Podcasts about Learners

"The accumulation of these malignant and reactive cells, that's what causes the lymph nodes to get big. That's why they grow. And that's why the classic presentation is persistent, painless, enlarged lymph nodes. So when we think of the pathophysiology of Hodgkin lymphoma, there are really two processes contributing to the presentation: One is the physical effects of enlarging lymph nodes or the involved organs. The second is the systemic inflammatory response generated by it and its surrounding immune environment," ONS member Victoria Krogg, DNP, APRN-CNP, AOCNP®, nurse practitioner at the Arthur G. James Cancer Hospital and Richard J. Solove Research Institute in Columbus, OH, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about an overview of Hodgkin lymphoma for oncology nurses. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by October 2, 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 pathophysiology and diagnosis of Hodgkin lymphoma. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 339: A Lesson on Labs: How to Monitor and Educate Patients With Cancer Episode 256: Cancer Symptom Management Basics: Hematologic Complications Episode 208: How to Have Fertility Preservation Conversations With Your Patients Episode 184: Oncologic Emergencies 101: Tumor Lysis Syndrome ONS Voice articles: Diabetes May Increase Hematologic Cancer Risk and Mortality Have Meaningful Conversations With Pediatric, Adolescent, and Young Adult Patients and Their Families Non-Hodgkin Lymphoma Symptoms, Diagnosis, Treatment, and Survivorship Recommendations Clinical Journal of Oncology Nursing articles: Non-Hodgkin Lymphoma: Examining Mycosis Fungoides and Sézary Syndrome in the Context of Oncology Nursing The Unexpected Cancer Journey: Navigating Cancer as Adolescents and Young Adults Tumor Lysis Syndrome in Solid and Hematologic Malignancies: A Guide for Early Detection and Intervention ONS Huddle Cards: Fertility Preservation Oncogenic Viruses Tumor Lysis Syndrome ONS Symptom Management Resource: Fatigue Hematology, Cellular Therapy, and Stem Cell Transplantation Learning Library Blood Cancer United: Hodgkin Lymphoma Lymphoma Research Foundation: Hodgkin Lymphoma National Comprehensive Cancer Network 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 "Hodgkin lymphoma can be diagnosed at virtually any age but is more common in younger patients as well as older adults. It kind of skips middle-aged people, but it occurs in our geriatric population as well. There are different prognostic implications depending on the group of patients that are diagnosed with Hodgkin lymphoma. As far as risk factors ... Hodgkin lymphoma is not considered a hereditary disease. There's not a specific gene we know of today that can be passed down to children and put them at risk. But if there is a first-degree relative affected by a lymphoma, we do find that noteworthy. We do consider it a risk factor. But that risk factor isn't necessarily a hereditary component so much as it is having that same genetic susceptibility to Hodgkin's or perhaps sharing common environmental exposures." TS 5:46 "Sometimes the subtypes of Hodgkin lymphoma can vary in terms of presentation. It's certainly not textbook how someone can present. But generally, we worry about enlarged lymph nodes, especially if they are notably enlarged to the point where someone can even see them when they're standing a few feet away from that individual. ... We also worry about what we call B symptoms, related to B lymphocytes, such as unexplained and persistent fevers, drenching night sweats, unexplained weight loss, and new progressive fatigue. ... Interestingly, there is a phenomenon where sometimes people who have an underlying Hodgkin lymphoma will experience lymph node pain or tenderness when they drink alcohol. It's kind of a unique presenting symptom. But I also want to point out that you don't have to have all of these symptoms. A lot of patients are relatively asymptomatic, meaning without symptoms." TS 8:37 "It's always important to consider if there is any very obvious infectious or inflammatory correlate that could explain the enlarged lymph node. Something I've seen in my practice is someone gets a flu vaccine in their right arm and then a couple of days later they notice a lump in their right armpit. And yeah, it might be a flared lymph node, but they also had a vaccine in their arm recently, which would stimulate your lymph node, because the purpose of the vaccine is to have an effect on the immune system. So I always want to make sure—is there something really obvious that could explain these lymph nodes being abnormal? A recent tattoo, recent injury, or infection proximal to where that enlarged lymph node is? So, you have to think of all of that when you're thinking of the differential diagnoses that come to mind." TS 19:19 "Nurses can be monumentally helpful with the education role with any patients who may have lymphoma. It would be helpful if nurses guide patients on the diagnostic process, providing support, guidance and encouragement, and of course, advocating for patients. Also, when you think of Hodgkin lymphoma and you think of the younger patients that are diagnosed with it, there's some additional supportive care that we need to consider, and we may need to refer them for fertility preservation. That can be very daunting for our young patients, so it's helpful to have nursing support in those situations." TS 22:55 "People think of Hodgkin lymphoma as a very treatable disease—and it can be very curable for certain patient populations—but it's not a 100% success rate. We do still have fatalities, so it's a very serious thing. I try to always educate my patients about seeking out care if they notice new lumps or bumps on their bodies. We can observe enlarged lymph nodes most easily on the neck, under the armpit, and in the groin area. If someone were to notice a lump in that area, short-term observation—keeping an eye on it for two weeks is fine—but if it persists past that, they should definitely seek care to get it evaluated." TS 33:18

In this solo episode, Sarah unpacks a striking paradox within the coaching industry: while coaches are expertly trained to enter coaching conversations with curious, non-judgmental "learner's minds," they routinely revert to rigid "knower's minds" when it comes to business development and finding paying clients.The Knower's Mind Trap & ImprovisationCuriosity Ends at Delivery: Coaches excel at staying curious and holding space with clients, yet assume client acquisition requires no formal training and can simply be improvised.The Limits of Past Success: Capable professionals are accustomed to winging everyday workplace challenges, but improvisation only works within familiar territory; client acquisition sits outside most coaches' career knowledge.The Danger of Flawed Conclusions: When improvised outreach fails, a knower's mind doesn't recognise a skills gap; it wrongly concludes that "marketing doesn't work".Why "Common Sense" Marketing FailsVague, Unimplementable Advice: Industry spaces frequently offer platitudes like "be authentic" or "make good connections" that lack any actionable structure, audience definition, or strategy.Leading with Coaching Jargon: Introducing your work through process-focused jargon—such as "limiting beliefs" or "gaining clarity"—sounds like an everyday conversation a prospect thinks they can have with a friend for free.Selling the Process Over Outcomes: Clients do not pay professional rates for abstract methodology; they pay when you clearly articulate what is in it for them.Shifting to a Learner's Mind: Intention & FocusAsking the Right Question: Rather than assuming the market is broken, a learner's mind asks, "Who is this working for, and what do they know that I don't?"The Intentional Foundation: Sustainable coaches target the intersection of a Who (a specific group whose daily lives they understand) and a What (a problem that audience is actively struggling with).Information vs. Knowledge: Piling up free webinars and PDF guides is just accumulating information; true knowledge is understanding which principles apply to your business and executing them systematically.Join the Next Free "Nail Your Niche" Challenge:Experience live, robust conversations about positioning and commercial viability. Upgrade to the VIP option for three 60-minute group mentoring sessions with Sarah Short.Register now: Visit thecoachingrevolution.com/nailyournicheHave you enjoyed this episode?Find out more and take the FREE quiz at: https://thecoachingrevolutionquiz.com/Join the FREE Circle group at: https://the-coaching-revolution.circle.so/

Burnout isn't one big thing. It's lots of smaller things, building and building - until even the smallest demand tips you over the edge. Joe Fautley, project coordinator at the Council for Disabled Children and neurodiversity advocate, returns to the podcast to discuss burnout, communication, and what it takes to build inclusive environments for autistic learners. Joe speaks from lived experience. Non-verbal for much of his childhood, he lost hard-won communication skills when he moved to an unsupportive mainstream school, and spent years managing severe anxiety and extended absences. His story is also one of remarkable growth: from a child who couldn't speak verbally, to someone who now delivers public talks and co-facilitates training for education professionals. Together, Dale and Joe explore the direct relationship between belonging and burnout, why communication and mental health are inseparable, and why the single most important thing a school can do is ask the young person what they need - and actually listen to the answer.  About Joe Fautley Joe Fautley is an Autistic and neurodivergent advocate with over 10 years of experience in a variety of personal lived experience advocacy and professional training work for Autism, neurodiversity and Special Educational Needs and Disabilities (SEND). Joe is a relentless and determined advocate for positive change and engages regularly with professional networks across the SEND community with over 6,000 connections and followers on LinkedIn. Joe has delivered many presentations to various audiences. Outside of his full time day job at the National Children's Bureau (NCB), Joe regularly contributes to various media, providing practical advice for professionals who support Autistic children and young people and adults using insights from his own personal lived experience. Joe is the co-chair (a voluntary role) of the Staff Disability and Neurodiversity Network, launched in January 2023, for colleagues at NCB, ensuring they are supported and their feedback can influence positive changes in the workplace. In 2025, Joe was a guest on an episode of the podcast "SEND in the Experts", hosted by Georgina Durrant from Twinkl Educational Publishing, in which he provided advice and strategies to help support teachers and educators.  Joe featured on an episode of the SENDcast in 2024, the #1 podcast for SEND hosted by Dale Pickles, in which he talks openly about his personal experiences of Autism and provides advice for professionals supporting Autistic children and young people in education.  Joe has written articles in several publications in the SEND and children's sector including Teach Secondary, NASEN Connect, SEN Magazine, Autism Eye, SecEd, Headteacher Update and Children and Young People Now Magazine, and featured in a blog for SENsational Tutors.  Joe was invited by NASEN to be a speaker at their conference in Birmingham in July 2025. At this conference, Joe delivered a seminar titled "A Lived Experience: Practical Advice for Educators Supporting Autistic Children and Young People". Joe also joined a panel discussion at this conference with other inspiring advocates who all shared openly their personal lived experiences. B Squared Website – www.bsquared.co.uk  Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast  Email Dale – dale@bsquared.co.uk  Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Find out more about how B Squared can help improve assessment for pupils with SEND in your school.

How does AI use affect learning? You'd be surprised how much we already know. Dr. Jenessa Seymour takes us through the research on screen use, metacognition, cognitive offloading, and some recent papers Sources: Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta-analysis. Journal of Research in Reading, 42, 288-325. Deslauriers, L., McCarty, L.S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS, 116, 19251-19257. Risko, E.F. & Gilbert, S.J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20, 676-688. Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakci, O., & Mariman, R. (2025). Generative AI without guardrails can harm learning: Evidence from high school mathematics. Economic Sciences, 122, 1-8. Tian, J. & Zhang, R. (2025). Learners' AI dependence and critical thinking: The psychological mechanism of fatigue and the social buffering role of AI literacy. Acta Psychologica, 260. Are you an expert in something and want to be on the show? Apply here! Please support the show on Patreon! You get ad-free episodes, early episodes, and other bonus content! https://www.patreon.com/seriouspod

**Raising Lifelong Learners**What does it actually take to raise a child who loves to learn — not just forthe test, but for life?In this episode, Gabby sits down with two veteran educators (and moms!): Katie Bach, a fellow teacher who leads the Faithful Scholars umbrella school in South Carolina and an online homeschool village, and Bobbie Cuelo, mom of 13. Together they bring 25 kids, 16 grandkids, and 89 years of teaching experienceto one honest conversation.Gabby opens with a challenge that sets the tone for everything that follows:"Each child is a precious treasure sealed with a heavy lock — and it's our duty to study the lock, pick it, and release the treasure hidden inside."In this conversation:- Why a worksheet is not learning — and what real learning actually looks like- Screens vs. senses: the "screen squirrel" lesson onexperience-first education- How to draw your children in with curiosity instead of candy-coated shortcuts- Encouraging kids that they can do hard things — including a beautiful win: an11-year-old with severe dyslexia who couldn't wait to keep reading on hisown- What one family's Aliyah to Israel taught them about environment, resilience,and learning differencesWhether you homeschool, support a classroom teacher, or are just trying to keep wonder alive at your kitchen table — this one's for you.

Lessons from SmartLab's approach to preparing students for an AI-powered world can also strengthen adult learning and workplace development. Dr. Jennifer Berry explains how project-based learning, productive struggle, and durable human skills help learners use AI to enhance—not replace—their thinking. Show Notes:Dr. Jennifer Berry of SmartLab shares that preparing people for an AI-powered world is less about teaching them to use AI and more about strengthening the uniquely human skills AI cannot replace. Her top takeaways include:Preparing learners for AI is about more than technology. Communication, collaboration, critical thinking, systems thinking, computational thinking, and adaptability are durable skills that apply across careers and technologies.Learners need a strong sense of identity and belonging. Berry defines STEM identity as the belief that you belong, can master rigorous challenges, and that your ideas add value.Productive struggle is essential to learning. Failure and discomfort help learners develop new ways of thinking, reflect on what did not work, and build the confidence to approach future challenges.AI should enhance original thinking—not replace it. Learners should first wrestle with a problem, develop their own ideas, and then use AI to refine, improve, or scale their work.Organizations must create room for experimentation and course correction. Leaders can prepare employees for change by recognizing effort, supporting thoughtful risk-taking, and allowing people to learn from unsuccessful attempts.Learn more about SmartLabAbout Dr. Jennifer BerryDr. Jennifer Berry is the Chief Executive Officer for SmartLab. She has an extensive track record leading innovation and growth in multiple top K-12 education businesses, and will further CLS's mission to transform the lives of future generations through innovative, career-focused STEM education solutions. Dr. Berry has spent the last 15+ years in senior leadership positions for prominent K-12 organizations including Presence, After-School All-Stars, Quantum Learning, and Kaplan. Dr. Berry holds a Doctor of Education (EdD) in Organizational Change and Leadership from the University of Southern California (USC), and her commitment to education is inspired by her daughter and a love of lifelong learning. She is a resident of San Diego, California.Powered by Learning earned Awards of Distinction in the Podcast/Audio and Business Podcast categories from The Communicator Awards and a Gold and Silver Davey Award. The podcast is also named to Feedspot's Top 40 L&D podcasts and Training Industry's Ultimate L&D Podcast Guide. Learn more about d'Vinci at www.dvinci.com. Follow us on LinkedInLike us on Facebook

In this episode of the Campus Technology Insider podcast, Rhea Kelly, editor-in-chief of Campus Technology, chats with Rob Coyle, product manager for digital credentials at 1EdTech, about his organization's recent reports on the digital credential ecosystem, including employer data needs and technical transport workflows into hiring systems. Coyle defines digital credentials as standardized, metadata-rich packages that make learning and employment data trusted, verifiable, and interoperable, distinguishing them from micro-credentials. He describes K–12 use cases for staff development and early workforce pipelines, and highlights barriers to adoption such as limited awareness, inconsistent data placement, and challenges moving credential data into HR and applicant tracking systems. The discussion covers AI's dual impact: helping analyze curriculum and define pathways while also increasing résumé noise, making verifiable credentials more valuable. Coyle urges higher education IT leaders to lead cross-stakeholder planning, start small with pilots, credential co-curricular learning, and avoid assumptions about how learners will use credentials over time. 00:00 Welcome and Introductions 00:37 What 1EdTech Does 01:38 Digital Credentials Explained 05:29 K12 Workforce Pipeline 07:03 Inside the New Reports 08:04 Employer Data Needs 11:05 Credential Transport Workflows 12:19 Barriers to Adoption 14:49 Consistency and Standards 17:08 AI Changes Hiring Signals 21:30 AI Skills And Literacy 23:33 IT Leaders Lead Strategy 28:09 Quick Wins for Learners 30:26 Design for Lifelong Use 31:47 Closing and Where to Listen Resource links: 1EdTech's digital credentials reports Who's at Your Table? Building a Campus Coalition for LER Success 1EdTech Digital Credentials Procurement Considerations More on 1EdTech's digital credentials work Music: Mixkit Duration: 32 minutes Transcript (coming soon)

"Nurses are the front line. Oncology nurses see their patients almost all day. If you're noticing that anxiety is causing significant distress or anxiety is disrupting a patient's ability to concentrate during medical conversations or decision-making—anytime you're seeing significant distress or disruption to functioning, that's a pretty good indicator that referral to a psychiatric nurse and psychiatric care could be very helpful for that patient," Amber Altidor, DNP, APRN-FPA, PMHNP-BC, assistant professor at Rush University College of Nursing and psychiatric nurse practitioner at Optimal Mental Health PLLC and Rush MD Anderson Cancer Center in Chicago, IL, told Katie Hubbard, MSN, RN, OCN®, NPD-BC, oncology clinical specialist at ONS, during a conversation about oncology and psychiatric nurse collaboration to support psychosocial health. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD), by listening to the full recording and completing an evaluation at courses.ons.org by September 25, 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 of how oncology nurses can collaborate with psychiatric nurses to support the psychosocial health of people with cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 426: Tools to Support Patients and Nurses Through Medical Trauma in Oncology Episode 421: Medical Trauma in Oncology Episode 287: Tools, Techniques, and Real-World Examples for Difficult Conversations in Cancer Care Episode 240: Spirituality in Cancer Care Episode 219: Use Acupuncture and Acupressure to Manage Cancer Symptoms and Side Effects ONS Voice articles: Anxiety and Depression Are Biggest Concerns for Patients With Cancer, Survivors, Caregivers AYA Cancer Survivors Experience Five Times Higher Depression Rates Than Individuals Diagnosed at Older Ages Guidelines Define the Role of Integrative Oncology Care for Managing Anxiety and Depression in Adults With Cancer Natural Language Processing Can Tell You Which Patients May Benefit From Psychosocial Referrals Physical Activity, Psychological Care Reduce Cancer-Related Fatigue What Assessment Tools Are Used for Patients With Cancer and Psychiatric Diagnoses? ONS course: Psychosocial Dimensions of Cancer Care™ Clinical Journal of Oncology Nursing articles: Psychosocial Barriers to Care: Recognizing and Responding Through a Trauma-Informed Care Approach Psychosocial Distress Screening: An Educational Program's Impact on Participants' Goals for Screening Implementation in Routine Cancer Care Oncology Nursing Forum articles:  Effects of Expressive Writing on Psychosocial Symptoms and Quality of Life in Patients With Breast Cancer: A Systematic Review and Meta-Analysis Relations of Mindfulness and Illness Acceptance With Psychosocial Functioning in Patients With Metastatic Breast Cancer and Caregivers The Distress Thermometer: Cutoff Points and Clinical Use ONS Symptom Management Resources:  Anxiety Depression Fatigue ONS Coping Huddle Card American Cancer Society: Therapy, Counseling, and Support Resources for People With Cancer American Psychological Association: Patient Health Questionnaire-9 (PHQ-9) American Psychosocial Oncology Society:  Distress Screening Resources for Psychosocial Oncology Professionals Columbia-Suicide Severity Rating Scale (C-SSRS) Generalized Anxiety Disorder 7-Item (GAD-7) Scale National Comprehensive Cancer Network  To discuss the information in this episode with other oncology nurses, visit the ONS Communities.  To find resources for creating an ONS Podcast Club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "Cancer is traumatic. It's sudden. And many patients have not previously had a serious health condition, so in the beginning, they're just kind of focused on survival. Get the biopsy done. Have the conversations with teams. Have the imaging that's recommended. Many, many appointments. The medical appointment burden is very high. Sometimes patients are not processing what's happening in the moment. Sometimes we also see some lingering symptoms of trauma as care goes on as well. Sometimes patients are having intrusive thoughts and flashbacks to their cancer experience too." TS 4:55 "The National Comprehensive Cancer Network, or NCCN as we commonly refer to it, created a distress thermometer that can be provided to patients each during each encounter at a cancer center. It has an actual written thermometer on it where patients can rate their distress from 0–10: 0 being none, 10 being the most extreme that they could imagine. A score of 4 or higher for most cancer centers would indicate that the patient needs further evaluation and referral to psychosocial or supportive care services. There's also a section on the distress thermometer handout where patients can identify specific areas for concern. And that's really helpful for the healthcare team because we can take a look at exactly what that patient is noting as contributing to their distress." TS 9:33 "When we start to notice that there are significant sleep issues that are not responding to just psychotherapy on its own, or if there is significant depression, anxiety symptoms that are moderate to severe, or other underlying psychiatric concerns that are more chronic in nature ... at that point, it's important for the multidisciplinary team to start thinking about a referral to psychiatry and medication management. Medications can be very effective for treating those symptoms, so it's important for nurses to assess using the skills that we discussed to identify those categories for severity and think about medication management at that point." TS 16:01 "I think that it's important to remember that there's a stigma about cancer, but there's also a stigma about accessing mental health care as well. As nurses, we definitely want to be aware of that and address that with patients. Do you have any specific concerns about what it means to be someone who is seeking therapy services or someone who's seeking medication for symptom management? What does that mean to you, to your community, to others in your religion? Talk with me about this stigma that you're experiencing. Patients need a chance to process that. Oncology nurses certainly can identify if a patient has some ambivalence towards seeking psychosocial care and explore that with them or refer them to a therapist or a psychologist." TS 23:09 "Grief is not linear, so it's important to educate patients after you tell them about the stages that we talked about earlier. Remind them that grief is not linear. It's very common to at one time feel like you're angry, and then also feel sad, then also go back to a sense of, 'This is not real. This is not happening.' So remind your patients that it's not linear. This is something that we can continue to talk about, continue to process, so that they can feel a sense of acceptance. We don't want grief to become complicated and just kind of persist long term. We talked about how there's that survival mode that patients are in, so they don't always have a chance to process in the moment." TS 30:14

Crystal Orderson speaks to Andhika Mahabeer about winning the National Teaching Award for Excellence in Teaching Mathematics and inspiring a love for maths among young learners. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

Have you hit a wall in your Arabic studies? If you've been learning spoken Levantine Arabic for a while, you already know the grammar and understand most of what you hear. But pushing past the intermediate plateau to achieve true fluency can feel exhausting, and finding the motivation to keep going is a real challenge. You don't need another endless vocabulary list—you need a new strategy.In this episode, recorded at Shababeek center in Amman, Jordan, we break down 6 proven ways for advanced Arabic learners to avoid language learning burnout and make sessions enjoyable again. Here's what we cover:Why you need to stop obsessing over unknown words and start leveraging the Arabic you already know.How to treat listening like a treasure hunt to find useful, native-sounding chunks.The exact way to build repetition drills so you can speak without hesitating.A practical approach to finally fixing those stubborn, chronic speaking mistakes.How to force low-frequency vocabulary to actually stick in your brain.Why setting 10 measurable fluency goals will ensure you always have something interesting to say in conversation.Learn Arabic with us: Schedule Here Follow us on Instagram: @shababeek_centerCheck out our tips on YouTube: Shababeek CenterConnect on Facebook: Shababeek Center Language acquisition is a marathon, not a sprint. If you're tired of textbook study and want to start speaking Levantine Arabic with accuracy and confidence, we're here to help. About Shababeek CenterWe are an immersive language hub dedicated to helping you master spoken Levantine Arabic through natural communication. Whether you are an expat, a heritage learner, or studying from afar, we offer personalized private, pair, and group classes both online and in-person in Amman.

Rabbi Yehuda Adelist was born and raised in Melbourne, Australia in the Yeshiva College school. He studied in the Rabbinical College of Australia & New Zealand and the Central Yeshiva Tomchei Tmimim of Crown Heights. He received a Rabbinic Degree from Rav Mordechai Shmuel Ashkenazi in 2004 and graduated with a Master's degree in Education & Special Education in 2009. He has been in the field of education for over 20 years and is the founder of Torah For Children www.torah4children.com, publishers of Applied Kodesh Curriculum in core textual subjects including the Children's Chumash, Children's Gemara and Seder Kriah. He can be contacted at admin@torah4children.com or at 3477436132.Gems: Take the time to help students master the skills, and don't take for granted that they're going to get it as they go along.Students need to become independent learners by a certain age.It's rare to have a child who is an independent learner as it requires multiple skill sets.First a child needs to be able to read in a language, then make the connection and understand what they're reading, and then they need to learn how to apply it.We need to be intentional about how we're teaching and help our students develop all three skill sets.Teach in a way that every child will pick up what we're teaching.When we teach so that we're thorough in multiple skills we're able to reach all of the students in the class and picks up the speed.The time to reach students is in the prevention, not the cure, meaning from day one in the learning process.The teacher is not supposed to be the architect. They're the ones who know how to build up the child properly.Teachers must give over a love of learning.Every school ought to have a handbook with goals clearly mapped out and what the outlook is.Chinuch is like having a little sapling and when you make a mark on it, that mark grows bigger and bigger as the plant grows bigger.The education we give children makes a difference to them and also has a ripple effect on future generations.The Torah is a lesson for how we ought to live life.Make sure we're reaching the children where they're holding.We don't need to teach everything all at once.Be flexible. Listeners of the podcast will receive 20% off your first purchase of Hebrew worksheets by using the code JEE20. Visit HebrewWorksheets.com. Book: Wisdom of Jewish EducatorsFeaturing 100 of the most notable tips from educators who were featured on the podcast.Parenting On PurposeThis course will help you better understand your child and build a deeper connection.TikvahTikvah focuses on Classical Jewish Education.Wellnesse Natural Personal Care ProductsWellnesse was founded by a mom who wanted healthier options for families. Check out my unique link!Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Support the show

The Eastern Cape Liquor Board is warning learners against pens down parties involving alcohol as Matric exams approach. The Board says these celebrations often turn achievement into tragedy through injury, violence and loss of life. The Board is calling on parents, schools and liquor traders to help prevent underage drinking. For more we spoke to Dr. Mgwebi Msiya, Eastern Cape Liquor Board Spokesperson.

Welcome to Digital Learning Today. In this episode, Jeff Bradbury explores the strategic systems that shape the future of education, focusing on Instructional Coaching, Artificial Intelligence, Professional Learning, and the latest Educational Technology Trends. In this episode, Dr. Carrie Stubbs discusses the critical importance of early childhood education, the impact of AI on learning, and how educators can leverage technology to support student development from the earliest years. She emphasizes the need for intentionality in tech use and shares practical insights for teachers and coaches. Become a High-Impact Leader: This episode is just the beginning. To get the complete blueprint for designing and implementing high-impact systems in your district, get your copy of my book, "Impact Standards." Strategic Vision for Digital Learning:Learn how to create a district-wide vision that aligns digital learning with your educational goals, transforming how standards-based instruction is designed and supported.Curriculum Design and Implementation:Discover practical strategies for integrating digital learning into existing curricula, creating vertical alignment of skills, and mapping digital learning across grade levels.Effective Instructional Coaching:Master the art of coaching people rather than technology, building relationships that drive success, and measuring impact through student engagement rather than just technology usage. Purchase your copy of “Impact Standards” on Amazon today! In This Episode … The importance of the first five years in brain developmentImpact of screen time on young childrenAI's role in personalized learning and literacyThe concept of the 'baton pass' in education transitionsStrategies for supporting foundational skills in early learnersThe role of instructional coaches in AI integrationPersonal branding for educators and teachersResources for understanding AI in education Chapters: 00:00 Introduction to the Episode and Guest02:17 The Shift in Early Childhood Needs: The “Wild West”04:05 Foundational Skills and the Impact of Screen Time06:54 Common Misconceptions About Early Childhood Development08:52 The “Baton Pass” in Early Education Transitions11:11 Resources and Support for Early Childhood Education12:22 AI's Role in Education and Future Opportunities15:14 Using AI for Literacy and Research Skills19:45 Supporting Literacy Development with AI21:10 The Future of Student Skills in an AI World22:33 The Role of Instructional Coaches in AI Integration26:47 Personal Branding and Educator Creative Outlets30:12 Closing Remarks and Where to Find More Information About our Guest: Dr. Kari Stubbs Dr. Kari Stubbs is a PhD educator and edtech executive who has spent her career at the intersection of technology, learning, and child development. A former ISTE board member, she has worked alongside school districts across the country helping them think carefully about where and how technology serves students best. In her current work she sits with early childhood directors who describe a kindergarten readiness crisis unlike anything they have seen before. Children arriving without the foundational skills that make learning possible. She believes the edtech conversation is asking the right questions about technology after children arrive in school buildings. Her work asks what happened in the five years before they got there. The First Five: Before Screens is her free weekly newsletter and forthcoming book built around brain based parenting strategies for the first five years of a child's life. It sits at the intersection of neuroscience, intentional parenting, and the urgent question of how we raise children who are genuinely ready to learn, connect, and thrive in a world shaped by AI. She spent fourteen years at BrainPOP, whose mission to ignite curiosity about the world within and around young learners deeply informed her thinking about how digital tools can support rather than replace the human interactions that build developing brains. Links of Interest Website:https://substack.com/@drkaristubbs Let's Work Together Contact Me Today:https://www.teachercast.net/contact Follow on Social Media LinkedIn:https://www.teachercast.net/linkedinTwitter/X:https://www.teachercast.net/twitterBlueSky:https://bsky.app/profile/jeffreybradbury.bsky.socialYouTube:http://teachercast.net/youtube Subscribe to This Podcast Apple Podcasts:https://podcasts.apple.com/us/podcast/digital-learning-today/id546631310Spotify:https://open.spotify.com/show/0n6S0WcyzQ1rpKWJ8iZPLJ?si=a1227a7c5e0b48e4 Check Out Additional TeacherCast Programming Digital Learning Today:https://podcasts.apple.com/us/podcast/digital-learning-today/id546631310Ask the Tech Coach:https://podcasts.apple.com/us/podcast/ask-the-tech-coach/id1067586243The Jeff Bradbury Showhttps://podcasts.apple.com/us/podcast/the-jeff-bradbury-show/id519685828 Book Jeff for your Next Event Jeff Bradbury (ISTE “20 to Watch” Award Winner and ISTE Certified Educator) is available for keynote speaking, workshop facilitation, and live event broadcasting. With expertise in educational technology and professional development, Jeff brings engaging content and practical strategies to conferences and professional learning events. Visit Jeff's Website:https://jeffreybradbury.comContact Jeff Directly:https://jeffreybradbury.com/contact/ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ [gravityform id="2" title="true"]

Hello aligned authors! I'm Valerie Ihsan, and this is Episode 221 of the podcast and it's September 22, 2026 as I record this.  Main Topic:  Jane Ward (creativity, baking, travel, and how to do anything creative when you don't consider yourself an artist)   PATREON: Thank you to my existing patrons for believing in my work offline and here in the podcast. If you are a patron, in either tier, you get all my content, always. You can support me and my dreams and my writing and my aligned author life for $11.11 USD, and I will be so so grateful. Truly. Heart to heart. Gratitude for your gifts. If you want coaching too (with TWO LIVE CALLS EACH MONTH, you can BACK me at $55.55/mo USD). You will NEVER find coaching sessions for less money than this. If you've ever wanted continued support for your writing and accountability for your projects, this is the way to do it.    Become a patron of the arts and of me at Patreon.com/valerieihsan.    And you can support my friend and colleague and Visiting Co-Host author Erick Mertz at Patreon.com/strangeairstories for short stories in the paranormal mystery genre.      Announcements/Author Updates: mini-writing retreat was a lot of fun; it felt special; I spent a couple of hours with two lovely ladies; and I got a lot of writing done. I'm thinking I'll do that maybe quarterly. Setting up a Telegram Broadcast channel for a monthly chat and Q&A; I want to call it something more fun than that. I'm a writer, but copywriting is a different skill. ;-) Spain (plus trying to find a place to live!) + Eclipse;  Structure and Spark (writing process and book planning) more editing What are you reading? Just finished:  •We Need Your Art (Amie McNee) and The Someday Gardener (Ashly Poston) and Kiss Her Once For Me (Alison Cochran) Creative Act (Rick Rubin)  Fiction: On Fire Island (Jane Rosen)     (Main Topic): "Being Creative When You Don't Think of Yourself as an Artist" with Jane Ward Also, "Bread Baking and Writing Go Together Like Peanut Butter and Jelly"   Jane Ward is the author of Hunger (Forge 2001), The Mosaic Artist (2011), and In The Aftermath (She Writes Press 2021). After graduating from Simmons College, Jane began working almost immediately in the food and hospitality industry, doing everything from planning private events to working as a weekend baker in a neighborhood bakery. Later, she became a contributing writer to an online regional and seasonal food magazine, and a blogger and occasional host of cooking videos for an internet recipe resource affiliated with several regional newspapers. Most recently she has contributed book reviews to Story Circle and Mom Egg Review. She loves to travel and often documents her trips through travel photography. Jane lives in Ipswich, Massachusetts. 1. Let's talk about artists. As an author, do you consider yourself an artist? Yes. The craft of writing is artistry. Paint pictures with words. In what other ways do you consider yourself an artist? Photography helps to process what I see visually.  Cooking is an art form. Look at things in a diff ways and we all have commonalities. Living an aligned author life to me means living from the inside out. Showing up on the outside as who you are on the inside. That your behaviors and actions mirror your internal values and the codes you say you want to live your life by. I don't see being an artist differently. I think we are all artists. And that our art, our self-expression, can be cooking, gardening, painting, singing, or even teaching.  2. For beginning writers, who barely dare to call themselves writers (let alone authors), how would you coax them into accepting the moniker of Artist for themselves? Step up and call yourself an artists. Don't have a body of work yet. Claim your space.  I can be part of this. Confidence that you have intention. 2.5. Why do you think a person wouldn't consider themselves artistic or creative? Where do those stories get started? From our youth we hear, don't rock the boat, stay in line. Don't put yourself out there. Don't speak up too loudly. Be humble. Be grateful. Might never even considered art for self-expression.But assertive isn't a bad word. Stand up for yourself. 3. Why baking bread for you? And how does it marry up with writing so well in your mind (and your life)? Soothing ritual (baking bread). Struggling with a manuscript? Do something with my hands and turn my mind off. Stop the noise in my head. Meditation on waiting. Working with the time you have. Sometimes it takes longer than you think.  (Anthony St.Clair from Learners and Makers said that he was taught that if you were a writer, you also had to do something with your hands. To get into your body and out of your head to balance it out. He chose cooking and baking. ... I remember when in massage school, I had to take an art class of some sort (didn't matter what) to balance out all the intellectual science and book-learning I was doing.) 4. Tell us about your travels and how they've affected your writing life. Walking holidays. Just become a body in time and space. Just moving. Anti - sitting in a chair and churn out stuff from my mind.  Art museums, talk with people who've been there. Understand the different people and cultures.  Informs the writing: interactions between people. Knowing the way other people act makes us more aware of how diff characters would react. Expand your mind with what you don't know.  Not just write about myself. Does the reader come on the journey with me? Is this making sense? Is this furthering what I'm trying to say? (For the editing process) Always start with an idea of what I want to say (that you hope they will take away). 5. Tell us about your latest book. Should Have Told You Sooner. About a woman in her 50s, goes on a journey of reexamining her past and living with the consequences of her actions. 6. What are you most excited about these days? Weighed down these days, but feel lucky I can use my imagination! Author friends get together and lift each other up. Coffee dates, dinners, walks. Janeaward.com sign up for newsletter (recipes, photography, articles); @authorjaneward on IG and Threads. "No Lessons Yet"- a great title for a memoir; Who wants it? :-) 7. What are you reading? The Correspondent (Virginia Evans) While editing, Jane reads mysteries (British police procedurals), like from Ian Rankin, and Elizabeth George.   Valerie's Linktree: https://linktr.ee/valerieihsan  Erick's Linktree link: https://linktr.ee/erickmertzauthor

Many school-based occupational therapists are working with students who have cortical visual impairment (CVI) but don't recognize it. Unlike ocular visual impairments, CVI is a brain-based processing issue that affects functional vision in ways that fluctuate with environment, fatigue, and sensory complexity. In this episode, Lauren Andelin, OTD, OTR/L, BCP, assistant professor at Virginia Commonwealth University and assistive technology clinician at Children's Hospital, explains what CVI looks like in school settings and why it matters for OT practice.This episode is for school-based OT practitioners who may be working with students with CVI without fully recognizing the signs, or who want practical strategies to support functional vision in the classroom. Lauren explains the difference between ocular and cortical visual impairments, shares the key behavioral signs to watch for, and offers immediately useful strategies like using preferred colors, managing visual complexity, and understanding visual fatigue.Whether you suspect a student on your caseload might have CVI or you want to better support students with known diagnoses, this episode will give you actionable strategies you can use starting tomorrow.Listen now to learn the following objectives:— Learners will describe why CVI is a brain-based visual processing difference and how environmental factors like clutter, lighting, fatigue, and sensory load can affect functional vision.— Learners will identify common behavioral signs and red flags that may indicate CVI in school settings.— Learners will recognize why CVI is often under-identified and misunderstood in schools.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! 

How is Bend-La Pine Schools helping our youngest learners become stronger, more confident readers? In this episode of The Supe's On, Dr. Steven Cook talks with elementary administrator Julie Richards and kindergarten teacher Emily Philips about our new science-based approach to early literacy, what it looks like in the classroom, how teachers are learning together, and the encouraging progress students are already making. Families with young children—and those preparing for kindergarten in the years ahead—won't want to miss this conversation. (Theme music by Zakhar Valaha)

A Gospel Community is more than a social club or self-help group. Our GC's gather in a commitment to learn and live out God's Word together. He has given us His Word to awaken faith in the unbeliever, bring help and hope to the believer, and to show us that the Scriptures point us to our Savior – Jesus! 

What if some of the most gifted learners in our classrooms are the ones who don't look “gifted” on paper?In this episode of A Meaningful Mess, I'm exploring the difference between door data and window data and why I believe we need both if we want to identify and serve gifted learners well.We'll talk about:Why high achievement and giftedness aren't the same thingDoor data: standardized tests, screening tools, IQ tests, benchmarks, and other formal measures used to identify giftednessWindow data: the real-time, qualitative evidence educators notice during everyday learning experiencesWhy relying only on formal identification data can cause us to miss gifted learnersHow becoming a professional noticer can change the way we recognize potentialThree simple ways educators can begin collecting window dataFour learner profiles that might be showing us giftedness in unexpected waysHow to use what we notice to adapt the learning experience in real timeTHREE QUESTIONS TO CONSIDER:As you listen, reflect on these questions:1. What window data am I noticing in my classroom that isn't showing up on official test scores?2. Which of my learners are showing high-level thinking through unexpected connections, creative workarounds, natural leadership, or critiquing the system?3. How can I adapt the learning experience so that high achievers get the structure they love while gifted learners get the depth they need?GO DEEPER INSIDE THE MEANINGFUL M.E.S.S. VAULTThis month's Vault Restock takes this conversation beyond the podcast with a five-minute masterclass and the Beyond the Door Identification Matrix.The matrix is designed to help educators notice, respond to, and document the kinds of real-time evidence we talked about in this episode.The Meaningful M.E.S.S. Vault is the professional learning side of The Meaningful M.E.S.S. Method, built around three areas of my work:Gifted Onboarding • Designing for Depth • The 6 Ps of Genius HourInside, you'll find five-minute masterclasses, immediately implementable ideas, reflection opportunities, and practical resources designed to help you move from learning something to actually doing something with it.The Meaningful M.E.S.S. Curriculum launches January 7.ONE THOUGHT TO TAKE WITH YOUGiftedness doesn't always look like success at school.Sometimes the evidence we need has been right in front of us all along. We just have to know what to notice.

Presented by Meenoo Rami, AI and EdTech Product Leader, Author, and Ex-Microsoft; and Monica Cougan, Global Education LeaderThis edWeb podcast is sponsored by Discovery Education.The webinar recording can be accessed here.This edWeb podcast explores how foundational AI literacy prepares students for a rapidly evolving digital workforce and supports broader career-connected learning across STEM, CTE, and cross-curricular instruction. In this third session of Future-Ready Pathways Series: Connecting Students to Careers, educators examine high-level strategies for helping students understand what AI is, how it shapes modern industries, and why responsible use matters for all learners—not just those pursuing technical fields.We highlight how educator resources can support this work by providing accessible explainers, hands-on activities, and real-world examples that help students build confidence and curiosity around AI. The session emphasizes instructional approaches that make AI literacy meaningful, relevant, and developmentally appropriate across grade bands.What educators learn:Why foundational AI literacy matters for all students as they navigate an increasingly digital worldHigh-level strategies for teaching core AI concepts without requiring technical expertise or coding backgroundsWays AI resources support cross-curricular instruction in STEM, computer science, humanities, and career explorationApproaches to responsible and ethical AI use that build critical thinking, digital citizenship, and media literacyTechniques for sparking curiosity through inquiry-based, hands-on activities that demystify AIMethods for connecting AI skills to future careers across industries such as healthcare, engineering, business, creative arts, and public serviceThis edWeb podcast is of interest to K-12 teachers, librarians, school counselors, career coordinators, curriculum and instruction coordinators, school and district leaders, and education technology leaders.This edWeb podcast is part of Future-Ready Pathways Series: Connecting Students to Careers.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

"Unlike our cancer indications where we use these medications often to activate the immune system to target cancerous cells, in noncancer indications, the goal is really to either suppress an overactive immune or inflammatory cells or modulate the immune system. Immune modulation by use of chemotherapy and immunotherapy can help reduce abnormal inflammation, decrease autoantibody production, and also can alter T-cell and B-cell activity," ONS member Kelsey Miller, MSN, RN, AGCNS-BC, OCN®, clinical nurse specialist in oncology and infusion therapy at Reading Hospital in West Reading, PA, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about chemotherapy and immunotherapy for noncancer indications. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by September 18, 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 use of anticancer therapies for noncancer indications. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 152: Administer Rituximab Immunotherapy With Confidence ONS Voice articles: JAK1 Inhibitor Quickly Relieves ICI-Related Dermatitis Oncology Drug Reference Sheet: Cyclophosphamide Oncology Drug Reference Sheet: Methotrexate What Oncology Nurses Need to Know About Arboviral Disease in Patients Receiving B-Cell–Depleting or –Modulating Therapies ONS books: Access Device Guidelines: Recommendations for Nursing Practice and Education (fourth edition) Chemotherapy and Immunotherapy Guidelines and Recommendations for Practice (second edition) Clinical Guide to Antineoplastic Therapy: A Chemotherapy Handbook (fourth edition) Clinical Journal of Oncology Nursing article: Early Recognition and Response of Chemotherapy-Induced Hypersensitivity Reactions: A Nursing Discussion ONS courses: ONS Fundamentals of Chemotherapy and Immunotherapy Administration™ Safe Handling Basics Vascular Access Devices ONS Huddle Cards: Anaphylaxis Monoclonal Antibodies ONS position statement: Education of the Nurse Who Administers and Cares for the Individual Receiving Antineoplastic Therapies American Academy of Neurology: Practice Guideline Recommendations: Disease-Modifying Therapies for Adults With Multiple Sclerosis American College of Rheumatology: Treatments National Multiple Sclerosis Society: Infused therapies Injectable therapies Medications Used Off-Label 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 "The most common immunotherapy agent that's well known to both oncology and other autoimmune disorders is rituximab. And that is used for rheumatoid arthritis, granulomatous, and antineutrophil cytoplasmic antibodies (ANCA)-associated vasculitis. And then it also has many off-label indications for other autoimmune disorders, such as lupus and multiple sclerosis. It's also used in immune thrombocytopenia and Sjogren's condition." TS 3:28 "Two common chemotherapy agents that come to mind that are used in lower doses for noncancer conditions are methotrexate, which helps modify the underlying disease process to reduce inflammation and preserve organ and joint function. And that's most commonly used rheumatology-wise first-line for rheumatoid arthritis and psoriatic arthritis. A second chemotherapy agent that's well known to oncology is cyclophosphamide, and that really serves as a powerful immunosuppressant for conditions such as ANCA-associated vasculitis and severe lupus nephritis." TS 3:57 "When talking about the monoclonal antibody frequency, it's often shorter in our oncology indications. We may see it weekly, every 21 days, every 28 days—compared to our autoimmune disorders that are months in between. This is really due to cancer cells continuously proliferating, so we need to stop the growth and not allow residual cancer cells to remain. And for the monoclonal antibodies, for example, rituximab again, it's depleting B cells that contribute to autoantibody production and inflammation. So targeting that after one to two infusions, the peripheral B cells are often depleted within days to weeks because of how well the drug works, how targeted it is. Those effects may persist for 6–12 months or even longer." TS 8:39 "Infection prevention education—it's so important to get to know the patient to individualize your teaching. For example, you need to know what matters most of the patients when they go home. Are they taking care of their grandchildren? Do they love to go outside and garden and do mulching? Are they cleaning up their chicken coop? So those kind of things, as a nurse, you can then help tailor your education so you can help prevent infection in these patients because I don't think just standard run-of-the-mill infection prevention teaching is as beneficial as when you can individualize it for that patient." TS 17:33 "If organizations are going to allow non-oncology nurses to administer, we just want to make sure that there is an established process or a protocol to administer rescue medications. That may include what you're already doing if you have a change in patient condition—calling for activating that emergency response system if you're in an inpatient setting. When we look at our ambulatory infusion centers that may have non-oncology nurses administering, you still have to have that training and competency verification and also emergency medical equipment readily available. That would include oxygen and your rescue medications. For the non-oncology nurse, some key points are to make sure that you check on your patient throughout these infusions and have that conversation up front to report any symptoms, both big and small." TS 23:06 "For safe handling, there are many misconceptions that it differs between cancer and non-cancer. When I first started at our organization, even some providers may minimize the risk for low-dose oral chemotherapy. However, it's still metabolized and excreted through our bodily fluids. And we know that traditional chemotherapy, like methotrexate and cyclophosphamide, is cytotoxic. So if a patient's prescribed them for noncancer indications, you still need to cover the basics, like shared bathrooms, what to do if there's contaminated linen, and also bring up the topic of contraception to ensure that our patients and their partners remain safe and do not get exposed." TS 27:13

learn five words for life events

Send us Fan MailLearners don't fail in simulation because the mannequin is “too real” or the scenario is “too hard.” They shut down when they don't feel safe. We sit down with Adrienne Wilk, CHSE, CHSOS, a nurse educator, simulation leader, and nationally recognized healthcare simulation expert, to unpack what psychological safety actually looks like in nursing simulation and clinical education, and how we can hold high standards without tearing people down.Adrienne shares her origin story as a new educator staring at empty beds and boxes of mannequin parts, then finding the mentors who helped her build a strong foundation rooted in evidence based practice. From prebriefing and shared expectations to modeling respectful communication, she explains how psychological safety supports better debriefing, stronger reflection, and ultimately better patient safety. Along the way, we talk about Debriefing for Meaningful Learning, the difference between feedback and debrief, and why communication skills are a core simulation competency.We also shift into the world of simulation center accreditation through her experience as a Society for Simulation in Healthcare site reviewer. Adrienne reframes accreditation as advocacy and mentorship, not “gotcha,” and explains how a well documented review can help programs make the case for resources, staffing, and sustainable growth. To keep it real, she brings stories from the sim lab, including a hilariously unforgettable ostomy spill and the universal truth that technology will fail at the worst time.If you're a simulation educator, sim ops specialist, or emerging simulation leader, you'll leave with practical ways to build trust fast and improve step by step. Subscribe, share this with a colleague, and leave a review so more educators can find the show.Innovative SimSolutions.Your turnkey solution provider for medical simulation programs, sim centers & faculty design.

She Was Told She Couldn't Be a Nurse Because She Uses a Wheelchair: Andrea Dalzell's StorySUMMARY: Meet Andrea Dalzell - a registered nurse and disability advocate who was once told she'd “never be a nurse” because of her disability. In this episode of the Elite Learning Podcast, Andrea shares her journey from patient to bedside ICU nurse during COVID-19, why nursing education still isn't accessible for students with disabilities, and how her nonprofit The Seated Standard is building frameworks to help hospitals better care for disabled patients. She and host Dr. Mackenzie Butler dig into humanizing bedside care, listening to understand (not to respond), and practical steps any nurse can take to become a stronger disability advocate. Topics covered in this course include disability inclusion in nursing, accessibility barriers in nursing school, patient-centered care, advocacy for nurses with disabilities, COVID-19 ICU nursing experience, and building a more humane healthcare system. This podcast course is intended for nurses and other healthcare professionals seeking to strengthen disability inclusion, patient-centered communication, and whole-person care. Through Andrea Dalzell's experience as a registered nurse and disability advocate, the course explores structural and attitudinal barriers that affect access to nursing education and practice for individuals with disabilities. Learners will examine how bias, assumptions, and diagnosis-focused approaches can limit patient care and professional opportunity. The episode also highlights practical strategies for active listening, humanizing bedside care, connecting patients with community resources, and supporting disabled patients and colleagues. This course is appropriate for professionals interested in improving therapeutic communication, disability advocacy, and inclusive healthcare practice.---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: She Was Told She Couldn't Be a Nurse Because She Uses a Wheelchair Andrea Dalzell's Story

What if you didn't have to wait for your whole school to change before creating learning that better prepares students for the future? In this episode of the Student-Centered Shifts, I sit down with education scholar Dr. Yong Zhao to explore a bigger vision for what school could become. From strengths-based education and human interdependence to curriculum, assessment, equity, and AI, they challenge some of the assumptions that continue to shape schools—and ask what might happen if we designed learning around the uniqueness of each student instead. We explore: Why strengths-based education requires us to rethink more than just classroom instruction How schools can loosen curriculum constraints while still maintaining academic expectations Why equity doesn't necessarily mean giving every learner the same experience How courageous educators and leaders like you can begin experimenting with new models without waiting for whole-system change For international school leaders and educators thinking seriously about what needs to change—and what's possible—this conversation offers both a challenge and an invitation: stop waiting for the entire system to transform and start creating new possibilities now. Learn more about Yong Zhao: https://zhaolearning.org/  Get the 12 Shifts Book: 'Where Is The Teacher' Dr. Yong Zhao's Bio:  Dr. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. Additionally, he worked as a professor of educational leadership in the Faculty of Education at University of Melbourne and senior researcher at the Mitchell Institute of Victoria University in Australia. He was a visiting Global Professor at University of Bath and a visiting scholar at Warwick University in the UK. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education. Yong Zhao has received numerous awards including the Early Career Award from the American Educational Research Association, Outstanding Public Educator from Horace Mann League of USA, Distinguished Achievement Award in Professional Development from the Association of Education Publishers, ACEL Nganakarrawa Award, and AECT 2022 Outstanding Digital Learning Artifact Award and AECT Distinguished Development Award. He has been recognized as one of the most influential education scholars.

Pippa Hudson speaks to Lunga Malangeni and Nomlindo Poto and Mlungisi Lesele about the cultural and sport activities at Masiphumelele Primary school in Khayelitsha. Lunch with Pippa Hudson is your respite from hard news, a space to explore, taste, read, and reflect. Hosted by former journalist Pippa Hudson, the show embraces lifestyle in all its forms, guided by her adventurous spirit. Each week also covers consumer issues, plus conversations on health, wealth and the environment. Thank you for listening. Catch the show live on Primedia+ weekdays from 1 pm to 3 pm (South African time) https://buff.ly/NnFM3Nk Find more from the show, and all catch‑up podcasts on Primedia+ https://buff.ly/xGkqLbT Subscribe to the CapeTalk newsletters to stay up to date https://buff.ly/sbvVZD5 Let’s keep the conversation going online: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567See omnystudio.com/listener for privacy information.

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"It's a chronic disease. It never goes away for some people, and so therefore it has these periods of remission where it's really quiet and well controlled. Then there can be periods of flares where you're actively engaged in treatment or it's impacting other pieces. There's this feeling patients have of, 'When am I going to have that flare?' You know, this anticipatory anxiety of, 'When are things going to be done differently?' or 'When do I need to change?'" ONS member Caitlin Murphy, DNP, APRN, FNP-BC, AOCNP®, chief nurse practitioner at Dana-Farber Cancer Institute in Boston, MA, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about long-term chronic lymphocytic leukemia (CLL) considerations for oncology nurses. 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), including 15 minutes of pharmacotherapeutic content, by listening to the full recording and completing an evaluation at courses.ons.org by September 11, 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 nursing considerations of caring for people with long-term CLL. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 428: Chronic Lymphocytic Leukemia Treatment Considerations for Oncology Nurses Episode 422: An Overview of Chronic Lymphocytic Leukemia for Oncology Nurses Episode 256: Cancer Symptom Management Basics: Hematologic Complications Episode 201: Which Survivorship Care Model Is Right for Your Patient? ONS Voice articles: Cardio-Oncology Program Monitors Heart Toxicities Throughout Survivorship Fixed-Duration Therapy for CLL May Lower Cardiovascular Risks and Costs Less Than Continuous Treatment Individuals With CLL Face Increased Risk for Skin Cancer Patients With CLL Report Worse QoL and Other Factors Clinical Journal of Oncology Nursing articles:  In Remission: A Patient's Experience of Continued Care After Chronic Lymphocytic Leukemia Venetoclax: Management and Care for Patients With Relapsed or Refractory Chronic Lymphocytic Leukemia ONS book: Site-Specific Cancer Series: Leukemia (first edition) ONS Learning Libraries: Hematology, Cellular Therapy, and Stem Cell Transplantation Learning Library Survivorship Learning Library ONS Symptom Management Resources:  Prevention of Bleeding Prevention of Infection: General CLL Society: Living With CLL Lymphoma Research Foundation: Remission and Long-Term Survivorship National Comprehensive Cancer Network To discuss the information in this episode with other oncology nurses, visit the ONS Communities.  To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "I think about the immunocompromised state that often comes from the CD20 monoclonal antibodies such as obinutuzumab, rituximab, and ofatumumab. All of those are agents that have been used in CLL, and they can lead to hypogammaglobulinemia. That is something that can be short-lived right after therapy, but can be prolonged or even a lifelong status after receiving these types of therapies. And then some of the other pieces that we think about are increased risk of basal cell carcinoma, routine skin exams, and maintaining some of those components of evaluation, monitoring, and preventative types of health care." TS 1:57 "We think about how we comanage some of these comorbidities, especially cardiovascular. … The evolution of cardio-oncology programs has been incredibly valuable, specifically for a lot of agents that have such a significant impact on the risk of developing hypertension but also on the potential for atrial fibrillation. When we think about our aging population and common cardiovascular risks, cardio-oncology has been an incredible partner to be able to collaborate and effectively manage their cardiovascular health in a way that keeps that risk reduction strategy in place, but also allows us to maintain these really effective oncologic agents." TS 4:50 "When we think about indefinite therapy, the consideration is that patients are on a therapeutic agent for as long as that agent is working, so there's no set time that is indicated. We oftentimes talk about cycle length or a year of therapy or things like that. But when we think about indefinite treatment, it's really a shift in the perspective of looking at CLL like a chronic disease that is continually being managed. I think this is when we partner and think about other comorbidities that we manage, such as hypertension. You have to take something every day to effectively manage this disease. And so this is what we think about with indefinite treatment—that the patient is going to be receiving treatment or engaged in taking these agents for as long as they're working and it's giving the patient the intended benefit." TS 12:30 "CLL might not be something that requires an action plan. There's a lot of active surveillance and routine monitoring, and there's not really something the patient can do to say, 'I'm kind of in the driver's seat.' I think this is one of those components that really ties together what we can advocate for our patients to be doing to reduce the risk of complications. I often talk about immunizations and vaccines and really staying up to date because that's going to be the most effective way for them to reduce the risk of infections." TS 15:01 "Everyone's going to need different support, but there's so much opportunity to really provide a meaningful quality of life. Whether patients are on active surveillance or have never needed therapy, if they need periods of treatment or are off therapy, or if they're continuously on therapy, I think that there are a lot of things that we can do to advocate for them to have a really good quality of life and be able to live fully with this diagnosis." TS 27:44

Season 5, episode 7 of Just Us: Before, Birth, and Beyond emphasizes the necessity of perinatal substance use disorder education in training the next generation of healthcare providers. Mel Ramage, director of the NC PSUD Network, leads this discussion with Erin Lorencz, MD, Maria Onuzko, PharmD, and Sophie Buchheit, MS1, all former learners in a PSUD space. Tune in to hear about each of their respective introductions to PSUD care, as well as a roundtable on what PSUD education should look like in the future of medical training. Key Resources:The Curbsiders Addiction Medicine Podcast: Addiction Medicine Podcast - The Curbsiders.Stash Free Documentaries. Original Body of Pain | Health Documentary | Full Movie | Drug Addiction. YouTube. Published 30 June 2024. https://youtu.be/eoqiWFFNN0E?si=wWknJ4f6mQuennU7.Project ECHO: Home - Project ECHONM Bridge – Hospital-Based OUD Treatment: NM Bridge | Need an Addiction Medicine Expert? Call 800.222.1222We would love your feedback on our podcast!  Please take our listener survey to provide your comments.Music credit: "Carefree" Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 4.0 Licensehttp://creativecommons.org/licenses/by/4.0/Please provide feedback here:https://redcap.mahec.net/redcap/surveys/?s=XTM8T3RPNK 

Bonni Stachowiak shares analog and digital ways to engage learners, from sorting exercises to gallery walks, on episode 639 of Teaching in Higher Ed.

learn how to use ordinal numbers with this video conversation

learn the three ways to say “I Love You” in Turkish

Yvette Lehman is an Ontario Certified Teacher with over 16 years of experience across the classroom, district leadership, and math education. She began as an elementary homeroom teacher and went on to serve as a district Coordinator, where she supported all elementary content areas with a specialization in mathematics, focusing on teacher capacity building, instructional coaching, and curriculum implementation.

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET welcome Dr. Ranjani Iyer to the podcast to discuss neurodivergence and math. Dr. Iyer is an educator, researcher, curriculum developer, heartfulness leader, and parent. She talks about the importance of preparing learners and the importance of breaking down the problem. She talks about thoughtfulness in how we approach teaching math and the difference between memorization and application of learning. Frankly, we fell in love with Dr. Iyer and be sure to listen to Patreon to hear more about her ideas about her eastern and western background and how it has impacted her classroom and philosophy. Support us on Patreon: https://www.patreon.com/learnsmarterpodcast   How to connect with us: Join our e-mail list Rachel's Kapp Educational Therapy Group website Steph's My Ed Therapist website  @learnsmarterpodcast, @kappedtherapy, @myedtherapist

What if the way we've been supporting autistic students is missing the mark? In this groundbreaking episode, Jayson sits down with Kieran Rose—autistic advocate, researcher, and author—to tackle the tough questions school-based OT practitioners submitted about autism, masking, stimming, and neurodiversity-affirming practice.This isn't your typical autism training. Kieran challenges core assumptions about behavioral interventions, handwriting goals, conformity in classrooms, and what "support" really means for autistic students. You'll hear why masking isn't just "acting neurotypical for a bit," how monotropic attention changes everything about learning, and why occupational therapy is uniquely positioned as the most important profession for autistic people—if we return to our justice roots.Jayson and Kieran also discuss the moral injury many school-based OTs feel when trapped between what they know students need and what the system allows, the problem with ABA's grip on schools, and practical ways to create "islands of safety" even within flawed systems.This episode tackles the hard questions. Kieran doesn't offer quick fixes — but does offer frameworks, permission to rethink your goals, and the reminder that holding space for one hour a week might save a life.Listen if: You've ever felt trapped between what a student needs and what the system demands.Listen now to learn the following objectives:Learners will understand the difference between impression management (context switching) and masking (chronic identity management driven by stigma and lack of safety), and describe its impact on autistic students' long-term mental and physical health outcomes.Learners will understand how masking can impact autistic students' long-term mental and physical health outcomes.Learners will understand the concept of monotropism and how deep, focused attention can make frequent school transitions difficult for autistic students.Learners will identify common school-based demands that may unintentionally prioritize conformity over meaningful participation, such as forced eye contact, suppressing stimming, sitting still, or handwriting expectations.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! 

"Think about all the important things our kidneys do for the body. Those things are compromised. If we have excess buildup of toxins and waste in the body, you're having problems with fluid reabsorption. Then you have also problems with electrolytes not being balanced. Then in turn, you have ongoing shutdown of systems. So the cardiopulmonary system gets compromise. Your circulatory system then gets compromised. And then all the things in the body that depend upon ongoing circulatory flow are then causing major resets in the system that need to be addressed," ONS member Brenda S. Nettles, DNP, MS, ACNP-BC, AOCNP, CNE, assistant professor at the Johns Hopkins School of Nursing and nurse practitioner at Johns Hopkins Hospital in Baltimore, MD, told Madeline Johnston, MSN, RN, OCN®, oncology clinical specialist at ONS, during a conversation about urinary obstructions. 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 September 4, 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 relating to urinary obstruction as an oncologic emergency. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Oncologic Emergencies 101 series Episode 424: Radiation Site-Specific Side Effects: Cancers of the Pelvis Episode 394: Prostate Cancer Survivorship Considerations for Nurses Episode 390: Prostate Cancer Treatment Considerations for Nurses Episode 387: Prostate Cancer Screening, Early Detection, and Disparities ONS Voice articles: A Primer on Urothelial Cancer Oncology Urgent Care Provides the Right Place, Right Time, and Right Treatment for Patients Experiencing Cancer-Related Emergencies In the Event of an Oncologic Emergency, Make Sure You're Prepared to Deliver Compassionate, Life-Saving Care ONS book: Understanding and Managing Oncologic Emergencies: Traditional and Emerging ONS course: ONS Oncologic Emergencies™ ONS Oncologic Emergencies Learning Library American Cancer Society anatomy galleries: Female Genitourinary System Male Genitourinary System To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "As far as diagnoses go, I think that the ones that we see most common are impacted by the actual genitourinary system itself being impacted, so your patients with prostate cancer and patients with bladder cancer are definitely the ones that we see most often. But you'll see that it's also in individuals that have a diagnosis of either mucinous neoplasms or invasive peritoneal disease that invades all the cavities of the body—and also your sarcomas, because they also will actually the involve different parts of the renal system as part of their spread pattern." TS 3:55 "The first thing you want to do is try to eliminate the causative factor. So what's causing the obstruction? If there's something that's limiting flow because of the compression from the outside of the ureter or compressing around the kidney itself that they can't drain adequately, then you can look at ways to manage that by inserting a nephrostomy tube into the kidney. You can also put in ureteral stents to help alleviate the pressure from drainage from the kidney to the ureter and into the bladder." TS 7:20 "It's very common when people have a partial obstruction to have still some degree of urinary output. But the key thing is looking at, over time, how that may change. So if they do develop some progressive symptoms of the flank pain, and then also renal function begins to get a little bit lower and lower over time. Hematuria or signs of infection—those are again that next-level discussion that needs to be had about what gets evaluated next to confirm a possible obstruction." TS 10:00 "The biggest misconception, I believe, would be that you have time to figure it out. And the individual that already has immunocompromised states and also possible decline in baseline renal function have very low thresholds for us to really wait on these things too long. It's always better to err on the side of caution and do at least the due diligence of minimal evaluation by looking at the individual's vital signs and looking at their ability to still have urine output. Then if that's now compromised, work further into the process in a more timely manner." TS 13:47 "It's always good to have a refresher about how to manage different types of urinary diversion systems, so check with your facility in regards to what they carry for nephrostomy tube devices and the maintenance plans they have for those as far as frequency of flushing. So you can be a problem solver for your individual that has these diversion devices place for urinary obstructions." TS 16:19

In this episode we explore the reality of starting a new homeschool year, especially when things don't go as planned. We all set out with big dreams and carefully constructed plans, but when our real, neurodivergent kids show up—with their unique strengths, challenges, and sometimes unexpected needs—it's easy to feel overwhelmed or question ourselves. Listen for actionable reflection questions, permission to pivot your plans, and a reminder that every year is a fresh opportunity to meet your kids where they are and help them grow into the amazing people they're meant to be. Key Takeaways Start with the Child You Have: Observe your child's real needs and interests—not your ideal of what homeschooling "should" look like. Ditch What Doesn't Work: Don't be afraid to drop curriculum, routines, or activities that create friction or don't fit your child's current stage. Celebrate Asynchrony: Embrace uneven growth—kids may excel in some areas and need extra support in others, and that's normal. Connection Comes First: Prioritize strengthening your relationship and trust with your child—learning follows where connection is strong. Small Changes, Big Impact: Focus on just one meaningful adjustment at a time for positive momentum and less overwhelm. 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 Homeschool Curriculum for Your Asynchronous Gifted Learner Our Gifted Homeschool Curriculum For Multiple Grade Levels: 2021-2022 Homeschooling Middle School Using Your Own Interest-Based Curriculum Building Our Own Curriculum – Why it's Easier Than Buying Boxed Our Gifted Homeschool | Curriculum for Pre-K, 1st, 4th, and 8th Grades Homeschool Curriculum Choices for 2015-2016 Homeschool Curriculum Choices Creating Your Own Interest-Based Middle School Curriculum A Family-Friendly Homeschool Art Curriculum Our Homeschool Curriculum Our Curriculum Choices for 2012-2013  

learn five words about family

Send us Fan MailWe talk with mathematician and computer scientist, Dr. Aditya Nagrath, about why students avoid math even when they are capable and how confusion can harden into anxiety over time. We focus on treating math anxiety by rebuilding understanding, reshaping beliefs, and using practical strategies that teachers and parents can apply right away.• math anxiety as a cycle of stress, self-doubt, and avoidance• early comprehension gaps in quantity and math language• manipulatives and play as the foundation for number sense• inclusive strategy of believing in students, telling them, and meeting their level• the basketball analogy for adjusting difficulty without lowering standards• “Elephant Age” and measuring progress through core concept mastery• AI in education as a support for personalization, planning, and objective feedback• students need authentic experiences for real understanding• changing how we handle incorrect answers to build healthy persistence• STEM readiness and why projects must match a child's current skill levelLearn more to empower kids with math:Book:  Treating Mathematics Anxiety: Inclusive Strategies for Working with Students Exhibiting Mathematics AnxietyWebsite: Elephant Learning

Grandpa shares an inspiring journey into his literary and wellness pursuits, revealing how tactile, historical, and poetic exercises can boost cognition—perfect for aging minds and lifelong learners alike.#PortlandMaine #PortlandWaterfront #CascoBay #MemoryExercises #MentalClarity #MindfulWalking #CognitiveHealth #HealthyAging #AgingGracefully #PoetryAndMindfulness #BrainHealth #HolisticHealing #MaineHistory #SeniorWellness #GrandpaBillWant me to #GrandpaBill,#MemoryWorkout, #BrainHealth, #MaineLife ,#PoetryInMotion, #PortlandMaine ,#CascoBay ,#MentalClarity, #MindfulWalking ,#CognitiveHealth, #HealthyAging, #HolisticHealing, #SeniorWellness, #MaineHistory, #PoetryAndMindfulness

It is true that working with or raising very young children is demanding. Perhaps, we can build more patience by thinking about what it is like to be them. Join Cynthia and Alison for true tales and thoughts about feeling helpless.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

"If you are considering board service, I would say take the leap. Start with your local chapter. It will give you some valuable skills that will help prepare you when you are applying for your national level. And I always say, if you want to do it, just do it because what's the worst that can happen? They can say no, but that doesn't mean that you will never serve on a board. I always tell people delayed is not denied," Cassandra Green, DNP, RN, OCN®, ONS member and past president of the Oncology Nursing Certification Corporation (ONCC) Board of Directors, told Evelyn Wempe, DNP, MBA, APRN, ACNP-BC, AOCNP®, CRN, NEA-BC, chair of the ONS Leadership Succession Committee (formerly known as the Leadership Development Committee), during a conversation about service on a board of directors. Wempe spoke with Green and ONS members Kristin Ferguson, DNP, MBA, RN, OCN®, CGNC, former treasurer and director-at-large on the ONS Board of Directors, and Yanka Campbell, DNP, RN, CPHQ, AGPCNP-BC, CNE, member of the Oncology Nursing Foundation (ONF) Board of Directors, about their experiences with board service. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by August 28, 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 serving on a board of directors for a professional organization. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Meet the ONS Board of Directors series Episode 342: What It's Like to Serve on the Leadership Development Committee ONS Voice articles: Could Today Be the Start of Your ONS Leadership Journey? Nursing Leadership Unlocked Leading With Purpose Creates a Vision for the Future of Oncology Nursing ONS courses: A Guide to Chapter Leadership: Chapter President Training Board Leadership: Nurses in Governance Clinical Journal of Oncology Nursing article: Rearview Mirror Leadership: Looking Backward to Move Forward ONS Board Self-Assessment ONS Leadership ONCC Board of Directors ONF Leadership Your Roadmap to Future Service on the ONS Board of Directors ONS Leadership Learning Library 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 Campbell: "Joining a board was a natural next step for me to maintain my connection to bedside nursing that I've loved for so many years, and to find a way to give back to advanced practice nurses as well in this role. The Oncology Nursing Society and Foundation were especially meaningful for me because I knew firsthand the importance of having scholarship, research, funding, and leadership development programs that can really change the trajectory of a nurse's career. I realized I wanted to help shape the opportunities that were available to me for future nurses, and I just did not want to continue to do that through one-on-one mentorships, which I have done extensively throughout my career, but find a way to help more broadly toward guiding organizational mission and strategic objectives." TS 7:20 Green: "Everyone was so welcoming on the board. Everyone was so friendly. One of the first things I remember our executive director Tony Ellis telling me is, 'Most of our new board members are really quiet and reserved at our first meeting. They just kind of keep things to themselves. They don't ask a lot of questions.' I don't know if they were prepared for me because I came in with guns a-blazing, and I had lots of questions. I was not quiet. I was very involved and very vocal. I still am, but that was one of the best experiences ever. Before that, I had never really been in a board setting other than my local chapter, and even then, I was just starting to be in that setting because I was the president of my local chapter and on the [ONCC] Board of Directors at the same time." TS 10:29 Ferguson: "A nonclinical mentor I would absolutely identify would be Alec Stone, who used to be the ONS director of public affairs. … He helped me to learn a lot about health policy and advocacy and the impact a nurse's voice can have. Learning how to speak about my experiences in health care in public by doing programs like the Nurses in Washington Internship … or ONS's Capitol Hill Days ended up giving me a lot more confidence that I didn't know I would have in expressing my point of view and being very open and collegial and expressing my opinions. … This really lent itself well to my future board experience because, as Cassandra mentioned, board members have to speak their mind and speak up at the meetings." TS 12:11 Campbell: "One of the most unexpected benefits was when I reached out to my executive leadership team at the Kimmel Cancer Center at Johns Hopkins and said, 'I'm being considered to serve on the ONF Board. This is going to require me taking time away from work to attend meetings, to attend some in-person meetings. And then it would be really wonderful at the institution if I'm able to also financially impact the nurses who need to benefit from what I've benefited from in my career.' Usually when you have those conversations, you are expecting to present a deck of PowerPoint slides to make your case, but the answer from my leadership team in participating in ONF and supporting the Board was an immediate yes. It was 'Yes, when can you start? Yes, what can we do to support you?' And really making sure that I had dedicated time to be fully present." TS 14:15 Ferguson: "There are many skills and experiences that can lend themselves to being a strong board member. … The ability to speak your mind clearly and express your thoughts, which really boils down to strong communication skills. We are lucky in our careers. We all have worked as nurses in different settings and health care, and nurses are naturally skilled and good at communication. We learn strategies like SBAR—situation, background assessment, recommendation. Nurses every day are communicating in their places of work, oftentimes with patients who are sick and need education, or perhaps with new nurses they're teaching or mentoring. And they are communicating with non-nurses, as well, and nonpatients, so clinical roles and nonclinical roles. So nurses already have a good understanding of best practices when it comes to communication, and this can lend itself well to any board position." TS 21:04 Green: "When you [come into a] leadership role, I think that's when we learn most about ourselves and what we expect. And be the leader type of leader that you want to be and the type of leader that you would like to work with so that you can make your experience valuable and pleasurable." TS 28:57

As iOS updates roll out new icons and smarter Siri voices, today's students are relying on apps that make studying more interactive, collaborative, and personal than ever! See how a fresh lineup of iOS and iPadOS apps could completely reshape your back-to-school routine. Structured: Visual daily planner with focus and accessibility features GoodNotes vs. Notability: Digital note-taking and annotation Quizlet: Study aid, flashcard maker, and AI-powered practice tests Otter: Group project meetings and lecture transcription made easy Essayist: Academic writing and streamlined reference management Duolingo: Gamified language learning for students (and Klingon fans) Notes and organization skills as keys to academic success News: iOS 27 updates, Siri voices, search improvements, better battery life App Caps: Moonlitt and Sunlitt for moon and sun tracking, CGP Grey video picks Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Join Club TWiT for Ad-Free Podcasts! Support what you love and get ad-free audio and video feeds, a members-only Discord, and exclusive content. Join today: https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

In this episode of the Celebrate Kids podcast, Dr. Kathy explores the pressures parents face as their children return to school, particularly the urge to ensure high achievement through tutoring and extra activities. Drawing on insights from Jennifer Wallace's research, which highlights the importance of a "mattering mindset," Dr. Kathy emphasizes that children's long-term success is rooted in their belief in their inherent worth and ability to positively impact the world. The discussion delves into the societal expectations of parenting, the push for children to excel, and the need for a balance between achievement and self-worth. Tune in for valuable insights on fostering motivation and self-esteem in kids. Order 8 Great Smarts>> Order Start with the Heart>>

As iOS updates roll out new icons and smarter Siri voices, today's students are relying on apps that make studying more interactive, collaborative, and personal than ever! See how a fresh lineup of iOS and iPadOS apps could completely reshape your back-to-school routine. Structured: Visual daily planner with focus and accessibility features GoodNotes vs. Notability: Digital note-taking and annotation Quizlet: Study aid, flashcard maker, and AI-powered practice tests Otter: Group project meetings and lecture transcription made easy Essayist: Academic writing and streamlined reference management Duolingo: Gamified language learning for students (and Klingon fans) Notes and organization skills as keys to academic success News: iOS 27 updates, Siri voices, search improvements, better battery life App Caps: Moonlitt and Sunlitt for moon and sun tracking, CGP Grey video picks Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Join Club TWiT for Ad-Free Podcasts! Support what you love and get ad-free audio and video feeds, a members-only Discord, and exclusive content. Join today: https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

As iOS updates roll out new icons and smarter Siri voices, today's students are relying on apps that make studying more interactive, collaborative, and personal than ever! See how a fresh lineup of iOS and iPadOS apps could completely reshape your back-to-school routine. Structured: Visual daily planner with focus and accessibility features GoodNotes vs. Notability: Digital note-taking and annotation Quizlet: Study aid, flashcard maker, and AI-powered practice tests Otter: Group project meetings and lecture transcription made easy Essayist: Academic writing and streamlined reference management Duolingo: Gamified language learning for students (and Klingon fans) Notes and organization skills as keys to academic success News: iOS 27 updates, Siri voices, search improvements, better battery life App Caps: Moonlitt and Sunlitt for moon and sun tracking, CGP Grey video picks Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Join Club TWiT for Ad-Free Podcasts! Support what you love and get ad-free audio and video feeds, a members-only Discord, and exclusive content. Join today: https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

As iOS updates roll out new icons and smarter Siri voices, today's students are relying on apps that make studying more interactive, collaborative, and personal than ever! See how a fresh lineup of iOS and iPadOS apps could completely reshape your back-to-school routine. Structured: Visual daily planner with focus and accessibility features GoodNotes vs. Notability: Digital note-taking and annotation Quizlet: Study aid, flashcard maker, and AI-powered practice tests Otter: Group project meetings and lecture transcription made easy Essayist: Academic writing and streamlined reference management Duolingo: Gamified language learning for students (and Klingon fans) Notes and organization skills as keys to academic success News: iOS 27 updates, Siri voices, search improvements, better battery life App Caps: Moonlitt and Sunlitt for moon and sun tracking, CGP Grey video picks Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Join Club TWiT for Ad-Free Podcasts! Support what you love and get ad-free audio and video feeds, a members-only Discord, and exclusive content. Join today: https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

Wow, this is a sensitive topic. And remember that every person with autism has a different experience. But Claire O'Neill is a teacher and she's telling her story of school. Claire can see the roof of her old primary school from her classroom window. She remembers walking up to the school door with that gnawing, upset feeling in her stomach and the itchy, scratchy uniform that made her so uncomfortable. She says the room was either too hot or too cold. It was almost always too loud, and she says it was smelly. Claire got in trouble a lot. Now, that she's studied autism, she understands better why. Claire has spent more than twenty years teaching autistic students and is a PhD researcher at University College Cork (Ireland) studying what school is actually like for autistic teachers. Claire shares her story from an educational perspective. A full-circle moment of a PhD expert teacher reflecting upon the girl she used to be and advocating to help us all understand how to help children like her. My Mom was one of the most compassionate, intuitive teachers I've ever known. She always said when I had a student who learned differently and I would accommodate for the whole class, everyone in the classroom learned better. Claire says the same thing. She also talks about the importance of Universal Design for Learning (UDL). She also encourages us to listen to our learners. Believe them when they tell you how they experience your room. And to act upon what they tell us. Claire is an expert, but I'm not. While I've taught some precious students with autism and most of them thrived in my classroom (one early in my career, I wish I could go back and use strategies I know now.) I share this story with sensitivity and the knowledge that I don't know what I don't know but I know it is important to listen. And isn't that what Claire tells us in the show? I hope this show makes us all more empathetic on this Wonderful Classroom Wednesday because not every child actually thinks our classroom is wonderful and we need to listen and learn to make it better. Show notes: https://www.coolcatteacher.com/e977 

Protect your family with our 1-minute free parent quiz https://www.smartsocial.com/newsletter Join our next weekly live parent events: https://smartsocial.com/events Episode Summary: Join host Josh Ochs on the SmartSocial.com Podcast as he talks with Chris Reykdal, Superintendent of the Office of Superintendent of Public Instruction in Washington, about tech overload, student focus, media literacy, and responsible AI use in schools. Reykdal explains how students are being shaped by constant digital content, algorithms, and business models designed to keep them watching, clicking, and engaging, and why families should not see this as a parenting failure. The conversation also covers how personal devices and social media have affected focus, reading, achievement, and student engagement, plus why media literacy and digital information literacy need to be part of every classroom. Reykdal shares why schools should teach students to verify what they see online, ask better questions, and use AI with a human at the beginning and end of the learning process. He also explains Washington's approach to AI guidance for schools, including going slow, setting clear policies, and helping students become critical thinkers who know how to check what technology gives them. Become a Smart Social VIP (Very Informed Parents) Member: https://SmartSocial.com/vip District Leaders: Schedule a free phone consultation to get ideas on how to protect your students in your community https://smartsocial.com/partner Download the free Smart Social app: https://www.smartsocial.com/appdownload Learn about the top 190+ popular teen apps: https://smartsocial.com/app-guide-parents-teachers/ View the top parental control software: https://smartsocial.com/parental-control-software/ The SmartSocial.com Podcast helps parents and educators to keep their kids safe on social media, so they can Shine Online™

In this episode, Megan Kohler discusses the complexities of neurodiversity, debunks common misconceptions, and introduces a research-grounded model to support neurodiverse learners in education. We explore practical strategies, the role of AI, and how to foster inclusive learning environments. Connect with Megan: https://www.linkedin.com/in/mkohler26/ Megan's website: https://www.megankohler.org

What if occupational therapy wasn't confined to pullout sessions and IEP goals? Nicole Pfirman, M.Ed., OTR/L, shares how she brought an OT lens to every role—designing multi sensory environments for behavioral regulation, creating prevention and wellness teams that operated outside of special education, and reframing the "mental health crisis" as an intensity crisis that demands systems-level change. You'll learn why sensory regulation and mental health can't be separated, how to advocate for OT involvement at tier one and tier two, and what it takes to shift from waiting for an IEP to meeting student needs proactively. This conversation will challenge you to reclaim participation as the core of your practice and see new pathways for OT leadership in schools.Listen now to learn the following objectives:— Learners will recognize the distinction between a "mental health crisis" and an "intensity crisis," and explain how this reframing reflects the current reality school-based OT practitioners are seeing in students' behavioral presentations.— Learners will identify that sensory system regulation and mental health outcomes are directly connected, and that trauma responses impact the sensory system — meaning trauma-informed care cannot be effectively delivered without also addressing sensory dysregulation.— Learners will identify how OTP's core focus on participation and meaningful occupation applies across all MTSS tiers — from tier one environmental and policy conversations to tier two consultation — not only at the point of IEP eligibility.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!