Podcasts about distinguished scholar award

  Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with aphasia, dysarthria, and other neurogenic conditions. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer. In this episode, Lyssa Rome interviews Dr. Suma Devanga about collaborative referencing, gesture, and building rich communicative environments for people with aphasia.   Guest info Dr. Suma Devanga is an assistant professor in the Department of Communication Disorders and Sciences at Rush University Medical Center, Chicago, where she also serves as the director of the Aphasia Research Lab. She completed her PhD in Speech and Hearing science from the University of Illinois. Urbana Champaign in 2017. Dr. Devanga is interested in studying aphasia interventions and their impacts on people's everyday communication. Her recent work includes investigating a novel treatment called the Collaborative Referencing Intervention for Individuals with aphasia, using discourse analysis methods and patient reported outcome measures, studying group-based treatments for aphasia, and studying the use of gestures in aphasia. Additionally, she is involved in teaching courses on aphasia and cognitive communication disorders to graduate SLP students at Rush. She also provides direct patient care and graduate clinical supervision at Rush outpatient clinics.   Listener Take-aways In today's episode you will: Understand the role of collaborative referencing in everyday communication. Learn about Collaborative Referencing Intervention. Describe how speech-language pathologists can create rich communicative environments.   Edited transcript   Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California, and I see clients with aphasia and other neurogenic communication disorders in my LPAA-focused private practice. I'm also 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 host for an episode that will feature Dr. Suma Devanga, who is selected as a 2024 Tavistock Trust for Aphasia Distinguished Scholar, USA and Canada. In this episode, we'll be discussing Dr. Devanga's research on collaborative referencing, gesture, and building rich communicative environments for people with aphasia.   Suma Devanga is an assistant professor in the Department of Communication Disorders and Sciences at Rush University Medical Center, Chicago, where she also serves as the director of the Aphasia Research Lab. She completed her PhD in Speech and Hearing science from the University of Illinois. Urbana Champaign in 2017. Dr. Devanga is interested in studying aphasia interventions and their impacts on people's everyday communication. Her recent work includes investigating a novel treatment called the Collaborative Referencing Intervention for Individuals with aphasia, using discourse analysis methods and patient reported outcome measures, studying group-based treatments for aphasia, and studying the use of gestures in aphasia. Additionally, she is involved in teaching courses on aphasia and cognitive communication disorders to graduate SLP students at Rush. She also provides direct patient care and graduate clinical supervision at Rush outpatient clinics. Suma Devanga, thank you so much for joining us today. I'm really happy to be talking with you.   Suma Devanga Thank you, Lyssa, thank you for having me. And I would also like to thank Aphasia Access for this wonderful opportunity, and the Tavistock Trust for Aphasia and the Duchess of Bedford for recognizing my research through the Distinguished Scholar Award.   Lyssa Rome So I wanted to start by asking you how you became interested in aphasia treatment.   Suma Devanga I became interested in aphasia during my undergraduate and graduate programs, which was in speech language pathology in Mysore in India. I was really drawn to this population because of how severe the consequences were for these individuals and their families after the onset of aphasia. So I met hundreds of patients and families with aphasia who were really devastated by this sudden condition, and they were typically left with no job and little means to communicate with family and friends. So as a student clinician, I was very, very motivated to help these individuals in therapy, but when I started implementing the treatment methods that I had learned, what I discovered was that my patients were showing improvements on the tasks that we worked on in therapy. Their scores on clinical tasks also were improving, but none of that really mattered to them. What they really wanted was to be able to easily communicate with family, but they continued to struggle on that, and none of the cutting-edge treatment methods that I learned from this highly reputable program in India were impacting my patients' lives.   So I really felt lost, and that is when I knew that I wanted to do a PhD and study this topic more closely, and I was drawn to Dr. Julie Hengst's work, which looked at the bigger picture in aphasia. She used novel theoretical frameworks and used discourse analysis methods for tracking patient performance, as opposed to clinical tests. So I applied to the University of Illinois PhD program, and I'm so glad that she took me on as her doctoral student. And so that is how I ended up moving from India to the US and started my work in aphasia.   Lyssa Rome I think that a lot of us can probably relate to what you're describing—that just that feeling of frustration when a patient might improve on some sort of clinical tasks, but still says this is not helping me in my life, and I know that for me, and I think for others, that is what has drawn us to the LPAA.   I wanted to sort of dive into your research by asking you a little bit more about rich communicative environments, and what you mean by that, and what you mean when you talk about or write about distributed communication frameworks.   Suma Devanga So since I started my PhD, I have been interested in understanding how we can positively impact everyday communication for our patients with aphasia. As a doctoral student, I delved more deeply into the aphasia literature and realized that what I observed clinically with my patients in India was consistent with what was documented in the literature, and that was called the clinical-functional gap. And this really refers to the fact that we have many evidence-based aphasia treatments that do show improvements on clinical tasks or standardized tests, but there is very limited evidence on these treatments improving the functional use of language or the everyday communication, and this remains to be true even today.   So I think it becomes pretty important to understand what we are dealing with, like what is everyday communication? And I think many aphasia treatments have been studying everyday communication or conversational interactions by decontextualizing them or reducing them into component parts, like single words or phrases, and then we work our way up to sentence structures. Right? So this approach has been criticized by some researchers like Clark, who is an experimental psychologist, and he called such tasks as in vacuo, meaning that they are not really capturing the complexity of conversational interactions. So basically, even though we are clinicians, our ultimate goal is improving everyday communication, which is rich and emergent and complex, we somehow seem to be using tasks that are simplified and that removes all of these complexities and focuses more on simple or specific linguistic structures. So to understand the complexities of everyday communication, we have shifted to the distributed communication framework, which really originates from the cultural historical activity theories and theories from linguistic anthropology.   Dr. Julie Hengst actually proposed the distributed communication theory in her article in the Journal of Communication Disorders in 2015, which highlights that communication is not just an individual skill or a discrete concept, but it is rather distributed. And it is distributed in three ways: One is that it is distributed across various resources. We communicate using multiple resources, not just language. We sign, we use gestures, or facial expressions. We also interpret messages using such resources like dialects and eye gaze and posture, the social context, cultural backgrounds, the emotional states that we are in, and all of that matters. And we all know this, right? This is not new, and yet, we often give credit to language alone for communication, when in reality, we constantly use multiple resources. And the other key concept of distributed communication theory is that communication is embedded in socio- cultural activities. So depending on the activity, which can be a routine family dinnertime conversation or managing relationships with your co workers, the communicative resources that you use, their motives, and the way you would organize it, all of that would vary. And finally, communication is distributed across time. And by that we mean that people interpret and understand present interactions through the histories that they have experienced over time. For example, if you're at work and your manager says you might want to double check your reports before submitting them based on prior interactions with the manager and the histories you've shared with them, you could interpret that message either as a simple suggestion or that there is a lack of trust in your work. So all in all, communication, I think, is a joint activity, and I think we should view it as a joint activity, and it depends on people's ability to build common ground with one another and draw from that common ground to interpret each other's messages.   Lyssa Rome I feel like that framework is really helpful, and it makes a lot of sense, especially as a way of thinking about the complexity of language and the complexity of what we're trying to do when we are taking a more top-down approach. So that's the distributed communication theory. And it sounds like the other framework that has really guided your research is rich communicative environments. And I'm wondering if you could say a little bit more about that.   Suma Devanga Absolutely. So this work originates from about 80 years of research in neuroscience, where rodents and other animals with acquired brain injuries showed greater neuroplastic changes and improved functions when they were housed in complex environments. In fact, complex environments are considered to be the most well replicated approach to improve function in animal models of acquired brain injury.   So Dr. Julie Hengst, Dr. Melissa Duff, and Dr. Theresa Jones translated these findings to support communication for humans with acquired brain injuries. And they called it the rich communicative environments. The main goal of this is to enrich the clinical environments. And how we achieve that is by ensuring that there is meaningful complexity in our clinical environments, and that you do that by ensuring that our patients, families, and clinicians use multimodal resources, and also to aim for having multiple communication partners within your sessions who can fluidly shift between various communicative roles, and to not just stay in that clinician role, for example.   Another way to think about enriching clinical environments is to think about ensuring that there is voluntary engagement from our patients, and you do that by essentially designing personally meaningful activities, rather than focusing on rehearsing fixed linguistic form or having some predetermined goals.   And the other piece of the enrichment is, how do we ensure there is a positive experiential quality for our patients within our sessions. And for this rather than using clinician-controlled activities with rigid interactional roles, providing opportunities for the patients to share stories and humor would really, you know, ensure that they are also engaging with the tasks with you and having some fun. So all of this put together would lead to a rich communicative environment.   Lyssa Rome It sounds like what you're describing is the kind of speech therapy environment and relationship that is very much person-centered and focused on natural communication, or natural communicative contexts and the kinds of conversations that people have in their everyday lives, rather than more sort of strict speech therapy protocol that might have been more traditional. I also want to ask you to describe collaborative referencing and collaborative referencing intervention.   Suma Devanga Yes, absolutely. So traditionally, our discipline has viewed word-finding or naming as a neurolinguistic process where you access semantic meanings from a lexicon, which you use to generate verbal references. And that theoretical account conceptualizes referencing as an isolated process, where one individual has the skill of retrieving target references from their stores of linguistic forms and meanings, right? So in contrast to that, the distributed communication perspective views referencing as a process where speakers' meanings are constructed within each interaction, and that is based on the shared histories of experiences with specific communication partners and also depending on the social and physical contexts of the interaction as well.   Now this process of collaborative referencing is something that we all do every single day. It is not just a part of our everyday communication, but without collaborative referencing, you cannot really have a conversation with anyone. You need to have some alignment, some common ground for communicating with others. This is a fundamental feature of human communication, and this is not new. You know, there is lots of work being done on this, even in childhood language literature as well.   Collaborative referencing was formally studied by Clark, who is the experimental psychologist. And he studied this in healthy college students, and he used a barrier task experiment for it. So a pair of students sat across from each other with a full barrier that separated them so they could not see each other at all, and each student had a board that was numbered one through 12, and they were given matching sets of 12 pictures of abstract shapes called tangrams. One participant was assigned as the director, who arranged the cards on their playing board and described their locations to the other, who served as the matcher and matched the pictures to their locations on their own board. So the pair completed six trials with alternating turns, and they use the same cards with new locations for each trial. And what they found was that the pairs had to really collaborate with each other to get those descriptions correct so that they are placed correctly on the boards.   So in the initial trials, the pairs had multiple turns of back and forth trying to describe these abstract shapes. For example, one of the pictures was initially described as “This picture that looks like an angel or something with its arms wide open.” And there had to be several clarifying questions from the partner, and then eventually, after playing with this picture several times, the player just had to say “It's the angel,” and the partner would be able to know which picture that was so as the pairs built their common ground, the collaborative effort, or the time taken to complete each trial, and the number of words they used and the number of turns they took to communicate about those pictures declined over time, and the labels itself, or the descriptions of pictures, also became more streamlined as the as time went by.   So Hengst and colleagues wanted to study this experiment in aphasia, TBI, amnesia, and Alzheimer's disease as well. So they adapted this task to better serve this population and also to align with the distributed communication framework. And surprisingly, they found consistent results that despite aphasia or other neurological conditions, people were still able to successfully reference, decrease collaborative effort over time and even streamline their references. But more surprisingly, people were engaged with one another. They were having really rich conversations about these pictures. They were sharing jokes, and really seemed to be enjoying the task itself.   So Hengst and colleagues realized that this has a lot of potential, and they redesigned the barrier task experiment as a clinical treatment using the principles of the distributed communication framework and the rich communicative environment. So that redesign included replacing the full barrier with a partial barrier to allow multimodal communication, and using personal photos of the patients instead of the abstract shapes to make it more engaging for the patients, and also asking participants to treat this as a friendly game and to have fun. So that is the referencing itself and the research on collaborative referencing, and that is how it was adapted as a treatment as well.   And in order to help clinicians easily implement this treatment, I have used the RTSS framework, which is the rehabilitation treatment specification system, to explain how CRI works and how it can be implemented. And this is actually published, and it just came out in the most recent issue in the American Journal of Speech Language Pathology, which I'm happy to share.   Lyssa Rome And we'll put that link into the show notes.   Suma Devanga Perfect. So CRI is designed around meaningful activities like the game that authentically provides repeated opportunities for the client and the clinician to engage in the collaborative referencing process around targets that they really want to be talking about, things that are relevant to patients, everyday communication goals, it could be things, objects of interest, and not really specific words or referencing forms.   So the implementation of the CRI involves three key ingredients. One is jointly developing the referencing targets and compiling the images so clinicians would sit down with the patients and the families to identify at least 30 targets that are meaningful and important to be included in the treatment. And we need two perspectives, or two views, or two pictures related to the same target that needs to be included in the treatment. So we will have 60 pictures overall. An example is two pictures from their wedding might be an important target for patients to be able to talk about. Two pictures from a Christmas party, you know, things like that. So this process of compilation of photos is also a part of the treatment itself, because it gives the patients an opportunity to engage with the targets.   The second ingredient is engaging in the friendly gameplay itself. And the key really here is the gameplay and to treat it as a gameplay. And this includes 15 sessions with six trials in each session, where you, as the clinician and the client will both have matching sets of 12 pictures, and there is a low barrier in between, so you cannot see each other's boards, but you can still see the other person. So you will both take turns being the director and the matcher six times, and describe and match the pictures to their locations, and that is just the game. The only rule of the game is that you cannot look over the barrier. You are encouraged to talk as much as you like about the pictures. In fact, you are encouraged to talk a lot about the pictures and communicate in any way.   The third ingredient is discussing and reflecting on referencing. And this happens at the end of each session where patients are asked to think back and reflect and say what the agreed upon label was for each card. And this, again, gives one more opportunity for the patients to engage with the target.   The therapeutic mechanism, or the mechanism of action, as RTSS likes to call it, is the rich communicative environment itself, you know, and how complex the task is, and how meaningful and engaging the task has to be, as well as the repeated engagement in the gameplay, because we are doing this six times in each session, and we are repeatedly engaging with those targets when describing them and placing them.   So what we are really targeting with CRI is collaborative referencing and again, this does not refer to the patient's abilities to access or retrieve those words from their stores. Instead, we are targeting people's joint efforts in communicating about these targets, their efforts in building situated common ground. That's what we are targeting. We are targeting their alignment with one another, and so that is how we define referencing. And again, we are targeting this, because that is how you communicate every day.   Lyssa Rome That sounds like a really fascinating and very rich intervention. And I'm wondering if you can tell us a little bit about the research that you've done on it so far.   Suma Devanga Absolutely. So in terms of research on CRI thus far, we have completed phase one with small case studies that were all successful, and my PhD dissertation was the first phase two study, where we introduced an experimental control by using a multiple-probe, single-case experimental design on four people with aphasia, and we found significant results on naming. And since then, I have completed two replication studies in a total of nine participants with aphasia. And we have found consistent results on naming. In terms of impact on everyday interactions, we have found decreased trouble sources, or communicative breakdowns, you can call it, and also decreased repairs, both of which indicated improved communicative success within conversational interactions. So we are positive, and we plan to continue this research to study its efficacy within a clinical trial.   Lyssa Rome That's very encouraging. So how can clinicians target collaborative referencing by creating a rich communicative environment?   Suma Devanga Yeah, well, CRI is one approach that clinicians can use, and I'm happy to share the evidence we have this far, and there is more to come, hopefully soon, including some clinical implementation studies that clinicians can use. But there are many other ways of creating rich communicative environments and targeting referencing within clinical sessions. I think many skilled clinicians are already doing it in the form of relationship building, by listening closely to their patients, engaging with them in authentic conversations, and also during education and counseling sessions as well.   In addition to that, I think group treatment for aphasia is another great opportunity for targeting collaborative referencing within a rich communicative environment. When I was a faculty at Western Michigan University, I was involved in their outpatient aphasia program, where they have aphasia groups, and patients got to select which groups they want to participate in. They had a cooking group, a music group, a technology group, and so on. And I'm guessing you do this too at the Aphasia Center of California. So these groups definitely create rich communicative environments, and people collaborate with each other and do a lot of referencing as well. So I think there is a lot that can be done if you understand the rich communicative environment piece.   Lyssa Rome Absolutely. That really rings true to me. So often in these podcast interviews, we ask people about aha moments, and I'm wondering if you have one that you wanted to share with us.   Suma Devanga Sure. So you know how I said that getting the pictures for the CRI is a joint activity? Patients typically select things that they really want to talk about, like their kids' graduation pictures, or things that they are really passionate about, like pictures of their sports cars, or vegetable gardens, and so on. And they also come up with really unique names for them as well, while they are playing with those pictures during the treatment. And when we start playing the game, clinicians usually have little knowledge about these images, because they're all really personal to the patients, and they're taken from their personal lives, so they end up being the novices, while the patients become the experts. And my patients have taught me so much about constructing a house and all about engines of cars and things like that that I had no knowledge about. But in one incident, when I was the clinician paired with an individual with anomic aphasia, there was a picture of a building that she could not recognize, and hence she could not tell me much at all. And we went back and forth several times, and we finally ended up calling it the “unknown building.” Later, I checked my notes and realized that it was where she worked, and it was probably a different angle, perhaps, which is why she could not recognize it. But even with that new information, we continue to call it the “unknown building,” because it became sort of an internal joke for us. And later I kept thinking if I had made a mistake and if we should have accurately labeled it. That is when it clicked for me that CRI is not about producing accurate labels, it is about building a common ground with each other, which would help you successfully communicate with that person. So you're targeting the process of referencing and not the reference itself, because you want your patients to get better at the process of referencing in their everyday communication. And so that was my aha moment.   Lyssa Rome Yeah, that's an amazing story, because I think that that gets to that question sort of of the why behind what we're doing, right? Is it to say the specific name? I mean, obviously for some people, yes, sometimes it is. But what is underlying that? It's to be able to communicate about the things that are important to people. I also wanted to ask you about another area that you've studied, which is the use of gesture within aphasia interventions. Can you tell us a little bit more about that?   Suma Devanga Yes. So this work started with my collaboration with my friend and colleague, Dr. Mili Mathew, who is at Molloy University in New York, and our first work was on examining the role of hand gestures in collaborative referencing in a participant who had severe Wernicke's aphasia, and he frequently used extensive gestures to communicate. So when he started with CRI his descriptions of the images were truly multimodal. For example, when he had to describe a picture of a family vacation in Cancun, he was, you know, he was verbose, and there was very little meaningful content that was relevant in his spoken language utterances. But he used a variety of iconic hand gestures that were very meaningful and helpful to identify what he was referring to. As the sessions went on with him, his gestural references also became streamlined, just like the verbal references do, and that we saw in other studies. And that was fascinating because it indicated that gestures do play a big role in the meaning-making process of referencing.   And in another study on the same participant, we explored the use of hand gestures as treatment outcome measures. This time, we specifically analyzed gestures used within conversations at baseline treatment, probe, and maintenance phases of the study. And we found that the frequency of referential gestures, which are gestures that add meaning, that have some kind of iconics associated with them, those frequencies of gestures decreased with the onset of treatment, whereas the correct information units, or CIUS, which indicate the informativeness in the spoken language itself, increased. So this pattern of decrease in hand gestures and increase in CIUS was also a great finding. Even though this was just an exploratory study, it indicates that gestures may be included as outcome measures, in addition to verbal measures, which we usually tend to rely more on. And we have a few more studies coming up that are looking at the synchrony of gestures with spoken language in aphasia, but I think we still have a lot more to learn about gestures in aphasia.   Lyssa Rome It seems like there that studying gestures really ties in to CRI and the rich communicative environments that you were describing earlier, where the goal is not just to verbally name one thing, but rather to get your point across, where, obviously, gesture is also quite useful. So I look forward to reading more of your research on that as it comes out. Tell us about what you're currently working on, what's coming next.   Suma Devanga Currently, I am wrapping up my clinical research grant from the ASH Foundation, which was a replication study of the phase two CRI so we collected data from six participants with chronic aphasia using a multiple-probe, single-case design, and that showed positive results on naming, and there was improved scores on patient reports of communication confidence, communicative participation, and quality of life as well. We are currently analyzing the conversation samples to study the treatment effects.   I also just submitted a grant proposal to extend the study on participants with different severities of aphasia as well. So we are getting all the preliminary data at this point that we need to be able to start a clinical trial, which will be my next step.   So apart from that, I was also able to redesign the CRI and adapt it as a group-based treatment with three participants with aphasia and one clinician in a group. I actually completed a feasibility study of it, which was successful, and I presented that at ASHA in 2023. And I'm currently writing it up for publication, and I also just secured an internal grant to launch a pilot study of the group CRI to investigate the effects of group CRI on communication and quality of life.   Lyssa Rome Well, that's really exciting. And again, I'm really looking forward to reading additional work as it comes out. As we wrap up. What do you want clinicians to take away from your work and to take away from this conversation we've had today?   Suma Devanga Well, I would want clinicians to reflect on how their sessions are going and think about how to incorporate the principles of rich communicative environments so that they can add more meaningful complexity to their treatment activities and also ensure that their patients are truly engaging with the tasks and also having some fun. And I would also tell the clinicians that we have strong findings so far on CRI with both fluent and non-fluent aphasia types. So please stay tuned and reach out to me if you have questions or want to share your experiences about implementing this with your own patients, because I would love to hear that.   Lyssa Rome Dr. Suma Devanga, it has been great talking to you and hearing about your work. Thank you so much for sharing it with us.   Suma Devanga It was fantastic talking about my work. Thank you for giving me this platform to share my work with you all. And thank you, Lyssa for being a great listener.   Lyssa Rome Thanks also to our listeners for the references and resources mentioned in today's show. Please see our show notes. They're available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of 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. Thanks again for your ongoing support of aphasia. Access. For Aphasia Access Conversations. I'm Lyssa Rome.       References   Devanga, S. R. (2025). Collaborative Referencing Intervention (CRI) in Aphasia: A replication and extension of the Phase II efficacy study. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2024_AJSLP-24-00226   Devanga, S. R., Sherrill, M., & Hengst, J. A. (2021). The efficacy of collaborative referencing intervention in chronic aphasia: A mixed methods study. American Journal of Speech Language Pathology, 30(1S), 407-424. https://doi.org/10.1044/2020_AJSLP-19-00108    Hengst, J. A., Duff, M. C., & Jones, T. A. (2019). Enriching communicative environments: Leveraging advances in neuroplasticity for improving outcomes in neurogenic communication disorders. American Journal of Speech-Language Pathology, 28(1S), 216–229. https://doi.org/10.1044/2018_AJSLP-17-0157   Hengst, J. A. (2015). Distributed communication: Implications of cultural-historical activity theory (CHAT) for communication disorders. Journal of Communication Disorders, 57, 16–28. Https://doi.org/10.1016/j.jcomdis.2015.09.001   Devanga, S. R., & Mathew, M. (2024). Exploring the use of co-speech hand gestures as treatment outcome measures for aphasia. Aphasiology. Advanced online publication. https://doi.org/10.1080/02687038.2024.2356287   Devanga, S. R., Wilgenhof, R., & Mathew, M. (2022). Collaborative referencing using hand gestures in Wernicke's aphasia: Discourse analysis of a case study. Aphasiology, 36(9), 1072-1095. https://doi.org/10.1080/02687038.2021.1937919    

At the Artificiality Summit 2024, Michael Levin, distinguished professor of biology at Tufts University and associate at Harvard's Wyss Institute, gave a lecture about the emerging field of diverse intelligence and his frameworks for recognizing and communicating with the unconventional intelligence of cells, tissues, and biological robots. This work has led to new approaches to regenerative medicine, cancer, and bioengineering, but also to new ways to understand evolution and embodied minds. He sketched out a space of possibilities—freedom of embodiment—which facilitates imagining a hopeful future of "synthbiosis", in which AI is just one of a wide range of new bodies and minds. Bio: Michael Levin, Distinguished Professor in the Biology department and Vannevar Bush Chair, serves as director of the Tufts Center for Regenerative and Developmental Biology. Recent honors include the Scientist of Vision award and the Distinguished Scholar Award. His group's focus is on understanding the biophysical mechanisms that implement decision-making during complex pattern regulation, and harnessing endogenous bioelectric dynamics toward rational control of growth and form. The lab's current main directions are: - Understanding how somatic cells form bioelectrical networks for storing and recalling pattern memories that guide morphogenesis; - Creating next-generation AI tools for helping scientists understand top-down control of pattern regulation (a new bioinformatics of shape); and - Using these insights to enable new capabilities in regenerative medicine and engineering. www.artificiality.world/summit

Teresa M. Amabile is the Edsel Bryant Ford Professor of Business Administration, Emerita, at Harvard Business School. Her most recent book, Retiring: Creating a Life That Works for You, presents insights from a decade of research on the psychological, social, and life restructuring challenges of retiring. Her colleagues Lotte Bailyn, Marcy Crary, Douglas T. Hall, and Kathy E. Kram collaborated on that work. Before turning her research interests to the retirement transition, Teresa devoted over 40 years to researching creativity and innovation. She was instrumental in establishing the social psychology of creativity – the study of how the social environment can influence creative behavior, primarily by influencing motivation. Her research on creativity appears in her books, Creativity in Context and Growing Up Creative, as well as numerous articles for scholars and practitioners. Extending that research, she studied how everyday life inside organizations can influence people and their creativity, productivity, commitment, and collegiality, by affecting inner work life – the confluence of motivation, emotions, and perceptions. The findings of that research appear in her coauthored book (with Steven Kramer), The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work. Teresa's work has appeared in over 100 scholarly journal articles and a variety of other outlets, including Harvard Business Review, as well as several edited books. She has presented her work to audiences in a variety of settings, including Pixar, Genentech, TEDx Atlanta, Apple, Pfizer, and The World Economic Forum in Davos. She consults to companies and nonprofits and has served on a number of boards. She has received a variety of awards, including the Distinguished Scholar Award from the Society for Personality and Social Psychology, the Lifetime Achievement Award from the Academy of Management's Organizational Behavior Division, the Lifetime Achievement Award from the Israel Organizational Behavior Conference, an honorary doctorate from BI Norwegian Business School, and election to the 2024 Thinkers50 Hall of Fame. www.retiringbook.com

A lot changes when you retire. That can be daunting, but it also presents valuable opportunities. It gives you a window to recreate a new approach to life now that you'll have the time and freedom to pursue what you'd like to do. Teresa Amabile, co-author of the new book Retiring: Creating a Life That Works for You, joins us to discuss the key lessons from over 200 interviews with 120 people and their experiences in retiring. Teresa Amabile joins us from Massachusetts. _____________________ Bio Teresa Amabile is the Edsel Bryant Ford Professor of Business Administration, Emerita and a Director of Research at Harvard Business School. Originally educated as a chemist, Teresa received her doctorate in psychology from Stanford University. She studies how everyday life inside organizations can influence people and their performance. Teresa's research encompasses creativity, productivity, innovation, and inner work life - the confluence of emotions, perceptions, and motivation that people experience as they react to events at work. Teresa's work has earned several awards: the Lifetime Achievement Award from the Academy of Management's OB Division (2018); the Distinguished Scholar Award from the Society for Personality and Social Psychology (2017); the Lifetime Achievement Award from the Israel Organizational Behavior Conference (2018); the Center for Creative Leadership Best Paper Award (in Leadership Quarterly) (2005); and the Torrance Award from the National Association for Gifted Children (1998). In 2020, she was named one of the top 50 scholars, by citation count, in business/management (PLOS Biology). She has presented her theories, research results, and practical implications to various groups in business, government, and education, including Apple, IDEO, Procter & Gamble, Roche Pharma, Genentech, TEDx Atlanta, the Society for Human Resource Management, Pfizer, and the World Economic Forum. In addition to participating in various executive programs at Harvard Business School, she created the MBA course Managing for Creativity, and has taught several courses to first-year MBA students. Teresa was the host/instructor of Against All Odds: Inside Statistics, a 26-part instructional series originally produced for broadcast on PBS. She was a director of Seaman Corporation for 25 years, and has served on the boards of other organizations. Teresa's discoveries appear in her book, The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work. The book, based on research into nearly 12,000 daily diary entries from over 200 professionals inside organizations, illuminates how everyday events at work can impact employee engagement and creative productivity. Published in August 2011 by Harvard Business Review Press, the book is co-authored with Teresa's husband and collaborator, Steven Kramer, Ph.D. Her other books include Creativity in Context and Growing Up Creative. Teresa has published over 100 scholarly articles and chapters, in outlets including top journals in psychology (such as Journal of Personality and Social Psychology and American Psychologist) and in management (Administrative Science Quarterly, Academy of Management Journal). She is also the author of The Work Preference Inventory and KEYS to Creativity and Innovation. Teresa has used insights from her research in working with various groups in business, government, and education, including Procter & Gamble, Novartis International AG, Motorola, IDEO, and the Creative Education Foundation. ___________________ For More on Teresa Amabile Retiring: Creating a Life That Works for You  by Teresa M. Amabile , Lotte Bailyn, Marcy Crary , Douglas T. Hall  and Kathy E. Kram ___________________ Podcast Episodes You May Like Edit Your Life – Elisabeth Sharp McKetta The Balancing Act in Retirement – Stew Friedman Retirement Rookies – Stephen & Karen Kreider Yoder

(Recorded December 2023)The discussion provided insights into the challenges counselors face, including the increased demand for mental health services and the swift rise of telehealth. The guests emphasized the importance of a holistic approach to trauma, addressing not only individual treatment but also systemic issues contributing to it. Listeners will gain an understanding of the need for mental health literacy and the role of counselors in fostering it. The conversation also touched upon the significance of professionalism in virtual counseling sessions, ensuring quality care irrespective of the medium. A key theme was the need for representation and advocacy in mental health within the black community. This episode promises to offer valuable insights into the evolving landscape of the counseling profession and the holistic, systemic approach required to effectively address trauma and mental health needs in today's world.RESOURCES:CTIPP's Vision for a Trauma-Informed SocietyAmerican Counseling AssociationCTIPP HOSTS: Whitney Marris, LCSW, Director of Practice & System TransformationJesse Kohler, M.Ed., Executive DirectorGUESTS:Shawn Boynes, FASAE, CAE, CEO of the American Counseling AssociationShawn E. Boynes, FASAE, CAE, has over 25 years of association management experience and serves as the Chief Executive Officer (CEO) at the American Counseling Association. He previously served as Executive Director at the American Association for Anatomy (AAA) in Rockville, MD for nine years where he successfully partnered with volunteer leadership to rebrand and transform the 135-year-old organization into a thriving society committed to diversity, equity, and inclusion as well as leading impactful change in the scientific community. Prior to joining AAA, he served as Senior Director of Education for the Association for Professionals in Infection Control and Epidemiology (APIC). During his career, he has worked for a broad variety of other associations including the Association for Professionals in Infection Control and Epidemiology, Minority Corporate Counsel Association, Greater Washington Society of Association Executives, American Trucking Associations and the Association of Corporate Counsel. In this time, he developed a true appreciation for continuous learning and the value that mission-drive associations bring to the world, which has undoubtedly shaped who he is today as a leader. Boynes is very active with the American Society of Association Executives (ASAE) having served on its Board of Directors in 2014-2017, the Certified Association Executive (CAE) Commission, as well as a variety of other committees. Shawn was named an ASAE Fellow in 2017 and served as Chair of the ASAE Fellows program in 2022. He is also a Diversity Executive Leadership Program (DELP) Scholar. He earned his Certified Association Executive (CAE) credential in 2010. He has a Bachelor of Business Administration degree with a concentration in marketing from Howard University.Carla Adkinson-Johnson, PhD, LPC, professor in the Department of Counselor Education and Counseling Psychology at Western Michigan University (WMU)Dr. Carla Adkison-Johnson is a professor in the department of Counselor Education and Counseling Psychology at Western Michigan University (WMU). She is the current editor-in-chief of the Journal of Multicultural Counseling and Development, the official journal of the Association for Multicultural Counseling and Development, a division of the American Counseling Association. Dr. Adkison-Johnson is nationally known for her research on culturally competent mental health counseling and African American child-rearing practices and family dynamics. She has served as a child discipline expert witness in civil and criminal courts. She is a project director and primary investigator on a $1.9 million grant funded by the Health Resources and Services Administration, which is focused on a culturally competent behavioral health workforce. Dr. Adkison-Johnson is a 2021 Mid-American Conference Academic Leadership Program Fellow. In 2017, she received the WMU College of Education and Human Development's Distinguished Scholar Award. Dr. Adkison-Johnson is a past member of the board of directors for the Council for Counseling and Educational Related Programs (CACREP), the national and international accrediting body for the counseling profession. In this capacity, she served as chair of CACREP's training committee.#TransformTrauma is a Campaign for Trauma-Informed Policy and Practice (CTIPP) podcast. We're building a national movement that integrates community-led, trauma-informed, resilience-focused, and healing-centered prevention and intervention across all sectors and generations through coalition-building, advocacy, and policymaking. Learn more at CTIPP.org.

Dr. Staci Leisman is a board certified internist and nephrologist who practices nephrology at Mount Sinai Hospital. She is also an accomplished educator in the Icahn School of Medicine at Mount Sinai. 
Dr. Leisman received her B.A. in English Language and Literature from Yale University, where she graduated magna cum laude and was inducted into Phi Beta Kappa. She received her M.D. from Washington University in St Louis, where she was one of 8 recipients of the Distinguished Scholar Award. She completed her residency in Internal Medicine and fellowship in Nephrology at Mount Sinai Medical Center. As a fellow, she completed research in transplant immunology in the laboratory of Dr. Peter Heeger, which resulted in a Young Investigator Award from the American Society of Transplantation and two oral presentations at the American Transplant Congress. During her fellowship, she co-first authored and was a contributing author on numerous papers. 
Dr. Leisman's clinical duties include caring for patients on dialysis at an outpatient dialysis facility, as well as attending on the inpatient renal service at Mount Sinai Hospital. 
Dr. Leisman has been extensively involved in teaching throughout her career. She currently teaches students at all levels of medical education, including medical students, residents and fellows.  She is the course director for the Human Physiology course in the medical school, and holds a secondary appointment in the Department of Medical Education, where she is a co-director for the medical school curriculum. In her capacity as an educator, she has won numerous awards including Teacher of the Year at North General Hospital, the Edward Ronan Student Council Award at the Icahn School of Medicine, the Institute for Medical Education's Excellence in Teaching Award, the Student Council Lifetime Achievement Award, the JOWMA Outstanding Achievement Award, and the Gold Humanism in Medicine Award. She has been selected for membership in the Institute for Medical Education as a Master Educator. 
Dr. Leisman also serves on the International Association of Medical Science Educators' educational scholarship committee, and serves on the editorial board of Advances in Chronic Kidney Disease, the Journal of the National Kidney Foundation. She is the Deputy Education Director for the Kidney Self Assessment Program (KSAP), the preeminent board preparation tool published by the American Society of Nephrology. _______________________________________________________ Become a JOWMA Member! www.jowma.org  Follow us on Instagram! www.instagram.com/JOWMA_org  Follow us on Twitter! www.twitter.com/JOWMA_med  Follow us on Facebook! https://www.facebook.com/JOWMAorg/ Stay up-to-date with JOWMA news! Sign up for the JOWMA newsletter! https://jowma.us6.list-manage.com/subscribe?u=9b4e9beb287874f9dc7f80289&id=ea3ef44644&mc_cid=dfb442d2a7&mc_eid=e9eee6e41e

How do we embrace failure in a fast-changing world? Harvard Business School Professor, Amy Edmondson, is ranked #1 on the latest Thinkers50 ranking of the world's most influential management thinkers. Amy is the winner of Thinkers50 Breakthrough Idea Award for being a “pioneer of psychological safety and author of The Fearless Organization, a ground-breaking blueprint on creating a fear-free culture.” Amy is also the winner of the 2019 Distinguished Scholar Award from the Organization Development and Change Division of the Academy of Management. Named the Most Influential International Thinker in Human Resources by HR Magazine in 2019, one of Amy's books - The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth (John Wiley & Sons, 2018) - has been translated into more than 15 languages and is consistently among Amazon's top-sellers in the human resources category. Amy's latest book Right Kind of Wrong: The Science of Failing Well hits bookshelves and online stores on September 5, 2023. In this episode, we talk about organizational design and transformation, her research on psychological safety, the three type of failures: intelligent, basic, and complex, as well as self-awareness vs. systems awareness. Amy unpacks the connection between failure and regret. And we even brainstorm a new concept of a “discussability index” to evaluate team cohesion.

Professor Christopher Bartlett is the Thomas D. Casserly Professor of Business Administration, Emeritus, at Harvard Business School. He received a B.Econ. degree from the University of Queensland and both an MBA and DBA from Harvard University. Prior to his academic career, he worked as a marketing manager with Alcoa in Australia, a management consultant in McKinsey's London office, and general manager of Baxter Laboratories' subsidiary in France. He joined the faculty of Harvard Business School in 1979 where his research focused on the management challenges facing large, complex, global corporations. His eight books include (co-authored with the late Sumantra Ghoshal) Managing Across Borders: The Transnational Solution (named by the Financial Times as one of the 20th century's 50 most influential business books) and The Individualized Corporation (named by Strategy + Business magazine as one of the best business books of the new millennium). Both books have been translated into more than ten languages. He has authored or co-authored over 50 book chapters and articles and written over 100 case studies which collectively have sold more than seven million copies worldwide, making him the best-selling case author in the history of HBS. During his three decades at HBS, he chaired the School's General Management Unit, ran the International Senior Management Program, headed the Program for Global Leadership, and led the Humanitarian Leadership Program. Professor Bartlett is a Fellow of the Academy of Management, the Academy of International Business, and the Strategic Management Society. In 2001, the Academy Management's International Division honoured him with its Distinguished Scholar Award. He has served on the board of six public companies and five non-profits. Visit https://www.aib.world/frontline-ib/christopher-bartlett/ for the original video interview.

Durant cet épisode, je discute du développement du talent, de la douance et de tennis avec Françoys Gagné, Ph. D. Françoys Gagné est un psychologue canadien né en 1940 à Montréal. Il a complété son Baccalauréat en Psychologie en 1960 et a obtenu sa maîtrise en 1962. Après avoir obtenu son doctorat en psychologie à l'Université de Montréal en 1966, il a mis sur pied et dirigé un programme de recherche et d'intervention sur l'évaluation de l'enseignement par les étudiants dans le système collégial bilingue québécois. En 1978, il a commencé à enseigner à l'Université du Québec à Montréal, où il a consacré le reste de sa carrière universitaire au développement des talents. Il a travaillé sur la théorie du développement des dons et talents, la mesure des attitudes et le dépistage des dons et talents des élèves par leurs pairs et leurs enseignants. Même après son départ à la retraite en 2001, il a continué ses activités de recherche et de publication, ainsi que des tournées de conférences à travers le monde. Il est surtout connu pour sa théorie du développement des talents: le Modèle Différenciateur de la Douance et du Talent (MDDT). Il a reçu de nombreux prix professionnels, notamment le prestigieux Distinguished Scholar Award (1996) de la National Association for Gifted Children (NAGC - USA). À noter, qu'il a également publié 6 livres.  

We find it easy to condemn wrongdoers, after they've been called out. But why do we often let unethical behavior occur around us, and not speak out? If we take a step back from the idea of there being one “bad apple”, we realize that with any wrongdoing, there is a collection of people who have been complicit in the behavior. Why is there so much fear about speaking up? “We've created too much fear in speaking up, when in fact, there's so much value in avoiding harm in that process.“ ~ Max Bazerman Our fascinating conversation with Max Bazerman aligns with the publication of his excellent new book, “Complicit: How We Enable the Unethical and How to Stop”. Our discussion is rich with insight, in particular we delve into the reason that we hold people, including ourselves, more responsible for errors of commission than omission. So how can we avoid errors of omission? Max Bazerman is a world famous behavioral scientist. He is the Jesse Isidor Straus Professor of Business Administration at the Harvard Business School and the Co-Director of the Center for Public Leadership at the Harvard Kennedy School. He is the author, co-author, or co-editor of twenty books and over 200 research articles and chapters. His awards include an honorary doctorate from the University of London and both the Distinguished Educator Award and the Distinguished Scholar Award from the Academy of Management.  Over the years, Max has brought focus to the areas of decision making and ethics. Having been on the show before, we were delighted to welcome Max back to Behavioral Grooves once again. We hope you enjoy this episode of Behavioral Grooves. If you do, please write a review or share with a friend on Apple Podcasts. Thanks, listeners!   Topics (3:16) What does it mean to be complicit? (13:02) How errors of omission play an under-rated role in complicit behavior. (18:21) How to move away from the idea that there is one bad apple? (21:48) Unethical behavior goes unnoticed when it happens gradually. (23:14) Do we legitimize unethical behavior in our leaders? (25:51) Do employees need to be made to care about unethical behavior or do they need to demand ethical behavior from employees? (27:26) When complicitors are engaged in illegal behavior. (29:29) How can we hold people accountable for their bad behavior? (37:33) Max's personal story of being complicit. (39:31) Are there new norms on data collection that can eliminate fraud? (42:23) Dolly Chugh's question for Max. (46:11) How can we all become better people? (49:05) What music does Max enjoy?   © 2022 Behavioral Grooves Links Max Bazerman's book: “Complicit: How We Enable the Unethical and How to Stop”: https://amzn.to/3UKjfNJ  Episode 196, Living Happier By Making the World Better with Max Bazerman: https://behavioralgrooves.com/episode/living-happier-by-making-the-world-better-with-max-bazerman/  Episode 325, Dolly Chugh: Can You Unlearn History And Still Love Your Country? With Dolly Chugh: https://behavioralgrooves.com/episode/dolly-chugh/  Bobo Doll Experiments: https://www.simplypsychology.org/bobo-doll.html  Episode 247, Stanford Prison Experiment, 50 Years On: What Have We Really Learnt? With Dr Philip Zimbardo: https://behavioralgrooves.com/episode/stanford-prison-experiment/  Heroic Imagination Society: https://www.heroicimagination.org/    Musical Links  Bob Dylan “Blowin' in the wind”: https://www.youtube.com/watch?v=MMFj8uDubsE

Colleges and graduate programs seek a broad range of attributes in applicants, only some of which are effectively measured in current entrance exams. Amy and Mike invited professor Robert Sternberg to explore advancements for improving admissions tests. What are five things you will learn in this episode? What is the theory of successful intelligence? How do we test for a broader range of contributors to success? What do assessments of creativity or wisdom look like? How predictive are tests like these of college success? What are the impediments to implementing better admissions tests? MEET OUR GUEST Robert J. Sternberg is Professor of Psychology in the College of Human Ecology at Cornell University and Honorary Professor of Psychology at Heidelberg University, Germany.  Previously, Sternberg served 8 ½ years in academic administration as a university dean, senior vice-president, and president.  Before that, he was IBM Professor of Psychology and Education and Professor of Management at Yale and Director of the Yale Center for the Psychology of Abilities, Competencies, and Expertise.   Sternberg is a Past President of the American Psychological Association, the Federation of Associations in Behavioral and Brain Sciences, the Eastern Psychological Association, and the International Association for Cognitive Education and Psychology. Sternberg also has been president of four divisions of the American Psychological Association and Treasurer of the Association of American Colleges and Universities. Sternberg's BA is from Yale University summa cum laude, Phi Beta Kappa, his PhD is from Stanford University, and he holds 13 honorary doctorates. Sternberg has won more than two dozen awards for his work, including the James McKeen Cattell Award (1999) and the William James Fellow Award (2017) from APS.   He has won the E. Paul Torrance Award from the National Association for Gifted Children, 2006, and the Distinguished Scholar Award, also from the National Association for Gifted Children, 1985. He also is the winner of the Grawemeyer Award in Psychology (2018). He is the author of over 1800 publications.  He was cited in an APA Monitor on Psychology report as one of the top 100 psychologists of the 20th century and in a report in Archives of Scientific Psychology by Diener and colleagues as one of the top 200 psychologists of the modern era.  He was cited by Griggs and Christopher in Teaching of Psychology as one of the top-cited scholars in introductory-psychology textbooks.  According to Google Scholar, he has been cited over 200,000 times. He has authored textbooks in introductory psychology, cognitive psychology, and in communication in psychology.  Sternberg is a member of the US National Academy of Education and the American Academy of Arts and Sciences. He is a Fellow of the American Association for the Advancement of Science. Find Robert at robert.sternberg@gmail.com. LINKS Intelligence — Robert J. Sternberg Assessment of Creativity: Theories and Methods Tufts and the Kaleidoscope Project Assessment - Social Emotional Learning RELATED EPISODES ALTERNATIVES TO MULTIPLE CHOICE ARE IQ TESTS VALID FIVE MYTHS ABOUT ADMISSIONS TESTS ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

Kerry and I have more in common than we realised. Our siblings, Francesca and Randall, were both made ward of the state at Wolston Park in 1970's and 1980's.  This interview is for them. Their wish is that others do not suffer the same fate.  Kerry Lyn Carrington FASSA (born 1962) is an Australian criminologist, and an adjunct professor at the School of Law and Society at the University of the Sunshine Coast (USC). She formerly served as head of the QUT School of Justice for 11 years from 2009 to 2021. She was editor-in-chief of the International Journal for Crime, Justice and Social Democracy. She is known for her work on gender and violence, feminist criminology, southern criminology, youth justice and girls' violence, and global justice and human rights.[1]Carrington earned her PhD in sociology at Macquarie University[2] in 1985. She received the Distinguished Scholar Award of the American Society of Criminology in 2014. Her publication Resource Boom Underbelly: The criminological impact of mining won the 2012 Allen Austin Bartholomew Award. She co-edited the Palgrave Handbook in Criminology and the Global South (2018).Support the show

For this episode, we are very pleased to have Dr. Hal Herzog back to our show to talk to us about his research area in human-animal interactions(anthrozoology).  Hal has published a second edition of his fascinating book “Some We Love, Some We Hate, Some We Eat- Why It's So Hard to Think Straight About Animals.”  His research has been published in journals such as Science, The American Psychologist, The Journal of the Royal Society, The American Scholar, New Scientist, Anthrozoös, BioScience, The Journal of the American Veterinary Medical Association, and Animal Behavior. His work has been covered by Newsweek, Slate, Salon, National Public Radio, Scientific American, USA Today, The Washington Post, The Boston Globe, The Chicago Tribune and many other newspapers.  In 2013, he was given the Distinguished Scholar Award by the International Society for Anthrozoology. In this episode, we focused on “The Pet Effect” -the idea that pets improve the well-being of humans.  Hal goes over the data in this regard, and discusses how the “pet effect” may be at least overstated, if not  non-existent, and the reasons why this perception of “animals as miracle workers” remains.  Including how much he loves his cat Tilly, and how he thinks Tilly helps his well-being despite her bird-icidal ways and countless examples of people whose lives are decidedly worse or made more difficult by pets. We delve deeper in the topic by examining the effectiveness of  animals in animal assisted therapy (AAT), for example the use of dogs for the treatment of PTSD with veterans, and question whether the investment required to train the dogs (up to $35,000 per dog) is worth the small effect and the very mixed (at best) data on it.   We conclude by talking about the ethics and morality of keeping animals as pets, and draw some interesting parallels between meat-eating and pet-ownership. Hal also talks about whether it is better to not spay and neuter pets (the answer may surprise you!) and how his daughter Katie Herzog, a journalist, arrived at the decision for her dog “Moose” by digging into the data.  We finished by talking about the issue of personhood for animals including upcoming court cases in the US, like the one of “Happy” the elephant at the Bronx zoo, arguing that some animals may be considered persons, and thus, may not be kept in captivity.  A very fun, interesting episode, and thought provoking episode. We hope you enjoy it! (This episode was NOT brought to you by Purina because boy, they may not like what we have to say). Research and Articles in Episode: Link to Hal's Website and Book National Academy of Sciences review of VA study on potential therapeutic effect of emotional support dogs on Veterans with PTSD Happy is an Elephant. Is He Also a Person? Jill Lepore, The Atlantic Magazine. Moose Nuggets: A journey through one dog's testicles. By Katie Herzog. Substack Dogs are born with ears and tails. They should get to keep them. By Karin Brulliard. Washington Post. 

Episode Guest: Dr. Teresa Amabile, Baker Foundation Professor at Harvard Business School, and a researcher, teacher, and authorEpisode Description: Even if you are healthy and financially secure, you may struggle with the first months or years of retirement because of identity loss. How can you explore important aspects of your identity before fully retiring to achieve a confident sense of self, post-retirement?In this episode, you'll discover:What creativity is, and what it isn'tHow thinking expansively about creativity, and injecting creativity into your work life and personal life, can enhance pre-retirement and post-retirement life satisfactionThe four developmental tasks of the retirement transition and the different ways people move through themHow aspects of your life structure can shift in surprising ways, post-retirement, and how you can better prepare for those shiftsAbout Dr. Teresa Amabile:Teresa Amabile has researched and written about creativity for over 40 years. Beginning with a series of papers in the 1970s and 1980s, she was instrumental in establishing the social psychology of creativity - the study of how the social environment can influence creative behavior, primarily by influencing the motivational state. Teresa's research has examined individual creativity and productivity, team creativity, and organizational innovation. This research program has yielded a comprehensive theory of creativity and innovation; methods for assessing creativity, motivation, and the work environment; and a set of prescriptions for maintaining and stimulating individual creativity and organizational innovation.  Her more recent research investigated how everyday life inside organizations can influence people and their performance by affecting inner work life, the confluence of motivation, emotion, and perceptions. She is currently studying retirement and post-employment life, including the impact of creative activities on attitudes toward aging and experiences in later life.Teresa's scholarly work has appeared in a variety of psychology, and organizational behavior journals, as well as her 2011 book (with Steven Kramer), The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work. She has presented her work to audiences in various settings, including Pixar, Genentech, TEDx Atlanta, Apple, and The World Economic Forum in Davos.  In 2018, Teresa received the Lifetime Achievement Award from the Organizational Behavior Division of the Academy of Management, the Lifetime Achievement Award at the Israel Organizational Behavior Conference, and the Distinguished Scholar Award from the Society for Personality and Social Psychology. In 2011 and 2013, she was named to the global Thinkers50 list.  Teresa holds a B.S. in Chemistry from Canisius College and a Ph.D. in psychology from Stanford University.Get in touch with Teresa:Teresa's website: http://progressprinciple.com/ Teresa's book: The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work https://amzn.to/3KI0KFw Listen to Teresa's TEDxAtlanta Talk: https://www.youtube.com/watch?v=XD6N8bsjOEE Grab our free guide, 10 Key Issues to Consider as You Explore Your Retirement Transition, at https://10keyretirementissues.com/ 

In this episode of Rural Crime, Alistair and Kyle speak with Professor Walter Dekeseredy about woman abuse and family violence in rural spaces and his new book 'Woman Abuse in Rural Places': https://www.routledge.com/Woman-Abuse... Walter S. DeKeseredy is Anna Deane Carlson Endowed Chair of Social Sciences, Director of the Research Center on Violence, and Professor of Sociology at West Virginia University. He has published 27 books, over 120 scientific journal articles and 90 scholarly book chapters on violence against women and other social problems. In 2008, the Institute on Violence, Abuse and Trauma gave him the Linda Saltzman Memorial Intimate Partner Violence Researcher Award. He also jointly received the 2004 Distinguished Scholar Award from the American Society of Criminology's (ASC) Division on Women and Crime and the 2007 inaugural UOIT Research Excellence Award. In 1995, he received the Critical Criminologist of the Year Award from the ASC's Division on Critical Criminology (DCC) and in 2008 the DCC gave him the Lifetime Achievement Award. In 2014, he received the Critical Criminal Justice Scholar Award from the Academy of Criminal Justice Sciences' (ACJS) Section on Critical Criminal Justice and in 2015, he received the Career Achievement Award from the ASC's Division on Victimology. In 2017, he received the Impact Award from the ACJS's section on Victimology and the Robert Jerrin Book Award from the ASC's Division on Victimology.

In this episode I get to chat to someone I have always considered a deep thinker on human animal relationships and anthrozoology. I have often described him as  "healthy sceptic" of the reported claims concerning the impact of pets on people., but he is also a leading figure in highlighting are moral ambiguities towards animals. Some may find the content of this podcast challenging, but as we conclude, although there are no simple solutions, if we stop and think, we can still act in a good way. Hal Herzog has been investigating the complex psychology of our interactions with other species for a long time. He is particularly interested in how people negotiate real-world ethical dilemmas, and this forms the basis of much our discussion. He has studied animal activists, cockfighters, animal researchers, and circus animal trainers. An award-winning teacher and researcher, he has written more than 100 articles and book chapters.  He is  also author of the brilliant thought provoking book "Some we love, Some we hate and some we eat"  In 2013, he was given the Distinguished Scholar Award by the International Society for Anthrozoology. 

It's spooky season, and you know what that means: time for another thrilling and chilling re:verb Halloween Special! This year, Alex and Calvin are honored to be joined on the mic by Dr. Bernadette Marie Calafell, Professor and Department Chair of Critical Race and Ethnic Studies at Gonzaga University, and the recent recipient of the Distinguished Scholar Award from the Critical Cultural Studies division of the National Communication Association. Dr. Calafell's research explores the concept of monstrosity in academia, popular culture, and politics: both how marginalized and minoritized peoples are deemed “monstrous” by dominant cultural imaginaries, and how oppressed groups often reclaim monster status as a means of empowerment. In addition, Dr. Calafell's more recent invited talks have addressed how horror films and TV in the (post-) Trump era have been influenced by monstrous policies such as child separation at the border. In explaining her rich and insightful readings of these diverse cultural works, Dr. Calafell helps us to understand how horror is a contested genre in which racialized, queer, and otherwise-marginalized subjects are both written out of and into our broader imaginaries -- from the underdeveloped queer possibilities of Get Out to the expansive queer utopia imagined by A Girl Walks Home Alone At Night. In the course of our conversation, we reference a whole slew of recent monster movies and TV (listed in full below), and we nerd out with Dr. Calafell over our shared, undying love for the multimedia work of Tim Heidecker and Eric Wareheim. We hope you enjoy - Happy Halloween, everyone!Films, TV Shows, and Music Referenced in this EpisodeTim and Eric's Bedtime Stories (2014-2017)On Cinema (2012-present)“Monster” by Kanye West feat. Nicki Minaj, Rick Ross, Jay-Z, and Bon IverGet Out (2017)The Curse of La Llorona (2019)The Lords of Salem (2013)A Girl Walks Home Alone at Night (2014)It (2017)Us (2019)C.H.U.D. (1984)Check out the production company Luchagore at this linkAcademic Citations:Anzaldúa, G. E. (2007). Borderlands/la frontera: The new mestiza (3rd ed.). San Francisco, CA: Aunt Lute Books.Brooks, Kinitra. Searching for Sycorax: Black Women's Hauntings of Contemporary Horror. New Brunswick, NJ: Rutgers University Press, 2018.Calafell, B. & Fajardo, S. (2019, 6 Nov.). The curse of La Llorona. Esthesis. Part 1, Part 2, Part 3.Cohen, J. J. (2018). Monster culture (seven theses). In Classic Readings on Monster Theory (pp. 43-54). ARC, Amsterdam University Press.Johnson, E. Patrick.“‘Quare' Studies, or (Almost) Everything I Know About Queer Studies I Learned FromMy Grandmother.” Text and Performance Quarterly 21, no. 1 (2001): 1–25.Keeling, Kara.“‘Ghetto Heaven': Set It Off and the Valorization of Black Femme-Butch Sociality.” The BlackScholar 33, no. 1 (2003): 33–46.Levina, M., & Bui, D. M. T. (Eds.). (2013). Monster culture in the 21st century: A reader. Bloomsbury Publishing USA.Muñoz, José Esteban. Cruising Utopia:The Then and There of Queer Futurity. New York: New York University Press, 2009.Peterson, L. (2011). Black monster/White corpses: Kanye's racialized gender politics. Racialicious. Retrieved from http://www.racialicious.com/2011/01/18/black-monsterswhite-corpses-kanyes-racialized-gender-politics/Phillips, K. R. (2005). Projected Fears: Horror Films and American Culture: Horror Films and American Culture. ABC-CLIO.Zaytoun, K. D. (2015). “Now Let Us Shift” the Subject: Tracing the Path and Posthumanist Implications of La Naguala/The Shapeshifter in the Works of Gloria Anzaldúa. MELUS: Multi-Ethnic Literature of the United States, 40(4), 69-88.

Robyn Eckersley is Professor and Head of Political Science in the School of Social and Political Sciences, University of Melbourne, Australia where she specialises in environmental governance, politics, political theory and international relations. She was elected as Fellow of the Academy of the Social Sciences in Australia in 2007 and in 2019, she received a Distinguished Scholar Award from the Environmental Studies Section of the International Studies Association. Robyn has been working at the interface of deep ecology, green political theory and international relations scholarship for over two decades. In her 2004 book ‘The Green State', she laid out her argument for a ‘critical political ecology' as a paradigm to navigate the political challenge of ‘greening states', a theme which has continued to animate her work. Robyn has also been a vocal advocate for climate justice in the UN intergovernmental system, a shrewd analyst of the US's role as a swing state in the long history of climate negotiations, and – most recently – begun evaluating the climate emergency movement and its implications for the future of the state and democracy. In this conversation, Robyn helps us take stock of where we are five years after the landmark Paris Agreement. We discuss why current targets are unlikely to cut it unless ambitious concrete action is brought forward to 2030. We probe the imperative of tackling pervasive structural injustices which continue to perpetuate harm upon those most vulnerable to climate extremes, as well as the complex moral terrain posed by the issue of historic responsibility. Switching gears, Robyn revisits her earlier work on the transformation of the state in a context of ecological crisis and some of the opportunities, challenges and contradictions which the current moment throw up, not least the spectacle of the military declaring their green credentials on the battlefield. We also reflect on the enduring value of Robert Cox's seminal distinction between problem-solving and critical theory, and its modification to ‘critical problem-solving' in light of the pressing, pragmatic challenge of transformative change. Robyn closes by reflecting on what deep ecology means for better understanding our relationship between the human and non-human in environmentalism, as well as – riffing on Sarah Parkin's popular book – a call to all young people to be ‘positive deviants' and to insist that everyone “walks the walk” when it comes to the climate emergency. Robyn can be found here: https://findanexpert.unimelb.edu.au/profile/1470-robyn-eckersley She tweets @EckersleyRobyn Publications we discussed include: Robyn Eckersley, ‘Greening states and societies: from transitions to great transformations', Environmental Politics vol. 30(1-2), pp. 245-265. Robyn Eckersley (2017), ‘Geopolitan Democracy in the Anthropocene', Political Studies vol. 65(4), pp. 983-999. Peter Christoff and Robyn Eckersley. 2013. Globalisation and the Environment. Lanham: Rowman and Littlefield. Robyn Eckersley. 2004. The Green State: Rethinking Democracy and Sovereignty. Cambridge: MIT Press. Robyn Eckersley. 1992. Environmentalism and Political Theory: Toward an Ecocentric Approach. State University of New York Press.

What happens when multiple shocks hit us? Have we reflected on 2020 and what have we learned? Have we identified the cracks in our systems? How can we enable ourselves to be better prepared for the next crisis? ⛳️Uncertainty and complexity are states of nature. ⛳️We will never have full knowledge. ⛳️There are no templates to tell us exactly what to do. ⛳️We will always make mistakes. By acknowledging the above, we allow ourselves to experiment, place early bets, fail fast, and try again. We will acquire the missing information. We will figure out where the holes are and will be able to think ahead. Today, my guests are Rajshree Agarwal and Constance Helfat. RAJSHREE AGARWAL is the Rudolph Lamone Professor of Entrepreneurship and Strategy and Director of the Ed Snider Center for Enterprise and Markets at the University of Maryland. Rajshree studies the evolution of industries, firms, and individual careers, as fostered by the twin engines of innovation and enterprise. Rajshree's scholarship uses an interdisciplinary lens to provide insights on strategic innovation for new venture creation and for firm renewal. She routinely publishes in leading journals in strategy and entrepreneurship. An author of more than 60 studies, her research has been cited more than 10,000 times, received numerous best paper awards, and funded by grants from various foundations, including the Kauffman Foundation, the Rockefeller Foundation, and the National Science Foundation. She is currently the co-editor of the Strategic Management Journal and has previously served in co-editor and senior editor roles at Strategic Entrepreneurship Journal and Organization Science respectively. Rajshree is a senior contributor at Forbes, providing insights for leading purposeful lives, strategy, and innovation. She has been featured in major media outlets including the Washington Post, USA Today, Time, and the Baltimore Sun, and has appeared in several video interviews and podcasts. Her op-eds have had over 100,000 reads, and her conversation with David Rubin on “The Rubin Report” drew approximately 25,000 views. Agarwal's ability to put complex thoughts into clear terms led one media outlet to describe her as “an economist who makes things understandable.” CONSTANCE HELFAT is the J. Brian Quinn Professor in Technology and Strategy and Senior Associate Dean for Research Innovation at the Tuck School of Business at Dartmouth. Professor Helfat's research focuses on strategic change, with an emphasis on firm capabilities, technological innovation, and top executives. She has published widely in leading academic journals and has written and edited three academic books. Professor Helfat is a Fellow of the Strategic Management Society, received the Distinguished Scholar Award from the Technology and Innovation Management Division of the Academy of Management, is a Foundations Scholar of the Knowledge and Innovation Interest Group of the Strategic Management Society, and was awarded the Viipuri Prize for outstanding achievements in strategy research and an honorary doctorate from the Lappeenranta University of Technology. She is currently a co-editor of the Strategic Management Journal and has served in editorial roles at Management Science and Organization Science. She also serves on the editorial boards of other academic journals. Welcome to a new episode of Building Resilience the podcast that hosts some of the most brilliant minds who have studied resilience or have tremendous experience in navigating ever-changing waters. Support the Skills for Mars podcast? www.podhero.com www.skillsformars.com www.patreon.com/skillsformars - LinkedIn @skills for mars - Facebook @skillsformars - Instagram @skillsformars - Twitter @skillsformars Support this podcast

 Dr. Michael Levin is a Tufts University professor who holds the Vannevar Bush endowed Chair in the Biology department, and who serves as both the Director of the Tufts Center for Regenerative and Developmental Biology and Director, Allen Discovery Center at Tufts. Dr. Levin's group's focus is on understanding the bio-physical mechanisms that implement decision-making during complex pattern regulation, and harnessing endogenous bio-electric dynamics toward rational control of growth and form. The lab's current main directions are: • Understanding how somatic cells form bio-electrical networks for storing and recalling pattern memories that guide morphogenesis; • Creating next-generation AI tools for helping scientists understand top-down control of pattern regulation (a new bioinformatics of shape); and • Using these insights to enable new capabilities in regenerative medicine and engineering. Dr. Levin he got dual B.S. degrees, in Computer Science and in Biology and then received a PhD from Harvard University. He did post-doctoral training at Harvard Medical School, where he began to uncover a new bio-electric language by which cells coordinate their activity during embryogenesis. His independent laboratory (2000-2007 at Forsyth Institute, Harvard; 2008-present at Tufts University) develops new molecular-genetic and conceptual tools to probe large-scale information processing in regeneration, embryogenesis, and cancer suppression. Recent honors include the Scientist of Vision award and the Distinguished Scholar Award. 

Ira Pastor, ideaXme life sciences ambassador and founder of Bioquark, interviews Dr. Michael Levin, Tufts University Professor who holds the Vannevar Bush endowed Chair in the Biology Department, and who serves as both the Director of the Tufts Center for Regenerative and Developmental Biology and Director of the Allen Discovery Center at Tufts. Ira Pastor comments: Form is generally defined as the shape and structure of something as distinguished from the materials that it’s constructed from, and the branch of biology that deals with the form of living organisms, and with the relationships between their structures, is known as morphology. Every level of the human body requires complex form control mechanisms to be functional throughout a lifetime, across the body's many hierarchies (at the levels of DNA, cells, tissues, organs, limbs, and body segments), in order to accomplish a range of biologic outputs from embryogenesis, to growth, repair and regeneration, to preventing everything from tumor formation to transitions into a range of degenerative disease, to even neuro-plasticity in the human brain. Yet, when it comes to topics like shape, size, polarity, position, where the properties and characteristics of the component parts of a system and the reciprocal interplay of all the components on each across these hierarchies are required, researchers need to go well beyond studying an individual gene or protein or stem cell, to a range of fascinating top-down control processes which control complex biological morphology. Today, we have the honor of being joined by a true thought leader of this space, Dr. Michael Levin, Tufts University Professor who holds the Vannevar Bush endowed Chair in the Biology Department, and who serves as both the Director of the Tufts Center for Regenerative and Developmental Biology and Director of the Allen Discovery Center at Tufts. Dr. Levin Researches the Utilization of Bio-electricity for Regeneration: Dr. Levin’s group's focus is on understanding the biophysical mechanisms that implement decision-making during complex pattern regulation and harnessing endogenous bioelectric dynamics toward rational control of growth and form. Dr. Levin's lab current focus: • Understanding how somatic cells form bioelectrical networks for storing and recalling pattern memories that guide morphogenesis. • Creating next-generation AI tools for helping scientists understand top-down control of pattern regulation (a new bioinformatics of shape). • Using these insights to enable new capabilities in regenerative medicine and engineering. Dr. Levin's recent honors include the Scientist of Vision award and the Distinguished Scholar Award. On this episode we will hear from Dr. Levin about: His background and how he became interested in computer science, biology, and the extremely frontier science space of biological morphology control. The introductory concept of a “Morphogenetic Field.” An introduction to the theme of "Developmental Bioelectricity" which refers to the regulation of cell, tissue, and organ-level patterning and behavior as the result of endogenous electrically-mediated signaling. A general theme of the ability of morphogenetic fields and developmental bio-electricity to organize in/out required cells, as well as modify the diseased phenotype, as seen in his experiments in “normalizing” cancer. A general theme of the ability of morphogenetic fields and developmental bioelectricity to accomplish complex regeneration. His views on developmental bioelectricity modulating drugs versus using electroceuticals. His model of "Variational Free-Energy Minimization" as a way for human bodies to store complex pattern information. His work in "non-CNS" information processing, storage, and cognition - such as in aneural organisms which do not possess brains, in non-neural human tissues, and in single cell organisms that agglomerate to form multi-cellular structures, like slime moulds. His experiences in fundraising for frontier sciences, such as with The Paul G. Allen Frontiers Group (the late Microsoft co-founder) whose mission is to "uncover and make visible the emerging frontiers of science, identifying pioneering explorers to create new knowledge, and produce important solutions that make the world better." This interview is in American English Credits: Ira Pastor interview video, text, and audio. Follow Ira Pastor on Twitter: @IraSamuelPastor If you liked this interview, be sure to check out our interview with David Mittelstein on Killing Cancer With Ultrasound! Follow ideaXme on Twitter: @ideaxm On Instagram: @ideaxme Find ideaXme across the internet including on iTunes, YouTube, SoundCloud, Radio Public, TuneIn Radio, I Heart Radio, Google Podcasts, Spotify and more. ideaXme is a global podcast, creator series and mentor programme. Our mission: Move the human story forward!™ ideaXme Ltd.

In 2013, Ray Kelly was invited to speak at Brown University. As a well-known proponent of stop-and-frisk, the NYPD Police Commissioner's presence generated controversy on the university campus and ultimately resulted in Kelly being unable to speak. In the aftermath of the Kelly incident, Brown University has had the opportunity to examine academic freedom in the context of competing values. In this episode of BPRadio, we use the Kelly incident as a launching-off point to examine differing perspectives on academic freedom, concepts of justice, and approaches to free inquiry and civil disobedience in the university setting. Special Thanks to: William Keach is a Professor Emeritus of English at Brown University. In 1983 he was given a Lindback Award for Excellence in Teaching at Rutgers, and in 1998 a Distinguished Scholar Award by the Keats-Shelley Association of America. Ken Miller is a renowned biologist who attended Brown in the 1960s. He is currently a Professor of Biology and Royce Family Professor for Teaching Excellence at Brown University. Naoko Shibusawa is a historian of U.S. political culture and teaches courses on U.S. empire. She is a Professor of History, American Studies, and Ethnic Studies at Brown University. Luther Spoehr is a Senior Lecturer Emeritus at Brown University who specializes in the history of American higher education and school reform.

Dr. Michael Levin is Professor and Vannevar Bush Endowed Chair in the Department of Biology at Tufts University. He is also Director of the Allen Discovery Center at Tufts and Director of the Tufts Center for Regenerative and Developmental Biology. In addition, Mike is a Visiting Scholar at the Wyss Institute at Harvard. Mike seeks to better understand how living things work. Specifically, he studies how cells and tissues make decisions, computations that occur in living systems, and the mechanisms that allow cells and complex structures to arise through evolution and to be created during development and regeneration. When he’s not thinking about science, Mike spends his time with his wife and kids, enjoys the outdoors, goes kayaking, and takes lots of photos of the natural world. His photo portfolio includes many striking panoramic shots and microphotography of insects. Mike received his B.S. in Computer Science and Biology from Tufts University and his Ph.D. in Genetics from Harvard University Medical School. He remained at Harvard University afterwards to conduct research in molecular embryology under a Helen Hay Whitney Foundation post-doctoral fellowship. Next, Mike joined the faculty at Harvard and also became a member of the research staff at the Forsyth Institute. During his career, Mike has received numerous honors and accolades. He was awarded a Junior Investigator Award from the Society for Physical Regulation in Biology and Medicine, the Distinguished Scholar Award from Tufts University, the Scientist of Vision Award from the International Functional Electrical Stimulation Society, and the Established Investigator Award from the American Heart Association. In our interview, Mike shares more about his life and science.

Hal Herzog has been investigating the complex psychology of our interactions with other species for more than two decades. He is particularly interested in how people negotiate real-world ethical dilemmas, and he has studied animal activists, cockfighters, animal researchers, and circus animal trainers. An award-winning teacher and researcher, he has written more than 100 articles and book chapters. His research has been published in journals such as Science, The American Psychologist, The Journal of the Royal Society, The American Scholar, New Scientist, Anthrozoös, BioScience, The Journal of the American Veterinary Medical Association, and Animal Behavior. His work has been covered by Newsweek, Slate, Salon, National Public Radio, Scientific American, USA Today, The Washington Post, The Boston Globe, The Chicago Tribune and many other newspapers.  In 2013, he was given the Distinguished Scholar Award by the International Society for Anthrozoology. Hal Herzog is Professor of Psychology at Western Carolina University and lives in the Smoky Mountains with his wife Mary Jean and their cat Tilly. Theme music for Madame Perry's Salon composed and performed by Denton Perry.     

Paul Cobb from Vanderbilt University received the 2016 Distinguished Scholar Award from the AERA Special Interest Group on Research in Mathematics Education. This special episode features the remarks he made at the SIG-RME business meeting in San Antonio, TX, on April 28, 2017. Thanks go to Janine Remillard for capturing the audio of this presentation. Paul's professional webpage SIG-RME website Chuck Munter Episode Kara Jackson Episode Dr. Cobb received his Ed.D. from the University of Georgia.

Jim Hiebert from the University of Delaware received the 2014 Senior Scholar Award (soon to be renamed the Distinguished Scholar Award) from the Special Interest Group on Research in Mathematics Education (SIG-RME) at AERA in Chicago, IL. This special episode features the presentation he delivered at the SIG-RME business meeting in the Chicago Marriot on April 18th, 2015. Jim's Professional Webpage Jim's strong recommendation to read Bryk et al. (2014) "Learning to Improve" SIG/RME Website Dr. Hiebert received his Ph.D. from the University of Wisconsin, Madison.

Everybody’s been talking about “Fifty Shades of Gray” the notorious book soon to be movie, telling the story of a young girl experimenting with sexuality with a gorgeous, rich sadist.  So is it just a good fantasy, or is it something darker?  A recent study by some Michigan State University researchers found that young women who are fans of the book are more likely to be prone to eating disorders, binge drinking and multiple sexual partners, than young women who have not read the books.  They are also more likely to have a verbally abusive partner. Coincidence?  Maybe, but we’ll learn more Saturday when we talk with Amy Bonomi, PhD, Professor and Chair of the Human Development and Family Studies Department at Michigan State University. Dr. Bonomi’s research focuses on the long-term health effects of domestic violence, dating violence, and child abuse, and the intimacy dynamics/processes that keep violent relationships intact.  Dr. Bonomi and her colleagues analyzed abuse and harmed identity in the national bestseller, Fifty Shades of Grey, using the U.S. Centers for Disease Control’s definitions of intimate partner violence. She is an associate editor at the Journal of Women’s Health and BMC Public Health, and is the recipient of the Distinguished Scholar Award from the College of Education and Human Ecology at The Ohio State University. Join us Saturday at 11 am Pacific Time to learn more about “Fifty Shades of Gray. Call-in with your comments to (646) 378-0430. And if you miss the live program, you can go to the website and listen to all our archived programs whenever you like. http://www.blogtalkradio.com/3women3ways