Podcasts about Capital University

Join Peter Richon on Dash Town — highlighting local businesses making an impact in Fuquay! Today, we visit with Sarah Wills, who works in sales for Spray-Net, a home improvement company specializing in exterior painting and kitchen cabinet refinishing. She holds Bachelor's degrees in International Studies and Spanish with focus areas in Latin American Studies and Ethnobiology from Capital University. Her experience includes 18 years of leadership across multiple industries, 7 years of recruiting, and 5 years in sales, as well as time as a Scrum Master, where she helped teams improve collaboration and efficiency. She integrates her background in customer service and restaurant management to create meaningful connections and deliver standout experiences. At Spray-Net, Sarah uses her experience to help homeowners transform their spaces through customized exterior painting and kitchen cabinet refinishing, offering durable, factory-quality results with a personalized touch. To learn more or get an estimate, you can call (919) 759-6363

Parents and guardians are the most influential external voices in a student's college search. Yet, many colleges still struggle to engage them effectively. In episode 60 of the Mission Admissions podcast, Jeremy Tiers sits down with Derek Faasse from Capital University to discuss how their admissions team has transformed its approach to parent-specific engagement. From tailored communications to reimagined events, Faasse shares strategies that have increased event attendance, improved family conversations, and strengthened enrollment outcomes.Guest Name: Derek Faasse, Director of Undergraduate Admission, Capital UniversityGuest Social: https://www.linkedin.com/in/derekfaasse/Guest Bio: Derek Faasse is currently the Director of Undergraduate Admission at Capital University, located in Columbus, Ohio. He has previously worked regionally for Lake Superior State University, The University of Alabama, and the University of Toledo. Derek also currently serves as the Treasurer of the Ohio ACAC organization, and outside of the admissions world he's a composer for marching bands, and a dad to four young children.Key TakeawaysParents need their own communication strategy. Simply CC'ing them on student emails isn't enough—Capital University sends separate, targeted messages tailored to parents' concerns.Financial investment messaging resonates with parents. While students focus on campus life and academics, parents want to know about long-term return on investment, career outcomes, and affordability.Event attendance improves with proactive parent outreach. By directly involving parents in event reminders and follow-ups, Capital University has dramatically increased their show rates.Parents ask different questions than students. Concerns about safety, internships, and career readiness often come from parents, making it essential to provide clear and proactive answers.Segmentation and personalization make a difference. Capital has refined its approach by tailoring outreach based on geographic location, program interest, and demonstrated engagement.How Capital University Enhanced Parent Engagement in AdmissionsRecognizing the Tipping Point: Why Parent Engagement Had to ChangeLike many colleges, Capital University initially focused most of its communications on students. However, repeated questions from their Vice President of Enrollment Management made it clear—parents weren't getting the information they needed. Instead of treating parents as secondary recipients, the team at Capital began viewing them as essential partners in the admissions process.The first step was to reconsider what content was reaching households. While students received updates on student life and campus experiences, parents needed different messaging—something that spoke to their role in financing and supporting their child's education.How Capital Transformed Its Parent Outreach StrategyRather than launching an overwhelming, year-long plan all at once, Capital University took an incremental approach. They started by adjusting their event communication strategy, recognizing that parents often decide whether or not a student will visit campus.One major change was creating parent-specific emails instead of simply copying them on student messages. This not only resolved an issue where parents unsubscribing also removed students from communications, but it also allowed for more tailored messaging. Instead of campus events and student organizations, parents received emails focusing on investment value, career preparation, and financial aid clarity.By refining their strategy, Capital University found that parents became more engaged, asked more questions, and felt more confident in their family's decision-making process.The ROI of Parent Engagement: Increased Event Attendance and Stronger ConversationsThe results of Capital's efforts have been undeniable. Their admitted student events now see nearly perfect attendance, a testament to the power of direct parent communication. By ensuring that parents receive weekly event updates, personalized outreach, and detailed logistical information, Capital has significantly improved both registration and attendance rates.Beyond just numbers, the shift in parent engagement has led to richer conversations. Parents are now asking more in-depth questions about career readiness, internships, and post-graduate success—topics that students may not always think to explore on their own.How Capital Structures Parent Engagement at EventsOne of Capital's most successful initiatives has been dedicated parent programming at admitted student events. Rather than simply accompanying their students, parents are given the opportunity to meet with current faculty, alumni, and other parents who have already navigated the college investment process.This approach serves multiple purposes:Encouraging open conversations. Without their students present, parents feel more comfortable asking direct questions about safety, finances, and student support services.Building trust through peer-to-peer connections. Hearing from current parents reassures prospective families about their decision.Providing clear post-graduate outcomes. Parents want to know how a college will prepare their child for life after graduation, making career services and alumni success a focal point.Segmentation and Personalization: The Key to Meaningful EngagementCapital University's ability to refine their parent communication strategy is largely due to their emphasis on segmentation. Instead of a one-size-fits-all approach, they tailor messaging based on factors such as:Academic interest – Parents of nursing students, for example, receive information about clinical experiences, while business parents get details on internships and networking.Geographic location – Given that students within 100 miles are more likely to enroll, Capital prioritizes outreach differently based on distance.Demonstrated interest – Parents whose students have visited campus or engaged with emails receive more personalized follow-ups.By breaking down their communications into more targeted segments, Capital has been able to make their outreach more relevant, engaging, and actionable.Lessons for Other Institutions: Small Steps Lead to Big ChangesFor colleges looking to improve their parent engagement strategy, the key takeaway is this: start small and build from there. Schools don't need to overhaul their entire process overnight. Instead, they can begin by making simple adjustments:Introduce a parent-specific email campaign.Enhance event communication with personalized reminders.Create opportunities for parent-to-parent conversations.Segment messaging based on student interests and family needs.By taking an incremental approach, institutions can gradually refine their strategies and create a more inclusive, informed admissions process for families.Final ThoughtsEngaging parents isn't just a nice-to-have—it's a must. Schools that prioritize meaningful, transparent communication with families will stand out in an increasingly competitive admissions landscape. Capital University's success proves that when parents feel informed and valued, they become active partners in the enrollment journey. - - - -Connect With Our Host:Jeremy Tiershttps://www.linkedin.com/in/jeremytiers/https://twitter.com/CoachTiersAbout The Enrollify Podcast Network:Mission Admissions is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

Joy Schroeder, a Lutheran pastor, specializes in the history of biblical interpretation. She is Professor of Church History at Capital University, Columbus, Ohio, where she serves on the faculty on Trinity Lutheran Seminary. She is the author of Deborah's Daughters: Gender Politics and Biblical Interpretation and several other books on the history of interpretation of Scripture.   She is also the co-author of Voices Long Silenced: Women Biblical Interpreters Through the Centuries a Westminster John Knox Press publication, which is the topic of our conversation today.   Mentioned:   The Gospel According to Eve by Amanda Benckhuysen  https://www.ivpress.com/the-gospel-according-to-eve

In this episode we speak with Dr. Ingo Mahn about the connection between oral health and sleep. Dr. Mahn is a trailblazer in the field of dentistry and is based in Phoenix, AZ. Dr. Mahn grew up in Germany and moved to the United States at the age of 12. He graduated from Marquette University in 1985 after attending there for both undergrad and dental school. An early adopter of biological technology, Dr Mahn was one of the first users of Cerec in 1995. After discovering the benefits of a more natural approach, he founded Integrative Dental Solutions in 2001 and went on to earn a doctorate in Integrative Medicine from Capital University in Georgetown in 2004. In 2017, Dr Mahn and his family relocated to Phoenix, AZ where he founded Natural Dental Partners, a biological dentistry practice. Aside from running his dental practice, Dr Mahn currently spends most of his time focused on treating the root cause of breathing disorders, sleeping conditions, and TMJ dysfunction. He founded the Institute for Advanced Airway Studies to empower fellow dentists to establish superior airway programs in their practices for enhanced patient well-being. Dr. Mahn is also an accredited member of the International Academy of Oral Medicine and Toxicology (IAOMT) where he serves as a board member and chairman of the Ozone Committee. Learning Points: • What is Sleep-Disordered breathing? • How are both sleeping and breathing linked to dentistry? • Common signs of Sleep-Disordered breathing? Social Media: Instagram - https://www.instagram.com/naturaldentalpartners LinkedIn - https://www.linkedin.com/in/dr-ingo-mahn-9451b511/ Websites: https://www.mynaturaldentist.com/ https://www.mynaturaldentist.com/

Are you curious about what Law School is really like? Our latest podcast episode features an engaging discussion with Troy and Bella, law students from Capital University, who share their experiences and insights on navigating the complexities of legal education. From managing tuition costs to leveraging technology in their studies, they reveal the challenges and rewards of pursuing a legal career. Learn about the skills and knowledge that aren't taught in the classroom but are essential for success in the legal field. (01:30) Introducing the Law Students(10:45) The Cost of Law School(20:15) Law School Workload and Study Techniques(35:00) The Role of Technology and AI in Legal Education(45:30) The Socratic Method and Legal Reasoning(55:00) Specializing in Law and Future Career Paths(01:10:00) Closing Thoughts and AdviceGot a question you want answered on the podcast? Call 614-859-2119 and leave us a voicemail. Steve will answer your question on the next podcast!Submit your questions to www.lawyertalkpodcast.com.Recorded at Channel 511.Stephen E. Palmer, Esq. has been practicing criminal defense almost exclusively since 1995. He has represented people in federal, state, and local courts in Ohio and elsewhere.Though he focuses on all areas of criminal defense, he particularly enjoys complex cases in state and federal courts.He has unique experience handling and assembling top defense teams of attorneys and experts in cases involving allegations of child abuse (false sexual allegations, false physical abuse allegations), complex scientific cases involving allegations of DUI and vehicular homicide cases with blood alcohol tests, and any other criminal cases that demand jury trial experience.Steve has unique experience handling numerous high-publicity cases that have garnered national attention.For more information about Steve and his law firm, visit Palmer Legal Defense. Copyright 2024 Stephen E. Palmer - Attorney At Law

Send us a textScott Manahan's unexpected return to the world of baseball coaching is an inspiring tale that echoes Michael Corleone's famous line from "The Godfather 3." After retiring from a stellar high school coaching career, Scott found himself drawn back into the game he loves at Capital University. In our conversation, he shares the unique challenges and joys of transitioning from high school to a Division III college program, offering invaluable insights for coaches contemplating a similar leap.For families and aspiring college athletes, Scott sheds light on the crucial role of academic performance and work ethic in securing opportunities at the college level, especially in Division III. We dive into the often-overlooked financial realities of this level of college sports and offer guidance for managing time commitments, understanding the offseason grind, and navigating the transfer portal. Scott's candid advice to high school coaches considering a move to college reminds us of the dedication and mindset needed to thrive in this competitive environment.Our discussion also ventures into the balancing act that college athletes face as they juggle academics, athletics, and personal growth. Scott shares personal anecdotes that highlight the importance of building confidence, fostering teamwork, and setting realistic goals. We reflect on the complexities of travel baseball and the bittersweet lessons that both winning and losing bring. Finally, Scott unveils the coaches he'd choose to join him at Capital, emphasizing the delicate balance of striving for victory while never losing sight of the joy that sports bring. Join us for a rich tapestry of stories and insights that promise to resonate with coaches, players, and sports enthusiasts alike.Join the Baseball Coaches Unplugged podcast where an experienced baseball coach delves into the world of high school and travel baseball, offering insights on high school baseball coaching, leadership skills, hitting skills, pitching strategy, defensive skills, and overall baseball strategy, while also covering high school and college baseball, recruiting tips, youth and travel baseball, and fostering a winning mentality and attitude in baseball players through strong baseball leadership and mentality.Support the show Follow: Twitter | Instagram @Athlete1Podcast https://www.athlete1.net Sponsor: The Netting Professionals https://www.nettingpros.com

As political parties, candidates, and the increasingly relevant party-aligned but technically independent activist groups that have come to dominate the post-McCain-Feingold world work to draw Americans out to the polls, new innovations have raised the hackles of observers and left citizens asking, “Can they actually do that?” Joining us to make sense of some of the more prominent innovations is Brad Smith, former Chair of the Federal Election Commission, professor of law at Ohio's Capital University, and chairman of the Institute for Free Speech.Links: Institute for Free SpeechThe new dark money: How influencers get paid big bucks to court your voteElon Musk case over $1 million voter giveaway moved to federal courtFollow us on our socials: Twitter: @capitalresearchInstagram: @capitalresearchcenterFacebook: www.facebook.com/capitalresearchcenterYouTube: @capitalresearchcenter

In this special episode recorded live at NACAC, we chat with Derek Faasse, Director of Undergraduate Admissions at Capital University, about the evolving pathways to leadership in higher education. As a presenter and planning committee member for next year's NACAC conference in Columbus, Derek shares insights on how aspiring leaders can navigate their careers, the challenges facing admissions professionals today, and the opportunities that come with leadership in higher education.Key TakeawaysPathways to Leadership Vary: There are many different routes to leadership, whether through staying at the same institution or relocating across the country to find new opportunities.Leadership in Higher Ed Faces Unique Challenges: Enrollment cliffs, the Supreme Court's decisions, and industry changes are driving many admissions professionals to explore roles outside of higher ed.Mentorship and Lifelong Learning Matter: Seeking mentorship from both inside and outside of your institution, and committing to continuous learning, are key to progressing into leadership roles.What leadership pathways exist in higher education admissions?Derek Faasse's presentation at NACAC focuses on the many ways admissions professionals can step into leadership roles. From those who move across the country for new opportunities to others who work their way up at their alma mater, there is no one-size-fits-all approach to career growth in higher education. In fact, Fossey noted that director positions in admissions are on the rise, but there's a gap in leadership readiness that aspiring directors must be prepared to fill.Why are there so many open director positions in higher education admissions?Derek attributes the increase in job openings to several factors, including the ongoing brain drain in higher education. Many professionals are leaving for roles in the ed-tech space or outside the sector altogether due to the pressures of enrollment declines and legislative changes. This shift, however, creates opportunities for rising professionals to step into leadership roles, offering a chance to reshape the field.How can aspiring leaders prepare for the next step in their careers?Faasse emphasizes the importance of mentorship and continuous learning. Aspiring leaders need to actively seek out guidance from current directors and industry professionals, including those on the vendor side of higher ed. It's also essential to cultivate skills and confidence along the way. According to Derek, aspiring leaders should embrace a mindset of lifelong learning, consistency, and growth to move ahead in their careers. - - - -Connect With Our Co-Hosts:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaSeth Odell https://www.linkedin.com/in/sethodell/https://twitter.com/sethodellAbout The Enrollify Podcast Network:The Higher Ed Pulse is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Generation AI and Confessions of a Higher Education Social Media Manager.Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com.Element451 is hosting the AI Engage Summit on Oct 29 and 30Register now for this free, virtual event.The future of higher ed is being redefined by the transformative power of AI. The AI Engage Summit brings together higher ed leaders, innovators, and many of your favorite Enrollify creators to explore AI's impact on student engagement, enrollment marketing, and institutional success. Experience firsthand how AI is improving content personalization at scale, impacting strategic decision-making, and intuitively automating the mundane tasks that consume our time. The schedule is packed with real examples and case studies, so you leave knowing how to harness AI to drive meaningful change at your institution. Whether you're looking to enhance student outcomes, optimize enrollment marketing, or simply stay ahead of the curve, the AI Engage Summit is your gateway to the next level of higher education innovation. Registration is free, save your spot today.

Ever wondered what happens when the police ask for your identification, and you refuse? In this episode, Steve Palmer dives into a real-life case that explores this very issue. Joined by Troy, a second-year law student at Capital University, Steve breaks down the legal intricacies of a bench trial involving a woman who was charged with obstruction of justice for not providing her full identification to the police. Steve and Troy discuss the difference between civil and criminal matters, the significance of reasonable suspicion, and the overarching constitutional rights that protect you from unlawful demands for identification. They also touch on the practical side of dealing with police encounters and why sometimes it's better to comply to avoid unnecessary legal battles.Get ready to learn about the nuances of stop-and-identify laws, the implications of Giuliani-era policies, and how these legal principles play out in real-world scenarios. Submit your questions to www.lawyertalkpodcast.com.Recorded at Channel 511.Stephen E. Palmer, Esq. has been practicing criminal defense almost exclusively since 1995. He has represented people in federal, state, and local courts in Ohio and elsewhere.Though he focuses on all areas of criminal defense, he particularly enjoys complex cases in state and federal courts.He has unique experience handling and assembling top defense teams of attorneys and experts in cases involving allegations of child abuse (false sexual allegations, false physical abuse allegations), complex scientific cases involving allegations of DUI and vehicular homicide cases with blood alcohol tests, and any other criminal cases that demand jury trial experience.Steve has unique experience handling numerous high publicity cases that have garnered national attention.For more information about Steve and his law firm, visit Palmer Legal Defense. Copyright 2024 Stephen E. Palmer - Attorney At Law

As a dental practice owner or associate, do you feel you are financially sound? Do you feel comfortable with your finances? If you don't then how can you turn things around. Today we'll be talking with Eric Miller. Eric has been in the financial planning industry for over 20 years. He is the Co-Owner of Econologics Financial Advisors and the Chief Financial Advisor. He has a degree from Capital University and is a Registered Financial Consultant. He takes pride in helping practice owners become the financial heroes of their own stories and has taken this passion to over 600 families in the past decade. Thanks to our episode sponsor: GC America - https://www.gc.dental/

Send us a textCurious about how to transform your base running game and elevate your defensive skills? Join us in this episode of Baseball Coaches Unplugged where we promise you'll uncover the secrets to mastering these critical aspects of the game with Cody Dennis, former base running coach at Eckerd College and host of the Baseball Blueprint podcast. Cody takes us through his evolution from player to coach, shedding light on the unique hurdles of coaching peers and the groundbreaking strategies he's used to enhance performance at Capital University and Eckerd College.Our conversation delves into the journey of becoming a confident and competent coach. By sharing personal stories of overcoming initial anxieties and learning how to effectively convey information to both seasoned professionals and eager athletes, we highlight the importance of understanding the "why" behind drills and techniques. Cody elaborates on his base running philosophy, shaped by the insights of Matt Talarico and Mike Roberts, emphasizing strategic thinking and field awareness. We also discuss how generational differences in players' responses to coaching demand adaptability and a tailored approach.To conclude, we explore the intricacies of infielder development, emphasizing fundamental skills such as glove presentation, fluid movements, and footwork, especially for first basemen. Cody's passion for continuous learning and professional development shines through as he discusses his inspirations for starting the Baseball Blueprint Podcast. We wrap up with some exciting World Series predictions and reflect on the invaluable insights shared by incredible guests on Cody's podcast. Whether you're a coach, player, or baseball enthusiast, this episode is brimming with practical advice and inspirational stories from the world of baseball.Join our podcast where an experienced baseball coach delves into the world of travel baseball, offering insights on baseball coaching, leadership skills, hitting skills, pitching strategy, defensive skills, and overall baseball strategy, while also covering high school and college baseball, recruiting tips, sports coaching, and fostering a winning mentality and attitude in baseball players through strong baseball leadership and mentality.Love the show?  Leave a reviewSupport the show Follow: Twitter | Instagram @Athlete1Podcast https://www.athlete1.net Sponsor: The Netting Professionals https://www.nettingpros.com

John 6:1-14After this Jesus went to the other side of the Sea of Galilee, also called the Sea of Tiberias. A large crowd kept following him, because they saw the signs that he was doing for the sick. Jesus went up the mountain and sat down there with his disciples. Now the Passover, the festival of the Jews, was near. When he looked up and saw a large crowd coming towards him, Jesus said to Philip, ‘Where are we to buy bread for these people to eat?' He said this to test him, for he himself knew what he was going to do. Philip answered him, ‘Six months' wages would not buy enough bread for each of them to get a little.' One of his disciples, Andrew, Simon Peter's brother, said to him, ‘There is a boy here who has five barley loaves and two fish. But what are they among so many people?' Jesus said, ‘Make the people sit down.' Now there was a great deal of grass in the place; so they sat down, about five thousand in all. Then Jesus took the loaves, and when he had given thanks, he distributed them to those who were seated; so also the fish, as much as they wanted. When they were satisfied, he told his disciples, ‘Gather up the fragments left over, so that nothing may be lost.' So they gathered them up, and from the fragments of the five barley loaves, left by those who had eaten, they filled twelve baskets. When the people saw the sign that he had done, they began to say, ‘This is indeed the prophet who is to come into the world.' As many of you know, Pastor Cogan and I, along with Angi Johnson, spent the week before last, in New Orleans, at the ELCA National Youth Gathering … with a bunch of losers. And I'm not just talking about John Reece and Jacob Kleine, who affectionately become known as “the Freshmen” over the course of our time together. Or Jack Anderson who we called “Water Boy,” for some reason. Or Max Havel, who garnered a new name that isn't exactly appropriate for Sunday morning worship.But I mean we all spent the week with a bunch of losers, because you should have seen and heard the people who were chosen to speak to the over 16,000 young people that showed up for the The Gathering, over the course of those five days. I won't tell you about all of them, but… One was Drew Tucker, the proverbial fat kid growing up, who lived in the shadow of his athletic brother as a boy and throughout high school and into young adulthood – never measuring up, he believed, so that he struggled with eating disorders and his body image and all the low self-esteem and struggle that comes along with that. He felt like a loser. But Drew became a Pastor at, among other places, Capital University, my alma mater, and now he's the head of camps and outdoor ministries in the great state of Ohio. We heard from young man named Johnson, too, who graduated from high school this year after immigrating to the US from El Salvador when he was just 10 years old. He was a loser, too. Didn't speak English. Didn't have friends or finances. Was moved around in surprising ways even after landing at his first home – so much so and so quickly that he didn't have time to say goodbye to the one friend or two he had made along the way. But Johnson put a face and a story and some humility, courage, and hope to “issue” of immigration that isn't shared often enough by the politicians, pundits, and our 24 hour news cycle. He reminded me that God's children are never “illegal” or “aliens” in the eyes of their creator, no matter where they live. And that maybe we shouldn't consider them that way, either. Another was Rebekah, a young girl who used to be a boy. At a really young age Rebekah realized the male gender assigned to her at birth wasn't quite what she was feeling like on the inside. When she revealed all of this on the second or third day of the Gathering, after she'd already emceed the other mass gatherings we'd shared with joy and grace and abilities beyond her years, the adult leader sitting next to our group got up and left in protest, it seemed – because Rebekah was such a loser, I suppose. But she has become an outspoken, prolific advocate for kids of all kinds, writing books, speaking before legislatures, sharing herself and her experiences with churches (her dad is a Lutheran pastor, the poor thing), and living her best, beautiful life, at 17, with the loving support of her family, friends, congregation – and about 16,000 new friends from New Orleans, too. Another woman, Jacqueline Bussie, was a loser, too. She literally lost everything, on a trip to Iceland with her new husband, the love of her life. He died suddenly on a hike and she was left there, alone in every way, in a foreign land, as a suspect even in her husband's death, with nothing but his ashes to keep her company when they finally released her to fly home. The shock, grief, and despair she suffered afterward was debilitating. She was utterly lost. But, Jacqueline learned to dance and love and speak and write and teach and live again, anyways.And there were others, too – losers, I mean … Lori Fuller, a deaf woman became the pastor of her own congregation, ministering deliberately to children of God who can't hear. And she reminded us that her deafness didn't make her a mistake, and that none of us are mistakes, either. Pastor Sally Azar, became the first female Palestinian to be ordained in the Holy Land. And she reminded us that our identity as God's children is greater than our identity as Americans, Israelis, or Palestinians, too.But the overall, abiding message I took from all of these would-be-losers, was that all of this is exactly how the power of God works in and through, in spite of and for the sake of the world. In spite of what makes us losers in the eyes and opinions of others, God creates us to be free of that, and authentic ourselves because of it, and brave in spite of that, and to disrupt the world around us, in response to it, too.What I experienced and celebrated over and over and over again in New Orleans – and what I read in a strange, new kind of way in this Gospel story from John about the feeding of the 5,000, because of it – is not how coincidental or surprising it is that God takes brokenness and uses it for good … broken bread, fish, or whatever the world might presume about broken people, either.What I noticed, this time around, is that God is always about using the brokenness of God's people to bring about wholeness and healing and hope to life. Whether it's a loaf of bread, or the cynical sinful disciples who distribute it – or whether it's the death of Jesus himself – God is always using what the world deems “broken” or “lost” in our lives, to teach us about redemption and wholeness and the power of resurrection and new life.Just like the disciples did that day on the hillside when they doubted that the bread would be enough, or that their wages would be enough, or – I suspect – that their faith would be enough to do the trick, every one of those who shared their stories in New Orleans had plenty of reason to doubt that they were enough to do what God was clearly calling them to do.By the world's estimation, they were too sinful, or too imperfect, or too unfaithful, or too different, or too whatever to be instruments of anything good or holy or worthwhile or righteous. But their lives – by the grace and mercy, forgiveness and love of God – tell an entirely different story.Like so many loaves of bread, they – and we – are broken and scattered for the sake of the world. Like so many loaves of bread, it's our own broken “lostness” that resonates with this lost and broken world for the sake of mercy and love and justice for others. Like so many loaves of bread, it is our brokenness that feeds the hungry, comforts the sick, loves the lonely, welcomes the stranger, includes the outsider, forgives the sinner.So one thing I learned in New Orleans – and that Jesus shows us today – is that maybe we should start looking not just at what we're good at when we wonder about how God might be looking to use us. Maybe we need to start looking at – and letting God take hold of even the crumbs – what's imperfect or hurting or broken in our lives ... all the stuff that makes us “losers” in the eyes of the world.Because everyone of us is “less-than” or sinful or lost or different in our own beautiful ways. And if we're willing and able to humble ourselves – to let ourselves be broken and blessed by the grace of God's love – Jesus shows us, today, and through his life, death and resurrection from the dead, that there will be more than enough of God's love and grace and mercy to go around, for us and through us, and for the sake of the world, in his name.Amen

In this episode, Dr. Amy Brenner, a seasoned surgeon specializing in women's health treatments, sits down with Denise Lyon, an expert on the innovative Acessa procedure for fibroids. Together, they delve into the complexities of fibroids, discussing their impact on women's lives, symptoms, and treatment options. Key Talking Points: Understanding Fibroids: Denise Lyon explains that fibroids are benign tumors of the uterus, influenced primarily by estrogen. They can grow in different locations—inside the uterine cavity (submucosal), within the uterine wall (intramural), or outside the uterus (subserosal)—each location impacting symptoms differently. Prevalence and Impact: Up to 77% of women may develop fibroids, often leading to heavy bleeding (menorrhagia), pressure symptoms, pain, and other discomforts affecting daily life. Treatment Options: Dr. Amy Brenner outlines a range of treatments from conservative approaches to more invasive procedures like hysterectomy. They discuss the benefits of Acessa, a minimally invasive laparoscopic procedure designed to shrink fibroids without the need for major surgery. Acessa Procedure Explained: Densie and Dr. Brenner detail the Acessa procedure, highlighting its use of ultrasound to target and destroy fibroid tissue with minimal disruption. They compare it favorably to other treatments in terms of recovery time, pain management, and efficacy. Patient Considerations: The conversation covers why Acessa might be chosen over other methods, especially for patients with bulk symptoms or specific fibroid characteristics. Success and Recovery: They share data on Acessa's success rates, reduction in bleeding, and patient satisfaction, emphasizing its long-term benefits and quicker recovery compared to traditional surgeries. Patient Experience: Dr. Amy Brenner discusses what patients can expect post-procedure, including pain management, recovery timeline, and when they can anticipate relief from symptoms. Join Dr. Amy Brenner and Denise Lyon as they unpack the complexities of fibroids and explore how the Acessa procedure is reshaping treatment options for women seeking relief from this common condition. Learn about the Acessa Procedure in Cincinnati like and subscribe!  Instagram- https://www.instagram.com/amybrennermd/ Facebook- https://www.facebook.com/DoctorAmyBrenner YouTube- https://www.youtube.com/c/AmyBrennerMD Special Guest - Denise Lyon Denise Lyon is a market development specialist with Hologic, Inc., an innovative medical technology company dedicated to enhancing women's health and wellbeing. With a biology degree from Capital University and a surgical technology degree from Cincinnati State, Denise brings nearly nine years of experience at Hologic, having served in roles ranging from surgical medical science liaison to her current position. Before joining Hologic, Denise gained extensive experience as a surgical technologist at Good Samaritan Hospital. Her career is driven by a profound passion for women's health, advocating for increased education, innovation, and investment in the field.

Send us a Text Message.On today's episode we have Camille McPherson. Camille has experience as an assistant at Allegheny College. She is currently the head coach at Capital University (Columbus, OH).On this episode we discuss:The importance of asking good questions and being engaged with college coachesThe role of parents in the recruiting processThe role of social media in the recruiting processWhat an official visit at Capital looks likeThe relationship between athletics and the admissions officeThe skills needed to play at the next levelAnd much more!Capital University InstagramCapital University "X"Capital University Recruiting QuestionnaireCapital University Women's Basketball CampsIf you're feeling overwhelmed with the recruiting process, let's have a conversation - sign up for a free Consultation Today!Check out Hoops Through Life on: Hoops Through Life WebsiteXInstagramFacebookIf you have any questions for me or our future guests email el@hoopsthroughlife.com

If you own a dental practice you are an investor in your business. But many of us look at what we do in the office as a job. In this episode we'll dive deeper into this mindset and see why this can effect our career satisfaction and financial success. Our guest is Eric Miller. Eric has been in the financial planning industry for over 20 years. He is the Co-Owner of Econologics Financial Advisors and the Chief Financial Advisor. He has a degree from Capital University and is a Registered Financial Consultant. He takes pride in helping practice owners become the financial heroes of their own stories and has taken this passion to over 600 families in the past decade. Thanks to our episode sponsors: SciCan - https://www.scican.com/us/ 3M - https://www.3m.com/clarity-aligners-flex/

In his first Inaugural Address, President Ronald Reagan reminded the country that "Freedom is a fragile thing and it's never more than one generation away from extinction." In today's episode of The Narrative podcast, Congressman Jim Jordan stepped out of a Congressional Committee hearing for a quick discussion with Center for Christian Virtue (CCV) President Aaron Baer and Policy Director David Mahan about how federal agencies have been turned against the people they were created to serve and what Congress is doing to hold the executive branch accountable by investigating political lawfare used by agencies like the Department of Justice (DOJ). Before the conversation, Aaron and David look at how sports betting has negatively impacted culture and poisoned the way that many of Ohio's youth interact with sports. They also review the need for Christians to stand firmly on the truth of Scripture during Pride Month and not to get caught up in the cultural moment. More about Congressman Jim Jordan Jim Jordan was raised in Champaign County, Ohio, graduated from Graham High School in 1982, and earned a Bachelor's Degree in Economics from the University of Wisconsin. He later earned a Master's degree in Education from the Ohio State University and a Law Degree from Capital University in Columbus, Ohio. Jordan is a fiscal conservative who believes that families and taxpayers, rather than government, know best how to make decisions with their money. Throughout his career, Jim Jordan has led the fight against tax hikes, including those proposed by his own political party. He believes that cutting taxes and letting families keep more of what they earn helps build strong communities and a vibrant economy. Jordan has been an advocate of the taxpayer, looking for waste, fraud and abuse in the federal government. He serves as the Chairman on the House Judiciary Committee and serves on the House Oversight Committee.

You can be at any stage of your career and decide to sell your practice. Things come up. Things change. So what should you be thinking about before you make that huge decision to sell? Our guest, Eric Miller, will try to put things into perspective when it comes to exiting your practice. Eric has been in the financial planning industry for over 20 years. He is the Co-Owner of Econologics Financial Advisors and the Chief Financial Advisor. He has a degree from Capital University and is a Registered Financial Consultant. He takes pride in helping practice owners become the financial heroes of their own stories and has taken this passion to over 600 families in the past decade. Thanks to our episode sponsor: VOCO America - https://www.voco.dental/us/

John 17:6-19“I have made your name known to those whom you gave me from the world. They were yours, and you gave them to me, and they have kept your word. Now they know that everything you have given me is from you; for the words that you gave to me I have given to them, and they have received them and know in truth that I came from you; and they have believed that you sent me. “I am asking on their behalf; I am not asking on behalf of the world, but on behalf of those whom you gave me, because they are yours. All mine are yours, and yours are mine; and I have been glorified in them. And now I am no longer in the world, but they are in the world, and I am coming to you. Holy Father, protect them in your name that you have given me, so that they may be one, as we are one. While I was with them, I protected them in your name that you have given me. I guarded them, and not one of them was lost except the one destined to be lost, so that the scripture might be fulfilled. “But now I am coming to you, and I speak these things in the world so that they may have my joy made complete in themselves. I have given them your word, and the world has hated them because they do not belong to the world, just as I do not belong to the world. I am not asking you to take them out of the world, but I ask you to protect them from the evil one. They do not belong to the world, just as I do not belong to the world. “Sanctify them in the truth; your word is truth. As you have sent me into the world, so I have sent them into the world. And for their sakes I sanctify myself, so that they also may be sanctified in truth.” ‘Tis the season for goodbyes … and farewells … and “so longs” … graduation season, I mean. Yesterday, I got to offer the Invocation and the Benediction at the commencement ceremony for my alma mater – Capital University, over in Columbus, Ohio. It always brings back all sorts of memories to be on that campus and yesterday, for graduation, was no different – maybe even a little more poignant – to reflect on what all of that meant for me 28 years ago. (I would have bet a million dollars I wouldn't be the one offering the Invocation or Benediction at a Capital commencement back then. And none of my friends would have taken that bet, either.)Well, it's not an Invocation, or a Benediction, or anything like a commencement address, but we call what we hear from Jesus this morning part of his “Farewell Discourse” – his own sort of “goodbye” and “so long,” if you will. Jesus was readying himself for the cross, for his death, for his resurrection, and for his ascension into heaven, too. And all of that gives these prayerful last words some heft, some weight, and some poignancy of their own. And, even though he knew what was coming for himself – all of that suffering and death, I mean – Jesus' greatest concern was for his family and friends. He wants to entrust them to God's care. He wants them to be protected, to be guarded, to be safe. He wants them to know joy; to be “sanctified in the truth” as he puts it. He wants them to go about their lives – in the world, but not of the world – fulfilling their call as children of God. And so he prays these heartfelt, passionate words of love and concern and hope for his people – for his disciples, for these children of God he's been walking alongside and raising up in the faith until now.It's why this prayer from Jesus – as all over the place and stream-of-consciousness as it seems – is perfect for a day like today when I feel like my words have too much ground to cover, in too little time. For one thing Mother's Day is on the hearts and minds of many of us today. We will also celebrate the confirmation of a handful of our young people as they affirm the promises of their baptism this morning. Plenty of you are getting ready for the end of another school year and for graduations of your own. And many in our community are grief-stricken over the loss of little Sammy Teusch, the 10 year-old 4th grader who took his own life last week over in Greenfield. Like I said, there's just too much ground to cover and not nearly enough time for all of it.One of the most meaningful ways I've heard motherhood described before, is that the choice to have a child is to decide forever to let your heart go walking around outside of your body. There's a lot of letting go, relinquishing, and surrender – there's a lot of faith, then – in the act of living life as a mother. And it seems that's something like what God did in Jesus – to set the divine free in the world; to put God's very self at risk; to let the very heart of the almighty leave the safety of heaven's protection and go walking around in the realm of brokenness that is the world as we know it.So I think Jesus' “famous last words” of love, his petitions of hope, his prayers of concern and for the protection for his people, have a lot to say to us still, no matter what it is that brings us here. I think Jesus is so earnest as he prays, because he knows he's going; that he's about to leave his friends, his family, his disciples to their own devices – he's about to let his children … his heart – go walking around in the world without him, and he's more than a little concerned about what might come of that.Don't most of us know something about what he's feeling? Haven't we been on one end of this sort of surrendering at some point – whether it was sending your child off to their first day of kindergarten or moving them into their college dorm for the first time? Maybe it was walking your daughter down the aisle on her wedding day.Maybe it had nothing to do with children at all. Was it kissing a loved-one goodbye before the nurse wheeled them off to surgery? Was it “farewell” to a friend who moved away or “goodbye” to a co-worker or to a career of your own, even? Maybe it was the final goodbye to someone you knew you'd never see again, or even a goodbye that didn't happen in time, because no one saw it coming. I imagine Jesus has something like all of that – and more – in mind with his prayer. This loving surrender and letting go with all kinds of hope and faith and some measure of fear, too, for what was to come for those he was leaving behind. Would they remember what he taught them? Would they keep the faith? Did they know how much they were loved? Were they up to the challenges that would come their way? Were they ready for the hard choices, the setbacks, the let-downs, the disappointments, the failures, the risks, the heartbreak they might face?Because life in the world is risky. For Jesus it led to the cross. For the rest of us, it can mean all sorts of sadness and struggle. There is sickness out here in the real world. There is disease and disaster and dying. There are accidents and addictions. There are broken relationships and unfulfilled dreams. There are bullies and despair and suicide, for crying out loud.And all of this is what we set our children loose into – not just on the day of their confirmation – or at their graduation – but every morning when we put them on the bus or hand them the keys to the car or send them off to college, to their first job, their first date, to be married, whatever. And all of it is what God sends each of us into, just the same, as people on the planet at some time … in one way or another.As I watched all of those college graduates marching around at commencement from my perch on the dais yesterday, I thought about all of the moms and dads, grandparents, aunts, uncles, and more – beaming with so much pride, hope, joy, and some measure of worry and concern too, I imagine – as they watched their hearts go marching around in caps and gowns and on to whatever is next. And I thought about little Sammy Teusch's mom and dad, too, who's heart left that one last time, shattered, and won't ever be the same again. And that's why Jesus' prayer matters for us. It reminds us that his words and his ways are of God – and that ours can be, too. We are reminded that we belong to something bigger than ourselves – something more than we can see on this side of the grave. We are reminded that we are one with the rest of God's good creation. In spite of the differences and the divisions the world might try to impose upon us – we are one – bound together by the love and grace and mercy of our Creator.And because of that, with Jesus' blessing, encouragement, and holy example … we can do this, people. We can go about our lives in this world – afraid and uncertain and sad and overwhelmed more often than we'd like; but hopeful, anyway – as God intends – with faith and love to carry on in spite of the heartbreak; with faith and love to share, because of the heartbreak.We are called, you and I … as baptized children of God … to be the very heart of God walking around in the world, doing justice, loving kindness, sharing grace and mercy and peace and goodness, so that Jesus' prayers will be answered – for us and for the sake of the world God so loves.Amen

This week on Talk World Radio we're talking about Nuclear energy with our guest Harvey “Sluggo” Wasserman. He is a past guest and a life-long activist who speaks, writes, and organizes widely on energy, the environment, U.S. and global history, drug war, election protection, and grassroots politics. He has taught at Capital University, Columbus State Community College, and Hampshire College. He has authored or co-authored 20 books, countless articles and speeches, two films, and a Grammy-winnning song, and hosts two radio shows, California Solartopia and the Green Power & Wellness Show. Harvey helped coined the phrase “No Nukes” in 1973, and his recent article at Counterpunch is called Nuclear Power's Lethal, Larcenous End Game. See also: https://solartopia.org

Former San Diego Padres pitcher Craig Stammen and current Capital University men's basketball coach Damon Goodwin anchor this weeks episode as they talk their careers and so much more.

Matthew 2:16-18When Herod saw that he had been tricked by the wise men, he was infuriated, and he sent and killed all the children in and around Bethlehem who were two years old or under, according to the time that he had learned from the wise men. Then was fulfilled what had been spoken through the prophet Jeremiah: “A voice was heard in Ramah, wailing and loud lamentation, Rachel weeping for her children; she refused to be consoled, because they are no more.” I'm not sure how much my dad was paying attention to our midweek Lenten plan from one week to the next. I wonder, for example, if he cared what tonight's theme was going to be, since he's on a flight to Phoenix right now. But yesterday, he stopped by the office when I wasn't in and left this picture in my tray, without much explanation. It's just something he does. Anyway, it's a picture of my grandfather – my dad's dad – on the steps of what used to be the library at Capital University, in Columbus, OH, back in June, 1942. Capital University, is where my grandparents, parents, a handful of my aunts and uncles on both sides of my family, my wife and I, and now Jackson, our son, have all attended. So, of course this picture struck a chord, as I was already wondering about this thing we're calling “generational or ancestral grief” for the sake of our Lenten walk this week.See, I never knew this man, my grandfather, Jerry Havel. He died about 7 years before I was born, in 1966, when he was just 46 years old. He had cancer that migrated from his throat and sinuses into his brain, thanks to a pretty serious smoking habit. My grandmother would talk about how he would “French inhale,” breathing the smoke into his nose as he exhaled with his mouth. She seemed to be equally impressed as she was disgusted by it.Anyway, by grandfather's legacy looms large in our family and in my life, even though I never met him. A super-sized, professional portrait of him hung above my dad's home office desk for years in the first house I ever remember living in. My grandmother sang his praises whenever she got the chance – he was a Marine in World War II, on the island of Iwo Jima when that famous photo of the flag-raising was taken, even; he was a successful business man, an exceptional father, a loving husband, a faithful churchman, community leader, and so on.More on Jerry Havel in a minute. Please shift gears with me for a moment.I read some time ago about a scientific experiment using mice back in 2013 that some say shows how something like trauma – and I would contend, then, something like grief, too – might be passed along, genetically, to offspring, by birth., from parent to child.I won't get too into the weeds about this, because I'm not a scientist, but the nuts and bolts of the experiment are fascinating. Scientists took some male mice and wafted the scent of something like cherries into their environment while at the same time administering electric shocks, to the point that the mice began to respond with literal fear and trembling whenever they simply smelled the cherry scent, even absent the electric shock. Now, all of that's nothing, really. It's just the stuff of Pavlov's Dogs that most of us learned about in high school, right?In this experiment, with the mice, though, the scientists took all of it another step or two further by learning that the offspring of these male mice would also shudder with fear and trembling at the mere whiff of cherry scented air, even though they, themselves, had never smelled that scent before, let alone experienced an electric shock along with it. Even more surprising, the grandchildren – a second generation removed from the original mice – also experienced the same physical, fearful reaction to the smell of cherries, as did mice born by way of in vitro fertilization, using sperm from the original male subjects.Again, none of these second and third generation mice had ever experienced the electric shock their ancestors had received in connection to that smell – yet they still showed physical signs of fear and trauma.All of this is to say, it seems mice – and perhaps, then, humans – have the capacity to pass along, genetically, emotional responses and spiritual experiences like fear, trauma, and I have to wonder, then, maybe grief, too.And we can quibble – and even disagree – about the “nature” and “nurture” of it all, but the spiritual and faithful proposition in all of this, for me, is to say that the grief we hold and the sorrow with which we wrestle, isn't always ours alone. It's not always isolated to our own experience. We are also impacted by those who've gone before us – sometimes, directly, by the ways our lives intersect, and sometimes by the ways our history as a family or as a people are tangled up on this side of heaven.Where my grandfather is concerned, it's clear that a measure of grief over his untimely death – it's impact on my grandmother, my dad, our family – and the sorrow in the groundwater of my own life has always been a thing. It's never been debilitating for me, but grief over never having met him has always been present in my life and in our family's story, nonetheless. (And that experiment with the mice makes me wonder if his cigarette habit was the source of my own penchant for Camel Lights, back in the day, too!)And, other than the smoking thing, Jerry Havel's influence on our family was nothing but positive as far as I know. (It's why I wear his ring on my right ring finger.) But I think it also must be true that there is real grief for ancestors who were hurtful or harmful or otherwise unhealthy branches on any given family tree, just the same. We grieve abuse, addictions, absence, infidelity, and more.And this “ancestral, generational grief” is bigger than our personal lives and it grows beyond the boundaries of our respective families, too. Sociologists, psychologists and theologians suggest that we grieve the loss of our history, traditions, culture, and faith practices, too – all of which are supposed to be OURS, though we've lost a lot of that for a lot of reasons.For most of us, from what I can tell – and what I've learned through the study and work of racial justice – our white culture, history, tradition, and even faith practices – have been whitewashed by a culture that has so desperately and so deliberately worked to lump anyone who is not “of color” into the same bucket or category of humanity. It's one of the most ignorant, evil things about living in a white supremacist world.What “whiteness” means is that Germans and Scotts and Irish and Norwegian people – and anyone who looks like me on the outside? – we've lost a lot of our ancestral heritage when it comes to the ways we eat, drink, sing, pray, worship, celebrate and hold space in the world. We don't know or notice that all of the time, but it operates as “lack” in our lives. It's something we're missing, and missing out on, that impacts our psyche and our spirit. The most telling way this was first shown to me was in a race workshop where a sizeable group of racially diverse people was asked to share, in small groups organized around our respective racial identities, what it was that we liked about being Black, Asian, Latino, or white, for example. For the most part, the white people were hard-pressed to answer the question. While Blacks were proud of things like hip-hop culture, music, and dance, for example; and the Asians and Latinos loved, among other things, their food; and while all those groups of color celebrated their resilience and strength – as a people – in the face of racism and oppression in the world; there wasn't much that was uniquely “white,” for the rest of us. Because so many cultures have been poured into the “white” bucket, the good, beautiful things that once distinguished us, one from another, are hard to identify – let alone celebrate – any longer. And we are lesser for it. It is worth our grief and sorrow.And there is yet a third form of this ancestral and generational grief for people who've had their ancestors and their history literally, deliberately damaged or destroyed by violence, oppression, and genocide. Most of us can't know the personal sorrow of something like the holocaust for Jews, or of chattel slavery for Blacks in this country, or the genocide of indigenous peoples in north America and Australia. But for those whose people have suffered such grief, its sorrow lives on in their descendants.And for the descendants of those who perpetrated such atrocities and evil, I wonder if it would behoove us to experience the Truth of that history as GRIEF, moreso than merely GUILT, so that we might be changed and make change in light of it, in a way we still haven't figured out after all these years.Which is where I think our life and our faith can come together around all of this grief tonight – the personal, communal, historical and cosmic nature of this generational/ancestral grief.I wanted to hear those words from Genesis about Abraham, the first patriarch of our faith, and of God's promise to build and bind the generations together through him – as the father of many nations, with “descendants as numerous as the stars in the sky and as plentiful as sand on the seashore,” we're told. When we see ourselves in that light, as intimately and intricately connected with all of God's people, their grief might become ours and our grief might become theirs, even though our experiences may be so vastly different and disconnected at times.And it made me think of that bit we heard from Matthew's Gospel, too, where he invokes Rachel … who lived generations before the days of Jesus arrived on the scene. Rachel was one of the matriarchs of Israel, whose grief and sorrow cried out from the ground of her grave, as her descendants and our ancestors in the faith were banished into exile and captivity. Rachel's grief was alive and well then – long after she lived and moved and breathed in the world. And it is alive and well, still, in the world, and in our own hearts, minds, and lives, it seems to me.So tonight, our invitation is to acknowledge yet another experience of grief in our heart of hearts – that which comes from those who've gone before us. Some of this grief is individual to our experience and grows from the lives we share in our families. (Sorrow, regret, and sadness for the those in our family tree.) Some of this grief is communal, in that we have lost touch with our ancestors' deep, meaningful history, tradition, and culture in too many ways. And some of this grief is cosmic and comes from the damage done by one branch of the human family to another branch of God's people – for those who received that violence and for those who perpetrated it, too.Whatever the case, our ritual for this evening is a nod to the faith practices of our own spiritual ancestors. We will light sticks of incense and leave them burning at the wall. Their scent and smoke are meant to rise up like so many prayers of repentance… regret, maybe… some gratitude, I hope… and grief, of course.And it's also an invitation, to the ancestors who've gone before us, whose sorrow we share – and whose hope is ours, just the same – that they surround us like a great cloud of witnesses … like a communion of saints … on the other side of God's eternity, where all of this grief – our mourning and crying, our pain and death are no more, thanks to the love that's promised to all the world, from generation to generation, in Jesus Christ our Lord.Amen

I'm Not Fine with Lizzie Ens Join your host Lizzie Ens Functional Nutrition Practitioner with Guest Dr. Ingo Mahn as we explore the transformative world of biological dentistry. Discover how a healthy body begins with a healthy mouth, and learn about the surprising connections between oral health and overall well-being. From preventing systemic health concerns to natural strategies for oral care, we will provide actionable insights to help you maintain optimal oral health. Plus, uncover the link between oral health and sleep issues for a deeper understanding of your well-being. Tune in to get a deeper understanding on how important your oral health is and start your journey towards holistic health with your oral healthcare. As a token of our appreciation for tuning in, we're offering a complimentary gift to our listeners! Stay tuned to the end of the episode to discover how you can claim your free gift and take the first step towards transforming your oral health journey. Meet Dr. Mahn, a trailblazer in the field of biological dentistry based in Phoenix, AZ. Dr. Mahn grew up near Stuttgart, Germany and moved to the United States at the age of 12. He graduated from Marquette University School of Dentistry in 1985 and practiced in Wisconsin for nearly 30 years. After discovering the benefits of a more holistic approach, he founded Integrative Dental Solutions in 2001 and went on to earn a doctorate in Integrative Medicine from Capital University in Georgetown in 2004. In 2017, Dr Mahn and his family relocated to Phoenix, AZ where he founded Natural Dental Partners, a biological dentistry practice. Aside from running his dental practice, Dr Mahn currently spends most of his time focused on treating the root cause of breathing disorders, sleeping conditions, and TMJ dysfunction. He founded the Institute for Advanced Airway Studies to empower fellow dentists to establish superior airway programs in their practices for enhanced patient well-being. Dr. Mahn is also an accredited member of the International Academy of Oral Medicine and Toxicology (IAOMT) where he serves as a board member and chairman of the Ozone Committee. https://www.mynaturaldentist.com ~ More About I'm Not Fine with Lizzie Ens ~  Lizzie Ens Is the Founder of UnDiet Yourself, a Board Certified Functional Nutrition Practitioner, Personal trainer, Author of Escaping My Reflection, Speaker, Radio/TV & Podcast Host.  Lizzie Ens, is a former Amish girl who chose to jump for a better life and future at the age of 19 leaving everything she knew up until then; her entire community and family behind. Lizzie is now on a mission to make an impact by helping people get more energy, get better sleep and rebalance their hormones by focusing on whole body healing so their body can function at its best and take them from feeling just fine to feeling amazing. https://www.lizzieens.com/ https://undietyourself.live/ Book with Lizzie today: https://info.undietyourself.live/ To get more of I'm Not Fine with Lizzie Ens, be sure to visit the podcast page for replays of all her shows here: https://www.inspiredchoicesnetwork.com/podcast/im-not-fine-lizzie-ens/

How Women Have Shaped the Credit Union History with Emily Leite *How do you keep the legacy of Louise McCarren Herring alive as CAO at the Ohio Credit Union League   *How women are making a difference in the Movement   *Women leaders in the Movement I admire   *Why advocacy is so important   *How to get involved in advocacy   *Advice to emerging leaders Emily Leite Chief Advocacy Officer Ohio Credit Union League https://www.linkedin.com/in/emily-leite-mpa-484634bb/ https://www.cuna.org/about/leagues.html https://aacul.com/league-locator     Emily Leite is the Chief Advocacy Officer at the Ohio Credit Union League, with nearly a decade of state and federal credit union advocacy experience. She leads the development, alignment, and implementation of the Ohio League's mission and strategic goals in advocacy, marketing, and communications to promote, protect, and advance Ohio credit unions.   Leite serves on the Ohio Poverty Law Center and Habitat for Humanity of Ohio boards of directors. She also serves as a member of the American Association of Credit Union Leagues' Advocacy Committee and a member of America's Credit Unions' Subcommittee on Consumer Protection. She directs and collaborates on Ohio League-affiliated boards and committees, including the political action committees' boards and the Advocacy Action Committee. She is also an active member of Ohio Women in Government and serves on the Ohio Lobbying Association's Foundation Scholarship Committee.   Before joining the Ohio Credit Union League, Leite served five years as a legislative aide in the Ohio Senate and Ohio House of Representatives. She holds a bachelor's degree in public administration, political science/pre-law, and history from Capital University, earned a Master of Public Administration degree from Ohio University, and received a Business Management Essentials certificate from Cornell University.  

Flashback to 1991. As a graduate of Bloom-Carrol High School, 18-year-old Brown, a student-athlete, packed up his car to head to Capital University, where he would play football while setting his sights on pre-med and athletic training degrees. Following a devastating knee injury during his sophomore year while playing football, he became increasingly interested in athletic training and helping others with their sports careers. Brown moved north to continue his education at the University of Michigan (for OSU fans, don't hold that against him!) to pursue a Master's in kinesiology. “I'll never forget my first game at Michigan,” he explained, “running out of the tunnel, jumping to touch the famous ‘Go Blue' banner. Graduate school was crazy busy, working full time as an athletic trainer with football and wrestling, carrying a full-time graduate course load in kinesiology, and even teaching classes.”  Flash forward another eight years. Dr. Brown earned a Ph.D. in Higher Education Leadership from Ohio University. He was ready to take on a leadership role, only switching up the playbook a bit. Instead of staying on the field, he expanded his career goals inside the walls of a community college where he could make a difference in the lives of students and the community. Arriving at Zane State in 2005 as Dean of Health, Public Service, and Service-Related programs, he earned promotion after promotion over the years. And in 2015, he was appointed the sixth president of Zane State College. This role is rewarding as well as increasingly challenging. “My outlook on my community college president profession can be summed up by one of my all-time favorite heroes, President Teddy Roosevelt. He said, ‘Far and away, the best prize that life has to offer is the chance to work hard at work worth doing.' And even on the hardest and longest days, I enjoy my work and the people I work with. I love the work we do.” Dr. Brown is a servant leader who is passionate about empowering his employees in a creative and compassionate workplace culture. His leadership style shows a commitment to building trust, igniting passion, and caring deeply about the success of others. Keeping the local community at the forefront, he is involved in various boards and organizations that collectively benefit those most in need. While Dr. Brown's academic accomplishments are honorable and respected, they do not truly explain who Dr. Brown is.  Family First. With his wife, Dr. Susan Farus-Brown, Dr. Brown raised a son, Joey, who has taken on his parents' passion for football. A student-athlete himself, Joey is earning a bachelor's degree in business at Muskingum University. Must Love Dogs. As a dog dad to three lovable pups, Dr. Brown enjoys watching football and taking naps with English Bulldog named Lincoln and French Bulldogs named Ike and Churchill. Being Present. Having a chronic neurological condition called dystonia means Dr. Brown is thoughtful with every step he takes, every conversation he has, and every interaction he makes. Even on the toughest of days, he always sees our students as a source of inspiration. As he says, they are the purpose behind our vision of creating A Promising Future for Every One. Work Hard. Play Hard. This bio wouldn't be complete without a plug for Dr. Brown's woodworking talent and appreciation for bourbon. In his free time, he likes woodworking projects that range from cabinetry to wine racks to raised beds for his garden.  

Referral link: https://www.neweracap.com/aotc   This episode of Ahead of the Curve is brought to you by New Era. New Era is the official headwear provider of the MLB, NFL, and NBA. If you love to rock New Era Caps as much as I do, then you won't want to miss out on the opportunity to wear what the players wear AND get 15% off when you go to NEW ERA CAP DOT COM/AOTC and use code aotc at checkout. That's 15% off your order using promo code aotc. Bio Brook Cupps is the Head Boys' Basketball Coach at Centerville High School in Ohio.  Brook graduated from Graham High School in St. Paris, Ohio near Springfield in 1995, and following a 4-year playing career at Capital University in Columbus, he returned to Graham.  He became the head coach in 2000 and spent 12 seasons at Graham.  In 2012, following his time with the Falcons, including a trip to the state semifinals, Coach Cupps left his alma mater to become the head coach at Centerville High School where he has earned several coach of the year honors while guiding the Elks to multiple sweet 16 and elite 8 appearances. His 2021 team recorded a school record 26 wins on the way to the Division I State Championship in Ohio, the first in school history.  His 2022 team was the state runner-up. Brook is the author of the book “Surrender the Outcome”, teaches two leadership courses at Centerville and also writes a weekly blog on bluecollargrit.com   On the show we discuss installing culture, how to live out and establish core values, and we take a dive into application of roles and parent advice! You're gonna love this episode with Brook Cupps!   Time stamps 01:00- intro 02:30- off season personal growth 10:30- installing culture 21:20- core values 43:00- application of roles 49:10- parent advice 53:00- Quick hitters   Contact Twitter Blog

Betsy Cerulo is the CEO & founder of AdNet/AccountNet, Inc, - Advocates for Workplace Excellence & Equity. AdNet is based in Baltimore city and is a management consulting firm focused on Professional Staffing, Human Capital Management and Executive Search services. Betsy is a Founding Member & Board President of the Maryland LGBTQ Foundation and Co-Founder and Past President of the Maryland LGBTQ Chamber of Commerce. Betsy serves as the Chamber's Public Policy Chair. Betsy is a passionate activist pushing for equal rights for women and all diverse groups. Betsy is a published author of Shake It Off Leadership and a children's book titled Miss Crabapple and Her Magical Violin. Betsy is the host of the podcast, Room at the Table. Betsy holds a Bachelor's Degree in Business from Catholic University and a Master's Degree in Integrative Health Science from Capital University of Integrative Medicine. Betsy is a certified Executive Coach. Connect with Betsy Betsy Cerulo/ website/ books Social Media: Instagram: betsy_cerulo LinkedIn: BetsyCerulo Podcast Link: Room at the Table Book Links: Shake It Off Leadership , Miss Crabapple and Her Magical Violin   Wipeout Trauma   I am an affiliate of Keith Brown

Ohio Democrats and Republican lawmakers are weighing their next steps after Issue 1 passes. Dan Kobil, a law professor of Capital University in Columbus discusses proposed strategies.

Across Ohio, educators are contending with growing caseloads of English Learners (ELs) while fighting for the supports and resources they need to meet their students' needs. Members of the Ohio Education Association's EL Cadre are coming together to support each other in that fight and to advocate for the students they serve. On this episode of Public Education Matters, two EL Cadre members set the record straight about what it takes to deliver a high-quality education to every student - no exceptions - and why EL educators need to have a meaningful voice in conversations at every level. Plus, we're talking about opportunities for all educators in Ohio to enjoy deals and fan experiences at upcoming NHL and NBA games.GET YOUR TICKETS | For full information and to purchase tickets for Educator Appreciation Night games with the Columbus Blue Jackets, click here. Or, click here to learn more about the Educator Appreciation Night games with the Cavs and to get your tickets to those. Make sure you join OEA for Educator Appreciation Night with the Blue Jackets on December 16th against the New Jersey Devils and on March 8th with the Cleveland Cavaliers against Minnesota. READ THE REPORT | Click here to check out the WestEd "Ohio English Learner Cost Study" and learn more about the costs of implementing English Learner programs in Ohio schools as well as recommendations to effectively deliver those services.  SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to subscribe on Google podcasts so you don't miss a thing. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guests:  Helen Vassiliou, Lakota Education Association member Helen Vassiliou is an educator in Southwest Ohio serving multilingual learners in the Lakota Local School district. She has experience working K-12 and at the university level. Helen was a recipient of the 2017 Charles Redd Center Teaching Western History award and the 2021 Ohio Excellence in Teaching award from Ohio TESOL. She is a proud member of Ohio TESOL where she shares her knowledge of technology integration and instruction and she is a proud member of the OEA EL Cadre advocating for the success of all multilingual learners across the state. Debbie Skarsten, Pickerington Education Association memberDebbie Skarsten is a grades 7/8 EL Teacher at Ridgeview Junior High in Pickerington, OH.  She also teaches in the graduate TESOL program at Capital University.  Debbie has served on various EL committees in Ohio including the OEA EL Cadre, ODE EL Advisory Committee, and is currently serving as treasurer of Ohio TESOL.  Debbie was also a representative on the WestEd Cost Study Committee.  Debbie is a second language learner by virtue of being a high school exchange student, parents EL students who joined her family through international adoption, and has taught EL students in both the content and EL classroom.  Connect with OEA: Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topics Like OEA on Facebook Follow OEA on Twitter Follow OEA on Instagram Get the latest news and statements from OEA here Learn more about where OEA stands on the issues  Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative Watch About us: The Ohio Education Association represents about 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools. Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on October 25, 2023.

Voting has begun on Issue 1, the abortion rights amendment. Opponents argue that parents will lose the right to have a say if their child chooses an abortion. This week on Snollygoster, host Mike Thompson discusses the issue with Capital University law professor Dan Kobil and Dr. Courtney Kerestes, a fellow with Physicians for Reproductive Health.

Free speech in the First Amendment protects us from government censorship but not private censorship.  This means the government cannot censor your speech but a private entity such as a newspaper does not have an obligation to publish your speech. Continuing this analogy, are social media companies more like a newspaper where they can pick and choose which speech to publish or more like a telephone company where they allow all speech regardless of content to use their infrastructure?  What happens when the government wants to stifle otherwise free speech, but doesn't have the grounds to do so?  We've seen a troubling trend of the government pressuring social companies to censor speech.  Joining our all-star student panel to discuss this trend, we are excited to welcome Brad Smith, Professor of Law at Capital University, former FCC Chairman and founder and Chairman of the Institute for Free Speech for this informative discussion.

This season, we're going back to basics. Each week, we'll dig deep into a stage in the recruitment process that admissions counselors need to be trained on. The goal is to help our listeners, Admissions Directors, identify opportunities to improve or enhance the development of their team. Each episode correlates with a module of Lunchcast Leadership - a two-day workshop we offer to admissions offices. For more information, reach out to us at adlunchcast@gmail.com. This week, we are discussing territory management. What should admissions counselors be doing and thinking about at this stage in order to maximize enrollment results? Our influencer guest is Dr. Talia Pennington-Dorcey, Director of College Counseling at Incarnate Word Academy in Houston, Texas. Our practitioner guest is Derek Faase, Director of Admissions at Capital University in Columbus, Ohio. Join us for your most productive lunch meeting all week, as we discuss how admissions counselors can help at this stage in the cycle. --- Send in a voice message: https://podcasters.spotify.com/pod/show/adlunchcast/message

JAKIRAH JACOBS IN THE HOUSE!!!  This week on Ignyte Your Why, we had the honor and privilege to sit down with Jakirah Jacobs!  Jakirah was born and raised in Baltimore, Maryland and is currently residing in the DMV Area. At a young age, she found her passion for technology and has not looked back.  Jakirah graduated from Xavier University (the best college in Cincinnati) with a degree in Political Science then went on to Capital University where she earned her law degree. Currently, Ms. Jacobs is working in the tech industry, but about to make a major career move.  In this episode, we take a deep dive into Jakriah's story, which ranges from childhood, mental health, and most importantly her why! You all do not want to miss this episode - Jakirah is a beautiful human on the inside and out; her story is inspiring and you will LOVE it! Check it out now! How can I support this podcast moving forward? Follow us on Social Media @IgnyteYourWhy  ⁠⁠Facebook⁠⁠ | ⁠⁠Instagram⁠⁠ | ⁠⁠Twitter ⁠⁠| ⁠⁠TikTok⁠⁠ | ⁠⁠Youtube⁠ Jakriah Jacbobs's Information  Instagram: https://www.instagram.com/jjduhhh/

In this episode, DJ invited music teacher and podcast host Bryson Tarbet to the show to share the science backed wonders of music education. By the end of this interview, you will understand why music is a physical thing that physically changes us… whether you're 2 or 92! So stay tuned! DJ and Bryson are discussing everything from musical mental health perks and conquering restless energy with rhythms and harmonies to why we learn and retain more when it's connected to music. Bryson Tarbet is a PreK-6th grade general music teacher just outside of Columbus, Ohio. He received his Bachelor's of Music in Music Education from Ohio Wesleyan University his Master of Music in Music Education with a Kodály emphasis from Capital University. Bryson started That Music Teacher, LLC with the goal of sharing different perspectives on issues pertaining to the lives of music educators across the country. He also hosts That Music Podcast, a podcast for elementary music teachers and is the educator behind the Elementary Music Summit.TIMESTAMPS• [6:03] “Music is not just for music sake, but the research and anecdotal evidence of how music can support a child's learning and adult's learning is massive.”• [12:19] DJ & Bryson discuss how music helps students understand what's coming next and removes some of the anxiety in the situation. • [18:30] “ Allowing them to have that lateral level of thinking… It's helping them increase their musical skills… it's also giving them interpersonal skills that allow them to apply those to other aspects of their education.”• [27:11] Bryson shares: “It truly is magical to see how music has a physical effect on the way that our brains are wired.” For more information on the Imperfect Heroes podcast, visit:  https://www.imperfectheroespodcast.com/Connect with Us!DJ Stutz - Website: https://www.littleheartsacademyusa.com/Facebook: https://www.facebook.com/littleheartsacademy/Instagram: https://www.instagram.com/littleheartsacademy/YouTube: https://www.youtube.com/channel/UCOpphCRklDJiFXdS76U0LSQDJ Stutz Booking Link: https://bookme.name/ImperfectheroespodcastCICERONE MASTERS Link: https://www.littleheartsacademyusa.com/courses/cicerone-mastersONE ON ONE COACHING Link: https://www.littleheartsacademyusa.com/courses/one-on-one-coaching-bundleThe Parenting Owner's Manual  https://www.amazon.com/dp/B0CD13DBNN/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr=Bryson Tarbet - Website: https://www.thatmusicteacher.comInstagram: https://instagram.com/thatmusicteacherFacebook: https://facebook.com/thatmusicteacherblogTikTok: https://tiktok.com/@thatmusicteacherThe Musical Child by Joan Koenig  https://www.amazon.com/s?k=the+musical+child+book&crid=3LG6D11TVFC0&sprefix=The+Musical+Child%2Caps%2C183&ref=nb_sb_ss_ts-doa-p_1_17Episode with Cra

•Trina Danielle Washington aka Trina Trine was born in Columbus, OH. Her musical training started at the tender age of three (3) starting as a pianist, singer and then ultimately challenging herself to master the organ at the tender age of twelve (12) which would inevitably become her master instrument. •Trina credits her lifetime musical education with The Conservatory of Music Ohio, her father, Bishop Donald J  Washington, Senior Pastor of Mt. Hermon Missionary Baptist Church of Columbus, OH, her vocal coach, Joseph M. Thrower of Reynoldsburg High School, The Ohio State University, Capital University and Berklee School Of Music. •Trina will graduate this Fall 2023 from Southern New Hampshire University with a degree of Business Administration/Healthcare Management. Known for her smooth chord progressions and reharmonizations on both keyboard and organ along with her pedal toned singing, Trina is also a lyric mezzo soprano with a four and a half octave range and known to easily glide from low registers in contralto ranges like Sarah Vaughan to high ranges like Minnie Riperton. •Please send me an email sharing your thoughts about this show segment also if you have any suggestions of future guests you would like to hear on the show. Send an email to letstalk2gmg@gmail.com •You may also “like” and share the podcast episode; or you may Subscribe to be alerted when the newest show is published. •NEW RADIO SHOW ON INTERNET RADIO STATION WMRM-DB SATURDAY MORNING 9:00 AM CST / 10:00 AM EST •The Podcast and Radio show is heard everywhere in the World! --- Send in a voice message: https://podcasters.spotify.com/pod/show/letstalk2gmg-ansonia/message

The vocal print can identify toxins, pathogens and nutritional supplements that are too low or too high. In addition, a vocal print can be used to match the most compatible treatment remedy to each client. The introduction of the proper low frequency sound to the body, indicated through voice analysis, has been shown to control: pain, body temperature, heart rhythm, and blood pressure. It has also been shown to regenerate body tissue, and alleviate the symptoms of many diseases (in some cases, even those considered to be incurable). Sharry Edwards, MEd., has been accused of being too scientific by some, too esoteric by others. In actuality, she is a bridge between both fields of inquiry.  Sharry is the acknowledged pioneer in the emerging field of Vocal Profiling using BioAcoustic Biology.  For many years she has provided the leading-edge research to show the voice, as a holographic representation of the body, that can be used to change the face of medicine. Her work has been the subject of several documentaries and she is the recipient of the Scientist of the year award by the New Frontiers of Science.  She is a faculty emeritus of the Capital University of Integrative Medicine and has more than 30 years of BioAcoustic research experience. Currently, Edwards and her team at Sound Health are using human voice and the associated frequencies to help clients resolve health issues such as: macular degeneration, multiple sclerosis, headaches, muscle stress, brain trauma, weight issues and nutritional concerns. The technology she brings to the stage is cutting edge! Beam Minerals  20% off coupon Talktomeguy 

Bob Ghiloni retired from Denison University immediately following the 2019-2020 season.  He spent 18 years at the helm of the Division III program in Granville, Ohio.  Coach Ghiloni had a non-traditional pathway into the coaching profession.  He attended the regional campus at OSU-Newark for his first two years of college, before finishing his degree at the main campus of The Ohio State University.  During college he coached Junior Varsity basketball at DeSales High School in Columbus before serving as an assistant at both Ohio Dominican University and Capital University.  In 1987 he was hired as the head basketball coach of Bishop Ready High School in Columbus.  Coach Ghiloni would spend 15 seasons leading the Ready program, and his tenure ended in 2002 with a state championship game appearance.  His time at Denison University was highlighted by an NCAC Tournament championship and an appearance in the NCAA Division III National Tournament in 2016.  Coach Ghiloni retired as the 3rd winningest coach in Denison program history.  His story in coaching is tremendous and his insights on basketball life are worth a listen.  Please enjoy my visit with Denison University's Bob Ghiloni.  --- Support this podcast: https://podcasters.spotify.com/pod/show/jon-cook0/support

Please support our patreon.  For early and ad-free episodes, members-only content, and more.What if the key to addressing climate change lies at the intersection of labor and environmentalism? In this thought-provoking episode, we're joined by Matt Huber, author of "Climate Change's Class War: Building Socialism on a Warring Planet," to explore this relationship and how climate change is a class phenomenon. We challenge the mainstream analysis that focuses on consumption and lifestyle choices while ignoring the role of ownership and production in providing for those lifestyles.Together with Huber, we discuss the implications of green jobs and the challenges of industrial policy under the Biden administration. We explore how the Inflation Reduction Act incentivizes domestic manufacturing of solar panels and wind turbines, which could create more permanent, unionized jobs. Our conversation highlights the importance of considering the labor movement when addressing climate change and environmental policies.Finally, we delve into sustainable agriculture and socialist planning, examining the use of nitrogen fertilizer and the impacts of industrial agriculture. We consider the arguments for degrowth and eco-socialism, and how public transportation systems in other countries have enabled people to live without owning a car. Listen in to better understand how we can work together as a society to build a sustainable future, where the labor movement and environmentalism go hand in hand.Matthew T. Huber is Professor of Geography at the Maxwell School of Citizenship and Public Affairs at Syracuse University. He is the author of Lifeblood: Oil, Freedom and the Forces of Capital (University of Minnesota Press, 2013) and Climate Changes as Class War: Building Socialism on a Warming Planet (Verso, 2022).  We talk about labor, the green movement, and the complications of degrowth.Abandon all hope ye who subscribe here.   Crew:Host: C. Derick VarnAudio Producer: Paul Channel Strip  ( @aufhebenkultur )Intro and Outro Music by Bitter Lake.Intro Video Design: Jason MylesLinks and Social Media:twitter: @skepoetFacebookYou can find the additional streams on YoutubeSupport the show Support the showCrew:Host: C. Derick VarnAudio Producer: Paul Channel Strip ( @aufhebenkultur )Intro and Outro Music by Bitter Lake.Intro Video Design: Jason MylesArt Design: Corn and C. Derick VarnLinks and Social Media:twitter: @skepoetYou can find the additional streams on Youtube

Capital University (OH) Percussion Professor Julie Licata stops by to talk about her job there, teaching previously at SUNY-Oneonta, being bold in job interviews, and forming a work-life balance (02:20), her research work with Psychology Professor Michael Faber on performing (25:15), growing up in Ohio, learning organ and percussion, lifting weights and playing sports, and the benefits of working temp jobs (40:35), and her undergrad years at Capital University, along with making decisions about finding and playing literature then and now (59:35).Finishing with a Rave on the classic 1980 film My Bodyguard (01:10:00).Links:Julie Licata's webpageJulie Licata's Capital University webpageEric PatonWindstruck DuoMatt SargentNYSSMAHartwick College (NY) School of MusicMichael Faber“Another One Bites the Dust” - Queen“Back in Black” - AC/DC“Surfin' USA” - The Beach Boys“Sunshine of Your Love” - Cream“Won't Get Fooled Again” - The Who“It's All Coming Back to Me Now” - Celine Dion“Bullet With Butterfly Wings” - Smashing PumpkinsCleveland Youth Wind SymphonyBob BreithauptBenjamin Ramirez“Log Cabin Blues” - George Hamilton Green“Duettino Concertante” - Ingolf Dahl“Yellow After the Rain” - Mitchell PetersTapspace PublicationsDrop 6 (Row-Loff)Percussive Arts Society (PAS) Composer MetadatabaseRaves:My Bodyguard trailer

Bryson Tarbet is a PreK-6th grade general music teacher just outside of Columbus, Ohio. He received his Bachelor's of Music in Music Education from Ohio Wesleyan University his Master of Music in Music Education with a Kodály emphasis from Capital University.Bryson spent his first year out of college as part of an elementary school intervention team and he fell in love with working with students with disabilities. Due to this experience, as well as his personal experience as a neurodiverse individual, Bryson feels very strongly about advocating for sensory and emotionally-inclusive classrooms.Bryson started That Music Teacher, LLC with the goal of sharing different perspectives on issues pertaining to the lives of music educators across the country. He also hosts That Music Podcast, a podcast for elementary music teachers and is the educator behind the Elementary Music Summit.More information about Bryson and That Music Teacher can be found at www.ThatMusicTeacher.com. Bryson can also be found on Instagram and Facebook @ThatMusicTeacher.https://www.thatmusicteacher.com/ https://www.facebook.com/thatmusicteacherblog https://www.tiktok.com/@thatmusicteacher https://www.instagram.com/thatmusicteacher

Show Notes: Discover how an elementary school music teacher from Ohio is revolutionizing education by creating sensory and emotionally inclusive classrooms. Through his personal experiences with ADHD and sensory processing disorder, Bryson Tarbet advocates for removing barriers and empowering students to embrace their unique selves. Join us on this episode of the Water Prairie Chronicles as Bryson shares his insights and strategies for incorporating music education to help students with ADHD and SPD develop self-regulation skills that extend beyond the classroom. In Episode 61 of the Water Prairie Chronicles, Tonya Wollum interviews Bryson Tarbet, an elementary school music teacher from Columbus, Ohio, who is an advocate for creating sensory and emotionally inclusive classrooms. Bryson shares his personal experiences of being diagnosed with ADHD as a child and sensory processing disorder (SPD) in recent years. He embraces his unique way of processing the world and uses his experiences to shape his teaching methods. In the Two Truths and a Lie game, Bryson reveals three facts about himself: he has been in multiple professional operas, a deer once jumped through his classroom window, and he aspired to be a paramedic when he was younger. Listeners are invited to guess which fact is a lie by posting in the comments. The conversation then focuses on ADHD and SPD, with Bryson explaining that both are neurological disorders affecting how individuals process the world. He shares how ADHD manifests for him, often resulting in hyper-fixation and forgetfulness. In contrast, his sensory processing disorder is characterized by sound sensitivities, which can lead to overstimulation and mood changes. Bryson embraces these challenges and aims to create a classroom where students can feel comfortable being themselves without conforming to neurotypical standards. Tonya asks Bryson about the importance of creating sensory-friendly classrooms. He explains that sensory needs are fundamental and meeting those needs helps prevent disruptive behaviors and promotes safety. Bryson emphasizes the significance of removing barriers and providing opportunities for students to regulate their sensory experiences, ensuring they do not feel punished for things beyond their control. Regarding music education, Bryson highlights how it can help students with ADHD and SPD develop self-regulation skills. As someone who found solace in music, he believes it offers validation and allows hyper-fixations to be channeled into something the world values. Bryson mentions that music education teaches collaboration, teamwork, and understanding individual contributions. He appreciates the flexibility music provides for movement, allowing students to learn in ways that suit their needs. Tonya and Bryson discuss how music education extends beyond the classroom. Music helps students understand their emotions and how different music can regulate them. By fostering introspection and reflection, music education equips students with tools applicable to various aspects of their lives. Challenges associated with teaching music in a sensory-friendly manner are also addressed. The music classroom presents distractions such as instruments, bright lights, and sound triggers. Bryson shares strategies he has implemented, including fidget tools and headphones for tactile feedback and sound dampening. These accommodations are available to all students, not just those with sensory needs, to promote inclusivity. In conclusion, Bryson's interview sheds light on the importance of creating inclusive classrooms that address the sensory and emotional needs of students. He demonstrates how music education can be a powerful tool for self-regulation and empowerment, allowing students to thrive beyond the classroom. Connect with Bryson: Instagram: @ThatMusicTeacher (https://www.instagram.com/thatmusicteacher) Website: https://www.thatmusicteacher.com/ Podcast: That Music Podcast (https://podcasts.apple.com/us/podcast/that-music-podcast/id1489497622) Connect with Us: https://linktr.ee/waterprairie Support this channel: https://www.buymeacoffee.com/waterprairie Music Used: “LazyDay” by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/ Artist: http://audionautix.com/ Meet Today's Guest: Bryson Tarbet is a PreK-6th grade general music teacher just outside of Columbus, Ohio. He received his Bachelor's of Music in Music Education from Ohio Wesleyan University his Master of Music in Music Education with a Kodály emphasis from Capital University. Bryson spent his first year out of college as part of an elementary school intervention team and he fell in love with working with students with disabilities. Due to this experience, as well as his personal experience as a neurodiverse individual, Bryson feels very strongly about advocating for sensory and emotionally-inclusive classrooms. Bryson started That Music Teacher, LLC with the goal of sharing different perspectives on issues pertaining to the lives of music educators across the country. He also hosts That Music Podcast, a podcast for elementary music teachers and is the educator behind the Elementary Music Summit. More information about Bryson and That Music Teacher can be found at www.ThatMusicTeacher.com. Bryson can also be found on Instagram and Facebook @ThatMusicTeacher.

0:00 - Election Day Eve, Dan & Charles discuss the issues that will decide who is the next mayor of Chicago   16:14 - Dan & Charles weigh the odds the winner in mayor's race is decided tomorrow    34:43 - Dan & Charles preview tomorrow's expected arraignment of Donald Trump and remark on the surprising support he's receiving from Jeb Bush 56:43 - Columnist John Kass urges everyone to get out and vote tomorrow, even if you have to hold your nose, because otherwise we are "just circling the drain"   01:13:25 - Former Chicago Police Department superintendents Eddie Johnson, Garry McCarthy and Jody Weis sat down with NBC's Lester Holt to discuss Chicago crime    01:31:31 - Dan & Charles take caller reaction to the Lester Holt interview with former Chicago Super Intendants   01:50:39 - Bradley Smith, chairman of the Institute for Free Speech and the Blackmore/Nault Professor of Law at Capital University, who served on the Federal Election Commission from 2000 to 2005: Trump Indictment Is a Perversion of Campaign-Finance Law 02:07:10 - Dan & Charles highlight local suburban races See omnystudio.com/listener for privacy information.

Using centers in the music room isn't as scary as it sounds. There are ways to plan for centers and ways to provide choice centers to your students. Along with that, centers are a great way to assess your students. In this episode, Aileen does a great job explaining what centers are, different ways to group your students, and why you can adapt centers to work for your students. Aileen Miracle teaches general music and choir in the Olentangy Local School District near Columbus, Ohio; this is her twenty-fourth year teaching. Aileen received her Bachelor of Music Education from Central Michigan University in 1999, and her Master of Music in Music Education from Capital University in 2003; she completed her masters studies at the Kodály Institute in Kecskemet, Hungary. Aileen has served as President of the Tri-City Kodály Educators in Columbus, President and Treasurer of the Midwest Kodály Music Educators of America, and has served as the National Program Chair for the 2015 OAKE conference, co-chair for the 2019 OAKE conference, and will serve as chair for the 2023 OAKE conference. Aileen has taught Level I Methodology and Folk Song Research for Colorado State University's Kodály Program, Level I and III Methodology and Folk Song Research for DePaul University's Kodály Program, and Level III Methodology and Folk Song Research for Capital University's Kodály Program. In 2016, Aileen was awarded "Teacher of the Year" at Cheshire Elementary. She has presented at OAKE Conferences, and currently presents workshops around the world. She enjoys sharing music education ideas through her blog, Mrs. Miracle's Music Room, and her podcast, The Music Room. Her family includes her 18-year-old daughter Jenna, who plays flute, guitar, and ukulele, and is an English major at Ohio University, and her 10-year-old daughter Macy, who loves to Irish dance! Connect with Aileen here: Her website: www.mrsmiraclesmusicroom.com On Facebook @mrsmiraclesmusicroom On Instagram @mrsmiraclesmusicroom On TikTok @mrsmiraclesmusicroom Facebook group: The Music Room with Aileen Miracle | Facebook Grab your free Simplifying Lesson Planning guide. Sign up for teacher coaching or business coaching with Jessica. Get your copy of Make A Note: What You Really Need to Know About Teaching Elementary Music Join the Facebook group. I'd love for you to leave a rating and a review of the podcast on I-tunes, be sure to share the podcast with any music teacher friends who would find it helpful and be sure to tag me on Instagram or Facebook.

Having survived more than their fair share of personal crises, the funny, formidable and faith-full Kevin and Stephanie Mason have ventured into a new phase of their lives as authors, speakers, and podcasters. Their podcast, “Tell Us a Good Story,” gives them an opportunity to share their crazy experiences from their 17+ years of marriage, plus swap some behind-the-scenes stories with guests who have a good story to tell.   Kevin Mason has served in various finance and accounting roles during his 18-year career with Fortune 500 companies and Big Four public accounting. Kevin graduated from Ohio Northern University with an Accounting degree and received his MBA from Ohio University. He is also a Certified Public Accountant and financial consultant to Storyside Church in Bellville, Ohio. Stephanie Mason graduated from Capital University and is a Registered Nurse. Stephanie has worked in a cardiac step down unit, labor & delivery, and surgery. She currently works at a medical spa and lives in Columbus, Ohio, with Kevin and their three children. Their book, “You Met Here Where?” is available at your favorite online bookstores. JONES.SHOW is a weekly podcast featuring host Randall Kenneth Jones (author, speaker & creative communications consultant) and Susan C. Bennett (the original voice of Siri). JONES.SHOW is produced and edited by Kevin Randall Jones. KEVIN & STEPH MASON Online:  Web: https://kevinandsteph.com/ Twitter: https://twitter.com/KevinStephMason Facebook: https://www.facebook.com/KevinStephMason Instagram: https://www.instagram.com/kevinstephmason/  YouTube: https://www.youtube.com/channel/UCcY194YH0HrGTIisvCD9FuA  JONES.SHOW Online:    Join us in the Jones.Show Lounge on Facebook. Twitter (Randy): https://twitter.com/randallkjones Instagram (Randy): https://www.instagram.com/randallkennethjones/ Facebook (Randy): https://www.facebook.com/mindzoo/ Web:  RandallKennethJones.com Follow Randy on Clubhouse Twitter (Susan): https://twitter.com/SiriouslySusan Instagram (Susan): https://www.instagram.com/siriouslysusan/ Facebook (Susan): https://www.facebook.com/siriouslysusan/ Web: SusanCBennett.com Follow Susan on Clubhouse LinkedIn (Kevin): https://www.linkedin.com/in/kevin-randall-jones/ Web: KevinRandallJones.com  www.Jones.Show

Dr. Haass, author of the New York Times best seller The Bill of Obligations: The Ten Habits of Good Citizens, discusses how to reenvision citizenship if American democracy is to thrive or even survive. His guide is particularly relevant for college students who are learning how to navigate and participate fully in life on campus and in civic society. FASKIANOS: Thank you. Welcome to today's Educators Webinar. I'm Irina Faskianos, vice president of the National Program and Outreach here at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic. As always, CFR takes no institutional positions on matters of policy. We're delighted to have CFR President Richard Haass with us to discuss the themes in his new book, The Bill of Obligations: The Ten Habits of Good Citizens. Dr. Haass needs no introduction, but of course I will say a few words. He is in his twentieth year as president of CFR. He has served as special assistant and senior Middle East advisor to President George H.W. Bush, served in the U.S. State Department as a director of policy planning under Secretary of State Colin Powell, and held various positions in the Defense and State Departments during the Carter and Reagan administrations. He is the author or editor of fourteen books on U.S. foreign policy, one book on management and, of course, this one on American democracy. So, Richard, thank you very much for being with us today to discuss this book. I thought we could begin with you giving us an overview of your book, why you wrote it and, more specifically, why the focus on obligations rather than on rights. HAASS: Well, thank you, Irina. Thank you all for giving us some of your time. So really two separate questions—why the book and why the focus on obligations. Why the book is, look, I'm a foreign policy guy, for better and for worse. But increasingly, when I thought about all the challenges this country faced in the world, they all presume that we would have a functioning democracy that others in the world might want to emulate, others in the world would feel comfortable depending on, relying on. Our foes in the world might be deterred by. That we would generate the resources we needed and the political unity we needed to act in the world. Increasingly all that came under—has come under question. So I don't see how you can talk about American national security and just talk about the sort of stuff that the Pentagon or State Department do, but increasingly our ability to have a working democracy, to have a society that has the bandwidth and the unity to carry out our foreign policy. That's in question. And that's one of the lessons of the last few years. We assume these things are just fine at our peril. So, you know, that's what led me to write this book. And I actually have come to see the state of American democracy as, in many ways, the biggest threat to our national security. More than China, or Russia, or climate change, or anything else, because this is the foundation of our ability to contend with all these external threats. Moving to the question of “why obligations,” look, no one should get me wrong here. Rights are central to this American experiment, as I expect all of you know. You know, the Bill of Rights was politically essential in order to get several states that were holding out to ratify the new Constitution. A lot of people understood that the Articles of Confederation were woefully inadequate, but it was something very different to say they were prepared to sign on for a much stronger federal government and a much stronger executive. And the condition that several states set then was, hey, we need this Bill of Rights which protects states and individuals from the reach of the federal government. Over the last nearly two and a half centuries, we've lived with the reality that there's often a gap between our political realities and the Bill of Rights, you know, what Lincoln called the “unfinished work” of this country remains unfinished. I fully appreciate that. But just try a thought experiment: Just imagine that somehow we managed to close the gap between our reality and the Declaration of Independence, and suddenly rights were 100 percent what they ought to be. Then the question you have to ask yourself, if we were to reach that point, would American foreign policy be on safe, firm ground? And the answer is no. Because what would happen is someone would say, hey, the mother has an absolute right to choose. And someone else would say, no, the unborn, they have absolute rights. Or someone would say, I have all sorts of rights under the Second Amendment to bear arms and someone else would say, oh, hold on a minute, I've got rights to public safety, to physical safety, and so on and so forth. You know, it wasn't by accident that Justice Steve Breyer said that the toughest cases before the court are right versus wrong, but rights versus rights. So what do we do? How do we avoid the clash of rights which, at a minimum, would mean gridlock, and worse yet, in all sorts of situations, one could imagine things descending into violence. If people felt that adamantly about their rights, and if their rights were not adequately recognized, from their point of view, what's holding them back from political violence? And that's what led me to this book. And that's what led me to obligations. Obligation is the other side of the citizenship coin. Rights are essential. To use the political science idea, they are necessary, but they're not sufficient. We need obligations. We need to complement rights, supplement rights with—we need obligations to one another—you to me, me to you, Irina, me to everybody on this Zoom—and vice versa. And then, second of all, we all need to think about our obligations to the country. What do we—in the spirit of John F. Kennedy—what do we owe this country? Only if we balance or complement rights with obligations do I think this experiment of American democracy has a good chance of surviving another two and a half centuries. FASKIANOS: So when you were writing this book, Richard—clearly we all need to read it—but what was your target audience? HAASS: It's a good question. Let me give you a couple of answers. One is, and it's something you and I know from our work here, I'm always interested in finding multipliers in American society. So in this case, it's a lot of the kinds of people on this call, educators, because they all have students. So whether they're administrators, classroom teachers, you know, university, four-year schools, two-year schools, colleges, at the high school level, what have you. So educators are my principal—if not THE principal audience, as the principal multiplier. Obviously, students as well because, you know, particularly if you think about it, college students by—well, we can talk about this more—but they're a perfect audience for this. I'm also, though, interested in other multipliers in this society. One is journalists. They have tremendous reach. They have obligations. Religious authorities, the people who give the sermons. You know, tens if not even more than a hundred million Americans hear sermons every week. Well, why can't religious authorities do things like discourage political violence, say nothing justifies violence, or civility is always called for, or compromise ought to always be considered. Or, how about this, you are your brother's and sister's keeper. You have an obligation to look out for the common good. Who better than a religious authority to do that? I think parents have certain special opportunities, if you will, to carry out these obligations, to model certain behavior. So I'm interested in all of them. And what I found is a lot of—you know, and the good news is I think it's resonating. Particularly a lot of older people know there's something amiss in this country. And what they want to make sure is that younger people get a chance to take this in. FASKIANOS: Right. So in your book, you have laid out ten principles. And under the ten principles— HAASS: We call them obligations, Irina. FASKIANOS: Ten obligations, yes. So what are the key insights that you would want, or the obligations that you would want educators and students to take away from reading this book, and that you would want educators to promote or to share with their students? HAASS: Well, first of all, all ten I think are valuable. You know, if we were in a religious context and you say which of the commandments would you jettison, you know, we all might have our favorite for jettisoning, but—Mel Brooks had his ideas in one of his movies. But I think all ten are necessary, in this case. I'd begin with being informed, which I think is particularly relevant to this kind of a group. You know, Jefferson's notion of the informed citizen is basic to a democracy. And then I think it immediately then calls for a conversation on exactly what is it we mean by being informed in terms of the basics. What do we mean in terms of current issues that come and go? How then do you get informed? How do you avoid being misinformed? I think it's a really rich conversation. Again, with students, we want to urge them, once they are informed, to get involved. To use an old quote of Ronald Reagan's, we don't just want patriotism we want informed patriotism. So we want people to be involved, but we want them to be involved once they are informed. You know, we can go through all of them, just things like behaviors, civility, compromise, observation of norms. Those are all important. Just kind of attitudes and behaviors become important. Then there's more specific things. I'd love for younger people to get involved in public service. Several states have instituted, like California, a large public service program. I think it's great. I think too many of us in this country are now leading very separate lives defined by geography, educational attainment, wealth, race, religion, gender, what have you. I love things that produce a bit of common experience, I think would be good. I'm obviously big, and we'll probably get to this, about teaching civics. I think it's simply wrong that anybody should leave a campus without having been exposed to civics. We wouldn't let them leave the campus if they couldn't read or write. Why would we want them to leave a campus if they didn't have—if they weren't, essentially, literate about citizenship, given how important that is. So, you know, I thought hard about the obligations. And I just think that this is what is required if American democracy is going to prosper. FASKIANOS: We've talked a lot about how this book is a perfect fit for the first-year experience and for incoming students to college campuses. And I thought you could talk a little bit about the connection of this book, and why it would be such a perfect fit. HAASS: Couple of things. One is, the average freshman is pretty close to eighteen. So what a perfect time to be doing this, because they're going to have the right to vote. And we want them to vote. And we want them to be informed voters. So that's one thing. But this is—the timing is perfect for people stepping onto campus. Second of all, in addition to voting, campuses, like any other, if you will, environment are political environments. And so over the course of their two, three, four, however many years on campus, students are going to be in all sorts of formal and informal, structured and unstructured, settings in which politics are going to come up. So I believe they need some help in navigating what they're going to experience on a—in classrooms, over drinks, over coffee, study groups, what have you. I think it's really essential there. I also like the idea of first-year experiences—and first principles—I love the idea that people read something and have it in common and they can talk about it. So whether you're a flute major, or a physics major, or a computer sciences major, I love the fact that everybody's reading something. And this is something with real, I think, practical payoffs, again, for the years on campus, and for life afterwards. So I actually think it's a good thing. And, just to be clear, the book doesn't tell them about what's the, quote/unquote, “right” or “wrong” policy on any issue. It's simply about how one approaches political life, whether it's on campus or beyond. And I just think it's—for eighteen-year-olds about to embark on a college experience and on a life experience, I think the timing's pretty good. FASKIANOS: So we have a written question from Jim Zaffiro, who is a professor of political science at Central College. And he asks along the same lines— HAASS: Central College in Iowa? FASKIANOS: Yes. HAASS: I got a—I was lucky enough to get an honorary degree from Central College in Iowa. It's a wonderful, wonderful place. FASKIANOS: So he would like to know, how would you present the nature and significance of this as a common reading for eighteen-year-olds? Like, how would pitch it to an incoming freshman about why they should read it? So from the student's perspective? HAASS: It's a good question. Like it or not, government is essential to our lives. And indeed, both whether you like it or not, that makes the case for learning about it. It's going to affect you. But, more important, government is not some impersonal force. Government is affected by citizens. So I want students to understand that government is what we make of it. And it's who we vote for. It's who we reward or penalize politically. It's who they work for. I'd love them to get involved themselves. Not just in campaigns, one day some of them may choose that as a career—I did for a long time—in public service. And it could be—in my case it was working on the policy side. It could be the military. It could be intelligence. I've got a daughter who works for the Department of Sanitation here in the City of New York. There's all sorts of ways to have a public service kind of career. But even if you don't, we still, as citizens, have the right—and I would say, the obligation—to vote. And if they don't, well, that's just another way of saying you're going to let this other person decide what your future is. Why would anybody want to abdicate the chance to influence their own future and lets the person sitting in the seat next to them make choices that would affect them? So I would want students—I would want to remind them that government is responsive. That we've made enormous changes. I think a lot of young people have a really negative view of government. They see what's happened in recent years—whether it's the Iraq and Afghanistan wars, or economic crises, or pandemics, or climate. And a lot of them are very down on government. And I get it. I get it. But government also, over the decades, has delivered in important ways. And even when it's failed, the failure wasn't inevitable. So I want to give students a sense of possibility. And that government is really important. And the good news, in a non-authoritarian, democratic system, is governments are potentially responsive, and that there are real opportunities to make an impact that will affect their future and the futures of others they care about. And, you know, as I've learned in life, for better and for worse, not acting—you know, if you will, omissions—are just as important as acting in commission. And so I want students to understand that it's consequential not to get involved. And it's probably consequential and bad in ways that are most – more likely than not, not to be good for them. FASKIANOS: Wonderful. So I'm just going to—people are already writing questions in the Q&A box. Love to see that. So if you do that, please also include your affiliation or I will try to pull out your affiliation. You can always also raise your hand on the screen to ask a question. And on an iPad and tablet, you can click the “more” button. For those of you who have written your question, if you want to ask it yourself please do raise your hand because we love to hear your voices. The first person, Miriam Kerzner, wants to know what you mean by “civics.” And I think that's a good jumping off point for you to talk about civics and why it needs to be—how you think about it. HAASS: No, it's a great—yeah, in a funny sort of way, everyone—well, not everyone—but almost everyone is in favor of civics until you drill down a little bit. (Laughs.) And then they go, oh, I didn't mean that. So it's not enough to be in favor of it in principle, but you've also got to be in favor of it in practice. So it seems to me, and it's complicated, I get it. It ain't going to be easy. I get it. But I think there's certain things about our history, about certain documents people should be exposed to, certain, you know, dates and events that people should be exposed to, certain understandings about how government works at the national, the state, and then the local level people should be exposed to. Certain behaviors and attitudes that are consistent with a democracy that people should be exposed to. I think civics has got to do all of that. And I also think modern civics has to also take into account or include what is increasingly known as information literacy, to teach students to be critical consumers of this flood of information that's coming at them. And it's ironic. It's almost strange that in an age in which we're deluged with information, it's also harder than ever to be informed. But there you have it. So I think modern civics has to teach elements of history, teach some of the elements or basics of the American political system. Probably teach some basic elements of American society, the economy, and so forth, foreign policy. Talk about attitudes, behaviors, almost the culture of democracy, get into things about rights and obligations, talk about information literacy. And it's demanding. It's going to be very hard to—it's going to be impossible to satisfy not just everybody, probably anybody. This has now become a politicized terrain, probably a minefield's a better metaphor. Again, I'm not naïve about that. But I don't think we can throw up our hands and say it's too hard. It's probably impossible to get anything done at the national level just now, but not at the state level. I've already talked to several governors who are willing to take a try. I see certain schools are willing to take a try. I mean, Stanford's going to introduce a civics module for all of its freshmen starting next winter term. Other schools have some things like it. The service academies have been doing work in this area for quite a while. I don't mean to leave anybody out, but I know that schools like Purdue and Virginia, some others, have elements of this. Johns Hopkins is debating it. And so I just think it's also that universities have far more flexibility because, you know, I think it's tougher for public high schools, given the roles of state legislatures and politics. It's probably somewhat tough also, obviously, for public universities, given the way they're funded and the oversight. I think private colleges and universities have enormous discretion. There's nothing stopping them. They could do it tomorrow. There are resource issues. I get it. And not everybody has the, shall we say, resource advantages of a Stanford. So I think, you know, for a lot of schools, they're going to have to look at what's not just desirable, but you've always got to ask what's doable, what's feasible. I get it. But I think every—I think this is a conversation faculties, administrators, boards, students, and others need to have. Which is, one, whether civics? I would say the answer to that is yes. And then, OK, then let's have a follow-on conversation. What should go into it? And we can talk more about it, but I think particularly when it comes to history, which is probably the most controversial area, my own advice is to simply say there's got to be certain things about history which are not terribly controversial. There are certain documents that are essential, certain Supreme Court decisions, certain speeches, certain commentaries. Certain things happen. There's the factual spine of American history. Then there's interpretations of what caused certain things, what are the consequences of certain things. OK. Well, there, I think the lesson is not to teach a single history, not to impose a vision of history, but to expose students to a range of responsible historical analyses and interpretations. And then maybe in the classroom provide mechanisms for debating them in a civics course. And, indeed, I could imagine lots of other ideas—and there's teaching notes we just produced. One could imagine all sorts of model or mock legislatures where people—students would introduce certain legislation. One of the ideas I proposed was a model constitutional convention, and students would have a chance to propose amendments to the current Constitution and debate it out. So I think things like that. I think there's all sorts of participatory things that one could introduce or incorporate into a civics curriculum without imposing a single vision or interpretation of history, which would obviously be unacceptable to, you know, significant constituencies. FASKIANOS: Great. Thank you. And Miriam's at Columbia Basin College in Pasco, Washington. So I'm going to go next to Larry Mead, who has raised his hand. And if you could identify yourself and accept the unmute prompt, that would be fantastic. HAASS: Or not. FASKIANOS: Larry, you still need to unmute, or not. All right, I will go next to Laura Tedesco, and we'll come back to Larry. Or, we'll try. Laura. There you go, Laura first, OK. Laura, you just muted yourself again. Q: OK, now? FASKIANOS: You've got it. Q: OK. Thank you very much. My name is Laura Tedesco. I'm working from Madrid, Spain, working at St. Louis University, in the campus that they have here in Madrid. And my question is basically how we are going to—I agree with you about, you know, the education of citizenship here. But how are we going to really make people understand—not only students in universities, but everybody else, you know—about the right and the need to act as citizens? For instance, in a country like the United States, where your vote is not obligatory, yeah? You know, how can we make people understand that, you know, democracy should not be taken for granted, and we should all work to improve democracy from the different positions we are? Thank you. HAASS: No, it's a great question. How do we incentivize people not to take democracy for granted? One is to teach them in a civics curriculum a little bit about what are the structural strengths and advantages for democracy in terms of everything from the freedoms and rights they tend to provide and protect, to democracy's ability to adapt and innovate. We also got a pretty good historical record. I mean, yes, this democracy and other democracies have made serious mistakes, and they're imperfect to say the least, but there's a lot that they have accomplished and a lot that they have provided and delivered. So I think we need to remind people about the record of democracies to—and to also—I'd be more than comfortable pointing out some of the shortcomings of the alternatives, because obviously the alternatives do have, shall we say, more than their share of flaws. And I—again, to encourage, you know, informed participation—I think you have to make the case that democracies are responsive, that individuals and groups can make a difference. There's almost nothing that's inevitable. And history is, in many ways, what we make it. And that's what I want students to come away with, the sense of possibility and empowerment. I mean, what I came to conclude in writing this is if we wait for democracies to be delivered, if you will, or saved by someone at the top, it's going to be a long wait. And what we really need to think about is empowerment, whether it's young people or, again, these critical constituencies in American society from business to religious leaders, to teachers, to journalists, officials, and so forth. You know, we all have a chance to make a difference. And I want students to get excited about both why democracies are worth saving and the difference that individuals can make. And I think if we do that, we can generate some greater political involvement. And what the last two elections show is even minute amounts—you know, 1 percent here or there—of greater political involvement can have enormous impact. And that's what I want, again, students to come away with. The, yeah, well my vote won't matter. Well, probably not, if you're talking about one vote. But it doesn't take a whole lot of people getting involved in order to tip the scales. And so I want students to get a sense of empowerment. FASKIANOS: So you can build on—that starts to answer Robert McCoy's question, who is at the University of Montana, in the Maureen and Mike Mansfield Center in Missoula, Montana. He says: Read the book. Think it ought to be mandatory reading for all, not just students. However, your opening chapters paint such a dire picture that I fail to see how today's issues can be rectified. Can you speak to that? HAASS: Hmm. I'll have to go back and reread the opening chapters. I thought the first chapter was kind of about the— is really neutral. It's kind of the march of American history—American political history. It's kind of how we got to where we are. You know, the second chapter is on backsliding. And the reason it's that way is if things weren't in a bad way, I wouldn't have needed to write the book and I could have focused on my golf game and lowering my handicap. But because democratic backsliding in this country—and, by the way, in others—is a reality, I felt compelled to write this book. So I didn't have confidence that it would just sort itself out by itself. I actually think very few things just sort themselves out by themselves, whether we're talking about domestic political systems or international systems. I think it takes agency. And but again, small numbers could have really large impact. I mean, we just had a midterm here where roughly, I don't know, 45 percent of the eligible voters voted. And which was, you know, slightly higher than traditional midterms. Still disappointing. But some of the outcomes were pretty impressive. And in terms of stabilizing American democracy. Very easily, though, there could have been other outcomes. And think of the consequences there. So the whole argument for making—you know, for obligations is that nothing's baked into the cake, for better and for worse. So we shouldn't assume that everything's just going to turn out just fine. And we shouldn't assume that it won't. And I think, again, small numbers could have real impact. And, again, it's an empowerment argument. And I think there's a lot—there's a lot of distributed authority—obligation, or authority, or potential for various groups within the society, various constituencies, as well as with individuals writ large. And I think possibly reminding people about how government over the years has adapted, I think people need to, in some ways, rediscover a bit of respect and admiration for government. And I look at some of the changes we've had over the course of, say, the last—take my last seventy-five years, or even, you know, from on domestic things. Civil rights, you know, extension of the vote to eighteen-year-olds, what we've recently done on gay marriage, and so forth. The degree of adaptability and change, government turns out to be quite flexible in this society. So I want students to get jazzed about the potential here, about the possibility, but to remind them it just doesn't happen by itself. And people have to get involved. And politics is not dirty. It's a calling. And so I want the best and brightest to do this. You know, I've had a career that's been in and out of government, and I wouldn't trade it for just about anything. And it's really satisfying. I talk to them about careers and other things also. So I mean, not just people that are going to become doctors, and lawyers, and plumbers, and electricians, and whatever. And I want them to be involved, informed citizens. But I would love a chunk of the best and brightest to go into government and choose that as a calling. So again, one of the reasons I love the idea of a public service experience, say, for a year or two years after high school, before college, or during college, or after college, not only do would I think a lot of people come into contact with one another who ordinarily wouldn't meet where people grow up, but I think they would see what government could do. They would see that public service can actually accomplish some things that are good for the public. So I think students need to realize that. FASKIANOS: Thank you. I'm going to go next back to Larry Mead. And let's see if we can get your technology—there we go. Q: Can you hear me now? OK. Thank you. FASKIANOS: Yes, we can. And identify yourself, please. Q: What I wrote was, I thought I was the only political scientist to write about obligation. I wrote a book about that back in the 1960s. It was about domestic policy, mainly. I think your book is—I think the second book to really focus on obligation. And my question is this: In fact, our system presumes a very high level of civic obligation. We are, in fact, one of the most civic countries in the world, one of the best governed in the world. And that all depends on that civic culture. So why then do we talk only about rights? HAASS: Great question. First of all, what's your book? My research was inadequate. Tell me about your book. Q: (Laughs.) OK. It was called Beyond Entitlement: The Social Obligations of Citizenship. It's about welfare, poverty, and reform of welfare. It makes a case for work requirements. And later on, I became the theorist of welfare reform. But the general argument is that freedom depends on obligation. And actually, freedom is a form of obligation. But people aren't thoughtful about that. They somehow think that freedom is simply liberation from all sets of outside expectations. No. Our heaviest obligations are the obligations we set for ourselves in our own lives. We work very hard to achieve those things. So freedom isn't free, and yet we don't talk about it. HAASS: I agree. And good for you. Thank you. I will now make up for my impoverished scholarship and researching skills. Q: Well, I'm going to read your book, and I will write you a reaction, I promise you. HAASS: Thank you. Be kind. Look, there's a lot of—in the course of writing this, I read some religious and political philosophers. And that was their argument, that freedom without obligation is dangerous. It actually leads you to anarchy. And but obligation and the rest without freedom denies you basic rights. And you've got to—you got to get both. Find it infused in religious and philosophical literature. I found it in some educational literature after World War II. So I've asked myself, to your question, how did we kind of lose the balance? Because if you go to early American history, there was such an emphasis on rights, and my hunch is people were much more conscious of rights because the entire context was not reimposing tyranny after getting out from under the yoke of Britain. I also think our culture was different. That a lot of obligations, or the notion of obligations, was assumed. It was implicit. It wasn't missing. It was there. And when you go back—when I went back and read de Tocqueville, and Bryce, and others, you re-read a lot of this—even the Federalist Papers, they didn't spend a lot of time hammering away on obligations. I think they saw it all around them. I think what's happened, and it's probably beyond my paygrade, or at least beyond my intellectual understanding—because I'm not an anthropologist or a sociologist—was somehow this notion of the balance between rights and obligations in American society, to use a technical phrase, has gotten out of whack. We've become much more rights focused, almost rights obsessed. What are we owed? Whether they're political rights or economic rights. And we've lost a sense of what do we owe in turn. And, you know, how that happened is an interesting conversation. And it's something I've been meditating about and thinking about. But however it happened, it happened. And that's why I think we need something of a corrective. And I'm no longer confident it'll just happen. The ship won't right itself. And I think that we have to now be conscious about advocating for obligations, because they have the coin of citizenship has lost its balance there. And it's gone way too much in one direction. So what I'm trying to do is by talking so much about obligations, decades after you did—is in some ways resurrect the idea and strengthen a recognition that we've somewhat lost our way. And, by the way, I think people know that. I got to tell you, I've been on the road a lot the last six weeks, talking about this book to all sorts of citizen groups. I did one last night about fifty miles from here. And people know it. I got to tell you, particularly people who are middle-aged and older, they look out their window, they get up and they look out at this society, and they go: This isn't the American I remember. There is something amiss. There is something wrong. I'm not saying the old America was perfect. It was obviously flawed in some significant ways. But there is something wrong about our culture. I think if de Tocqueville were to come back, he would not be happy, in some ways. He would see things that were missing a little bit from the relationship between individuals and society, and particularly the obligation I have, say, about the common good. I think there's a degree now of selfishness and individualism. And I think it's gotten out of hand in American society. We saw a lot of that during the pandemic. And that, to me, was yet another message that we've got some work here to do. FASKIANOS: Thank you. I'm going to go next to Louis Caldera, who is a professor of law at American University. Can you talk about our democracy as an example to the world that is foundational to achieving our foreign policy and national security goals? Do you agree? Do we undermine our leadership in the world if our own democracy is undermined by things like gerrymandering, vote suppressing laws, unchecked special interest money, and so on? HAASS: In a word, yes, we do. We certainly undermine the appeal of democracy. It's very hard to talk the talk if you don't walk the walk. And January 6 was probably the low point. But again, when people look at American democracy or look not just at democracy but American society, I think our ability—and, how do I put this—we're not quite the shining city on the hill we should be or could be. So, we can have—we can arm every diplomat with talking points about preaching democratic reform, but it's not going to have any traction if it's done against the backdrop of what we now have in this country. So I think that's just a fact of life. So you're spot on. And I also think the divisions in our society and the lurches, increasingly, in our politics have made us much less influential in the world, because we're no longer seen as predictable or reliable. And allies, by definition, what have they done? They have essentially made a security choice to put a big chunk of their security in our hands. If our hands are no longer seen as reliable, predictable, or safe, they're either going to put security in their own hands—and that's a world of much more proliferation or something like that—or they're going to defer to some powerful neighbors. That is not a pretty world. I also worry that our—my own guess, I can't prove it—but Vladimir Putin was somewhat encouraged to do what did in Ukraine because he didn't think the United States had the will to come together to resist. And so I take these things seriously. So, yeah. So I think, again, this is directly—what's going on here, you know, to use the old line about Las Vegas, it doesn't stay here. This isn't Las Vegas. And it's—if anybody's on this from Nevada, I apologize. But it does have real foreign policy consequences. So I think you're spot on. FASKIANOS: Thank you. I'm going to go next to Collette Mazzucelli, who has raised her hand. Q: Hello. Good afternoon, Dr. Haass. And I just wanted to ask you if you think that there's a need for a new model of citizenship because of the evolution of the internet, the next phase that's coming, the prevalence and, you know, omnipresent nature of misinformation, disinformation in our society, and also across the world. Thank you. HAASS: It's a really thoughtful question. It was about, what, two weeks ago the Supreme Court had two days of oral hearings—or arguments on Section 230 of the 1996 law, the Communications Decency Act. I think we're struggling with the internet, because these companies, or the pipes that they operate, are carrying millions and millions of messages from millions and millions of people. So the question is, can we—and if so, how, and the rest—can we in any way regulate the content? So I think there's real issues. And social media is, in many cases, inflaming divisions within a society. It is encouraging some bad behaviors in many cases. But it's not quite clear to me what the remedies are, what's practical, and what's desirable. Some things are simply impractical given the number of users, the volume of messaging. And some things may not be desirable because where do you draw the line on First Amendment rights, free speech, and so forth. And who does the drawing? Who's in charge of line drawing? And do we want to necessarily delegate the ability to draw certain lines to some individuals who may be working for Twitter, or Facebook, or Instagram, or what have you? So I think these are really tough issues. My guess is the Supreme Court will probably punt to Congress. Congress will not pick up the ball, would be my guess. There might be some movement. If you look at one of the cases heard before the court now, I think they'll issue their decision in, say, June or so. Where it's one thing for the companies to say they're neutral, they can't be expected to regulate content. OK. I think it's different, though, when they highlight, or accelerate, or intensify certain content through algorithms or what have you. So I think there might be some pushback there, that they can't necessarily police or regulate all the content. But they can be held accountable for not—or, regulator-required, not to highlight certain content. I think it might get at their business model, but I can live with that, to say the least. And then the other half of the coin is how do we make ourselves more critical consumers? And that gets at the whole information literacy movement that we're seeing in New Jersey at the high school level, and other places. But I would think, again, on university campuses, the idea—if I had my way, there would be a mandatory civics course. And, again, one dimension of it would be information literacy. So even if we'll never succeed in totally regulating what goes on social media, in whatever form. But I do think we can improve our ability to be critical consumers of it. And I think that is out there. But, look, when I look at democratic backsliding around the world, not just in the United States. We're seeing it in Mexico, we're seeing it in India, we're seeing it in Israel. We're seeing it in lots of places. The proliferation of media, social media, you know, my word for it is narrowcasting. We now live in an era of narrowcasting. And people are no longer exposed to common things, and they increasingly go into various social and regular media outlets, which tend to either confirm certain views or prejudices, what have you. I think it's a real challenge for democracy. FASKIANOS: So we have a written question from Victoria Powers, who's at Capital University in Ohio. I agree with you that teaching civics is critical, and I understand that it's complex in the current environment for some high schools to teach civics. Although I hate to give up requiring civics in K-12 schools. Do you have ideas about what we could do to help provide an education in civics for all those young people who will not be headed to two- or four-year college or universities or community colleges, obviously. And, sorry, she is an adjunct at the Capital University Law School in Ohio. HAASS: Well, I think the takeaway I take from that question, and it's a good one, is what we do on two- and four-year college and university campuses is part of the answer, it's not the totality of it. And we've got to get to citizens younger. So that gets at what you do at high school, junior high school, even middle school. I mean, iCivics has been active in middle schools for a long time. And it also raises questions of what we do away from school. And that's where, again, I think that those who give the sermons have a certain responsibility, media has a larger responsibility than it is often willing to carry out. Businesses, corporations have a responsibility. I think there's got to be distributed obligations here. And I believe each one of these segments of society has obligations and should be pressured by citizens to carry it out. But I do think, yes, we ought to be pushing civics down younger, but we also—we need—as important as classrooms are, we've also got to do things beyond—outside the classroom. But the basic point is right, particularly since the only thing most Americans have to do is attend school through the age of sixteen. So we can't afford to miss that opportunity. Irina, you're on mute. FASKIANOS: Right. How long have I been doing this? OK. (Laughs.) HAASS: For about half an hour, but we've been waiting for you. (Laughter.) FASKIANOS: I'm going to go next to Jody McBrien, who is a professor of social sciences at the University of South Florida. I understand why young people feel powerless, especially when you consider gerrymandering voting and using misinformation. You mentioned state level, she lives in Florida, enough said. How do you suggest getting students engaged in spite of these issues that understandably cause a feeling of helplessness. HAASS: Well, again, you know, the people who are in power passing certain laws now, or redrawing lines, they weren't always in those positions. They got there. So my view is if one disagrees with them, then one has to get them out of there and put other people in there. And that's what political involvement is all about. There's nothing inevitable. There's nothing permanent. These things go in cycles and so forth. So I would tell students, yeah, channel your frustration. Channel your anger. But channel it in ways that will change the political realities. Don't just protest. Don't just get—certainly don't give up. I mean, I think the worst thing is to walk away from it and saying it's hopeless. That becomes self-fulfilling, because then, again, you leave your political future in the hands of others who are unlikely to have your best interests at heart. So I think the best thing is to sit down with students and talk about how politics have changed American time, and time, and time again. And they ought to essentially think about collective action. And that's the history of American political life. FASKIANOS: I will take the next written question from Ali Abootalebi, who is a professor at the University of Wisconsin, Eau Claire. Would you comment on implications of your civic education argument for U.S. foreign policy? The American public is fundamentally divorced from U.S. foreign relations, leaving the foreign policy establishment free from certain obligations and in pursuit of narrowed interests. HAASS: Well, the latter we can have a debate about, to what extent does American foreign policy always served American interests. And I would say, at times it has and at times it hasn't. I'm often a critic of what we do in the name of the national interest, which at times to me seems to be anything but. But that's almost a case-by-case type thing. But, look, I would say that one part of being an informed citizen is understanding the world and understanding foreign policy. It's one of the reasons about a decade ago here, at the Council on Foreign Relations, we made it a real priority to promote literacy in matters of the world and matters of foreign policy. And we've got an entire curriculum. We've got simulation resources. We've got resources aimed at younger students. We do now all sorts of public fora on our website, CFR.org. The most trafficked items tend to be the explainers of these complicated issues to give people a basic understanding of these issues. I think it's part of being an informed citizen. So my own view is we want to have what we call global literacy, in addition to having what I would call civics literacy. I think they are both—since we live in a global world, where everything we do or don't do affects the world and vice versa, everything that goes on the world affects us, for better and for worse, we want citizens to be aware of that loop, and to think about the consequences of certain policies or actions for that. So I think that as an extension of informed civic involvement. It's just the content, in some cases, has to involve things international, and not just things domestic. FASKIANOS: All right. I'm going to take the next question from David Cheney. And I'm trying to pull up affiliation. While I am: How can young people stay accurately informed, given their reliance on social media? And how would you have them balance right-wing with left-wing media sources to arrive at a closer approximation of the truth? And he is at NYU. HAASS: I've heard of NYU. Look, a couple things. Yeah, I know what is not in my answer. TikTok is not the answer. Let me say that. A couple of things. One is, and in the book I have a whole section on where to go for more. And I also think—you know, because there are certain quality publications. Certain newspapers just tend to be good, or better than others. They're not perfect, but they're better. Certain magazines, certain television and radio shows, certain websites. So there are quality places to steer people to. I think as a rule of thumb we ought to encourage multi-sourcing, not to put all your—not to depend on a single source. It's almost like a journalist. A journalist would never write a story based on a single source. They have to double-source it. And I almost feel as citizens we ought to double-source our information, and not just depend on one. I used to have a rule when I went to the gym in my pre-COVID life, when I went on the elliptical, I would divide my time among Fox, MSNBC, and CNN. And I'll admit, I did cheat and ESPN would get a chunk of it as well. But the whole idea was the be exposed. It was just—it was interesting just to see the different “realities,” quote/unquote, that were put forward. But I think it's important to—if you read a national newspaper, then read a local newspaper, maybe. Or if you do something of the left, do something of the right. Or if you read this book, as a professor or teacher, you'd encourage someone to read something else to—so you're not, again, single sourcing. And I think that's the—if I had a single rule of thumb, it would probably be that, to protect yourself from the structural biases. Because all authors or publications have a bias either in what they cover or how they cover it. I take that for granted. So the only way—the best way to protect yourself from it is a degree of multiple exposure. FASKIANOS: OK. I think we have time for one more. Dana Radcliffe at Syracuse University. President Obama in his farewell address referred to the citizen as “the most important office in a democracy.” The philosopher Joseph Tussman in 1960 offered an insightful characterization of “the office of the citizen.” Might the suggestion that citizen is a public office help advance the thesis that citizenship entails obligations as well as rights? HAASS: An interesting construct. I like it. It kind of adds a bit of heft, because we tend to sort of just talk about citizenship, almost dismiss it at times. Well, he's just an ordinary person. But I like the idea of an office, that it's—that you're—because that suggests a degree of empowerment and a degree, again, of obligation. So I like the idea. I think it kind of—kind of it gets people to take the potential to make a difference a little bit more seriously. And I really like it. So that's a useful construct. So thank you for that. FASKIANOS: OK. We have a few more minutes. Richard, is there anything you want to leave the group with that we haven't covered? HAASS: I know I'm always supposed to say yes at this point, but no. It's been a really wide-ranging conversation. No, and I think what I'm hoping is that people on a call such as this will think about how to promote—you know, particularly on campuses and schools—the teaching of civics. Both to create a mandate for it, and then we can debate the content. But the idea that—you know, one of the arguments often used that I encounter—I'm not in a position to judge its accuracy—is that too many of the constituencies on campus oppose this, particularly it's often said to me, you know, faculty, or whatever. And I think the faculty could make an important difference by basically saying: Actually, no. We don't oppose this. We think this is a swell idea. And we're prepared to work with administrators, students, and the rest, to make it happen. And I think that would be fantastic. So, again, you're the multipliers. And I think you're in a special position to do this. So, again, I think freshman year experience is a good place to get the kids going, the students going with this. But I do think, whether it's a course or a module at some point, it needs—but we need advocates for it. So I hope some of you on this call will be advocates, because I just think we're missing not just an opportunity but, if you'll pardon the expression, we're missing an obligation to see that—to make sure that our students are prepared to do their bit, to do their share, for upholding democracy in this country. And so I just think universities and colleges have, again, a special opportunity and obligation both. And you're all so instrumental to do that. So Godspeed in that effort. FASKIANOS: Well, with that, thank you very much, Richard. Thank you for writing, authoring, this book, The Bill of Obligations. Richard has also written teaching notes to go with the book that we will be posting on the website alter this week. If you're interested in an exam copy, either digital or print, we can—we can honor that request. And if you want to try to make—put his book on the common reading list or incorporate it into your first-year experience, we can also think about having Richard address the incoming class virtually or perhaps in person. We appreciate all that you have done, Richard. He has really transformed CFR into an educational institution. You should check out Model Diplomacy and World 101. You can follow Richard on Twitter at @richardhaass, subscribe to his Substack newsletter which he just launched, called Home and Away, by going to richardhaass.substack.com. We'll include those links in our follow-up note with the link to this video and transcript. We will include the teaching notes as well. And I also encourage you to follow @CFR_Academic, visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Again, thank you all for being with us today, for the work that you do on your college campuses. And, Richard Haass, again, thank you for being with us. HAASS: Thank you, Irina. Thank you, all. I appreciate it. (END)

This conversation with Bryson Tarbet about differentiation is extremely relevant and insightful.  It will get you thinking about how you already differentiate learning in the classroom and things you might want to try.  Most of all I hope you come away from our talk being encouraged by what you're already doing, thinking about how to give your students what they need where they are and allowing your students to share ideas and thoughts for trying things in new ways you may not have thought of. Brysons Bio Bryson Tarbet is a PreK-6th grade general music teacher just outside of Columbus, Ohio. He received his Bachelor's of Music in Music Education from Ohio Wesleyan University and his Master of Music in Music Education with a Kodály emphasis from Capital University. Bryson spent his first year out of college as part of an elementary school intervention team and he fell in love with working with students with disabilities. Due to this experience, as well as his personal experience as a neurodiverse individual, Bryson feels very strongly about advocating for sensory and emotionally-inclusive classrooms. Bryson started That Music Teacher, LLC with the goal of sharing different perspectives on issues pertaining to the lives of music educators across the country. He also hosts That Music Podcast, a podcast for elementary music teachers and is the educator behind the Elementary Music Summit. More information about Bryson and That Music Teacher can be found at www.ThatMusicTeacher.com. Bryson can also be found on Instagram and Facebook @ThatMusicTeacher. BRYSON TARBET LINKS Instagram: @thatmusicteacher Website: That Music Teacher TPT Free Disabilities Guide   JESSICA GRANT LINKS Instagram: @howtoteachmusicwithjessica Website:  www.jessicagrant.org Book:  Afternoon Ti Guide to Teaching Music F-Flat Books and Amazon  

When did you fall in love with design? While some people have always been able to tap into that creative spark, for others it might take some time trying different things until you find your way into design. Such is the case with this week's guest, independent brand designer Matese Fields. His explorations have taken him all over the country, and now he's living and working in the creative hub of Portland, Oregon.Matese told me a bit about some of his latest projects, and then he shared what inspired him to get into design. He also spoke about how his background in marketing helps him in his current work, and gave some great advice and resources for any budding brand designers out there. Matese has been able to make a living and build a life by following his passions, which is something we can all get inspired by!LinksMatese Fields' WebsiteMatese Fields on InstagramFor a full transcript of this interview, visit revisionpath.com.==========Donate to Selma Tornado ReliefWe are raising money for Selma Tornado Relief through United Way of Central Alabama to help serve victims of the tornado that tore through Selma, Alabama on Thursday, January 12th.Click or tap here to donate, or text SELMA to 62644. Send us proof of your donation, and we will match it 100% (up to the first $1,000 donated).Thank you for helping fund Selma's recovery!==========Donate to Revision PathFor 10 years, Revision Path has been dedicated to showcasing Black designers and creatives from all over the world. In order to keep bringing you the content that you love, we need your support now more than ever.Click or tap here to make either a one-time or monthly donation to help keep Revision Path running strong.Thank you for your support!==========Join The Tenth CollectiveAre you a Black designer looking for your next opportunity? Then you should join The Tenth Collective, an initiative from Revision Path and State of Black Design to connect Black professionals in the design and creative industries with companies committed to hiring Black candidates for design and creative positions. And it's 100% free.Members of The Tenth Collective will receive curated introduction requests from companies vetted by us, and you'll only be contacted when a company wants to speak to you.We know that looking for a new opportunity can be tough, especially during these times. Let The Tenth Collective help you out!Click or tap here to join The Tenth Collective today!==========Follow and SubscribeLike this episode? Then subscribe to us on Apple Podcasts, Spotify, or wherever you find your favorite shows. Follow us, and leave us a 5-star rating and a review!You can also follow Revision Path on Instagram and Twitter.==========Buy Our Merch!Grab yourself a t-shirt or a hoodie and show your support for Revision Path! 100% of proceeds go directly back into production for the podcast.Click or tap here for the Revision Path merch collection on Mon-Cherry.==========CreditsRevision Path is brought to you by Lunch, a multidisciplinary creative studio in Atlanta, GA.Executive Producer and Host: Maurice CherryEditor and Audio Engineer: RJ BasilioIntro Voiceover: Music Man DreIntro and Outro Music: Yellow SpeakerTranscripts are provided courtesy of Brevity and Wit.☎️ Call ‪626-603-0310 and leave us a message with your comments on this episode!Thank you for listening!==========Sponsored by HoverWith over 400+ domain name extensions to choose from, including all the classics and fun niche extensions, Hover is the only domain provider we use and trust.Ready to get started? Go to hover.com/revisionpath and get 10% off your first purchase.

Matthew 17:1-9Six days later, Jesus took with him Peter and James and his brother John and led them up a high mountain, by themselves. And he was transfigured before them, and his face shone like the sun, and his clothes became dazzling white. Suddenly there appeared to them Moses and Elijah, talking with him.Then Peter said to Jesus, “Lord, it is good for us to be here; if you wish, I will make three dwellings here, one for you, one for Moses, and one for Elijah.” While he was still speaking, suddenly a bright cloud overshadowed them, and from the cloud a voice said, “This is my Son, the Beloved; with him I am well pleased; listen to him!”When the disciples heard this, they fell to the ground and were overcome by fear. But Jesus came and touched them, saying, “Get up and do not be afraid.”And when they looked up, they saw no one except Jesus himself alone. As they were coming down the mountain, Jesus ordered them, “Tell no one about the vision until after the Son of Man has been raised from the dead.” Have you heard about the spiritual “revival” at Asbury University?Asbury University is a private Christian school in Wilmore, Kentucky. It identifies as “non-denominational,” but has ties to the Wesleyan-Holiness movement. Which means, I think, that it's inclined toward the Methodist institution, in not so many words.Anyway, apparently they're experiencing a surprising, unintended, unplanned, Holy Spirit-induced, good old-fashioned “revival,” there – and have been since a week ago, Wednesday as far as I could tell.See, Wednesday is when Asbury University has its regularly-scheduled, weekly chapel, as many small, private, religiously affiliated undergraduate colleges and universities do. And at Asbury – like so many other schools – students are required to attend some number of these 10 a.m., Wednesday morning, chapel services each semester.And last Wednesday, something odd happened.After the benediction, when worship was supposed to be over; when, I'm guessing, students usually pull out their phones, put on their coats, and shuffle off to their next class, to the cafeteria for lunch, or back to bed … they didn't leave. Many, or most, maybe all of them – students, professors, staff and worship leaders – just stayed.They stuck around… singing quietly, praying like they meant it, reading Scripture, publicly confessing their sins, even. Small groups of prayer circles formed. People raised their arms in praise. Some knelt at the altar. Some prostrated themselves on the floor. According to those who've witnessed it, the space was filled with peace and quiet and music and joy and light and love and all the good vibes.Ultimately, people began to come and go, but the praying and worshiping, reading and confessing continued. The place has been packed – standing room only – according to a professor of theology from the seminary across the street, who walked over so he could see it to believe it.AND students have been showing up from other schools – the University of Kentucky, Ohio Christian, Lee University, Georgetown College, Mt. Vernon Nazarene University – Purdue and Indiana Wesleyan University, even – just to name a few. I saw some Asbury alumni from right here in New Pal posting about it on Facebook, too.And I find it fascinating. My skeptical instincts, some of what I've read about it, and my limited experience with such things tempt me to be critical of it, but I'm not going there. It's not something that ever happened in chapel when I was an undergrad – not that I would have been there to notice. (They didn't take attendance at Capital University.) And if it's all it's cracked up to be for those who are experiencing it, more power to them.Anyway, all of this lasted for at least a week – it was still happening until THIS Wednesday, anyway, when I sat down to start thinking about this sermon and about today and about what we call “Transfiguration Sunday” around here – an event, for what it's worth, I would have been equally skeptical about back in the day.Because it seems like a spiritual revival of sorts took place on that mountain with Jesus, Peter, James and John. Jesus took them up the mountain “after six days,” we're told, which is another way of saying, “on the seventh day,” which means we're supposed to draw some meaningful connections to what happened when Moses took a hike up another mountain, “on the seventh day” as we heard about in our first reading from Exodus. Moses came down with the Ten Commandments, remember, after a transformative, transfiguring moment of his own up on there on Mount Sinai.And in order to make that connection even more clearly, the disciples see Jesus in conversation with Moses – and Elijah, too – as a sign and declaration of his prophetic status and succession as the Messiah… the next … and last … and final Word … worth listening to … as God's Chosen One … anointed … beloved prophet of all prophets.So, however and whatever happened up on that mountain with Jesus – by way of his face that shined like the sun and his dazzling white clothes, in the appearance of those ghosts from the past, that talking cloud, and God's profound declarations about his belovedness – the point was to reveal for those carefully chosen disciples (Peter, James and John) that Jesus was something special; that he was worth listening to, learning from, and following.And we'd like to imagine the disciples were changed by all of this – Peter, James and John, I mean. They were knocked to their knees by what they saw and heard, after all. They were filled with fear and awe at what they witnessed. Maybe they prostrated themselves, raised their hands in worship, maybe they prayed, silently or aloud. And, like the students, faculty and staff at Asbury University, last week, Peter wants them to stay … to make it all last: “Lord, if you wish, I'll build three dwellings here; one for you, one for Moses, and one for Elijah, too.”But, as great and holy as it was… as mighty and transformative as it seemed to be… that doesn't happen. It doesn't last for long. Jesus seems to nip it in the bud pretty quickly. He comes to the disciples, touches them – seemingly snaps them out of their spiritual shock and awe – and they head back down the mountain. And as they go, he tells them to keep all of this on the down low. He tells them not to tell anyone about any of it until the Son of Man has been raised from the dead. And this, for me, is where the lesson, the inspiration, the challenge and the hope about whatever happened on that mountaintop with Jesus and – whatever may be happening at Asbury University – matters. Because the lesson, inspiration, challenge and hope of whatever spiritual renewal or revival we're looking for, longing for, or experiencing shows up in what happens as a result of it all.Because what happens next for Jesus, as God's beloved, anointed, chosen one, was even more surprising, unbelievable and awe-inspiring than what happened on that mountaintop. He healed the sick and gave sight to the blind. He taught about loving the lost and forgiving without limit. He chastised and challenged the rich and the wealthy. He preached against the powerful. He talked politics and protested injustice. He overturned the tables in the temple. And after all of that – because of all that, and more – Jesus gets crucified. He shares a meal with his friends; he is arrested; he is denied and betrayed by the closest of his followers – Peter, James and John, from this morning's mountain, among them – and then he dies a horrible, humiliating, public and painful death – whipped, beaten, mocked, spit upon, crowned with thorns and nailed to a cross.So, I kind of think Jesus is saying – on his way down the mountain this morning: “don't go yapping about this mountaintop stuff – this little ‘transfiguration moment' up here on the hill – unless or until it amounts to something; until you're able to see and connect it with the rest of what's to come.”“Don't talk about spiritual renewal or faithful transformation unless or until it leads to some measure of sacrifice, in your life, for the sake of others.”“Don't talk about spiritual revival or transfiguration unless or until it comes from – or leads to – a place of humility, justice, mercy and peace.”“Don't talk about spiritual renewal or faithful transformation unless or until it has something to do with a new way of living and moving and being in the world; unless or until something changes in you that does something to change the world around you.”So, may whatever spiritual revival or renewal or transfiguration we seek as God's people in this world inspire us not to stay put or to cling to the mountaintop moments of our lives for the sake of the mountaintop moments of our lives. But may renewal, revival and transfiguration fill us, inspire us and move us down from the mountain, beyond our sanctuary, off of our couches and out of our kitchens – to the lonely places, toward the least among us, in the face of the darkness and the powers that be, for the sake of a world that is ripe for the live-changing, life-giving hard, holy grace and good news that belong to us all in Jesus Christ our Lord.Amen

Solo Percussionist, Performer, Educator, Podcaster, and host of Drums and Drams Cameron Leach stops by to talk about his recent PASIC 2022 performance, removing applause breaks, and playing highly difficult music on a deadline (03:00), teaching at Capital University (OH), playing Principal Percussion position at the Columbus Symphony, and maintaining his mental and physical health (18:55), growing up near Columbus, being in pop bands and marching band, and his enjoyment of learning languages (30:00), attending Capital University for undergrad, going to Chosen Vale, and multiple styles of teachers and teaching (52:30), getting his Masters at Eastman (NY) with Michael Burritt, and beginning his solo percussion career (01:00:00), and finishing with the Random Ass Questions, with sections on developing artist percussionists, sensible clothing, great movies, and much more (01:19:00).Finishing with a Rave on the 2023 documentary film Zora Neale Hurston: Claiming a Space (01:40:40).Links:Cameron Leach's website“63 Across 81 Down” - Ancel Neeley“Originating Within” - Nick Werth“Broken Mirrors” - Vera Stanojevic“I Leave You the Real World” - David SkidmoreOrphic PercussionColumbus Symphony“A Little Piece of Heaven” - Avenged Sevenfold“Disasterpiece” - SlipknotRhythm X, Inc.Blue Devils Drum CorpsBluecoats Drum CorpsRandall May Drum CarriersMichael BurrittLeigh Howard Stevens Marimba SeminarBob BreithauptRyan KilgoreShe-e WuChosen ValeColin Currie“Burritt Variations” - Alejandro ViñaoRobert Van SiceCasey Cangelosi on the podcast in 2017Eastman's Arts Leadership ProgramDrew TuckerTodd Meehan on the podcast in 2017Josh Jones on the podcast in 2020Rob KnopperAndy Harnsberger on the podcast in 2022Richard HensonChad Floyd“Over the Rainbow” - Harold Arlen/Robert Oetomo arranged“Astral Dance” - Gordon Stout“Mirage” - "Yasuo Sueyoshi“Prelude No. 1” - Emmanuel SéjournéShooter trailerThe Dark Knight Rises trailerThe Longest Yard (2005) trailerGods of Egypt trailerGeorges St-Pierre UFC HighlightsKhabib Nurmagomedov UFC HighlightsConor McGregor UFC HighlightsElijah Craig Barrel ProofWild Turkey 101King of Kentucky Bourbon“buttonwood” - Evan ChapmanRaves:Zora Neale Hurston: Claiming a Space

Brook Cupps is the Head Boys' Basketball Coach at Centerville High School in Ohio.  Brook graduated from Graham High School in St. Paris, Ohio near Springfield in 1995, and following a 4-year playing career at Capital University in Columbus, he returned to Graham.  He became the head coach in 2000 and spent 12 seasons at Graham.  In 2012, following his time with the Falcons, including a trip to the state semifinals, Coach Cupps left his alma mater to become the head coach at Centerville High School where he has earned several coach of the year honors while guiding the Elks to multiple sweet 16 and elite 8 appearances. His 2021 team recorded a school record 26 wins on the way to the Division I State Championship in Ohio, the first in school history.  His 2022 team was the state runner-up. Brook is the author of the book “Surrender the Outcome”, teaches two leadership courses at Centerville and also writes a weekly blog on bluecollargrit.com If you're looking to improve your coaching please consider joining the Hoop Heads Mentorship Program.  We believe that having a mentor is the best way to maximize your potential and become a transformational coach. By matching you up with one of our experienced mentors you'll develop a one on one relationship that will help your coaching, your team, your program, and your mindset.  The Hoop Heads Mentorship Program delivers mentoring services to basketball coaches at all levels through our team of experienced Head Coaches. Find out more at hoopheadspod.com or shoot me an email directly mike@hoopheadspod.com Follow us on social media @hoopheadspod on Twitter and Instagram and be sure to check out the Hoop Heads Podcast Network for more great basketball content. Be sure to take some notes as you listen to this episode with Brook Cupps, Head Boys' Basketball Coach at Centerville High School in the state of Ohio. Website - http://www.bluecollargrit.com/ (http://www.bluecollargrit.com/) Email - bluecollarhoops@gmail.com Twitter - https://twitter.com/brookcupps (@brookcupps) Visit our Sponsors! https://www.drdishbasketball.com/ (Dr. Dish Basketball) Mention the Hoop Heads Podcast when you place your order and get $300 off a brand new state of the art Dr. Dish Shooting Machine! http://www.fastmodelsports.com/ (Fast Model Sports) FastModel Sports has the most compelling and intuitive basketball software out there! In addition to a great product, they also provide basketball coaching content and resources through their blog and playbank, which features over 8,000 free plays and drills from their online coaching community. For access to these plays and more information, visit http://fastmodelsports.com (fastmodelsports.com) or follow them on Twitter @FastModel. Use Promo code HHP15 to save 15% https://www.coachingportfolioguide.com/hoopheads (The Coaching Portfolio) Your first impression is everything when applying for a new coaching job.  A professional coaching portfolio is the tool that highlights your coaching achievements and philosophies and, most of all, helps separate you and your abilities from the other applicants. Special Price of just $25 for all Hoop Heads Listeners.   Twitter Podcast - https://twitter.com/hoopheadspod (@hoopheadspod) Mike - https://twitter.com/hdstarthoops (@hdstarthoops) Jason - https://twitter.com/jsunkle (@jsunkle) Network - https://twitter.com/HoopHeadsPodNet (@HoopHeadsPodNet) Instagram https://www.instagram.com/hoopheadspod/ (@hoopheadspod) Facebook https://www.facebook.com/hoopheadspod/ (https://www.facebook.com/hoopheadspod/) YouTube https://www.youtube.com/channel/UCDoVTtvpgwwOVL4QVswqMLQ (https://www.youtube.com/channel/UCDoVTtvpgwwOVL4QVswqMLQ)

Hadiatou Bah stops by to discuss her journey!