Podcasts about inductive

My guest is Dr. Jay Bhattacharya, MD, PhD, Director of the National Institutes of Health (NIH) and Professor Emeritus of Health Policy at Stanford University. We discuss which scientific questions ought to be the priority for NIH, how to incentivize bold, innovative science especially from younger labs, how to solve the replication crisis and restore trust and transparency in science and public health, including acknowledging prior failures by the NIH. We discuss the COVID-19 pandemic and the data and sociological factors that motivated lockdowns, masking and vaccine mandates. Dr. Bhattacharya shares his views on how to resolve the vaccine–autism debate and how best to find the causes and cures for autism and chronic diseases. The topics we cover impact everyone: male, female, young and old and, given that NIH is the premier research and public health organization in the world, extend to Americans and non-Americans alike. Read the episode show notes at hubermanlab.com. Thank you to our sponsors AG1: https://drinkag1.com/huberman David: https://davidprotein.com/huberman Eight Sleep: https://eightsleep.com/huberman Levels: ⁠https://levels.link/huberman⁠ LMNT: https://drinklmnt.com/huberman Timestamps 00:00:00 Jay Bhattacharya 00:06:56 National Institutes of Health (NIH), Mission 00:09:12 Funding, Basic vs. Applied Research 00:18:22 Sponsors: David & Eight Sleep 00:21:20 Indirect Costs (IDC), Policies & Distribution 00:30:43 Taxpayer Funding, Journal Access, Public Transparency 00:38:14 Taxpayer Funding, Patents; Drug Costs in the USA vs Other Countries 00:48:50 Reducing Medication Prices; R&D, Improving Health 01:00:01 Sponsors: AG1 & Levels 01:02:55 Lowering IDC?, Endowments, Monetary Distribution, Scientific Groupthink 01:12:29 Grant Review Process, Innovation 01:21:43 R01s, Tenure, Early Career Scientists & Novel Ideas 01:31:46 Sociology of Grant Evaluation, Careerism in Science, Failures 01:39:08 “Sick Care” System, Health Needs 01:44:01 Sponsor: LMNT 01:45:33 Incentives in Science, H-Index, Replication Crisis 01:58:54 Scientists, Data Fraud, Changing Careers 02:03:59 NIH & Changing Incentive Structure, Replication, Pro-Social Behavior 02:15:26 Scientific Discovery, Careers & Changing Times, Journals & Publications 02:19:56 NIH Grants & Appeals, Under-represented Populations, DEI 02:28:58 Inductive vs Deductive Science; DEI & Grants; Young Scientists & NIH Funding 02:39:38 Grant Funding, Identity & Race; Shift in NIH Priorities 02:51:23 Public Trust & Science, COVID Pandemic, Lockdowns, Masks 03:04:41 Pandemic Mandates & Economic Inequality; Fear; Public Health & Free Speech 03:13:39 Masks, Harms, Public Health Messaging, Uniformity, Groupthink, Vaccines 03:22:48 Academic Ostracism, Public Health Messaging & Opposition 03:30:26 Culture of American Science, Discourse & Disagreement 03:36:03 Vaccines, COVID Vaccines, Benefits & Harms 03:47:05 Vaccine Mandates, Money, Public Health Messaging, Civil Liberties 03:54:52 COVID Vaccines, Long-Term Effects; Long COVID, Vaccine Injury, Flu Shots 04:06:47 Do Vaccines Cause Autism?; What Explains Rise in Autism 04:18:33 Autism & NIH; MAHA & Restructuring NIH? 04:25:47 Zero-Cost Support, YouTube, Spotify & Apple Follow & Reviews, Sponsors, YouTube Feedback, Protocols Book, Social Media, Neural Network Newsletter Disclaimer & Disclosures Learn more about your ad choices. Visit megaphone.fm/adchoices

Coaching and programming from Justin, Amanda, and William can be found here - https://highcallingfitness.com/ Summary In this episode of the Bacon Bibles and Barbells podcast, Coach Justin, Coach Amanda, and Coach Bill engage in a comprehensive discussion about hormone replacement therapy, particularly testosterone replacement therapy (TRT). They explore the importance of understanding individual health needs, the benefits of TRT on mental clarity and mood, and the significance of a holistic approach to health that includes diet and training. The conversation also touches on personal training updates, health challenges, and the impact of hormones on relationships and overall well-being. In this conversation, the speakers delve into the complexities of testosterone therapy, discussing the variability of optimal testosterone levels among individuals, the morality surrounding hormone replacement therapy, and the role of SHBG in treatment protocols. They emphasize the importance of individualized approaches to therapy, the limitations of current medical practices, and the fallacies of correlation and causation in medical research. The discussion also touches on the risks associated with PCT and the challenges of understanding medical knowledge in a nuanced way. Takeaways TRT can benefit those who are doing everything right but still feel off. Mental clarity and mood improvements are significant benefits of TRT. It's important to consider individual needs and not just follow standard protocols. Hormones play a crucial role in both physical and mental health. Trialing TRT can lead to positive lifestyle changes and improvements. The concept of optimization is more beneficial than therapy in hormone discussions. Normal ranges in blood work may not reflect optimal health. A holistic approach to health includes diet, training, and hormone levels. Testosterone can have profound effects on relationships and personal well-being. Understanding the nuances of hormone levels is essential for effective treatment. Optimal testosterone levels vary for each individual. The morality of TRT is a complex issue. SHBG levels should not dictate treatment protocols. Individualized treatment is crucial for effective therapy. Clomid is not a suitable alternative to testosterone. PCT may not be necessary for everyone. Oral testosterone has significant limitations. Inductive reasoning can lead to medical fallacies. Correlation does not imply causation in medical studies. Understanding medical knowledge requires humility and caution.  

Flowing from high-minded philosophizing to low-brow womanizing while contemplating the air in your tires.

Proudly sponsored by PyMC Labs, the Bayesian Consultancy. Book a call, or get in touch!Check out Hugo's latest episode with Fei-Fei Li, on How Human-Centered AI Actually Gets BuiltIntro to Bayes Course (first 2 lessons free)Advanced Regression Course (first 2 lessons free)Our theme music is « Good Bayesian », by Baba Brinkman (feat MC Lars and Mega Ran). Check out his awesome work!Visit our Patreon page to unlock exclusive Bayesian swag ;)Takeaways:Computational cognitive science seeks to understand intelligence mathematically.Bayesian statistics is crucial for understanding human cognition.Inductive biases help explain how humans learn from limited data.Eliciting prior distributions can reveal implicit beliefs.The wisdom of individuals can provide richer insights than averaging group responses.Generative AI can mimic human cognitive processes.Human intelligence is shaped by constraints of data, computation, and communication.AI systems operate under different constraints than human cognition. Human intelligence differs fundamentally from machine intelligence.Generative AI can complement and enhance human learning.AI systems currently lack intrinsic human compatibility.Language training in AI helps align its understanding with human perspectives.Reinforcement learning from human feedback can lead to misalignment of AI goals.Representational alignment can improve AI's understanding of human concepts.AI can help humans make better decisions by providing relevant information.Research should focus on solving problems rather than just methods.Chapters:00:00 Understanding Computational Cognitive Science13:52 Bayesian Models and Human Cognition29:50 Eliciting Implicit Prior Distributions38:07 The Relationship Between Human and AI Intelligence45:15 Aligning Human and Machine Preferences50:26 Innovations in AI and Human Interaction55:35 Resource Rationality in Decision Making01:00:07 Language Learning in AI Models

Prof. Kevin Ellis and Dr. Zenna Tavares talk about making AI smarter, like humans. They want AI to learn from just a little bit of information by actively trying things out, not just by looking at tons of data.They discuss two main ways AI can "think": one way is like following specific rules or steps (like a computer program), and the other is more intuitive, like guessing based on patterns (like modern AI often does). They found combining both methods works well for solving complex puzzles like ARC.A key idea is "compositionality" - building big ideas from small ones, like LEGOs. This is powerful but can also be overwhelming. Another important idea is "abstraction" - understanding things simply, without getting lost in details, and knowing there are different levels of understanding.Ultimately, they believe the best AI will need to explore, experiment, and build models of the world, much like humans do when learning something new.SPONSOR MESSAGES:***Tufa AI Labs is a brand new research lab in Zurich started by Benjamin Crouzier focussed on o-series style reasoning and AGI. They are hiring a Chief Engineer and ML engineers. Events in Zurich. Goto https://tufalabs.ai/***TRANSCRIPT:https://www.dropbox.com/scl/fi/3ngggvhb3tnemw879er5y/BASIS.pdf?rlkey=lr2zbj3317mex1q5l0c2rsk0h&dl=0 Zenna Tavares:http://www.zenna.org/Kevin Ellis:https://www.cs.cornell.edu/~ellisk/TOC:1. Compositionality and Learning Foundations [00:00:00] 1.1 Compositional Search and Learning Challenges [00:03:55] 1.2 Bayesian Learning and World Models [00:12:05] 1.3 Programming Languages and Compositionality Trade-offs [00:15:35] 1.4 Inductive vs Transductive Approaches in AI Systems2. Neural-Symbolic Program Synthesis [00:27:20] 2.1 Integration of LLMs with Traditional Programming and Meta-Programming [00:30:43] 2.2 Wake-Sleep Learning and DreamCoder Architecture [00:38:26] 2.3 Program Synthesis from Interactions and Hidden State Inference [00:41:36] 2.4 Abstraction Mechanisms and Resource Rationality [00:48:38] 2.5 Inductive Biases and Causal Abstraction in AI Systems3. Abstract Reasoning Systems [00:52:10] 3.1 Abstract Concepts and Grid-Based Transformations in ARC [00:56:08] 3.2 Induction vs Transduction Approaches in Abstract Reasoning [00:59:12] 3.3 ARC Limitations and Interactive Learning Extensions [01:06:30] 3.4 Wake-Sleep Program Learning and Hybrid Approaches [01:11:37] 3.5 Project MARA and Future Research DirectionsREFS:[00:00:25] DreamCoder, Kevin Ellis et al.https://arxiv.org/abs/2006.08381[00:01:10] Mind Your Step, Ryan Liu et al.https://arxiv.org/abs/2410.21333[00:06:05] Bayesian inference, Griffiths, T. L., Kemp, C., & Tenenbaum, J. B.https://psycnet.apa.org/record/2008-06911-003[00:13:00] Induction and Transduction, Wen-Ding Li, Zenna Tavares, Yewen Pu, Kevin Ellishttps://arxiv.org/abs/2411.02272[00:23:15] Neurosymbolic AI, Garcez, Artur d'Avila et al.https://arxiv.org/abs/2012.05876[00:33:50] Induction and Transduction (II), Wen-Ding Li, Kevin Ellis et al.https://arxiv.org/abs/2411.02272[00:38:35] ARC, François Chollethttps://arxiv.org/abs/1911.01547[00:39:20] Causal Reactive Programs, Ria Das, Joshua B. Tenenbaum, Armando Solar-Lezama, Zenna Tavareshttp://www.zenna.org/publications/autumn2022.pdf[00:42:50] MuZero, Julian Schrittwieser et al.http://arxiv.org/pdf/1911.08265[00:43:20] VisualPredicator, Yichao Lianghttps://arxiv.org/abs/2410.23156[00:48:55] Bayesian models of cognition, Joshua B. Tenenbaumhttps://mitpress.mit.edu/9780262049412/bayesian-models-of-cognition/[00:49:30] The Bitter Lesson, Rich Suttonhttp://www.incompleteideas.net/IncIdeas/BitterLesson.html[01:06:35] Program induction, Kevin Ellis, Wen-Ding Lihttps://arxiv.org/pdf/2411.02272[01:06:50] DreamCoder (II), Kevin Ellis et al.https://arxiv.org/abs/2006.08381[01:11:55] Project MARA, Zenna Tavares, Kevin Ellishttps://www.basis.ai/blog/mara/

Kevin Thompson from the channel Beyond The Fundamentals returns to help us discern! We explore just how to properly approach the Bible and to rightly divide the Word and the many errors and obstacles each of us has to be aware of so as to do so.  Kevin introduces a foundational method to do just that by using the Inductive Method, to Observe (ask questions of what the text says), to Interpret (what does the text actually say and the author's intended meaning), and to Apply (the many ways a text of scripture can apply in various ways). The 2nd half of our conversation will conclude on EP 126 following this one. Check out his website and ministry info here and on his YouTube channel- so much great content that will grow you and your understanding of the Bible: https://beyondthefundamentals.com Please consider supporting our podcast; for Luke and I to create 4 episodes a month takes an average of 40 hours to research, record, and produce, sometimes more. If you find value in our work and would like to help support us, please choose from the options below. Thanks very much!! -Luke and Pete ⁠⁠⁠⁠⁠⁠⁠⁠⁠ Paypal: ⁠⁠⁠⁠⁠⁠⁠https://www.paypal.me/peteohlinger⁠⁠⁠⁠⁠⁠⁠ Cash App: ⁠⁠⁠⁠⁠⁠⁠⁠https://cash.app/$PeteOhlinger⁠⁠⁠⁠⁠⁠⁠⁠ Venmo: ⁠⁠⁠⁠⁠⁠⁠⁠https://venmo.com/u/Pete-Ohlinger⁠⁠⁠⁠⁠⁠⁠⁠ Feel free to contact us with any questions or comments for the show! Email us at: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠thedaysofnoahpodcast@gmail.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠      ⁠ ⁠⁠We'd love to hear from you! Thanks for listening- we appreciate each and every one of you out there. Don't forget to like, share, and subscribe, and tell your friends and family about the show, and leave us a five-star review, which helps to spread the show to others! All show music is original (by BassManPete) Cover art is of Mt. Hermon, site of the Watcher's descent, photo credit: By Almog - Own work, Public Domain, ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://commons.wikimedia.org/w/index.php?curid=2181987⁠⁠⁠⁠⁠⁠⁠⁠⁠, and beautifully crafted into our logo by graphic designer Christine Forster (⁠⁠⁠⁠⁠⁠⁠⁠https://x.com/GfxChristine00?s=20⁠⁠⁠⁠⁠⁠⁠⁠)

Fala galera, nesse episódio eu falo sobre viés indutivo, o famoso inductive bias. No episódio eu explico o que é inductive bias, os prós e contras de ter alto e baixo viés indutivo e dou vários exemplos.Cupom de desconto até o dia 16/03/2025: IA50Aqui está o link para a página de vendas para saber mais sobre mim e sobre o curso: https://filipe0lauar.hotmart.host/curso-deep-learningAqui está o link para se inscrever: https://pay.hotmart.com/W98240617U?_hi=eyJzaWQiOiIyODUzOTNlOTBhYzc0ZDg5YjdhNTFiMGNjMzg5ZTMwZCJ9.1741526578785&bid=1741526579854Link do grupo do wpp:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://chat.whatsapp.com/GNLhf8aCurbHQc9ayX5oCP⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠F⁠Instagram do podcast: https://www.instagram.com/podcast.lifewithaiMeu Linkedin: https://www.linkedin.com/in/filipe-lauar/

Welcome to The Daily. We go through the bible verse-by-verse, chapter-by-chapter, every single day. Our text today is Ecclesiastes 2:24-26. Today, I will show you again how to study the bible inductively. I like to do this occasionally so you can see how I prepare devotionals and learn how to study a text from the Bible on your own. Let's read the text and dive in. There is nothing better for a person than that he should eat and drink and find enjoyment in his toil. This also, I saw, is from the hand of God, for apart from him who can eat or who can have enjoyment? For to the one who pleases him God has given wisdom and knowledge and joy, but to the sinner he has given the business of gathering and collecting, only to give to one who pleases God. This also is vanity and a striving after wind. — Ecclesiastes 2:24-26 Inductive study involves deriving meaning from the text through observation, interpretation, and application. Essentially, it includes what the text says, what the text communicated to the original audience, and what the text conveys to us today. Today, I will keep this short and highlight some more interesting points. Observation | What The Text Says Key Phrases: Eat, drink, enjoy toil → Emphasizes life's simple pleasures. From the hand of God → Acknowledges that enjoyment comes from God. Apart from Him, who can eat or have enjoyment? → Suggests that true satisfaction is impossible without God. Wisdom, knowledge, and joy → Gifts given by God to those who please Him. Gathering and collecting → A contrast between those who work meaninglessly and those who find fulfillment in God. Key Characters: The one who pleases God → Receives wisdom, knowledge, and joy. The sinner → Works endlessly only to see his labor ultimately benefit others. Structure & Flow: Verse 24 is the premise: Enjoying life's basic blessings is good. Verse 25 is the rhetorical question: Apart from God, true enjoyment is not possible. Verse 26 is the contrast: Those who please God with those who do not. Interpretation | What The Text Says To The Original Audience Solomon is speaking to his audience during his time. In his time, labor was physically demanding, and wealth accumulation was often seen as a sign of success. But Solomon, one of the wealthiest and wisest men, declares that wealth and toil apart from God are meaningless. Application | What The Text Means To Us Today Without God, all our striving is empty. We work, we build, we chase success—but if He isn't at the center, our efforts become meaningless, like chasing the wind. True satisfaction doesn't come from what we achieve but from who we serve. When we surrender our work, our ambitions, and even our simple daily joys to God, we find fulfillment that the world can't offer. Here are some things you could do today to live this out: Start with Gratitude – Thank God daily for the ability to work and enjoy life. Shift Your Perspective – View work as a calling, not just a duty. Whether in the office or at home, let it be to glorify God. Live Faithfully – Seek wisdom and lasting joy in God rather than chasing empty achievements because without him our greatest successes feel hollow. #MeaningfulWork, #BiblicalWisdom, #Ecclesiastes ASK THIS: What areas of your life feel empty without God's presence? How can you shift your perspective to see work as a gift from God? What's one way you can seek joy in God rather than in accomplishments? Are you building something temporary or investing in what lasts eternally? DO THIS: Take a moment today to thank God for both your work and your ability to enjoy life's simple blessings. PRAY THIS: Lord, help me to find joy in the work You have given me and to seek fulfillment in You rather than in worldly success. Remind me that true satisfaction is found in living for You, not in what I accomplish. Amen. PLAY THIS: Trust In God.

About Ana Hory Ana is an executive in Consumer Product Goods, in private and Fortune 500 global businesses in Tech, Toys, Juvenile, Food and Health and Wellness. She's known for scaling businesses in new markets, for advising companies on strategy and innovation, for her pragmatic approach to crisis and for building strong cultures and teams.  As a transformative leader at Belkin, she led her division in four continents, with a team of 40. As CEO of Element of Choice, her entrepreneurial acumen was instrumental in scaling the business from inception to a robust enterprise with double-digit growth, navigating the complexities of a highly regulated industry with finesse. Ana's recent venture into launching b.box in the USA exemplifies her agility and forward-thinking approach, achieving a 3.5-fold increase in Amazon business and significant supply chain enhancements. Currently, Ana leverages her extensive experience as Board Co-Chair of the Membership Committee for Women Execs on Boards, as an Executive Advisor for Eleven Canterbury and as an Operator at Halogen Ventures.  Ana is an Accredited Board Director from UCLA Anderson School of Business and holds an MBA from the same institution, along with certifications in Women on Boards Corporate Governance from Harvard, AI Essentials from Stanford, AI & ML: Leading Business Growth at MIT and ESG from Competent Boards. Her global perspective is augmented by dual citizenship in the USA and EU, fluency in English and Portuguese, and proficiency in Spanish.   Episode Notes   06:07 Lesson 1: Harness the power of social connections 07:39 Lesson 2: Cultivate Long-Term Vision for Sustainable Success 09:36 Lesson 3: Be an executive that thrives in complexity 12:11 Lesson 4: Inductive reasoning is a powerful problem-solving tool  13:39 Lesson 5: Sequential reasoning is a valuable skill  17:37 Affiliate Break 18:30 Lesson 6: Channeling your Passion into Purposeful Innovation 20:20 Lesson 7: Unlocking the meaning of Numbers via Numerical reasoning is key 23:21 Lesson 8: Be an Empowering Challenger, one who Drives Success Through Assertive Leadership  24:28 Lesson 9: Be an Authentic leader 27:31 Lesson 10: Know your legacy  

Science depends essentially on inductive inferences – inferences that go beyond the evidence on which they are based. But inductive inferences have historically been modeled on deductive inferences, which are valid if and only if they satisfy a valid argument form.  In The Large-Scale Structure of Inductive Inference (BSPS Open/University of Calgary Press), John Norton expands his defense of what he calls the material theory of induction: what makes an induction good is not its conforming to a universal rule, like deduction, but instead by its being warranted by true background facts in a particular domain. Norton – Distinguished Professor of philosophy of science at the University of Pittsburgh -- argues that while these facts are themselves in turn supported by inductive inferences, the resulting network of inductive support does not suffer from vicious circularity, is not a form of coherentist epistemology, and dissolves the infamous problem of induction articulated most clearly by Hume. The book is free to download here.  Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

This book is free to download here.  Science depends essentially on inductive inferences – inferences that go beyond the evidence on which they are based. But inductive inferences have historically been modeled on deductive inferences, which are valid if and only if they satisfy a valid argument form.  In The Large-Scale Structure of Inductive Inference (BSPS Open/University of Calgary Press), John Norton expands his defense of what he calls the material theory of induction: what makes an induction good is not its conforming to a universal rule, like deduction, but instead by its being warranted by true background facts in a particular domain. Norton – Distinguished Professor of philosophy of science at the University of Pittsburgh -- argues that while these facts are themselves in turn supported by inductive inferences, the resulting network of inductive support does not suffer from vicious circularity, is not a form of coherentist epistemology, and dissolves the infamous problem of induction articulated most clearly by Hume. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/philosophy

Part 4 in the AC basics tutorial series. AC applied to resistors, capacitors and inductors, along with Capacitive Reactance and Inductive reactance. AC Theory Playlist

Keywords Bible study, Holy Spirit, inductive study, John chapter one, children of God, grace, truth, witness, faith, spirituality Takeaways Always start by asking for the Holy Spirit. Inductive study is crucial for deep understanding. The Bible's narrative centers around the cross. You can study the Word of God personally. The Word was with God, and the Word was God. Light shines in darkness, illuminating truth. Acceptance of the light grants the right to be children of God. God's grace is abundant and unbounded. Jesus Christ embodies grace and truth. The journey of faith is ongoing and transformative. Chapters 00:00 Introduction to Bible Study Techniques 00:04 Understanding Inductive Bible Study 03:00 Exploring the New Testament 05:33 Reading and Analyzing John Chapter 1 15:47 The Role of John the Baptist 25:08 The Word Became Flesh

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

In this session, we review the Inductive method and cover a few other tools for Bible study.

Bettina's Fall/Winter 2024 Fall Fashion ShowOregon wins 32-31 over Ohio StateExploiting loophole in rules. NCAA to close loophole. In the National Football League, the clock reverts back to the original time on a 12-man penalty — that is not the case in college football.10 seconds to go. 3rd and 25. Put an extra defender on field. Then either:(a) Buckeyes make a play and decline penalty. Or (b) Penalty accepted, and 4 seconds off clock. Only 5 yds gained. Now only 6 seconds on clock and need 10-12 yds to make field goal more realistic. Time more important than yards. 529 Plans and MarketsFidelity or Vanguard. Done. Wealthfront: couldn't find the underlying portfolio holdings? Holdings are WAY too conservative. 6000/month &6% or 7&7. Gets you between $200-$250k. 529 Rollovers? Can't roll it all to a Roth. $35,000 lifetime. RoboTaxi - We-Robot EventElon key note. Stayed in LA at Burbank Hotel. Nice. Elevator operator analogy. Cyber Cab unveil. Below $30k. No wheels or pedals. Production in 2026 (optimistic). Inductive charging. No plug. Fully autonomous unsupervised FSD in CA and Texas in 2025. Model 3Van that can carry up to 20 people or packaging. OptimusServing drinks and interacting with everyone there. Rumor is some human involvement. My interaction with Optimus. Sub-optimalShould cost $20-30k. Still thinks it will be biggest product ever of any kind. Everyone will want an optimus “buddy”. Nvidia and XAI: Jensen Juang on Brad Gerstner Podcast. 100m AI assistants to aid his workforce. Jensen talking to Brad: https://x.com/ajtourville/status/1845481395625304331?s=51&t=YUkdoBz4yNifBaQlQUp3-g“Never been done before – xAI did in 19 days what everyone else needs one year to accomplish. “Easily the fastest super computer on the planet”. Normally 3 years to plan and 1 year to set up. That is superhuman – There's only one person in the world who could do that – Elon Musk is singular in his understanding of engineering.” From Pierre FerraguHiiveCan buy SpaceX and XaI there. Sometimes with major conditions, like annual fee and “carry” of 10-20%. Netflix Earnings: Strong. CryptoBest asset class returns in 5 and 10 years…not fair to go back further? How much to own? Why? And where to hold it/ how to invest in it? IBIT and ETHA.Tight correlation to underlying assets. Managed by iShares/ Blackrock, so probably good controls in place. Fees are reasonable.Recommendations:Wife: Citadel Diana on Amazon

Inductive bible study method, skill: application.

In this episode of Still Unbelievable! Matthew comments on an episode of the Worldview Legacy podcast which argues that science and Christian faith do not conflict. The podcast host is Joel Settecase, who we have featured in a previous commentary episode. We take the view that there are claims in Christianity that are not scientifically defendable and that means that there are areas of conflict. For example, ask a Christian what scientific test you can do to confirm the existence of their god. When the Christian avoids a direct answer, it is them who is creating that conflict, not me and not science. Link 1 goes to the original episode. 1) The original episode https://podcasters.spotify.com/pod/show/worldviewlegacy/episodes/19-Why-I-Believe-Science-and-Christianity-Dont-Conflict-e1o4iit/a-a8ie63n 2) Pew research on science and faith in conflict https://www.pewresearch.org/science/2015/10/22/perception-of-conflict-between-science-and-religion/#:~:text=The%20new%20Pew%20Research%20Center%20findings%20show%20that,consider%20science%20and%20religion%20to%20be%20mostly%20compatible. 3) 3 laws of logic https://www.cambridgeskeptics.org.uk/a-brief-guide-to-logic-the-3-laws https://jamesbishopblog.com/2018/06/21/what-are-the-laws-of-logic/ 4) The Principles of Mathematics https://en.wikipedia.org/wiki/The_Principles_of_Mathematics 5) Scientific laws https://science.howstuffworks.com/innovation/scientific-experiments/10-scientific-laws-theories.htm https://plato.stanford.edu/entries/laws-of-nature/ 6) the Scientific Method https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method 7) Inductive and deductive reasoning https://www.scribbr.com/methodology/inductive-reasoning/ https://www.scribbr.com/methodology/deductive-reasoning/ 8) EAAN https://en.wikipedia.org/wiki/Evolutionary_argument_against_naturalism https://link.springer.com/article/10.1007/s11098-007-9155-3 https://link.springer.com/article/10.1007/s11153-022-09832-3 9) Darwin's Letter To William Graham 3 July 1881 https://www.darwinproject.ac.uk/letter/DCP-LETT-13230.xml To contact us, email: reasonpress@gmail.com our YouTube: https://www.youtube.com/@reasonpress2901 Our Theme Music was written for us by Holly, to support her and to purchase her music use the links below: https://hollykirstensongs.com/ https://hollykirsten.bandcamp.com/

 #61 LIVE Session – Getting Realist with New Medical Schools—8C's for SuccessBut how are new medical schools successfully established?You would think this Herculean institution-building would induce a large body of literature about med-school-making but there is a big gap in the literature. In fact, the authors of today's paper assert that there is little published empirical evidence to date, nor any theory brought to bear on this phenomenon. The authors chose a Critical Realist lens and Institutional Entrepreneurship theory to design this study.Episode host: Jason FrankYou find the episode notes on the Papers Podcast websiteEpisode article:  Kirubakaran, S., Kumar, K., Worley, P., Pimlott, J., & Greenhill, J. (2024). Establishing new medical schools in diverse contexts: A novel conceptual framework for success. Medical Education, n/a(n/a). PAPERs Podcast consists ofHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergWeb Manager: Alex AlexanderssonExecutive Producer: Teresa SöröProduction of Teaching and Learning at Karolinska Institutet

Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: An anti-inductive sequence, published by Viliam on August 14, 2024 on LessWrong. I was thinking about what would it mean for a sequence of bits to be "anti-inductive". It probably is a concept that is already known (as a rule of thumb, if I can think about it, someone probably already wrote a paper on it 50 years ago), but I haven't heard about it. * Some sequences are predictable and can be compressed. These two concepts are deeply related, because if you can successfully predict the next part of the sequence, you don't need to actually write it down; hence compression. A completely random sequence of bits cannot be compressed or predicted. There is a simple mathematical proof that some sequences cannot be compressed, although it doesn't say which ones. For any natural number N, there are more sequences of size exactly N, than sequences of size smaller than N. Therefore no program can generate a unique sequence shorter than N for any input sequence of size N. * Things get more complicated if we consider the caveat that although random sequences in general cannot be compressed, true randomness means that sometimes we accidentally get a sequence that can be compressed -- for example, with probability 1/2ᴺ we get a sequence of N zeroes, and it would sound silly to argue that we can't compress that! The solution to this paradox is that if we decide to compress only some selected sequences, then we need to add an extra bit of information specifying whether this sequence was compressed or not. Otherwise, if we see a sequence of bits saying (in binary) "a sequence of thousand zeroes", we wouldn't know whether the intended value is this very sequence of bits taken literally, or the sequence of thousand zeroes. One bit doesn't seem like much, but actually most sequences cannot be compressed, so the cost of adding one extra bit to each of them outweighs the occasional space we would save by compressing the ones we can. But still, if I needed a random sequence of bits to use e.g. as a password for something important... and by a miracle I generated a sequence of N zeroes... I would probably feel quite uncomfortable to use it, and would simply generate a new one. Is this a good security practice, or not? Because from certain perspective, by removing the "insufficiently random" sequences from the pool of possible choices, I am reducing the size of the pool, which... kinda makes it easier to guess the password? Something similar actually happened to me once. I used a mobile application that asked me to create a 4-digit PIN. So I typed 4 random digits, and the application said: "nope, you cannot use the same digit multiple times in the PIN, that is not secure". So I typed 4 random digits again, and the application said: "nope, you cannot use an ascending sequence of digits, that is not secure". So I typed 4 random digits yet again, and this time the application was finally satisfied. But it felt funny that the more "security checks" the application uses, the more limited is the choice of possible PINs. There are only 10000 possible combinations of 4 digits to start with; I wonder how far an overzealous security department could reduce that number. In a hypothetical extreme case, we would be left with only one possible choice of PIN -- certainly the most secure one that no one could possibly guess! The holy grail of information security. * Okay, back to the sequences of bits. Imagine that we are trying to create not just any random sequence, but the single most random, most unpredictable sequence ever! Suppose the length of the sequence is not specified in advance, so we just keep generating bits one by one, for as long as necessary. What we could do is create a predictor -- an algorithm that looks at the previously generated bits, tries to find all possible patterns in them and pr...

Sensing and control technology for mobile, agricultural, and industrial equipment of all types has developed considerably over time. For the reliable operation of a vehicle or piece of equipment, it is critical that the signal from a sensor actually reflects the condition the sensor is monitoring. Pepperl+Fuchs has recently launched a family of positive indication sensors designed for the harsh environmental conditions of vehicles and equipment used in the mobile equipment industry. These sensors are unique in the industry, offering an extremely durable and vibration-resistant design, a degree of protection of up to IP69K, as well as E1 approval for mobile machines and vehicles. These sensors are the only ones in the industry that allow a controller to detect a faulty sensor or cable malfunction based on a real input signal.See omnystudio.com/listener for privacy information.

What's the best way to teach grammar? Explicitly laying out the rules for students, or giving them opportunities to discover it as they go? The research is clear, but it's probably not what you were taught in your teaching program. In this episode Ixchell and Brent explore the realities of Deductive vs. Inductive grammar teaching. Show Notes: www.DIESOL.org/106 Want to support the show? Leave us a review right here in your podcatcher! Subscribe to the show on YouTube Subscribe on Patreon 

Knowing where you want to go helps. Thinking from the end, and working backward to the beginning, lessens a bit the RANDOMNESS, as well simply relying on TRIAL and ERROR! Contact Us: DrMDClay@TheWORDHouse.com; TheWORDHouse.com; on FB and YouTube @WORDHouse; or calling 304.523.WORD (9673).

Active Shielding is an innovative technology by Pepperl+Fuchs that makes no compromises. Extended range inductive sensors are much more sensitive to installation conditions, causing the sensing range of a sensor to vary greatly depending on the installation location. Not so with Pepperl+Fuchs Active Shielding proximity sensors! This technology ensures a large and incredibly stable sensing range. No more compromises.  See omnystudio.com/listener for privacy information.

This episode offers an exploration of silence in education, challenging traditional notions of verbal dominance in the classroom. By examining silence as a positive pedagogical tool, it provides insights into fostering student agency and engagement.Educators will gain practical strategies for creating an inclusive learning environment that respects the diverse ways in which students process and engage with content. And there is a mini Methods Consult from Lara talking about inductive, deductive and abductive reasoning. Enjoy!This week's host: Jonathan SherbinoEpisode webpageArticle: Su, F., Wood, M., & Tribe, R. (2023). ‘Dare to be silent': Re-conceptualising silence as a positive pedagogical approach in schools. Research in Education, 116(1), 29–42.Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergWeb Manager: Alex AlexanderssonExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

In this episode, we present the all-new PMI F166 Series with IO-Link. This compact inductive positioning system features a metal housing and an IO-Link interface that can be used to set the detection range and switch points/windows and allows direct access to process data and value-added data such as error messages. We will also review the other IO-Link models in our PMI offering and discuss their possible applications.See omnystudio.com/listener for privacy information.

Typical proximity sensors can detect different types of metals, but all with very different detection ranges. The range for copper can be up to 70% less than the maximum range of a sensor. The range can even vary slightly between different types of the same metal, for example, mild steel or carbon steel. Reduction Factor 1 sensors have multiple sensing coils that work together to detect multiple metals in the same range. Combined with IO-Link, this provides a sensor with unmatched flexibility that can be configured for many applications. Don't be limited by a switch.See omnystudio.com/listener for privacy information.

[Original airdate: 7/20/23] Ruth Christian and Mary Danielsen discuss the Inductive Bible Study tool to help the listener reignite their study of the Scriptures. Inductive study is for anyone who desires a deeper knowledge of the proper context of the Word and how to apply it. With a new statistical low in the polls of Americans who actually believe the bible is the inerrant Word of God, those who desire to live by every word can use these tools to be sure of what they believe, skillfully applying the Word to their own lives and to the events of the everyday world around them. What about commentaries? How do I do a word study? What about difficult passages? With Inductive study, taking passages out of context and building doctrines out of them is revealed for what it is, a lack of understanding of basic bible hermeneutics. Whether you're a parent, missionary, student, home study leader or just want to understand the Bible - and your God -  better, this is a good introduction. Ruth also recommends How to Study Your Bible: Discover the Life-Changing Approach to God's Word     Shameless plug for swag for our listeners/donors! https://www.redpillprints.com/stand-up-for-the-truth - Thanks for YOUR Support!

Neha Shulka, author of A Kids Book About Sleep, talks about AI and its powerful potential.A Kids Book About AI (view book)Full Book Description:Artificial Intelligence (AI) is a powerful technology that's transforming our world today. We can run from it, or we can understand it and use it to reimagine a more innovative and inclusive future. This author introduces the topic for kids and grownups, providing an entry point to make better sense of the power and possibilities of AI.About the Author:Neha Shukla (she/her) is 18 years old and an inventor, social entrepreneur, activist, and AI ethicist at the World Economic Forum. Her work developing tech for social good is recognized in the New York Times, Forbes, Harper's Bazaar, Bloomberg, and commended by President Biden and the British Royal Family.

“There is this move from generality in a relative sense of ‘we are not as specialized as insects' to generality in the sense of omnipotent, omniscient, godlike capabilities. And I think there's something very dangerous that happens there, which is you start thinking of the word ‘general' in completely unhinged ways.”In episode 114 of The Gradient Podcast, Daniel Bashir speaks to Venkatesh Rao. Venkatesh is a writer and consultant. He has been writing the widely read Ribbonfarm blog since 2007, and more recently, the popular Ribbonfarm Studio Substack newsletter. He is the author of Tempo, a book on timing and decision-making, and is currently working on his second book, on the foundations of temporality. He has been an independent consultant since 2011, supporting senior executives in the technology industry. His work in recent years has focused on AI, semiconductor, sustainability, and protocol technology sectors. He holds a PhD in control theory (2003) from the University of Michigan. He is currently based in the Seattle area, and enjoys dabbling in robotics in his spare time. You can learn more about his work at venkateshrao.comHave suggestions for future podcast guests (or other feedback)? Let us know here or reach us at editor@thegradient.pubSubscribe to The Gradient Podcast:  Apple Podcasts  | Spotify | Pocket Casts | RSSFollow The Gradient on TwitterOutline:* (00:00) Intro* (01:38) Origins of Ribbonfarm and Venkat's academic background* (04:23) Voice and recurring themes in Venkat's work* (11:45) Patch models and multi-agent systems: integrating philosophy of language, balancing realism with tractability* (21:00) More on abstractions vs. tractability in Venkat's work* (29:07) Scaling of industrial value systems, characterizing AI as a discipline* (39:25) Emergent science, intelligence and abstractions, presuppositions in science, generality and universality, cameras and engines* (55:05) Psychometric terms* (1:09:07) Inductive biases (yes I mentioned the No Free Lunch Theorem and then just talked about the definition of inductive bias and not the actual theorem

One of the few things every human on this planet, and every other living thing for that matter, shares is the fact that everything gets 1,440 minutes per day. Our planet makes one rotation on its axis, the sun comes up, the sun goes down and we start the dance all over again. Part of the human experience is how we spend that time. Multiple sources, including the Mayo Clinic and the World Health Organization, suggest humans need 7-10 hours of sleep. The average workday is also 7-10 hours depending on where you live. The time in between can be consumed with breaks from work or between classes, meals, getting ready for the day and getting ready for bed, not to mention time spent commuting to and from work or school; if you have children, they take most of the rest of your time. With only a few precious minutes per day to ourselves, under the best of circumstances, what would an additional 30 of those minutes mean to us? How could Microchip Technology help to create a time machine to give us this part of our lives back?   URLs from the episode: www.microchip.com/inductive-position-sensors www.microchip.com/thermocouple-ic    Guest: Dr. Mark Smith Mark Smith | LinkedIn 

In this podcast episode, we discuss how to conduct inductive content analysis (ICA) with Dr. Danya Vears, Principal Research Fellow and Team Leader with the Biomedical Ethics Research Group at Murdoch Children's Research Institute. 

Students should avoid an overly technical approach to Logical Reasoning. There's no useful distinction between inductive and deductive reasoning on the LSAT. Read more on our website!Email daily@lsatdemon.com with questions or comments.Watch this episode on YouTube.

Field Researchers continue to cite various forms of tree structures as firm evidence and/or proof of the existence of Sasquatch. Logical reasoning strategies are used to argue that only a Sasquatch could possibly create these structures based on the structure's size/height, configuration and location (among other factors). This apparently continues to fall on deaf ears or is otherwise viewed as insufficient proof within the scientific community, (what isn't!). In this episode, I will attempt to demonstrate how experimental design could be used to begin to scientifically explore attributions of tree structures to Sasquatch, while simultaneously controlling for the primary “rule out” influence of humans. This will be presented as a “work in progress” to illustrate how psychological experimental design can isolate the Sasquatch influence in creating these structures. Audience feedback and suggestions will be integrated into the experimental design as this represents a creative process best accomplished using multiple minds! Yet another “must see” for the experiential field researcher hoping to prove the existence of Sasquatch!!!This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/4602609/advertisement

Francis sacks Bp. Strickland and demands "inductive theology": the essence of Modernism and the face of the Antichrist. Does Francis love Modernism or hate the Church? Does Church's visibility require Francis be pope? Cardinal diNardo: there is no "deposit of faith." Francis leads 7,000 children to chant: "Nature is our future." Pact of the catacombs. "Jesus Prayer?" Guardian Angels and Souls in Purgatory. This episode was livestreamed on 11/14/2023 Our Links: http://linkwcb.com/ Please consider making a monetary donation to What Catholics Believe. Father Jenkins remembers all of our benefactors in general during his daily Mass, and he also offers one Mass on the first Sunday of every month specially for all supporters of What Catholics Believe. May God bless you for your generosity! https://www.wcbohio.com/donate Subscribe to our other YouTube channels: @WCBHolyMassLivestream @WCBHighlights May God bless you all!

Y'akov - An Inductive study of the Book of James - Session 36 - Exhortation Concerning Patience

Ruth Christian and Mary Danielsen discuss the Inductive Bible Study tool to help the listener reignite their study of the Scriptures. Inductive study is for anyone who desires a deeper knowledge of the proper context of the Word and how to apply it. With a new statistical low in the polls of Americans who actually believe the bible is the inerrant Word of God, those who desire to live by every word can use these tools to be sure of what they believe, skillfully applying the Word to their own lives and to the events of the everyday world around them. What about commentaries? How do I do a word study? What about difficult passages? With Inductive study, taking passages out of context and building doctrines out of them is revealed for what it is, a lack of understanding of basic bible hermeneutics. Whether you're a parent, missionary, student, home study leader or just want to understand the Bible - and your God -  better, this is a good introduction. Ruth also recommends How to Study Your Bible: Discover the Life-Changing Approach to God's Word Watch Stand Up For The Truth on Youtube !

Ya'akov - An Inductive study of the book of James - Session 31- Submit to G-d

Ruth Christian and Mary Danielsen discuss the Inductive Bible Study tool to help the listener reignite their study of the Scriptures. Inductive study is for anyone who desires a deeper knowledge of the proper context of the Word and how to apply it. With a new statistical low in the polls of Americans who actually believe the bible is the inerrant Word of God, those who desire to live by every word can use these tools to be sure of what they believe, skillfully applying the Word to their own lives and to the events of the everyday world around them. What about commentaries? How do I do a word study? What about difficult passages? With Inductive study, taking passages out of context and building doctrines out of them is revealed for what it is, a lack of understanding of basic bible hermeneutics. Whether you're a parent, missionary, student, home study leader or just want to understand the Bible - and your God -  better, this is a good introduction. Ruth also recommends How to Study Your Bible: Discover the Life-Changing Approach to God's Word Watch Stand Up For The Truth on Youtube !