Podcasts about exemplars

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.How can math leaders spark a culture of flexibility, grit, and belief among teachers and students? It starts with a vision, but the true magic happens when that vision comes alive in classrooms every day.In this edWeb podcast, we explore how to move from broad goals to daily reality, with specific strategies for partnering with teachers to build classrooms full of incredible mathematical thinkers—students who relish the opportunity to struggle, persevere, reflect, and explore ideas without fear of being wrong.Danielle Legnard, a former school principal and current college professor turned district math coach, made the bold choice to return to coaching to fuel this cultural shift. Her work is inspiring real change, and she shares the practical moves that are making it happen in this session. A key part of this transformation is helping teachers shift their instincts: to resist rescuing students and instead honor their perseverance, mistakes, and insights.Join us and learn how a belief in effort, exploration, and growth can transform students into powerful, confident mathematicians—one rich task at a time. This edWeb podcast is of interest to K-12 teachers, school leaders, and district leaders.ExemplarsOur performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

United States Army Col. Chul Woo Kim, the command chaplain for U.S. Forces Korea, Combined Forces Command and United Nations Command, speaks on his motivation and what guided him towards the Chaplain Corp. during an interview at USFK Headquarters on Camp Humphreys, South Korea, Sept. 10, 2024. His love for people and his troops has been at the forefront of his leadership since commissioning as an officer in the U.S. Army. (U.S. Air Force video by Senior Airman Chase Sullivan)

Inspire: The Universal Path for Leading Yourself and Others by Adam Galinsky Amazon.com Two kinds of leaders populate the world: those who inspire and those who infuriate. Which will you be? Whether you're a leader, a member of a team, a spouse, or a parent, this engaging and rigorous exploration unpacks the science of inspiration. Through compelling stories, fascinating research, and practical tips for addressing the common dilemmas we face daily, Inspire reveals how all of us, regardless of status or circumstance, can be more inspiring more often. Social psychologist and leadership expert Adam Galinsky has spent three decades building a method for determining when we are inspiring versus infuriating, and where various leaders—presidents, CEOs, coaches, teachers, parents, and a wealth of others—currently land on that spectrum. Galinsky shows how inspiring leaders can fill us with a wellspring of hope and possibility as they guide us to become better versions of ourselves. In contrast, infuriating leaders disappoint and annoy, fueling seething cauldrons of rage. But both types of leaders are deeply connected—together, they represent a universal continuum that is rooted in the very architecture of the human brain. This means that inspiring leaders aren't born—instead, we can inspire or infuriate in any given moment through our behavior, words, or presence. In this captivating book, Galinsky identifies the three universal archetypes of truly great leaders and explains how each of us can develop these characteristics within ourselves to become more inspiring: Visionaries offer a big-picture, optimistic, and engaging vision of the future; Exemplars are courageous and calm protectors who authentically express their passion while remaining consistent in word and deed; Mentors encourage, empower, and elevate others while challenging them to reach their potential. Inspire is an essential guide to becoming not only a better leader but also an effective decision-maker, a dynamic problem-solver, a value-creating negotiator, and an inclusive innovator. About the author Adam Galinsky is one of the world's foremost scholars in the fields of management and social psychology. He was recently selected as one of the World's 50 Best B-School Professors. He is currently the Vikram S. Pandit Professor of Business and Chair of the Management Division at the Columbia Business School at Columbia University. He has published more than 190 scientific papers about a diverse range of topics: leadership, power, negotiations, decision-making, diversity, and ethics. Frequently cited in the media, his research and insights have appeared in The Economist, The New York Times, The New Yorker, National Public Radio, and Wall Street Journal, among others. In 2006 he was the sole expert witness in a defamation trial, in which the plaintiff that he represented was awarded $37 million in damages. He is the Associate Producer on two award-winning documentaries, Horns and Halos (2003) and Battle for Brooklyn (2011), both of which were short-listed (final 15) for Best Documentary at the Academy Awards.

This edWeb podcast is sponsored by Exemplars.You can access the webinar recording here.Technology is rapidly impacting all aspects of our lives. As educators, how does the arrival of Artificial Intelligence (AI) impact how we should be spending our time with our students? With the technology to solve any math problem quickly and accurately at our fingertips, should we spend large amounts of our time in the math classroom preparing students to compete with it to complete the same calculations?Or is there another way we could go?Of course, students need to understand how and when to apply the algorithms and formulas of mathematics. Time must be spent building a conceptual understanding of these important concepts, but what happens if we also spend time helping our students investigate and discover just how powerful the tools of mathematics can be in their own lives? What happens to students when they practice utilizing the rapidly advancing technology as a tool to help them solve challenging tasks based on real-world concepts?Would our students' engagement increase? Would learning outcomes improve if students discovered the power and flexibility of mathematics for themselves? Spend an incredible hour with Conrad Wolfram, author of The Math(s) Fix, as we unpack what the most valuable way to spend our classroom time might be in the age of AI.This edWeb podcast is of interest to K-12 teachers, school leaders, district leaders, and education technology leaders.ExemplarsOur performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this enlightening episode of New Teacher Talk, Dr. Monica Boehle, NBCT, provides invaluable strategies for early career teachers on how to effectively prepare for and conduct progress conferences with students and their caregivers. The conversation centers around the significance of gathering student reflections, showcasing grade-level work exemplars, maintaining focused discussions, meticulous note-taking, and following up on action items post-conference. Key Takeaways: Gathering Student Reflections: Importance of collecting insights from students about their learning journey. Exemplars of Grade-Level Work: Utilizing student work samples to illustrate expected standards and achievement. Focusing the Conversation: Strategies to keep discussions centered on student progress and goals. Note-Taking: The value of documenting key points during the conference for future reference and follow-up. Action Steps: Follow through on identified next steps to support student learning and development. Resources: Student to Grown Up Letter: A tool for facilitating student reflections and fostering their voice in the conference process. Student Conference Agenda Sheet: An effective resource for organizing notes and ensuring comprehensive discussions during conferences. Goals: The primary objective is to establish strong collaborative partnerships with caregivers that enhance student learning by recognizing individual progress, strengths, and areas for improvement. Keywords: Progress Conferences, Student Reflections, Exemplars, Note-Taking, Action Steps, Collaborative Partnerships, Early Career Teachers, Student Voice, Teaching Strategies.

We finish off the big return of the Exemplars, and then we have an issue without the regular team in it, which brings the Triune Understanding back to the forefront of the plot!

Cindy Wigglesworth, trailblazer in the field of spiritual intelligence, has created an assessment tool that identifies our spiritual strengths and weaknesses—qualities that fall outside the traditional IQ or emotional intelligence (EQ) parameters—in order to provide a guide for determining which skills we as individuals need to develop in order to show up in the world as love in action. Early on, Cindy recognized the profound benefits that both spiritual practice and EQ assessments had in her leadership development work, wishing only there was a map similar to what EQ offers but going one step higher, to lead people in the realm of spiritual development. So she created a multidimensional self-assessment tool to do just that, wrote the book SQ21: The 21 Skills of Spiritual Intelligence, and founded the global leadership development network Deep Change. Cindy's dedication, brilliant intellect, integral understanding, and the effects of a lifetime of spiritual motivation and practice are abundantly evident in this warmly personal, articulate, and inspiring conversation about spirituality and how we can come to embody the values we aspire to. It's easy to love people in the abstract, Cindy points out, but how we actually behave is what's critical. What would love see? she asks, when talking about the practice of reframing. As co-host John Dupuy said, this conversation is like “an infusion of spiritual vitamins.” It's also very timely—Cindy reflects that spiritual intelligence skills and learning how to sustain faith are more important than ever in these times of polarization and crisis. Recorded July 18, 2024.(For Apple Podcast users, click here to view the complete show notes on the episode page.)Topics & Time StampsIntroducing Cindy Wigglesworth, world authority on spirituality, creator of the SQ21 assessment that measures spiritual intelligence (01:25)How did Cindy come to focus on the field of spiritual intelligence? (04:18)Cindy's existential quest began with moving to India at the age of six (05:59)Leadership development skills benefit directly from spiritual practice (10:08)Discovering Goleman & Boyatzis' work on emotional intelligence (EQ)—where was the equivalent on spiritual intelligence? (11:58)Defining the terms spirituality and spiritual intelligence (15:21)Spiritual intelligence = love in action (18:21)State experiences are not sufficient for showing up as love in the world (20:35)Exemplars of spiritual intelligence and the quality of equanimity (21:53)The road to a pluralistic understanding of Christianity (24:49)Inheriting both strengths & weaknesses of her parents (29:40)Cindy's SQ model emulates the EQ model with 4 quadrants (31:05)How Cindy developed the 21 skills and survey for her SQ assessment (32:56)A positive age correlation for skills, which grow over time, is essential (36:00)What strikes Cindy having given this test to so many? The 3 levels of value (37:06)The SQ test can uncover weak foundations under skills people thought they had down (39:59)How has Cindy's understanding of spirituality changed during this process? (41:26) Spiral Dynamics' stages of development: we are all playing chords of a melody of colors (42:43)SQ...

Steve dives even deeper into the 2025 NBA Draft Class by finding players with exemplary production and makes a case for why they should be on your radar for the 2025 NBA Draft. Exemplars covered are: Gabe Dynes of Youngstown State, Gabe Dorsey of William & Mary, Kezza Giffa at High Point, Elijah Hawkins from Minnesota, PJ Haggerty of Memphis, Jalen Blackmon at the U, and Andersson Garcia of Texas A&M.

This week we see the matters between Wonder Man and the Vision come to the head and then the first part of a follow up to the crossover called The Eighth Day, which introduced the Exemplars!  Don't worry if you don't remember it...it wasn't an Avengers crossover and no one really remembers it.  

Today's globalized society faces some of humanity's most unprecedented social and environmental challenges. Presenting new and insightful approaches to a range of these challenges, Beacons of Dharma: Spiritual Exemplars for the Modern Age (Lexington, 2019) draws upon individual cases of exemplary leadership from the world's Dharma traditions—Hinduism, Sikhism, Jainism, and Buddhism. Taking on difficult contemporary issues such as climate change, racial and gender inequality, industrial agriculture and animal rights, fair access to healthcare and education, and other such pressing concerns, Beacons of Dharma offers a promising and much needed contribution to our global remedial discussions. Seeking to help solve and alleviate such social and environmental issues, each of the chapters in the volume invites contemplation, inspires action, and offers a freshly invigorating source of hope. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Today's globalized society faces some of humanity's most unprecedented social and environmental challenges. Presenting new and insightful approaches to a range of these challenges, Beacons of Dharma: Spiritual Exemplars for the Modern Age (Lexington, 2019) draws upon individual cases of exemplary leadership from the world's Dharma traditions—Hinduism, Sikhism, Jainism, and Buddhism. Taking on difficult contemporary issues such as climate change, racial and gender inequality, industrial agriculture and animal rights, fair access to healthcare and education, and other such pressing concerns, Beacons of Dharma offers a promising and much needed contribution to our global remedial discussions. Seeking to help solve and alleviate such social and environmental issues, each of the chapters in the volume invites contemplation, inspires action, and offers a freshly invigorating source of hope. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/buddhist-studies

Today's globalized society faces some of humanity's most unprecedented social and environmental challenges. Presenting new and insightful approaches to a range of these challenges, Beacons of Dharma: Spiritual Exemplars for the Modern Age (Lexington, 2019) draws upon individual cases of exemplary leadership from the world's Dharma traditions—Hinduism, Sikhism, Jainism, and Buddhism. Taking on difficult contemporary issues such as climate change, racial and gender inequality, industrial agriculture and animal rights, fair access to healthcare and education, and other such pressing concerns, Beacons of Dharma offers a promising and much needed contribution to our global remedial discussions. Seeking to help solve and alleviate such social and environmental issues, each of the chapters in the volume invites contemplation, inspires action, and offers a freshly invigorating source of hope. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/south-asian-studies

Today's globalized society faces some of humanity's most unprecedented social and environmental challenges. Presenting new and insightful approaches to a range of these challenges, Beacons of Dharma: Spiritual Exemplars for the Modern Age (Lexington, 2019) draws upon individual cases of exemplary leadership from the world's Dharma traditions—Hinduism, Sikhism, Jainism, and Buddhism. Taking on difficult contemporary issues such as climate change, racial and gender inequality, industrial agriculture and animal rights, fair access to healthcare and education, and other such pressing concerns, Beacons of Dharma offers a promising and much needed contribution to our global remedial discussions. Seeking to help solve and alleviate such social and environmental issues, each of the chapters in the volume invites contemplation, inspires action, and offers a freshly invigorating source of hope. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/indian-religions

Today's globalized society faces some of humanity's most unprecedented social and environmental challenges. Presenting new and insightful approaches to a range of these challenges, Beacons of Dharma: Spiritual Exemplars for the Modern Age (Lexington, 2019) draws upon individual cases of exemplary leadership from the world's Dharma traditions—Hinduism, Sikhism, Jainism, and Buddhism. Taking on difficult contemporary issues such as climate change, racial and gender inequality, industrial agriculture and animal rights, fair access to healthcare and education, and other such pressing concerns, Beacons of Dharma offers a promising and much needed contribution to our global remedial discussions. Seeking to help solve and alleviate such social and environmental issues, each of the chapters in the volume invites contemplation, inspires action, and offers a freshly invigorating source of hope. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/religion

Imitate worthy exemplars.-I. WHO ARE WORTHY EXEMPLARS---II. IMITATE THE ATTRIBUTES OF PAUL, SILVANUS, AND TIMOTHY

Imitate worthy exemplars.I. WHO ARE WORTHY EXEMPLARS?II. IMITATE THE ATTRIBUTES OF PAUL, SILVANUS, AND TIMOTHY

In this episode of the Just Schools Podcast, Jon Eckert engages with Ted Cockle, a colleague and educator at Baylor University. Cockle shares insights from his experiences and philosophies on what it means to be human and how to foster meaningful education. The discussion also covers the importance of relationships in student success, emphasizing that students flourish when they have supportive relationships with non-parent adults who engage in meaningful conversations about purpose and transcendence. Additionally, the conversation explores practical classroom strategies, such as creating engaging and participatory environments, and the importance of viewing knowledge as a gift to be shared. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Connect with us: Baylor MA in School Leadership Jon Eckert: @eckertjon Center for School Leadership at Baylor University: @baylorcsl     Transcription: Jon Eckert: Hey, we're here today with Ted Cockle, a good friend and colleague who gets to teach in the leadership minor at Baylor University with me, has a great background. So Ted, thanks for being with us today. Ted Cockle: Yeah, excited to be here. Thanks so much. Jon Eckert: And could you just give us a quick 30,000 foot view of how you ended up in the office right next to mine at Baylor University teaching all different majors, leadership principles. Ted Cockle: Yeah, it's pretty wild. I usually go back to, I've always wanted to be a doctor. When I was a kid, I wanted to be a doctor. I love figuring out how stuff works and what's more complicated than the human body? And it took me a little while, but then I realized that wasn't it. I needed more complicated systems. There were more other systems to look into. I was a systems guy. I wanted to figure out all those things. Ultimately led me to start climbing the philosophical ladder. And that got me up to the most complicated and most enduring questions of what does it mean to be human and what does it mean to flourish? And so I am a doctor, as my boys remind me, not the kind that can help people. Jon Eckert: That's right. Ted Cockle: But a doctor nonetheless, helping us think through what does it mean to be human? What does it mean to flourish? I think those are inherently leadership questions and ones that I help my students explore. Jon Eckert: So I'm so grateful that you're here. We both had the experience of being at Wheaton College, me a few years before you, but that formational liberal arts education that we got there plays out in the work that we get to do with kids today. And most of our audience that listens to just schools or K-twelve educators. So what do you see as some of the key themes that you think really matter for educators to keep in mind as they deal with the practical realities of the classroom that we exist in today? Ted Cockle: Yeah, absolutely. And I think that liberal arts education really formed me. So going to Wheaton and then even the program that I did here helped really think through pulling on a number of different disciplines. And I think that's plays out in the classroom, helping students make connections, for me, that's my goal. So there's so many different specialties and so many different areas on campus in a college university setting, lots of different silos and things. I view my goal as creating a space for them to pull those threads together. So you're asking about practical implications. I just read something the other day that it was something to the effect of, I used to walk into the classroom and say, "All right, students, quiet down, quiet down. It's time for..." But now this educator was talking about how he walks into the classroom and he says, "All right, put your phones away. Let's talk." It's silent. The classroom's silent when you walk in. And I find that is often the biggest challenge that I face in the classroom is how do you get students engaged? How do you get them to think? And that's why I love thinking about those things that pull the threads together because there's an immediate need. And I love seeing that moment when laptops get folded down, iPads get turned over or turned off. Phones get put back in pockets because students' eyes are now, wait, that's a question I've been asking. So how do I start with where the student is at to help engage them with a question that they've been perhaps wrestling with but didn't know and they're like, wait, wait, wait. Yeah, no. I don't know the answer to that. I don't always get it. I definitely don't always get it. But you know it when you see it. And those are those moments that are so life-giving as an instructor. Jon Eckert: Yeah. Early childhood teacher shared this quote I share it all the time. No profession can compete with the spark between souls that occurs between teachers and students. So those sparks are what keep you coming back. Ted Cockle: That's right. Jon Eckert: What I think, I always am very clear to our K through 12 sisters and brothers that our work is way easier than theirs is. These are students that made it all the way through high school, got admitted into Baylor, chose to be in our class and are paying tuition to be there. And so when I'm complaining about the challenges of engaging students, I realize that that really sometimes falls on deaf ears in a K through 12 world where they're dealing with so many of these issues with students that aren't as formed as ours are. They haven't been able to manage some of the impulses that they have. So I'm curious if there are a couple of mindset shifts that you think are important for us to think about what it really means, because I love where you started. What does it mean to be human as an educator? That's our job is to help students think about this. So what are a couple key things that you do or you think about, the ways you think about things that help you do the things that make it meaningful for kids? Ted Cockle: Just on your point about K-12 instructors, that's honestly where I go for most of my practical advice is my brother-in-law, who's a high school English teacher, visiting his class transformed the way that I teach in the classroom, even down to a recent text exchange we had last week where he suggested doing a speed dating or speed friending idea, talking through ideas and working through things. So I implemented that and it worked great. Great conversation. So thankful for him. Shout out to Jake Krogh there on the podcast. Jon Eckert: Another Wheaton grad. There we go. Ted Cockle: Another Wheaton grad indeed. So yeah, practical shifts there. I think this can be philosophical, but it then leads into a practical implication. What is actually happening in the classroom space? How are we actually fundamentally pursuing knowledge? If knowledge, this comes from a great book that I'm super thankful for called Intellectual Appetite. What is the pursuit of knowledge? It's an appetite. We are pursuing, learning about the nature of reality. But there's two ways that we can do that. There's an ordered way of pursuing knowledge and then a disordered way of pursuing knowledge. An ordered way of pursuing knowledge recognizes that knowledge is a gift that comes from above, comes from the Lord, and we are seeking to understand and better understand his world, how he's created us, what's going on and how we make order out of chaos in this world. A disordered way of pursuing knowledge sees it as something to be hoarded, something to be garnered for myself, for my own purposes so that I can effectively be God. I'm controlling it, I'm grasping it, I'm squeezing. It's mine and my own. And then I set up barriers as to who can have access to it. That has massive implications. And that's how I start every single one of my classes the beginning of fall, what kind of classroom are we going to have here? What kind of classroom do we want to be? How do we want to be known as a class? Do we want to be hoarders of knowledge or are we wanting to be pursuing knowledge as stewards who are recognizing this is knowledge that's been passed on to us from someone else, and then we are seeking to steward it until we can pass it on to someone else. That then creates this multiplicative chain of knowledge. Me passing on knowledge does not diminish my knowledge, but enhances and expands our overall understanding of what knowledge is. Practically in the classroom this means we're going to ask hard questions. We're running towards challenging questions. We're never shying away from them. And I want students to know that, particularly in this age where I think students at times are fearful to speak up. The reason why the one-on-one interactions or group discussions work so well is because they feel a little bit safer. They're nervous in a big group setting to articulate an idea that might be controversial, but it's amazing what we can get to. By the end of the semester they'll start saying things like, Oh, this is a studious space, which is the language that this author uses for the ordered pursuit of knowledge. Studious space, is this right? Can I understand this? Am I understanding this correctly? Or Dr. Cockle, can you explain that to me for the sixth, seventh, eighth, ninth time, I still don't get it. And being willing to see them as whole persons pursuing an ordered vision of knowledge, an ordered pursuit of knowledge. So those are just some of the practical ways that I see that. That's how I handle it in the classroom, start that way. And then I remind them of that language throughout the semester. I think that's been pretty helpful. Jon Eckert: Love that, because you and I both get to teach the capstone leadership class. And so we have about 15 to 20 people in that class, they are not huge classes, but trying to get the discussion going is challenging in an ordered way. And so, one of the things I did, and we've talked about this, I did this semester because I felt I needed to do it, was we printed out all the readings for the semester. There's about 25 different authors they read. It's about a 650-page course pack. We put it in a binder and we gave it to them at the beginning of the semester and said, Hey, for this class, all you will need is the text, a pen, paper, and each other. Because we wanted the focus to be on these hard questions, these deep meaningful questions, some of which they've never wrestled with because I find one of the things that a lot of students have not done when they get to me when they're 21, 22, they haven't engaged deeply on these things because they're hard, and they haven't developed the cognitive endurance and Oh, I can just google that, or I can use AI. Well, AI is just consensus. It's not wisdom. How do we get to wisdom? And that's what we need humans for because we are made in the image of God and we can point each other toward those things. And in that relationship, there's that depth. So one of the things I love about you in your classes is you don't shy away from the hard questions, but then you also have this life-on-life perspective. I know you've been meeting with one of a great student who's a junior here at Baylor. You've been meeting with him I think every week since freshman year in a mentoring role. So talk about how you live life with students, which I think as a huge blessing as a college professor that we get to do this. But talk a little bit about how you do that outside the classroom as well. Ted Cockle: Yeah, it starts in the classroom. In the classroom, but before class, I think a lot of times we can, even us professors are focused on ourselves. We're nervous before a lecture. Yes, we get nervous still before lectures, before discussions. Is this going to go well? Is this going to be a good one? Did I prepare enough? Did I read this? Do I understand this enough before the students? And so we can be introspective, we can be using that time. We're in the classroom maybe five, 10 minutes before to shuffle around. But I've really tried to make a commitment that I'm in the classroom no later than five minutes before class and hopefully 10 minutes before, and that's time where all my files are already set up. I'm ready to go and I can focus on students. So I come in, how's it going? I know their names. I'm asking them, how was your weekend? What did you do? What made it great? What made it challenging? Or if a student is clearly in a state of a disarray or perhaps a little flustered or, "Oh, I'm only on four hours of sleep." "Oh, why?" So seeing them as humans outside of our classroom is the place it has to start. They're not just minds on sticks that come in, receive knowledge and then depart, but they're well-rounded students and whole persons. That's part of what it is to be a whole person, is that we're not just our minds, but we are everything else that's happening in our life. Jon Eckert: Which makes teaching a lot more interesting. Ted Cockle: It really does. It helps with illustrations too, because I've had a conversation with so-and-so, now I can bring this point home by illustrating something in an abstract sense in a way that doesn't reveal what's going on in their life, but can help speak directly to what's going on. Much like a sermon being given to a particular congregation at a particular moment. I think lectures in classrooms, discussions in classrooms are learning experiences that are given to a particular group at a particular time for a particular reason. And that's why AI can't be a professor. That's why AI can't be teachers. The teaching occupation, teaching profession is unique and it requires humans interacting with other humans in humanly ways. So now I've lost the thread of your question, but, no mentorship, life on life. So then those often lead to follow-up conversations. Students will pop in always asking the follow-up conversation, how's it going? What's going on? What are your thoughts on the class even? Giving them opportunities to evaluate and push back. Some of my classes, I require time for them to come into office hours to get to know them. I know you do that as well. I've got a teaching vocation class this semester. We're dealing with some pretty big issues about what it means to be human and what it means to flourish. Go figure. And I want them to come in and we're going to talk about it. So I've had a couple of those meetings and I've got a couple more coming up in the next couple of weeks. I can't begin to tell you how fun it is to dive deep into those conversations in a one-on-one setting would make it easy. There's hospitality involved. I've got tea and coffee and hot chocolate, whatever they're wanting to drink, maybe some cookies or something. And we're having a conversation. It's not about a grade, it's about the ideas. So I think that's a huge part of it, and my topic lends itself to that. But other topics can as well, whether you're a math teacher, a physics teacher, or whatever. Jon Eckert: Well, because we are humans, so one of the things that we've been able to do over the last 15 years is have students into our home. And Jake, you're a brother-in-law and students for years at Wheaton and now at Baylor where they come in Sunday for lunch and they see our family and whatever status it's in. And we have plenty of food. I'm cooking, so it's one of six meals, but there's always plenty. And our kids that have grown, we now have a 2018 and 15-year-old. They've had college students that are a few steps ahead of them in our home for 15 years. And so it's not just, I think sometimes students think that teachers are just doing things for them, but we get great benefit from the relationships we have with students. So Tavis, the student that you meet with, he is a huge blessing. I had him in our leadership capstone class. And so it's not just a one-way relationship where we're pouring into a student and we get nothing back. It's this reciprocal learning that we know our content, but seeing it through their eyes and the way they apply it to their context enriches the understanding. And that's why in my classroom where I said, all you need is the text in each other and this, you don't need devices in here. It wasn't a, we're not going to have in a punitive way. You have this rich humanity right here that'll allow you to understand these texts and these big ideas better if we're focused in that way. So again- Ted Cockle: That's brilliant- Jon Eckert: ... I always say we have the best jobs in the world. Ted Cockle: Oh yeah. Jon Eckert: Because this is amazing. We get to tackle these questions. This is our job to tackle these questions. Ted Cockle: And the joy after years, Tavis is a junior, he's still a student, and I had him as a student, but now I view him almost more as a friend than anything. That's the primary identity that he's grown into. And we swap stories about fun movies that we've been watching, and then we'll talk about vocation and calling and meaning and purpose. And I'll share about things that I'm thinking about. He's sharing things he's... It's friendship. It was founded on intellectual friendship and community that then leads to full on. Jon Eckert: One of the things I wanted you to spend a little bit of time talking about, because you've worked on this instrument for K through 12 schools looking at faith formation in schools. So talk a little bit about the way you think about that. I think a little bit differently than a lot of the formation tools that are out there. We have, it's very difficult to observe what's happening internally in someone. Ted Cockle: That's right. Jon Eckert: So faith formation is challenging. So talk a little bit about how you think about that with K through 12 and even in college students, because I know you do a lot of thinking about this. Ted Cockle: Yeah. I'll start in saying you can't map the Holy Spirit. A friend of mine- Jon Eckert: Good caveat. Ted Cockle: Yes, a friend of mine is, he's a mechanical engineering guy, and he's telling me these stories about integrating faith with learning. And his primary one is that after decades and decades in technology and all these things, we still can't map the wind. And he goes, "I think that's the perfect image right there," because the spirit is like the wind. We cannot map it, we can't trace it. We can draw close to it. We get closer to the root, but we can't map it. We don't know where the wind is going to go. And I love that image. And yet I think we can get closer and closer to the root. What I mean by that is we often, when looking at faith, we start particularly in the K-12 spaces, we start with exemplars. We have models of what we'd like our graduates to be like, graduate profiles. They're this. They've got this virtue and that virtue, and they're exemplifying faith. They're reading their Bible every day. And these are wonderful visions of things to aim for. And we should hold up exemplars. Exemplars inspire us to be like them. So I love that. But it can't stop there, because oftentimes those exemplars are known for either their belief or their behavior. And we're seeing faith evaluated on the base of their cognitive ascension to particular doctrines, important, or their ability to produce particular fruits, particular behaviors, particular practices of the Christian faith. Also very important. But the reality is our beliefs in our head, our behaviors in our hand, they come from somewhere. There's something closer to the root. A good tree bears good fruit. It's not that the fruit makes the tree good. In scripture the tree is always the source of the fruit. The good tree bears the good fruit. So we need to be careful of the direction here because our behaviors could be, as one scholar writes, Paul Tripp, he writes, we could staple fruit to a tree, but stapling a plump apple to a dead tree does not make that tree come alive. So what if the faith practices that we're upholding is exemplary or measuring as an indicator of faith are actually just being fruit stapled, the right thing, but for the wrong reason. What happens? We've missed it then. Or what if they have the right knowledge, but again, for the wrong reason, maybe they have a disordered pursuit of knowledge and it's hoarding it and it's saying, look how amazing I am. I know all these theological truths, or look how amazing I am. I serve all these different things, but they're missing the key posture that's there. And so, one of the things I've been thinking about, and one of the things that we've been trying to wrestle with and think through is could we measure something that's a little bit closer to the root, so to speak, closer to the trunk of the tree that's bearing good fruit? And I think the answer there is the heart. How can we measure the affections of a student? Now that's hard to do. It's a latent reality. Again, we're not mapping the spirit. You can't do that. But I think we can begin to get a semblance of understanding a student's posture. And we can do this in college. We can do this in K-12 settings. And we've done it by trying to ask how are they identifying? A lot of the psychological research is using matters of salience, things that are front of mind. If it's front of mind, it's part of the way that you're seeing yourself. It's part of the way that you're identifying yourself. It's part of the narrative identity that you are taking on as you begin to develop your sense of who you are. So if faith and identifying with the Christian narrative is close to their mind and salient, then it's often going to be close to their heart. Those things that are close to our heart are usually the things that we talk about most. They are indicators of deeper senses of desire that are the source of motivation. So when we're talking about faith formation in a school setting, I think we need to be careful not to just focus on belief, not to just focus on behavior and not just to focus on the heart, but how can the three of those work together in tandem to know the good, to love the good, and to do the good. Knowledge, the head, love, the heart, do, the hands. Jon Eckert: Love that. Love that. Well, we're going to move into what's front of mind for you now- Ted Cockle: Sure. Sure. Jon Eckert: ... which is our lightning round. So we generally ask for word, phrase, or sentence about a question that I will ask at random, which you've not been prepared for. So we'll start with this one. What's your favorite book you've read in the last year? I know you're always reading, but what's your favorite book that it just pops to mind? What's front of mind? Ted Cockle: Front of mind is probably the book Character Gap by Christian Miller. He talks about this idea that perhaps we're not as good as we think we are, and perhaps we're not as bad as we could be. We often live more often. We often live more often. Good. That's clear. We often live somewhere in that character gap, as he calls it. So what do we do? Jon Eckert: What's his background? Is he a- Ted Cockle: He's a psychologist at Wake Forest. Jon Eckert: All right, all right. Hey, that- Ted Cockle: Yeah. Great Christian guy. Jon Eckert: ... sounds fascinating. Sounds fascinating. All right. Worst piece of advice you've ever received as an educator or a scholar? Ted Cockle: Let's see. Jon Eckert: Or as a dad or as a husband, you can go anywhere with this. Ted Cockle: Worst piece of advice in the academic setting I think is probably just survive. Jon Eckert: Okay. That's bleak. Ted Cockle: It's a little bleak. It's like, well, it's going to be so hard and you're going to do all these things. And rather than being proactive and thinking about what might lead to flourishing. Jon Eckert: That's good. Best piece of advice you've ever either given or received. Ted Cockle: Yeah. Rest in Christ. Jon Eckert: Good reminder. That's a lot better than survive. Ted Cockle: Yes, indeed it is. And I think it comes back to what I was talking about earlier where a lot of times we're focused in on ourself, but when we're resting in Christ, we are free from the preoccupation of the self. So the advice is a reminder for me always. And it's one that I'm constantly reminding myself to look up for my own naval gazing and see who needs the good works that the Lord's prepared for me. Jon Eckert: So we get to work with 18 to 22 year olds in general, what makes you most concerned about our students that are 18 to 22? Ted Cockle: We taught on ethics today. I asked the question, how do you know what's good? Crickets. How do you know and begin to evaluate what's good? They didn't have any answers. When I put them into small groups, still didn't have any answers. When I drummed up, I don't know if that's a proper term, but when I started asking, dredging for answers, it was things like the law, what people tell you, what you feel. Jon Eckert: That's what happens when you're in an unmoored society that's lost touch with what truth is, and especially truth in love. And it's very hard to exist in any kind of way because you live in this individualized relativistic, what's right for me may not be right for you. And so if that's the heuristic, you're in trouble. What makes you most optimistic? Ted Cockle: Oh, the fact that there are good people having good conversations with students. I think the number one thing that continues to be a determining factor of a student succeeding and flourishing in life, in college, is whether or not they have a relationship with somebody who's not their parent. And when in that relationship, they have conversations about meaning and purpose when they talk about transcendent things, this continues to be the number one indicator of a student flourishing, working towards success. All the numbers, students are often finding this in church settings. They're finding this in teachers, they're finding this in coaches. So the fact that there are people pouring into students all around the world, that gives me hope. Jon Eckert: Yeah, the number two factor, according to Gallup in K through 12 education that indicates student engagement is I have an adult who makes me excited about the future. And that's it. It's those questions because we all have them. Ted Cockle: Totally. And I think sometimes we think it's more complicated than that. We want a new intervention, we want a new idea. We want the silver bullet. But you know what? It's showing up day after day and having a conversation, just saying, how are you doing today? And if the opportunity arises, sometimes it does. Students having a tough day, you can ask that next question. And then the next one and the next one. Probably then you're going to start talking about things of meaning and purpose. Jon Eckert: And it's not always convenient at the time that works best for you. In fact, it almost never is. Ted Cockle: Often not indeed. Jon Eckert: But thank you for taking the time to show up and talk today. Appreciated the conversation. Appreciate all you do, Ted. Ted Cockle: Yeah, it's my joy. Thank you so much for having me.    

Paint Perspective Podcast episode 52, where we explain making a CUSTOM Space Marines chapter!The Space Marines chapter created in this episode wouldn't be possible without our new Signature Series Spray Primer from Colour Forge, which you can get your hands on via Kickstart starting from May 31st! Sign up at this link to be notified of the launch!https://www.kickstarter.com/projects/thecolourforge/signature-series-0And learn more about Colour Forge below:https://thecolourforge.com/https://www.instagram.com/thecolourforge/Referenced in this ep:Paint your army FASTER (and better) https://youtu.be/u7Pl63fAq9APATREON ➡️ https://shorturl.at/tCIKU ONYX PAINTING LAMP ➡️ https://shorturl.at/ryBEGCOMMISSIONS ➡️ https://shorturl.at/xBKW8LISTEN ON THE GO ➡️ https://pod.link/1690786293DISCORD ➡️ https://shorturl.at/bwM68EVERYTHING AIRBRUSH ➡️ https://shorturl.at/bdX07Everyone loves Space Marines, but codex chapters can be a little bit limiting. In this episode of Paint Perspective, we discuss how you can create your own custom chapter of Space Marines, that are fast and easy to paint, look fantastic, and suit your own personal style. James shows us his 'Exemplars of Siege' which is his own home-brew chapter, and shares the exact methods he used to create them, so you can too!Also in this episode, we respond to our listeners comments about the confusing names from Vallejo, answer our question of the week about finding motivation to finish projects, and of course share our parting hobby hack! MAIN TOPIC around 30 minsColour Forge collab info around 0:00:00 Trailer0:00:30 The BEST board game 0:02:08 Meet us at UKGE! 0:03:25 1 year of Paint Perspective0:04:47 Joe's new army0:10:07 George finished a model! 0:12:28 Competition results 0:15:11 We got roasted0:19:07 Vallejo paint names 0:23:36 Vagueness in Warhammer 0:30:06 Making a CUSTOM Space Marines Chapter0:35:23 1: Colour scheme (Colour Forge info) 0:36:53 Colour Forge Signature Series reveal0:44:07 How to test colours fast 0:49:39 2: Lore & narrative   0:55:44 3: Basing0:58:27 4: Applying it to the army 1:04:53 TLDR Summary 1:06:47 The hardest part 1:10:51 How to find motivation?1:16:25 Custom Transfers hack1:19:19 Support the show!Join in with our upcoming monthly painting challenges:May - #AdeptusMaycanicus (Ad Mech)June - #JunestealerCults (Genestealer Cults)July - #Julegion (Horus Heresy) August - #SolarAugzillia (Humans)September - #TauSeptEmber (Tau)October - #Orktober (Orks)November - #Nidvember (Tyranids)December - #Sanguinala (Anything red / holiday themed)Support the Show.Paint Perspective is a miniature painting podcast brought to you by Siege Studios, featuring James Otero (Siege founder & CEO), Joe Hart (Siege Ops Manager) and George Coleman (Siege Content Creator & Commission Painter). Each week, our three co-hosts discuss a new topic from the point of view of people who work in the miniature painting industry.Follow us: @siegestudios / @paintperspectivepodcastWatch on YouTube: https://www.youtube.com/@SiegeStudios/podcasts

https://docs.google.com/document/d/17z3i5VlRzEn2tYPfb-Cx0LYpdKkbL-6svIzp7ZQOvX8 Resume Update Tips I use Kagi.com pro $300 / year but you get access to much more Search+AI but not plugins like ChatGPT so if you MUST have ChatGPT plugins you will need OpenAI Premium account but if you don't I high recommend Kagi.com Pro account with access to Assistant Beta !!! Land a Job using ChatGPT: The Definitive Guide! https://youtu.be/pmnY5V16GSE?t=192 Extensive Resume Notes https://drive.google.com/file/d/1zeYIG7tTE0BUqbRM7-hpk3VdTRc35ZkL/view?usp=sharing Ripped cybersn https://rmccurdy.com/.scripts/downloaded/knowmore.cybersn.com_20220811.txt Perfect ChatGPT Prompt https://www.youtube.com/watch?v=jC4v5AS4RIM Summary There is a formula consisting of 6 building blocks that can help generate high quality outputs from ChatGPT and Google Bard: task, context, exemplars, persona, format, and tone. The order of importance for the building blocks is task first, then context, with the others being optional but helpful. The task should clearly articulate the end goal using an action verb like "generate" or "analyze". Context provides relevant background information to constrain possibilities. Exemplars like examples or frameworks included in the prompt can improve output quality. The persona allows specifying who ChatGPT should be, like a job recruiter. The format specifies how the output should be structured, like an email or bullet points. Tone provides keywords to set the feeling, like "friendly" or "serious". Example You are a senior product marketing manager at Apple and you have just unveiled the latest Apple product in collaboration with Tesla, the Apple Car, and received 12,000 pre-orders, which is 200% higher than target. Write an email to your boss, Tim Cookie, sharing this positive news. The email should include a tl;dr (too long, didn't read) section, project background (why this product came into existence), business results section (quantifiable business metrics), and end with a section thanking the product and engineering teams. Use clear and concise language and write in a confident yet friendly tone. Example 2 ( mine ) I want you to act as a cyber security specialist for a leading consumer products company and you want to relay the importance of people understanding their data and have some idea what they want to do with it before we spend hours for the onboarding effort. Write an email to your boss, Joey , sharing this critical component of the SIEM. The email should include a tl;dr (too long, didn't read) section, example of how the team can spend many cycles onboarding data only to find the requester has no idea what they want to do with the data or it does not satisfy their use case. Use clear and concise language and write in a confident yet friendly tone. Response Subject: Streamlining SIEM Onboarding with Clear Data Objectives Hi Joey, I hope this email finds you well. I wanted to touch base on a critical aspect of our Security Information and Event Management (SIEM) process that could significantly enhance our efficiency. TL;DR: We need to ensure that stakeholders understand their data and have clear objectives before we initiate the SIEM onboarding process. This will prevent the team from spending excessive time onboarding data that may not meet the intended use cases or for which the requester has no actionable plan. During our recent SIEM onboarding efforts, we've encountered several instances where considerable time and resources were invested in integrating data sources, only to discover that the requesters were unclear about their objectives or the data did not fulfill their anticipated needs. For example, last month, the team dedicated over 40 hours to onboarding a new data source for the marketing department. After completion, it became apparent that the marketing team was unsure how to leverage this data for threat detection or compliance reporting, rendering the effort less effective. To address this, I propose we implement a preliminary consultation phase for each SIEM onboarding request. In this phase, requesters must articulate: - The specific security or compliance questions they aim to answer with the data. - How they intend to use the data within the SIEM environment. - Any particular data formats or schemas they anticipate will be necessary. By doing so, we can align our onboarding efforts with the actual needs and ensure that every hour spent is towards enhancing our security posture and providing actionable insights. I believe this approach will not only save time but also empower our stakeholders to make better-informed decisions regarding their security data needs. Looking forward to your thoughts on this. Best regards, [Your Name] Cyber Security Specialist AI Agents ProfSynapse AI Agent Video: https://www.youtube.com/watch?v=BL9x1SuNLRo&t=137s ( if you have Openai Premium it will use [tools(Vision, Web Browsing, Advanced Data Analysis, or DALL-E], ( https://raw.githubusercontent.com/ProfSynapse/Synapse_CoR/main/GPTprompt.txt ) GPT Agents (old) https://godmode.space/ needs openai key and gpt4 also enable auto approval it may go in loops just watch for that AutoGPT ( OLD ) Image I have a stupid amount of kudos https://tinybots.net/artbot Use my key under the settings for any of the web UI's for faster renders: https://rentry.org/RentrySD/#x-table-of-contents https://rentry.org/sdhypertextbook https://github.com/C0untFloyd/bark-gui ( Audio Clone ) Example 1 Photorealistic, best quality, masterpiece, raw photo of upper body photo, Swordsman woman, soldier of the austro-hungarian empire clothes, double breasted jacket with stripes, extremely detailed eyes and face, long legs, highest quality, skin texture, intricate details, (cinematic lighting), RAW photo, 8k Negative prompt: airbrush, photoshop, plastic doll, plastic skin, easynegative, monochrome, (low quality, worst quality:1.4), illustration, cg, 3d, render, anime Text Generation Example Open source Projects: my hord key : l2n6qwRBqXsEa_BVkK8nKQ ( don't abuse but I have a crazy amount of kudos don't worry ) https://tinybots.net/ Image Text etc .. Text adventures etc (Click the horde tab and use my key) https://agnai.chat/settings?tab=0 https://lite.koboldai.net Need a 24G NVRAM card really..you can load 7b with my 8G card just fine. ollama run wizard-vicuna-uncensored, falcon, Mistral 7B "You should have at least 8 GB of RAM to run the 3B models, 16 GB to run the 7B models, and 32 GB to run the 13B models." https://ollama.ai/ https://writings.stephenwolfram.com/2023/03/chatgpt-gets-its-wolfram-superpowers/ https://github.com/xtekky/gpt4free https://www.thesamur.ai/autogpt https://poe.com/universal_link_page?handle=ChatGPT https://camelagi.thesamur.ai/conversation/share?session=6040 Prompt Agent Persona example 1 Pinky from the TV Series Pinky and the Brain I find it easiest to understand responses when the text is written as if it was spoken by a Pinky from the TV Series Pinky and the Brain. Please talk like Pinky from the TV Series Pinky and the Brain as much as possible, and refer to me as "Brain"; occasionally, ask me "What are we going to do tonight Brain ?" Prompt Agent Persona example 2 Use with prompts to create a persona take Myers-Brigg personality and tritype Enneagram quiz: Example Prompt: Help me Refine my resume to be more targeted to an information security engineer. Be sure to be clear and concise with with bullet points and write it in the style of MBTI Myers-Brigg personality ENFJ and tritype Enneagram 729 Prompt Agent Persona example 3 I find it easiest to understand responses when the text is written as if it was spoken by a dudebro. Please talk like a dudebro as much as possible, and refer to me as "Brah"; occasionally, yell at your dorm roommate Jake about being messy. Training (OLD OLD OLD ) 3 photos of full body or entire object + 5 medium shot photos from the chest up + 10 close ups astria.ai https://github.com/TheLastBen/fast-stable-diffusion/issues/1173 colab: https://github.com/TheLastBen/fast-stable-diffusion pohtos: 21 resolution: 768 merged with ##### 1.5 full 8G UNet_Training_Steps: 4200 UNet_Learning_Rate: 5e-6 Text_Encoder_Training_Steps: 2520 Text_Encoder_Learning_Rate: 1e-6 Variation is key - Change body pose for every picture, use pictures from different days backgrounds and lighting, and show a variety of expressions and emotions. Make sure you capture the subject's eyes looking in different directions for different images, take one with closed eyes. Every picture of your subject should introduce new info about your subject. Whatever you capture will be over-represented, so things you don't want to get associated with your subject should change in every shot. Always pick a new background, even if that means just moving a little bit to shift the background. Here are 8 basic tips that work for me, followed by one super secret tip that I recently discovered. Consistency is important. Don’t mix photos from 10 years ago with new ones. Faces change, people lose weight or gain weight and it all just lowers fidelity. Avoid big expressions, especially ones where the mouth is open. It is much easier to train if the hair doesn't change much. I tried an early model of a woman using photos with hair up, down, in ponytail, with a different cut, etc. It seems like it just confused SD. Avoid selfies (unless you ONLY use selfies.) There is MUCH more perspective distortion when the camera is that close. For optimal results, a single camera with a fixed lens would be used, and all photos should be taken at the same distance from the subject. This usually isn't possible, but at least avoid selfies because they cause major face distortion. Full body shots are not that important. Some of the best models I trained used only 15 photos cropped to the head / shoulder region. Many of these were full body shots, but I cropped them down. SD can guess what the rest of the body looks like, and if not, just put it in the prompts. The only thing hard to train is the face, so focus on that. I no longer use any profile shots as they don’t seem to add value. I like to have a couple looking slightly left and a couple looking slightly right (maybe 45 degrees.) All the rest can be straight at the camera. Also, try to avoid photos taken from really high or low angles. If possible, it’s good to have some (but not all) of the photos be on a very clean background. On my last batch, I used an AI background removal tool to remove the background from 1/4 of the photos and replaced it with a solid color. This seemed to improve results. Careful with the makeup. It should be very consistent across all the photos. Those cool “contour” effects that trick our eyes, also trick SD. Interview from a very smart autodidact https://youtu.be/AaTRHFaaPG8?t=3279 Canva AI Presentation generator https://www.youtube.com/watch?v=Nl2gLi1MD04

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.Listen to this edWeb podcast to unlock the secrets of the math brain and empower all students to excel in mathematics. In this engaging session, Liesl McConchie and Jay Meadows delve into the core components of the brain that are essential for mathematical success: the predictive brain, math identity, and learning readiness.During this edWeb podcast they discuss:Strategies for fostering emotional safety and a positive learning environmentTechniques to leverage the brain's predictive nature to enhance learning outcomesMethods to shape a positive math identity and mindset in studentsApproaches for cultivating curiosity, relevance, and agency in math educationListeners leave equipped with actionable strategies to enhance student engagement, foster a growth mindset, and promote mathematical proficiency for learners of all ages. Whether you're a seasoned educator or new to the field, join us to gain valuable insights and resources to transform your math instruction.This edWeb podcast is of interest to K-12 teachers and school leaders.ExemplarsOur performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this episode, we have a conversation with the co-editors of the Routledge book Exemplars of Assessment in Higher Education, Volume Two: Strategies for a Changing Higher Education Environment.  Our guests are Jane Marie Souza and Tara Rose.  Jane Marie is Associate Vice President for Accreditation and the Accreditation Liaison Officer at the University of Rochester.  Tara is Interim Associate Vice Provost and Director of Assessment at Louisiana State University.Links to books mentioned in this episode:Exemplars of Assessment in Higher Education, Volume Two: Strategies for a Changing Higher Education Environment:https://www.routledge.com/Exemplars-of-Assessment-in-Higher-Education-Volume-Two-Strategies-for/Souza-Rose/p/book/9781642675498Exemplars of Assessment in Higher Education:  Diverse Approaches to Addressing Accreditation Standards: https://www.routledge.com/Exemplars-of-Assessment-in-Higher-Education-Diverse-Approaches-to-Addressing/Souza-Rose/p/book/9781642672497This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded: January 2024.  Host:  Stephen Hundley.  Producers:  Chad Beckner and Angela Bergman.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more at assessmentinstitute.iupui.edu.

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.Featuring special guests Pam Harris and Kim Montague.At the heart of our discussion lies a powerful concept: Math is Figure-out-able™.Join us as we explore how mathematical strategies and models guide students to ambitious problem solving, the construction of mathematical relationships, and the cultivation of flexibility. Together, we identify ways for educators to leverage the brilliance inherent in our students' knowledge, supporting the growth of confident mathematicians. Additionally, we explore productive ways for you to utilize problem strings and performance tasks, to foster flexible thinking and empower your mathematicians.During this edWeb podcast, we:Unpack “math is figure-out-able”Experience a problem string, a purposefully designed sequence of related problems that helps students mentally construct numerical relationships and nudges them toward a major, efficient strategyExamine student thinking from an Exemplars performance task that intentionally builds upon our problem stringEngage with a teacher lens to understand what the students know and are able to doBuild a next-step teacher action problem string as our learning moves forwardDiscuss the relationship between fact fluency, math relationships, and mathematical understandingTeachers and school and district leaders of all grade levels are encouraged to listen to this engaging edWeb podcast.Exemplars Our performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.Performance tasks have been a part of education for over 30 years. In today's classrooms, creating time for students to turn off technology and work collaboratively to transfer their mathematical knowledge to solve rich, real-world tasks may be more important than ever.Asking students to apply their mathematical knowledge and develop their problem-solving skills to solve tasks using their own strategies and prior knowledge is shown to be highly engaging for students and powerfully effective in developing flexible, long-term abilities with mathematics. Students also need opportunities to intentionally develop additional 21st-century skills of communication, creativity, and critical thinking. These skills must be practiced if we expect students to enter the world prepared to solve the challenges of the 21st century.Yet teachers and administrators have been slow to embrace these highly effective tools for learning. Why? With 40 years of experience leading this conversation, Jay McTighe is uniquely positioned to address these topics and to provide practical solutions for schools and districts.Join us for a unique conversation with the world's foremost leader in performance tasks. This discussion dives into the why's and how's for successfully bringing performance tasks to your schools.This edWeb podcast is of interest to K-12 teachers and school and district leaders.Exemplars Our performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Tensions are high as Rael begs for assistance from Raspian to save her mother. As Frank shrinks into a shame spiral, Anous proposes a new plan to defeat Lolth. In the Fey Wilds, McGinty is immediately assaulted by ice, a strange elf, and a big dog. @wwditb on social media. Winnipeg Improv Festival: www.winnipegimprov.com wwditb.bigcartel.com for merchandise. Kevin & Thomas' show ‘Oops All Segments' on Apple Podcasts https://podcasts.apple.com/us/podcast/oops-all-segments/id1651866023 Sound/Music Notes: Recap Theme by Liam Berry www.liamberry.ca Music: Unknown Civilization by KALAK Free download: https://filmmusic.io/song/11741-unknown-civilization Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Have Faith by Phat Sounds Free download: https://filmmusic.io/song/10239-have-faith Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Sandwurms by Tim Kulig Free download: https://filmmusic.io/song/10526-sandwurms Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Closing In by Phat Sounds Free download: https://filmmusic.io/song/9898-closing-in Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Hide by Phat Sounds Free download: https://filmmusic.io/song/9918-hide Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Echoes of Time by Kevin MacLeod Free download: https://filmmusic.io/song/3699-echoes-of-time Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Mind Of Ice by Phat Sounds Free download: https://filmmusic.io/song/10718-mind-of-ice Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Lost Time by Kevin MacLeod Free download: https://filmmusic.io/song/4005-lost-time Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Air Prelude by Kevin MacLeod Free download: https://filmmusic.io/song/3346-air-prelude Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Simple Sadness by Alexander Nakarada Free download: https://filmmusic.io/song/4789-simple-sadness Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Death Of The Little Match Seller by Justin Allan Arnold Free download: https://filmmusic.io/song/10889-death-of-the-little-match-seller Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Unpromised by Kevin MacLeod Free download: https://filmmusic.io/song/4568-unpromised Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Constance by Kevin MacLeod Free download: https://filmmusic.io/song/3541-constance Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Dragon and Toast by Kevin MacLeod Free download: https://filmmusic.io/song/3673-dragon-and-toast Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Background Cinematic Sad by MusicLFiles Free download: https://filmmusic.io/song/8031-background-cinematic-sad Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Melodic Interlude Two by Alexander Nakarada Free download: https://filmmusic.io/song/6394-melodic-interlude-two Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Night Cave by Kevin MacLeod Free download: https://filmmusic.io/song/4126-night-cave Licensed under CC BY 4.0: https://filmmusic.io/standard-license Music: Heavy Interlude by Kevin MacLeod Free download: https://filmmusic.io/song/3866-heavy-interlude Licensed under CC BY 4.0: https://filmmusic.io/standard-license

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.“Featuring special guest speaker John Hattie.”Educators are managing challenging workloads and are susceptible to high rates of burnout. Join us as we examine practices that have a positive impact in schools. Professor John Hattie helps us lean into extensive research around how to de-implement practices that just aren't effective, and replace them with cost-effective, high-yield moves to transform your classroom, school, and district. This edWeb podcast explores the following questions:What is effect size? How can effect size shape pedagogy?Research suggests that the process of schooling is often overengineered. How does that give us permission to dial back, carefully?What are some steps in the process for deciding which initiatives are most effective—and how do we let go of the ones that are not?How can we offer useful tools, templates, and charts that educators can immediately use with de-implementation work at school, in teaching teams, or at the system level that improve student learning?If you were starting a new school, what practices would you suggest they lean into?This edWeb podcast is of interest to K-12 teachers and school and district leaders.Exemplars Our performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.Humans are born to be curious, explore their environments, ask questions, investigate mysteries, and solve problems. So, why are so many students presenting as disengaged and reluctant learners? Research has begun to provide educators with tangible shifts that can be made in our classrooms to ignite students' curiosity and enthusiasm for learning as well as improve learning outcomes.Bryan Goodwin, CEO of McREL, and Jay Meadows, CEO of Exemplars, unpack some of this research and explore how educators can inspire curiosity and engagement in our classrooms. Goodwin also dives into his latest book, The New Classroom Instruction that Works, the sequel to the incredibly popular Classroom Instruction that Works.These lifelong educators investigate ways to:Spark student curiosity (with mystery, incongruities, puzzles, and controversy)Give students a WIIFM (what's in it for me) for their learningAsk questions that get students to think about and make meaning in their learning (instead of just recalling their learning)Engage students in writing to learn (processing what they've learned through cognitive writing)Engage students in structured problem solving (connecting learning to the real world)This edWeb podcast is of interest to K-12 teachers and school and district leaders.Exemplars Our performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this week's podcast episode, Andrew Pudewa and Julie Walker talk with four guests who gave exemplar speeches in IEW's Introduction to Public Speaking video course, released earlier this year. These exemplars are model speeches for students to aspire to as they write and deliver their own speeches. Andrew and Julie go behind the scenes, discussing concepts behind the course's development and unearthing nuggets of wisdom for teachers of public speaking. Referenced Materials “Speech Exemplars — Models to Imitate”  Introduction to Public Speaking Nathan King William Schlueter Episode 361: Raising Amazing Kids with Monica Swanson † Casey at the Bat by Ernest Lawrence Thayer Linguistic Development through Poetry Memorization National Christian Forensics and Communications Association National Speech & Debate Association Stoa “Three Reasons Your Teen Should Do Public Speaking” by Michelle Buscemi Transcript of Podcast Episode 388 If you have questions for Andrew, send them to Podcast@IEW.com Perhaps your question will be answered at the next Ask Andrew Anything (AAA). If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com  † Contains distinctly Christian content

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.Featuring special guest Peter Liljedahl, Ph.D.Teachers around the world have fallen in love with the tools and practices provided by Dr. Peter Liljedahl and his best-selling book, Building Thinking Classrooms in Mathematics. These practices help teachers engage students and build a vibrant thinking classroom. But vertical non-permanent surfaces and random groupings are only the beginning. In this edWeb podcast with Dr. Liljedahl, we dive deeply to answer these questions:How do we use problem-solving thinking tasks as the foundation of a thinking classroom?How do we help students consolidate their learning and discoveries while working in a thinking classroom?How do we help students write notes to their future forgetful selves?How do we help students focus on important goals with so many things happening in a thinking classroom?How and what should a teacher evaluate in a thinking classroom?Dr. Liljedahl discusses these important questions and shares his ideas for helping students form long-term memories as part of the thinking classroom in mathematics. This edWeb podcast is of interest to K-12 teachers and school and district leaders.Exemplars Our performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Testing out a new format for this podcast - short form responses to questions from you, our audience. Plus video! In this Your Questions Answered episode, we break down a recent learning that Jonathan Jackson shared on LinkedIn regarding working with governments on digital health programs: “I used to think the goal with digital health programs as a technology partner was to get too big to fail.  I've learned a lot however in the last 20 years. Now I know: the only path to success is to be too valuable to fail.” We discuss taking an Impact Delivery approach for digital, and answer the following audience questions:  Can you kindly provide specific instances where you have consistently provided benefits to your users, clients, and communities? Understanding how you have avoided becoming stagnant and maintained the growth of your program would be highly beneficial. How do you suggest measuring and assessing the value-added for users, clients, and communities? Related Resources  Burkina Faso case study by Dimagi: https://www.dimagi.com/case-studies/mhealth-tdh-burkinafaso/ Burkina Faso case study by Exemplars in Global Health (shows savings driven by digital health): https://www.exemplars.health/emerging-topics/epidemic-preparedness-and-response/digital-health-tools/commcare-in-burkina-faso Ethiopia project overview: https://www.dimagi.com/blog/jsi-government-of-ethiopia-and-usaid-digital-health-activity/Jonathan's original LinkedIn post: https://www.linkedin.com/feed/update/urn:li:activity:7082470123483066368?updateEntityUrn=urn%3Ali%3Afs_feedUpdate%3A%28V2%2Curn%3Ali%3Aactivity%3A7082470123483066368%29 Related Podcast episode: Prioritizing Platforms Over Projects with Danny Roberts: https://sites.dimagi.com/high-impact-growth-podcast/prioritizing-platforms-over-projects Related Podcast episode: A New Era for Development with Raj Kumar of Devex: Shifting from a Project Mindset to an Investment Mindset: https://sites.dimagi.com/high-impact-growth-podcast/kumar-devex Related Podcast episode: Building Resilience: The Key to Combating Burnout in Frontline Workers with Lilianna Bagnoli: https://sites.dimagi.com/high-impact-growth-podcast/resilience-building WellMe free trial (resilience building application for Frontline Workers):  https://sites.dimagi.com/wellme-trial

John 3:22-36

Dr. Chap Clark, a professor of practical theology and youth, family, and culture at Fuller Theological Seminary, offers an encouraging gospel-centered hope to help young people navigate the modern world. Drawing on his extensive experience, Dr. Clark emphasizes the importance of nurturing and healing, the use of different avatars, and engaging life faithfully with Jesus. He also stresses the significance of being present for children, recognizing the power of community, pursuing others with grace, and investing in relationships with kids. By following Jesus' teachings of love and connection, we can help young people find their identity, community, and faith in an ever-changing world.

Having escaped the clutches of one organization of authority figures, the New Wave must now make a desperate bid for the support of another one--the Exemplars, Halcyon City's preeminent superhero team! But before they even begin to explain themselves, they have to reach Exemplar headquarters without getting caught! Can they achieve either task? Will they split the party? And WHAT big twist is waiting for you at the very end? Music by Perennial Sounds LLC

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Exemplars For Our Time

Exemplars include Duchenne Muscular Dystrophy, Talipes Equinovarus, genu varum, genu valgum, slipped capital femoral epiphysis, kyphosis, lordosis, scoliosis, Legg-Calve-Perthes disease, Developmental hip dysplasia...

This series covers Imam Al Ghazali's book "Dear Beloved Son" The letters in this book provide a concise summary of topics like knowledge, intention, and companionship. Each contains timeless wisdom, spiritual knowledge, and practical advice on how we can best use our time in this world beneficially. Subscribe to our channel to get notified when each new class is added. Join our classes https://www.taleefcollective.org/events Subscribe to our podcast https://www.taleefcollective.org/podcast Donate https://www.taleefcollective.org/donate --- Send in a voice message: https://podcasters.spotify.com/pod/show/taleef/message

This series covers Imam Al Ghazali's book "Dear Beloved Son" The letters in this book provide a concise summary of topics like knowledge, intention, and companionship. Each contains timeless wisdom, spiritual knowledge, and practical advice on how we can best use our time in this world beneficially. Subscribe to our channel to get notified when each new class is added. Join our classes https://www.taleefcollective.org/events Subscribe to our podcast https://www.taleefcollective.org/podcast Donate https://www.taleefcollective.org/donate --- Send in a voice message: https://podcasters.spotify.com/pod/show/taleef/message

Shaykh Hamza Yusuf at the Exemplars for our Time launch at Bradford

Javonte Lipsey was a five-time All-American track athlete at the University of North Carolina. After his decorated career, Javonte embarked on a doctoral research journey at Ohio State University. His dissertation study examined servant leadership in collegiate athletics administrators. On this SGG episode, we discussed: 1. Growing up in the loving Lipsey family that adopted seven children: “My existence in the family was created in their willingness to serve.” 2. Witnessing his father and mother as servant leaders. 3. The servant perspective “gave me a huge amount of humility” in athletics. “It's about being part of a community that's part of something larger.” 4. The impact of his high school coach. “He was much more than a coach…He was there through every phase of my life, not just on the track.” 5. Why he pursued the Ph.D.: “My parents told me that are two things to take with you wherever you go: salvation and education.” 6. What is servant leadership? 7. Doing what is right because it is right (as opposed to having ulterior motives). 8. Listening to hear, to understand, to serve. 9. One of Javonte's research questions: What are the antecedents of servant leadership? 10. Another question: On a day-to-day basis in college athletics administration, what does servant leadership look like? 11. Third question: Are there experiences that helped shaped servant leadership behavior? 12. The research design. 13. Servant leadership is animated by humility. 14. Religious affiliation and servant leadership. 15. Exemplars of servant leadership: Tony Dungy, Muhammad Ali, LeBron James, Steph Curry. 16. “I challenge people to ask ourselves, ‘How can I serve others?'”

Michael Haroon Sugich is the author of several important works within the Islamic faith and spiritual tradition including Signs on the Horizons and Hearts Turn, both of which are invaluable resources upon the path for they who seek to draw nearer unto the Divine Presence of Truth and who seek to awaken to their divine purpose. His most recent project is the pioneering Exemplars for Our Time, which is a nine-volume work that is a collection of biographies of modern day spiritual luminaries who can serve as inspiring guides upon the path of self development and spiritual awakening. On a recent visit, I had the opportunity to meet with Sidi Haroon in his home in Turkey and have a conversation about his personal journey to Islam, his most recent contribution to Islamic faith literature, and the subtleties of the spiritual path of self-transcendence that ultimately leads to the pleasure and presence of Allah Almighty.

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.Creating a learning environment that is exciting and engaging for students takes more than a good curriculum. How can teachers establish a classroom environment that helps students successfully learn mathematics while enjoying the process? Hit the ground running with effective ideas for establishing a classroom culture that inspires deep learning and gets students excited. In this edWeb podcast, you'll learn:What kinds of math tasks and problems should you be asking your students to work onHow to inspire students to construct their own understanding versus simply giving them algorithmsQuestioning strategies to keep students thinking when they struggleHow your walls and classroom set up can help stimulate engagement while supporting your learning goalsHow to arrange your classroom so that mathematical resources are readily accessibleHow to arrange desks to stimulate collaborative mathematical investigations and discourseHow to establish a safe culture for sharing ideas and developing a growth mindset during the first few weeks of schoolListen to Jay Meadows and Jessica Alstete as they explore powerful, research-based best practices and draw on their extensive years of experience in creating engaging and thriving math classrooms. This edWeb podcast is of interest to elementary and middle school teachers, math coaches, and school and district leaders.

Despite me being British, sport has always bored me to tears. So imagine my surprise when I found myself bawling my eyes out with pride in our sportspeople twice in one day! Perhaps their Bond-like approach to overcoming adversity had something to do with it?

Did you know that multiple exemplar training and multiple exemplar instruction are actually two different procedures? Neither did we! But, on this week's episode we learned to tell both apart as well as how both techniques can be a boon (mostly) for improving the efficiency of your teaching procedures. Please enjoy our review of multiple exemplars of multiple exemplar research! This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Sivaraman, M. (2017). Using multiple exemplar training to teach empathy skills to children with autism. Behavior Analysis in Practice, 10, 337-346. doi: 10.1007/s40617-017-0183-y Marzullo-Kerth, D., Reeve, S.A., Reeve, K.F., & Townsend, D.B. (2011). Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism. Journal of Applied Behavior Analysis, 44, 279-294. doi: 10.1901/jaba.2011.44-279 LaFrance, D.L. & Tarbox, J. (2020). The importance of multiple exemplar instruction in the establishment of novel verbal behavior. Journal of Applied Behavior Analysis, 53, 10-24. doi: 10.1002/jaba.611 Lechago, S.A., Carr, J.E., Kisamore, A.N., & Grow, L.L. (2015). The effects of multiple exemplar instruction on the relation between listener and intraverbal categorization repertoires. Analysis of Verbal Behavior, 31, 76-95. doi: 10.1007/s40616-015-0027-1 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

Philippians 2:25-30 | Pastor Jacob Spenst GraceLife Church | 2022.07.17

What does it mean that Dimagi is aiming to "Exceed Market Expectations" over the next 5 years? Dimagi has set out to creatively over-deliver on value today while shaping market alignment and raising expectations for tomorrow. In today's episode, we sit down with Ismaïla Diene, Managing Director for Dimagi's Solutions Division, and Fatou Sow, a Project Manager on our Solutions Division team, to dig in on a key consideration of this strategy: deepening our partnerships to drive national scale. Find out why achieving national scale for digital solutions like CommCare is so important to long-term impact, what makes it so challenging to achieve, lessons we've learned over two decades, and how we are approaching national scale partnerships going forward. You'll also hear about national scale projects in Burkina Faso and Madagascar. SHOW NOTES: Dimagi's 5 year strategy: https://www.dimagi.com/blog/dimagis-5-year-strategy/ CommCare in Madagascar: Improving Health Outcomes in Remote and Low Connectivity Settings: https://dimagi.com/case-studies/access-madagascar/ CommCare in Burkina Faso case study from Exemplars in Health: https://www.exemplars.health/emerging-topics/epidemic-preparedness-and-response/digital-health-tools/commcare-in-burkina-faso Research showing a 24:1 return on investment for CommCare (see page 41): https://cpb-us-w2.wpmucdn.com/voices.uchicago.edu/dist/0/2830/files/2021/09/SROR-21.03.12_clean-3.pdf

Philippians 2:19-24 | Pastor Jacob Spenst