Podcasts about bridge program

Send us a textAdvanced Degree Candidates - speaking to PhDs, JDs, MDs, Postdocs, PharmDs, etc. - what if you could "skip the line" to a consulting role?You can, through Bridge Programs designed specifically for ADCs! These programs offer a direct path to consulting, often ending with a guaranteed final-round interview for a full-time role - and application deadlines are coming up soon.In this episode, you'll hear directly from leaders at Bain & Company, ClearView Healthcare Partners, Guidehouse, and L.E.K. Consulting as they share:Why they love to hire Advanced Degree Candidates - and what they look for An overview of each Bridge Program so you know what to expectCommon (but avoidable) mistakes to steer clear of during the application and interview processTune in to discover how to leverage your advanced degree and accelerate your path to consulting with these top firms.Additional ResourcesGet expert resume and cover letter edits for your Bridge Program applicationsConnect with the firms in this episodeView upcoming Bridge Program application deadlinesJoin Black Belt for expert support in the Bridge Program recruiting processJoin the free March 3-7 Networking Challenge for the specific networking tactics to land a referral from the world's most prestigious consulting firmsConnect With Management Consulted Book a free 15min info call with Katie. Follow Management Consulted on LinkedIn, Instagram, and TikTok for the latest updates and industry insights. Join an upcoming live event - case interviews demos, expert panels, and more. Email our team (team@managementconsulted.com) with any questions or feedback.

The Camas City Council unanimously passed a resolution opposing light rail in the Interstate 5 Bridge Replacement Project, citing high costs and limited benefits. Read the full story at https://www.clarkcountytoday.com/news/city-of-camas-passes-resolution-opposing-light-rail-into-clark-county-via-i-5-replacement-bridge-program/ #Camas #Vancouver #Portland #LightRail #Interstate5Bridge #CamasCityCouncil #PublicTransit #InfrastructureCosts #Tolls #TaxpayerFunding #ClarkCountyWa #LocalNews

The mission of Raphael House is to help low-income families and families experiencing homelessness strengthen family bonds by achieving stable housing and financial independence. Since 1971, Raphael House has been at the forefront of providing homeless and low-income families in the San Francisco Bay Area the personalized family-centered solutions they need to build brighter futures. Raphael House is a predominantly community-supported organization. On average, 90% of the families we serve in our Residential Shelter achieve stable housing, and 93% maintain that stability long-term through our Bridge Program.See omnystudio.com/listener for privacy information.

Meet Brian Daccord, the President and Founder of Stop It Goaltending as well as the goalie coach of the Boston University Terriers Men's Hockey Team.  A native of Montreal, Quebec, Daccord played college hockey at Merrimack College which led to a seven-year professional career in the Swiss National “A” League. Following retirement, he authored the book “Hockey Goaltending” selling over 40,000 copies. He began his coaching career as an assistant at his Alma Mata while establishing Stop It Goaltending, LLC, which now trains over 1,000 goalies annually and has produced over 25 NHL draft picks. He is also the founder of the Bridge Program, the Stop It Goaltending GCG Prospects Event, and co-founder of the Greatness Lab. Time stamps:  0:00- 1:26: Intro 1:26- 2:22: Mission on this planet 2:22- 6:22: Core offer 6:22- 7:17: What customers value most 7:17- 8:36: Tools 8:36- 9:55: Launching 9:55- 9:36: Success 9:36- 11:05: Million Dollar Creators Database 11:05- 13:30: Revenue 13:30- 14:30: Costs 14:30- 15:53: Customer acquisition 15:53- 16:57: Funnel 16:57- 18:26: Growing your audience 18:26- 19:27: Future 19:27- 20:31: Biggest thing holding you back 20:31- 25:47: Quick fire questions 25:46- 27:34: Outro Follow Brian: Instagram YouTube Facebook Follow Million Dollar Creators Instagram: milliondollarcreators.club TikTok: @million_dollar_creators YouTube: @Million_Dollar_Creators Creator Database

In July 2023, Congress lifted a ban on federal Pell Grant funding for incarcerated individuals in prison education programs, but there still remain barriers to enrollment and success for these learners. The Petey Greene Program (PGP), a non-profit organization that partners with prisons and higher education institutions, launched a College Bridge program in 2020 to increase college-level writing, reading and math skills for incarcerated students. In this episode, PGP's Chiara Benetollo, executive director of The Puttkammer Center for Educational Justice and Equity, and Katherine Meloney, director of the Villanova Program at SCI Phoenix, discuss the college bridge program and the ways higher ed can support justice and learning for incarcerated individuals. Hosted by Inside Higher Ed Student Success Reporter Ashley Mowreader. This episode is sponsored by KI. Read a transcript of the podcast here. Follow us on  Apple Podcasts   Google Podcasts   Stitcher   Spotify

This week on Everyday Injustice, we sit down with LaToya Mitchell, Navigator Project Manager, CA Bridge Program and talked about the innovative program that helps get people from ER into drug treatment and reduce annual drug overdoses. A few weeks ago, she was part of a rally at the California Capitol to push for a package of bills that would improve access to programs such as the Bridge Navigator Project. The navigator program allows ER patients to connect with treatment medication and staff immediately. Mitchell explained, “What most people don't know is that it is the easiest substance use disorder to treat because medication like buprenorphine, which is commonly known by the brand name Suboxone, acts fast to stop the withdrawals without euphoria and allows the patient to feel like themselves before the addiction.” Her job is to lower the barriers for patients to receive the treatment. She said that “there's a lot of stigma for people who use drugs and that creates barriers like obtaining a Suboxone prescription from big chain pharmacies, so it's essential that I know which pharmacies are Suboxone friendly and provide that list to the patients.” Mitchell noted, “We found that with the presence of the navigator, patients felt more comfortable coming in and saying, I'm here because I'm having opioid withdrawals, as opposed to them naming their symptoms and because they were afraid of admitting their substance use. Because of that, we're able to get them treated and in and out in a couple of hours. Instead of spending six hours in the emergency room getting unnecessary and costly tests, we found that it actually saved resources and a lot of money.” Listen as Latoya Mitchell discusses the importance of harm reduction and the use of treatment over incarceration.

Have an episode idea or feedback? Text us here!Join Heather and Andy as they kick off a new mini-series focusing on support raising in ethnically diverse communities with a compelling conversation featuring Brandon and Cat Samuel from Wycliffe Bible Translators. They delve into the Bridge Program, an initiative aimed at bringing more diverse staff into global missions, and share their unique journey from atheism to a Christ-centered mission life.Brandon and Cat reveal how they transitioned from traditional jobs to fully embracing their calling in missions, highlighting the challenges and blessings of support-based ministry. They discuss the importance of representation in the mission field, the innovative approaches to fundraising in minority communities, and the spiritual formation that comes with relying on God's provision. This episode is a must-listen for anyone involved in or considering support-based ministry, especially within diverse cultural contexts.✍️ Episode ReferencesWycliffe Bible TranslatorsPerspectivesVanguard of a Missionary Uprising by Michael FarrisThe Spirituality of Fundraising by Henri NouwenThe God Ask by Steve ShadrachMore Than Money, More Than Faith by Paul JohnsonAfrican-Americans in missionsRebecca ProttenGeorge LieleBetsy StocktonLott CareyMaria FearingIt would be so helpful if you would take a moment to rate and review the show - thanks in advance!Have an idea for a guest or topic? WE WANT TO HEAR FROM YOU!Contact us!on Instagram @ its.not.about.the.money.podemail us: provisio at provisiofundraising.comTHANKS FOR LISTENING!

Katie Roghaar , LCSW (Huntsman Mental Health Institute), joins Casey Scott and Dr. Matt Woolley to talk about Katie’s decision to pursue social work, the importance of all-female recovery facilities, and the power of leveling with patients through Feminist Multicultural therapy. Then, we talk about how the shame associated with addiction is evolving in society, the Bridge Program for opioid addiction through the University of Utah, and how the recovery community will continue to expand in Utah.

Some 50 years after the Vietnam War, the Bucks County Vietnam Veterans Memorial Bridge Program is giving families a chance to honor their fallen heroes in a permanent and special way. Bucks County, in collaboration with the Pennsylvania Vietnam Veterans Memorial Fund (PAVVMF), is working to dedicate county-owned bridges to the 136 county residents who died in the Vietnam War.     In this episode, you'll hear from Matt Allen, Director of Bucks County Veterans Affairs, Ed Preston, PAVVMF Chairman, and Jetta Erkes Lapore, the sister of a fallen Vietnam Veteran.  To learn more and view an interactive map of dedicated bridges, visit BucksCounty.gov/MemorialBridges.   Follow us: Facebook, Twitter and Instagram  Check us out online: BucksCounty.gov Music: Whip by Praz Khanal and Eco technology by Aleksey Chistilin from Pixabay  

On Tuesday, December 12th, the Capital Region launch of the 2024 Campaign to pass the Unemployment Bridge Program took place, organized by Columbia County Sanctuary Movement. This audio shares excerpts from that program launch, taken from the live streaming from Columbia County Sanctuary Movement's Facebook page.

In this episode, we talk to Evan Krening who is an athletic training and strength and conditioning coach who works in the tactical setting. Evan started off in this new setting working as an athletic trainer as part of the performance team but then switched over to focus on the strength and conditioning side. We discuss what it entails to be working with this type of population and how you train them when there is no specific in-season and off-season. We also discuss the efforts that took place to help create buy-in and show the benefit of the team but also to engage those that they serve. Evan also discusses the evolution of technology they have utilized, and also discarded, and how finding the right balance is essential to optimal performance.  If you're interested in the tactical setting, this is a very informative episode. Enjoy. In This Episode: +Experiences as an AT in the tactical setting +The Bridge Program. Rehab to return to duty. +AT skills the compliment the S&C side +Programming for the tactical population +Utilizing technology (or not). Velocity based training. +Human performance optimization team structure Connect with Evan +IG: @Sharpened_By_Iron (link: https://www.instagram.com/sharpened_by_iron/ ) + evan@sbistrength.com  LINK: https://www.athletictrainingchat.com/2023/11/ep-150-evan-krening-military-training.html  www.athletictrainingchat.com www.cliniallypressed.com SUBSCRIBE: https://www.youtube.com/channel/UCc3WyCs2lmnKK6shrL5A4hw?sub_confirmation=1 #ATCchat #ATtwitter #complicatedsimple #atimpact #at4all #nata #boc #bocatc #athletictraining #athletictrainingchat #health #medicine #medical #careeverywhere #service  --- Support this podcast: https://podcasters.spotify.com/pod/show/athletictrainingchat/support

This student was able to secure medical school acceptance in her first application cycle by sharing her story and applying to schools that matched her goals.

Join Bob Ryan and Jeff Goodman in the newest episode of their podcast, where they delve into the details of Jaylen Brown's Supermax contract. Brown has signed a mammoth 5-year contract extension worth $304 million with the Boston Celtics, making it the richest deal in NBA history. This monumental contract was discussed by Brown on Wednesday during his 7uice Bridge Program. This initiative, co-founded in collaboration with MIT, is dedicated to the empowerment of minority high school students. Bob and Jeff discuss. FanDuel Sportsbook, the exclusive wagering partner of the CLNS Media Network! Visit https://FanDuel.com/BOSTON to get up to TWO HUNDRED DOLLARS in bonus bets! Take your first swing at betting MLB on FanDuel and get TEN TIMES your first bet amount in bonus bets - up to TWO HUNDRED DOLLARS – win or lose. 21+ and present in MA. First online real money wager only. $10 Deposit req. Refund issued as non-withdrawable bonus bets that expire in 14 days. Restrictions apply. See terms at fanduel.com/sportsbook. Hope is here. GamblingHelpLineMA.org or call (800)-327-5050 for 24/7 support. Play it smart from the start! GameSenseMA.com or call 1-800-GAM-1234.  Factor Meals! Visit https://factormeals.com/SCRIBE50 to get 50% off your first box! Factor is America's #1 Ready-To-Eat Meal Kit, can help you fuel up fast with ready-to-eat meals delivered straight to your door. Learn more about your ad choices. Visit megaphone.fm/adchoices

The Garden Report's Bobby Manning and John Zanni went LIVE to react to Jaylen Brown signing a $304 million supermax contract extension for a five-year term with the Boston Celtics. This deal is the lucrative agreement ever made in NBA history. Brown discussed his hefty contract extension on Wednesday at his 7uice Bridge Program - an initiative he's co-launched with MIT aiming at empowering minority high school students. The Garden Report reacts to it all! The Garden Report is Sponsored By: FanDuel Sportsbook, the exclusive wagering partner of the CLNS Media Network! Visit https://FanDuel.com/BOSTON to get up to TWO HUNDRED DOLLARS in bonus bets! Take your first swing at betting MLB on FanDuel and get TEN TIMES your first bet amount in bonus bets - up to TWO HUNDRED DOLLARS – win or lose. 21+ and present in MA. First online real money wager only. $10 Deposit req. Refund issued as non-withdrawable bonus bets that expire in 14 days. Restrictions apply. See terms at fanduel.com/sportsbook. Hope is here. GamblingHelpLineMA.org or call (800)-327-5050 for 24/7 support. Play it smart from the start! GameSenseMA.com or call 1-800-GAM-1234. AG1! If a comprehensive solution is what you need from your supplement routine, then try AG1 and get a FREE 1-year supply of Vitamin D AND 5 free AG1 Travel Packs with your first purchase. Go to https://drinkAG1.com/GARDEN ! Learn more about your ad choices. Visit megaphone.fm/adchoices

Rhonda sits down with Tracy Malone, Founder of Narcissist Abuse Support. They discuss specific ways you can know if you're being gaslit and how to handle narcissistic behavior.    What is gaslighting? Specific questions to ask your attorney Strategies for dealing with narcissistic behavior Ways to build your team who will empower you About today's guest:    My name is Tracy Malone and I am a surTHRIVER of narcissistic abuse. I created this website in 2015 when I learned that I had been a victim of narcissistic abuse my entire life. I thought my family was just crazy! I had a narcissistic mother, siblings, aunt, husband, in-laws, friends, and a boyfriend. My healing journey has been intense and life-changing, to say the least, and now I help others by coaching men and women from all walks of life to understand what happened to them.  Check out her journal: My Story of Narcissistic Abuse Journal https://narcissistabusesupport.com/my-story-of-narcissistic-abuse-journal/ Connect with Tracy: Website: https://narcissistabusesupport.com   Social Media   Facebook Group - https://www.facebook.com/groups/188681268196044/   Instagram - https://www.instagram.com/tracyamalone/   Pinterest - https://www.pinterest.com/tracyamalone/   YouTube - https://www.youtube.com/c/TracyAMalone Your host is Rhonda Noordyk, CFEI, CDFA®, CEO of The Women's Financial Wellness Center   Rhonda has dedicated her career to being an advocate for women and educating them on how financial strategies can impact their personal and professional success. Her work has shown women going through a divorce how to have a voice, be assertive, get results, be driven, and move forward with confidence.    For Rhonda and her company, the Women's Financial Wellness Center, helping women isn't just about running the numbers. It's about asking the right questions, demystifying myths and biases around finances, and helping women walk in their power. Rhonda is passionate about helping her clients navigate a broken system and level the playing field so they can achieve success—pre, during, and post-divorce.    Grab our National Resource Guide HERE!   Interested in our Bridge Program? Apply HERE!   We love putting out great content for you!  Do us a favor?   Be sure to subscribe so you never miss an episode! Download and share with a friend who might need to hear these conversations. Leave a positive podcast review - ratings and reviews help others find the show!  

Barbara Majeski, Founder of The MORE Life Collective, TV Personality, and Lifestyle Expert joins Rhonda for a fun and important conversation! They cover a lot today - you'll want to take notes!  Topics discussed: Women's tolerance level is high - but there is a limit Focus on YOUR own journey You can't shortcut the process It's never too late to reinvent yourself About today's guest:    Barbara is a TV personality that loves sharing her tips and tricks. She has frequently appeared on The TODAY Show, Good Day NY, New York Live, and the Nick Cannon Show. Barbara is also a mother of three and resides in Princeton, New Jersey.   In 2015 Barbara entered a divorce and was handed a diagnosis with Stage III cancer. During treatment, she vowed that if she beat cancer and got another shot at life, she would live bigger, better, and bolder with true purpose, meaning, and intent.   The three words that best describe Barbara are Purpose, Style, and Adventure.   Connect with Barbara: Website www.themorelifecollective.com   Social Media Instagram Facebook LinkedIn Twitter TikTok   ………. Your host is Rhonda Noordyk, CFEI, CDFA®, CEO of The Women's Financial Wellness Center Rhonda has dedicated her career to being an advocate for women and educating them on how financial strategies can impact their personal and professional success. Her work has shown women going through a divorce how to have a voice, be assertive, get results, be driven, and move forward with confidence.  For Rhonda and her company, the Women's Financial Wellness Center, helping women isn't just about running the numbers. It's about asking the right questions, demystifying myths and biases around finances, and helping women walk in their power. Rhonda is passionate about helping her clients navigate a broken system and level the playing field so they can achieve success—pre, during, and post-divorce.  Grab our National Resource Guide HERE! Interested in our Bridge Program? Apply HERE! We love putting out great content for you!  Do us a favor? Be sure to subscribe so you never miss an episode! Download and share with a friend who might need to hear these conversations. Leave a positive podcast review - ratings and reviews help others find the show!    

You will love today's guest! Lori Barkus of Sustainable Family Solutions sits down with Rhonda to talk about some of the misunderstandings around Mediation. While it can be a great option, you need to be sure you know exactly what the process entails - and what it does not.   Know what mediation is - and what it isn't What are some key things you should know and do before choosing mediation? Preparation is KEY! About today's guest:    Lori Barkus is a cum laude graduate of the University of Miami School of Law. She is admitted to practice in Florida, Colorado, Georgia and the District of Columbia. She also is admitted to practice in the Southern and Middle Districts of Florida and the Eleventh Judicial Circuit Court of Appeals.   Ms. Barkus handled primarily family law and commercial litigation matters and has handled hundreds of contested and uncontested divorce matters. Through this experience, and through extensive training as a mediator, a collaborative divorce professional and a guardian ad litem, she has learned that a lawyers' most important task in a divorce matter is to encourage clients to seek the most cost-effective solutions to minimize the trauma experienced not only by the divorcing parties but also by their children.  Connect and learn more: Website   Facebook   Instagram   Check out Lori's YouTube Channel Your host is Rhonda Noordyk, CFEI, CDFA®, CEO of The Women's Financial Wellness Center   Rhonda has dedicated her career to being an advocate for women and educating them on how financial strategies can impact their personal and professional success. Her work has shown women going through a divorce how to have a voice, be assertive, get results, be driven, and move forward with confidence.    For Rhonda and her company, the Women's Financial Wellness Center, helping women isn't just about running the numbers. It's about asking the right questions, demystifying myths and biases around finances, and helping women walk in their power. Rhonda is passionate about helping her clients navigate a broken system and level the playing field so they can achieve success—pre, during, and post-divorce.    Grab our National Resource Guide HERE!   Interested in our Bridge Program? Apply HERE!   We love putting out great content for you!  Do us a favor?   Be sure to subscribe so you never miss an episode! Download and share with a friend who might need to hear these conversations. Leave a positive podcast review - ratings and reviews help others find the show!    

Rhonda is joined by Attorney Lauren Hunt for a conversation about co-parenting and negotiating the big (and little) things in divorce and beyond.   This episode covers:   Communication is key when co-parenting Is splitting custody 50/50 always the right thing? Treat co-parenting like a business Negotiations and boundaries Navigating the family court system About today's guest:   Lauren is a divorce attorney who has been in practice for over a decade. Her focus is on giving parents legal information so they can make informed decisions about their next steps. Connect with Lauren:   Website (get your custody case organizer under the resource tab)   Instagram   Facebook   Your host is Rhonda Noordyk, CFEI, CDFA®, CEO of The Women's Financial Wellness Center   Rhonda has dedicated her career to being an advocate for women and educating them on how financial strategies can impact their personal and professional success. Her work has shown women going through a divorce how to have a voice, be assertive, get results, be driven, and move forward with confidence.    For Rhonda and her company, the Women's Financial Wellness Center, helping women isn't just about running the numbers. It's about asking the right questions, demystifying myths and biases around finances, and helping women walk in their power. Rhonda is passionate about helping her clients navigate a broken system and level the playing field so they can achieve success—pre, during, and post-divorce.    Grab our National Resource Guide HERE!   Interested in our Bridge Program? Apply HERE!   We love putting out great content for you!  Do us a favor?   Be sure to subscribe so you never miss an episode! Download and share with a friend who might need to hear these conversations. Leave a positive podcast review - ratings and reviews help others find the show!    

In this episode, special guest Phyllis Clark, Associate Director of Kentucky's Student Success Collaborative at the Council on Postsecondary Education discusses summer bridge programs and the related work happening across the Commonwealth.

Attorney and Mediator, Lesa Koski joins Rhonda for an in-depth conversation around Mediation. Mediation is a great option and can provide a safe place for both parties to be heard and understood. Lisa and Rhonda cover:   What mediation is and what it is not Mediation CAN work, even in difficult circumstances How to find the right Mediator for you Assembling the right team is crucial to the outcome About today's guest:    Lesa Koski   I am an attorney based in Woodbury, MN with over 20 years of experience and have a strong desire to help people through difficult situations. That's why becoming a divorce mediator was the best fit for both myself and my clients. I am here to help you and I know all about what you're going through.   In case we've never met before, let me tell you a little bit about me...   I help you throughout the process of a divorce through mediation. Together we will create your divorce paperwork or mediated agreement. I love sharing my knowledge and coaching people through the process.   Connect with Lesa:   Website   Social Media Links Your host is Rhonda Noordyk, CFEI, CDFA®, CEO of The Women's Financial Wellness Center   Rhonda has dedicated her career to being an advocate for women and educating them on how financial strategies can impact their personal and professional success. Her work has shown women going through a divorce how to have a voice, be assertive, get results, be driven, and move forward with confidence.    For Rhonda and her company, the Women's Financial Wellness Center, helping women isn't just about running the numbers. It's about asking the right questions, demystifying myths and biases around finances, and helping women walk in their power. Rhonda is passionate about helping her clients navigate a broken system and level the playing field so they can achieve success—pre, during, and post-divorce.    Grab our National Resource Guide HERE!   Interested in our Bridge Program? Apply HERE!   We love putting out great content for you!  Do us a favor?   Be sure to subscribe so you never miss an episode! Download and share with a friend who might need to hear these conversations. Leave a positive podcast review - ratings and reviews help others find the show!

Divorce is never easy, but what if you could take steps to help your kids navigate the process?   Rhonda's guest today is Sarah Armstrong, author of The Mom's Guide to a Good Divorce. They discuss ways to make things easier, especially if you've got kids.    Pay attention to small changes that the children will be affected by - kids are observant! Take the high road - easier said than done, but worth it. Set a goal to never pack a bag. Set the intention to delay your emotions   Sarah gives us some amazing real-life examples you won't want to miss!   Buy Sarah's book HERE.   About Sarah:   Sarah Armstrong, good divorce proponent and author of The Mom's Guide to a Good Divorce, is vice-president, global marketing operations, at Google and proud mom of Grace, who graduated from high school in 2021 and is in her sophomore year of college. Sarah is a mentor to other women in business and longtime volunteer at various nonprofit organizations, including the Jack & Jill Late Stage Cancer Foundation, Georgetown Alumni Admissions Program and local soup kitchens.   Prior to joining Google, Sarah was a partner at McKinsey & Co. and worked at The Coca-Cola Company in global marketing for twenty years, where she led Worldwide Agency Operations across 200 countries. Sarah started her career at Leo Burnett (Chicago) in Media. Sarah's work has been recognized around the world, resulting in her being named one of Ad Age's “Women to Watch” and included in Ad Age's Book of Tens (“Top Ten Who Made Their Mark in 2009”).   Sarah was raised in Birmingham, Michigan with two younger brothers and happily married parents (for over fifty years and still going strong). She attended Georgetown University, as a scholarship athlete, earning a Bachelor of Science degree from the School of Business Administration with a major in marketing. She was a four-year starter on the Georgetown University Volleyball Team.   Sarah loves traveling the world and has been fortunate to travel to 55+ countries. She enjoys exploring new cities with Grace whenever possible. Sarah lives in San Francisco.   Website: https://www.momsguidetogooddivorce.com  Your host is Rhonda Noordyk, CFEI, CDFA®, CEO of The Women's Financial Wellness Center   Rhonda has dedicated her career to being an advocate for women and educating them on how financial strategies can impact their personal and professional success. Her work has shown women going through a divorce how to have a voice, be assertive, get results, be driven, and move forward with confidence.    For Rhonda and her company, the Women's Financial Wellness Center, helping women isn't just about running the numbers. It's about asking the right questions, demystifying myths and biases around finances, and helping women walk in their power. Rhonda is passionate about helping her clients navigate a broken system and level the playing field so they can achieve success—pre, during, and post-divorce.    Grab our National Resource Guide HERE!   Interested in our Bridge Program? Apply HERE!   We love putting out great content for you!  Do us a favor?   Be sure to subscribe so you never miss an episode! Download and share with a friend who might need to hear these conversations. Leave a positive podcast review - ratings and reviews help others find the show!

Rhonda's guest today is Life Mastery Coach, Donna Tashjian. They discuss ways to move past the pain of divorce to a place of peace and empowerment. We know you will be inspired and encouraged! They cover:  Choose joy - joy is not happiness You can find healing through trauma - forgiveness is not an emotion Look for the gifts - gratitude can change everything   About today's guest: Donna Tashjian is the founder of Vibrant Living International, a non-profit organization. She is a Life Mastery Coach, an ordained minister, a podcaster, and an author. She helps bring accelerated transformation to people across the world. She empowers you to master life, spirit, soul, and body.  Donna has been speaking and coaching for over 25 years. She has developed powerful programs and workshops to help you through life's transitions and pain to achieve your goals or dreams. She also produces a podcast called “You Were Designed for Greatness” and has written 3 books. Her clients say she has a knack for turning fear into excitement and exposing lies so the truth can shine through.  Website: https://www.ivibrantliving.com/ Free book available on home page EMPOWERING HABITS LINK: https://www.ivibrantliving.com/empowering-habits-2/   Connect with Donna:  LinkedIn https://www.linkedin.com/in/donnatashjian/ Facebook Vibrant Living page https://www.facebook.com/VibrantLivingInt Instagram https://www.instagram.com/drtashjian/ Youtube: https://www.youtube.com/channel/UCXMFNossw9VN2QwDtVitzKg   Your host is Rhonda Noordyk, CFEI, CDFA®, CEO of The Women's Financial Wellness Center Rhonda has dedicated her career to being an advocate for women and educating them on how financial strategies can impact their personal and professional success. Her work has shown women going through a divorce how to have a voice, be assertive, get results, be driven, and move forward with confidence.  For Rhonda and her company, the Women's Financial Wellness Center, helping women isn't just about running the numbers. It's about asking the right questions, demystifying myths and biases around finances, and helping women walk in their power. Rhonda is passionate about helping her clients navigate a broken system and level the playing field so they can achieve success—pre, during, and post-divorce.    Grab our National Resource Guide HERE! Interested in our Bridge Program? Apply HERE! We love putting out great content for you!  Do us a favor? Be sure to subscribe so you never miss an episode! Download and share with a friend who might need to hear these conversations. Leave a positive podcast review - ratings and reviews help others find the show!    

Dr Natissia Small, UMSL's  Vice Provost for Access, Academic Support and Workforce Integration joins Carol and Tom in studio talking about the Bridge program graduation where Carol will be a speaker.

Fund Excluded Workers gave temporary protection for some people excluded from covid relief funds and unemployment support. The Unemployment Bridge Program would be a permanent safety net for those who don't qualify for unemployment. Here is some coverage from a press conference held by Columbia County Sanctuary Movement advocating for this program. Find full videos from the Unemployment Bridge Program campaign launch in Albany at https://www.facebook.com/CCSMNY/videos/565181552177703

Creating and sustaining a successful photo career is no easy feat. To help aspiring young imagemakers acquire the needed creative concepts and business skills, two New York-based organizations—ASMP NY and BKC—have teamed up to offer the innovative mentorship, education, and industry immersion program The Bridge. Open to individuals from 18- to 26-years-old, The Bridge embraces diversity and offers opportunity to underserved communities, regardless of formal photography experience. Best of all, this four-month, real world program is free to accepted students. We first learned about The Bridge during a chat with program co-founder Liam Alexander for the show ASMP-NY and the Future of Photo Trade Organizations in February 2022. Since the program's second year recently wrapped with a gallery exhibition in Brooklyn, and plans are in the works to expand The Bridge to other ASMP chapters in 2023, we wanted to learn more about this valuable initiative in advance of the next application window this spring. For this week's podcast, we're joined by Alexander, who sheds light on The Bridge program's inner workings and educational goals during the first half of the show. After a break, we speak with 2022 Bridge graduate Eli Edwards, who describes what he learned through the program, and the resulting shift in the pictures he makes, as well as in his creative point of view. To discover how to futureproof your career and learn how to apply for this free program, make sure to listen in! Guests: Liam Alexander and Eli Edwards ASMP Bridge Program photo © Saad El Amin For more information on our guests and the gear they use, see: https://www.bhphotovideo.com/explora/podcasts/photography/celebrating-asmp-nys-mentorship-program-the-bridge Episode Timeline 3:50: Application and selection process for The Bridge Mentorship, a program designed to fill the gap in existing educational models. 9:27: Introduction to The Bridge program partner BKC, and program co-founder Justin Lin. 17:13: The Bridge Program coursework: Developing Your Creative Point of View. 20:52: Bridge Mentorship Program Core Supporters: The ASMP Foundation, Sony, and Freelancers Union, and a widening network of additional supporters. 25:17: A five-year vision for the program: Producing the future of the photo industry every summer. 26:50: Episode break 27:24: 2022 Bridge Program participant Eli Edwards and his easy application through Instagram. 32:42: Effects of the program on Eli's pictures and his new confidence in making project-based work. 36:40: Is YouTube University an effective tool for learning the ropes of photography? 40:56: How Eli's shift from social media to photography changed his creative point of view, and some social media tips. 46:38: Ways to support The Bridge program and application window for the 2023 Bridge program mentorship. Guest Bios: Liam Alexander is a fine artist and creative director who seeks to catalyze social change through artistic expression. As the current president of ASMP New York, he co-founded the ASMP NY Bridge program in 2020 with Justin Lin of BKC. He has also been instrumental in building other community focused creative projects designed to educate and inspire, such as IThou at NYU's Kimmel Galleries, The Exchange at Rush Arts, and #StrokeofGenius. Liam's own work has been featured in gallery exhibitions and art fairs throughout the US, and at the second annual Toolkit Festival in Venice, Italy. His work has been published in magazines including Nylon and Rolling Stone, and he creates projects with major brands like Wix.com, Samsung, SAP, Renaissance Hotels, and the city of New York. Eli Edwards is a photographer, videographer, writer, producer, and director. Born in Los Angeles, Eli currently resides in New York City, where he works as a freelance videographer and photographer for brands, events, and musical artists. He was a 2022 participant in the ASMP Bridge program, where he produced the photo series ‘A Community of Hoops', which is about the dedicated group that frequents New York's iconic West 4th Street basketball court. Eli is a 2019 graduate of NYU's Steinhart School, receiving a bachelor of arts degree in Media, Culture, and Communication. After college, he worked as a social media editor for Turner Sports in Atlanta as part of the Emmy-Award winning NBA on TNT team, doing content creation work with the NBA. Stay Connected: The Bridge Program: https://www.wearebkc.com/bridge Donate to the Bridge: https://asmpfoundation.betterworld.org/campaigns/bridge-program ASMP National website: https://www.asmp.org/ ASMP New York website: https://www.asmp.org/newyork/ ASMP New York Facebook: https://www.facebook.com/asmpny ASMP New York Instagram: https://www.instagram.com/asmpny/ ASMP New York Twitter: https://twitter.com/asmpny Bridge Program partner BKC website: https://www.wearebkc.com/ BKC Instagram: https://www.instagram.com/wearebkc/ BKC Twitter: https://twitter.com/wearebkc Eli Edwards Website: https://www.eliedwardscreative.com/ Eli Edwards Instagram: https://www.instagram.com/edwards_eli/ Eli Edwards Twitter: https://twitter.com/ZenGeeks Eli Edwards TikTok: https://www.tiktok.com/@nbathoughtseli Liam Alexander Website: https://www.liam-alexander.com/ Liam Alexander Facebook: https://www.facebook.com/liam.alexander.rules Liam Alexander Instagram: https://www.instagram.com/leeumrulez/ Liam Alexander Twitter: https://twitter.com/LiamAlexander0  

CARA's Bridge Program, reflects CUNY's model, says Ronnie Eldridge, ensuring that first generation, low income students, people of color have the knowledge and support to enroll and persist in college. Deneysis Labrada and Dorma Lozada discuss the program

Speakers: Arianna Campbell, PA-C (Marshall Medical Center) Aimee Moulin, MD FACEP (Professor of Emergency Medicine at University of California Davis, Chief of the Division of Addiction Medicine) Host: Jason Woods, MD (Assistant Professor of Pediatrics - Emergency Medicine, University of Colorado) Audio engineer: Kellen Vu (Stanford University)

Happy Thanksgiving EMM listeners, Mason here wanting to extend a special thank you to all of you for tuning in to our show. Today we are featuring a special episode on health disparities in the opioid epidemic and their intersection with the ER that we produced for the Iowa Healthcare Collaborative's Compass Opioid Stewardship Program, a national initiative to provide comprehensive education on opioid stewardship and best practices.  In an effort to promote diversity, equity, and inclusion in Emergency Medicine, The Emergency Medical Minute is proud to present our 2nd annual Diversity and Inclusion Award. We support increasing the representation of underrepresented groups in medicine and extend this award to individuals applying to emergency medicine residencies during the 2022-2023 cycle. For information on award eligibility and the application process, visit https://emergencymedicalminute.com/edi-award/ Donate to EMM today!

In this episode, we talk with Michelle Cravens who offers her perspective as an educator with many years of experience within different contexts and age levels. At the beginning of the podcast, Cravens shares how an early job at an Animal Shelter had a profound impact on her. At the shelter she cared for animals who had been abandoned and abused.  She learned to nurture them and at times hold them tight as they left the pain of this world behind.  She worked beside Class-D felons who had overwhelming compassion for the animals and an incomparable work ethic. This experience greatly influenced her as she continued to pursue a career in education. She has served as a middle school English/Language Arts teacher, an elementary school counselor, and a Bridge Program teacher in an alternative high school program. Michelle currently is a Middle School Counselor where she works as part of the Instructional Leadership Team in a CSI labeled school with one of the most diverse populations of middle school students in the state of Kentucky.  In her school, 40% of the students are Multiple Language Learners, 56% are considered minority populations, and about 20% qualify for special education.  Close to 80% of the student population fall into a lower socioeconomic status. Michelle is currently completing a Doctorate of Education in Educational Leadership at Northern Kentucky University.      

Before our “historic theaters” series continues, we take a brief few moments to talk to Peter Johnson, the director of a new RLTP opportunity called “The Bridge Program,” which will offer paid internships to young people of color who are looking to learn more about theater. Then we continue our history series featuring a conversation with David Bondrow, artistic and executive director of the beautiful and always busy Lancaster Opera House. Check out Peter's Lancaster Opera House photo collection here!

Natalie Moore is an award-winning journalist based in Chicago, whose reporting tackles race, housing, economic development, food injustice and violence. Her work has helped shift the way Chicagoans today think about segregation in the region. Natalie's acclaimed book The South Side: A Portrait of Chicago and American Segregation received the 2016 Chicago Review of Books award for nonfiction and was Buzzfeed's best nonfiction book of 2016. She is also co-author of The Almighty Black P Stone Nation: The Rise, Fall and Resurgence of an American Gang and Deconstructing Tyrone: A New Look at Black Masculinity in the Hip-Hop Generation. Haymarket Books published her play “The Billboard” in March 2022. The play is part of the 2021 Bridge Program of the National New Play Network. It was performed by 16th Street Theater in June of 2022.

As the world's largest Biotech convention, BIO 2022, gets underway in San Diego California after a 2 year hiatus due to pandemic restrictions, MTPConnect's team is on the ground promoting Australian companies at the Australian Pavilion (led by AusBiotech) and attending various events and meetings. In this pacey compilation, MTPConnect CEO Stuart Dignam catches up with the Hon. Stephen Dawson MLC, WA's Minister for Innovation, ICT and Medical Research on the WA Mission to the US.  Stuart talks with ARIA Research CEO and Co-founder Robert Yearsley about the opportunities for connecting at BIO 2022 for their medtech venture. Argenica Therapeutics MD and CEO Dr Liz Dallimore from WA highlights opportunities to meet investors and potential partners as the company moves its novel drug candidate, a neuroprotective therapeutic, towards commercialisation. Distinguished Professor Lyn Griffiths from QUT and Director of the Bridge Program, is in San Diego with nine Australian pitch winners from the Bridge Program (which equips researchers and entrepreneurs with the knowledge, skills and networks needed to commercialise new pharmaceuticals) who are visiting multinational pharma companies. And finally, Stuart wraps up with a final word from Australia's Ambassador to the USA, Hon. Arthur Sinodinos AO, about Australia being open for business and in the sights of US industry.

In his Western regional report, Jim Krysko describes Manitoba's plan to build a 2-year bridge program for children with disabilities. He also tells us about a call in Edmonton for municipal officials to make its taxi services more accessible and safer for passengers. From the March 21, 2022 episode.

Episode 59: Building a Bridge Program For Students to Dental School with Lt. Kandis C. Williams @dr.kdub. This epsiode will be available this Thursday on Youtube and all major streaming platforms at 6 PM. She is a native of Gonzales, LA is commissioned into the United States Navy and a recipient of the Navy's Health Professions Scholarship Program (HPSP) received her Bachelor of Science from Xavier of University of Louisiana where she graduated Magna Cum Laude with a Bachelor of Science in Chemistry and a Minor in Biology in 2020 Lt. Williams received her Doctorate of Dental Medicine from The University of Alabama at Birmingham School of Dentistry has published her personal dental research "Bruxism and Stress among Veterans with Gulf War Illness" in the Association of Military Surgeons of the United States (AMSUS) Journal of Military Medicine is the Dental Department Head for the USS Fort Lauderdale (LPD 28). practices twice a month at a local nonprofit, low-income Dental Clinic in her community, Chesapeake Care Clinic. is an Adjunct Associate Professor at Old Dominion University, School of Dental Hygiene. serves at on the Admissions Committee at the University of Alabama at Birmingham School of Dentistry and began the conversation for the 1st Early Assurance Program between XULA and UAB is a member of the American Dental Association (ADA), Academy of General Dentistry (AGD), and the National Dental Association (NDA) She is has a company designed to provide professional development and career guidance. If you would like to know more about her services they can be found at https://drkandiswilliams.com/ #theliberatorspodcast #blackdentist #Blackdentistry #bhm2022 #Xula #UABdenistry --- Support this podcast: https://anchor.fm/theliberatorspodcast/support

Eva Kostyu, American Geophysical Union This presentation will introduce the audience to the AGU Bridge Program and the program's guiding principles, origin, and impact. The AGU Bridge Program is part of the multi-disciplinary coalition, IGEN (Inclusive Graduate Education Network), which aims to increase representation of historically marginalized populations in graduate STEM education through the promotion of equitable practices and student supports. The AGU Bridge Program has a dual focus working with both graduate geoscience departments and individuals interested in pursuing an advanced degree. Forty-six departments across the US partner with AGU in this effort, with new department cohorts selected each year through a competitive application process. Students who apply through the shared IGEN application and accept an offer of admission from a partner department enter the program as Bridge Fellows with a cohort of peers and access to AGU resources. With this two-part focus on departmental adaptations and direct student support, the AGU Bridge Program is pushing for graduate education practices rooted in equity resulting in improved educational experiences and greater diversity in the geosciences.

In this episode, Danneda, a staff member of The Arc, shares more details about Bridge, our teen after-school program, as well as stories about some of the teens that attend. Set up a recurring gift here: https://thearcwctx.org/donate Amazon Wishlist: https://www.amazon.com/hz/wishlist/ls/279AM777D74SI?ref_=wl_share

KFB Second Vice President Sharon Furches says the Generation Bridge Program is gaining momentum.

In this episode we discuss Mission WV's Bridge program. The Bridge is devoted to serving West Virginia's youth in foster care. The Bridge serves these children with the vision of creating meaningful and effective support so that they can be successful in school and beyond.  Visit our website. Leave us a message.

Dr. Suzanne Rivera is the President of Macalester College. She also is a Professor of Public Affairs, and her scholarship focuses on research ethics and science policy. Rivera has written numerous journal articles and book chapters, and she co-edited the book Specimen Science. Her research has been supported by the NIH, the NSF, the DHHS Office of Research Integrity, and the Cleveland Foundation. She is engaged in numerous civic and municipal leadership roles, including Chair of the Board of Public Responsibility in Medicine and Research (PRIM&R), Appointed Member of the Executive Council for Minnesota's Young Women's Initiative, Board Member of the Science Museum of Minnesota, Board Member of College Possible, and Member of the TeenSHARP National Advisory Board. Rivera received a BA in American Civilization from Brown University, an MSW from UC-Berkeley, and a PhD in public policy from UT Dallas. Head Start ProgramsBrown University Undocumented, First-Generation College, and Low-Income Student Center  Transcript SUMMARY KEYWORDSstudents, people, brown, feeling, college, Headstart, Minnesota, Posse, support, low income students, financial aid, St. Paul, sponsored, day, job, brown university, group, Marian Wright Edelman, graduate, phd SPEAKERSResa Lewiss, Sue Rivera Resa Lewiss  00:36Hi, listeners. Thanks so much for joining me with today's episode and I'm gonna start with a quote. You can't be what you can't see. One more time, you can't be what you can't see. Now this was said by Marian Wright Edelman. She was the founder of the Children's Defense Fund and was one of the original founders of the Headstart program. She graduated Spelman College and Yale School of Law. Now Marian Wright Edelman is not my guest in today's conversation, however, she was an inspiration for my guest. Today I'm in conversation with Suzanne M. Rivera, PhD MSW. Sue. Dr. Suzanne Rivera is the president of Macalester College in Minneapolis. She's also a Professor of Public Affairs. Her scholarship focuses on research ethics and science policy. She received her BA in American civilization from Brown University, a master's in social work from UC Berkeley, and a PhD in public policy from UT Dallas. Now Sue and I have a few areas of overlap. Number one, we graduated college one year apart. Number two is the Headstart program. Growing up in my small town, Westerly, Rhode Island, I was exposed to the Headstart program through my mother. My mother is an elementary school educator, and she did preschool testing for children. And my knowledge at the time was she helped with evaluating children for learning disabilities, for challenges with speech, sound, and sight. Let's get to the conversation where when we get started, Sue is explaining her ideas about mentorship, and who her mentors were, or at least a few of them. Sue Rivera  02:47I mean, one thing I tell young people all the time is, don't hold your breath waiting for a mentor who shares all of your attributes who can inspire you because especially if you're from a historically excluded or underserved group, the likelihood that there's going to be some inspirational leader who shares all your attributes is pretty small. So the mentors and sponsors who've made the biggest impact in my life have all been men. They've all been white men, they've all been white men who were significantly older than me and much more accomplished, and who came from backgrounds that were, you know, that had a lot more privileged than my own. And yet, we were able to connect on a deep level and they really opened doors for me. So a couple exams for Harry Spector at UC Berkeley was a great mentor is no longer with us. Another great mentor, for me was a guy named Al Gilman, a Nobel Laureate, who, who I worked for at UT Southwestern in Dallas, Texas, opened a lot of doors for me, encouraged me to go back and get my PhD when I was a 35 year old mother of two school aged kids. And once I got it, promoted me and then what, and then once I had a faculty appointment, invited me to co author a chapter for him with him in the kind of most important pharmacology textbook, that he was responsible for publishing, which means My name is forever linked with his in the literature, which is an incredibly generous gift for him to give to me. People like that have sort of stepped in at at moments where, if not for them, I might not have seen in my self potential that was there. Another person I would mention is a professor from my undergraduate days. Greg Elliot at Brown University in the sociology department, who sort of encouraged me to think about my own interests in social inequality and poverty as things that were worth studying things that were worth studying in a rigorous way as a scholar and not just sort of feeling badly about or complaining about or having a personal interest, but really taking them on as an intellectual project. So he sponsored me for a summer research assistantship, he had me serve as a TA in one of his classes. And he sponsored a group independent study project for me and a bunch of other students. And I'm still in touch with him to this day. He's somebody who certainly helped me think about myself as a scholar at a time where I was really thinking, I was just barely holding on, like, hoping I could graduate with a BA, I wasn't imagining that I could go on to become a professor and eventually a college president. Resa Lewiss  05:36People saw in you what maybe you hadn't yet seen for yourself. I was a sociology concentrator, and I took Professor Elliott's class, and I remember him reading from Kurt Vonnegut Mother Night, and it was really moving, he sort of cut to the punch line of we are who we pretend to be, so we must be very careful who we pretend to be. And that stuck with me. And that also launched a whole lollapalooza of reading Kurt Vonnegut. Sue Rivera  06:07Yeah, actually, this is one of the beautiful things about a liberal arts education, I think is that you know, so you became a physician after being a sociology undergraduate concentrator. I dabbled in a lot of different things as an undergrad did not imagine I would eventually become an academic, but I feel like the tools I got, from that degree have served me really well, moving between jobs. You know, I originally went to go work for the federal government thinking I was going to do policy work. Eventually, I worked in higher education administration, then I went back and got a PhD in public policy. But, you know, all along as I was making career changes, the tools I got as an undergraduate to think critically and communicate effectively and, you know, think in an interdisciplinary way work with people who have really different perspectives than I have. All of that is just priceless. I mean, so so incredibly valuable. Resa Lewiss  07:02Speaking of liberal arts education, let's jump right in and talk about Macalester for audience members that aren't familiar with the college. Tell us about the college and tell us about how it's been to be President. Sue Rivera  07:14Well, it's a wonderful college. It's it's almost 150 years old, and it's a originally was founded by Presbyterians and although still Presbyterian affiliated his is a secular liberal arts college, a small private liberal arts college in St. Paul, Minnesota. It has a deep history of being committed to social justice. It was the first college in the United States to fly the United Nations flag, which is still flying outside my window in my office here. And in fact, Kofi Annan was a graduate of Macalester the four pillars of a Macalester education as they're currently described, our academic excellence, internationalism, multiculturalism and service to society. And I think the character of this place actually is not that dissimilar from the brown that you and I know, in the sense that social justice is really important part of the character read institution, but it also attracts people who dispositional li are attracted to activism, to wanting to make a more just and peaceful world who think about their education in a sense as not only a privilege, but also an obligation to go out and make things better. And so the students we attract at Macalester are really sparky, in the sense that they, they, they're, you know, they're really passionate. They all come with it, let's just set aside that they're really academically talented because they all are so that no longer is a distinguishing characteristic once they get here because they're all academically talented. So what distinguishes them when they get here is all the other stuff in addition to being bright, you know, they're, they're committed athlete, they're a poet. They're a weaver. They're a dancer, they're, they're an aspiring politician involved in political campaigns mean that they're all just how they're debater, you know. So whenever I meet students, one of the first things I say to them is, well, what are you really loving right now? Or, you know, what's keeping you really busy right now, instead of saying, you know, what are you taking? Or what's your major, I'm much less interested in what their major is. And I'm much more interested in like, you know, what's got them really jazzed? What are they spending their time on? What's what's so exciting that they're staying up into the middle of the night working on it, Resa Lewiss  09:40The timing of your start.  There was an overlap with the murder of Mr. George Floyd. And I'm wondering if you can share with the audience how that sort of set a tone and set an inspiration for your work. Sue Rivera  09:55Yeah, it was a really difficult time I actually accepted the job. On January 31, of 2020. So at that time, if you can remember back to the before times, none of us had ever heard of COVID. And the board of trustees who offered me the job, were saying, this is going to be a turnkey operation for you, the previous president had been here for 17 years, smooth sailing, really easy transition, you know, easy peasy. And three weeks later, you know, every college in America started closing because of COVID. And I realized, wow, this job is about to get a lot more challenging. I was in Cleveland, Ohio at the time at Case Western Reserve University. And I was sort of watching as the news was unfolding, but also doing my job at another higher ed institution. So I could anticipate how it was going to get more difficult to come to McAllister, then literally on the day that I got in my car to drive to Cleveland, to drive to St. Paul from Cleveland to take this job was the day that George Floyd was murdered. So as I was driving all day, north of Michigan, and then across the up of Michigan, going west to St. Paul, I would drive all day and then turn on the TV at night and watch the news. And as we approached St. Paul, the city was deeper and deeper in grief and righteous anger and fear National Guard troops were coming in, there were fires all over the place. In fact, I was supposed to start the job on a Monday and arrive on a Saturday and I got a call on that Saturday while I was on the road saying don't try and come into the city because we've got a curfew. And it's not feeling safe right now. Just get in a hotel outside of the city and try and come in tomorrow. So I arrived really on Sunday in St. Paul to start the job on Monday. And I and I recognize that my first day was going to be very different than what any of us had imagined. Because what the, what the moment called for was to name the pain and grief and anger everyone was feeling. And to try to address people's grief in a way that was honest about the challenges offer some comfort, but also a call to action about how we could be how we could be of help how we could be of service. So you know, the first couple things I did that week were one was I attended a silent vigil that was organized by the black clergy of St. Paul from various different faith, faith communities, I also attended a food and hygiene drive that was organized by our students, you know, it's just a lot, you know, we stood up a mutual aid fundraising drive, within the first couple of weeks, it was just a lot of attending to the immediate needs of the community. And also, all of this was complicated by having to do almost everything by zoom, you know, so, you know, Zoom is good for a lot of things. But when people are crying when people are scared when people, you know, our international students, many of them couldn't go home, because of COVID. So they were staying over the summer, it was just very, very complicated and didn't look anything like what we thought it was going to look like. And what I didn't have was a reservoir of trust built up with this community. And the only way I could talk to people was on a computer screen, which doesn't give the full benefit of body language. It doesn't give all you know, everything you learned from being in a room with somebody. The various facial expressions, the way the way that when you talk to a roomful of people, you see two people make eye contact after you've said something and you recognize you have to go follow up with them and see what that was all about. You know, none of that is possible on Zoom. And, and it was just it was just an impossible summer. It was very, very difficult. I was trying to introduce myself at a time where I also had to deliver a lot of bad news to people. You know, we were having to take all sorts of difficult decisions about keeping the residence halls densifying the residence halls by telling some people they couldn't move back in August that was disappointing for them taking decisions related to the college's finances, like suspending contributions to employees retirement accounts for six months until we could understand how we were going to do financially. arranging for testing COVID testing was incredibly expensive and something we hadn't budgeted for figuring out where to put hand sanitizer and plexiglass and what our masking policy should be. I mean, really, it was like being a full time disaster management person not being a college president. And in many ways, the whole first year was was not being a college president. It was it was just one really challenging, ethical or logistical decision after another all year long. Resa Lewiss  14:50According to my reading in 1991, you delivered your graduation class orration and I'm wondering if you can fill us in on about what you spoke Sue Rivera  15:04well, I, you know, I basically I talked about my unlikely journey to being an Ivy League graduate and what that could mean for all of us about the possibilities of you know pathbreaking of moving into uncharted territory. When I, when I went to college, we didn't have the expression first gen, and we didn't have really a sense of pride around being a financial aid student to the contrary, my experience at an elite institution was that if you were there on financial aid, and came from a low income background, that you tried to hide it as much as possible in order to fit in, you know, back then Brown had a policy of limiting financial aid students to 30% of the student population. And that meant even just students who only had loans and got no grant awards. So just imagine an environment it's not like that anymore, I should clarify, Brown is not like that anymore. But back then 70% of the student body were full pay, meaning their parents could write the whole check. And just imagine what that means when the tuition is significantly more than the, you know, median income for a family of four in this country. It means you're, you're in a really elite and I daresay elitist environment. So what that meant if you were a student on financial aid was that it was kind of a scary place, it was kind of an alienating place. And when I arrived there, I really felt like a fish out of water. I thought about transferring, had a job in the Ratty in the dining hall. You know, my work study job, where I was sort of serving other students and feeling I don't know if I would say inferior but definitely had a sense of imposter syndrome. Like you know, one of these days somebody is going to figure out I don't really belong here. And the turning point for me was that in in the spring semester of that first year for me, a chaplain, Reverend Flora Kashagian who I don't know if that's a name, you know, but she offered like a discussion group, she and Beth Zwick, who was the head of the Women's Center offered a discussion group for students struggling with money issues. So I opened the school newspaper one day, and there's an ad in there. That's like, I don't even remember what it said. But it was something like are you struggling with money issues? Are you on financial aid, you know, are things tough at home, and you don't know how to talk about it come to this discussion. And let's rap about it. And for whatever reason, that spoke to me and I, I went, and there were like, 11 or 12 people in the room for this discussion group. But it was like the Island of Misfit Toys. Do you remember that, that that Christmas cartoon where like, every toy is broken in some kind of way, but they all have their gifts, right? Every student who showed up for that thing had a different non traditional path to get to brown and we were all broken in some kind of weird way. You know, for me, I had grown up in an immigrant home on was on public assistance, food stamps, free lunch, you know, you name it. I was there on a on a Pell Grant, which are, you know, the neediest students. And there were other people in the room who came from really different environments. I grew up in New York City, but there were other people who were like, from a rural farm family, or, you know, I mean, just all everybody had different reasons for why they came to that discussion group. But it was magical because we all saw each other in a really like, pure and non judgmental way. And we could all be real with each other. As it turns out, one of the other 11 people was the person who would eventually become my spouse. And other people in the room that day are lifelong friends. I mean, we really bonded, we ended up forming a club called sofa students on financial aid. We even have little T shirts made up that said, so far, so good. And it had like a picture of a couch that was all ripped and torn on on the front. And by making it a student club, that got incorporated by the student government, we kind of created legitimacy for ourselves on campus, and started to create a way of talking about being from a low income background that didn't feel shameful, that felt prideful, not prideful, in the sense of hubris, but in the sense of like, acknowledging the distance traveled was great that we were not born on third base. And yet we were here sort of competing with people who had every advantage in the world and having a sense of deserving to be there or belonging there. So by the time I was a senior and I got selected to give the one of the two oratory addresses at graduation, the theme for me really was one of triumph of having overcome all of those hurdles and feeling like finally I feel like I deserve at this place. I earned my spot here. Resa Lewiss  19:57In my freshman unit, there was a woman with whom I'm still very, very close. She is an attorney. She's an LA county judge. And she transferred from Brown for some of the reasons that you considered transferring. And she to this day says that it's one of her biggest regrets. And also she really feels if they were more visible vocal support for first gen students than she thinks it would have made a huge difference for her. Sue Rivera  20:29Yeah, no doubt and and Brown has come a long way. In this regard. I consider them a real leader. Now they have this you fly center. It's like it's an actual center on campus for people who are undocumented first gen or low income. And they get extra support. They have a dedicated Dean, they have programming. I think it's a real testament to the seriousness with which Brown has taken the unique challenges that face low income students going to a place like that. It also helped a lot that between Vartan, Gregorian and roof Simmons, two presidents, who I greatly admire from Brown, they were able to raise the money to provide financial aid to students who need it, but also to go need blind. So I told you that at the time that I went there, they limited the number of students on financial aid to 30% of the student body, that's no longer true. Now, when you apply to brown, you are admitted without regard to ability to pay and they commit to meet full need. So I think it's a much more socio economically diverse student body today. And I think Brown has really been a leader in how to increase access and support low income students when they get there, because I think it's a two part problem. You know, just letting people in. But allowing them to sink or swim is really not helpful. You need to increase access, but then also provide the support necessary so that the that educational opportunity is a ladder to economic mobility, people have to actually be able to finish, you know, complete the degree, and then go off and have a career afterwards in order for the opportunity to really, you know, fulfill that promise. Resa Lewiss  22:16Yeah, it reminds me a bit of what you described with the Headstart program of not just, you know, supporting this one individual child, but it's actually the system in place. So similar, like it's one thing to get in, but you have to help the student, succeed, thrive. Be healthy in that environment. I believe I've read that you that you're actually doing work to increase access and admission of students that may have fewer resources in the state. Can you talk a little bit about that initiative? Sue Rivera  22:47Yeah, I'd love to. So when I arrived at Macalester again, just like a little over a year ago, Macalester already had a relationship with the quest Bridge Program, which is one way to recruit first gen and low income students. But of course, we take those from all over the country. We also had other cohort programs like the Bonner Scholars Program and the Mellon Mays program. But after the murder of George Floyd, one thing that I heard a lot from people on campus was that while Macalester had done a great job recruiting a diverse student body from not only all over the country, but also all over the world. We have a very international student body that we hadn't done as much to focus on students from right here in Minnesota, especially talented students from historically excluded groups from right here in Minnesota. So we did two things last year. One was that we established a new fund called the Minnesota Opportunity Scholarship Fund, which is an effort to raise scholarship dollars that will be targeted specifically to talented students from Minnesota. And the second thing we did was that we joined forces with the Posse Foundation to sign on as a posse school, whereby Macalester will become recipients of the first posse from the state of Minnesota. I don't know if you're that familiar with posse, but that's a program that's 30 plus years old, that that's based on the Really clever idea that that their founder Debbie Bial had, which is that if you pluck one student from an under resourced High School, and you send them across the country to a private liberal arts college, they may feel like a fish out of water. But if you cultivate a cohort of students from a city, and you give them in high school leadership training and other kinds of support, and you foster trust and friendship among them, and then you take a group or a posse, if you will, and you take those 10 students and send them all to the same liberal arts college, the chances are, that they're going to be better equipped to persist and complete because they have each other you know, they don't have that feeling of walking into the dining hall and not seeing any familiar face. We're not having anybody who knows what it's like in their home city neighborhood. You know, the same feeling I had when I walked into that room and I saw the other Misfit Toys sitting around in a circle. The posse already formed a trusting cohort that can keep each other company and offer support through the four year experience of college. So we are adding posse to our other cohort programs here on campus. But we've specified that the posses gotta come from here in Minnesota, they will come from the Twin Cities, either Minneapolis public schools or St. Paul Public Schools. And we're going to get our first group of 10 in September, and we will give them all full tuition scholarships. It's really exciting. Yeah. Resa Lewiss  25:47Wow. What a conversation and honestly, I could have kept speaking with Sue for quite a while. I think she enjoyed the conversation too, regarding my friend that I referred to in the conversation. Attorney judge Serena Murillo. As I said, we're still friends, and she knows that I had tipped her during this episode. And all I can say is, listen to your heart. Listen to your brain. Have a growth mindset and know that your professional path is not linear. Thanks for joining and see you next week. The visible Voices Podcast amplifies voices both known and unknown, discussing topics of healthcare equity and current trends. If you enjoyed this episode, please rate and review us on Apple podcasts. It helps other people find the show. You can listen on whatever platform you subscribe to podcasts. Our team includes Stacey Gitlin and Dr. Giuliano Di Portu. If you're interested in sponsoring an episode, please contact me resa@thevisiblevoicespodcast.com. I'm based in Philadelphia, Pennsylvania, and I'm on Twitter @ResaELewiss. Thank you so much for listening and as always, to be continued

In this episode we talk to Lee Austin, a former Anesthesiologist Assistant who went back to school to become a CRNA. Lee explains how different the educational programs were, how different the focus is on training between the independent practice trained CRNA to the  assistant role of the AA and how that difference really resulted in professional fulfillment for her. We also discuss the Texas Christian University AA to CRNA bridge program and how Lee feels every AA should consider it!This is a great insight from someone who has been through both programs and worked as both types of provider. Listeners can learn more about the TCU AA to CRNA bridge program HERE !

Data will come after solution is provided on Interstate Bridge Replacement Program. https://loom.ly/x2HFGt8 #InterstateBridge #IBRP #ColumbiaRiverCrossing #CRC #GregJohnson #JayInslee #KateBrown #trafficcongestion #tolling #I5 #I205 #AbernethyBridge #Canby #KevinPeterson #CongestionPricing #I405HOTlanes #ODOT #WSDOT #WSPUSA #BistateBridgeCommittee #HaydenIsland #BartHansen #SarahFox #AnnMcEnerny-Ogle #trafficanalysis #ClarkCountyCouncil #GaryMedvigy #TimDale #CommunityAdvisoryGroup #FederalAidRoadAct #FreedomFromTolls #RavelelBridge #RoadsfortheRich #ClackamasCounty #HB2017 #CongestionMitigation #LightRail #TriMet #MassTransit #VancouverWa #ClarkCountyWa #ClarkCountyNews #ClarkCountyToday

KFB Second Vice President Sharon Furches says the Generation Bridge Program is off to an excellent start.

“My joy is seeing the families as they first walked through the door and that support that they feel and that relief that they feel that, finally they have a place that for now they can call home until their real next home is achieved”- Marc SlaterOur featured voices in this episode are Cecilia Ferber the Director of Family Services and Marc Slater the Executive Director, of Raphael House. With over 15 months into the pandemic our most vulnerable families are continuing to face housing problems and securing support services. The City of San Francisco has extended the rent moratorium for another 60 days to the end of August but the end of the State of California's rent mortium ending June 30th. With the potential of more families becoming homeless we wanted to bring you the voices of Raphael House to share their work on being a bridge out of homeless and poverty for families over these past 50 years. To find out more about Raphael House's residential shelter and bridge program as well as support their children programs please go to raphael house dot orgAfter listening to how Raphael House is helping our families stay in housing we hope that you will get engaged in advocating for our state legislators to both extend the rent moratorium, and provide more funding payments to help families, to reduce their back rent as well as support other programs.Over the 14 months of this series we wanted to bring voices from wonderfully powerful organizations supporting our families, youth and adults while being unhoused as well as providing the necessary wrap-around services to help stabilize them. We hope that you will take the time to listen back to incredibly insightful interviews with Kevin from Miracle Messages in Episode 1, Doniece and Kris of LavaMaeX in Episode 3, Meghan from Simply the Basics in Episode 16, Doug from Huckleberry Youth Programs in Episode 19, Charles and Demaree from At the Crossroads in Episode 29 along with our conversation with Lyslynn of BMAGIC and Sakeenah from Third Street Youth Center and Clinic in Episode 51 as well as conversation with George and Kenneth of GLIDE in Episode 42 and our conversation with one of the oldest family services agency in San Francisco Edgewood Center for Children and Families with Justine and Gregg Biggs in Episode 54  

From a Business Owner's UNIQUE perspective. Listen in on Avery Francis's TOP 3 pieces of advice on Branding and Business and hear from her perspective. Always looking to what's next, Avery Francis has spent her career working with leading startups to navigate the challenging world of talent, hiring, and building creative cultures worth being a part of. A champion of diversity, inclusion and belonging, she is a founder of the Bridge Program, a free code school for women identified and non-binary people in tech. Formerly the Head of Talent at League and Director of Talent at Rangle.io, Avery specializes in helping the world's best startups and most talented people grow their teams and their careers through her company, Bloom. ——— TOPICS WE DISCUSS ———Building Inclusive and Relatable Communities, Confident Business Moves, Separating yourself from your Business, Reinvesting Back into the Team & Community, Long-Term Business Commitments, Moving from Plateau Moments, Transferring Bold Missions to Team Members, Life-changing Networking, Effective Instagram Tips———JOIN THE DISCUSSION———INSTAGRAM/FACEBOOK: @blankroomdesignWEB: brandinggems.comGUEST: AVERY FRANCISBusiness: Web / Instagram - @averyfrancisHOST: Peggy BreeInstagram - @peggybree / Clubhouse: @peggybree———NOMINATE YOURSELF OR SOMEONE———Do you have any badass woman in mind that you want to hear their TOP 3 pieces of advice from? Build this community with us. Submit YOURSELF or ANYONE you want to hear from here: brandinggems.com.———BOOK A 30-MINUTE DISCOVERY CALL WITH PEGGY———We have creative services to help you out with your next or existing project. From brand identity to website development, and everything in between, book a discovery call with us here. ———THE BOOK COLLECTION———View the latest book: BRANDING QUICKIES, a book written by 20 amazing women who are experts in their fields, where they share their insights, stories, and tips in this branding and business game. ———YOUR NEXT STEPS———Rate and Leave a review on Apple OR follow it on Spotify. An immediate virtual hug can be felt afterwards! Thanks for growing this podcast with us as we lift more and more voices from women-founded brands and businesses (remotely) from around the world! Luvvvvvvvvvv ya!———SPONSORSHIP———Want to sponsor this podcast and promote your brand/business, services, or product? Email hello@blankroomdesign.com.This podcast is powered by BLANK ROOM (blankroomdesign.com)

Getting ready for summer fun! In today's show we welcome Cory Gillette Assistant Superintendent and Dr. Elizabeth Hannaway Assistant Superintendent of Special Services. We talk about Ridgefield Public School's exciting new Bridge Program.

Getting ready for summer fun! In today’s show we welcome Cory Gillette Assistant Superintendent and Dr. Elizabeth Hannaway Assistant Superintendent of Special Services. We talk about Ridgefield Public School’s exciting new Bridge Program. A post school year program that’s offering a lot of exciting hands-on experiences for our students. Whether it’s volunteer work, credit recovery, […]

In this week's episode, we talk to returning guest, Dr. Alicia now Gonzalez about the California Bridge program. This program has been an outstanding resource for me, so I wanted Dr. Gonzalez to share her knowledge and resources with you all as well!

Today I speak with Joulé Bazemore and Barb Coleman, Co-Coordinators of The Bridge Program at Wooster School, a program designed to address the needs of students with Language Based Learning Disabilities.  We discuss what these are, how they impact students, and how the Bridge Program has found a successful way to remediate these challenges for students within their typical classroom.  You can learn more about Wooster School and The Bridge Program here: https://www.woosterschool.org/ https://www.woosterschool.org/page.cfm?p=714 TRANSCRIPT (not proofread) SUMMARY KEYWORDS students, learning, program, teachers, language, bridge, talking, worcester, work, disabilities, reading, parents, classroom, special education, area, dyslexia, meeting, wooster, adhd, educators SPEAKERS Joulé Bazeman, Barb Coleman, Dana Jonson   Dana Jonson  00:02 Hello, and welcome to need to know with Dana Jonson. I'm your host, Dana Jonson and I'm here to give you the information you need to know to best advocate for your child. I'm a special education attorney in private practice, a former special education teacher and administrator, a current mom to four children with IPS and I myself have ADHD and dyslexia. So I have approached the world of disability and special education from many angles. And I'll provide straightforward information about your rights and your schools obligations, information from other professionals on many topics, as well as tips and tricks for working with your school district. My goal is to empower you through your journey. So if there's anything you want to hear, comment on, join our Facebook group, it's aptly named need to know with Dana Jonson, or you can email me at Dana at special ed dot life. Okay, let's get started. Today we're going to talk with Julie bass Moore and Barb Coleman, who are the coordinators of the bridge program at Worcester Academy in Danbury, Connecticut, that is a private school. It's not a public school. And it's not a Special Education School. It's your typical college prep private school. But why I wanted to have you guys on Julie and Barb is because you have an interesting program, which addresses language based learning disabilities through the bridge program at Worcester. So the reason I have the two of you on was to discuss language based learning disabilities, because the program that you coordinate at Worcester is directed specifically for students with language based learning disabilities. So before we get into what those are and how we address them in the classroom, could you guys just do a brief introduction of yourselves and how you got here and why you are the people that I need to talk to about language based learning disabilities,   Joulé Bazeman  02:00 zillo speaking, what landed me here was, sir, I for the last, I want to say 1514 years, I'm having working with students with learning disabilities across the spectrum. So formerly, I was a learning specialist as a private school in Connecticut, for students on the spectrum. But my work has always been with students who learn differently. So I came to Worcester headed to Ohio to start a program there, by love was there so much that I decided that definitely I want to stay in Connecticut and in redesign, so the bridge program that it had already existed for a year before I before Barb and I came on board, but it looked very differently than what it looks like now, I really want the opportunity to redesign that program to make it more inclusive for our students so that they can participate across every area of the of the Wooster program. And Barb, how did you get here, my journey was a little bit, I would say, more convoluted. I taught for many, many years in public school in Westchester County. And during that time, I always had a co teacher in my classroom. And I always really was so amazed by the relationship and the possibilities that could you know, happen for students who learn differently. I did become from there, a staff developer and the head of gifted and talented program, which is kind of the other end of the spectrum of students who learn differently as well. And all along, my interest just grew about like neuro diversity and neurology and learning. So I started just taking course after course, I amassed almost 60 credits in in Science and Learning and the brain and I and then I had children.   Barb Coleman  03:44 A little detour planted up at Worcester, as the beginning of what is now their tutoring program, where I was working with students who just needed something a little bit different during their school day, mostly in the STEM areas. And we were just looking at how we could accommodate learners in that way. And then when the bridge program opportunity presented itself, and delay was on board for the literacy and they asked me if I be interested in the stem end, and really kind of refurbishing and making this program is something that we thought it could be that we always hoped we could be involved in something like this. We just jumped at it. And we've just been working at it consistently ever since together. That's great. And that's a wonderful segue into what are these language face learning disabilities that we're talking about? Because I think when people hear language based learning disabilities, the first thought is language, can they not understand me? Is that an English issue an English language learner issue, which it is not at all. But can you guys talk a little bit about what language based learning disabilities are? I know, they encompass reading disabilities and writing and they touch on math. There's so many areas that we address through language based components. So what do you guys see as the primary issues or or disabilities that come through that impact that language based component.   Joulé Bazeman  05:04 By the time the students come to us, many of our students have already been in an intensive program to address their language learning challenges. So we're like to transition to that piece, they're not fully ready to jump right into a particular program. So we're like right in the middle for them to take that next step. But what we see with our students, students, who we primarily work with are students who have been diagnosed with dyslexia, seeing a lot more students with a diagnosis of auditory auditory processing issues, we have students who have graffia, as well as one of their main diagnosis. Many of our students come with code morbidity. So we're looking at executive functioning, we also have students who may have some level of anxiety, given their experiences with their language learning challenges,   Barb Coleman  05:54 I think it's important to explain what pole morbidity is, and many of these disabilities that we're talking about have other disabilities that come along with them, though, for example, ADHD, and anxiety go hand in hand, it's almost, it's one of the most difficult things to tease out whether that anxiety is from the ADHD or standalone. And when you're talking about reading disorders, and other forms of learning disabilities. In my experience, if they are not properly addressed, they do turn into emotional components. Yeah, often, by the time you get to middle school, high school, particularly with girls, you end up with a lot of emotional components. And, and those other pieces that, again, anxiety, depression, eating disorders, all of those components that can go along with not being properly programmed for us, I find that when we have children, particularly who are very bright and are able to sort of mask a lot of the learning component, but the emotional piece builds up such that we get to middle school, high school, and we think we have an emotional disorder. And what we're realizing is we had one of the language faith issues going on address.   Joulé Bazeman  07:03 Exactly.   Barb Coleman  07:04 And we do see that and, you know, as much emphasis as we do want to put on, you know, identification of the deficit, or the disability and, and proper accommodation, we spend a tremendous amount of time on the whole student. So we're really thinking about this social being this emotional creature, this student in our environment, knowing that if they feel understood, if they feel safe, if they feel strength based, if they feel supported and partnered with, then many of those things that we're really kind of shutting down opportunities for them are going to be alleviated, or at least not going to be the beacon that was taking most of the light of the room for them. So we really do emphasize relationships. And we do emphasize this partnership, as we are working through the lblv with these kids.   Joulé Bazeman  07:54 Yeah, and I want to add, I just had a not too long the conversation with the student, we were talking about LD SD, the invisible disability, because our students, they're going to walk you just don't walk in a row, say, hey, there's a dyslexic over there, right. And our students have been masters of coping, they have learned to find ways to not showcase their challenge. So that's where you get a lot of the anxiety and a frustration on their part because they there is something that they're struggling with. But they've coped in a way that it's challenging for the teacher or someone who's working with them to pick up on it. And so the teacher or the the instructor, whoever's working with them, may see their challenges being there. They're just lazy, you just need to try harder, or you're just not paying attention. If you put more effort into this work, you'll you'll be good and students are already working at their level best there are students who tell me before they've worked with us, Miss Bay's more Miss Coleman, before I would get a reading assignment, it would take me two and a half hours to get through that reading. Now, I've learned some other ways to address that. But that's a lot of work on their end. So we want to be mindful that these challenges are not so very evident within a student and it is going to take a few teachers to really push me on labeling behaviors as other being lazy, or I want to say avoidance, and really asking this question. So what could be a play here with these students?   Barb Coleman  09:23 as a as a student who I grew up with undiagnosed dyslexia and ADHD, so I was a master at compensating for myself and not realizing that that wasn't something you were supposed to do. I just thought that's how it was for me. And I didn't understand why the other kids didn't have to work as hard as I did. Or even when I worked really, really hard and I didn't get something. I didn't get it. So I got a lot of that you're lazy, you are not putting in the effort. And for me, one of the things I tried to do was I was working but I was trying to make it look like I wasn't working because if I was gonna fail, I didn't want people to think I put the energy in. So it takes a lot of energy to be studying and pretending you're not studying. And then. And then when you don't do well trying to explain that you actually did study it. It's a very, it's a lot going on for a teenage kid. And so I totally see it. And it's my seat with my daughter who has dyslexia, ADHD, but she has supports and she was identified early on. And sometimes I get irritated. I'm like, ah, she just needs to toughen up. We're on how to accommodate her. So now, it's a completely different skill sets. But as you said, the level of stress. And for me anyway, there was fear, constant fear that someone would figure it out, you know, somebody would figure out that I was just a complete fraud. You know, and I think one of the things that was interesting was once it was determined that you know, and I was 19, I was in college when I when I was diagnosed, so her actually no longer in college. It took a quick detour. But one of the things that I found interesting was, then there was this concept of, well, that's dyslexia that shouldn't impact your memory. Or, you know, what does that have to do with history? Well, in order for me to learn the history, I got to do a lot of reading. So talk a little bit about how things like language based disabilities do impact, as you said, the whole child through the whole curriculum, everywhere that they are, I know, for my daughter, one of the issues she had was an inability to navigate the playground. So when kids were running around shouting rules to games, they were making up as they were playing, which is very typical, and very chaotic, she could not follow. And that was her brain not being able to to navigate around an unexpected situation, and then the ADHD and the attention. So how do these language based disabilities play on other areas outside of sages reading? Well, I think I can speak to that firsthand as the part of the partnership here that works with students in the math and science areas, in particular, besides academics, and there's also others, I think, one of the first things we see with all students is that teenagers already feel like everyone's looking at them. And then to have to actually take that risk, and ask for something maybe different a different pathway, maybe to ask for an accommodation that's been identified, or maybe that hasn't been in a need. So that already is a challenge. And that impacts students across every, whether it's sports, whether it's academics, whether it's anything that's going to impact them. So there's there's the competence tied to that in their math and science classes, there are so many steps that are a part of a process, think of like a typical chemistry class. And if you have a student who might struggle with language, or has a deficit in that area, to sequential ordering of things, especially if it's only given verbally, going to be really, really challenging, and then to have to stop and, and maybe be the only one who asked to have the directions repeated or maybe to not be able to do anything and just stay and wait and maybe pick up on a visual cue from a teammate or appear. That can be really challenging problem solving and math because a lot of language that can be almost foreign to students who if they can't verbalize and visualize, it won't even know what a reasonable answer might be. So we're constantly looking and trying to predict and preview what might come up for you in these occurrences, where might language actually be a barrier or an obstacle for you to be able to do something that we know that you're going to be able to do, we just might need to get you there in a different path.   Joulé Bazeman  13:39 Because there's such a move for students to show their thinking. So one of the things I was surprised that we are big in in having students share out we do thinking visible type of routines. And so even in the math and science, we're asking students to, to write down to even talk about their processes. So our students, many of our students get stuck with that because they're like, okay, so where do I start? And how do I start to explain to someone the steps I took for, let's say, this math problem. So strategies, we've had one senior, we were just talking to him the other day, and he brought up a memory that he would come in our office and lie down on the ground on the floor, and just talk out as we scribe for him that helped to relax him. He didn't feel the pressure of having to put word to page because once he stares at a page, then he loses the thinking. And so that that was one of the out of box strategies we did for the students, you know, giving you more specifics in terms of how this plays out, particularly in language, the expression of language, knowing when to start knowing how to, you know, go deeper. So what is the next step? What is was the next thing that I need to say here? So we teach them a lot about questioning, using questioning techniques so that they can have a scaffold that when they're working on their own, they have something that they can fill in as they go along.   Barb Coleman  14:57 Yeah, and I see that with my own Daughter in that, that inability to organize those thoughts. And so when you have so many thoughts, and you have to pick one to start with, but they all seem equally important, exactly, you can't narrow them down and get them out. And it's really hard to explain how that that process works. And what I've heard people say is, but that's not the real world, he's not going to get to sit down on the floor, someone's office at work and dictate his report. And my answer to that is, that's true. But this isn't the real world. This is this is what we are learning how to manage the real world. So when you implement strategies like that, what is the ultimate goal is your ultimate goal that this is the only way the student can present his work? Or what are you doing by allowing that student to relay the information in the best way they can, I think it's important to go back to the examples your les was just mentioning about the student who was fine on our office floor. Now, even within his own time, it was Sir, he wasn't lying on the floor and other classrooms to do his work. So he was meeting, you know, the expectation of the quote unquote, real world in terms of that space, it just happened to work where we were because of the, you know, the intimacy of our group. But I think the idea is that, you know, find strategies that work, and then find ways to apply them in the broader scope of things. And then as you kind of grow in your skill set and develop more confidence, and also advocacy, because this particular student is at a university in Connecticut, and he is accessing support at that level and doing very, very well, you just continue to kind of evolve and grow with whatever is working for you use strengths that you have used your relationship skills, use the tools that you've put in your tool belt from a program that's designed to work with you as an individual, and then see how you know, you can kind of manifest that in the larger area. I know that's very broad, but there's not a one size fits all for Ldlt. So it's going to look different for everybody   Joulé Bazeman  17:07 want to add to because the student going back to the example, he was able to say, and this is how I can do the same thing that lied on the floor somewhere. But he knows that being able to talk out his thinking works best for him. So what he's done, even at college, is to record himself, that's something that he's done. And he also has a person that he can go to, and they could talk out and do some back and forth. So our main goal in our program is one is to let students know that they do have choice, I think that that's the very first thing that we teach them other than this is what all this means this is what LD means. And then this is how it manifests for you. But you also have choice. And these students are very creative, and they're going to choose to be environments in their adult life, that's going to work best for them, they're not going to be the ones that go into a situation and say, Okay, now I have to redesign this to fit me, they're going to be thinking about what is going to make them happy, what is going to be in their best interest to get their smarts out no matter where they are. And I think that that's the beauty of the of the program.   Barb Coleman  18:16 An interesting point about the self advocacy piece, I was recently speaking with a man who is legally blind, and he was from a very young age, but he could still see. So he didn't realize he was legally blind. He assumed that how everyone else was seeing as well, and wasn't clear on why he was having a harder time than other people. And I want to say he was like nine or 10. Before this was recognized. And and so I think it's important for people to recognize that you can go and he was legally blind, and nobody knew it until he was about 10. So it really is possible for students and children to naturally accommodate their deficit, and not recognize that they have the deficit. So then you get to a place where How do you self advocate, if you don't know what your deficit is? And even if you figure out your deficit, if you don't know what it is you need? How are you going to self advocate? And what I love about the students, you're talking about who's lying on the floor talking out loud? Who's to say that that isn't how he could do his own work? As you said it with technology today to for him what works is to lie down and relax and dictate. I know for me when I'm driving, if I have a long drive, you know before COVID we I drive all over the state. I turn on my dictation software and I talk and I just get out all the words and a lot of them don't make sense. But I get them out and then I can go back and refine it. And I think it's a matter of figuring out as you said, What work and you have to start somewhere and sometimes that's laying on the floor in your teacher's office.   Joulé Bazeman  19:53 And one of the things that we we do in our program is that many of our students, they have our They already come with tools that work for them. And we give them an opportunity to share with their peers, because we feel that they are the best teachers like that. The kids listen to us, because we're adults, and we hold the title, but they really listen to each other. And so we've had students share assistive technology, how to use Google more effectively, or the Google suite more effectively, to address a need. We had students bring in smart pens and show that to other students and how to annotate using other software's these are the kids teaching each other think that we do we do a good job, pat ourselves on the back, provide that and provide a environment where these kids can do that they become a teachers and they actually share with kids who are not in our program. That's another great thing, though, with what's going on in the in a bridge program is that they take like, our expectation is that what you learn here, you have a social responsibility. And so what what you learn here will work for you, it may be beneficial for other students, and so they're able to take that back into their classrooms and say, Hey, I know we're working on like a lit circle here, this is what I've learned, I think it works best for me, I think will be beneficial for the whole group. And that to get feedback from your peers is amazing.   Dana Jonson  21:17 And that goes back to the choice, right? Because if there's only one way to do things, and there is no choice in how you do them, then there's nothing to teach, right? There's nothing to share. Yeah, right. And you're saying, Oh, you have to do it that way. Because you're different, you're different. And, you know, I would say that with students with disabilities, that there are things we can do, that the entire class would benefit from. And there are, I had a student who took a medication that made them thirsty, so they needed water, but the classroom rule was no water bottles, and only students who had this is not the public school. So I should clarify that it was not a public school. It was a parochial school. But the concept was, if you have a medical note, you can have a water bottle on your desk. Well, what third grader wants to do that? Right, what fourth grader wants to be the only kid who has a water bottle and every other kid knows, it's just because there's a medical note, why can't we have a water rule that accommodates that child that is manageable within the classroom, that doesn't mean every kid can jump up and run and get water whenever they want. But as you said, being creative, coming up with choices and looking at what might work for the entire room, instead of saying, I know that this works, so I'm sticking with it just like that.   Barb Coleman  22:33 But I think that it becomes additionally powerful in our relationships with our neurotypical teachers. So our students in our program, our Western students, first they participate in everything across the board. And then they have bridge as an added part to their schedule. So we work really closely with the teachers. But one of the things that we have found has been really successful for us as a community is how open and willing everybody on our campus has been to utilizing strategies and just having an understanding that people learn differently. And whether it's an lb LD, or whether it's just somebody without an lb LD that has a pacing issue, or whatever it is, these best practices, these strategies are good for all learners. So by by our students coming in and informing us what really good pedagogy could look like, we can then help inform others and it just becomes inclusive and accessible to all the learners in the space.   Joulé Bazeman  23:29 Yeah, and it's interesting little stigma tied to that, like we and that's the systemic,   Dana Jonson  23:33 what's the right word, it's a, it's a social issue. That's the environment. That's everyone around them saying, and that comes in many ways from the top down. So if you're saying, the students who don't learn this way, they have to go over there, that sending the message. And that's where I think we get those comments like, but you can't do that in the real world. No, you can't. But you probably also don't have a restriction around your water bottle in the real world. You know, there are a lot of things going on in school that have nothing to do with the real world. The goal is to teach students and I think it's important to recognize that for some students, just because they can't naturally obtain the skill doesn't mean they can't attain the skill. You know, My son was a was a premium. He had some issues. So he had to have PT for his first two years of life so that he could learn to crawl and walk. And now he walks just fine by himself, and he got all that but he needed that additional teaching Pacific to him so that he could get to that place where everybody else was. I think we forget about that, too. When we're so busy thing What about the real world, which I really want to know what this real world is we're all preparing Yeah, cuz   Joulé Bazeman  24:49 I don't. I don't get that because I know that. I mean, my experience with the world real world, particularly as accounts to the students that we're working With like the fear of shaking things up, right, they're out there. They're saying, you know, because because many students were LBL de Vere, like your next entrepreneurs, right, and they're designing spaces where there's that those barriers don't exist. problem solvers, they're problem solvers, they want to shake things up, they're going to be very thoughtful about including other voices, because they, they have that like, really deep sense of empathy all of our students do. And I feel that maybe when people were talking about the the real world, they're stuck in, like, the 70s, or 80s, or whatever that looks like. But going forward, we're seeing a lot of changes. Where are you seeing colleges that are saying that you know what, we have to do something differently. Because it's not only in the best interest of the student that's coming to their campus, it's in the best interest of the whole community. Right, yeah. To be for thinking to think outside the box to reimagine what a learning experience can be. And so we are excited to see, when we hear our students who have graduated, come back to us and tell us what they have been up to like, we have one student who is on the board of trustees at his college. And he's asking these questions. So how can we be more forward thinking in terms of how we address the needs of students who learn differently? So that's very powerful to hear,   Barb Coleman  26:19 taking those lessons learned to the real world, to be able to add someone in the real world and say, It's okay, if this isn't your process for presenting or learning, like, yes, the end product needs to be a certain thing. But how you get there, it's only if you get there your own way. Even the idea that it's the you know, we're using the term disability to talk about a difference. So you know, it's scientific, it's clinical, however, you know, so But, but when we're talking with our students, we're not really talking about disabilities, we're talking about what strengths are they bringing? And what differences do they have in terms of how they're going to access opportunities, or information or skills or concepts? And how can we creatively, maybe find a pathway that's not the same as everyone else? Because we know that average is really just a social construct. It doesn't exist, what is average? So wait, we're looking at people's individuals, and we're looking at people as as different and unique than then let's honor that jaggedness and meet them where they are, and help them go where they want to go. Right. And I love that. Yeah, the jagged profile when you talk about, and I love the visual that comes with it, it for anyone listening, who I've mentioned this many times. So if you're not familiar with that, the jagged, the jagged profiles, something that came out of the end of average, from Todd roses work, but I think it's a lot of people's work. The idea that you may have two students with the exact same IQ, but they may not have a single strength or weakness in common. And so that being the idea that we have these Jagat profiles, but we're treating our children as if they are all we're basing them against this one average student, and I don't know who they are. And I don't know where they are. But that's the norm against which we are measuring everyone, if not a fair or accurate representation of students, I look at myself, I have myself evaluated again, before I went to law school, I went when I was in my 30s. And, you know, I have dyslexia and ADHD. And I do have a master's in special education. So I'm familiar with a lot of my strengths and weaknesses. And I had a reading rate of 8% when I entered law school, and I still finished, and I'm still a lawyer. And that was because I spent a lot of time working on strategies that work for me, and figuring out what I needed. And the law school didn't have to change, but I had to be aware of what I needed. And I went to a school where that was feasible. And I think, first teacher when I was in college, who I went to and said I have these issues. And their response was that's your problem, not mine. That was in 1990. So a long time ago. But it's different now. And one of the things that I always say is, the only place that special education exists is in the public school. Because the public school in order to educate on mass, they have to educate in one way. And that one way has gotten wider. Since when I was little that one way now encompasses many more students. But if you're not in those in that lane, then you're over here and you need something special, and it has to be done differently. Whereas when you remove yourself from the public school world, yes, we have schools specified for disability, but in other programs, like say yours, it's just education. You're just learning it in a different way. And you've signed up for this bridge program because while you are a typical student at Worcester, you require these additional support. Is that an accurate way to say it, do   Dana Jonson  29:49 you think?   Joulé Bazeman  29:50 I think at some level, I was thinking about, you know, we try we really focus on on students is that you're beyond your label. You are, we always say person first. And the label itself helps to identify practices that can be used in your in your setting. But you're beyond that. So when we talk about s practice, we're working with dyslexia, like there's research methodology, it's out there, like we know, by doing x, we're going to, we're going to guarantee y, based on that research that's out there. Now, and the student layer to that is that each student is going to have their own type of expression. So we have to figure out, okay, from this list of things, we know work for this particular diagnosis, what's going to be in the best interest of this particular child, so we have to individualize, we have to personalize, we get the students evolve, they give us feedback, they reflect, they'll, they're very honest with us, like, that didn't work for me, let's try something else. So we really try to move them beyond the label and think about again, like what Barb said, What are their strengths? And how can we leverage their strengths, to address the other things that may be going on? Oh,   Barb Coleman  31:01 you're gonna add to that, even when we think we have a plan, they'll change it because, you know, we, you know, we're, we're knowingly, we are small, which is a gift to be able to do what we do, because you did mention, you know, public schools, and they do have huge medical students to handle and, and to personalize an individualized at the level that we do, I'm not sure how that would would work from what they are, their constraints are right. So we do have a very ideal situation, in that there's a very low pupil to teacher ratio. And we also have people who are really committed and dedicated to this particular understanding for these cohorts. But even once we have a plan in place, a lot of times the students will advocate for what they think needs to happen. So we're in a constant feedback loop. We're very, very flexible, we leave our egos at the door, because what we think we might know, might not be what they need at the moment. So we really have to constantly just rely on the the trust and the relationships that we're building with the students and the cohorts, to know when to say yes, we're gonna push through this because we know kind of like a mom or a dad, this is what you need. And this is going to be good for you. Or are we more of a peer and a partner that day, and we're going to take your feedback, and maybe acquiesce or maybe shift or change yours, because you might know a little bit more about what you need that at that day. So it's just constantly evolving. And I think the key word there is trust. I have a meeting with my daughter, where she actually said when they were talking about her extra time, she raised her hand, seventh grade, I was really impressed. And she said, Can I get some of that extra time in advance? And we all stopped and looked at her and said, What? And she's like, well, if I have to take English, is there any reason I can't read the books first over the summer, so it's not the first time I'm reading them. And I mean, I, as a parent, and a former educator was so embarrassed, it never occurred to me. Everyone at the table, we're all sort of like, Yeah, that makes sense. None of us could come up with a reason why not. But I think we were all surprised to have the seventh grader turn around and be like, Hey, guys, I have a thought. And what I've learned as a parent, is that my kids have a lot of really valuable input. And I think that for some reason, and then maybe it's the way we were raised, but I don't think we naturally go to the students for their input, we say we do we want to I never met an educator who didn't think that was important. But I'm not sure we do. And whether that's just not. There's no availability, maybe it's not feasible, depending on your program. But I found that I always assumed that given given a choice children would not go to school and not want to be there. That that's just what I assume. Probably because my education growing up was so challenging. For me. That was just my assumption. But I'm learning that's not true. Yeah, exactly.   Joulé Bazeman  33:57 I mean, I want to go back what you said earlier, is that I think most of the challenge for adults asking students is that the system was are already telling us that the students broken, right? As an adult, you feel like you take that on and feel that you have to fix something and you're the only one it becomes that like that savior complex. Yeah. And, and I think that I know for both Barb and I, we've talked about this, too, is that that's not where we're coming from. We always tell the kids, you're not broken. There is nothing broken about you. What we're going to work on is for you to really understand how best you learn and implement those things. But there's nothing broken about you. We're not saviors. We're very deliberate in terms of the link the language that we use with our students, we say we are partners in learning with you. Because as you learn, we also learn, right? Every student that we work with, we take something away and we're like, yes, that that was a great one. lesson for me as an educator, definitely great lesson for the student. And then how can we pay that forward to another experience that we'll have. But we don't use things even we don't even use the language support. Right? We don't tell the student we're supporting them. Because some students they've had experiences with support, then has not been supportive. But you'll never hear say that we we've already spoken to our faculty about not using the language mainstreaming the language. Again, as partnership, we ask questions, we're always question we always deliver with a question like, how's this working for you now? What else do you need? What can you do when you don't know what to do? Like that? That's one of our costs and questions for our students. And that helps us to have that deeper dialogue. And I think that as educators, if educators can get at the mindset that we have to fix these students, and that they're broken, you can make some better choices as an educator.   Barb Coleman  35:57 And I like that point about, you know, mainstreaming, because because mainstreaming, indicates that you were segregating them in the first level, right? So if you have to take a step to include them, then that means that they're separate in the first place, versus some students might go to this classroom to do one thing in this classroom to do something else. And these students are simply going here to do what they need to do. And it's not a separation, it's, it's part of the whole educational environment, it's part of learning. And think that when we have classrooms that are so huge, and it is so difficult, and it is such a shame, that in order to be able to go to those places, whether it's support, or whatever it's called, a lot of times students are missing out on other aspects of education, they're missing out on social opportunities, whether it's lunch, and you know, yeah, well, you have lunch, lunch, during lunchtime, sure. But that is eliminating another area of social interaction, or art, or a foreign language, or all of these things that are so important, and all pieces that children with language, face disabilities are often good at, you know, and we're eliminating the components that they're good at, so that we can help them with the parts they're not good at. So now they're just spending all day only doing stuff that's difficult for them that they can't do that fun, when not fun and told that that's what they have to do, they're being punished for while everybody else goes to art, you're going to go work on this thing that you don't like and isn't easy, and might not be with somebody who you work well with exactly. We do. Part of part of, I think another part of bridge that works well is our ability to work within the higher campus classes and different events. And like we're, we're always present as the the staff, the bridge staff, and also our students, of course, our fully Western students first, but we also make an appearance in classrooms, all throughout the week, every level of class, every type of class. And when we are in there, students have equal access to any person in that room as a partner in their learning. So sometimes somebody from bridge might be leading the entire class instruction, sometimes they might be splitting a class and taking a group breakout group for smaller skill sets. Sometimes they're just teaming up with that particular lead teacher that day to, you know, kind of help with an assessment, whether that's authentic, or you know, whether it's a summative, or formative, but we are so fluid that I have students, and so does July all the time, who are not part of our bridge program, who are sending us papers to ask for feedback, who are asking if they can meet with us during office hours. But so we are truly community oriented. And that comes with that idea that we don't pull out and separate students in bridge in unless it's because we have a specific skills area that we're working on with them in a bridge specific class, but it doesn't come at the expense of art or music or participation in sports or lunch, or the culture. It's part of the culture, I guess. I mean, I hear what you're saying. And it's very difficult to do in a large building with a large body of students. And, you know, we could talk all day about how we should revamp the entire public schools. We have enough time for that today.   Dana Jonson  39:18 Though, I really appreciate you guys breaking this down. Because I think it's so critical to understand that these language based learning disabilities that so many students have that are just specific learning disability is the largest used   Joulé Bazeman  39:33 xactly   Dana Jonson  39:34 disability category for any child with IEPs. Right That's, that's the the largest category use. So the vast majority of our children in special education have language based or some form of specific learning disability and language based learning disabilities. And so to evolve the culture of our schools would simply make sense. So hopefully, hopefully we'll get on that soon. But in the meantime, for anybody listening to us, who says, Well, clearly, I only need to talk to Barbara Julia because they know exactly what I'm talking about. They know exactly what about my students. And I need to look into the Wister program. How would they find you guys? Where do they go?   Joulé Bazeman  40:18 Well, you can, we do have on our Wooster website, a section just for bridge. And I'll give some more information about the program our philosophy, remembering that we are in align with the Wooster whole philosophy as community first. So you'll find information there. And there's also information in terms of what type of documentation will need if you want to start the process for application. So everything's there on their website.   Barb Coleman  40:41 Yeah. And that's something I wanted to ask to for parents who are saying, you know, this sounds like my kid, what kind of things do you do tell parents to look out for? Like, I think my kid might have a language based learning disability, where the types of things that you would listen for today? Yeah, that might be you might want to look into the bridge program. You mean, if they haven't been documented, right? If they haven't been documented, like the parents, or you're talking to someone, and the parent says, You know what this sounds like a program my child would benefit from, like, What are the signs that parents can look for that maybe it is a language based learning disability that they're dealing with? Are there any specific red flags that you see? Yeah, I mean, it depends also on the age level, but around the time when we're looking at students who might be interested at the middle to upper school level, you know, anytime students are really struggling with reading fluency, if they have difficulty with comprehension, or popularity, you like, Can you think of   Joulé Bazeman  41:35 Yes, so, like word retrieval, like what we're doing, that can be a challenge. My students have word retrieval, we have students another red flag would be if they're really struggling with comprehension. So if they read something, and then you ask them questions, and they can't sequence that information, or figure out like, what actually did I read? That could be a huge flag. Some people think that if kids just start writing their alphabet and reversals, that's, that's a sign that there's a misconception around that it may be a sign, but not all students do that sometimes. There could be some other things at play.   Barb Coleman  42:13 But I'm asking because I hear sometimes, you know, when parents say, well, they don't write their letters backwards, or that wasn't an issue, or they can remember numbers. Well, those aren't the only signs. Yeah, no, no, they could also just be simply, you know, verbally being able to follow a set of directions that are maybe greater in length than two or three, like just stranding things. So there's a lot of different things to look for, if you go super far back to when they're even toddlers, it could be as much as, you know, milestones that they may or may not be meeting and you've excluded possibilities for like hearing or vision issues. So I would say definitely, for parents, you know, keep up on those milestones, they're, they're there as a reference point, they're not a hard stop, but they're definitely there as a reference point. Always consider your genetics because, you know, there tends to be a link Yeah. No, actually, no, keep close relationships with teachers and and with your own children. If you have other kids in your family, and you can kind of do a little comparison without letting them know and just kind of be like, Oh, well, you know, this seemed to be okay. And third grade, but I'm not seeing the same thing happening for, you know, this particular Yes. Daughter, you know, so there's lots of reference points up until that point. And then when they get a little bit older, we've had students who weren't diagnosed until they were 14 1516, because they had such great coping skills. So think about how much time are they spending on task? Is it successful time? Or is it frustrating? Or is it just meeting basic bar levels in terms of expectations, so there's lots of different things, but I think a lot of it is communication, and observation. And then when you're ready, if you have, you know, a concern, then testing will really help you to kind of understand what's happening between cognitive and academics.   Joulé Bazeman  43:57 Yeah, and I remember what my my youngest daughter, when we realized something was going on with her, she sat down with me and she just came out and said, Mom, something's happening in my head. I said, Well, what do you mean? And she said, is, when I read I get this. She described it as like a crunchy sound. Like a crunchy so I said well, with your teachers, but the younger kids will give some clues, right? They'll tell you like, this is what what I'm what I'm struggling with, they may not have the language, but it's definitely something you want to follow up with a teacher and say, okay, so can you what teachers can do is to create an observational record and know the number of teachers in their in early age, they'll do like the Dr. A's and running record reading records. That's something that you can look at, as well as a parent, you know, keep in contact with the teachers, definitely. And then you can make some recommendations, whether that's gone to, you know, speech and language pathologists, maybe there may be an OT who may get involved if it's just you know, discraft tea or something like that, but definitely keep those lines communication open with the persons that are working directly with the studio. Yeah.   Barb Coleman  45:05 The last thing I just want to ask is what sparked Worcester to do this? What what made them think, you know, we need this component in our program, were you part of the inception of that, I know you're a part of the revamping of it so   Joulé Bazeman  45:20 I don't work there were a couple of things going on. So we'll start head started a program called prospect which was for our younger friends. And that that was actually like a school within a school. And so students were coming to Worcester with with a an educational plan, often those students who are dyslexic, but there were others who fell under the LD LD realm. And they worked with the specialist and and her team in in that program. Like I said, it was a school within a school because it was you know, they very rarely participated with the with the non prospect students, but that school in design was meant to be as intensive as like a school like, like self for Eagle Hill, it was like blisters version of, of Eagle Hill. Now in terms of bridge, now how bridge came apart, there was this lovely woman, I don't know, their name on, on a podcast, this lovely woman, one of her children from had been diagnosed with dyslexia, and he was transitioning to the high school and there wasn't a prospect at the high school level. And so she worked with with a team of teachers who designed bridge and bridge, much like prospect was a school within a school. So two students, they had two teachers, and they're only two students at that time. But they spent their whole day with these two teachers, they did participate in sports, but their whole academic day was with only these two teachers. So when we came on board, our main thing was like, we're gonna we're gonna have to change that we want the students to be fully integrated into the program. And we also want to be fully integrated in the program, we want students, we don't want that stigma on a student and also the educators. And so while the students were integrating, going to all the courses and Opera school, we were also pushing those boundaries, and we were interjecting ourselves in the classroom. And that would really caught on for our program. Because now, you know, in that regard, the program, we're not a school within the school, but we are a part of school in every aspect. We just have these other classes that we, you know, work with our students. And so it's been a huge transition.   Barb Coleman  47:35 And it's a huge transition. Did you find that the community came on board fairly quickly, once you really pushed into everything and and made it the norm? Yeah, I think that that's one of the strengths for why the program has done as well as it has. And and just to add to the the origins, we were only a nine and 10. program at first. And then these same fantastic parents and families who said how can we adjust this to meet you know, the the needs of students as they're evolving and growing? So we we developed in 11th grade model, and then after 11th grade, they said, How can we keep this going from 12th grade so that we are really working toward it more autonomy and independence and agency. So we developed a transitional college model for 12th grade. And then we had parents who were like, how can we start sooner, so we planned and started the middle school program. So we really have been a response to our community and what they're telling us that the the needs are for these cohorts. And we are really just taking a lot of what we think and know would be really important to have in place, and then taking feedback from what families are telling us they can't find and they really would like to see. And we're just you know, making this recipe together all the time. And it shifts and changes according to you know, who we have in our cohort, but but our basic philosophy and our practices are solid within that.   Dana Jonson  49:05 And one of my favorite things is that what the bridge program shows is that it can be done, okay, that that this can be done as a full cultural systemic solution from which all students benefit. And I think that really is the most important message as we've touched on it. It's difficult to do in larger buildings and larger programs, particularly the public school, but you got to start somewhere. And I think being able to look at the bridge program and understanding that it is fully integrated, that this does apply to everyone everyone is having their needs met and no one is losing because if you have these students I hear that a lot. Well these students get so much more attention. What about the other kids you know, my kid would benefit from extra time well, then maybe your kid has a learning disability. But that but it really is a demonstration of what can be done and and how we really can be All Inclusive,   Joulé Bazeman  50:01 it has to start at the top to like we came on, we made sure that we clearly understood the vision of Western, because we wanted to make sure that what we did with the bridge program align with that mission. And I feel that this program truly shows that we are inclusive, we talked about breaking down systematic barriers, and there was a systematic barrier before we got on board. And we've broken that barrier, right. And the beauty we always come back to this point that Wooster has done for us as educators is that they have given us the space and they have trusted us to make the decisions that we have made. And we have partnered again with barsa, with the parents and the student, and like this is the students program. And along the way we've adjusted, we made some decisions. But each decision was based on what the student needs at that time, the core things are always there. We want students to feel valued. Again, they're not broken, they are celebrated. They have the tools, we're just providing them the environment to do the things that it's necessary for them to do. Like it's a part of their, their, their soul. So we're over the hills thankful and grateful for everything that we have at Wooster, and the students. I mean, every time that we get to see them, we're just like beanie. It's not it's not I don't want to make it seem like all rodeo is in a lot of hard work. It is it's exhausting. It's hard work. But we're partnering with some really great people. And we're excited every day to come do the work that we do.   Barb Coleman  51:37 And I think just to add one last note to that, you know, yes, there are bumps in the road. And it's not perfect. And of course, we're focusing on everything that works well. And, and when we fall down, we have to get back up. But I think delay mentioned Worcester has been incredible in providing us the opportunity to do that, and and the belief in us and the willingness to partner with us, and also the parents, parents have put huge amounts of trust and effort into working with us to all do what's best for these learners. The proof is in the pudding. The proof is in the students that you are putting out who are meeting their goals and their dreams and pursuing their education or whatever it is they want to pursue next. And taking these skills and actually making them work in the real world.   Joulé Bazeman  52:24 zactly we have our this year, this school year is pretty significant to us. Because the two students we started with in 10th grade. They're graduating from college this year. Here, yeah. So it's pretty exciting for us to see where they where they go. That's sort of full circle. Yeah, exactly. Well, maybe   Dana Jonson  52:45 not yet. They might not be finished.   Joulé Bazeman  52:49 They might be gone. You know, going back to school.   Barb Coleman  52:52 That is a great. That is a great measure, though to be that must be exciting to see the first two students and say, Yep, it's working. Yeah. Yeah, it absolutely worked. Well, thank you both so much for joining me and explaining these pieces. And talking about the bridge program. I don't think it's as well known as it needs to be. And I think it's a wonderful model for any other schools that that want to try and incorporate language based learning strategies that benefit all students. So I appreciate it. All of your contact information. And the Wister website that we discussed will be in my show notes. So anyone listening to this, who wants to go back and find Julie and Barb or Worcester the bridge program, go back and read the show notes. They will all be there. And thank you both so much for joining me today. Thank   Joulé Bazeman  53:36 you so much. Thank you. Thank you. I   Dana Jonson  53:38 really really enjoyed our time talking with you. Thank you so much. Thank you so much for joining me today. Please don't forget to subscribe to this podcast so that you get notifications when new episodes come out. And I want to know what you want to know. So join our Facebook group also named need to know with Dana Jonson or you can email me at Dana at special ed dot life. But definitely reach out with your comments and questions and I'll see you next time here on me to know with Dana Jonson have a fabulous day

It has been another incredible season! In this episode, Lauren shares the words she needs to hear, a takeaway from 2020, and true facts about rest, recovery, high performance and pivots.    Lauren Ritchie Mental Performance and Mindset Educator, MEd, BA, ESFCC.   As a human, you can train three things: your mind, your body, and your craft. Lauren Ritchie has been studying, researching, and educating dancers and teachers on the physical, emotional and mental intricacies of dance. Recognizing the lack of mental skills training in dance, Lauren has created programs and exercises dedicated to educating and empowering both dancers’ and educators’ mental health and mindset to optimize physical and artistic training. From her MEd in Coaching Studies to a BA in Professional Communications, to multiple Yoga certifications and an accredited Art & Science of Coaching Certification, Lauren has a unique blend of education and resources that offer a holistic training approach for dancers.   An established educator, facilitator and speaker, Lauren has delivered workshops to prestigious schools and programs like Harbour Dance Centre, the Alberta Ballet School, the Dancer Transition Resource Centre, Capilano University and The Bridge Program with The Protege Movement. She is the co-founder of the Dance Teacher reTREAT, the creator of Mental Skills Training Teacher Training program and has been a keynote speaker for the Women In Sport Speaker Series, Dance Studio Owners Association, House of Jazz (London), and the Dance Teacher Expo.   Lauren has firsthand knowledge of the attributes required to achieve and sustain peak performance. She was a highly competitive and decorated dancer having classically trained in ballet, jazz, tap and lyrical. After completing her A.R.A.D, Lauren knew she “wanted to dance” but had little guidance and awareness of the true process of transitioning into a professional dance career. This is why Lauren has created and hosts The Dance Podcast; an invaluable resource dedicated to inspire and educate dancers, teachers, and parents through candid conversations with industry professionals.    Lauren’s engaging and encouraging teaching style has inspired dance teachers and students across the country to be their best – mind, body, and craft.

Welcome back for another episode of MDTribe! This week Dr. Nicole Sparks, Board Certified OBGYN practicing in Atlanta, GA. She is a 3x FSU Alumn! She graduated with her Bachelor's in Exercise Science, completed the Master's Bridge Program at FSUCOM, and then received her MD in 2015. She completed her residency in Savannah, GA with the help of her husband and mother as she became of mother of 2! She is a huge advocate for diversifying the medical field and improving the health outcomes for Black women and families and People of Color (POC) overall. In this video we cover all things including her journey to medicine, her experience in Bridge, applying to residency, having kids during residency, bridging disparities in medicine, and so much more. She is a lifestyle blogger, TikToker, and active social media influencer with amazing content to inspire the next generation of medical professionals. I am so glad I was able to highlight this empowered woman and show you that no matter what, YOU CAN ACCOMPLISH ANYTHING YOU SET YOUR MIND TO!!! Watch or listen to the full episode for much needed inspiration!! Please like, comment/review, and subscribe! Let us know your thoughts! Are you officially going to become an OBGYN?! Please let us know!!! Full video: https://youtu.be/hGX12NQ5Kow SUBSCRIBE for new episodes every week! Episodes also available on all podcast platforms! -xoxo Nati Dr. Nicole Sparks Instagram: https://www.instagram.com/nicolealiciamd/?hl=en Blog: https://nicolealiciamd.com/tag/obgyn/ --- Support this podcast: https://anchor.fm/nataliacorreamdtribe/support

Adrian and Diana are coordinators at the ICU Bridge Program (ICUBP), an initiative that strives to limit the mental health impact of the ICU on patients and their families. Through increased communication, heartfelt gestures, and innovative projects, such as the ICU Journals and PPE Portrait Project, university volunteers help to create a warmer environment in the ICU. To date, the program is active in four hospitals (although the PPE Portrait Project has recently expanded to seven), has raised over $14,000 since May 2018, has hired 160+ volunteers from seven different universities, and is estimated to help 20,000 patients and families annually. Learn more about the ICU Bridge Program: Instagram: @icubridgeprogram / @ppeportraitscanada Facebook: ICU Bridge Program Website: https://www.icubridgeprogram.org/ --- Send in a voice message: https://anchor.fm/paragon-podcast/message

During this episode, Dr. Jacob Udo-Udo Jacob drops by the Cognitive Crucible to discuss with John Bicknell his strategic communications research as well as his work with the United Nations global program focused on disarmament, demobilization and reintegration (DDR) missions. Dr. Jacob observes that many strategic communications campaigns tend to focus on messaging and messaging strategy. He asserts, however, that these components should be secondary and that understanding networks is a critical component for any successful strategic communications campaign. Shifting the focus to networks and influences tends to drive social norms. We also discuss a course he teaches at the US Army War College: The Media in War and Peace which explores the role of the media in war and in peace including the techniques adopted by state and non-state actors to influence media performance before, during and after violent conflicts. Click here for full show notes & resources Bio: Dr. Jacob Udo-Udo Jacob is Visiting International Scholar in the International Studies program at Dickinson College. Dr. Jacob earned his Ph.D. in Communications Studies, with a focus on strategic communications, from the University of Leeds in the UK. Dr. Jacob has worked with the United Nations on the revision of the Public Information and Strategic communications module of the Integrated Disarmament, Demobilization and Reintegration Standards during peace operations. He also leads Dickinson College’s Bridge Program which provides educational opportunities to young people from regions of the world experiencing conflict and natural disasters—and for whom higher education would otherwise be impossible. Dr. Jacob co-leads the development of a methodological and ethical guide for violent extremism research at the RESOLVE Network--a research program hosted at the US Institute of Peace. Find out more about the Virtual Panel on Convergence and Information Advantage, which is co-sponsored by IPA and AFCEA Alamo Chapter. IPA is a non-profit organization dedicated to exploring the role of information activities, such as influence and cognitive security, within the national security sector and helping to bridge the divide between operations and research. Its goal is to increase interdisciplinary collaboration between scholars and practitioners and policymakers with an interest in this domain. For more information, please contact us at communications@information-professionals.org. Or, you can connect directly with The Cognitive Crucible podcast host, John Bicknell on LinkedIn. Disclosure: As an Amazon Associate, 1) IPA earns from qualifying purchases, 2) IPA gets commissions for purchases made through links in this post.

The Example of Excelencia at the Graduate Level is the Cal-Bridge Program at California State Polytechnic University, Pomona. Dra. Michelle Espino Lira talks with Dr. Alex Rudolph, Professor of Physics and Astronomy and Director of Cal-Bridge, in addition to two Cal-Bridge Scholars, Katy Rodriguez Wimberly (doctoral student at UC-Irvine) and Rob Tejada Arevajo (doctoral student at Princeton University). The Cal-Bridge Program was established in 2014 as a partnership across 9 University of California institutions and 16 California State University campuses to address the national shortage of underrepresented minority PhDs in the fields of physics and astronomy. The Cal-Bridge program has four pillars:  Providing enough financial aid so that students can focus on their studies.  Mentorship, which consists of a two-year commitment from a mentor at their Cal State campus and one at a UC school.  Professional Development, which focuses on graduate school admissions processes, GRE test-taking, and vetting their list of potential graduate programs.  A summer research opportunity. To learn more about the Cal-Bridge Program, go to https://www.cpp.edu/calbridge/ To learn more about the programs that accelerate Latino student success, please go to www.edexcelencia.org!

On today's episode, Kahari Hicks from Cleveland Heights High School joins us again, this time to talk about his new book, Navigating the Recruiting Process. Coach Hicks recently joined us to talk about the Build the Bridge Program. He gives updates on Build the Bridge, and along with Coach Grabowski, shares insight into the changing dynamics of recruiting. The coaches give practical tips for coaches, parents, and players involved in the recruiting process. Related: https://soundcloud.com/user-804678956/build-the-bridge-head-coach-mac-stephens-and-assist-coach-kahari-hicks-cleveland-heights-hs https://soundcloud.com/user-804678956/dan-tudor-president-tudor-collegiate-strategies Twitter: @CoachKGrabowski @kahari_hicks https://fdm.usafootball.com https://www.footballdevelopment.com

Arianna Sampson, Physician Assistant & Principal Investigator with the CA Bridge Program (BridgeToTreatment.org), shares an experience with stigma and how it changed her own approach to patient care.

While it can appear that Architects may only have a knack for designing gorgeous buildings, in this conversation with Carl Sergio, we find out about all the other pieces of knowledge an Architect may accrue as they progress in their career. Join us in the 18th episode of the Student Architect podcast. Enjoy! Carl Sergio, AIA has a Master’s of Architecture from UIC and 10 years of experience across all phases of design and construction, many market sectors, and firms from the smallest to the largest. He enjoys the collaborative design process with teammates and clients alike as well as the experience of realizing a design through construction. Carl believes in using his time and talent to have an impact on the world, and the people in it, through the built environment. He has volunteered on design-build teams for Rebuilding Together, City Year, and Territory NFP as well as leading Gensler’s CANstruction team the past three years. He also values paying it forward through mentorship, volunteering with Erie Neighborhood House, the Chicago Architecture Center, the ACE Mentorship Program, and NOMA’s Project Pipeline. He has been co-director of AIA Chicago’s BRIDGE Program the past four years, he co-founded AIA Illinois’ Emerging Professionals Network in 2017 and is the current chair, he is currently AIA National's Young Architect Regional Director for Illinois for 2019-21, and he recently founded a student mentorship program in conjunction with AIAS at The School of the Art Institute of Chicago. He has lived in Atlanta, Barcelona, Indianapolis, and Chicago in addition to traveling to 46 states, 45 countries, and hundreds of cities. As a result, he has dabbled in half a dozen languages and is conversational in Italian and Spanish. He is endlessly curious, and passionate, about experiencing and learning from other countries, cities, cultures, languages, and peoples. Keep up with Student Architect on: Instagram - http://ow.ly/qiFg50yVkO7 LinkedIn - https://www.linkedin.com/company/42339856 Twitter - http://ow.ly/aWfF50yVkO8 Facebook - http://ow.ly/PKzU50yVkO6 Student Architect Website - http://ow.ly/r9wc50yVkO9 --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/studentarchitect/message

Hello! As it is Friday, a new episode of "What Is Architecture?" is out now! Featuring Carl Sergio of Unispace, get to know a bit about Carl in this short episode. Carl Sergio, AIA has a Master’s of Architecture from UIC and 10 years of experience across all phases of design and construction, many market sectors, and firms from the smallest to the largest. He enjoys the collaborative design process with teammates and clients alike as well as the experience of realizing a design through construction. Carl believes in using his time and talent to have an impact on the world, and the people in it, through the built environment. He has volunteered on design-build teams for Rebuilding Together, City Year, and Territory NFP as well as leading Gensler’s CANstruction team the past three years. He also values paying it forward through mentorship, volunteering with Erie Neighborhood House, the Chicago Architecture Center, the ACE Mentorship Program, and NOMA’s Project Pipeline. He has been co-director of AIA Chicago’s BRIDGE Program the past four years, he co-founded AIA Illinois’ Emerging Professionals Network in 2017 and is the current chair, he is currently AIA National's Young Architect Regional Director for Illinois for 2019-21, and he recently founded a student mentorship program in conjunction with AIAS at The School of the Art Institute of Chicago. He has lived in Atlanta, Barcelona, Indianapolis, and Chicago in addition to traveling to 46 states, 45 countries, and hundreds of cities. As a result he has dabbled in half a dozen languages and is conversational in Italian and Spanish. He is endlessly curious, and passionate about experiencing and learning from other countries, cities, cultures, languages, and peoples. Keep up with Student Architect on: Instagram - http://ow.ly/qiFg50yVkO7 Twitter - http://ow.ly/aWfF50yVkO8 Facebook - http://ow.ly/PKzU50yVkO6 Student Architect Website - http://ow.ly/r9wc50yVkO9 --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/studentarchitect/message

*Carolyn Riley Payne, President, Seattle Branch NAACP will provide an update of the work and accomplishments in her short tenure as president. She will also comment on the priorities of the organization. * Toshiko Hasegawa, Executive Director, Washington State Commission on Asian Pacific American Affairs comments on the activities in Washington State for the Day of Remembrance. This day February 19, 1942 President Franklin D. Roosevelt signed Executive Order 9066 that gave the military the authority to remove all Japanese Citizens out of so called war zones in Washington, Oregon and California to internment camps. *Michelle Merriweather, President/CEO, Urban League of Metropolitan Seattle comments on the programs that agency offers such as housing, priority hire, Bridge Program, and the Young Professionals. CEO Merriweather gave testimony to a House Committee regarding a bill that would stop employment discrimination based on a woman's hair style.

In this episode Evert is having a chat with Corne Smith that heads-up the Bridge program with Jean van Lierop. They discuss all the different modules, what is the aim of the bridge program and how she schedules her time to run an effective practice. Have a listen and if you are starting private practice this year, `i hope you are one of the lucky ones to attend the course. Lastly if you haven’t done so yet, please make sure to subscribe and leave us a review.

Today’s Gratitude goes to the counseling team in the Bridge Program at BHS! --- Send in a voice message: https://anchor.fm/gratitudedaily/message

Round two applications for funding through the Biomedical Translation Bridge program will open shortly.  In this episode of the MTPConnect podcast, we bring you our Round 2 Information Session recorded from Melbourne. Hear from MTPConnect's Dr Dan Grant and our partners; BioCurate's Dr Tifelle Reisinger, UniQuest's Dr Mark Ahston and the Medical Device Partnering Program's Dr Andrew Milligan. They share their learnings from Round 1 and what they will be looking for in Round 2. Stay tuned for news on when Round 2 opens for applications.

Dr. Kian Azimian shares information about how Memorial Hospital's Bridge Program provides treatment for patients suffering form opioid addiction.

The MTPConnect Podcast team was on the ground at the 2019 Bridge Program Symposium in Melbourne late last month, speaking with bright and emerging research talent, Bridge consortia members from Australian pharma companies about its training program to enable successful commercialisation of Australian pharmaceutical research. Hear from QUT Executive Director Professor Lyn Griffiths, Amgen Director Access, Value and Policy Sean Lybrand and some Pitch winners heading to the US on an R&D tour of American pharma industry; Pradeep Pillai (James Cook University) and Kate Samardzic (University Technology, Sydney). We cover a wide range of topics for budding researchers including what a career in big pharma could look like, how to pitch for research dollars and much, much more.Credits: Host Shannan Osrin

The hosts welcome back to the podcast Josh Bixler, PT, DPT, OCS, Clinic Director of KORT Sports Performance & Rehab. Josh begins by talking about how his new clinic came to be (2:20) and what services and programs are offered (4:15). The hosts and Josh discuss the development of an athlete (4:45), what age strength and conditioning should begin, and what it should look like. The group shifts gears and asks Josh at what point in recovery does the Bridge Program come in (8:00) and maintaining at connectivity to the athlete’s team (10:20). Josh talks about what the Bridge Program entails (12:30) and how to test progress from the program in the clinic (15:20). The podcast wraps up with some advice for the public about injuries (18:20).

The hosts welcome back to the podcast Josh Bixler, PT, DPT, OCS, Clinic Director of KORT Sports Performance & Rehab. Josh begins by talking about how his new clinic came to be (2:20) and what services and programs are offered (4:15). The hosts and Josh discuss the development of an athlete (4:45), what age strength and conditioning should begin, and what it should look like. The group shifts gears and asks Josh at what point in recovery does the Bridge Program come in (8:00) and maintaining at connectivity to the athlete’s team (10:20). Josh talks about what the Bridge Program entails (12:30) and how to test progress from the program in the clinic (15:20). The podcast wraps up with some advice for the public about injuries (18:20).

Big Thanks to Troy Daland, transitioning Service Member and President of the Special Forces Memorial Foundation for joining us to share his experience with the DOD Skills Bridge Program and talking about the financial industry as a career for Veterans -Great tips for transitioning service members who want to join the Skills Program - one tip...you have to do the research and find the right company -The financial industry is a great opp for Veterans...and you don't have to have an accounting MOS -Good idea for the TAP program: Have two paths 1) Under 20 years 2) 20+ years -Tips for VOB's thinking about selling their company -Top Tip - Get a mentor or two. In the Military and in Business Troy shares the mission of the Special Forces Memorial Foundation which provides a unique tribute to special operations forces as the first and only truly joint memorial paying tribute to SOF personnel of all Services, global (all theaters), and recognizing international SOF. To learn more about the foundation: https://www.specialoperationsmemorial.o… #SOF #airforce #military #skillbridge #veterans #sacrifice#finance #M&A

The $22.3 million Biomedical Translation Bridge program opens for applications on 1 July. MTPConnect and our BTB partners BioCurate, UniQuest, the Medical Device Partnering Program and the Bridge and BridgeTech Programs took to the stage at the Victorian Comprehensive Cancer Centre for an Information Session on how you can apply to the program and more! 

As many of you know I am an EMS educator. I am the Academic Program Director for a 2-year Technical[...]

Vicki Ehlen talks about down syndrome and the Wonderwood College Bridge Program. Ann Dee Ellis shares how she tells hard stories. Blogger Amy Johnson talks about what makes a picture book good. Along with our interviews, we’ll have an extended storytime with Randy Evensen telling a true story about a run in with an alligator, and we'll step around the Librarian's Table to discuss school musicals.

Rounding out the trifecta of wonderful nurse guests this month on Maybe Medical is Flight Nurse Colleen R.! We covered how she feels you need to be able to fly by the seat of your pants to perform in her role, as well as have an emergency and critical care background. We talked about work and home partnerships and how to balance it all while supporting each other. She was extremely inspirational and I can not express my gratitude enough for her taking the time to sit down with us. Thank you Colleen!   Registered Nurses* Registered nurses (RNs) provide and coordinate patient care, educate patients and the public about various health conditions, and provide advice and emotional support to patients and their family members.   2017 Median Pay: $70,000 per year ($33/hour)   Educational Degree: Initially Associate's Degree or Bachelor's Degree   Number of US jobs in 2016: 2,955,200   10 Year Job Outlook: 15% growth, much faster then avg.   *Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Registered Nurses, on the Internet at https://www.bls.gov/ooh/healthcare/registered-nurses.htm (visited November 16, 2018).       Terms Covered in Episode American Nurses Association Trauma Surgery - Surgical field dealing with acute traumatic injuries such as falls, motor vehicle crashes, gunshots, blunt and penetrating injuries, etc. Pulmonology - A medical specialty that deals with diseases involving the respiratory tract. Consult - When asked to weigh in officially with your medical opinion from your specialty on a patient managed by another team. Perforated Bowel - Opening in the intestines due to trauma (knife, bullet, etc) or disease (infection, cancer, etc).  Is a surgical emergency.  Yuck. Sepsis - A potentially life-threatening condition caused by the body's response to an infection. Ventilator - To move breathable air into and out of the lungs, to provide breathing for a patient who is physically unable to breathe, or breathing insufficiently. "Coding" - What we casually use to describe a cardiopulmonary arrest in which there is a sudden loss of function of the heart or loss of respiratory function that requires immediate intervention in a life or death situation. IR (Interventional Radiology) -  A subspecialty of radiology that uses minimally invasive, image-guided procedures to diagnose and treat diseases in nearly every system or organ of the body. CVA (Cerebral Vascular Assault, Stroke) – Possible permanent damage to the brain from a loss of blood flow from either rupture of a blood vessel or obstruction from a tumor, clot, plaque, etc. MI (Miocardial Infarction) - "Heart Attack" refers to a blocked coronary artery that has caused, or is moments away from causing, irreversible cardiac (heart) tissue damage. ET (Endotracheal) Tube - A tube of varied sizes that is inserted into the trachea for establishing and maintaining a patient's airway. Choose Your Own Adventure Books ER (Emergency Room, Emergency Department, Emergency Ward, Accident & Emergency Dept) - Department that must provide initial treatment for a broad spectrum of illnesses and injuries, some of which may be life-threatening and require immediate attention that arrive unplanned by walk-in, private vehicle, or ambulance. ICU (Intensive Care Unit, Critical Care Unit, or Intensive Therapy/Treatment Unit) - Part of the hospital with the sickest patients requiring the most intervention from both staff and equipment.  May consist of intubated, sedated, and ventilated patients. Bachelor's Degree - On average four to five year University Program to pursue a degree in a specific field. Sacred Heart University College of Nursing Bridge Program - A postgraduate program that is usually shorter then traditional programs that take into account previous experience. Physical Therapist - An important medical provider and part of the rehabilitation team to help assist with treatment, recovery, and overall well being of patients with chronic conditions, illnesses, or injuries. Prerequisites - Classes you may need to take before further applying to a program.  Usually a focus on science/math for the medical field. PA (Physician Assistant) - Providers who practice medicine on teams with physicians and other healthcare workers. They examine, diagnose, and treat patients autonomously and as part of a team in all various specialties of medicine. On average a Master's level degree of education. NP (Nurse Practitioner) - A nurse practitioner is trained to assess patient needs, order and interpret diagnostic and laboratory tests, diagnose illness and disease, prescribe medication and formulate treatment plans.  They may work in a solo practice independently or they may work within part of a hospital system.  They graduate from a Master's or Doctorate level medical program. ASN/ADN - Associate’s Degree in Nursing.  Usually around two years. EMT/Paramedic - Emergency medical technicians and paramedics care for the sick or injured in emergency medical settings by responding to emergency calls, performing medical services and transporting patients to medical facilities as needed. ER Techs - Staff who in all aspects of patient care under the supervision of the Practitioners and Nursing staff.  Many have a paramedic/firefighting background. Travel RN - Nurse who travels for limited contracts working in all variety of places and roles.  On average 8 to 13 week contracts. Smart Pumps Compact Nursing States NCLEX (National Council Licensure Examination) - A standardized exam that each state board of nursing uses to determine whether or not a candidate is prepared for practice. Wake Forest School of Medicine PA Program Harborview Medical Center King County Medic One "Board & Collared" - Refers to the practice of placing a patient on scene on a very hard and rigid backboard to immobilize them and place a neck collar on them to prevent any head movement in the event of a spine injury while they are transported to the hospital.  They are incredibly uncomfortable. Intubated - When an ET Tube, or similar artificial airway, is placed, either in an emergency, where there is loss of respiratory function or planned such as in surgeries. First Responder - Generally refers to the first on scene in an event.  May be police officers, firefighters, or paramedics for example. "Packaged" - Patient is ready to be transported.  IVs are in, airway is secure if one is present, patient is strapped in, paperwork is read.  Let's roll!   EZ-IO - Used to gain access for medications or fluids when unable to get a line in a blood vessel.  Using a drill a hollow bore is inserted into the broad side of a bone.  Yeah, you drill into bone. "Push Line" - An IV that gives you access for medications that need to be administered over a short amount of time.  Pain meds, sedatives, cardiac meds, etc.   Vasopressors - Class of Antihypotensive medications that are used to raise blood pressure by contracting blood vessels.   EJ - An IV placed into the external jugular of the neck.   Central Line - Larger then an traditional IV placed into veins in the neck, chest, groin, or through veins in the arms.   EMS (Emergency Medical Services) - Services that treat illnesses and injuries that requiring an urgent medical response, providing out-of-hospital treatment and transport to definitive care.  Paramedics, Police, Firefighters, etc.   Level One Trauma Center - A Level I Trauma Center is capable of providing total care for every aspect of injury – from prevention through rehabilitation and includes teaching residents and medical students in all fields.   Med/Surg/Floor Nursing - Refers to what you would think of "general hospital patients." Those with pneumonia, new cardiac issues, skin infections, etc that do not require focal subspecialty involvement (cardiac, neuro, ortho, etc) or critical care support.   Nocturnist - Hospital-based practitioner who only works overnight.   Admit - To be brought in to the hospital for specific medical care.  Entails obtaining a medical history, making a medical diagnosis, writing orders for treatment and other diagnostic procedures, diet, activity, etc.   Post-Op/Recovery Room - The period right after surgery.   GI (Gastroenterology) - The branch of medicine focused on the digestive system.   Orthopedics - Branch of surgery concerned with conditions involving the musculoskeletal system.   Neurology - The area of medicine focused on the nervous system.  This includes the nerves, brain, and spine.   Potassium - A naturally occurring mineral and electrolyte consumed in our diet.  Involved in metabolism, hormone secretion, blood pressure control, fluid and electrolyte balance, and more.  Normal standard range is around 3.5-5mEq/L. Critical Values - Any values considered to be too high or low and requires immediate medical attention to prevent further issues. "Bagging" - The act of using a manual balloon like bag that is squeezed for each breath to a patient. "Titrate a Drip" - To adjust the flow rate or dose delivered of medication in a IV or central line. Peggy Sue - Badass Patient Advocate "Shake and Bake" - Hyperthermic Intraperitoneal Chemotherapy is a highly concentrated, heated chemotherapy treatment that is delivered directly to the abdomen during surgery. Patient Advocacy - Doing what is best for the patient in all facets of care provided. Listening to and understanding their needs. Multi System Organ Failure - A cascading domino like effect where multiple organ systems start to shut down due to injury/illness. Krista Haugen and Survivors’s Network Post Resuscitation - The fragile period after performing CPR or similar resuscitation of a patient. M&M (Morbidity and Mortality Meeting) - Where we dissect individual challenging cases to identify what other choices could have been made for possible alternate outcomes. Off-Label - Using a medication that may not necessarily be the indication that it was originally intended for.  For example Demerol that is a pain medication is excellent for post-operative rigors (shakes).  A small dose works like magic...fun! IV Fluids - Intravenous fluids are given through an IV, central line, or IO and usually consist of normal saline or lactated ringer's solution. Levophed (norepinephrine bitartrate) - Medications used to raise blood pressure in critical patients. Used to be referred to as "Leave 'em dead" as any patient sick enough to require norepinephrine to manage their shock, then they were most likely going to die.  Very commonly used nowadays. Epinephrine - Endogenous hormone that is given to patient's to treat a number of conditions including anaphylaxis, cardiac resuscitation, and bleeding.  Inhaled epinephrine is used to help treat symptoms of croup.  Is used in the ICU and cardiac unit to help maintain a high enough blood pressure.   PRBC (Packed Red Blood Cells) – Blood that is transfused after finding the right compatible blood type for the patient.   Plasma – Fluid in blood that is responsible for carrying red blood cells, white blood cells, platelets, etc. Is often used during blood transfusion to help stop the active bleeding by adding pro-clotting factors.   Credo Cube   Transfusion Guidelines Airlift NorthWest   MONA - Morphine, Oxygen, Nitroglycerin, and Aspirin are all meds that should be administered to a patient experiencing chest pain.   Emergency Nurse Association   Balloon Pumps - Intra-Aortic Balloon Pumps use a thin flexible tube that is inserted into the aorta of the heart to pump blood artificially in a heart-like fashion.   ECMO (Extra Corporeal Membrane Oxygenation) - Treatment that uses a pump to circulate blood through an artificial lung back into the bloodstream of a very ill patient.  Provides heart-lung bypass support outside of the body.  You are damn near dead at this point   Skills Lab/”Sims” - Focused area to learn new medical techniques or further practice known skills.   Society of Critical Care Medicine PFCCS - Pediatric Fundamental Critical Care Support ACLS - Advanced Life Support PALS - Pediatric Advanced Life Support Certification NRP - Neonatal Resuscitation Program ATLS - Advanced Trauma Life Support Certification   CCRN - Critical Care Registered Nurse CEN - Board Certification of Emergency Nurses Each and every episode of Maybe Medical is for educational purposes only, not to be taken as medical advice.  The opinions of those involved are of their own and not representative of their employer.  

Jim Keresztury, Director, and Abby Starkey, Coordinator, discuss the WVU Cancer Institute's Bridge Program, a program focusing on the needs of lung cancer survivors.

Join us as we learn about the Kofa High School College Bridge Program - an ASU student-led program that helps youth realize their future potential as college students.

Join us as we learn about the Kofa High School College Bridge Program - an ASU student-led program that helps youth realize their future potential as college students.

Panel: Charles Max Wood Guest: Greg Wilson This week on My Angular Story, Charles speaks with Greg Wilson. Greg first got into programming when he took a computer class in college and realized that he really loved building software. He then went on to help build the world’s first wireless mouse and get a master’s degree in artificial intelligence. They really stress the importance of analytics and discuss many different studies on coding and bugs in today’s episode. In particular, We dive pretty deep on:  How did you first get into programming? Originally was a Chemistry major Graduated with an Engineering degree as a middle ground Really enjoyed building software  Worked to help build the world’s first wireless mouse Master’s degree in artificial intelligence Do you have any experience with Ruby? He is a Python user He has been teaching scientists how to program for the past 8-10 years Analytics are important Marian Petre: Expertise in software development Cognitive dimensions framework Software Design Decoded: 66 Ways Experts Think You don’t need a PhD at all to be successful Use data to your advantage Find out what isn’t working and fix that What are you working on now? DataCamp And much, much more!   Links:  Rangle Ruby Python Cognitive dimensions framework Software Design Decoded: 66 Ways Experts Think DataCamp Greg’s GitHub @GVWilson Third-Bit.com   Picks: Charles St. George, Utah Parade of Homes Upside Greg Bridge Program in Ontario  JavaScript tutorial coming soon AOSABook.org Samson Meteor Microphone

Panel: Charles Max Wood Guest: Greg Wilson This week on My Angular Story, Charles speaks with Greg Wilson. Greg first got into programming when he took a computer class in college and realized that he really loved building software. He then went on to help build the world’s first wireless mouse and get a master’s degree in artificial intelligence. They really stress the importance of analytics and discuss many different studies on coding and bugs in today’s episode. In particular, We dive pretty deep on:  How did you first get into programming? Originally was a Chemistry major Graduated with an Engineering degree as a middle ground Really enjoyed building software  Worked to help build the world’s first wireless mouse Master’s degree in artificial intelligence Do you have any experience with Ruby? He is a Python user He has been teaching scientists how to program for the past 8-10 years Analytics are important Marian Petre: Expertise in software development Cognitive dimensions framework Software Design Decoded: 66 Ways Experts Think You don’t need a PhD at all to be successful Use data to your advantage Find out what isn’t working and fix that What are you working on now? DataCamp And much, much more!   Links:  Rangle Ruby Python Cognitive dimensions framework Software Design Decoded: 66 Ways Experts Think DataCamp Greg’s GitHub @GVWilson Third-Bit.com   Picks: Charles St. George, Utah Parade of Homes Upside Greg Bridge Program in Ontario  JavaScript tutorial coming soon AOSABook.org Samson Meteor Microphone

Panel: Charles Max Wood Guest: Greg Wilson This week on My Angular Story, Charles speaks with Greg Wilson. Greg first got into programming when he took a computer class in college and realized that he really loved building software. He then went on to help build the world’s first wireless mouse and get a master’s degree in artificial intelligence. They really stress the importance of analytics and discuss many different studies on coding and bugs in today’s episode. In particular, We dive pretty deep on:  How did you first get into programming? Originally was a Chemistry major Graduated with an Engineering degree as a middle ground Really enjoyed building software  Worked to help build the world’s first wireless mouse Master’s degree in artificial intelligence Do you have any experience with Ruby? He is a Python user He has been teaching scientists how to program for the past 8-10 years Analytics are important Marian Petre: Expertise in software development Cognitive dimensions framework Software Design Decoded: 66 Ways Experts Think You don’t need a PhD at all to be successful Use data to your advantage Find out what isn’t working and fix that What are you working on now? DataCamp And much, much more!   Links:  Rangle Ruby Python Cognitive dimensions framework Software Design Decoded: 66 Ways Experts Think DataCamp Greg’s GitHub @GVWilson Third-Bit.com   Picks: Charles St. George, Utah Parade of Homes Upside Greg Bridge Program in Ontario  JavaScript tutorial coming soon AOSABook.org Samson Meteor Microphone

Marcie Anthone is a marketing expert from Coca Cola and other global brands. We recorded this podcast from the Bridge headquarters in Tel Aviv. She offers a broad experience to shaping the value propositions to investors and global partners like Coca Cola, Turner and Mercedes Benz.

Dr. Grate talks to Assistant Principal, Kristin Parisi, about the very special Bridge Program at Washington Woods. Listen and learn how the staff at Washington Woods engages the students at Westfield Intermediate School to help with the transition from 4th to 5th grade.

Dr. Grate talks to Assistant Principal, Kristin Parisi, about the very special Bridge Program at Washington Woods. Listen and learn how the staff at Washington Woods engages the students at Westfield Intermediate School to help with the transition from 4th to 5th grade.

The Best in Rehab podcast hosts welcome Josh Bixler, PT, DPT, OCS to inform listeners on The Bridge Program, KORT’s return to sport program. This comprehensive program uses The Start Model (9:00) to evaluate the athlete and provide a standard of care. This allows the clinician to set expectations and lay out a process for the athlete to get back on the field or court. This evaluation will provide a short-term and long-term care solution using periodization (10:42). Josh elaborates on the subjective and objective testing that is involved in The Bridge Program (12:40). Athletes that participate in this program are without pain and have already completed physical therapy (20:30). Many participants often stay in the program to maintain active and in-shape! Visit kort.com for more information on this program.

The Best in Rehab podcast hosts welcome Josh Bixler, PT, DPT, OCS to inform listeners on The Bridge Program, KORT’s return to sport program. This comprehensive program uses The Start Model (9:00) to evaluate the athlete and provide a standard of care. This allows the clinician to set expectations and lay out a process for the athlete to get back on the field or court. This evaluation will provide a short-term and long-term care solution using periodization (10:42). Josh elaborates on the subjective and objective testing that is involved in The Bridge Program (12:40). Athletes that participate in this program are without pain and have already completed physical therapy (20:30). Many participants often stay in the program to maintain active and in-shape! Visit kort.com for more information on this program.

Guests Pastor John Suguitan and Deaconess Kelly Jacob from Prince of Peace Lutheran Church in Cincinnati, Ohio, share stories about serving the homeless population in the community around their inner-city church. Prince of Peace is a historic Lutheran church that has been recently renovated in order to better serve the community, and Deaconess Kelly coordinates the Bridge Program that helps the homeless population. View the photo essay from LCMS Photojournalist Erik Lunsford at blogs.lcms.org/2017/photo-essay-serving-the-homeless-anything-but-traditional and read more about Prince of Peace on their website poplcmscinci.org/index.html.

For astrophysicists, star gazing is far from a whimsical pastime. In the latest episode of The Zeppos Report, Keivan Stassun, Stevenson Professor of Physics and professor of astronomy, describes his field as one that requires a mix of extraordinary patience and uninhibited curiosity. “When I’m doing astronomy, I’m having a great time, but it’s not particularly spiritual. In fact, some of it is quite dull. But, there are those moments … those punctuated, indescribable moments,” Stassun says in an interview with Vanderbilt University Chancellor Nicholas S. Zeppos. In the podcast, Zeppos asks Stassun about one of those defined moments: the total solar eclipse passing through Nashville on Aug. 21. As a stellar astrophysicist, Stassun has traversed the globe to observe the contents of the sky, but this will be his first in-person viewing of a total solar eclipse. He’ll be downtown at a private party taking in a glimpse of history. “At the moment of totality, it becomes a singularly human experience,” Stassun says. Stassun often crafts spaces where people from various backgrounds find connection through shared experiences. For more than a decade, he co-directed the Fisk-Vanderbilt Master’s-to-Ph.D. Bridge Program. He is now the senior associate dean for graduate education and research in the College of Arts and Science. As of this spring, the Bridge program has produced 27 Ph.D. graduates in STEM-related fields. One of his students in the program, Joey Rodriquez, recently made a record-setting discovery of the longest-lasting stellar eclipse currently known. Stassun reflects upon the salient time in college when he found his interest in astronomy transforming to experience. He wants to provide that same opportunity to the students he now teaches, guiding them as they progress from “being good at science” to becoming actively engaged in the scientific process. Zeppos described Stassun's sentiment as the crux of the Vanderbilt academic experience. “You’re going to discover new knowledge with me," Zeppos said. "You’re going to be a doer of it, not a watcher of it.” When considering the upcoming total solar eclipse, Stassun points out that being a “watcher” is certainly appropriate. “I will be there with my fellow hipsters, gazing skyward,” he says. For a transcript of this podcast, please go to this URL: https://s3.amazonaws.com/vu-wp0/wp-content/uploads/sites/79/2017/10/24191045/The_Zeppos_Report_9_Keivan_Stassun.docx This podcast is available on SoundCloud, Stitcher, Google Play, iTunes, YouTube and The Zeppos Report website.

This week Finlandia Fridays speaks with Director of Academic Success and Student Life Erin Barnett as they dive into the Summer Bridge Program offered here at Finlandia University. The Sumer Bridge Program allows incoming students to earn up to six credits before the fall semester starts, focusing on English, Communications and "Sisu." "Taking these classes early gives you a strong foundation heading into the fall semester," said Barnett. This program is focused on education and communication but also entails some extracurricular activities. The program offers a rafting trip in Iron Mountain, Michigan and even the possibility of a biking trip to explore the Keweenaw. These activities allow the students to become more acquainted with the community but also build lasting friendships among each other. Shownotes available at finlandia.edu/fridays. More on the Summer Bridge Program is available at finlandia.edu/summer.

Jade Harrell with Natissia S. Small, Assistant Dean of Students and Director within the Division of Student Affairs, University of Missouri-St. Louis Since its inception in 1986, the University of Missouri-St. Louis Louis Bridge Program has provided exemplary college access services to the St. Louis community. Bridge remains one of the most successful and widely emulated models, providing unique and comprehensive year-round precollegiate programming for St. Louis area high school students and parents. Student participants represent public and private high school institutions throughout the St. Louis metropolitan area. As UMSL's flagship precollegiate program, Bridge prides itself on providing program offerings that equip students with competencies critical for the successful matriculation to post-secondary institutions throughout the United States. Bridge continues to lead the way while exemplifying college access best practices throughout the St Louis area. Program Opportunities Saturday Academy Summer Academy After School Clubs Parent Academy "CONNECT" Parent Support Group College Preparation Workshops Personal and Professional Development Seminars Networking and Mentoring Volunteer Opportunities Counseling http://www.umsl.edu/precollegiate/Program%20Opportunities/index.html

Jade Harrell with Natissia S. Small, Assistant Dean of Students and Director within the Division of Student Affairs, University of Missouri-St. Louis Since its inception in 1986, the University of Missouri-St. Louis Louis Bridge Program has provided exemplary college access services to the St. Louis community. Bridge remains one of the most successful and widely emulated models, providing unique and comprehensive year-round precollegiate programming for St. Louis area high school students and parents. Student participants represent public and private high school institutions throughout the St. Louis metropolitan area. As UMSL's flagship precollegiate program, Bridge prides itself on providing program offerings that equip students with competencies critical for the successful matriculation to post-secondary institutions throughout the United States. Bridge continues to lead the way while exemplifying college access best practices throughout the St Louis area. Program Opportunities Saturday Academy Summer Academy After School Clubs Parent Academy "CONNECT" Parent Support Group College Preparation Workshops Personal and Professional Development Seminars Networking and Mentoring Volunteer Opportunities Counseling http://www.umsl.edu/precollegiate/Program%20Opportunities/index.html

features students and faculty in DePaul's Bridge Program with Truman College relating their experiences.