Podcasts about The Kentucky Center

Dr. Kevin Chapman is a licensed clinical psychologist. Dr. Chapman is the director at the Kentucky Center for Anxiety and Related Disorders.  He specializes in Cognitive Behavioral Therapy.  Kevin received his doctorate from the University of Louisville.  He completed his undergraduate at Centre College. He was also a 2 sport athlete in track and football.  Author of "Mastering Our Emotions: Biblical Principles for Emotional Health. 5:18 God's Word To Write The Books 7:20 God Working Through You 9:34 The Truth Of Anger 11:48 The Difference Between Anger And Sadness 16:04 The Importance Of Grieving Then Morning 18:51 The Old Covenant Mentality  21:37 Big Misconception That Everything Will Be Different Now 24:58 Satan's Affect On Our Thinking 27:33 The Power Of Shame 30:13 Addition And Emotions Are Inseparable 32:29 The Bravery Of Small Talk 36:58 The Fruit Of The Spirit 39:50 New Book Activating Joy 46:27 Implementing New Skills To Become A Better Person Don't forget you can also follow Dr. Rob Bell on Twitter or Instagram.  Follow At:  Twitter @drrobbell Instagram @drrobbell Download Your Daily Focus Road Map! https://drrobbell.com/ If you enjoyed this episode on Mental Toughness, please subscribe and leave a review! Dr. Rob Bell

Dr. Chapman is the founder and director of the Kentucky Center for Anxiety and Related Disorders (KYCARDS) where he specializes in the assessment and treatment of anxiety and related disorders. Dr. Chapman is a Diplomate and Certified by the Academy of Cognitive Behavioral Therapies (A-CBT), and is a internationally recognized expert in the implementation of cognitive behavioral therapy (CBT) for anxiety and related disorders. Dr. Chapman also serves as a Mental Health Expert for TrueSport, a subsidiary for the United States Antidoping Agency (USADA) and is a recognized expert in sports performance and mental health, particularly in the areas of anxiety and emotion regulation in athletes. Dr. Chapman leads Sound Mind Ministries and is the host of the Sound Mind Show on Youtube. Related Links: WEBSITE: DrKevinChapman.com

LEXINGTON, Ky. (April 10, 2025) – [THIS IS AN ENCORE EPISODE]  In the summer of 2020, UK Football player JJ Weaver lost both his father and high school football coach in successive months. Weaver, a graduate who plays outside linebacker, says he channeled his emotions into football until an injury later that fall sidelined him and left him with no outlet. Struggling with anger and grief, JJ began falling behind in class and regressing from his teammates, until the UK coaching staff pulled him aside to try and understand what was happening. From there, Weaver's path eventually led him to a senior capstone class with Nicole Breazeale, an associate professor of community and leadership development in the UK College of Agriculture, Food & Environment, where he shared his journey with fellow students.  As a final project in the class, Breazeale connected Weaver and two other students with Emily Johnson, the clinical programs manager at the Kentucky Center for Grieving Children and Families, where they developed a student-led peer support group, first with fellow athletes, and now moving out into pilot programs within the greater university community. On this episode of ‘Behind the Blue', Breazeale, Weaver, and Johnson discuss the beginnings of the program, the overwhelming need for these types of groups on campus, and the legacy they hope build by serving students in need.  This episode contains discussions of loss and grief. Listener discretion is advised. If you or someone you know is struggling with grief, or facing mental and/or substance use disorders, contact the Substance Abuse and Mental Health Services Administration (SAMHSA) at 1-800-662-HELP (4357) or visit samhsa.gov/find-help/national-helpline. ‘Behind the Blue' is available via a variety of podcast providers, including iTunes and Spotify. Become a subscriber to receive new episodes of “Behind the Blue” each week. UK's latest medical breakthroughs, research, artists and writers will be featured, along with the most important news impacting the university. For questions or comments about this or any other episode of "Behind the Blue," email BehindTheBlue@uky.edu or tweet your question with #BehindTheBlue. Transcripts for this or other episodes of Behind the Blue can be downloaded from the show's blog page. To discover what's wildly possible at the University of Kentucky, click here.

Can we master our emotions? Is that healthy? Are emotions a gift from God, or part of our sinful reality? That's what we are talking about today. Dr. Kevin Chapman is a licensed clinical psychologist with a specialty in cognitive behavioral therapy. He is the founder and director of the Kentucky Center for Anxiety and Related Disorders. He leads Sound Mind Ministries and hosts The Sound Mind Show (YouTube). And he just release Mastering Our Emotions: Biblical Principles for Emotional Health.  Join Attaching to God Learning Cohort: Quieting an Anxious and Avoidant Faith.Starting Nov. 12 (2024), with the live calls on Tuesdays, 2:30pm-3:30pm (EST). Link: https://www.embodiedfaith.life/attaching-to-god-cohortStay Connected: Check out our Attaching to God 6-Week Learning Cohort. Join the Embodied Faith community to stay connected and get posts, episodes, & resources. Support the podcast with a one-time or regular gift (to keep this ad-free without breaking the Holsclaw's bank).

Join the Bigfoot Society as host Jeremiah Byron chats with Gene Brock, an anthropologist and founder of the Kentucky Center for Bigfoot Research. Gene shares his long history of Bigfoot encounters in Kentucky, including the impactful sighting that redirected his career. From early encounters in Jellico Mountain and West Kentucky to intriguing investigations around Berea College's reservoirs and Daniel Boone National Forest, Gene provides a detailed account of his experiences. Learn about rock-throwing incidents, mysterious howls, and an unexplained lapse in time that hint at the elusive presence of Bigfoot. Whether you're a seasoned researcher or new to the subject, this episode delves deep into one of Kentucky's most compelling Bigfoot investigation stories.Resources:Facebook page - https://www.facebook.com/profile.php?id=100057628712779Sasquatch Summerfest this year, is July 11th through the 12th, 2025. It's going to be fantastic. Listeners, if you're going to go, you can get a two day ticket for the cost of one. If you use the code "BFS" like Bigfoot society and it'll get you some off your cost.Priscilla was a nice enough to provide that for my listeners. So there you go. I look forward to seeing you there. So make sure you head over to www. sasquatchsummerfest. com and pick up your tickets today.If you've had similar encounters or experiences, please reach out to bigfootsociety@gmail.com. Your story could be the next one we feature!

This Saturday night at the Kentucky Center, Jeff Timmons (98 Degrees) & Erik-Michael Estrada (O-Town) join Chris Kirkpatrick for a BOY BAND SYMPHONY performannce with the Louisville Orchestra.Jeff & Erik-Michael joined me on 840WHAS to update their stories since the glory boy band days of the 90s.louisvilleorchestra.org

Journalists from around the state discuss the news of the week with host Bill Bryant, including several bills passed by the House and Senate during the General Assembly. Guests: Jess Clark, Kentucky Center for Investigative Reporting; Mario Anderson, Spectrum News 1; and Tessa Duvall, Lexington Herald-Leader.

At the Louisville League of Women Voters monthly Democracy in Action Forum held February 17, 2025 (via webinar), a panel of experts reported on the availability of jobs and levels of unemployment in Kentucky; availability of and access to healthcare across the state; and why affordable housing is in such short supply. Bills being introduced in the 2025 General Assembly session were also discussed. Presenters were Dustin Pugel, Policy Director at the Kentucky Center for Economic Policy, Emily Beauregard, Director of Kentucky Voices for Health, and Adrienne Bush, Executive Director of the Homeless and Housing Coalition of Kentucky. Dr. Sheila Schuster, Psychologist and mental health advocate, moderated.

Renee Shaw hosts a discussion about the economy, jobs and business issues with Andi Johnson, chief policy officer, Commerce Lexington; Jason Bailey, executive director, Kentucky Center for Economic Policy; Andrew McNeill, president, Kentucky Forum for Rights, Economics & Education (KYFREE); and Terry Brooks, executive director, Kentucky Youth Advocates.

New York Times bestselling author Sebastion Junger (The Perfect Storm, In My Time of Dying) returns to Louisville February 2 and 3 for appearances connected to the Kentucky Author Forum. We discussed his harrowing work in war zones, wordsmithing, and his near death encounter where he communicated with his deceased father. Did it shake him free from atheism? Maybe...but maybe not.See Sebastian Junger at various local gatherings: a screening of his film Restrepo, dinner at the Muhammad Ali Center, and a long form interview and Q&A at the Kentucky Center on February 3.

Living in fear does not have to be a normal way of life. In fact, you can learn to master your emotions with God's help! This is the wisdom Dr. Kevin Chapman shares with his patients, and it's never been more needed than during these anxious times. Kevin is a psychologist and the author of Mastering Our Emotions: Biblical Principles For Emotional Health. He is also the founder of the Kentucky Center for Anxiety & Related Disorders where he stresses the importance of scripture and how God's truth can recalibrate everything in our lives when we pair it with common sense and practical application. The Word of God clearly tells us how to process our emotions – even the negative ones. TAKEAWAYS It is essential that we normalize having emotions - God created all of them for a reason We have to know how to pair practical strategies with Biblical wisdom to help us when we are in difficult conversations with others Many people respond to emotions in ways that provide temporary relief but ultimately backfire and wreck relationships At least 40 million people living in the United States have some kind of anxiety disorder and only a fraction are addressing it properly

In our world, emotional distress seems to be increasing. So, can we integrate biblical principles, evidence-based insights from psychology, and spiritual practices to help us master our emotions rather than allowing our emotions to master us? In this week's conversation on FrontStage BackStage, host Jason Daye is joined by Dr. Kevin Chapman. Kevin is a licensed clinical psychologist and the Founder and Director of the Kentucky Center for Anxiety and Related Disorders. He leads the Sound Mind Ministries and hosts The Sound Mind Show on YouTube. His most recent book is entitled Mastering Our Emotions. Together, Kevin and Jason have a hope-filled conversation about how we can master our emotions through biblical principles and the power of Christ. Kevin also touches on some of the realities and some of the misconceptions about negative emotions and gives us practical ways that we, as ministry leaders, can help others overcome negative emotions through the power of Christ.Dig deeper into this conversation: Find the free Weekly Toolkit, including the Ministry Leaders Growth Guide, all resource links, and more, at http://PastorServe.org/networkSome key takeaways from this conversation:Kevin Chapman on the connection between faith, intentionality, and the power of transformation that reaches both the heart and mind: "By partnering with the Holy Spirit and confronting those emotions, you're literally reprogramming your brain."Kevin Chapman on the importance of analyzing and understanding the broader aspects of emotions rather than solely experiencing or describing how they feel: "Focus on the features of emotions, not just the feelings of emotions."Kevin Chapman on the important role emotions play in guiding us through life and our spiritual journey: "Our emotions are meant to help us navigate our world, even to serve God, but we have to learn to regulate them."----------------Looking to dig more deeply into this topic and conversation? FrontStage BackStage is much more than another church leadership show, it is a complete resource to help you and your ministry leaders grow. Every week we go the extra mile and create a free toolkit so you and your ministry team can dive deeper into the topic that is discussed.Visit http://PastorServe.org/network to find the Weekly Toolkit, including the Ministry Leaders Growth Guide. Our team pulls key insights and quotes from every conversation with our guests. We also create engaging questions for you and your team to consider and process, providing space for you to reflect on how each episode's topic relates to your unique church context. Use these questions in your staff meetings, or other settings, to guide your conversation as you invest in the growth of your ministry leaders. Love well, live well, & lead well Complimentary Coaching Session for Pastors http://PastorServe.org/freesession Follow PastorServe LinkedIn | Twitter | Instagram | FacebookConnect with Jason Daye LinkedIn | Instagram...

Linktree: https://linktr.ee/AnalyticIn this segment of "Notorious Mass Effect," Analytic Dreamz explores Jack Harlow's latest single, "Hello Miss Johnson," released on November 21, 2024. This track marks a fresh chapter in Harlow's career, blending his signature smooth flows with a narrative depth that engages listeners in a unique way.Song Details:Theme: The song is a playful and romantic serenade aimed at the mother of Harlow's love interest, with lyrics that express admiration and a desire for connection. The chorus highlights include Jack's request for the mother to pass on his feelings, appreciating her role in his interest's life.Music Video:Concept: Filmed entirely through the lens of CCTV and doorbell cameras, the video captures Jack's attempts to impress and court his love interest amidst the backdrop of suburban life, complete with humorous and chaotic elements.Musical Context:Previous Success: "Hello Miss Johnson" follows "Lovin on Me," a track that not only dominated the Billboard Hot 100 for six weeks but became a viral hit on TikTok. This success built on the foundation laid by his 2023 album "Jackman," which saw considerable chart success.Career Updates:2024 Hiatus: After a period of laying low in Kentucky, focusing on personal happiness and creative rejuvenation, Jack has returned with this new single. His time away was described as one of the happiest years of his life, indicating a refreshed approach to his music.Next Chapter: With "Hello Miss Johnson," Harlow teases the beginning of a new musical era, with hints of an upcoming project that promises to continue his evolution as an artist.Upcoming Performances: To celebrate his return, Jack Harlow is set to perform with the Louisville Orchestra at the Kentucky Center for the Performing Arts and has scheduled shows in Chicago and Detroit, signaling his active re-engagement with live audiences.Public Sentiments:Jack's acknowledgment of his fans' support during his break has resonated well, with the community eagerly anticipating what this new phase of his career will bring. His gratitude and focus on personal growth have endeared him further to his audience.Impact & Legacy:Through "Hello Miss Johnson," Jack Harlow not only showcases his ability to blend storytelling with innovative visuals but also reaffirms his status as a leading figure in modern rap. Analytic Dreamz delves into how this single might set the tone for Harlow's future projects, potentially defining his legacy further in the music industry.Join Analytic Dreamz in this segment for an in-depth look at Jack Harlow's "Hello Miss Johnson," discussing its themes, production, and what it signifies for his career trajectory.Support this podcast at — https://redcircle.com/analytic-dreamz-notorious-mass-effect/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

"Vintage Offbeat" continues with our very first episode, from June 13, 2022. ORIGINAL DESCRIPTION: We all know office parties can be a drag, but for some, they can be more than uncomfortable. Recently, a court awarded a man who suffers from an anxiety disorder $450,000 for being subjected to an unwanted office party. Why do some people dismiss mental health issues such as anxiety, and why are some boundaries not respected? To find out, host Mike Rogers spoke with Dr. Kevin Chapman, founder and director of the Kentucky Center for Anxiety and Related Disorders.

LEXINGTON, Ky. (October 10, 2024) – In the summer of 2020, UK Football player JJ Weaver lost both his father and high school football coach in successive months. Weaver, a graduate who plays outside linebacker, says he channeled his emotions into football until an injury later that fall sidelined him and left him with no outlet. Struggling with anger and grief, JJ began falling behind in class and regressing from his teammates, until the UK coaching staff pulled him aside to try and understand what was happening. From there, Weaver's path eventually led him to a senior capstone class with Nicole Breazeale, an associate professor of community and leadership development in the UK College of Agriculture, Food & Environment, where he shared his journey with fellow students.  As a final project in the class, Breazeale connected Weaver and two other students with Emily Johnson, the clinical programs manager at the Kentucky Center for Grieving Children and Families, where they developed a student-led peer support group, first with fellow athletes, and now moving out into pilot programs within the greater university community. On this episode of ‘Behind the Blue', Breazeale, Weaver, and Johnson discuss the beginnings of the program, the overwhelming need for these types of groups on campus, and the legacy they hope build by serving students in need.  This episode contains discussions of loss and grief. Listener discretion is advised. If you or someone you know is struggling with grief, or facing mental and/or substance use disorders, contact the Substance Abuse and Mental Health Services Administration (SAMHSA) at 1-800-662-HELP (4357) or visit samhsa.gov/find-help/national-helpline. ‘Behind the Blue' is available via a variety of podcast providers, including iTunes and Spotify. Become a subscriber to receive new episodes of “Behind the Blue” each week. UK's latest medical breakthroughs, research, artists and writers will be featured, along with the most important news impacting the university. For questions or comments about this or any other episode of "Behind the Blue," email BehindTheBlue@uky.edu or tweet your question with #BehindTheBlue. Transcripts for this or other episodes of Behind the Blue can be downloaded from the show's blog page. To discover what's wildly possible at the University of Kentucky, click here.

Journalists from around the state discuss the news of the week with host Bill Bryant, including Gov. Andy Beshear's executive order banning conversion therapy in minors and the announcement of a permanent chief of police in Louisville. Guests: Jess Clark, Kentucky Center for Investigative Reporting; Monica Harkins, WDRB in Louisville; and Isaiah Kim-Martinez, WHAS11 in Louisville.

This week on The DeCesare Group Podcast, join Jim DeCesare for his conversation with Craig Browning and Jim Flynn who both serve on the board of the Kentucky Center for Leadership. They are talking about the center's focus on “Next Level” leadership and how you can be involved in an upcoming Leadership Summit.The two day event at the end of September has a lineup of four dynamic speakers. And there's still time for you to sign up! Just go to the center's website, kc4l.org. byIf you enjoy The DeCesare Group Podcast, leave us a review, and to learn more about The DeCesare Group visit our website, https://www.thedecesaregroup.com/ and check us out on YouTube, https://www.youtube.com/@TheDeCesareGroup

Journalists from around the state discuss the news of the week with host Bill Bryant, including including a recap of the Fancy Farm political event and the start of school in many districts around the state. Guests: Mario Anderson, Spectrum News 1; John Cheves, Lexington Herald-Leader; and Jess Clark, Kentucky Center for Investigative Reporting.

This week on The DeCesare Group Podcast, join Jim DeCesare for his conversation with Greg Coker, recently appointed President and CEO of the Kentucky Center for Leadership.Coker talks about his new role leading the non-profit that's dedicated to elevating leadership in Kentucky.To learn more about the Kentucky Center for Leadership, please visit the nonprofit organization's website at www.KC4L.org.If you enjoy The DeCesare Group Podcast, leave us a review, and to learn more about The DeCesare Group visit our website, https://www.thedecesaregroup.com/ and check us out on YouTube, https://www.youtube.com/@TheDeCesareGroup

Renee Shaw and guests discuss school choice, the subject of an upcoming constitutional amendment in fall 2024. Guests: Jason Bailey, executive director of the Kentucky Center for Economic Policy; Chad Meredith, attorney; Joel Wolford, vice president of the Kentucky Education Association; and Jim Waters, president of Bluegrass Institute for Public Policy Solutions.

Kevin A. Murach, Ph.D., received his undergraduate degree from the University of North Carolina at Chapel Hill, where he earned the Ronald Hyatt Scholarship in Exercise Science. After graduating, Dr. Murach completed a master's degree in Exercise Physiology at James Madison University at Harrisonburg, Virginia, then earned his Ph.D. in Human Bioenergetics from the Ball State Human Performance Laboratory in Muncie, Indiana. His dissertation was a collaboration with NASA aimed at optimizing the exercise prescription for astronauts on the International Space Station. After Ball State, Dr. Murach spent six years as a post-doctoral fellow/scholar at the University of Kentucky Center for Muscle Biology in Lexington under the guidance of Drs. Charlotte Peterson and John McCarthy. During this time, he was supported by two National Institutes of Health grants (F32 and K99), was recipient of the Thomas V. Getchell Memorial Award from the University of Kentucky Grant Writing Workshop, won the 2017 FASEB BioArt contest and was an NIH NIA Butler-Williams Scholar.He now is an assistant professor in the Department of Health, Human Performance and Recreation in the University of Arkansas College of Education and Health Professions. His current research uses human muscle samples, primary cell culture and genetically modified mouse models to understand the molecular cues that drive exercise adaptations and aging, and the interaction between these two (among other things). In his free time, Dr. Murach enjoys spending time with his wife, Dr. Kyndal Murach, exercising, building custom watches, cooking, smoking meats and collecting bourbon. He shared this preprint he recently posted: https://www.biorxiv.org/content/10.1101/2024.03.26.586857v1 Summary: This study investigated the molecular mechanisms underlying muscle recovery after exercise, focusing on the temporal dynamics of gene expression and DNA methylation. Biopsies of the vastus lateralis muscle were taken before and at various time points (30 minutes, 3 hours, 8 hours, and 24 hours) after resistance exercise (RE), along with a control group. RNA sequencing and DNA methylomics were employed to analyze gene expression and methylation patterns, respectively, complemented by computational methods. Work with RAPID Health Optimization Dr. Kevin Murach on Instagram Anders Varner on Instagram Doug Larson on Instagram Coach Travis Mash on Instagram

This conversation features renowned singer Renée Fleming, interviewed by author Richard Powers. They discuss Fleming's book “Music and Mind: Harnessing the Arts for Health and Wellness” before a live audience at the Kentucky Author Forum. This conversation was recorded on April 8, 2024 at The Kentucky Center in Louisville, Ky. Renée Fleming is one of the most acclaimed singers of our time, performing on the stages of the world's greatest opera houses and concert halls. She is also a leading advocate for research at the intersection of arts, health, and neuroscience. Her book, “Music and Mind: Harnessing the Arts for Health and Wellness” contains essays from preeminent scientists, therapists, educators, and physicians about the powerful impact of music and the arts on health and the human experience. Richard Powers is the author of 13 novels. His 2019 book, “The Overstory” was awarded the Pulitzer Prize for Fiction.

From the Kentucky Center for Traditional Music at Morehead State University (Morehead, KY), the Mountain Music Ambassadors showcase a variety of bluegrass, old time and country music stylings. Featuring students studying Traditional Music, the Ambassadors have entertained audiences across the United States and internationally in the People's Republic of China, Ireland, Hungary and Slovakia. Recognized as one of the premier institutions for studying American Traditional Music, the KCTM's focus extends beyond the classroom, connecting students with accomplished musicians to create a learning environment that combines musical prowess with a deep understanding of the industry. Under the direction of Daxson Lewis and Ruth McLain, the current lineup of the Mountain Music Ambassadors includes Lucy Becker, Hoppál Piroska, Ladanyi Csenge, Thomas Lyngklip, Robert Myers, Pachert Martón, and Turi Barna.

Kentucky Center for the Performing Arts Senior Vice President Kim Baker joins Brian and Trisha at the AT&T Morning Line.

This conversation features best-selling author and book store owner Ann Patchett, interviewed by author and professor Kevin Wilson. They discuss Patchett's book “Tom Lake” before a live audience at the Kentucky Author Forum. This conversation was recorded on February 12th, 2024 at the Kentucky Center in Louisville. ANN PATCHETT is the author of nine novels, four books of nonfiction and one children's book. Patchett has been the recipient of numerous awards and fellowships, including a National Humanities Medal, England's Women's Prize, the PEN/Faulkner Award, the Harold D. Vursell Memorial Award from the American Academy of Arts and Letters, the Book Sense Book of the Year, and a Guggenheim Fellowship. Her novel “The Dutch House” was a finalist for the Pulitzer Prize. In November, 2011, she opened Parnassus Books in Nashville, Tennessee. She has since become a spokesperson for independent booksellers, championing books and bookstores. KEVIN WILSON is the author of two story collections, and four novels. His book “Nothing to See Here” was a New York Times bestseller and a “Read with Jenna” book club selection. His fiction has appeared in Ploughshares, Southern Review, One Story, A Public Space, and has appeared in Best American Short Stories 2020 and 2021, as well as The PEN/O. Henry Prize Stories 2012. Wilson is an Associate Professor in the English Department at the University of the South.

Solutions to Vioelcne features Aukram Burton. Aukram Burton became the Executive Director at the Kentucky Center for African American in 2015. Kentucky Center for African American Heritage goals are to enhance the public's knowledge about African Americans' history, heritage, cultural contributions in Kentucky, and African Diaspora. Aukram Burton worked as the Diversity and Multicultural Education Specialist in the Department of Diversity, Equity and Poverty Programs for the Jefferson County Public Schools in Louisville, Kentucky. Burton's work as a media artist and producer focuses explicitly on Africa and the African Diaspora, illuminating Africa's descendants' common origin. For over four decades, he has documented people, places, and events in Barbados, Brazil, Benin, China, Cuba, Ghana, Haiti, Jamaica, Nigeria, Panama, Senegal, South Africa, Tibet, and many places throughout the United States.

Dr. Debra Clary talks about the inspiration for her one woman "A Curious Woman" that is coming to the Kentucky Center of the Performing Arts...

Jack talks to John Akers Executive Director of the Kentucky Center for School Safety.  See omnystudio.com/listener for privacy information.

Aaron and Doug cover a few more  horrible bills being advanced by the GOP supermajority - with air pollution and ethics in the spotlight - then we check in with Jason Bailey, ED of the Kentucky Center for Economic Policy - about the Center's priorities for this General Assembly, and how folks can support a more compassionate budget for our commonwealth. Finally, we close with our call to action! #ColonelsOfTruth NEWS OF THE WEAK: https://blog.prepscholar.com/clt-colleges-scholarships https://apps.legislature.ky.gov/record/24rs/sb75.html https://kentuckylantern.com/2024/01/23/kentucky-house-passes-bill-limiting-power-of-louisvilles-air-pollution-authority https://kentuckylantern.com/2024/01/19/bill-curbing-fines-for-louisville-air-pollution-raises-questions-about-sponsors-self-interest/ https://www.wkyufm.org/2024-01-23/bill-conflicting-with-louisville-anti-housing-discrimination-law-passes-ky-house https://www.kentucky.com/news/local/counties/fayette-county/article284544120.html INTERVIEW: Jason Bailey, Kentucky Center for Economic Policy https://kentuckytogether.org/ https://kypolicy.org/ https://kentuckylantern.com/2024/01/22/dont-mistake-ending-kentuckys-income-tax-for-a-valid-economic-strategy/ CALL TO ACTION: Come join the hootenany!   KFTC Lobby/Rally Day - Feb. 14th - we love voting rights!  https://www.mobilize.us/kftc/event/556556/ Fairness Campaign Lobby/Rally Day Feb 15th -  https://www.fairness.org/rallyregistration/ #ProgressKentucky - #ColonelsOfTruth Join us! http://progressky.org/ Support us! https://secure.actblue.com/donate/progressky Live Wednesdays at 7pm on Facebook https://www.facebook.com/progressky/live/ and on YouTube  http://bit.ly/progress_ky Listen as a podcast right here, or wherever you get your pods: https://tr.ee/PsdiXaFylK Facebook   - @progressky Instagram  - @progress_ky Twitter    - @progress_ky Episode 146 was produced by Nate Orshan Theme music from the amazing Nato - hear more at http://www.NatoSongs.com Logo and some graphic design provided by www.couchfiremedia.com

Kevin A. Murach, Ph.D., completed a master's degree in Exercise Physiology at James Madison University in Harrisonburg, Virginia, then earned his Ph.D. in Human Bioenergetics from the Ball State Human Performance Laboratory in Muncie, Indiana. After Ball State, Dr. Murach spent six years as a post-doctoral fellow/scholar studying muscle stem cells at the University of Kentucky Center for Muscle Biology in Lexington under the guidance of Drs. Charlotte Peterson and John McCarthy. He now is an Assistant Professor at the University of Arkansas. His current research uses human muscle samples, primary cell culture and genetically modified mouse models to understand the molecular cues that drive exercise adaptations and aging, and the interaction between the two.In this episode we discuss:Why Yamanaka factors matter for muscle adaptation and age reversal.How does exercise improve longevity?What is DNA methylation and how does it affect muscle?How to train for overall health and aging.This episode is brought to you by Timeline Nutrition, AquaTru, PaleoValley, Inside Tracker, 1stPhormFollow KevinKevin's IGMentioned in this episode:Visit 1st Phorm Website for Free Shipping on orders $75+http://www.1stphorm.com/drlyon20% OFF any AquaTru purifier with code DRLYONhttps://aquatru.com/10% off your first order of Mitopurehttps://timelinenutrition.com/DRLYONInside Tracker 20% Off the Entire Storehttps://info.insidetracker.com/drlyon15% Off Your Purchasehttps://paleovalley.com/drlyon

Renee Shaw and guests discuss Governor Andy Beshear's Budget Address. The program will include Gov. Beshear's pre-taped budget address. Guests: Amy Wickliffe, Republican strategist; Sherman Brown, Democratic strategist, both from McCarthy Strategic Solutions; Charles Aull from the Kentucky Chamber Center for Policy and Research; and Jason Bailey from the Kentucky Center for Economic Policy.

This conversation features renowned lawyer and Professor of Law at Yale and Georgetown Universities, Stephen Bright, interviewed by Pulitzer Prize-winner and Yale Law Professor James Forman Jr. They discuss Bright's book, “The Fear of Too Much Justice: Race, Poverty, and the Persistence of Inequality in the Criminal Courts” before a live audience at the Kentucky Author Forum. This conversation was recorded on November 13th, 2023 at the Kentucky Center in Louisville. Bright is a Visiting Lecturer in Law at Yale Law School and a Visiting Professor at Georgetown Law. He has tried capital cases in many states, including four capital cases before the United States Supreme Court. He previously served as president of the Southern Center for Human Rights in Atlanta. Subjects of his litigation, teaching and writing include capital punishment, legal representation for the poor, and racial discrimination in the criminal courts. Bright has received the American Bar Association's Thurgood Marshall Award. Social Justice activist Bryan Stevenson, in the foreword, called Bright's new book “an urgently needed analysis of our collective failure…” James Forman Jr. is a Professor of Law at Yale Law School. Forman's scholarship focuses on schools, police, and prisons. Forman's first book, “Locking Up Our Own: Crime and Punishment in Black America", was awarded the 2018 Pulitzer Prize for General Nonfiction. Forman was elected to the American Academy of Arts and Sciences and the American Philosophical Society. He is the son of renowned civil rights leader James Forman.

SONI CASTLEBERRY and her husband, Brad, moved to Louisville just after they married over 50 years ago. The Fellowship of Reconciliation was one of the first groups in which they were involved while raising their daughters, Kendra and Kara. Soni worked at The Courier-Journal and The Louisville Times as a copy clerk, re-writer, and reporter in the court system in the 1970s. She resigned so she could advocate for justice issues of concern to her. Using her educational background in journalism and public relations, Soni worked in non-profit organizations related to housing, homelessness, older adults, domestic violence, elder abuse and neglect, mental illness, children's services, and fair trade. Soni spent her last five years prior to her 2020 retirement starting and working in Writing for You, primarily a grant-writing business she initiated with two friends. Soni has been an active member of Crescent Hill Presbyterian Church since 1988 and served in a variety of capacities. Since its origins in a youth Sunday school class in 2018, she has been involved in the Gun Violence Prevention Team which has grown to include people from various faith and community groups. Guns to Gardens Louisville is a part of that effort and Soni serves as one of its spokespersons. CRAIG KAVIAR Sculptor and Blacksmith, Craig Kaviar has been producing forged iron and bronze sculpture, architectural elements and furniture in Louisville, KY since 1985. Kaviar is an alumnus of Tufts University with a Bachelor of Fine Arts degree and has studied at the Boston Museum School. Kaviar has been passionately making metalwork for over 30 years in the inferno of Kaviar Forge. Craig not only works with glowing hot températures to shape unyielding materials, he also shares this mystical experience by teaching others. The primary forge where Craig heats metal to 3,000 degrees has been converted to run on waste vegetable oil. Neighborhood restaurants kindly provide him with fuel to help reduce the forge's carbon footprint while allowing him to produce high quality work. His public artworks include a bronze sculpture in front of the Kentucky Center for the Performing Arts; five-foot-high bronze door handles at the entrance of the Kentucky Museum of Art and Craft; gates and grills at First Unitarian Church and Christ Church Cathedral; the Holocaust memorial at Temple Congregation Adath Israel Brith Sholom and pool gates at the Jewish Community Center; all in Louisville. He is also represented in many private collections throughout the United States.

Is your major concern a grieving child?   Join Dr's Gloria and Heidi Horsley and their guest Leila W. Salisbury the executive director of The Kentucky Center for Grieving Children […] The post Leila W. Salisbury: Helping Grieving Children appeared first on Open to Hope.

This conversation features best-selling author Jill Lepore and U.S. Congressman Jamie Raskin discussing Lepore's book, “The Deadline: Essays,” before a live audience at the Kentucky Author Forum. This conversation was recorded on September 11th, 2023 at the Kentucky Center in Louisville. Jill Lepore is a professor of history and of law at Harvard University. She is also a staff writer at The New Yorker. Her many books include the best-selling “These Truths: A History of the United States,” was named one of Time magazine's top ten non-fiction books of the decade. Lepore's “The Deadline: Essays” collects forty-six of her essays that offer a prismatic portrait of Americans' techno-utopianism, frantic fractiousness, and unprecedented yet armed aimlessness. Congressman Jamie Raskin represents Maryland's 8th Congressional District. He serves as the Ranking Member on the House Committee on Oversight and Accountability. Raskin also served on the Select Committee to Investigate the January 6th Attack on the U.S. Capitol. He has authored several books, including the New York Times #1 best-seller, “Unthinkable: Trauma, Truth, and the Trials of American Democracy.”

Some of you may have wondered what happened to the “In Conversation” talk show. And some of you, who read and hear our news on LPM or WFPL already know. In August, our host, colleague and friend Rick Howlett passed away from cancer. Senior producer Laura Ellis who worked with Rick for years, including on the “In Conversation” team, wrote a lovely tribute about him. Since Rick was co-creator of “In Conversation,” and its only host since it launched in January 2019, we are left with a Rick-sized hole. But he also leaves us inspired to carry on with programming that reflects his passion for examining the news, encouraging community engagement, and contributing to public discourse in a way that makes us better together. In the spirit of sharing the kind of work you value as an “In Conversation” listener, here is the documentary “Dirty Business,” from the Kentucky Center for Investigative Reporting. Our journalists uncover the true cost of cleaning up after the eastern Kentucky floods, including how unfinished work can set up more problems the next time there's extreme weather.

As we settle into fall, you may have visions of apple cider, pumpkin patches, and corn mazes dancing in your head. While we all enjoy this kind of on-farm experience, we're joined by Emily Spencer from the University of Kentucky Center for Crop Diversification to talk about some alternative approaches to Agritourism that fall outside the traditional approaches. In addition to this discussion of “Agritouism 2.0” we talk about how we're having fun this fall, how we think about on-farm experiences as a marketing approach vs. a pure revenue generator, and “weed speed dating.” Questions/Comments/Feedback/Suggestions for Topics: hortculturepodcast@l.uky.eduCheck us out on Instagram!

Renee Shaw and guests discuss Kentucky's economy, jobs and taxes. Guests: State Sen. Christian McDaniel (R), chair of the Senate Appropriations and Revenue Committee; State Sen. Robin Webb (D), member of the Senate Appropriations and Revenue Committee; Charles Aull from the Kentucky Chamber Center for Policy and Research; and Jason Bailey from the Kentucky Center for Economic Policy.

Jack talks about school safety with Executive Director of Kentucky Center for School Safety John Akers and Ben Wilcox who is the State School Security Marshall on #Lexington.  See omnystudio.com/listener for privacy information.

In this week's episode, we talk to the esteemed sports and clinical psychologist Dr. Kevin Chapman aboutSports anxiety: preparatory coping and how to deal with it pre, during and post race or eventHow to optimize anxiety for sportPositive self-talk and the benefit athletes can find to hit their PRsDr. Chapman is a Licensed Clinical Psychologist, founder and director of the Kentucky Center for Anxiety and Related Disorders (KYCARDS) where he specializes in the assessment and treatment of anxiety and related disorders. Dr. Chapman is a Diplomate and Certified by the Academy of Cognitive Behavioral Therapies (A-CBT), and is an internationally recognized expert in the implementation of cognitive behavioral therapy (CBT) for anxiety and related disorders. Among many other impressive accolades, Dr. Chapman also serves as a Mental Health Expert for TrueSport, a subsidiary for the United States Antidoping Agency, and is the team psychologist for the Louisville Football Club and the Racing Louisville Football Club. He was also a two-sport collegiate athlete in track and field, and football and inducted into the Centre College Athletic Hall of Fame in 2020. You may know him from his commentary in numerous consumer publications, including USA Today, NBC Health, Men's Health, and others, as well as on A&E's hit documentary 60 Days In, where he served as Program Psychologist for Seasons 1 and 2. He is also the expert for the new season of My Strange Addiction-- Still Addicted.Please note that this podcast is created strictly for educational purposes and should never be used for medical diagnosis and treatment.See you in the next episode!***Registering for those fall races?  Now is the time to start preparing - physically & mentally! NR Founder Kyla Channell only has a few spaces open on her calendar: Click here to Book a FREE 15 minute call: https://l.bttr.to/8LAV8***Mentioned:Find Dr. Kevin ChapmanInstagram: @DrKevinChapmanTwitter: @drkchapwww.DrKevinChapman.comThe Kentucky Center for Anxiety & Related DisordersPodcast SuggestionsThe Par Train Podcast: https://www.thepartrain.com/podcastThe Mindside w/ Dr. Bhrett McCabe: https://themindside.libsyn.com/Other resources Dr. Chapman suggestsShow Your Anxiety Who's Boss: https://amzn.to/43Vole9MORE NR New customers save 10% off all products on our website with the code NEWNR10 If you would like to work with our practitioners, click here: https://nutritional-revolution.com/work-with-us/ Save 20% on all supplements at our trusted online source: https://us.fullscript.com/welcome/kchannell If you're interested in sponsoring Nutritional Revolution Podcast, shoot us an email at nutritionalrev@gmail.com.

Today's show featured an interview with Jason Bailey of the Kentucky Center for Economic Policy on upcoming tax changes in Kentucky. https://kypolicy.org/about/

Renee Shaw and guests discuss jobs, inflation and the economy. Scheduled guests: Chris Phillips, Ed.D., Economics Professor, Somerset Community College; Ashli Watts, Kentucky Chamber of Commerce; John Garen, Ph.D., Professor Emeritus for Economics, University of Kentucky Gatton College of Business and Economics; and Jason Bailey, Kentucky Center for Economic Policy.

This conversation features best-selling author Geraldine Brooks and former NPR journalist Jacki Lyden discussing Brooks' book, “Horse: A Novel” before a live audience at the Kentucky Author Forum. This conversation was recorded on March 27th, 2023 at the Kentucky Center in Louisville. Geraldine Brooks grew up in Australia and became a journalist with The Sydney Morning Herald, and later with The Wall Street Journal. Brooks was awarded the Pulitzer Prize in Fiction in 2006 for her novel “March”. Many of her novels and nonfiction books have been New York Times bestsellers. Her first novel, “Year of Wonders”, is an international bestseller. It has been translated into more than 25 languages. In 2016, Brooks was named an Officer in the Order of Australia. Jacki Lyden is an award-winning former NPR host and foreign correspondent of over three decades. She is the author of the bestselling memoir “Daughter of the Queen of Sheba”, which was published in twelve countries. A frequent speaker on the topic of mental health, the American Psychiatric Association named her “Patient Advocate of the Year” in 2021. Lyden is a proud board member of the Alan Cheuse International Writers Center and Writers for Democratic Action, both groups promoting democracy through literature.

The Kentucky Center for Investigative Reporting on cleanup efforts in eastern Kentucky that have flood survivors battling more debris. How a push by Republicans in the U.S. House to make changes to SNAP benefits could impact Kentuckians. Louisville high school students are finalists in the national "Modeling the Future Challenge." A Kentucky veteran who lost his military medals in a house fire now has them back.

In this episode, we'll talk about finding funding for your small and large commercial horticulture projects. We'll also have a special guest, Maddie Grider, communications and marketing associate with the Kentucky Center for Agriculture and Rural Development (KCARD). She'll share some tips and resources on how to apply for grants, loans, and other financial assistance. Tune in and learn how to grow your green dreams with Hort Culture!Kentucky Center for Agriculture and Rural Development (KCARD)KCARD contactsMaddie Grider, Communications and Marketing Associate: mgrider@kcard.info Questions/Comments/Feedback/Suggestions for Topics: hortculturepodcast@l.uky.edu

  Rounding Up  Season 1 | Episode 15 – Productive Ways to Build Fluency with Basic Facts Guest: Dr. Jennifer Bay-Williams  Mike Wallus: Ensuring students master their basic facts remains a shared goal among parents and educators. That said, many educators wonder what should replace the memorization drills that cause so much harm to their students' math identities. Today on the podcast, Jenny Bay-Williams talks about how to meet that goal and shares a set of productive practices that also support student reasoning and sense making.  Mike: Welcome to the podcast, Jenny. We are excited to have you.  Jennifer Bay-Williams: Well, thank you for inviting me. I'm thrilled to be here and excited to be talking about basic facts.  Mike: Awesome. Let's jump in. So, your recommendations start with an emphasis on reasoning. I wonder if we could start by just having you talk about the ‘why' behind your recommendation and a little bit about what an emphasis on reasoning looks like in an elementary classroom when you're thinking about basic facts.  Jenny: All right, well, I'm going to start with a little bit of a snarky response: that the non-reasoning approach doesn't work.  Mike and Jenny: ( laugh )  Jenny: OK. So, one reason to move to reasoning is that memorization doesn't work. Drill doesn't work for most people. But the reason to focus on reasoning with basic facts beyond that fact, is that the reasoning strategies grow to strategies that can be used beyond basic facts. So, if you take something like the making 10 idea—that nine plus six, you can move one over and you have 10 plus five—is a beautiful strategy for a 99 plus 35. So, you teach the reasoning upfront from the beginning, and it sets students up for success later on.  Mike: That absolutely makes sense. So, you talk about the difference between telling a strategy and explicit instruction. And I raised this because I suspect that some people might struggle to think about how those are different. Could you describe what explicit instruction looks like and maybe share an example with listeners?  Jenny: Absolutely. First of all, I like to use the whole phrase: ‘explicit strategy instruction.' So, what you're trying to do is have that strategy be explicit, noticeable, visible. So, for example, if you're going to do the making 10 strategy we just talked about, you might have two ten-frames. One of them is filled with nine counters, and one of them is filled with six counters. And students can see that moving one counter over is the same quantity. So, they're seeing this flexibility that you can move numbers around, and you end up with the same sum. So, you're just making that idea explicit and then helping them generalize. You change the problems up and then they come back and they're like, ‘Oh, hey, we can always move some over to make a 10 or a 20 or a 30' or whatever you're working on. And so, I feel like, in using the counters, or they could be stacking unifix cubes or things like that. That's the explicit instruction. Jenny: It's concrete. And then, if you need to be even more explicit, you ask students in the end to summarize the pattern that they noticed across the three or four problems that they solved. ‘Oh, that you take the bigger number, and then you go ahead and complete a 10 to make it easier to add.' And then, that's how you're really bringing those ideas out into the community to talk about. For multiplication, I'm just going to contrast. Let's say we're doing add a group strategy with multiplication. If you were going to do direct instruction, and you're doing six times eight, you might say, ‘All right, so when you see a six,' then a direct instruction would be like, ‘Take that first number and just assume it's a five.' So then, ‘Five eights is how much? Write that down.' That's direct instruction. You're like, ‘Here, do this step here, do this step here, do this step.'  Jenny: The explicit strategy instruction would have, for example—I like eight boxes of crowns because they oftentimes come in eight. So, but they'd have five boxes of crowns and then one more box of crowns. So, they could see you've got five boxes of crowns. They know that fact is 40, they—if they're working on their sixes, they should know their fives. And so, then what would one more group be about? So, just helping them see that with multiplication through visuals, you're adding on one group, not one more, but one group. So, they see that through the visuals that they're doing or through arrays or things like that. So, it's about them seeing the number of relationships and not being told what the steps are.  Mike: And it strikes me, too, Jenny, that the role of the teacher in those two scenarios is pretty different.  Jenny: Very different. Because the teacher is working very hard ( chuckles ) with the explicit strategy instruction to have the visuals that really highlight the strategy. Maybe it's the colors of the dots or the exact ten-frames they've picked and have they filled them or whether they choose to use the unifix cubes and how they're going to color them and things like that. So, they're doing a lot of thinking to make that pattern noticeable, visible. As opposed to just saying, ‘Do this first, do that second, do that third.'  Mike: I love the way that you said that you're doing a lot of thinking and work as a teacher to make a pattern noticeable. That's powerful, and it really is a stark contrast to, ‘Let me just tell you what to do.' I'd love to shift a little bit and ask you about another piece of your work. So, you advocate for teaching facts in an order that stresses relationships rather than simply teaching them in order. I'm wondering if you can tell me a little bit more about how relationships-based instruction has an impact on student thinking.  Jenny: So, we want every student to enact the reasoning strategies. So, I'm going to go back to addition, for example. And I'm going to switch over to the strategy that I call pretend-to-10, also called use 10 or compensation. But if you're going to set them up for using that strategy, [there are] a lot of steps to think through. So, if you're doing nine plus five, then in the pretend-to-10 strategy, you just pretend that nine is a 10. So now you've got 10 plus five and then you've got to compensate in the end. You've got to fix your answer because it's one too much. And so, you've got to come back one. That's some thinking. Those are some steps. So, what you want is to have the students automatic with certain things so that they're set up for that task. So, for that strategy, they need to be able to add a number onto 10 without much thought.  Jenny: Otherwise, the strategy is not useful. The strategy is useful when they already know 10 plus five. So, you teach them this, you teach them that relationship, you know 10 and some more, and then they know that nine's one less than 10. That relationship is hugely important, knowing nine is one less than 10. Um, and so then they know their answer has to be one less. Nine's one less than 10. So, nine plus a number is one less than 10 plus the number. Huge idea. And there's been a lot of research done in kindergarten on students understanding things like seven's one more than six, seven's one less than eight. And they're predictive studies looking at student achievement in first grade, second grade, third grade. And students, it turns out that one of the biggest predictors of success, is students understanding those number relationships. That one more, one less, um, two more, two less. Hugely important in doing the number sense. So that's what the relationship piece is, is sequencing facts so that what is going to be needed for the next thing they're going to do, the thinking that's going to be needed, is there for them. And then build on those relationships to learn the next strategy.  Mike: I mean, it strikes me that there's a little bit of a twofer in that one. The first is this idea that what you're doing is purposely setting up a future idea, right? It's kind of like saying, ‘I'm going to build this prior knowledge about ten-ness, and then I'm going to have kids think about the relationship between 10 and nine.' So, like, the care in this work is actually really understanding those relationships and how you're going to leverage them. The other thing that really jumps out from what you said, this has long-term implications for students thinking. It's not just fact acquisition, it's what you said, research shows that this has implications for how kids are thinking further down the road. Am I understanding that right?  Jenny: That's absolutely correct. So just that strategy alone. Let's say they're adding 29 plus 39. And they're like, ‘Oh hey, both of those numbers are right next to the next benchmark. So instead of 29 plus 39, I'm going to add 30 plus 40, 70. And I got, I went up two, so I'm going to come back down two. And I know that two less than a benchmark's going to land on an eight to that.' Again, it's coming back to this relationship of how far apart numbers are, what's right there within a set of 10, helps then to generalize within 10s or within 100s. And by the way, how about fractions?  Mike: Hmm. Talk about that.  Jenny: ( laughs ) It generalizes to fractions. So, let's take that same idea of adding. Let's just say it's like, two and seven-eighths plus two and seven-eighths. So, if we just pretended those were both threes because they're both super close to three, then you'd have six, and then you added on two-eighths too much. So, you come back two-eighths, or a fourth, and you have your answer. You don't have to do the regrouping with fractions and all the mess that really gets bogged down. And it's a much more efficient method that, again, you set students up for when they understand these number relationships. When you get into fractions, you're thinking about, like, how close are you to the next whole number maybe, instead of to the next 10s number.  Mike: It strikes me that if you have a group of teachers who have a common understanding of this approach to facts, and everyone's kind of playing the long game and thinking about how what they're doing is going to support what's next, it just creates a system that's much more intentional in helping kids not only acquire the facts, but build a set of ways of thinking.  Jenny: Mike, that's exactly it. I mean, here we are, we're trying to make up for lost time. We never have enough time in the classroom. We want an efficient way to make sure our kids get the most learning in. And so, to me that is about investing early in the fact strategies. Because then actually when you get up to those other things that you're adding or subtracting or multiplying or whatever you're doing, you benefit from the fact that you took time early to learn those strategies. Because those strategies are now very useful for all this other math that you're doing. And then students are more successful in making good choices about how they're going to solve those problems that are, oftentimes—especially when, I like to mention fractions and decimals at least once in a basic facts talk because we get back, by the time we get into fractions and decimals—we're back to just sometimes only showing one way. The sort of standard algorithm way. When, in fact, those basic facts strategies absolutely apply to almost-always-more-efficient strategies for working with fractions and decimals.  Mike: I want to shift a little bit. One of the things that was really helpful for me in growing my understanding is, the way that you talk about a set of facts that you would describe as ‘foundational' facts and another set of facts that you would describe as ‘derived' facts. And I'm wondering if you can unpack what those two subsets are and how they're related to one another.  Jenny: Yeah. So, the foundational facts are ones where automaticity is needed in order to enact a strategy. So, to me, the foundational fact strategies are, they're names. Like the doubling strategy or double and double again, some people call it. Or add a group for multiplication, and the addition ones of making 10s and pretend-to-10 strategies. And in those strategies, you can solve lots of different facts. But there's too much going on ( laughs ) in your brain if you don't have automaticity with the facts you need. So, for example, if you have your six facts, and you're trying to get your six facts down. And you already know your fives, like, automaticity with your fives. Then that becomes a useful way to get your sixes. So, if you have six times eight, and you know five times eight is 40, then you're like, ‘I got one more 8, 48.'  Jenny: That's an added group strategy. But if you're not automatic with your fives, this is how this sounds when you're interviewing a child. They're going to use add a group strategy, but they don't know their fives. So, then they're like, ‘Let's see, five times eight is 5, 10, 15, 20, 25, 30, 40. Now, what was I doing?' Like, they can't finish it because they were skip-counting with their fives. They lose track of what they're doing, is my point. So, the key is that they just know those facts that they need in order to use a strategy. And that, going back to, like, the pretend-to-10, they got to know 10-and-some-more facts to be successful. They have to know nine's one less than 10 to be successful. So, that's the idea is, if they reach automaticity with the foundational fact sets, then their brain is freed up to go through those reasoning strategies.  Mike: That totally makes sense. I want to shift a little bit now. One of the things that I really appreciated about the article was that you made what I think is a very strong, unambiguous case for ending many of the past practices used for fact acquisition—worksheets and timed tests, in particular. This can be a tough sell because this is often what is associated with elementary mathematics, and families kind of expect this kind of practice. How would you help an educator explain the shift away from these practices to folks who are out in the larger community? What is it that we might help say to folks to help them understand this shift?  Jenny: That's a great question, and the real answer is it depends, again, on audience. So, who is your audience? Even if the audience is parents, what do those parents prioritize and want for their children? So, I feel like [there are] lots of reasons to do it, but to really speak to what matters to them. So, I'm going to give a very generic answer here. But for everyone, they want their child to be successful. So, I feel that that opportunity to show, to give a problem like 29 plus 29, and ask how parents might add that problem. And if they think 30 plus 30 and subtract two to get to the answer, whatever, then that gives this case to say, ‘Well this is how we're going to work on basic facts. We're building up so that your child is ready to use these strategies. We're going to start right with the basic facts, learning these strategies. These really matter.' Jenny: And the example I gave could be whatever fits with the level of their kid. So, it could be like 302 minus 299. It's a classic one where you don't want your child to implement an algorithm there, you want them to notice those numbers are three apart. And so, there's this work that begins early. So, I think that's part of it. I think another part of it is helping people just reflect on their own learning experiences. What were your learning experiences with basic facts? And even if they liked the speed drills, they oftentimes recognize that it was not well-liked by most people. And also, then they really didn't learn strategies. So, I feel like we have to be showing that we're not taking something away, we're adding something in. They are going to become automatic with their facts. They're not going to forget them because we're not doing this memorizing that leads to a lot of forgetting. And bonus, they're going to have these strategies that are super useful going forward. So, to me, those are some of the really strong speaking points. I like to play a game and then just stop and pause for a minute and just say, ‘Did you see how hard it was for me to get you quiet? Do you see how much fun you were having?' And then I just hold up a worksheet ( laughs ). I'm like, ‘And how about this?' You know, again, that emotional connection to the experience and the outcomes.  Mike: That is wonderful. Since you brought it up, let's talk about replacements for worksheets and timed tests.  Jenny: Um-hm.  Mike: So, you advocate for games as you said, and for an activity-based approach. I think that what I want to try to do is get really specific so that if I'm a classroom teacher, and I can't see a picture of that yet, can you help paint a picture? Like what might that look like?  Jenny: I love that question because [there are] lots of good games and lots of places. But again, like I said earlier, this thinking really deeply about what game I'm choosing and for what. What do my students need to practice? And then being very intentional about game choice is really important. So, for example, if students are working on their 10-and-some-more facts, then you want to play a game where all the facts are 10-and-some-more facts. That's what they're working on. And then maybe you mix in some that aren't. Or you play a game with that and then they sort cards and find all the solve the 10 and more, or [there are] lots of things they can do. They can play concentration, where the fact is hidden and the answer is hidden and things like that. So, you can be very focused. And then when you get to the strategies, you want to have a game that allows for students to say, allow their strategies.  Jenny: So, I'm a big fan of, like, sentence frames, for example. So, [there are] games that we have in our ‘Math Fact Fluency' book that are in other places that specifically work on a strategy. So, for example, if I'm working on the pretend-to-10 strategy, I like to play the game fixed-addend war, which is the classic game of war, except, there's an addend in the middle, and it's a nine, to start. And then each of the two players turns up a card. So, Mike, if you turn up a seven, then you're going to explain how you're going to use the pretend-to-10 strategy to add it. And I turned up a six, so I'm going to, I'm going to do this then I'll, you can do it. So, I turned up a six. So, I'm going to say, ‘Well, 10 and six is 16, so nine and six is one less, 15.' I've just explained the pretend-to-10 strategy. And then you get your turn.  Mike: And I'd say, ‘Well seven and 10, I know seven and 10 is 17, so seven and nine has to be one less, and that's 16. Jenny: Yeah. So, your total's higher than mine, you win those two cards, you put them in your deck, and we move on. So, that's a way to just practice thinking through that strategy. Notice there's no time factor in that. You have a different card than I have. You have as much time, and we're doing think-aloud. These are all high-leverage practices. Then we get to the games where it's like, you might turn up a six and a five where you're not going to use the pretend-to-10 strategy for that. You've got to think, ‘Oh that doesn't really fit that strategy because neither one of those numbers is really close to 10. Oh hey, it's near a double, I'm going to use my double.' So, you sequence these games to, if you start with one of those open-ended games, it might be too big of a jump because students aren't ready to choose between their strategies. They have to first, be adept at using their strategies. And once they're adept at using them, then they're ready to play games where they get to choose among the strategies.  Mike: So, you're making me think a couple things, Jenny. One is, it's not just that we're shifting to using games as a venue to practice to get to automaticity. You're actually saying that when we think about the games, we really need to think about, ‘What are the strategies that we're after for kids?' And then make sure that the way that the game is structured, like, when you're talking about the pretend-to-10, with the fixed addend. That's designed to elicit that strategy and have kids work on developing their language and their thinking around that particularly. So, there's a level of intent around the game choice and the connection to the strategies that kids are thinking about. Am I understanding that right?  Jenny: That's it. That's exactly right. That's exactly right. And a huge, a lot of intentionality so that they have that opportunity and a no-pressure, a low-stress, think through the strategy. If they make a mistake, they're peer or themselves usually correct it in the moment, and they get so much practice in. I mean, imagine going through half a deck of cards playing that game.  Mike: Yeah.  Jenny: That's 26 facts. And then picture those 26 facts on a page of paper. And then, and again, in the game that you've got the added benefit of think-aloud, and then you're hearing what your peer has said.  Mike: You know, one of the things that strikes me is, if I'm a teacher, I might be thinking like, ‘This is awesome, I'm super excited about it. Holy mackerel, do I have to figure these games out myself?' And I think the good news is, there's a lot of work that's been done on this. I know you've done some. Do you have any recommendations for folks? There's of course curriculum. But do you have recommendations for resources that you think, help a teacher think about this or help a teacher see some of the games that we're talking about?  Jenny: Well, I'm going to start with my ‘Math Fact Fluency' book because that is where we go through each of these strategies, each of the foundational facts sets and the strategies, and for each one supply a game. And then from those games they're easily adaptable to other settings. And some of the games are classic games. So, there's a game, for example, called ‘Square Deal.' And the idea is that you're covering a game board, and you're trying to make a square. So, you get a two-by-two grid taken, and you score a point or five points or whatever you want to score. Well, we have that game housed under the 10-and-some-more facts. So, all the answers are like 19, 16, 15, and the students turn over a 10 card and another card, and if it's a 10 and a five, they get to claim a 15 spot on the game board.  Jenny: Well, that game board can be easily adapted to any multiplication fact sets, any other addition. I like to do a Square Deal with 10 and some more, and then I like to do Square Deal with nine and some more. There's my effort, again, to come back to either pretend-to-10 or making 10. Where they're like, ‘Oh, I just played 10 and some more. Now we're doing the same game, but it's nine and some more.' So, I feel like there's a lot of games there. And there is a free companion website that has about half of the games ready to download in English and in Spanish.  Mike: Any chance you'd be willing to share it?  Jenny: Yeah, absolutely. So, you can just Google it. The Kentucky Center for Mathematics created it during Covid, actually, as a gift to the math community. And so, if you type in ‘Kentucky Center for Math' or ‘KCM math fact fluency companion website,' it will pop up.  Mike: That's awesome. I want to ask you about one more thing before we close because we've really talked about the replacement for worksheets, the replacements for timed tests. But there is a piece of this where people think about ‘How do I know?' right? ‘How can I tell that kids have started to build this automaticity?' And you make a pretty strong case for interviewing students to understand their thinking. I'm wondering if you could just talk again about the ‘why' behind it and a little bit about what it might look like.  Jenny: So, first of all, timed tests are definitely a mistake for many reasons. And one of the reasons— beyond the anxiety they cause—they're just very poor assessment tools. So, you can't see if the student is skip-counting or not, for example, for multiplication facts. You can't see if they're counting by ones for the addition facts. You can't see that when they're doing the test, and you can't assume that they're working at a constant rate; that they're just solving one every, you know, couple of seconds, which is the way those tests are designed. Because I can spend a lot of time on one and less time on the other. So, they're just not, they're just not effective as an assessment tool. So, if you flip that. Let's say they're playing the game we were talking about earlier, and you just want to know can they use the pretend-to- 10 strategy?  Jenny: That's your assessment question of the day. Well, you just wander around with a little checklist ( chuckles ), you know? Yes, they can. No, they can't. And so, a checklist can get at the strategies, and a checklist can also get at the facts like how well are they doing with their facts? So, once they do some of those games that are more open-ended, you can just observe and listen to them and get a feel for that. If they're playing Square Deal with whatever fact, you know. So, what happens is you're, like, ‘I wonder how they're doing with their fours. We've really been working with their fours a lot.' Well, you can play Square Deal or a number of other games where that day you're working on fours. The fixed-addend war can become fixed-factor war, and you put a four in the middle. So adaptable games and then you're just listening and watching.  Jenny: And if you're not comfortable with that approach, then they can be playing those games, and you can have students channeling through where you do a little mini-interview. It only takes a few questions to get a feel for whether a student knows their facts. And you can really see who's automatic and who's still thinking. So, for example, a student who's working on their fours, if you give them four times seven, they might say, ‘Twenty-eight.' I call that automatic. Or they might, they might do four times seven, and they pause, and they're like, ‘Twenty-eight.' Then I'm like, ‘How did you think about that?' And they're like, ‘Well, I doubled and doubled again.' ‘Great.' So, I can mark off that they are using a strategy, but they're not automatic yet. So that to me is a check, not a star. And if I ask, ‘How did you do it?' And they say, ‘Well, I skip-counted.' Well then, I'm marking down the skip-counted. Because that means they need a strategy to help them move toward automaticity. Mike: I think what strikes me about that, too, is, when you understand where they're at on their journey to automaticity, you can actually do something about it as opposed to just looking at the quantity that you might see on a timed test. What's actionable about that? I'm not sure, but I think what you're suggesting really makes the case that I can do something with data that I observe or data that I hear in an interview or see in an interview.  Jenny: Absolutely. I mean this whole different positioning of the teacher as coaching the student toward their growth; helping them grow in their math proficiency, their math fluency. You see where they're at and then you're monitoring that in order to move them forward instead of just marking them right or wrong on a timed test. I think that's a great way to synthesize that.  Mike: Well, I have to say, it has been a pleasure talking with you. Thank you so much for joining us today.  Jenny: Thank you so much. I am again thrilled to be invited and always happy to talk about this topic.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability.  © 2023 The Math Learning Center | www.mathlearningcenter.org

Renee Shaw and policy analysts recap legislation passed in the 2023 General Assembly. Guests: Kate Shanks, senior vice president of public affairs for the Kentucky Chamber of Commerce; Jason Bailey, executive director of the Kentucky Center for Economic Policy; David Walls, executive director of The Family Foundation; and Terry Brooks, executive director of Kentucky Youth Advocates.

In this episode Jacob is speaking with Dr. Kevin Chapman of the Kentucky Center for Anxiety and Related Disorders to discuss how hunters likes use can learn to over come performance anxiety that hunters call "Buck Fever" and "Target Panic". Dr. Chapman is a nationally redounded Psychologist that specializes in Anxiety. He works with professional and collegiate athletes to help them to over come performance anxiety at the biggest levels in sports including the Olympics. You will learn how us hunters can take what Dr. Chapman talks about and apply to ourselves to make us more capable during high stress encounters while hunting. We promise you won't want to miss this episode! Subjects include: What is Performance Anxiety Mental Conditioning Mental Toughness Building a Mental Routine Learning the "Easy Button" Learned Association And Much More! If you enjoyed this podcast episode we ask for you to share it with a few friends! Click the link below to check out our latest video on our Youtube Channel! - https://www.youtube.com/channel/UCBBuz-tOP7SNeM6fSrrgR0w Use the promo code “southern” for a discount on your OnX Hunt membership here - https://try.onxmaps.com/hunt/app/hunt-smarter/?gclid=Cj0KCQiA7bucBhCeARIsAIOwr-_sBLib6xC3ibT5BMlTrBUdWdpGYOWOZ_06eZhJajTmMKne7e00Rd4aAtldEALw_wcB Learn more about your ad choices. Visit megaphone.fm/adchoices

This conversation features author Maggie Haberman and CNN host Laura Coates discussing Haberman's book, “Confidence Man: : The Making of Donald Trump and the Breaking of America” before a live audience at the Kentucky Author Forum. This conversation was recorded on January 9th, 2023 at the Kentucky Center in Louisville. New York Times journalist Maggie Haberman, wrote “Confidence Man” in 2022. Ms. Haberman joined The New York Times in 2015 and was part of a team that won a Pulitzer Prize in 2018 for reporting on the investigations into Donald Trump's advisers and their connections to Russia. She has twice been a member of a team that was a finalist for a Pulitzer Prize, in 2021 for reporting on the Trump administration's response to the coronavirus, and in 2022 for coverage related to the January 6th riot at the Capitol. Laura Coates is a CNN Host and Senior Legal Analyst who specializes in the intersection of civil rights and criminal prosecution. A former federal prosecutor, she served as Assistant United States Attorney for the District of Columbia, as well as a Trial Attorney in the Civil Rights Division of the Department of Justice during the Bush and Obama administrations. She is the bestselling author of “Just Pursuit: A Black Prosecutor's Fight for Fairness.”

This conversation features author Josh Chin and New Yorker journalist Evan Osnos discussing both of their books before a live audience at the Kentucky Author Forum on September 29th, 2022 at the Kentucky Center in Louisville. Josh Chin wrote “Surveillance State: Inside China's Quest to Launch a New Era of Social Control” with fellow Wall Street Journal writer, Liza Lin. He tells the gripping story of how China's Communist Party is building a new kind of political control: shaping the will of the people through the sophisticated—and often brutal—harnessing of data. For more than a decade, Chin has covered politics and tech in China for The Wall Street Journal. He led an investigative team that won The Gerald Loeb Award for international reporting in 2018 for a series exposing the Chinese government's pioneering embrace of digital surveillance. He was named a National Fellow at New America in 2020, and is a recipient of the Don Bolles Medal, awarded to investigative journalists who have exhibited courage in standing up against intimidation. Evan Osnos joined The New Yorker as a staff writer in 2008 and covers politics and foreign affairs. His book “Age of Ambition: Chasing Fortune, Truth, and Faith in the New China'', is based on eight years of living in Beijing. “Age of Ambition'' won the 2014 National Book Award and was a finalist for the Pulitzer Prize. Previously, Osnos worked as Beijing Bureau Chief for the Chicago Tribune, where he was part of a team that won a 2008 Pulitzer Prize in Investigative Reporting. He is a CNN contributor and a frequent guest on The Daily Show, Fresh Air, and other programs.