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"There are a huge array of medical dynamics that people endure, and when they leave a lasting impact, a word that we don't use widely enough is the word 'trauma.' There's an entire category of phenomena in the medical arena that are, in fact, traumatic. One way we know that these experiences are traumatic is that we know that huge portions of people who experience things like cancer do indeed develop problems like [post-traumatic stress disorder]," James C. Jackson, PsyD, research professor at Vanderbilt University Medical Center in Nashville, TN, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about understanding medical trauma in oncology. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0 Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by June 26, 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 increased knowledge of medical trauma and its effects on patients with cancer, caregivers, and healthcare professionals. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Episode 315: Processing Grief as an Oncology Nurse Episode 287: Tools, Techniques, and Real-World Examples for Difficult Conversations in Cancer Care Episode 276: Support Young Families During a Parent's Cancer Journey Episode 257: Redefining the Bell: The Ethics of Hope for Oncology Nurses and Patients Episode 103: What Oncology Nurses Need to Know to Support Caregivers ONS Voice articles: 'Between Two Kingdoms' Gives Us a Glimpse Into How Patients and Families Experience Malignancy AYA Cancer Survivors Experience Five Times Higher Depression Rates Than Individuals Diagnosed at Older Ages From Stigma to Support: Changing the Cancer Conversation Help Caregivers Control the Chronic Stress of Cancer Care and Manage PTSD Moral Injury and Trauma in Nursing Trauma-Informed Care Provides Person-Centered Support for Patients During Deep Distress When the Story Ends, Cancer Does Not Win: Reframing Death in Terminal Cancer Care Word Choice Matters When Caring for Patients With Cancer ONS course: ONS Psychosocial Dimensions of Cancer Care™ Clinical Journal of Oncology Nursing articles: Psychosocial Barriers to Care: Recognizing and Responding Through a Trauma-Informed Care Approach Trauma-Informed Care Addressing the Mental and Emotional Needs of Patients With Cancer Oncology Nursing Forum articles: Post-Traumatic Distress and Symptom Experience in Patients With Head and Neck Cancer–Related Tracheostomy and Family Caregivers The Effect of Neuroticism, Fear of Progression, and Self-Efficacy on Post-Traumatic Growth in Patients With Lung Cancer Undergoing Chemotherapy Reclaiming Your Life From Medical Trauma by James C. Jackson 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 "Many people have a notion about what medical trauma is, but perhaps they lack a definition. I use a definition that is deliberately broad because I think it is better to be inclusive than exclusive. A medical trauma to me is a medical experience or a medical encounter that basically leaves a mark. It leaves an emotional mark, and that mark is significant enough to disrupt your daily life." TS 2:06 "When somebody develops a life-threatening illness—let's say cancer—it's not their problem only. It's very much a family problem. It affects any manner of people. There is literature that says that family members of people with life-threatening conditions often have rates of PTSD that are every bit as high as the patients do. There's also literature that says that if we can identify this issue as a family problem—a family challenge, not just an individual challenge—then very often that patient is going to do better." TS 8:23 "We just need to make space for people to feel however they feel. And we need to emphasize, I think, that in some ways, even though there's no cancer on the scan, cancer casts a long shadow in the lives of people, which is why when patients after cancer see their primary care provider, when they come back for a checkup with oncology, we need to continue this conversation of 'How is your mental health? Are you okay? How's your anxiety? How are you managing?' … We need to be really curious and kind, and we need to query people about how they're doing, even if officially they don't have cancer." TS 16:20 "Trauma-informed care has become a bit of a buzzword in our culture. But when it is engaged correctly, I think it's really important. And I think in a nutshell, what it means is that as providers, we need to recognize that some situations and circumstances are likely to be traumatic, and we need to pivot and engage people differently now that we know that. Specific features of trauma-informed care might be we're really going to value your emotional safety. We're going to emphasize that. We are going to emphasize boundaries. We are going to ask your permission instead of telling you how to do things. We are going to be really attentive to the language we use to engage you because we're aware of there might be things about your situation that are really triggering." TS 28:15 "I think one [misconception] certainly is that it is only afflicting and affecting people who are frail or weak—not very strong. That's emphatically not true. But that's a popular misconception—that if I'm strong enough, if I'm resilient enough, this experience will not be traumatic to me. It's just not true. Medical trauma doesn't just happen in emotionally weak people. Medical trauma can impact people of all sorts." TS 33:42 "The other misconception, I think, is that there is no hope for people in the throes of medical trauma. I'm not advocating 'hopium,' It's a term that was coined, I think, during the pandemic. I don't think that living with medical trauma is all rainbows and unicorns and shiny things. But the truth is, if you get the treatment that you need, you can find a way to thrive with medical trauma even as you're impacted by medical trauma. This, this 'both-and-ness' is really true. You can both be adversely affected and you can even find some beauty in your struggle. Both can be true." TS 34:13 "I wish people understood that there is a name for this phenomenon. We're naming it here today medical trauma. Not everyone who has cancer has medical trauma—not even close—but there are many people who do. And I think many of those people, they don't quite have a name for it. And when I introduce this name for it—trauma—many of them say, 'Oh, my gosh, that makes so much sense. I didn't quite understand why I was struggling so much with this. I didn't quite understand why it casts such a long shadow in my life. I didn't really understand why I was having panic attacks every time I had to get another scan at the oncology office to see if my breast cancer had returned. Now I understand. Now I understand it's because it was trauma.'" TS 35:09
Are you getting everything you can out of your Chinese lessons?Jared and John share practical strategies for multiplying the value of every class or tutoring session. You'll learn how to review lesson notes more effectively, identify the corrections that matter most, create better flashcards, and use recordings to improve your pronunciation and speaking ability. They also show how modern AI tools can analyze lesson transcripts, uncover recurring mistakes, highlight useful vocabulary, and generate personalized review materials based on your actual conversations.Whether you study with a tutor online or in person, these techniques can help you remember more, notice patterns faster, and make measurable progress between lessons.This episode was sponsored by italki.Visit their website via the link below and get $5 off when you purchase $10 worth of italki credits using the promo code "TURNER "But hurry, this offer is only available for the first 50 users!Web: https://go.italki.com/turner2607App: https://go.italki.com/turner2607appLinks from the episode:italki | online language tutorsMandarin Companion Graded Readers
In this episode of Why Distance Learning, your hosts talk with Kristen DeBruler — Assistant Director of the Michigan Virtual Learning Research Institute — about what makes online learning work for K-12 students, and what quietly undermines it. Drawing on survey data from over a thousand virtual teachers and fresh findings on student and teacher AI perceptions, her work reveals where the conventional promises of online learning diverge from what the data actually shows. The episode centers on a tension that practitioners rarely name directly: the flexibility that makes online learning valuable for some students can work against those who are still developing the self-regulation skills to use it well.Together, the hosts and Kristen explore how a researcher inside a state virtual learning organization sets and pursues a research agenda — including the unusual advantage of having direct access to student data. They examine common failure modes in classroom-level research, particularly how vague research questions leave teachers vulnerable to the biases they're trying to surface. Kristen walks through her team's findings on the gap between how students and teachers define acceptable AI use, and why that ambiguity is already showing up in the classroom. The conversation turns to teacher feedback as the connective tissue of asynchronous online learning — and what the data shows about what makes it work and what makes it hollow. And Kristen makes a pointed case about applying adult learning research to K-12 populations: the data doesn't transfer as cleanly as the field sometimes assumes, and the consequences land on students who are still building the executive functioning skills that adult learners already have. Her pacing research is illustrative: students who cross unit boundaries — not just move around within one — end up with final grades 9.5 points lower on average, a gap large enough that teachers should treat it as a warning signal, not background noise.Key topics:Researcher role inside a state virtual learning organizationSetting a research agenda: legislative directives vs. internal needsAvoiding bias in classroom-level researchThe AI acceptable-use gap between students and teachersTeacher feedback as the primary relationship-building mechanism in async coursesWhat makes feedback substantive (personal, formative, actionable) vs. hollowAI-generated feedback and trust erosion in online learningStudent pacing deviation and its effect on learning outcomesExecutive functioning support for K-12 online learnersCautions in applying adult learning research to adolescentsLinks & ResourcesMichigan Virtual: https://michiganvirtual.orgMichigan Virtual Digital Backpack (blog): https://michiganvirtual.org/blog/Michigan Virtual research publications: https://michiganvirtual.org/research/publications/Cuccolo, K. & DeBruler, K. (2024). A Look Back At 3 Years of Michigan Virtual Research. Michigan Virtual. — Source of the AI policy gap data (30%/80%) and AI facilitator vs. task-completion findings. https://michiganvirtual.org/research/publications/a-look-back-at-3-years-of-michigan-virtual-research/Cuccolo, K. & DeBruler, K. (2024). Out of Order, Out of Reach: Navigating Assignment Sequences for STEM Success. Michigan Virtual. — Source of the 9.5-point pacing deviation finding. https://michiganvirtual.org/research/publications/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success/DeBruler, K. & Harrington, C. (2024). Key Strategies for Supporting Disengaged and Struggling Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments/Harrington, C. & DeBruler, K. (2021). Key Strategies for Engaging Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-engaging-students-in-virtual-learning-environments/Michigan Virtual report on student and teacher AI perceptions (2026): [LINK — get from guest; published ~2 weeks before recording]Jared Borup's ACE for Community Framework: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_framework Virtual Learning Leadership Alliance (VLLA): https://virtuallearningalliance.org/Karle Delo, Michigan Virtual (AI policy): https://michiganvirtual.org (search staff directory)Why Distance Learning Michigan Virtual Episodes: See list for episodes with Dr. Tovah Sheldon and two with MV alum Chris Harrington. https://www.cilc.org/News-(1)/Why-Distance-Learning-Podcast.aspxMake It Mindful Michigan Virtual Episodes: See list from Seth's other podcast for episodes with Karle Delo and two with Aaron Baughman. https://mim.bepodcast.network/episodesGuest Bio: Kristen DeBrulerKristen DeBruler is the Assistant Director of the Michigan Virtual Learning Research Institute, where she has spent more than 14 years studying K-12 online learning — including student pacing, teacher communication, mentor support, special populations, and AI use in virtual environments. Her research is oriented toward practitioners: she publishes findings in formats designed for teachers, administrators, and program leaders to act on, not just cite. She holds a PhD in Educational Psychology and Educational Technology from Michigan State University.About the HostsSeth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/Tami Moehring and Allyson Mitchell work with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.
Join Sue for an upcoming Live Virtual Workshop where you will learn from Sue practical tips & strategies to make a difference. ✅ Handwriting: Complex skill involving pencil grip and eye tracking simultaneously. ✅ Dysgraphia: Child knows what to write but cannot execute. ✅ Fine Motor: Spinning tops and squeeze balls strengthen children's grip. ✅ Accommodations: Pencil grips, shorter pencils, and color choice support students. ✅ Short Breaks: Alternate five minutes writing with gross motor activity. ✅ Visual Supports: Use topic sentences and mind mapping for structure. ✅ Whole Body: Posture, core strength, and eye tracking matter profoundly. Read more about this podcast in the show notes found via the link below suelarkey.com.au/handwriting-strategies-neurodiverse-learners Join the Facebook group specifically for this podcast www.facebook.com/groups/suelarkeypodcastcommunity/ Join my Neurodiversity Network suelarkey.com.au/neurodiversity-network/ Follow my Instagram account for regular tips www.instagram.com/sue.larkey/ To learn more about teaching or understanding ASD, please visit my website below. elearning.suelarkey.com.au
"We typically think of the disease progressing for our higher-risk patients because many of them already start with increased blasts or a lot of dysplasia. And they have these chromosomal variants that make them prone to evolving into acute myeloid leukemia (AML). With them, we can anticipate that they are going to progress to AML. And that's what we're trying to prevent. It's kind of like a biologic evolution and not a switch," ONS member Sara Tinsley-Vance, PhD, APRN, AOCN®, nurse practitioner and quality-of-life researcher at Moffitt Cancer Center in Tampa, FL, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about long-term myelodysplastic syndrome (MDS) considerations for oncology nurses. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0 Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by June 19, 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 management of long-term side effects related to myelodysplastic syndrome and its treatment. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Episode 415: Myelodysplastic Syndrome Treatment Considerations for Oncology Nurses Episode 411: An Overview of Myelodysplastic Syndrome for Oncology Nurses Episode 256: Cancer Symptom Management Basics: Hematologic Complications Episode 220: Oncologic Emergencies 101: Febrile Neutropenia and Sepsis Clinical Journal of Oncology Nursing articles: Exploring Experiences of Bereaved Caregivers of Older Adult Patients With Acute Myeloid Leukemia Family Caregiver Preparedness: Developing an Educational Intervention for Symptom Management Incorporating Nurse Navigation to Improve Cancer Survivorship Care Plan Delivery Oncology Nursing Forum article: An Integrative Review of Sex Differences in Quality of Life and Symptoms Among Survivors of Hematologic Malignancies ONS book: BMTCN® Certification Review Manual (second edition) ONS course: Psychosocial Dimensions of Cancer Care™ ONS Learning Libraries: Survivorship Learning Library Hematology, Cellular Therapy, and Stem Cell Transplantation Survivorship Care Plan Huddle Card American Association of Colleges of Nursing End-of-Life Nursing Education Consortium (ELNEC) American Cancer Society: Living As a Myelodysplastic Syndrome Survivor American Society of Hematology Aplastic Anemia and MDS International Foundation: MDS Toolkit Blood Cancer United: Myelodysplastic Syndromes Family Caregiver Alliance HealthTree Foundation Inspire: MDS Support and Discussion Community Myelodysplastic Syndromes Foundation To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "When our higher-risk patients have disease-related progression, their [malignancy] can transform to AML. And we know this occurs in about one-third of our patients and is one of the most serious late effects. Even in lower-risk disease, we have this worsening marrow failure with or without increasing blast, where [patients] may have just started out with anemia, then they also develop neutropenia and thrombocytopenia. And as those counts worsen, we usually know that their disease is progressing." TS 2:47 "The golden rule is looking at the blood count but also looking at the patient and how they're doing over time. The backbone of MDS monitoring is the complete blood cell count with the differential. What you're looking for is trends over time. How many units of blood are they receiving, what threshold are you going to transfuse them at, and how many units of blood are they getting at a time? ... And then paying attention to the absolute neutrophil count for infection risk. [Another] really important piece of when you look at the differential with patients is seeing if they have any abnormal cell counts. Do they have circulating blasts? Are those monocytes going up? If you start to see blasts circulating or increasing monocytes, then their disease could be changing, even if they have low-risk disease." TS 15:58 "For lower-risk disease, we're paying more attention to their quality of life, how the patient's tolerating therapy, trying to help them stay safe over the long haul, and starting them on iron chelation if it matches that patient and they can have access to those drugs. ... For higher-risk disease, if the patient's goal is to be cured and not to progress to AML, you want to get them to transplant if that's [also] one of their goals. If they do evolve into AML, try and see what treatment matches best for them." TS 22:28 "You want to start early for patients who have febrile neutropenia—that's really important when a patient is an hour or two away from a center where they can get started on antibiotics. So, you have to think outside the box. What can we do to keep them safe? ... I know this group in Alaska that's in our advisory meetings and they try to facilitate transportation to Seattle. That's the closest academic center to them. Collaborating with telemedicine appointments, starting earlier, developing that strong relationship with patients, and contacting them between visits [can help patients living in rural areas]." TS 25:22 "I think the biggest [psychosocial challenge] I see is a lot of unmet anxiety and depression counseling. A lot of times, [patients are] losing their place in their family because they're the ones that need all the help now. Also, the uncertainty that goes along with the diagnosis. There is communication skills counseling, and End-of-Life Nursing Education Consortium (ELNEC) has a lot of training for communication skills and how to really talk to patients. Not that we take the place of a psychologist, but just being able to talk to somebody can go a long way. And if we can get training for that, we can help more patients." TS 31:15
Hillwood Primary School principal Gavin Alkana speaks to Lester Kiewit about the school's decision to remind parents not to arrive at school wearing pyjamas, dressing gowns, bonnets or other sleepwear. He argues that schools are professional learning environments and that parents play an important role in modelling respect, self-discipline and pride for their children through their appearance and behaviour. Good Morning Cape Town with Lester Kiewit is a podcast of the CapeTalk breakfast show. This programme is your authentic Cape Town wake-up call. Good Morning Cape Town with Lester Kiewit is informative, enlightening and accessible. The team’s ability to spot & share relevant and unusual stories make the programme inclusive and thought-provoking. Don’t miss the popular World View feature at 7:45am daily. Listen out for #LesterInYourLounge which is an outside broadcast – from the home of a listener in a different part of Cape Town - on the first Wednesday of every month. This show introduces you to interesting Capetonians as well as their favourite communities, habits, local personalities and neighbourhood news. Thank you for listening to a podcast from Good Morning Cape Town with Lester Kiewit. Listen live on Primedia+ weekdays between 06:00 and 09:00 (SA Time) to Good Morning CapeTalk with Lester Kiewit broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/xGkqLbT or find all the catch-up podcasts here https://buff.ly/f9Eeb7i Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalkSee omnystudio.com/listener for privacy information.
EALA welcomes Kate Cochran, the Managing Director of the Partnership for Student Success, to discuss the critical intersection of mentoring, transition-planning, and student outcomes. Learn how centering the voices of students with disabilities in mentoring programs creates stronger paths toward post-secondary education and career success. Find out how your school or district can access their new open-source training toolkits to strengthen your student support pipelines. To learn more visit: https://www.partnershipstudentsuccess.org/online-training/ and check out https://eepm.mentoring.org/ for Elements of Effective Practice for Mentoring. Access the full podcast transcript at: tinyurl.com/DeepDive-PSS
Well-designed rotation experiences are essential to developing competent and confident student pharmacists and residents. This course discusses how to structure rotations, align with institutional expectations, and create meaningful schedules, activities, and deliverables that balance service and learning, while introducing principles of deliberate practice to support ongoing skill development. You will gain practical strategies for designing engaging, well-organized, high-impact experiential learning experiences HostKate Newman PharmD,Director of Experiential EducationClinical Associate Professor, Pharmacy PracticeSouthern Illinois University - EdwardsvilleGuestMayank Amin, PharmD, RPH, MBAPharmacistOwner, Skippack Pharmacy Get CE: CLICK HERE TO CPE CREDIT FOR THE COURSE!CPE Information Learning ObjectivesAt the end of this course, preceptors will be able to:1. Describe key elements of effective rotation design, including structure, expectations, and learning activities. 2. Identify strategies to create engaging and high-impact rotation experiences for pharmacy learners. 0.1 CEU/1.0 HrUAN: 0107-0000-26-246-H99-PInitial release date: 6/17/2026Expiration date: 6/17/2029Additional CPE details can be found here.The speakers have no relevant financial relationships with ineligible companies to disclose.The examples shared in this episode are intended to illustrate approaches to experiential learning, service development, and patient care innovation and are not endorsements of any specific service, product, or practice model. Certain examples discussed may no longer be viable, appropriate, or permissible under current regulatory requirements. Pharmacists should exercise professional judgment and ensure compliance with applicable laws, regulations, payer requirements, and evidence-based standards when evaluating or implementing patient care services.This program has been:Approved by the Minnesota Board of Pharmacy as education for Minnesota pharmacy preceptors.Reviewed by the Texas Consortium on Experiential Programs and has been designated as preceptor education and training for Texas preceptors.Follow CEimpact on Social Media:LinkedInInstagram
A 10th-round pick flew to Tokyo to get noticed. A first-time author flew that story all the way to the National Baseball Hall of Fame. This one is about the outsider road.Aaron Fischman is an award-winning sports writer and the author of A Baseball Gaijin: Chasing a Dream to Japan and Back, the true story of pitcher Tony Barnette's six years in Japan's NPB and his MLB debut at 32. The book was named a CASEY Award finalist for Best Baseball Book of 2024 and earned Aaron a seat in the Baseball Hall of Fame author series.In this episode of Leaders & Learners, Tonya McKenzie gets into resilience, identity, the gaijin path, and what it really costs to bet on a story nobody asked you to tell.In this episode:Why an unknown pitcher made the perfect first bookThe 41 saves and 1.29 ERA the league still made him wait onHow the 2011 Tohoku disaster shaped the storyFrom blank page to CASEY Award finalist to CooperstownSubscribe for more conversations on leadership, media, and narrative control. New episodes drop on the channel. For the full written breakdown, read CTRL the Narrative on Substack.Guest: Aaron Fischman | aaronfischman.com | @byAaronFisch on X and InstagramHost: Tonya McKenzie, Founder of Sand & Shores | sandandshores.com | tmckenzie@sandandshores.com#Baseball #JapaneseBaseball #ABaseballGaijin #SportsBooks #CTRLtheNarrative #LeadersAndLearners #TonyBarnette #HallOfFame #SportsMedia #Resilience
133 million learners. 100% of the Fortune 100. And the woman steering go-to-market behind those numbers will tell you to stop chasing churn. Monika Saha, CCO of Articulate, doesn't trade in best-practice platitudes. In this episode she takes the sacred cows out back: why "customer education is a cost center" is half-wrong instead of all-wrong, when fighting retention is a flat waste of energy, and why PLG companies are quietly light-years ahead while everyone else optimizes the wrong thing. Host Josh Schachter pokes the bear. Co-host Samantha Murray pushes back. Monika doesn't blink. If you run customer success, education, or GTM and you're tired of being told what you already know, this one's built to make you uncomfortable in the good way.Josh is writing a book on building customer relationships. Follow his journey and insights at www.joshschachter.com---What You'll Learn- Why "customer education is a cost center" is partly true- How to standardize and modularize content so you stop reinventing the wheel- When improving churn is actually a waste of energy- How to segment a long tail so you invest where returns are real- Why PLG companies dominate in-app and digital motion- A simple QBR exercise to find AI-ready process bottlenecks- How to structure a number across a core product plus early cross-sells---Want the playbook, not just the conversation? Subscribe for deep-dive, actionable breakdowns from every episode at unchurned.substack.com.---Timestamps0:00 - Preview and Meet Mac, Monika's dog1:08 - Meet Sam Murray, Gainsight & Monika Saha, Articulate2:11 - Articulate's Overview4:20 - Monika's remit as Chief Commercial Officer: trial to renewal5:37 - Lessons from her Gainsight CMO days9:00 - Customer education & internal enablement14:53 - Debate: is customer education a cost center?20:30 - Controversial take: when fixing churn is pointless23:43 - Why digital motion is foundational at a PLG company26:56 - Can non-PLG B2B companies experiment like this?28:48 - Embracing efficiency with AI32:30 - Hitting the number: core product vs cross-sell---Where to Find the GuestSamantha Murray: https://www.linkedin.com/in/samantha-murray613/Monika Saha: https://www.linkedin.com/in/monikasaha/---Where to Find Josh:LinkedIn: https://www.linkedin.com/in/jschachter/Unchurned Substack: https://unchurned.substack.com/
For this episode, we are replaying another episode of Diverse Thinking, Different Learning, this time episode 239, in which we sat down with Ashley Harding to discuss why it's so important to allow students time for rest, rejuvenation, and exploration of their interests outside of academics, especially during the summer months. As a reminder, Ashley is a fourth-generation educator and is deeply committed to educational equity. She holds degrees from USC and Tufts University in Child Development, and her career spans more than a decade, during which she has supported students and families in private and independent schools and contributed to global education initiatives in South Africa and Belize. Formerly the Director of External Engagement for a national school network, she has co-authored research on disparities affecting Black and Latino males and has been featured in The Wall Street Journal. Through her organization, North Star Academics, and her roles with BEAN and CHADD, Ashley empowers students with evidence-based strategies and advocates for those with learning differences. With summer right around the corner, this seems like the perfect time to re-air this episode, and Ashley touches upon the fact that even though academic progress remains valuable throughout the school year, summer offers a really important opportunity for students to strengthen their sense of identity, independence, and executive functioning, so, rather than filling the break with demanding academic programs, she encourages parents to instead prioritize experiences that help build confidence, self-awareness, and connection. Our conversation stresses the importance of families (both parents and students, that is) using the summer to rest, recharge, and reconnect. Ashley recommends a gradual approach, beginning with more unstructured time in June before introducing increasingly intentional activities in July and August, such as exploring upcoming coursework, reinforcing some core skills, and establishing goals for the new school year. We also explore the value of real-world learning opportunities such as cooking, managing money, and traveling, all of which can reinforce academic skills in meaningful ways while also supporting executive function development. Ashley emphasizes the importance of giving students, especially older ones, the space to pursue their interests and uncover new passions during the summer. Show Notes: [3:58] - Ashley stresses that summer should prioritize rest, integration, and well-being after a year of growth.[6:52] - Colleges value students' identities, interests, and independence beyond just academics.[9:08] - Ashley points out how post-pandemic families often need recovery, balance, and time to reset.[11:36] - Ashley explains how growth involves perseverance, reflection, and preparing for new goals and identities.[14:09] - Intensive summer programs can cause burnout, making balance and rest especially important.[15:15] - Rest can help children develop balance, self-awareness, and healthy decision-making skills.[17:58] - Summer creates opportunities for family reconnection, rest, and improving mental health.[19:09] - Parents should model balance and create space for unstructured experiences.[21:47] - Dr. Wilson provides some information about a ChildNEXUS school partner, Frostig School.[23:12] - Ashley touches upon how everyday activities can help reinforce academic skills without pressure or strict expectations.[25:14] - Hear how real-world learning and flexible routines can help maintain engagement and executive functioning.[28:36] - Ashley emphasizes that extra sleep and rest are important, but consistent routines should still remain.[30:19] - Summer offers some valuable opportunities for self-reflection, confidence-building, and personal growth.[32:59] - Independence develops via practicing time management, organization, and learning from mistakes.[35:42] - Dr. Wilson asserts that families can foster confidence by celebrating growth and collaborating on summer plans.[37:43] - Summer helps families discover evolving interests and strengthen belonging via connection.[40:21] - Dr. Wilson highlights summer as a chance to reconnect and better understand children.[42:05] - Beyond a school break, summer can lead to confidence, independence, and personal growth. Links and Related Resources: Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding Episode 239: Balancing Summer Rest and Learning Support for Diverse Learners with Ashley Harding Tricia Hersey - Rest Is Resistance: A Manifesto Frostig School - Website More Podcast Episodes Connect with Us: Join Our Substack Community Email Dr. Wilson: drkiwilson@westlaneuro.com Connect with Ashley: North Star Academics - Website North Star Academics - LinkedIn North Star Academics - Facebook North Star Academics - Instagram Phone number: 310-853-3208
Guest: Juanita Khumalo | Fitness, wellness coach & founder of TROVE Wellness Wasanga Mehana speaks to fitness and wellness coach Juanita Khumalo from TROVE Wellness about teen pressures at school, focusing on body image, bullying, weight struggles and eating disorders, and how parents and learners can better navigate and support youth wellbeing. Early Breakfast with Africa Melane is 702’s and CapeTalk’s early morning talk show. Experienced broadcaster Africa Melane brings you the early morning news, sports, business, and interviews politicians and analysts to help make sense of the world. He also enjoys chatting to guests in the lifestyle sphere and the Arts. All the interviews are podcasted for you to catch-up and listen.Thank you for listening to this podcast from Early Breakfast with Africa Melane For more about the show click https://buff.ly/XHry7eQ and find all the catch-up podcasts here https://buff.ly/XJ10LBUListen live on weekdays between 04:00 and 06:00 (SA Time) to the Early Breakfast with Africa Melane broadcast on 702 https://buff.ly/gk3y0Kj and CapeTalk https://buff.ly/NnFM3NSubscribe to the 702 and CapeTalk daily and weekly newsletters https://buff.ly/v5mfetcFollow us on social media:702 on Facebook: https://www.facebook.com/TalkRadio702702 on TikTok: https://www.tiktok.com/@talkradio702702 on Instagram: https://www.instagram.com/talkradio702/702 on X: https://x.com/Radio702702 on YouTube: https://www.youtube.com/@radio702 CapeTalk on Facebook: https://www.facebook.com/CapeTalkCapeTalk on TikTok: https://www.tiktok.com/@capetalkCapeTalk on Instagram: https://www.instagram.com/CapeTalk on X: https://x.com/CapeTalkCapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.
Struggling to figure out how occupational therapy fits within your school's MTSS framework?In this episode, Dr. Courtney Boitano shares findings from two groundbreaking studies on sensory processing interventions for kindergarten and fifth-grade students. As a faculty member at San Jose State University and a school-based OT with over 15 years of experience, Courtney provides practical insights into implementing tiered sensory supports that actually work. You'll learn how to use free screening tools like the Strengths and Difficulties Questionnaire (SDQ) to identify students who need additional support, why teacher consultation may be more impactful than you think, and how to implement Zones of Regulation strategies across different tiers.Whether you're new to MTSS or looking to refine your approach, this episode offers evidence-based strategies you can start using tomorrow to support students and empower teachers with sensory processing challenges in your schools.Listen now to learn the following objectives:Learners will identify the research findings from tier 1 and tier 2 sensory interventions with kindergarten and fifth-grade studentsLearners will implement evidence based teacher consult strategies as a high- impact MTSS intervention.Learners will Identify the Strength and Difficulties Questionnaire as a screening tool to identify students who may benefit from sensory processing interventions and determine appropriate tier- level supports.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!
In this episode, Rachael Thrash — educator, author, and Senior Director at Big Bad Boo Studios — joins Mike Caldwell to challenge the gap between student voice and student ownership. With 25+ years in education, Rachel argues that GPA-gated student councils and empty surveys exclude the students who need to be heard most. Through real examples of students solving real school problems, she shows what happens when kids are given genuine agency. She also walks through her new book Let the Learners Lead, a practical toolkit for educators ready to co-create school culture with students — not just for them We're proud to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments
"Until immunomodulators, patients [with myeloma] did not have a great overall survival rate. But when we introduced lenalidomide, we started seeing our patients have life expectancies between five and seven years—which was unheard of prior to these immunomodulators going forward. I think it's promising and allows patients to have quality of life versus therapy of life," ONS member Daniel Verina, DNP, RN, ACNP-BC, nurse practitioner for the multiple myeloma program at Mount Sinai Medical Center in New York, NY, told Lenise Taylor, MN, RN, AOCNS®, BMTCN®, oncology clinical specialist at ONS, during a conversation about immunomodulators. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0 Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by June 12, 2027. Daniel Verina is on the speakers' bureau for Johnson & Johnson, GlaxoSmithKline, and Pfizer. This financial relationship has been mitigated. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge about the use of immunomodulators to treat cancer. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Pharmacology 101 series Episode 401: Multiple Myeloma Treatment Considerations for Oncology Nurses Episode 386: Interprofessional Navigation and the Oral Anticancer Medication Care Compass Episode 290: Cancer Symptom Management Basics: Peripheral Neuropathy ONS Voice articles: Maintain Oral Adherence With ONS Guidelines™ Multiple Myeloma Prevention, Screening, Treatment, and Survivorship Recommendations Sexual Considerations for Patients With Cancer Clinical Journal of Oncology Nursing article: Optimizing Transitions of Care in Multiple Myeloma Immunotherapy: Nurse Roles Oncology Nursing Forum articles: Changes in Health-Related Quality of Life During Multiple Myeloma Treatment: A Qualitative Interview Study Facilitators of Multiple Myeloma Treatment: A Qualitative Study ONS book: Multiple Myeloma: A Textbook for Nurses (third edition) ONS Symptom Intervention resource: Peripheral Neuropathy Risk Evaluation and Mitigation Strategies (REMS) Lenalidomide Pomalidomide Thalidomide International Myeloma Foundation: Using Immune Therapy to Fight Multiple Myeloma International Myeloma Society Multiple Myeloma Research Foundation: Treatments for Multiple Myeloma To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "We definitely want the diagnosis of multiple myeloma before initiating these drugs. We're going to look at serum protein electrophoresis. We want to make sure that we know the patient has serum free light chains and myeloma proteins to really confirm their disease. Plus, a bone marrow biopsy." TS 7:21 "Each immunomodulator has slightly different side effects. Thalidomide's biggest side effects are constipation, weakness, fatigue, somnolence, peripheral neuropathy, mood swings, hand tremors, and depression. With each generation, less of the side effects actually occurred. Most of lenalidomide's side effects, not discounting the deep vein thrombosis, are pancytopenia—the neutropenia, the anemia, and the thrombocytopenia. [The side effects] are very similar in pomalidomide." TS 15:40 "The REMS program is critical for oral immunomodulator therapies—thalidomide, pomalidomide, and lenalidomide. It was developed due to the risk of developing embryofetal toxicities. ... It is mandatory testing and counseling, so all females of reproductive potential must have two negative pregnancy tests prior to starting the therapy and then monthly pregnancy tests while on the therapy alone. Again, they must use two forms of effective contraceptives or abstain from heterosexual sex four weeks prior, during, and after. And the same thing for men. I focus on that because males may say, 'I have a vasectomy.' These therapies tend to bind to the semen. So, males must still use a latex or synthetic condom during any sexual contact with a female of reproductive potential, even if they did have a vasectomy." TS 18:31 "The capsule itself cannot be chewed, crushed, or opened. I bring that up because as healthcare professionals, we have educated our patients. If it's difficult to swallow capsules or tablets, we've always said to them, 'Oh, don't worry, just crush it into applesauce or open it up and sprinkle it on your mashed potatoes.' But because of this embryofetal toxicity, I advise my patients not to open the capsule. If they can't swallow it for any reason, they have a sore throat or they're just unable to, then [we tell them] to hold the therapy and then call us." TS 22:49 "We spoke about three generations already, but there's actually a fourth generation [of immunomodulators]. They're called cereblon E3 ligase modulators(CELMoDs). They're still in clinical trials but really showing promise in the therapy of myeloma. They're showing very good affinity to cereblons, just like the immunomodulators do. I think, in all cancer therapies, as newer generations come out or newer therapies move forward, some of the older generations might move aside, but they get integrated later on. So I don't think [immunomodulators] will disappear totally, but they will probably be modified." TS 36:39
Todays Episode In this episode of The EdTech Podcast, Philippa is joined by Harri Davies, UK Head of Growth at Imovem, to explore how careers guidance needs to evolve for a generation growing up in the fourth industrial revolution. Harri shares Imovem's mission to support young people, including those not in education, employment or training, by helping them build confidence, understand their strengths, and see a wider range of future possibilities. The conversation explores how too many students are still placed into narrow boxes — academic or practical, university or apprenticeship, traditional career or alternative path — and why this no longer reflects the reality of today's changing world of work. Together, Philippa and Harri discuss the role of AI in helping young people map their interests, passions, personality and learning preferences to future career pathways. Harri explains how Imovem's careers copilot uses personalised insights, live labour market data, and access to thousands of potential roles to help students connect what they are studying now with the lives and careers they may want to build. The episode also looks at the pressures facing teachers, careers leads and parents as they try to support young people through an increasingly complex landscape of apprenticeships, university routes, emerging industries, portfolio careers and AI-driven change. Harri highlights the importance of making careers information more accessible, engaging and practical, while giving teachers richer insight to support meaningful one-to-one conversations. This is a timely conversation about aspiration, agency, social impact and future skills. It asks how education can move beyond outdated assumptions about success and instead help every young person explore who they are, what they care about, and where they might thrive. About the Guest Harri is a fractional education leader with experience spanning social mobility, EdTech and upskilling young people. A former lawyer, in his role as UK Head of Growth at imovum, he works with schools to navigate increasingly complex career pathways. His work explores how psychology and emerging technology can help pupils feel confident about their future. Head of Growth for imovum: an AI co-pilot for students aged 13-18, used by 100,000 pupils across the UK, Middle East and India Worked with young people for 8 years: building their confidence and coaching/mentoring them to secure best in class graduate/junior city careers Guest Lecturer at Oxford International Education Group - simplified neuroscience for 15-17 year olds paired with AI co-pilot demonstration Keynote speaker and panellist at legal industry events sponsored by Clifford Chance, A&O Shearman NED at University of Bristol, launching the future of work series 'Building a Company of 1' to help students with post graduate prospects as portfolio workers Find them at imovum LinkedIn imovum Instagram Harri LinkedIn Harri Instagram
Do your students constantly ask, "What do I do next?" Feeling like you have to manage every detail for projects to succeed? In this episode, I take you inside two real student exhibitions—from upper elementary passion projects to middle school independent studies—to show what happens when students are given ownership of their learning. Through interviews with the learners themselves, you'll hear how peer experts, community mentors, authentic audiences, and simple teacher supports empowered students to tackle ambitious projects with confidence. From writing novels with published authors to learning skateboard tricks from local coaches and turning beach trash into artwork for charity, these stories reveal that the teacher's role isn't to have all the answers—it's to build the conditions for students to find them. You'll learn: How to help students find peers and mentors instead of relying on the teacher for every answer Why combining passion, purpose, and projects leads to deeper engagement and ownership Simple ways to scaffold project-based learning without taking control away from students How authentic audiences and exhibitions raise the quality of student work The teacher moves that build independence while still providing the structure students need If you're trying to shift from teacher-led instruction to student-centered, project-based learning, this episode offers practical strategies you can implement immediately to help learners become more independent, motivated, and capable. The goal isn't to do less as a teacher—it's to create the conditions where students can do more. Get the 12 Shifts Book for Student-Centered Environments: 'Where Is The Teacher?' 'Where Is The Teacher' (40% off)
For more information regarding this CME/CE activity and to complete the CME/CE requirements and claim credit for this activity, visit:https://www.mycme.com/courses/the-evolving-role-of-antibody-drug-conjugates-in-metastatic-triple-negative-breast-cancer-10800SummaryThis CME/CE-certified podcast will provide multidisciplinary clinicians with an evidence-based update on the evolving role of TROP2-directed antibody-drug conjugates (ADCs) in the frontline treatment of metastatic triple-negative breast cancer. A medical and an ocular oncology specialist review the latest efficacy and safety data from pivotal clinical trials evaluating ADCs, their integration into contemporary treatment algorithms, and guideline recommendations based on PD-L1 status, BRCA mutation status, and immunotherapy eligibility. Learners will explore key factors influencing treatment selection, compare the benefits and limitations of more established therapeutic options, and examine practical strategies for preventing, recognizing, and managing ADC-associated toxicities. Special emphasis will be placed on multidisciplinary approaches to the management of ocular adverse events and other clinically significant toxicities to optimize patient outcomes and support safe implementation of these therapies in clinical practice.Learning ObjectivesEvaluate the current and emerging clinical evidence surrounding the use of trophoblast cell-surface antigen 2 (TROP2)-directed antibody-drug conjugates (ADCs) in the first-line treatment of metastatic triple-negative breast cancer (TNBC)Integrate TROP2-directed ADCs into frontline treatment regimens for metastatic TNBC based on the latest clinical evidence, guidelines, and patient- and tumor-specific factorsApply multidisciplinary and patient-centric strategies for the prevention, recognition, and management of toxicities associated with the use of TROP2-directed ADCs in patients with metastatic TNBCThis activity is accredited for CME/CE CreditThe National Association for Continuing Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.The National Association for Continuing Education designates this enduring material for a maximum of 0.50 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.The National Association for Continuing Education is accredited by the American Association of Nurse Practitioners as an approved provider of nurse practitioner continuing education. Provider number: 121222. This activity is approved for 0.50 contact hours (which includes 0.50 hours of pharmacology). For additional information about the accreditation of this program, please contact NACE at info@naceonline.com.Faculty and Moderator Aditya Bardia, MDProgram Director, Breast Medical Oncology, UCLAProfessor of Medicine, UCLALos Angeles, CADr. Bardia has disclosed the following financial relationships:Consultant: Alyssum, AstraZeneca/Daiichi, BMS, Eli Lilly, Genentech, Gilead, Menarini, Merck, Novartis, Pfizer, VyomeAdvisor/Advisory Board: Alyssum, AstraZeneca/Daiichi, Eli Lilly, Genentech, Gilead, Menarini, Merck, Novartis, Pfizer, VyomeContracted Research: AstraZeneca/Daiichi, Eli Lilly, Genentech, Gilead, Menarini, Merck, Novartis, PfizerStock options: Vyome (immuno-inflammatory and rare diseases)All of his consultant, advisor/advisory board, and contracted research disclosures are related to cancer.Maura Di Nicola, MDAssistant Professor of OphthalmologyBascom Palmer Eye InstituteMedical Director of Imaging and EchographyBascom Palmer Eye InstituteMiami, FLDr. Di Nicola has disclosed the following financial relationships:Consultant: AbbVie (ophthalmology), SpringWorks Therapeutics (oncology)Advisor/Advisory Board: AbbVie (ophthalmology)Research Grant: Castle Biosciences (ocular oncology)Please review additional planner disclosures here.Disclosure of Commercial SupportThis educational activity is supported by a medical education grant from AstraZeneca Pharmaceuticals and a medical education grant from Daiichi Sankyo, Inc.Please visit http://naceonline.com to engage in more live and on demand CME/CE content.
In this episode, we're talking about something so many of us were taught to do with the best of intentions, but that can quietly work against us: prompting. Because when nearly every interaction becomes a question, a direction, or a cue, communication can actually shrink instead of grow. I'll walk you through what happens when a child learns that communication only ever shows up after an adult prompts them, and how that can lead to waiting, shorter responses, or disengaging altogether. This conversation explores the difference between testing and communicating, why processing time matters so much, and the simple, doable shifts that help authentic communication flourish in real preschool classrooms and homes. We'll talk about: ● what prompt dependence actually is ● why constant prompting can feel exhausting for autistic children ● the difference between testing a skill and true communication ● why so many of our interactions quietly become tests ● what happens for AAC users under constant prompting ● five simple shifts that invite communication instead of demanding it Because communication is something we build together, not something we pull out of children. In This Episode, You'll Learn What prompt dependence is and how it develops Why what looks like a lack of communication may actually be communication fatigue The difference between testing what a child knows and genuine communication Why autistic children may wait, give the shortest response, or disengage How constant prompting adds pressure for AAC users Why processing time matters and what happens when we interrupt it How following a child's interests creates more communication than prompting does What it means to model language without expecting imitation Key Takeaways Prompts are not the problem, but prompting should not become the whole interaction Communication is not the same thing as testing Silence is often a child processing, not refusing Comments reduce pressure in a way questions cannot Children learn language through thousands of models, not through being quizzed Connection creates communication opportunities more effectively than prompts The goal is not perfect responses, it is authentic communication When we reduce pressure, we often get more communication, not less Try This Notice the balance of questions versus comments in your interactions this week Comment more and question less during one daily routine, like snack or play After you say something, pause and wait, counting to ten before adding anything Follow the child's interests and join their world instead of redirecting them Model words and phrases on the AAC device without requiring imitation Create an opportunity to communicate, like a clear container or two snack choices, then wait Replace "What do you want?" with setting up the moment and letting the child lead Related Resources & Links
Have you encountered very young children who get upset when they are not perfect? Do you want to avoid creating perfectionism when interacting with young children? Join Cynthia and Alison for this listener-request-inspired episode focusing on strategies to deal with and avoid perfectionism.Check out our website: https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page: https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities: https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email: https://substack.com/@cynthiaterebush
This edWeb podcast is sponsored by Logitech.The edLeader Panel recording can be accessed here.For many students, confidence gaps, language barriers, and limited access to the right tools can make it hard to fully participate in today's digital learning environment. Addressing these challenges requires a thoughtful, student-centered approach to edtech integration.Richard J. Lee Elementary, an Apple Distinguished School in Coppell ISD, offers a compelling example of what's possible when students have access to the right tools. Educators there are using iPad devices alongside headsets, styluses, and keyboard cases to remove barriers, increase focus, and unlock new possibilities for creativity and project-based learning.The results are striking: over 90% of students surveyed after the edtech pilot felt more confident using common tools and platforms, with significant gains in participation and academic growth, especially for emergent bilinguals and newly enrolled students.In this edWeb podcast, Dwight Goodwin, Executive Director of Technology for Coppell ISD, and Madeleine Mortimore, Global Education Innovation and Research Lead at Logitech, share what worked for Richard J. Lee Elementary alongside new research from FullScale and THE Journal. Listeners leave with actionable practices to help all students overcome confidence gaps, engage more deeply with digital tools, and express themselves fully throughout their learning journey.This edWeb podcast is of interest to K-12 librarians, school leaders, district leaders, and education technology leaders.LogitechSpark innovation and open up possibilities so students of all learning styles and locations thrive.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.
Enhance your learning experience with Podcast+ The membership that activates your learning: https://englishlikeanative.co.uk/elan-podcast/In this episode, Anna introduces you to 5 interesting British English phrases that often confuse English learners. They are weird and wonderful. Follow this podcast to expand your English vocabulary. Enjoy the show.
"Radiation therapy is often extremely well tolerated in colorectal cancer. Technology has really changed things. But location of the tumor can affect side effects, such as radiation dermatitis. If a patient has a low-lying tumor, if it's less than six centimeters from the anal verge, the patient is likely to have some skin reaction. It's good to be proactive if that's the case," ONS member Lorraine Drapek, DNP, FNP-BC, AOCNP®, nurse practitioner in the Department of Radiation Oncology at Massachusetts General Hospital in Boston, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about radiation side effects in colorectal cancer. 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 June 5, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge related to the side effects of radiation to treat colorectal cancer. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Episode 374: Colorectal Cancer Treatment Considerations for Nurses Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices Episode 194: Sex Is a Component of Patient-Centered Care ONS Voice articles: Frank Conversations Enhance Sexual and Reproductive Health Support During Cancer High-Fiber Diet Reduces Diarrhea in Colorectal Cancer Survivors Hyperbaric Oxygen Therapy Shows Promise for Certain Radiation Side Effects Increasing Incidence of Colorectal Cancer in Younger Adults Is a Call to Action for Oncology Nurses Oncology Drug Reference Sheet: 5-Fluorouracil Oncology Drug Reference Sheet: Oxaliplatin Oncology Nurses Are Key in Sexual Health Conversations With Minority Women Sexual Considerations for Patients With Cancer The Intersection of Pelvic Health and Oncology Optimizes Sexual Symptom Management ONS book: Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: ONS/ONCC® Radiation Therapy Certificate™ ONS ROCN™ Certification Review™ Clinical Journal of Oncology Nursing articles: Sexual Dysfunction: Common Side Effect Updated Interventions for Radiation-Induced Diarrhea: Putting Evidence Into Practice With the Oncology Nursing Society Physical Activity: A Systematic Review to Inform Nurse Recommendations During Treatment for Colorectal Cancer ONS Learning Libraries: Colorectal Cancer Radiation Advanced Practitioner Society for Hematology and Oncology American Society for Radiation Oncology American Society of Clinical Oncology Clinical Practice Guidelines Colontown Colorectal Cancer Alliance 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 "In recent years, there has been more nonsurgical management of rectal cancer, especially in what we call the low-lying population. This is the population of patients who would likely end up with a permanent colostomy because their cancer is so low in terms of being close to or involving the anal verge. There is now a regimen where these patients can get their chemotherapy followed by their chemoradiation and then be monitored on close surveillance without surgery." TS 2:23 "Another assessment would be to assess what effects have they had from their chemotherapy that they're bringing with them. FOLFOX-based treatment is commonly used, and the platinum therapy oxaliplatin often causes peripheral neuropathy. What is the patient having? What are those symptoms like? Are they having peripheral neuropathy? If they are that is likely not going to get better or improve during their whole course of radiation. In fact, sometimes when oxaliplatin therapy stops, the peripheral neuropathy can get worse as patients are going through other treatments." TS 5:42 "If the patient has a low-lying tumor, if it's less than six centimeters from the anal verge, the patient is likely to have some skin reaction. It's good to be proactive if that's the case. And then proactively minimizing radiation dermatitis effects, such as keeping the area clean, good washing of the area, and prophylactically starting them on or having someone start them on steroid creams a couple of times a day to minimize that radiation dermatitis effect in the long run." TS 7:25 "I have a sexual health clinic for women with these effects. It's very important as nurses that if you can develop the comfort to ask patients about their sexual activity—it's hard, but it really needs to be done. And I will tell you that the healthcare providers are not doing it. They don't have time, and like us as nurses, we don't get this in school, and neither do they. The other providers don't get it in school either, but it's important. Patients are getting more and more worried about their sexual health. They're coming to us at a younger age, and this is really, really important to address." TS 15:35 "I would say that working with your advanced practice providers and education for advanced practice providers has definitely been focusing on [sexual health] more. Your PAs and your NPs—I think they're going to have the ears and the wherewithal to be able to be your allies and colleagues in this. By and large, it's my APP colleagues and nursing that I talk to the most about this. … Again, it's not an easy thing to bring forward, having dilators in place. But I will tell you in the department that I work in, it was me and couple of nurses who pushed this issue with the physicians for two years and finally got it put in place. It can be done. There's a lot more centers out there doing that." TS 21:51
How many times do you hear in a day “Mom, I need your help"? How many times do you say to yourself, “I need him to do more on his own without my help or without me directing every step of the way.” In this week's episode, Carrie is addressing a question she gets all the time: “How can I get my kid to be more independent?” Carrie shares simple strategies to help your children and teens to become critical thinkers, independent learners, and self-motivated individuals. It's never too early to start and it's never too late to try. Pour yourself a cup of coffee, put your feet up and join Carrie for a little coffee and conversation about critical thinking and self-directed learning.Support the showSupport the ShowPurchase A Home Education Handbook: 9 Questions to Ask for Simple & Balanced Home-Based LearningPurchase Homeschool High School: A Handbook for Christian EducationPurchase Just Breathe (and Take a Sip of Coffee): Homeschool Simply & Enjoyably. Schedule a Coffee Date (One-on-One Personalized Coaching Session: Coffee With Carrie Subscribe to Coffee With Carrie email newsletter for FREE Morning Time Plans and monthly tips https://coffeewithcarrie.org Follow on Instagram @coffeewithcarrieconsultant.
In this first episode of our special four-part Science of Reading: The Podcast Adolescent Literacy miniseries, Susan Lambert, Ed.D., speaks with Doug Fisher, Ph.D., a celebrated professor, author, and one of the most influential voices in adolescent literacy. They explore what the evidence really tells us about supporting adolescent learners, and what it means for classroom practice. They also discuss why Doug and his colleagues set out to find a new model for adolescent literacy, how self-efficacy powers literacy development in adolescent learners and what teachers can do to build it, and what "foundational skills" in reading truly means for adolescent readers—and why it is non-negotiable.Show notes:Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6–8. Connect with Doug on LinkedIn.Learn more about Doug's book, Teaching Foundational Skills to Adolescent Readers.Read Doug's article, A Model for Adolescent Reading Instruction.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes:"Our literacy skills contiue to grow across our lifetimes." —Doug Fisher"The human brain operates on language, and reading, writing, speaking and listening, are the language operating systems of our brain." —Doug Fisher"The word 'foundational' to me means not optional." —Doug Fisher"Literacy is a gatekeeper. If we can develop stronger literacy skills in our student, we will change their lives." —Doug Fisher"The passion that educators bring also makes learning relevant." —Doug FisherTimestamps:0:00 Introduction: New adolescent literacy mini-series02:00 Foundational skills for adolescent learners, with Doug Fisher06:00 "Our literacy skills continue to grow across our lifetimes08:00 In search of a new adolescent literacy model14:00 Distinguishing early, general, and disciplinary literacy17:00 Why the Reading Rope was not designed for adolescent learners19:00 Introducing the reading circuit and self-efficacy27:00 Sentence level analysis31:00 Building self-efficacy through academic risk taking34:00 Redefining "foundational skills" for adolescent readers38:00 What this looks like in high school classrooms43:00 Teacher self-efficacy and the joy of student learning48:00 Closing thoughts: "Literacy as a gatekeeper"*Timestamps are approximate
Jonathan Plucker, a research professor at the Johns Hopkins School of Education, and Fordham's own Alicia Anderson, policy and editorial associate, join The Education Gadfly Show to discuss new research on how little states and the federal government invest in advanced education. How much funding goes toward gifted education, AP, IB, and other advanced learning opportunities, and why is it so hard to track where those dollars go?Then, on the Research Minute, Brian Fitzpatrick examines new research on Algebra I achievement gaps and finds that many are rooted as early as third grade and grew worse during the pandemic.Recommended content:Broad support, barely funded: The paradox of advanced education in America —Jonathan Plucker, Alicia Anderson, Matthew Makel, and Shaun Dougherty for AdvanceThe Leaky Pipeline: Assessing the college outcomes of Ohio's high-achieving low-income students —Stéphane Lavertu, Thomas B. Fordham InstituteBuilding a Wider, More Diverse Pipeline of Advanced Learners —The National Working Group on Advanced EducationOhio's Lost Einsteins: The inequitable outcomes of early high achievers —Scott Imberman, Thomas B. Fordham InstituteA Widening Chasm: The Divergent Paths of High- and Low-Achieving Students in Algebra I After the Pandemic—Benjamin Backes, Michael DeArmond, Elise Dizon-Ross, Dan Goldhaber, and Alejandra Salazar, CALDER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org
In this episode of the Inspire Podcast, Bart Egnal speaks with Rachel Cossar, co-founder and CEO of Virtual Sapiens, about how AI is transforming leadership communication training. Drawing on her own journey from the professional world of ballet to expert in non-verbal communication, Rachel explains how her experience in performance and body awareness led to the creation of an AI-powered communication coaching platform. Together, Bart and Rachel explore why AI can be such a powerful complement to facilitated training and executive coaching, especially when it comes to practice, repetition, feedback, and accountability. They discuss their collaboration with The Humphrey Group, including how THG has trained the platform on their own IP and is integrating AI coaching into their programs to help participants build confidence and measure improvement over time. The conversation also examines the limits of AI, why human facilitation remains essential, and how the future of communication training will combine technology with human connection. A fascinating look at the evolving role of AI in helping people become more effective, authentic, and inspiring communicators. Learn more at https://www.virtualsapiens.co/ Show Notes: 00:19 Show intro 00:57 Introducing Rachel and Virtual Sapiens 02:29 Rachel's background 02:48 Started off in ballet 03:17 Body awareness and presence 04:21 What dance training made her realize about office life 05:04 Starting her new career 05:26 Consulting with the hospitality industry 06:34 The “always on” nature of hospitality 07:23 Silent service 08:36 How this applies to executive and leadership development 09:06 How the COVID disruption changed her work and business 09:28 The idea for Virtual Sapiens 09:49 How do you take training and truly make it muscle memory? 10:55 Rapid adoption of video during COVID changed things 12:57 How did Virtual Sapiens come to be? 13:30 Initial product: a video sidekick coach 15:02 How did people respond to AI feedback? 15:53 People now have overly high expectations of AI 16:53 The complexities of video avatars 17:55 Why Virtual Sapiens was a natural fit for coaching firms 18:31 The asynchronous practice tool 19:26 How Virtual Sapiens fits with The Humphrey Group 19:47 The Humphrey Group's “ELI” tool 20:13 Learners can see measurable improvements 20:49 Where is AI used best in facilitation and training? 21:44 Designing programs with more longevity 23:59 Scalable and concurrent learning 24:36 Why people find AI to be a safe space to practice 25:03 The fear of being judged 25:41 Why people prefer first reps with AI 26:23 Built-in accountability for learners 27:15 Post-facilitation tools and practice 29:36 Do people use it? 29:50 Why getting people on early is key 31:52 What is the future of Virtual Sapiens? 32:40 More task-specific LLMs 33:29 Where can people learn more
Aubrey Masango speaks to Mari Payne from Sesame Workshop South Africa about new draft screen time guidelines for children aged 2 to 6. They cover the science behind it, the policy impact, and what caregivers can actually do while the rules take shape. The Aubrey Masango Show is presented by late night radio broadcaster Aubrey Masango. Aubrey hosts in-depth interviews on controversial political issues and chats to experts offering life advice and guidance in areas of psychology, personal finance and more. All Aubrey’s interviews are podcasted for you to catch-up and listen. Thank you for listening to this podcast from The Aubrey Masango Show. Listen live on weekdays between 20:00 and 24:00 (SA Time) to The Aubrey Masango Show broadcast on 702 https://buff.ly/gk3y0Kj and on CapeTalk between 20:00 and 21:00 (SA Time) https://buff.ly/NnFM3Nk Find out more about the show here https://buff.ly/lzyKCv0 and get all the catch-up podcasts https://buff.ly/rT6znsn Subscribe to the 702 and CapeTalk Daily and Weekly Newsletters https://buff.ly/v5mfet Follow us on social media: 702 on Facebook: https://www.facebook.com/TalkRadio702 702 on TikTok: https://www.tiktok.com/@talkradio702 702 on Instagram: https://www.instagram.com/talkradio702/ 702 on X: https://x.com/Radio702 702 on YouTube: https://www.youtube.com/@radio702 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.
From textbook dependency to a "Starter, Main Course, and Dessert" approach. Fiona Hunter, founder of Kids Club English shares how to confidently step away from set materials to create authentic, play-based language experiences for young learners. From managing the psychological hurdles of letting go of the coursebook to structuring lessons around picture books, Fiona explains how stepping back allows young learners to take true ownership of their language.Watch with captions here.TALKING POINTS1. The textbook tension: engagement, syllabus pressure, and the progress gap2. Why moving away from a coursebook requires us to rethink our teaching3. The "Starter, Main Course, and Dessert" framework for structuring lessons4. How giving young learners ownership over their activities sky-rockets motivationABOUTFiona Hunter is a teacher, teacher trainer and the founder of Kids Club English. Originally from Scotland and now based in the south of Spain, she has worked in ELT for over twenty years, teaching in Spain, the UK, Argentina and South Korea, including at the British Council. She holds a DELTA with Merit and specialises in teaching preschool and primary learners.Now working independently, Fiona creates her own flexible, play-based courses built around stories, songs, games, crafts and drama - without relying on coursebooks. Through Kids Club English, she shares classroom-tested resources and runs an online Teacher Membership supporting freelance teachers and small language school owners who want to feel more confident, less overwhelmed and better equipped to build engaging, language-rich lessons for young learners.RESOURCES & REFERENCES
Are you still relying on the Peabody or BOT as your go-to assessment? You're not alone, but you might be missing something critical. In this episode, we dive deep into occupation-based assessment with Dr. Alysha Skuthan and Dr. Erin Gaby, who recently published groundbreaking research on the occupational profile in school-based practice.This conversation is for every school-based OT who has ever wondered: What actually makes an assessment occupation-based? Why does the occupational profile matter? And how can I fit it into my already overwhelming workload?The research reveals surprising findings from their research showing that 35% of school-based OTs don't complete occupational profiles, despite it being a formal requirement in the Occupational Therapy Practice Framework.You'll hear practical strategies for collecting occupational profiles, honest talk about barriers like time constraints and parent communication, and compelling reasons why using occupational language in your reports matters for advocacy. Plus, they discuss occupation-based alternatives to common standardized tests and share their favorite tools like the School Function Assessment.Listen to learn how shifting to occupation-based practice can transform not just your assessments, but your entire intervention approach.Learning Objectives— Learners will identify the key characteristics that distinguish occupation-based assessments from skill-based assessments— Learners will recognize why the occupational profile is an important component of every SBOT evaluation— Learners will identify the importance of using occupational language in evaluation reports for professional advocacyClick here to register & get the best deal on the 2026 Back to School Conference! Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode!
Today we are talking about AI, How to stay up to date with it, and if it will really take our jobs with guests Angie Byron & Amber Matz. We'll also cover AI Best Practices for Drupal as our module of the week. For show notes visit: https://www.talkingDrupal.com/555 Topics What Is AI Learners Club Amber Defines the Club Origin Story and DrupalCon AI Debate and Community Tensions Issue Queue Conduct and Moderation Thread Tone vs Substance AI Adoption Outside Drupal Conflict Mediation Playbook Maintainer Burnout and Flood Safe Space Learners Club How the Club Started Picking Topics and Demos AI Taking Our Jobs Future of Learners Club Resources Context Control Center AI Learners Club Initiative page Event calendar YouTube Playlist Session Recaps Next session (Claude Design) Slack: #ai-learners Most wanted topics What Angie's working on these days Guests Amber Matz - tugboatqa.com amber-himes-matz Angie Byron - ai_best_practices webchick Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi Scott Falconer - managing-ai.com scott-falconer MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Do you want to start using AI tools for Drupal development, in the most efficient way possible? There's a composer plugin for that! Module name/project name: AI Best Practices for Drupal Brief history How old: created in Mar 2026 by Angie Byron (webchick), one, of today's guests, a long-time Drupalist, one-time Acquian, and a fellow Canadian Versions available: dev version only, which doesn't seem directly opinionated about what version of Drupal you're using, though it does have minimum versions of PHP and Symfony libraries that suggest Drupal 10 is functionally your minimum Maintainership It is officially seeking co-maintainers Test coverage Documentation - an in-depth README, or you can ask an AI model! (like I did for this segment) 54 open "Work Items" on Gitlab, so lots of active discussion already Module features and usage AI Best Practices for Drupal aims to be the opinionated starter experience for AI-assisted Drupal development You can think of it as a single Composer install that makes any AI coding agent "speak Drupal": following community standards, preferring contrib over custom code, and avoiding framework-naive mistakes. It replaces scattered, tool-specific CLAUDE.md files and Cursor rules that some Drupal developers currently maintain individually, with one canonical, community-governed package that works across Claude Code, Cursor, Copilot, and more. With contributions by a variety of Drupal luminaries including Marcus Johansson, Christoph Briedert, and Scott Falconer, it's the Drupal equivalent of Laravel Boost: stop explaining Drupal to your AI every session and just get writing code. After install or update, it will create an AGENTS.md file from a provided template if there isn't one already, or it will update a specifically marked "ai-best-practices" section of an existing file You will also have a directory of provided skills, and guidance for creating new Drupal agent skills Also included is a set of evals, meant to automatically identify when AI models go off course and provide feedback AI Best Practices for Drupal is meant to provide guidance that will be particularly useful for AI agents, so it's ideal for Drupal developers getting started with AI tools, or for AI developers who want to get started with Drupal
This week we're joined by Kiki Yablon, behavior analyst, dog trainer, KPA faculty member, and general bad a**. Kiki's incredible skills of observation, communication, and implementation are honestly inspiring. If you've found yourself running around in circles trying to figure out how to apply the science to your training, felt your eyes glaze over at jargon, or broken down trying to work while your dog yells at you, we promise, Kiki's teaching brings a beautiful, practical, and applicable simplicity to behavior change. Tune in to hear Emily and Kiki talk about some real nerdy stuff, how “outside” skills help you as a dog trainer, and so much more (we get a little windy in this one
"There are a lot of specifics that nurses need to keep in mind as they are administering this herpes simplex modified virus to patients because accidental exposure is of concern both to the patient, to their family members, as well as to healthcare workers. I always recommend nurses wear personal protective equipment, such as a gown, safety glasses, gloves, and/or a face shield," Heidi Finnes, PharmD, RPh, BCOP, director of clinical ambulatory practice at Mayo Clinic and assistant professor of pharmacy at Mayo Clinic Alix School of Medicine in Rochester, MN, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about oncolytic viral therapy. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0 Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by May 29, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge about the use of oncolytic viruses to treat cancer. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Pharmacology 101 series Episode 338: High-Volume Subcutaneous Injections: The Oncology Nurse's Role Episode 330: Stay Up to Date on Safe Handling of Hazardous Drugs Episode 273: Updates in Chemotherapy and Immunotherapy ONS Voice articles: Cutaneous Malignancies Have High Response to Oncolytic Virus Plus Immunotherapy Oncolytic Virus Kills Tumor Cells While Supporting T Cells What Nurses Need to Know About Talimogene Laherparepvec for Advanced Melanoma Clinical Journal of Oncology Nursing articles: Intralesional Therapy: Consensus Statements for Best Practices in Administration From the Melanoma Nursing Initiative Safe and Effective Standards of Care: Supporting the Administration of T-VEC for Patients With Advanced Melanoma in the Outpatient Oncology Setting Oncology Nursing Forum article: Administration and Handling of Talimogene Laherparepvec: An Intralesional Oncolytic Immunotherapy for Melanoma ONS book: Guide to Cancer Immunotherapy (second edition) ONS clinical practice resource: Safe Handling of Oncolytic Viruses ONS Huddle Card: Immunotherapy Association of Community Cancer Centers (ACCC) Drugs@FDA Hematology/Oncology Pharmacy Association (HOPA) Network for Collaborative Oncology Development and Advancement (NCODA) Patient Education Sheets To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "[Oncolytic viruses] can have direct lysis to the tumor cells themselves, or they can cause immunogenic activation. They release tumor-associated antigens and then proinflammatory signals, so think of T cells, natural killer cells, those sorts of things, that can convert to immunologically cold tumors. Those are tumors that are immune silenced into hot tumors which are now immune activated. By doing that, they recruit those T cells and other cells to the area to attack both the primary tumors. But that's also thought to be how they work on distant or noninjected sites as well. This immunomodulatory capacity has led to the reclassification of oncolytic viruses as a form of cancer immunotherapy. So, think of it kind of similarly to how we think of immune checkpoint inhibitors in recruiting immune cells and leaving our immune system in the on position. This is also kind of a form of immunotherapy." TS 4:35 "One of the toxicities I know that is of significant concern to patients, family members, and healthcare workers is the incidence of herpes infections. Systemic herpetic infections are extremely rare and usually more common in patients who may be immunocompromised. In patients who also have other immune-related diseases—such as vitiligo, vasculitis, pneumonitis, sometimes worsening psoriasis—because you're mounting an immune response with these types of things, sometimes you can see a worsening of those types of immune symptoms. But for the most part, these types of side effects are very well tolerated in most patients." TS 9:07 "Talimogene is generally transmitted via bodily fluids or touch. It's not airborne. Herpes simplex virus isn't an airborne type of virus. Another thing to consider is where are you going to inject this? Are you going to do this in your infusion therapy unit? Are you going to do it in a dedicated room? Who's going to escort the patient to the room? How is the virus going to arrive at the room? How will you clean the room and all of the laboratory equipment or any of the exam tables that may be in there? I think having all of that discussed and assigned mitigates the consternation that can sometimes occur—the fear that occurs with administering a virus that is thought to be fairly communicable." TS 15:44 "Helping patients understand how this works [is important] because hearing that you're receiving a virus, particularly a herpes simplex virus, can be scary to a patient. I think understanding that it's modified or essentially we're taking the parts out of it so that we can directly inject a portion that recruits immune cells to that area, because the goal is for the oncolytic virus to attack cancer cells and then destroy them by triggering an immune response in the body." TS 20:51 "Sometimes patients are very concerned about urine in the toilet, bodily fluids, kissing loved ones, holding hands, hugging, you know, am I going to infect my loved one because I'm getting this type of an oncolytic virus therapy? I like to reassure patients that they can continue to hold hands and hug their loved ones as normal. Viral DNA is usually only present on the injection site. And as I mentioned previously, we want to cover that injection site with an occlusive dressing, at least with talimogene, for up to seven days. And particularly, if those injection sites are at all oozing or weeping, active virus is usually only on that injection site itself." TS 24:14
This is a short, special mini-episode I'm sharing because my friends at Elmbridge University (formerly Bridges Academy) let me know that enrollment is now open for the next cohort of their truly unique graduate program in cognitive diversity in education, and application deadlines are coming up in June. When Dr. Susan Baum—one of the leading voices in twice-exceptionality and Chancellor of the program—said she could join me for a quick conversation about her work and what makes this program so impactful, I said absolutely. In this brief chat, Susan shares insights into supporting twice-exceptional learners, why environment matters so much, and how this program is helping educators better understand and serve complex, neurodivergent students. If you want to learn more, you can head to https://elmbridge.edu/. About Dr. Susan Baum Susan Baum, Ph.D., is Chancellor of Elmbridge University's Graduate School for Cognitive Diversity in Education (formerly Bridges) and Co-director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice exceptional students. The author of many publications concerning the needs of special populations of gifted students including the award-winning 3rd edition of her seminal work To Be Gifted and Learning Disabled, Susan is a popular international speaker whose message is celebrating neurodiversity. She served on the Board of Directors of the National Association for Gifted Children and is past president and co-founder of the Association for the Education of Gifted Underachieving students. She is recipient of the Weinfeld Group's Lifetime Achievement Award for her work in educating the twice-exceptional child. Things You'll Learn in this Episode The rise in awareness and identification of twice exceptional individuals, including advocacy and policy changes in schools Common misconceptions in education about giftedness and disabilities, and Baum's theory of green — the paradoxical profile of these students The importance of tailored environmental components — intellectual, social, emotional, physical, and creative — for thriving twice exceptional students The evolution and impact of the Bridges Graduate School of Cognitive Diversity (now Elmbridge University) Resources Mentioned Elmbridge University Bridges Academy Twice-Exceptional and Special Populations of Gifted Students (Essential Readings in Gifted Education Series) by Dr. Susan Baum Learn more about your ad choices. Visit podcastchoices.com/adchoices
Denise Maduli-Williams shares how to engage learners in online courses on episode 624 of the Teaching in Higher Ed podcast. Quotes from the episode The very first thing I saw was the online instructor posting this video where she was roller skating in this roller Derby rink and welcoming us online, and that just changed everything for me. -Denise Maduli-Williams When we design with accessibility in mind, we support everyone, all students. -Denise Maduli-Williams Students who are quieter, whether it’s synchronous on Zoom or synchronous in person, they have the opportunity to participate when they’re ready and to prepare. -Denise Maduli-Williams Resources Denise Maduli-Williams at San Diego Miramar College Denise Maduli-Williams on LinkedIn Supporting ADHD Learners, With Karen Costa (Teaching in Higher Ed Episode 384) Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education, by Thomas J. Tobin and Kirsten T. Behling The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes, by Flower Darby Rutgers Online Learning Conference (RUOnlineCon) California Community Colleges Online Network of Educators (@ONE) Universal Design for Learning (UDL) Guidelines Zero Textbook Cost (ZTC) Program The Correspondent: A Novel, by Virginia Evans The Passion Planner Poll Everywhere
Join us as we journey through how to best improve our teaching and learning environments for Gen Z learners with guests from 3 different workshops at AIMW26 related to the topic. You will walk away with practical tips to enhance teaching, learning, and mentoring with Mrs. Deena Segal and Drs. Elle Newcome and Sanjay A. Patel. Claim CME for this episode at curbsiders.vcuhealth.org!Website | Instagram | Twitter | Subscribe | Patreon | CME!| Youtube thecurbsidersteach@gmail.comCredits Producer, Writer, Graphics: Era Kryzhanovskaya, MD Hosts: Era Kryzhanovskaya MD, Mike KW Cheng, MD, MAEd Editor: Era Kryzhanovskaya MD, Mike KW Cheng, MD, MAEd Reviewer: Molly Heublein MD Guest: Mrs. Deena Segal, Drs. Elle Newcome and Sanjay Patel Technical support: Podpaste Theme Music: MorsyMusic
Today, we're beginning a brand-new series exploring climate change, sustainability, and environmental learning in BC schools.Over the next few episodes, we'll dig into what these ideas can actually look like in real classrooms — not as something extra to add onto already full plates, but as a way to deepen the learning we're already doing through connection, curiosity, inquiry, and meaningful experiences.Most of us recognize that climate change and sustainability are real and important issues. We trust the science, and we know young people are growing up in a world where these conversations matter. At the same time, there are real systemic barriers. Many educators haven't had opportunities for professional development or support in this area, so it can feel difficult to picture what environmental and climate learning actually looks like in day-to-day classroom practice.There are also incredible frameworks and resources available, but many educators either don't know these documents exist or don't have the time and support to fully unpack them. Sometimes these frameworks can feel academic or overwhelming at first glance. They require time to sit with, interpret, and translate into authentic classroom experiences.This series hopes to make these ideas feel more accessible.Throughout the series, we'll explore practical strategies, real classroom examples, case studies, and ways educators can take one small idea and begin. Because this work doesn't have to start with a massive project or unit. Often, it begins with noticing, wondering, asking questions, and helping children build relationships with the places around them — something many educators are already doing.In today's episode, Alisa Paul and I explore the Climate Change Connections to the BC Curriculum document released by the Ministry of Energy and Climate Solutions and the Ministry of Education in September 2025. We discuss how frameworks like these can become flexible, supportive tools for educators rather than just another document sitting unread on a website.In this episode, we discuss:What climate change is How to approach climate conversations in hopeful and realistic ways rather than through fear or doomInsights from the 2025 Learning for a Sustainable Future report: From Awareness to ActionPractical classroom strategies and examples for K–3 educatorsHow climate literacy looks different across grade levelsSupporting students emotionally while helping them build knowledge and skillsWhat climate literacy can look like for educators themselvesSix climate action strategies educators can begin exploring in their classroomsWhether you're brand new to climate education or already integrating environmental learning into your practice, we hope this conversation leaves you feeling encouraged, supported, and inspired to begin with one small step.https://lsf-lst.ca/wp-content/uploads/Final-Executive-Summary-2025.pdfhttps://www2.gov.bc.ca/assets/gov/environment/climate-change/climate-literacy/bc_climate_change_curriculum_k-3.pdfhttps://cleanbc.gov.bc.ca/about-climate-change/https://www2.gov.bc.ca/gov/content/safety/emergency-management/education-programs-toolkits/master-of-disaster
In this episode I sit down with author and speaker Douglas Schmidt to discuss his upcoming book, The Power of Self-Leadership: The Path to Unleash Your Talents, Strengths, and Superpowers.We talk about the connection between learning and leadership, why habits matter more than motivation, and how small daily decisions can shape your future. Douglas shares insights from books like Atomic Habits and Learning How to Learn, explains the neuroscience behind procrastination, and reveals why he believes “learning is a superpower.”We also dive into his publishing journey, building writing habits, using tools like ChatGPT and Grammarly, and the importance of surrounding yourself with mentors and lifelong learners.If you're a writer, reader, creator, or anyone trying to grow personally and professionally, this conversation is packed with practical insights and encouragement.Send us Fan MailSupport the show
"When you have benign conditions, we're actually treating 3 gray, so a significant difference [versus doses of 60 gray for brain cancer]. Typically, when you treat at a high dose, the goal is to destroy tissue, like cancer tissue or cancer cells. But when we give a low dose, the goal is actually to modulate inflammation. And what it does is it slows down those inflammatory cells or those cells that release the chemicals that cause pain and inflammation," Amanda Meyer, DNP, APRN, CNP, family nurse practitioner in the Department of Radiation Oncology at the Mayo Clinic in Rochester, MN, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about radiation therapy for noncancer indications. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0 Earn 0.25 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by May 22, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge about the use of radiation to treat noncancerous conditions. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Episode 365: Radiation-Associated Secondary Cancers Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices ONS Voice articles: Augmented Reality Simulations Reduce Patient Anxiety by Teaching Them About Radiation Therapy Highly Localized, Precision Radiation Therapies Require Nurses to Drive Care Coordination, Patient Education Quick Quiz: Test Your Knowledge of Radiation Care Coordination ONS book: Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: ONS Radiation Oncology Conference Recordings Bundle™ ONS ROCN™ Certification Review™ Radiation Oncology 101: 2024 ONS Bridge™ Session ONS/ONCC® Radiation Therapy Certificate™ Clinical Journal of Oncology Nursing articles: Findings From the 2023 Radiation Oncology Nursing Role Delineation Study to Shape the Future of the Subspecialty The Role of Advanced Practice Providers in Radiation Oncology in 2025 ONS Huddle Cards: Radiation Radiobiology German Society for Radiation Oncology (DEGRO): Guidelines in Radiotherapy: Radiotherapy for Benign Diseases To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "We always typically think of it as cancer treatment, but we can use radiation for noncancerous conditions, as well. And radiation was actually used for benign diseases right after the discovery of x-rays. By the 1920s it was used a lot for different types of musculoskeletal, dermatologic issues, and different types of inflammatory conditions. And over time, since the 1920s, we've actually really gotten a really good understanding of it." TS 1:37 "When we're looking at what are good candidate characteristics, we do typically like older patients, so patients over the age of 65. And the rationale behind that is we know that there is a potential for a secondary risk of a skin cancer about 20 to 30 years after getting low-dose radiation, like a basal cell or squamous cell skin cancer. The older the patient is, the less likely they are to have any adverse effects from that." TS 8:22 "When we do the low-dose radiation, they've tried other measures that haven't been successful. However, we don't want a patient who is so severe that they're ready for surgery, when they're bone on bone, because we know that radiation isn't as effective when they are that severe. So there's this sweet window where low-dose radiation works best in these patients." TS 9:39 "When we're treating with a little bit higher dose for like a Dupuytren's or a Ledderhose, because it's an anti-proliferative dose, those patients, they do get more skin redness, more dry skin. That's very temporary, and it resolves within a week or two after treatment. But really, we don't see any acute side effects. The long-term side effect of the radiation-induced malignancy, again, is a very low—0.05% according to some of the European guidelines." TS 12:34 "I really wish people appreciated how interdisciplinary this is. We need to get referrals from family medicine and from primary care and internal medicine and pain medicine physicians and inflammatory physicians and podiatry and pain specialists. And we really need to use this multidisciplinary approach to get earlier referrals for patients because there is this sweet window of time where low-dose radiation works the best." TS 18:40
This week, we're diving into a challenge many homeschooling families face—especially those parenting gifted, twice-exceptional, or otherwise neurodivergent kids: boredom. If you've ever heard, "I'm bored!" and wondered how to respond, this episode is packed with actionable insights to help you beat boredom without resorting to endless busy work. Key Takeaways Novelty doesn't require elaborate setups. Simple tweaks—like changing writing tools, switching locations, or adding a movement element—can wake up the brain. Choice and autonomy matter. Let your child decide between two options or how they'll demonstrate what they've learned. Find the "just right" challenge. Work that's too easy leads to boredom; too hard brings overwhelm. Learn how to dial up (or down) the challenge for each unique learner. Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! The Learner's Lab – Online community for families homeschooling outside-the-box learners! The Lab: An Online Community for Families Homeschooling Neurodivergent Kiddos The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Raising Resilient Sons: A Boy Mom's Guide to Building a Strong, Confident, and Emotionally Intelligent Family The Anxiety Toolkit Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) How Adventuring Together Grows Confidence, Curiosity, and Executive Function Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish Line Why Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead
When a student refuses to eat at school, it affects everything—academic performance, regulation, social interactions, and the afternoon meltdown that follows.In this episode, @Jayson Davies sits down with Alisha Grogan, MOT, OTR/L, founder of Your Kid's Table, to talk about feeding challenges in school-based OT. Alisha brings over 20 years of experience working with extreme picky eaters and shares what school-based practitioners need to know about supporting students who struggle with lunch and snacks.You'll learn how to identify when picky eating crosses into extreme territory, why the cafeteria environment can be so overwhelming for sensory-sensitive students, and what accommodations actually help. Alisha also clarifies the often-confusing scope question: what can school-based OTs reasonably address versus what requires outside support?Whether you're freezing up when feeding comes up in an IEP or wondering how to support a student who won't eat at school, this conversation offers practical, realistic guidance grounded in both clinical expertise and respect for the school setting.Listen now to learn how to make lunchtime less stressful and more successful for the students on your caseload.Learning ObjectivesBy the end of this episode, learners will be able to:Learners will identify the clinical indicators that distinguish extreme picky eating from typical developmental selectivity, including the 20-food threshold and sensory-behavioral red flags (Remember/Understand)Learners will identify and address environmental barriers in the cafeteria that prevent students from eating at school—including sensory overwhelm from noise, lighting, smells, and peer interactions—and implement appropriate accommodations such as quiet eating spaces, noise-canceling headphones, weighted lap pads, and regulation strategiesLearners will identify scope of practice for feeding intervention in schools by understanding what is appropriate for school-based OT (supporting participation in lunch/snack routines, environmental modifications, family education) versus what requires outside clinic-based or medical feeding therapy (expanding food repertoire, intensive feeding protocols, home mealtime culture changes)Click here to register & get the best deal on the 2026 Back to School Conference! Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode!
Join us for a rerelease of one of our favorite old episodes you may have missed! In 2.14, we were joined by Katy Vassar. Katy is a Dyslexia and Reading Consultant, Licensed Dyslexia Therapist, Qualified Instructor of therapists, and Educational Diagnostician with over 20 years of experience in the field of education. Her history includes roles in special education, general education, reading/dyslexia intervention, and coaching at the elementary and secondary levels in both public and independent school systems. Katy currently teams with various centers to train teachers as dyslexia therapists, train educators to better work with students with dyslexia in the classroom, provide psychoeducational evaluations, and support individual students and families as they navigate the world of dyslexia. She also contracts with schools, districts, and other state and local organizations to provide consultation services and professional development. Katy is passionate about supporting the learning needs of all students as they navigate their journey toward being successful life-long learners. We'll talk about how Katy got started on her journey, the role of an educational diagnostician, what tests and assessments are used, what testing can reveal about a child, and so much more! Join us as we take a deeper look at special education evaluations with a focus on both families and educators. Resources mentioned in this episode: Season 1, Episode 16: The Legal Aspect of Dyslexia Advocacy with Sabrina Axt Dyslexia Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock L. Eide M.D. M.A. and Fernette F. Eide M.D. Dyslexic Advantage Newsletter Casey on TpT - The Dyslexia Classroom or The Dyslexia Classroom Emily on TpT - The Literacy Nest or The Literacy Nest We officially have merch! Show your love for the Together in Literacy podcast! If you like this episode, please take a few minutes to rate, review, and subscribe. Your support and encouragement are so appreciated! Have a question you'd like us to cover in a future episode of Together in Literacy? Email us at support@togetherinliteracy.com! If you'd like more from Together in Literacy, you can check out our website, Together in Literacy, or follow us on Facebook and Instagram. For more from Emily, check out The Literacy Nest. For more from Casey, check out The Dyslexia Classroom. Let us know what you want to hear this season! Thank you for listening and joining us in this exciting and educational journey into dyslexia as we come together in literacy!
"We want to make sure that we discuss the details of the treatment and what treatments there are, whether it's an oral drug, whether it's a subcutaneous injection or an IV injection, [the patient's] potential for responding, whether this treatment is curative or supportive, and what the number of visits are. All of those different pieces of information that go into the decision-making process are really important," ONS member Sara Tinsley-Vance, PhD, APRN, AOCN®, nurse practitioner and quality-of-life researcher at Moffitt Cancer Center in Tampa, FL, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about myelodysplastic syndrome (MDS) treatment considerations. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0 Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by May 15, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge about the treatment considerations for MDS. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Episode 411: An Overview of Myelodysplastic Syndrome for Oncology Nurses Episode 256: Cancer Symptom Management Basics: Hematologic Complications ONS Voice articles: FDA Approves Luspatercept-Aamt for Anemia in Adults With MDS Infection Prevention for Oncology Nurses Manage Cancer-Associated Anemia With Erythropoietin-Stimulating Agents Whole-Genome Sequencing May Guide Treatment Choices for AML and MDS Clinical Journal of Oncology Nursing articles: Reducing Effects of Hospital-Associated Deconditioning in Patients Undergoing Allogeneic Hematopoietic Stem Cell Transplantation Resilience in Older Adults Diagnosed With Cancer and Receiving Chemotherapy Targeted Drug Therapies: Beyond Blood Counts and Chemistries Oncology Nursing Forum article: Frailty in Patients With Hematologic Malignancies and Those Undergoing Transplantation: A Scoping Review ONS books: BMTCN™ Certification Review Manual (second edition) Hematopoietic Stem Cell Transplantation: A Manual for Nursing Practice (third edition) ONS course: Hematopoietic Stem Cell Transplantation™ ONS Learning Library: Hematology, Cellular Therapy, and Stem Cell Transplantation ONS Symptom Intervention resources: Prevention of Infection: General Prevention of Infection: Transplant Aplastic Anemia and MDS International Foundation: MDS Drugs and Treatments Blood Cancer United: MDS Treatment HealthTree Foundation Myelodysplastic Syndromes Foundation To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "The goals that I try to consolidate to make sure they're consistent with the patient's goals are to improve their counts, especially the anemia or cytopenias. If they're getting blood transfusions, we want to reduce the number of transfusions that they receive because we know that's linked to reduced overall survival, and it really impacts quality of life. ... And then for high-risk patients, it's a more serious discussion because we know that they are the ones who can progress to acute myeloid leukemia (AML). And we're trying to delay progression to AML. That means we're trying to improve their survival and we're also trying to manage their cytopenias and decrease their infection risk." TS 2:28 "If we look at approvals for low-risk disease and high-risk disease, those were really made based on the Revised International Prognostic Scoring System (IPSS-R) and sometimes the International Prognostic Scoring System (IPSS). Under those classification systems, when we think of lower-risk MDS, we think of patients who are primarily anemic but don't have increased blasts in their bone marrow. ... For higher-risk MDS, we want to have that discussion with those patients because their life expectancy is much shorter than patients with lower-risk MDS. We want to see if hematopoietic stem cell transplant would be something that they would be interested in if they don't have a lot of comorbidities and are relatively healthy." TS 11:41 "There are a lot of things to consider—[patients'] blood counts, comorbidities, whether they're frail, and what their goals are. There are some patients where there's no way they would want to go through transplant. And some patients want to be cured, so it just depends on your patient." TS 14:22 "I think of hematopoietic allogeneic transplants as a treatment for more of the patients with higher-risk MDS. ... With the Molecular International Prognostic Scoring System (IPSS-M), a patient can have pretty good blood counts and not have increased blasts in the bone marrow. You could send them for a transplant referral upfront without having to give them additional treatment. ... There is a recent publication that said if a patient doesn't have more than 10% blast, you could refer to transplant as a first option. ... Also, if you had a lower-risk patient who is relatively young and doesn't have any other treatment options, this would also be a patient that you could refer to transplant to see if we could care for them, and then they wouldn't have to be getting transfused all the time." TS 21:12 "I think that we often think low-risk, no treatment needed, but it depends on the person. They often need ongoing supportive care to manage their symptoms even if they're not getting treatment. And just because we're not treating them, active observation, bringing them in to see how they're doing, if they've had infections, if their blood counts are changing, that is paying attention to them and doing something. Just because they're low-risk doesn't mean they don't need anything and we can just schedule for a one-year follow-up." TS 26:30
In Practice: When Learners Stop Thinking Out Loud (EP:47) With Stacy Craft, M.Ed In this episode of In Practice, Stacy explores the subtle but important difference between coaching and evaluation, and how the way learners experience those interactions can shape openness, growth, and the learning process itself. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Additional Resources: AMA ChangeMedEd® Coaching in Medical Education Series Gawande, A. (2011, October 3). Personal best. The New Yorker.
National data show that many students struggle not only with computation, but with understanding mathematical concepts and solving problems. These challenges often stem from gaps in how students process math, not a lack of effort. Ongoing debates around instructional approaches, such as conceptual understanding versus procedural fluency, have yet to address this root issue. Mathematics relies on the integration of imagery and language. Without clear mental images, students may rely on memorization, guess at operations, or struggle with mathematical language. This webinar explores an approach that integrates concept and numerical imagery with language to support math computation and problem solving. Participants will explore a three-step instructional approach: Experiencing math through hands-on learning with manipulatives Developing imagery and language to internalize concepts Applying understanding to computation and problem solving This approach supports mathematical reasoning and computation, helping students build number sense, solve problems with confidence, and address gaps in math achievement. Join us to learn how developing the ability to image and verbalize math concepts supports more capable, confident learners across classrooms and districts.
In this podcast episode, Dr. Jonathan H. Westover talks with Aiko Bethea about why we need more learners instead of knowers in the workplace.Aiko Bethea is a leader, builder and connector who has successfully navigated leadership roles in government, philanthropic, nonprofit and private sectors. The founder of RARE Coaching & Consulting, Aiko guides leaders and organizations, including Fortune 100 companies and global nonprofit organizations, to remove barriers to inclusion. She has been recognized by Forbes as one of the top seven anti-racism educators for companies and is a senior equity consultant for the Brené Brown Education and Research Group. Find her new book here.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.
Confused by Italian prepositions? Don't worry! Here you'll learn them in a simple way, so you can feel more confident using them in conversation with Italians. Learn about our Online Italian School and get a free mini lesson every week: https://joyoflanguages.online/italian-school Subscribe to our new Youtube channel: https://www.youtube.com/@joyoflanguages.italian?sub_confirmation=1 Get the bonus materials for this episode: https://italian.joyoflanguages.com/podcast/italian-prepositions Today's Italian words: Un piatto di pasta = A plate of pasta Sono di San Francisco = I'm from San Francisco (lit. “of” San Francisco) Il nostro hotel è a Roma = Our hotel is in Rome (lit. “at” Rome) Il ristorante è lontano da qui? = Is the restaurant far from here? Questo treno va da Milano a Napoli = This train goes from Milan to Naples Aspettiamo da 20 minuti = We've been waiting for 20 minutes (lit. we wait “from” 20 minutes) Andiamo in macchina = We're going by car (lit. “in” car) Un tavolo per due = A table for two Vado al mercato per comprare la frutta = I'm going to the market (in order) to buy fruit È sul menù = It's on the menu Una guida sulla città = A guide about the city (lit. “on” the city) Tra due città = Between two cities Il supermercato chiude tra 30 minuti = The supermarket closes in 30 minutes (lit. “between”)
Do you ever wonder why your child, who can spend hours building or creating something they love, just can't seem to get started on a simple task? Does it seem like they're just not motivated—even though you know they do care? This week's episode of the podcast dives deep into one of the most misunderstood challenges in homeschooling neurodivergent kids: motivation vs. executive dysfunction. Key Takeaways Motivation isn't a character trait—it depends on fragile conditions, especially in neurodivergent kids. Kids aren't refusing tasks out of laziness; they're often stuck somewhere along the executive function path. Scaffold your child's success: break tasks down, work alongside them, and focus on small wins. Motivation grows from success, autonomy, and a regulated nervous system—not from pressure or shame. Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! Curiosity Post – A Snail Mail Club for kids – Real mail; Real life! The Learner's Lab – Online community for families homeschooling gifted/2e & neurodivergent kiddos! The Lab: An Online Community for Families Homeschooling Neurodivergent Kiddos The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Raising Resilient Sons: A Boy Mom's Guide to Building a Strong, Confident, and Emotionally Intelligent Family The Anxiety Toolkit Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) How Adventuring Together Grows Confidence, Curiosity, and Executive Function Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish LineWhy Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead
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