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Send us a textDr. Bryan Caplan is an Economics Professor at George Mason University and a New York Times Bestselling author who often questions social norms. He's the author of Build, Baby, Build: The Science and Ethics of Housing Regulation & in this episode, we discuss reasonable vs unreasonable approaches to risk, manufactured scarcity, environmental impact & gentrification.If you liked this episode, you'll also like episode 227: IS BEING ORDINARY NOBLE?Guest: Blog https://www.betonit.ai/ | https://x.com/bryan_caplan | https://www.linkedin.com/company/cato-institute/ | https://www.instagram.com/catoinstitute/ | http://www.bcaplan.com/ | Book https://a.co/d/1vtF7e2Host:  https://www.meredithforreal.com/  | https://www.instagram.com/meredithforreal/  | meredith@meredithforreal.com | https://www.youtube.com/meredithforreal  | https://www.facebook.com/meredithforrealthecuriousintrovert Sponsors: https://www.jordanharbinger.com/starterpacks/ | https://uwf.edu/university-advancement/departments/historic-trust/ | https://www.ensec.net/

Building your authority, and increasing your visibility through the power of podcasting sounds like a fantastic option but how do you get started?In this episode, we are joined by Lyndsay Phillips, expert in the field of podcasting and creator of the highly effective Podcast Leveraging System.During our conversation, she shares her journey of launching her own podcast and helping her clients do the same. Although initially skeptical and apprehensive about putting herself out there, she chose to embraced the challenge and adopted a "keep going" mindset.Tune in to this episode to hear Lindsay discuss the power of podcasting and how it can help entrepreneurs build authority and increase visibility, like it did for her.Don't miss out on the valuable insights she has to offer!Key Highlights:Intro (0:00)Leverage Your Time And Energy As A Guest (2:36)Take Control Of Your Business & Your Marketing. (3:46)Guest Blog (7:07)Boost Our Visibility (11:27)Biggest Mistakes (15:41)Why Podcasting? (19:20)Partnerships And Collaborations. (22:39)Don't Be Afraid To Ask For Help. (26:51)About the Guest:Growing a successful Content Marketing Agency, launching her own podcasts (and clients), she quickly learned the true power of podcasting. Skeptical at first and scared of putting herself out there, her ‘do it anyway attitude' paid off and her business has grown 60% each year consistently.Lyndsay has been featured on MSN, NBC, Fox, published in Huffington Post, guesting on podcasts like John Lee Dumas's Entrepreneurs On Fire and Joe Fairless' Best Podcast Ever, and has shared her expertise at events such as Dream Business Academy, Podfest (and included in the Guinness World Records!), and Service Business Edge (sharing the stage with Mike Michalowicz and Jay Abraham).She LOVES helping entrepreneurs build their authority and increase visibility through the power of podcasting with her full-service podcasting and content marketing service.Connect with Lyndsay Phillips:Website: https://www.smoothbusinessgrowth.com/Facebook: https://www.facebook.com/smoothsailingbgInstagram: https://www.instagram.com/smoothbusinessgrowth/LinkedIn: https://www.linkedin.com/in/lyndsayphillipsYoutube: https://www.youtube.com/c/SsonlinesupportFREE GIFT: Guest: https://www.leverageyourpodcast.com/guestauditHost: https://www.leverageyourpodcast.com/auditAbout the Host:Paul Finck is The Maverick Millionaire™. Paul brings to the table a vast array of knowledge and skill sets from 36+ years of sales, marketing and entrepreneurial life experience. He has consulted in numerous industries, including the Medical, Dental, Financial, Retail, Informational Marketing, Direct Sales, Multi-Level Marketing and Speakers/Coaches/Trainers. He is a former mortgage broker, real estate agent and investor. Starting with a desire to be great, Paul learned from several of the biggest names out there and Dared to be Different – he dared to be a Maverick. His successes include moving multi-millions of dollars in Real Estate, and over $20 million in informational products. With his primary focus on multiple streams of income, he has built up several businesses in Informational Marketing, Network Marketing, Real Estate Investing and now speaks and coaches internationally, teaching others how they can create this success in...

#17 - Vanessa Raath - Unf*cking Work This month James and Michelle speak to Vanessa Raath about unf*cking work. Vanessa is globally renowned for her contributions to the international Sourcing Community. She has delivered Keynotes across three continents and has trained teams based from Auckland to Seattle.  Vanessa launched her Talent Sourcing Training business in early 2019 and has not looked back. She is a qualified teacher with experience in both agency recruiting and internal talent acquisition (she loved both roles!). She now gets to combine her love of empowering others to do better, with her passion for recruiting through her own Online Academy.  She loves it when her training delegates experience that ‘light bulb' moment as she knows that she has just changed someone's career, for the better.  When Vanessa is not doing research for her training, recording content or delivering a Keynote, you can find her at the Beach or in the South African Bushveld, taking photographs.   In this episode we talk about: The need for companies to consider individual preferences and circumstances when determining work arrangements. Why managers should possess the skills to effectively manage remote teams. The need to embrace and learn how to use AI tools rather than fearing their impact on job security   Find Vanessa On LinkedIn - https://www.linkedin.com/in/vanessaraath/ On Twitter - https://twitter.com/Van_Raath On Instagram - https://www.instagram.com/van_raath/ On YouTube - https://www.youtube.com/@Van_Raath On Facebook - https://www.facebook.com/vanessa.raath.3/ On her website - https://academy.vanessaraath.com/ Read Vanessa's Guest Blog - https://www.workpirates.com/post/unfucking-work-with-vanessa-raath  Remember, if you want to hire a Work Pirate, get started at https://www.workpirates.com or follow us @WorkPirates    

I have returned to the show after a longer-than-expected break!In this brief episode, I share where I've been, how 2022 ended, how 2023 has started and a few other things you might find interesting. Heads up, I have decided to record and publish one episode a month (instead of 2) be sure to hit subscribe, so you don't miss new episodes!I have already secured some great people to come on the show to chat with me this year. I also have some birth topics I'm excited to talk about in future episodes.Hit play, it's been way too long!Show note links:The Birth Vault: Etsy Store: https://www.etsy.com/uk/shop/TheBirthVaultBlog Looking Back on 2022: https://lcrazebirthphotography.co.uk/lets-take-a-look-back-on-2022/Guest Blog for Baby Tens: https://babycaretens.com/blog/how-looking-at-birth-images-can-help-prepare-you-for-birth/Use the code: 10LILLIANCRAZE at checkout to get 10% off a Tens Machine: Click this link: http://babycaretens.com?afmc=10LILLIANCRAZEPick My Brain Call  (for aspiring photographers who are looking into becoming a birth photographer) Visit: https://lcrazebirthphotography.co.uk/pick-my-brain/

Nationally certified school nurse, Robin Cogan, MEd, RN, NCSN, FNASN, FAAN,  whose commentary has been featured on CNN and the New York Times to name a few, discusses best practices for working with your school nurse to update your student's accommodations. Hear from one of the nation's foremost school nurses to pick up new tips for the upcoming school year.To keep you in the know, here are some helpful links:Our Children Will Suffer If Adults Can't Get Covid-19 Precautions Right: Opinion article by Comilla Sasson/Robin CoganCNN LIVE - Coronavirus Crisis: Featuring Robin Cogan, MEd, RN, NCSNFAACT's Guest Blog on COVID-19 and Students with Food Allergies with AASA The School Superintendents AssociationFAACT's Podcast: Responding to the CDC's Interim Guidance and Meals in the ClassroomFAACT's Position Statement and Letter to the CDC regarding CDC's Interim Guidance and Meals in the ClassroomCDC's Interim Guidance for Administrators of US K-12 Schools and Child Care ProgramsCDC's Childcare, Schools, and Youth ProgramsKeep up-to-date by visiting FAACT's Civil Rights Advocacy Resource CenterFAACT's Food Allergies and SchoolYou can find the FAACT Roundtable Podcast on Pandora, Apple Podcast, Spotify, Google Podcast, Stitcher, iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org and follow us on Facebook, Twitter, Instagram, LinkedIn, Pinterest, and YouTube. Contact us directly via Email.Sponsored by:  Aimmune* Please note that today's guest was not sponsored by Aimmune or compensated in any way by Aimmune.

Osama talks to Fariha Naqvi Mohamed, a television and print journalist, about carrying on her mom's Ramadhan traditions and adapting Ramadhan to the pandemic.Episode Links:- Guest Website: https://farihanaqvimohamed.com/- Guest Blog: https://canadianmomeh.com/- Guest Instagram: https://www.instagram.com/FarihaNaqviMohamed/

Welcome to episode 74 of the Think UDL podcast: Inclusive Instructors Use UDL with Tracie Addy. Dr. Tracie Addy is the Associate Dean of Teaching and Learning and the Director of the Center for the Integration of Teaching, Learning, and Scholarship at Lafayette College in Easton, Pennsylvania. Along with her co-authors Derek Dube, Khadijah A. Mitchell, and Mallory SoRelle, she wrote the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. I have wanted to have Dr. Addy on the podcast since I participated in one of the webinars associated with her book as I saw so many correlations between UDL and the practices and principles that she highlights. In today's conversation, we take a look at barriers to inclusion, what facilitates student learning, and what creates or hinders a sense of belonging. We also talk about course design, inclusive syllabi, how to engage students, and how to create inclusive assessments. Dr. Addy has provided quite a few resources besides her book that can help all of us to become more inclusive instructors. You'll find those in our resources area on the ThinkUDL.org webpage associated with episode 74. Thank you so much for listening to this conversation on how UDL is so closely related to inclusive practices. Resources ACUE Blog: https://community.acue.org/blog/what-inclusive-instructors-do-qa-with-tracie-addy/ The Who's In Class? Form is available through this link from Lafayette college, and soon a publication about the form will be out and the form will be available without needing to ask Lafayette for a copy. We will update our resources when it is available! Addy, T.M., Dube, D., SoRelle, M., Mitchell, K.A. (2021). What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Stylus Publishing. Addy, T.M., Dube, D., Mitchell, K. (2021). Chapter 14: Measuring the Impact of Pedagogical Efforts for Equity & Inclusion. In Equity and Inclusion in Higher Education:Strategies for Teaching, Edited byR. Kumar and B. Refaei. University of Cincinnati Press. Addy, T.M., Reeves, P.M., Dube, D., Mitchell, KA. (2021). What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches. To Improve the Academy, 40(1). DOI: https://doi.org/10.3998/tia.182 Cook-Sather, A., Addy, T.M., DeVault, A., Litvitskiy, N. (2021). Where Are the Students in Efforts for Inclusive Excellence?: Two Approaches to Positioning Students as Critical Partners for Inclusive  Pedagogical Practices. To Improve the Academy, 40(1). DOI: https://doi.org/10.3998/tia.961 Addy, T.M. To Build More Inclusive Teaching Environments, Listen to Students. Last Word. ASEE Prism.  Addy, T.M. Let's Not Underestimate the Power of Student Voice. ASEECommission on Diversity, Equity, and Inclusion. Guest Blog. Addy, T.M., Cook-Sather, A., Felten, P. (August 27, 2020). Partnering with students is critical now more than ever. University Business. Addy, T.M., Dube, D.,Mitchell, K.A. (August 5, 2020). Fostering an Inclusive Classroom. Inside Higher Ed (Opinion). Transcript Lillian Nave  00:00 Welcome to think UDL, the universal design for learning podcast where we hear from the people who are designing and implementing strategies with learner variability in mind. I'm your host, Lillian nave, and I'm interested in not just what you're teaching, learning, guiding and facilitating, but how you design and implement it and why it even matters. Welcome to Episode 74 of the think UDL podcast inclusive instructors use UDL with Tracie Addy. Dr. Tracie Addy is the Associate Dean of teaching and learning and the director of the Center for the integration of teaching, learning and scholarship at Lafayette College in Easton, Pennsylvania. Along with her co authors Derrick Dubey, Khadija Mitchell and Mallory Serral. She wrote the book what inclusive instructors do principles and practices for excellence in college teaching? I have wanted to have Dr. Addy on the podcast since I participated in one of the webinars associated with her book, as I saw so many correlations between UDL and the practices and principles that she highlights. In today's conversation, we take a look at barriers to inclusion, what facilitates student learning, and what creates or hinders a sense of belonging. We also talk about course design inclusive syllabi, how to engage students and how to create inclusive assessments. Dr. Addy has provided quite a few resources besides a book that can help all of us to become more inclusive instructors. You'll find those in our resources area on the think udl.org webpage associated with episode 74. Thank you so much for listening to this conversation on how UDL is so closely related to inclusive practices. Thank you so much, Dr. Tracie Addy, for joining me today on the think UDL podcast. Well, I'm very excited about what you have to talk about today about being an inclusive instructor. I have followed and watched several of your webinars and your book. And I think you've got a lot to tell us about the intersection of Universal Design for Learning, and what inclusive instructors do. So I'll start off with the question I asked my guests, which is what makes you a different kind of learner.   Dr. Tracie Addy  02:50 I really like the big picture. So give me the big picture first, then fill in the details later. So when I was in school, I remember some of my teachers actually going into depth with those small parts of things. And I couldn't place it all together. And I think that's good for many people, you know, to get the big picture. So we have the frameworks, but it's especially important to me. Oh, great.   Lillian Nave  03:14 So you have written a book with with several colleagues about what inclusive instructors do. And some may, I've heard this criticism about inclusive teaching, as being outside their job. I don't agree with it. But I've heard this idea about that's outside my job, my primary directive is to teach the material, you know, the material only. And so I'm interested in how you combat that criticism and and ask you what is your definition of inclusive teaching? And why is it important?   Dr. Tracie Addy  03:50 Yeah, that's a great question. So this also very much so aligns with a study that we recently did. This study was looking at barriers to inclusion that were expressed by participants like why or what barriers are there that can impede, you know, this implementation or adoption of inclusive teaching? And it also looked at, like, you know, what are some promising things that could help it as well? And so one of the items mentioned, and, you know, we saw on our thematic analysis was this very thing that you mentioned, responsibility. It's not my responsibility to create an inclusive classroom environment as a major barrier as well. And a personal one, because they had personal barriers. They also had institutional barriers that they that they talked about, as well. So with regards to thinking about what about what do we say to those right, who, who feel like it's not their responsibility? You I would typically have some type of conversation with them, but of course, it would be very context dependent, you know, and also I would be very aware of how they're responding, but one The things I think that's good to introduce when people you know, don't feel it's their responsibility is to ask a little bit about what do you think facilitates student learning, you know, and just, you know, kind of tell me some ideas of what you think, you know, helps learning. And then also, what do you think hinders student learning in the classroom? And, and get a sense of the things that they describe? And add to that if it's not their sense of belonging, right, equitable approaches to teaching. And so when you ask about what is inclusive teaching, that's what we're getting at there. Right. So it's this idea that we're fostering a welcoming environment for students, and it's inclusive, and that it's inclusive of all of our learners. So we're teaching a diverse, you know, student population, and we're responsive to that in our teaching. And so, for that particular individual who might not feel it's a responsibility, you know, talking a little bit about, you know, we've seen and we know, from, there's evidence that belonging is critical for student learning, so you can actually add that to the facilitating learning in the list, right. And also, you know, creating a more equitable environment, add that all, you know, to that list. And, you know, think about ways in which this is why we wrote what inclusive instructors do that we as instructors can actually facilitate that, and probably get into more of a conversation with them about how do they facilitate those other aspects in which they thought promote learning, right. So there's ways actually that we can also do that for Inclusive teaching as well. And so I probably kind of have that kind of back and forth, right conversation and kind of see how they're reacting. And if they actually described a few strategies that actually embed it or you know, inclusive teaching kind of within them in some way, I probably say, wow, you're actually doing, like, so affirming that these are actually things that you you probably you might do in your class, but you don't even label it maybe inclusive teaching, but they are. So I think, in general, having those conversations is important to really parse out that this is something that helps our students learn, we know it, it's from the research, you know, we know people who practice it, you know, we see it in our classes when we teach this way, and how it helps facilitate learning.   Lillian Nave  07:22 You know, it, this seems like it is trying to put some glasses, some corrective lenses on our faculty. And if we can make the comparison that that they don't realize it's happening that this is that there may be some sort of way that we are excluding some students, and we didn't realize it. Absolutely, yeah, if we don't have accessible materials, or if we don't modify our format, or our content, that that makes it accessible for all of our students, it makes me think of I can definitely remember times when I have given like, I've been giving a lesson in a classroom. And after like two or three minutes, I'm going on about some, you know, painting or work of art, it's very visual. And I realized that the camera or the projector has been muted, like, they can't see what I'm talking about, you know, like, I started to just go in, I was really excited about it. And then every once in a while, I after a couple minutes, I hear, you know, finally students like, we don't see what you're talking about at all. And I didn't realize I had created that barrier, you know, just I'd forgotten to flip the switch, I had turned it off to get it ready. So I wasn't, you know, going through all of my email in front of them. And I was ready to go and hadn't flipped that one scratch, switch for them to see. And therefore I'd made it completely inaccessible or unable for my students to do actually get to the learning. And I think this is very similar. We just don't realize we're doing it sometimes that we have. We haven't turned on the projector because maybe we didn't. We have not opened up the classroom to all of the students. We've left several outside the door. We just didn't realize that we'd close the door before they got in. Yeah, absolutely speaking.   Dr. Tracie Addy  09:13 Yeah. Yeah. And I think that's really important now to think about that, because, you know, yeah, in higher education, there's many students that have been excluded in various ways. The other thing to think about and this is something that we do a lot I do a lot at my institution is student voice. So hearing it actually from students that how they've been excluded in various settings in the classroom in a, you know, non in a non threatening, you know, kind of non confidential way has been a very powerful method for our faculty to see the things that you know, how students perceive it to and, and increase that awareness, right, like so when we actually can hear from them as well because like you mentioned in your class, you didn't realize it so Right, right, right students said so it's like when we have you know, that voice also and allow it and able it right, then we can also start to hopefully be able to see, right that these are some things that are happening that we can change, you know, in there in the classroom.   Lillian Nave  10:08 Yes, absolutely. So, this, this seems to be a very important topic today. And is there any? Is there anything that made you say, We're gonna need to write this book now? Like, what is it about? Why is it important right now?   Dr. Tracie Addy  10:29 Yeah, I think we were just very kind of favorable and timing. When the book came out, we wrote it before all of the pandemic, and all of that, you know, we were in the process of writing it before all of that. So we kind of, you know, that when it came out was, it just happened to be at a moment, I think, in institutions in higher education, where it's this, like, kind of reckoning and understanding of like, oh, wow, we really need to pay attention to this, right. So we initially, you know, did the study and the study, we were focused on really the research and thinking about, as I mentioned before, about barriers, adoption and things of that nature. And what we realized was that there was a lot of rich information that really got at what inclusive instructors do that it would be really great to actually have some practical kind of guide or tip like the book that we always wanted, right for thinking about inclusive teaching, you know, in our teaching, and to incorporate, you know, these voices of instructors, across disciplines, across institutions, so that everybody could see that this is something that we all can do or contribute to, and creating these inclusive learning environments as well. So those were kind of some of the major things and in addition to, you know, having a passion and an interest and importance of inclusive teaching as excellent teaching, those were some of the big reasons, you know, to going in this direction, also, even at my own institution, I was thinking about different ways in which to support instructors when they were like, well, what is inclusive teaching? What does it look like? Right? So there's a lot of confusion around that now, I think we've been able to operationalize it more, you know, kind of show it more in different ways, different strategies, and things like that. And so there's less, kind of hang up over the term, and more, you know, focus over what does it kind of look like in the class? And so this book also was able to do that, and, and to really show like, what it is right, but that inclusive instructors can do? And how do we build this culture of really thinking about inclusion?   Lillian Nave  12:35 Yeah. So I that's what I loved about reading and watching your webinars is that you actually have lots of practical strategies, right? We want to know, what does it really look like to have an inclusive environment learning environment, inclusive syllabus, inclusive strategies, inclusive assessments? So I do have a couple questions about that. And wanted to start with what I think is a great place to start with, which is your syllabus? How can we make our syllabi more inclusive? What should we What expectations do we set for students? Or what students can expect from instructors or each other? You know, what can we do in a syllabus that makes a difference?   Dr. Tracie Addy  13:17 Sure, yeah. So starting very broad with the syllabus, which I integrate into kind of the course design right phase of your, you know, your course, we can focus on tone. So that's one thing that can be there when students you know, first see the syllabus, and it's kind of dry kind of contractual, you know, there's not this warm feeling of that there's a human behind this, you know, and, you know, it's not like a community kind of thing, then that's, I think, at the detriment, so what can we do, instead, we can start to use also good language, like we language, community building language, we can also mention in the syllabus, ways in which we are kind of respectful a student diversity in the class and how we're going to kind of work through that together as a community. So fostering kind of this, you know, sense of community language and putting that in the syllabus is a really good thing for, for building an inclusive environment. In addition, we want to make sure that, you know, we know that we're teaching but we're often teaching right as parts of institutions that have more partners to support students with inclusion, you know, with inclusion outside of the classroom. So connecting students to resources. So whether you put that up on your learning management system, whether, you know, you embed some in the syllabus, but like, you know, there's there's we're part of a whole community of resources here to support you, whether it's, you know, tutoring, whether it's, you know, offices of accessibility services, mental health services. I'm actually working right now on a project at my institution, where we're building a centralized site, that instructors will link to their syllabus, it's actually embedded in our course management system. Students can access the site, but it has a whole variety of resources for them, right from college transition support to like, even like, you know, a pantry, like if they need food or, you know, and as well as tutoring and all these things. So by actually including those types of things, also on the syllabus, we're also showing students that there's all these other things available to support them at the institution, right in that go beyond our class. And the important thing about that is also just normalizing that help seeking right like, this is stuff that I know lots of students, you know, use, and, you know, helps helps them achieve their goals, right, well, while they're in college, so having the community language having the resources there. And then you can also think about the content that will vary, right, depending on the the course too. But if there's ways in which you can include material that can resonate with students from diverse backgrounds, right, so that's another area to really consider in a course, as well to make it a more inclusive course. Having assignments where students have agency where they have choice, and I'm thinking of all of these, you know, great UDL, kind of, you know, principles of Yeah. Yeah, yeah, as well. So having that also, I think, is really great. And then coupling this with welcoming statements to students, right, we can do this outside of our syllabus. So there's our learning management system, we're emailing students, we're having welcome videos, we talk in the book also about the who's in class form. And that's also something that can be done early in the course, you could potentially, you know, link to it on the syllabus, I suppose, as well. But just, you know, that's a form that really thinks about who are the diverse students in my class and getting that information early. And then actually even potentially tweaking the syllabus, right, so that it can actually include that, a couple of other things on the syllabus to include growth mindset type language, right. So that With practice, you know, we can get better, you know, working harder, you know, together on this course, you know, they can help accomplish and achieve their goals, setting up a pathway for success. So students can actually see that there are kind of structures in place, and it's well organized, that they're kind of it's leading them on to this journey, right, so that they can be successful in the course, we want to get away from these deficits, or lack of, you know, fixed mindset type things that like, you know, students can't do this, some students can do that. Yeah, we're having a growth mindset here, right? In this course, that you can do get better at writing you, you know, you can improve this, etc. You'll learn more about this. And so incorporating that type of language is also a great thing to building a more inclusive syllabus and more inclusive course, very early on.   Lillian Nave  17:49 Yeah, I must say that, I have found out so many helpful things. When I asked my students like who's in the class you're using class form, I know is excellent to find out really, who you're dealing with you it's always different, every semester is different. And the, you know, kind of a funny one. But something that really helped me is I teach first year students, and I teach in sort of the arts and the creative, you know, sides, a lot of humanities, and I end up getting a lot of music majors, we have a really good music program, and at our university, and many of them are required to be in the marching band, like or that's part of it. And then I found out that most of my students in the fall were in the marching band, which is a huge time commitment, especially in the afternoons or evenings. And so when I had planned to do some kind of outside of class, some service learning some civic engagement, or even a showing of a movie, they needed to see, of course, now we can throw it online, I realized that wasn't going to work with my student body who had to be on the field in marching band, and I was never a marching band person I didn't know, I had no clue about all of those requirements on their time. And I thought, oh, I need to be a little bit more flexible, at least in the fall in the spring. Totally different, completely different set of students. But yeah, I never would have known if I hadn't done that, that form. And maybe it's something kind of silly, or it's that I found out that just a large group of the students had had problems with, you know, when we were trying to do some things together. And so getting that voice that feedback from students changed, and helped me to have a more successful class, it changed what I was doing, or at least helped me to understand I needed to be more flexible, even before I'd heard of Universal Design for Learning, you know, many years ago.   Dr. Tracie Addy  19:46 That's wonderful. That's good news. And that's very much aligned with I work with a lot of instructors on the who's in class form. The same things, you know, finding that information out early is just so transformative. Yeah. And setting that you know, tone and making the decisions that you make rate for for an actual course. So yeah, that's, that's nice that you know that, that you were able to do that?   Lillian Nave  20:05 Yeah, I would have been setting them up for failure Honestly, if I had stuck to like the original plan, and it would have been conflict after conflict after conflict anyway that that didn't have to happen. Right, I could definitely redesigned. So it wouldn't, wouldn't have been a problem. So those are fantastic. I also appreciated how you said to normalize help seeking, because I've definitely seen that as part of the hidden curriculum, that only some students know that they can ask for an extension that they can, that there's flexibility in some things, and they can go to a tutoring center, they can, you know, any number of things that will help them. And some students thought, nope, It's sink or swim. If you can't do it, you don't belong here. And I didn't really think about that, until recently about being in the syllabus, that we really have to state that very clearly to our students so that everybody is on an even playing field, not just the ones who, who came from parents who'd been to college and can say, Hey, did you ask for an extension, and you know, or talent, tell them what sort of the ins and outs are? That isn't spoken? So we really have to speak those things? Or write them down or send them to our students? Or they're not going to know? Definitely. So? Well, after we have this inclusive syllabus, there are lots of strategies for instructors in the classroom. So what is it that instructors are actually doing in the classroom that you would consider inclusive strategies?   Dr. Tracie Addy  21:47 Yeah, inclusive strategies can look like so much, right? Like there's a whole diversity there of what instructors can do to build this type of classroom environment? Well, a few things to start with, you know, they're they're co creating guidelines with their students. So let's say they have like a discussion course, they're, they're working with their students to think about how do we work or function as a community? And what kind of guidelines can they, you know, kind of abide by, they're being very welcoming. And like using their students names, they are making sure that they can pronounce them using their student pronouns, they're calling on students are engaging students equitably, right. So ensuring that, you know, all students are engaged, and they're using different strategies to support that. And they might not only be, again, focus on let's who who's raising their hand, right? Because we can know, we know, engagement can be in many different ways. And that's just one form of it. In a class, they're using a wide variety of different teaching strategies. So thinking about like, you know, different active learning strategies they're using to engage students, you know, they might be doing things like polling to make sure you know, there's more equitable participation that students are engaged, etc. And across, you know, the board. There, they're getting feedback on their teaching around these topics as well. So we find that a lot of inclusive instructors, you know, that they might be implementing strategies, very strategies, but they want to know how they're working, right. So they're also getting that feedback as well. They're also you know, incorporating or creating environments that scaffold students and learning. So sometimes, you know, people refer to these things like thinking about, like, you know, things like high structure or, you know, the way that things are put together in a class that will help students kind of build upon their prior knowledge, move into, you know, what, what they're currently kind of discussing, and grapple with that because we know, you know, students being novices, right, like, we're, we're, we're in an expert thinking often mode, not always, you know, depending on your teaching, but like, we're often in that type of mode. But helping students actually and thinking about employing learning science, right, that's like what we know about how people learn. So they're carefully scaffolding, you know, the environment for that purpose purposes. And I know we're going to talk a little bit about assessment, that's also a big thing, when thinking about inclusion as well.   Lillian Nave  24:08 So, one of the things you do touch on there is not always, you know, calling on people with their hands raised or you know, a variety of different ways of kind of moving through the class if you're like in person or even on mine, you know, the quintessential kind of if you saw a movie, the classroom would be a professor cold calling on somebody you know, you are or here's a question and waiting for a hand to come up. And recently I came across this I can't remember where but probably on Twitter, the idea that the the first person to answer the question, that is the quick thinker, so and that really signifies confidence, rather than competence. So oftentimes, it's the the confidence student who's ready to talk And sometimes it's not even the right answer, but they are pretty confident that they're, they're able to talk. And then we have 2040 100 other students who the wheels are still turning, they're thinking there's processing and handling. Yeah, how do we get at those and not just privilege, those who are ready to answer really quickly, because that's just who they are as people. But there's so many other students who are, can be just as successful, I should say, and can be just as engaged. But we need to offer, like you say, polling or other ways for the different students who process things differently, who think about things differently, and might be slowly and then come up with, you know, a really brilliant answer to the question that everybody else should hear too.   Dr. Tracie Addy  25:53 Yeah, definitely. And I will say, like, even like me, as a student, like, I like writing things down. So like, you know, a professor asked a question, I'd like to have a few minutes, I'd like write it down. You know, there's so many different strategies that we can think about that are more holistic, and I agree, you know, like, we call them the first student all the time, we're calling on the quick process, or the one who's eager. Right. So waiting, having some time to also wait for other students, you know, I'll wait for five more hands, you know, before, you know, we'll call them someone. Or if you're doing group projects, you know, maybe every table right gets some time in one, you know, they get called on but they know, you know, in advance, you're never going to come up with an answer. But then, you know, everybody can actually contribute right? To the conversation in some type of way. In the back of the of the back channels, we talked about pulling all of that are wonderful ways, as well as writing discussion boards, you know, we're finding all kinds of neat strategies right now that we're using in classrooms that are alternates to, you know, just, you know, hand hand raising.   Lillian Nave  26:56 Right, right. And technology has just brought us leaps and bounds ahead for everybody writing an answer and then press return at the same time. So you can see all 20 responses, and you're not. Yeah, you aren't, you aren't clouded by what somebody else said. And you can also see, Wow, 15 out of 20 of you said it, you know, like this. So it seems like that's the consensus for our class and even talk about those differences. And it does, it gets to all those students, or at least more of the students, then traditionally, we've sort of seen, especially in movies, when I think about the way classrooms are, are handled. So the the idea of including more students engaging or students, that's very UDL, by the way. So the first column on our UDL table is all about engagement, and thinking about the ways that different students will process things will, will be able to engage with whatever the the teaching, modality is that day, right? So sometimes there's many lectures, and sometimes there's group work, and sometimes, you know, maybe you're online, maybe it's a hybrid. And every student is going to be comfortable, more comfortable with some and more comfortable with other ways. So it seems like if you are mixing it up, you're you're going to hit somebody's stride at some point, right? So when, okay, so you're teaching and engaging our students with these inclusive strategies, strategies, what do the assessments then look like? How can you design or create inclusive assessments?   Dr. Tracie Addy  28:41 Yeah, so thinking about assessments that are more equitable, in general, and you know, could also foster a sense of belonging in a different way. But we're also kind of focusing here a lot on equity. Thinking more so in terms of formative Lee, is a good way to think of assessments too. So putting more emphasis on formative assessments is what many inclusive instructors do. So they're low stakes. They're not going to be tied to a very, you know, high weight or grade. And we know that, you know, from learning sites that like, this is how people learn, they learned, you know, when better, you know, when they have more frequent and lower stakes, types of assessments, they can practice retrieval, and all of those wonderful things that you can do in those types. So emphasizing more the formative would be one way would also be thinking about even the ones that are a little bit more higher stakes, how they're how they're designed and put together. So we know that there's, you know, this issue of like, you know, so we can have a time test right and like, you know, have have that in our class, as well. But what we can think about too is that is a time test necessary like do we is are there flexible options here to allow students more time to so some students, you know, they might need more time we know like, you know, we've taught like, you know, there's students that take, like, you know, really quickly turn to the test, right, and then there's some in that other round, and then there's some that will wait to the very end. And it doesn't necessarily always mean that they don't know, sometimes students will, like, you know, want to be very careful, you know, they might know the information, they want to wait till the end. But sometimes also they might not, you know, know, so why do we need that timing factor in there? Can we allow them to have more flexibility, there is another way, so taking home assessments or designing them in other ways and projects that students can complete, that don't necessarily have a time bound? Now we have this big conversation on the field and more openness, I would say, even with COVID, towards alternative assessment, so rethinking, you know, do we really need that traditional exam. And the alternative assessments are beautiful, some of them in various ways, because they can allow students to have not only just more time, but they can also be designed in ways that students can integrate, you know, aspects or things that resonate with them. So sometimes they're given more choice and agency, right in those assignments and how they complete them. So that can be a very inclusive thing, because it can resonate more with students, right, and they can, you know, have some have some choice there as well. And she was like, how to represent that I'm thinking also UDL, you know, with regards to, maybe you have an assignment that students can, you know, represent in any different way, like, they can come up with any form format for the end product, but, you know, you're going to grade them on certain things where you have your criteria, but they can, like, you know, come up with an in any way. And so having that flexibility built in, and having more choice and agency in the assignment. So having these alternative ways is definitely more inclusive. Otherwise, I would say, you know, now we're having kind of more movements towards grade. So you know, thinking of assessment and thinking of that grade, right, like what you get, like, you know, for with regards to grading, and I'm opening up that and going back to kind of the formative way, but focusing more on the learning that's happening, more formative ways of looking at that learning, more self reflection on learning itself. And there's many ways to kind of do this and grading, right, like, there's various forms that can take to the degree in which you want to explore it. But that can also be a very include inclusive way approach to thinking about, you know, grading, as well. Because then it takes a little bit of that anxiety onus off of that focus on grades and more on the learning. And I know a lot of students really will appreciate that we know that also, with tests, we see, you know, anxiety and things like that we see disparities between students and, and whatnot, so why not knock those things out of the picture a little bit, right, like, so that we can reduce those barriers and focus on learning. So those are, you know, a few ways to really think about inclusive assessment. And of course, there's small tricks like, you know, if you can do blind grading, so, you know, in your class, and not every assignment is going to allow for that, but to be able to not carry in your own, you know, biases in the way you think about how the student has passed, performed in that particular class, etc. To try to reduce that, as well. So those are, those are a few ways we can really think about inclusive assessment.   Lillian Nave  33:25 You know, I think the pandemic has really pushed a lot more options. It really certainly has into our, you know, quiver of of arrows that are assessments because we can't do what we used to do. There's no longer well, not long for a while we couldn't, you know, stuff, 100 students in a chemistry lecture hall and say, take this test, because they weren't six feet apart. So yeah, so we had a lot more need. I mean, we're really pushed to think of these alternative assessments. And I asked my students this week, and we're midway through the fall semester, and 2021, as we're recording this interview, and I asked this, my students who said, Tell me you're a college student during a pandemic, without telling me you're a college student during a pandemic. And, you know, some of them are like, well, I could tell the swab was a different size, you know, for my latest COVID test. Yeah, things that you wouldn't realize, you know, you wouldn't think about, and one student said, I just went in to take my first seeded test in six months. So we're three, you know, three months into a semester, and I have first year students so they were probably in high school in the last semester. And that's phenomenal to think there's only been one seated test for this year in their five classes over three months. And that is absolutely not what it was two years ago, these students would have been showing up for midterms and taking quizzes and a whole lot of things. have been radically shifted. I thought when I heard his answer. Yeah, definitely in for the better mean, now got lots of ways, lots of ways to be much more inclusive.   Dr. Tracie Addy  35:11 Mm hmm. Yeah really pushed, I think us in higher education and outside of higher ed, k 12, etc, to really rethink the way we did things.   Lillian Nave  35:19 Yeah. And we didn't realize it's like, we didn't know that the projector was off, we didn't realize that we were excluding and that we were making it, you know, harder and putting roadblocks in the success, or the road to success for our students, until we found out oh, I can do it this way. My students are performing better. They're, they're demonstrating that they know the material, they're just demonstrating it in a different way. And we just hadn't thought about doing it until now, or until we had to, really until we have to. Yeah, you also mentioned the the idea of more formative assessments. And I had never heard that term until I was asked to give a little faculty. Oh, a little workshop about some of the things I was doing. And my good friend who was running these wonderful workshops, said, Hey, Lillian, I want you to come in and do the the kind of the group quizzes that you do. And I want you to kind of teach some of the things that you do. So something on formative assessment and summative assessment, and I said, Oh, I'd love to that sounds great. What does that mean? Do you want to tell that tell us the difference between formative and summative?   Dr. Tracie Addy  36:33 Yeah, absolutely. Formative assessments are usually pretty low stakes, they're often not tied to a grade. So you know, they're the little things that students can do in a class that still promote learning, even like polling, right is one example of writing down everything you know, about this topic, right? Like those types of things, or things that are just not graded. So maybe you have them write like a, you know, a paragraph about something they learned or something, you know, but it's not graded. So these are just very kind of opportunistic times to incorporate in our teaching ways to help students like, think about what they're they're doing and what they've been learning, and to be able to capture that right. And in a way that doesn't, you know, tied to all this like more high pressure, right, in a high in a high stakes. Setting the summative assessments on the other hand, right? They're the opposite, where they're more high stakes, they're usually kind of weighted high in terms of, you know, they're graded, as well. So it's tied, it's typically tied to a grade. And we're thinking like projects, we're thinking papers, we're thinking tests, you know, all of those types of things that are more of the, you know, the high stakes assessments. And so what we know is that, you know, even making those shorter, like, even if it's like a paper and like doing drafts that are kind of more formative building to that final project, or that final paper, is actually going to be beneficial and move, improve the overall quality, typically, of the students, if they get feedback, etc. And they go through this iterative process, then actually just having that end product, so I'm focusing more on the formative, we're thinking more developmentally. The other thing about formative is that a summative is it's too late. So like, yeah, if you just do the test, right, then students don't have a chance to improve it till the next time they do something similar, right? So formatively, we can actually see how they're doing, students can see how they're doing. And then they can make changes right to that they can learn, sometimes I like in these. And when I talk about it more to like a GPS, where we're trying to, you know, have that end goal, right, our learning goals at the end, and we're trying to get there. And we're following this kind of, you know, this path, but there's multiple paths that we take. And along the way, we're assessing how students are doing through these formative measures, right. And so if we waited until the end point, we got to our destination, right, that's too late. We need to like do it along the way, and then we can help them, you know, get to that path, right to get to that point that we want in terms of their learning.   Lillian Nave  39:03 Yeah. So it sounds like a more inclusive strategy is to if you've got only formative assessments, maybe a midterm and a final to switch or or add in a lot more formative assessments would help your students to be successful and might include the more students and take away some of those barriers that we may not realize we had put in our classroom.   Dr. Tracie Addy  39:31 Yeah, absolutely. Yeah. So having more formative and especially early on in a course when students are trying to kind of fill out this professor or even college right you're teaching first year students, but waiting those less and helping them kind of see the process as well and how, how you know how to take these things in school, how you know how they're going to learn, that can be very useful in general and not only support their learning but also like their their ability to do on the class and focus on things that you want them to focus on, right? We want them to learn, we're not just take, learn how to take the test, we want them to know, the material. Right? And so some students will come in and advantage there. So having those, you know, points of practice early is going to help everybody,   Lillian Nave  40:18 right, there's a difference between being an expert student who can take tests well, and can remember information and then forget it right away. So they can stuff their brains with the next set, and an expert learner, where you actually make that material into your own and, and really understand it. And I, you know, we get a lot of experts, students coming in to higher ed, because they've been trained to be really, really good students to make it into high read. And I think there's a, there's a movement or a change into becoming those lifelong learners and helping our students to become lifelong learners. And I think that shift into more formative assessments is, is really key to know about changing and growing and a tuning your, your essay writing or whatever it is to make it better along the way, rather than just to be judged, or evaluated. You can you can learn in the process.   Dr. Tracie Addy  41:15 Yeah, and it helps also, it aligns with the growth mindset model, right, where we can continue to have this practice right over time, and we can, you know, get better rather than just this in thing where I'm like, Oh, I didn't get it. Yeah, so I guess, right, right, right.   Lillian Nave  41:27 Yeah, I'm a failure. Yeah. Well, one other thing that you mentioned that I love, in the book, what inclusive instructors do is about reflection, and that's very important in being an inclusive instructor. And you include a lot of reflection questions in your book. And I wanted to know if you can elaborate on why reflection is so important to becoming a more inclusive instructor.   Dr. Tracie Addy  41:54 Sure, reflection is important, regardless of you know, what we're our occupation is right, when we reflect on who we are what we do, that's actually going to help us think more deeply about what we can do or what we should do, what we're doing well, etc. In the book, we do include those reflection questions very intentionally, because we wanted to ensure that we presented this information, but we wanted to have those reading it, apply it to their context. So if I was, you know, I'm an educational developer. So if I was in a setting where I could talk through those things, I would ask, you know, those questions, right, to those who are participating, but knowing that, you know, I can't do that. But how can we embed this right still within the context of framework of a book and actually encourage that reflection? And this is so critical, because with Inclusive instruction, we also might not know what to ask, I mean, sometimes, you know, when we're reflecting, it's like, what do we reflect on? What am I supposed to be asking? What am I, you know, what am I supposed to be getting at here. So very intentionally, we put those questions in, so that there were really key moments and key principles and ideas around inclusion that could be grasped that they could grasp, right, those who are reading the book, or readers could grasp and actually reflect on those. And so we know that inclusive instruction in general is ongoing, right? It's a continual process of reflection, because we never arrive, right? We never, you know, get to like being the most inclusive instructor like at the end point. Right? Yeah, we're always going to be working hard at it. And so it is going to be growth. And so we wanted to show that like that reflection is growth. And this is a way we can grow by reflecting on it by thinking about it by inspiring discussion and conversation on it within our own personal context, but also within our institutions, too. So the the discussion questions go beyond the, you know, the person and they can also be applied in in group settings, right, as well, to really think about what other people are thinking about those questions, too.   Lillian Nave  43:59 Yeah, I've noted that the way my students learn, and the way I learned best is through that experiencial learning cycle. So you have to, you know, try something out. And then you reflect on it, you are, you know, try to figure out what went well, what didn't, and then you're ready to try it again. You know, tweak it, change it. And when I first heard about service learning, and civic engagement, I learned about how crucial that reflection process is that now I kind of think, is there even any learning without the reflection part, you can just sort of put it down on paper and say you pass the test, but unless we've had a chance to really look at what did I learn how did I learn it? And and how did I feel when I was learning it? I've asked my students to include their emotions, like I was surprised or this made me feel somewhat angry and I had to really work through that feeling, it's just become a much more important part of my learning that I'm paying attention to that I never, ever would have said, when I was, you know, in high school or college, I would have thought that's sort of weird. Or just a little touchy feely. And here I am now, thinking that's the most important part of learning. I was critical. Yeah, well, I guess I'm reflecting now.   Dr. Tracie Addy  45:30 In in this moments, like, sometimes, you know, teaching, we have so many responsibilities right every day, and it's so hard to take that time to reflect. So one of the things to think about with inclusion is that, like, let's take that time and then the book, you know, we're encouraging those to take that time to reflect to really think about these things. It's not easy, you know, it's important, as you mentioned, but it's not easy always to find that, that that space to do it and have the habit forming.   Lillian Nave  45:56 Right, yeah. And it takes a lot of humility to to say, Oh, my, I had the I had that projector off wouldn't whatever that means. That my students couldn't access it, I, I did not do that. And here's something that I can do that's going to be more helpful for my students. That's, that's not a barrier to them. So, so if an instructor is listening to this podcast out there and interested in becoming a more inclusive instructor, what is your best advice? Where do you suggest someone would start?   Dr. Tracie Addy  46:31 That's a great question. So I would say start small. So start with changing one thing in your class, and really think about those your goals, like think about your class, or do that reflection piece, and what area would be really, you know, something you really want to work on. So let's say like, I just want to work on, you know, equitable participation, okay, in my class, so do a few, you know, get a few resources, you know, think about ways in which you know, that could, you could do that in your in your class, whatever you choose, and then try it out, try it in a small scale trial and one class and see how it's working. I'd also say, get some feedback from your students as well. So that, you know, you know, their perspectives also on how it's working. So one of the things I think about inclusive instruction is it can look in so many different ways, right, like, so whether we use different frameworks, UDL, culturally responsive teaching, you know, whatever ones resonate with us. And you know, that we can pull from elements of, we don't want to also just get overwhelmed and say, we have to do all of these things. Right, right. In my class to be inclusive, it's not the case, right? We can take small steps. And so I would say, start there, to any instructor who was new, or trying wanted to try something out, take that risk, right? And then, you know, see how that goes, improve it, get the feedback, and then try something else. So just go through this process of, you know, continued awareness of like, wow, there's things I could do better, right, like, like thinking about your class and how you're teaching. And then just taking little small, small steps, we really don't need to change the entire, you know, class like to make it more inclusive, there's small things we can do we talk about that a lot in their book that can build, you know, an inclusive environment.   Lillian Nave  48:21 You know, I think our students can pick up on those things to just that small intention, if they read that syllabus and see that you're earnestly and honestly trying to include all the students, and that humility to say, hey, I want to make this a space for everybody. If there's any chance that I've messed up, or I could use some, you know, direction, or you can, you know, you have any suggestions, you know, I'd be willing to listen, that student voice, you know, like, I can't access these, you know, these assignments, or this is something that's getting in the way of my learning. I mean, just being open, gives us a lot of room to that, rather than aloof and far away and a large power distance. being approachable has has been a big change for me. And, of course, it's different for everybody. When I was first starting out, I didn't want to be approachable. I wanted them to think they couldn't question me because I was not sure I knew enough in order to teach when I was first starting out. But sure, sure. So I think it depends where we are on that continuum, but being able to seek the voices of our students is I think, going to be helpful and in how we create this equitable environment and an inclusive environment to make sure we are serving our students. Well. Absolutely. Well, thank you so much, um, that you have really whetted my appetite to again to dig into more of the book. And I know you have lots and lots of practical strategies there. So I'll definitely have a link to the book. And you also mentioned a study, which I think just came out recently. Yeah,   Dr. Tracie Addy  50:13 we have a few studies that came out, that's one of them. And then there's another one on student partnership, we will have our whose in class form study come out as well, and hopefully in the near future, but I can give you the link to those also, groups that you know, come out.   Lillian Nave  50:27 Yes, so I'll have the links in our resources section for the webpage and people can find them there. And I just want to say thank you so much for spending your time with me Tracie and, and sharing your knowledge with me and all my listeners.   Dr. Tracie Addy  50:41 My pleasure, thank you.   Lillian Nave  50:42 You can follow the Think UDL podcast on Facebook, Twitter, and Instagram to find out when new episodes will be released, and also see transcripts and additional materials at the think udl.org website. The think UDL podcast is made possible by College STAR the star stands for supporting transition, access and retention in post secondary settings, and the website provides free resources and instructional aides based on UDL principles. If you'd like to know more, go to the college star.org website. Additional support for the podcast is made possible by Appalachian State University where if you call it Appalachian, I'll throw in Appalachia. The music on the podcast was performed by the Odyssey quartet comprised of Rex Shepherd, David Pate, Bill Folwell and Jose Cochez our sound engineer is Tanner Jones and I am your host, Lillian Nave. Thank you for joining us on The Think UDL podcast.

Cian McLoughlin is the founder and CEO of Trinity Perspectives, a sales training and consulting company specializing in Win Loss Analysis and Sales Transformation. He is also a 20-year veteran of the B2B sales industry, including senior roles in some of the world's largest software companies. Additionally, Cian is the author of the Amazon best-selling book, “Rebirth of the Salesman.” In this episode, Cian shares why it's essential to ask for feedback from prospects instead of making assumptions when you lose or win a deal to better understand your win-loss rate.    Here are some of the topics covered in this episode: Understanding where the gaps are in your pitch How to understand and mitigate your prospect's risk and uncertainty Adapting as a salesperson as times change Essential characteristics to be successful as a salesperson   More From the Guest: Blog: https://www.trinityperspectives.com.au/blog/    LinkedIn: https://www.linkedin.com/in/cianmcloughlin/    Book:https://www.amazon.com.au/Rebirth-Salesman-World-Sales-Evolving-ebook/dp/B018HQV87C   Cian's Youtube: https://www.youtube.com/channel/UC0HfDd-On6QGR0J7kfMwnRw      Listen to more episodes of the Outside Sales Talk here! Start Selling More Today with Badger Maps - The #1 Route Planner for Field Sales See Badger in Action: https://www.badgermapping.com/outside-sales-talk-listener/ If you love the Outside Sales Talk podcast, you'll also love Badger's newsletters!  Our 95,000+ subscribers stay at the top of their game with actionable tips from top sales experts.   Are you in? Subscribe to Badger Maps' newsletters now!  https://www.badgermapping.com/newsletters/?utm_source=podcast&utm_medium=ostdescription&utm_campaign=newsletterlp

Nationally certified school nurse, Robin Cogan, MEd, RN, NCSN, whose commentary has been featured on CNN and the New York Times, discusses concerns, possible solutions, and tips for approaching this unusual start to the school year, including tips for students with food allergies.To keep you in the know, here are some helpful links:Our Children Will Suffer If Adults Can't Get Covid-19 Precautions Right: Opinion article by Comilla Sasson/Robin CoganCNN LIVE - Coronavirus Crisis: Featuring Robin Cogan, MEd, RN, NCSNFAACT's Guest Blog on COVID-19 and Students with Food Allergies with AASA The School Superintendents AssociationFAACT's Podcast: Responding to the CDC's Interim Guidance and Meals in the ClassroomFAACT's Position Statement and Letter to the CDC regarding CDC's Interim Guidance and Meals in the ClassroomCDC's Interim Guidance for Administrators of US K-12 Schools and Child Care ProgramsCDC's Childcare, Schools, and Youth ProgramsKeep up-to-date by visiting FAACT's Civil Rights Advocacy Resource CenterFAACT's Food Allergies and SchoolYou can find the FAACT Roundtable Podcast on Pandora, Apple Podcast, Spotify, Google Podcast, Stitcher,  iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org and follow us on Facebook, Twitter, Instagram, LinkedIn, Pinterest, and YouTube. Contact us directly via Email.Sponsored by:  ALKPlease note that today's guest was not sponsored by the ALK or compensated in any way by the sponsor to participate in this specific podcast.

In this episode, we get down to the basics to help you  get ready for a great return to school! We are sitting down with FAACT's General Counsel and Vice President of Civil Rights Advocacy, Amelia Smith, JD, to help us dust off our accommodations skills and to re-visit the basics for success.To keep you in the know, here are some helpful links:Special Note: Please contact Amelia.Smith@FoodAllergyAwareness.org directly if you are experiencing challenges regarding 504 accommodations or receiving meals, which are no longer safe and appropriate for your student. FAACT's Civil Rights Advocacy Resource Center | American with Disabilities ActFAACT's Sample Parental Referral LetterFAACT's Sample Accommodations for 504/IEP/IHPFAACT's Find a Support Group Near You AASA The School Superintendents Association: FAACT's Guest Blog on COVID-19 and Students with Food AllergiesFAACT's Podcast Ep. 26: COVID-19 Back-To-School Must Knows - Featuring Amelia Smith, JD.FAACT's Podcast Ep. 12: Civil Rights Advocacy - Responding to the CDC's Interim Guidance and Meals in the Classroom - Featuring Amelia Smith, JDFAACT's Position Statement and Letter to the CDC regarding CDC's Interim Guidance and Meals in the ClassroomYou can find the FAACT Roundtable Podcast on Pandora, Apple Podcast, Spotify, Google Podcast, Stitcher, iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org and follow us on Facebook, Twitter, Instagram,  & Pinterest.Sponsored by: Aimmune Therapeutics

Ask a marketer or business owner what they'd like most in the world, and they'll probably tell you “more customers.” What often comes after customers on a business' wish list? More #traffic to their site. There are many ways you can increase #traffic on your website, and in today's post, we're going to look at 10 of them. 1. Advertise Paid search, social media advertising and display advertising are all excellent ways of attracting visitors, building your brand and getting your site in front of people. Adjust your paid strategies to suit your goals – do you just want more #traffic, or are you looking to increase conversions, too? Each paid channel has its pros and cons, so think carefully about your objectives before you reach for your credit card. 2. Get Social It's not enough to produce great content and hope that people find it – you have to be proactive. One of the best ways to increase #traffic to your website is to use social media channels to promote your content. Twitter is ideal for short, snappy (and tempting) links, whereas Google+ promotion can help your site show up in personalized search results and seems especially effective in B2B niches. If you're a B2C product company, you might find great traction with image-heavy social sites like Pinterest and Instagram. 3. Mix It Up There is no magic formula for content marketing success, despite what some would have you believe. For this reason, vary the length and format of your content to make it as appealing as possible to different kinds of readers. Intersperse shorter, news-based blog posts with long-form content as well as video, infographics and data-driven pieces for maximum impact. 4. Write Irresistible Headlines Headlines are one of the most important parts of your content. Without a compelling headline, even the most comprehensive blog post will go unread. Master the art of headline writing. For example, the writers at BuzzFeed and Upworthy often write upward of twenty different headlines before finally settling on the one that will drive the most #traffic, so think carefully about your headline before you hit “publish.” 5. Pay Attention to On-Page SEO Think SEO is dead? Think again. Optimizing your content for search engines is still a valuable and worthwhile practice. Are you making the most of image alt text? Are you creating internal links to new content? What about meta descriptions? Optimizing for on-page SEO doesn't have to take ages, and it could help boost your organic #traffic. 6. Target Long-Tail Keywords Got your high-intent keyword and popular keyword bases covered? Then it's time to target long-tail keywords, too. Long-tail keywords account for a majority of web searches, meaning that if you're not targeting them as part of your paid search or SEO efforts, you're missing out. 7. Start Guest Blogging Before you say it – no, true guest blogging isn't dead, despite what you may have heard. Securing a guest post on a reputable site can increase blog #traffic to your website and help build your brand into the bargain. Be warned, though – standards for guest blogging have changed radically during the past eighteen months, and spammy tactics could result in stiff penalties. 8. Invite Others to Guest Blog on Your Site Guest blogging is a two-way street. In addition to posting content to other blogs, invite people in your niche to blog on your own site. They're likely to share and link to their guest article, which could bring new readers to your site. Just be sure that you only post high-quality, original content without spammy links, because Google is cracking way down on low-quality guest blogging. 9. Go After Referral #Traffic Rather than trying to persuade other sites to link back to you (a tedious and time-intensive process), create content that just begs to be linked to. 10. Post Content to LinkedIn LinkedIn has become much more than a means of finding another job. The world's largest professional social network is now a valuable publishing pl --- Send in a voice message: https://anchor.fm/aleph-global-scrum-team/message

In this episode, FAACT's General Counsel and Vice President of Civil Rights Advocacy, Amelia G. Smith, JD, explores the recently released international food allergy guidelines and how they apply to you and your family. Ms. Smith explains using easy-to-understand terms, elements of the recommendations, and how you can keep the focus on your student's health needs.To keep you in the know, here are some helpful links:Special Note: Please contact Amelia.Smith@FoodAllergyAwareness.org directly if you are experiencing challenges regarding 504 accommodations or receiving meals, which are no longer safe and appropriate for your student. Back to School 2021: 504 Basics and Accommodations as Students Return to School - FAACT Podcast with Amelia SmithFAACT's Civil Rights Advocacy Resource CenterAASA The School Superintendents Association: FAACT's Guest Blog on COVID-19 and Students with Food AllergiesFAACT's Podcast Ep. 26: COVID-19 Back-To-School Must KnowsFAACT's Podcast Ep. 12: Civil Rights Advocacy - Responding to the CDC's Interim Guidance and Meals in the ClassroomFAACT's Position Statement and Letter to the CDC regarding CDC's Interim Guidance and Meals in the ClassroomYou can find the FAACT Roundtable Podcast on Pandora, Apple Podcast, Spotify, Google Podcast, Stitcher, iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org and follow us on Facebook, Twitter, Instagram, LinkedIn, Pinterest, & YouTube.Sponsored by: DBV Technologies

As the nation reopens schools, new questions arise. In this episode, FAACT's General Counsel and Vice President of Civil Rights Advocacy, Amelia G. Smith, JD, discusses current Centers for Disease Control and Prevention (CDC) guidelines regarding children with food allergies and/or asthma. Ms. Smith also offers valuable tips for helping your child's school keep the focus on the child as you work together to secure food allergy accommodations.To keep you in the know, here are some helpful links:Special Note: Please contact Amelia.Smith@FoodAllergyAwareness.org directly if you are experiencing challenges regarding 504 accommodations or receiving meals, which are no longer safe and appropriate for your student. FAACT's Civil Rights Advocacy Resource CenterAASA The School Superintendents Association: FAACT's Guest Blog on COVID-19 and Students with Food AllergiesFAACT's Podcast Ep. 26: COVID-19 Back-To-School Must KnowsFAACT's Podcast Ep. 12: Civil Rights Advocacy - Responding to the CDC's Interim Guidance and Meals in the ClassroomFAACT's Position Statement and Letter to the CDC regarding CDC's Interim Guidance and Meals in the ClassroomYou can find the FAACT Roundtable Podcast on Pandora, Apple Podcast, Spotify, Google Podcast, Stitcher, iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org and follow us on Facebook, Twitter, Instagram, LinkedIn, Pinterest, & YouTube.Sponsored by: National Peanut Board 

Αν αναρωτιέσαι που βρίσκονται τα Καλάβρυτα, αυτό το Podcast θα σου λύσει την απορία. Ταξιδεύουμε με τον οδοντωτό σε ένα από τα πιο ιστορικά χωριά - κωμόπολη της Ελλάδας. Ανακαλύπτουμε κρυφές πηγές και μπόλικες ιστορίες για να μάθεις. Μα κυρίως, συζητάμε για την κινηματογραφική επιτυχία της χρονιάς που πρέπει να δεις, το Nomadland. Μαζί μας για άλλη μια φορά ο themythologist ( https://instagram.com/thamythologist?igshid=74pi67a7ww79 ) για να βάλει τη δικιά του πινιελιά. - Guest αναφορές- Blog: loureadblog► https://www.loureadblog.com Instagram: d.marinopoulos ► https://instagram.com/d.marinopoulos Ακολουθήστε το Instagram του Podcast https://www.instagram.com/trip.flakes/

Η Καστοριά δεν μας είναι άγνωστη. Μια από τις ομορφότερες πόλεις της Ελλάδας και αγαπημένη πολλών. Για αυτό και εμείς σήμερα μιλάμε για την πάρτη της. Όχι μόνο για τη λίμνη, τις γούνες και τα έθιμά της αλλά και για τις εκκλησίες, τα αρχοντικά και τις ιστορίες της. Λέμε Aloha στη νέα χρονιά!  Μαζί μας για άλλη μια φορά ο themythologist ( https://instagram.com/thamythologist?igshid=74pi67a7ww79 ) για να βάλει τη δικιά του πινιελιά.  - Guest αναφορές- Blog:  thegirlinthemuseum► https://www.thegirlinthemuseum.com Instagram:  seektheclick ► https://instagram.com/seektheclick Ακολουθήστε το Instagram του Podcast  https://www.instagram.com/trip.flakes/

On today's episode, I have a reality check type of conversation fellow Stepmom Kristen about;Coping strategies to overcome Stepmom insecuritiesThe importance of prioritizing your marriage in a blended familyTips to keep the spark alive between you and your spouseGrab a cup of tea or coffee, get comfy and listen close to the story of Stepmom Kristen Skiles.Connect with us on Instagram and Facebook.  SUBSCRIBE, RATE & REVIEWXO About our Guest:Kristen is a Certified Stepparent Coach and founder of stepmomming.com, an online platform dedicated to providing comfort and guidance to overwhelmed stepmoms by giving them the tools and inspiration they need to overcome insecurities and discontentment. She herself has had to overcome insecurities as her husband's second wife, learned a million lessons the hard way as a stepparent, and been on a roller coaster ride with shared parenting.  Kristen works to show stepmoms around the world that stepmomming is what they do and not who they are, encouraging them to embrace their unique roles and truly love their lives.  Connect with our Guest:Blog: https://stepmomming.com/Shop: https://shop.stepmomming.com/Facebook: https://facebook.com/stepmommingPrivate Facebook Group: https://facebook.com/groups/stepmommingainteasyInstagram: https://www.instagram.com/stepmomming/Pinterest: https://www.pinterest.com/stepmomming/Twitter: https://twitter.com/stepmommingblog 

Δυτική Μακεδονία. Εκεί που πιάνουν τα περισσότερα χιόνια κι ο βαρύς χειμώνας, εκεί βρίσκεται η Φλώρινα. Το πιο κρύο σημείο της Ελλάδας. Απομάκρη, γραφική, μοναδική. Κάτι θα ήξερε ο Αγγελόπουλος που την προτιμούσε. Κι εμείς που τη ζήσαμε με το φαγητό, τις φωτιές και τις ιδιαιτερότητές της. Πώς να χωρέσουμε δύο χρόνια σε ένα επεισόδιο; Κάτι κάναμε! Με το βλέμμα καρφωμένο στο Βορρά, πατάς το play για να ανακαλύψεις όλα τα «μυστικά». Και φυσικά να μάθεις για την ταξιδιωτική ταινιά του επεισοδίου. Που θα σε πάει μακριά, θα σε ταξιδέψει, θα σε προβληματίσει. Άλλωστε, το  είχε πει και ο Καβάφης: Να εύχεσαι να είναι μακρύς ο δρόμος (για την Ιθάκη σου Οδυσσέα). -Guest αναφορές- Blog: Ταξιδεύοντας χωρίς δουλειά (Ελεύθερη Ζωή)  ► https://eleftherizoi.wordpress.com Instagram:  iristhesea ► https://www.instagram.com/iristhesea/ Ακολουθήστε το Instagram του Podcast  https://www.instagram.com/trip.flakes/

Nationally certified school nurse, Robin Cogan, MEd, RN, NCSN, whose commentary has been featured on CNN and the New York Times, and FAACT's General Council and Vice President of Civil Rights Advocacy, Amelia G. Smith, JD, discuss concerns, possible solutions and the rights of parents/caregivers of children with food allergies and/or asthma as parents tackle Back-To-School options.To keep you in the know, here are some helpful links:Special Note: Please contact Amelia.Smith@FoodAllergyAwareness.org directly if you are experiencing challenges regarding 504 accommodations or receiving meals, which are no longer safe and appropriate for your student. CNN LIVE - Coronavirus Crisis - featuring Robin Cogan, MEd, RN, NCSNHow to Reopen Schools: What Other Countries Teach Us - New York TimesAASA The School Superintendents Association: FAACT's Guest Blog on COVID-19 and Students with Food AllergiesCivil Rights Advocacy: Responding to the CDC's Interim Guidance and Meals in the Classroom - PodcastFAACT's Position Statement and Letter to the CDC regarding CDC's Interim Guidance and Meals in the ClassroomCDC's Interim Guidance for Administrators of US K-12 Schools and Child Care ProgramsCDC's Childcare, Schools, and Youth ProgramsKeep up-to-date by visiting FAACT's Civil Rights Advocacy web pageYou can find the FAACT Roundtable Podcast on Apple Podcast, Spotify, Google Podcast, Stitcher, iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org and follow us on Facebook, Twitter, Instagram, LinkedIn, Pinterest, & YouTube.Sponsored by: National Peanut Board and DBV Technologies

Υποδεχόμαστε το νέο μήνα στα στενά της Τζιρόνα; Με ήλιο και λιακάδα ή βροχές και καταιγίδες; Με ερωτική διάθεση και ταξίδια σε μέρη ρομαντικά; Με βόλτες στα τείχη τα παλιά, στενά και δρόμους που θυμίζουν σειρών σκηνικά; Στο νέο επεισόδιο επιμένουμε να ταξιδεύουμε εναλλακτικά. Εσύ ακόμα να πατήσεις το play και να μας ακολουθήσεις;  Θα μας βρεις στα Insta @grecontrek  @argichatz και Grecontrek.com - Guest Blog travelscrapbook.gr / Guest Insta @vagelis_th

Σ' αυτό το podcast επεισόδιο περιστρεφόμαστε συνεχώς 180 μοίρες . Η φάση εξάλλου είναι γειτονιά με Φλωρεντία. Και αν ναι, πόσο εύκολα θα αποφάσιζες να ξεκινήσεις μια νέα ζωή; Το budget φτάνει για μια βίλα; Και στη διαφωνία μας, τι πιστεύεις, άσπρο και κόκκινο μας κάνει λιλά; Αν όχι, έπαιζαν ράγκμπι επί Αναγέννησης ή μόνο με ΠΑΣΟΚ; Ξέρουμε ότι τρώγεσαι να μάθεις τι εννοούμε, οπότε μην αργείς, πάτα το play και φύγαμε κάπου... γειτονικά! Θα μας βρεις στο Insta @grecontrek @argichatz και Grecontrek.com - Guest Blog dolcefarniente.gr / Guest Insta @stomouseio

Μοιάζει η ζωή σου ανιαρή; Ισορροπείς σε μια ασπρόμαυρη πραγματικότητα;  Τότε τρέξε τρέξε μικρούλη για μπύρες στο Δουβλίνο! Είναι καλύτερα όταν ξυπνάς στις τρεις το μεσημέρι; Και όλο ψάχνεις μια αφορμή για να ξεφύγεις; Τι άλλο θέλεις να σου πούμε; Πάτα το PLAY και ταυτίσου! Insta @grecontrek @argichatz, Grecontrek.com - Guest Blog inkstory.gr / Guest Insta @sawacky

Lauren and Jenny discuss 3 ways to consolidate credit card debt. (Guest) Blog: https://www.realadultingiseasy.com/post/3-ways-to-consolidate-credit-card-debt

Από πότε ο Spiderman προτιμάει την Ευρώπη και ειδικά την όμορφη Πράγα; Πίνεται ο Καφές με Χαρά μετά από 15 χρόνια; Εσύ, θα αντάλλαζες το σπίτι σου τα Χριστούγεννα; Με ένα κουτί μελομακάρονα; Δεν έβγαλες άκρη; Πάτα το play να σου λυθούν οι απορίες σ' αυτό το Christmas special podcast επεισόδιο! Insta @grecontrek @argichatz, Grecontrek.com - Guest Blog donteverreadme.wordpress.com / Guest Insta @archaeostoryteller

Στο δεύτερο podcast επεισόδιο των Trip Flakes, συζητάμε για την Μπρατισλάβα και το τι συμβαίνει όταν συναντιούνται Γαλλία κι Αμερική μέσα σε ένα βαγόνι τρένου; Ούφο ή UFO; Από τη Δύση στην Ανατολή, ένα τσιγάρο δρόμος. Αυτά κι άλλα πολλά άκυρα σε αυτό το επεισόδιο.  Insta @grecontrek @argichatz, Grecontrek.com - Guest Blog agreeksolo.com / Guest Insta @Negao_237

Mental health and money are arguably two of the most taboo topics of discussion in our society. However, so many people are struggling with not just one, but both, depression and debt. It's important to recognize that while on a debt free journey, you may struggle with a depressive dip - or experience anxiety surrounding money. This journey is not always easy, and your brain may try to sabotage your financial goals and dreams. Thankfully, there are people in this community like Vee Weir from Vee Frugal Fox, who are open about their own journeys. Through her openness, Vee is helping to eliminate the stigma surrounding both subjects in our culture, and is sharing her best tips with us! In this episode, Sami + Vee talk about: Both of our mental health journeys Steps to take when dealing with depression while on a debt free journey Why it's important to take it one day at a time The importance of community When + How to ask for help The importance of saving, especially if you're struggling with your mental health Vee's non-traditional advice on saving while in debt Memorable Quotes: “You've got to take care of yourself first if you ever want to help anyone else.” -Sami “It's all a journey, it's all a process, it's something that you have to calibrate every day.” -Vee “What really really helped me was The Baby Steps. Just taking it one step at a time.” -Vee “When everything else in my life goes awry, I think, ‘What can I control?' I can my budget, I can control my numbers. Usually, when I'm super stressed or depressed you'll find me on my Mint App or writing out my budget.” -Vee “Sometimes I'll get anxious when other things are out of my control, and even just logging into my bank account reminds me that I'm in control of something.” -Sami “I'm a very future-focused person, and that was a lot of what drove my anxiety. I thought I was saving money for the future, but I realized that I'm actually saving for the present as well as the future because it brings me present peace.” -Sami “Keep on listening to Sami's podcast because it's amazing, and a revelation, and I love it.” -Vee “My mindset behind all of it is that if I can admit that I have depression, I have anxiety, I've been in debt…all of these things that are so taboo to talk about…and I can come out the other side of it, I'm laughing about it now, then there's hope for just about anyone.” -Sami Resources Mentioned: Podcast Home Page [A Sunny Side Up Life Podcast] EP. 17: How To Stay Sunny [Counseling App] Better Help [Vee's Guest Blog] 5 Tips To Survive Getting Out Of Debt When Dealing With Depression #debtfreecommunity on Instagram [My preferred bank for a savings account] Ally Bank (2.20% APY at time of recording) [A Sunny Side Up Life Resource] Set of 14 Budgeting Worksheets [A Sunny Side Up Life's Free 5-Week Course] Magic + Money WHO IS OUR GUEST?  Vee began her personal finance journey on January 4, 2016. Since that date she has connected with thousands on Instagram following the same path, inspiring debt-free living and mental health advocacy. Throughout the last four years, she graduated from the University of North Carolina at Chapel Hill, paid off $55k in debt, published a poetry book, and started her own business (Weir Digital Marketing) - all while remaining transparent about her depression and anxiety with her online debt-free family. Her hope is that through her openness, others share their ‘taboo' money and mental health experiences, eliminating the stigma surrounding both subjects in our culture. Personal/Budgeting Instagram: @veefrugalfox Business Instagram: @weirdigitalmarketing  I'd love to hear from you... Reviews are everything on iTunes! Would you take a minute and click here to leave a review? If you have a question or comment about this episode connect with me over on Facebook or Instagram.  HEY I'M SAMI WOMACK I'm the wife to my high school sweetheart, Daniel, + homeschooling momma to our 3 girls. I'm the Budgeting Coach + Motivational Speaker behind  A Sunny Side Up Life. My family used to be in $490k of debt + living paycheck-to-paycheck, but after we hit rock bottom everything changed for us! Now that my family has become debt free + gained financial freedom, I want to help your family do the same! My passion is inspiring women to live abundant lives through budgeting, intentional living, and positive thinking. I offer a jump start into budgeting with my free 8-day Declutter Your Budget Challenge + full budgeting experience with my course, Your Sunny Money Method.

I cover the topic of DID regularly, both on this podcast and on Surviving My Past, and consider it an honor when a former guest is interested in coming back to continue our discussion. Rob Goldstein joins me regularly to discuss his experiences with DID, the things he's learned about himself, an continues to learn about his alters and the way they all interact with him in daily life.As Rob outlines on his site RobertMGoldstein.com: I’m a Certified Mental Health Rehabilitation Specialist who became symptomatic with a dissociative disorder in 2010. When I started this blog in late 2013, it was to advocate for myself and other people with trauma-related mental health problems.I wrote in my first profile statement that as I evolved the blog would evolve and over time, I learned about photography, digital art and I rediscovered my writing. I call the blog Art by Rob Goldstein but I can just as easily call it life by Rob Goldstein.This is my life as I live it, evolve, process its history, and prepare for an uncertain future. My life is my work and my work is my art.Art by Rob Goldstein is an expression of my emotional and intellectual evolution and an ongoing journal of my psychotherapy. I’m blunt, passionate in my beliefs, and willing to state my mind. If an honest exchange of ideas is what you want you’ve found the right place. During this episode of the podcast, Rob shares his insight on an aspect of DID that we have not previously discussed, "do your alternates agree with your diagnosis"?When he was first diagnosed with DID, and now that he's been living it for many years, how do his alternates react to being diagnosed with dissociative identity disorder?He shares how much he knows about his alters, and if he is aware of all of them.What does it mean when alternates are distressed and how do they let you know they are distressed?How aware is he when his alters switch, and how does that affect his daily life?Setting healthy boundaries in relationships of all types.The struggles of virtual reality and gaming, while living with DID.Be sure and follow Rob's Art and Blog over on https://robertmgoldstein.com and on Twitter at @Robrt_M_GoldsteYou can also check out the Guest Blog posts Rob has written for Surviving My Past and the previous episodes on the podcast.No Longer Sick with DID, I am Well with DIDLife with DID, where everything is a TriggerDissociative Identity Disorder, A Week in the Valley of Shadows-Matthew Pappas, CLC, MPNLPSupport the show (https://www.buymeacoffee.com/sPH8pMZ)

Ashlynne Laynne is the author of contemporary romance and the award-winning erotic paranormal romance succession, The Progeny Series, as well as an accomplished songwriter and poet. She’s an avid horror movie fan, admitted vamp groupie, and lover of all things Celtic. A hopeless romantic, she’s always had a thing for the fanged ones and hot guys in kilts. Ashlynne writes on the edge and combines erotica and romance in sensual tales that always feature heroes with heart. A flexitarian, Ashlynne enjoys cooking vegetarian recipes that support a healthier lifestyle. In her spare time, she likes to read, watch crime shows, and spend time with her family. Ashlynne juggles the hats of wife, mother, full-time employee and part-time writer, hoping to write exclusively in the future.   Ms. Laynne is an advocate of autism research and is always looking for projects to benefit the cause. She lives in the southern United States with her husband and son.       Additional Info: *The Progeny and Alterity (the first books of each series) are on sale for only 0.99 cents. *     Ashlynne Laynne Award-Winning Author of Paranormal, Contemporary & Erotic Romance   Paranormal Romance...and Beyond Hard sex. Harder love. Rocker Romance...and Beyond Sinful. Soulful. Provocative.   Website: http://www.ashlynnelaynne.com/ Guest Blog: http://ashlynnelaynne.blogspot.com/ Twitter: https://twitter.com/qlane FB: https://www.facebook.com/ashlynnelaynne/  

#12: The Politics of Desire (Harry Potter and the Sorcerer’s Stone, Chapter 12) Adri and Erin discuss the politics of desire in chapter 12, “The Mirror of Erised” of Harry Potter and the Sorcerer’s Stone by J.K. Rowling. They talk about how desire can blind us to our surroundings and how wanting to be seen and heard is perhaps one of the most common desires of them all. This episode’s featured e-mail comes from Eram. Episode 13 will discuss the politics of paranoia and conspiracy theories in chapter 13, “Nicholas Flamel” of Harry Potter and the Sorcerer’s Stone by J.K. Rowling. Media we’ve been consuming: Erin: Buffy the Vampire Slayer Joss Whedon’s Terrible Wonder Woman Script: https://indiegroundfilms.files.wordpress.com/2014/01/wonder-woman-aug7-07-joss-whedon.pdf Joss Whedon’s Ex-Wife’s Guest Blog: https://www.thewrap.com/joss-whedon-feminist-hypocrite-infidelity-affairs-ex-wife-kai-cole-says/ Adri: The Investigator: A British Crime Story Find us online: Our website: www.acciopolitics.com Twitter: www.twitter.com.acciopolitics Instagram: www.instagram.com/acciopolitics Facebook: www.facebook.com/acciopolitics Pinterest: www.pinterest.com/acciopolitics Leave us a voicemail: 915-996-1699 Our theme and transition music was written and recorded by the very talented Kayla Sluka. In addition to being a bad-ass composer, she is an amazing photographer. You can find her at www.treasuredroots.com. Contact us: info@acciopolitics.com

It’s the quiet ones you have to watch out for… Redfin has been quietly dominating since its inception in 2004, and no one in the real estate industry seems all that concerned. We dismiss Redfin as a discount brokerage and debate what to call it – Tech company? Brokerage? Something else entirely? Whatever label you put on it, Redfin is disrupting the way real estate works. And with its S-1 filing, we can finally see just how well the company has been doing. With a sales volume of $16.2B and a 31% gross profit margin, Rob is justified in saying that Redfin has the potential to ‘eat the industry.’   Today Greg and Rob get into the impending Redfin IPO and the potential consequences of its success on traditional real estate. They cover Redfin’s phenomenal company culture and the advantages associated with having employee agents rather than independent contractors – and explain how its software has the ability to capitalize on repeat/referral business in a way that traditional brokerages do not.   Listen to understand why Rob believes that the industry should be more afraid of Redfin than Zillow, and hear Greg’s take on the relative importance of agent relationships versus company culture in shaping the consumer experience. Might there come a day when traditional brokerages would have to partner with (GASP) Zillow to compete with Redfin? As the company goes public, let’s talk about why Rob and Greg think industry leaders should start losing sleep.    What’s Discussed:    The importance of culture at Redfin Redfin’s recent S-1 filing -Shares in $12-14 range -Company valued at $1B The debate around Redfin’s identity -Tech company -Real estate brokerage  -Agent team hybrid Why there is no backlash against Redfin’s IPO Rob’s take on why the industry should be more afraid of Redfin than Zillow How traditional brokerages throw shade at Redfin as ‘discount brokerage’ Rob’s theory that Redfin is going to ‘eat the industry’   Standout stats from the Redfin S-1 - $16.2B in sales volume, #5 in RealTrends 500 - 31% gross profit margin How Redfin’s software capitalizes on repeat/referral business Redfin’s focus on data - Measures customer satisfaction via NPS How the Redfin culture affects the consumer experience The myth that only independent contractors can provide high-level service Greg’s take on Redfin’s limited ‘boots on the ground’ The advantages of employee buy-in to Redfin company culture Who might be considered Redfin’s competition The what-if scenario around Redfin establishing a ‘sneak peek’ listing agreement How Redfin generates traffic to its site - SEO - Targeted email When the heads of large real estate companies should start losing sleep over Redfin - Redfin offers lower commissions, agents paid based on satisfaction ratings - Customer demand could force traditional brokerages to enact similar policies to remain competitive How a company with a multi-brand strategy could incorporate Redfin into its business model How traditional brokerages might need to partner with Zillow to remain competitive How reducing costs through automation would allow brokerages to charge less for commission  The way capital acts as an accelerator in the tech world How having employee agents allows Redfin to fully adopt its technology systems   Resources: CSS Corelogic Redfin IPO: Tech Company, Real Estate Brokerage, or Something New? Rob’s Redfin IPO Blog – Part 1 Sam Debord’s Guest Blog   Connect with Rob and Greg:   Rob’s Website  Greg’s Website   

During this hour with Marnie and guest blogger, Cara Price, you’ll discover: How to unite God’s purposes with your passion to form a business plan Where to find your first support group A key to longevity that many bloggers miss The "e" word and why it's critical to your success The #1 way to get inside your reader’s heads in order to touch their hearts How to continue to develop yourself as a writer The role of social media A trick that will save you time and increase your reach The most important thing to remember  Cara Price launched her blog last May with 12 views her first month. Since then she’s grown her tribe to over 1400 individuals per month. Her blog offers recipes for healthy living and devotionals to address spiritual health. Learn more at www.TheNourishedBodyAndSoul.com

A Guest Blog with Kathrine Lee, The Ultimate Source A few years ago when Oprah launched her new network, OWN, she ran a contest for anyone whose dream was to have their own TV show. The grand prize was a contract with her network. Because I had the privilege of being on her show a couple of times, I was encouraged to audition. At first, I was excited and it made sense. If I was a leader and wanted to create change in the world around me, what better platform than having your own TV show connected to Oprah? But something was unsettled in me. I couldn’t figure out why I had such great hesitation and deep conviction that this was not the direction to go. Then it hit me. I don’t want to be famous, I want to have influence. Now, I know you can be famous and have influence too but, for me, there was a distinct difference in the way I wanted to go about making an impact on the world around me. Let me share the definitions to each word. In them the distinction becomes clear.

Hello Captains and welcome to Priority One's 123rd episode, recorded on Thursday, April 11th, 2013 and published on Monday, April 15th, 2013 at PriorityOnePodcast.com!!! After James' bad Star Wars pun last episode, we've banished him to the depths of Hoth and this week the bridge is manned by Tony and Elijah. We wish James all the best, and suggest that the inside of a Tauntaun might be the best place on those cold, cold nights. We have a lot to cover in this week's show! In Trek It Out we have another prediction come true. In this week's STO News we cover the latest Spotlight on the Foundry, and some changes made on Tribble that are causing Foundry authors to frown, the latest Guest Blog on Skill Planning, Season Seven, Dev Blogs Fourty-three and Fourty-four, Legacy of Romulus Blogs Three and Four and the details of the Crystalline Catastrophe event. Next, we head into field notes to discuss the appalling behaviour of one member of the STO Community and the devastation it caused to Caspian Division fleet, and what you can do to increase your fleets security before finally opening up hailing frequencies to review your incoming messages. Remember, Captains, all the submissions we receive for our show will be entered into this month's random drawing for 1,000 ZEN -- this includes comments on our website and emailed segment topics! Mark "H2ORat" Valentine's donation page: http://www.gofundme.com/valentine We are Live on Trekradio.net every Thursday at 5:30 pm pacific time! If you'd like to join us live, during the show, Trek Radio has a built in IRC Chat client. Just click on the Community menu tab and select IRC Chat - input your desired screen name and enter! We are always looking for new blog submissions from Game/Gaming News, sci-fi/fantasy and entertainment bloggers. If you have an idea for an article and want your voice heard then send your submission to incoming@priorityonepodcast.com! Please know that all of our positions are volunteer, but we do offer a well known outlet for your work. If interested, please forward your contact information and experience along with a few writing samples to incoming@priorityonepodcast.com Did you miss any of our great Blogs last week? Stop by this link and see for yourself! How about our latest Video Release? Stop by our YouTube channel and check it out! We're on Facebook! Head over to www.facebook.com/PriorityOnePodcast and say hi! Or, Check us out on Twitter via @stopriorityone for show times and other cool stuff. Liked this episode? Totally hated it? Leave a comment below, Contact Us using our handy web form or leave your comments on the STO Forum thread for Episode 123! To get the missions you are making using The Foundry featured, send in the name of your mission, a brief description, and your @handle to incoming@priorityonepodcast.com. You might be asked to record a video walkthrough of your mission with Priority One! We have a call out to all Priority One fans for your ideas, bugs and tips for our new Field Notes Segment! Visit this link to submit your bugs, tips, or any idea or feature you would like to see implemented in game. Enjoy the show!

Hello Captains and welcome to Priority One's 123rd episode, recorded on Thursday, April 11th, 2013 and published on Monday, April 15th, 2013 at PriorityOnePodcast.com!!! After James' bad Star Wars pun last episode, we've banished him to the depths of Hoth and this week the bridge is manned by Tony and Elijah. We wish James all the best, and suggest that the inside of a Tauntaun might be the best place on those cold, cold nights. We have a lot to cover in this week's show! In Trek It Out we have another prediction come true. In this week's STO News we cover the latest Spotlight on the Foundry, and some changes made on Tribble that are causing Foundry authors to frown, the latest Guest Blog on Skill Planning, Season Seven, Dev Blogs Fourty-three and Fourty-four, Legacy of Romulus Blogs Three and Four and the details of the Crystalline Catastrophe event. Next, we head into field notes to discuss the appalling behaviour of one member of the STO Community and the devastation it caused to Caspian Division fleet, and what you can do to increase your fleets security before finally opening up hailing frequencies to review your incoming messages. Remember, Captains, all the submissions we receive for our show will be entered into this month’s random drawing for 1,000 ZEN -- this includes comments on our website and emailed segment topics! Mark "H2ORat" Valentine's donation page: http://www.gofundme.com/valentine We are Live on Trekradio.net every Thursday at 5:30 pm pacific time! If you’d like to join us live, during the show, Trek Radio has a built in IRC Chat client. Just click on the Community menu tab and select IRC Chat - input your desired screen name and enter! We are always looking for new blog submissions from Game/Gaming News, sci-fi/fantasy and entertainment bloggers. If you have an idea for an article and want your voice heard then send your submission to incoming@priorityonepodcast.com! Please know that all of our positions are volunteer, but we do offer a well known outlet for your work. If interested, please forward your contact information and experience along with a few writing samples to incoming@priorityonepodcast.com Did you miss any of our great Blogs last week? Stop by this link and see for yourself! How about our latest Video Release? Stop by our YouTube channel and check it out! We’re on Facebook! Head over to www.facebook.com/PriorityOnePodcast and say hi! Or, Check us out on Twitter via @stopriorityone for show times and other cool stuff. Liked this episode? Totally hated it? Leave a comment below, Contact Us using our handy web form or leave your comments on the STO Forum thread for Episode 123! To get the missions you are making using The Foundry featured, send in the name of your mission, a brief description, and your @handle to incoming@priorityonepodcast.com. You might be asked to record a video walkthrough of your mission with Priority One! We have a call out to all Priority One fans for your ideas, bugs and tips for our new Field Notes Segment! Visit this link to submit your bugs, tips, or any idea or feature you would like to see implemented in game. Enjoy the show!

00:00:00 - Dr. Christie Rowe had a problem with an article Simon Winchester published about recent earthquakes and bogus predictions. She let him know about her problems and he wasn't exactly a gentlemen or a good journalist about her critiques. We talk to Christie about her experiences trying to bully the bully pulpit into present honest science to the public instead of fear mongering for higher hit counts. Read about the entire interaction on the Paleocave Blog. Also read Dr. Rowe's followup post to the entire debacle at Scientific American's Guest Blog.   00:34:22 - What are we drinking? Christie also sticks around to counter misconceptions about boxed wine. Patrick concurs and is feeling mighty red and cheap himself. On the other hand, Charlie and Ryan compete to see who can be more bitter. Surprisingly (or maybe not), Ryan pulls out a win.   00:39:21 - Trailer Trash Talk, doubling up as Patrick's PaleoPOW via Jeff Sykes, ventures into potential ramble territory this week as the Paleopals discuss the upcoming documentary The People vs. George Lucas.   00:53:22 - PaleoPOWs are a lot like debates, frustrating, unconvincing and ultimately futile, but boy are they fun! Charlie has a well-thought out question from Jesus S. of Oregon about terraforming Mars in a very dramatic way. Ryan has a much shorter piece of feedback by far in the form of a tweet from @Edib0y regarding an essay inspired by the show. Here's hoping he doesn't get an F!     Thanks for listening! Be sure to check out the Paleocave Blog for occasional updates from you favorite podcasters.     Music for this week's show: This Is Why We Fight - The Decemberists Bitter End - Dixie Chicks Duel of the Fates - John Williams Duel of the Fates - John Williams