Gymnastics team stops by to chat about the team's win over Brown and facing Cal this weekend.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Tune in to hear Head of School, Dr. Mark Carleton, chat with Kristi Brown, Director of Admission. This episode is now live and available for download on our People of PS Podcast.  Kristi grew up in Huntsville, Alabama and earned bachelor's degrees in history and English from Birmingham- Southern College.  After college she earned her M.Ed in Curriculum and Instruction from the University of Alabama, Birmingham. Kristi taught in Alabama public high schools before moving to Texas where she began teaching history at St. Agnes Academy.  She came to Presbyterian School as a middle school humanities teacher in 2000 and was a member of the founding middle school faculty.  While at PS, she has served as teacher, Associate Head of Middle School, and Admission Director.  Kristi has seen every 8th grade class graduate in the history of the School and is passionate about sharing how the School has impacted the lives of so many students and families. Kristi's experience with admission and enrollment management has opened doors for her to present and lead conferences across the country for Independent School Association of the Southwest (ISAS) as well as the Enrollment Management Association (EMA).  In addition, Kristi has served for over 10 years on the Board of Houston Area Independent Schools (HAIS) which includes presiding as President over the group.Kristi has two daughters who were PS Lifers, Allie, Class of 2014, and Anna, Class of 2017. In her free time, Kristi loves to cook for her husband, Adam, and children. She still fries chicken and makes things like macaroni and cheese, biscuits and cornbread the way her grandmother taught her when she was seven years old. 

We just wrapped up a super-fun chat with none other than Bob Alejo, the new assistant strength conditioning coach for the Los Angeles Angels MLB team. Get ready to be a fly on the wall as you gain exclusive access to the life and experiences of this esteemed sports professional. From his time at CSU to his stint with the US Olympics, Alejo's journey is as insightful as it is inspiring. We discuss the nuances of working with college athletes versus the pros, and underline the significance of intent and perspective in a satisfying career.Timeline:2:08 College vs. Pro athletes – the life of a strength coach10:00 The human side of “training” athletes – there are reasons beyond “training” that affect an athlete's performance14:03 In sports, can you be too strong? Can you carry too much muscle mass? 15:03 Yes, you can work on strength too much, but being “too strong” is never a problem.16:08 You don't want to train for strength that it detrimentally affects skill acquisition or maintenance23:58 Alejo's view of Shohei Ohtani27:42 Dr Ricci talks about the data from our collaboration with the UFC PI and Nova Southeastern University32:41 Never let strength and conditioning interfere with training for the SPORT33:56 How often do you think an athlete should do HIIT per week?35:32 How often should athletes in the “podium” sports (i.e., run, bike, swim) do HIIT?37:06 Polarized training – 80:20 ratio of low-intensity vs high-intensity work; there are always exceptions to the rule. Karla Antonio: female national class USA Cycling Masters Champion – doesn't follow classic periodization; does up to 4-5 HIIT sessions per week; doesn't follow the classic 80:20 polarized training; consumes a little over 3 g per kg of CHO daily (which is much lower than published guidelines); consumes 3 g per kg of protein daily (much higher than published guidelines).45:04 – It is ok to sometimes substitute skill training (which is HIIT) with something ‘easier' such as stationary cycling52:51 – Trap bar deadlift – better than the squat? Alejo begs to differ.58:10 – “Stay in your lane.” Why we shouldn't use this as an argument.59:34 – Bob Alejo wrote a scathing article against the “stay in your lane” bullshit. https://www.linkedin.com/feed/update/urn:li:activity:7106984751936270337/64:42 – There's a difference between “asking a question” and questioning someone. Bob Alejo is currently the Assistant Strength Coach of the LA Angels MLB team. His past accomplishments include:2019-2022: Senior Associate Athletic Director for Performance and Student-Athlete Welfare at CSU Northridge. 2017-2020: Director of Sports Science, Power Lift. 2011-2017: Assistant AD/Director of Strength and Conditioning, NC State, overseeing the strength and conditioning for the entire athletic department while coordinating the day-to-day efforts of the men's basketball team. During that time, the Wolfpack men's basketball team earned two trips to the Sweet Sixteen in four NCAA Tournament appearances. 1993-2001 and 2009-2011: Director of Strength and Conditioning, Oakland Athletics, which included the “Moneyball” period. During those 12 years, he was responsible for all aspects of the organization's year-round physical preparation at both the MLB and minor league levels. 2010 Season: Strength and Conditioning Consultant, San Jose, Earthquakes. 2005-2008: Director of Strength and Conditioning, UC Santa Barbara. 1984-present: Alejo Athletic Performance Consulting. 1984-1993: Assistant, Associate Head, Head Administrator/Strength and Conditioning, UCLA, working with 23 men's and women's teams. During that time, the Bruins racked up 25 national championships and produced more than

John Kaminski PhD who is the Associate Head of the Department of Plant Science and Director of the Golf Course Turfgrass Program at Penn State University joins me to discuss OM246 & how OpenAI/ChatGPT is helping the turfgrass industry. Thanks to our sponsors! https://www.rightlineusa.com https://www.greenkeeperapp.com/marketing/ Email questions & inquires to: thetalkinggreenkeeper@gmail.com

Long live the Lathans! Ed Lathan served as the Upper School Principal at UMS-Wright from 2000-2012. After his retirement in 2012, the next generation of Lathan's emerged. His son Wes was hired as a History teacher and football coach. From 2014 to 2018, Wes served as Middle School Principal, and in 2018 was promoted to Upper School Principal and Associate Head of School.

NOTE: This is a re-release of an episode with Becky Walter and Liz Benigno from May of 2021.  Liz has a new intro explailning the importance and timeliness of this topic at Regents! Becky Walter, K-2 Associate Head, sits down with Liz Benigno to talk about some of their favorite books and reading memories from childhood as well as strategies to instill the love of reading in all children. ==================== Some books mentioned in this episode: Because of Winn-Dixie, My Side of the Mountain, The Red Wall series, Fantastic Mr. Fox, The Wolves of Willoughby Chase, On the Banks of Plum Creek, Hank the Cowdog

In the latest episode of the Boys Education Series, Associate Head of School and Interim Director of College Counseling, Mrs. Jen Beros, shares advice on how to decide between encouraging perseverance and recognizing when it's time to embrace change.

In this episode we welcome Aleksey Korol, the Associate Head Coach at the University of Illinois-Chicago. Aleksey moved to the US from the Ukraine when he was in high school and went on to play collegiately at Indiana University. He made 3 college cup appearances and guided the Hoosiers to back-to-back national titles as a junior and senior. Korol concluded his collegiate career at Indiana in 1999 as the leading point scorer in NCAA Tournament history and the fourth-highest point scorer in the illustrious history of IU soccer. Aleksey was recently inducted into the Indiana University Athletics Hall of Fame. Aleksey then went on to be the fifth pick in the 2000 MLS SuperDraft by the Dallas Burn. It was a real privilege for Justin Chezem, who is the men's coach at Christopher Newport University and I to have Aleksey on the podcast. I hope you enjoy it. Please remember to subscribe and review our podcast and follow us on social media. Also, send any comments or questions through matchplayrecruit.com.

Coach Andrew Green, Associate Head WSOC Coach of the VMI Keydets, joins us LIVE. We take a look back at the 2002 season for the Keydets and how it helped prepared them for what should be a big turnaround season in 2023. Coach Green tells us about the uniqueness of coaching and attending a D-I military school like VMI, as well as the current college soccer landscape. An episode filed with great info and some good a laughs as well. Don't miss this exciting episode!    [Originally Recorded 7-22-2023]

Frank Schaeffer In Conversation with Award-Winning Author, Devoted Teacher, and Legacy Equestrian, Patrick Smithwick, exploring the themes of his new book, War's Over, Come Home, and the realities faced by those who love those who have served._____LINKShttps://www.patricksmithwick.com/https://www.facebook.com/PatrickSmithwickAuthor/https://www.instagram.com/patricksmithwick_author/https://twitter.com/SmithwickAuthor_____Starting at the age of twelve, Smithwick began working with his father and mentor, the legendary steeplechase jockey, A.P. Smithwick. Patrick worked his way through college by exercising Thoroughbreds at the major East Coast racetrack and by competing in steeplechase races at Belmont Park, Monmouth Park and Saratoga, as well as at hunt meets, such as The Maryland Hunt Cup and the Grand National. He received a Bachelor of Arts from Johns Hopkins University in 1973 and a Master of Arts in Creative Writing from Hollins College in 1975. In 1988, he received a Master of Liberal Arts from Johns Hopkins University, and in 2000 his degree in Education for Ministry. A newspaper writer for several years, Patrick began teaching English, philosophy, photography, and journalism at both the high school and collegiate levels. In addition to his trilogy of memoirs–Racing My Father, Flying Change, and Racing Time–he has written The Art of Healing: Union Memorial Hospital and Gilman Voices, 1897-1997. Patrick lives with his wife Ansley, formerly the Associate Head of Oldfields School, on the Monkton horse farm where he was raised. In his latest book, War's Over Come Home (TidePool Press, May 16, 2023), Patrick departs from the horse-centric themeAn ex-evangelical boomer, a middle-aged gay artist, and a frazzled stay-at-home mom walk into a bar, share a table, and go deep about some of life's big questions.Join Frank, Ernie, and Erin as they share stories of love, sex, grief, religion and so much more. This is “Love in Common.”Visit LoveInCommon.org to Subscribe on your favorite Podcast platform. Support the show_____In Conversation… with Frank Schaeffer is a production of the George Bailey Morality in Public Life Fellowship. It is hosted by Frank Schaeffer, author of Fall In Love, Have Children, Stay Put, Save the Planet, Be Happy. Learn more at https://www.lovechildrenplanet.comFollow Frank on Substack, Facebook, Twitter, Instagram, Threads, and YouTube. https://frankschaeffer.substack.comhttps://www.facebook.com/frank.schaeffer.16https://twitter.com/Frank_Schaefferhttps://www.instagram.com/frank_schaeffer_arthttps://www.threads.net/@frank_schaeffer_arthttps://www.youtube.com/c/FrankSchaefferYouTube In Conversation… with Frank Schaeffer PodcastApple Podcasts: https://podcasts.apple.com/us/podcast/in-conversation-with-frank-schaeffer/id1570357787NEW: Love In Common Podcast with Frank Schaeffer, Ernie Gregg, and Erin BagwellApple Podcasts: ...

This episode is sponsored by Mosaica Press, whose books—including a range of titles on prayer—can be purchased for 18% off with the coupon code 18FORTY.In this episode of the 18Forty Podcast, we talk to Dr. Debbie Stone, an educator of young people, about how she teaches prayer.We also speak with David's dear friend Brad Greenbaum about the experience of prayer in serious times of need—and with Rabbi Yaakov Glasser about how he helps people who are struggling in their spiritual lives.In this episode we discuss: What did Debbie learn about our relationship with prayer in the process of creating a siddur for teenagers?How can educators better accommodate for the discomfort with tefillah often felt by newcomers?What is the role of “real estate” in prayer?Tune in to hear a conversation about all that goes into cultivating a practice of thankfulness within our communities.Brad Greenbaum interview begins at 14:55.Debbie Stone interview begins at 33:55.Yaakov Glasser interview begins at 1:20:48.Dr. Debbie Stone is an educator and lecturer. Dr. Stone serves as the Associate Head for Judaics at the Jewish Leadership Academy in Miami. She received her Doctorate in Education from Yeshiva University's Azrieli Graduate School. Dr. Stone previously served as the associate director of education for NCSY, and authored the Koren NCSY Siddur, helping students learn and connect to prayer in Judaism.References:Three Steps Forward by Menachem TenenbaumThe Musaf Prayer by Elchanan AdlerDMC: The Amidah by Ira KosowskyThe Feigenbaum Teen Siddur by Yitzchak FeigenbaumThe Song of Shabbos by Yitzchok AlsterThe Art of Tefillah by Shlomo David and Daniel GlanzThe Koren NCSY Siddur by Debbie Stone and Daniel Rose“In Her Place” by Yisroel BesserNetiv Ha'Avodah 10 by the Maharal of Prague

How does an online secondary school establish a reputation as a legitimate and academically challenging institution? And can we really foster personal connections–so important to youth development–in a virtual environment? Join us as Head of School Alison Mistretta, Associate Head of School Maria Coyle, and GW Professor Michael Corry unveil the striking success story of the GWU Online High School. They share insights into overcoming skepticism around the quality of virtual learning, meeting the social and emotional needs of high school students, and furthering knowledge to improve the field of online education. [Transcript for Episode 34 is available on EdFixPodcast.com]  

Dedicated to Southern Miss sports! Weekdays 1 - 2 p.m. on select SuperTalk Mississippi stations. This show is a production of SuperTalk Mississippi Media. Learn more at SuperTalk.FM

Britni Sneed Newman is in her 20th season as Baylor's pitching coach. She joined the Baylor staff in 2004 after spending one season as a student assistant at LSU. Newman has developed some of the most prolific pitchers in Baylor history, several of which have been among the nation's best. Newman was inducted into the Louisiana Sports Hall of Fame in the class of 2022, for her three-time All-American honors and illustrious career pitching at LSU.  Learn more about your ad choices. Visit megaphone.fm/adchoices

The last several decades have seen a mass consolidation of wealth among a few, the rest of the world left to various degrees of dispossession. On top of this, the revolutionary movements that characterized much of the 19th and 20th centuries have generally disappeared or retreated, reform being the name of the game for most progressives. In spite of this, revolutionary movements and events have actually increased in the last few decades. This seeming contradiction is one of the animating ideas of the new essay anthology Revolutionary Rehearsals in the Neoliberal Age: Struggling to Be Born? (Haymarket Books, 2021). A sort of spiritual sequel to the 1987 collection Revolutionary Rehearsals, this book contains several essays on revolutionary movements of the neoliberal era, bookended by more theoretical chapters on the nature of social and political movements. International in scope, the essays start with struggles in Eastern Europe at the end of the Cold War and end with the Arab uprisings in Egypt. In between are essays on South and Sub-Saharan Africa, Indonesia, Bolivia, Argentina and Latin American Pink Tide movements. The bookending essays deal with theoretical questions; the nature of political movements, contexts in which those movements arise and how change can actually be brought about. Grounded in the reality of our dire political situation but animated by the hope that change is always nevertheless a real possibility, the essays here will provide excellent starting points for activists to think critically about their own situations and how they might rise to meet them. Gareth Dale is Associate Head of the Department of Social and Political Sciences at Brunel University in London. His recent books include Karl Polanyi: A Life on the Left and Reconstructing Karl Polanyi: Excavation and Critique. Colin Barker was a lifelong activist and author. His many publications included Revolutionary Rehearsals (1987) and Marxism and Social Movements. Neil Davidson was a lecturer in sociology and political science. His many publications included How Revolutionary Were the Bourgeois Revolutions? and Discovering the Scottish Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

The last several decades have seen a mass consolidation of wealth among a few, the rest of the world left to various degrees of dispossession. On top of this, the revolutionary movements that characterized much of the 19th and 20th centuries have generally disappeared or retreated, reform being the name of the game for most progressives. In spite of this, revolutionary movements and events have actually increased in the last few decades. This seeming contradiction is one of the animating ideas of the new essay anthology Revolutionary Rehearsals in the Neoliberal Age: Struggling to Be Born? (Haymarket Books, 2021). A sort of spiritual sequel to the 1987 collection Revolutionary Rehearsals, this book contains several essays on revolutionary movements of the neoliberal era, bookended by more theoretical chapters on the nature of social and political movements. International in scope, the essays start with struggles in Eastern Europe at the end of the Cold War and end with the Arab uprisings in Egypt. In between are essays on South and Sub-Saharan Africa, Indonesia, Bolivia, Argentina and Latin American Pink Tide movements. The bookending essays deal with theoretical questions; the nature of political movements, contexts in which those movements arise and how change can actually be brought about. Grounded in the reality of our dire political situation but animated by the hope that change is always nevertheless a real possibility, the essays here will provide excellent starting points for activists to think critically about their own situations and how they might rise to meet them. Gareth Dale is Associate Head of the Department of Social and Political Sciences at Brunel University in London. His recent books include Karl Polanyi: A Life on the Left and Reconstructing Karl Polanyi: Excavation and Critique. Colin Barker was a lifelong activist and author. His many publications included Revolutionary Rehearsals (1987) and Marxism and Social Movements. Neil Davidson was a lecturer in sociology and political science. His many publications included How Revolutionary Were the Bourgeois Revolutions? and Discovering the Scottish Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

The last several decades have seen a mass consolidation of wealth among a few, the rest of the world left to various degrees of dispossession. On top of this, the revolutionary movements that characterized much of the 19th and 20th centuries have generally disappeared or retreated, reform being the name of the game for most progressives. In spite of this, revolutionary movements and events have actually increased in the last few decades. This seeming contradiction is one of the animating ideas of the new essay anthology Revolutionary Rehearsals in the Neoliberal Age: Struggling to Be Born? (Haymarket Books, 2021). A sort of spiritual sequel to the 1987 collection Revolutionary Rehearsals, this book contains several essays on revolutionary movements of the neoliberal era, bookended by more theoretical chapters on the nature of social and political movements. International in scope, the essays start with struggles in Eastern Europe at the end of the Cold War and end with the Arab uprisings in Egypt. In between are essays on South and Sub-Saharan Africa, Indonesia, Bolivia, Argentina and Latin American Pink Tide movements. The bookending essays deal with theoretical questions; the nature of political movements, contexts in which those movements arise and how change can actually be brought about. Grounded in the reality of our dire political situation but animated by the hope that change is always nevertheless a real possibility, the essays here will provide excellent starting points for activists to think critically about their own situations and how they might rise to meet them. Gareth Dale is Associate Head of the Department of Social and Political Sciences at Brunel University in London. His recent books include Karl Polanyi: A Life on the Left and Reconstructing Karl Polanyi: Excavation and Critique. Colin Barker was a lifelong activist and author. His many publications included Revolutionary Rehearsals (1987) and Marxism and Social Movements. Neil Davidson was a lecturer in sociology and political science. His many publications included How Revolutionary Were the Bourgeois Revolutions? and Discovering the Scottish Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/world-affairs

The last several decades have seen a mass consolidation of wealth among a few, the rest of the world left to various degrees of dispossession. On top of this, the revolutionary movements that characterized much of the 19th and 20th centuries have generally disappeared or retreated, reform being the name of the game for most progressives. In spite of this, revolutionary movements and events have actually increased in the last few decades. This seeming contradiction is one of the animating ideas of the new essay anthology Revolutionary Rehearsals in the Neoliberal Age: Struggling to Be Born? (Haymarket Books, 2021). A sort of spiritual sequel to the 1987 collection Revolutionary Rehearsals, this book contains several essays on revolutionary movements of the neoliberal era, bookended by more theoretical chapters on the nature of social and political movements. International in scope, the essays start with struggles in Eastern Europe at the end of the Cold War and end with the Arab uprisings in Egypt. In between are essays on South and Sub-Saharan Africa, Indonesia, Bolivia, Argentina and Latin American Pink Tide movements. The bookending essays deal with theoretical questions; the nature of political movements, contexts in which those movements arise and how change can actually be brought about. Grounded in the reality of our dire political situation but animated by the hope that change is always nevertheless a real possibility, the essays here will provide excellent starting points for activists to think critically about their own situations and how they might rise to meet them. Gareth Dale is Associate Head of the Department of Social and Political Sciences at Brunel University in London. His recent books include Karl Polanyi: A Life on the Left and Reconstructing Karl Polanyi: Excavation and Critique. Colin Barker was a lifelong activist and author. His many publications included Revolutionary Rehearsals (1987) and Marxism and Social Movements. Neil Davidson was a lecturer in sociology and political science. His many publications included How Revolutionary Were the Bourgeois Revolutions? and Discovering the Scottish Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/intellectual-history

The last several decades have seen a mass consolidation of wealth among a few, the rest of the world left to various degrees of dispossession. On top of this, the revolutionary movements that characterized much of the 19th and 20th centuries have generally disappeared or retreated, reform being the name of the game for most progressives. In spite of this, revolutionary movements and events have actually increased in the last few decades. This seeming contradiction is one of the animating ideas of the new essay anthology Revolutionary Rehearsals in the Neoliberal Age: Struggling to Be Born? (Haymarket Books, 2021). A sort of spiritual sequel to the 1987 collection Revolutionary Rehearsals, this book contains several essays on revolutionary movements of the neoliberal era, bookended by more theoretical chapters on the nature of social and political movements. International in scope, the essays start with struggles in Eastern Europe at the end of the Cold War and end with the Arab uprisings in Egypt. In between are essays on South and Sub-Saharan Africa, Indonesia, Bolivia, Argentina and Latin American Pink Tide movements. The bookending essays deal with theoretical questions; the nature of political movements, contexts in which those movements arise and how change can actually be brought about. Grounded in the reality of our dire political situation but animated by the hope that change is always nevertheless a real possibility, the essays here will provide excellent starting points for activists to think critically about their own situations and how they might rise to meet them. Gareth Dale is Associate Head of the Department of Social and Political Sciences at Brunel University in London. His recent books include Karl Polanyi: A Life on the Left and Reconstructing Karl Polanyi: Excavation and Critique. Colin Barker was a lifelong activist and author. His many publications included Revolutionary Rehearsals (1987) and Marxism and Social Movements. Neil Davidson was a lecturer in sociology and political science. His many publications included How Revolutionary Were the Bourgeois Revolutions? and Discovering the Scottish Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

This is a special episode of "Meet Your Program" to help our community learn just a little bit more about what is happening at Noble. Lance Oldham, Director of Counseling, and Jenn Romero, Associate Head of High School, join the pod today to discuss the PEERS program. Lance & Jenn are currently implementing PEERS, which is a social skills curriculum, with a group of High School students. Listen to learn what PEERS is, how Noble is implementing it, and how it is going.

France did this back in 2019…why can't we? Buxton School, a co-ed boarding school in Williamstown, MA, introduced the 2022-23 academic year with a new smartphone policy: No smartphones allowed. After the Wall Street Journal spotlighted the impact of this policy on campus life, Nat sat down with Associate Head of School John Kalapos, to speak about the relational impact on all members of the Buxton community. What resulted is an instructive case study on the decision to eliminate the influence of smartphones in the classroom and on campus — 24/7 — at a boarding school.

Today's book is: Where Research Begins: Choosing a Research Project That Matters to You (and the World) (U Chicago Press, 2022) by Thomas S. Mullaney and Christopher Rea, which tackles the two challenges every researcher faces with every new project: “How do I find a compelling problem to investigate—one that truly matters to me, deeply and personally? How do I then design my research project so that the results will matter to anyone else?” This easy-to-follow workbook guides you to find research inspiration within yourself, and in the broader world of ideas. Our guest is: Dr. Thomas S. Mullaney, who is Professor of History at Stanford University and Professor of East Asian Languages and Cultures, by courtesy; the Kluge Chair in Technology and Society at the Library of Congress; and a Guggenheim Fellow. He is the author or lead editor of 7 books and the forthcoming The Chinese Computer—the first comprehensive history of Chinese-language computing. His writings have appeared in the Journal of Asian Studies, Technology & Culture, Aeon, Foreign Affairs, and Foreign Policy, and his work has been featured in the LA Times, The Atlantic, the BBC, and in invited lectures at Google, Microsoft, Adobe, and more. He holds a PhD from Columbia University. Our guest is: Dr. Christopher Rea, who is a literary and cultural historian. His research focuses on the modern Chinese-speaking world, and his most recent publications concern research methods, cinema, comedy, celebrities, swindlers, cultural entrepreneurs, and the scholar-writers Qian Zhongshu and Yang Jiang. At University of British Columbia, he is a faculty member and Associate Head, External of the Department of Asian Studies; former Director of the Centre for Chinese Research; an associate of the Hong Kong Studies Initiative; and a Faculty Fellow of St. John's College. He co-authored with Tom Mullaney, Where Research Begins: Choosing a Research Project That Matters to You (and the World). Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: The Craft of Research, by Wayne Booth et al The Research Companion, by Petra Boynton How to Write a Thesis, by Umberto Eco The Art of Creative Research, by Philip Gerald This podcast on learning from your failed research Welcome to The Academic Life! We reach across our mentor network to bring you podcasts on everything from how to finish a project to how to take care of your beautiful mind. On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We view education as a transformative human endeavor and are inspired by today's knowledge-producers working inside and outside the academy. DMs us on Twitter: @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Rachel Stratton-Mills joined the SwimSwam podcast one month into her 6th season at Arizona State University. The Associate Head Coach for Sun Devils talks about the “Fruit Salad,” that makes up the '22-'23 team in Tempe, and explains the different, fruit-inspired, names for each training group. She talks about what has gone well in her first 5 seasons, where the program can go, and what it will take to get there. Rachel discusses how the recent influx of professionals including Simone Manual, Regan Smith, Chase Kalisz, and Jay Litherland affects the coaches and college team.

“Become a witness to yourself.” - Camille Leak   In Inclusive Life, we are continually looking at the ways in which we can reach across differences as a path to connection and liberation. We often explore the impediments to being with one another authentically such as defensiveness, perfectionism, guilt, and shame. Camille Leak brings this conversation even deeper. She brings us to what's beneath these obstacles to connection: trauma. Camille Leak is a DEI practitioner who believes that folks' inability to be with other people's differences is their fundamental lack of capacity to be with their own marginalization and trauma first. And what feels really new here is the way in which Camille deliberately and continually connects marginalization with trauma and trauma with marginalization. Because we've been taught--some more than others-- to “bypass and ignore our own marginalization and trauma for the comfort of other people,” Camille asserts that we will bypass and ignore others' trauma and marginalization. We cannot do for others what we cannot do for ourselves.  Awareness comes first. It helps to know what trauma responses are. We may have heard about the trauma responses fight, flight, freeze or fawn (appease), but can we recognize those responses as they show up in our bodies and in our behavior patterns? For example, flight can show up as chronic busyness. Fawning can show up in a tendency to inauthentically compliment or agree to stay connected and liked.  And this is where becoming a neutral witness to ourselves enters in. Can we witness ourselves in pain with curiosity and kindness rather than judgment and a desire to fix? According to Camille, this is often where DEI efforts shut down: we want to keep it comfortable. We especially do not want to deal with our own pain. Let's just do a bias training and keep it movin'. As Nicole points out, growing up requires increasing our capacity for discomfort. As kids, we experience bumps and bruises as we learn a new physical skill. We learn to wait our turn, to confront challenges without falling apart, and to win and lose gracefully.  And so the work of liberation requires us to exercise these same discomfort muscles as the stakes get higher and higher. We have to get in our reps, practicing staying with ourselves in discomfort. As we do that, we become better equipped to be neutral observers of others. Camille offers that we can begin to discern whether we are dealing with another person, or actually dealing with someone's trauma response. In the face of differences, there is the reality that one's marginalization has happened because of another's privilege. Can we develop the capacity to be with someone's marginalization that we are, on some level, perpetuating and benefiting from?  It's deep and necessary work that requires and generates empathy. And empathy is connection across difference. This conversation will make you pause and will invite you to look through the lens of trauma when approaching yourself, others, and all equity and inclusion work.  We encourage you to seek out the support and facilitation Camille is offering. It so beautifully complements the work of Inclusive Life.    In this conversation, Nicole and Camille discuss: How Camille's work in market research led her to her current work in DEI and somatics The problem: our inability to sit with other people's trauma What trauma actually is  Why organizations and their leaders want so desperately to avoid the discomfort The fallout that ensues when leaders won't get in touch with their own trauma What trauma is not The cost of not dealing with trauma and how it relates to white supremacy culture Trauma response as a visceral mechanism to ensure safety and position There's not necessarily more trauma, there's more willingness and ability to verbalize traumatizing experiences and systems How can we acknowledge varying degrees and layers of trauma in ourselves and others without playing “oppression Olympics”? The importance of relationship and how to begin to cultivate relationships across differences What it means for Camille to live her best Inclusive Life   About Camille Leak: Camille Leak (she/her) is a Diversity, Equity & Inclusion (DEI) Practitioner, truth teller, and story teller. She often says, “I'm not doing my job if I don't do two things: 1) tell you how DEI impacts your bottom line, e.g., how it makes you money, drives growth, or increases relevancy and 2) make you really uncomfortable; being uncomfortable is the only way you know you are doing DEI right.” Via her practice, Real Talk & Brave Spaces, she provides group facilitation, workshops, and one-on-one coaching about a variety of DEI topics, cultivating spaces where individuals and groups can fearlessly confront the most uncomfortable elements of DEI. Additionally, Camille is the Community Manager of Holistic Life Navigation, a company and community that serves to support people as they release stress and trauma by listening to their bodies. She got into trauma healing, facilitation and community management because she loves asking people questions that help them reach that “a-ha!” moment. Camille was the DEI Learning & Development Program Manager for Amazon Web Services in which she supported the strategic direction of DEI by leading key initiatives across the enterprise, including Sponsorship/Mentoring Programs, Communication Strategies, and Learning & Development initiatives. Prior to joining Amazon Web Services, Camille was also the ID&E Manager at Altria, leading key initiatives across the enterprise, including Data Analyses, Communications, Employee Resource Groups, Self-ID Campaigns and Learning & Development programming. At Altria, Camille held previous roles in the Consumer & Marketplace Insights and Corporate Affairs functions. Prior to joining Altria, Camille was the Associate Head of Multicultural Insights at Kantar Futures, where she led the development and implementation of the annual Multicultural MONITOR and consulted with clients, offering actionable insights for engaging specific under-represented or marginalized consumers and an evolving general market that is increasingly diverse and requiring more of the companies and brand they choose to support. Camille earned her B.S. in Business Administration along with a minor in Spanish from the University of North Carolina at Chapel Hill. She later earned her MBA at UNC's Kenan-Flagler Business School with a concentration in Marketing and Strategy.   Find Camille Leak: Course Link: Real Talk & Brave Spaces: Getting Comfortable with Being Uncomfortable Website: Holistic Life Navigation LinkedIn: @camilleleak

This episode is brought to you by LMNT! Spelled LMNT. What is LMNT? It's a delicious, sugar-free electrolyte drink-mix. I tried this recently after hearing about it on another podcast, and since then, I've stocked up on boxes and boxes of this and usually use it 1–2 times per day. LMNT is a great alternative to other commercial recovery and performance drinks. As a coach or an athlete, you will not find a better product that focuses on the essential electrolyte your body needs during competition. LMNT has become a staple in my own training and something we are excited to offer to our coaches and student-athletes as well. LMNT is used by Military Special Forces teams, Team USA weightlifting, At least 5 NFL teams, and more than half the NBA.You can try it risk-free. If you don't like it, LMNT will give you your money back no questions asked. They have extremely low return rates. LMNT came up with a very special offer for you as a listener to this podcast. For a limited time, you can claim a free LMNT Sample Pack—you only cover the cost of shipping. For US customers, this means you can receive an 8-count sample pack for only $5. Simply go to DrinkLMNT.com/contacts to claim your free 8-count sample pack.Lyve is a community-based platform that gives people the opportunity to learn new skills and abilities through the form of live online classes, prerecorded video classes, and one on one lessons. Lyve also gives educators and creators a platform to easily share their knowledge and make money while doing it. We aim to give everyone a platform to easily teach and learn various skills and subjects. Enjoy courses in a variety of fields today.Taking a bunch of pills and capsules is hard on the stomach and hard to keep up with. To help each of us be at our best, we at Athletic Greens developed a better approach to providing your body with everything it needs for optimal performance. 75 vitamins, minerals, whole-food sourced superfoods, probiotics, and adaptogens in one convenient daily serving to bring you the nutrition you need. Go to https://athleticgreens.com/contacts/ for more. 

Do you ever look up to the stars and wonder about what is out there? Over the last few centuries, humans have successfully unraveled much of the language of the universe, exploring and defining formerly mysterious phenomena such as electricity, magnetism, and matter through the beauty of mathematics. But some secrets remain beyond our realm of understanding—and seemingly beyond the very laws and theories we have relied on to make sense of the universe we inhabit. It is clear that the quantum, the world of atoms and electrons, is entwined with the cosmos, a universe of trillions of stars and galaxies...but exactly how these two extremes of human understanding interact remains a mystery. Where Did the Universe Come From? And Other Cosmic Questions allows readers to eavesdrop on a conversation between award-winning physicists Chris Ferrie and Geraint F. Lewis as they examine the universe through the two unifying and yet often contradictory lenses of classical physics and quantum mechanics, tackling questions such as: Where did the universe come from? Why do dying stars rip themselves apart Do black holes last forever? What is left for humans to discover? Geraint Lewis is a Welsh astrophysicist, who is best known for his work on dark energy, gravitational lensing and galactic cannibalism. Lewis is a Professor of Astrophysics (Teaching and Research) at the Sydney Institute for Astronomy, part of the University of Sydney's School of Physics. He is head of the Gravitational Astrophysics Group. He was previously the Associate Head for Research at the School of Physics, and held an Australian Research Council Future Fellowship between 2011 and 2015. Lewis won the 2016 Walter Boas Medal in recognition of excellence in research in Physics. I In April 2020, Geraint was elected as a Fellow of the Learned Society of Wales. He is also an elected fellow of the Royal Society of New South Wales. Please Visit our Sponsors LinkedIn.com/impossible to post a job for FREE Search for The Jordan Harbinger Show on Apple Podcasts, Spotify, wherever you listen to podcasts, or go to jordanharbinger.com/subscribe Athletic Greens, makers of AG1 which I take every day. Get an exclusive offer when you visit https://athleticgreens.com/impossible AG1 is made from the highest quality ingredients, in accordance with the strictest standards and obsessively improved based on the latest science.