Podcasts about Learners

Have you encountered very young children who get upset when they are not perfect? Do you want to avoid creating perfectionism when interacting with young children? Join Cynthia and Alison for this listener-request-inspired episode focusing on strategies to deal with and avoid perfectionism.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

How many times do you hear in a day “Mom, I need your help"?  How many times do you say to yourself,  “I need him to do more on his own without my help or without me directing every step of the way.”  In this week's episode, Carrie is addressing a question she gets all the time:  “How can I get my kid to be more independent?”  Carrie shares simple strategies to help your children and teens to become critical thinkers, independent learners, and self-motivated individuals.  It's never too early to start and it's never too late to try.  Pour yourself a cup of coffee, put your feet up and join Carrie for a little coffee and conversation about critical thinking and self-directed learning.Support the showSupport the ShowPurchase A Home Education Handbook: 9 Questions to Ask for Simple & Balanced Home-Based LearningPurchase Homeschool High School:  A Handbook for Christian EducationPurchase Just Breathe (and Take a Sip of Coffee):  Homeschool Simply & Enjoyably.  Schedule a Coffee Date (One-on-One Personalized Coaching Session:  Coffee With Carrie Subscribe to Coffee With Carrie email newsletter for FREE Morning Time Plans and monthly tips  https://coffeewithcarrie.org Follow on Instagram @coffeewithcarrieconsultant.

Guest: Terence Khala | Acting director for communications & researcher for the Department of Basic Education Thabo Shole-Mashao speaks to Terence Khala, Acting Director for Communications and researcher at the Department of Basic Education, as new Stats SA data reveals a troubling picture of school safety in South Africa. More than 1.1 million learners reported experiencing violence at school in 2024, with teachers named more often than peers as perpetrators of physical abuse. Early Breakfast with Africa Melane is 702’s and CapeTalk’s early morning talk show. Experienced broadcaster Africa Melane brings you the early morning news, sports, business, and interviews politicians and analysts to help make sense of the world. He also enjoys chatting to guests in the lifestyle sphere and the Arts. All the interviews are podcasted for you to catch-up and listen.Thank you for listening to this podcast from Early Breakfast with Africa Melane For more about the show click https://buff.ly/XHry7eQ and find all the catch-up podcasts here https://buff.ly/XJ10LBUListen live on weekdays between 04:00 and 06:00 (SA Time) to the Early Breakfast with Africa Melane broadcast on 702 https://buff.ly/gk3y0Kj and CapeTalk https://buff.ly/NnFM3NSubscribe to the 702 and CapeTalk daily and weekly newsletters https://buff.ly/v5mfetcFollow us on social media:702 on Facebook: https://www.facebook.com/TalkRadio702702 on TikTok: https://www.tiktok.com/@talkradio702702 on Instagram: https://www.instagram.com/talkradio702/702 on X: https://x.com/Radio702702 on YouTube: https://www.youtube.com/@radio702 CapeTalk on Facebook: https://www.facebook.com/CapeTalkCapeTalk on TikTok: https://www.tiktok.com/@capetalkCapeTalk on Instagram: https://www.instagram.com/CapeTalk on X: https://x.com/CapeTalkCapeTalk on YouTube: https://www.youtube.com/@CapeTalk567See omnystudio.com/listener for privacy information.

In this first episode of our special four-part Science of Reading: The Podcast Adolescent Literacy miniseries, Susan Lambert, Ed.D., speaks with Doug Fisher, Ph.D., a celebrated professor, author, and one of the most influential voices in adolescent literacy. They explore what the evidence really tells us about supporting adolescent learners, and what it means for classroom practice. They also discuss why Doug and his colleagues set out to find a new model for adolescent literacy, how self-efficacy powers literacy development in adolescent learners and what teachers can do to build it, and what "foundational skills" in reading truly means for adolescent readers—and why it is non-negotiable.Show notes:Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6–8. Connect with Doug on LinkedIn.Learn more about Doug's book, Teaching Foundational Skills to Adolescent Readers.Read Doug's article, A Model for Adolescent Reading Instruction.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes:"Our literacy skills contiue to grow across our lifetimes." —Doug Fisher"The human brain operates on language, and reading, writing, speaking and listening, are the language operating systems of our brain." —Doug Fisher"The word 'foundational' to me means not optional." —Doug Fisher"Literacy is a gatekeeper. If we can develop stronger literacy skills in our student, we will change their lives." —Doug Fisher"The passion that educators bring also makes learning relevant." —Doug FisherTimestamps:0:00 Introduction: New adolescent literacy mini-series02:00 Foundational skills for adolescent learners, with Doug Fisher06:00 "Our literacy skills continue to grow across our lifetimes08:00 In search of a new adolescent literacy model14:00 Distinguishing early, general, and disciplinary literacy17:00 Why the Reading Rope was not designed for adolescent learners19:00 Introducing the reading circuit and self-efficacy27:00 Sentence level analysis31:00 Building self-efficacy through academic risk taking34:00 Redefining "foundational skills" for adolescent readers38:00 What this looks like in high school classrooms43:00 Teacher self-efficacy and the joy of student learning48:00 Closing thoughts: "Literacy as a gatekeeper"*Timestamps are approximate

Jonathan Plucker, a research professor at the Johns Hopkins School of Education, and Fordham's own Alicia Anderson, policy and editorial associate, join The Education Gadfly Show to discuss new research on how little states and the federal government invest in advanced education. How much funding goes toward gifted education, AP, IB, and other advanced learning opportunities, and why is it so hard to track where those dollars go?Then, on the Research Minute, Brian Fitzpatrick examines new research on Algebra I achievement gaps and finds that many are rooted as early as third grade and grew worse during the pandemic.Recommended content:Broad support, barely funded: The paradox of advanced education in America —Jonathan Plucker, Alicia Anderson, Matthew Makel, and Shaun Dougherty for AdvanceThe Leaky Pipeline: Assessing the college outcomes of Ohio's high-achieving low-income students —Stéphane Lavertu, Thomas B. Fordham InstituteBuilding a Wider, More Diverse Pipeline of Advanced Learners —The National Working Group on Advanced EducationOhio's Lost Einsteins: The inequitable outcomes of early high achievers —Scott Imberman, Thomas B. Fordham InstituteA Widening Chasm: The Divergent Paths of High- and Low-Achieving Students in Algebra I After the Pandemic—Benjamin Backes, Michael DeArmond, Elise Dizon-Ross, Dan Goldhaber, and Alejandra Salazar, CALDER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

In this episode of the Inspire Podcast, Bart Egnal speaks with Rachel Cossar, co-founder and CEO of Virtual Sapiens, about how AI is transforming leadership communication training. Drawing on her own journey from the professional world of ballet to expert in non-verbal communication, Rachel explains how her experience in performance and body awareness led to the creation of an AI-powered communication coaching platform. Together, Bart and Rachel explore why AI can be such a powerful complement to facilitated training and executive coaching, especially when it comes to practice, repetition, feedback, and accountability. They discuss their collaboration with The Humphrey Group, including how THG has trained the platform on their own IP and is integrating AI coaching into their programs to help participants build confidence and measure improvement over time. The conversation also examines the limits of AI, why human facilitation remains essential, and how the future of communication training will combine technology with human connection. A fascinating look at the evolving role of AI in helping people become more effective, authentic, and inspiring communicators. Learn more at https://www.virtualsapiens.co/ Show Notes: 00:19 Show intro 00:57 Introducing Rachel and Virtual Sapiens 02:29 Rachel's background 02:48 Started off in ballet 03:17 Body awareness and presence 04:21 What dance training made her realize about office life 05:04 Starting her new career 05:26 Consulting with the hospitality industry 06:34 The “always on” nature of hospitality 07:23 Silent service 08:36 How this applies to executive and leadership development 09:06 How the COVID disruption changed her work and business 09:28 The idea for Virtual Sapiens 09:49 How do you take training and truly make it muscle memory? 10:55 Rapid adoption of video during COVID changed things 12:57 How did Virtual Sapiens come to be? 13:30 Initial product: a video sidekick coach 15:02 How did people respond to AI feedback? 15:53 People now have overly high expectations of AI 16:53 The complexities of video avatars 17:55 Why Virtual Sapiens was a natural fit for coaching firms 18:31 The asynchronous practice tool 19:26 How Virtual Sapiens fits with The Humphrey Group 19:47 The Humphrey Group's “ELI” tool 20:13 Learners can see measurable improvements 20:49 Where is AI used best in facilitation and training? 21:44 Designing programs with more longevity 23:59 Scalable and concurrent learning 24:36 Why people find AI to be a safe space to practice 25:03 The fear of being judged 25:41 Why people prefer first reps with AI 26:23 Built-in accountability for learners 27:15 Post-facilitation tools and practice 29:36 Do people use it? 29:50 Why getting people on early is key 31:52 What is the future of Virtual Sapiens? 32:40 More task-specific LLMs 33:29 Where can people learn more

From textbook dependency to a "Starter, Main Course, and Dessert" approach. Fiona Hunter, founder of Kids Club English shares how to confidently step away from set materials to create authentic, play-based language experiences for young learners. From managing the psychological hurdles of letting go of the coursebook to structuring lessons around picture books, Fiona explains how stepping back allows young learners to take true ownership of their language.Watch with captions here.TALKING POINTS1. The textbook tension: engagement, syllabus pressure, and the progress gap2. Why moving away from a coursebook requires us to rethink our teaching3. The "Starter, Main Course, and Dessert" framework for structuring lessons4. How giving young learners ownership over their activities sky-rockets motivationABOUTFiona Hunter is a teacher, teacher trainer and the founder of Kids Club English. Originally from Scotland and now based in the south of Spain, she has worked in ELT for over twenty years, teaching in Spain, the UK, Argentina and South Korea, including at the British Council. She holds a DELTA with Merit and specialises in teaching preschool and primary learners.Now working independently, Fiona creates her own flexible, play-based courses built around stories, songs, games, crafts and drama - without relying on coursebooks. Through Kids Club English, she shares classroom-tested resources and runs an online Teacher Membership supporting freelance teachers and small language school owners who want to feel more confident, less overwhelmed and better equipped to build engaging, language-rich lessons for young learners.RESOURCES & REFERENCES

Are you still relying on the Peabody or BOT as your go-to assessment? You're not alone, but you might be missing something critical. In this episode, we dive deep into occupation-based assessment with Dr. Alysha Skuthan and Dr. Erin Gaby, who recently published groundbreaking research on the occupational profile in school-based practice.This conversation is for every school-based OT who has ever wondered: What actually makes an assessment occupation-based? Why does the occupational profile matter? And how can I fit it into my already overwhelming workload?The research reveals surprising findings from their research showing that 35% of school-based OTs don't complete occupational profiles, despite it being a formal requirement in the Occupational Therapy Practice Framework.You'll hear practical strategies for collecting occupational profiles, honest talk about barriers like time constraints and parent communication, and compelling reasons why using occupational language in your reports matters for advocacy. Plus, they discuss occupation-based alternatives to common standardized tests and share their favorite tools like the School Function Assessment.Listen to learn how shifting to occupation-based practice can transform not just your assessments, but your entire intervention approach.Learning Objectives— Learners will identify the key characteristics that distinguish occupation-based assessments from skill-based assessments— Learners will recognize why the occupational profile is an important component of every SBOT evaluation— Learners will identify the importance of using occupational language in evaluation reports for professional advocacyClick here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

Today we are talking about AI, How to stay up to date with it, and if it will really take our jobs with guests Angie Byron & Amber Matz. We'll also cover AI Best Practices for Drupal as our module of the week. For show notes visit: https://www.talkingDrupal.com/555 Topics What Is AI Learners Club Amber Defines the Club Origin Story and DrupalCon AI Debate and Community Tensions Issue Queue Conduct and Moderation Thread Tone vs Substance AI Adoption Outside Drupal Conflict Mediation Playbook Maintainer Burnout and Flood Safe Space Learners Club How the Club Started Picking Topics and Demos AI Taking Our Jobs Future of Learners Club Resources Context Control Center AI Learners Club Initiative page Event calendar YouTube Playlist Session Recaps Next session (Claude Design) Slack: #ai-learners Most wanted topics What Angie's working on these days Guests Amber Matz - tugboatqa.com amber-himes-matz Angie Byron - ai_best_practices webchick Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi Scott Falconer - managing-ai.com scott-falconer MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Do you want to start using AI tools for Drupal development, in the most efficient way possible? There's a composer plugin for that! Module name/project name: AI Best Practices for Drupal Brief history How old: created in Mar 2026 by Angie Byron (webchick), one, of today's guests, a long-time Drupalist, one-time Acquian, and a fellow Canadian Versions available: dev version only, which doesn't seem directly opinionated about what version of Drupal you're using, though it does have minimum versions of PHP and Symfony libraries that suggest Drupal 10 is functionally your minimum Maintainership It is officially seeking co-maintainers Test coverage Documentation - an in-depth README, or you can ask an AI model! (like I did for this segment) 54 open "Work Items" on Gitlab, so lots of active discussion already Module features and usage AI Best Practices for Drupal aims to be the opinionated starter experience for AI-assisted Drupal development You can think of it as a single Composer install that makes any AI coding agent "speak Drupal": following community standards, preferring contrib over custom code, and avoiding framework-naive mistakes. It replaces scattered, tool-specific CLAUDE.md files and Cursor rules that some Drupal developers currently maintain individually, with one canonical, community-governed package that works across Claude Code, Cursor, Copilot, and more. With contributions by a variety of Drupal luminaries including Marcus Johansson, Christoph Briedert, and Scott Falconer, it's the Drupal equivalent of Laravel Boost: stop explaining Drupal to your AI every session and just get writing code. After install or update, it will create an AGENTS.md file from a provided template if there isn't one already, or it will update a specifically marked "ai-best-practices" section of an existing file You will also have a directory of provided skills, and guidance for creating new Drupal agent skills Also included is a set of evals, meant to automatically identify when AI models go off course and provide feedback AI Best Practices for Drupal is meant to provide guidance that will be particularly useful for AI agents, so it's ideal for Drupal developers getting started with AI tools, or for AI developers who want to get started with Drupal

This week we're joined by Kiki Yablon, behavior analyst, dog trainer, KPA faculty member, and general bad a**. Kiki's incredible skills of observation, communication, and implementation are honestly inspiring. If you've found yourself running around in circles trying to figure out how to apply the science to your training, felt your eyes glaze over at jargon, or broken down trying to work while your dog yells at you, we promise, Kiki's teaching brings a beautiful, practical, and applicable simplicity to behavior change. Tune in to hear Emily and Kiki talk about some real nerdy stuff, how “outside” skills help you as a dog trainer, and so much more (we get a little windy in this one

"There are a lot of specifics that nurses need to keep in mind as they are administering this herpes simplex modified virus to patients because accidental exposure is of concern both to the patient, to their family members, as well as to healthcare workers. I always recommend nurses wear personal protective equipment, such as a gown, safety glasses, gloves, and/or a face shield," Heidi Finnes, PharmD, RPh, BCOP, director of clinical ambulatory practice at Mayo Clinic and assistant professor of pharmacy at Mayo Clinic Alix School of Medicine in Rochester, MN, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about oncolytic viral therapy.  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 May 29, 2027. 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: Learners will report an increase in knowledge about the use of oncolytic viruses to treat cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 338: High-Volume Subcutaneous Injections: The Oncology Nurse's Role Episode 330: Stay Up to Date on Safe Handling of Hazardous Drugs Episode 273: Updates in Chemotherapy and Immunotherapy ONS Voice articles: Cutaneous Malignancies Have High Response to Oncolytic Virus Plus Immunotherapy Oncolytic Virus Kills Tumor Cells While Supporting T Cells What Nurses Need to Know About Talimogene Laherparepvec for Advanced Melanoma Clinical Journal of Oncology Nursing articles: Intralesional Therapy: Consensus Statements for Best Practices in Administration From the Melanoma Nursing Initiative Safe and Effective Standards of Care: Supporting the Administration of T-VEC for Patients With Advanced Melanoma in the Outpatient Oncology Setting Oncology Nursing Forum article: Administration and Handling of Talimogene Laherparepvec: An Intralesional Oncolytic Immunotherapy for Melanoma ONS book: Guide to Cancer Immunotherapy (second edition) ONS clinical practice resource: Safe Handling of Oncolytic Viruses ONS Huddle Card: Immunotherapy Association of Community Cancer Centers (ACCC) Drugs@FDA Hematology/Oncology Pharmacy Association (HOPA) Network for Collaborative Oncology Development and Advancement (NCODA) Patient 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 "[Oncolytic viruses] can have direct lysis to the tumor cells themselves, or they can cause immunogenic activation. They release tumor-associated antigens and then proinflammatory signals, so think of T cells, natural killer cells, those sorts of things, that can convert to immunologically cold tumors. Those are tumors that are immune silenced into hot tumors which are now immune activated. By doing that, they recruit those T cells and other cells to the area to attack both the primary tumors. But that's also thought to be how they work on distant or noninjected sites as well. This immunomodulatory capacity has led to the reclassification of oncolytic viruses as a form of cancer immunotherapy. So, think of it kind of similarly to how we think of immune checkpoint inhibitors in recruiting immune cells and leaving our immune system in the on position. This is also kind of a form of immunotherapy." TS 4:35 "One of the toxicities I know that is of significant concern to patients, family members, and healthcare workers is the incidence of herpes infections. Systemic herpetic infections are extremely rare and usually more common in patients who may be immunocompromised. In patients who also have other immune-related diseases—such as vitiligo, vasculitis, pneumonitis, sometimes worsening psoriasis—because you're mounting an immune response with these types of things, sometimes you can see a worsening of those types of immune symptoms. But for the most part, these types of side effects are very well tolerated in most patients." TS 9:07 "Talimogene is generally transmitted via bodily fluids or touch. It's not airborne. Herpes simplex virus isn't an airborne type of virus. Another thing to consider is where are you going to inject this? Are you going to do this in your infusion therapy unit? Are you going to do it in a dedicated room? Who's going to escort the patient to the room? How is the virus going to arrive at the room? How will you clean the room and all of the laboratory equipment or any of the exam tables that may be in there? I think having all of that discussed and assigned mitigates the consternation that can sometimes occur—the fear that occurs with administering a virus that is thought to be fairly communicable." TS 15:44 "Helping patients understand how this works [is important] because hearing that you're receiving a virus, particularly a herpes simplex virus, can be scary to a patient. I think understanding that it's modified or essentially we're taking the parts out of it so that we can directly inject a portion that recruits immune cells to that area, because the goal is for the oncolytic virus to attack cancer cells and then destroy them by triggering an immune response in the body." TS 20:51 "Sometimes patients are very concerned about urine in the toilet, bodily fluids, kissing loved ones, holding hands, hugging, you know, am I going to infect my loved one because I'm getting this type of an oncolytic virus therapy? I like to reassure patients that they can continue to hold hands and hug their loved ones as normal. Viral DNA is usually only present on the injection site. And as I mentioned previously, we want to cover that injection site with an occlusive dressing, at least with talimogene, for up to seven days. And particularly, if those injection sites are at all oozing or weeping, active virus is usually only on that injection site itself." TS 24:14

This is a short, special mini-episode I'm sharing because my friends at Elmbridge University (formerly Bridges Academy) let me know that enrollment is now open for the next cohort of their truly unique graduate program in cognitive diversity in education, and application deadlines are coming up in June. When Dr. Susan Baum—one of the leading voices in twice-exceptionality and Chancellor of the program—said she could join me for a quick conversation about her work and what makes this program so impactful, I said absolutely. In this brief chat, Susan shares insights into supporting twice-exceptional learners, why environment matters so much, and how this program is helping educators better understand and serve complex, neurodivergent students. If you want to learn more, you can head to https://elmbridge.edu/. About Dr. Susan Baum Susan Baum, Ph.D., is Chancellor of Elmbridge University's Graduate School for Cognitive Diversity in Education (formerly Bridges) and Co-director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice exceptional students. The author of many publications concerning the needs of special populations of gifted students including the award-winning 3rd edition of her seminal work To Be Gifted and Learning Disabled, Susan is a popular international speaker whose message is celebrating neurodiversity. She served on the Board of Directors of the National Association for Gifted Children and is past president and co-founder of the Association for the Education of Gifted Underachieving students. She is recipient of the Weinfeld Group's Lifetime Achievement Award for her work in educating the twice-exceptional child.   Things You'll Learn in this Episode The rise in awareness and identification of twice exceptional individuals, including advocacy and policy changes in schools Common misconceptions in education about giftedness and disabilities, and Baum's theory of green — the paradoxical profile of these students The importance of tailored environmental components — intellectual, social, emotional, physical, and creative — for thriving twice exceptional students The evolution and impact of the Bridges Graduate School of Cognitive Diversity (now Elmbridge University) Resources Mentioned Elmbridge University  Bridges Academy Twice-Exceptional and Special Populations of Gifted Students (Essential Readings in Gifted Education Series) by Dr. Susan Baum Learn more about your ad choices. Visit podcastchoices.com/adchoices

Denise Maduli-Williams shares how to engage learners in online courses on episode 624 of the Teaching in Higher Ed podcast. Quotes from the episode The very first thing I saw was the online instructor posting this video where she was roller skating in this roller Derby rink and welcoming us online, and that just changed everything for me. -Denise Maduli-Williams When we design with accessibility in mind, we support everyone, all students. -Denise Maduli-Williams Students who are quieter, whether it’s synchronous on Zoom or synchronous in person, they have the opportunity to participate when they’re ready and to prepare. -Denise Maduli-Williams Resources Denise Maduli-Williams at San Diego Miramar College Denise Maduli-Williams on LinkedIn Supporting ADHD Learners, With Karen Costa (Teaching in Higher Ed Episode 384) Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education, by Thomas J. Tobin and Kirsten T. Behling The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes, by Flower Darby Rutgers Online Learning Conference (RUOnlineCon) California Community Colleges Online Network of Educators (@ONE) Universal Design for Learning (UDL) Guidelines Zero Textbook Cost (ZTC) Program The Correspondent: A Novel, by Virginia Evans The Passion Planner Poll Everywhere

In this episode I sit down with author and speaker Douglas Schmidt to discuss his upcoming book, The Power of Self-Leadership: The Path to Unleash Your Talents, Strengths, and Superpowers.We talk about the connection between learning and leadership, why habits matter more than motivation, and how small daily decisions can shape your future. Douglas shares insights from books like Atomic Habits and Learning How to Learn, explains the neuroscience behind procrastination, and reveals why he believes “learning is a superpower.”We also dive into his publishing journey, building writing habits, using tools like ChatGPT and Grammarly, and the importance of surrounding yourself with mentors and lifelong learners.If you're a writer, reader, creator, or anyone trying to grow personally and professionally, this conversation is packed with practical insights and encouragement.Send us Fan MailSupport the show

"When you have benign conditions, we're actually treating 3 gray, so a significant difference [versus doses of 60 gray for brain cancer]. Typically, when you treat at a high dose, the goal is to destroy tissue, like cancer tissue or cancer cells. But when we give a low dose, the goal is actually to modulate inflammation. And what it does is it slows down those inflammatory cells or those cells that release the chemicals that cause pain and inflammation," Amanda Meyer, DNP, APRN, CNP, family nurse practitioner in the Department of Radiation Oncology at the Mayo Clinic in Rochester, MN, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about radiation therapy for noncancer indications. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.25 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by May 22, 2027. 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: Learners will report an increase in knowledge about the use of radiation to treat noncancerous conditions. 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 ONS Voice articles: Augmented Reality Simulations Reduce Patient Anxiety by Teaching Them About Radiation Therapy Highly Localized, Precision Radiation Therapies Require Nurses to Drive Care Coordination, Patient Education Quick Quiz: Test Your Knowledge of Radiation Care Coordination ONS book: Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: ONS Radiation Oncology Conference Recordings Bundle™ ONS ROCN™ Certification Review™ Radiation Oncology 101: 2024 ONS Bridge™ Session ONS/ONCC® Radiation Therapy Certificate™ Clinical Journal of Oncology Nursing articles: Findings From the 2023 Radiation Oncology Nursing Role Delineation Study to Shape the Future of the Subspecialty The Role of Advanced Practice Providers in Radiation Oncology in 2025 ONS Huddle Cards: Radiation Radiobiology German Society for Radiation Oncology (DEGRO): Guidelines in Radiotherapy: Radiotherapy for Benign Diseases 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 "We always typically think of it as cancer treatment, but we can use radiation for noncancerous conditions, as well. And radiation was actually used for benign diseases right after the discovery of x-rays. By the 1920s it was used a lot for different types of musculoskeletal, dermatologic issues, and different types of inflammatory conditions. And over time, since the 1920s, we've actually really gotten a really good understanding of it." TS 1:37 "When we're looking at what are good candidate characteristics, we do typically like older patients, so patients over the age of 65. And the rationale behind that is we know that there is a potential for a secondary risk of a skin cancer about 20 to 30 years after getting low-dose radiation, like a basal cell or squamous cell skin cancer. The older the patient is, the less likely they are to have any adverse effects from that." TS 8:22 "When we do the low-dose radiation, they've tried other measures that haven't been successful. However, we don't want a patient who is so severe that they're ready for surgery, when they're bone on bone, because we know that radiation isn't as effective when they are that severe. So there's this sweet window where low-dose radiation works best in these patients." TS 9:39 "When we're treating with a little bit higher dose for like a Dupuytren's or a Ledderhose, because it's an anti-proliferative dose, those patients, they do get more skin redness, more dry skin. That's very temporary, and it resolves within a week or two after treatment. But really, we don't see any acute side effects. The long-term side effect of the radiation-induced malignancy, again, is a very low—0.05% according to some of the European guidelines." TS 12:34 "I really wish people appreciated how interdisciplinary this is. We need to get referrals from family medicine and from primary care and internal medicine and pain medicine physicians and inflammatory physicians and podiatry and pain specialists. And we really need to use this multidisciplinary approach to get earlier referrals for patients because there is this sweet window of time where low-dose radiation works the best." TS 18:40

Applications are now open for the September 2026 cohort of the Digital4Business Joint Professional Master's Degree in Advanced Digital Technologies for Business. For this intake, successful applicants will pay no tuition or registration fees, thanks to co-funding from the European Union and the Digital4Business consortium. The programme gives learners the opportunity to complete a fully online, internationally accredited Master's designed around the digital skills businesses need most, including artificial intelligence, data science, cloud computing, cybersecurity, and digital transformation. Digital4Business has a strong Irish connection. National College of Ireland is one of the four higher education institutions delivering the programme, alongside Linköping University in Sweden, NOVA IMS in Portugal, and the University of Bologna in Italy. NCI is also overseeing the validation and accreditation of programmes, while Professor Horacio González-Vélez of NCI is the overall Digital4Business coordinator. Irish organisations Skillnet Ireland and Digital Technology Skills are also members of the consortium. Apply now for Digital4Business online master's The project was originally launched at National College of Ireland, with Irish Government representatives welcoming the initiative and its role in developing advanced digital skills for Europe's workforce. At the launch, then Minister for Further and Higher Education, Research, Innovation and Science, Simon Harris, addressed the event by video message, welcoming the collaboration of higher education institutions, research centres, training providers and industry partners. "We are always stronger together, especially when we harness pan-European cooperation," he said. Dara Calleary, then Minister of State for Trade Promotion and Digital Transformation, also attended the launch at NCI and highlighted the importance of digital technologies for Ireland's economic progress and talent development. Study built around real life Digital4Business has been designed for recent graduates, managers, and ambitious professionals who want to build advanced digital skills without stepping away from work. While the programme follows a full-time structure, classes take place in the evening, making it a realistic option for people balancing full-time jobs, family life, and other commitments. Learners complete a 60 ECTS Master's over two semesters in one academic year, fully online. Career support built into the programme Alongside academic delivery, Digital4Business places a strong focus on community, career progression, and practical support. Students have access to employability webinars, one-to-one coaching, mentoring, peer exchange, and career-focused sessions covering CV development, networking, interview performance, communication, and leading through digital change. Wider support also includes industry engagement, work-based learning, and networking opportunities, helping students feel connected to both peers and the professional world. Student experience Current student Grace Rubinger said: "Balancing the programme with work and family life takes structure and consistency. I usually watch lectures twice a week and set aside additional time for readings and assignments. That steady rhythm helps me stay engaged without becoming overwhelmed." Current student Luis Pereira said: "Between the introductions and discussions, you quickly realise everyone comes from different backgrounds but is dealing with the same challenge of balancing work, life, and study. That shared experience makes it feel more like a group than studying alone." Supporting strategic digital careers The combination of academic learning, practical application, and career support is central to Digital4Business. The programme was developed to help learners build technical knowledge, confidence, and the strategic perspective needed to apply digital technologies in real business contexts. For graduates, professionals, and managers lo...

This week, we're diving into a challenge many homeschooling families face—especially those parenting gifted, twice-exceptional, or otherwise neurodivergent kids: boredom. If you've ever heard, "I'm bored!" and wondered how to respond, this episode is packed with actionable insights to help you beat boredom without resorting to endless busy work. Key Takeaways Novelty doesn't require elaborate setups. Simple tweaks—like changing writing tools, switching locations, or adding a movement element—can wake up the brain. Choice and autonomy matter. Let your child decide between two options or how they'll demonstrate what they've learned. Find the "just right" challenge. Work that's too easy leads to boredom; too hard brings overwhelm. Learn how to dial up (or down) the challenge for each unique learner.   Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! The Learner's Lab – Online community for families homeschooling outside-the-box learners! 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 Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids 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 PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish Line Why Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead  

"Choice generates agency, agency generates engagement, and engagement is where learning begins. If you aren't ‘falling over' as a teacher, you probably aren't pushing yourself or your learners to take ownership of the language." We sit down with the esteemed Professor Jonathan Newton. Jonathan is an Associate Professor at Victoria University of Wellington, where he leads postgraduate programs in TESOL and Applied Linguistics. With over 30 years of experience, his work focuses on the "black box" of classroom interaction and how task-based language teaching (TBLT) can foster learner agency and ownership. He has published over 80 articles and several seminal books on classroom interaction and task-based pedagogy.   In this episode, we discuss: The "Black Box" of communication: understanding the actual mechanism that explains how learning occurs during interaction. The power of choice: why giving learners agency is the most direct path to motivation and ownership. Unlearning the security blanket: moving beyond rigid PPP formulas to embrace the "falling forward" of real teaching. The "Magoo" (MG-O-O) criteria: a simple heuristic for tweaking textbook activities to strengthen meaning, gaps, and outcomes. Tasks for absolute beginners: why input-based tasks are the perfect entry point for learners with zero English. Negotiation for meaning: measuring the tangible acquisition of vocabulary through group-work interaction. The "Atlas Complex" in teaching: letting go of the burden of being the sole source of authority in the classroom. The desk as the enemy: how small physical shifts in the classroom can reignite learner engagement.   *Prefer video? Watch the episode on YouTube.   FOR MORE FROM JONATHAN NEWTON: 1. Connect on LinkedIn 2. Visit his website    OUR PARTNER: FLUENTIZE Want to teach your best lessons — without all the prep? Fluentize turns real-world videos into interactive ESL lessons for teens and adults. Explore 650+ ready-to-teach lessons designed to engage your students, simplify lesson planning, and save you hours of preparation. Start for free here.   SUPPORT US:

When a student refuses to eat at school, it affects everything—academic performance, regulation, social interactions, and the afternoon meltdown that follows.In this episode, @Jayson Davies sits down with Alisha Grogan, MOT, OTR/L, founder of Your Kid's Table, to talk about feeding challenges in school-based OT. Alisha brings over 20 years of experience working with extreme picky eaters and shares what school-based practitioners need to know about supporting students who struggle with lunch and snacks.You'll learn how to identify when picky eating crosses into extreme territory, why the cafeteria environment can be so overwhelming for sensory-sensitive students, and what accommodations actually help. Alisha also clarifies the often-confusing scope question: what can school-based OTs reasonably address versus what requires outside support?Whether you're freezing up when feeding comes up in an IEP or wondering how to support a student who won't eat at school, this conversation offers practical, realistic guidance grounded in both clinical expertise and respect for the school setting.Listen now to learn how to make lunchtime less stressful and more successful for the students on your caseload.Learning ObjectivesBy the end of this episode, learners will be able to:Learners will identify the clinical indicators that distinguish extreme picky eating from typical developmental selectivity, including the 20-food threshold and sensory-behavioral red flags (Remember/Understand)Learners will identify and address environmental barriers in the cafeteria that prevent students from eating at school—including sensory overwhelm from noise, lighting, smells, and peer interactions—and implement appropriate accommodations such as quiet eating spaces, noise-canceling headphones, weighted lap pads, and regulation strategiesLearners will identify scope of practice for feeding intervention in schools by understanding what is appropriate for school-based OT (supporting participation in lunch/snack routines, environmental modifications, family education) versus what requires outside clinic-based or medical feeding therapy (expanding food repertoire, intensive feeding protocols, home mealtime culture changes)Click here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

This accredited continuing education program is supported by an educational grant from Blueprint Medicine. It provides timely and practical education on systemic mastocytosis (SM). To obtain CME credit, visit https://checkrare.com/learning/p-systemic-mastocytosis-recognition-diagnosis-and-clinical-management/SM is a rare, chronic disorder driven by aberrant mast cell accumulation across multiple organ systems. Although diagnostic criteria are well established, a recent natural history study found that the average time to diagnosis is nearly five years. This prolonged delay—largely due to limited awareness of SM and its early symptoms—often results in unnecessary disease progression and inappropriate treatment. To address this clinical gap, this activity, led by Daniel J. DeAngelo, MD, PhD, Chief, Division of Leukemia at the Dana-Farber Cancer Institute, Harvard Medical School, in Boston, MA, provides an overview of the early signs and symptoms of SM, outlines the appropriate diagnostic criteria and tools, and reinforces the importance of timely referral and testing for these patients to be properly managed. Led by a clinical expert with experience diagnosing and treating patients with SM, this 45-minute CME program will highlight early signs of SM, outline diagnostic criteria and tools, and reinforce the importance of timely referral/testing. Target AudienceThis activity has been designed to meet the educational needs of physicians specializing in hematology, dermatology, gastroenterology, immunology, and family practice. Other members of the care team may also participate.Learning ObjectivesAfter participating in the activity, learners should be better able to:Describe the early symptoms of systemic mastocytosis and its clinical relevance.Apply best practices to diagnose systemic mastocytosis more efficiently.FacultyDaniel J. DeAngelo, MD, PhDChief, Division of LeukemiaDana-Farber Cancer Institute,Harvard Medical SchoolBoston, MADisclosure StatementAccording to the disclosure policy of the Academy, all faculty, planning committee members, editors, managers and other individuals who are in a position to control content are required to disclose any relationships with any ineligible company(ies). The existence of these relationships is not viewed as implying bias or decreasing the value of the activity. Clinical content has been reviewed for fair balance and scientific objectivity, and all of the relevant financial relationships listed for these individuals have been mitigated.Disclosure of relevant financial relationships are as follows:Faculty Educator/PlannerDr. DeAngelo discloses the following relevant financial relationships with ineligible companies:Consultant: Amgen, Autolos, Blueprint Medicines, Incyte, Jazz, Novartis, Pfizer, and Takeda Research Support: AbbVie, Glycomimetics, Novartis, and Blueprint MedicinesData Safety Monitoring Board: Daiichi-SankyoOther Planners for this activity have no relevant financial relationships with any ineligible companies.This activity will review off-label or investigational information.The opinions expressed in this educational activity are those of the faculty, and do not represent those of the Academy or CheckRare CE. This activity is intended as a supplement to existing knowledge, published information, and practice guidelines. Learners should appraise the information presented critically, and draw conclusions only after careful consideration of all available scientific information.Accreditation and Credit DesignationIn support of improving patient care, this activity has been planned and implemented by American Academy of CME, Inc. and CheckRare CE. American Academy of CME, Inc. is Jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.PhysiciansAmerican Academy of CME, Inc., designates this enduring material for a maximum of 0.75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Other HCPsOther members of the care team will receive a certificate of participation.There are no fees to participate in the activity.  Participants must review the activity information including the learning objectives and disclosure statements, as well as the content of the activity. To receive CME credit for your participation, please complete the pre and post-program assessments. Your certificate will be emailed to you within 30 days.PrivacyFor more information about the American Academy of CME privacy policy, please access http://www.academycme.org/privacy.htm  For more information about CheckRare's privacy policy, please access https://checkrare.com/privacy/ContactFor any questions, please contact: CEServices@academycme.orgCopyright© 2026. This CME-certified activity is held as copyrighted © by American Academy of CME and CheckRare CE. Through this notice, the Academy and CheckRare CE grant permission of its use for educational purposes only. These materials may not be used, in whole or in part, for any commercial purposes without prior permission in writing from the copyright owner(s).

"We want to make sure that we discuss the details of the treatment and what treatments there are, whether it's an oral drug, whether it's a subcutaneous injection or an IV injection, [the patient's] potential for responding, whether this treatment is curative or supportive, and what the number of visits are. All of those different pieces of information that go into the decision-making process are really important," ONS member Sara Tinsley-Vance, PhD, APRN, AOCN®, nurse practitioner and quality-of-life researcher at Moffitt Cancer Center in Tampa, FL, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about myelodysplastic syndrome (MDS) treatment considerations. 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 May 15, 2027. 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: Learners will report an increase in knowledge about the treatment considerations for MDS. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 411: An Overview of Myelodysplastic Syndrome for Oncology Nurses Episode 256: Cancer Symptom Management Basics: Hematologic Complications ONS Voice articles: FDA Approves Luspatercept-Aamt for Anemia in Adults With MDS Infection Prevention for Oncology Nurses Manage Cancer-Associated Anemia With Erythropoietin-Stimulating Agents Whole-Genome Sequencing May Guide Treatment Choices for AML and MDS Clinical Journal of Oncology Nursing articles:  Reducing Effects of Hospital-Associated Deconditioning in Patients Undergoing Allogeneic Hematopoietic Stem Cell Transplantation Resilience in Older Adults Diagnosed With Cancer and Receiving Chemotherapy Targeted Drug Therapies: Beyond Blood Counts and Chemistries Oncology Nursing Forum article: Frailty in Patients With Hematologic Malignancies and Those Undergoing Transplantation: A Scoping Review ONS books:  BMTCN™ Certification Review Manual (second edition) Hematopoietic Stem Cell Transplantation: A Manual for Nursing Practice (third edition) ONS course: Hematopoietic Stem Cell Transplantation™ ONS Learning Library: Hematology, Cellular Therapy, and Stem Cell Transplantation ONS Symptom Intervention resources: Prevention of Infection: General Prevention of Infection: Transplant Aplastic Anemia and MDS International Foundation: MDS Drugs and Treatments Blood Cancer United: MDS Treatment HealthTree Foundation Myelodysplastic Syndromes Foundation 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 goals that I try to consolidate to make sure they're consistent with the patient's goals are to improve their counts, especially the anemia or cytopenias. If they're getting blood transfusions, we want to reduce the number of transfusions that they receive because we know that's linked to reduced overall survival, and it really impacts quality of life. ... And then for high-risk patients, it's a more serious discussion because we know that they are the ones who can progress to acute myeloid leukemia (AML). And we're trying to delay progression to AML. That means we're trying to improve their survival and we're also trying to manage their cytopenias and decrease their infection risk." TS 2:28 "If we look at approvals for low-risk disease and high-risk disease, those were really made based on the Revised International Prognostic Scoring System (IPSS-R) and sometimes the International Prognostic Scoring System (IPSS). Under those classification systems, when we think of lower-risk MDS, we think of patients who are primarily anemic but don't have increased blasts in their bone marrow. ... For higher-risk MDS, we want to have that discussion with those patients because their life expectancy is much shorter than patients with lower-risk MDS. We want to see if hematopoietic stem cell transplant would be something that they would be interested in if they don't have a lot of comorbidities and are relatively healthy." TS 11:41 "There are a lot of things to consider—[patients'] blood counts, comorbidities, whether they're frail, and what their goals are. There are some patients where there's no way they would want to go through transplant. And some patients want to be cured, so it just depends on your patient." TS 14:22 "I think of hematopoietic allogeneic transplants as a treatment for more of the patients with higher-risk MDS. ... With the Molecular International Prognostic Scoring System (IPSS-M), a patient can have pretty good blood counts and not have increased blasts in the bone marrow. You could send them for a transplant referral upfront without having to give them additional treatment. ... There is a recent publication that said if a patient doesn't have more than 10% blast, you could refer to transplant as a first option. ... Also, if you had a lower-risk patient who is relatively young and doesn't have any other treatment options, this would also be a patient that you could refer to transplant to see if we could care for them, and then they wouldn't have to be getting transfused all the time." TS 21:12 "I think that we often think low-risk, no treatment needed, but it depends on the person. They often need ongoing supportive care to manage their symptoms even if they're not getting treatment. And just because we're not treating them, active observation, bringing them in to see how they're doing, if they've had infections, if their blood counts are changing, that is paying attention to them and doing something. Just because they're low-risk doesn't mean they don't need anything and we can just schedule for a one-year follow-up." TS 26:30

In Practice: When Learners Stop Thinking Out Loud (EP:47) With Stacy Craft, M.Ed In this episode of In Practice, Stacy explores the subtle but important difference between coaching and evaluation, and how the way learners experience those interactions can shape openness, growth, and the learning process itself. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu   Additional Resources: AMA ChangeMedEd® Coaching in Medical Education Series Gawande, A. (2011, October 3). Personal best. The New Yorker.

National data show that many students struggle not only with computation, but with understanding mathematical concepts and solving problems. These challenges often stem from gaps in how students process math, not a lack of effort. Ongoing debates around instructional approaches, such as conceptual understanding versus procedural fluency, have yet to address this root issue. Mathematics relies on the integration of imagery and language. Without clear mental images, students may rely on memorization, guess at operations, or struggle with mathematical language. This webinar explores an approach that integrates concept and numerical imagery with language to support math computation and problem solving. Participants will explore a three-step instructional approach: Experiencing math through hands-on learning with manipulatives Developing imagery and language to internalize concepts Applying understanding to computation and problem solving This approach supports mathematical reasoning and computation, helping students build number sense, solve problems with confidence, and address gaps in math achievement. Join us to learn how developing the ability to image and verbalize math concepts supports more capable, confident learners across classrooms and districts.

In this podcast episode, Dr. Jonathan H. Westover talks with Aiko Bethea about why we need more learners instead of knowers in the workplace.Aiko Bethea is a leader, builder and connector who has successfully navigated leadership roles in government, philanthropic, nonprofit and private sectors. The founder of RARE Coaching & Consulting, Aiko guides leaders and organizations, including Fortune 100 companies and global nonprofit organizations, to remove barriers to inclusion. She has been recognized by Forbes as one of the top seven anti-racism educators for companies and is a senior equity consultant for the Brené Brown Education and Research Group. Find her new book here.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Confused by Italian prepositions? Don't worry! Here you'll learn them in a simple way, so you can feel more confident using them in conversation with Italians. Learn about our Online Italian School and get a free mini lesson every week: https://joyoflanguages.online/italian-school Subscribe to our new Youtube channel: https://www.youtube.com/@joyoflanguages.italian?sub_confirmation=1 Get the bonus materials for this episode: https://italian.joyoflanguages.com/podcast/italian-prepositions Today's Italian words: Un piatto di pasta = A plate of pasta Sono di San Francisco = I'm from San Francisco (lit. “of” San Francisco) Il nostro hotel è a Roma = Our hotel is in Rome (lit. “at” Rome) Il ristorante è lontano da qui? = Is the restaurant far from here? Questo treno va da Milano a Napoli = This train goes from Milan to Naples Aspettiamo da 20 minuti = We've been waiting for 20 minutes (lit. we wait “from” 20 minutes) Andiamo in macchina = We're going by car (lit. “in” car) Un tavolo per due = A table for two Vado al mercato per comprare la frutta = I'm going to the market (in order) to buy fruit È sul menù = It's on the menu Una guida sulla città = A guide about the city (lit. “on” the city) Tra due città = Between two cities Il supermercato chiude tra 30 minuti = The supermarket closes in 30 minutes (lit. “between”)

Today's episode is a little different as I am chatting with Victor and Eitan, who are 16 and 15 and attend Alcove Learning, a self-directed learning space in LA. They both came to Alcove after many years in public school, and after some mental health struggles. It was really such a joy to talk with them about what it has meant to them to have choice and agency over what they do in their days, and to be part of a supportive community that places wellbeing above all else. They really have so many wonderful and thoughtful insights to share. I hope you enjoy the conversation! https://www.alcovelearning.org/If you'd like to support the podcast and the sharing of these stories, you can do that here.   Thank you!The Parent's Handbook to Unschooling Yourself. A Mindful Guide to Embracing a New Way of Living and Learning With Your ChildYou can find my blog, workshops and courses at:www.esther-jones.comOr, connect with me onInstagram: https://www.instagram.com/estherjones.unschoolingFacebook: https://www.facebook.com/TheUnschoolSpace

Trying to personalize learning for neurodivergent learners—but finding that traditional approaches still fall short? Wondering how to meet diverse needs without lowering rigor or managing several pathways at once? In this episode, I sit down with Rory, an innovative educator and founder of Barefoot Technology Academy, to explore how student-driven, project-based learning creates powerful, personalized experiences—especially for gifted and neurodivergent learners. You'll hear how shifting from curriculum-first to interest-driven learning unlocks deep engagement, motivation, and growth.

PJ finds out what measures are being taken to cut back on repeat learner licences and how this will affect the way tests are done from DoneDeal motoring's Paddy Comyn Hosted on Acast. See acast.com/privacy for more information.

I've chosen to focus this lesson on the idea of Praying as Learners. From the cradle to the grave Jesus' life was bathed in prayer. In fact, even before His birth we find both Zechariah and Jesus' mother Mary offering praise to God, see Luke 1. The baby Jesus, brought into the Temple to be circumcised, was the object of thanksgiving to God as the deeply committed Simeon and Anna recognized Jesus as the long-awaited deliver of Israel, see Luke 2. And at the other end of Jesus' life, Jesus' final words, uttered as He hung dying on the cross, are ...

"Skin reactions, such as redness, dryness, and just irritation of the skin, can occur. Since we're irradiating the lung, we can also cause a cough, and that's due to the inflammation from the radiation. Patients can also get esophagitis if the tumor that we're treating is close to the midline of the chest near the esophagus. And probably the most common side effect that we see is fatigue," ONS member Amy MacRostie, RN, OCN®, radiation oncology nurse at St. Charles Cancer Center in Bend, OR, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about radiation side effects in lung cancer. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.25 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by May 8, 2027. 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: Learners will report an increase in knowledge related to the side effects of radiation to treat lung cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 369: Lung Cancer Survivorship Considerations for Nurses Episode 363: Lung Cancer Treatment Considerations for Nurses Episode 359: Lung Cancer Screening, Early Detection, and Disparities Episode 313: Cancer Symptom Management Basics: Other Pulmonary Complications Episode 295: Cancer Symptom Management Basics: Pulmonary Embolism, Pneumonitis, and Pleural Effusion ONS Voice article: Highly Localized, Precision Radiation Therapies Require Nurses to Drive Care Coordination, Patient Education ONS book: Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: ONS/ONCC® Radiation Therapy Certificate™ ONS ROCN™ Certification Review™ ONS Radiation Learning Library ONS Guidelines™ and Symptom Intervention Resources National Comprehensive Cancer Network LUNGevity Foundation Inspire Lung Cancer Survivors Community 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 types of radiation that can be used are external beam radiation and stereotactic body radiation treatment, or SBRT. External beam radiation is often used in combination with other treatment modalities, like chemotherapy, immunotherapy, and targeted therapy, to treat these cancers. And SBRT is usually done solo, and it's a highly precise treatment for inoperable or early-stage lung cancers." TS 1:52 "[Physicians and] providers can also help prevent side effects by reducing the dose to the heart and reducing the dose to the good lung tissue, if you will, as much as they possibly can. And this is done using intensity-modulated techniques, or IMRT. And that's where the linear accelerator sculpts the radiation beams conforming to the shape of the tumor itself." TS 6:37 "I think overall cancer treatment can lead to decreased libido and decreased sexual interest. Depression and fear can definitely play a role in this. And with lung radiation, specifically, fatigue and possibly shortness of breath with the exertion may decrease sexual interest. Nurses and providers should support the patient in their desire or lack thereof in sexual activities. We should have open discussions … and these can take place with patients about intimacy and how that can be approached in a different way that can accommodate for the side effects that the patients might be experiencing." TS 8:57 "Post-radiation scans will be abnormal. Post-radiation imaging can be misread as a progression of disease or residual disease. And I tell patients, 'Don't panic. Talk to your radiation oncologist so they can read the imaging themselves and interpret the results.' Oftentimes what's read as progression is radiation treatment sequela of scarring or fibrosis." TS 11:25

Do you ever wonder why your child, who can spend hours building or creating something they love, just can't seem to get started on a simple task? Does it seem like they're just not motivated—even though you know they do care? This week's episode of the podcast dives deep into one of the most misunderstood challenges in homeschooling neurodivergent kids: motivation vs. executive dysfunction. Key Takeaways Motivation isn't a character trait—it depends on fragile conditions, especially in neurodivergent kids. Kids aren't refusing tasks out of laziness; they're often stuck somewhere along the executive function path. Scaffold your child's success: break tasks down, work alongside them, and focus on small wins. Motivation grows from success, autonomy, and a regulated nervous system—not from pressure or shame. Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! Curiosity Post – A Snail Mail Club for kids – Real mail; Real life! The Learner's Lab – Online community for families homeschooling gifted/2e & neurodivergent kiddos! 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 Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids 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 PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish LineWhy Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead  

Hosts: Ed Jones (Owner – Nutrition World) & Clint Powell A variety of topics all related to living a healthy life Presented by: Nutrition World www.nutritionw.com Broadcasting from the Nooga Dentistry Studio www.noogadentistry.com Production of: Whitfield Media Group www.vitalhealthradio.com Title: All About Peptides, & The Good, Bad & Ugly of GLP-1's [0:00:00]  Ed's Restaurant Story & Healthy Eating Choices Ed's recurring bit: “Where did Ed eat this week?” Long‑time favorite restaurant Epicurean. Discussion of consistent healthy ordering and making good choices at long‑standing, family‑owned restaurants. [0:03:13]  Building a Health “Team” & Ed's Top Learning Resources Tease of today's main topic: peptides with local expert Noel Lawson, NP. Ed stresses “team approach” to aging—no single practitioner has all the answers. Learners vs. non‑learners: why ongoing self‑education is critical for health. Ed's 4 favorite online resources: Mercola.com – more cutting‑edge, sometimes controversial content. DrJockers.com – accessible, visual education on ailments and nutrients. GreenMedInfo.com – indexed medical literature backing natural claims. Nutrition World Instagram – short, practical health “snippets”. Story: Nutrition World wins a surprise $10,000 award from Ancient Nutrition for #1 sales growth in the U.S., tied to belief in product quality. [0:10:38] Introducing Noel Lawson & “What Are Peptides?” Introduction of Noel Lawson, NP (Double Bridges Health & Wellness), now practicing on the Nutrition World campus. Noel's background: Transition from traditional medicine to functional medicine due to patient frustration, worsening chronic illness, and provider burnout. Goal: more prevention and root‑cause care. Orthopedic background led her to peptides. What is a peptide? Peptides are like the body's Morse code—specific chains of amino acids acting as signals. Under ~40 amino acids = peptide; longer chains = protein. Body breaks down dietary protein into amino acids and re‑assembles them into peptides as needed (e.g., for repair). As we age, the body produces fewer peptides, which is why we heal slower and are more prone to injury and inflammation. [0:19:26] Functional Medicine + Peptides: Approach, Expectations & Use Noel's approach: Combines functional medicine with peptides. Peptides only work well if the materials (sleep, nutrients, stress management, movement) are in place. Uses comprehensive labs to optimize baseline health first. Delivery & protocols: ~90% of peptides are injectable (tiny insulin‑type needle, usually daily). Some oral options exist Local injections near the injury area Expectations & timelines First 2–3 weeks: less inflammation, modest improvement in pain, sleep, and energy. 6–8 weeks: improved range of motion and strength. After 3 months: realistic minimum for true tissue change; peptides can't shortcut normal cell‑turnover timelines. [0:21:41] Specific Peptides & Treatment Logistics High‑demand musculoskeletal peptides: BPC‑157 and TB‑500: commonly used for tendons, ligaments, muscle and injury recovery. Growth hormone related peptides: Examples: samorelin, CJC, ipamorelin, tesamorelin. Stimulate the pituitary to release natural human growth hormone (HGH) rather than supplying exogenous HGH. Potential benefits: lean muscle mass, better body composition, cardiometabolic support. Monitored via IGF‑1 levels to avoid excess. PT‑141 for sexual health: Crosses the blood–brain barrier and activates pleasure/desire centers. Can cause nausea in some people; alternative forms (nasal spray, sublingual troche) may reduce side effects. How Noel works with patients: Website: doublebridgeswellness.com Contact form → email → optional free 20‑minute expectations call to see if there's a good fit. 1‑hour new patient visits, not rushed; she practices on the Nutrition World campus. [0:35:01] GLP‑1 Drugs (Ozempic, Trulicity, Mounjaro): Good, Bad & Ugly Case study: 65‑year‑old woman with pre‑existing gastroparesis put on Trulicity. Developed severe vomiting, dehydration, abdominal pain; was initially reassured to “get used to it.” Second dose led to life‑threatening pancreatitis, requiring hospitalization. Later prescribed Mounjaro by same clinic despite this history. The “Good” of GLP‑1s: In Curt's clinic, used selectively for: Poorly controlled diabetes (A1c > 10, average sugars in the 300s). Significant obesity. Can lower blood sugar and drive weight loss, by suppressing appetite The “Bad”: Common GI side effects (up to ~50% of users): Nausea, vomiting, constipation. Worsening gastroparesis (slow gut motility). Rapid weight loss often includes loss of muscle and bone, not just fat—hurts longevity and functional strength. Ozempic face: gaunt facial appearance from aggressive fat/muscle loss. Risk of hypoglycemia Visual issues, including increased macular degeneration risk. Psychiatric concerns: Emerging data on increased suicidal ideation, especially notable because trials excluded psychiatric patients. The “Ugly”: Pancreatitis, gallbladder problems. Thyroid tumors in some models. Possible cardiac atrophy. Massive growth in use: tens of millions prescribed, with many discontinuing within a year due to side effects or cost. Risk that people treat GLP‑1s as a “magic bullet” without nutrition or lifestyle change—and regain ~85% of lost weight after stopping. Curt's conclusion: GLP‑1s should be reserved for specific, high‑risk cases and paired with close coaching. For most people, there are safer, natural options. [0:50:12] “Nature's Ozempic,” Gut Health & Upcoming Events Ed and Curt on supporting GLP‑1 pathways naturally: Berberine – “nature's Ozempic” for blood sugar and metabolic support. Akkermansia (probiotic strain) – gut health, metabolic benefits, GLP‑1 stimulation. Butyrate – short‑chain fatty acid that: Supports gut lining / leaky gut repair. Improves colon health and may help increase GLP‑1. Ed reports best bowel function of his life using 2 caps/day. People who start GLP‑1s often increase supplement use, but tend to stop supplements when the drug stops. Coaching is needed so they maintain nutrition and supplementation after GLP‑1 discontinuation. Practical tips & announcements: Colonoscopies: clear protein drinks are now typically allowed on prep day—can help preserve muscle and stabilize blood sugar. Upcoming Lunch & Learn (online): Topic: “The Microbiome's Impact on Longevity”. Format: Instagram Live (@NutritionWorld), Tuesday, May 5 at 12:15 PM. Upcoming in‑person lecture at Nutrition World campus: Topic: “Taming the Yeast: Candida‑Reducing Strategies”. Thursday, May 21 at 5:30 PM. Registration via nutritionw.com → Events. Closing: Ed and Clint wrap up, reiterating their mission of clear, actionable health guidance and noting the show will be out on major podcast platforms. The post Radio Show / Podcast – May 3, 2026 first appeared on Vital Health Radio.

This course explores the evolving landscape of school-aged mental health in a post-COVID world and the expanding role of occupational therapy in supporting students' emotional, behavioral, and functional participation.Dr. Monica Keen examines current mental-health trends, trauma-informed care, behavior changes following the pandemic, and evidence-aligned OT strategies for school settings.Participants will learn practical, occupation-based approaches for addressing emotional regulation, engagement, and school participation within a tiered model of support.This course is part of the OT Schoolhouse Collaborative Community, where school-based practitioners come together to deepen clinical reasoning, explore meaningful topics, and translate evidence into real-world practice.If you're looking to earn CEU's for this course and access a full library of professional development opportunities, you can join the community here

They opened the first urban day spa in California in 1984, convinced an entire culture that rest was medicine, and built a skincare line that has touched over 5 millionfaces.  Bill & Theresa Armour are the Co-Foundersof Burke Williams and the people behind H2V, and in this episode of Leaders and Learners we get into everything: the early days of building an industry from a parking garage, the shift from pampering to preventative wellness, why yourskin barrier is basically your body's first press conference, and what 40 years of real-world results look like when you lead with science and human dignity atthe same time.  This is not a spacommercial. This is a leadership and longevity conversation.  Subscribe. Press play. CTRL the Narrative.#LeadersAndLearners #BurkeWilliams #H2V #PreventativeWellness

Episode 5: The Phantom FeverSUMMARY: This accredited continuing nursing education activity explores the clinical complexities of diagnosing central line-associated bloodstream infections (CLABSIs) in the presence of negative cultures and nonspecific systemic signs. Through a compelling case narrative, learners will follow the journey of a patient whose persistent fever and subtle hemodynamic changes defied traditional sepsis workups. The episode emphasizes the role of vigilant nursing observation, critical pattern recognition, and interdisciplinary collaboration in uncovering occult fungal colonization as the source of persistent febrile episodes. Learners will deepen their understanding of CLABSI pathophysiology, fungal line infections, and the importance of challenging premature diagnostic closure in critically ill patients. ---Nurses may be able to complete an accredited CE activity featuring content from this podcast and earn CE hours provided from Elite Learning by Colibri Healthcare. For more information, click hereAlready an Elite Member? Login hereLearn more about CE Podcasts from Elite Learning by Colibri HealthcareView this podcast course on Elite LearningSeries: Medical Mysteries CE Podcast Bundle

Episode 6: The Red Man That CollapsedSUMMARY: This course examines a high-acuity infusion reaction, Red Man Syndrome (RMS), as it unfolds during vancomycin administration in an ICU setting. Through narrative reenactment and clinical analysis, the course helps nurses differentiate RMS from anaphylaxis, understand the underlying pathophysiology of histamine-mediated reactions, and explore the critical importance of adhering to evidence-based infusion rates. Learners will review nursing responsibilities in monitoring for adverse reactions, responding promptly, documenting accurately, and advocating for safety improvements in default infusion protocols. This podcast supports nurses in developing both technical expertise and confidence in managing high-risk medication scenarios.  ---Nurses may be able to complete an accredited CE activity featuring content from this podcast and earn CE hours provided from Elite Learning by Colibri Healthcare. For more information, click hereAlready an Elite Member? Login hereLearn more about CE Podcasts from Elite Learning by Colibri HealthcareView this podcast course on Elite LearningSeries: Medical Mysteries CE Podcast Bundle

Medical Mysteries Episode 1: The Case of Suspicious SwellingSUMMARY: This continuing education podcast episode unpacks a perplexing clinical case of steroid toxicity caused by an imported supplement, initially masked as classic Cushing's syndrome. Learners will follow a real-world diagnostic journey that highlights the dangers of unlabeled medications, and the challenges clinicians face in identifying non-obvious sources of endocrine disruption. The educational discussion emphasizes the importance of thorough medication histories, awareness of cultural and international supplement practices, and adherence to clinical safety protocols. This course supports nurses in improving their assessment skills, promoting safe supplement use, and recognizing red flags that may signal hidden pharmacologic risks.  ---Nurses may be able to complete an accredited CE activity featuring content from this podcast and earn CE hours provided from Elite Learning by Colibri Healthcare. For more information, click hereAlready an Elite Member? Login hereLearn more about CE Podcasts from Elite Learning by Colibri HealthcareView this podcast course on Elite LearningSeries: Medical Mysteries CE Podcast Bundle

Episode 3: The Woman Who Couldn't Wake UpSUMMARY: This course presents a complex case of progressive hypersomnia and neuropsychiatric decline initially misdiagnosed as a psychiatric disorder. Learners will explore the diagnostic process that led to the identification of paraneoplastic hypothalamic dysfunction, a rare syndrome in which an occult tumor triggers an autoimmune response against the brain's sleep-wake regulatory centers. The course highlights the importance of recognizing red flags in psychiatric presentations, interpreting subtle laboratory abnormalities, and advocating for comprehensive neurologic and oncologic evaluation. Nurses will gain tools to differentiate psychiatric illness from neurologic and metabolic mimics. ---Nurses may be able to complete an accredited CE activity featuring content from this podcast and earn CE hours provided from Elite Learning by Colibri Healthcare. For more information, click hereAlready an Elite Member? Login hereLearn more about CE Podcasts from Elite Learning by Colibri HealthcareView this podcast course on Elite LearningSeries: Medical Mysteries CE Podcast Bundle

Im ersten Teil unseres Programms geht es wie immer um aktuelle Ereignisse. Wir beginnen mit einer Diskussion über die Verhandlungsstrategien der USA und des Iran zur Beendigung des Krieges. Wer wird am Ende die Oberhand behalten? Und wer hat, wie US-Präsident Donald Trump gerne sagt, „die Trümpfe in der Hand"? Anschließend gedenken wir des 40. Jahrestages der Nuklearkatastrophe von Tschernobyl, die laut einem Greenpeace-Bericht fast 100.000 Todesopfer forderte. In unserem Wissenschafts- und Technologieteil sprechen wir heute über einen Wandel in der Bildungspolitik in Schweden. Dort wendet man sich von digitalen Lehrmitteln im Unterricht ab und kehrt stattdessen zu traditionelleren Methoden wie gedruckten Schulbüchern, Papier und Stiften zurück. Und zum Schluss werfen wir einen Blick auf einen neuen Index, der zeigt, dass der Wohlstand eines Landes und der Wohlstand der Bevölkerung eines Landes nicht unbedingt dasselbe ist. Der Rest des Programms ist der deutschen Sprache und Kultur gewidmet. Die heutige Grammatiklektion konzentriert sich auf Comparatives and Superlatives (Part 1): Comparatives. Die Welt des Fußballs ist männerdominiert. Bisher war eine weibliche Cheftrainerin in der Fußball-Bundesliga der Männer kaum vorstellbar. Doch nun ist es soweit. Marie-Louise Eta wird bis zum Sommer die Mannschaft Union Berlin trainieren, und sie hat gute Chancen, sich zu beweisen. Unsere Redewendung diese Woche ist Unter vier Augen. Wir sprechen über die Liebe der Deutschen zu weißem Spargel. In keinem anderen Land der Welt wird Spargel so sehr geliebt wie in Deutschland. Der Bundeskanzler kritisiert die Haltung der USA im Iran-Konflikt 40. Jahrestag der Reaktorkatastrophe von Tschernobyl Schweden: Schulen nutzen weniger digitale Lernmittel Neuer Index: Der Wohlstand eines Landes und der Wohlstand seiner Bevölkerung sind nicht dasselbe Erste Trainerin in der Fußball-Bundesliga Die Deutschen und ihr Spargel

learn five words about being sick

Im ersten Teil unseres Programms geht es wie immer um aktuelle Ereignisse. Wir beginnen mit einer Diskussion über die Verhandlungsstrategien der USA und des Iran zur Beendigung des Krieges. Wer wird am Ende die Oberhand behalten? Und wer hat, wie US-Präsident Donald Trump gerne sagt, „die Trümpfe in der Hand"? Anschließend gedenken wir des 40. Jahrestages der Nuklearkatastrophe von Tschernobyl, die laut einem Greenpeace-Bericht fast 100.000 Todesopfer forderte. In unserem Wissenschafts- und Technologieteil sprechen wir heute über einen Wandel in der Bildungspolitik in Schweden. Dort wendet man sich von digitalen Lehrmitteln im Unterricht ab und kehrt stattdessen zu traditionelleren Methoden wie gedruckten Schulbüchern, Papier und Stiften zurück. Und zum Schluss werfen wir einen Blick auf einen neuen Index, der zeigt, dass der Wohlstand eines Landes und der Wohlstand der Bevölkerung eines Landes nicht unbedingt dasselbe ist. Der Rest des Programms ist der deutschen Sprache und Kultur gewidmet. Die heutige Grammatiklektion konzentriert sich auf Comparatives and Superlatives (Part 1): Comparatives. Die Welt des Fußballs ist männerdominiert. Bisher war eine weibliche Cheftrainerin in der Fußball-Bundesliga der Männer kaum vorstellbar. Doch nun ist es soweit. Marie-Louise Eta wird bis zum Sommer die Mannschaft Union Berlin trainieren, und sie hat gute Chancen, sich zu beweisen. Unsere Redewendung diese Woche ist Unter vier Augen. Wir sprechen über die Liebe der Deutschen zu weißem Spargel. In keinem anderen Land der Welt wird Spargel so sehr geliebt wie in Deutschland. Der Bundeskanzler kritisiert die Haltung der USA im Iran-Konflikt 40. Jahrestag der Reaktorkatastrophe von Tschernobyl Schweden: Schulen nutzen weniger digitale Lernmittel Neuer Index: Der Wohlstand eines Landes und der Wohlstand seiner Bevölkerung sind nicht dasselbe Erste Trainerin in der Fußball-Bundesliga Die Deutschen und ihr Spargel

Virtual simulation enables NP students to use critical thinking, clinical reasoning, and problem-solving to manage complex problems in diverse populations. This podcast with Drs. Camp and Knight and article describe use of an unfolding case study in which learners make decisions about care based on evolving data. Learners develop competencies by making the best or correct decisions at strategic points, as well as by making incorrect ones.

Supporting high-needs learners in group settings starts with how we design the environment, not how we manage behavior. We reflect on how unclear expectations, limited movement, and unpredictable routines can impact anyone, then connect that experience to what our learners face every day. By redefining “high needs,” we focus on learners who require more support with regulation, skill acquisition, and participation, without lowering expectations for their success.We explore the often unspoken skills required in group settings, like waiting, turn-taking, imitation, and tolerating mistakes, and why these must be explicitly taught. We also share proactive strategies like structuring predictable routines, using visuals, and separating group skill instruction from academic content.Finally, we discuss common pitfalls such as over-prompting, reinforcing escape, and staff burnout, and how thoughtful planning, intentional teaching, and clear team communication can create more inclusive and sustainable group experiences.What's Inside: Why environment design matters more than behavior controlKey group skills that must be explicitly taughtCommon mistakes and how to prevent staff burnoutMentioned in This Episode:How To ABA BlogEpisode 172: How to Teach Executive Functioning SkillsHowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

Today on episode 306 Chris, Josh, and Rick are back to break down their opening weekend in KY and TN! They each cover unique hunts and things that they "learned" through the hunts! The guys take time to process a lot of good information that may help you in the woods this year! Topics Include: Bugs and Burns and how it's effected jakes this year Chris's turkey swimming lessons, as well as baptism Walking in under a roost and realizing your in the turkey lair Opening weekend on public ground Hens as big as Toms Josh's close encounter and his Tennessee hunt Take time to visit out sponsors! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Hawke Optics - Click ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠HERE!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ USE CODE MHP15 AT CHECKOUT FOR A DISCOUNT! Latitude Outdoors - Click ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠HERE!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Satties LLC - Click ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠HERE!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ We would love to hear your thoughts on this one as well so feel free to hit us up in the email or send us a message! If you haven't already check out our YouTube page and subscribe! As always if you enjoy listening to the podcast please like, share, and give us 5 stars on any of the major podcast platforms we are found on. Hear something we missed? Let us know what we are doing wrong or doing right, or if you have a question; Email us at Richardcates@themobilehuntersexpo.com Happy Hunting and Tight Lines! Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, Doryan and Sophia are joined by Dr. Melody Boudreaux Nelson, Stephanie Whitehead, and Aaron Odegard, the amazing trio behind the children's book, Little Lab Learners: The ABCs of Laboratory Medicine. Tune in as we ask how the book came to life, what else they have planned, and the importance of reaching younger learners about the laboratory profession.

About the Guest(s):Michelle Garcia Winner is a renowned speech-language pathologist and the founder of Social Thinking. With over 30 years of experience, she has developed a methodology that seeks to aid teachers, therapists, and families in supporting social and organizational learning. Her work focuses on helping individuals, especially those on the autism spectrum, understand and enhance their social thinking skills.In this episode of Think Inclusive, host Tim Villegas sits down with Michelle Garcia Winner, the mind behind the Social Thinking methodology. With a rich conversation centered around the invisible social rulebook, they discuss how educators and therapists can move beyond teaching social skills as mere behaviors. Michelle unfolds her insights into interpreting social situations, self-advocacy, and flexible thinking, breaking down the complexities into teachable and actionable strategies.Complete show notes and transcript: https://mcie.org/think-inclusive/rethinking-social-skills-teaching-social-thinking-for-all-learners-with-michelle-garcia-winner-1330/

Transitioning from OT student to practicing clinician isn't always a straight path—and in this episode, Chandler Sarkozi shares her real, unfiltered journey into school-based practice. From taking the NBCOT multiple times to navigating job options and ultimately choosing a travel-based school position, this conversation highlights the challenges many new grads face but don't often talk about.Chandler dives into what it actually looks like to start mid-year as a contract OT, including figuring out housing, building rapport with students and staff, and working through imposter syndrome. She also shares practical insights on the interview process, key questions to ask employers, and how a strong support system can make all the difference.Whether you're a new grad, exploring school-based OT, or curious about travel therapy, this episode offers honest guidance and reassurance.

Join us as Hiroko Nishimura (AWS Hero, LinkedIn Learning Instructor, and author of AWS for Non-Engineers) reflects on seven years of teaching cloud to 700,000 learners - what she's learned about learning, and how AWS education has changed. Hiroko walks through the evolution of AWS certification content, what changed when the Cloud Practitioner exam shifted focus, and her honest take on the industry's move away from non-engineer focused learning. You'll hear her best advice for anyone wanting to build a career in tech through content creation, why you only need to be 1-2 steps ahead to start teaching others, and how community has shaped her entire journey. This episode is equal parts AWS education deep dive and career inspiration - whether you're studying for your first cert or wondering how to break into the cloud community, Hiroko's 700,000-learner perspective is exactly what you need to hear. Timestamps 0:00 Welcome & Introduction 1:42 How We Get to 700,000 Learners 3:37 The 22 Courses Explained 6:15 How AWS Cloud Practitioner Has Changed 7:31 The Shift Away from Non-Engineer Focus 12:45 What Actually Changed in the Exam Content 18:22 Hiroko's Teaching Philosophy 24:16 How AI Has Changed the Learning Landscape 30:41 Community Building & AWS Heroes 35:00 Content Creation as a Career Strategy 39:02 Key Takeaways: You Only Need to Be 1-2 Steps Ahead 41:08 The Origin Story: 700,000 Learners from One Study Blog 44:02 Wrap-up & Where to Find Hiroko How to find Hiroko: https://www.linkedin.com/in/hirokonishimura/ https://hirokonishimura.com/ https://hiroko.io/ Links from the show:

В этом выпуске понятного подкаста на русском языке Макс и Юля обсуждают книги Кира Булычёва, которые подойдут изучающим русский язык на уровне B1–B2 и помогут начать читать неадаптированную литературу. Вы узнаете, почему серия об Алисе Селезнёвой считается доступным чтением для intermediate learners, чем она проще русской классики и какие книги особенно интересны для знакомства с советской культурой и повседневной жизнью. In this episode of a comprehensible Russian podcast, Max and Yulia talk about Kir Bulychyov's books that can work well for intermediate Russian learners at the B1–B2 level who want to start reading native Russian literature. You will hear why the Alice series is more accessible than Russian classics and which books can help you practice reading in Russian while learning more about Soviet culture and everyday life.

What would the Primary General President say to a newly called Primary leader? Why does Primary matter? How can we create "places of security" for children? We find out on this week's episode as President Susan H. Porter gives advice directly to a brand new ward primary president. 1:50- Upbringing 4:23- First and Earliest Communicators 8:15- Recognizing the Spirit 10:14- Long-term Impacts of Primary 13:30- Experiences with Elder Porter 18:08- Engaging Five Senses 20:15- Service When It's Not Convenient 23:00- Variety of Learners 25:53- Handbook Updates 31:54- Value of Councils 34:44- Power of Primary Songs 37:31- Creating Places of Security 38:43- Message to Children of the Church 39:25- What Does It Mean To Be All In the Gospel of Jesus Christ? "Heavenly Father knows you. Heavenly Father loves you and Heavenly Father needs you." President Porter's message to the children of the Church