Podcasts about Egocentrism

Welcome to episode #973 of Six Pixels of Separation - The ThinkersOne Podcast. Alison Wood Brooks is one of the leading voices in understanding the science of human conversation, and her latest book, Talk - The Science of Conversation and the Art of Being Ourselves, explores just how complex, delicate, and transformative our daily interactions can be. As a professor at Harvard Business School, Alison has spent years studying the psychology behind dialogue - why some conversations feel effortless while others fall flat, how we navigate social dynamics, and why even the simplest exchanges can shape our relationships and success. In our conversation, we explore the difference between Q&A and true dialogue, the often-overlooked art of reading the room, and the skills that can make or break an interaction. Alison shares insights on the role of AI in companionship, the way egocentrism naturally seeps into our conversations, and why teaching conversational skills is more critical than ever in a digital-first world. We also discuss the post-Covid social shift, the importance of face-to-face interactions, and how conversational missteps - something we all experience - can actually strengthen relationships if handled the right way. Her TALK Maxims (Topics, Asking, Levity, Kindness) offer a simple yet powerful framework for improving everyday communication, whether in personal relationships, business, or even in navigating difficult discussions. If you've ever struggled with what to say, when to say it, or how to be a better conversationalist, this episode will help you rethink the way you talk... and listen. Enjoy the conversation... Running time: 1:06:51. Hello from beautiful Montreal. Listen and subscribe over at Apple Podcasts. Listen and subscribe over at Spotify. Please visit and leave comments on the blog - Six Pixels of Separation. Feel free to connect to me directly on Facebook here: Mitch Joel on Facebook. Check out ThinkersOne. or you can connect on LinkedIn. ...or on Twitter. Here is my conversation with Alison Wood Brooks. Talk - The Science of Conversation and the Art of Being Ourselves. Check out her band: The Lights Follow Alison on Instagram. Follow Alison on LinkedIn. This week's music: David Usher 'St. Lawrence River'. Chapters: (00:00) - Introduction to Conversation Science. (02:49) - The Dynamics of Q&A vs. Conversation. (05:58) - The Art of Eavesdropping and Voyeurism in Conversations. (08:53) - Emerging Science of Conversation. (11:59) - AI and Human Conversations. (15:06) - The Role of AI in Companionship. (18:01) - Egocentrism in Conversations. (20:46) - Alpha and Beta Dynamics in Conversations. (23:51) - Teaching Conversation Skills. (27:07) - Conversational Toggling in a Digital Age. (32:00) - The Fleeting Nature of In-Person Connections. (35:06) - The Impact of AI on Human Interaction. (38:58) - Navigating Post-Covid Social Dynamics. (43:03) - The Importance of Reading the Room. (48:03) - Breaking the Pace in Conversations. (52:01) - The Value of Topic Preparation. (57:02) - Foot-in-Mouth Moments and Repair Strategies.

In today's episode we break down the animated classic Batman: Mask of the Phantasm! This film was truly ahead of its time and the stellar voice cast masterfully covered the mental anguish Bruce Wayne experiences as he battles his internal family system about whether upholding an oath of vengeance sworn as a child or living a happy life best honors his departed parents. In this episode we cover the topics of Arrested Development, Egocentrism, and the Jungian concept of Shadow Work. Stay out of the abyss!Become a supporter of this podcast: https://www.spreaker.com/podcast/popcorn-psychology--3252280/support.

Education Headline RoundupThis week in education headlines:Ohio public education system restructuring can proceed while lawsuits are pending.Reading Recovery Council of North America sues Ohio over ban on "three-cueing" approach to literacy acquisition.China's new patriotic education law aims to step up patriotic education in schools, universities, and religious institutions.Jean Piaget: Theories of Cognitive DevelopmentJean Piaget (1896-1980) was a Swiss developmental psychologist who is widely regarded as one of the most important figures in the field of child psychology. He is best known for his theory of cognitive development, which proposes that children progress through four distinct stages as they grow and learn. Piaget's work has had a profound influence on our understanding of how children think and learn, and his theories are still widely discussed in education and child development today.Piaget's theory of “genetic epistemology” elaborates upon the idea that children actively construct their own knowledge of the world on top of hereditary cognitive structures. He believed that children learn through two main processes: assimilation and accommodation. (Assimilation is the process of incorporating new information into existing knowledge structures. Accommodation is the process of adjusting existing knowledge structures to fit new information.) Piaget proposed that children progress through four distinct stages of cognitive development:Sensorimotor stage (birth to age 2)Preoperational stage (ages 2-7)Concrete operational stage (ages 7-11)Formal operational stage (ages 11 and beyondPiaget's work has had a lasting impact on our understanding of child development despite weathering a number of criticisms (including methodological concerns emerging from the fact that his own children served as subjects of his clinical observations!). Piaget's lasting influence can be observed in constructivist classrooms, approaches to inquiry-based learning, and developmental assessments.Sources & Resources:10tv - Ohio court OKs GOP-backed education overhaul, says stalling would cause 'chaos' as lawsuit continuesNBC4i - State board of education will lose powers after judge declines to block law by: Sarah Szilagy and Natalie FahmyThe Economist - Rule by law, with Chinese characteristicsThe Economist - Why does Xi Jinping want patriotic education to be written into law?Radio Free Asia - China moves to boost 'patriotic education,' including in Hong Kong by By Hsia Hsiao-hwa and Jing Wei for RFA Mandarin, and Gigi Lee for RFA Cantonese NBC4i - Gov. Mike DeWine's ‘science of reading' mandate under attack in court by: Sarah SzilagySold a StoryAbout PiagetBerkeley Graduate Division - Cognitive ConstructivismAssociation for Psychological Science - The Enduring Influence of Jean Piaget by: J. Roy HopkinsAPA PsycNet - The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge. by: Robbie CaseEpistemology: The Internet Encyclopedia of PhilosophyWikipedia: Jean PiagetBritannica Article: Jean PiagetCognitive Development: The Theory of Jean Piaget from Foundations of Educational Technology by Penny ThompsonSorbonne UniversitéPiaget's Stages of Cognitive Development (graphic), by Jennifer S. GroffIn Cold Blood, by Truman CapoteThe Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power, By Shoshana Zuboff

Welcome, listeners. In this episode, we explore the fascinating concept of egocentrism, a trait that persists throughout our journey from infancy to adulthood. We discuss how egocentrism shapes our perceptions, interactions, and even our moral understanding. Join us as we dive into the lifelong journey of learning to step out of our own shoes and into those of others. source:https://en.wikipedia.org/wiki/Egocentrism

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In the second half of this two-part episode, we're diving into why Disney uses portals, the principles of meta-modernism and why something is “cool” with Dr. Troy Campbell. Campbell is the Chief Scientist at On Your Feet and his research and career has centered around the intersection of scientific minds and artistic hearts and how to create and capture original and powerful ideas and make amazing things.  -----3:29    The Importance of “Portals”11:19   The Science of “Cool”18:12  How to Break the Norm23:01  Meta-Modernism-----To learn more about Troy's research on the intersection of Scientific Mind, Artistic Heart, check out:Troy-Campbell.comStart with Science - NetflixTeam Science: Building Better Science Activists with Insights from Disney, Marketing, and Psychological ResearchCheck out other topics referenced in this episode:Metamodernist Manifesto by Luke Turner

In the first of this two-part episode with Dr. Troy Campbell, we're breaking down the principles behind storytelling and what makes something “cool.”  Campbell is the Chief Scientist at On Your Feet and his research and career has centered around the intersection of scientific minds and artistic hearts and how to create and capture original and powerful ideas and make amazing things.  Part one hits on why Nike ads are simple to make and how brands like Disney borrow stories.-----3:52    Troy's Career Thesis: “Scientific Mind & Artistic Heart”6:11    Marvel Isn't Appealing to Everyone10:19  Egocentrism 14:04  Nike Ads are Simple to Make16:58  Borrowing Stories From Others22:50  Multi-Narrative Storytelling25:46  Defining Your Story to Tell Multi-Narrative Stories31:20  The Destiny Narrative-----To learn more about Troy's research on the intersection of Scientific Mind, Artistic Heart, check out:Troy-Campbell.comStart with Science - NetflixTeam Science: Building Better Science Activists with Insights from Disney, Marketing, and Psychological Research

Hamza Yusuf: OVERCOMING OUR EGOCENTRISM

OVERCOMING OUR EGOCENTRISM

Egocentrism happens when a person can't differentiate themself from others. Egocentrism is normal across human development, especially in toddlers and teenagers. Learn more as read by Victor Varnado, KSN and Rachel Teichman, LMSW. Produced and hosted by Victor Varnado & Rachel Teichman Full Wikipedia article here:https://en.wikipedia.org/wiki/Egocentrism WE APPRECIATE YOUR SUPPORT ON PATREON! https://www.patreon.com/wikilistenpodcast Find us on social media! https://www.facebook.com/WikiListen Instagram @WikiListen Twitter @Wiki_Listen Get bonus content on Patreon See acast.com/privacy for privacy and opt-out information. Learn more about your ad choices. Visit megaphone.fm/adchoices

Have you ever been to a dinner and then you ask all the guests what happened at dinner? If there were 6 guests, you will get 6 different stories. That is the power of perspective taking. Dr. Pete shares knowledge about how perspective impacts mood and behaviors, while Dr. Rubin drops knowledge about its role in western behavioral science. The psychologists discuss developmental aspects of perspective, the idea of no self in easters philosophies, and its role in empathy. Tune in, you don't want to miss how your perspective reading this right now will affect whether you listen or not.

About LaTonya Jackson: LaTonya Jackson is Vice President of Services & Operations at Media Partners Corporation which provides best-in-class training content, technology, tools, and services to help organizations elevate workplace behaviors and culture.  She is a 4-time author whose latest book is called 5 Blinders to Seeing Color that was released in 2020. She was previously Human Resources Director for Walmart. Dr. Jackson got her Doctor of Education at the University of Arkansas at Fayetteville.     In this episode, Jordan and Latonya discuss: Responding to racism and inequality The Five Blinders to Seeing Color  Shame and blame versus awareness and action Filling people's glass - seeing others with value Key Takeaways It's so much better and easier to love everybody, treat them like humans and respect them as opposed to focusing on what's different about them. We'll be able to solve problems together more effectively if we have that in common.  Anxiety and Uncertainty, Egocentrism, Power, Ignorance and Immaturity are the Five Blinders.  Self-awareness of one's biases will lead to action and healthy change - it's not about blame and shame. It's about self-reflection and being honest with oneself.  Take a moment, open your eyes to the world's issues and see how you can brighten up someone's day or make them feel valued and important.  “Watch the intention, because the impact is that you create an environment where microaggressions may be a norm, an environment that's not respectful and not inclusive. On the flip side, don't be aggressive or attack people who are asking questions because that's when we lose the opportunity to educate.” —  LaTonya Jackson Want to join the “Fill the Glass” training for free? Go to https://www.mediapartners.com/ and complete the form in the Live Chat and mention that Workplace Warrior sent you!    Get the complimentary guide: How To Select An Executive Coach at www.selectcoach.workplacewarrior.com    Get the Am I Abrasive Self Test at abrasive.workplacewarrior.com    Connect with LaTonya Jackson:   Website: https://www.mediapartners.com/  LinkedIn: https://www.linkedin.com/company/media-partners-corporation/mycompany/ LinkedIn: https://www.linkedin.com/in/latonyarjacksonedd/  YouTube: https://www.youtube.com/c/MediaPartnersCorp Email: ljackson@eyedentifiedconsulting.com    Connect with Jordan:    Get the complimentary guide: How To Select An Executive Coach at www.selectcoach.workplacewarrior.com  Get the Am I Abrasive Self Test at abrasive.workplacewarrior.com    Website: www.workplacewarriorinc.com Twitter: https://twitter.com/jordangoldrich1 Facebook: https://www.facebook.com/jordan.goldrich Instagram: https://www.instagram.com/jordangoldrich/ LinkedIn: https://www.linkedin.com/in/jgoldrich/  

Synopsis: Using the story of the Bronze Serpent, Pastor Davies teaches on the dangers of: Discontentment, Idolatry & Egocentrism. He also gives God's solution to these in "Looking unto Jesus." Text: Numbers 21:1-9 Preached on 25th July 2021 https://www.tac-lawna.org.uk/

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ลูกเข้าสู่วัยรุ่น เหมือนเราเข้าสู่วัยทองไหม คุณเคยเจอสถานการณ์แบบนี้หรือยัง ลูกที่เคยพูดง่าย เชื่อฟัง พอขึ้นวัย 12 ขวบกลับก้าวร้าวขึ้น พูดยาก เอาแต่ใจ ไม่พอใจก็ปึงปัง การเข้าสู่ภาวะ “Egocentrism” หรือภาวะมีอีโก้สูงเป็นอย่างไร โซเชียลมีอิทธิพลมากกว่าพ่อแม่ ทำอย่างไร สารพันปัญหา อย่าเพิ่งตกใจ รับมือได้ไม่ยากอย่างที่คิด “คุณหยัง” ที่ปรึกษาจิตวิทยาด้านการศึกษา Mental Coach กีฬา e-sports ผู้ก่อตั้ง Inside Out Academy จะมาบอกเหตุผล มาร่วมกันทำความเข้าใจ “เทคนิคการเลี้ยงลูกด้วยจิตวิทยา” #ชัยพัชร์ชวนคุย​ #แชร์วิธีคิด​ #พลิกวิธีการ​ #ผ่านวิธีกู​ #deoneacademy

Passion & Imagination Validate The Purpose Of CultureCopyright2021.mp3PODCASTPassion and Imagination validates the purpose of culture is a scholarly cultural conversation. This discourse  was analysed through the lens of an Author, Cinematographer, Media Arts Specialist, License Cultural Practitioner and Publisher. This conversation was also captured and framed in podcast 119 and verbalised in 9 chapters of publication 230 ISBN 978-976-96689-3-5William Anderson Gittens , Author, Cinematographer,Dip., Com., Arts. B.A. Media Arts Specialists' License Cultural Practitioner, Publisher, CEO and Editor-in-Chief Devgro Media Arts Services Publishing ®2015        WORKS CITED Clarke, John (2019). Critical Dialogues: Thinking Together in Turbulent Times. Bristol: Policy Press. p. 6. ISBN 978-1-4473-5097-2.  Edward M. Glaser. "Defining Critical Thinking". The International Center for the Assessment of Higher Order Thinking (ICAT, US)/Critical Thinking Community. Retrieved 22 March 2017.  Ember, C. R. (1978). Myths About Hunter-Gatherers, University of Pittsburgh Of the Commonwealth System of Higher Education, 17(4), pp 439–448.  Festinger, L. (1962). "Cognitive dissonance". Scientific American. 207 (4): 93–107. Bibcode:1962SciAm.207d..93F. Gittens,William Anderson, Author, Cinematographer,Dip., Com., Arts. B.A. Media Arts Specialists' License Cultural Practitioner, Publisher, CEO and Editor-in-Chief Devgro Media Arts Services Publishing ®2015doi:10.1038/scientificamerican1062-93. PMID 13892642  http://en.wikipedia.org/wiki/Heuristic  https://en.wikipedia.org/wiki/Cognitive_bias_mitigation  https://en.wikipedia.org/wiki/Passion_(emotion)  https://lapin.stason.org/articles/wellbeing/health/mind/The-Difference-Between-Intuition-and-Imagination.html  https://seeken.org>why-do-we have imagination  https://www.huffpost.com/entry/why-do-we-have-a-passion-_b_5667019  https://www.thefreedictionary.com/Imaginations  Stanley Weintraub, Shaw's People (1996) p. 172 "It's a Fine Line Between Narcissism and Egocentrism". Psychology Today. Retrieved 3 April 2018. Gabow, S. L. (1977). "Population Structure and the Rate of Hominid Brain Evolution". Journal of Human Evolution. 6 (7): 643–665. doi:10.1016/s0047-2484(77)80136-x. Hamilton, M. J.; Milne, B. T.; Walker, R.S.; Burger, O.; Brown, J.H. (2007). "The complex Structure of Hunter–Gatherer Social Networks". Proceedings of the Royal Society B. 2007 (274): 2195–2203. doi:10.1098/rspb.2007.0564. PMC 2706200. PMID 17609186. https://positivepsychology.com/motivation-human-behavior/ Kuhn, S. L.; Stiner, M. C. (2006). "What's a Mother To Do? The Division of Labor among Neanderthals and Modern Humans in Eurasia". Current Anthropology. 47 (6): 953–981. doi:10.1086/507197. Marlowe, F. W. (2005). "Hunter-Gatherers and Human Evolution". Evolutionary Anthropology: Issues, News, and Reviews. 14 (2): 54–67. doi:10.1002/evan.20046.Piaget's Stages of Cognitive Development". www.telacommunications.com. Archived from the original on 9 May 2019. Retrieved 3 April 2018.Support the show (http://www.buzzsprout.com/429292)

We continue our conversation about using social stories to teach children valuable life lessons and build social skills. In this episode, we discuss the role of egocentrism in childhood and explore ways to help children build empathy in light child development research.  Our newest book, Pug Solves a Problem, is now available on Amazon! You can find it here. Follow PAWsitive Choices on Instagram and Facebook to stay up to date on our new books and other upcoming events. You can watch the video about Piaget's Stages of Development here.Store: https://www.pawsitivechoices.com/storeCheck out our other free resources: https://www.pawsitivechoices.com/freebies© 2014-2021 PAWsitive Choices, LLC.

This is part two in the Egocentrism series. This is a breakdown of how egocentrism helps us to understand media in relation to what we know, feel and experience. This is a look at audience behaviors and the reasons why we love some things and hate others. 

Episode 45 discusses the importance of our ego and how to discover our deeper unwanted emotions. When we can work effortlessly with our ego, we can take control of our emotions and become the version of ourselves we strive to become.

Have you ever wondered why children throw tantrums? Learn straight from the mind of a 4 year old. Today we are starting a new series on Egocentrism. Today's podcast is part 1 of 3. We look at Egocentrism as a psychological term and break it down with some everyday examples of egocentrism throughout different stages of life. The definitions and references are from verywellmind.com. If you would like to learn more about Piaget, feel free to look up his stages of development.

Soul initiation is an essential and hazardous spiritual adventure that most modern cultures have forgotten. Eco-psychologist Bill Plotkin discusses this mythopoetic, life-altering journey which he beautifully explicates in his new book, Journey of Soul Initiation. I chose to commence GG Season Four with this riveting, deep and edgy dialogue on the transformative and profound path of forging a true adult. Bill’s wisdom, humility and radical honesty shine through as he describes his own soul journey and the evolvement of guiding others through the mind-heart-and-life-transforming process of preparation, descent, metamorphosis and enactment. His book also features an in-depth exploration and radically new understanding of Carl Jung’s Red Book. May this episode inspire and awaken all who hear it.Bill Plotkin, Ph.D., is a depth psychologist, wilderness guide, and agent of cultural evolution. As founder of western Colorado’s Animas Valley Institute in 1981, he has guided thousands of seekers through nature-based initiatory passages, including a contemporary, Western adaptation of the pan-cultural vision quest. Previously, he has been a research psychologist (studying non-ordinary states of consciousness), professor of psychology, psychotherapist, rock musician, and whitewater river guide. Bill is the author of Soulcraft: Crossing into the Mysteries of Nature and Psyche (an experiential guidebook), Nature and the Human Soul: Cultivating Wholeness and Community in a Fragmented World (a nature-based stage model of human development through the entire lifespan), Wild Mind: A Field Guide to the Human Psyche (an ecocentric map of the psyche — for healing, growing whole, and cultural transformation). He has a doctorate in psychology from the University of Colorado at Boulder.

Egocentrism is a place where our people find themselves most of the time, whether it's social media or world social issues as a whole; Suffering from Low Self-Worth, when as a people we feel irrelevant, we are left feeling low as if our opinions don't matter. So what we do as a people? We act out, we compromise our integrity, personality and character. Creating this false sense of reality and a inferiority complex. You may wonder if the person recognizes their egocentric ways. As a cognitive bias, egocentrism refers to the natural restriction on our perception caused by the simple fact that we can only see the world from our perspective. It takes special effort to see the world from any perspective other than through our own eyes. For instance, adolescents often spend hours preening themselves because they think, "everyone will notice if I don't look good." They also become highly upset when they experience a minor embarrassment, cause they think everyone saw it and believe everybody will remember it forever. This type of personality disorder is a mental condition in which our people have an inflated sense of their own importance, a deep need for excessive attention and admiration, troubled relationships, and a lack of empathy for others. So check out Da Kultcha as we continue to"Bridge The Gap Between The Youth and Older adults" as it relates to Egocentrism in the world of social media and our world as a whole!!!!!!! #DAKULTCHA #THECULTURE #UNLEARNANDRELEARN #KNOWTHELEDGE #TRUSTTHEPROCESS #WEWORKING #BIGBUSINESS #TRENDSETTERS #FORTHEPEOPLEBYTHEPEOPLE #COMFORTABLEANYWHERE #GAMECHANGER #MADWORLD #MASTERLOCK #MOTIVATION #COMFORTABLEEVERYWHERE #WEALTH #KEYSTOSUCCESS #FOODFORTHOUGHT #THINKOUTSIDETHEBOX #BLACKAF #EQUALSTANDARD #EQUALSTANDARDS #LOVEHURTSWHYHATE #BLACKAF #BLM #WAKEUP #STAYWOKE #GoodLife #PolicePolicingTheSystem

Photo Credit: Matthew Cipican   I'm pained to open with the platitude that these are unprecedented times. We all already know that and belaboring it for the purpose of a proper opening paragraph seems to belittle the magnitude of the moment.   The truth is that I've been having a hard time coming up with the right place to start the next conversation on this blog. I had developed a publishing schedule for Making Special Education Actually Work just before the pandemic hit and the schools in California, where we are headquartered, shut down.   All of that went out the window the moment the shutdown started and I've since published some bits about how to respond to the situation based on what was known at the time of each publication, but how things have continued to play out, or not, from one school district to the next has been nothing short of pandemonium. Some of my kids have done so much better with distance learning that they never want to leave their houses again. Others have regressed so greatly since the shutdown started that it's going to take years to undo the damage that has been done and catch them up to the degree its possible to do so.   Each kid, as a unique individual learner, has experienced the shutdown differently, but all of them are experiencing the same procedural violation at the hands of their Local Education Agencies (LEAs): Failure to implement the Individualized Education Program (IEP) as written. Or, framed in the language of the regulations, failure of the education rendered to conform with each student's respective IEP.   In California, the State has already assumed that compensatory remedy will be due to most, if not all, of its special education students because of the shutdown. None of the laws changed. There are permissible, though narrow caveats, in the law that provide for extenuating circumstances.   While the implementing regulations of the Individuals with Disabilities Education Act (IDEA) mandate the application of evidence-based science to the design and delivery of special education on a child-by-child basis, it is only to the degree that the application of the science is practicable. LEAs bear the burden of proving that the delivery of a special education service is not practicable before denying it and giving notice of such via a Prior Written Notice (PWN).   The real dispute, it seems, is over what is realistically practicable given the circumstances, but that first requires us to operationally define what we mean by practicable, and that's a problem. There is no legal authority or professional standard for what defines "practicable" within the context of 34 CFR Sec. 300.320(a)(4).   I know this because the operational definition of "practicable" was one of the burning questions I had when I went back to graduate school in 2011 and had answered by the time I graduated in 2013. The truth is that there is no operational definition in the scientific literature or the case law as to what is meant by the term, "practicable."   Even Perry Zirkel was stymied by this question and ultimately concluded that most courts interpreted the definition of "practicability" as something to be left to the discretion of local education agencies - meaning, really, top administrators and board members, who are all politicians - get to decide what is and is not practicable as a matter of local governance. In those LEAs, "practicable" just means "if the LEA wants to."   This, of course, neglects the fact that 34 CFR Secs. 300.320-300.324 vests the authority in IEP teams, which include the parents, to make determinations as to what is educationally necessary and, therefore, the obligation of the LEA to provide to each given special education student. If that authority is vested in the IEP team, then no one from the LEA on the IEP team should have to go get the approval or permission of a superior outside of the IEP meeting, particularly when that superior has no direct knowledge of the student's unique needs or the IEP team's discussions about them. Whether or not something is practicable should be an IEP team decision, not an internal policy issue, yet the research that has been done suggests its a call to be made by top administrators, not individual IEP teams that include the students' parents.   Further, 34 CFR Sec. 300.321(a)(4)(iii) mandates that each IEP team include at least one LEA representative who is "knowledgeable about the availability of resources of the public agency." Usually, this is an upper-level administrator from the main office who not only knows what resources the LEA has, but has also been granted the authority to commit the LEA's resources to a student's IEP. This can come in the form of committing existing resources to the IEP as well as procuring those materials and services that are not already available through the LEA.   I've been in IEP meetings during which such an administrator fills out and submits online requisitions for use of existing assets, as well as online purchases and purchase orders through their LEA's internal automated workflow system, during IEP meetings as the team agrees to things that are needed but not already on hand. It's not that uncommon and it goes a long way towards doing it right the first time.   Again, there should be no going to someone else outside of the IEP process for permission or approval. In one fairly recent meeting I attended, the school district's administrator on the IEP team shared her screen with the rest of us so we could all look at our options on Amazon together as an IEP team and make the purchasing decision right there. Then, "click," it was ordered and the student had his accommodations the next day. Easy peasy.   The law does not provide for the IEP team's authority to be displaced by or shifted to an uninvolved third party. If no one on the IEP team from the LEA knows whether the LEA already has the necessary resources available or will need to purchase stuff it doesn't already have, it's not a real IEP team.   Because these decisions are IEP team decisions, and not the decisions of removed administrators who are motivated by factors other than the individual needs of each special education student, deferring to top administrators to determine what is or is not "practicable," opens the door for a litany of procedural and substantive errors that will quickly create due process claims against the LEA. It behooves no one for LEAs to play this game, but plenty of them do.   Competent people have no motivation to do sketchy stuff and lie about it, so when you encounter this kind of behavior, it's because you're dealing with people who don't know what else to do and/or are crooked through and through. What we are all now going through as a nation under the current presidential administration is a reflection of the crap I've been dealing with for nearly 30 years in special education local governance. None of this is new to me, it's just now happening on a national scale. Maybe everybody outside of the special education community will finally believe me about this crap, now.   More often than not, what is deemed by an LEA as not being practicable is likely better framed as being something for which the LEA is simply not willing to expend the necessary funds. While it is unlawful under the IDEA to use fiscal considerations to determine the contents of a student's IEP, it happens all the time. The language of IEPs are often deliberately kept vague and weak so that they are difficult to enforce or so that it is otherwise difficult to say that the education rendered failed to conform with the IEP.   I'm seeing this happen in a way with 1:1 behavioral aide support services, right now. I've got families barely holding it together, stuck at home with their severely impacted children who have serious behavioral challenges arising from their disabilities. They'd give anything for in-home 1:1 behavioral services, right now.   And, that's the thing: they should already be getting it under the existing laws. On August 24, 2020, (the day before this post), the California Office of Administrative Hearings, which tries special education due process cases within the State, issued an order making clear that students who require in-person services in order to access and benefit from their educations, including during distance learning, must receive such services according to medically acceptable safety procedures regarding COVID-19.   Behavioral services are medically and educationally necessary, the California Department of Education (CDE) has advised that in-home services during the shutdown may be necessary in order for LEAs to comply with their IDEA requirements under the law, and, now, OAH has ordered a school district to provide in-home services as a matter of stay-put during the shutdown. This is huge! This settles the argument once and for all.   I know of at least one student who is currently getting in-home behavioral services through his health insurance, which is the only reason he was able to participate in distance learning during the last half of the Spring 2020 semester. The same agency currently serving this student through his health insurance had previously served him as a Non-Public Agency (NPA) under his IEP in the public school setting. Same people, different funding source, different willingness to send personnel to his house for in-home, 1:1 behavioral aide services.   His school district has offered to provide an aide online during distance learning, like somehow that's going to produce the same educationally substantive outcome of getting him to engage in the online instruction in the first place and remain engaged throughout each lesson. The boy needs an in-person 1:1 aide in order to access the instruction at all. How is he supposed to access online aide support when he needs in-person aide support to access any kind of online services?   And, he's one of many students on my caseload with similar needs; he's just the only one I know of currently living the experience of having the in-person 1:1 aide support during shutdown and being met with educational success because of it. Everybody else is asserting the need for it, but not getting it, and due process cases are popping up everywhere now, including among my students for whom I never thought litigation would realistically come to fruition.   The legal authorities favor special education students on this issue, and school districts in California are now having to weigh the risk of litigation from unionized employees against the risk of litigation from parents of students with special education needs as this whole debacle clatters forward in the absence of unified leadership across the State's public education system. Many districts are still clinging to outdated paint-by-numbers procedures and fill-in-the-blank on standardized documents and forms, aiming for procedural compliance without thought to the substantive considerations ... like providing 1:1 aide support via Zoom to a student who needs in-person support in order to access instruction via Zoom in the first place.   It's like they think conforming with the IEP in any way complies with procedure, even if it entirely fails to meet the instructional purpose it's supposed to serve from a substantive standpoint. The real tragedy, here, is that these paint-by-numbers bureaucrats don't understand how to act according to the substantive needs of the student; they just want to know which form they are supposed to use.   This significant subset of the public workforce may have memorized many of the procedures for the job and can usually find the right form to use, but don't ask them to actually engage in deductive reasoning, creative problem-solving, troubleshooting, or solution-seeking. They simply can't. They don't think that way. And, the human resources department didn't recruit for people who can think for themselves on purpose.   The middle management jobs require drones who respond to authoritarian hierarchies of leadership and do not question the orders they are given, if the system is going to function according to its bigoted design. And, that is how it has been functioning for the last few decades following the passage of federal civil rights laws, including disability-related laws that first started passing in the early 1970s, up through the Americans with Disabilities Act (ADA) in 1990.   Those laws were necessary because the public education system, among others, was actively discriminating against children with disabilities, including denying them even enrollment. The public education system was already discriminating against students with disabilities or the laws would not have become necessary.   When the laws passed and the public education system was ordered to comply, those individuals who had been philosophically opposed to accommodating learners with disabilities were still employed by the public education system, by and large. They didn't all leave. Many stayed and have been sabotaging it from within this entire time. And, they recruit people who are too incompetent to realize they're being used and/or too afraid of losing their jobs to dare question what is really going on, so they can maintain positions of authority and control according to their own fascist belief systems rather than their mandates under the law.   One of the most powerful things to come out of the current state of affairs in this country is the cracks in the publicly funded systems that people like me have been squawking about to no avail for decades, but which can no longer be denied by the masses. As we move forward to rebuild a better America in the wake of the destruction currently happening all around us perpetrated by people with way more authority than they can responsibly handle, it is painfully obvious that we have a disturbingly large swath of the adult population that "pass" as competent adults but who actually are not.   These individuals occupy a great many niches of society, including in the public sector. Their approach to leadership, when they are allowed into offices that require more of them than what they possess, is destructive. It can ruin a child's future through educational malpractice at the local level or fan the flames of a global pandemic and domestic terrorism at the national level until it ravages the entire nation.   These individuals place cronyism over science because they are not smart enough for the science and, frankly, they're not smart enough to cover the tracks of their cronyism. They have simply had the power of money behind them and those without money have had to tolerate their malarkey as a matter of survival. But, now that tolerance doesn't even achieve survival for those without, so they aren't motivated to tolerate the malarkey anymore. Look out Marie; here comes the guillotine.   Society has finally had its fill of incompetent bullies acting like they are better than the rest of us to the detriment of us all and for no other reason than to stroke their own egos and line their own pockets. We have become aware that they are too dimwitted to realize the harm in what they are doing and too selfish to have any sense of compassion or empathy for the people they hurt.   These individuals are emotionally still children, trapped in their bodies for decades without maturing, thinking their chronological age and changing external appearance are all of what earns them respect as adults, and often unable to fully engage in adult-level problem-solving and critical thinking tasks, but able to develop academic and/or professional skills that can otherwise allow them to "pass" as competent.   These are high-functioning individuals with significant impairments in judgment who engage in intuitive rather than deductive reasoning. Intuitive reasoning is age-typical in young children. It's indicative of an impairment in adulthood. It co-occurs with egocentric thought, in which the individual is incapable of engaging in perspective-taking and appreciating the experiences and viewpoints of others.   An egocentric person is the center of their own personal universe. Everyone else is just an object in orbit around them who may or may not serve a useful purpose at times and is only accessed when the egocentric person thinks an individual is useful.   The egocentric person recognizes his/her/their own agency - that is, the ability to act upon the world to produce intentional outcomes - but they struggle to appreciate the agency of others. They tend to only perceive other people relative to their own thoughts and feelings and fail to consider that other people have their own thoughts and feelings that are each different from one person to the next.   Egocentric people tend to assume that whatever they are thinking and feeling is what everybody else is also thinking and feeling, and/or that everyone else's decisions are made with the egocentric person in mind. The egocentric person struggles with perspective-taking, which requires that they first understand the agency of others and that everyone is preoccupied with their own thoughts and feelings, not making the egocentric person the focus of their every decision.   Errors of omission and thoughtless, inconsiderate acts by others are perceived by egocentric people as deliberate efforts to cause harm or offense to the egocentric person. Because egocentric people assume that whatever they want and need is automatically understood by everyone else, which is because they assume everyone else is thinking and feeling the same things they are, if everyone else fails to deliver according to an egocentric person's expectations, the egocentric person attempts to force the desired response to present itself.   Because they lack the emotional intelligence to navigate many types of complex situations involving other people, whatever cognitive abilities they may actually have don't do them much good. They make errors in judgment when it comes to how they interact with other people; how well they can do math, design a building, or research historical biographies just doesn't matter in that moment.   When people like this become employed within the public sector and have to make policy decisions, they are incapable of putting themselves into the shoes of their constituents and engaging in legitimate representation and advocacy for services that meet the of needs of those they have been hired to serve. Because of their egocentrism, the job is a means to a self-serving end. Also because of their social/emotional developmental impairments, their ability to actually engage in adult-level problem-solving as required by their positions is equally limited.   Because they can't actually meet the performance requirements of the job, they find ways to socially engineer their ways to the top, including taking credit for the accomplishments of their subordinates while sycophantically leeching onto the coattails of those who have grifted their way up the food chain before them. They all keep each other's dirty little secrets about not actually being able to do their jobs and abusing their positions of authority to the benefit of the highest bidder, be the currency money, power, or both.   Eventually, an emperor emerges from the mix, some traveling salesmen weave him a in invisible robe from gold thread that, allegedly, can only be seen by competent people, and, as he's parading down the street in this magical garment, a child points out that he's actually just a naked guy played for a fool by a couple of con artists who have since skipped town with a fortune in gold thread. I'm paraphrasing the parable, here, of course.   The problem is that a public institution can become such a hopelessly dysfunctional system that it's really better to take it down the way the Attorney General (AG) of the State of New York is trying to take down the National Rifle Association (NRA), right now. When the corruption runs as deep in a public agency as New York's AG asserts is the case with the NRA, it's better to scrap everything and start over with all new people and a new method of operating that conforms to the appropriate standards.   Sometimes the well becomes so hopelessly poisoned that it's just time to dig a new well. I think America is at that crossroad in a very broad and general sense. We are at the tipping point of a crisis of conscience.   Who do we want to be? The cronyistic incompetents who stab each other in the back over superficial slights, engage in power grabs like reality TV show contestants, and are utterly detached from and incapable of living up to the responsibilities of the job? Or, the hard-working, methodical, responsible adults who understand and are humbled by the responsibilities before us, know that our efforts to do things right will pay off in the long run but we're going to have to struggle in the short term to clean up the messes we've collectively made?   So many people who came before us fought and died so that we could have the freedoms and legal tools to save our democracy, right now. I have been fighting this fight since the 1990s, but I have also lived the reason for this fight as a twice exceptional student who was never identified for any kind of services or accommodations for my processing disorder when I was a K-12 student. During the 1970s and 1980s, when Section 504 and what is now known as the IDEA were new, they were not being implemented by the overwhelming majority of public schools in the United States at the time, and certainly not in Louisiana and Arkansas, where I grew up.   I was briefly put on Ritalin in my early elementary years. But, who wasn't, back then? I was later diagnosed with "minimal brain dysfunction" in junior high as the result of a quest for a reason why I couldn't walk in heels (there was great social pressure on females in the Deep South at the time to wear pumps with everything, including jeans). I had to do physical therapy to stretch out my hamstrings and heel cords from all the years of toe-walking I'd done (which, by the way, toe-walking can be a neurological soft sign of autism).   My vestibular sense and my proprioception were jacked. My reflexes were/are abnormal. I can distinctly remember having visual processing issues that made it such that my brain couldn't piece together what I was looking at to make a picture of the world that made any sense. Abstract shapes would slowly resolve into a singular whole that then made sense, but I can remember having to wait for that visual resolution to occur at the brain level before I could start understanding what was happening around me. My eyes could see, but there was lag time between when I looked at something unfamiliar and my brain was able to put the shapes together in a cohesive way that I could understand. My last recollection of that happening to me was around 8 or 9 years old. I can remember it happening a lot prior to then.   I also had very bad vision, so it could have been that my brain didn't get the requisite practice at piecing together the parts of what I saw into a cohesive whole until I got glasses and could actually see everything clearly. I don't have ADHD; I have ADH - Oooh, shiny! I also have mild hearing loss due to a condition that runs in my family. My dad and many of my cousins have hearing aids. I haven't gotten to that point, yet, but it's coming, eventually and that's okay. Worse things could happen; hearing aides don't ruffle my feathers in the least. I'm just not spending the money until I have to.   The point is that I had a mixed bag of processing issues as a kid that was somewhat offset by my processing speed, but not enough to make me academically successful. I know what it's like to have my potential wasted by people who don't understand my needs as a developing child. The adults in my life cared, but were at a loss as to what to do because the science just wasn't that good or well known at the time, and certainly not where I grew up. They couldn't begin to abide by the relatively new civil rights and special education regulations; the science behind it was way beyond them. They didn't know any of that.   But, that was a long time ago. We don't have those same excuses, now. Adults like me who used to be those struggling students decades ago are everywhere now in public education advocacy, rights, and reform efforts. We know first hand why it's so important for the public education system to engage in person-centered planning for every student, not just those identified as having something "wrong" with them.   We also understand why it is so important to identify those who do have exceptional needs, and meet those needs, so these students have equal access to learning as that given to their peers without exceptional needs. We understand why it is so important to address the disabilities of our twice-exceptional students while simultaneously nurturing their gifts. Last year, Kodi Lee brought the point home to the lay public, which had not had any similar prior exposure to twice-exceptional people, and certainly not one so impactful.   No matter how impaired someone may present, the public learned to never assume that such a person's presentation accurately captures all of who that person is. Kodi humbles people in the kindest, most innocent, and inadvertent way, which is what makes him so powerful. He isn't trying to ram a message down anyone's throat. His existence is the message; he lives it for the rest of us to observe and copy.   Kodi is a powerful living metaphor to not judge a book by its cover, which has been a recurring lesson born over the last few years of these talent competitions happening around the globe that he simply drove home with an exclamation point. The cultural norms surrounding public opinion of people with disabilities have tipped strongly in the direction of inclusion by the display of capability and superior abilities by contestants with a wide variety of impairments in these competitions.   Leave it to the entertainment industry to be the agent of change. If we live in a shallow culture in which life imitates art, then art should model appropriate behavior, such as inclusion. I'll say this for Simon Cowell: he made inclusion marketable and profitable by allowing talented people to be defined by their acomplishments rather than their limitations. At the end of the video clip of Kodi Lee's first audition for America's Got Talent, after winning the Golden Buzzer, the judge who had awarded it to him, Gabrielle Union, told him straight to his face, "You just changed the world!" and she wasn't lying.   This is part of the brave new world that is to come as we rebuild our public education system to meet the needs of today's students in the 21st Century, including the flexibility to rapidly adapt to changing lifestyles, national emergencies, job market demands, and advancing technologies. All of these things will continue to collectively alter how we teach and manage the teaching process according to best practices, and continue to engage in ongoing research to continually improve those processes and their supporting administrative procedures.   Which circles us back around to the issue of stay-put and the recent stay-put order from OAH, linked to above. While the order is limited to California, it is germane to a federal district court case being tried in the Central District of California in which the plaintiffs, which include parents of children with extreme special needs who are not getting the 1:1 in-person services required by their IEPs, are suing the State over school shutdowns and attempting to get a federal court injunction that allows school districts to decide whether to reopen or not.   Not surprisingly, the case originates out of Orange County, California, which has a large extreme right population relative to the rest of the State and is, not coincidentally, also a COVID-19 hotspot within the State. COVID deniers abound and are having a deleterious impact on local governing decisions as they impact public health. For a lawsuit disputing the legality of school shutdowns over a legitimate public health crisis to emerge from this climate is not exactly a shock.   Not also surprising is the rampant special education violations and related scandals that have plagued Orange County for decades. Egocentrism is confused with personal civil liberties, and the welfare of others is beyond comprehension, resulting in extremist beliefs and behaviors. It is not shocking to me that school board members who have been actively violating special education and civil rights law convinced a bunch of parents who they were actively screwing over to join them in a federal lawsuit against the State to force the schools to reopen in order for their kids to access services.   If you read the plaintiffs' complaint compared to the legal authorities I've already cited previously in this post, it's plainly evident that these people don't know what they are doing. I spoke with the State's lead attorney on the case last week and shared the arguments I've now presented in this post with her.   While the judge has yet to decide the case, and, in fact, today is the filing deadline on briefs regarding the exhaustion requirements under the IDEA and the California Department of Justice (CADOJ) is on it, the nature of the questions the judge asked the parties to brief in his last minute order inclines me to believe that once those questions have been answered, we'll have a federal district court decision on the matter that will apply to every school district in California.   The CADOJ's arguments must naturally rely in part on the arguments I've asserted herein. The federal district court judge will likely defer to the OAH stay-put order that was just issued yesterday, given that OAH has the authority to try special education cases and is, therefore, authoritative on how the law applies to the rights of special education students, special education students must exhaust their due process rights through OAH before filing in federal court (generally speaking), and it is proper for the federal court to defer to OAH's judgment, which will mirror the arguments I've been asserting this whole time and which CADOJ will also be asserting. They are aware of yesterday's stay-put order, as well, just in time to meet their filing deadline.   Things are about to get a whole lot more okay for a lot of kids on my caseload. Whether their LEAs capitulate and provide the services or we end up going to hearing with the right kinds of legal authorities backing us up, either way, the rule of law is working slowly but surely and the application of the peer-reviewed research to the delivery of special education, now that reform is unavoidable, is about to enjoy a new era of advancement in the education of all students, not just our students with the most demanding needs.   It's always darkest before the dawn. An extinction burst of escalated behaviors always comes before a maladaptive behavior finally becomes extinct. We are riding out one heck of an extinction burst on the part of incompetent people whose cronyism and transactional relationships have defined their realities and ours, and who cannot function in a more advanced, emotionally intelligent society that is moving increasingly towards meritocracy in which actual ability and earned achievements promote social status. Hucksterism has become obsolete. The Patriarchy is now rightly seen as a pack of egocentric ghoulish caricatures, not as dignified elites worthy of worship by everyone else.   These moments will pass and we will have the power to make something new and better once we get to the other side. This latest stay-put order and, hopefully, the upcoming federal court decision, are incredible first steps in the right direction.

You know what, students face many personal obstacles besides obvious academic ones. Here, I attempt to tackle three of those in this episode. The first and main narrative is how to adopt effective sleep hygiene. I outline my strategies and things I've learnt from research! While explaining this, my brain naturally alludes to other fun topics along the way like, identity moratorium-ness and classic egocentrism. If any of these topics interest you, feel free to pop a listen! Also, if you think of anything remarkable, feel free to leave us a rating on Apple Podcasts :D Happy Amyloid Beta Plaque Cleaning! --- Send in a voice message: https://anchor.fm/studentspotlight/message

EP13. In this episode Renee dives into what she thinks is contributing to the mom vs. mom vibes that are so common today. Using the example of breastfeeding vs. formula-feeding, Renee describes what happens when we approach another mom with our ego instead of empathy. Our society has created an environment where moms feel insecure no matter what they choose for their children. This is the catalyst for a vicious cycle of feeling ashamed, defensive, and judging other moms.How can we break this cycle? Listen and find out!______________________________________To connect with Renee Reina, click HERE.To read Renee's blog post on this topic, click HERE.Follow Renee Reina (@the.mom.room) on TikTok. Follow Renee Reina (@the.mom.room) on Instagram. To visit The Mom Room podcast website, click HERE.

Sheep protection dog vs Sheep dog; Sheep stories; Critical theory vs critical thinking; Cain and Abel; Structures of government; God allows anti-God governments; Saul's folly - went beyond what was right; Tax types; Whiskey Rebellion; Realizing prophesy of being made merchandise; Seek kingdom of God, not Cain; Life without kings; Christ = Anointed = King; Worse than bondage of Egypt; Understand, not abolish; History helps understand present; Understanding yourself; Modern Christian enslavement; Critical thinking missing; Critical Theory is satanic; Why rioting today; Bible reading subject to your interpretation; Only way to understand is with Holy Spirit in you; Seek, persevere, strive first; Only reason for crucifixion was sedition; Egocentrism; Dividing by classes; Social Justice?; Righteousness is key; Churches lacking Christ so answers sought elsewhere; Inconsistency in law enforcement; "Tyranny of capitalism"?; Digging deeper; Shutting down facts; Shadow censoring; Platforms to publishers; No true capitalism in United States; Religious duty; Corporate capitalism; You can live your desired structure right now; BLM Marxists; Antithesis of Christ; Rushing to judgement; We don't have a Christian world!; Pharisee political party; You have no authority over your neighbor; Repressive Tolerance; Blind acceptance of government; Liberation Theology; Consequences of idolatry; Social Justice warrior is the ultimate oppressor; Romans 10:12; Repressive tolerance examples; Loyalty to righteousness; Christ's institution = The Church; Pure Religion; Oppressive structures; Polybius; Systemic breakdown of families; Ex 22:21; Forcing your neighbor to pay for your benefits; Oppressing others is anti-Christ; Getting back to liberty; Strengthening the poor; Kingdom of God is the solution; Christ's structure; James 2:5.

Who's making the history books?; Graduation without understanding; Social Justice critical theory; vs Critical thinking; Pure Religion needs to be understand; Are you easily deceivable?; Are you humble enough to accept challenge?; Critical Theory defined; Liberating human beings from the circumstances that enslave them; Pied piper; Qualifying for Christian persecution; Taking the next step; Critical Thinking defined; Facts (Inconvenient truths) being omitted; Jesus forbade socialism; Government of, for and by the people; Loving thy neighbor; Philosophical approach to culture; Examine ALL the facts for righteousness; Being a minister for Christ; Corban/Qorban/Korban; Not to be that way with you; Egocentrism; Sociocentrism; Church = Kingdom = one form of government operating by faith, hope and charity; Modern Church's anti-Christ practices; Social Justice via a moral path; Socialism available to you right now!; No tyranny in capitalism; Vengeance is the Lord's, not ours; Seek righteousness; Theory of Oppressed/Oppressor division; Black-wanted separation; Christianity is not self-denial; Coping mechanisms; Being thankful for opportunity to give; How does your soul prosper?; 2 Tim 3; Love self, and neighbor equal to self; Culture-driven dysphoria; Covetous practices; Preach whole gospel or a lie by omission; Pious performance of your duty to your father and fellowman; Public religion; Tactics matter; Christ's commanded organization; Bondage of Egypt - you've returned; Repressive tolerance; The "oppressed" want to stop you from speaking; Christianity illustrated; Cursing your children with debt; "Milk" is not enough; Changing oppressors; Avoid changing in appearance only; Bringing light to a dark world; Critical thinking is an individual process; Elders/Ministers have no authority in The Church; Appetites for benefits obtained by force; Ascending from our savage nature; James 2:5; Loving Christ and His Ways; Salvation becoming a reality.

Why does everyone want to play up? Parents brag about their kids playing in advanced levels. Recreational players think to get better they need to play more advanced players. Is it true? Or is it our culture of achievement. Cultural Buzz Words: Drive, Grind, Plug Away, Knock Oneself Out, Play Like a Dog. Brian gives examples of other sports and areas of life where "playing up" doesn't make sense. SHOW NOTES: EPISODE 119 Hint: If you insist on playing up never lose more than 3 matches in a row. Find somebody to beat! Sign Up for Brian's Group Tennis Lessons in Miami

This week we are continuing our rebroadcast of our first two-part mini-series on leadership and navigation and communication. This is part two of that mini-series.This episode featured guest Brittany Hanson, a Talent Acquisition Consultant for UW Credit Union in Madison, Wisconsin. You'll hear about the time Brittany, brought humor to a strategic workplace meeting - let's just say it involved purple post its. The reality is not everyone's most authentic self meshes with their entire office. How do you keep from losing yourself when friction presents itself and to build resilience instead./////EARN SHRM RECERTIFICATION PDCs FOR LISTENINGHonest HR podcast episodes will help you build your competencies while you earn professional development credits (PDCs) toward your SHRM-CP/SHRM-SCP recertification! The Honest HR podcast is only one of SHRM's podcast offerings. And currently, it is the only one approved for recertification PDCs./////This episode is part 2 of a two-part series on leadership and navigation, and communication. The first part of this series is "Entry Level to Next Level: Bouncing Back from Feedback and Failure and Knowing Your Worth feat. Sam Arpino, M.S."/////When you listen to both parts of the series, you are eligible to receive PDCs for your participation. All relevant details, including the Activity IDs, are provided during the podcast recording itself.

This week we are replaying for you our Honest HR season 2 opener. On this episode, Callie and guest Sam Arpino, previously the Talent & Culture Manager of DoSomething.org and currently the Director of People Operations at the Trevor Project, discuss what it means to "develop an authentic professional version of yourself". One that you're proud of while understanding there are parts of your personality that may not set you up for success right when you're starting out. /////EARN SHRM RECERTIFICATION PDCs FOR LISTENINGHonest HR podcast episodes will help you build your competencies while you earn professional development credits (PDCs) toward your SHRM-CP/SHRM-SCP recertification! The Honest HR podcast is only one of SHRM's podcast offerings. And currently, it is the only one approved for recertification PDCs./////This episode is part 1 of a two-part series on leadership and navigation, and communication. The second part of this series is "Authenticity: Exclamation Marks in Email & Egocentrism feat. Brittany Hanson, MBA"/////When you listen to both parts of the series, you are eligible to receive PDCs for your participation. All relevant details, including the Activity IDs, are provided during the podcast recording itself.

Callie and Brittany discuss being your authentic self at work and how it leads to success. You'll want to hear Brittany's examples of using humor and enthusiasm in the workplace. Tune in and hear about what authenticity means for Callie and Brittany and how being authentic in the workplace allows your sincerity to shine through.---EARN SHRM RECERTIFICATION PDCs FOR LISTENINGHonest HR podcast episodes will help you build your competencies while you earn professional development credits (PDCs) toward your SHRM-CP/SHRM-SCP recertification! All you have to do is listen to a full mini-series to earn PDCs! All relevant details, including the Activity IDs, are provided during the podcast recording itself.The Honest HR podcast is only one of SHRM's podcast offerings. And currently, it is the only one approved for recertification PDCs.---This episode is Part 2 of a two-part series. When you listen to both parts of the series you are eligible to receive PDCs for your participation.

Egocentrism is the idea that a person is unable to take another person's perspective. Though baby and toddlers often come to mind first when this idea comes up, egocentrism is present in everyone. On this week's episode, I talk about how egocentrism impacts writing. How does it play out? What should a writer do? How does this connect to broader purposes in writing?

Egocentrism is the idea that a person is unable to take another person's perspective. Though baby and toddlers often come to mind first when this idea comes up, egocentrism is present in everyone. On this week's episode, I talk about how egocentrism impacts writing. How does it play out? What should a writer do? How does this connect to broader purposes in writing?

How To Understand People: Egotism Vs Egocentrism by Will Freemen

In our season finale of Fast Fashion, we catch up with hip hop artist Solo Sam. Solo Sam is a unique MC with an awesome retro vibe, but music wasn't always on his agenda.Solo tells us how he stands out in city full of music, how he came up with the name of his upcoming album "Egocentrism," and gives us a sneak peek of one of his favorite songs.

This episode of A Sound Heart will explore the reality of appropriate worship.  We live in a time when the skewed vision of moral relativism has taken control of the hearts of people.  Egocentrism rules the day.  God has become a remote being for those who worship at the altar of self.  The selfie is an old reality.  There are such instances recorded in the Word of God of individuals who erected monuments to themselves, and their lives met with terrible ruin. The heart that worships God in sincerity and truth is the heart that will receive spiritual healing.

I avsnitt 28 diskuterar vi huruvida egoism är detsamma som egocentrism. Och om egocentrism ens är ett negativt attribut. Hur mycket tid och tanke får och kan man egentligen lägga på sig själv och sin hälsosträvan? Den självbekännande egocentrikern Jonas benar ut begreppen kring självcentrering och självförverkligande och går på vandring i minnenas allé. Podden går också till hårt angrepp på mataffärer som frontar godis värre än Hemmakväll och det mynnar ut i ett rejält dra åt helvete. Dessutom filosoferas det över termogenes och optimala inomhustemperaturer. Mycket kaffe konsumeras. Många tankar vädras. Knausgård kommer på besök. Alla kramas. Coltings Nakna Sanning går på djupet och på höjden. See acast.com/privacy for privacy and opt-out information.

Demsina Babazadeh, candidate for the degree of Bachelor of Science in Clinical Nutrition, gives the student commencement speech for the UC Davis College of Agricultural & Environmental Sciences on June 14, 2015, 2 pm.

The reflection was delivered on Sunday, April 13, 2014, at All Souls Unitarian Church in Tulsa, Oklahoma, by Randy Lewis, Adjunct Minister. SERMON DESCRIPTION George Washington Carver once said, “How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving, and tolerant of the weak and strong. Because someday in your life you will have been all of these.” Let us reflect together and consider how far we have traveled, and, perhaps, how far it is that we still have to go. Join me this Sunday as we explore the theme of Redemption. SUBSCRIBE TO AUDIO PODCAST: VIEW ON YOUTUBE: SUBSCRIBE TO WATCH OTHER VIDEOS: GIVE A DONATION TO HELP US SPREAD THIS LOVE BEYOND BELIEF: LET'S CONNECT: Facebook: Twitter: All Souls Church Website:

cour•age [kur-ij, kuhr-] noun 1.The quality of mind or spirit that enables a person to face difficulty, danger, pain, etc., without fear; bravery. 2. Obsolete. The heart as the source of emotion. From Dictionary.com, a free online dictionary with pronunciation, synonyms and translations!

cour•age [kur-ij, kuhr-] noun 1.The quality of mind or spirit that enables a person to face difficulty, danger, pain, etc., without fear; bravery. 2. Obsolete. The heart as the source of emotion. From Dictionary.com, a free online dictionary with pronunciation, synonyms and translations!