Podcasts about learner

The men's season ticks on, same as it ever was, as Alcaraz and Sinner snag twin 500s in different countries. We talk a little (very little) about recent results and people being consistently weird in and about Asia. Then, we move into our listener mailbag segment, where we cover everything from how to address the late-season malaise to dealing with workplace narcissists. We finish with an extended review of Mariah's new album Here For It All, her first studio album since 2018. By the way, the episode title does not refer to our feelings on the album!  2:50 Carlos and Jannik add titles, Learner is your newcomer of the year 9:00 No one's talking to you 13:00 Why can't players just be normal in Asia? 18:05 Does the tennis season end with a whimper? How to change it up? 32:00 Balancing cultural issues with tennis on the show 37:20 How much stock do put into year-end no. 1 rankings vs. the rolling ranking system? 40:55 Off-topic: do you have advice for how to deal with workplace narcissists and bullies? 50:10 Mariah album review! 

“I think that this is an area that is exploding. Working with drug development, I see new agents all the time, with unique targets I've never heard about, with targets I have heard about used in a different way. So, I really think we're going to see more and more bispecifics. A lot of these drugs are used second line, third line, fourth line. I would not be surprised if they moved up in treatment, especially as we learn safer ways to give these drugs,” ONS member Moe Schwartz, PharmD, BCOP, FHOP, professor of pharmacy practice at the James L. Winkle College of Pharmacy at the University of Cincinnati, OH, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about bispecific antibodies.  Music Credit: “Fireflies and Stardust” by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by October 3, 2026. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learner will report an increase in knowledge related to the use of bispecific antibodies in the treatment of cancer. Episode Notes  Complete this evaluation for free NCPD. ONS Podcast™ episodes: Pharmacology 101 series Episode 275: Bispecific Monoclonal Antibodies in Hematologic Cancers and Solid Tumors Episode 261: CAR T-Cell Therapy for Hematologic Malignancies Requires Education and Navigation Episode 176: Oncologic Emergencies: Cytokine Release Syndrome ONS Voice articles: An Oncology Nurse's Guide to Bispecific Antibodies Bispecific Antibodies Cross-Discipline Cancer Care ONS Voice oncology drug reference sheets: Amivantamab-Vmjw Blinatumomab Epcoritamab-Bysp Glofitamab-Gxbm Mosunetuzumab-Axgb Tebentafusp-Tebn Teclistamab-Cqyv ONS book: Guide to Cancer Immunotherapy (second edition) ONS course: ONS/ONCC® Chemotherapy Immunotherapy Certificate™ Clinical Journal of Oncology Nursing article: Optimizing Transitions of Care in Multiple Myeloma Immunotherapy: Nurse Roles Other ONS resources: Bispecific Antibodies Video Bispecifics Huddle Card Cytokine Release Syndrome Huddle Card Immune Effector Cell–Associated Neurotoxicity Syndrome Huddle Card DailyMed homepage Hematology/Oncology Pharmacy Association late-breaking news article: The Emerging Use of Bispecific Antibodies with Chemotherapy in Diffuse Large B-Cell Lymphoma To discuss the information in this episode with other oncology nurses, visit the ONS communities.  To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org Highlights From This Episode “It was 2014 that most of us think of as the beginning of bispecifics in cancer, and that was with approval of blinatumomab. That was granted accelerated approval for the treatment of patients with Philadelphia chromosome–negative relapsed or refractory B-cell precursor acute lymphoblastic leukemia. It is a bispecific that targets CD19-expressing tumor cells and CD3 on T cells. It's the original bispecific T-cell engager and is often called a ‘BiTE.'” TS 2:11 “The term ‘bispecific' means that this is an artificial protein that's developed to hit two different antigens simultaneously. They can be two different epitopes on the same antigen. They can be an antigen on a cancer cell and CD3 on a T cell that kind of recruits the T cell to the cancer. So, there are different types [of bispecific antibodies]. The subtype that we often talk about are bispecific T-cell engagers, which are those bispecifics that do target the T cell. And currently, the target on the T cell that's utilized is the CD3 molecule. That's not the only one that will be used in the future because there's a lot of work being done on other types of T-cell engagers.” TS 4:21 “The targets for lymphoma are CD20. Those are bispecific T-cell engagers that hit CD20 on the lymphoma cell, as well as CD3 on a T cell. ... In myeloma, we have two different targets that have been utilized. One is BCMA or B-cell maturation antigen. That sits on the surface of myeloma cells and on some healthy B cells. ... There's also a target used in myeloma that's called GPRC5D, which stands for G protein–coupled receptor, class C, group 5, member D. ... In small cell lung cancer, there's delta-like ligand 3 (DLL3); it's part of the NOTCH pathway. ... And then this year, we've had a couple agents come out that target HER2.” TS 6:52 “[Toxicities] are very dependent on what your target is. ... The bispecific T-cell engager that's used in myeloma that targets the GPRC5D is also expressed on tissues that produce hard keratin like hair follicles and actually, within the tongue. So the toxicities that we see with that agent are something you wouldn't expect to see if you were using a myeloma agent. You see nail and skin issues. You see taste problems. So it's very specific about the target, which says to me, that every time a new one of these agents comes out, I have to learn about the target that helps me learn about the toxicity. I find that fascinating and really appreciate that.” TS 16:19 “Cytokine release syndrome has been one of the areas that drug development has really focused on to see how they can help mitigate the severity [of it]. ... [One of] the strategies that has been incorporated and studied in clinical trials is the step-up dosing scheme. [It's] where you give initial small doses and over time, increase the dose to the dose you're going to continue with. Usually, monitoring in the hospital is required by the FDA approval for anywhere from 28–48 hours for the first couple of doses. And that's a real common strategy that you'll see. Premedication with H2 blockers, H1 blockers, sometimes steroids. These are also things that are incorporated within the approvals of these drugs and are important to look at.” TS 20:53

This episode is packed with real, practical strategies for getting (and staying) organized, especially for families homeschooling neurodivergent kids or anyone who simply bristles at traditional organization systems. We all know the struggle: out of sight = out of mind. Those neat folders and tucked-away systems might work for some, but for kids (and parents!) with ADHD, executive dysfunction, or asynchronous learning styles, they often fizzle by October. Instead, we're embracing OPEN, VISIBLE, and EASY-TO-ACCESS systems that truly work for the way our brains (and our kids' brains) are wired.   Key Takeaways: Out of Sight = Out of Mind: Traditional closed binders and folders often fail neurodivergent kids. Use open, visible storage—clear bins, open baskets, or carts—so materials stay in sight and top-of-mind. Keep Systems Simple: Limit organizational systems to a maximum two-step process (touch and use). Reduce friction by making materials immediately accessible—no complex filing or multiple steps required. Celebrate Progress Visibly: Provide immediate, tangible feedback through “done” bins, photo portfolios, or visible finished work. Watching their progress accumulate gives neurodivergent learners needed motivation and dopamine hits.   If staying organized feels impossible, let yourself off the hook—this episode is full of practical, compassionate advice and encouragement. Grab a coffee, listen in, and let's get ready for a smoother homeschool year together.   Looking for More Support? If you want ongoing resources, coaching, or community, check out the Learner's Lab or subscribe to our email list for info on upcoming small group cohorts for middle/high schoolers and executive function workshops. You're the perfect parent for your child—just as you are. Give yourself grace, celebrate the small wins, and remember: structure and flexibility are both just tools.   Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! Night Zookeeper – Fun, comprehensive language arts for ages 6-12 The Lab: An Online Community for Families Homeschooling Neurodivergent Kiddos The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Raising Resilient Sons: A Boy Mom's Guide to Building a Strong, Confident, and Emotionally Intelligent Family The Anxiety Toolkit Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) How Adventuring Together Grows Confidence, Curiosity, and Executive Function Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth Perler The Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions When Working Memory Looks Like Defiance  

We gear up for what promises to be a compelling finale at the ATP Beijing (China Open) 2025: Jannik Sinner vs Learner Tien. We break down how both players have navigated their paths to the championship match, examine their strengths and vulnerabilities, and offer our prediction for who will lift the trophy. What We'll Cover: Road to the Final Sinner's form and consistency in Beijing — his 9th straight hard court final and the way he dispatched Alex de Minaur in the semis. Tien's breakout run: how the 19-year-old American earned his place in his first ATP final, including Medvedev's retirement and his “giant killer” reputation this season. Player Profiles & Matchup Breakdown Sinner: elite baseline aggression, experience under pressure, and how he's trying new elements in his game after the U.S. Open. Tien: strengths in second-serve points, guts in deciding sets, and fearless calls in big moments. Tactical keys: who controls the tempo? Can Tien disrupt Sinner's rhythm? How will pressure moments decide things? Prediction & Scoreline Forecast Based on form, odds, and experience, we lean toward Sinner in straight sets as the most probable outcome. But we'll also map out plausible upset scenarios (e.g. if Tien seizes momentum, or Sinner drops concentration). What's at Stake Ranking implications: Sinner looking to close the gap to Alcaraz. Legacy angle: Tien's shot at his first title vs Sinner adding another hard court crown to his season. Tune in for expert insight, tactical talk, and our final verdict on how this final could play out. Will Sinner extend his dominance — or will Tien shock the tennis world? Learn more about your ad choices. Visit podcastchoices.com/adchoices

In this episode of The Stellar Teacher Podcast, I dive into a critical topic for upper elementary classrooms: supporting multilingual learners (MLLs). With the help of experts Dr. Jana Echevarría and Dr. Jeannette Mancilla-Martinez, we explore why the term “multilingual learner” is replacing “English language learner,” how to challenge common misconceptions, and why it's so important to recognize the linguistic assets students bring to our classrooms. You'll gain a clear understanding of the difference between everyday language and academic language, and why focusing on both is essential for our students' success.We also tackle the myth that students need to fully master English before they can access grade-level content. I talk with Jana and Jeanette about research showing that, with intentional support and meaningful instruction, MLLs can engage with the same literacy and content skills as their peers. From understanding the role of academic language as a “gate opener” to strategies for integrating language objectives into everyday lessons, this episode is full of practical ideas you can bring right into your classroom.Finally, the conversation turns to actionable strategies teachers can implement immediately. From leveraging students' background experiences to integrating listening, speaking, reading, and writing into content lessons, Jana and Jeanette highlight simple yet powerful ways to support language development across disciplines. This episode is packed with guidance to help you feel confident, intentional, and empowered to meet the needs of multilingual learners—reminding us all that these students are learners just like everyone else.Join us in the Stellar Literacy Collective Membership: stellarteacher.com/join!Sign up for my FREE private podcast, the Confident Writer Systems Series, here!Sign up for my FREE Revision Made Easy email series here!Follow me on Instagram @thestellarteachercompany. To check out all of the resources from this episode, head to the show notes: https://www.stellarteacher.com/episode272.

Do you understand Italian, you practice speaking but you freeze the moment you try to speak it in front of natives or your Italian partner's family / friends? You're in the right place. And here's the truth:

Lester Kiewit speaks to Rushda Richards, chair of the Ocean View CPF about an appeal for assistance for families who have lost all their possessions following a blaze in a block of flats. This includes a student in matric who lost everything including her school uniform, just weeks before final exams. Good Morning Cape Town with Lester Kiewit is a podcast of the CapeTalk breakfast show. This programme is your authentic Cape Town wake-up call. Good Morning Cape Town with Lester Kiewit is informative, enlightening and accessible. The team’s ability to spot & share relevant and unusual stories make the programme inclusive and thought-provoking. Don’t miss the popular World View feature at 7:45am daily. Listen out for #LesterInYourLounge which is an outside broadcast – from the home of a listener in a different part of Cape Town - on the first Wednesday of every month. This show introduces you to interesting Capetonians as well as their favourite communities, habits, local personalities and neighbourhood news. Thank you for listening to a podcast from Good Morning Cape Town with Lester Kiewit. Listen live on Primedia+ weekdays between 06:00 and 09:00 (SA Time) to Good Morning CapeTalk with Lester Kiewit broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/xGkqLbT or find all the catch-up podcasts here https://buff.ly/f9Eeb7i Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567See omnystudio.com/listener for privacy information.

“I think sometimes people don't expect pediatric patients to handle radiation as well as they do. They may have a family member who also had radiation for breast cancer or for prostate cancer and they were an older adult and had really severe side effects. And then they say, ‘Oh, no, I've got to put my little baby through this. I don't really want to do this.' We say kids are very different in how they handle this. They're very resilient, so we can provide good education about that,” Elizabeth Cummings, MSN, CPNP-AC, CPHON®, radiation oncology nurse practitioner at Children's Hospital of Philadelphia in Pennsylvania, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about radiation treatment care for pediatric patients. Music Credit: “Fireflies and Stardust” by Kevin MacLeod  Licensed under Creative Commons by Attribution 3.0   Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by September 26, 2026. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.  Learning outcome: Learner will report an increase in knowledge related to radiation oncology treatment care for pediatric patients. Episode Notes   Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 365: Radiation-Associated Secondary Cancers Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices Episode 298: Radiation Oncology: Nursing's Essential Roles Episode 204: How Radiation Is Used in Palliative Care Episode 50: Difficult Decisions in Childhood Cancer ONS Voice articles: Fertility Preservation Protects Possibilities for Patients With Cancer Have Meaningful Conversations With Pediatric, Adolescent, and Young Adult Patients and Their Families Pediatric Cancer Survivors Require Additional Care and Monitoring Prepare Survivors for the Risk of Secondary Cancers Secondary Cancers in Pediatric Survivors ONS book: Manual for Radiation Oncology Nursing Practice and Education (Fifth Edition) ONS courses: Essentials in Survivorship Care for the Advanced Practice Provider ONS/ONCC® Radiation Therapy Certificate™ Clinical Journal of Oncology Nursing articles: Radiation Therapy Survivorship: Healthcare Providers' Perspectives on Education and Care Radiation Therapy: Understanding the Patient Experience Reducing Pediatric Patient Anxiety: Implementing a Nonpharmacologic Intervention to Aid Patients Undergoing Radiation Therapy Other ONS Resources Inclusive Care Learning Library Late Effects of Cancer Treatment Huddle Card Proton Therapy Huddle Card Radiation Huddle Card Radiation Learning Library Oncolink Jr. Pediatric Radiation Oncology Society  To discuss the information in this episode with other oncology nurses, visit the ONS Communities.   To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library.  To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode  “I think one of the things to think about with kids is sometimes they're not as forthcoming with what's going on, and sometimes it's a little bit harder to understand. Sometimes that's just because developmentally, they're much younger. A 1-year-old can't exactly tell you what's wrong. And so you're really trying to figure it out based on their cues versus a teenager who can tell you, but maybe they're too embarrassed about something in a way that an adult might not be.” TS 7:01 “Child life specialists are incredible. ... They provide age-appropriate education and explanations for patients, so talking to a 3-year-old about cancer is very different from an 8-year-old or even a teenager. They really are able to meet each patient exactly where they are and at the level that they are, and then provide the appropriate amount of information, which is so helpful for a patient since they learn to build trust and cope with their treatment and [they feel like they] have somebody who can relay that information in a clear and concise way.” TS 11:16 “There's certainly growing concern about the potential effects of anesthesia on brain health, especially in a vulnerable population like very young children, which are the ones who need anesthesia. We really try to mitigate this by optimizing our anesthetic agents, so we'll use propofol, which has a really quick onset and offset. And even when the radiation treatment is done, they'll stop the propofol in the radiation room—even though they are still walking back to recovery, just to minimize the amount of time that it's on—and trying to use the lowest dose possible. We also [explore] a lot of nonanesthetic strategies, [like] child life support, trying to introduce video distraction when we can, and having music and audiobooks.” TS 17:47 “[In] pediatrics, the patient, not the parent, is your patient. And that can look really different for a 3-year-old versus a 17-year-old. Somebody who can't officially sign consent, but they certainly have a lot of buy-in about the things that reach their body, versus a 3-year-old, where the parents are really taking ownership of that. I think sometimes it's tricky in the world of pediatrics as we think about the ethics of ‘Who are we training here? Is it the patients? Is it the parents?' And we continue to advocate for our patients.” TS 23:32 “I think that pediatric patients still want to be normal kids. They still want to do their normal activities. ... Our pediatric patients, a lot of times, have healthier tissues. They haven't seen as much wear and tear. They haven't developed the bad habits of some adults. They don't have the same environmental exposures, they're not smoking, they probably have fewer comorbidities. ... They're a different population. ... They're just amazing. They still want to be a kid, they still want to go to school, they still want to be with their friends. It's really encouraging to see that.” TS 36:03 

Kathy's Top 5 Clifonstrengths are:   Woo, Belief, Competition, Learner and Focus  Kathy lives in Cedar Park, Texas, mom of four and grandmother to one.  As Owner and Licensed Professional Counselor Associate, Kathy is using her strengths to help others on their emotional transformational journey.  Kathy uses a new form of therapy that integrates eye stimulation to transform emotions, bringing rapid results. You can find her at kathyritzcounseling.com. Find out your strengths by taking the CliftonStrengths Top 5 Assessment   Workshops and Coaching with Barbara Culwell Subscribe & Leave a Review on Embrace Your Strengths   

A Rottweiller dog in Hawkes Bay is helping calm people's nerves as they prepare to sit the theory test for their learner's licence. Three-year-old therapy dog Penny Pickles is part of the team at Learner Licence Theory Tararua. Many of the people they help through the test have additional learning challenges and Penny is there to offer a helping paw or four. Nikki Martin is Penny Pickles' right-hand human and spoke to Lisa Owen.

Book a 1.1 call with me:https://www.englishwiththiago.com/fluency-discovery-callIn this episode, Thiago, a Cambridge-certified English teacher with 20 years of experience, introduces 20 phrases that can help English learners attain a B2 level proficiency. The video is designed to be practical and encourages viewers to actively engage, whether by pausing to think of B2 variations of B1 sentences or shadowing the B2 examples. Thiago illustrates the subtle yet significant differences between B1 and B2 language use by upgrading common phrases to more sophisticated forms.

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET discuss the complex nature of disclosing diagnoses to learners. They discuss parents' fear of disclosing diagnoses versus the reality of what it actually means to share diagnostic information.  Support us on Patreon: https://www.patreon.com/learnsmarterpodcast How to connect with us: Join our e-mail list Rachel's Kapp Educational Therapy Group website Steph's My Ed Therapist website  @learnsmarterpodcast, @kappedtherapy, @myedtherapist  

In this Back-to-School edition of Voices for Excellence, Dr. Michael Conner sits down with Dr. Bill Bradford, Assistant Superintendent of Academics and School Leadership for Fayette County Public Schools (KY). Together they unpack how Fayette County is transforming education through its Portrait of a Graduate 2.0, aligning a five-year strategic plan with classroom practice, and preparing students for the demands of the 22nd century. Dr. Bradford shares how his district has embedded four promises—lifelong learning, civic engagement, future readiness, and resiliency—into every student's journey from preschool through graduation. He explains how Fayette County empowers teachers as leaders, pilots defenses of learning, and scales innovation across 80 schools. The conversation also explores Fayette's early work with AI integration, professional learning for both staff and students, and the power of “yes, and” thinking in balancing traditional achievement measures with future-focused competencies. Dr. Bradford closes with his three C's for the future: communication, collaboration, and confidence—pillars that he believes every system must cultivate to thrive in an unpredictable world.

How can math teachers harness AI to lighten their workload, differentiate with confidence, and boost student thinking—without losing the human touch?The AI wave isn't coming—it's already here. In this energizing episode, Dr. Nicki Newton returns to share how AI is transforming the way elementary math educators plan, differentiate, and reflect. Whether you're an AI skeptic or already tinkering with ChatGPT, this conversation reveals how AI can empower—not replace—educators. Dr. Nicki brings practical, real-school examples from coaching sessions, lesson planning, and multilingual support that will shift how you think about your role in the classroom. Here's what you'll walk away with:A ready-to-use AI prompt structure that enhances math lesson plans, questioning, and scaffolding—especially for multilingual and neurodiverse learners.Ways to use AI for deeper math assessment analysis, moving beyond surface-level data to guide instructional next steps.Real examples of AI transforming dull topics into engaging math mysteries, routines, and riddles that excite students and inspire teachers.Press play to discover how AI can become your most powerful co-teacher this school year.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Welcome to episode 48 of the Designing with Love podcast, where I dive into a learning theory that is especially relevant in our digital world, which is Connectivism.Ever wondered why traditional learning designs feel increasingly outdated in our digital world? The answer lies in Connectivism: a revolutionary approach that's reshaping how effective learning happens today.Connectivism recognizes that in our networked age, learning isn't confined to classrooms or individual minds. Instead, it flows through connections between people, technologies, and information sources. As George Siemens wisely noted, "The pipe is more important than the content within the pipe," meaning how we access knowledge matters as much as what we know.For instructional designers, this shift demands new approaches. When learners are drowning in information and knowledge evolves rapidly, our role transforms from content creators to network guides. This episode unpacks five practical strategies to apply connectivism: designing for discovery rather than delivery, building meaningful networks between learners and experts, teaching critical digital literacy, encouraging lifelong learning habits, and leveraging real-time collaborative tools.Whether you're designing for corporate training, higher education, or online communities, understanding connectivism will transform your approach. The interactive diagram in the show notes provides additional resources to help implement these strategies in your next project. Share your thoughts and experiences - I'd love to hear how connectivism is sparking new ideas in your instructional design practice!

On today's episode of the Illumination by Modern Campus podcast, podcast host Shauna Cox was joined by Jill Loop to discuss how clearly defined next steps help admitted students feel supported and how personalized communication methods like texting strengthen engagement.

This episode of the Learning Can't Wait podcast brings together three thought leaders in education technology—John Gamba from Penn GSE, Jason Green of Your Way Learning, and Will Krasnow from SwiftScore—to discuss the evolving role of AI in education. They explore how AI is reshaping classrooms by enhancing teacher practice and student engagement when paired with the right mindset and research-backed methods. The conversation covers the challenges and opportunities in AI adoption among educators and school leaders, emphasizing starting with solving real educational problems rather than AI itself. Together, they highlight the importance of research-informed, learner-centered approaches and share strategies for successful AI integration to support teachers and improve outcomes for students.

Under new government proposals, learner drivers who have not passed their driving test after seven years will be required to take additional driving lessons in order to go back on the road. Ciara discusses this further with Ger Herbert, Motoring Expert.

Learner drivers who have not passed their driving test after seven years will be required to take additional driving lessons in order to go back on the road, according to new proposals by the Government.Is this fair?Joining Andrea to discuss is Minister of State for Transport & Independent TD for Galway East, Seán Canney, as well as listeners.

Learner drivers who fail their driving test twice will be required to take additional driving lessons in order to go back on the road under new proposals. Learner drivers will also be required to sit a driving test after their third learner permit. The Minister responsible for road safety, Seán Canney, joined the show to break down the proposals.

  “One powerful, overlooked aspect of colorectal cancer survivorship is the emotional and identity transformation that our survivors undergo—and really how little space is given in the clinical arena for that. No one really talks about this ‘invisible recovery.' Facing mortality can lead to prolonged changes is values, relationships, and life goals. And these experiences aren't captured in lab results or imaging scans, but they really shape how survivors live, love, and heal and continue with their lives,” ONS member Kris Mathey, DNP, APRN-CNP, AOCNP®, gastrointestinal medical oncology nurse practitioner at The James Cancer Hospital of The Ohio State University Wexner Medical Center in Columbus, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about colorectal cancer survivorship. Music Credit: “Fireflies and Stardust” by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by September 12, 2026. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learner will report an increase is knowledge related to colorectal cancer survivorship nursing considerations. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 374: Colorectal Cancer Treatment Considerations for Nurses Episode 370: Colorectal Cancer Screening, Early Detection, and Disparities Episode 201: Which Survivorship Care Model Is Right for Your Patient? Episode 153: Metastatic Colorectal Cancer Has More Treatment Options Than Ever Before ONS Voice articles: Genetic Disorder Reference Sheet: Lynch Syndrome (Hereditary Nonpolyposis Colorectal Cancer) Here Are the Current Nutrition and Physical Activity Recommendations for Cancer Survivors ONS course: Essentials in Survivorship Care for the Advanced Practice Provider Clinical Journal of Oncology Nursing article: Closing the Gaps: Addressing the Unmet Needs of Cancer Survivors Oncology Nursing Forum articles: Symptom Occurrence, Frequency, and Severity During Acute Colorectal Cancer Survivorship The Relationship Between Colorectal Cancer Survivors' Positive Psychology, Symptom Characteristics, and Prior Trauma During Acute Cancer Survivorship ONS Survivorship Care Plan Huddle Card ONS Learning Libraries: Colorectal cancer Survivorship Academy of Oncology Nurse and Patient Navigators American Cancer Society National Colorectal Cancer Roundtable Colorectal Cancer Alliance Colorectal Cancer Resource and Action Network Fight Colorectal Cancer Resource Library Livestrong at the YMCA Pan Ohio Hope Ride To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode “As of the most recent data, more than 1.5 million people in the United States are living as colorectal cancer survivors. So this includes not only those who are currently undergoing active cancer treatment but also those who have completed treatment and ultimately are hopefully in remission. Just a reminder that colon cancer is the third most commonly diagnosed cancer in the United States and it's the fourth leading cause of cancer-related deaths.” TS 1:53 “Our colorectal cancer survivors may have significant barriers when receiving this comprehensive survivorship care, and these challenges can affect not only their physical recovery but their emotional well-being and, ultimately, their long-term health outcomes. We as oncology nurses do play a pivotal role in identifying and addressing these barriers. So these can include fragmented care. Who's caring for these patients? That care coordination between the oncologist and the oncology team and then the primary care providers and team. Limited access—so our patients that may have geographic limited access or also financial- or insurance-related obstacles to follow-up services.” TS 9:10 “Our nurses can also facilitate the communication between specialists and primary care providers, so making sure that we're sending records, keeping those lines of communications open. Also, nurses can provide that psychosocial support, so our screening for distress and also advocating and supporting for referral to counseling or support groups for a patient. Nurses can also act as navigators to guide these patients through complex care systems.” TS 11:21 “Some of the recommended changes—nutrition—enhancing and emphasizing fruits, vegetables, that colorful plate, with whole grains. Limit those red and processed meats, and reduce sugary drinks and alcohol. I know we will all have those patients who have read things or cancer myths about, ‘Oh, cancer feeds on sugar, so I shouldn't drink anything or eat anything with sugar,' and maybe addressing that, just really emphasizing the well-rounded meals.” TS 19:57 “When we think about [ourselves], ‘Well, I don't have an implicit bias,' but we may not think about what that is. Some common preconceived assumptions are that survivorship equals a cure. And this assumption may overlook that chronic symptoms or those late effects and emotional needs of long-term survivors. So knowing that when a patient is coming to us on surveillance, they may be cured; they may not have active cancer, but they're still dealing with some of those chronic symptoms—and acknowledging that.” TS 30:37 “There's an assumption that an ostomy equals poor quality of life, and this may stigmatize patients and discourage open conversations about adaptation and support. A couple weeks ago, I volunteered at the Pan Ohio Hope Ride, which is with the American Cancer Society, and several states have a ride that's similar. And there was a patient riding, and I could tell over his jersey that he had an ostomy bag underneath that. And I just looked at him and I thought, ‘That's amazing. You are still functioning, still living, still riding a bike throughout the entire state of Ohio with an ostomy.' So he's still having that good quality of life. That doesn't stop him from living.” TS 31:39

In this edition of Non Linear Learning, Dr. Vaish Sarathy and co-host Searmi Park unpack the buzz around “productive failure”and flip it on its head for neurodivergent learners. Inspired by Manu Kapur's work and his recent conversation on 10% Happier, Vaish and Searmi explore when failure can deepen learning, when it harms, and why the word we're actually looking for is exploration, not failure at least for this audience.  In this episode Productive failure what we think it means Why we don't “design failure” for autistic students Parents as the ones who “fail productively” Real-life stories A challenge for listeners Key takeaways Exploration > evaluation. Our learners already face constant performance tests; they don't need “engineered” failure. Hold the bar high, detach from outcomes. You can keep rigor and still protect nervous systems. Make the “failure” yours. Parents and educators can iterate on the environment, task, and supports instead of labeling the child. Build a web, not a bridge. Let detours teach the terrain. Resources & Links Book: Productive Failure: Unlocking Deeper Learning Through the Science of Failing by Manu Kapur Podcast that sparked this convo: 10% Happier with Dan Harris “Let's Normalize Failure (The Right Kind) | Manu Kapur.” (Spotify) Try this at home (Quarterly Challenge) Pick one stretch experience your child “can't do”—museum hour, library time, a short concert, a new trail, and scaffold it respectfully (sensory-wise, regulation-wise). Debrief afterwards: What worked? What needs one tweak? What surprised you? About your hosts Dr. Vaish Sarathy — TEDx speaker, PhD educator, creator of Non Linear Education, and mom to a non-speaking autistic poet with Down syndrome. Searmi Park — Concertmaster, Eugene Symphony; founder of Autism Mustang Alliance; mom to a non-speaking autistic young adult. Support the show

Cathi Davis is the principal of Ruby Bridges Elementary School in Woodinville, Washington, and the 2025 Washington State Principal of the Year. She leads a school built on the promise “we thought of you when we made this place,” designing for belonging, elevating student voice, and protecting adult collaboration so inclusive practices stick.Principal Cathi Davis shares how Ruby Bridges Elementary purposefully designs for belonging rather than just declaring it—centering student voice, presuming competence, and building systems where every learner is a leader and belongs. She breaks down how leaders protect weekly co‑planning time, model vulnerability, and act with urgency because kids don't get these minutes back—there are only 188 school days to invest in community.Complete show notes and transcript: https://mcie.org/think-inclusive/cathi-davis-on-creating-schools-where-every-learner-belongs-1302/

Clement Townsend is the first guest of Season 8 of the Bulldog Educator podcast. Clement shares with us about his career transition from sports journalism to teaching and discusses his work on the video pro learning platform, which helps teachers integrate video assignments into core subject lessons. This episode focuses on the importance of teaching digital skills and creativity to students, particularly through video production, and explores how technology can enhance educational experiences while bridging the digital divide.Website: https://videoprolearning.com/email: ⁠videoprolearning@gmail.com⁠ Instagram: https://www.instagram.com/ctownsendtvYouTube: https://www.youtube.com/@ClementTownsendMediaLinkedIN: https://www.linkedin.com/in/clement-townsend/TikTok: https://www.tiktok.com/@clement.edtechListeners please share your thoughts and ideas with us on our social media accounts on  ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠X⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠, ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Instagram  ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠or ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Facebook⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠  @thebulldogedu or on ⁠⁠⁠⁠⁠⁠⁠Bluesky ⁠⁠⁠⁠⁠⁠⁠@thebulldogedu.bsky.socialYou can also find us via our website: ⁠⁠⁠⁠⁠⁠⁠https://thebulldogedu.org/⁠⁠⁠⁠⁠⁠⁠You can also follow Matt on Instagram @Matthewccaston and BlueSky @MattCaston.bsky.social ⁠⁠⁠⁠⁠⁠and Kirsten on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or X @teachkiwi, or ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠LinkedIN ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠as Kirsten Wilson or on ⁠⁠⁠⁠⁠⁠⁠Bluesky ⁠⁠⁠⁠⁠⁠⁠@teachkiwi.bsky.socialPlease subscribe to The Bulldog Educator to continue listening on your favorite podcast platform.

“All of these TKIs [tyrosine kinase inhibitors] inhibit BCR-ABL1 in some way, shape, or form. When BCR-ABL1 is mutated, it has uncontrolled tyrosine kinase activity, leading to rapid cell proliferation. When we then inhibit that BCR-ABL1 that's been mutated, we disrupt this abnormal signaling pathway that drives CML [chronic myeloid leukemia] cell proliferation and survival, ultimately leading to decreased cancer cell growth, increased apoptosis or cell death, and potentially inducing a disease remission,” Samantha Maples, PharmD, BCOP, clinical pharmacy specialist supervisor for hematology and cellular therapy at Allegheny Health Network in Pittsburgh, PA, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about the BCR-ABL1 inhibitor drug class.   Music Credit: “Fireflies and Stardust” by Kevin MacLeod  Licensed under Creative Commons by Attribution 3.0   Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by September 5, 2026. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.  Learning outcome: Learner will report an increase in knowledge related to the use of BCR-ABL1 inhibitors in the treatment of CML. Episode Notes   Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 322: Nursing Strategies to Reduce Readmission Rates for Patients With Cancer Episode 215: Navigate Updates in Oral Adherence to Cancer Therapies ONS Voice articles: Adherence to Oral Anticancer Medication Combination Therapy Shows Promise for Chronic Myeloid Leukemia The Case of the Medication Modification The Case of the Safety Session ONS course: Safe Handling Basics Clinical Journal of Oncology Nursing articles: Targeted Drug Therapies: Beyond Blood Counts and Chemistries Oncology Nursing Forum articles: Adherence and Coping Strategies in Outpatients With Chronic Myeloid Leukemia Receiving Oral Tyrosine Kinase Inhibitors Fear of Progression in Outpatients With Chronic Myeloid Leukemia on Oral Tyrosine Kinase Inhibitors Other ONS resources: Biomarker Database Financial Toxicity Huddle Card Tyrosine Kinase Inhibitors Huddle Card Oral Anticancer Medication Care Compass: Resources for Interprofessional Navigation Oral Anticancer Medication Learning Library National Comprehensive Cancer Network National Comprehensive Cancer Network patient resources To discuss the information in this episode with other oncology nurses, visit the ONS Communities.   To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library.  To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode  “The IRIS study led to the approval of the BCR-ABL1 and TKI, imatinib, for CML in 2001 and completely changed the landscape of CML treatment. Then came the second-generation BCR-ABL1 TKIs: dasatinib in 2006, quickly followed by nilotinib in 2007. Thereafter came our second-generation, bosutinib, and our first approved third-generation TKI, ponatinib, both in 2012, which was a huge milestone as ponatinib overcomes resistance to the T315 I mutation, which no previously approved TKIs worked against.” TS 2:16 “The newest approved TKI, asciminib, is an allosteric inhibitor that binds to a different pocket on the BCR-ABL kinase via allosteric binding to the ABL myristoyl pocket. It's what's called a STAMP inhibitor, where STAMP stands for ‘specifically targeting the ABL myristoyl pocket.' And while all the TKIs target the BCR-ABL1 binding site, they can also inhibit different off-target kinases. And these differences in off-target inhibition are responsible for some of the different toxicities we see among the TKIs.” TS 4:51 “As a class, common toxicities include nausea; vomiting; diarrhea; cardiac toxicities, including cardiac arrhythmias and congestive heart failure; metabolic abnormalities such as hypercholesterolemia and hypertriglyceridemia; nephrotoxicity; hepatic toxicity; hemorrhaging and bleeding; as well as cytopenia. Individually, some of these agents are more likely to cause certain side effects compared to others, and there are unique toxicities associated with certain TKIs.” TS 8:10 “We've moved to using preemptive loperamide [in our clinic] for the first three days of starting treatment, because it's really hard to get patients to continue to take a medication if they have such severe diarrhea that they end up in the hospital or they're unable to leave their house. A lot of times, we will proactively give patients antiemetics and loperamide to help with the nausea, vomiting, and diarrhea. And then we can back off to an as-needed basis once they've been established on treatment. We can also use medications to help manage long-term complications that can require supportive care, such as statin therapy for high cholesterol, levothyroxine for hypothyroidism, anticoagulants for any venous thromboembolism, and antihypertensive medications for managing any new or worsening high blood pressure.” TS 12:44 “We are continually seeing these agents expand their indications to different lines of therapy, as well as more TKIs being approved for acute lymphoblastic leukemia. For example, asciminib just got approved in the frontline setting within the last year, whereas previously it was only approved in relapsed refractory setting. Last year, imatinib was the first BCR-ABL1 TKI to come out with a commercially supplied suspension option as well, which is huge in the pediatric space and [for] our adult patients who are unable to swallow tablets for other clinical reasons.” TS 21:22 “There is more information being published on the safe discontinuation of these medications with treatment-free remissions, and more information is coming out about who would be eligible and who can have the option to stop these treatments instead of having a lifelong chronic condition requiring continuous treatment. We're seeing more patients in clinical practice be able to stop BCR-ABL1 treatment, which has been a great development in CML.” TS 25:29

 Is a good learner more critical than a teacher?Without a student, you can't teach! All these overpraising of a teacher crumbles if there is no learner who is surrendering to the teaching!Imagine you give a seminar over a meaningful topic, and after 1 month you ask the participating students what they have learned… It will crumble your ego… When you teach, expect that not more than 5% of your students will do what you have said or understand, or memorize the essence …Again, what is more critical the student or the teacher?  For what is good, to give a seminar? 1.) to make money.2.) to build up your ego.3.) to build up self-esteem.4.) to become arrogant.Mostly what I have learned, I have learned by myself.And Seminars are the worst place to learn something for me.Why? 1.) I can't stop the teacher when I have not understood anything.2.) I can't repeat the sentence that was important for me when I have heard it.3.) I get overwhelmed to memorize the most important things.4.) I can't learn at my pace.5.) If I am tired, I can't stop the teacher.6.) And I have to go somewhere else, and lose time and energy to travel to the seminar!7.) Most of the seminars are overwhelming for the students…8.) Long seminars over 6 hours are the worst…because usually, we don't learn for such a long time.  9.) And even I have to spend huge money on seminars… I bought Photographs courses from the best photographs (Michael Melfort, Joel Sartore, Bob Christ… ) of this galaxy for a penny… because I waited until the price went down from $1000$ to $50.  I never would exchange these priceless video courses for a seminar with these photographs… Because the photograph teachers want to make you happy and present you with excellent arranged photo opportunities and when you come home, you didn't have learned much… You can't repeat your success…If you go to a famous Guru and even he/she is a fake guru if you surrender, your life will change tremendously for your best… How many people surrender? Not more than 1 %!!! For what should the Gurus be real… for 1 %? When I started my inner journey, I learned, and I acted on that…. Bhagwan wanted that we surrender to every guru…Through an insane Guru, who nobody would surrender, I got my Kundalini. When I went to the concert of Nusrat Fathe Ali Khan, I got a Samadhi, and my life changed dramatically. Even I didn't have known this very fat Nusrat or liked his music… But I surrendered totally when I saw him. I thought I could die because through Nusrat's energy my heart ached a lot and my heart was beating irregularly and strong.My Video: A good Learner is more important… https://youtu.be/DpyV0Z5VRr0My Audio: https://divinesuccess.net/wp-content/uploads/2021/Podcast.B/A-good-Learner-is-more-important….mp3

Send us a textWhat happens when a kindergarten teacher moves to teaching fifth grade and discovers that in just five years, the educational system has extinguished the light in children's eyes? For Leah McDermott, this stark realization sparked a journey from conventional educator to unschooling advocate.In this episode we talk with Leah about her path out of the classroom and into unschooling with her own family. She shares what it was like to grow up homeschooled in a very rigid, school-at-home way, and how that experience shaped the choices she made later. We hear how becoming a mother pushed her to rethink education completely, and why she founded Your Natural Learner to support families making the same shift.Leah explains why homeschooling often repeats the same problems as school when parents bring curriculum, tests, and grades into the home. She talks about the process of deschooling for parents, unlearning the reflex to correct or measure everything, and learning instead to trust children's natural curiosity. Her own son's love of math shows what this can look like in practice—solving complex problems in his head without ever being taught traditional methods.We also talk about how unschooling can feel isolating at first, when friends and family don't understand the choice. Leah reflects on the constant questions children face, like “What grade are you in?” or “What did you learn today?” and why shifting those questions toward real interests matters. She reminds parents that the pressure to justify unschooling often says more about their own uncertainty than about the curiosity of others.

Is this intervention going to make a client's world bigger?That's the guiding question for today's guest, Cindy Mrotek, BCBA and LBS, founder of a.c.e therapies—a center offering Speech, OT, and ABA services, along with options for adult learners. With three locations across Illinois, a.c.e therapies focuses on skills that truly matter across the lifespan.In our conversation, Cindy shares why focusing on meaningful skills and goals is so important for increasing quality of life and “making the world bigger” for learners and their families. Without access to leisure skills and other essential life skills, a learner's world can feel very small—and that impact extends to their loved ones too.Cindy also highlights the unique benefits of a multidisciplinary clinic, where collaboration across disciplines creates a holistic approach to building a better life, rather than working on skills in isolation. As a clinician-owned center, she may not compete with private equity on pay or scale, but she offers something different: collaboration, flexibility, and an individualized, learner-centered model that supports both therapists and families.#autism #speechtherapyWhat's Inside:Setting goals critical to the lifespan.The importance of Adult Services in clinics.A widespread value in a multidisciplinary clinic. Mentioned In This Episode:a.c.e. Therapiesa.c.e. therapies (@acetherapies_) on InstagramCindy Dougherty-Mrotek on LinkedInSpeech Membership - ABA Speech  ABA Speech: Home

When we think of dyslexia, most people imagine a reading problem. But the real story is far more complex and non linear - and the lessons from dyslexia research can open new doors for autistic learners (yay!). In this episode, I talk with Russell Van Brocklen, founder of Dyslexia Classes and known as The Dyslexia Professor. Russell shares why dyslexia is less about reading and more about how the brain organizes ideas - and how strategies that work for dyslexic learners may also translate to autistic students who think and learn in unique ways. We explore: Why dyslexia is not just a reading issue but a brain organization issue. How focusing on a child's special interest unlocks motivation and comprehension. Why writing (typing) before reading is the breakthrough many students need. The crossover between dyslexic and autistic learners as specialists, not generalists. And of course, what you can do RIGHT NOW!   Listen, I know your autistic child may struggle outside their super special interests - and you may be struggling with how to help them move laterally to a different topic. THIS conversation will give you some ideas to think about. Here's the freebie Russell mentioned in the podcast: https://dyslexiaclasses.com/nonlinearlearning/ You are a non linear parent, and you deserve a non linear path!    Next Step: Get on the waitlist for my course, Non Linear Education, where I teach parents how to build advanced, age-appropriate learning for their kids with disabilities. And if you found this episode helpful, please leave a review. Your words may be exactly what another parent needs to discover this podcast and know they're not alone.

Morse code transcription: vvv vvv Two men stabbed at Oxford Circus tube station within 24 hours Stranded on Honeymoon Island The BBCs answer to Love Island China and India pledge to be partners not rivals at security summit Driving tests Learner driver abuse left me shaking but Im not giving up on lessons Tories pledge to get all our oil and gas out of the North Sea Baby dies of whooping cough after mother not vaccinated while pregnant Britain is getting hotter but are air conditioners the answer Bayeux Tapestry French voice fears over artworks move to London Dogs and drones join forest battle against eight toothed beetle First week critical to avoid children missing school later, parents told

Morse code transcription: vvv vvv Baby dies of whooping cough after mother not vaccinated while pregnant Tories pledge to get all our oil and gas out of the North Sea Stranded on Honeymoon Island The BBCs answer to Love Island Britain is getting hotter but are air conditioners the answer Dogs and drones join forest battle against eight toothed beetle Bayeux Tapestry French voice fears over artworks move to London Two men stabbed at Oxford Circus tube station within 24 hours Driving tests Learner driver abuse left me shaking but Im not giving up on lessons China and India pledge to be partners not rivals at security summit First week critical to avoid children missing school later, parents told

Morse code transcription: vvv vvv Bayeux Tapestry French voice fears over artworks move to London Driving tests Learner driver abuse left me shaking but Im not giving up on lessons China and India pledge to be partners not rivals at security summit Stranded on Honeymoon Island The BBCs answer to Love Island Tories pledge to get all our oil and gas out of the North Sea First week critical to avoid children missing school later, parents told Baby dies of whooping cough after mother not vaccinated while pregnant Britain is getting hotter but are air conditioners the answer Dogs and drones join forest battle against eight toothed beetle Two men stabbed at Oxford Circus tube station within 24 hours

Morse code transcription: vvv vvv Tories pledge to get all our oil and gas out of the North Sea Baby dies of whooping cough after mother not vaccinated while pregnant Dogs and drones join forest battle against eight toothed beetle Britain is getting hotter but are air conditioners the answer Two men stabbed at Oxford Circus tube station within 24 hours Bayeux Tapestry French voice fears over artworks move to London Stranded on Honeymoon Island The BBCs answer to Love Island Driving tests Learner driver abuse left me shaking but Im not giving up on lessons China and India pledge to be partners not rivals at security summit First week critical to avoid children missing school later, parents told

In this week's episode of the podcast, we dive deep into the tricky tightrope walk of balancing structure and flexibility at home—because let's be honest, parenting (and homeschooling) neurodivergent kids isn't for the faint of heart! This episode is your breathe-and-hit-reset permission slip. Here's a peek at what we covered:   Structure is Comforting… Until It Isn't Structure helps our kids (and us!) feel safe. Predictable routines can seriously reduce anxiety, especially for those with executive functioning challenges, ADHD, autism, or sensory processing issues. But too much rigidity? It can spark rebellion, burnout, and meltdowns—especially with creative, passionate, gifted kids.   What Does Flexibility Really Mean? Flexibility doesn't mean winging it! It means responsive teaching—letting your child's needs, interests, and even energy levels guide your day. I share my own family's rhythm, from color-coded calendars to built-in time for unexpected appointments and sibling support.   Practical Strategies to Try Now Here are some actionable takeaways to help you find your family's sweet spot: Start with Your “Must Do's”: Define your “minimum viable day”—the simplest version of what needs to happen (e.g., a little reading, writing, and math). Ease into your routine and build up slowly. Anchors, Not Timetables: Instead of strict schedules, anchor your day around meals, read-alouds, or physical routines. Visual Tools & Ownership: Use checklists, whiteboards, or color-coded calendars so your kids know what's on deck. Support Executive Function: Scaffold routines gently and model breaking big tasks into small steps. Embrace Interest-Led Learning: Let your child's passions drive parts of the curriculum for greater engagement. Built-in Downtime: Everyone—including you!—needs breaks to recharge.   You're Not Alone (Even When It Feels Like It) If your Instagram doesn't look like those homeschool highlight reels, that's normal. Messy days aren't failures—they're feedback.   Looking for More Support? If you want ongoing resources, coaching, or community, check out the Learner's Lab or subscribe to our email list for info on upcoming small group cohorts for middle/high schoolers and executive function workshops. You're the perfect parent for your child—just as you are. Give yourself grace, celebrate the small wins, and remember: structure and flexibility are both just tools.   Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! Night Zookeeper – Fun, comprehensive language arts for ages 6-12 Why Create a Schedule Command Center? Setting Up a Homeschool Schedule Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) Beating Homeschool Overwhelm With Heart and Flexibility Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Bonds | Building Family Routines and Rituals Changing Rhythms | Homeschooling in Sync with the Seasons A Thriving Homeschool | Strategies for Setting Boundaries

Why do some people thrive on challenges while others fear them? The answer lies in your mindset. In the first episode of Lifelong Learning, we explore the groundbreaking research of Carol Dweck on the 'fixed' vs. 'growth' mindset. Discover how this single belief system governs your relationship with success, failure, and effort. We'll dive into the science of neuroplasticity, showing how your brain is built for growth, and provide practical steps to cultivate a mindset that embraces challenges, persists through setbacks, and unlocks your true learning potential. Whether you're learning a new language, skill, or navigating your career, this episode provides the foundational key to becoming a more resilient and effective lifelong learner. To unlock full access to all our episodes, consider becoming a premium subscriber on Apple Podcasts or Patreon. And don't forget to visit englishpluspodcast.com for even more content, including articles, in-depth studies, and our brand-new audio series and courses now available in our Patreon Shop!

This conversation with Media Specialist Dr. Amanda White from Fayette County Public Schools promises a perspective shift about media centers that will enhance students' personalized learning. Learn how to lay out and leverage your school's largest classroom, the library, in a friendly format that invites learner agency.

In this episode of Transformative Principal, host Jethro Jones sits down with K.C. Knudson, MTSS Coordinator at the Northwest Educational Service District, to explore the critical distinction between coaching and evaluation in education. Drawing on research and real-world experience, K.C. shares why 98% of teachers need coaching—not evaluation—and how shifting from a culture of grading to one of growth can transform schools. The conversation covers the pitfalls of traditional evaluation systems, the power of collective efficacy, and practical strategies for principals to foster collaborative, learner-centered environments. Listeners will gain actionable insights on building effective teams, de-privatizing instructional practice, and making professional learning communities truly impactful.Coaching vs. EvaluationPennsylvania training and assistance networkPennsylvania data - 98% of teachers are rated proficientGrow vs. Grade - 98% of your staff want to grow and get better. Gates foundation spent $212 Million to state that teacher evaluations do not provide meaningful growth, retain teachers, or help with student achievementWashington - research-based evaluation - targeted vs. comprehensive evaluationNeed to teach our principals how to coach more effectively. Don't spend a lot of time talking about quality instructionPrecision over profusion - trying to add more seat time is profusionWhat do we need our teachers to be really good at. Instructional floor - Anthony MuhammedWe've got to be good at our craft to get to the student learning part of it. Learner objectives - produce kids that know how to be seen and heard, how to function, how to thrive in the world. The Principal is PrincipleSchools change life trajectoriesCommunity Creates EquityPrincipal as the center of a wagon wheel vs. the principal as a node of a networkSupportive leadership in the service of empowered teachersHow to be a transformative principal? Deprivatize teaching: Sit down for 30 minutes and do a teams audit: When do I have people sitting down and focusing on student learning?About K.C. KnudsonK. C. Knudson is currently the MTSS Coordinator at the Northwest Educational Service District. Prior to this role, he served as a Senior Educational Consultant, where he focused on facilitating the establishment of inclusive classrooms, schools, and districts to effectively cater to the diverse needs of all students. This work is deeply rooted in the strategic utilization of the Universal Design for Learning (UDL) guidelines and the Multi-Tiered System of Supports (MTSS) framework. K. C. has extensive experience in providing professional learning, coaching, and technical assistance specifically aimed at supporting the implementation of inclusive practices using UDL and MTSS. His background in education leadership includes significant roles such as Director of Teaching and Learning, Assistant Superintendent, Executive Director, Principal, Assistant Principal, and Teacher. Join the Transformative Mastermind Today and work on your school, not just in it. Apply today. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

This week on the podcast we're diving into a topic that's near and dear to so many of us: friendships for neurodivergent kids (and yes, for us as parents too). With a new school year kicking into gear, worries about social connection and "finding your people" can rise to the surface—especially for families navigating neurodiversity. What We're Unpacking This Episode: Why friendships can be challenging for neurodivergent kids (think asynchronous development, sensory sensitivities, social anxiety, or intense interests that aren't always shared by peers). Supporting your child: From validating their feelings and practicing social skills together, to seeking out interest-based clubs and even professional help when needed, we're covering loads of strategies. Managing our own expectations: Sometimes it's our hearts that ache more than our kids'—especially if they're totally content solo-building Lego metropolises while we scroll by endless social media playdate posts. (You're not alone if this sounds all too familiar.) Key Takeaway: There's no single “right” way for kids to socialize—and not all loneliness means your child is suffering. We talk about the difference between the child who longs for connection (and how to support them) and the content solo flyer (who's truly happy alone, even if that's hard for us to accept as parents). Quick Tips From the Episode: Normalize neurodiversity at home. Celebrate differences. Your child isn't broken—they're beautifully wired. Prioritize shared interests over age. Sometimes the best friendships are across generations or centered around passions rather than peer groups. Practice and role-play social skills in low-pressure environments (think: one-on-one meetups, online clubs like our Learner's Lab, or even just chatting with a cool neighbor with a unique hobby). Know that seeking therapy or coaching is a strength, not a weakness—for both kids and parents. A Gentle Reminder: If your child is thriving emotionally, feels seen and supported, and is building their life at their own pace—even if it doesn't look the way you expected—you're doing a great job. Sometimes the most meaningful friendships (and personal growth) take the scenic route.   Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! Night Zookeeper – Fun, comprehensive language arts for ages 6-12 The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Audiobook Raising Lifelong Learners Membership Community – The Learners Lab Raising Resilient Sons by Colleen Kessler, M.Ed. The Anxiety Toolkit 5 Tips for Helping Gifted Children Make Friends Finding Your People | Why Community Matters for Homeschoolers of Neurodivergent Kids Why LEGO STEM Challenges Belong in Your Homeschool – Especially If You're Raising Neurodivergent Kids Teaching Kids to Befriend Others Teaching Kids About Being a Good Friend with Help From Great Books and Netflix RLL #42: What It's Like to be Homeschooled with Best Friends Molly and Ella

“Policies help make sure that we're giving patients the right education and discharge instructions. Radiation doesn't end when the syringe is empty. Patients go home with potential radioactive exposure. They need to know how to protect their families, what precautions to take, and what healthcare providers can do if something goes wrong—like a spill, extravasation, or even a pregnant staff member who's involved in the care. This isn't just a documentation exercise. It's about making sure every part of the system speaks the same language when it comes to safety, handling, and patient care,” ONS member Ella-Mae Shupe, MSN, RN, OCN®, nursing practice and professional development specialist for radiation oncology at Johns Hopkins Health System Sydney Kimmel Cancer Center based in Baltimore, MD, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about creating and implementing radiopharmaceutical policies and procedures.  Music Credit: “Fireflies and Stardust” by Kevin MacLeod  Licensed under Creative Commons by Attribution 3.0   Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by August 22, 2026. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.  Learning outcome: Learner will report an increase in knowledge related to implementing policies and procedures to support administration of radiopharmaceuticals for cancer treatment. Episode Notes   Complete this evaluation for free NCPD. ONS Podcast™ episodes: Episode 347: Care Considerations for Radiopharmaceuticals and Theranostics in Patients With Cancer Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices Episode 298: Radiation Oncology: Nursing's Essential Roles Episode 104: How Radiation Affects All Areas of Oncology Nursing ONS Voice articles: New Radiopharmaceutical Improves Survival in Advanced Prostate Cancer Radiopharmaceuticals and Theranostics Offer New Options for Oncology Nurses to Transform Cancer Care Radiopharmaceuticals Pack a One-Two Punch Against Cancer Safety Is Key in Use of Radiopharmaceuticals ONS Voice oncology drug reference sheets: Lutetium Lu 177 Dotatate Lutetium Lu 177 Vipivotide Tetraxetan Radium 223 Dichloride Sodium Iodide-131 ONS book: Manual for Radiation Oncology Nursing Practice and Education (Fifth Edition) ONS course: ONS/ONCC® Radiation Therapy Certificate™ Clinical Journal of Oncology Nursing article: Nursing Telemedicine Educational Encounters: Improved Patient Satisfaction in Radiation Therapy Clinics Other ONS resources: ONS Radiation Learning Library ONS Radiation Safety: In the Home Huddle Card ONS Radiopharmaceuticals Huddle Card Daily Med Lutathera® website for healthcare professionals Pluvicto® website for healthcare professionals Xofigo® website for healthcare professionals To discuss the information in this episode with other oncology nurses, visit the ONS Communities.   To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library.  To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode  “[Lutetium lu 177 vipivotide tetraxetan] has shown so effective in clinical studies that the FDA recently approved expanded use, and it can now be given prior to chemotherapy.” TS 1:56 “There are typically three parts to a radiopharmaceutical. One is a radioisotope, which emits the radiation. The second is a targeting molecule, which directs the compound to a specific site. And the third is a linker that binds the isotope to the targeting molecules securely. The targeting molecule is usually a substance that binds specifically to receptors, antigens, or metabolic pathways that are overexpressed on cancer cells.” TS 2:08  “We have an interdisciplinary team involvement. There's a physicist, nurse, and provider that confirm lab values are within normal limits. The patient meets all the clinical and safety criteria for administration. Second is an IV placement where a nurse or clin tech starts the IV and verifies a strong blood return. This is critical to avoid extravasation, which can be harmful due to the vesicant-like nature of radiopharmaceuticals. And third, our patient voids immediately before the injection, which reduces bladder radiation dose. During the administration, our provider administers the radiopharmaceutical using a shielded syringe holder to reduce radiation exposure. The physicist remains present throughout the procedure. Lead aprons are worn by any team members close to the IV site, and then the Geiger counter is used by physics to measure ionizing radiation, which is done before, during, and after the procedure.” TS 3:28 “The policy we created doesn't just address general principles. It includes very specific guidance for both [radium 223 dichloride] and [lutetium lu 177 vipivotide tetraxetan]. That includes everything from determining patient eligibility to completing the treatment directive, confirming patient identity, verifying delivery parameters, documenting the treatment itself, and ensuring the treatment environment is appropriate and safe. We've also built in drug- specific practices because [radium 223 dichloride] and [lutetium lu 177 vipivotide tetraxetan] each come with their own considerations. This includes competencies for nursing, tailored patient education for each therapy, and an extravasation checklist that outlines what to do and who's responsible for tasks if infiltration occurs.”TS 11:24 “We created two separate versions [of an attestation model], one for clinical staff and one for non-clinical staff. Why include non-clinical staff? Because the risks extend beyond just the clinical team. What if environmental services comes in to clean and the patient has urinated on the floor? Or what if dietary delivers a tray and moves a urinal without knowing the risk? Or what if transport comes in and handles an incontinent brief without awareness? Each of these scenarios has potential for contamination and exposure. And that's exactly why education for all roles matter.” TS 15:22 “These are such an exciting treatment for our patients, that's not chemotherapy, that's not radiation, and their quality of life has been amazing. We have had patients coming in that could barely walk because of the pain from bone mets and after a few treatments, they're much better. We've had PSAs go from five, six hundreds down to 0.5, so we're seeing a lot of really good options for these patients and treatment.” TS 22:09  

Interviewees: Josh Schammel, MD; Brian Inouye, MD; and Becky Stetzer, MD Interviewer: Justin Bullock, MD, MPH Description: In this episode, Dr. Justin Bullock talks with Dr. Josh Schammel (chief urology resident at Albany Medical Center), Dr. Brian Inouye (associate program director of urology at Albany Med), and Dr. Becky Stetzer (assistant dean of competency development, Albany Med) about navigating remediation, cognitive disability support, and institutional change in residency training. Together, they trace Josh's experience entering urology residency off-cycle, the social and educational challenges that followed, and the turning point that came with honest conversations about expectations and support. They explore how leadership reframed remediation from punitive to restorative, how program culture embraced accommodations even without a formal diagnosis, and how outside expertise in competency development reshaped both Josh's trajectory and the program's systems. Listeners will hear candid reflections on the fear of dismissal, the relief of being given a “do-over” year, and the powerful role of trust and transparency in rebuilding confidence. The team highlights the importance of creating a culture where struggling is not synonymous with failure, but with an opportunity for growth. This episode accompanies the open-access article A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency (Stetzer et al., Teaching and Learning in Medicine). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a practical and deeply human guide for residents, faculty, and program leaders working to build equitable clinical learning environments. Transcript: https://docs.google.com/document/d/1u-qRRgjrB-lOJnQytGy7C7ByxYppdfju/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true Key words: Medical education, cognitive disability, residency, accommodations, program director, GME, GME Policy, Disability, Training, PTSD. Bios:   Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme Link to Case Study: A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency https://www.tandfonline.com/doi/10.1080/10401334.2025.2502670?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed  

In this episode of Culture Talent, Florence Hardy speaks with Yeang Cherng Poh, a Gallup-certified coach and founder of Strengths Transform, based in Singapore.Trained as an engineer, and a career initially focused on designing processes for performance, he shares how a chance encounter with the CliftonStrengths approach completely shifted his career toward human development.With over 20 years of experience and more than 70,000 individuals coached, he reflects on his journey, key insights, and the tangible impact of his talents Achiever, Ideation, Relator, Strategic, Analytical, Learner, Responsibility on the way he coaches, leads, and even understands his closest relationships.A fascinating episode that explores how individual strengths can become powerful levers for transformation when we learn to understand them, name them, and integrate them into our daily lives, both in our teams and in the way we make life choices.Connect with Yeang Cherng on Linkedin herehttps://www.linkedin.com/in/yeang-cherng-poh-7a12b220/and herehttps://www.strengthstransform.comHébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.

What does it take to be a leader?    If you have been following me for a while, you know that I always say “take the lead, and the rest will follow.” If you have air in your lungs, you are a leader. But how do you take the lead in your life?    In this episode of Leading Lady, I am breaking down the word LEADER, and how I use that word in many areas of my coaching.    In my business and leadership masterclass, the word “leader” is broken down into six different modules. My book, TAKE THE LEAD, also follows the acronym L.E.A.D.E.R.: Learner's mindset, Engagement, Authenticity, Dedication, Emotional Intelligence, and Resilience. I am breaking down what each of these means to me in my business and also giving you some tidbits so you can start thinking about how you are showing up as a leader in your life throughout this episode.   It all starts with self-leadership. How are you leading yourself? Others? Your family? Your business? These are all incredibly important aspects of your life, and I want you to be able to show up and be the leader you have always wanted to be.    Every letter and every aspect of the L.E.A.D.E.R. acronym is equally important. They all blend and work together to help you grow as a leader. Tune in to learn more about the six pieces of leadership and how they can help you step into the leadership role in your life.    Show notes available at www.leadinglady-coaching.com/podcast   Resources Mentioned:  Get my book TAKE THE LEAD: https://www.amazon.com/TAKE-LEAD-every-community-world/dp/B09V5JV4DB/ Book a complimentary coaching call: https://leadinglady-coaching.com/private-coaching/   Have you joined the Leading Ladies Facebook Group yet?! I would love to see you in there! Head to https://www.facebook.com/groups/LeadingLadiesAAL to join! Let's connect on Facebook: https://www.facebook.com/aalcoaching Let's connect on Instagram: https://www.instagram.com/leading.lady.coach  

View the complete transcript for this webcast, along with audio and video, at https://www.gallup.com/cliftonstrengths/en/693896/learner-turning-new-experiences-deeper-understanding.aspxLearn more or purchase the new CliftonStrengths® for Leaders report: www.gallup.com/cliftonstrengths/en/403427/cliftonstrengths-for-leaders.aspxAre you enjoying this podcast? Make sure you follow us or leave a comment or review, so more people can learn about their natural talents.Other ways to stay connected:Follow us on LinkedIn: https://www.linkedin.com/showcase/cliftonstrengthsFollow us on Instagram: https://www.instagram.com/cliftonstrengths/Follow us on Twitter: https://twitter.com/CliftonStrengthFollow us on Facebook: https://www.facebook.com/CliftonStrengthsFor more information about strengths, visit gallup.com/cliftonstrengthsSubscribe to our CliftonStrengths Newsletter: https://www.gallup.com/cliftonstrengths/en/348236/cliftonstrengths-newsletter.aspx

What if your greatest strengths are secretly sabotaging your success?  This eye-opening exploration delves into the fascinating paradox at the heart of personal development - how our natural talents, when overused or misapplied, become the very blind spots holding us back.  We'll explore the concept through analyzing my CliftonStrengths 34 report - not just learning to see how your blind spots can hold you back but also how you can build simple systems to prevent that from happening.  Drawing from Martin Dubin's groundbreaking book "Blind Spotting" and my personal revelations from the Clifton Strengths Assessment, I share how my top strengths - Learner, Strategic, and Activator - create both extraordinary opportunities and unexpected challenges.  As someone who thrives on continuous knowledge acquisition, I've had to recognize when my love of learning becomes an impediment to action or creates friction in relationships. My strategic thinking allows for rapid pattern recognition but can appear as criticism or confuse others when I don't properly explain my thought process.  Most revealing is my Activator tendency, turning thoughts into immediate action propels progress but leads to hasty decisions I later regret. The practical systems I've developed to counterbalance these tendencies have transformed my effectiveness.  Unlike weaknesses we can typically identify, blind spots remain invisible without external reflection. That's where tools like coaching, assessment instruments, and even AI assistants become invaluable mirrors, revealing patterns we cannot see ourselves. The beauty of this approach lies in its elegance - you don't need to fundamentally change who you are, just create strategic guardrails that harness your natural talents while preventing their downsides.  Share, review, and consider discussing this episode with friends or family to help each other identify blind spots and build systems for more fulfilling, rewarding lives.  What strength might be holding you back without your knowledge?    Text Me Your Thoughts and IdeasSupport the showBrought to you by Angela Shurina Behavior-First Change Leadership & Culture Transformation ConsultantEXECUTIVE & OPTIMAL PERFORMANCE COACH

Ralph Riegel, Southern Correspondent with the Irish Independent and Kevin Horgan, Managing Director of the National Driving School

Ben Criddle talks BYU sports every weekday from 2 to 6 pm.Today's Co-Hosts: Ben Criddle (@criddlebenjamin)Subscribe to the Cougar Sports with Ben Criddle podcast:Apple Podcasts: https://itunes.apple.com/us/podcast/cougar-sports-with-ben-criddle/id99676

Get my new book: https://bronsonequity.com/fireyourselfDownload my new special report - How to Use Inflation to Your Advantage - www.bronsonequity.com/inflationWelcome to our latest episode!Join Bronson and Nate for an inspiring episode with Carmen Micsa, a Romanian-born Boston Marathon qualifier, entrepreneur, author, and motivational speaker. Carmen shares her journey from growing up under communism to founding Dynamic Vision Realty in Sacramento, balancing real estate with writing four books during COVID. Discover how her running habit fuels her business through community networking, turning runs into client referrals. She reveals strategies for writing a book (consistency, 30-day streaks), overcoming writer's block (running, walking), and building wealth through genuine client relationships and tailored services. Carmen emphasizes personal growth, drawing from books like How to Win Friends and Influence People and Rejection Proof, and encourages diving into challenges without overthinking.Learn how optimism and discipline drive financial and emotional success!TIMESTAMPS00:41 - Intro: Carmen Micsa, entrepreneur and author 02:08 - Carmen's journey: From Romania to real estate 03:14 - Growing up under communism: Building resilience 04:37 - Founding Dynamic Vision Realty: Blending business and poetry 05:32 - Writing books: Leaving a legacy 06:39 - How to write a book: Consistency and 30-day streaks 09:19 - Overcoming writer's block: Running and walking 14:38 - Running groups: Building client referrals 16:43 - Genuine relationships: Key to business success 19:13 - Sales mindset: Serving, not selling 20:31 - Dynamic Vision Realty: Tailored client services 25:00 - Life as Groundhog Day: Breaking predictable patterns 26:39 - Encouraging personal growth: Dive into challenges 30:06 - Books that inspire: How to Win Friends and Rejection Proof 33:42 - Owning your story: Embracing imperfection 35:43 - Optimism and wealth: Saving 17% more 37:41 - Time management: Lessons from a watchmaker 39:36 - Connect with Carmen: Books and social media 41:11 - Takeaways: Personal growth fuels wealthConnect with the Guest:Instagram: https://www.instagram.com/carmenseedsofsunshineFacebook: https://www.facebook.com/cmicsa/Website: https://dynamicsacramentohomes.com/#PersonalGrowth#RealEstateInvesting#MindsetMatters#BookWriting#Resilience#Networking#Optimism

“We're really using these in many, many types of malignancies. But you can see this class of drug, these monoclonal antibodies, the small molecule inhibitors, being used in colorectal cancer, ovarian cancer, renal cell carcinoma, brain cancers, hepatocellular, non-small cell lung cancer, gynecologic malignancies, so lots of different types of cancers where we're seeing these drugs used,” Danielle Roman, PharmD, BCOP, manager of clinical pharmacy services at the Allegheny Health Network Cancer Institute in Pittsburgh, PA, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about the vascular endothelial growth factor (VEGF) inhibitor drug class. Music Credit: “Fireflies and Stardust” by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by August 8, 2026. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learner will report an increase in knowledge related to the use of VEGF inhibitors in the treatment of cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 303: Cancer Symptom Management Basics: Ocular Toxicities Episode 244: Cancer Symptom Management Basics: Cardiovascular Complications Episode 196: Oncologic Emergencies 101: Bleeding and Thrombosis Episode 161: Administer Bevacizumab Infusions With Confidence ONS Voice articles: Manage Afatinib's Adverse Events to Keep Patients on Treatment Oncology Drug Reference Sheet: Cabozantinib Oncology Drug Reference Sheet: Fruquintinib Patient Education Needs With Pazopanib Therapy for Soft Tissue Sarcoma ONS books: Chemotherapy and Immunotherapy Guidelines and Recommendations for Practice (second edition) Clinical Guide to Antineoplastic Therapy: A Chemotherapy Handbook (fourth edition) Safe Handling of Hazardous Drugs (fourth edition) ONS courses: Safe Handling Basics Clinical Journal of Oncology Nursing article: Safety and Adverse Event Management of VEGFR-TKIs in Patients With Metastatic Renal Cell Carcinoma Oral Anticancer Medication Care Compass: Resources for Interprofessional Navigation ONS Oral Anticancer Medication Learning Library ONS Oral Anticancer Medication Toolkit IV Cancer Treatment Education Sheets Oral Chemotherapy Education Sheets To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode “Cancer cells are known to secrete factors that cause the formation of new blood vessels, and tumors need blood vessels to supply themselves with nutrients so that they can grow and metastasize. A lot of tumors overexpress these factors, so they had more of this ability to create new blood vessels. You may hear that term somewhere neo vascularization. … And also these factors can increase the permeability of blood vessels, so making them kind of leaky blood vessels. … So the thought behind it is being able to block the ability for this new blood vessel formation and to decrease that leakiness or permeability of those blood vessels.” TS 2:07 “These are drugs that are tyrosine kinase inhibitors. These are oral, small molecule drugs that are acting intracellular, so they are working within the cell to bind and prevent that downstream signaling of producing more blood vessels. So we have a number of small molecule drugs that fall into this class. Many of them target multiple types of receptors, VEGF being included, but also a lot of these drugs have other targets.” TS 7:58 “I would really say, number one, something that we very commonly see with this drug class is hypertension. Giving you an example of bevacizumab—If we look at any grade hypertension, this can be up to 67% of patients, so very common toxicity really spanning all of these agents. So something that we need to be monitoring closely for.” TS 13:24 “With that impaired wound healing, keeping that in mind, as we are planning for this agent, for patients and even sometimes with the minor surgical procedures, maybe a need for a short hold, and even for something like a catheter placement. I know and some of the providers I work with have a preference for holding for a short period of time around that as well.” TS 20:15 “I think one big area, and we've seen some of this just recently, and particularly in the hepatocellular setting, we're seeing combinations of using the VEGF inhibitor class with immunotherapy. And so I think we're going to continue to see that evolve. Even hearing about some bispecific antibodies that are in development, where they are targeting VEGF as well as PD-L1, so getting the immunotherapy and VEGF effects.” TS 24:44

This week on the podcast, Colleen revisited one of the most common, sometimes thorny, and always essential homeschool topics: finding your people and creating a support system, especially when you're parenting and homeschooling neurodivergent, gifted, or otherwise outside-the-box kiddos. After 17 years on this journey, she can assure you: you're not alone if building community feels overwhelming at times—whether you're coming back from a pandemic pause, have tricky past experiences, or your kids just don't “fit in” with typical local groups. Here are some highlights and key takeaways: Community Matters:  Having people around who understand the joys and challenges of homeschooling differently-wired kids is more than a luxury—it's essential fuel for thriving, not just surviving. Our kids (and we as parents) need spaces where it's okay to be quirky, creative, or intense—where someone else says “me too!” and everyone feels genuinely seen. It Can Be Hard:  Maybe the co-ops near you are too rigid, you've faced past exclusion or judgment, or (like me) you're just plain exhausted trying to do it all. Sometimes your kids resist group activities, or you don't have “joiner” personalities in the house. These are all normal feelings and totally valid struggles. You May Need to Rethink What Community Looks Like:  Community doesn't have to be a massive co-op or weekly field trip group! It could be a micro-community, supportive online spaces, interest-based activities, or supportive adults who “get” your kids, from librarians to mentors to hobby group leaders. Take Some Action This WeekGrab a notebook (or the free printable) and reflect on: What kind of community are you craving most right now—support, social time, academic help? List three possible places or people you might reach out to this week for connection (library, therapist, other homeschool families, online groups, etc.) Is there a family you could invite to connect more regularly and start your own small community? You don't have to do this alone. Even if you're the “burned out mom who's always holding it together” or you've tried and been hurt, please know: I see you. The right people are out there, and sometimes you simply need to widen your lens and try again when the time feels right. If you need a soft place to land, join us inside the Learner's Lab—where our quirky, creative, and wonderful community is always waiting for you. And if you're already in a good spot? Reach out to someone else who might need your invitation.   Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! Night Zookeeper – Fun, comprehensive language arts for ages 6-12 The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Audiobook Raising Lifelong Learners Membership Community – The Learners Lab Raising Resilient Sons by Colleen Kessler, M.Ed. The Anxiety Toolkit Finding Your Community as a Neurodivergent Family Why Community Is So Important For Gifted And Twice Exceptional Kids Finding Homeschool Community (for our children and ourselves) Finding Community: Building a Support System Online and In-Person Building Flexible Thinking Skills in Your Neurodivergent Child Why Decision Making Feels Overwhelming for Neurodivergent Kids and How to Help Creative Summer Activities to Strengthen Family Connection and Boost Learning