Podcasts about Cornwell

Credits: 0.25 AMA PRA Category 1 Credit™   CME/CE Information and Claim Credit: https://www.pri-med.com/online-education/podcast/frankly-speaking-cme-428 Overview: Stay ahead in stroke prevention with the latest guidelines. In this episode, we cover new considerations for social determinants of health, interventions across the lifespan, and evidence-based strategies to reduce stroke risk. Learn how to integrate these updates into primary care for more effective patient outcomes. Episode resource links: Bushnell, C., Kernan, W. N., Sharrief, A. Z., Chaturvedi, S., Cole, J. W., Cornwell, W. K., 3rd, Cosby-Gaither, C., Doyle, S., Goldstein, L. B., Lennon, O., Levine, D. A., Love, M., Miller, E., Nguyen-Huynh, M., Rasmussen-Winkler, J., Rexrode, K. M., Rosendale, N., Sarma, S., Shimbo, D., Simpkins, A. N., … Whelton, P. K. (2024). 2024 Guideline for the Primary Prevention of Stroke: A Guideline From the American Heart Association/American Stroke Association. Stroke, 55(12), e344–e424. https://doi.org/10.1161/STR.0000000000000475 Ravichandran, S., Gajjar, P., Walker, M. E., Prescott, B., Tsao, C. W., Jha, M., Rao, P., Miller, P., Larson, M. G., Vasan, R. S., Shah, R. V., Xanthakis, V., Lewis, G. D., & Nayor, M. (2024). Life's Essential 8 Cardiovascular Health Score and Cardiorespiratory Fitness in the Community. Journal of the American Heart Association, 13(9), e032944. https://doi.org/10.1161/JAHA.123.032944 Kumar, M., Orkaby, A., Tighe, C., Villareal, D. T., Billingsley, H., Nanna, M. G., Kwak, M. J., Rohant, N., Patel, S., Goyal, P., Hummel, S., Al-Malouf, C., Kolimas, A., Krishnaswami, A., Rich, M. W., Kirkpatrick, J., Damluji, A. A., Kuchel, G. A., Forman, D. E., & Alexander, K. P. (2023). Life's Essential 8: Optimizing Health in Older Adults. JACC. Advances, 2(7), 100560. https://doi.org/10.1016/j.jacadv.2023.100560 Life's Essential 8 tools for providers and patient information: https://www.heart.org/en/healthy-living/healthy-lifestyle/lifes-essential-8 Guest: Jill M. Terrien PhD, ANP-BC   Music Credit: Matthew Bugos Thoughts? Suggestions? Email us at FranklySpeaking@pri-med.com   

Credits: 0.25 AMA PRA Category 1 Credit™   CME/CE Information and Claim Credit: https://www.pri-med.com/online-education/podcast/frankly-speaking-cme-428 Overview: Stay ahead in stroke prevention with the latest guidelines. In this episode, we cover new considerations for social determinants of health, interventions across the lifespan, and evidence-based strategies to reduce stroke risk. Learn how to integrate these updates into primary care for more effective patient outcomes. Episode resource links: Bushnell, C., Kernan, W. N., Sharrief, A. Z., Chaturvedi, S., Cole, J. W., Cornwell, W. K., 3rd, Cosby-Gaither, C., Doyle, S., Goldstein, L. B., Lennon, O., Levine, D. A., Love, M., Miller, E., Nguyen-Huynh, M., Rasmussen-Winkler, J., Rexrode, K. M., Rosendale, N., Sarma, S., Shimbo, D., Simpkins, A. N., … Whelton, P. K. (2024). 2024 Guideline for the Primary Prevention of Stroke: A Guideline From the American Heart Association/American Stroke Association. Stroke, 55(12), e344–e424. https://doi.org/10.1161/STR.0000000000000475 Ravichandran, S., Gajjar, P., Walker, M. E., Prescott, B., Tsao, C. W., Jha, M., Rao, P., Miller, P., Larson, M. G., Vasan, R. S., Shah, R. V., Xanthakis, V., Lewis, G. D., & Nayor, M. (2024). Life's Essential 8 Cardiovascular Health Score and Cardiorespiratory Fitness in the Community. Journal of the American Heart Association, 13(9), e032944. https://doi.org/10.1161/JAHA.123.032944 Kumar, M., Orkaby, A., Tighe, C., Villareal, D. T., Billingsley, H., Nanna, M. G., Kwak, M. J., Rohant, N., Patel, S., Goyal, P., Hummel, S., Al-Malouf, C., Kolimas, A., Krishnaswami, A., Rich, M. W., Kirkpatrick, J., Damluji, A. A., Kuchel, G. A., Forman, D. E., & Alexander, K. P. (2023). Life's Essential 8: Optimizing Health in Older Adults. JACC. Advances, 2(7), 100560. https://doi.org/10.1016/j.jacadv.2023.100560 Life's Essential 8 tools for providers and patient information: https://www.heart.org/en/healthy-living/healthy-lifestyle/lifes-essential-8 Guest: Jill M. Terrien PhD, ANP-BC   Music Credit: Matthew Bugos Thoughts? Suggestions? Email us at FranklySpeaking@pri-med.com   

April 6, 2025 • Benedictine Balance in Simplicity (Sarah Cornwell) by All Souls Anglican Church

This week the band almost falls apart even before they hit the top. This tangled mess is what we are going to dive into today on the Rock and Roll Heaven podcast!! *** Casting for the 1% club About the show Are you ready to test your skills in the world of puzzles and brain teasers? This is your chance to compete for up to $100,000 on The 1% Club! Cornwell & Collazo Casting is now casting in Atlanta and the surrounding areas, looking for contestants of all skill levels to take on exciting brain games and prove they have what it takes to win big. Whether you're a puzzle enthusiast or just love a good challenge, this is the perfect opportunity for you!" If this is you, or someone you know. Copy and paste the link to apply! www.tinyurl.com/quizshowcasting and tag “LYNLY” for how you found out about the show, so I can find you or your friends more easily! **Please make sure you complete the entire application. There is a video request and a quiz portion, so block out time to finish all the elements. The application takes about 20-30 minutes to apply, so make sure you have set aside enough time to finish it. Our social stuff: Patreon.com/rockandrollheaven Twitter: @rockandrolllt Instagram: Rockandrollheavenlt Facebook: Rock and Roll Heaven Pod Our website: https://rockandrollheavenl.wixsite.com/mysite Tick Tok: rockandrollheavenpod Email us! rockandrollheavenlt@gmail.com Check out the other awesome Pantheon Podcast at www.pantheonpodcasts.com Learn more about your ad choices. Visit megaphone.fm/adchoices

In this heartfelt episode, Trisha Cornwell, also known as the Solo Mama, opens up about her journey into solo parenthood with one child. She shares her experiences navigating fertility treatments, the emotional and practical realities of raising a child on her own, and how she balances it all with grace. Whether you're considering solo parenthood or are already on the journey, this episode offers valuable insights and encouragement for those walking a similar path. Tune in for a genuine and inspiring conversation about what it really takes to raise a child solo, from fertility to daily life. Useful links from this episode Trisha Cornwell Instagram    

We've got three plots this week and somehow almost nothing happens in "Si Vis Pacem, Para Bellum"! We finally have an away mission and Saru goes a bit nuts, which is certainly very "Trek". Meanwhile, Stamets is feeling the strain of being a living navigational computer. And L'Rell meets Cornwell. Yup. Also this week: belated holiday, The Simpsons, and T'Pol! [gift exchange: 01:44; Pretentious Latin Title: 22:16; Subcommander: 59:08] [T'mblr: https://www.tumblr.com/sshbpodcast/772154565302861825/character-spotlight-tpol?source=share]

Jason Cornwell of Cornwell Casting and old school cast member from MTV's “The Real World: Boston” and early season of “The Challenge” joins Beth Stolarczyk and Jon Brennan for a candid conversation about the early days of reality television. He shares his tactic for avoiding conflict…" I'm Paul and that's between y'all”. Jason shares as a casting agent why Beth is a great cast and how he was responsible for putting Teck and Ruthie on the Hawaii season of The Real World. He announces Fox's renewal for a new season of “The Farmer Wants A Wife” which he worked on casting and reveals some of the other TV shows he has helped cast. Beth asks Jason what direction he thinks reality TV is trending to these days.  Check out cornwellcasting.com Learn more about your ad choices. Visit megaphone.fm/adchoices

When I first joined COS, I had the privilege of mentoring under the great Bud “Gunny” Cornwell, retired — but, at heart, lifelong — United States Marine. For nine months, he showed me the ropes and what it means to love one's country. I eventually moved on from Bud's department, but the lessons he taught me stayed with me. Today, I spend most of my time among very patriotic people. But Mr. Cornwell still may take the cake. He risked his life for this country, and now, he continues to fight for freedom in a new theater of war: the Article V frontier.  But what makes Bud exceptional is how he loves his country. Bud's patriotism is unique. Unlike others, he does not merely talk about how much he loves this country. He proves it. Every day of his life, he shows it. He demonstrates his love by self-sacrificial service — by pouring himself out for the great American cause. Bud represents a rare but vital class of Americans: the hero class. These are the men and women without whom we would fall prey to tyranny. It's a sobering reminder that behind every blessing we enjoy in this country stands an army of brave souls, living, lost, and fallen, who stared down America's enemies on our behalf. We owe them more than just our gratitude. We owe them, as President Lincoln suggested, “increased devotion” to the cause for which they fought. https://conventionofstates.com/news/veterans-day-and-marine-corps-birthday-with-the-gunny

This week we head to an iconic Michigan destination, known throughout the Midwest as a place for old-fashioned, one-of-a-kind fun, with an amazing dinner theater experience, and some of the best turkey dinners you'll find anywhere.It's Cornwell's Turkeyville, and we visited for the very first time—and we can assure you, it won't be the last.On the show, you'll get to meet owner/operator Patti Cornwell and her daughter and "retirement plan" Elyse Bibbings. Together, these women are running quite the production on their family farm located at the crossroads of 94 & 69 just outside of Marshall, Michigan. From an all-turkey menu, which includes the classic dinner, new favorites like the turkey grilled cheese (get it on the cheese bread please!) to an old-fashioned soda fountain featuring house-made ice cream, you'll be eating well when you visit. Elyse also offers the very cool Simpler Life classes through the winter where you can learn to bake bread, how to can, uncover the mysteries of sourdough, and learn to decorate cookies.We'll also introduce you to Dexter Bringham, producing artistic director for the dinner theater at Turkeyville, where they host a 47 week season of Broadway quality shows featuring actors from across the country. On November 7 they'll be kicking off their holiday show, the Winter Wonderettes which will run through December 21.Turkeyville is the type of place to go with family and friends to create new traditions or relive fantastic old memories. Go for dinner, but stay for more. And don't miss out on their gift shop, it is a great place to find a unique gift this holiday season. We also learned that the gift shop is Patti and Elyse's favorite thing at Turkeyville, their passion project so to speak, so you know it's full of lots of good things, including the cutest little stuffed turkey I had to get for Gonzo's newest baby turkey.

Are you a new school leader wondering how to create learning spaces that truly engage students and foster success? In the latest episode of the Better Learning Podcast, Dr. David Cupolo, principal of St. James Intermediate School, shares valuable insights on the profound impact of school design on student engagement. In his conversation with Kevin Stoller, Dr. Cupolo highlights how thoughtful learning environments can transform education and offers essential lessons for new leaders navigating this journey. Dr. Cupolo also explores how instructional leaders can drive change by focusing on both physical spaces and the school culture. He underscores the idea that a well-designed building must be paired with a culture that prioritizes student growth and active listening. When students feel heard and supported, they thrive in environments that encourage collaboration, exploration, and a genuine sense of excitement for learning. For new school leaders, this episode is filled with actionable tips, from the importance of understanding the "why" behind school design decisions to embracing flexibility in both space and teaching. Whether you're aiming to enhance student agency, foster collaborative learning, or simply reimagine your school's layout, this conversation provides the guidance you need to take the first steps.   Takeaways: Schools should be designed with the needs of students in mind. Creating engaging learning environments can reduce boredom and increase student success. Student agency is essential for effective learning. Research can guide the design and use of educational spaces. It's important to reflect on the 'why' behind educational practices. Building a positive school culture is as important as the physical space. Listening to students can provide valuable insights into their learning experiences. Homework often has minimal impact on student learning outcomes.   Dr. David Cupolo has 18 years of experience in educational leadership as a building principal, including eight years at a cutting-edge, non-traditional facility; I offer a blend of practical experience and academic insight. Recently, I earned a Ph.D., during which my dissertation research delved into how instructional leaders understand and engage with the concept of 'learning thrill,' utilizing a framework developed by esteemed educational researcher John Hattie. The results of my research have profound implications for the design and renovation of school facilities and classrooms, highlighting crucial conditions that facilitate learning. I have presented on the topic of flexible learning environments at various conferences, most notably at three Association for Learning Environment (A4LE) Conferences, including the 2024 Southeast Region Conference this past April.   Sound Bites: "You can have beautiful buildings and be an ugly culture." "Kids want to collaborate and explore." "We need to trust kids and listen to them." "Learning thrill can be developed in schools."     Follow David Cupolo on Social Media: LinkedIn: https://www.linkedin.com/in/david-cupolo-6b4a1623/   Read David's Article Designing for Learning Thrill Spaces4Learning Article: https://spaces4learning.com/Articles/2024/07/09/Designing-for-Learning-Thrill.aspx     Episode 202 of the Better Learning Podcast Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com.   For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/   Want to be a Guest Speaker? Request on our website     Kevin Stoller (00:07.454) It's another episode of the Better Learning Podcast. I am excited about our guests today because we talk a lot about furniture and use and we can talk about it from like the designers and from the architects and what we do supporting education from the outside. But it's always good to get the perspective of the principals and the ones that are actually like using the spaces and hearing from the teachers and the students and being able to have that lens to it. So I'm excited to bring in Dr. David Capolo. I screwed it up, I? Did I announce it? Did I pronounce it?   David Cupolo It's Koo-pal-o! It's all good.    Kevin Stoller Yep, and he's a principal at St. James Intermediate School in Horry County in South Carolina. Just for the audience, because I'll give you a little behind the scenes, I'm horrible at pronunciation and making sure I do it. And whenever I get it stuck in my head, it's so hard to switch it.   David Cupolo It's why I don't read names at award ceremonies.   Kevin Stoller I know because I'll get it stuck and I'm afraid I'm gonna mess up and I'm not the expert of that Yeah, I'm the worst. I'm like give me a script and I'll and I'll screw it up. So yeah, but but I really wanted to talk about from your perspective of where you got to what you're talking about like the thrill and getting rid of the boredom, but I want to start really from the from the very beginning for you and I want to hear what was school like for you.   David Cupolo So I knew how to play the game. I knew how to be successful in school. And honestly, if I had a relationship and you built curiosity and made connection with me, it was an A. If you did not, I was a B for bye-bye, that type of thing. And C for see you later. It all depended. And came from a family of engineers and I chose to go into public teaching and education, which is great. But I think I was not... That curiosity and connection for me in learning was not built in the area of math. was just too much of that skill and drill. so, but I played it well, you know, went on to college in Version, New Hampshire, and then a few master's degree at NC State. And that's where I really learned how to learn.   Kevin Stoller (02:33.058) So talk about that, that learning to learn. What sparked that for you?   David Cupolo I think it was, again, professors who allowed that agency, me to have that agency and explore the interests that I had, they gave the structural framework, but you really had to go do the work yourself and, you know, find those connections and challenge you. And I think there's the principle of Goldilocks, right? You know, that Goldilocks effect. And I think that had the right enough challenge and also the right enough support, but also the right enough freedom to, you know, take my learning further. Yeah, kind of push me.   Kevin Stoller OK. All right. So you usually when I when I talk to administrators, school leaders in there, there's like the big transition moments. There's the first one be like making that decision. Hey, I want to go into education. And then that typically puts them in a classroom. And then there's that second moment where they're like, you know what? I think I want to be outside of the classroom. I can have a different impact as an administrator. What were those moments like for you?   David Cupolo Yeah, so I came into education teaching alternatively. I was not certified. I was working for a lessons called which transition program in Rhode Island and the police refer to something causing trouble. They have a different a, but these kids are just needed some more guidance, right? You know, and so I found out there was a lot of jobs teaching in North Carolina. So I moved down, taught special ed. And it was interesting, my boss at the time said, you're a middle school teacher. I won't give a recommendation for anywhere. He goes, you connect with those kids. And I did it in, you know, in that timeframe, I quickly realized I want to have a bigger impact, you know? And I realized I could, I think. The students taught me so much that I realized, wow, what they're teaching me, I need to share it and need to use to impact other kids in other classrooms. So administratively, and you always have that principle that I think says, Hey, you should go and be an administrator. And I had a couple of those who did that and lo and behold, quickly moved into assistant principal roles. And now I'm in my, going to year 19 as a...    Kevin Stoller 19 years. That's awesome. First.   David Cupolo Thank you. Thank you.   Kevin Stoller (04:54.062) I mean, we're, we're record, we're recording right now at the beginning of, of August, even though it doesn't, it won't release until later, but you're getting, you're getting ready for the next round of teacher students coming through. What's going through your mind right now?   David Cupolo So teachers come back on Thursday, you know, and again, I'm like that teacher the first night, night before the first day of school. You have those jitters, but you're excited. You know, I'm excited to see what the year can bring. At my school grades five, six. So we'll have a new group of fifth grade students coming in, you know, and get to know those students and seeing what impact we can have on them. You know, setting that foundation and framework for I go back to the student is the most important part of this building. Without them, we would not be here. You know, and this year we're kind of kicking off and be the one, be the one, you know, and how can you be the one? I entered the school year with, you know, saying, I'm going to reflect on how can I be the person I want to work with? And then this year, so now it's kind of tying it up that we're coming back. How can I be the one I want to work with and be the one for those students? So I'm kind of wrapping my head around those thoughts and gear up. Yeah. So is a pretty typical every year you're coming in with like a new theme and a new direction that you really want to build in throughout the culture? So, yeah, I think yes and no. I always try to tie in on what we've always done, you know, and we always revisit the vision. We always... revisit our beliefs, you know, and going back to this is what we believe and that is it, that we can be the one for those students and all students, when I say all, A, capital L, capital L, even the kid from that neighborhood is Ken Williams to say, you know, they deserve the best and, you know, they know that and I'm an amazing staff that go in every day and give it all for those kids. But, you know, just kind of tying it all together as we keep going along and just improving.   Kevin Stoller Right. So talk more about kind of how you got this interest and at what point did you recognize how much the learning environment was really impacting the work that you do with that idea of like school is there for the kids?   David Cupolo Yeah. So, you know, as I moved into my career, one of my dreams was I realized I wanted to open up a new school. And, you know, that'd be a cool thing to do and actually only had was in my second year in this Horry County. I'd been a principal in North Carolina and I figured, you know, it might not come along because only been at this school I was at short period. And, you know, they selected me to open up this school which is a different design model. There was only a few others in the state but it was a state of the art facility and, you know, it's net zero net positive energy in. It looks like a mall, literally glass walls on the inside, collaboration spaces. But there was no schools like it. You know, we visited some different models to see what it was like. And every time you go to school, you know, I want to talk to the kids. I can do the tour with the adults, you know, and I can see. And one student, I can remember the school said, said, so how does this work with the glass and everything? You know, I'm an ADHD adult. How does it work? And I said, they said, it's like the zoo effect. I said, what's that? They said, I see you, you see me, I'm gonna do my thing. I'm like an animal in the zoo, you're watching me and I'm in my element. I said, that is awesome. I said, okay, this will work. So, but I remember, and we entered the school, we got the keys and a Friday night teachers were coming back that Monday morning and my whole staff had never ever come together. And so we hadn't even been in the building. But I remember visiting while it was dirt. I bought a hard hat, scraped up a vest and a clipboard. And I went in like I was part of the construction crew just to see, you know, this process. And finally I figured out who I was from meetings. But, know, trying to envision what this could be for kids and what environment we could create. Because you can have beautiful buildings and be an ugly culture, right? You know, so what can we really create for kids? And every parent meeting, I would start off with schools are built for kids. You know, this is their place. This is not our place. We serve them, so it was great. And coming into the building and really trying the collaboration spaces. So our first day back with teachers, I had my people spread out in the building doing different small PD sessions to see the acoustics, to see how it worked. And with teachers, I said, you can use the collaboration spaces. I didn't say there were rules to it. But I did say is let's let kids rise to the challenge. Kevin Stoller (09:40.014) For sure. So I just want to set the stage a little bit. So that school opened about eight years ago. So 2016 definitely because so many people that are listeners of the show are involved with the design of schools. And that was definitely on the earlier side because what you're describing is pretty much the... I don't want to say the standard. Hopefully it's at least more closely aligned with that versus the traditional model that doesn't allow that flexibility and that collaboration. So you guys are going in. How involved were you in the process or was that coming from the district level? Who was really driving that vision of saying, we're going to build this new school. Have this opportunity of a lifetime. What was that like for you?   David Cupolo So I came on the back end and it was more of the, know, decision-making. And I really think that net positive really was a big key for the school board, you know, and the design and the potential. So I don't know the conversations that we had about what pedagogy, you know, what we could do with in the classroom. I did help pick out desks and make sure the sizes were right for what we needed and chairs. But as far as, you know, how do you use it? It wasn't there, you know, it really wasn't. And that was my experience. So kind of fumbled through it with our staff, but more or less talking to kids and seeing how teachers were using it and kids. And I remember, I remember the first teacher that sent kids out to work in the collaboration space. like, wow, how's it going? She goes, I don't know. go, well, let's see. And I fist bumped her, you know? And then the glass, I said, it's writable. I didn't say you had to use it. I didn't say you couldn't. Said it's writable. You know, teachers started really using it, that's the fourth, you know, the fourth teacher, second, third teacher in the room using that students love working out those problems on the glass or, you know, anchor charts on the glass. And it was just kind of working with teachers and seeing how students should respond and then conversations with students. You know, I wish I had more on the front end I could speak to. I think now I offer a whole lot more to be able to say, hey, this is this is how we evolve. Kevin Stoller (12:04.802) Well, that's why I wanted you to go through it because that's very typical in this industry, very typical in that there was a decision made at the district level or someone on the board or somebody said, hey, we're going to go this direction. But they're not always pulling in kind of the site leaders and teacher students perspective as they're doing that. Now, as an industry, we're getting better at doing that earlier on. But your experience is like very typical where you're almost like handed a building and now saying, go figure out how to use it.   David Cupolo Yeah, Friday night at 7:20. got the key. Teachers show up on Monday. Yeah, here you go. Yeah. So, so you definitely embraced it hearing like that. And you know, you had teachers that do, were there ones that that fought it or, or saying like, man, I just wish I had my old space back. You know, there were some, there was a couple. And they may have realized it wasn't necessarily their fit. But I remember one teacher who is interesting because she, this school's meant for older students and not these students. And I'm like, but look, they're doing it over there. And finally, it took a little while and she embraced it. And she actually retired, but said, thank you for giving me, my last two years was so enjoyable with my kids because of the, what we have here and what we're able to do and the way the building is being used in those spaces. So that was pretty cool. Testament for her who was, you know, it was, it was a shift. Yeah. Yeah. Which I don't blame anyone changes hard. mean, if you've been doing something for a long time, one way, and then have to shift that quickly to a different way, that that's a tough change. It really was, it really was. And, know, and I'm a, I'm a research person. I'm a research geek. I've known John had his visible learning work for years and those in education. If you don't know him, you better know him because what he writes about and the research he has people do, it's what works in schools. So that was part of that other foundation was, know, teachers necessarily don't want to know about the research right away, but kind of bringing it in and introducing them, okay, well, here's what the research says about student discussion and the impact. And here's cooperative learning. And here's how we can use the furniture and how to tweak it and better practice and tighten it up. you know, and trying to take that learning to another deeper level. Kevin Stoller (14:24.268) Do you mind talking through a little bit of Hattie's research? It is important for us to understand the research band because a lot of us who are supporting it, who may not come from education background, whether it's on the architecture side or on the industry supporting education, the more educated we could be, the better.   David Cupolo Right. And I think one of my, some of my favorite conversations are people in the industry and architecture in outfitters because of that, you know. And so his, again, that research out there shows what's effective, you know, homework has little impact on student growth and academic success. Class size. You know, we learned during COVID, might be different if you have hybrid, but you had to do some other things well for it to be impactful, right? You know, and that's the piece. have to just, you have to learn the strategies and the research behind it. But yeah, so Hay and Greg Donahue proposed a conceptual learning model, skill, thrill, which was a synthesis of that research and visible learning of what worked. And oftentimes, surface deeper transfer, right? And we're often, we know in classrooms there's surface level learning and kids aren't engaged and we sit in rows, you know, and there's that boredom piece that I found, you know, and Cornwell in 2000, it was only two years ago, the art of only two years ago and how boredom has led to what a third of high school dropouts to half, you know, that's an issue, that's a crisis, you know, and that's something we can fix and that's where design and use. Just because you put the kit desk together doesn't mean they're going to collaborate, right? You know, you got to use it effectively, but that's that research. So I want to study what learning thrill was, you know, it seemed like it just rhymed with skill and will. And, you know, it was perfect. So nobody had studied it. So I kind of talked to South Carolina structural leaders and how do you perceive and conceptualize it? Then what does it look like? What does it sound like in the classroom? Take me to those places and describe it. And they described these deep, engaging experiences for kids. They were collaborating. were experiencing almost student agency. They were driving their learning. The teachers were just fostering that real environment for those students. But again, inductive learning, project-based learning, and thinking about how we design and materials and use of materials and how. Because teachers, it's about time, right? Adam and Eve's teacher said, I don't have enough time to plan for them. It's just the way it is in education. We know that. So what can we do to help those teachers design rooms and make smoother transitions and furniture that's flexible so I can just easily maneuver it so I can do this over here. But then those learning spaces for students, what are they comfortable? Where are they more comfortable in taking their learning to a deeper level and really getting that thrill experience, you know?   Kevin Stoller Yeah. Do you mind giving some examples of like where, because the space, how much that changes, like those concrete examples, I think are the stories are always good for people to hear to be like, hey, this is a kid that maybe 10 years, you know, in your first 10 years of being a principal may have had a different experience versus now what they have in that flexible learning environment that they're in now.   David Cupolo Sure. Yeah, I remember when we all think and it was a few weeks into the school year. And this is this really hit me this this moment. So under the stairs of cement blocks in my school and this is sprinkler system. And there's a student like to work under there. But one day he's kind of just pulling on hanging on the pole. Nothing can do. What are you doing? He goes, What do mean? I said, You're pulling on the fire thing. It's sprinkler system. I go, Do you know what happens if that breaks? And he goes, No. I go, neither do I, but I have a feeling it has a lot of water, a big bill and fire trucks. I go, go to your room. He goes, do I have to? And I was like, my, I sound like a parent. I'm like, tell you what, go for 50 seconds, just come back. Please don't do that again. We good? He's good. I said, we fist bumped. But then I started like, wow, I need to pay more attention to this, you know, and those students. And soon as I tell you, this is my space that I feel more comfortable on the floor in the corner on that pillow. Or, you know, our media center is open space and there's different furniture. And, you know, you struggle with custodian on whose furniture it was. Well, they're putting their feet on it. I go, it's theirs. Like, you know, that's their space. This is where they're comfortable learning. And it was transferring. Those teachers are like, wow. And they rose to those occasions, you know. I've seen students who come to that school with behavioral records. And part of that culture is that this is your place, this is your space, and it's a safe space. And it's interesting, I was having a conversation last Friday with one of my teachers, last Thursday. She talked about the desk, how each kid doesn't own that desk. Remember how we had our desk and you had your name on it? Yeah, for sure. It's not my desk, it's our area. And I can go work with other kids in another area and students who might not sit in that row traditionally can work together with other students in that respect and that safe place and that safe space that they need. You know, and allowing them that opportunity. And I think that's the other key, you know, is that setup that we've seen from non-traditional rows to collaboration and even with the technology of sharing through Google Chromebooks and Google Docs and things of that nature. Yeah. So can you expand on that more as a principal who has gone through that process and now to a principal who may be getting ready to open a new school or a totally different space and their staff is coming back right now or they're in the process and it's going to be in the next six to 12 months? What are those lesson learns? would be that advice that you would give to them? Because they're going to have the same things. They're going to have the teachers that are going to be like, well, what do mean the student doesn't know the space? What do you mean that, you know, like I'm not upfront and, you know, and things aren't sitting in straight rows. What are those things that you would share with others? You know, I start with the why. That's when we opened the school, I got a book for the staff to go back to our why. And, you know, and we had our individual, why are you teaching? Because I knew teachers were gonna struggle. knew just because you got the keys doesn't mean it's complete, right? Let's be honest, there's still gonna be work being done. And those can interfere and things out the air conditioning, right? It's just gonna get adjusted. And those are things that matter to teachers, you know, and all the pressure on teachers now. So really looking at the why and the student and then what can you do for the student? because everybody in education to help kids to work with kids and help kids be successful. I think that's the first piece is trying to build that collective vision. I started with the collective teacher efficacy has the biggest research effect size on student achievement, 1.36. And coming together really looking at involving teachers in that process. then setting up some structures, you gotta have some structures, but don't be completely tied to them because you're going to get to know the environment and allow teachers to mess up, allow kids to mess up.   Kevin Stoller Yeah, which we all know is the best way to learn, but we struggle. want to step in. Well, that's good. mean, are there, as somebody who values research and is constantly looking at that, what research do you wish would be done at this point? What would be really helpful for you, or what are the questions that you would wanna try to answer?   David Cupolo You know, I talk to kids a lot and you know, it's one of the tough parts for researchers is doing research, talking to students, right? Because that's that big, you know, there's always those epic things in there and you know, I started with the check-in system with the company in Australia, Versha Learning. And one of the things I wanna know is what are you learning today? Ask kids, what are they learning? Yeah, you your kid at home, what'd you learn today? Nothing. Or this, well, I know what you did, you know, but what are you really learning? And I found that, you know, students couldn't really articulate. And then teachers like, well, you talked to so-and-so, of course they couldn't tell you. Well, I don't know that that was the answer, you know. So we started looking at that. And one of the things we found is students were bored, but they also weren't clear about what their learning was. But they also wanted discussion. They wanted to talk to their parents and they wanted to collaborate. You know, they were telling us what they wanted through that check-in. John Hattie actually, it's a quote that says on their site, it's the best classroom data I've ever seen. You know, and really I would love to learn more about students, what leads to thrill for them and how they experience that learning because it's not often. You know, go to watch schools when it gets out of high school practice, right? Kids are practicing skills, they're acquiring skills, they're consolidating it, they're adding, they're learning, they're dispositions, persevering, and then there's that thrill. And we see in band when they get to perform in chorus, and very rarely do we get to see in those academic classrooms, but it can't exist, and that's what I've kind of studied. But I wanna know more from students of what can we do to help you, what can the environment do to help you? What do you need more of? We kind of know some of it, like I said, from that check-in. And it was, we want to be able to have more discussion. We want to be able to ask more questions. We want to be able to explore. We want to be able to collaborate. So those things, I would love to delve more into that research and study the environment they're in.   Kevin Stoller Yeah. What does your gut tell you if you're going to have a hypothesis on that of saying, you know what I think this would work or this would be a benefit?   David Cupolo I think those flexible environments and collaborative spaces where students feel safe and they feel valued and they have agency and when you give them opportunities for curiosity and connections to each other, I think that they're gonna say, that's what I want, that's what I need. And that's the world of today, honestly. Unfortunately, as you see the research, you go through school and by the time you become a senior, you're very little engaged and it's scary. I know. And you can be like, we can all be engaged in something and it can be low level too, right? I've been engaged, but that's really tasks. I'm just completing a task. I'm not really into it, part of it's a curricular issue on the educator side. That's part of that stack curriculum. We got those tests and all of those things, and I'm not saying there's not some value there. But our learning is not going deep enough and we need to be able to transfer that learning. Kevin Stoller (26:24.782) I think you're right. I mean, my experience would be the same that if I was going to say like, maybe there's not perfect research that shows it this way, but my gut and from what I've seen from being around this enough and just knowing kids and watching it, is. Right, they do. They want the agency. They want to be able to collaborate. They want to work with their peers. They want to have meaningful projects. that, yeah, and that for me is always the hard part because I'm the one that wants to challenge the status quo and be like, well, if you know that, why don't we start doing that? Like, what's preventing us from doing that? And I get it. There are a lot of limitations of what we can do without having the data and without having, you know, like the laws and all the legal and all the things that are coming down from state level and district level. But my gut is with you on that too, is that if we actually listen to the kids, they know what they want.   David Cupolo Yeah. they do. They do. And I was glad I had a professor said study thrill, nobody studied it, because that's tough to do a dissertation when there's no prior research you know, on that one topic. But I was, I really knew I was onto something there. So, you know, developing a framework for instructional leaders and how to, how can we work with teachers to increase learning thrill, you know, that's kind of still tweaking it. Because I believe it can be done even in the status quo, but we do have to push those understandings, you know, and trust kids. Cause they don't respond right. You know, and they're to mess up. We all did. Yeah. And that's probably the best thing for him is to mess up. Right. I sat in the principal's office a couple of times in my life. It's nothing wrong with that.   Kevin Stoller (28:46.284) Yeah. Yeah. Yeah. So, so are you, so as far as like studying thrill, like, and do, so are you actively engaged in that? Like what? Cause I talk through like what your journey has been around this concept of thrill and education.   David Cupolo So right now, know, finalizing my dissertation and kind of working with, again, virtual learning. Phil Stubbs is my thought partner. Shout out to Phil. He's with Virtual Learning. He's a brilliant mind, and kind of really fine tuning a framework for instructional leaders to kind of look at those things. Inductive learning. So what does the environment look like? Teacher authority. They've got to... to clarify Ed, that they're really tweaking right now that's coming out. And it's been a great journey that'll give teachers back time and make things more clear for students, but also look at a learning progression. So it's kind of like expert to Jedi, you know? So students can see this is where I need to head with my learning. And if I want to be a thrill and I want to be a transfer, this is where it's at. But then how could... giving them the opportunity to say, is how I can show and meet success criteria. Instead of just answering questions on a test, show me how you can, this is the level, show me that you were at that level. And that was a neat piece. When kids could articulate with three points of what they were learning and where they were going, then they had 68 % more positive emotions responses, just in that one factor. So I worked with my staff on that and we found, wow, the boredom, you when you look those wordles, bored got smaller and smaller and smaller and excited and enthusiastic, you know, and anxious reduced, you know, there wasn't that cognitive overload that kids feel. So there's a lot there that we're, you know, working on writing and getting out there, trying to share that message and do some presentations and All those things.   Kevin Stoller Yeah, very cool. Yeah. Well, that people need to hear it. Yeah. People need to be able to do that. So yeah, thank you for doing that work. I want to hear it before we wrap up here. I want to hear. The eight year journey into the new facility, what, what are the things that you have changed or like if you did it over again, you wish you, it would, the building would be different or the learning environment be different for those people who are going through it right now because that's obviously one of the big benefits of of education is we're so willing to share and help people so that the next project is always better for the first for the kids and the teachers in the future.   David Cupolo So, you know, for me, it was interesting right now the struggle is furniture. So we have these, you know, funky shaped collaboration tables for kids can sit at and I've grouped teachers that would prefer those in their classroom than the desks that connect together, just basically the four desks that have cool little shapes that connect together. They want these tables. And I'm just, they say it's more functional, more space in my room to maneuver. It's still not their desk. It's our table in that mindset. That's something to look at, you know, because they really believe it's helped their classroom. And I think just kind of look into the spaces and how do you use them and what structure do you provide kids for? It's for this use, know, using it understood that it's for learning, that it's not just, you know, hanging out. And kids did a great job with that, but that's just a little suggestion, you know, keep in mind, and this is our space for this and really having to understand this is where you apply yourself. This is where, you know, your collaborative place. This is for your discussion. You know, because we didn't have that, you know, campfires was not a word when I came out, you know, we did cooperative learning structures. I think that's a great training to have Cagan cooperative learning structures because it really tightens up how to, so kids can't hide in those environments still, because that's another piece we don't want to, we don't, and I don't mean physically hide, but I do, you know, educationally hide. I was good at that. I could sit in the back right corner last seat if I could and just, you know, kind of do my thing and then do what I needed to do, get out of class. But I think, you know, my best advice, have a plan, have a vision, have a group of people, your people who you believe will be the key people to really move that transition and look at the space. And I would love to visit schools and say, hey, this is your space. This is how it worked for us. This is how it didn't. This the space that was designed in the school that we don't use that I wish was something else, right? And that's the architecture side. When I was going through my Ed specialist degree, because I didn't understand how architects design schools. So part of my internship hours were with the architecture, because I want to know why did you do that? Why did you put this there? Then, know, look, those transitions, that's going to be an issue right here. Student transitions, that's, you you need to think about that because this crossway, cross paths, that's something else I would say, and look at your schedule and look at where kids are maneuvering based on the design. We have, criss cross applesauce traffic, you know, and it can be kids and kids, you know, we don't necessarily want to apply it, but we just want, you know, get where you need to be hugging, go hug and go, hug and go, especially after COVID.   Kevin Stoller Yeah. Yep. For sure. Yep. Yeah. And whether it is that way finding or something on the floors to help guide that traffic flow. Cool. Well, thanks for doing that. Thanks for sharing that. Anything else that I should be asking you that I haven't asked you about that you think would be useful for our audience?   David Cupolo You know, I just think having educators and principals at the table, I don't know the conversation that had. It seems like it's getting better, but understanding pedagogy, understand research. I've presented in a couple of AFRL conferences and, you know, I enjoy it and was, you know, sharing the research and the pedagogy to understand this is how it's used in the classroom. This is how the teacher will use it. And this is why, and this is the research says this is effective. You know, I think that that knowledge would be beneficial. Okay. This is why we want students to discuss. This is why we want cooperative learning. This is the impact it has. You know, and one of the activities I do is I put up some of the effects, things that impact learning can be have a strong effect or very little. And it's always interesting that items that come up like homework, that very little impact, but we all hop on our kids about it. Like you got to tell them it really doesn't have impact, you know, unless it's really taking learn further, you know? The things that are like, we've heard this research for so long and we know it, but man, I can tell you from like the parent experience, our schools are not learning that they keep sending the homework home and it's still like that nightly battle of, then I'm sitting here knowing this research that the homework really doesn't matter. I live it. Yeah. Yeah. I live into my house, you know, and now we know more about digitalized content and personalized learning, which is better. I think research will help tweak that homework. In fact, says a little bit more. you know, because it's more meaningful to students if it's used the right way. They understand this is where you fill in your gap and this is how it's going to benefit you. But yeah, no, that's frustrating to know. We know the right stuff and we still struggle getting it in place. Yeah. Well, I just heard a story of Chick-fil-A how, and seems like recently they've dropped this, at least once by us, but they used to have, you knew if you went to a Chick-fil-A, And they would say, may I serve you today? And you knew that was the way. And they ask them, how long did it take to get that idea, that simple line of having everyone ask about that? my pleasure. I think it was the end of it was when they say, pleasure. Instead of saying thank you or yeah, they'll say, my pleasure. How long did it take to get everyone in the organization to do that? Guess how long they said it took them? Six years. Six years to get like everyone to just say that one my pleasure, like just to answer like, that my pleasure. And it's a reminder of like how long it takes to get even simple changes all the way through a system. And yeah, to so to do it, we may know the research, but man, it takes a little time, unfortunately, as much as we want to try to have that urgency to say like, Hey, this kid only goes through school one time. Let's try to it right for them. Kevin Stoller (38:12.632) Well, that's, know, and for me, it's gentle constant pressure because compliance, you know, I'm one of those, the status quo doesn't always work for me.   David Cupolo And, but that gentle constant pressure of what works, you know, hey, try this, try this, you know, it takes hold, but it takes time. You got to have that patience to realize, you know, and organizations go through those challenges, you know, and you kind of peak excitement and then dip down and then, all right, let's get back on track again, you know, but it does it. didn't think six years though. been my pleasure. That's a long time. Two words. right.    Kevin Stoller Perfect. For the listeners, wherever you listen, just hit subscribe. We appreciate it. We also appreciate all of the feedback and the recommendations on either guests or topics. The hub for everything is betterlearningpodcast.com and on there we'll have show notes. We'll have links to David's information and he shared with an article. We'll link to the article too that he wrote here. So if you want any more information around this topic. But David, really appreciate the time. It great speaking with you.   Kevin Stoller (39:49.336) Views and opinions expressed on the Better Learning Podcast are those of myself as an individual and my guests and do not necessarily represent the organizations that we work for, the Association for Learning Environments, K-12, Education Leaders Organization, or Second Class Foundation.

Published 27 October 2024This week we chat to Catflap - Matt Cornwall. 4 America's Cups, 8 years in TP52 Super Series including winning the World Championships this year. World Match Racing Champion 2010 with and 2014. Other wins include the Sydney-Hobart Race, the Copa Del Rey, the Maxi Worlds, the Fastnet Race and Key West Race Week. Another great discussion. This time with someone who started out somewhere different. Catflap shares his journey and even explains the origin of his name. Enjoy!#sailingcatflap #americascup #tp52superseries #vaikobi #vaikobisail #radixnutrition #barkarate #sailingpodcast #barkarateconversations #worldsailingofficial #sailing #boat #ocean #sport #voile #sail #sea #offshore #sailors #sailingworld #extremesailing #foils #yacht #yachts #saillife #instayacht #sailingblog #instasail

Questions? Comments? Episode suggestions? Send us a text message!#191: Nathan Cornwell is an organisational psychologist and talent management consultant specialising in employability and leadership development.  He explains how to move to another country for work, the preparation you need to do before expatriating and how to plan for your eventual return.What you'll learn[01:47] How Nathan became an expert in the expat world.[05:14] The life events that lead to becoming an expat.[06:51] Different ways to move abroad to work.[07:56] How long people tend to be an expat for. [10:13] The importance of planning for the future when moving abroad.[13:25] How colleagues and family treat you differently when you move abroad.[15:57] Preparation you need to do before expatriating.[21:05] What to ask for in your job relocation package.[24:47] The tax complications involved with working abroad.[27:40] Different bureaucratic challenges with becoming an expat.[30:00] How to figure out where to live when moving abroad.[32:35] The childcare options available for expats.[35:28] The options for spouses of partners who are expatriating.[40:30] How to meet like-minded people when you move abroad.[41:59] How to fully integrate yourself with a local culture.[45:28] The most common mistakes people make when they move abroad for a job.Resources mentioned in this episodePlease note that some of these are affiliate links and we may get a commission in the event that you make a purchase.  This helps us to cover our expenses and is at no additional cost to you.The Devil's AdvocateThe 7 Habits of Highly Effective People, Steven CoveyThe Culture Map, Erin MeyerThe High Performance PodcastFor the show notes for this episode, including a full transcript and links to all the resources mentioned, visit:https://changeworklife.com/relocating-abroad-the-essential-guide-to-becoming-an-expat/Re-assessing your career?  Know you need a change but don't really know where to start?  Check out these two exercises to start the journey of working out what career is right for you!

Emily is invested in Buffalo and invested in her clients. With a thorough hands-on approach, Emily's strategy is fine tuned for each client she serves.  Extensive knowledge and experience in all realms of real estate and every market in the WNY area, her focused enthusiasm works for the best interests of her clients to bring their vision to fruition and transactions to the closing table. From first time home buyers, investments, both residential and commercial- Emily prides herself in her career in fine tuning the service she provides to her clients to assure their needs being met for the best outcome possible, regardless of the property specifics or price point. 

Priscilla Cornwell Memorial Service Speaker: undefined

Today's podcast is for all you multi-site church leaders! We all should be a part of churches that plant churches so maybe you are not at a multisite church right now, but you never know what God could do. I hope no matter what season you are in, you listen and store all the wisdom in your pocket for another day.  My guest today is Delia Cornwell. Delia is the Central Kids Pastor at Radiant Church in Tampa, Florida. Radiant Church is made up of 10 campuses! Delia shares her story of finding herself in Kids Ministry and how Radiant church jumped from one campus to 10—I'll give you a hint—it was a lot of hard work.  Delia shares the joy and sadness of launching campuses and what it takes to consistently raise new leaders to send and new leaders to fill the gaps. Resources Mentioned: Kids Ministry Circle Cohort Student Ministry Circle Cohort

This weekend's show is an all-ages crowd-pleaser, with a little something for everyone. We visit Calhoun County, home to fun times in Battle Creek, Marshall, and Albion plus local environs through the rolling green hills of south-central Michigan.We'll talk with local experts about what's happening in this neck of Michigan, including a soon-to-open brand-new beautiful hotel located right in downtown BC. We'll visit Albion Malleable Brewing Company for an incredible burger. We'll have totally delicious turkey dinners at the estimable Cornwell's Turkeyville, and maybe catch some dinner theatre (and real live turkeys too!). We'll stop by one of Michigan's most iconic restaurants and get the scoop on both the famous heritage cheese spread at Schuler's Restaurant in Marshall, and their brand new and totally awesome place to stay, The Royal Hotel.And just so you don't think that all we do is eat, we will also feed giraffes. Actual, real live giraffes at Binder Park Zoo.And you can too! We'll tell you how on this week's show. We hope you'll tune in.Follow John and Amy:Facebook at https://www.facebook.com/behindthemittenTwitter at @BehindTheMittenInstagram at @BehindTheMitten

How do seasoned off-road racers and navigators build the unbreakable bond that can make or break a race? This episode of the Dirt Life Show takes you deep into the heart of off-road racing navigation with our special guest, Kyle Craft, who has navigated for legends like BJ Baldwin and Alan Ampudia. We explore the various navigator styles, from methodically following rally notes to relying on sheer instinct. Erica and I also reveal how understanding and syncing your navigation style with your driver's can be the secret weapon to winning races.Trust, communication, and mutual understanding are the bedrock of any successful driver-navigator partnership. Listen to Kyle Craft and Trevor Ellingham recount their own stories of navigating emotional and technical challenges that come with the territory. We compare these partnerships to personal relationships, showing how familiarity and synchronization can lead to smoother races. Learn from their experiences about maintaining composure, making precise calls, and the thrill of achieving perfect synchronization.Finally, we share practical advice and fascinating anecdotes from experienced navigators like Emma Cornwell and Erica. Discover tips on handling mechanical issues, managing driver fatigue and nutrition, and the importance of pre-race preparations. Whether you're interested in the dynamics of racing family members or the incredible challenges female navigators face, this episode covers it all. From pre-running nuances to the excitement of the Baja 500, tune in and gain a deeper understanding of the thrilling, unpredictable world of off-road racing.Support the Show.DM us anytime. Let us know what you want to hear. Join in the convo!Hang with us on SocialInstagram - @thedirtlifeshowFacebook - The Dirt Life ShowYouTube - The Dirt Life Show

Hugh Cornwell takes us through early records of his life, rare records of the Stranglers, solo materials, analogue recording and more. Topic Include: Aussie tour, New Album Does Hugh have a record collection? Early music in the Cornwell household Hugh's early musical trainings Quitting PhD program to pursue music Formation and evolution of The Stranglers Recollection of the early UK punk scene Keyboards fill in a lot of sound United Artists investment in The Stranglers Bonus singles in early Stanglers albums Does Hugh have masters and tapes for post Stranglers material? Making materials available on vinyl Remixing and removing keyboards from recordings Running digital files to analogue provides improved sound Memories and learnings from Steve Albini Moments of Madness LP and road testing songs Leaving songs to be finished in the recording studio Song and lyric writing process Hugh's movie Podcast Discussion of Silent movies Interview wrap up Hugh Cornwell's Aussie tour info here Preorder new LP "All The Fun of the Fair" here. Extended, Commercial-Free & High Resolution version of this podcast is available at: www.Patreon.com/VinylGuide Listen on Apple: https://apple.co/2Y6ORU0 Listen on Spotify: https://spoti.fi/36qhlc8

Welcome to Truth, Lies & Work, the award-winning psychology podcast brought to you by the HubSpot Podcast Network. In this special episode, Al and Leanne dive into the intricacies of expat life with expert Nathan Cornwell. Learn how to successfully navigate the challenges of living and working abroad and understand the psychological aspects that affect expats. Nathan shares his extensive experience and research on what makes expats happy and fulfilled, and why some end up heading back home. He also provides practical advice for organisations on how to support their expat employees. Enjoy! P.S. Our normal Tuesday ‘This Week in Work' episodes will return in August! Key Topics Covered: • What is organizational psychology? • Nathan's experience living in China • Research on the challenges of expat life • The pressures of working for a foreign company • Red flags and potential pitfalls for expats • Strategies for overcoming low moments as an expat • The FLAIR model for successful expat transitions About Nathan Cornwell, Expat Consultant Nathan Cornwell is an organisational psychologist and talent management consultant specializing in expat support. He has worked with organizations like PwC, Rolls Royce, KPMG, and the United Nations. Nathan helps companies build successful workplaces globally and supports expats in achieving success in their new environments. Find out more: • Nathan Cornwell Consulting • Connect with Nathan on LinkedIn • Sign up for our upcoming live workshop with Nathan at truthliesandwork.com/workshop for a free ticket. Follow Us: • Truth, Lies & Work on Apple Podcasts • Truth, Lies & Work on Spotify • Visit our Website • X (Twitter): @TruthLiesWork • TikTok: @TruthLiesWork • Instagram: @TruthLiesWork Book a Call with Al & Leanne: https://calendly.com/truthlieswork Listen to Our Travel Podcast: A Sideways Life Mental Health Resources: United Kingdom: • Mind • Samaritans Call 116 123 or email jo@samaritans.org United States: • National Suicide Prevention Lifeline Call 1-800-273-8255 • Mental Health America • Crisis Text Line Text “HELLO” to 741741 Rest of the World: • International Association for Suicide Prevention (IASP) • Befrienders Worldwide Next Episode Teaser: Join us next time as we talk to Lee Rubin, the woman behind the amazing growth at Confetti. Lee will share her insights on building a great workplace culture through online, virtual events, which is essential listening for anyone managing a hybrid or remote workplace.

Have you ever wondered what it takes to turn a passion into a thriving business? Well, you're in for a treat! In this episode, I chat with Sarah Cornwell, the brilliant mind behind Sarah Cornwell Jewelry. Sarah's journey from falling head over heels for jewelry design to building her brand is nothing short of inspiring. We dive into the ups and downs she faced along the way, including imposter syndrome and those dreaded rejections. But guess what? She came out stronger and has some incredible insights to share about enjoying the process and not just focusing on the end goal. If you're curious about the power of a supportive community, the journey of overcoming imposter syndrome, or just need a dose of motivation to keep chasing your dreams, you won't want to miss this conversation.    Topcis Discussed Falling in Love with Jewelry Design Dealing with Imposter Syndrome and Rejection The Power of Detachment and Collecting 'No's' Embracing Authenticity in Building Relationships The Importance of Building an Online Presence Becoming Well-Known vs. Talent and Education Navigating Challenges and Hitting Rock Bottom Embracing Numbers  Staying Focused on Goals and Making Aligned Decisions   __________________________   Ready to change your life? Download your FREE training: Click here to watch your FREE training video from Robyn and learn the 6 steps that'll change your biz & life, fast.   __________________________   Ready for Growth? Then This Invitation is for You: If you're looking for my support on how to scale your jewelry business, join the Jewelry Business Academy. This is the most expansive and supportive container for jewelry business owners who want to scale to 6+ figures without burning out. You'll get my eyes on your business every single week, as well as lots of 1:1 support, and will join a community of jewelry business owners all scaling their businesses together. I've helped jewelry business owners from around the world, from those just starting out to those making multiple six-figures, build solid foundations, find clarity, implement systems and proven growth strategies, and hit big goals. I want to help you do the same. Learn more here: jewelrybusinessacademy.ca   __________________________   Connect with Us: Follow Robyn on Instagram: @RobynClarkCoaching Join the Jewelry Business Academy: Jewelry Business Academy __________________________   Subscribe & Review: If you enjoyed this episode, please subscribe and leave a review on your favorite podcast platform. Your support helps us reach more jewelry business owners like you!   __________________________ LINKS MENTIONED: Instagram: @sarahcornwelljewelry Website: sarahcornwelljewelry.com  

This week, we tell a story with a twist. Who could have done it?

This week we welcome writer and director Clinton Cornwell on the show to talk about making his first feature 12 Months, how he approached making the film and why he decided to shoot a movie over the period of over a year versus shooting it all at once. After that we play another round of THE GAME, enjoy! Make sure to check out Clinton's podcast that he does with other MMIH Guest Allen C. Gardener! https://wearestorylife.com/ Don't forget to support us on Patreon! www.patreon.com/mmihpodcast Leave us a Review on Apple Podcasts! https://podcasts.apple.com/us/podcast/making-movies-is-hard-the-struggles-of-indie-filmmaking/id1006416952

Anita Cornwell (1923-2023) made history as the first Black woman writer to openly identify as a lesbian in her published essays. From the 1950s to the 1980s, she wrote passionately about Black power and Black lesbian identity in magazines like Negro Digest, The Ladder, and Feminist Review.  For Further Reading: Anita Cornwell, groundbreaking Black lesbian writer, dies at 99 - Philadelphia Gay News Anita Cornwell (born 1923), Interviewed October 6, 1993 · Philadelphia LGBT History Project, 1940-1980, by Marc Stein · OutHistory  Open Letter to a Black Sister, by Anita Cornwell (pg 33) From a Soul Sister's Notebook, by Anita Cornwell (pg 43) Letter to a Friend, by Anita Cornwell This Pride Month, we're talking about wordsmiths. Women who used language to create community, give a voice to change, and inspire future generations to do the same. History classes can get a bad rap, and sometimes for good reason. When we were students, we couldn't help wondering... where were all the ladies at? Why were so many incredible stories missing from the typical curriculum? Enter, Womanica. On this Wonder Media Network podcast we explore the lives of inspiring women in history you may not know about, but definitely should. Every weekday, listeners explore the trials, tragedies, and triumphs of groundbreaking women throughout history who have dramatically shaped the world around us. In each 5 minute episode, we'll dive into the story behind one woman listeners may or may not know–but definitely should. These diverse women from across space and time are grouped into easily accessible and engaging monthly themes like Educators, Villains, Indigenous Storytellers, Activists, and many more. Womanica is hosted by WMN co-founder and award-winning journalist Jenny Kaplan. The bite-sized episodes pack painstakingly researched content into fun, entertaining, and addictive daily adventures. Womanica was created by Liz Kaplan and Jenny Kaplan, executive produced by Jenny Kaplan, and produced by Grace Lynch, Maddy Foley, Brittany Martinez, Edie Allard, Lindsey Kratochwill, Adesuwa Agbonile, Carmen Borca-Carrillo, Taylor Williamson, Sara Schleede, Paloma Moreno Jimenez, Luci Jones, Abbey Delk, Hannah Bottum, Lauren Willams, and Adrien Behn. Special thanks to Shira Atkins. Original theme music composed by Miles Moran. Follow Wonder Media Network: Website Instagram Twitter See omnystudio.com/listener for privacy information.

Margaret Cornwell is originally from Tuscaloosa, Alabama and grew up competing in local and A rated shows in the Hunters and Equitation divisions. She rode for Ferrum College on the IHSA team from 1997. In 2013 Ferrum College decided to bring the Equestrian team back as an athletic team and that's when she made the transition to coaching Ferrum's team. 

Awesome conversation this week with Scott Cornwell.  We talked about his days as a paramedic in New York, being a first responder on 9/11, his business at the Smokestack, and banjo playing with so much more.  

This episode features Edward E. Cornwell, MD, FACS, a trauma surgeon from Washington, DC, who delivered the Scudder Oration on Trauma at Clinical Congress 2023. In his lecture, “Trauma Care: The Vehicle, the Barometer, the Original Yardstick for Equal Care in America,” Dr. Cornwell uses some historically significant cases to describe how trauma surgery has the unique power to transcend barriers.  Talk about the podcast on social media using the hashtag #HouseofSurgery 

Lee Cornwell joins Trent and Patrick on “At Home with Roby”.  Lee shares details about his time at Clemson University and UNC Kenan-Flagler Business School, his strong relationship with his father, and how the two ended up in business together.  They founded their family business, Cornwell Capital, in 2015 which invests in “dirty and loud” family businesses in the manufacturing industry.  After researching over 100 companies, they made their first purchase in 2016 - 53-year-old Burlan Manufacturing - where Lee serves as President & CEO today.  Tune in to meet Lee to learn more.    See omnystudio.com/listener for privacy information.

After an extraordinary junior golf career and a battle with personal demons, Lisa Cornwell got what should have been a dream job: on-air reporter for The Golf Channel. Cornwell spent seven years covering professional and collegiate golf but she writes few things about the job were all that dreamy. Cornwell describes a toxic, misogynistic workplace culture that punished women for speaking up. Her new memoir, “Troublemaker,” details a life of birdies and bogeys and what she's learned along the way. Join us at Ris in Washington's West End for a Masters week special. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Muhammad loses the greatest love of his life, while Davis's life continues to shape shift in surprising ways. Also, we speak with a young Louisvillian whose future, through happenstance, was molded by his time with Ali. This episode contains information and audio from the following sources: Art Varkington ESPN NPR Associated Press Top Rank Boxing ITV OWN CBS Evening News NBC Universal Iconic Forever Films Music213 JewishJonah Muhammad AliSee omnystudio.com/listener for privacy information.

Shane Mize is the Director of Parks and Recreation in the city of Pflugerville, Texas, where he resides with his wife and children. Tom Venniro is the 10-year Director of Parks and Recreation in Hilton-Parma, New York, where he resides with his wife Melissa, son Jack, and daughter Amelia. Jay Tryon is a 17-year park and recreation professional who loves to improve communities and their quality of life. He currently resides in Charlotte, North Carolina, with his wife and children.

Best Ever Show hosts Ash Patel and Joe Cornwell convene for a two-man Best Ever Roundtable. In this episode, Ash and Joe discuss the differences between screening tenants for commercial properties vs. residential, including the difficulties they've faced and mistakes they've made. They also dive into mindset tactics to overcome fear and imposter syndrome, strategies for working with mentors and accountability partners, and where they think the real estate market is going — and how they plan to adjust accordingly. To cap it off, Ash shares what he thinks will be the hidden catalyst that could get real estate back on track in 2024.   Sponsors: Monarch Money My1031Pros Viking Capital

From being a full-time police officer to an investor, Joseph Cornwell shares his journey of achieving financial stability starting from rehabbing one single-family property.This episode covers performing value add to an investment property, valuable ideas when hiring a contractor, buying and holding properties, and the ideal partner that will help you scale and grow in real estate.Key Points & Relevant TopicsFactors that motivated Joseph to invest in real estateWhy Joseph decided to start a general contracting businessJuggling a full-time job with real estate investing and other businessesWhat does “heavy value add” mean in real estateThings investors must be looking for and expect from a contractorJoseph's transition from single-family to larger and mid-sized multifamily Having the right business partner and building relationshipsBiggest challenge of scaling to larger multifamily dealsThe key to succeeding in real estate despite having mistakesResources & LinksApartment Syndication Due Diligence Checklist for Passive InvestorAbout Joseph CornwellJoseph was a full-time police officer based in Cincinnati, Ohio from 2011-2021. He began real estate investing in 2016, got his real estate license and started buying small multi-families, duplex, 4plex, etc. He began a general contracting business in 2018 and scaled his businesses and portfolio until he was financially free in 2021. He now has 125 units in 13 properties ranging from single families to 40 units valued around 8MM. He sells around 8MM annually in investment property, and they do around 2MM a year in the general contracting business. Get in Touch with JosephFacebook: Realty One StopFacebookPrivate Group: Realty One Stop MastermindInstagram: @joecornwellreLinkedIn: Joseph CornwellTo Connect With UsPlease visit our website www.bonavestcapital.com and click here to leave a rating and written review!

Is best-in-class education a key pillar of your product strategy? If not, it should be. This week I talked with Steven Cornwell, SVP of Customer Education Strategy at Gainsight, about the critical importance education plays in driving a successful product strategy. While often treated as an afterthought or nice to have, done right it has the capability to transform your business. However, it's more than haphazardly scheduling some webinars, having your existing staff "train" people when they see fit, or populating a website with digital content. It's an intentional focus on understanding the customer's biggest challenges and architecting solutions that meet customers where they are rather than pulling them somewhere else. While this opportunity area has room for improvement, there have been significant strides in the attention it receives from business leaders and advancement in technology designed to optimize the capability. So, if you have any involvement in driving product or service strategy and are curious what the future holds, you'll want to check out our conversation. Show Notes: 0:00 - Introduction to Customer Education and Experience 6:18 - Evolution from Traditional Training to Digital Platforms 18:32 - The Future of Customer Experience and Education Integration 28:38 - Innovations and Challenges in the B2B Software Industry 39:57 - Expanding Career Opportunities in Customer Education 49:57 - The Role of AI in the Future of Learning and Education 57:43 - Closing Remarks and Future Outlook

Patricia Cornwell's books have sold over 120 million copies in thirty-six languages in over 120 countries. She's authored dozens of New York Times bestsellers. For over thirty years her protagonist, the forensic scientist Kay Scarpetta has been investigating murders across America, tracking down criminals by analysing evidence left on the bodies of victims. Cornwell has won the Sherlock Award, the Gold Dagger Award, the RBA Thriller Award, and the Medal of Chevalier of the Order of Arts and Letters for her contributions to literary and artistic development. She's also authored two books on the identity of Jack the Ripper. Her latest Kay Scarpetta novel is Unnatural Death.Patricia talks to John Wilson about her challenging childhood and upbringing in North Carolina. She reveals the influence of two works of literature on her own writing; Uncle Tom's Cabin by Harriet Beecher Stowe, an ancestor of Cornwell's; and William Golding's Lord of the Flies. She also talks about her interest in the Parthenon Sculptures and her fascination with the identity of Jack the Ripper.Producer: Edwina Pitman

I'm Ellen Bernstein-Ellis, Program Specialist and Director Emeritus for the Aphasia Treatment Program at Cal State East Bay and a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's hosts for an episode that will feature Jocelen Hamilton and Theresa Yao from Stanford Healthcare. We will discuss how adapting the A-FROM to swallowing disorders can offer a person-centered approach to assessing and treating a person with dysphagia.   Guest Bios     Theresa Yao is a licensed speech language pathologist at Stanford healthcare and a lecturer at San Jose State University. Her clinical and research interests include head and neck cancer rehabilitation, voice disorders, dysphagia, and aphasia. She is passionate about serving people from diverse backgrounds with communication and swallowing disorders. She was a fellow for life of the Albert Schweitzer Fellowship program, and co-founded the Bay Area's Swallowing Support group. She has been actively volunteering in community groups for stroke survivors who need communication support. She has always been a strong advocate for her patients and profession. Jocelen Hamilton has practiced as a licensed speech language pathologist for 19 years. She specializes in management of communication and swallowing disorders in adults with head and neck cancer. She began her career at the University of Iowa Hospitals and Clinics, and then joined the Stanford Outpatient Head and Neck Clinic in 2020. She also previously served as a clinical assistant professor for the University of Iowa's Communication Sciences and Disorders department with a focus on supervising graduate students and helping individuals with strokes and brain injuries. Her current clinical interests center around the development of frameworks to facilitate whole person care for individuals with swallowing disorders.   Listener Take-aways Think creatively about how to apply the A-FROM to other communication disorders, like swallowing Learn how dysphagia can impact the participation, environment and personal domains Consider some PROs that help to capture the impact of dysphagia on quality of life of both the patient and the caregiver Explore some ways to adapt EMRs to incorporate A-FROM or Swal-FROM into your daily notes Show notes edited for conciseness and clarity Ellen Bernstein-Ellis So I'm excited to have both of you here today. Thank you and welcome, Theresa.   Theresa Yao  00:55 Thank you, Ellen. I'm glad to be here.   Ellen Bernstein-Ellis  00:57 And Jocelen you too.   Jocelen Hamilton  00:59 Yes. Thank you so much for having us.   Ellen Bernstein-Ellis (Interviewer)    Welcome both of you, again, to this podcast. And as our listeners get to know you, we like to open with a fun icebreaker question. I'm going to pose two different questions that you've selected for today. So, Theresa, let's start with you.   I guess for full disclosure, I want to admit that, I will share--I don't have to admit, I am sharing that I had the honor and pleasure of being your supervisor at Cal State East Bay in the Aphasia Treatment Program (ATP). So I know that may come up today. I just want to let our listeners know that we've known each other for a while. I have been really fortunate in that relationship and seeing you emerge and thrive as such a wonderful contributor to our field.   So Theresa, could you please share one experience or role that has been meaningful to you as an aphasia ambassador?   Theresa Yao  03:22 Thank you, Ellen. It was great experience when I was in the Aphasia Treatment Program at Cal State East Bay. So that's actually one of the experiences I wanted to share as an opening, because I was at the Aphasia Treatment Program as a co-director for the choir, Aphasia Tones. And that was one of the best memory in my life. And I remember one time, one of our members who had more of a severe expressive aphasia, and usually has minimum verbal output, and we all know him. But whenever he starts singing, Can't Help Falling in Love, this particular song, you can hear that those beautiful words just came out right out from his mouth, fluently, beautifully. He was always so happy every time that he heard the music, and he just enjoy singing along.   That was just a really amazing moment for me to realize that people with aphasia with minimum verbal output, they can still enjoy and participate in choir, and can still communicate that way. It's just showed me how powerful it was to use the Life Participation Approach to Aphasia. And in our choir at that time, we have all different levels of severity. All members join together, and then they all enjoy and engage in this choir experience. So that's really meaningful. Whenever I think of LPA, I think of him, I think of this song, and I think of Aphasia Tones.   Ellen Bernstein-Ellis  04:54 Thank you for sharing that. And Theresa, it was wonderful to have you as a co-director. And see you step up to the challenge of leading the choir. And you're right, we really have a strong motto of participation at every level. And you really worked hard to make sure that happened. So thank you for sharing that. And yes, that's one of my favorite topics, so I loved hearing about that.   And Jocelen, I'm also excited to ask you to share with the listeners something about one of your experiences. So would you like to share an Aphasia Access, favorite resource or moment? What comes to mind for you?   Jocelen Hamilton  05:28 Yes, well, this is really neat for me to be on this podcast, because it is this podcast that is a favorite of mine, and a major “aha” for me.   Ellen Bernstein-Ellis Well, thank you, just thank you.   Jocelen Hamilton I worked with patients with head neck cancer for about nine years. I then did a major shift and then worked in a graduate training clinic at the University of Iowa. And during that time, previously, when I was at the hospital with a very heavy caseload and working with individuals with dysphagia. And so then switching over and working with individuals with strokes and brain injuries, that was much more communication focused.   And I had this caseload I was taking over with the graduate students and learning about all the current treatment principles and treatment options and all the research that had been developed. It had been probably close to 10 years since I had worked regularly with individuals with neurogenic communication disorders.   I had knew nothing about LPAA. I knew nothing about Aphasia Access, the organization. And I was thinking about this recently, of how I even came across it. But I think probably I was searching one of these treatment modalities, and a podcast came up. So I listened to some of the other podcasts and I was like, oh my goodness, this totally resonated, LPAA. And the podcasts and other resources through the website, totally resonated with me, and helped me better understand what my frustration was within an impairment only based approach, which was in my training and my background, and things like that, to like see a whole different way. So I learned as much as I could. And I tried to share all of that with my students, we were all learning together of how to implement this. So it's really neat to now be a part of this podcast and participate.   Ellen Bernstein-Ellis  07:32 We're so glad you agreed. And I just want to thank you. If there was ever a wonderful plug for membership to Aphasia Access, I think you just gave it. Thank you so much. for that.   Well, let's dive in a little bit more to our topic of the day. We're going to be talking about how and why you both decided to adopt the A-FROM or the Framework for Outcome Measurement of Aphasia by Kagan and Simmons-Mackie to your work with head and neck cancer patients. So I know we usually focus on aphasia, but we're taking this really important tool and talking about how you adapt it. So many listeners are, of course already familiar with the A-FROM. But can you briefly describe the social model framework for our listeners?   Theresa Yao  08:16 I can start with just a brief introduction. I think everyone, if you're listening to this podcast, you are already very familiar with A-FROM, which is based on the World Health Organization's ICF model. They address a few health and social domains such as body structure, function, activities, participation and contextual factors like personal and environmental factors. And like Ellen mentioned before, Dr. Kagan and colleagues, adapted this ICF model to create a very user-friendly framework for the outcome measurement in aphasia. And this becomes the Living with Aphasia Framework Outcome Measures the A-FROM and it has the domain of aphasia severity, which is the body function or impairment level, and then also participation, environment, personal factor. So these are the core concepts of the LPA approach. Thats what we are based on using this A-FROM to adapt it to this Swallow-SWAL-FROM, we call it. The Living with Swallowing Difficulties framework of measures.   Ellen Bernstein-Ellis  09:22 So let's talk a little bit more about this. Jocelen, do you want to share your story as an SLP and how you came to introduce the A-FROM into your work at Stanford in the head and neck cancer clinic?   Jocelen Hamilton  09:37 Sure. So after about a year and a half of working with individuals with aphasia and applying LPAA and using the A-FROM with clients, I then changed gears back to working with people who had neck cancer and we moved to California and I joined the Stanford team and I was back into primarily working with individuals with dysphagia. I just kept thinking about how can I take this model the A-FROM and apply that to working with individuals with dysphagia.   How I would previously use the A-FROM is that Venn diagram. I would just draw it on a piece of paper and start writing my notes on that as I was maybe doing an intake or working with a client. I started doing some of that model just in my note taking and looking at these different domains that might be impacted. And this was just kind of over a series of months, and even a year, where I was thinking about how to apply this and shared it with my patients. Here are some of the things that I'm seeing and what you're sharing with me that shows your participation is being impacted.   Then I ended up talking with our director, Heather Starmer, about an idea of a project—like how can I move this ahead. Theresa had recently joined our team and Heather said, you might want to talk to Theresa about that. She might be interested in doing a presentation on this. And so it was great, because Theresa and I had not yet talked about our aphasia backgrounds together. It was really neat to then work together and begin to apply this with more of our patients. Initially, we kind of struggled with what the environmental domain look like for somebody with dysphagia. And it was neat to talk through different cases with each other to see how it could apply. And then that's where the Swal-FROM came from.   Ellen Bernstein-Ellis  11:39 Wow, that's wonderful that the two of you were at the right place at the right time. And I always feel that the expression “stronger together” seems really fitting in this situation. But Theresa, do you want to share how you brought a life participation perspective into your work at Stanford?   Theresa Yao  11:57 Yes, sure. Because I've always been a big fan of the ICF model. When I was a student clinician in Aphasia Treatment Program, I learned so much from this model, from LPAA, and from Ellen, you. And also, of course, our members in our Aphasia Treatment Program. And I just could see the huge benefit from the LPA approach in the client's life.   So that's why once I started working in real clinics, I always think about this model. And when I started in at Stanford, I started working with the head neck cancer patients. I just feel like so many patients, they live with long term dysphagia, or a sore throat because of the neck cancer treatment they had. And they sometimes just can't get rid of it. They have to live with it. It's just like aphasia. They live with aphasia. And then it just clicked.  I just think that it's pretty similar to the situation that you're living with aphasia, and it's that same impact on patients quality of life, on their participation.   Then I just started thinking, maybe we can do something with this model to help our patients. And then, of course, Jocelen was there, and then we were just talking about her experience with aphasia treatment and LPAA. And we just clicked. That's why we came up with this (ASHA) presentation, and this idea of how to adapt this A-FROM to our Swal-FROM. And then also, we're talking about this because I also started a support group because I feel like people wanted to get connected. They wanted to engage like aphasia group.  They wanted that community to be able to participate, to be able to share. So that's why I think this also helped me to try to initiate this project, this group, so that we can help more people so that they can, they can help each other.   Ellen Bernstein-Ellis  13:56 I really love that you saw the power of group therapy, and you then were able to bring it into a different treatment arena. I really don't remember hearing too much about separate support groups for people with swallowing disorders. I don't know how common they are. But it sounds wonderful that you started one, Theresa. So very exciting. What do we know about the incidence of dysphagia in stroke survivors, and then people in skilled nursing, and from there, head and neck cancer? The reason I ask because I think there's overlap. I mean, you're seeing the dysphagia in head and neck cancer, but we know that it occurs frequently. Do you have any numbers to share about the incidence in stroke survivors?   Jocelen Hamilton  14:39 Yes, so it's about 45% of individuals with strokes experience, some degree of dysphagia and there's been research that's shown 40 to 60% of older individuals in nursing homes have dysphagia. There's even some research out there that one in 25 adults will experience dysphagia. Then when we look at individuals with head and neck cancer, and this could be on the lower range, but one of the particular statistics is 45 to 50% of individuals with head and neck cancer experience dysphagia.   Ellen Bernstein-Ellis  15:11 The importance of considering the whole person (for dysphagia tx) is really going to affect a lot of people that we might be seeing as therapists. And the two of you saw that there was a strong impairment focus in dysphagia management.  Can you give an example?   Theresa Yao  15:27 I can talk a little bit about this. When I was in grad school, I know that most of the things we learned was how to identify the impairment of dysphagia. We learned all kinds of treatments and exercises for dysphagia. We learned like how to modify diet, how to look for aspiration, penetration. Almost everything we learned, and also what we've been practicing in our clinical practice are heavily focused on the deficit and impairments. That's basically how we trained to assess and treat the physiological changes or the deficit. It just, to me, sounds like it's really technical.   I recently just look up the ASHA NOMS, the National Outcomes Measurement System-- that's what we usually use as judgment of whether the patient is making progress or not. They use this particular functional communication measures to see there's like different levels. If you're really looking at this national measurement system, you can see that the wording and the definition of each level is pretty much impairment focus. They mention diet level, safety, efficiency of swallowing, compensatory strategies, or cues, etc. So these are really heavily focused on impairment, but you don't really see like things that relate to participation, quality of life, environment, and those factors. So the consequences that if all the clinicians are just looking at the impairments and not looking at other factors, then you are missing a lot, you're not treating the whole person.   Ellen Bernstein-Ellis  17:11 Well, that's perfect, because that leads me to my next question. Why is it important to go beyond the impairment level measurement with dysphagia?       Jocelen Hamilton  17:24 I would say, because dysphagia is more than a physical difficulty. That's our name for that physical impairment. But it influences more, just like we know, with aphasia, that it's not just how much they can say, what they understand in the different modalities, but how a change in this function in the body influences everything.   So one of the analogies that I can relate to, that I've heard before in terms of looking at accessibility, has to do with like, physical impairments. So if somebody is paralyzed, they can't move their legs, well, the physical therapists are going to look at their legs and see the range of motion, their strength and all of that. But they're also going to think about how are they going to get into their house? And how are they going to move around?   Well, sometimes what can happen with dysphagia, as Theresa already talked about, we're looking just at how does that epiglottis move? What is the airway invasion like? But then are we going to talk about well, what's going to happen? We just had the holiday with Thanksgiving and the holidays now. What are family meals going to look like? I think one of the things that sticks out to me is what would my day to day life and social life be like if I couldn't drink with ease and comfort, I couldn't eat with ease and comfort, if I needed to have special food and special liquids and special strategies? So this impacts so many things within a social realm, and personal realm as well. We'll get into that in more detail as we go. But it's not just about the change in a physical function. How does that influence the rest of our lives? And it really does. There's been research that shows about burden and quality of life and psychological health.   Ellen Bernstein-Ellis  19:08 Well, this really hits close to home for me. I'm going to share with our listeners a personal story, because I've always been very passionate about our field and an advocate for speech language pathologists, but being on the other side of the table, when my husband was diagnosed with terminal cancer, did nothing but increase my own respect and appreciation for the role we play in supporting our clients and their loved ones.   Through this process, specifically with dysphagia, and I want to give a shout out to my husband's speech pathologist at Stanford, Heather Starmer, (and another congratulations to her because she just was made a 2023 ASHA fellow), but I'll just always remember the day that we came in. I know that Heather was set with her treatment plan-- I could already guess what we needed to do for the day. And that plan went out the window because we both signaled, Steve and I, that he was just feeling an increasing burden of trying to manage all of the home tasks we were supposed to do for both PT and speech, and it was just really impacting how he was feeling. And so instead, Heather focused on the personal impact and the quality of life issues that we were bringing up. Steve wanted to be compliant. He wanted to be the best patient there was. But she really listened to him carefully. She brought her best counseling skills to the table that day, and helped us come up with a plan that we could manage in a way that would help us sustain his quality of life as best as possible.   So I really saw, personally, I mean, I saw day in and day out how his dysphagia from his head neck cancer really impacted, hugely impacted, his participation with our family, and his quality of life. I am grateful for this work that you're doing and the passion you feel for looking at the whole person as you assess and treat dysphagia. And thanks to you, I've been reading, since dysphagia is not usually in my wheelhouse as much these days, but thanks to preparing for this particular episode, I was able to read some articles by Rebecca Smith and her colleagues that showed me that there's some amazing work being done looking at this whole topic, so thank you for that. Okay, and taking a deep breath, because that's a story I've been thinking about for quite a bit.   Back into our next question. What is the speech pathologist's role in assessing and addressing health related quality of life and the associated mealtime quality of life? That seems to be talked about a lot in the literature right now. Jocelen, is that you again?   Jocelen Hamilton  21:57 I'm glad you mentioned Rebecca Smith's work. There are actually three papers, I think, that that group, she and colleagues, put out in 2022. And specifically, I'll share a few quotes from their paper The True Cost of Dysphagia and Quality of Life:  The Views of Adults with Swallowing Disability, but in a way, there's a call to action, and she's not the first to mention it. But for us to include social participation, and their overall well-being, as part of our dysphagia intervention. To make that routine, and then to also ask questions: How are you doing? How are the holidays? How are these social settings with eating? I like to ask patients and their family members, and ask them separately, not meaning like individually, within the same session: Are you participating in doing this, the same things that you did before your diagnosis? Or how is that looking? Are you going out to eat as much? What do you miss now that is different and you're experiencing changes in your swallowing.   And it's interesting, because sometimes the partner will say that they miss going out to eat, and they need to navigate feelings like, “Well, I don't feel comfortable eating this in front of my loved one who has difficulty swallowing. I feel conflicted about I get to eat ribs, and they don't.” Those kinds of things. The importance of eliciting these stories, so we can really see what are their challenges, because then we can, like LPAA teaches us, we can engage in this creative problem solving and how we can help navigate through some of these challenges. I think those are a couple of important things that we can look at to support people.   Ellen Bernstein-Ellis  23:45 Thank you. And I just wanted to let our listeners know that we're putting all these references into our show notes. I took some from your ASHA presentations that I attended. So those will all be cited in the show notes.   Well, to expand to the participation, environment, and personal domains, you started to think about using patient reported outcomes or PROs for assessment. Why don't we go through the domains and discuss potential tools and interventions to fill out this framework a little bit more. So what might it look like if you consider participation?   Jocelen Hamilton  24:24 When we're looking at participation, we're looking at these meaningful activities may or may not involve oral intake, but looking at their current levels of participation compared to their pre cancer status. So how often, and in what ways, is someone with swallowing challenges participating? I kind of already talked about that a little bit. And how are the family members doing?   Here's one of the interesting things that I've had patients share here. Sometimes, one of the swallowing strategies that a patient needs to complete is a purposeful throat clear, and a re-swallow, or some patients do naturally their throat clearing, or maybe they're coughing when they're eating and drinking. This is an area where it calls attention to them when they're doing this. And then during the pandemic, we were all super hyper aware is somebody clearing their throat? Is somebody coughing? I've had some patients where they really don't feel comfortable because it calls attention. And people ask, how are they doing?   And also, another challenge being that when swallowing is hard, talking and swallowing is extra hard. When swallowing is challenging, most people need to just do that, where we take for granted that meals are a very social time. So some of those issues can be really challenging. There's also some individuals where their difficulty with swallowing has to do with loss of the bolus coming out and so there's almost changes in appearance, where they may not feel it. Their lip, their chin might be numb, and they don't know that liquids are dripping out, or they have a piece of food sitting there. So, they might be hesitant to go out and participate in different social settings. Even sometimes we have patients where they don't feel comfortable eating with their own family members, where they will eat completely separate from their spouse.   Ellen Bernstein-Ellis  26:28 I am just really struck again about the overlap of some of the things in your head neck cancer patients with clients I see with aphasia. It's really striking. So should we take a moment and discuss how this might look if you consider the environment?   Jocelen Hamilton  26:44 I really didn't address a PRO at all.   Ellen Bernstein-Ellis  26:46 Oh, it's not too late. We can still do that.   Ellen Bernstein-Ellis  26:52 Why don't you go ahead?   Jocelen Hamilton  26:55 Sure. Okay. So we're looking in this interview, right, like gathering information, learning how these things are challenging for them. For patient reported outcomes, PROs, Theresa, and I both looked into different ones. And oh, this one has these questions. And this would fall within this domain. So I'll touch base on a few of them here. And then some of them, they have questions that actually apply to  all of the domains.   So for these, there's one the Swal-QOL, this is probably the most broad in terms of looking at all of the domains that are within this Swal-FROM. It has 10 different quality of life concepts that it has specific questions for. So for this one, there's one subset that's all about social functioning. Some of the questions, they're rating from either strongly agree five point scale to strongly disagree, One of the questions, for example, is “I do not go out to eat because of my swallowing problem.” That really tells you where they're at with that participation, or “Social gatherings like holidays or get togethers are not enjoyable because of my swallowing problem.” So that really hones in on that challenge.   Within our specific area of practice with individuals with head neck cancer, there's a scale called the Performance Status Scale Head Neck Cancer, PSS-HN. Now you might think, how might I use this? I encourage people to be open minded, even though this wasn't validated. And some of these are not validated on individuals who have dysphagia from a different cause other than head neck cancer. It doesn't mean that you can't use it as a way to gather information, engage, and perhaps re administer.   I'm also a big fan of, as people fill this out, having a conversation about their responses as they go to gather information. But with this, the Performance Status Scale, there's a specific rating scale about public eating. So zero means always eats alone. And 100 is no restriction of eating for any place food or company. So they would eat out at any opportunity. Where in-between might be one point on the scale, “eats only in the presence of selected persons and selected places”, or they would eat out but there would be another option,  “eat out, but be more selective about the diet textures and things they would consume in a social setting”, which is common. Some individuals will specifically choose different foods when they're when they're in a social setting.   There's also another PRO, the Dysphagia Handicap Index. So with this one, it's a 25 item questionnaire and it does specifically look at physical, functional and emotional aspects of dysphagia. And so a couple of questions from there that would fit with the participation domain include, “I'm embarrassed to eat in public” and “I don't socialize this much due to my swallowing problem”. Those could give some insight into these areas by selecting some of those questions.   Ellen Bernstein-Ellis  30:08 Well, I'm really glad you caught me. I think I was so struck about the overlap that, thank you for coming back and talking about those PRO's. Are we good? Can we transition to the environment next? What would this look like? What does the Swal-QOL look like if you consider the environment.   Theresa Yao  30:29 When you talk about the environment, it can be factors such as the availability of the appropriate food textures, and oral liquid consistencies across different social settings. For example, if you go out to the restaurant, are there any easier food texture that's available for people with dysphagia? And that's one of the environmental factors.   And then there's a new article from ASHA leader that just came out about dining with dysphagia. So that's actually a pilot program from University of Cincinnati that try to help restaurants to expand their menu options so that they have more choices for people with swallowing disorders.   Ellen Bernstein-Ellis That's amazing.   Theresa Yao Also, another factor that related to the environment is the attitude and level of acceptance or support the people with dysphagia can get from their family, their friends, or even just strangers in their eating situation. So just like Jocelen mentioned, if you're coughing or clearing the throat, what the reaction from other people will be like, -- if they're supportive, or if they're not so. Sometimes these factors can make a patient uncomfortable eating out because of those environmental factors. And then also, the attitude from people around usually can be impacted by culture. Which type of textures they prefer to consume, and how they consume. If you go to a different type of restaurant, they may have different types of food textures, that are specifically for that culture, so that's also another factor.   And then also, on the broader spectrum, is the attitude from the healthcare professionals or the public, because the attitude from healthcare professionals is basically, because dysphagia is invisible, and when you are in the hospital, not everyone can see it. If you have leg injury or arm injury, people can see it. But if you have dysphagia, you can't see it. And then when the health care provider is, prescribing your pills, and if you can't swallow, how can they take the pill? They probably are not aware of this, this type of disability, so they may not prescribe you the right pills.   These are the things that we can consider as environmental factors. And of course, even larger scale, there's health care policies, the service systems, that may impact the people with a dysphagia too, because insurance may not pay all the dysphagia services, or how often can people get dysphagia support or service? So those are all the environmental factors that we may consider.   Ellen Bernstein-Ellis  33:21 I think the importance of this framework is helping us as clinicians to continue to think just broader and more widely about what's impacting the person in front of us. I mean, wow, you are giving us a lot of factors, from the very personal to the broader social policy. And I want us to take a moment and also talk about personal factors, that whole domain.   Theresa Yao  33:41 Personal factors can also be very, very important. And  a lot of things can be involved. So we know that the person was dysphagia may not be the same person, have the same hobbies or same traits, as before their treatment. So that may cause anxiety, or they may feel embarrassed because of their eating habits, or the change of their eating habits. Because we know that eating and drinking is very individualized. Some people, if they're born as a slow eater, they probably are okay with their dysphagia diet or if we ask them to eat slowly and take smaller bites, that's totally fine. But if some people are born as a fast eater, they will have a huge challenge with, if you give them the strategy to eat slow, taking small bites, because that's just not them anymore. They just feel like they're a different person and then they feel disappointed or frustrated if they can't eat as fast as they used to.   And I always share this in my clinic. I  see two patients with similar procedures. One person can feel really happy with their diet. They feel okay because they're always eating soft foods or soups. And then another person just with a little bit of impairment of mouth opening, they feel like it's just really frustrating because they can't bite their sandwiches and burgers. And that just makes a huge difference. But if you're only looking at their swallow study, it's the same, they probably don't have any major impairment, but the impact on the quality of life on their participation, environment, and also personal factor. It's so different. So that's why I think considering a personal factor is really important.     Ellen Bernstein-Ellis  35:38 So you're giving us examples of the things we should be thinking about, you're giving us examples of some of the PROs that might help us measure. But if many of the EMRs, the electronic medical records are set up for impairment focused measures, how can you adapt the documentation to include these other domains? That's always a barrier, or can be maybe, not always, can be.   Jocelen Hamilton  36:00 I think sometimes it can be a barrier. If sometimes the entry is just you have to click certain things, there's not a lot of room for free text. With the EMR that we have, we can have a set template, but we can copy and paste anything in there. So what I did is I took the A-FROM--actually, in the same paper that put out the A-FROM, they put the FROM, Framework for Outcome Measurement, and actually suggest that you could use it for individuals with TBI and called it TBI-FROM.    I took that and put it into a template and have the citation for it there and then added a title. It gives a visual for other individuals reading the note of what I'm talking about. ‘Survivorship beyond body function domain: Dysphagia's impact on personal, participation, environmental domains', so I have that as a title. I have it as this set, we use epic, so I can do dot phrases (Smart Phrases). I can drop that into a note. And then as I go through and document, I have the subtitles of body function, participation, environment, personal factors in as I'm collecting this information. That's how I can organize my note.   I don't do it every single time with every single patient. Sometimes some of our sessions are more impairment focused, like we need to for safety reasons focus on this. Sometimes it's more a whole session all about how are they doing with their personal domain? I had a patient in the clinic today, and he is depressed, and we just had this quick talk of, “Okay, what do we need to do? Can you talk to your primary care doctor? This is common, many individuals with head neck cancer have depression.” But I'll organize my note, getting back to the notes, with those subtitles and putting the information in there. It also is a cue for me, because I keep needing cues and reminders to come back and broaden that focus, instead of always being in on the impairment and you monitor, document, and then monitor, as I'm reviewing back on their notes to see how they're doing across these different domains.   Ellen Bernstein-Ellis  38:19 That is a beautiful example of how you can adapt something. I'm sure a lot of our listeners really appreciate you describing it so carefully, and hopefully will inspire some of them to see what they can do to adapt their EMRs.   A little bit earlier, you mentioned the importance of getting perspective from both the client and the care partner. How does the caregiver or care partner experience fit into the Swal-FROM?   Theresa Yao  38:47 Caregiver or care partners, they play a really important role in this whole journey with individuals with dysphagia. And I'm sure Ellen, you probably were in that role before. Most of the time, it's the caregiver making the meals for the spouse. Making the meals for the patients with dysphagia can be very challenging. Because just the texture, you have to take care, and the taste. I have caregivers talking to me. They told me that they tried their best to make all the foods but the patient didn't eat at all or didn't like it at all. Then they feel super frustrated. These are all the challenges that the caregivers may face.   Dr. Samantha Shune and colleagues, they did a lot of work on this caregiver burden topic. Their study said increased caregiver burden has been associated with the degree of impact that dysphagia is having on mealtime logistics. Family members also report increased anxiety and fear and frustration, stress, embarrassment and social isolation. So these are very two critical things to consider when we're thinking about whole person care, because we can't just care for one person, the patient. But if the caregiver is also experiencing all the stress, all the anxieties, we also need to consider that factor.   Researchers in Australia, Professor Nund and colleagues, they also pointed out that this specific caregiver burden is third party disability. And it's the consequence of that person's impairment, which impacts the functioning and ability of their family members or significant others. That's why we want us to fit this caregiver experience into this Swal-FROM framework. Just adding the family caregiver in all the different domains to support patients with dysphagia. And caregiver can influence four domains. But at the same time, also, we need to take care of, examine, the four domains of the family member or the caregiver--going to check their participation, their environment, and their personal factors. Those are really important, because their health and well-being can be affected by being in the journey of taking care of people with dysphagia. So they're super tied closely. That's why we wanted to fit this framework as well.   Ellen Bernstein-Ellis  41:21 One of the clinical tools I've learned is available is a PRO measure called the CARES, developed by Shune and colleagues, and we'll again put the citation in our show notes. Theresa, could you describe that a little bit more?.   Theresa Yao  41:37 So this is a wonderful screening tool that developed by Dr. Shune and colleagues. It's full name is called Caregiver Analysis of Reported Experiences with Swallowing Disorders. It has 26 items in the questionnaire. And then there's two parts that explore a different aspect of dysphagia's impact on the caregiver. One is a checklist on the behavior and functional changes, and one is a checklist of the subjective caregiver stress. Basically, it's a simple yes/no questionnaire. You can give it to the caregiver and they can just circle yes or no. Then from that, you can figure out what area you may address as an SLP. Or you may want to refer them to a specific team or professionals to address that, because we have limited scope of practice, we can't do everything. But if we can help them to identify the issue and then point them in the right direction, to the right team. That may help a lot.   Ellen Bernstein-Ellis  42:43 In your ASHA presentation you also mentioned the Rome Foundation is a resource and another website that offers skill building around managing serious illness conversations. We're going to put both of those resources into the show notes for people, but we don't have time right now to go into them fully.   But Jocelen, can you address or share what benefits you've seen by adopting this framework? Does it help with goal setting? Does it help with acceptability of recommendations? What have you seen?   Jocelen Hamilton  43:12 I think it's helped me and I feel like it's helped patients and our families have a little more clarity about, okay, these are the areas that are challenging. And again, I'm a visual person, so if I write it out with them, and they're telling me things, and I'm explaining, I get excited about the diagram, and I'm like, you know, see, this seems like an area of challenge. Is there something that you're interested in doing in this area? Are you willing to talk with another person who's gone through this?   So I feel like it really can give clarity, I think, for myself, what you know that A-FROM does, and Swal-FROM now is to not, I professionally can get really hung up on the impairment. And I can't always change that, right? We can't always change it to the degree that we would like. Of course, we would like everybody to have complete resolution, right? And so there can be this frustration and powerlessness with that. And obviously the patients and our family members can be experiencing that also.   And with this broader view, we can say but here's what we can focus on what can we do to have you participate that would make you feel better? What can we do that would help you with your personal feelings? So I feel like it addresses things that matter and we can have more conversations about how is their day to day life being impacted? What are some small steps we can take in a direction that might help them and their families.   Ellen Bernstein-Ellis  44:43 That's beautiful. Thank you so much, Theresa and Jocelen. It has been a pleasure  and I've learned so much from both of you, listening to you apply this framework and look deeply and carefully at quality of life for people with dysphagia. I really appreciate it. Is there anything else you want to add?   Theresa Yao  45:03 I just wanted to add a little bit. So I think it's really important as clinicians to listen to our patients and caregivers, because we need to learn from their experiences, their perspective. And, like we mentioned dysphagia is invisible. I wanted to share one of the quotes from one of the dysphagia support members. He says,  “dysphagia is a label you carry with you inside.” And that's really just so true, because it's hidden. If you go outside, people see like you what you can walk, you can talk, but they don't know that this disability is hidden inside. And I think it's so important to address not just the impairment, but also listen to the patient's perspective. And then help them to address all the domains. I always think that you become a better clinician because what you learn from your patient. So that's all we need to do.   Ellen Bernstein-Ellis  46:08 I can't think of a better way to close this interview. Even though I could ask you several more questions, we could be here for another hour, I just want to thank you for bringing that patient's voice, a client's voice, into the discussion today, so beautifully. And let's end on that note of really learning from our patients' perspectives. So I want to thank you both. And I want to thank our listeners for listening today. And for the references and resources mentioned in today's show, please see our show notes. They're available on our website at www.aphasiaaccess.org. And there you can also become a member of our organization.   Jocelen Hamilton Yes, yes, Do it!   Ellen Bernstein-Ellis Thank you! Browse our growing library materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@AphasiaAccess.org For Aphasia Access Conversations, I'm Ellen Bernstein-Ellis. And thanks again for your ongoing support Aphasia Access   Resources and References Ariadne Labs: Serious Illness Care Program https://www.ariadnelabs.org/serious-illness-care/serious-illness-care-program/ The Rome Foundation https://theromefoundation.org/   Chen, A. Y., Frankowski, R., Bishop-Leone, J., Hebert, T., Leyk, S., Lewin, J., & Goepfert, H. (2001). The development and validation of a dysphagia-specific quality-of-life questionnaire for patients with head and neck cancer: the MD Anderson dysphagia inventory. Archives of Otolaryngology–Head & Neck Surgery, 127(7), 870-876. Hamilton, J., Yao, T. J. (2023). Framework to Guide Whole-Person Care for Individuals with Dysphagia. 2023 ASHA Convention, Boston, MA. Hamilton, J., Yao, T. J. (2022). Shifting to Whole-Person Care for Head Neck Cancer Survivors Living with Dysphagia. 2022 ASHA Convention, New Orleans, LA. Hickey, E. and Douglas, N. (2021) Person-Centered Memory and Communication Interventions for Dementia: A Case Study Approach. Plural Publishing, Inc. Howells, S. R., Cornwell, P. L., Ward, E. C., & Kuipers, P. (2021). Client perspectives on living with dysphagia in the community. International Journal of Speech-Language Pathology, 23(2), 201-212. Kagan, A., Simmons‐Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., ... & Sharp, S. (2008). Counting what counts: A framework for capturing real‐life outcomes of aphasia intervention. Aphasiology, 22(3), 258-280. List, M. A., D'Antonio, L. L., Cella, D. F., Siston, A., Mumby, P., Haraf, D., & Vokes, E. (1996). The performance status scale for head and neck cancer patients and the functional assessment of cancer therapy‐head and neck scale: a study of utility and validity. Cancer: Interdisciplinary International Journal of the American Cancer Society, 77(11), 2294-2301. McGinnis, C. M., Homan, K., Solomon, M., Taylor, J., Staebell, K., Erger, D., & Raut, N. (2019). Dysphagia: interprofessional management, impact, and patient‐centered care. Nutrition in Clinical Practice, 34(1), 80-95. McHorney, C. A., Bricker, D. E., Kramer, A. E., Rosenbek, J. C., Robbins, J., Chignell, K. A., ... & Clarke, C. (2000). The SWAL-QOL outcomes tool for oropharyngeal dysphagia in adults: I. Conceptual foundation and item development. Dysphagia, 15, 115-121. Nund, R. L., Scarinci, N. A., Cartmill, B., Ward, E. C., Kuipers, P., & Porceddu, S. V. (2016). Third-party disability in carers of people with dysphagia following non-surgical management for head and neck cancer. Disability and rehabilitation, 38(5), 462–471. https://doi.org/10.3109/09638288.2015.1046563 Shune, S. Moving beyond the isolated swallow: Dysphagia in the context of the shared mealtime. https://dysphagiacafe.com/2015/03/19/moving-beyond-the-isolated-swallow-dysphagia-in-the-context-of-the-shared-mealtime/ Shune, S., Davis, C., & Namasivayam-MacDonald, A. (2021). Contributors to Dysphagia-Related Burden Among Spousal Caregivers of Stroke Survivors. Archives of Physical Medicine and Rehabilitation, 102(10), e65. Shune, S. E., & Namasivayam-MacDonald, A. (2020). Dysphagia-related caregiver burden: Moving beyond the physiological impairment. Perspectives of the ASHA Special Interest Groups, 5(5), 1282-1289. Silbergleit, A. K., Schultz, L., Jacobson, B. H., Beardsley, T., & Johnson, A. F. (2012). The dysphagia handicap index: development and validation. Dysphagia, 27, 46-52. Smith, R., Bryant, L., & Hemsley, B. (2023). The true cost of dysphagia on quality of life: The views of adults with swallowing disability. International Journal of Language & Communication Disorders, 58(2), 451-466. Smith, R., Bryant, L., & Hemsley, B. (2022). Dysphagia and quality of life, participation, and inclusion experiences and outcomes for adults and children with dysphagia: A scoping review. Perspectives of the ASHA Special Interest Groups, 7(1), 181-196.

Be your authentic self. Have you heard that and wondered, “How do I do that?” or “I thought I was being my authentic self.” Besides being accomplished actors with credits from Iron Man 3, Miss Peregrine's Home for Peculiar Children, Walking Dead, Righteous Gemstones, The Menu, Anchorman 2 and Homeland (JUST to name a few), Matt Cornwell and Brooke Jaye Taylor teach the Sam Christensen Process. The Sam Christensen workshop helps you uncover your authentic self. Matt and Brooke also own Get Taped, a taping service for actors. *In this episode, we discuss - * * HOW do you discover your unique, authentic voice? * Why is it helpful to know what that is and how to use it? * Why is the SAM CHRISTENSEN IMAGE workshop helpful for on-camera and voice actors? * What to expect from the workshop. Learn More About the Sam Christensen Image Workshop HERE (https://www.get-taped.com/sam-christensen) Sign up for Get Taped's weekly Newsletter called The Scuttlebutt HERE (https://comcast.us3.list-manage.com/subscribe?id=a91932b3b0&u=d13132fcb0d23b8b37fa2459b) Learn About Other Classes and Offerings Get Taped offers HERE (https://www.get-taped.com) CLICK HERE for 15% off a Voice123 Membership ($359 tier and up) - https://bit.ly/3uPpO8i Terms & Conditions - https://docs.google.com/document/d/1CcYMkdLxWfbmwbvu-mwaurLNtWYVpIBgkJpOQTYLDwc/edit?usp=sharing *Follow Atlanta Voiceover Studio Here: * facebook.com/atlantavoiceoverstudio instagram.com/atlantavoiceoverstudio twitter.com/atlvostudio tiktok.com/@atlantavoiceoverstudio YOUTUBE: https://youtu.be/gGPFePt8Rfs Atlanta Voiceover Studio & ProVoiceoverTraining's Classes & Workshops www.AtlantaVoiceoverStudio.com www.ProVoiceoverTraining.com **Sign up for FREE weekly VO tips: https://bit.ly/AVSemail

 "When the passion starts to waver, and the novelty wears away, it feels tough, but it's worth it. Keep going."This week we're super excited to be chatting with Shabina Begum, a trailblazing legal professional making waves in the realm of child marriage, gender-based violence, and women's rights. From her early experiences in Bangladesh to representing the UK at international workshops on early marriage, Shabina shares the eye-opening discoveries that led her to become a recognized expert on these critical issues.Shabina's passion for social justice and women's rights is palpable, earning her recognition as a legal hero by the Law Society of England and Wales.Her advice for aspiring lawyers passionate about addressing issues like child marriage and gender-based violence serves as a powerful call to action.

Errol Morris has interviewed many controversial figures from Donald Rumsfeld to Steve Bannon, but when he sat down with author and former spy David Cornwell - aka John le Carré - he finally met his match in terms of intelligence and preparation. Morris joined us to discuss the interview with Cornwell that resulted in “The Pigeon Tunnel,” one of the director's most compelling and entertaining films to date. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today on the show, we welcome Steve Cornwell, SVP of Strategy for Customer Education at Gainsight.In this episode, Steve shares insights into the transformative role of digital education in Customer Success. He discusses the shift from traditional customer engagement methods to innovative digital strategies in today's dynamic business environment.We delve into practical ways digital tools can be used to build stronger customer relationships and enhance overall customer experience. Steve also emphasizes the growing role of online communities in creating a more connected and informed customer base.Tune in to learn about the innovative ways digital education is becoming a key strategy in customer success, and how it's changing the game for businesses and their customers.Mentioned ResourcesGainsightNorthpassHubSpot AcademySalesforce Trailhead

Mikaela Spruill studies juries and the legal system's role in sustaining social inequalities. She's a postdoctoral fellow in criminal justice with SPARQ at Stanford University. In our conversation, Mikaela shares the benefits and drawbacks of juries in the courtroom, how scientists study jury decision-making, and how jurors apply very specific legal standards to interpreting the facts of a case. Things that come up in this episodeA very brief history of juries (Alschuler & Deiss, 1994; Carey, 1994; Massachusetts Office of Jury Commissioner)A summary of early research in jury decision-making (Devine et al., 2001) and the University of Chicago Jury Project (Broeder, 1959; Cornwell, 2010)The quick clip in the intro (“I'm just saying a coincidence is possible”) is from the 1957 film, 12 Angry Men.A summary of research on jury decision-making (Spruill & Hans, in press)How jurors apply the “objectively reasonable” standard to interpreting the facts of a case (Spruill & Lewis, 2022; 2023)For a transcript of this episode, visit this episode's page at: http://opinionsciencepodcast.com/episodes/Learn more about Opinion Science at http://opinionsciencepodcast.com/ and follow @OpinionSciPod on Twitter.

Welcome to the 158th episode of The Thriller Zone Podcast, where we delve into the minds of the greatest crime and thriller fiction authors of our time. Today, we have the immense pleasure of sitting down with the legendary Patricia Cornwell, the mastermind behind the gripping Kay Scarpetta series. From her humble beginnings as a computer analyst to becoming a best-selling author, Cornwell's journey is as fascinating as the characters she brings to life. In this episode, we'll take a deep dive into the world of forensic crime fiction, exploring the inner workings of Cornwell's mind and the secrets behind her captivating storytelling. So, kick back and enjoy 30 minutes with one of the finest authors crafting thrillers today, and bear with me as I "geek out" over an amazing talent whom I've enjoyed reading for decades.Patricia Cornwell: From Computer Analyst to Best-Selling AuthorPatricia Cornwell's journey from computer analyst to best-selling author is a remarkable story of career transition and the pursuit of one's passion. With a background in computer analysis, Cornwell brought a unique perspective and set of skills to her writing career.Her success as a best-selling author, with over 100 million books sold worldwide, is a testament to her talent, hard work, and determination. Cornwell's ability to combine her analytical mindset with her creativity has resulted in compelling and engaging storytelling that captivates readers.Not only did Cornwell's background in computer analysis shape her writing process, but it also influenced the themes and subject matter of her novels. Her experience in the field of forensics and crime analysis adds depth and authenticity to her work, making her novels stand out in the genre of thriller fiction.Cornwell's story serves as a reminder that it's never too late to pursue your passion and make a successful career change. She embraced new opportunities and was open to exploring different paths in life, ultimately finding her true calling as a writer.The Kay Scarpetta series, written by Patricia Cornwell, is a captivating and thrilling crime fiction series that has captured the attention of readers worldwide. Set in Richmond, Virginia, the series revolves around a series of murders involving young couples.At the center of the series is Dr. Kay Scarpetta, a forensic pathologist who is determined to find the killer and bring them to justice. With her expertise in forensic science and her unwavering determination, Scarpetta follows the path of evidence, using her own instincts to find a murderer who is just as skilled at leaving no trace as she is at finding them.One of the standout features of the Kay Scarpetta series is Cornwell's attention to detail in forensic science. The series dives deep into the intricacies of crime scene investigations, providing readers with a realistic portrayal of the field. This level of accuracy has been praised by both fans and critics alike, adding to the authenticity and suspense of the series.Cornwell's writing style keeps readers on the edge of their seats, with twists and turns that keep them guessing until the very end. The series explores themes of justice, morality, and the dark side of human nature, adding depth and complexity to the narrative.Kay Scarpetta herself is a strong and complex character, who uses her intelligence and skills to solve the most challenging cases. Her determination and resilience make her a compelling protagonist, and readers are drawn to her unwavering pursuit of justice.With over 100 million books sold worldwide, the Kay Scarpetta series has garnered a loyal fanbase and has been praised by critics for its compelling storytelling and well-developed characters. It has even been adapted into a television series, further cementing its popularity among crime fiction enthusiasts.For fans of crime fiction and suspenseful thrillers, the Kay Scarpetta series is a gripping and addictive read. From the first novel, "Postmortem," to the latest release, readers are taken on an epic journey through the dark underbelly of Richmond, Virginia's crime scene. For those who are new to the series, now is the perfect time to dive in and experience the thrill of Patricia Cornwell's masterful storytelling.Be sure to follow Patricia Cornwell on social media for Q&A sessions, updates on new releases, and behind-the-scenes glimpses into the world of Kay Scarpetta. And don't forget to pre-order UNNATURAL DEATH here: https://linktr.ee/unnaturaldeathCornwell's expertise in forensic science shines through in her novels, and readers can trust that they are in the hands of a master storyteller who knows how to keep them on the edge of their seats. The Kay Scarpetta series has captivated audiences for years, and "Unnatural Death" promises to be another epic addition to the series. Something I was thrilled to learn was how Cornwell's series would be turned into a television series  for Amazon Studios, starring Nicole Kidman as Scarpetta, and Jamie Lee Curtis. If you'd like to read the entire Deadline article, just GO HERE  (Source: https://deadline.com/2023/02/nicole-kidman-jamie-lee-curtis-star-ep-patricia-cornwell-kay-scarpetta-series-dorothy-amazon-blumhouse-liz-sarnoff-1235252848)Mark your calendars for November 28th when "Unnatural Death" hits shelves. Whether you're a longtime fan or new to the series, get ready to be enthralled by the gripping world of Kay Scarpetta and her relentless pursuit of justice.Today's episode has been nothing shy of a genuine honor as I was given a front row seat into one of the greatest thriller fiction writers in the world. I hope you had fun delving into the mind of this brilliant author, while unraveling some of the secrets behind her thrilling storytelling. I hope you have enjoyed this episode as much as I did, and you can rest assured that I look forward to bringing you more captivating conversations with the greatest crime and thriller fiction authors of our time. To learn more, visit PatriciaCornwell.com and as always Follow, Share & Subscribe to TheThrillerZone.com, YouTube.com/thethrillerzone, and listen to us wherever you get your podcasts. Until next time, stay tuned for your front-row seat to the best thriller writers in the world with me, David Temple for another episode of The Thriller Zone!. . . . . . . . .For A Limited Only: See Patricia LIVE* and in person with Jamie Lee Curtis on Friday, December 1st at 7PM at Zipper Concert Hall at The Colburn School of Music, 200 South Grand Ave, LA, CA 90012.  *Get Tickets Here: https://www.eventbrite.com/e/patricia-cornwell-with-jamie-lee-curtis-discusses-unnatural-death-tickets-749623182117?aff=oddtdtcreatorSources:Home | Patricia Cornwell | Best-Selling AuthorKay Scarpetta Books in Order - Read This TwiceKay Scarpetta confronts Bigfoot clue in excerpt from Patricia Cornwell's Unnatural Death

The Last Kingdom is one of the most successful historical fiction series of our time. The novels tell the epic story of the birth of England and introduces one of the greatest ever fictional heroes: the iconic Uhtred of Bebbanburg, the Saxon-born, Norse-raised warrior and rebel. In his new book, Uhtred's Feast: Inside the World of The Last Kingdom, Cornwell revisits Uhtred's realm, exploring every aspect of this historical period, from the clothes, to weapons, to food, offering beautifully crafted recipes of early Anglo-Saxon fare, created by renowned chef Suzanne Pollak. Newt's guest is Bernard Cornwell.See omnystudio.com/listener for privacy information.

Don Russell returns to the shop to discuss Cornwell's new line of ARCA tool boxes. Then, it's into the mailbag where Stacey offers advice on shop towels, the desirability of 4-doors & long beds, and an engine combo suggestion for a 90's 4x4 project.

The Pigeon Tunnel is director Errol Morris' latest documentary about David Cornwell, otherwise known as the author John le Carré, who wrote several best-selling spy novels after serving as a spy himself. Cinematographer Igor Martinović explores the nature of deception visually in the film, using multiple mirrors and reflections of Cornwell as he's being interviewed. For The Pigeon Tunnel, Igor wanted to create a visual story that enhances the story Cornwell tells about his life, adding another layer that the viewer might not notice right away. They used four cameras to shoot the interviews, and 12 mirrors to reflect Cornwell in different parts of the room. Igor liked the idea of a spy's multiple personas represented by multiplying images. It was tricky to shoot with so many mirrors reflecting the cameras and lights, so for some shots, the equipment had to be erased in post. Igor also used mirrors in some b-roll shots, as Cornwell walks though the forest between the mirrors. For the re-creations dealing with Cornwell's troubled childhood, Igor played around with some surrealist composition and kept the frame imbalanced, to represent the unstable conditions that he grew up in. Igor has worked on several commercials, documentary features and documentary series with director Errol Morris. With his 1988 film, The Thin Blue Line, Morris changed how documentaries were made. His approach to documentary filmmaking is something he describes as “anti-verité.” Even though his films are non-fiction, Morris always approaches each one as a filmed story, using composed interviews with the subject speaking directly to the camera, and creating artful reenactments. As a cinematographer, Igor was a long admirer of Morris' work. When shooting the documentary Man on Wire,  Igor watched The Thin Blue Line as a reference, and it inspired some scenes in the film. He's enjoyed being able to work with Morris now. In 2011, Igor shot a horror movie, Silent House, that was almost entirely filmed in one take. It was actually about 15 total shots, limited mainly by the amount of space they had on each memory card. He found it to be an interesting challenge, as if they were filming a dance or a play. They were able to accomplish the long takes through extensive rehearsals and improved the performances each time. The Pigeon Tunnel is currently on Apple TV+. Find Igor Martinovic: https://igormartinovic.com/ Sponsored by Hot Rod Cameras: www.hotrodcameras.com The Cinematography Podcast website: www.camnoir.com Facebook: @cinepod Instagram: @thecinepod Twitter: @ShortEndz

This episode is brought to you by Presario Ventures, a private equity real estate firm based in the booming Austin, Texas, market. To learn how to invest in the future of Texas with Presario Ventures, visit info.presarioventures.com/bestever.   Ash Patel welcomes the newest host of the show, Joe Cornwell, a former police officer turned multifamily real estate investor from Cincinnati. Dive in to hear Joe's journey from wearing the badge to managing multifamily properties and the valuable lessons he's picked up along the way. Key Takeaways: The Power of Pivoting: Joe Cornwell's real estate journey began in 2015, marked by intentional decisions and shifts based on market dynamics and personal growth. Whether it was moving from the police force, starting in live-in flips, or transitioning to larger multifamily investments, Joe's story emphasizes the importance of recognizing opportunities and adapting accordingly. Scaling and Growth: Joe's focus on multifamily properties, due to the economies of scale and efficiency, underlines the potential of commercial real estate investments. By stepping out of his comfort zone and consistently seeking larger deals, Joe exemplifies how to effectively scale in the real estate sector. Balancing Active Business with Investments: As the market changes, so should an investor's focus. Joe shares his strategy of toggling between his general contracting business and real estate investments, providing listeners with a nuanced perspective on maximizing ROI and time.   Joe Cornwell | Real Estate Background Founder of Realty One Stop Portfolio: 125 units Based in Cincinnati, OH Listen to his previous episodes: JF1330: BRRRR 101: Real Life Example Of Scaling Using This Famous Method Of Investing with Joe Cornwell JF1330: BRRRR 101: Real Life Example Of Scaling Using This Famous Method Of Investing with Joe Cornwell Based in: Cincinnati, OH Say hi to him at:  Linktree   Click here to learn more about our sponsors: Presario Ventures Rentec Direct

Now a published Author, and Play-by-Play host for ESPN / PGA TOUR Live, Lisa Cornwell was an accomplished AJGA Junior and NCAA golfer (Univ. of Arkansas).  She is also a former Golf Channel Host and Reporter. Lisa hosts her own podcast, "The Troublemakers" and she joins #OntheMark to share stories, anecdotes and lessons learned throughout her time in the game. Lisa expressly references attributes she has seen in leading golfers, statesmen, businesspeople and coaches as she illustrates how you can build habits that will set you on the path to more personal success - in life and on the golf course. She talks about: Self Belief and Healthy Mindsets, Work Ethic, Time Management, Controlling the Narrative and Risk Assessment. Lisa personalizes those successful habits as she shares anecdotes (and personal experiences) about Coach Nick Saban, Pia Nilsson and Lynn Marriott, President Bill Clinton (her cousin), Andrew Huberman, Jordan Spieth, and Earl and Tiger Woods. Improve your habits and your game. Download this podcast and subscribe to Mark Immelman's YouTube Channel.

In this episode, we discovered the inspiring story of Ruthie Burt Cornwell. The youngest of five children, Ruthie grew up on a 48-acre farm in North Pennsylvania during the depression in America. Ruthie's early years would be used by God for the future He had planned for her with mission work in Bolivia and Peru.While in Bolivia, Ruthie was given the task of running a medical clinic. Despite her lack of medical training, she successfully treated thousands of patients with God's help, and the use of some medical encyclopedias she received. Nothing could have prepared her for all the ailments she treated, the people she met, the dangers she faced, and the life she would live in the jungle. Ruthie loved and embraced every challenge with joy. Her story is one of joy and adventure, even under adverse and primitive conditions. Chosen Before Birth: The Missionary Biography of Ruthie Burt Cornwell by Ruthie Burt Cornwell

Bring on the battalion of Dad Books! Cornwell started writing the Richard Sharpe novels because he wanted something like Horatio Hornblower on land. Well, we haven't read any Hornblower yet but we can attest that this book sure is about a British rifleman fighting in the army during the Napoleonic Wars! Our theme music was composed by Nick Lerangis. Advertise on OverdueSee omnystudio.com/listener for privacy information.

“Fearless.” Chatter rolls with David, Claude, Torie, and newly promoted Content Manager Lily Martin. They kick around more book banning (really? The Bible now?) and more on Threads (we're there). Lily breaks down YA for the more mature Chatterers and names Leah Johnson as one her favorites in the genre. Award winning athlete and long-time on air host and reporter, Lisa Cornwell zooms in to share “Troublemaker.”  She reveals details of her childhood success as an athlete, her battles with personal demons, and friends in very high places. As a veteran voice at Golf Channel she fearlessly tackled the toxic environment she encountered as a woman in a decidedly male culture.