Podcasts about Iselin

This is a different type of episode for the Just Schools Podcast! This time Jon Eckert is interviewed by Beck Iselin.  The conversation explores the role of joy in education and how it connects to feedback, engagement, and well-being (FEW). Jon shares how his research builds on past work, emphasizing that joy isn't something artificially created—it comes from a deep understanding of our identity and purpose. He reflects on how students today often equate happiness with well-being and why educators must help them see joy as something deeper and more enduring. This conversation offers insight into how teachers can cultivate meaningful engagement and resilience in their classrooms. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: How to Know A Person by David Brooks Reset by Dan Heath Lincoln Versus Davis: The War of the Presidents by Nigel Hamilton   Connect with us: Center for School Leadership at Baylor University: @baylorcsl Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn BCSL LinkedIn   Jon Eckert: Welcome back to Just Schools. We have a treat for you today. We have a guest host in the studio all the way from Brisbane, Australia. We have Beck Iselin. She's a returning Just Schools podcast person, but the last time she was the person I got to interview along with her dad about the work that she does as a school teacher in Brisbane, and so she listens to Just Schools and we were discussing this over the weekend and she said, there's so many questions I would like to ask you as someone who listens, and she said, "Do you ever do the podcast where someone interviews you?" So I said, "Well, why don't you take that role?" So we have our first ever guest host, so take it away Beck, you get to be the interviewer. Beck Iselin: Thank you, Jon. I'm so grateful for the one and only Dr. Jon Eckert joining us on the other side of the podcast today. Yeah, I guess I wanted to really start off by asking you, I know that you're involved in a lot of current research at the moment, stemming out of your real passion for kids and for the educational leadership space. So can you speak to a little bit about what your current research looks like? Jon Eckert: No, I'd love to do that. So all of my research always builds on previous research. So the collective leadership work became the feedback, engagement, and wellbeing for each educator and each student work. That was what animated Just Teaching, and now what I've realized is our profession needs more joy and it can't be artificially cultivated. It comes from the deep joy that comes from our knowledge that we are created in the image of God and we're broken and flawed, and out of that brokenness comes joy and so when we think about FEW, feedback, engagement, wellbeing for each kid, we need to make sure they understand what joy is because I'm not sure kids do understand that right now. I think they think if they don't feel happy that they aren't well, and if they aren't well, then they don't feel like they should show up and our happiness is circumstantial. Beck Iselin: It's not contingent. Jon Eckert: Right, it's this self-focused thing where joy should effervesce through struggle and in the Bible you see this over and over again. Joy is always connected to adversity and suffering, and we don't wish adversity and suffering on people. We certainly don't wish trauma on people, but there is this idea that in a classroom, we have to be able to move through adversity with others and as we do that, that builds that gritty optimism that we can do more. Beck Iselin: That's where the joy is, some would say. Jon Eckert: That's it. That's where the joy is, well said. So that's what we're researching right now. We've gotten about 20,000 surveys in from around the world on what that looks like in classrooms and so that's the next book that we're working on, Joy Over Happiness and what that looks like. Beck Iselin: How fantastic. Yeah, great and so what are you then seeing in the schools, I guess challenges or trends or insights that you're noticing? You mentioned children not quite grasping that concept of joy. Is there any other things that you're noticing in the schools at the moment? Jon Eckert: So teachers that understand this and administrators that understand this are cultivating this in their students, and so students are doing amazing things all around the world and in contexts that you couldn't even imagine joy effervescing through. So we're going to have a couple of guests on in the next couple of months from around the world who are doing amazing things. So one educator I was speaking to last week at an international conference of Christian leaders from all over the world, she led a school of 250 students, 80% of whom had either been trafficked or were children of prostitutes, and they stick with those kids in a residential model all the way through internships and job placement. Beck Iselin: Wow. Jon Eckert: And that's joy to be able to step into that work. It's really hard and that is trauma, and we do not wish trauma on anyone, but to see God at work and that is amazing, and other woman shared the story of her sister who was six years old, it was her twin and she passed away when she was six and that educator didn't speak for five years, and so at 11, she began to speak again when she was reading aloud with a teacher, it just happened and now she fierce advocate for giving students' voice and she's the most eloquent, articulate, succinct speaker of profound truths, I think largely because she had five years where she just listened and watched. Beck Iselin: Something we could all gain a lot from, right? Jon Eckert: Right, and you don't wish that trauma on anyone and that adversity, even not speaking for five years, but somebody reminded me just today, Maya Angelou went through a long period of not speaking as well after trauma, and so there is this joy that comes from really horrible, hard things, not because of the hard thing, but because hey, we're made to be resilient and that brokenness leads us to be able to see others in different ways that I think is powerful and is a lot of the why behind what those leaders are doing. So I get really excited when I get to see that, and I always say I have the best job in the world because I just go around and find those things that are working even in really hard places through adversity in these really meaningful ways. So excited about that. Beck Iselin: Yeah, and I think what a blessing it is to be able to be in classrooms and school contexts that don't look like what you have previously taught in yourself. You would gain so much from the joy that you see in these countries like you said, India and overseas in the UK or back in Australia. There's so much to be gained from that, and so I think for me as a teacher, what I see in the research space is everything is at our fingertips these days, and so one article that you read can be completely contradictory to the next and book that you read, and so is there anything that I guess you've read recently or research that you've been looking into that you could recommend for teachers where we're just swarmed with everything at the moment? Jon Eckert: I love the way you frame that. And so here's the challenge with recommending books. Part of my job is to read, and that is a huge blessing, and I realize that and when you're in the hard work of meeting individual kids' needs every day, you don't have time and space for that. So take all this with a grain of salt and there are great ways to get summaries of these things. Beck Iselin: Yeah, podcasts. Jon Eckert: Right, yes, but what I'd say is always use the filter of your own experience for what is true. So when I talk to educators like you, when we were talking about your classroom and where joy is and where the hard things are and where it leads to joy and some of these breakthroughs you've seen in kids that struggle to read and write, but they know everybody in the classroom when you play the game where the missing student is out of the classroom and they have to figure out who's out of the classroom, and that's the kid who gets it. Each kid is uniquely created, and so when we read books, read articles, put that always through the lens of your lens as a teacher, Beck Iselin: Like the human-ness part of it. Jon Eckert: That's right, and so I think there's wisdom and this is your seventh year of teaching? Beck Iselin: Correct. Jon Eckert: Yeah, so you've gained a lot of wisdom. So use everything through that filter. So three books. My favorite book of last year was How to Know A Person by David Brooks. It's how do you listen well, how do you ask questions? How do you elicit stories from people? And he does a beautiful job writing about that and I think it's really a beautiful book for being a better human being, not just a better teacher. So love that. Then the one I just finished was Reset by Dan Heath. It's how do we do meaningful work in better ways? And so some really good ideas about before you try to make a change, really dig in and look at the work. So it's great to read research, but they don't know your context. Beck Iselin: Correct. Jon Eckert: How do you get in and find the bright spots in what's happening and where are you finding resistance and how do you get through that resistance? And we want autonomy, but we want it within constraints. We don't want just full-blown, everybody does what's right in their own eyes. That's the time of the judges, we don't need that. It's like how do we do good work that we're suited for? And so I thought Reset was very helpful. The last book right before I read that was Lincoln Versus Davis. It's The War of the President. So it looked at the US civil war, and I've read a lot of civil war history, but what I liked about this, especially in our current time is looking at things from two leaders' perspectives that were on opposite sides and the hardest point in the history of the United States where Lincoln is coming into just horrific circumstances and he has to lead through that against another leader who is actively trying to break up the country. And it was so hard to read and see the pain and the families that were spread apart and this fight over slavery, which is just one of the most horrific sins of our country, and to see the brokenness of that, but the encouragement was, as this is part of the reason why I read history. When I get depressed about where we're at as a nation now, I can't say, "Oh, I wish we could go back to that." It's like, "No, we've had flaws." I love our country. I think we have a great country, but we have things that have not been great and we haven't always treated marginalized populations well. We haven't always done things in a just way, but I do think there is great potential for things being better and not getting so down on how polarized our society is now. Because certainly civil war when your families are polarized and you're literally fighting on other sides of this and killing each other, that would've felt horrific, but Lincoln led with hope through that even though he lost hope at points, but there was an undergirding. I think it was a God-given providential piece of hope. It's not like we need to hold onto that as leaders. So those are three books. Sorry, I can never just recommend one. Beck Iselin: No, it's fantastic. I love what you said, just touching back on that first book by David Brooks, How to Know a Person about this craft in storytelling, and I think that's so essential to us as teachers and educators. I remember I had a student a few years ago and he said to his mom one morning, I wonder what story Ms. Iselin is going to tell us today because there's vulnerability in telling a story, right? And I think that that then is going to build trust within your classroom communities and I guess that then brings me to your book, Jon, that you've written. Just feel free to humblebrag as much as you want to, Just Teaching, which is, let me get it up, feedback, engagement and Well-being for each student. It was a bestseller for its publisher and something I really loved about reading your book was that it wasn't I guess a set of definitive strategies that are going to guarantee success with any student that you come across, and neither was it a book full of buzzwords that seemingly meaningless after five minutes in the classroom. So can you tell us about why you chose to write a book in the first place? Jon Eckert: So I felt like it was a book that we had to write because at the center, we'd been working with schools all around the world in response to COVID because we shifted school in a way that never have in the history of the world, but we still had to make sure kids were well, if they were engaged, if they were receiving feedback. So in 2020 that summer, we were helping schools figure out how they were going to roll out school, where they still maintain those three pieces, and so from 2020 to 2023, we were collecting evidence of how that was happening and so that formed the book. So some of the things were things I had done when I taught and things I was doing with college students, but largely it was what's working around the world in these three categories, and so Just Teaching is kind of a tongue in cheek title that many teachers in the US refer to themselves as just a teacher. We should never do that because that disempowers us and if we are the profession that makes all others possible, there's no such thing as just a teacher, but how do you teach for justice and flourishing and what does that look like? Well, you do that by making sure that you've addressed well-being, engagement, and feedback. The acronym is a nice easy FEW. That's why we start with feedback. You do those few things, not for some kids or all kids, but for each kid. That's how God sees us, that's how we're called to see them, and that's what leads to justice and flourishing. It's a really fun book to write because I was just harvesting stories from the work we were doing with schools all over. Beck Iselin: Almost like a collection, right? Jon Eckert: And then the key is though, you have to make it so that it feels doable, because there's amazing educators doing things that it just can overwhelm people, and hey, it's only those three things. That's it. Now, doing that for each kid makes teaching infinitely interesting, but also hard, but that's what we're called to and that's why I taught some science labs 16 times. It's not about the lab, it's about the way each kid comes to the lab, and so every time you do that, you have to see it through his or her eyes, and that's fascinating. How a does a 13-year-old see that chemical reaction for the first time. What does that look like? And the same thing for college students and for graduate students, you're not teaching a book. You're teaching individuals how to better understand their context and be more of who they're created to be through a great resource. So that's the beauty of Just Teaching at whatever level you're at. Beck Iselin: And so where to next then for Author Dr. Jon Eckert, is there another book in the works? Can you tell us? Jon Eckert: So yeah, the next book is a Joy Over Happiness and it's for parents and educators this time because it's anybody that works with kids, and I had to find kids from anywhere from toddler to 21 years old because I couldn't find a better term, but how do we engage a more joyful generation? So it's joy over happiness, engaging a more joyful generation through gritty optimism. Now, we'll see, publishers may change that title, who knows? But that's the idea that everyone has a story. It's worth telling and we can do this in ways that build optimism through evidence and experience. So naive optimism is just the belief we can become more of who we're created to be. Gritty optimism is the belief we can become more of who we're created to be through evidence and experience. So in order to do that, you got to do hard things with other people, and then you've got to be able to articulate them in your own story, and then great leaders elicit stories from others. So there's story seeking even more so than storytelling. How do you seek those stories and bring those and those in ways that privilege engagement over comfort and others over self and grittiness over naivete? Humility over arrogance. Beck Iselin: Or pride, yeah. Jon Eckert: Yes. Hospitality over service. What does that look like? So each chapter lays out how we get to joy through those vehicles, and so that's been a fun one. Again, gathering stories and evidence and data from all over and now it's just packaging it into okay, how do we get to joy? Beck Iselin: And I think parents are asking those same questions too, right? They're also inundated with voices that are telling them which way they should go and just hearing I think from lived experience from stories and that connect people from different nations and different contexts and different spaces, I think, yeah, there's something really special about that. I can't wait to read it. Jon Eckert: Well, and so I would be curious to hear from you because you are an educator right now. How are you seeing joy percolating in your classroom or in your school? What is that looking like in 2025? Beck Iselin: For me, I've just moved up to what is middle school. Life in the middle at my school, and I think joy in my classroom looks like kids becoming more independent and I think there's this joy in seeing, yeah, that thing of going, everything is new to them. Their uniforms are two sizes too big. They've got lockers and they've got to learn locker combinations for the first time. They've got to make sure they've got all their stationery and organization ready for each class. So there's a lot going on for their little brains and bodies, but to see just the sweetness of just a smile when they know, "Okay, I did it. It was really hard week one, but I finally got my locker combination." And it's funny, you see what would be our seniors, our year 12 students go, "Oh, I can do mine in five seconds." And I see my little year six shoulders just shrink a little more, but it's celebrating the little wins and I think that's where the joy is for me at the moment in my classroom context I guess in particular in just celebrating little success, because I think as well as kids get older and into those teen years, we stopped doing that. A lot of the play is just pushed to the wayside. A lot of nurture is pushed to the wayside and it becomes a lot about conformity, and we've got to shape you so that you're following these rules, but I think that there's something to be said about little wins that are celebrated as a whole classroom community, and furthermore, a school community. That's what I'm loving. Jon Eckert: No, that's good. I think that's what we do as educators, fan those small successes into big flames, and that is joy, and that's gritty optimism and when you've seen that year after year, it's not this belief that isn't grounded in reality. It is reality and the more kids can see that and articulate that story for themselves, that's where they find joy, and we find our greatest joy when our students find joy. Beck Iselin: Correct. Jon Eckert: And that's real and I definitely have appreciated that about you. Beck Iselin: Yeah, Mr. Eckert, I think it is time for our lightning round, something we do at the end of every podcast, but we'll ask a few questions. This is one of my favorite parts of podcasts to listen, to be very honest. I feel like you can learn a lot about a person through some of these answers. So I'd love to start with my favorite one. What is the worst piece of advice you have ever been given? Jon Eckert: That's good. This really stinks that I'm on this side because I always say, I'm terrible at this part. Beck Iselin: At least you're prepared. Jon Eckert: I did have some sense of the questions this time, which is good. Don't go into teaching. Beck Iselin: Oh, really? Jon Eckert: Yes, you're too smart to go into teaching. Beck Iselin: And who told you this? Jon Eckert: Multiple people. When I was graduating from high school, when I was starting, I always say it was a huge blessing to me. I graduated from a small rural school in West Virginia, and so I got a federal scholarship because I looked like Appalachian poverty to go into teaching, and it required me to teach for two years every year I took the scholarship, and I took it for three years. So I had to teach six years. Beck Iselin: You were forced into it. Jon Eckert: And so it was so good for me because my pride and arrogance might have said that I don't think I want to be an education major because people look down on education majors. Beck Iselin: And do you think as a young male, you found that as well? Jon Eckert: Oh, absolutely. I am quite certain. There are many reasons why women would not have dated me in college, but being a teacher was not a strong endorsement of that's somebody I want to date, and even friends would openly mock that in ways that were kind of good-natured, but would also sting a little bit. So yeah, don't go into teaching. Worst piece of advice I've gotten. Beck Iselin: Which is so hard when you have a gift and no matter what context you're in, you're going to teach, whether it's called being a teacher and you've got an education major or not. Do you think that times have changed and that still would be the case for our young men that are looking at studying education? Jon Eckert: Well, 77% of educators in the US are female. So 23% are male, really don't go into elementary education, which I started in fifth grade. So love that. I had them all day, got to know them as a family, and it was just a beautiful thing, but yeah, I think it's still a problem. I actually think we've gotten worse. I think administrators have made administration look unappealing to teachers, so nobody wants to go into it. Beck Iselin: As a whole. Jon Eckert: Yeah, then only go into administration, and then teachers have made teaching look pretty miserable to students and some of their best students I had don't do this go into something else. Even good teachers are telling students to do that. I know I've heard that multiple times that I don't want my child to go into this profession, and so we're cannibalizing a profession, and I understand where that comes from, but I don't think that's going to help our society. Beck Iselin: That's not the answer, right? Jon Eckert: Yeah, that's a tough place to be. So I just did a horrific job on the first lightning round question, Beck. Beck Iselin: Yeah, lightning, come on. Okay, best piece of advice you've ever been given. Jon Eckert: So it's on my wall in my office. It's Parker Palmer's quote, "Good teaching cannot be reduced to technique. Good teaching comes down to the identity and integrity of the teacher." And so that's either super encouraging to you or super like, "Oh, that's it." It can't just be a series of techniques, but that is the encouragement. It's who we are in Christ. Beck Iselin: It's about the heart. Jon Eckert: That is animating what we do. Now, techniques help. It can't be reduced to it, but it's the identity integrity of the teacher, which to me is like, "Oh yeah, that's what it is. I get to live life alongside these kids." Beck Iselin: Yeah, it's reassuring. Jon Eckert: Right. Beck Iselin: Great. A fun one, if you could invite two people over for dinner, dead or a life, who would it be and why? Jon Eckert: Well, thank you for not eliminating Jesus from that. I've done this multiple times. Beck Iselin: Always, it's assumed. Jon Eckert: But how could you not invite Jesus over to find out what that was like? Beck Iselin: Be unreal. Jon Eckert: To be God in human form on earth. That would be amazing, and then the other one, whenever people eliminate Bible characters if they do that, which I think is mean, it's Abraham Lincoln. I mentioned the book that I just read, but I find him to be one of the most fascinating leaders ever because of what he led through and the way he had to think through unbelievably hard things. So I think it would've been fascinating to hear what that experience was like. Beck Iselin: That's great, and do you have a word for this year? I feel like we're kind of in March now, aren't we? So I feel like it's past the time where all the New Year's resolutions, they're well and truly up and running or well and truly, completely faded away into the abyss, but do you have a word that you're holding onto for this year? Jon Eckert: Yes, so the word is joy and it's a word that obviously we've talked a lot about today that I journal every morning and I write five things every morning that I'm grateful for, and then I just pray like, "Hey, Lord, what's your word for me today?" And whether that's just my conscience, it's just on the mind or it's really a supernatural intervention, joy has been that word 95% of the mornings for the last six months. That's been what it is and I'm so grateful for that and then I jump into my Bible and read, and then I spend a little more time praying, but I want my life to be marked by joy. That doesn't mean life is easy, but that means that there's going to be joy through hard things because there are hard things. Teachers see this, administrators see this. If your eyes are open, you see hard things and meaningful work in front of you all the time. Beck Iselin: And so what would you say? Would you then say that one of the greatest challenges you are seeing in education is that lack of joy in that same way? Jon Eckert: Yeah, I think it's the lack of understanding of what joy is. I think we've lost sight of it. We think if there's adversity that there's not joy, and so to me, I want educators to grab onto joy because that's what we pursue is joy and recognize that yeah, this is a hard job, but it's meaningful, and I have all these friends who are worried about AI taking their jobs or the way their jobs are shifting, and they get paid a lot more money because they have to be paid a lot more money because their work a lot of times is hollow and doesn't feel very meaningful. We have meaningful work to do with human beings every day, and there's great joy in that, and so I think that is the biggest challenge I think for society right now, but I think for educators that there is great joy in this profession. We just have to see it. Beck Iselin: And your greatest hope then for education as well, looking into the future? Jon Eckert: Yeah, I think it's what I've seen through the center, we get to work with educators all over the world is the hope that comes from seeing people lead with each other through adversity. We certainly can celebrate the easy wins, but the hard wins when they come, and the successes that come when you see a kid become more of who they're created to be, or a leader more of who they're created to be. It's just huge blessing. Beck Iselin: Yeah, special. Well, thank you so much, Jon. It's been such a blessing to have this conversation with you today. I know so many people are going to gain so much from you. You're just a wealth of wisdom and I'm grateful for our time. Jon Eckert: Well, thank you for that kind overstatement at the end and for allowing me to talk to you and be on the other side of the microphone. Beck Iselin: Yeah, it's great, thank you.  

Det pågår en krangel som Siri ikke helt forstår.

Denne fredagens gjest er Iselin Guttormsen! Hun deler ærlig om sin egen vei til å bli en forkjemper for likestilling, og avslører hva det var som tente engasjementet hennes allerede som barn. I tillegg gir hun tips til hvordan vi kan snakke med barna våre om seksualitet uten skam. Produsent: Marthe Gullbekk, PLAN-B. Hosted on Acast. See acast.com/privacy for more information.

Tredje forelder vi blir kjent med er sexolog og influenser Iselin Guttormsen! Vi får høre om Iselins oppvekst i en over gjennomsnittet frigjort familie, hvordan hun prater med barna om kropp og hva Iselin hadde gjort dersom en av jentene ville byttet kjønn. Iselin forteller også om den vonde tiden etter at hun havnet i en mediestorm, og hvordan hun en stund tvilte på seg selv som mamma. (PS! Du får også et veldig godt samlivsråd underveis) Hosted on Acast. See acast.com/privacy for more information.

Solveig og Iselin ringer Catalin for å gjøre en dilemmasjekk, og det ender med en romantisk stemning

Iselin Kristiansen jobber som dokumentar- og kunstfotograf, og kom i år ut med fotoutstillingen og dokumentarprosjektet "samtaler om sex og arbeid". I et kunstnerisk samarbeid med sexarbeidere, har Iselin portrettert dem i henhold til deres ønsker, og ideer. Fotoutsillingen løfter fram spørsmål om representasjon, stereotypier og stigma. I denne episoden blir vi bedre kjent med Iselin og hennes prosjekt. 

Seit kurzem gibt es im Basler Iselin-Quartier an der Kreuzung Colmarer- und Hegenheimerstrasse eine neue Verkehrsführung. Autos dürfen nicht mehr geradeaus fahren, sondern müssen nun abbiegen. Das neue Verkehrsregime mitten im Wohnquartier löst gemischte Reaktionen aus. * Archivserie: Konzert von Tina Turner im Joggeli (1987)

Blue Cross Blue Shield CEO Sarah Iselin is a great asset for Massachusetts. I admired her work when she ran the Department of Healthcare Finance and Policy and then the BCBS Foundation, and was grateful for her rescue of Massachusetts' implementation of the Affordable Care Act. After a decade-long sojourn to Florida and California she's come back to Massachusetts just in time to address some big challenges. Among the topics we discussed:The Steward Healthcare bankruptcyAccess to care -especially behavioral healthThe health care cost crisisWomen's healthValue based care and the Alternative Quality ContractI also enjoyed learning about how Sarah was inspired by her parents to enter public service and her early dates as an art student.Host David E. Williams is president of healthcare strategy consulting firm Health Business Group. Produced by Dafna Williams.

Send us a Text Message.Massachusetts has often found itself at the forefront of healthcare accessibility.In this episode of HealthBiz Briefs, Blue Cross Blue Shield Massachusetts CEO, Sarah Iselin reveals how they're innovating healthcare for the Commonwealth State through initiatives from women's health to quality, access, and affordability.  This episode is brought to you by BetterHelp. Give online therapy a try at https://betterhelp.com/caretalk and get on your way to being your best self.As a BetterHelp affiliate, we may receive compensation from BetterHelp if you purchase products or services through the links provided.

I denne episoden dykker vi inn i livet til Iselin Guttormsen, en kjent norsk sexolog, influencer, og kraften bak den populære podcasten "G-Punktet." Iselin deler sin personlige reise fra et vanskelig brudd til å finne sin egen stemme og bli en stemme for andre kvinner i lignende situasjoner. Som vert for en av Norges mest populære podcaster, bryter Iselin stigma rundt sex, kjønnsroller og likestilling. Vi utforsker hvordan disse temaene har formet hennes karrierevei gjennom mørke tider og hvordan hun reiste seg for å gjøre en forskjell. Hosted on Acast. See acast.com/privacy for more information.

I denne episode av 'Invester i deg selv', utforsker Hege og Madeleine sammen med gjesten Iselin Larsen hvordan forståelse av feminine sykluser kan transformere både personlig og profesjonell utvikling.Iselin, forfatter av boken "Feminin flyt - syklusmagi for nybegynnere", deler sin unike reise fra IT og salg til å bli en anerkjent ekspert på syklusbasert livsstyring.Vi snakker om hvordan kunnskap om kvinnelige sykluser ikke bare er relevant for kvinner, men også for menn. Iselin forteller oss hvordan syklusbevissthet kan påvirke økonomiske beslutninger og investeringer, og hvordan man kan optimalisere både arbeid og privatliv ved å synkronisere aktiviteter med kroppens naturlige rytmer.Vil du få nyttige råd og praktiske tips til hvordan du kan bruke biologiske sykluser som en strategisk ressurs i livet og karrieren? Tune in for å høre mer!Husk å sjekke www.stackx.me eller Stack-appen for mer læring om hvordan å investere.Følg podcasten så får du også notification neste gang vi legger ut en ny episodeDenne episoden er sponset av ETF-forvalteren Xtrackers. Hosted on Acast. See acast.com/privacy for more information.

Iselin C. Hermann i samtal med Lars-Erik Sundberg. Uppläsning av Gunilla Nyroos. Internationell författarscen 22 mars 2000.

Hun skrev særemne om sexologiens utvikling og er nå Norges mest kjente sexolog! Iselin Guttormsen forteller om starten på karrieren, hvordan hun har nådd utrolige 15 millioner lyttere på podden, og hva det har kostet ♡ I tillegg får vi høre om hennes seksuelle fantasi og det dyreste hun har kjøpt (!!!)Programleder: Mathilde UllumProdusent: Mathilde UllumMusikk: Tommy TeeRedaktør: Nina HalvorsenKommersiell leder: Yasmine MassfihAnsvarlig utgiver: Gisle G. StoklandLydklipp lånt fra Isabella sin TikTok. Hosted on Acast. See acast.com/privacy for more information.

Fluent Fiction - Norwegian: Dancing in the Rain: A Day to Remember Find the full episode transcript, vocabulary words, and more:fluentfiction.org/dancing-in-the-rain-a-day-to-remember Story Transcript:Nb: Iselin var på vei hjem fra kafeen i Bergen sentrum.En: Iselin was on her way home from the café in downtown Bergen.Nb: Hun så opp på himmelen.En: She looked up at the sky.Nb: Det var blått så langt øyet kunne se.En: It was blue as far as the eye could see.Nb: Solen skinnet lyst.En: The sun was shining brightly.Nb: Ingrid, hennes gode venn, gikk ved siden av henne.En: Ingrid, her good friend, walked beside her.Nb: De lo og snakket.En: They laughed and talked.Nb: Lars, Iselins storebror, var også med dem.En: Lars, Iselin's older brother, was also with them.Nb: De gikk gjennom markedsområdet.En: They walked through the market area.Nb: Det luktet fersk fisk og bakervarer.En: It smelled of fresh fish and baked goods.Nb: Det var mange folk rundt dem.En: There were many people around them.Nb: Noen kjøpte mat.En: Some were buying food.Nb: Andre bare gikk rundt og så.En: Others were just walking around looking.Nb: Det var veldig livlig.En: It was very lively.Nb: Plutselig begynte det å regne.En: Suddenly, it started to rain.Nb: Iselin så opp.En: Iselin looked up.Nb: Det begynte å bli mørkt.En: It was starting to get dark.Nb: Alle løp for å finne ly.En: Everyone ran to find shelter.Nb: Paraplyene kom ut.En: Umbrellas came out.Nb: Men Iselin, Ingrid, og Lars hadde ingen paraplyer.En: But Iselin, Ingrid, and Lars didn't have umbrellas.Nb: De var våte fra topp til tå.En: They were wet from head to toe.Nb: Iselin var forvirret.En: Iselin was confused.Nb: Hun så på Lars.En: She looked at Lars.Nb: Han lo.En: He laughed.Nb: Ingrid begynte også å le.En: Ingrid also started laughing.Nb: De tre vennene begynte å danse i regnet.En: The three friends began to dance in the rain.Nb: De var ikke triste.En: They were not sad.Nb: De var lykkelige.En: They were happy.Nb: Regnet var en overraskelse, men en god en.En: The rain was a surprise, but a good one.Nb: Etter en stund stoppet regnet.En: After a while, the rain stopped.Nb: Himlen var blå igjen.En: The sky was blue again.Nb: Solen kom ut.En: The sun came out.Nb: De tre vennene var våte, men glade.En: The three friends were wet but happy.Nb: De lo og fortsatte hjem.En: They laughed and continued on their way home.Nb: Iselin, Ingrid, og Lars vil alltid huske den dagen.En: Iselin, Ingrid, and Lars will always remember that day.Nb: De lærte at det ikke alltid er dårlig å bli fanget i regnet.En: They learned that it's not always bad to get caught in the rain.Nb: Ofte, er det bare et nytt eventyr.En: Often, it's just a new adventure.Nb: Og de elsket eventyr.En: And they loved adventures.Nb: Det ble en fin dag.En: It turned out to be a lovely day.Nb: Fordi regnet kom og gikk.En: Because the rain came and went.Nb: Men minnene vil alltid bli.En: But the memories will always remain. Vocabulary Words:home: hjemcafé: kafesky: himmelsun: solfriend: vennlaughed: lotalked: snakketbrother: storebrormarket: markedsområdesmelled: luktetpeople: folkfood: matrain: regndark: mørktshelter: lyumbrellas: paraplyerwet: våteconfused: forvirretlaughed: lodanced: dansethappy: lykkeligsurprise: overraskelsestopped: stoppetblue: blåadventure: eventyrloved: elsketremember: huskebad: dårligmemories: minner

In this podcast episode, host Jon interviews two guests from Australia, Darren Iselin and his daughter Beck, about the concept of wellbeing in schools. Beck, a teacher, discusses the increase in mental health issues among her students, such as anxiety and depression, as well as the rise in neurodivergent behaviors. She also shares her observations about the impact of the COVID-19 pandemic on student wellbeing. The conversation highlights the importance of relationships, trust, and cultural norms in fostering student wellbeing and flourishing. They conclude by expressing their hopes for the future of education, including a focus on connection and a joyful hope for student flourishing. To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student.   The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.   Be encouraged.   Mentioned: Flourishing Together by Lynn Swaner and Andy Wolfe Novice Advantage by Jon Eckert Connect with us: Baylor MA in School Leadership Baylor Doctorate in Education Jon Eckert: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon: Welcome back to Just Schools. Today we have two guests in from Australia. Darren Iselin is one of our only ever repeat people on this podcast, he was so good the first time we brought him back again. And this time he's also brought his daughter Beck. Beck is in her sixth year of teaching year four in Australia. And so today we are going to have a conversation where we make a case against wellbeing. So if you aren't intrigued already, hopefully you will be after we start to hear from some of our friends here. So let's start with Beck. So Beck, you're in your sixth year. So you've been teaching a little bit before Covid hit and then you've had almost half your time before and after Covid. How would you describe the wellbeing of your students in Australia now? And then we'll dig into why maybe that wellbeing is not the right term for our kids. Beck: Yeah, absolutely. Within my classroom context, in any given year post Covid, I generally have around 10 kids diagnosed anxiety. I've seen depression as well in addition to then neurodivergent behaviors, seeing a massive increase. Jon: Neuro divergent. I love the terms used. I mean five years ago, we never heard that but all right, so continue with neurodivergent. Sorry to interrupt. Beck: So that's an increase in that, in addition to what I was already seeing. I think there's been a lot of children coming in just not at their, we talk about battery packs and they're coming into that school day and their battery pack is just completely drained at the start of the school day. And I think Covid times are really interesting for me. I was still teaching grade one back then and in Australia we only had remote learning for a short time. But for my students, the students who attended school, their wellbeing if you want to call it that I guess, they just seemed happier and settled and then the students who were learning at home seemed the same. And so then coming back from Covid was really hard because the students at school that had had so much more attention had had a different school day, they then struggled with having everyone back together and then the students who were at home who had had Mom and Dad doting on them for the whole day and only having to do some hours. Jon: I want to be in that house. I don't think our kids felt like they were doted on our house. Beck: I know sitting in Mom and Dad's office chair, we saw Ugg boots with the school uniforms, so then they loved that time. And so what I found really interesting was the coming back to I guess what we had considered normal school. And I feel like we've kind of been struggling to still come back after that, if that makes sense. Jon: Yes. Well in the US some schools were out for long periods of time, so there's significant learning loss that's happened and they're not able to figure out ways to minimize that impact and then accelerate forward on top of all the shifts in the way kids have gone through schooling over the last four years. Darren, we had a conversation with a renowned education scholar and in that conversation we were talking about wellbeing and flourishing and some of the issues that Beck just alluded to because we're seeing that in college students, we're seeing in grad students, we're seeing it in K through 12 students for sure. He mentioned that he did not like the term wellbeing and he didn't like the term flourishing. From what you recall of that conversation, what was his beef with those two terms? To me those have been some of the most ubiquitous terms in schools and who's against wellbeing? And here I'm saying we're making a case against it. What was his problem with those terms? Darren: Yeah, I think it comes out of a sense that the way that we are orientating the whole educational process has become highly individualized, highly about the self, the atomized version of who we are, and we've lost sight of, I guess a larger understanding of community and understanding of relationship and understanding of how we do this educative process together as opposed to siloed and isolated. And I think his main concern was around that the notion of wellbeing has become more and more about an introspective subjective version of what that means as an outcome as opposed to something that is around a collective purpose and meaning making that can be shared in a journey together. Jon: So when you think about Aristotle's view of the purpose of education, it was to lead to a flourishing society, which is an individual component to that, but that also has a communal purpose, it's not just to flourish. That becomes an issue. So I think I agree that was one of his things that he was pushing back against. And then I felt like he was also pushing against the idea that if kids believe that when they go to school their wellbeing is going to be attended to, and educators see wellbeing as the end, that communicates to them a freedom from struggle. And in fact, in his view, and also I think in our shared view, education is struggle. It's not freedom from struggle, it's freedom to struggle well. So I know Beck, you were just in US schools, you were visiting and then you have your school context, and again, you just got to drop in on a US school. But do see kids struggling well in schools, do you think they think of wellbeing and flourishing including struggle? Is that something that your students in Australia... Or my perception is in the US that's not something that's expected as a part of wellbeing and that wellbeing is freedom from it. What do you see? Beck: I love that because I think some teachers can be so quick to put up the poster, the growth mindset poster of the struggle is healthy. And you might see it in a room in that sense physically, but I like to talk about it almost like this sense of accomplishment. And so at one point a school that I was in had a model where if students experienced struggle, the classroom was then no longer a safe space. And it was like, okay, we need to remove them from the struggle. We don't really know what we'll do with them at that point. We might have calm down strategies, we might do all sorts of things, but then what was happening was that these students never got to experience the sense of accomplishment that came from doing a task that they thought they couldn't do and then actually succeeding in that. And I've even heard students say to me like, "Oh, I had no idea I was able to do that," or "Oh, that was actually really fun." Or to the point where I had one student discover just a love of reading, had never wanted to touch a book or pick up a book before that. And then just with that I guess a sense of going, you can do it and being careful with the language that I used around her, she's now the student that literally walks around with her head in a book and that's just unlocked a whole new world for her as well. And so I think I'm cautious to never rob my students of that and to embrace that struggle. Jon: I love the idea of not robbing your students of it. And you mentioned in a conversation we had earlier about the space in a classroom you can go if you feel like you need a time to take a break and you just need to disengage and then not participate. And obviously there are times when kids are unregulated and they just need a space to calm down and that's real, but it becomes a crutch. And so then you've taken away the chance for a kid to struggle well. So how do you balance that? The kid who needs some time to regulate versus the kid who needs to be stretched, the cognitive endurance needs to be challenged, the push has to be there. How have you figured out how to balance that? I know you've figured out all the answers because in your sixth year of teaching, so how do you do that? Beck: I think I couldn't not mention relationship. So much comes down to the trust that is built. But I guess if I could say practically aside from that, I have had spaces like that in my classroom. In my grade one classroom we had the cool down couch. Jon: I want to go to the cool down couch. Beck: It was great. It was this bright green vinyl. I had kids asleep on that thing. It was great. But one thing I loved was having a space, I've seen tents, I've seen all sorts of things, having a space where the student was still in close proximity to their peers. They were still part of our discussions, but they just perhaps weren't sitting at their desk in a scratchy chair. Maybe it was a little bit quieter where they were, but there was always a sense of I feel that it's best for you to be in this room. We want you here. This is community, this is belonging. And what pathway is built if when they begin to struggle, I send them out. And so yeah, I guess what I saw then was children who maybe don't look like they're listening the way that we might expect. I've heard crisscross applesauce. That's a big thing here. Jon: Yes, it's a big thing here. Yes. Beck: Yeah. But then still being able to engage in discussion just might not look the way that I expect it to look. Jon: No, that's good. So Darren, when you look up the word flourish, so we've picked on wellbeing for a little bit, and again, I want to make it clear we're all for wellbeing. We know you can't do any of the work that we do in schools without wellbeing. But if we're communicating to kids that the definition of wellbeing or flourishing, if you look up in Merriam Webster's, the dictionary, it says flourish means to grow luxuriantly. I don't think anyone would read that and think, oh, that means I need to struggle. And so how do we as leaders of schools and catalysts for other school leaders, how do we help our educators communicate to students what it means to struggle well? Especially as Christians because I think we have a better view of what it means to flourish as human beings knowing that we're made in the image of God. So how do we do that? Have you had any success in Australia doing this? Do you have any hope for us? Darren: Look, I think there is hope, and I think it's very much around how we're framing that conversation, John. To talk about this notion of flourishing as though it's the removal of all of those mechanisms that will imply risk, that will imply struggle, that will imply a wrestling through actually goes against the very grain of what we're really after with genuine wellbeing and genuine flourishing which we want in our school communities. I think something that comes back to our training as educators is always around that Vygotskian term around the zone of proximal development. And of course what we can do together can be exponentially better than what we can do on our own. And I think that notion of proximal development, we could apply to very different frames. We can do that pedagogically, what that pedagogical zone of proximal development looks like. What does relational proximal development look like? Going back to Beck's couch and the safe spaces that we create within our classrooms, what does cultural proximal development look like? Where we're actually together working on solutions that will expand and what we end up with through struggle, through risk, through uncertainty is actually better rounded and better formed students, better formed teachers, better formed communities within our schools. Jon: I love that ZPD applied to relational development. So my question then for Beck is you're now in that sweet spot I feel like in the teaching profession. The first year you're just trying to figure it out. The second year you're trying to pick up what you muddled through the first year. And by the third year you hit a, if you've gotten to teach the same grade level subject, you kind of like, okay, I get this. And you can look around and see what colleagues do I pull into this? How can I be more intentional about things other than just being survival mode? So your zone of proximal development for relational development as a leader in your classroom and beyond, you have more capacity for that now. So how have you seen your capacity for struggle increase? Because now you have the ability to not constantly be thinking about what am I saying? What am I doing? What's the lesson plan? You have this bandwidth, how have you seen yourself grow in that relational ZPD? Beck: I think there's definitely been, as with probably comes with any job, just an easing into it. And so there is a sense of it just being a lot of second nature and also just coming back every day and just having eyes that would see beyond the behaviors and having eyes that would see beyond maybe the meltdowns and the language used not just from my students but from within the whole school community. I think that obviously with then success and going, oh, I've done this before. I remember when I did this for this student before, this really worked quite well. And it never is the same for two students, but there's definitely a confidence that grows. And whilst I am in my sixth year, I don't feel like I'm in my sixth year. I feel like I have so much more to learn. But I think teaching is just like that. I think that the point where you just say, no, I've learned everything there is to learn, that's a dangerous place to be in. And I think there's so much to learn from our students as well. They teach me so much every day. And one of my greatest joys is when I see them begin to celebrate each other's successes and interact with each other in the same way that I guess I'm trying to create that culture. Darren: And becomes a very cultural dimension, John, where there is that capacity for trust, for engagement, for that sense of that we are in this together. And because we're in it together both within the students but within our classroom, there are these cultural norms that are created that are so powerful. And as someone who, obviously I'm very biased going into my daughter's own classroom, but when I see classrooms that are actually reflecting a culture where that proximal development is taking place culturally, relationally, pedagogically, it really is a transformative space. It's a safe space, but it's not without risk. And so it's not safetyism, as Jonathan Haight would say, it's actually a place where people are entrusted to be able to be who they are, to be real and authentic in that space and allow for that image bearing capacity to find its fullness. Jon: Yeah. So when you say that, I go back to the, obviously we need schools to be safe, we need classrooms to be safe, but I think if we tell kids that they're going to wait until they feel safe to share, marginalized kids will never share. And so in fact, they need to be respectful spaces that celebrate the risk taking what you described about seeing kids and celebrating that. And I think what you also described was gritty optimism. It isn't the naive optimism of a beginner. So my first book I wrote was called The Novice Advantage, and I talk about the shift that happens when you go from naive optimism to gritty optimism where you're optimistic based on things you've seen kids grow and do that you didn't think they could do. And when you can take that from the classroom and make that be a school-wide value, that's when it gets fun. Because when we say struggle, nobody wants to struggle. I don't want to struggle. I know sanctification is a process of being stretched. I want to be stretched without having been stretched. I don't want to go through the process of it. I want the benefit of it on the back end. And so I think what I want to see as a profession or people like you Beck and you Darren, leading other educators in this struggle where we celebrate the growth that we see, when we do more than we thought we can do and that it be fun. I don't think that the way I'm conceiving of wellbeing, that includes freedom to struggle well as being something that's onerous and compliance driven. I see it as something that, no, I could do this in August. I can do this now in December. Beck, I could do this as a first year teacher. I can do this now in my sixth year and I can point to how I've grown. So if you were to think back over the six years, how are you fundamentally different as a teacher because of some of the hard things that you've gone through in your first six years? Beck: I think to throw another buzzword in, I would say resilient. Darren: Oh yes. Jon: Yes. Beck: I think there's been so many micro moments. It's very hard to pinpoint and say this class or this child or this parent or this moment, but it's just the micro moments every day. Teachers make thousands upon thousands of decisions daily. And I think there's almost a sense of empowerment in going, when I speak from my own successes, I then can call that out in someone else. I think every teacher starts their career one of two ways, very bright-eyed. I was like, I've got the rainbow- Jon: Idealistic. Beck: ... rainbow decor, I've got the cool down couch, everything's alliterated. And I think I was very blessed to actually have taught the two cohorts that I taught in first grade again in fourth grade. And that was very significant for me because one, I got to enjoy all of the great things I saw in grade one, but they was so much more independent. But also it was in some ways a second chance to go, Hey, that thing that I really didn't do well when I was fumbling around in grade one, let's do that again and let's do it together. You know that I was there and I know that I was there, but we're both on this journey together. And that then created stronger community and this sense of identity to the point where I had one of my students create a hashtag on Cecil, which is a platform that students can upload to. And one of the photos he goes, hashtag 4B for life. And I was like, "What did you mean, Luke? What is this?" And he was like, "Oh, it just means we've got each other's backs," and all these things that, I mean, I could have put signs up and said, we're a family and we have this and these are our class rules and whatever. But I would much rather that come from their mouth and just knowing that they felt it was safe, I didn't have to prove that something... I didn't have to prove that I was a safe person. I didn't have to prove that my classroom was a safe space. It just became that. And yeah, looking back, I think it just makes me more excited, I think for the years ahead. Jon: Well, they owned the culture. It wasn't you forcing the culture. They owned it and you have the evidence of it. So Darren, you've been in education a little bit longer than Beck. Darren: Just one or two more years. Jon: How do you see your growth or the growth of educators like Beck? Where are you encouraged by growth that you've seen in yourself or growth just in the profession and what you've seen in Australia or you've been all over the world seeing this, where do you see optimism for this growth? Darren: I think the optimism comes John, when you see the capacity for that transformative interaction between student and teacher. That sacred moment on day one, which for many of our schools in Australia are going back within one or two weeks for that day one. And we start afresh. We start afresh with the newness of a new year, a new class, new minds, new hearts, new relationships to engage with and to see the transformative impact that that has. And year after year, we come back to that core element of what it means to actually be about this ancient task of teaching. To be able to engage this space well through struggle, yes, through risk, through uncertainty, through all the things that will be thrown at us in this year. And yet there is something about being a part of a community, a network, a culture that is established within a classroom that truly is a microcosm of what that school should look like right through as you talked about those norms and values that flow, and then indeed what a wider community would look like. And that notion of flourishing of what shalom might look like in its holistic sense, I think is the responsibility that every teacher has. And I get excited at this time of the year, this beginning phase that every teacher goes in, whether they've been teaching for 30 years or this is their first year of teaching, when they stand before that class for the first day, that first hour when they're establishing those norms, those expectations, we are filled with hope. We are filled with expectation, we are filled that we want to be part of 4B forever- Jon: That's right. Darren: ... because of what we are endeavoring to achieve here with purpose and meaning and something that goes far beyond just a transactional arrangement. Jon: I mean, teaching is one of the most human things we do and it's what keeps us coming back to it. And I'm excited about the tools that are out there from AI to ChatGPT to whatever, but anything that takes the human out of it is a problem. And so in just teaching, I define wellbeing as purpose-driven, flourishing, and then feedback is purpose-driven wisdom for growth. There's this huge component. And that only comes from humans. Because AI is consensus, it's scraping whatever the web has said on a certain topic and says, Hey, here's what consensus is. That's not wisdom. And so we gain wisdom from struggle. We're much more able to help and have empathy for people once we've been through something hard. We become much less judgmental. And I think that's grounded in two Corinthians four, seven through 10. And I think as educators we get to live that out all the time. And so I was sharing with you before we jumped on, I memorized these verses as a kid, but I didn't memorize verse 10, which is the most important one. So if you remember Paul's writing to the Corinthians and they were known for pottery that would be cracked and you could put a light in it and the light would shine through it. So it makes this passage even more powerful. And it comes from our friend Lynn Swaner and Andy Wolfe's book Flourishing Together. And they use this as their paradigm for what this means. And it's super encouraging in this way. But we have this treasure in jars of clay to show that the all surpassing power is from God, not from us. We're hard-pressed on every side but not crushed, perplexed but not in despair, persecuted but not abandoned, struck down but not destroyed. So those are the ones that are there and those are daunting if you put in educators instead of we. Educators are hard-pressed on every side. Darren: Sums up our profession. Jon: It's felt like that, right? But that gives us the opportunity to show Christ. And so that's where verse 10 comes in. We always carry around in our bodies the death of Jesus so that the life of Jesus may also may be revealed in our bodies. So our creator had to come, suffer, die and we carry that around so that we can then reflect his glory to others because he's at work in us. So as we do this work, that's the hope, that's the joy. Darren: Absolutely. Jon: Right. And so we're going to wrap up our time with a lightning round. And so I always like to ask, I have five or six kind of go-to questions here. And so I'm curious and feel free to build on anything that we've talked about so far, but this is a word, phrase or sentence. I'm terrible at this. I always would go too long if I were asked this. But if you were to think back on this past year and what we've just talked about, what real wellbeing is, really that's what we're talking about. What is real wellbeing? What's one word that sums up for you how you've approached your own wellbeing in this past year? What would be a word that comes into mind? And in this one, I really do want the first word that pops in your head. Beck: Fulfillment for me. Jon: Great word, Beck. That was quick. She's younger than we are. Her mind works faster. So Darren, go for it. Darren: I'll tell you something quite random, gaming. Now I'm not a gamer, but I love games and Beck shares that passion. We often don't get to play them as much as we should, but we have room full of games that we can pick at any given time. But there is something that is dynamic about gaming. There's something about when you enter into play into that space of actually struggle, of risk, of uncertainty, of joy. And I think in all of that, that to me has been something that has really resonated with me as I've looked at this whole notion of wellbeing is we need to play more, we need to have more fun, John. We get to far too serious about too many things. Jon: That's right. Darren's a lightning round guy like I am. Beck had literally one word. Beck: I'm obedient. Follow the instructions. Jon: So I wasn't planning to ask this one, but in the last year, what has been your favorite game that you have played? One of your top five? Beck: I have to say Ticket to Ride for me. Jon: Oh, I love Ticket to Ride. Beck: And all the expansion packs. Jon: I've not done the expansion packs. All right. Ticket to Ride. Great. Darren: We just love our trivial games. So anything that's got trivia in it. And there are some really awful games of that, there are some really fantastic games that we play with that. Beck: Lots of eighties trivia. Darren: Lots of eighties and nineties trivia. Just to boost the points for- Beck: That's not my sweet spot. Darren: ... Mom and Dad. Jon: Yes. Well my kids love the Harry Potter Trivial Pursuit because I sit and listen to them and I am both proud and cringing that they know Harry Potter that well. Darren: My children are like that with Lord of the Rings and Star Wars. Beck: Or any sport. Jon: Oh well that's okay. Sport is all clear. All good. Okay. So what's the best book you've read in the last year? And it doesn't have to be education related, but it could be. Beck: Mine is a Hinds' Feet on High Places by Hannah Hurnard. Jon: Okay. Beck: Yeah. Fantastic book. It's an allegory, follows the story of a character called Much Afraid, who is on her way to the high places and has to walk in the hinds' feet of the shepherd leading her. Powerful. Jon: That sounds powerful. All right, Darren? Darren: Mine was a book by Andy Crouch called The Life We're Looking For, really about reclaiming relationships in a technological age. And I just found that such a riveting read. I read it almost in one sitting. It was that engaging. Jon: Wow. I love Andy Crouch. That's great. So two great recommendations there. All right. Worst piece of advice you've ever received as an educator? Either one of you. Beck: As an educator, that's tricky. Jon: Or you can just go, worst piece of advice that could be fun too. Darren: Well, the classic that is often rolled out is don't smile till Easter, right. Now it might have a different terminology in the US . Jon: It's Thanksgiving. Don't smile till Thanksgiving. Darren: From my day one of teaching John, I refused to even go to that space. It was just so against everything that I believed as far as the relational heart of teaching. Jon: That's great. Beck: I would've said the same. Non-educator worst advice, just add caramel syrup to American coffee and it tastes better. That's terrible advice. Nothing will save it. Jon: Nothing will save American coffee. Hey, it's a struggle. It's part of the struggle. There you go. It's not contributing to your wellbeing. Darren: The joy in the journey. Jon: That's good. All right. So I will say about 70% of the people on this give the worst piece of advice that they've ever received that don't smile till the thing. And so we get that every time. Beck: Original. Jon: It's so sad that- Darren: Tragic. Jon: ...that is so pervasive. Best piece of advice you've ever received? And this could be in general or as an educator. Darren: I will go with education again, John, that at the heart of education is the education of the heart. And so just keep it real and keep it relational. And it's all about relationships. Beck: As an educator, best advice I've received, I don't know if you could call it advice, but the quote "The kids who need love the most are the hardest to love." That's my favorite. Jon: That's good. Last question, last word for the listeners. What do you hope in the years ahead as an educator will best define what it means to flourish as a student? So word, phrase, or sentence. What would flourishing really look like for a kid moving forward? Beck: I would say a word, connection. And I would love to see Maslow's Hierarchy of Needs starting at the bottom not always at the top in our classrooms. Jon: Love it. Darren: Yeah. I think for me the word that constantly comes to mind is joyful hope, is a joyful hope in what we do, that what we've been entrusted with every year within our classrooms. That there's a joyful hope that awaits. Jon: Well, thank you for being with us today. It's been a huge blessing for me.  

For Sarah Iselin, president and CEO of Blue Cross Blue Shield Massachusetts, being raised by parents who led “lives of service” has had a huge impact on her career choices – including her current executive role with a mission-driven, not-for-profit health care plan.“Our new mission is to show up for everyone like they're the only one,” says Iselin on this episode of the PNC C-Speak podcast. “And our core values are (to) be the example, do what's right, not what's easy, be kind, act with humility and heart, be courageous, ask questions, seek diverse perspectives, bring bold ideas and make them happen and be community focused, always.”Listen to the episode to hear more from Iselin about: De-stigmatizing mental health. (9:44)How the company uses AI to provide care. (13:25) Her advice for career novices. (19:09) What's driving her company's commitment to DEI. (23:08) Powered by PNC Bank.Download a transcript of the podcast.

On breaking barriers and becoming the Daily News' first woman sports columnist; on the different sides of Joe Namath; of how Dick Young lived up to his first name; on the 95-year-old strongman who needed a diaper.

When I first ran the Leadville Trail 100 in the early 90s, and for many years afterward, there had never been a finisher younger than 23 years old. A few had unsuccessfully tried, but it was considered too much of an endeavor for a younger person to do the necessary training for an ultramarathon. But then along came Clare Gallagher and Annie Hughes, major race winners and record-setters in their early 20s. In 2019, I ran the start-to-May Queen stretch of the LT100 alongside college senior Harrison Hornung, actually named after the main drag in Leadville, who was attempting to complete Leadman, which he did. There's no doubt the demographics in ultramarathons have trended younger, yet I was pretty surprised when I was up at the LT100 this year and saw that there were 4 or 5 runners in the 18-19 year old division. Alden Iselin of Newton MA just graduated from high school and impressively finished in 29:11:33. I was curious what made this young man tick, and what I discovered is an energetic 18-year old who is eager to explore new places and challenges, and who wants to help others seek similar goals. He is relatively new to the ultrarunning world, too, having only run his first 50-miler in NH in October. In February, he completed the rugged Orcas Island 100-miler, which was complicated by bad weather, precipitating a 12-hour start time delay. His time there was more than 32 hours. I greatly enjoyed hearing about what sparked his interest in ultrarunning, his training, the challenges he has faced in his nascent ultrarunning career, what he learned in these first experiences, and about his extraordinary focus for an 18-year old. Alden might be a future star, and you heard him first on the WASP!Alden IselinInstagram and Strava @aldeniselinBill Stahlsilly_billy@msn.comFacebook Bill StahlInstagram @stahlor and @coachstahlYouTube We Are Superman Podcast

Signia is one of the 14 brands under the WS Audiology (WSA) umbrella. Formed in 2019 through the merger of Sivantos and Widex, WSA is a global hearing aid manufacturer, with its headquarters in Denmark and another U.S.-based headquarters in Iselin, NJ. Through several transitions in its 140 years of experience in the hearing industry, the company leverages its experience with innovation to develop a firm foundation that enables it to be a key player in the hearing space today.Signia has grown to be one of the leading hearing aid brands worldwide. Through its B2B member-focused Aspire program, mutually-beneficial relationships are formed to help audiologists and other hearing loss professionals serve their patients while building successful practices. For those members, Aspire delivers opportunities to choose the benefits they need as they grow and strengthen their businesses.Mark Johnson, CEO of Loyalty360, spoke with Stephanie Miller, Senior Loyalty Program Manager at Signia Aspire, about engaging members through the “three pillars” of its B2B loyalty program, offering a “white glove service,” and building meaningful relationships with member practices.Read the full interview on Loyalty360 here: https://loyalty360.org/content-gallery/in-depth-exclusives/signia-aspire-prioritizing-meaningful-relationships-with-b2b-customers-produce-loyal-program-member

Iselin of Blue Cross raises red flag on rising health care costs by CommonWealth Magazine

Búlgarski rithöfundurinn og ljóðskáldið Georgi Gospodinov hlaut í vikunni alþjóðlegu Booker verðlaunin fyrir sína fjórðu skáldsögu, Time Shelter í þýðingu Angela Rodel. Þetta er í fyrsta sinn sem bók skrifuð á búlgörsku hlýtur þessa virtu viðurkenningu og annað árið í röð sem verðlaunin fara til bókar sem skrifuð er á tungumáli sem ekki hefur hlotið Bookerinn áður. Á hverju ári fer fram keppni ungra einleikara sem Sinfóníuhljómsveit Íslands stendur fyrir í samvinnu við Listaháskóla Íslands. Keppnin er opin nemendum á háskólastigi, óháð því hvaða skóla þeir sækja, og fá þeir hlutskörpustu að leika einleik með Sinfóníuhljómsveit Íslands á tónleikum í Eldborg. Stjórnandi að þessu sinni er Nathanae?l Iselin staðarhljómsveitarstjóri SÍ og einleikarar og einsöngvarar sem koma fram eru þau Ólafur Freyr Birkisson, söngvari, Ragnheiður Ingunn Jóhannsdóttir, söngkona, Þórhildur Magnúsdóttir, víóluleikari, Þórgunnur Anna Örnólfsdóttir söngkona. Teitur Magnússon fer með okkur í ferðalag um tónlistarferil Arthurs Lee forsprakka hljómsveitarinnar Love, sérstakur karakter í tónlistarsögunni sem hafði gífurleg áhrif. Jimi Hendrix apaði fatastílinn eftir honum og Jim Morrison og The Doors vildu vera eins og Love. Arthur var líka stjórnsamur og á tímum erfiður - glímdi við geðsveiflur og fíkn sem ollu því að hann var dæmdur í fangelsi. ?Áhrifamikill sjarmör ? glataður snillingur,? segir Teitur og við heyrum allt um það í lok þáttar.

Búlgarski rithöfundurinn og ljóðskáldið Georgi Gospodinov hlaut í vikunni alþjóðlegu Booker verðlaunin fyrir sína fjórðu skáldsögu, Time Shelter í þýðingu Angela Rodel. Þetta er í fyrsta sinn sem bók skrifuð á búlgörsku hlýtur þessa virtu viðurkenningu og annað árið í röð sem verðlaunin fara til bókar sem skrifuð er á tungumáli sem ekki hefur hlotið Bookerinn áður. Á hverju ári fer fram keppni ungra einleikara sem Sinfóníuhljómsveit Íslands stendur fyrir í samvinnu við Listaháskóla Íslands. Keppnin er opin nemendum á háskólastigi, óháð því hvaða skóla þeir sækja, og fá þeir hlutskörpustu að leika einleik með Sinfóníuhljómsveit Íslands á tónleikum í Eldborg. Stjórnandi að þessu sinni er Nathanae?l Iselin staðarhljómsveitarstjóri SÍ og einleikarar og einsöngvarar sem koma fram eru þau Ólafur Freyr Birkisson, söngvari, Ragnheiður Ingunn Jóhannsdóttir, söngkona, Þórhildur Magnúsdóttir, víóluleikari, Þórgunnur Anna Örnólfsdóttir söngkona. Teitur Magnússon fer með okkur í ferðalag um tónlistarferil Arthurs Lee forsprakka hljómsveitarinnar Love, sérstakur karakter í tónlistarsögunni sem hafði gífurleg áhrif. Jimi Hendrix apaði fatastílinn eftir honum og Jim Morrison og The Doors vildu vera eins og Love. Arthur var líka stjórnsamur og á tímum erfiður - glímdi við geðsveiflur og fíkn sem ollu því að hann var dæmdur í fangelsi. ?Áhrifamikill sjarmör ? glataður snillingur,? segir Teitur og við heyrum allt um það í lok þáttar.

This is an audio clip of Tom Iselin's business bio. It's intended for those who want to learn a little bit more about me and how I got into the nonprofit world.  For more detailed information, visit www.tomiselin.com, or call 858.888.2278.  With gratitude,  Tom~

We focus in specifically on the state of the municipal market, including reflections on YTD performance (following a challenging 2022), an outlook for returns, among other timely topics within the asset class. Featured are Kathleen McNamara, Senior Municipal Strategist Americas, UBS Chief Investment Office, and Jamie Iselin, Senior Portfolio Manager and Head of the Municipal Fixed Income Team, Neuberger Berman. Host: Daniel Cassidy

I dag er influenser, Iselin Guttormsen på besøk. I høst deltok hun i «Skal vi danse», hvor hun uventet fant kjærligheten med sin dansepartner, Catalin. Vi får høre om hvordan romantikken oppsto på dansetrening og utviklet seg til en dyp relasjon. Iselin forteller hvordan det har vært å finne en mann som er trygg, og som deler de samme verdiene som henne. For litt over et år siden ble det slutt mellom Iselin og mannen hun hadde vært sammen med i 11 år og som også er far til hennes barn. Iselin forteller om den vanskelige tiden etter bruddet, den dårlig samvittigheten ovenfor barna og hvordan det å oppleve utroskap flere ganger, var avgjørende for hvorfor forholdet tok slutt. Episoden er produsert av Synne Johansen. Hosted on Acast. See acast.com/privacy for more information.

Hey listeners! Today we have a great guest on - Iselin! We've mentioned her in some other episodes so we thought it was about time she came on. We talk about rowing and what that means to all of us, since we're all done with our time as high school rowers! We also chat about Emerson College* as Oliver and Iselin are both going to attend that school next year! Then we get into some talk about Prom, Jetblue's plane names, and the newspaper club. And finally we discuss mental health, COVID-19, and how the arts and other opportunities at our school supports those topics. We hope you enjoy! --- Follow us! The Pod @girlbossingpod on insta! Oliver: @oliverworner04 on insta! @Oliver-Worner on Venmo ;) @strom_auditorium :) Charlotte doesn't have social :( --- Executive Producer: Oliver Worner Writers: Oliver Worner & Charlotte Taylor Editor: Charlotte Taylor Cover Art by Oliver Worner --- Send in a voice message: https://podcasters.spotify.com/pod/show/charlotte-taylor69/message

As the Church enters Holy week we welcome the Most Rev. James F. Checchio, Bishop of Metuchen to lead us in a prayerful journey through the stations of the cross with the parish community of St. Cecelia, Iselin. Music is provided by the Cathedral Vocal Quartet. 

We focus in specifically on the state of the municipal market, including reflections on Q1 performance, an outlook for returns, among other timely topics within the space. Featured are Kathleen McNamara, Senior Municipal Strategist Americas, UBS Chief Investment Office, and Jamie Iselin, Senior Portfolio Manager and Head of the Municipal Fixed Income Team, Neuberger Berman. Host: Daniel Cassidy

THE IMAGE OF THE FOX was the winner of “Best Animation” at the February 2022 Feedback Animation Festival. A truly spectacular film that is a must see for anyone. “The Image of The Fox is a film that explores the transformations of a mysterious gray matter as it constructs and deconstructs haunting sculptures.” Candid interview with animator Alec Iselin on the making of the film. https://www.instagram.com/aleciselin/ https://www.shibacreative.com/ Film also playing at the WILDsound TV app next month. You can sign up for the 7 day free trial at www.wildsound.ca (available on your streaming services and APPS). There is a DAILY film festival to watch, plus a selection of award winning films on the platform. Then it's only $3.99 per month. Subscribe to the podcast: https://twitter.com/wildsoundpod https://www.instagram.com/wildsoundpod/ https://www.facebook.com/wildsoundpod