Podcasts about learning services

Erin Curtis is a graduate of Toronto Metropolitan University's Child and Youth Care program with over a decade of experience supporting neurodivergent individuals through ABA. After moving to the Ottawa Valley in 2018, she founded Dragonfly Family and Learning Services to meet the growing need for inclusive, family-focused support. As a Certified ABA Parent Trainer, Erin is passionate about empowering caregivers through collaborative, person-centered plans that honor each family's unique journey.In this episode, you're going to learn about neurodiversity, learn about different diagnosis, and therapy, wait lists and more. Erjn and her team understand the unique needs of neurodivergent brains, providing you with the understanding and reassurance that they will succeed. In this episode....

Erin Curtis is a graduate of Toronto Metropolitan University's Child and Youth Care program with over a decade of experience supporting neurodivergent individuals through ABA. After moving to the Ottawa Valley in 2018, she founded Dragonfly Family and Learning Services to meet the growing need for inclusive, family-focused support. As a Certified ABA Parent Trainer, Erin is passionate about empowering caregivers through collaborative, person-centered plans that honor each family's unique journey.In this episode, you're going to learn about neurodiversity, learn about different diagnosis, and therapy, wait lists and more. Erjn and her team understand the unique needs of neurodivergent brains, providing you with the understanding and reassurance that they will succeed. In this episode....

Welcome to episode 140 of the Think UDL Podcast: Professional Development Programming with Saskatchewan Polytechnic's Heather Touet, Tasha Maddison, and Myra Zubot Mitchell.  All three of my guests today work at Saskatchewan Polytechnic which is located on Treaty 4 and Treaty 6 territory and has campuses in Moose Jaw, Saskatoon, Prince Albert and Regina. Tasha Maddison is an Educational Developer in the ILDC (Instructional and Leadership Development Center). Myra Zubot Mitchell is a Learning Technology Trainer with the Learning Technologies Department and, like Tasha, is in the Learning and Teaching Division. Heather Touet (pronounced “Tway”) is an Instructor with Learning Services in the Student Services Division. In today's conversation, we discuss the programs that these fabulous multi-disciplinary folks are offering including a UDL Institute which is a yearly event in March, and the intersection of UDL, Artificial Intelligence and accessibility, and a really fun idea they have implemented called UDL mini-challenges. In addition, we discuss how UDL and indigenizing the curriculum are related at their institution among other ideas.

Host:  Mindy McCulley, MS Extension Specialist for Instructional Support, Family and Consumer Sciences Extension, University of Kentucky Guest: Whitney Holmes, Assistant Director for Learning Services, Center for Academic and Tutorial Services (CATS)/UK Athletics Season 7, Episode 32 In this engaging episode of MoneyWi$e on Talking FACS, Mindy McCulley sits down with special guest, Whitney Holmes, Associate Director of Learning Services with CATS/UK Athletics to discus how neurodivergent children can be empowered with essential financial skills. Whitney discusses the commonality of neurodivergence, the importance of a strengths-based approach, and how to leverage the unique abilities of neurodivergent individuals. This episode offers practical strategies for helping children with diverse learning profiles build financial competence. Listeners will gain valuable insights on the benefits of starting financial education early, how to utilize school resources for support, and the importance of patience and adaptability when teaching kids financial literacy. Tune in to discover how these approaches not only benefit neurodivergent children but can enhance learning outcomes for all. For more information about this topic and other MoneyWi$e topics, visit: MoneyWi$e Newsletter MoneyWi$e Website Connect with FCS Extension through any of the links below for more information about any of the topics discussed on Talking FACS. Kentucky Extension Offices UK FCS Extension           Website           Facebook           Instagram           FCS Learning Channel  

This episode explores the transformative blended pre-K program at Prosper Independent School District in Texas, championed by Michelle Scogin, Director of Early Childhood and Learning Services. Discover how this program successfully merges special and general education along with joy, wonder, and compassion. Machelle and her amazing team are committed to building a developmentally appropriate environment where every child can thrive. Through purposefully designed spaces and a commitment to play-based learning, the Brenda Calhoun Early Childhood School stands as a model of innovative and intentional educational practices. Michelle shares her inspiring journey from her early memories as a Head Start child to becoming a leader in early childhood education.  Her story illuminates the universal challenges in early education and the vital role of visionary leadership in overcoming them.  You'll gain insights into how strong leadership and community support have been pivotal in shaping this district's early childhood programs, encouraging a collaborative community that includes educators, paraprofessionals, administrators, school staff, board members, and parents. As Machelle's commonly used hashtag reminds us, #allmeansall.   Show Notes: https://notjustcute.com/podcast/episode79

Ever wonder what it really takes for women to thrive in leadership roles? In this episode, Dr. Jessica Bessolo and Dr. Carrie Mugridge unpack the hurdles many women encounter, such as imposter syndrome, the Queen Bee effect, and mansplaining, all inspired by Dr. Mugridge's doctoral research. Together, they go beyond just the challenges women face in the workplace, offering practical strategies to empower women leaders to step up confidently and support one another. Get ready for an insightful conversation on overcoming barriers and fostering a leadership culture that's more inclusive and empowering. --- ABOUT OUR GUESTS Dr. Carrie Mugridge is a seasoned educator with 24 years of experience spanning various roles within the field of education. Starting her career as a dedicated classroom teacher, she now serves as the Executive Director of Learning Services for Santa Fe Trail USD 434 (KS). Dr. Mugridge is also a passionate researcher, focusing her doctoral dissertation on women in leadership within the educational landscape. Her contributions to the field have been recognized through numerous honors, including being named one of the top 50 Women Leaders in the state of Kansas for 2023. Jennifer Bessolo, Ed.D. coordinates and leads the MSE Educational Administration and the Ed.D. District Leadership program at the University of Kansas and serves as a professor of practice in both levels of study. She earned her doctorate in educational leadership and policy studies from the University of Kansas and has a background in K-12 district and building leadership. Prior to the Professor of Practice position at the University of Kansas, Dr. Bessolo served 17 years in public school roles. --- SUBSCRIBE TO THE SERIES: YouTube | Spotify | Apple Podcasts | YouTube Music | Overcast FOLLOW US: Website | Facebook | Twitter | LinkedIn POWERED BY CLASSLINK: ClassLink provides one-click single sign-on into web and Windows applications, and instant access to files at school and in the cloud. Accessible from any computer, tablet, or smartphone, ClassLink is ideal for 1to1 and Bring Your Own Device (BYOD) initiatives. Learn more at classlink.com.

Today I had the opportunity to learn more about Accomplished Learning Services from a graduate, current student, two board members, and the wise woman who started it all. This episode contains inspiration, motivation, triumph, wisdom, encouragement, and more. MooreSubstance@gmail.com Accomplished Website Potluck

Dr. Stephanie Wall, Kelly Education's Director of Learning Services joins Megan Lynch to talk about the state contracting with an educational staffing company to help prepare people that look to become substitute teachers.

Get George's latest book, "What Makes a Great Principal" here: https://www.amazon.com/dp/1948334739?linkCode=ssc&tag=onamzgeorge0f-20&creativeASIN=1948334739&asc_item-id=amzn1.ideas.2SBTFVTBT0S6X&ref_=aip_sf_list_spv_ofs_mixed_d_asin _______________ Jordan Anderson joins this episode of The Innovator's Mindset Podcast to talk about some great ways that her district is making relevant professional development based on feedback. Hear some of the great strategies she is using as the Director of Learning Services for Barrington 220 School District! Quotes: “There are two things we do well in relation to professional development: gathering feedback from staff and offering professional development that they have the option to attend.” - Jordan Anderson “How do we address the abilities, intelligence, and talent of every single learner... while making sure we are providing quality professional learning for our staff and families and how do we meet the social- emotional needs?” - Jordan Anderson Links: Jordan Anderson LinkedIn - https://www.linkedin.com/in/jordan-anderson-a3752a110/ Jordan Anderson X - https://twitter.com/jandersonb220 __________________________________________ Please share your thoughts with us on Twitter or Instagram at #InnovatorsMindset. More at georgecouros.ca George Couros on Twitter: https://twitter.com/gcouros George Couros on Instagram: https://instagram.com/gcouros George Couros on Facebook: https://www.facebook.com/georgecourosauthor/ George Couros on LinkedIn: https://ca.linkedin.com/in/george-couros-a5146519 For the full audio podcast: https://linktr.ee/gcouros Because of a Teacher - https://www.amazon.com/dp/194833433X?ref=exp_gcouros_dp_vv_d Because of a Teacher 2 - https://www.amazon.com/dp/194833450X?tag=onamzgeorge0f-20&linkCode=ssc&creativeASIN=194833450X&asc_item-id=amzn1.ideas.2SBTFVTBT0S6X The Innovator's Mindset: https://www.amazon.com/dp/0986155497?ref=exp_gcouros_dp_vv_d Innovate Inside the Box: https://www.amazon.com/dp/1948334127?ref=exp_gcouros_dp_vv_d Music from Bensound - http://bensound.com/

Get George's latest book, "What Makes a Great Principal" here: https://www.amazon.com/dp/1948334739?linkCode=ssc&tag=onamzgeorge0f-20&creativeASIN=1948334739&asc_item-id=amzn1.ideas.2SBTFVTBT0S6X&ref_=aip_sf_list_spv_ofs_mixed_d_asin _______________ Jordan Anderson joins this episode of The Innovator's Mindset Podcast to talk about some great ways that her district is making relevant professional development based on feedback. Hear some of the great strategies she is using as the Director of Learning Services for Barrington 220 School District! Quotes: “There are two things we do well in relation to professional development: gathering feedback from staff and offering professional development that they have the option to attend.” - Jordan Anderson “How do we address the abilities, intelligence, and talent of every single learner... while making sure we are providing quality professional learning for our staff and families and how do we meet the social- emotional needs?” - Jordan Anderson Links: Jordan Anderson LinkedIn - https://www.linkedin.com/in/jordan-anderson-a3752a110/ Jordan Anderson X - https://twitter.com/jandersonb220 __________________________________________ Please share your thoughts with us on Twitter or Instagram at #InnovatorsMindset. More at georgecouros.ca George Couros on Twitter: https://twitter.com/gcouros George Couros on Instagram: https://instagram.com/gcouros George Couros on Facebook: https://www.facebook.com/georgecourosauthor/ George Couros on LinkedIn: https://ca.linkedin.com/in/george-couros-a5146519 For the full audio podcast: https://linktr.ee/gcouros Because of a Teacher - https://www.amazon.com/dp/194833433X?ref=exp_gcouros_dp_vv_d Because of a Teacher 2 - https://www.amazon.com/dp/194833450X?tag=onamzgeorge0f-20&linkCode=ssc&creativeASIN=194833450X&asc_item-id=amzn1.ideas.2SBTFVTBT0S6X The Innovator's Mindset: https://www.amazon.com/dp/0986155497?ref=exp_gcouros_dp_vv_d Innovate Inside the Box: https://www.amazon.com/dp/1948334127?ref=exp_gcouros_dp_vv_d Music from Bensound - http://bensound.com/

Sam Rehman—a frequent voice on this podcast network and EPAM's Chief Information Security Officer and SVP—was in the classroom recently, teaching students, and in the process was “surprised by the density of PII that's in in the system.” This led Rehman to realize that “at least here in California,” higher education's investment in cybersecurity is “substantially behind.” Catching up is a theme of today's conversation about privacy, education, and artificial intelligence. Speaking for the (cyber)defense, with Rehman, is today's guest on *The Resonance Test,* Scott Loughlin, Partner and Global Co-Lead of the Privacy & Cybersecurity Practice at the law firm Hogan Lovells. “It took a long time to get people to understand that the easiest thing to do is not always the right thing to do to protect the company's interest and protect the company's data,” says Loughlin. “And that is an experience that we'll all have with respect to generative AI tools.” Loughlin and Rehman are put through their conversational paces from questions by Brian Imholte, our Head of Education & Learning Services. They have much to say about data governance (“Data is not by itself anymore, it's broken up in pieces, combined, massaged, and then pulled out from a model,” says Rehman), data pedigree, the laws—and lack thereof—regarding privacy and generative AI. They also kick around the role that FERPA assumes here. “You're trying to deploy this old framework against this new technology, which is difficult,” says Loughlin, adding: “There are some key areas of tension that will come up with using generative AI with student data.” So where might an educational publisher or school begin? “Focus on your value first,” says Rehman. Do your experiments, but do them in small pieces, he says: "And then within those small pieces, know what you're putting into the model.” This informative and spirited conversation is even occasionally funny. Loughlin brings up a court case about whether or not a selfie-taking monkey selfie would own the copyright to the photo. “The court said no,” notes Loughlin, adding that US Copyright laws are “designed to protect the authorship of humans, not of monkeys, and in this case not of generative AI tools.” Download now: It's sure to generate some new thoughts. Host: Kenji Ross Engineer: Kyp Pilalas Producer: Ken Gordon

Jillian Alexander, Global Vice President of Learning Services at OpenText, guides Thomas Lah through the significant impact of a straightforward, manageable, and focused AI deployment strategy, which leads to strong ROI benefits that simply cannot be ignored.A few key topics that Thomas and Jillian discuss include:The core AI capabilities that OpenText has leveraged for content development.The clear and less obvious benefits of being an early AI adopter.Which KPIs to focus on if you want to demonstrate to senior leadership that there is no ambiguity in the ROI of your AI deployment.At the end of the day, there's a linchpin throughout the conversation that might be the most overlooked piece to build a successful AI strategy. This episode is truly focused on the essential AI stepping stones necessary for everyone, regardless of how far along the AI deployment path you are.

At 26 years of age, Jeri Perkins already has a Master's of Social Work Policy, Administration, and Community Practice degree and has her own business and coaching program. She also works as a councilor, so actually, she has two jobs.   Jeri helps clients and students to understand that while all of us may exhibit differences we are really all part of the same race. She fiercely works to promote equity and inclusion.   We talk about a variety of subjects around DEI and we even have a discussion about language and why words matter.   Our discussion was not only lively, but it was informative and, to me, inspiring. I hope you find it the same. Jeri will be one of those people who throughout her life will enhance the world for all of us.     About the Guest:   The mission of Impact Action Network is to Educate to Liberate, so that Diversity, Equity, Inclusion, Belonging, & Justice (DEIBJ) is a priority and not a checkbox in academic and professional settings. The organization's vision is for Communities of Color to have access to advocacy resources that enable them to navigate effectively and safely through systemic and institutional racism and oppression.   Working with individuals one-on-one, in groups and within nonprofits, for profit, and educational institutions, Ms. Perkins' consultant services are devoted to guiding students and professionals, as well as organizations, to navigate through environments of institutionalized racism to tear down the barriers of oppression and inequities. Coaching and trainings are tailored to the needs of each client.   Ms. Perkins' heart for service led her to earn a Master of Social Work Policy, Administration and Community Practice degree from Arizona State University's Watts College of Public Service and Community Solutions. While at ASU Ms. Perkins served as an Inclusive Design for Equity & Access (IDEA) Jr. Scholar. Her experience in witnessing faculty/staff and scholars cater to the fragility of whiteness and the normalization of racism and oppression perpetuated against students of color led to her founding the BIPOC Student Network, now known as the Multicultural Students Network/Alliance.   While an undergraduate student at Historically Black College & University (HBCU), Lincoln University (MO), Ms. Perkins produced and hosted the Impact with Jeri Perkins talk show on JCTV Access to raise social awareness on the systemic and institutional challenges and barriers communities are experiencing.   Ms. Perkins earned her start in the media industry as an Emma Bowen Foundation Fellow with corporate sponsor NBC Bay Area News. Her experience has led her to become a sought-after keynote speaker to address such issues as the Invisible Tax of Scholars of Color Navigating Academia; Intersectionality of Historical & Generational Trauma; Answering the Call to Leadership; Strategically Navigating Systems and Institutions; and Trauma, Grief, and Healing the History of Colorism, Texturism, and Featurism to name a few.   Ms. Perkins' determination to use education as the pathway to liberation has led her to pursue an EdD in Organizational Leadership with an emphasis in Organizational Development at Grand Canyon University.   She was a 2021 Greater Phoenix Urban League of Young Professionals Rising Award nominee for her educational and economic empowerment and civic engagement work in communities of color. Her clients include Brenton Family Dental, R.O.C.K Foundation, The Purposeful Mind, State of Black Arizona, and Association of Fundraising Professionals to name a few. Ms. Perkins recently was a guest speaker for the University of Phoenix Inclusive Leadership Summit, Youth World Education Project Urban Experience Conference, the 2023 Annual ATTITUDE Mental Health Summit for African American Women, and the Arizona Statewide Child Abuse Prevention Conference.   Ways to connect with Jeri:   Website: ImpactActionNetwork.com Instagram: @impact_action_network Facebook: Impact Action Network Advocacy Consulting Agency LinkedIn: Impact Action Network Advocacy Consulting Agency     About the Host: Michael Hingson is a New York Times best-selling author, international lecturer, and Chief Vision Officer for accessiBe. Michael, blind since birth, survived the 9/11 attacks with the help of his guide dog Roselle. This story is the subject of his best-selling book, Thunder Dog.   Michael gives over 100 presentations around the world each year speaking to influential groups such as Exxon Mobile, AT&T, Federal Express, Scripps College, Rutgers University, Children's Hospital, and the American Red Cross just to name a few. He is Ambassador for the National Braille Literacy Campaign for the National Federation of the Blind and also serves as Ambassador for the American Humane Association's 2012 Hero Dog Awards.   https://michaelhingson.com https://www.facebook.com/michael.hingson.author.speaker/ https://twitter.com/mhingson https://www.youtube.com/user/mhingson https://www.linkedin.com/in/michaelhingson/   accessiBe Links https://accessibe.com/ https://www.youtube.com/c/accessiBe https://www.linkedin.com/company/accessibe/mycompany/ https://www.facebook.com/accessibe/       Thanks for listening! Thanks so much for listening to our podcast! If you enjoyed this episode and think that others could benefit from listening, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a comment in the section below!   Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe to the podcast on Apple Podcasts or Stitcher. You can also subscribe in your favorite podcast app.   Leave us an Apple Podcasts review Ratings and reviews from our listeners are extremely valuable to us and greatly appreciated. They help our podcast rank higher on Apple Podcasts, which exposes our show to more awesome listeners like you. If you have a minute, please leave an honest review on Apple Podcasts.     Transcription Notes    Michael Hingson ** 00:00 Access Cast and accessiBe Initiative presents Unstoppable Mindset. The podcast where inclusion, diversity and the unexpected meet. Hi, I'm Michael Hingson, Chief Vision Officer for accessiBe and the author of the number one New York Times bestselling book, Thunder dog, the story of a blind man, his guide dog and the triumph of trust. Thanks for joining me on my podcast as we explore our own blinding fears of inclusion unacceptance and our resistance to change. We will discover the idea that no matter the situation, or the people we encounter, our own fears, and prejudices often are our strongest barriers to moving forward. The unstoppable mindset podcast is sponsored by accessiBe, that's a c c e s s i  capital B e. Visit www.accessibe.com to learn how you can make your website accessible for persons with disabilities. And to help make the internet fully inclusive by the year 2025. Glad you dropped by we're happy to meet you and to have you here with us.   Michael Hingson ** 01:20 Well, hi there once again. And this is unstoppable mindset where inclusion diversity in the unexpected meet. And who knows what else and our guest today is Jeri Perkins who has a master's in social welfare. And I don't know what all and she told me, she just started a new job. And she also owns her own business. And I can keep going on and on and on. But I'm gonna let her do all that because that's why we got her to come on unstoppable mindset rather than me telling it to you. Let's have her do it. But anyway, Jeri, welcome to unstoppable mindset. We're really glad you're here.   Jeri Perkins ** 01:58 Thank you, Michael, I appreciate the opportunity.   Michael Hingson ** 02:01 Well, we're glad that you were able to make it and we want to talk about you and all sorts of stuff. So let's start with maybe the the earlier Jerry, you know, growing up and all that sort of stuff. Tell us a little bit about you   Jeri Perkins ** 02:16 know, little Jerry was quite a little girl. She was very mischievous. Everything, you know, mind in everybody's business, but our own and still doesn't sometimes tries to cut down on that. Because these days, I'm more busier. But I would just say I was always inquisitive. And I was always very, like self aware, and reflective of everything that was going on around me not always accepting of it. You know, I think ever since I was a little girl, I was very disillusioned with a lot of social injustice and inequity in the world that various communities face. But I was very passionate about even from a young age using my platform to evoke change. And as Gandhi would say, being a part of the change that I want to see occur in the world.   Michael Hingson ** 03:13 So where are you from originally?   Jeri Perkins ** 03:15 So I grew up in San Jose, California border of Cupertino, Cupertino years, I went to high school over there Cupertino law.   Michael Hingson ** 03:26 And, and so you could watch the growth and development of Apple.   Jeri Perkins ** 03:32 Yes, we saw that in my father's a computer software engineer. So he was up in San Francisco. So we were over there too, during that time. Uh huh.   Michael Hingson ** 03:44 So, how long ago was that? I don't, not trying to pray in your age, but roughly, oh, well, I   Jeri Perkins ** 03:51 mean, I'm 26 years. All   Michael Hingson ** 03:53 right. Well, now we know so we can continue.   Jeri Perkins ** 03:57 And I love you know, even sometimes, and I know, in my profession, as a Licensed Master, social worker, you know, some people may look at, you're 26 years old, what are you now but like, other than that, I really do like to share my age, because I feel like it's important for young people to know that they can lead while young and that you know, your age is just the number and it doesn't have anything to do with your impact.   Michael Hingson ** 04:23 And that's a really good point because I am someone at the other end of the spectrum being 73. And I don't think that matters. You know, the bottom line is, it's what you can do and what you choose to do and how you learn and continue to be effective. And that's all that really matters. Anyway.   Jeri Perkins ** 04:40 You are absolutely right. And to even elaborate on that my grandmother is 86 years old and she was running around the track at the park so she was about A D. So you know she's a smoker, but grandma is healthy as she can be from what we know and still going strong because of all that   Michael Hingson ** 05:00 Sigh Well it keeps her busy. And I don't tend to do a lot of walking around outside, I actually developed a, a track here in the house. So I do a lot of walking. But we have a living well, a kitchen, great room area, and there's a bar in the middle of it. So I love to read books, audio wise, and walk around the bar. So I can I can walk, you know, 10,000 steps or any number of miles just walking around while I'm reading a book and never even really notice it other than the university, I'll sort of get tired, but I just keep going in. It's kind of fun to do. So I get lots of exercise. But I do it indoors. And that works out really pretty well. So I can't complain about our   Jeri Perkins ** 05:47 natural environment. That's,   Michael Hingson ** 05:49 that's it? Yeah, yeah. And then the fridge is always nearby. I do resist, I do Resist.   Jeri Perkins ** 05:57 Resist so good for you.   Michael Hingson ** 06:00 Well, I love to tell people then I occasionally from the Girl Scouts will buy lots of boxes of Thin Mints. And the thing is out of sight out of mind. So they're up on shelves or in the freezer. Don't see them. Don't go after them unless I happen to think of it. And then I'll bring them box down and and eat it slowly. So I do try to exercise a little bit of willpower every so often anyway.   Jeri Perkins ** 06:27 Yeah, that's a good strategy. I'm gonna try that. Yeah,   Michael Hingson ** 06:31 you know, hide him in the freezer where you're not gonna see him and then you're in good shape. Okay, Gary RC. Well, thanks for being on unstoppable mindset. What a great, wonderful day. Wait, no, not really. We'll go on. So, you went through high school, you were up in Cupertino. And then what did you do?   Jeri Perkins ** 06:52 So I went to Lincoln University, Missouri, go blue tigers, founded by the 62nd and 65th Soldiers of the United States Colored inventory. It's a historically black college and university in Jefferson City, Missouri. And I majored in broadcast journalism. And I had a talk show on JC TV access called impact with Jerry Parkins.   Michael Hingson ** 07:15 will tell us about your show.   Jeri Perkins ** 07:19 Yeah, basically, I interviewed community leaders and organizations on their impact, to raise local global awareness on the challenges and barriers that I'm developing countries such as Haiti face, and nonprofits such as the help for Caribbean kids that does missionary work in Haiti. And also just giving a platform to up and coming leaders such as myself, or people who may not necessarily have that name recognition across the country, or, you know, as national or global leaders, but have such a powerful local impact, just giving a platform for those people to share their stories and raise awareness for the resources that exists on our college campus community and beyond.   Michael Hingson ** 08:19 So, what, what caused you to want to do that kind of a show? What, what really fascinated you enough about the subject that you felt that it would be a show worth having? And you made it obviously work?   Jeri Perkins ** 08:35 Yeah, so I did several different interviews. So that was one example of what I covered on my show and also on the Dr. Jabulani Bates, International Student Center and our travel to Haiti and my reporting over there and just raising awareness for developing countries but I also covered a local church in the community. The Joshua house church I interviewed Miss Tammy notables who was the director of the women's resource center in the brain, that bystander intervention team to minimize incidents of reported power based violence on campus. So I had a number of interviews I interviewed Helen Casa over girls leap forward at Global Education Initiatives for girls in Ethiopia, and also to aspiring Olympians for on the US National synchronized swimming team. I'm Jacqueline Lu and Nikki's articles. So just being able to interview these individuals, like I said, before they really, you know, we really grew together in terms of career because that was when I was an intern at NBC Bay Area News as a Immobilien fellow, and now I may look, I'm a guest on shows just like I was interviewing people, so you know, life does come full circle in that way.   Michael Hingson ** 09:59 So When were you on NBC Bay Area?   Jeri Perkins ** 10:02 So I interned at NBC Bay Area News in San Jose, California. They were my corporate sponsor, and I was a fellow and the Emma Bowen foundation for emerging interested in media. So it's a four year summer internship program that gives diverse talent a head start, and starting their career in the media industry.   Michael Hingson ** 10:25 What years were you there?   **Jeri Perkins ** 10:27 So the summers are 2014 2015 2016 and 2017.   Michael Hingson ** 10:35 Were you on TV during that time, as part of though   Jeri Perkins ** 10:37 I mean, that's like a smart market five or six. So like, I was an intern and college, I was learning trying to get to where those phenomenal. My news mentors and the phenomenal journalists there are, but I filmed some things in studio and they were very gracious to help me production was with my filming of my show and different activities that I did. And it was a phenomenal experience.   Michael Hingson ** 11:07 I was just curious, we moved out of the bay area, we were in Novato, actually, we moved out in late June of 2014. So we wouldn't have seen you if you're on TV. But I was curious.   Jeri Perkins ** 11:18 Well, hopefully one day, you know, hopefully this will lead to other opportunity.   Michael Hingson ** 11:24 Well, yeah, that would be good. Yes. Well, nothing, nothing like being a guest to get questions that help you kind of figure out how to respond to whatever comes along, when, especially when you don't expect it? Absolutely. So you you did that for a while, went through college? And then what did you do once you left college?   Jeri Perkins ** 11:47 So for two years, I had a period of time where I had to navigate like my next steps, I thought that, you know, I was gonna go to law school and become a civil rights attorney. And I mean, as I'm sure you know, like life doesn't always go as planned. And along the way, you know, your steps are ordered. And I would say that I had a lot of challenges and barriers. With the LSAT, the law school admissions test, you know, I didn't do very well on the LSAT and I didn't really have a desire to do much better, which is what got me to the point where I was like, oh, maybe this isn't for you.   Michael Hingson ** 12:30 Maybe last night, the way I'm gonna go,   Jeri Perkins ** 12:32 You know what I'm saying? Like, I had a lot of other gifts. And I remember my pastor at the time, Pastor John Nelson and my first lady, Miss Heather Nelson at Soma Community Church in Jefferson City. You know, they told me like, I remember walking out of the LSAT exam and column Pastor John, and him just telling me, you know, Jerry, God, they have in store for you a career of helping people, you know, and service to the community. And I'm thinking to myself, why, you know, how am I gonna make any money? You know, how am I gonna survive and live? I've worked so hard in school and all of this, but I mean, look, what I am now a Licensed Master social worker. So again, life coming full circle, and that's just four years later from that experience. So   Michael Hingson ** 13:18 So where did you get your MSW? Arizona State?   Jeri Perkins ** 13:23 Okay, watts College of public service and community solutions.   Michael Hingson ** 13:29 Well, there you go. Well, so what got you to go to ASU and to seek that degree?   Jeri Perkins ** 13:38 Well, my parents were retired and they moved to Australia, Mountain Ranch and Goodyear. And after I got out of college, I was navigating, you know, my next step so I moved home with them we're not home it was a new place because we were in California but um, I started working in the behavioral health field with children, behavioral children and child family teams and a just child welfare systems and group home settings with kids in the system and smi series mentally ill adults and residential treatment facilities. And I really developed a passion for service serving people like being that bright light in their in their day or in their path and being that solid object in their life. But I noticed early on that I wanted to expand my scope of authority because at the bachelors level like and having a degree outside of the field, I just didn't have a stamp of authority to really impact change like I wanted to. So I said, you know, the system like we need to bridge the gap between the system institutions and the communities they serve. So a lot of people that came across in my path would be like you're a social worker, like you need to get an MSW like you sound like a social worker? You know you. So I'm just like these people really think and this is the last thing I ever expected to get. And look, I sure did as soon as I applied, you know, I was fortunate to get in and start my journey. And well, two years later.   Michael Hingson ** 15:17 Yeah, why ASU?   Jeri Perkins ** 15:21 ASU. At the time, you know, I really felt like it had, it was a very affluent school, and it had a lot of access to opportunities. One of my colleagues was in the Walter Cronkite school of journalism. And you know, she gave me a tour of ASU. And you know, I also went over there. So the Sandra Day O'Connor School of Law, I was over there for some meet and greets, and trying to find out more about how to get in to law school, and I saw him I could see myself on the campus and I'm like, okay, you know, and watts colleges downtown, and we're really in the midst of the communities that we're serving. So I'm like, it's a good school, it has good faculty. And it's a good program. And I think it was ranked 25th in the nation at the time, but just just saying the plethora of opportunity. That was there. Really, you know, number one, and innovation and research is what led me to ASU.   Michael Hingson ** 16:22 Hmm. Well, and and you obviously did that. And when did you graduate? Um, last   Jeri Perkins ** 16:28 year? Wow. Oh, 4.0 GPA?   Michael Hingson ** 16:35 Well, congratulations.   Jeri Perkins ** 16:37 Yeah, that's a blessing from God, I always tell people because it was a lot going on.   Michael Hingson ** 16:43 Well, and you obviously coped with it, and you succeeded? And that's all you can ask for. Right?   Jeri Perkins ** 16:50 You're absolutely right. And I say it was the, you know, the grace of God and my parents, I had such a strong foundation from being young in seeing my parents and grandparents and great grandparents, college educated, and my sister. So really being the baby, once I got along, like, it was like, no question like that I was going to achieve greatness, it was just what path that I was gonna go down, and was I going to have the capacity to better myself, and not let my own challenges become barriers to the impact that AI could have in the lives of others?   Michael Hingson ** 17:29 Well, you know, it's always a good goal. And it's always great when you can do it when you can have an impact. And you know, sometimes you won't even necessarily know what the impact is, until much later. But you got to start by planting the seeds.   Jeri Perkins ** 17:42 Absolutely.   Michael Hingson ** 17:45 And then they grow and they nourish, flourish. And you, you succeed because of that, which is great. Well, when did you start impact Action Network?   Jeri Perkins ** 17:57 Yes, thought started in the summer of last year. So job, I was very eager to start. So I always tell people, I did things backwards. You know, I started with my website and my like, had the language and knew, like the blueprint, like the roadmap of what I wanted to do, but not actually how to get there. So I mean, I had I started speaking at events and by December, I filed for an LLC, and then I kept speaking at various events around the valley, and doing trainings for various organizations, and continue to develop my strategic business plan, my business fact sheet, my bio, the impact that I wanted to have, and, you know, my brochures, promotional materials, my brand statement, my banner that I take to events, my business cards and everything, so that I can really increase my visibility, authority and income.   Michael Hingson ** 19:04 Well, tell us a little bit about what impact Action Network is all about, if you would,   Jeri Perkins ** 19:09 yeah, so our mission is educated to liberate them so that diversity equity, inclusion, belonging injustice is a priority and not a checkbox. And our vision is to provide communities of color with access to advocacy resources, through individual and group coaching trainings and speaking engagements to navigate systemic and institutionalized racism and oppression, power dynamics and conflict resolution safely and with confidence.   Michael Hingson ** 19:42 So you so what all What all do you do with the organization or what does it do today?   Jeri Perkins ** 19:50 Yes, so I mean, lately, like I've spoken at Attitude mental health summit for African American women, and youth square education's projects urban experience on the intersectionality of historical trauma, historical intergenerational trauma, I spoke at University of Phoenix inclusive leadership summit on the invisible tax of scholars of color navigating academia. I've been on a podcast on the diverse minds, award winning podcast in the UAE on tackling social injustices. I've been on art of advocacy live stream about making dei BJ a priority and not a checkbox. Featured and shout out Atlanta and voyage ATL for my work like African American made a bunch of different stuff, like I said, just to get myself out there. And also I did a training for the Association of Fundraising Professionals idea committee on navigating microaggressions in the workplace.   Michael Hingson ** 20:55 You said the EIB J What does that all stand for? I know summer   Jeri Perkins ** 20:59 city equity, inclusion, belonging and justice.   Michael Hingson ** 21:03 Oh, injustice, okay, great. You've talked some about disabilities, do you have a disability?   Jeri Perkins ** 21:09 You know, I always say I do not let my disability disable me for meeting my goals. And I encourage my peers and family who struggle with challenges to not let them become barriers. And I made I really, I don't see it as a disability just because, like what I said, it's never disabled me for meeting my goals, but it has made my path more challenging. And I mean, mental health. Anxiety and depression is something that I've dealt with. And I'm high functioning, like I have a high functioning, generalized anxiety disorder, and major depressive disorder. And as well as a compulsive binge eating disorder. I don't have it anymore, though. Because you know, I'm in treatment. And I have a dietitian and a counselor, but these are things I struggle with, but they don't define who I am. And I just assign value to myself by continuing to show up and continuing to just be the beautiful person that I am inside and out despite those challenges.   Michael Hingson ** 22:19 Disability should not mean and as far as I'm concerned, does not mean a lack of ability. And the reality is, every human has a disability. For most of you. It's like dependency right? Now guys don't do well, when the lights suddenly go out because you lose power. For some of us, it doesn't matter. Disability is a characteristic and everyone's characteristic manifests differently, but it's still there.   Jeri Perkins ** 22:44 That's very powerful. Yes. And person first language, you know, differently abled, or disability   Michael Hingson ** 22:53 but differently abled is horrible. You may not think so Oh, absolutely. I'm not differently abled, my abilities are the same. I may perform them differently, but I'm not differently abled. And that's part of the problem is that we spend so much time trying to tell people with a disability, because you have a disability, you're different. No, we're all different. But I'm not differently abled than you I deal with a computer just like you do. I may not use a monitor, I may use software to verbalize the screen or a Braille display. But there are people who are left handed, who don't necessarily do things the same way you do. And tall people don't necessarily do things the same way short people do. So the reality is that differently abled is just a way of trying to hide from addressing the issue. And the fact is, we're all in this planet. Look, Thomas Edison invented the electric light bulb, right? He invented the electric light bulb if you use the Americans with Disabilities Act, and I've said it before on this podcast, if you use that as an example, it's a reasonable accommodation for light dependent people who can't do well in the dark. So technology has covered up your disability but it doesn't change the fact that it's still there. Which is again, why I say disability doesn't mean lack of ability, but does it mean you're differently abled, because you turn on the lights? It's just part of the characteristic of your disability that you have to deal with. And that's why I think that differently abled is really just some people's way of trying to hide from dealing with the fact that disability is a characteristic we all in one way or another experience and that's what we really need to deal with.   Jeri Perkins ** 24:36 You're absolutely right and I think that person first language or not, Oh, what about something else? I'm not person first language but our use of language is important because you know, things one may feel like they are being inclusive or allowing others to subscribe the identity to themselves that they I believe that they have and one may not, you know, so I appreciate you corrected me on that, because it's another perspective that I can, you know, see things differently even in my work. So I really do appreciate that. And I would also say that, along with not addressing the issue or use of language that may suggest not addressing the issue, I think that there's a real stigma and shame associated with accessing mental health care and reasonably, within the disability community, or within those who do have some type of these different challenges we all do. So it's important for us to access resources to enhance our quality of life, because I know a lot of people, brilliant people, hard working people who do, you know, have a disability, who do not access resources, and their life is very challenging. So I think what you said is very important, because yes, it's how you deal with your challenges. But it's also acknowledging that a challenge exists. And where do you go from there?   Michael Hingson ** 26:12 Well, and everyone faces challenges. Your gifts aren't the same as my gifts, and neither of our gifts are the same as someone else. It doesn't mean that any of our gifts are less or more than anyone else's. The question is, how do we learn to use our gifts? And how do we move forward with them, which is something that we all have to face. But when we really try to compare our gifts, or compare ourselves to others, whose gifts are different than ours, then we tend to really run into difficulties like, words do matter? You're right. I've talked about the concept of visually impaired before, it's a horrible term, because first of all, blind people visually aren't different. And second of all, why do I need to be compared with how much eyesight someone has? It's not visually impaired. It's blind or low vision. But the reality is, like deaf or hard of hearing, people who happen to not hear well, would hate you to call them hearing impaired for that very same reason. The reality is we've got to stop trying to compare, because that just continues to promote the stigma.   Jeri Perkins ** 27:32 Yeah, that's true. Like the standard, like, we're normal, I feel like it's we're making. It's like a sense of other reason that someone is not aligned with what the standard is where the norm is. And the reality is, there should be no standard, or norm, no norm, because everybody is different in their differences should be valued.   Michael Hingson ** 27:58 Right. And we need to get to the point where emotionally and intellectually, we accept people who are different than we and that's a big challenge.   Jeri Perkins ** 28:13 Absolutely.   Michael Hingson ** 28:15 So for you. You talk a lot about Dei, and BJ, and you talk about dealing with different kinds of identities and the intersection of identities. Where does all of that play? I guess maybe the best thing is where what kind of role does intersectionality play in that? I think we're talking about that. So I thought I'd just ask you that question and bring it right up?   Jeri Perkins ** 28:46 Yeah, that's a good question. I think that, um, there's different levels of privilege, and there's different levels of oppression and at the intersection of race, ethnicity, socio economic status, gender, gender identity, sexual orientation, ability, status, or whatever the case may be. There's intersections, like no one person that people fit in multiple categories, oftentimes. So it's just like, assessing and evaluating each intersections of their identity holistically, to be able to understand who this person is not just from one dimension, but multiple dimensions. So I think that's what intersectionality means. And when I think about it, in terms of person and environment, life path and life trajectory, depending on other systems and subsystems that make up a person's environment, it influences their decision making their actions and their life path and life trajectory. And I think that that plays a role in the intersectionality of people's identity there Is there access to social determinants of health, which are quality of life predictors and indicators of health outcomes. So it's just intersectionality of identity is such a dynamic, broad topic to address. And oftentimes, as a society, we don't address each intersection of an individual family or communities identity.   Michael Hingson ** 30:31 So language becomes, of course, a very important part of that, and how do we change the language or get people to change the language and grow to recognize that, that we're all really part of the same thing, and that our identities intersect in so many ways.   Jeri Perkins ** 30:50 I think that strengths based language, and not problematizing communities who experience marginalization, or oppression, but looking at the root of systemic and institutional pervasive issues, as a means of this person, it's not, you know, if somebody needs access to like, Student Accessibility and Learning Services, that's a resource to enhance their learning and quality of life and experiences, that doesn't mean that this person is problematic, or there's a step more you have to deal with, to provide these resources, this should be available to meet each individual student's needs and tailored to each individual person are professional in the workplace, so that they have equitable access and to opportunities. That's inclusivity. And I mean, I would say that that's justice. And that represents the diversity of human experience. And I often say, I don't think you can have D IB J without the other. I mean, obviously, you know, all the letters may not be there within the experience of individuals and students and professionals navigating systems and institutions. But I feel like it's like any equation. If you have each of these variables in there, that's an indicator that you're doing it right. And that quality of life of the communities you're serving as being in advance.   Michael Hingson ** 32:28 How do we change the conversation though, since we, we've identified that there are so many people who view some of these things as a problem or, you know, another example might be the concept of affirmative action, where that was used to try to make part of our, like university system and our employment system more inclusive. But yet we also have people who oppose that. So how do we change that conversation? And get people to be more open?   Jeri Perkins ** 32:58 That's another good question. And, you know, it's unfortunate that people are affirming they are, are opposing affirmative action. And I actually saw a news story with an individual who I believe, identified as Asian American, and was just as you said, opposing affirmative action, saying that he was denied from, you know, six Ivy League schools, and that the reason why he was denied was because his black counterparts who weren't, you know, up to par or at his standards was given preference over him, and not looking at all the the legacy admits, and the people who are admitted into institutions because you know, their families give money to the school or are very involved. So it's like to tell to center the narrative to be the same oppressive narrative that got us to needing affirmative action in the first place, is unfortunate, because affirmative action was not just created on the basis of race and ethnicity. Sure, that's what was center to not discriminate against anyone based on their race or ethnicity and admissions, and hiring practices. But across the board, we talk about intersectionality of identity, affirmative action applies to that as well, not discriminating against people for their age, or for their ability, or for their it could be a number of things, their sexual orientation, their gender identity. So I mean, I feel like like you mentioned, everybody has something different about them. And this is not the oppressive oppression Olympics. We all have differences, we should value differences and and make that conversation inclusive to the demographics of the communities that we serve, and that we are as a people In this country, and its global citizens across the world,   Michael Hingson ** 35:04 that's part of the interesting part about it, right? global citizens across the world. And we, we so often just lock ourselves in our own little world and don't look beyond it. And that, that tends to be a real problem, because we don't learn, if we if we don't look beyond our own little sphere of influence, perhaps.   Jeri Perkins ** 35:30 That's absolutely right. And that's also a sense of other reasons. People, you know, a lack of social empathy. You know, there's an article by Elizabeth Siegel, and it says, you know, it's titled, a lack of social empathy, work, working but still poor, like how we can be the richest nation in the world. But we have people living below the poverty line experiencing homelessness is the most out of any industrialized nation, I believe. And it's like these policies, this legislation, it's not inclusive of the the demographics that legislators serve. And oftentimes, in that article and mentioned, most legislators are older, white men who are making decisions on behalf of Communities, that they share no intersectionality of identity in terms of live and shared experiences. So that requires empathy, to make decisions that are going to be for the betterment of the greatest good for the greatest number of people.   Michael Hingson ** 36:37 What's going to change that,   Jeri Perkins ** 36:40 you know, I'm not sure anything can change it at this point, because I try to be, you know, optimistic and remain hopeful. And that's why I do the work that I do. And I believe education is the pathway to liberation. So I think increasing knowledge base and awareness on advocacy, having more social workers in the spaces, lobbying for policy change, because the lens that a social worker has, it's just, it's like nothing I've ever seen before. It's just a different set of experiences, because of the education and practicum sites, the situations were placed. And, you know, we need that diverse worldview in these spaces. But I think that at the end of the day, the powers that be those who are in control, who will devour within systems and institutions have the power to evoke change and have the power to say how fast the needle moves forward when it moves forward, and whom it impacts. So I think at this point, it's larger than just touching the hearts and minds of people. It's a it's really built on power dynamics, and conflict resolution. And, you know, my mother always used to say, as I was a child growing up, the world is divided into the haves and the have nots, and you want to be one of the ones who have. So there's an element of perhaps, manifest destiny. And there's Wale, I asked myself all the time, as a black woman in this country who's highly educated working on a doctorate in Organizational Leadership and Development. And I know there's many highly educated black women and women of color in this country, and also those who did pull themselves up by their bootstraps, and, you know, navigate higher education and professional settings, and much respect to, you know, our immigrant community and that those efforts as well. But I've just noticed that what is the difference between the privilege that I've experienced growing up in private schools and affluent neighborhoods, and my counterparts who found even when I was attending Lincoln, who had a very different lived and shared experience coming from inner city schools, and it's not that those students were any less capable than me, it's not that they were any less intelligent than me. They just had a different access or lack of access to certain College and Career Readiness resources than I had coming from California public schools. And it showed in terms of college and career readiness. I stepped on the college campus with an internship at NBC. You know, it's just, honestly, depending on social economic status, it's like the playing field is not even. It's not even it's not even close. And who is to say that my life or my experience matters more than my counterparts. It doesn't it should be the same. They're students just like me, their lives and experiences matters. Their right to education is a right but I'm here and you know, many of them are doing phenomenal things too. Oh, but I say that to say, the difference in just lack of access to social determinants of health, you know, safe neighborhoods, nutritious food, um, what else like education, um, the standard of education, higher paying jobs, economic opportunity, upward mobility, to break those generational cycles of poverty or generational curses, even that because of the intersectionality, of historical and generational trauma we experience as people of color in this country. So again, multi dimensional and multi faceted, there's many different perspectives you can use to look at it.   Michael Hingson ** 40:48 What does success mean to you?   Jeri Perkins ** 40:52 That's another phenomenal question. Have you not I feel like failure is not an option. So success to me, is just just being better, you know, like, success to me, I don't even think success is ever really attainable. Because each day, if you're striving to be better than you were the next day, or more successful, it's more like you're meeting a goal or a milestone, and not necessarily, you know, quote, unquote, being successful. Because what does that mean? I mean, I could say in my field, success is about the impact I made. When I see the lives of the clients that I serve, be in touch, because of my spirit, because of my knowledge, and education and work experiences, being able to, to impact them. That's really what success looks like. But again, each day striving to be a better clinician striving to be a better business owner, organizational leader, all of that. So I mean, someday success to me could be having a positive attitude, you know, not rolling my eyes when I'm frustrated, or, you know, being able to maintain a professional facial expression that does not show every emotion that's in my head. So that could be success for me, but it just varies depending on the day. Sometimes it's just showing up and being in the room. You know, I always say that too. Sometimes you just have to show up. Yeah. So yeah. Well,   Michael Hingson ** 42:34 you know, it's the reason I asked the question is that the people define success in so many different ways. And the other one is, what does happiness mean to you?   Jeri Perkins ** 42:48 Oh, nice questions. I think happiness, peace, I would just say peace of mind, body and spirit is happiness to me. Liberty, liberation.   Michael Hingson ** 43:02 Uh huh. Yeah, I had the opportunity to interview someone recently. And we were talking about competence. He teaches young men, executives and leaders to be better leaders. And he talks about life being an adventurer. And he also talks about confidence. And a teaches people to build confidence. And the point is, though, he distinguishes between confidence and arrogance, and says that, usually well, arrogance typically is something that manifests itself because someone's insecure, and they bluster or they try to bluff their way through something. Whereas a person who is confident, truly understands where they're coming from, they understand what they can do and can't do. And they speak from, if you will, and not in an arrogant way, but a position of strength, and that people can tell the difference between the two. And so I didn't ask him about happiness. But I think it's interesting, people are always talking about how we seek happiness. But no one ever really can define it and, or, or knows how to define it in such a way that you could identify how you're going to seek it. You know, and I think that that really happiness is something that is something that needs to be defined by every individual in terms of what they need. Obviously, you can't be happy if you're going around blowing people away with a gun and consider yourself really happy in the moral sense of the word but you can certainly be happy if you know you're doing a good job of helping other people survive and grow and thrive like you're talking about. And that can lead to Happiness.   Jeri Perkins ** 45:01 Yeah. And that is so powerful that you say that because it's like, I find the greatest joy, not in the clothes that I wear or the way my appearance and how I present myself in the world, although that's important to model those behaviors in my line of work for my clients, but just meeting with them, and just thinking about how I can enhance their quality of life, like, I genuinely find joy from that. And I cannot say that I've ever found joy, it really in a job before, like I have in the social work field, being a clinician, and that might grow one on one individual practice of just seeing how I coaching with clients, just really like, it's a different person, their spirit is uplifted from the time they step in my office to the time they leave. And that, you know, brings me joy, because I'm like, job well done. And, like all your education and experience know, it's not just a piece of paper. No, it's not just credentials, or a resume or CV, you're impacting people's lives. It's not just about you. And that's the power, I feel like and happiness, for myself for what for the work that I do. And even my family, being able to, you know, break those generational curses, like I mentioned, with mental health, um, I feel like I don't have anybody in my family. I'm the one you know, who advocates not just for myself, but for my siblings, and for my parents to access health care and mental health care resources. Because as I mentioned, there's such a stigma and shame associated with accessing those resources and communities of color. Yeah.   Michael Hingson ** 46:58 And again, you have found something that brings you joy and satisfaction, then when you step back and look at it, it brings you joy, satisfaction, and yes, happiness, because you see how it's impacting other people. And that impacts you as well.   Jeri Perkins ** 47:18 Absolutely, it makes life worth living, it makes that, you know, 50 minute drive worth driving to know that, you know, clearly, you know, the higher power has put me where I'm at, for a reason, because the stars really did align. And it didn't make sense when it was happening. But it really is chess, not checkers, and all the pieces were put together for me to be where I'm at now doing the work that I did.   Michael Hingson ** 47:47 Right? And that makes a lot of sense. What perspectives Do you think that people should adopt? Since we have so many different people who have so many differences in the world? What kind of perspectives Do you think that we should really adopt in order to thrive in life   Jeri Perkins ** 48:09 value in differences, culture as a strength is not a deficit, resiliency is a protective factor. Strengths, both perspectives, person first language, narrative, the power of personal narratives like these are all perspectives of solution focused, lens accountability, approach, collective responsibility, like I use this in my professional practice and in my personal life, to navigate decisions that I make that I feel like. Also, I would say, more of like ideologies. Health care as a human right, is a perspective that I feel like would make the world such a better place like alleviating homelessness and poverty, by utilizing access to this capitalist system, to to level the playing field for those who may not have had the access that some of these millionaires and billionaires had, or the generational wealth. And obviously, when we talk about intersectionality of identity, that's a whole different conversation about generational wealth and certain families and communities and lack of access. But I think every time social empathy, that's another ideology, if you put yourself in someone else's shoes, how do you see the world? Are you able to see the world from their lens from their lived and shared experiences? If we all could do that we would stop doing all this crazy stuff, like you mentioned earlier with the gun control and the gun control law. Like No, nobody's trying to infringe upon people's human rights. So Second Amendment rights to bear arms. No, but what about the welfare of our children and families like, happy people don't do stuff like that. And I think there's a lot of people in this world who hide behind greed, and money and their fancy lifestyles, and they're not happy, and they're, you know, doing a lot of unhealthy things because of it. And that's unfortunate, because truly, this, we put money on a pedestal as if it's a as something to aspire to. And it's like for you to have all of the access to it in the world, and still not be happy and still be a miserable person. You know, I often used to say, when I was growing up, what is wrong, like I knew from a young age, and that's why I encourage other young people who feel like they're going through challenges to speak up about it. Because I knew that I had depression, since I was probably in middle school, I knew something was wrong, I didn't know what it was. I didn't have the language. I didn't know how to put a word to. But like, by the time I was in high school, I was able to put to diagnose myself and obviously, in my field. Now, I know that was out of my scope of authority, but I knew you now. And I think I read something in the book that said, you can find peace, in honesty and acknowledging that experiences are the way they are, and things exists. That's where you find peace and liberation. That's why I say Educate to liberate. Because when you educate your mind, you liberate your body and your spirit.   Michael Hingson ** 51:40 Do you when, in the course of all the things that you do, do you ever meditate?   Jeri Perkins ** 51:47 You know, it's difficult for me to meditate. And I often think it's because I may have a touch of ADHD. But, um, I shouldn't do that.   Michael Hingson ** 51:59 I was just curious if you did, do you? Yeah, I do. And I, and, you know, meditation can take on many forms. It's as much well, one form of it is as much about introspection at the end of the day and thinking about what happened that day, and how did it go? And things that didn't go, well? Why didn't they? And what do you do to make them better? I've learned to recognize that I'm my own best teacher. And the best way I can learn is to analyze what what I do in the course of the day and think about it, and move forward. And we we mostly just don't take time at the end of the day to think about what happened, why it happened. He said that there's no room for failure and failure isn't an option. And I think that the reality is that we view failure in the wrong way. Because failure is really a learning opportunity. And it doesn't necessarily mean failure, it means okay, we didn't do something that worked the way we expected to the expected it to is that failure was bad. And we didn't think it was bad at the time. It may have turned out bad. But the issue is, then how do we deal with it?   Jeri Perkins ** 53:20 Right. And I agree with that, for sure. And I think from a resiliency perspective, when I say failure is not an option. I mean, that I'm resilient to the point that whatever outcome I desire, I'm going to relentlessly pursue, for example, my mental health and wellness holistically, or, you know, like my education or career, you know, I remember when I was in grad school, and it really became very overwhelming not only my first year that I have imposter syndrome when I think about intersectionality. And that, you know, and how that played a role in that because obviously, I was qualified, it's not overqualified. And I earned the right and deserve to be there. But I think that when I say failure is not an option. There definitely is room to fail. And you're absolutely right. It's a learning experience. But when I say it's not an option, I mean, you I expect myself to learn from that experience, and to not make the same mistakes again, and as you mentioned, meditating that reflection and awareness. So yes, I do meditate because I do that all the time. And it's a very useful scale. So I completely agree with you.   Michael Hingson ** 54:42 Yeah, it's, it's a very important thing to, to think about what we do and why we why we did it. And sometimes it's that we didn't have the right knowledge. That's okay. We learn from it and we move on to the next time.   Jeri Perkins ** 55:00 Absolutely. And that's the air Mom, sorry, go nuclear? Oh, no, I was just about to say that I feel like that's the earmarks of a someone who to know that you have room to learn and grow, like the feeling that you have best a person who has no glass ceiling, because every day, they know that all they can do is just reach higher, higher and higher for their goals and milestones, because they know that they will make mistakes. And that is okay, that, like you said, that's a part of the learning process. But to not let those mistakes define their goals and milestones, or how far they can go or how high they can reach.   Michael Hingson ** 55:46 Right. Tell me a little more about what impact Action Network does. And why you have that. And what does it do for people today?   Jeri Perkins ** 55:58 Yeah, so impact Action Network was birthed out of my experience navigating higher education. And I actually started a bipoc student network at ASU, would we change the language me to the multicultural students Alliance Network, because I witnessed a lot of my colleagues of color, and even scholars of color, navigating the racism and oppression in power dynamics, and unfair structural conditions and conflict, and academia that appeared sometimes to have no resolution. And I remembered being an advocate and being a leader at the college level, and having access to leadership to allies and female scholars as a color that helped guide me and mentor me. And I thought to myself, well, I want to create a network of resources so that students and professionals have the same access to trainings and coaching and speaking engagements, recording so that they can learn how to learn. And that's why I created impact Action Network to bridge that gap between the system institution and students and professionals to have the confidence and knowledge to navigate systemic and institutionalized racism and oppression safely and with confidence.   Michael Hingson ** 57:23 So what exactly do you do with it? And how does it work? And how do people access it or utilize it?   Jeri Perkins ** 57:31 So now, I'm in the stages of community stakeholder engagement. So I go out to events in the community, and I engage with community stakeholders, I have books, as resources by authors of color that I sail to support my work and also have, like I mentioned, I've done a plethora of speaking engagements. So that's really key notes and different things, to support my work and to get on that broader stage. And those trainings and workshops as well, on navigating microaggressions in the workplace, you know, there's a lot of interactive discussion, and embedded in that, and people are able to ask me questions about how to navigate certain experiences, and prior evidence informed and evidence based practice experiences, I'm able to provide them with insight, you know, and I still like the coaching component, more so than one on one or group coaching. The coaching is ingrained and embedded in my speaking engagements in my trainings in my workshops, because, as we know, you know, the role of the therapist and my other job I know changes, you know, constantly during the session. And I feel like the role of someone who's changes the narrative and blaze their own trail, and creates their own vision for the future and inspires to do others the same, it changes. So as a consultant, my role may be a coach, a trainer, or a speaker, and knowing when to just having that box of tools and when to pull out which tools and being able to connect and, and make those, create those relationships and engage with community stakeholders. Because my concentration was policy administration, community practice, and my passion is macro level social work. So that's what I do. And just all those elements of my practice are just opening up the doors and the windows of opportunity, so that the gatekeepers don't keep the gates close.   Michael Hingson ** 59:36 Do you want to get back into journalism or do things in the public media again?   Jeri Perkins ** 59:42 Um, I would like a talk show. Talk show one day so there you go. And it just felt like that would just provide a bigger platform to have a bigger impact and reach more people and audiences. So you know, Oprah Ayana, Mr. Tyler Perry Miss Eva duveneck I'm here, you know, I'm ready to serve. I have different passions and I'm skills and experiences. I mean, I'm here, you know,   Michael Hingson ** 1:00:16 there you go. Well tell me if people want to reach out to you and learn more about the impact Action Network, maybe hire you or somehow use your skills, how do they do that?   Jeri Perkins ** 1:00:28 So you can visit impact action network.com and schedule a consultation. You can also email me impact action network@gmail.com. And you can also follow me on social media, Instagram impact underscore action underscore network, Facebook and LinkedIn impact Action Network advocacy consulting agency.   Michael Hingson ** 1:00:54 A lot of ways for people to find you.   Jeri Perkins ** 1:00:57 Absolutely, because there's more than one platform. So there's no excuse not to reach out.   Michael Hingson ** 1:01:03 Well, there you go. Well, cool. Well, I want to thank you for being here and giving us your valuable time and talking with us about all this. It's kind of fun. And I love the fact that we were able to have a real conversation and, and hopefully inspire people, and hopefully people will reach out to you. And so impact Action Network is the way to do it. So please reach out and do all that you can to help Jeri and what she's up to its J E R I Perkins. So Jeri, I want to thank you for being here. And I want to thank you all for listening. Please reach out. We'd love to hear your thoughts. And I'd love to ask you to please give us a five star rating wherever you're listening to this. If you'd like to reach out to me, please do so Michaelhi at accessibe.com. AccessiBe spelled A C C E S S I B E. Or you can visit our podcast page www dot Michael hingson.com/podcast. And Michael Hingson is spelled M I  C H A E L  H  I N G S O N. So hopefully you will reach out we'd love to hear from you. And if you can think of anyone else who should be a guest please let us know Jeri same for you. If you know some other people who we ought to have on as guests on the podcast, I would really appreciate you performing introductions and letting us know who what, who we ought to visit with next. So again, I want to thank you though one last time for being here. And I really appreciate your time. So thanks, Jeri, for being with us today. Thank you   Michael Hingson ** 1:02:44 You have been listening to the Unstoppable Mindset podcast. Thanks for dropping by. I hope that you'll join us again next week, and in future weeks for upcoming episodes. To subscribe to our podcast and to learn about upcoming episodes, please visit www dot Michael hingson.com slash podcast. Michael Hingson is spelled m i c h a e l h i n g s o n. While you're on the site., please use the form there to recommend people who we ought to interview in upcoming editions of the show. And also, we ask you and urge you to invite your friends to join us in the future. If you know of any one or any organization needing a speaker for an event, please email me at speaker at Michael hingson.com. I appreciate it very much. To learn more about the concept of blinded by fear, please visit www dot Michael hingson.com forward slash blinded by fear and while you're there, feel free to pick up a copy of my free eBook entitled blinded by fear. The unstoppable mindset podcast is provided by access cast an initiative of accessiBe and is sponsored by accessiBe. Please visit www.accessibe.com. accessiBe is spelled a c c e s s i b e. There you can learn all about how you can make your website inclusive for all persons with disabilities and how you can help make the internet fully inclusive by 2025. Thanks again for listening. Please come back and visit us again next week.

This week's episode features two of our own, Megan Saylor and Doug Beers from Moser's Learning Services department. They're talking to us about Learning Management Systems. Megan is a Senior Consultant and Engagement Manager at Moser Consulting and has been with the company for 10 years. Her main focus has been in Middleware, as an LMS Systems Owner. She has been an EM for over 3 years and she is also currently an administrator of Moser's own LMS, called HRLearn, for both internal use and future client engagements! She is certified in BBST Foundations of Software Testing, ICAgile: Foundations of DevOps, Scaled Agile: SAFe Agilist, Learn Server Administration (Blackboard) and Presenting Powerful Presentations.Doug is a Senior Consultant for the Learning Services division at Moser Consulting and has been with the company for 9+ years. He is looking forward to expanding the Learning Services impact at Moser and to our clients through implementing learning management systems and content management. He is certified in Scaled Agile: Certified SAFe Agilist,  BBST Foundations of Software Testing, and ICAgile: ICP Foundations of DevOps.

SummaryOn this episode of The Bentonville Beacon, host James Bell sits down with Dr. Debbie Jones, Superintendent of Bentonville Schools. Previously, Dr. Jones served as Assistant Commissioner for Learning Services at the Arkansas Department of Education where she led its largest unit, which worked to enact educational legislation. Additionally, James is joined by Teresa Hudson, Immediate Past Director of Bentonville Schools' Ignite Professional Studies, a program that provides relevant learning experiences in collaboration with regional businesses, nonprofits and industry professionals. Throughout the episode, James, Debbie and Teresa discuss why Bentonville Schools ranks amongst the top 2 percent in the nation, the school system's leadership in workforce development and the incredible opportunities offered to students through the Ignite Professional Studies program.Thanks for tuning in!Show NotesTimestamps in this blog are for the audio-only version of the podcast; video timing differs.(0:47) Introduction to Dr. Debbie Jones and Teresa Hudson(5:54) Bentonville Schools' National Rankings and Statistics(12:40) About Ignite Professional Studies(20:24) An Ignite Success Story(24:51) How Ignite Will Continue to Evolve(27:52) More Bentonville School Programs(30:26) Local Ignite Partners(38:28) How Bentonville Helps Debbie and Teresa Live Their Best Lives(51:36) #BecauseBentonville Story‍LinksJames Bell Bentonville Economic Development Dr. Debbie JonesBentonville SchoolsTeresa HudsonIgnite Professional StudiesNot mentioned in episode: Ignite's new Director, Jessica ImelQuotes“Our employees, they don't just do it for the money. They do it because they truly love students, and they do whatever it takes to get kids proficient as they should, to master the content, to be the very best musicians, or the best athletes, whatever that may be.” - Dr. Debbie Jones, (6:59)“In [Ignite Professional Studies], we hope to provide college credit for all our students to do certifications and to have internships. We feel like that's the perfect blend of college career training that we want all our students to graduate with. What we hope to achieve is that they make better selections of what they want to do after high school.” - Teresa Hudson, (13:17)“That social piece, having friends, having a supportive network, is linked with longevity. And we have that here…all the city leaders are present and they reach out and will help each other because we all want to be very inclusive. We welcome people here, and we want everybody to be successful.” - Dr. Debbie Jones, (38:29)“Everyone cares about everything and they want all of it to be good. So I feel like that's just the essence of Bentonville is that we're all in it together and we all are looking for excellence in everything we do. And we're proud, really proud to live here.” - Teresa Hudson, (52:55)

Bamboo Beat Episode: Guest host Nicole Hiers hangs out with Deonne Johnson, Instructure's Director of People & Culture, Lyndsey Martin, Principal Program and Curriculum Designer, Miranda McIntosh, Manager in Learning Services at Instructure, and Brittany Jeanes, Principal Instructional Designer at Instructure! We talk about the incredible Canvas Course Evaluation Checklist, why and how it was created, and how you can use it to elevate your online and hybrid courses.  Click these links to find the Course Evaluation Checklist 2.0 and the new 3.0 version. --- Send in a voice message: https://podcasters.spotify.com/pod/show/instructurecast/message

Panda Pros are back! Guest host, Nicole Hiers gets the inside scoop on Instructure's offering of Panda Pros this year. She is joined by Michelle Lattke, Senior Director of Learning Services, Jaime Jackson, Learning Consultant at Instructure, and Stella Hernandez, Principal Learning Consultant at Instructure. You'll get a behind-the-scenes tour of everything you want to know about Panda Pros 2023 and some exciting announcements! Go to this early interest form to get notified for first access to sign up for a Panda Pros session. And starting Monday, July 24th, go to https://www.instructure.com/panda-pros to sign up for a session. --- Send in a voice message: https://podcasters.spotify.com/pod/show/instructurecast/message

Guest host, Nicole Hiers, joined by Rosina Monteiro, Manager in Learning Services, and Natalie Arias, Principal Learning Consultant approach Canvas best practices for usability and design. It's an episode you won't want to miss! --- Send in a voice message: https://podcasters.spotify.com/pod/show/canvascasters/message

Get the book, The New Classroom Instruction That Works: The Best Research-Based Strategies for Increasing Student Achievement Visit the McREL website, www.McREL.org Follow Bryan on Twitter @BryanRGoodwin Follow Kris on Twitter @KrisRouleau  About the Authors Bryan Goodwin is President & CEO of McREL International,   Kris Rouleau is Vice President of Learning Services and they are the co-authors together of The New Classroom Instruction That Works: The Best Research-Based Strategies for Increasing Student Achievement

Mark Davis is Vice President of Learning Services at BookNook, a K12 Tutoring platform that focuses on bringing high-impact synchronous learning solutions to districts. He joins host Mike Palmer in a conversation about trends in the space and the complexity of delivering tutoring solutions at scale in K12. We begin with Mark's origin story which started working in a family business in LA before he shifted into education, eventually joining Kaplan where he met Mike back in the day. Then we learn how Mark ultimately landed back in learning services at BookNook where his deep domain knowledge of K12 logistics and human capital are now deployed against the real challenges of using tutoring to address many of the learning challenges facing our country. Don't miss this deep dive into how tutoring interventions can scale across our schools and classrooms, providing real benefits to teachers and school districts who have been stretched to their limits with the crises of recent years. Subscribe to Trending in Education wherever you get your podcasts. Visit us at TrendinginEd.com for more sharp takes on the future of education.

Explore how the Principal's Corner how schools can infuse connection and communication within Canvas. Guest host Nicole Hiers connects with Chasina Worman, Brittany Firestone, Dr. KC Testerman, and Mark Sluzky, Instructure's Principal Learning Consultants, and Dr. Jackie Ashmore, Principal of Chaputnguak School & Amaqigciq School! The group discusses the benefits of a Principal's Corner to empower educators and bridge relational gaps amongst teams. For more information, be sure to check out additional resources: What is a “Principal's Corner” and why do you need one?Welcome to the Principal's Corner Check out one Principal's Corner Template example in Canvas Commons and search for any number of more options in the Commons. Training Portal Resource: “Non-Traditional Courses in Canvas” Canvas can be used for so much more than just traditional classroom settings. This course will cover a variety of use cases for nontraditional courses in Canvas, particularly in a K12 environment. If you have a Training Portal Subscription, check out this course to get started on your Principal's Corner. Need help creating your Principal's Corner? Services are available. See our Learning Services site for options. --- Send in a voice message: https://podcasters.spotify.com/pod/show/canvascasters/message

Guest Host Nicole Hiers, Principal Instructional Designer for Instructure, chats with Dr. KC Testerman, manager of Instructure's Learning Services, to talk all about acts of appreciation teachers need and deserve. And from all of us at Instructure, thank you to teachers everywhere, both past and present, who give so much each day to help to shape our future. --- Send in a voice message: https://podcasters.spotify.com/pod/show/canvascasters/message

In this episode, I have covered the Top ML services of Amazon Amazon Kendra Amazon Textract Amazon Comprehend Amazon Augmented AI (Amazon A2I) Sagemaker Amazon Connect Conversational AI (CAI) Amazon Lex Amazon Translate Amazon Transcribe Amazon Polly Amazon Personalize Amazon Content Moderation Amazon ReKognition Check my Instagram- www.instagram.com/podcasteramit https://hubhopper.com/podcast/tech-stories/318515 https://music.amazon.com/podcasts/2fdb5c45-2016-459e-ba6a-3cbae5a1fa4d https://open.spotify.com/show/2GhCrAjQuVMFYBq8GbLbwa https://podcasts.apple.com/us/podcast/id1544510362 https://www.jiosaavn.com/shows/tech-stories/1/,LBNutZ7Fx4_ https://gaana.com/podcast/tech-stories-season-1

School leaders must understand that in order to build a positive school culture they must prioritize understanding the experiences and perspectives of others. Empathetic leadership is an essential component of school leadership. Today, Dr. Ryan Daniel and Dr. Edgardo Castro discuss ways principals can build and sustain a culture of empathy at their schools. Dr. Ryan Daniel is principal of Fort Foote Elementary School in Fort Washington, Maryland, and fellow at the NAESP Center for Diversity Leadership. Dr. Edgardo Castro is Director of Learning Services at Truth or Consequences Municipal Schools in New Mexico, and fellow at the NAESP Center for Diversity Leadership.

Every student in my classroom deserves an equal chance despite their differences, what can we do as school leaders to ensure that? Equity in education is the process of reforming practices, policies, and procedures at the school and district levels to support academic fairness and inclusion. This ensures every child has everything they need to be successful, like resources, teachers, and interventions. Today we are pleased to feature NAESP Center for Diversity Leadership fellows Ryan Daniel and Edgardo Castro as they discuss how school leaders can create a common language of what equity looks and feels like. Dr. Ryan Daniel is principal of Fort Foote Elementary School in Fort Washington, Maryland, and fellow at the Center for Diversity Leadership. Dr. Edgardo Castro is Director of Learning Services at Truth or Consequences Municipal Schools in New Mexico, and fellow at the Center for Diversity Leadership.

How do young people succeed in the face of setbacks, and what can we learn? The current and future drivers of our workforce are facing unprecedented obstacles – from completing schooling in a time of COVID-19, rapid changes in technology and worldwide increases in mental health challenges. In some cases, young people face extremely tough situations at home and school. In what ways can dealing with adversity increase resilience to change, and help with future success for students? In what situations can it be harmful and detrimental? What structures, supports and methods can support young people to use this resilience well, especially if they have high potential? Host Helen Babb Delia (Development Partner at RMIT FORWARD) discusses these questions and more with Martin Jellinek, General Manager, Learning Services at Skyline Foundation. Skyline Foundation's vision is that VCE students who have high ability or are gifted become more resilient leaders in the face of social and economic adversity. Martin specialises in recognising high-ability students and supporting them to reach their full potential. Also read: Change Resilience: skills for the future that we need right now https://medium.com/rmit-forward/change-resilience-a-skillset-of-the-future-that-we-need-to-develop-right-now-dd2d86d3c231 About Skyline Education Foundation: https://skylinefoundation.org.au/about-us/

Hello and welcome to the eleventh episode of The Thirteen-Hour Life Coach podcast.  Today I speak with Gabrielle Crichlow who owns her own company called "A Step-Ahead Learning Services". Gabrielle and I talk about "Hot Topics" which is a video and audio podcast produced by the company "A Step-Ahead Tutoring Services" where real talk about things that are happening in education, employment, mental health, social services, or anything else steamy.  We also discuss what it is like to go for metal health assessments i.e learning difficulty and ADHD and the comparisons to the US and Germany and that going somewhere else (another provider to get a second opinion ) is also very, very important .  I was fortunate enough to be on Gabrielle´s show "Living with a disability" episode 15.  Follow A Step Ahead Tutoring Services:Visit our website: https://www.astepaheadtutoringservices.com   Sign up for our email list: https://squareup.com/outreach/a41DaE/subscribe Sign up for our texting list: https://eztxt.s3.amazonaws.com/534571/widgets/61fc686d8d6665.90336120.html Listen to "Hot Topics" on:Apple Podcasts: https://podcasts.apple.com/us/podcast/hot-topics/id1630864271?uo=4 Spotify: https://open.spotify.com/show/4lCFWytnliF3ZALVSLQBwv and wherever else there are podcasts!Support us:Cash App: https://cash.app/$ASATS2013 PayPal: https://paypal.me/ASATS2013 Venmo: https://venmo.com/u/ASATS2013 Zelle: success@astepaheadtutoringservices.comWelcome to The Thirteen Hour Life Coach Podcast.Every week I will have a guest on my show in which we will discuss  how to help adults with ADHD really EXCEL!I have ADHD myself, and I wrote the book The Thirteen-Hour Life Coach, which is available in all stores with strategies that help me every day.https://www.lulu.com/shop/simon-arnold/the-thirteen-hour-life-coach/paperback/product-zjkrww.html?page=1&pageSize=4You will hear things on the podcast that will blow your mind!There is no better time to get support for adults with ADHD.This is going to be so much fun :)Contact me at : simonjamesa893@gmail.com for book info or coming onto the show.

The Jefferson County Commission recently approved over $1.4 million in federal dollars allocated to Jefferson State Community College and the Dannon Project for Occupational Training and Work Based Learning Programs with our Office of Workforce Development.The programs, which also involve character and leadership development, are geared to train and engage students in occupational skills ranging from the broad fields of healthcare to information  technology. The occupational training programs also provide opportunities for students to earn national certifications such as welding technician to nursing assistant, and many others.The goal of both organizations is to provide occupational skills training which leads to enrollment in further education or full time employment. Administrators began accepting applications on July 1, 2022 and will continue through June 30, 2023.For the program year 2022, as required by the Workforce and Innovation Opportunity Act (WIOA), Central Alabama Partnership for Training and Employment (CAPTE) submitted regional advertisements for request for proposals for out of school youth training programs. As a result, responses were received from  Jefferson State Community College  and The Dannon Project. How to Apply: For more information on how you can apply for Jefferson State Community College's Work Based Learning and Occupational Training Programs contact Tamara Cheeks at tcheeks@jeffersonstate.edu or  205) 856-6038.**Special Thanks to Tamara Payne - Director of Career and Learning Services and Leah Bigbee - Director of Center for Workforce Education at Jefferson State Community College for participating this enlightening podcast interview.Jefferson County Podcast for the People -Episode 8 Jeff State Work Based Learning and Occupational Skills Training Programs equips students for job readiness opportunities - Learn How to Apply today!Chiara Morrow -  Show Host/Producer - Public Relations Coordinator, Public Information Office - Jefferson County Commission Helen Hays - Director of Public Information, Public Information Office - Jefferson County Commissionwww.jccal.org

This series of podcast episodes will focus on Decolonising Research, and feature talks from the Decolonising Research Festival held at the University of Exeter in June and July 2022. The second epsiode of the series will feature Dr. Richard Hall from De Montfort University and his talk 'Decolonising DMU and the PGR Experience.'   Music credit: Happy Boy Theme Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/   Transcription:   00:09 Hello, and welcome to rd in the in betweens. I'm your host Kelly Preece. And every fortnight I talk to a different guest, about researchers development, and everything in between.   00:32 Hello, and welcome to the second in our series on decolonizing research. In this episode, we hear from Dr. Richard Hall from De Montfort University, talking about decolonizing DMU. And the PGR experience that's going   00:45 to show on the road then. Thank you ever so much for the invite, Chris, and to Kelly as well. It was it's always lovely to get invited down to come talk about work that you've been doing in particular in relation to decolonizing. A little bit of background about me, I work at De Montfort in Leicester. I'm a professor of education and technology there and a National Teaching Fellow, I've been working with a team looking in the first instance at the awarding gap for undergraduate students that was on a project called freedom to achieve and I was the kind of project evaluation and research director on that. And we have a couple of publications out on the back of that I'll talk about that in a little bit more in detail in a in a second. And now I have the same kind of role on our decolonizing DMU project, which has been running since 2019. So I just want to I'm not, I guess I'm, I'm not reclaiming. I don't know what I'm claiming in terms of expertise. I'm not sure I'm claiming any. What I want to do really is to talk you through some of the things that we have been doing as we've tried to widen our work in relation to postgraduate research and some of the issues that have cropped up in that space that we are trying to work through that may then trigger some conversation. So I've got I've also should say I'll pop into the chat afterwards, I've got I've got the slides and some other papers, a self audit tool that we generated, and a presentation on research ethics and PGR on my website, so I'll ping those in the chat, so you'll have access to those as well. I also want to add that much of this work has come out of a long, long period of work with doctors Lucy Ansley, and Paris Connolly, who both currently work at DMU. Lucy is the research fellow on the decolonizing, the new project in Paris was her was her maternity cover. And it was a great privilege to kind of work with them and this work would not have been possible without them. So this is what I want to talk about for the next kind of 25 minutes in a rattle through. I want to try to situate work on the intersection of decolonizing and PGR. Inside an institutional, anti racist program of work called decolonizing DMU. Where that previous previously, that program of work is not really prioritized research is prioritized on the undergraduate experience, it's it's prioritize the awarding gap in particular. So I want to talk about that really, and in particular inside an institution that is teaching intensive and research active.   03:42 Again, the slides are available, I just wanted to kind of give a little bit of an overview, just to say that in terms of our BGR, these latest figures that we have, but in in relation to rpgr population by ethnic group, it is really it is relatively mixed, there are lower levels of of white and certainly white British students than the than the sector average. That's one kind of layer against which we're kind of trying to think about this work going a little bit deeper to kind of think about moving beyond uncovering that layer to try to revealing what exists within that layer, we can see that there's a very definite layer of that level of kind of complexity within that in terms of what we mean by not white, I guess I mean, white in itself is quite, it's complex. And I'm not going here into thinking about other intersections in relation to gender in relation to disability in relation to kind of, I guess, more intersectional kind of understandings. So there is a kind of a layer, a set of layers within that, against which our work has to be placed. So what if we're trying to engage with the lived experiences of students within this space? And in order that those that range of students can see them also reflected in the institution. And as creating the research environment within the institution there are that it isn't as simple for us as kind of white and then Boehm and we're trying to we're trying to, I guess, kind of think through that when we're working with supervisory teams or on doctoral training, for instance. And another layer within this Boris, which is, which is increasingly important, we're seeing within some within some doctoral research, and I'll talk about that in terms of linguist a little bit later, is in relation to what our DDR population looks like in relation to home and international students and what the implications there may be of working with international students through a kind of vehicle decolonizing lens, it's important to note here, I guess that our, in these in these figures, our PGR, population clusters, black is of African heritage.   05:57 Now, the, that's kind of a way of kind of, I guess, trying to talk about the complexities within which we're talking about the population, that populations that we're engaging with, and that will be mirrored with our kind of stuff groupings as well, all of our stuff, groupings tend to look a lot more like me, and tend to be a lot more white, a lot more male, certainly, in particular areas of the university. I'm just gonna give a little bit of background in terms of the context of where this where the work I'm going to talk about has come from, and situate that kind of unraveling of the, of the, of the PGR cohort, our our background, our work over the course since really since 2017, when we were part of a Higher Education Funding Council for England project that then became an office students funded project called freedom to achieve our focus in that was on undergraduate achievement and awarding nothing to do with the kind of student experience beyond that we weren't really thinking about institutional policies and procedures, and we certainly weren't thinking about research. Bringing to achieve was a partnership where it was led by Kingston University. And they, they had they had they had a an inclusive curriculum framework, which is on this diagram is the module on the kind of top right or sort of what whatever that is two o'clock on the right. At the top, they'd also at 12 o'clock, they'd also defined some value added metrics by which kind of program teams could look at the awarding gap within their within their programs. We were looking at this effectively trying to try to link it at the time with work we were doing on on disability and support for universal design for learning as well around kind of around around disability and changes to the DSA in particular that the 2015 I think it was Tory government had bought in. So we were thinking about this really from an undergraduate awarding perspective. And in our co creation events with students. There are some headline thing, headline categories that came out that I think are important that we carried through into our work with PGR students from 2019. So this was uncovered we had we ran some co creation events with students in 2017, through 19. And some of the issues that they they feel like the both students fly with us and with program teams, around relationships, the relationships inside the institution, but also inside the classroom, however constructed, could be lecture could be supervisory team, I guess, if we're thinking about PGR, thinking about their own development in the space as well, and whether that was culturally relevant in relation to the kind of academic support that they were getting. I think that that's important for us to consider stuff around employability as well. And whether that whether the kind of that outplacement stuff beyond the institution, certainly very relevant, I think, for some of my PhD students, whether that whether that was specialized enough for them to kind of think about their own kind of their own kind of, I guess, books or on identity related work in that space. The cultural kind of engagement in terms of teaching and learning, which we kind of we all know about, and a lot of this has come from as well is in there, but also issues around the kind of campus community, wherever there's a sense of belonging and belonging was talked about a lot. One of the other things that was talked about a lot was a perception of inherent whiteness, within that within the space. And these are these are some of the issues that we wanted to kind of carry through and think about in the context of rpgr work. So that was 2017 through 2019. With this fkn office the students funded project freedom to achieve the the outcome of that work really was that we needed to go wider than awarding we needed to go wider than engage engagement with the with the undergraduate issues around retention progression continuation, awarding that this was broader than the continuum. So we defined this project called And decolonizing DMU, which was predicated upon five areas work on where we staff work with students broadly constructed, Library and Learning Services, research, and then the institution and the institutional stuff was really about the race equality charter application that we were working towards. But it was also thinking about policies and structures and issues in relation to things like recruitment and retention.   10:29 At that point at the start, and this disconnects, I think, to our kind of research philosophy, we've also produced draft working position, it's a working position, it is permanently in kind of draft format, it is permanently kind of up for grabs. It was a moment in which we were trying to synthesize what the what the project as a whole was about. And it is important to note that it's called decolonizing DMU. It is, it deliberately centers a process, it deliberately centers the idea that this is a movement, that this isn't a fixed thing that I cannot define Jerusalem on the Hill for you. But we might all in that process of kind of moving. We're thinking about the work of for instance, Zapatista movement that, that asking we move, but we will be questioned where we are in order to take the next step in order to question where we are in order to take the next step. So we were trying to think about this, at the intersection of kind of plural approaches thinking about this in terms of difference and the dignity of difference thinking about this in terms of diversifying in all sorts of spaces and ways decentering. And that's super important. I'll come on to talk about when we think about what Pete postgraduate research students told us about theory and method within their work. So thinking about decentering, knowledge production, thinking about relationality within that, and and devaluing hierarchies. And I'm, I'm super, again, kind of aware of the fact that this is a white male professor talking to you about this kind of stuff. And also diminishing some voices and opinions of dominating. And there's a link to the working position. And it's taken really from a kind of an analysis of work on critical race on abolitionist studies on critical university studies as well. It's about kind of intersection. So as we've moved forward with decolonizing, DMU, we've tried to anchor research in the space, much more than that it was so we've renewed it at the start of the back end of last year and the start of this year. Moving away from those five kinds of components moving towards four commitments, this echoes the work of London Metropolitan University as they've generated their work on an anti racism strategy, which also had commitments embedded within it. And that was a kind of response to some of the work of the ECHR on tackling racism in universities from 2019. The quality of education and research is embedded within that also issues around progression and representation in relation to the kind of stuff within that space as well and what we what might happen there around equality impact, for instance, around promotions. However, however, we have a new vice chancellor, my new vice chancellor, she's Katie Normington has been with us since January 2021. Prior to that, we had an interregnum, with an interim vice chancellor for two years. So at the moment of genesis of decolonizing, DMU, we had moved from a previous Vice Chancellor, who, who left us into A into A into a period with an interim just that 18 months, and then a new vice chancellor. So all of a sudden the kind of strategic governance of this there was a space inside which we could reframe stuff. Now we're seeing with a kind of a new take on it, that there's much more of a push on, on how we map this work to our x axis and participation plan, the race equality charter and thinking again about the awarding gap. So, that kind of sense of Liberator emancipatory work that I talked about in the in the in the working paper gets filed down because of strategic kind of imperatives. So just want to move on to talk about the research environment within this within this context of this project. We had a we had a range of priority stuff we wanted to do evaluate the impact of the project's activity. We wanted to generate a deeper understanding of the journey to become anti racist. We wanted to analyze and this is more important these the next two are the kinds of things I'm going to talk about in the next few slides analyzing the institutional research environment. In particular insight because our research students sit within our research institutes and research centers and they relate to our doctoral training programs when they are supported by a Doctoral College So that research environment and issues around the research community, thinking about   15:07 anti racist research principles, whether we're also moving to the heart of the work we were doing within this strand, we will also try and explore perceptions of what decolonizing means for the university as a whole, I'll come on to talk about some of the outcomes from that because they, they there's a real tension between those, I think, when we when we have worked with and talk to staff on the one hand, and what some of the PhD students PGR students that we've talked to, through workshops have told us in relation to kind of the conservativism of the former, and kind of the desire for more radical action on the on the on the for the latter. There's a lot of stuff on here, this, this is just a guess some of the stuff around the environment that we've done, looking at data with research services, in terms of kind of who is involved in projects, who has been bidding who is PI on project, who's involved in impact case, that is how a PGR is and how is the work of PGR is involved in that. We've done some work with our faculty recent head of research students in business law on admissions and transitions. I'll talk about that in a second. With a dedicated doctoral working group. We've discussed research training, centrally, we've engaged with the faculty research ethics committee, in health and life sciences, which I happen to chair now, in terms of decolonizing, and ethics. And there's a link here to a presentation that I gave to a step of decolonizing, STEM curriculum Working Group on decolonizing and ethics as well that you can access. And also crucially, we had a, we had discussions with 10 of our research institutes, and centers. And I have to confess here that we had 32, I went, I went, I went to 10. Friends, if I'm honest with you, because there are some I knew would would definitely want to give us a harder ride, who definitely have do not have a view that issues around decolonizing a structure or within institutions, and certainly do not apply to Pete The PGR experience. So for us, then there was a, I guess, a focus a little bit of a focus on thinking about through that work, the home home versus international or home and international. And the way in which home and international are entangled was an issue, including some work on language and language in the supervisory space and language within institutions in relation to PGR work. So there's a link here to some of the work of one of my one of the PhD students whom I'm privileged to work with Sumaya Luna, who is who is doing work on the experience of international students, and looking at this in terms of race to linguistics, thinking as well about this in relation to decolonizing and research Engaged Teaching. So trying to think about that trying to think about the relationship between PGR work. And in the context of more broadly research and more broadly, how research influences scholarly practice and teaching as well. Our research tends to map to represent communities made marginal, but tends to be short term and conservative. So one of the things that we've seen almost is a is a fear or a questioning and by some people that actually what the work that they're doing is extractivism it's extracting from particular communities in terms of kinds of data, for instance, and what are the issues there in relation to to participation in co creation, and that that also came out from work we were we were exploring with PGR students. And then this point about if we're trying to enhance the institution, institutions strategically tend to be obsessed with data. However, those data in for decision making those data tend to be owned and managed by different groupings within the institution and trying to get access to them and to link them in order to understand how they what they reveal about the lived experiences that we are being talked about is problematic. So in terms of in terms of that kind of perceptions of decolonizing and this is this is effectively from whilst the 299 surveys here were staff and students, the interviews and the diary entries were where staff   19:36 and really I want to I want just wanted wanted to flag that the that the staff related stuff, effectively focused upon in terms of what decolonizing means and what could be done was much more focused on EDI. It was much more focused upon kind of classic equality, diversity inclusion strategies with limited engagement with reimagining the university with reimagining what spaces might look like with reimagining what, what relationships inside the institution might look like. But it was much more predicated upon kind of equality of opportunity, really, and not seeing kind of structural issues as being a problem within the space. But some stuff, there was much there was much more of a sense of an argument that actually you can't decolonize a NEO colonial space. And that is what the university in the Global North is. For some black and ethnically minoritized students and staff, there was a sense that actually there's a there are problems of trust in in trusting the institution to deliver and that any engagement will just purely be tokenistic. There's all it was also problematic, certainly for the three of the staff that we interviewed. And it came through in a number of the survey, open text responses that some white students and staff a whole whole range of stuff here and denial around refusal about and in particular, and what about Murray, and that what about re being about white working class boys in particular. So here, we were trying to situate our work on decolonizing, I think around trying to how do we build a longer term strategy, whilst at the same time focusing upon this idea that that we can take an anti racist approach, which is daily impersonal, and local and challenging, whilst at the same time doing more decolonizing work that might be about unlearning, and might be about culture change. So in terms of PGR, it is a little bit more detail about what we about what we have been doing over the course of the last kind of 18 to 24 months influenced and impacted by COVID, I would have to say, because really slow down progress within the institution. The first thing that we don't want to talk about that we did was around this issue of of having a working group in our Faculty of Business and Law that was catalyzed in conversation with our faculty head of research students who were subsequently left. And so some of the momentum was dark drifted away because of that. The work that they were interested in discussing, and we had we held a series of workshops on this was around barriers to inclusivity, and ensuring that we can support diversity in relation to candidates and how we I guess, or transition and the criteria that we use when reviewing and assessing applications in relation to the types of methods the backgrounds the the the connections and identities that people are coming in with. And then their methodological approaches that they want to come in with, rather than necessarily forcing them down and kind of a standard sort of set of roots. And there was a sense that that that was happening. And there was a need to effectively to undertake some more reflexive development or training with potential supervisors focus really on kind of unpacking kind of the language you we use in relation to assessment. So how are we assessing excellence? How are we assessing originality? Are we thinking about implicit or unconscious bias when we are when we're working with prospective students, and also with those who are transitioning into the institution and what this group wanted to do was draft a core set of principles around recruitment with their supervisors that will be the would have to think about this issue of balancing disciplinary or subject based quality, whatever that is, and issues of equality or equity. And so in the workshops that we held, people were focused on applications are principles and criteria being applied equally. Are they transparent? For instance, is some sort of hidden? Is there a hidden curriculum in relation to this? Do we is there an expectation of conformity and hegemonic narratives within within the kind of theoretical and methodological domains? And how are we communicating what we what we're looking for? Understanding that we're dealing with developmental and naive and novice and   24:16 researchers in this space, also, being mindful within this and this was brought up by a number of supervisors about the emotional labor that will be required both both of PGR students and supervisors given how given how intense this work could be, and for some, there'll be an A would have to invoke cultural code switching in order to cope within the institution. One of the other issues that was raised was was how have we manage all of this within within a competitive environment where where we just have the ref result sale and people are competing for, for internal bursaries. They're competing for the resources, institutions are on Can disciplines and individuals kind of locked into a competitive environment? And how does money work within that space in particular in relation to kind of international and home students the role of visas within that space as well was talked about? And how do we how do we appropriately mentor and involve a read the full range of PhDs within that space within that kind of more competitive environment. Supervisors, there's another couple of slides on their supervisors talked about transitions and support giving power to PGR. Students themselves as groups were those groups existed within institutes and centers, in order to help overcome issues of isolation in order to support mentoring in order to try to support transition, and here, a very critical issue was raised in terms of how to support the internal transition into PGR, into PhD PGR work, rather than that focus upon external or externally funded students, for instance, part of part of this as well was focused upon in terms of transitions, the pressure the process related pressures of the first year, and how do we work with a range of students to around our relationships, our communication of that our expectations of that, so in particular, here in relation to kind of probation reviews, and who is undertaking those, and an ethics where they might form a block methodologically, or again, theoretically, and here, one of the issues that was was raised was around wellbeing, in particular, and mental health, and particularly in relation to kind of supervisory relationship relationships. And that's, that's this is my final slide on what on those kind of supervisory workshop outcomes. And that was around those kinds of considerations for supervisors. And in and in particular, here, I guess, a sense of how do we broaden the skill sets within teams in order that in order that student identity identities can be supported within that within within the space, and so that's a kind of constant negotiation with students, in terms of the in terms of the PGRs themselves, what they were, what they were focused upon, was much more about horizontal relations within research institutes within their supervisory spaces, respectful of people's kind of privilege, as a as a as a risk as an established researcher with a PhD. The focus upon having dedicated bits of work reading groups, for instance, modes of analysis, different modes of analysis and presentation in order to understand different perspectives, positions and values in particular. So to see this much more driven by humane values within the research environment, and the research sets of relationships, rather than that kind of competitive value, economic value and surplus driven approach that they were situated within, and then how to build a kind of positive, more positive, more inclusive, learning environment. And again, a sense of coming back to kind of methodology and theory and the students were quite strong on not wanting, not wanting to be involved in research that was extractive pushing back against hegemonic theory and hegemonic methods and seeing much more kind of intersection and interaction between theory and method, thinking about engaging with grassroots and participatory work, and thinking much more about intersectional approaches and working with communities.   28:50 So I don't really want to talk much more about, about that about kind of that side of things other than to say that one of the things that kind of came out of this work with 10 reselect centers and Institute's but also with our students and staff was the self audit tool, and it's linked here. It's also linked on my website, and I'll put the I'll put the blog post up in the chat in a second. There's also a talk a dedicated talk about the self audit tool as part of our our first hour decolonizing festival we had a month or so ago, and there's a link to it there. But one of the things that we ask it research institutes and centers to look at well, here's a series of issues in relation to PGR. There are there's a series of other issues we asked them to think about in terms of impact output environment. But in terms of in terms of PGR, we're thinking about we're asking them, do they are they monitoring registrations, completions, terminations, withdrawals in order to come up with action plans? How are they engaging with voice within the context of their center or Institute How are they thinking about scholarships and bursaries? Are they? Are they thinking about dedicated support for black and ethnically minoritized applications into the space? Or are they just open? Not not by you. I said, just you know, and that sounds pejorative, but as their dedicated work varies, that is happening in order to decode the space. For a range of students, this is a critical one, our students are being supported in finding mentors outside of their supervisory teams, I've just we've just been working on with one student that I supervise on on finding someone who can help them in much more detail around critical race. So we've brought that person in. And then what are we thinking about in terms of what do you think about in terms of methodology and theory, the the construction and composition of supervisory teams, and also an examination teams. So this is a range of stuff that we are thinking about in relation to that. So that's the kind of last slide on this, I just, I just then, just want to caution, I guess, before I finish, that a lot of this is now is now increasingly governed, as we know, by a drive a policy driver governance and regulation and funding drive around value and value for money. So we we see this being driven by the Office for Students have a value for money strategy, which against which institutions are regulated. And there's been a an increasing, I guess, momentum around ideas of value as opposed to humane values. And one of the things that our project has been trying to do is to think about relationality humane values. However, we define those, and, as I said before, a kind of movements of dignity really, but they do tend to run up against these regulatory requirements around value and surplus within the space. We equally know that the government is, is has a focus on freedom of speech, and it constructs that in a particular way as well. And at the bottom here, we have a recent tweet from Susan Lapworth, the   32:21 acting head of Office of students talking, talking about how she would expect autonomous, autonomous universities to be thinking carefully and independently about free speech. When signing up to the talks about these sorts of schemes. She's talking about Athena SWAN race equality charter, she's talking about work around decolonizing, for instance. So there's a there's a, there's a cultural and policy terrain that's been constructed in this space. And we we know that there's a need for this work to happen. There's a lot of evidence that has that has been kind of raised from the kind of leading roots work in relation to the PGR, the EHR, CS work on tackling racial harassment, for instance. But intersectional and differential experiences of mental health, for instance. So we know that there's an issue there, but it is being challenged explicitly by government in this space. And it does mean that for institutional leaders trying to do work, for instance, around decolonizing and PGR. There's a line to be there's a line to be trodden, I guess. So. There's just a few quotes from from Gavin Williamson, as part of the government's higher education restructuring regime for around COVID-19. So if you wanted if you want, if you want money, so if you're struggling and you want money is in relation to kind of your response to the pandemic is now closed, then then there are efficiencies there are requirements wrapped around that. And one of them there is a commitment to academic freedom and free speech and student use. Student Unions should not be subsidizing niche activism and campaigns DFD in a statement in 2020, on reducing bureaucratic burden in research and innovation, again, marked out Athena SWAN and race equality work as inefficient, bureaucratic and detracting from core teaching activities. In the free the free speech and academic freedom. Bill, it's very clear that it regards to colonizing as a contested political ideology. So there's there's that space as well. And then I mean, adenan, speaking in response to the Krej commission, it's very clear that an institutional response and a societal response to a lot of these issues should be around the individual and the individuals agency and resilience and support and that support should come from institutions that there is no structure or set of issues that are driving any of these problems in relation to, for instance, PGR transition or BGR achievement and awarding, and instead the issue here is around quality and standards, choice based consumer rights, access participation, and then employment outcomes that is going to be outcomes that drive this. So I just think it's important that that policy framework shapes the institutional appetite for this work, and it shapes some of the responses that we're seeing from staff in relation to conservative responses as opposed to the PGR students desire and drive for something more radical.   35:33 And that's it for this episode. Don't forget to like, rate and subscribe. And join me next time where I'll be talking to somebody else about researchers development and everything in between

Erin Curtis has always been passionate about supporting individuals with a variety of needs and she wanted to provide a personalized, evidence-based and family focused service that would address the accessibility barriers of ABA Therapy in Renfrew County. Erin is a certified applied behaviour analysis (ABA) parent educator and the owner of Dragonfly Family & Learning Services, and she and her team help aid families in supporting their neurodivergent child(ren) through skill building and/or behaviour reduction. After relocating to the Ottawa Valley in 2018, Erin quickly realized that services tailored to neurodivergent individuals was greatly needed. Find out what exactly ABA is, what kinds of person-centred programs are specifically targeted for children with autism, dyslexia, ADHD and other neurodivergent learners, and how Erin and her team of therapists recognize each individual's unique skills, life experience, and goals and help YOU as the caregiver or parent help them to succeed.

We chat to Catherine Leonard, Head of Library and Learning Services at Auckland Council Libraries about the benefits or having a library card.

It's Global Summit time! In this episode, Senior Instructional Designer Michelle Spisak and Technical Online Course Developer Adam Coppola join the podcast to talk about the various learning initiatives going on during the Summit next week in Seattle. To explore Global Summit content, check out the social media hashtag, #GlobalSummit22. For more information about Data Points, visit https://datapoints.intersystems.com.

Jennifer Baker has been with Sage for over 10 years. She has been leading the engagement in North America with colleagues since 2019 and has implemented many programs that have led to colleagues' success. She does everything with her colleagues in mind. She is responsible for leading our mission of Leadership in Action. Amy Pierce has been with Sage for 33 years. She has held many different roles during that time, including Head of Services, Project Management, Quality Assurance, and Global Services Operations. She is currently the Vice President for North America Services which consists of Learning Services, Expert Services, Services Operations, Customer Support, and Customer Experience.

Jennifer Baker has been with Sage for over 10 years. She has been leading the engagement in North America with colleagues since 2019 and has implemented many programs that have led to colleagues' success. She does everything with her colleagues in mind. She is responsible for leading our mission of Leadership in Action. Amy Pierce has been with Sage for 33 years. She has held many different roles during that time, including Head of Services, Project Management, Quality Assurance, and Global Services Operations. She is currently the Vice President for North America Services which consists of Learning Services, Expert Services, Services Operations, Customer Support, and Customer Experience.

A new homebuyer demographic Is emerging. The homebuyer market is always changing but will see some dramatic shifts in the next few years as Younger Gen Y Millennials and members of Generation Z become an increasing share of the homebuying public. In this podcast Radian's Angela Capone, SVP, Field Sales joins Jeff Engle, Director, Learning Services to discuss the generational shift of homebuyers. In this episode, we will explore:The characteristics of Gen Y and Gen ZHow loan originators can make informed decisions and connect with these generationsHistorical homebuying statistics between generationsResources:  (https://www.radian.com/news-and-knowledge/insights/understanding-next-generation-homebuyers) Understanding the Next Generation of Homebuyers - The ABCs of Gen Y and ZInfographic 1Infographic 2 Infographic 3© 2022 Radian Group Inc. All Rights Reserved.550 East Swedesford Road, Suite 350, Wayne, PA 19087. This communication is provided for use by real estate or mortgage professionals only and is not intended for distribution to consumers or other third parties.This does not constitute an advertisement as defined by Section 1026.2(a)(2) of Regulation Z.Radian Group Inc. and its parents, subsidiaries and affiliates make no express or implied warranty respecting the information presented and assume no responsibility for errors or omissions.The content presented is for informational purposes only and does not constitute legal or accounting advice or opinions.

An overview of Oracle's different Artificial Intelligence, machine learning, and data science solutions available on Oracle Cloud. If you are new to this website, it is a learning and sharing platform where we will learn publicly. Before I cover today's show schedule, let me admit that procrastination is sometimes very dangerous, as I could not record/host the podcast for the last 4 months. It wasn't easy to have a work-life balance due to the two factors. First, as I am doing MSc in AI and the previous 4-5 months were crucial to complete the key subjects, now I am on the last topic of robotics, which will be completed very soon. And 2nd factor was that I was dedicating a lot of my time to office work, where I worked with several EMEA-based customers and helped them migrate on-premise workloads to the Oracle cloud. On the procrastination, James clear's book ‘Atomic habit' and specifically the article “Procrastination: A Scientific Guide on How to Stop Procrastinating” has helped me to come out of the phase and be back with the podcast

One lesson from the pandemic was how quickly the employment market can change and how important being able to learn skills quickly can be. Today we're talking about HCC's agile learning options, including micro-credentials, digital badges, and the Corporate College. Guests: Michael Webster, PhD, AVC, Workforce Instruction; Brenda Quintanilla, PhD, Regional Manager, Innovative Instructional Technology and Learning Services; Jennifer Holmes, MS, Director Corporate College. Web Links, Social, and Contacts: Micro-Credentials: hccs.edu/micro-cred Fast Track: hccs.edu/fasttrack Brenda Quintanilla (Digital Badges): Email: Brenda.Quintanilla@hccs.edu Twitter: @bquintanilla Teaching and Learning Innovation Website: https://www.hccs.edu/departments/division-of-instructional-services/teaching--learning-innovation/ Corporate College: hccs.edu/corporate-college #workforce #lifetimelearner #reskill #upskill #corporatelearning

The first step to starting any business is "the idea". Jill Scarbro stops by for our first episode to talk about the launch of her organization, Bright Futures Learning Services. Jill walks us through the journey from idea to present day business owner and the steps along the way.

Got a Minute? Website owner checkout today's episode of The Guy R Cook Report podcast - the Google Doc for this episode is @ See the list Free list of Machine Learning Services on AWS ----more---- Support this podcast Subscribe where you listen to podcasts I help goal oriented business owners that run established companies to leverage the power of the internet Contact Guy R Cook @ https://guyrcook.com The Website Design Questionnaire https://guycook.wordpress.com/start-with-a-plan/ In the meantime, go ahead follow me on Twitter: @guyrcookreport Click to Tweet Be a patron of The Guy R Cook Report. Your help is appreciated.   https://guyrcook.com https://theguyrcookreport.com/ Follow The Guy R Cook Report on Podbean iPhone and Android App | Podbean   https://bit.ly/3m6TJDV Thanks for listening, viewing or reading the show notes for this episode. Vlog files for 2022 are at 2022 video episodes of The Guy R Cook ReportHave a great new year, and hopefully your efforts to Entertain, Educate, Convince or Inspire are in play vDomainHosting, Inc 3110 S Neel Place Kennewick, WA 509-200-1429

New technology innovations continue to transform the mortgage and real estate industry. In this podcast, Radian's Mark Wai, EVP, Chief Technology Officer and Suzanne Powell, SVP, Digital Client Experience, join Jeff Engle, Director, Learning Services, to discuss the digital transformation currently underway, and how technologies like artificial intelligence (AI) and blockchain are poised to further reshape the sector in the years to come.In this episode, we will explore:What is driving digital innovation in the mortgage and real estate industryThe latest technology trends, including AI, automation, and blockchainHow technology will transform the future of the industry© 2022 Radian Group Inc. All Rights Reserved.  550 East Swedesford Road, Suite 350, Wayne, PA 19087.  This communication is provided for use by real estate or mortgage professionals only and is not intended for distribution to consumers or other third parties.  This does not constitute an advertisement as defined by Section 1026.2(a)(2) of Regulation Z.  This communication is intended to convey general information only and not to provide any legal or accounting advice or opinions. An attorney or accountant should be consulted for specific information.

My latest guest on the Learn to Grow Podcast is Erika Ullmann, Learning and Development Director at Virgin Media Ireland. Erika is one of the most conscientious L&D leaders I have met, and she is doing incredible work not just providing learning opportunities, but opening peoples eyes to their identities as learners. In our conversation, we discuss: How to align learning with a strategic vision The importance of a holistic approach to learning that considers the human at the core Why great learners are happy learners Why self awareness is the basis of effective learning The role of deliberate practice in learning and growth The importance of organic (inspirational!) conversations between learners with shared passions The evolution of L&D and the need for empathetic leadership You can find https://www.linkedin.com/in/erikadeffaisseullmann/?originalSubdomain=ie (Erika on LinkedIn)! To get in touch with me, https://www.linkedin.com/in/simonbehan/ (Simon Behan, reach out on LinkedIn) or email me at simon.behan@sureskills.com At SureSkills, we deliver learning services to the worlds leading technology companies and global organizations. To learn more, head over to https://www.sureskills.com/What-we-do/Learning-Services (www.SureSkills.com) or download this eBook: https://info.sureskills.com/foundations-ebook (Foundations of a Successful Learning Experience).  Thanks for listening!

Christopher is the dynamic and engaging host of Learning Tech Talks and founder of Learning Sharks, both projects that feature as part of his mission to shape the future of workforce development. He is the Chief Learning Officer at ChenMed and a vastly experienced learning professional with a passion for exploring not just how we do things, but why we do them. Let me quickly explain the premise of todays conversation – at the beginning of the year, top trends reports and 2022 predictions tend to pour out of the woodwork. They are often hugely helpful, and sometimes they can lead to overreactions, exaggerations, and old fashioned mistakes. So we are putting our own spin on a trends episode – we are calling it the airing of grievances, which I will explain in more detail at the beginning of the conversation with Christopher. In the show, we discuss: Trends that are so obvious they've been there since 2001 The desire of companies to retreat back to in-office Why the most important reasons are at the bottom of priority lists The misconception that we can only connect in person The great resignation as a collective airing of grievances The need and opportunity for internal job marketplaces To get in touch with me, https://www.linkedin.com/in/simonbehan/ (Simon Behan, reach out on LinkedIn) or email me at simon.behan@sureskills.com At SureSkills, we deliver learning services to the worlds leading technology companies and global organizations. To learn more, head over to https://www.sureskills.com/What-we-do/Learning-Services (www.SureSkills.com) or download this eBook: https://info.sureskills.com/foundations-ebook (Foundations of a Successful Learning Experience).  Thanks for listening!

I am delighted to kick off Season 3 of the Learn to Grow Podcast with https://www.linkedin.com/in/toddhmoran/ (Todd Moran), Chief Learning Strategist at https://www.novoed.com/ (NovoEd). Todd is one of the industry's great thinkers, a learning professional deeply attuned to what's happening right now in the world of workplace learning and development. The conversation is filled with insights and practical tools, and includes an invitation to learn with NovoEd. In our conversation, we discuss: The role of platforms as work hubs How learning and culture are intertwined in a healthy workplace What a truly collaborative experience looks like The importance of growth mindset, resilience, and adaptability The needs behind the great resignation Putting purpose at the center of everything The upcoming (free) Learning Experience Design course starting in January 17 at NovoEd (https://www.novoed.com/resources/learning-experience-design-course/ (https://www.novoed.com/resources/learning-experience-design-course/)) To get in touch with me, https://www.linkedin.com/in/simonbehan/ (Simon Behan, reach out on LinkedIn) or email me at simon.behan@sureskills.com At SureSkills, we deliver learning services to the worlds leading technology companies and global organizations. To learn more, head over to https://www.sureskills.com/What-we-do/Learning-Services (www.SureSkills.com) or download this eBook: https://info.sureskills.com/foundations-ebook (Foundations of a Successful Learning Experience).  Thanks for listening!

"What can you do everyday as a brain injury survivor, or anyone else, to improve cognition? This week, René Mills shares practical advice for increasing your cognitive reserves and taking care of your brain health. René is a speech pathologist and program director at Learning Services, specializing in post-acute rehabilitation services in brain injury care. In this episode, René discusses how to actively engage your mind in cognitive training. She also talks about issues of accessibility in post-acute care and why imposing specific timelines for patient outcomes can be limiting to an individual's success. Brain Mastery is hosted by CEO of ABI Wellness, Mark Watson. He is an expert on brain injury recovery and has a passion for educating people about the potential to change, adapt, and heal the brain.Featuring: René Mills - LinkedIn Collage Rehabilitation Partners: ReMed and Learning Services – Website, LinkedIn, Facebook Mentioned: Chris Hagen, Rancho Los Amigos Levels of Cognitive Functioning Scale Marilyn Lash, Lash & Associates Publishers

"In the book of Ephesians 6:4 we read where the Apostle Paul is speaking to the Gentile church at Ephesus regarding parental guidelines for the favorable outcome with children. There is a way of parenting where it isn't heavy handed and has the direct opposite effect of obedience and cooperation. While it may appear on a superficial level to work. On the inside of the child it is created rebellion and resistance that will one day become a reality! We must be wise parents as our GOD shares HIS wisdom with us for our next generations success in life! My special guest is School Improvement Specialist/ Federal Program Director at Watson Chapel School District and Division of Learning Services at Arkansas Department of education WOG Kerri Williams. Our 'Shine Artist Spotlight' will be on Gospel Artist and First Lady Jennifer Wilson. Join us on Dec. 26, 2021 (Sun) @ 2pm PST/ 4pm CST/ 5pm EST. Call (646) 564-9839 or go to Ron E. Jefferson (FB) for the link to listen LIVE! *Hosted and produced by Ron E. Jefferson (FB) ronaldjefferson1@aol.com *TWITTER - ronejefferson60 *Instagram - ronaldjefferson1 * I-Heart Radio * I-Tunes * Spotify *Cash App. ~ $RonEfire60 * NO COPYRIGHT INFRINGEMENT INTENDED! * ALL RIGHTS GO TO THE ARTIST'S RESPECTIVE LABEL! * FOR PROMOTIONAL and ENTERTAINMENT PURPOSES ONLY! * I DON'T OWN ANYTHING!

Want to learn how to improve physical symptoms after a brain injury?In episode 12 of Brightway Answers, recreation specialist Holly Auth answers questions about physical symptoms and recreation therapy submitted by brain injury survivors and caregivers.She answers questions like:What recreational activities are available for someone with a severe TBI and limited right arm and leg use?What can I do to improve my energy levels so I can function better throughout the day?Do you ever recommend that patients try alternative therapy like hyperbaric oxygen therapy or acupuncture?You can see all of Holly's answers on Brain Injury Q&A.  If you have a follow-up question for Holly, add a comment to one of her answers and she'll get an email!Holly Auth is a Certified Therapeutic Recreation Specialist at ReMed and Learning Services in Pittsburgh, Pennsylvania. She works in both the inpatient and outpatient programs and assists individuals with Traumatic Brain Injuries to have healthy and productive leisure interests. Holly also is a community group facilitator for survivors of TBI with ReDiscoverU through The Council on Brain Injury.Get your questions about brain injury answered! On Brightway Answers, we ask YOUR questions to doctors, therapists, and other professionals who specialize in brain injury. View all episodes at https://www.brightwayhealth.org/podcast or submit a question at https://brain.brightwayhealth.org.-------------------RESOURCES:RediscoverU: https://www.councilonbraininjury.com/rediscoveruThree Rivers Adaptive Sports: https://www.traspa.org/BrainHQ: https://www.brainhq.comLuminosity: https://www.lumosity.com/en/Shockwave: https://www.shockwave.com/

In episode 11 of Brightway Answers, clinical specialist Marlene Rivera answers questions about cognition and recreational therapy submitted by brain injury survivors and caregivers.She answers questions like:Is there anything you can recommend to help with brain fog?How can I build focus and increase my attention span?Are there ways that survivors can get better sleep and deal with fatigue?Marlene Rivera is a Certified Therapeutic Recreation Specialist and a Certified Brain Injury Specialist. She currently serves the brain injury community in the role of Clinical Specialist at ReMed in Partnership with Learning Services and as the ReDiscoverU Coordinator for the Council on Brain Injury, also known as CoBI. Marlene supports fundraising along with brain injury education and awareness building efforts through her involvement with CoBI's annual events, including David's Drive and Tribute Trek. As a Clinical Specialist, Marlene uses her background in Recreation Therapy to provide oversight of client treatment plans in an intensive neurobehavioral rehab. During her free time, Marlene enjoys activity-based social gatherings and serving her local community with her loved ones. Get your questions about brain injury answered! On Brightway Answers, we ask YOUR questions to doctors, therapists, and other professionals who specialize in brain injury. View all episodes at https://www.brightwayhealth.org/podcast or submit a question at https://brain.brightwayhealth.org.-----------------Resources mentioned in this episode:RediscoverUCouncil on Brain InjuryAmerican Music Therapy AssociationOnline directory of music therapistsBrain Injury Association list of support groups

In the inaugural episode of Transformation Alley, 24G's CEO, Scott Wiemels, and Director of Learning Services, Leanne Knowles, chat with long-time client Darrin Martin, Training and Development Manager at Volkswagen of America, about the digital solutions 24G has created for Volkswagen Academy, how these solutions prepared their team for remote training during the COVID-19 pandemic, and what the future of digital training holds.********24G is a digital transformation agency that creates and builds software and digital solutions for some of the world's biggest brands.Follow us online! https://www.24g.comFacebook https://www.facebook.com/24GsocialLinkedin https://www.linkedin.com/company/24g-...Instagram https://www.instagram.com/24gsocial/

Oracle has increasingly been including its Cloud Learning Services in their cloud proposals, often without the client even asking for it. Should your company invest potentially millions into purchasing these services to gain access to a series of learning and training solutions from Oracle University? Oracle Practice Advisor, Erwann Couesbot, discusses what Oracle's Cloud Learning Services are and the three solutions it consists of (Cloud Learning Subscriptions, Guided Learning, and Oracle Learning Explorer which is the only free option). He also discusses discounts and steps you should take to ensure you get the best pricing and pricing predictability whether you decide you need the services now or not. For more information, read the blog An Enterprise Guide to Oracle Cloud Learning Services. Host: Erwann Couesbot: https://bit.ly/3zuYPO1 Oracle Commercial Advisory Services: https://bit.ly/3jdtF7p Related Blog: https://bit.ly/39kDSu8

In this episode, we feature Julie Krater, Senior Manager of Learning Services on the Global Services & Customer Success team, who is based out of our Lincolnshire office. ​ "I started with Zebra a little over 3 years ago with Learning Services and recently was honored with the privilege of leading our Learning Services team.  I am excited to be leading a diverse team of dynamic and creative people as we grow our business to help support Zebra customers' learning and technology adoption needs. Outside of work I enjoy spending my time with my husband (Todd), 3 boys (Connor, Liam and Gavin), 2 dogs (Finn and Amber) and 2 birds (Neon and Tsuki). We all have a passion for nature hikes and enjoy trying out new area trails."  ​ - Music used in this episode:  Spread a Little Sunshine, by Jonathan Boyle (Purchased on Premium Beat, license available)

Founders love to get deeply involved in the company. However, there comes a time when you have to take a different approach. Modern leaders like to have hands-off leadership. Today's guest is Peter Ranzino, President at Learning Services. Inc Magazine ranked his company #535 on the 2020 Inc 5000 list. Learning Sciences, L.L.C. is a Louisiana-based learning and development company specializing in the deployment of web-based learning and management systems. Peter and I talk about hands-off leadership to empower the people. He shares how he approaches it so you can be a better letter. Discover why hands-off leadership creates long-term growth. Get the show notes for Handsoff Leadership is Not Lazy Leadership with  Peter Ranzino at Learning Sciences Click to Tweet: Listening to a fantastic episode on Growth Think Tank featuring #PeterRanzino with your host @GeneHammett https://bit.ly/gttPeterRanzino   #HandsoffLeadershipisNotLazyLeadership #hands-offleadership #GHepisode778 #GTTepisodes #Podcasts #IncList2020   Give Growth Think Tank a review on iTunes!

When did you last have a burger or a shake or fries. Chances are that many of you will think of one brand in particular! This week's guest was Chief Learning Officer at McDonalds Corporation until October 2020.    Over many years, Rob Lauber worked his up the corporate ladder from L&D Manager and Director of Learning Services to Chief Learning Officer of one of the world's most iconic brands   These days, Rob now runs XLO Global, an advisory service which helps startups position their offer to decision-makers in the coropoate L&D Space. Is that something that could help you?   In fact, Rob is an advisor to no less than 5 talent-development / learning & developent centrix startups right now   In today's episode:   What was Rob's journey to CLO of McDonalds? What were some of the challenges he faced? Why has become a L&D Consultant? How Rob gets clients in front of L&D decision-makers

The Creativity Department speaks with Manuel Herrera, Coordinator of Learning Services for the Affton School District and adjunct professor for Webster University in St. Louis, MO. Manuel is an educator, speaker, and illustrator who specializes in sketchnoting, visual thinking, and design thinking. Listen in for ideas on how to implement the many benefits of using visual thinking strategies, sketchnoting, and storyboarding to fully immerse students in the creative process.

Welcome to the Drive Thru Mom's Podcast! WE'RE BACK ~ SEASON 3! As we get into a new school year, following THE most difficult school year for students, teachers and parents across the globe, I could think of no one better to have on the podcast to kick off the new season, than two of the women I spend my work days with at Diagnostic Learning Services. Laurie and Abbey share their immeasurable, educational insight for moms with questions regarding potential or diagnosed learning disabilities. I know you'll love their knowledge/wisdom from more than 30+ years of combined educational experience. All of their recommendations and information are in the show notes! I know you'll love their perspective as we head into a new school year. Thanks in advance for sharing with a mom in your life! ENJOY friends and HAPPY WEDNESDAY! https://drivethrumoms.org/podcast/episode-28-diagnostic-learning-services CONNECT WITH US: Website: https://www.drivethrumoms.org Instagram: https://www.instagram.com/drivethrumoms Subscribe: https://www.drivethrumoms.org/connect https://podcasts.apple.com/us/podcast/drive-thru-moms/id1528282382#see-all/reviews Linktree: https://linktr.ee/drivethrumoms DIAGNOSTIC LEARNING SERVICES Website: https://www.diagnostic-learning.com Diagnostic Learning Services - Plano, Austin, Ft Worth, Houston/Woodlands Instagram: https://www.instagram.com/diagnosticlearning Podcast: Let's Talk Learning Disabilities Podcast https://diagnostic-learning.com/podcasts-videos/ https://podcasts.apple.com/us/podcast/lets-talk-learning-disabilities/id1550874141 Facebook: https://www.facebook.com/diagnostic.learning.services.plano Book Recommendations: ADHD 2.0 Driven To Distraction Smart But Scattered Late, Lost and Unprepared: A Parent's guide to helping children with Executive Functioning Taking Charge of ADHD Overcoming Dyslexia The Gift of Dyslexia YouTube: How to ADHD

Ridgefield School District's Early Learning Center has partnered with Educational Opportunities for Children and Families to provide additional preschool options through the Early Childhood Education and Assistance Program. https://loom.ly/VP0LkKU #RidgefieldSchoolDistrict #RidgefieldPublicSchools #EarlyLearningCenter #EarlyLearningServices #Students #EducationalOpportunitiesForChildrenAndFamilies #EarlyChildhoodEducation #RidgefieldWa #ClarkCountyWa #ClarkCountyNews #ClarkCountyToday

Today's guest is David Ponevac, former CTO of Duos Technologies, and not currently with them at the time this recording is released. David speaks to us today about transitioning from a tech services/consultancy into an AI services company. In addition, he talks of his own experience with Duos Technologies' transition from older, pre-ML tools into Machine Learning, what that's meant for them in order of internal operations, and how they served their customers. If you've enjoyed or benefited from some of the insights of this episode, consider leaving us a five-star review on Apple podcasts, and let us know what you learned, found helpful, or liked most about this show!

Deryck and Brent talk about Adobe Digital Learning Services and how important it is for the merchant to learn how to run their ecommerce store. Deryck makes an attempt and coming up with the theme tune for Talk Commerce. Action-packed Episode!

In this 6th podcast, we shall focus on how the machine learning and predictive services are leveraged from the SAP Analytics Cloud using the side-by-side approach. Here the focus is more on the business user that could leverage the SAP Analytics Cloud to create quick templates or dashboards that have built-in predictions based on the SAP S/4HANA functionality. --- Send in a voice message: https://anchor.fm/raghu-banda/message

Ken Bryant has had an extensive career in Education and during this time has carried out a number of significant leadership roles. In 2013 Ken was awarded the leadership position as Head of Religious Education and Learning Services in the Catholic Diocese of Wollongong and this evolved to become the Catholic Life, Education and Mission Team in 2015. Prior to this Ken served as a Principal in three schools, as an Assistant Principal and as an REC. He has been involved in an extensive number of Committees, has assisted in leading groups and pilgrimages to many places around the world and has had a long association with Catholic Mission Australia. In this Episode I explore Ken's experience of leadership, the challenges and the joys and the elements that have sustained him and guided him along the way. Ken speaks deeply about the role of his faith, his family and of the importance of authenticity and integrity. He is a man who recognises the importance of respecting the dignity of every human being in both our words and actions. Ken most generously shares moving stories and wisdom from his lived experience of “Leading the Way”. "To be an effective leader you need to know oneself and to know those whom you lead." Ken Bryant

In this 5th podcast, we discuss in detail about how the machine learning services are built in a side-by-side model on SAP Cloud platform by leveraging the AI business services and SAP Data Intelligence and how they are consumed into the SAP S/4HANA stack or any other 3rd party application. Like the podcasts 3 and 4, this is also a bit more technical talking about the architecture concepts etc. --- Send in a voice message: https://anchor.fm/raghu-banda/message

Andrea McComb is the Principal of Learning Services for the Coquitlam School District here in British Columbia as well as an Adaptive Schools Agency Trainer with Thinking Collaborative. In this interview, Andrea shares what gives her joy in her life, what brought her to pursuing the Adaptive Schools work and what influences she is noticing in her leadership with others as she engages in the work.  In the introduction, Lucinda mentions the work of Lisa Kirk, an artist in the Comox Valley, who facilitates Pure Process Art sessions as a way to engage in the deeper meaning of our lives, through painting. Both Andrea and Lucinda have participated in these sessions and benefitted from them which is why Lisa's classes come up in this episode. If you are interested in knowing more about Lisa Kirk's art sessions, please visit https://lisakirk.ca/page/pure_process_art_classes  Thank you for listening.

Hamilton’s public school board is seeing early signs that more secondary students are struggling to pass their first-term courses amid COVID modifications that have them attend school in the morning and shift to online learning in the afternoon. The latest annual Student Learning and Achievement Report shows the course failure rate on Nov. 16 midterm report cards jumped to 16.4 per cent, up from 9.5 per cent last year. GUEST: Peter Sovran, Associate Director for Learning Services at the Hamilton Wentworth District School Board See omnystudio.com/listener for privacy information.

Jon Foust joins Mark this week as we talk with Nandhini Rangan and Magda Jary about Cloud Learning Services. The Cloud Learning Services team is passionate about helping technical practitioners elevate their careers and transform businesses by building and validating in-demand Google Cloud skills. Nandhini explains that a lack of technical practitioners with skills in the cloud is one of the biggest barriers to entry for companies considering the shift. But with the right knowledge, companies that take full advantage of cloud environments are proven to be more efficient, reach more of their goals, and overall, be more successful. Cloud Learning Services offerings empower technical practitioners and companies to learn new skills, put these skills into practice, and achieve their objectives. Magda tells us that these training courses focus around job roles in the cloud. The cloud has necessitated a shift in the idea of development learning, she tells us, explaining that nowadays, the focus is on job roles, like Data Scientist, and the technological requirements of that job rather than learning one coding language. We talk later about the specific offerings Cloud Learning Services provides. With a focus on hands-on learning, technical practitioners are put into the real Google Cloud environment with Qwiklabs, while videos and lectures accompany the material. Job-specific skill badges and certifications are earned as courses are completed, allowing technical practitioners and employers to better understand what proficiency in each job role looks like. Our guests tell us more about Qwiklabs and how its sandbox environment facilitates better learning without the added cost and commitment of services that they may not be ready to use. When the time for real-world development comes, this hands-on approach means no disconnect between learning and applying. We talk more about the Challenge Labs used to test learning and the skill badges earned on completion. To wrap up, we discuss the future of Cloud Learning Services and how the team stays on top of new technologies and job roles to keep learning materials updated and fun. The team is working on new material for badging and certifying business professionals as well. Resources to check out to learn more about Google Cloud training and certifications: https://cloud.google.com/training https://cloud.google.com/certification Follow a learning path designed to help you prepare for the certification most suited to your role: https://g.co/cloud/getcertified Nandhini Rangan Nandhini Rangan works at Google Cloud Learning and is very passionate about the topic of upskilling, reskilling, and especially for cloud roles that are needed in organizations today, but also defining the roles and jobs of the future. She is based in Canada and works out of Toronto. She started her career as a Software Engineer, went on and got her MBA and then spent many years in operations and strategy including a stint as a management consultant. Learning was always top of mind for her and she decided to make the jump to join a learning organization full time in 2018 with Google Cloud. She launched the Google Cloud Technical Residency program, worked in the Higher Education learning space bringing programs to faculty and students globally, and currently works as a learning portfolio manager helping bring cloud training content closer to its audiences. Magda Jary Magda Jary is responsible for all aspects of Google Cloud Certification and Digital Badges go-to market and her mission is to grow Cloud skill sets. She joined Google in 2008 after graduating with two Masters degrees: Media and Communications at Warsaw School of Economics and International Management at Rotterdam School of Management. Currently based in San Francisco, she has been leading global learning and engagement programs for Google Cloud customers and partners. Magda is a frequent guest speaker at events dedicated to skills development, diversity, and women in tech. She is a certified yoga teacher and has completed a mindfulness teacher certification. She teaches the Search Inside Yourself training at Google, a mindfulness-based emotional intelligence course for leaders. Cool things of the week Announcing Google Cloud Public Sector Summit, a free global digital event: Dec. 8-9 blog 5 tips for more interactive meetings with Q&A and Polls, rolling out to Google Meet blog Add a more accurate sense of place to your applications using these five YouTube tutorials blog GCP Podcast Episode 181: Google Maps Platform with Angela Yu podcast Interview Google Cloud Training site Google Cloud Skill Badges site Qwiklabs site Deploy to Kubernetes in Google Cloud site Professional Machine Learning Engineer Certification site Coursera site Codelabs site TSIA Star Awards site Question of the week I’ve been interested in the Cloud Architect Certification and after listening to the interview, I’ve be inspired to look into taking it. What training material is available for preparing for the exam? Check out the Google Cloud certification, Professional Cloud Architect certification, and the Preparing for the Professional Cloud Architect Examination Qwiklab. What’s something cool you’re working on? Jon finished Game Summit last week and is back to creating Open Match content, specifically on submitting request from games and writing a match function in a language you may be familiar with!

#019 Nathan Schultz is the President of Learning Services at Chegg. He focuses on the execution of Chegg’s existing learning services business and its global growth strategy. He started his career at Chegg as the director of business development and product management. Prior to joining Chegg, he worked in several sectors of the publishing industry, and was responsible for developing a business intelligence platform that is used in the higher education industry for monitoring sales and adoption trends.  https://www.SmartVenturePod.com IG/Twitter/FB @GraceGongGG LinkedIn:@GraceGong YouTube: https://bit.ly/gracegongyoutube Join the SVP fam with your host Grace Gong. In each episode, we are going to have conversations with some of the top investors, super star founders, as well as well known tech executives in the silicon valley. We will have a coffee chat with them to learn their ways of thinking and actionable tips on how to build or invest in a successful company.

#018 Nathan Schultz is the President of Learning Services at Chegg. He focuses on the execution of Chegg’s existing learning services business and its global growth strategy. He started his career at Chegg as the director of business development and product management. Prior to joining Chegg, he worked in several sectors of the publishing industry, and was responsible for developing a business intelligence platform that is used in the higher education industry for monitoring sales and adoption trends.  https://www.SmartVenturePod.com IG/Twitter/FB @GraceGongGG LinkedIn:@GraceGong YouTube: https://bit.ly/gracegongyoutube Join the SVP fam with your host Grace Gong. In each episode, we are going to have conversations with some of the top investors, super star founders, as well as well known tech executives in the silicon valley. We will have a coffee chat with them to learn their ways of thinking and actionable tips on how to build or invest in a successful company.

In this episode, you'll hear a bit about what's going on within the Online Learning team. First, Michelle Spisak tells us about the monthly learning newsletter. You can subscribe to the newsletter here! https://learning.intersystems.com/course/view.php?name=NewsletterSignUp Then, you'll hear from Jaising Pasten about his journey, his experiences since joining the team, and some of the items he's worked on recently. One of them, which he mentions, is a Provider Directory video about navigation and search. HealthShare customers can view it here: https://learning.intersystems.com/course/view.php?name=PDFirstView For more information about Data Points, visit https://datapoints.intersystems.com EPISODE TRANSCRIPT: Derek Robinson 00:00:02 Welcome to Data Points, a podcast by InterSystems Learning Services. Make sure to subscribe to the podcast on your favorite podcast app. Links can be found at datapoints.intersystems.com. I'm Derek Robinson. And on today's episode, we're chatting with Michelle Spisak and Jaising Pasten, two of my colleagues on the Online Learning team, for a look inside Online Learning. Derek Robinson 00:00:43 Welcome to Episode 13 of Data Points by InterSystems Learning Services. Today's episode is the first in what may be a recurring type of episode every once in a while, called What's New in Online Learning? The idea behind an episode like this one is to take a look behind the scenes of the Online Learning team as we build content and work on projects aimed to better equip learners of our technology. In the first half of the episode, I'll talk to Michelle Spisak, an Instructional Designer on the team, about the monthly learning newsletter. Then I'll chat with fellow course developer Jaising Pasten, about what his experiences have been since joining the Online Learning team after spending several years in the InterSystems Chile office, working on TrackCare, learning, and implementation. So without further ado, here's Michelle. Derek Robinson 00:01:26 All right, and welcome to the podcast, Michelle Spisak, Instructional Designer here at InterSystems. Michelle, how's it going? Michelle Spisak: It's good, Derek, how are you doing? Derek Robinson: I'm doing great. We're very happy to have you on for a little bit different of an episode today. We're really focusing within Learning Services and talking about some of the things that we have going on. So obviously you have, you know, a lot of different responsibilities in your role here at InterSystems in the Learning Services team as an Instructional Designer, but we're going to focus today on your role with the Learning Services newsletter. So first question kind of just for the audience that may not be familiar with it and may not know what it is, tell us what the Learning Services newsletter is and why we began offering it in the first place. Michelle Spisak 00:02:02 Yeah, so the newsletter is just basically a way for our clients and partners to stay up to date with what Learning Services is coming out with. So on the Online team, we're always coming out with new videos and learning paths, and other things like that. Documentation has been working really hard to modernize their website and make it even easier for people to find what they really need, really quickly. And so we

In this episode, Stacey is joined by Lori Richter and James Vesper. They talk about Adult Learning Theory and its impact on corporate training. Lori Richter is the Director of Risk Management at Ultragenyx. She holds a Bachelor of Science degree in Microbiology and over 21 years of experience working in the Pharmaceutical industry. Her areas of expertise include Quality Risk Management, Quality Systems, business continuity management, biotechnology manufacturing processes, and business process development. Prior to joining Ultragenyx she was a consultant for 3 years working with many different companies, including cell and gene therapy as well as large and small molecule, building risk management programs and improvements to quality systems. Before becoming a consultant, she held previous roles such as a Site Risk Manager, leading the development of an Integrated Risk Management program focused on strategic risk and business continuity management. She was also a member of a Global Quality team responsible for the development and deployment of the Quality Risk Management (QRM) program across a global network. She has developed many QRM training modules and delivered training to FDA, Health Canada and industry teams. Currently, she is an Instructor for the PDA Quality Risk Management Certificate Program. She was an author for TR 54-5, “Quality Risk Management for the Design, Qualification, and Operation of Manufacturing Systems” and a chapter author for the book “Principles of Parenteral Solution Validation”. Lori is pursuing a PhD at Technological University Dublin. Lori Richter’s Articles On The Topic:Understanding Adult Learning Principles, CGMP Training Modalities ...Applying Adult Learning Principles In CGMP TrainingBuilding Effective CGMP Training Designed For The Adult Learner James Vesper has worked in the pharmaceutical industry for more than 35 years, starting out at Eli Lilly and Company where his last position was leading the GMP training initiative. For 24 years, he was President of Learning Plus, a training consultancy and, in 2017, he joined ValSource as Director of Learning Services. Dr. Vesper has authored numerous books, book chapters, articles, and also speaks and teaches at international conferences and workshops, as well as consults for the World Health Organization (WHO). He received his PH.D. in education from Murdoch University, Perth, Australia. Voices in Validation brings you the best in validation and compliance topics. Voices in Validation is brought to you by IVT Network, your expert source for life science regulatory knowledge. For more information on IVT Network, check out their website at http://ivtnetwork.com.

In this episode, Jim and Stacey speak about the reasoning for such an emphasis on investigations and corrective actions, highlight the current guidance on CAPA investigations, cover the best tools for investigations beyond the “5 Whys” and Fishbone diagram, dispelling the “rule of three” that many companies count on, while defining what constitutes an acceptable root cause, “human error,” “training” and “revise the procedure" over used in corrective actions, and much more.James Vesper has worked in the pharmaceutical industry for more than 35 years, starting out at Eli Lilly and Company where his last position was leading the GMP training initiative. For 24 years, he was President of Learning Plus, a training consultancy and, in 2017, he joined ValSource as Director of Learning Services. Dr. Vesper has authored numerous books, book chapters, articles, and also speaks and teaches at international conferences and workshops, as well as consults for the World Health Organization (WHO). He received his PH.D. in education from Murdoch University, Perth, Australia.For step by step investigation advise, and tips on drilling down into the root cause for CAPA planning and analysis our listeners can revie Jim’s latest book: Root Cause Investigations for CAPA: Clear and Simple by visiting the PDA Bookstore at https://www.pda.org/bookstore/product-detail/5724-capa Voices in Validation brings you the best in validation and compliance topics. Voices in Validation is brought to you by IVT Network, your expert source for life science regulatory knowledge. For more information on IVT Network, check out their website at http://ivtnetwork.com.

In this episode, we discuss how Next Generation Virtual Learning Environments (VLEs) can provide a space for collaboration to bridge the gap between the learning institution, the workplace and the student, ensuring that all parties feel connected and supported throughout the process.Ideal if you want to...- Improve your classroom learning experience and interactivity  - Learn more about VLEs- Enhance your active and blended learning approaches- Hear from experts in VLE technologyMeet The PanelEllen Buck: Director of Learning and Teaching at the University of Suffolk. Ellen is responsible for implementing the University’s Learning Teaching and Assessment strategy including the development and delivery of progressive learning models, which are inclusive in design, research informed and employer engaged.Julie Macloed: The Associate Dean for Business Engagement and Head of Allied Health Professions and Community provision at the University of Suffolk. Julie is responsible for developing a bespoke business engagement offer for the School which includes CPDs and knowledge exchange projects.Aaron Burrell: As Head of Learning Information and Environments Aaron oversees day-to-day operations of the Department of Library and Learning Services and works to strategically design and deliver the University’s learning and research information systems and environments.Stewart Watts: At D2L, Stewart manages the EMEA sales operation and has overall responsibility for the retention and growth of D2L’s customer base. He works closely with universities and acts as D2L’s Project Sponsor for any new implementations of Brightspace.

Come sit down with Dr. Mary Kay Vona—retired EY partner, adjunct Vanderbilt Professor, Zumba instructor extraordinaire, and Chair of the Akhilah Davis College board—as we talk transformation and change in the time of Covid. *If you want to learn more about Akhilah Davis College and their important work, helping to rebuild some of Africa's most fragile economies by educating women to allow them to enter the workforce, please visit, www.akilahinstitute.org or you can follow them on Facebook or Instagram by searching for Akhilah Institute. You can also reach out to Dr. Vona personally for more information at marykay.vona@yahoo.com———————————————————————————————— Dr. Mary Kay Vona brings over 35 years of industry and consulting expertise. She has a unique combination of practice leadership, strategy, innovation, change management, business transformation and talent strategy experience. During her time as an EY Partner, where she recently retired, Mary Kay led the region for FSO People Advisory Services (PAS) focused on business and workforce transformation, talent, change management and the human capital agenda for financial services clients. She also was the founding member of EY's Learning Services practice, creating the initial business case, resource model, service offering while supporting the acquisition of a leading digital learning organization. She established extensive relationships throughout the industry and has an immense passion for the consulting profession, client service, change management, diversity and people development. Prior to joining EY, Mary Kay held similar leadership roles at Price Waterhouse/PWCC/IBM for over 22 years and has served many industries including Media & Entertainment, Automotive, Oil & Gas, Power & Utilities, Communications and Telco. At IBM, she was Partner and Practice Area Leader for the Human Capital Management Practice in the firm's communication sector. She was IBM's Global Learning Partner, driving learning solutions, client relationships, staff development and thought leadership around the globe. After departing IBM, she served as Executive Vice President for Aon Consulting's Southeast Region practice where she was responsible for client service, people development and the region's operations. Outside of work, Mary Kay serves on the Advisory Board for The World Institute of Action Learning (WIAL) and after serving for several years as a Board Member of The Akilah Institute, was elected Board Chair in 2020. She also served on the advisory board for the Florida Holocaust Museum. Mary Kay is also an adjunct Professor at Vanderbilt University where she teaches Consultation Skills course to graduate students and Strategy/Analytics to doctoral students. She also spends that extra energy on weekends teaching ZUMBA and Hip Hop.

In this episode, we chat with Benjamin De Boe, product manager for data management and analytics, about optimizing the performance of your SQL queries in InterSystems IRIS. Benjamin will go over some of the most common issues that cause performance loss within your queries, the easiest ways to fix them, and some other items to look for in order to ensure your queries are healthy and efficient. For more information about Data Points, visit https://datapoints.intersystems.com. To try InterSystems IRIS today, head over to https://www.intersystems.com/try and launch your instance! You can find our SQL QuickStart at https://learning.intersystems.com/course/view.php?name=SQL%20QS, and if you'd like to discuss these SQL topics on the Developer Community, you can head over to https://community.intersystems.com. TRANSCRIPT: Derek Robinson 00:00:01 Welcome to Data Points, a podcast by InterSystems Learning Services. Make sure to subscribe to the podcast on your favorite podcast app, such as Spotify, Apple Podcasts, Google Play, or Stitcher. You can do this by searching for Data Points and hitting that Subscribe button. My name is Derek Robinson, and on today's episode, I'll chat with Benjamin De Boe, Product Manager for Data Management and Analytics at InterSystems, about SQL performance in InterSystems IRIS. Derek Robinson 00:00:40 Welcome to Episode 4 of Data Points by InterSystems Learning Services. Hopefully you enjoyed the launch of the podcast earlier this month, which featured three episodes. Going forward, we plan to release one to two new episodes each month. So make sure you're subscribed on your favorite podcast app, and that way you won't miss any new episodes. We also have a new homepage for the podcast with an easy-to-remember URL; it's datapoints.intersystems.com. That page has the latest episode, more recent episodes, and the links to go subscribe on the different podcast apps. So go check that out for sure. Today I'm talking with Benjamin De Boe about SQL performance tips in InterSystems IRIS. Benjamin has worked with us and Learning Services quite a bit over the last few years to create engaging content in his areas of expertise. One of my favorite things about working with Benjamin is his ability to clearly convey concepts and really make them easy to understand. I think that comes through in our discussion here with Benjamin De Boe. Derek Robinson 00:01:35 All right, and welcome to the podcast Benjamin De Boe, Product Manager for Data Management and Analytics here at InterSystems. Benjamin, how's it going? Benjamin De Boe I'm doing great. Thanks, Derek. How are you? Derek Robinson I'm doing great. Thanks. So today we're going to talk about SQL performance InterSystems IRIS. A lot of SQL developers out there might use different data models for their applications that use InterSystems IRIS, of course, we've mentioned in other episodes, we have multi-model database that you can kind of choose which approach based on your use case. But here we're going to talk about relational SQL, and where do we really begin? So I think what we're looking to you for here, some of the common practices and best, you know, tips for enhancing your performance and things like that. So what's kind of your overview level explanation of the SQL performance in IRIS, and where you'd start with it? Benjamin De Boe 00:02:23 Okay. So there's a whole lot of things to talk about of course, when we talk about SQL performance, and much o

Episode 65: Education, Business, and Building with Laurie Peterson, founder of Diagnostic Learning Services We're back, guys! In this episode, we chat about Laurie's journey from being in the classroom teaching, to working to serve special education students, to deciding to go out on her own! If you are working a side hustle, this episode is for you! We also chat about finding help to fill in your WEAKNESSES! Get ready! https://diagnostic-learning.com/ --- Send in a voice message: https://anchor.fm/the-girl-gang-podcast/message

Live from the Social Coast Forum 2020, Peter Ravella, Tyler Buckingham, and Bill O'Beirne sit down with Ginger Hinchcliff, the chief of the Learning Services Division for NOAA’s Office for Coastal Management and one of the principal organizers of the Social Coast Forum. We talk about the importance of social science in coastal management, the history of the Social Coast Forum, and what the future has in store. It's a great show!

On this episode of Think Business Futures, we took a look at the business behind academic publishing. We examine the production side, by speaking with Ros Attenborough, an early career researcher at the University of Edinburgh. Then, David speaks with a consumer- in this case, Belinda Tiffen at the UTS Library.Finally, our producer, Jason, speaks with Ginny Barbour, Director of the Australasian Open Access Strategy Group about the vision for open access in the academic world.Further reading:For more information on open access, including the glossary of terms, check out this guide.Virginia (Ginny) Barbour works at the Office of Research Ethics & Integrity and the Division of Technology, Information and Learning Services at Queensland University of Technology(QUT). She is also the Director of the Australasian Open Access Strategy Group.Belinda Tiffen is the Director of Library Resources at the University of Technology Sydney library.The UTS open access repository, known as OPUS is available here.Music: Lotus, Ecobel, Spectacles Wallet and Watch, Raymond Grouse, Salino, Fabien Tell, In Dawn and Leimoti

Jill Scarbro-McLaury is the Owner of Bright Futures Learning Services headquartered in Winfield, West Virginia – in Putnam County. Jill was just named Small Business Administration – Woman Owned Small Business of the Year for 2019.  Which is incredible! Bright Futures is a team of committed people who believe that every child can – and has the right to -learn… Jill has provided Applied Behavior Analysis services to individuals with autism and other disabilities since 1997. Continue reading Episode 74 – Every Child’s Future Should Shine – Bright Futures Learning Services at Positively West Virginia.

Sherry Kelley Marshall is joined by Gloria Skurski, Chief Education Officer for CET & ThinkTV and Jason Dennison, Manager of Learning Services for CET & ThinkTV, as they discuss the American Graduate initiative from the Corporation for Public Broadcasting. Discover how and why the SWORWIB got involved in a Corporation for Public Broadcasting grant for educational television, and how this partnership is offering opportunities and new options for young people to consider. 

Dyonne Béatse, productmanager @Vijfhart IT-Opleidingen voor Soft Skills trainingen, Eindgebruikers trainingen, de Groeimonitor (dienstverlening) en Learning Services neemt je graag mee in de ontwikkeling binnen haar focusgebieden. Meer weten over de Groeimonitor van Vijfhart en wat deze voor jouw bedrijf kan betekenen? Luister dan vooral mee vanaf 00:12:40 Waar Dyonne uitlegt hoe deze in te zetten is én wat het oplevert. Introductie 00:00:00 Ontwikkeling binnen Soft Skills en de Groeimonitor 00:01:22 Dé Soft Skill van 2018 00:04:18 DISC, voorkeursstijl in communicatie: 00:04:58 De Groeimonitor 00:12:40

Shaping the learning of the 21st century high school student requires a change in the physical setting. Sartell-St Stephen high school has been in a several year process to design and build their new high school using some ideas from The Third Teacher. The school will open this fall. Kay Nelson, Assistant Superintendent of Learning Services, and Brenda Steve, high school principal, talk about the design process and the involvement of all the constituents.

The AWS machine learning services are more examples of the newer offerings.  Nevertheless, these are growing fast and can help you embrace cutting edge technology.  Machine learning is a recent technology in general so the time you spend understanding these services may help you land that next job. Amazon SageMaker This service provides a method for building, training, and deploying machine learning models at any scale.  This is a great way to try out machine learning.  The time you spend here is good to use on your next resume update.  You do need to put some data on S3 to analyze and then check out the use cases.  There is a free tier for the first two months. Amazon Comprehend Quick and easy text analysis.  Send your text to this service to analyze it for keywords among many other ways to do so.  There is a free tier you can use to try it out and find out ways to organize and mine your content. Amazon Lex This service allows you to build voice and chatbots using the technology that drives Alexa.  There are some templates, and the interface makes it easy to get started quickly. Amazon Polly If you want to create audio from your content, then this is the service for you.  Try out the service a few thousand words at a time for free, and you can even download the audio in mp3 format. Amazon Rekognition The features that Comprehend provides for text is moved into the video world by Rekognition.  This service analyzes video and can highlight or recognize people, objects, and other details you might search for in a stream. Amazon Translate This service provides a quick and easy way to translate text between any two languages.  Much like Google translate, it is quick and provides an API that you can use to significantly increase your audience. Amazon Transcribe If you have ever wondered about transcribing audio notes (or a podcast), then this is the service for you.  It is quick and easy to customize for even highly technical terms.  The accuracy varies based on the clarity of the audio and background noise. AWS DeepLens This service is best understood by utilizing the tutorials.  It provides a way to analyze videos for objects, faces, and activities.  An essential difference between this and the others is that this is a piece of hardware and not just a service.  It provides a camera with HD and onboard analysis tools for real-time processing of video. AWS Deep Learning AMIs This service provides quick start machine learning on EC2 through the AMIs.  The configuration of a machine learning development environment can be tedious and time-consuming.  These AMI options offer a shortcut to get working sooner. Apache MXNet on AWS This is a machine learning framework Apache MXNet is a fast and scalable training and inference framework with an easy-to-use, concise API for machine learning. MXNet includes the Gluon interface that allows developers of all skill levels to get started with deep learning on the cloud, on edge devices, and mobile apps. In just a few lines of Gluon code, you can build linear regression, convolutional networks and recurrent LSTMs for object detection, speech recognition, recommendation, and personalization. TensorFlow on AWS This is a machine learning framework on AWS.  I think their description works best and avoids any ignorance about it on my end. "TensorFlow™ enables developers to quickly and easily get started with deep learning in the cloud. The framework has broad support in the industry and has become a popular choice for deep learning research and application development, particularly in areas such as computer vision, natural language understanding, and speech translation.  You can get started on AWS with a fully-managed TensorFlow experience with Amazon SageMaker, a platform to build, train, and deploy machine learning models at scale. Or, you can use the AWS Deep Learning AMIs to build custom environments and workflows with TensorFlow and other popular frameworks including Apache MXNet, PyTorch, Caffe, Caffe2, Chainer, Gluon, Keras, and Microsoft Cognitive Toolkit."  

I chat to David Clover, Head of User Engagement - Library and Learning Services at the University of East London.

In this session, you'll learn how AdTech companies use AWS services like Glue, Athena, Quicksight, and EMR to analyze your Google DoubleClick Campaign Manager data at scale without the burden of infrastructure or worries about server maintenance.  We'll live-process a click stream so you can see how Machine Learning can help maximize your revenue by finding the most optimal path of a campaign and we'll look at a real world demo from A9's Advertising Science Team of how they use the data to build Look-alike Model in their projects.

On this episode, Katie is joined by Anne-Marie Deitering, the Associate University Librarian for Learning Services at Oregon State University Libraries and Press, where she oversees the libraries' Teaching and Engagement, Library Experience and Access, and Assessment departments and also oversees the Guin Library at the Hatfield Marine Science Center. She blogs at Info-Fetishist, and tweets as @amlibrarian.   Segment 1: Defining Autoethnography [00:00-18:41] In this first segment, Anne-Marie defines autoethnography and gives some examples from her work. Segment 2: Researching as a Librarian [18:42-35:22] In segment two, Anne-Marie shares about her career path to becoming a librarian-researcher. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

I've been talking with some knowledgable people about accessibility lately. Arron Wings, Barb Mussman and Amanda Thompson of Learning Services at Kirkwood Community College provide a detailed sketch of support for students needing accommodations. Lauri Hughes, Nursing Department Coordinator, describes her personal story of receiving support as a student at Kirkwood and where that has led her career and her heart. Andrea Skeries of Geonetric regularly educates me on web accessibility (A11Y) solutions and news. Maryam Rod Szabo and Wilson Rojas from KCELT help me fit accessibility into the big picture of Universal Design for Learning. Five conversations to be published over the next five weeks (or so). My goals are to raise awareness and to continue the conversation about making learning accessible to everyone. Thanks for listening!

The presentation focuses on how the establishment of a digital Languages Sister School Partnership in your school is supported by the Australia Curriculum, while underpinning learning of the target language and embracing a whole school approach to engagement with an Asian culture.

In this episode of ITW we welcome everyone back to the show and introduce the two new anchors, Aubrey Harrison and David Casavecchia. Aubrey is an Instructional Technology Specialist with CMS and David is a Technology Facilitator at Performance Learning Center. We take a few minutes to help everyone understand the role of Instructional Technology in CMS as well as introduce you to the five specialists. Then we discuss CMSLearns (www.cmslearns.org), a website for Learning Services. This website is a one stop shop for all things technology and learning related in the district. Send all comments, suggestions and ideas for ITW to itw@cms.k12.nc.us or tweet us @cmstothecore.

Join pediatric speech -language pathologist Laura Mize from teachmetotalk.com and her guest SLP Jennifer Hatfield from Therapy and Learning Services. Jennifer is a feeding specialist and will discuss the range of feeding issues we see in toddlers from picky eating to dysphagia, a swallowing disorder. She'll give us successful treatment strategies for both therapists and parents to explore when working with a toddler who isn't eating.

Heather James, Acquia's Manager of Learning Services, has been in and around Drupal since the version 4 days. She says people new to Drupal "have an easier time at this stage coming to Drupal" than they did 6 years ago. Nonetheless, her early experiences learning how to use Drupal are still reflected by the questions people ask learning Drupal today. This, combined with her excitement about Drupal's potential and her background as an educator, motivated her to become a Drupal trainer. She is passionate about education ("When you're teaching, you're building a bridge from what people know to what they don't know.") and says about her job at Acquia, "I feel like I have a patron who helps me do the things I like to do, which is get out there and teach people." Read the full post at the Acquia Developer Center: https://dev.acquia.com/podcast/71-meet-heather-james-building-bridges-drupal-through-training

Erich Ludwig, Acquia's Director of Learning Services talks about his road to Acquia and Drupal, community building and the importance of hiring and training new Drupalists. Read the full post at the Acquia Developer Center: https://dev.acquia.com/podcast/meet-erich-ludwig-closing-drupal-talent-gap