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6 episodes with Luke Roberts
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4 episodes with Luke Roberts
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4 episodes with Luke Roberts
2 episodes with Luke Roberts
2 episodes with Luke Roberts
2 episodes with Luke Roberts
Check out three marvelous Mid-Atlantic performers perform acoustically and tell their stories behind the music on this one-of-a-kind *LIVE* podcast and performance event at Reb Records!Season 2 | Episode 1 ft. Luke Roberts, Stan Graham & J.D. Sage.Hosted by Brad William Cox & his trusty horsey sidekick, Glue Reed.Sponsored by the Harford County Cultural Arts Board.
In the latest episode of Experts in Sport, Dr Luke Roberts, author of Leading Schools and Sustaining Innovation: How to Think Big and Differently in Complex Systems, joins host Martin Foster to discuss systems change.If you've been involved in the sport, physical activity, health, education, business, or any other sector, you'll likely have heard people talk about systems change. You may have seen attempts to create change, but more often than not, the outcomes don't match expectations.In today's podcast, we explore what systems change really means. We begin by defining the concept and discussing the common challenges people face when trying to bring about meaningful change, using real-world examples. We then shift focus to what is required to create and sustain systems change over time.We hope this episode inspires anyone looking to make a positive impact and become a systems change leader of the future.Intros: 0:00What is Systems Change?: 3:42Purpose of the system: 10:32Examples: 15:45Systems Mapping: 29:32Getting the system ready for change: 36:00Maintain and Sustain: 42:23Changing the icing not the cake: 45:35What's next?: 52:24
Luke Roberts is a man of many hats in the world of professional wrestling having spent 35 years in the business and still counting. From wrestling to production to refereeing and everything in between. --- Support this podcast: https://podcasters.spotify.com/pod/show/rick252/support
Luke Roberts, the actor behind James Sunderland in Silent Hill 2 Remake, opens up about working with Bloober Team, the haunting Angela scenes, and the revamped Eddie boss fight. Plus, insights into the gripping Stillness Ending. This interview is a must-watch for Silent Hill fans. Enjoy!
“Systems are very good at being resilient,” and “Systems are very good at dehumanizing,” are sentiments that anyone who has worked in organizational transformation or systems change can appreciate. Luke Roberts is the COO and co-founder of HighFive and a speaker at the upcoming Advancing Service Design Conference. As a self-proclaimed "systems provocateur," Luke emphasizes the importance of understanding the underlying dynamics of any system, whether it's in education, healthcare, or corporate environments. He and Lou discuss the intricacies of how systems operate and the challenges faced when attempting to provoke meaningful transformation, often drawing on relatable insights from Luke's work within education systems. One of the standout insights from the conversation is the vital role of time in enacting change. Luke argues that significant systems change requires a long-term commitment, with research indicating that anything less than three years typically fails to yield lasting results. This understanding is crucial, especially when organizations often seek quick wins that can lead to a cycle of temporary fixes without addressing deeper issues. Ultimately, our discussion reveals that provoking change is not just about identifying problems or changing individuals; it's about creating a collective vision and investing the time and energy required to realize it. As we navigate complex systems across various sectors, embracing the challenge of systems change can lead to meaningful and sustainable transformation. What You'll Learn from this Episode: - The Nature of Systems Change: Understanding that systems are complex and often resistant to change, requiring a nuanced approach to provoke transformation. - The Importance of Time: Recognizing that meaningful systems change typically takes at least three years, challenging the desire for quick wins and highlighting the need for long-term commitment. - Energy Dynamics in Systems: Exploring how the flow of information and attention affects change efforts, and how misdirection can stall progress. - Collaboration Across Stakeholders: The necessity of fostering collaboration among all participants—whether in education, healthcare, or corporate environments—to create a shared vision for change. - Provocation as a Tool for Change: Learning how to challenge existing norms and behaviors within a system without blaming individuals, thereby encouraging open dialogue and reflection. - Practical Examples and Insights: Gaining insights from real-world examples, such as the education system, to illustrate how systemic issues can perpetuate negative outcomes and the strategies needed to address them. Quick Reference Guide: 0:14 - Meet Luke 2:40 - An example of change at a system level - bullying in schools 5:50 - Helpful frameworks - mapping and metaphors 9:06 - Why training individuals is not a long-term solution 14:00 - The window of change 18:13 - 5 reasons to use the Rosenverse 20:28 - Provoking systems 24:58 - Flow of energy 28:49 - Luke's gift for listeners Resources and Links from Today's Episode: Advancing Service Design - December 3-4, 2024 https://rosenfeldmedia.com/advancing-service-design/ The Grasshopper: Games, Life, and Utopia by Bernard Suits https://www.amazon.com/Grasshopper-Third-Games-Life-Utopia/dp/1554812151/ Leading Schools and Sustaining Innovation by Luke Roberts https://www.amazon.com/Leading-Schools-Sustaining-Innovation-Roberts/dp/1032015624/
Happy Halloween! It seemed only fitting that on this day, the culmination of Spooktober, we get together to discuss undoubtedly one of the best survival horror games in recent memory. Back in 2022 when Silent Hill 2 remake was first revealed to be in development from Bloober Team, the team behind things like The Medium, Layers of Fear, and Observer, the reveal was met with a great deal of skepticism. Would a team that had up until this point only made mid-tier horror experiences be able to truly encapsulate the greatness of the original Silent Hill 2 game? As time went on and more and more gameplay emerged however, it became clear that we had something special on our hands. The end result, releasing on October 8th 2024 not only met expectations of many fans but exceeded them. Akin to the Resident Evil remake released on GameCube in 2002, this remake of Silent Hill 2 expands on the original in almost every way while keeping the original tone and atmosphere of the game intact. The end result is a product that pays great respect to the original source material while completely modernizing the gameplay for the audience of today. Silent Hill 2 is the story of one man, James Sunderland, (voiced and mocapped beautifully here by Luke Roberts), and his journey to the small town of Silent Hill. Here James hopes to find a way to reconnect with his dead wife Mary who has mysteriously written him a letter asking him to look for her there. In this desolate and abandoned town, James encounters other people also called back to this place to search for answers, family, or even just peace. Silent Hill 2 is an examination of the psychology of grief, of trauma, and how we process information. While on the surface the game presents as a standard survival horror affair, there's so much there waiting to be analyzed and expanded upon. While Josh, Colin, and Skrilus do their best to touch on all of these elements and theorize on what some of the symbolism and encounters mean, we can only do so much. At the end of the day this is a game that deserves to be played by anyone who is a fan of not only survival horror but of stories that explore the human condition. Do yourself a favor and pick this game up, and after you've had a chance to play it, come back and give this a listen. We think you'll like what you play, and what you hear of course. Thanks very much for listening, and take care!
Neil Edwards is a career game designer with over a decade of experience, spending most of that time in the video game industry - before transitioning to the tabletop world - where he co-founded Ludivore Games and co-designed its debut game, Aspens, with his dear friend and business partner, Luke Roberts.Neil and Luke are passionate about bringing people together into the same spaces to create memorable, unique, and highly-emotive player stories that connect people with shared memories.To see more about Aspens on Kickstarter, check out the page here: https://www.kickstarter.com/projects/ludivore/aspens-a-cozy-strategy-game-about-growing-a-tiny-forestFOLLOW US ON: Facebook: https://www.facebook.com/groups/boardgamebingeInstagram: https://www.instagram.com/boardgamebingepodcast/ Twitter: https://www.twitter.com/boardgamebingeWHERE TO FIND OUR PODCAST:Spotify: https://open.spotify.com/show/5RJbdkguebb3MSLAatZr7riHeart Radio: https://www.iheart.com/podcast/269-board-game-binge-72500104/Tune In: https://tunein.com/embed/player/p1344218/Google Podcasts: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5jYXB0aXZhdGUuZm0vYm9hcmRnYW1lYmluZ2U=Apple Podcasts: https://podcasts.apple.com/ca/podcast/board-game-binge/id1522623033Visit Our Websites: Board Game Binge: https://boardgamebinge.com/Tin Robot Games: https://tinrobotgames.comElixir Board Games: https://www.elixirboardgames.com/our-games
Jess and Jenn dive in with the extremely talented and resilient Producer, Aletha Shepherd. Aletha is the founder of the production company Shot of Tea. Aletha is a dedicated producer renowned for her inclusive storytelling and stands as the winner of the prestigious Women of The Future Award 2023 for Arts & Culture. Her commitment to crafting compelling narratives extends to amplifying undiscovered voices and talents, nurturing stories that foster diverse and driven teams to create top-tier entertainment experiences. This year, Aletha delivered her first TEDx talk, titled *‘Why Diverse Creators Are Better for Film,'* (linked below) where she highlighted the critical role of diverse perspectives in shaping the future of cinema. Transitioning to producing after a tenure at United Talent Agency (UTA), where she shadowed leading Directors and Producers, Aletha wrote and produced her acclaimed short film *'Safe Bet,'* honored with the Best Short Short award at the LA Indie Film Festival. Her debut feature film *'Everything & The Universe,'* a queer Rom-Com featuring talents like EJ Bonilla, Nicolette Pearse, Chelsea Gilligan, and Luke Roberts was recently picked up by Brick Lane Entertainment and is poised to make waves in the film markets. Building on this momentum, Aletha and Jenn are now set to begin shooting her next feature, *'Into the Deep Blue,'* starring India Amarteifio and Damian Hardung. In this episode we dive into: Jess recaps her first Emmy after party experience! How Aletha started her career modeling and in pageants and transitioned into acting. She talks about her experience moving to LA and what the positives and negatives she faced in her 3 years there Moving back to London and re-engaging in the acting scene in the UK. Auditioning for LAMDA and RADA And ultimately starting her production company and making the bold move to start producing. Jenn and Aletha dive into their project "Into The Deep Blue" That they are producing together and what is on the horizon for Aletha and their company! Aletha shares her experience of having casting on her side when creating and pitching films and their invaluable input Resources: Shot of Tea/ Aletha's Instagram Shot of Tea X Shot of Tea Website Ted Talk- Why Diverse Creators are Better for Film (2024) Into The Deep Blue - Press Release ──────────────────────────── Stay Tuned with Tipsy Casting on IG Watch the Tipsy Casting YouTube Channel Follow Jessica & Follow Jenn Learn More About Jess & Jenn's Casting
The second episode in a three-part series exploring the most important trends influencing global consumers. WARC's Ann Marie Kerwin talks to Chan Suh, Chief Digital Officer at Prophet and Luke Roberts, Strategy Director at Alma Miami. Discussing the impact of AI on shopper experience and the rise of multigenerational households.Stay up-to-date with the latest marketing and advertising news with our free daily newsletter.
CAConrad is one of the most productive and inventive poets of their generation. Writing in the New York Times, Tracey K. Smith described how Conrad's poetry ‘invites the reader to become an agent in a joint act of recovery, to step outside of passivity and propriety and to become susceptible to the illogical and the mysterious' – a susceptibility fully evidenced in Conrad's latest Penguin collection, Listen to the Golden Boomerang Return.Conrad is joined by Luke Roberts, Senior Lecturer in Modern Poetry at King's College London. Hosted on Acast. See acast.com/privacy for more information.
Luke is the Director and a Private Client Adviser at UNICA Wealth. He and Andrew chat about how he grew UNICA Wealth by focusing on specialisation, client service, team culture, and developing talented staff through clear career progression. Luke Roberts LinkedIn: https://www.linkedin.com/in/luke-roberts-1a0a0132/ UNICA Wealth Website: https://unicawealth.com.au/ Filenote.ai Website: https://www.filenote.ai/ Visit The Adviser Portal and partner with Zurich and OnePath today: https://ensombl.com/go/20240709 Join the Ensombl platform: App Store: http://www.ensombl.com/apple Google Play: http://www.ensombl.com/google Desktop: https://www.ensombl.com/ General Disclaimer – https://www.ensombl.com/disclaimer/
Private Collection Tuberose Gardenia by Estée Lauder (2007) + Stevie Nicks (1948- ) with Luke Roberts 7/5/24 S6E45 To hear the complete continuing story of The Perfume Nationalist please subscribe on Patreon.
Dr. Luke Roberts is at the forefront of systems thinking and sustainable innovation; Reshaping how organisations approach change and conflict. He is empowering leaders across sectors to unlock creativity and drive systemic transformation through the principles of complexity theory. In this conversation, we discuss the following:
This week the guys are joined by wrestling historian Luke Roberts to shine a light on some of the overlooked heroes of wrestlings past. Follow the show on Twitter and Instagram: @iww_podcast. Buy Issues With Wrestling merch: https://www.prowrestlingtees.com/wrestler-t-shirts/christophermiles.html
The British YoYo Association was founded by Luke Roberts and a couple of colleagues and it has become part of a world wide phenomenon of Regional, National, European and Asian competitions.Who would have thought that a piece of string, with a bit of wood wrapped round the end of it, could make it so big?We found Luke Roberts, while looking for 'unusual sports' and he truly is an expert with the YoYo.This 'Toy' usually has an upsurge of popularity once a decade, so look out for what's coming next...
On this episode Tony is joined by his stand up homies Luke and Mike to talks stand up , music, and more, Enjoy!!!!!! Follow Everyone: @tonytalkspc (IG) @tony_mcbadluck (IG) @mikeylamare21 (IG) @lukerobertdann (IG)
This week Christopher Miles is joined by Dynamo Pro Wrestling media director Luke Roberts and “The residential heel” Jared Shannon to debate wrestling's generational gap. Follow the show on Twitter and Instagram: @iww_podcast. Follow Christopher Miles on Twitter, Instagram, Threads and TikTok: @1_2_3Miles Buy Christopher Miles and I-70 Sports Media merch: https://www.prowrestlingtees.com/wrestler-t-shirts/christophermiles.html
Its nearly impossible to build a single Mt. Rushmore of wrestling.......so we won't. Join Christopher as this week he welcomes guest Luke Roberts and Garrett Shanks to help build the MULTIPLE Mt. Rushmores of wrestling. Follow the show on Twitter and Instagram: @iww_podcast Follow Christopher Miles on Twitter, Instagram and tiktok: @1_2_3miles Buy Christopher Miles merch: https://www.prowrestlingtees.com/christophermiles
Edgar OtraVez and Cousin Primo review the horror anthology Guillermo Del Toro's Cabinet of Curiosities on Netflix. Please feel free to send your recommendations via email at theflowrollpodcast@gmail.com. Lot 36 Director: Guillermo Navarro Writers: Regina Corrado (teleplay by), Guillermo del Toro (based on an original story by) Stars: Tim Blake Nelson, Sebastian Roché, Elpidia Carrillo Graveyard Rats Director: Vincenzo Natali Writers: Henry Kuttner(based on a short story by), Vincenzo Natali(teleplay by), Guillermo del Toro Stars: David Hewlett, Alexander Eling, Ish Morris The Autopsy Director: David Prior Writers: David S. Goyer, Michael Shea (based on the short story by), Guillermo del Toro Stars: F. Murray Abraham, Glynn Turman, Luke Roberts The Outside Director: Ana Lily Amirpour Writers: Haley Z. Boston, Emily Carroll(based on a short story by), Guillermo del Toro Stars: Kate Micucci, Martin Starr, Dan Stevens Follow Us On: Not-My-Cousin Dan on Instagram: https://www.instagram.com/dantasticsizzler/ Edgar OtraVez on Instagram: https://instagram.com/edgarotravez/ TheFlowRoll on Instagram: https://instagram.com/theflowroll/ The Flow Roll Website: https://TheFlowRollPodcast.com/ Affiliate and Sponsor Links Music "Those Monsters (Do You Feel It)" by Ooyy & NBHD Nick Use my referral link for this track and more music at Epidemic Sound: https://epidemicsound.theflowrollpodcast.com Titan Fitness Unleash your Titan. https://titan-fitness.pxf.io/mg7Nj1 #TheFlowRollPodcast #TheFlowRoll #FlowRoll #TheOutside #TheAutopsy #GraveyardRats #Lot36 #GuillermoDelToro #netflix #horror #horrorAnthology
Today on the Mouthful of Graffiti podcast, I have the singer-songwriter, videographer and the CEO and founder of the Fundup app, Mr. Luke Justin Roberts. He's an artist with an entrepreneurial spirit and has attracted quite the following in the Baltimore area, with his pop rock fusion project LJR. I discovered Luke through a video he posted on Instagram and it opened my world to just what a driven and positive force Luke is trying to be; sometimes a rarity in this modern day travesty we call the pre-dystopian 21st century. I've seen enough of Luke's videos to know he's a man with a lot to say and get off his chest, so without further ado, join me in welcoming Luke Roberts to The MOG! Spotify: https://open.spotify.com/artist/6jbg8ms8McSD14AA8tB4Aa?si=47mCTGhfT222p-zR5eaaPg#singer #songwriter #videographer #music #rock #popSpecial thanks to: Double Groove Brewing, Vagabond Sandwich Company, Music Land Store, Heather Sipes - Baltimore Decal Gal, Black Eyed Suzie's, REB Records-MD & Caprichos Books
For our last @EchoChamberFP https://www.instagram.com/echochamberfp/ of 2022, we take a look at FOUR films!! The first three got a lot of talk during lockdown! We have an indie porker, a sequel to a small budget banger, AND, a new entry to the DC Universe! Then we have a new rom-com from Signature Entertainment dropping at the start of 2023!!! This episode has: Pig Watch Review: Here. https://youtu.be/CxJbPiCBDHs Theatrical Release Date: 16th July 2021 Edinburgh International Film Festival: 18th August 2021 Digital Release Date: 20th August 2021 Director: Michael Sarnoski Cast: Nicolas Cage, Alex Wolff, Adam Arkin, Nina Belforte, Gretchen Corbett, David Knell, Beth Harper, Darius Pierce, Cassandra Violet Running Time: 92 min Cert: 18 Trailer: Here. https://youtu.be/1i-_CRKdh4Y ------------ A Quiet Place Part II Watch Review: Here. https://youtu.be/oT2WD0rrjeQ Lincoln Center, World Premiere: 8th March 2020 Theatrical Release Date: 28th May 2021 Digital Release Date: 3rd June 2021 Director: John Krasinski Cast: Emily Blunt, Cillian Murphy, Millicent Simmonds, Noah Jupe, Djimon Hounsou, Okieriete Onaodowan, Scoot McNairy, Alice Sophie Malyukova, Dean Woodward, Zachary Golinger, Lauren Ashley Cristiano, John Krasinski Running Time: 97 min Cert: 15 Trailer: Here. https://youtu.be/BpdDN9d9Jio ------------ The Batman Watch Review: Here. https://youtu.be/1oFfxD4o8W4 Lincoln Center World Premiere: 1st March 2022 Theatrical Release Date: 4th March 2022 Digital Release Date: 24th May 2022 Director: Matt Reeves Cast: Robert Pattinson, Zoë Kravitz, Paul Dano, Jeffrey Wright, John Turturro, Peter Sarsgaard, Andy Serkis, Colin Farrell, Jayme Lawson, Gil Perez-Abraham, Peter McDonald, Alex Ferns, Con O'Neill, Rupert Penry-Jones, Charlie Carver, Max Carver, Hana Hrzic, Sandra Dickinson, Luke Roberts, Stella Stocker, Barry Keoghan Running Time: 176 min Cert: 15 Trailer: Here. https://youtu.be/_8xDtjlR3ek ------------ This Is the Year Watch Review: Here. https://youtu.be/8ydYJ8LsugU World Premiere: 28th August 2020 Theatrical Release Date: 24th September 2021 Digital Release Date: 2nd January 2023 Director: David Henrie Cast: Lorenzo James Henrie, Vanessa Marano, Alyssa Jirrels, Jake Short, Jeff Garlin, Gregg Sulkin, Kate Katzman, Gregg Christie, Sammy Voit, Boston Pierce, Yvette Gregory, David Henrie, Bug Hall Running Time: 97 min Cert: 12a Trailer: Here. https://youtu.be/G14vozolcyA Digital Platforms: iTunes, AppleTV, Amazon, Google, YouTube ------------ *(Music) 'Blister in the Sun' by Violent Femmes - 1983 --- Send in a voice message: https://anchor.fm/eftv/message
Being part of the Bonelli Cinematic Universe and its beginning.Stuart Martin, Luke Roberts – Dampyr was first posted on November 2, 2022 at 5:24 pm.©2015 "Fred English Channel". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at radio@fred.fm
Being part of the Bonelli Cinematic Universe and its beginning. The post Stuart Martin, Luke Roberts – Dampyr appeared first on Fred Film Radio.
Being part of the Bonelli Cinematic Universe and its beginning. The post Stuart Martin, Luke Roberts – Dampyr appeared first on Fred Film Radio.
Being part of the Bonelli Cinematic Universe and its beginning. The post Stuart Martin, Luke Roberts – Dampyr appeared first on Fred Film Radio.
Being part of the Bonelli Cinematic Universe and its beginning. The post Stuart Martin, Luke Roberts – Dampyr appeared first on Fred Film Radio.
Being part of the Bonelli Cinematic Universe and its beginning. The post Stuart Martin, Luke Roberts – Dampyr appeared first on Fred Film Radio.
In this episode of Real Talk, KJK Student Defense Attorneys Susan Stone and Kristina Supler are joined by Nathan Maynard, author and youth advocate. They discuss Restorative Justice. The conversation includes the adverse effects of not practicing restorative justice, practical applications of the restorative justice system, and nurturing positive behavior with empathy. Show Notes: (02:27) What kickstarted Nathan Maynard's unique perspective on restorative justice (05:02) Enhancing learning capacity through the use of restorative justice to develop social capital with others (07:02) Suspension and expulsion vs. empathy: Which is really a more conducive resolution in school fights? (08:14) The crucial role of educators in the school to prison pipeline (09:37) Do sexual harassment and serious offenses still warrant for restorative justice? (10:33) The restorative justice process and its considerations (11:21) How a student selling drugs can be managed with the restorative justice process (14:32) One deal breaker of the restorative justice process (15:50) A restorative justice success story: the power of social capital and a skilled mediator in a sexual misconduct case (18:06) Should restorative practices be applied in a classroom setting? (20:50) Why cancel culture is doing more harm than good compared to restorative justice (23:00) How restorative justice gives a voice to those oppressed by the “powerful” by letting all sides be heard (25:28) How to foster empathy by simply being a good listener (26:50) The best practices to avoid treating someone else's problem as your own (28:53) Getting into the zone of control with co-regulation (31:00) Setting expectations instead of rules to influence positive behavior (32:48) The best way to prepare a student who needs to respond to a disciplinary process (34:36) Making a change by changing our mindsets Transcript: Susan Stone: Kristina, I know I'm borrowing off the Bachelor when I say this, but this might be like the best podcast because it's a topic that you know is a personal passion, uh, topic. It's in light of our student disciplinary practice. It's restorative justice. So Kristina Supler: I know for years, Susan Restorative Justice, It's sort of the little engine that could. This topic we've loved, I recall for years working with you, and you'd come back from suspension hearings, expulsion hearings, you name it, any sort of student misconduct proceeding. And you'd say like, Oh, I'd say, How'd it go? And you're like, Okay. But it's just. It's so unsatisfying. There's gotta be a better way to do this. And yeah, lo and behold, we learned about restorative justice and I remember that moment when we were both sort of that aha moment. We're like, This is it. Oh my gosh. Like this might be the better. That we're looking for. Susan Stone: Yeah. And in 2017, we went to Swarthmore College and got certified in restorative justice thinking that we were going to convert every school district, every college into our way, and Kristina Supler: did happen. Did we know that at least colleges and universities in the Title IX contexts certainly weren't ready for restorative justice, but fortunately, Times have changed. We're, we're so pleased to have today's guest with us, Nathan Maynard, who together with Brad Weinstein, wrote the acclaimed book "Hacking School Discipline: nine Ways to Create a Culture of Empathy and Responsibility using Restorative Justice". And Welcome, Nathan, we're so pleased to have you with us. My to have Susan Stone: you with. We're really happy to have you. Thank you. Yeah, thank. Kristina Supler: I mean, your book offers such a different perspective and frankly, a refreshing perspective on what could be an effective approach to school discipline. So Nathan, thank you for being here today. We're so pleased. And just tell us a little about your, your background and what led to writing this book. Nathan Maynard: Yeah, definitely. So, I got started in restorative practices back in 2007. I went through training through the I I R P, the International Institute Restorative Practices, and I really fell in love with it right away. I just started to see how this would work with some of the youth that I was working with. I was working in part-time at the time in a residential treatment care center and I was really able. Help me open up the doors just to understand this empathy perspective on other people's lives and, and build from there. After I graduated with my degree in behavioral neuroscience there's a full-time position that opened up there at the Residential Treatment Care Center. So I went full-time. Um, and I started doing that and I ran a unit for three years there and it was really great just. Build off of the stuff and continue to see these practices working, working, working and sort of, trial by fire. Learn stuff and you'd see how things are working from there and just make small ITER iterations. Then after doing that, I went to the clinical team and then I did that for four years. And what I was doing at that time was really helping this restore practices, getting some of the different areas, schools in Lafayette, Indiana. I started seeing all these positive benefits from it and, and the ways that. We were looking at situations as opportunities now instead of situations that were like, roadblocks for these students and working through this. So I did that for a total of seven years in the justice field. Then I went to education. I was a school administrator for a total of about three and a half years. My last position, I was came down here to Indianapolis. Help open up Purdue University's first high school called Purdue Polytechnic High School for underserved and underprivileged youth. At that time I was really able to see how these practices can work in sort of a new setting, new building with this population of students that really need us the most. That's where I met Brad and him and I collaborated together and, created hacking school discipline. Susan Stone: So it's really interesting. Thank you for sharing that because you met Brad to collaborate on Restorative Justice. And I met Kristina at our, a former practice that we both worked at. I, my background is representing students accused of misconduct. And more and more of our cases had a criminal component where a student would be both looking at an expulsion and disciplinary hearing, and Kristina came in and represented our students in the juvenile delinquency proceedings. And we both came upon restorative justice because we're so sad. Even though we really work on getting good results, we know that it doesn't leave students with better. Yes. So just for our listeners, can you tell us really, what is restorative justice and how does it fit in within the context of the disciplinary system? Nathan Maynard: Yeah, so I think that the, the cool thing about restorative justice and restorative practices is there's not really this very clear black and white. This is what it's about, you know? But the way that I communicate it out to people is it's this way that we build social capital with other individuals, and the more social capital we have with them, the more that we can have this learning that takes place when situations arise. It's a proactive approach to building relationships and building up that social capital. And then on the reactive side, it's really about, you know, repairing harm and, and focusing on the ways that, we can move past the situation that do arise. We focus a lot on that sense of belonging for our students. And what does that look like to make sure that we're all belonging? Cause we know that the more that we belong somewhere, the less that we're going to feel like an outlier, and that other situations have to happen. Kristina Supler: So it's interesting to hear you talk about social capital. I have to share with you something that literally happened yesterday. Last night I got home from work. I go on Facebook, I'm scrolling through and in the community Facebook group for where I live. There was this really contentious discussion because the local high school has recently had just surge in student altercations. And so it's like, Oh my gosh, what's happening at the high school? There's fist fights every day. And parents are talking and sharing their feedback. The school district put out a statement that frankly was, Pretty underwhelming and unsatisfactory, and it was striking for me, especially Susan, thinking about today and speaking with you on this podcast, all of the comments by people saying, Expel the troublemaker. It's the only way to get students to listen. Show them this isn't gonna be tolerated. Get 'em out of there. And it was interesting to see how many people were like, Absolutely. That's the way. Zero tolerance. So I'm just curious, I mean, I think I know because you wrote a book about restorative justice, but what, what's your response to this? What would you say if you were in that Facebook group? Yeah, Nathan Maynard: I think that it's easy when you're not part of that situation to sort of put, you know what you think should happen, but then when you start to empathize and just be a, a good human, Like what we're all saying. We all make mistakes. And I think that we have to be looking at these situations as what does it look like to build off of situations and support not just the learning community, but each one of these individuals there in the school. There's situations where there's needs and obligations that do come up for the safety of the students in the safety of the building, but at the end of the day, what does it look like to make sure that we're not putting our own sort of, Bias onto a situation. We're not putting our own sort of situation where we're trying to push something to happen. We are really looking at this as what does it look like just to move forward? When there's suspensions that do occur, and a student has to be removed from a school, what does it look like to reintegrate them back into that school? What does it look like to make sure we're setting them up for success? A lot of times when something happens and we go back into what happened, It's really tough for us to really put the pieces together without everyone sort of involved in it. And that's what punitive discipline does. It tries to put all these pieces together without including everyone in their mindsets and what's taken place in that. I'm against zero tolerance, obviously with restorative justice, restorative practices mindset. I do think that exclusionary practices has led to a lot of this huge issue that we have in our society with the school to prison pipeline. That's definitely hitting our historically marginalized populations. So I think that when we're looking at policies, we're looking at ways to support educators. We need to be looking at something where we're doing these consequences that are actually teaching and holding true responsibility for someone's actions instead of just pushing that out into society or into high risk situations. Susan Stone: So Nathan, when Kristina and I are hired, we're not hired for the, Some of the examples you gave in the book. Obviously no one's gonna spend a lot of money for a lawyer. A lawyer, when their kid is suspended for a day for throwing a pencil in the class. We're brought in on sex offenses, sexual assault, sexual harassment, serious plagiarism or academic misconduct, hazing, especially at the collegiate level and drug offenses. My question to you, do you think that under the more serious offenses, then schools should really just rely on a traditional model rather than a restorative approach? or do you think that a restorative approach is appropriate in conjunction with expulsion or separation? Nathan Maynard: Yeah, I, I think that restorative practices can be really integrated into all aspects of, of discipline there in the school and the justice system. You know, working in the juvenile justice system for, my, my seven plus years. And working with, sexually maladaptive youth going through the court hearings, seeing students and youth that were, placed in Department of Corrections, reintegrating back into the community, we understand that there's always, nothing's indefinite. So what are we doing to looking at this as again, that that whole picture and that reintegration process is so important and there's gotta be teaching that takes place. You know, I think that the justice system overall has a lot of this mindset of, rehabilitation. But what does really rehabilitation look. When you know, you're not looking at repairing the harm and you're not looking at this responsibility of your actions through this. So on a, a more minor scale around the schools with even these serious offenses, Yeah. Sometimes this, this student may need to be removed from the school. We have to take into consideration the safety of that learning environment, the other students. But what does it look like to still use this as an opportunity to learn? What does it still look like to say, okay, even if there's an expulsion, they're gonna be coming back next year. So what does this look like to really support them in this process and not just even. The youth that was doing the the criminal act or what this was, but also the people that were affected from it the educators, their families the per se victims of a situation. What does it look like? They're all included in this process as well, to really be able to build everyone back up to as whole as possible after something takes place. Quick Susan Stone: follow up question. Can you just give me an example and my listeners, what would that look like in a more serious case? Play it out for, What do you think, Kristina? I'm just curious what kind of offense that we deal with, Kristina Supler: uh, a student who's selling drugs. How about something like that? Nathan Maynard: Yep. Yep. Yeah, students selling drugs. So a situation where a student was selling drugs into a school, and let's say that they were expelled, let's say there's a zero tolerance sort of situation that happened around this. I think that when we're thinking about in that process of that expulsion, we've gotta be thinking about. The goal of restorative practices is this intrinsic motivation, right? We want to get them to understand why they're doing what they're doing and work through this, but we also have to use extrinsic factors to help get there. So if the students expelled, there would still be some sort of extrinsic factor to get them to this level of supporting. Changing and coming back into the school. So I think that even when it comes to, meeting with people that were affected from that situation, writing a letter to the school doing something proactive over the summer prior to coming back the next year, something like that where it's really building that back in. And then also when they do start back up in the school, what does it look like to give a fresh start? I think that a lot of times our mindsets go into situations and it really ends up hurting things sometimes. . Kristina Supler: So I, I think that. Let's just play out this example of student selling drugs in school or something like that. Cause as Susan mentioned, my background's in criminal defense. And so like, when I think only as a criminal defense attorney, it's like right to me, silent, say nothing, just, you know, Absolutely no apology, no acknowledgement of harm. But as we've talked about, like at the root of restorative justice is fostering responsibility, accountability, repairing the harm, and so, how do you reconcile when you have a student going through school proceedings for behavior that might also trigger criminal charges and the school maybe. Actually does wanna use a restorative practice that it requires or ideally involves some sort of apology or acknowledgement of harm. How can you like, I don't know, meld the two together where the wrongdoer can acknowledge the harm and apologize, but then not have that? I mean, Susan, we, we see this a lot. Susan Stone: You know, I just wanna add, to give you a little more context, Nathan, sometimes we're representing students involved in sexual misconduct cases, especially in the collegiate level. And there can be a dispute as to whether the person accused agrees with the allegations. Maybe they don't. Maybe they believe they had consent. So they don't necessarily wanna apologize because they don't agree with what they're being accused of yet. There's another person on other side who's really hurting and believes. You have to believe a victim. We know that. So there's that core. And also, let's say someone's accused of rape. We know, and Kristina will say, You can't apologize because God forbid you could get charged with rape and that has consequences for imprisonment. Help us understand with that background what you would recommend. Nathan Maynard: Yeah, and I think when it comes to, these restorative practices as a whole, The accountability comes when someone owns their behavior. So if there's something where there's still that gray line, where, the accountability may not be fully there, I feel like the the restorative approach isn't gonna be fully effective. Cuz I feel like there's gotta be something there to take responsibility for those actions. And if it's sort of the, sort of the scenarios that you were saying, I feel. Sometimes that leads to, I don't wanna say something because it could get me into more trouble, but it also, if I was, empathizing with sort of the other person, like the person that was offended or affected from the situation, like that would not be great for me to hear, for my repairing, for my situation to go through. So I think that with restorative practices, when I see it working the best is when, you know the situation is getting that full responsibility. I've had a situation before where, There was a, a youth that I was working with and, um, he did a a situation where he was 13 years old. Had a situation where he, um, raped another youth at the at it was, I forget where it was. It was somewhere at the park. There was also use of like coercion and threats. This, um, youth was placed in the Department of Corrections. When they were coming back into the community, The judge at the time, amazing judge for Tiffany New County she was talking to sort of us and going through the situation and saying like, We're really scared for this. The youth that was in Department of Corrections to come back in the community, cuz the community was really fed like it was over a year. But there was still a lot of talk about stuff. There was some gang stuff involved with it. There was a lot of stuff and they were scared. What's gonna happen when this student come or this youth comes back to community. I, I get. Yeah, and I, so I went to the Department of Corrections with them and got, I was able to get the victim's family on board to come there with me, do a restorative justice mediation. I mean, it was one of the hardest ones I've ever done. It was a really, really powerful one. It wasn't appropriate for the, the victim of that situation to be present for it, But it was very, very, very powerful, and sometimes forgiveness looks different in all situations, but what ended up happening there? We put some social capital into that relationship between the offender and the victim's families. So then when they integrated back into the community, there wasn't as much tension as what could have happened from that youth returning back to the community. Kristina Supler: It's interesting that example in particular, Nathan, it sounds like the key to effective restorative justice is having a really skilled facilitator. I mean, would you agree, Susan? Susan Stone: I, we spent, I, I'm harkening back to 2017 when we were trained in restorative justice. And people think that it's just like mediation, which also requires skill. But I think this is even a higher level of skill because it requires a lot more pre-meeting with people, a lot more pre-planning. And I do like that your book goes into how to set up the restorative justice to be successful and thought. Should I have the victim here? Who are the other stakeholders? So I would agree. I mean Kristina Supler: it, I guess it makes me think about though, let's, let's talk reality, Nathan. You've got a stress teacher in a classroom with some really amazing students and then some students who are real handful. And I guess my question is at times is, is restorative justice a little bit too pie in the sky? I mean, when these teachers are just trying to keep Yeah, the class under control, moving forward, check the boxes for the curriculum. In reality, are they really gonna stop the lesson? Say, Okay, students huddle up, let's, let's talk. I mean, some of this sounds very. I mean, I love it, but then I'm like, Okay, what does this look like in reality? I mean, what would, how would you poll, Is that the word? There you go. Nathan Maynard: Yes, Pollyanna. Yeah. Yeah. And that's, so it's, it's really interesting cause that's the biggest pushback I get around these restorative practices. What does this look like when you have 30 kids and they're all doing something what are you gonna do? Like, stop the lesson, pull it out in the hallway, have a 15 minute conversation with them, resolve some sort of conflict, and that that can't happen. So what we talk a lot about, And we go offer the research from Dr. Luke Roberts, who's a colleague of ours. And, and one of my friends he's worked outta Cambridge University and Dr. Roberts talked a lot about he actually was a nonbeliever of restorative practices. He was doing a presentation for his master's degree and talked about how restorative justice will never work in schools for that reason. Someone from Cambridge was there and they were like, Hey, Luke, come study here and let's see. You prove your point. So he's done about 10 years worth of research to show how this can be effective in the schools. And what his research shows a lot about is it's a very proactive approach about building community in your classroom. When it comes to that reactive side, what the ratio is is 80% proactive, 20% reactive around these restorative practices in schools. The, the proactive is the establishing and the feeding of relationships. And on the reactive side is the repairing of the harm and having those conversations. I've seen restorative conversations go even really quickly with teachers where it could be, I have I was in a school recently and there's a first grade teacher sort of walking this group of first or first graders down the hallway. And what happened was this one young lady looked over at the teacher and said, Hey, Brian just kicked me. And the teacher said, Well, did you like it? The young girl said, No, I didn't like it. And she said, Okay, well you need to tell him you didn't like him, and asked him not to do it again. So the little girl turned in and said, You know, I didn't like that. Please don't do that again. That's a quick sort of conflict resolution that took, two minutes or less. Teacher didn't have to pull 'em aside, do a big conversation. So we want to teach some of these skills that are still using the restorative and that proactive approach for really building off there. Susan Stone: We are seeing a lot more students starting as early. As high school being less open to conversations and more interested in cancel culture. You hurt me. You hurt my feelings. You know what? I'm not even gonna go to the school and talk about it. I'm gonna post online what I think of you and ruin you that way. And we've seen some real repercussions recently. We've had cases where a student was accused of different Racist statements whether they made him or not, but it all went viral and college acceptances were revoked. Talk about getting canceled. How does restorative justice compare with cancel culture? Because isn't cancel culture the ultimate of logical consequences? Should it happen? Shouldn't it happen? I just want your thoughts on that. Nathan Maynard: Yeah, I, I think cancel car culture goes against restorative practices. Because it doesn't help us seek to understand the all aspects of a situation. It pretty much just says, You did this and you're, you're not a part of this anymore. It doesn't really go, go deeper into the situation, understand the, the different factors of it. We also understand that even when it comes to ostracizing an individual, how impactful that is. Sort of human relationship development and what that looks like. So when we do something around cancel culture, it really says we're not willing to listen to things. If you do X, Y, or Z, you know, you're sort of off the table. And that's what restorative practices doesn't do. Restorative practices says people make mistakes. Some way worse than the others. We understand that, but there's needs and obligations that come out. But there's also this ability that, people can fix things to the best of their ability, even if it's not going to get them out of something. You know, Consequences are still needed. But I feel like what restorative practices does is it takes not just the logical side of consequence, but also pulls in that natural side of consequences. When I do somebody wrong and I have to sit across from them and own that with them and fix that with them, you know. That's a natural aspect. If there's something logical that takes place too, that's another piece of the puzzle. But when I'm trying to create true behavior change in someone and trying to address what's taking place, I need that natural side and that logical side. And I feel like that's what cancel culture doesn't do. You know, I might just, Susan Stone: Well, I agree with you, but Nathan, what happens? Students get canceled before they even know that they're accused of something. The timing doesn't necessarily work. So what are you gonna do in that situation where there's been an accusation? It may or may not be accused, but the student's already been canceled. And it's out there on the internet. And it's getting thousands and thousands of likes and views. Nathan Maynard: And that type of situations are, really in sense. And I, I worked with a situation recently where it was actually, you know, I don't wanna say the state, but with an educator there, the situation happened, it was proved false, but again, it was the very much canceled culture wrong. The, the parents, the, all, every aspect of it when we were looking through that situation and trying to see what we can do to move forward. Even with this teacher they, they ended up leaving, but we were still looking at the community as a whole. What restorative practices does too is says it's not just this restoring and repairative stuff, it's also facilitating open dialogue and communication around situations and letting all sides be heard in something. I think a lot of times we hear the voices of whoever's in the most power. Right. And that might be in whatever situation. That's true. Susan Stone: Oh my gosh. Can I write that down? Yeah. We share the voices of the MO ones in most power. In a school community, who would that be? Nathan Maynard: A lot of times it's the it's the it could be the board, it could be sort of leadership there in the building on that sort of more micro level, but, on that sort of community as a whole sometimes too it goes with, whoever's got, cuz we understand there's systemic issues within our societies, so sometimes it's people of priviledge that gets their stuff out there a little bit more as well. There's a lot of different things that go into it. And what restorative practices says is we're not gonna put anyone up here on the top of this triangle. We're gonna do everything as a circle and put everyone on the sort of the same page, be heard, be listened to, and we set guidance. We set collective commitments to each other. That what we talk about, what we don't talk about, and really facilitate this as an open dialogue. And there's so much learning that happens from that. When we can have conversations where everyone's able to discuss things and be heard and be a part of something, you know it, it leads to less sort of social media pushing and sort of our keyboard warriors right there in our instant gratification society, right? It, it helps saying we need to own this stuff with other people. And again, it's a natural thing as well to sit across from someone, talk something out, build something up and move forward. And it's really easy to set those conversations up. Cuz we don't want them to turn into complaining sessions or, or everyone's sort of vs. In a hive and. We need this person out. You set norms ahead of time. When those norms aren't followed, you redirect. And if that doesn't work, you can sort of end the circle. You can bring different people out. But you know, those circles were designed looking at the roots from the indigenous cultures to make sure that we're all addressing things as a whole. And I think restorative practices really gives us that. Kristina Supler: It's interesting, this discussion of cancel culture. It makes me think about, because really cancel culture is the antithesis of restorative justice, right? But it makes me think about chapter seven in the book, which is entitled, Cultivate Empathy, Build the Capacity to Listen, understand and communicate. And you talk about how empathy is a skill that's learned and practiced, but How do you foster empathy in reality? I'm I'd like to hear your thoughts on what that looks like. Nathan Maynard: Yeah. I think to foster empathy, we need to be a good listener. We a good reflective listener and really hearing different people. I think a lot of times when we're trying to be empathetic, we're still pulling in our own perspectives, our rich tapestry of life events that we, you know, go into something and when we really don't put ourselves in check. What ends up happening is we're not fostering true empathy. We're fostering empathy through our perspective. So when we're trying to foster empathy, the biggest investing that we can do is just be a good listener and, and hear people for what we're asking. Ask good, open ended questions. Use good, effective eye statements, reflect back and just really putting 'em back on the other person. That's also how you build good relationships too, right? You hear people from where Kristina Supler: they're at. So true. It's so true, and it's interesting to think about how these. Tenants of restorative justice actually applied to basically just being a good human being and developing good interpersonal skills. Yes. But let me just ask you one follow up question related to empathy, because with particularly through the pandemic, we've seen such a surge in depression and anxiety among students, and when you have a particularly anxious student and you're trying to foster empathy, how do you. Teach the student to be empathetic, but also not take on someone else's problems as their own. Because I think that's a real challenge, especially for younger students. Nathan Maynard: Yeah, so I like, I like to look at the applied neuroscience of regulation. A lot of times when we're going into even being a good listener or going through these different skills, when I have a student and they are hyper aroused, they're, moving around. This teacher hates me or this situation's happening they're hyper aroused. I know. My job is to get them back into a window of tolerance. If they're hypo aroused, they're lethargic, withdrawn, not speaking to me. I know I need to get them up a level before I get them into that sort of window of tolerance. Everything that I'm going to be saying and what I'm gonna be processing is going to be through this lens of safety, right? We know that amygdala might be triggered, they might be looking at things as this fight, flight, or freeze response. So if we want to be looking and really building this up from not putting this happened when I was younger, this situation happened. We need to sensor ourselves first and then deliver that. And that's why we have that chapter in the book too. Cuz you know the, the book's not just a guide for restorative practices. It's really this way that what Brad and I saw worked for us as practitioners, as, as educators, as youth workers. Susan Stone: Well, I have to tell you, you are speaking our language when you talk about this. Kristina and I both love practicing yoga and we've actually worked ourselves. Mm-hmm. on being less reactive. We both have very strong personalities. It's true. We're both, I would say alpha females trying to work together. And the way we have done a lot of personal work is through getting control of our stress response. However, kids, it's really difficult with kids. So what do you do? I mean, you can't restrain them. Yeah, you can't. I, we've dealt with straining an elopement cases where kids just literally run out of the school building. And anyone who's a parent has seen a young child tantrum and anyone who's a parent who's had teenagers has watched the 16 year old tantrum. So can you play it out how you get them in that zone of control? Nathan Maynard: And it, there's a lot of different, ways to get there. I think the best thing too is just being a really aware of nonverbals, verbals, what's taking place. I think a lot of times the easiest way to co-regulate or regulate someone is co-regulation, looking at the way that we are aiming ourselves. You know, Dr. Bruce Perry said, A dysregulated adult can never regulate a dysregulated child. So making sure that we're Oh my gosh. So true. Yep. We're regulating. Yeah. And, and going into those situations. And then what we can do in there is we can really show how this is, if there's situations. Let's say like my son's worked up or my girlfriend's worked up over a situation and I go and I say, Calm down, calm down, Calm down. That's not going to work. What I'm gonna, That's the amount of fire . Yeah, yeah, that's, Yeah. It's just, Yeah. Calm down. Yeah. Yeah. And, yep. And you know, and that's not gonna work. You know what ends up happening is you gotta hear the person. You've gotta co-regulate with them. And then, then when they're open to it, that's when you can help suggesting, Hey, let's take a couple deep breaths before we continue this on. Hey, let's go for a walk. Let's not talk about this for a couple minutes. Or, I, if my son's, disregulated, he's running around the room and doing something, you know, my biggest goal is to be a safe person. And I don't try to force compliance on things. If I try to force compliance on things, that creates more dysregulation, because that's more of a safety thing. When we are in our fight, flight or freeze response, when that amygdala is triggered the thing our brain students say, Stay safe. So when someone's saying, Don't stay safe. Sit down. Stop talking. Do this. You know, our brain's saying no. And we get more opposition. When, when we start to feel blame and shame over a situation, we more triggers come out. So the easiest thing is just to be a good listener. Look around. See what's taken place. And then co-regulate them with, the way that supports safety at the center of sort of it. Kristina Supler: I wanna talk about in chapter four of the book, you talk or you delve into this idea of establishing clear expectations versus rules. And I guess my question for you, I, I think I understand what you're getting at, but is, is this just semantics or like what's really at the heart of that notion. Nathan Maynard: Yeah, so a little bit of semantics. A little bit of that because we understand how powerful our verbal and nonverbal skills are, how that can trigger a situation or, or make it better. We also know that kids love to gamify processes, right? They love to gamify systems. There's been situation where I said, Hey, you know, I've heard teachers say, butts and seats, and then you see a kid, holding their chair and walking across the classroom, right? Like, my butt's still in seat. That's funny. Yeah, and it's, it's funny and it's good, but it's exhausting for teachers, right? Cause then they're like, Come on. Like it might be funny the first two times. But then 15 times when you have all these kindergartners starting to do it. Like, come on now. So what expectations does, it makes our redirections easier if we say, Be responsible. I can link that into anything. And then I'm teaching what be responsible is a lot of times our kids that we work with, they may be able to normalize their emotions and normalize sort of situations and sometimes they can't. So what we wanna do with our expectations is it helps sort of us coach on that social emotional development as well as it makes our job easier because then our redirections are less of a gamified process. Susan Stone: We are now seeing a serious uptick and unhappy kids, unhappy families, and extreme mental health disorders. We've had kids tell us that they have thought about suicide. We've dealt with cutting. We've dealt with obviously substance abuse and in turn, when we're working with the parents of our clients, cuz we represent kids. We can tell that they're depressed and they're exhausted and they're depleted. So could you give Kristina and I a little tip when we're trying, should we use a restorative practice also, when trying to help students and get in a framework where they do have to respond to a disciplinary process? Nathan Maynard: Yeah, I, and I think when we start to see situations occur and some of those, really concerning things, I think a lot of times we go into things as, I, I know my downfall is I'm a problem solver, so I try to solve problems, right? I go into situations of, Oh, you're cutting, you're depressed. Hey, go for a walk. Hey, use this affirmation. Hey, try to do this, Talk to these different people. But what ends up happening is I don't respect someone by doing that, I, I'm showing them. My knowledge is more respectful than what you're going through. I know more than you. We're thinking about talking to our younger kiddos. You know, my six year old son or, or kindergartners, pre-K schools, they still are able to connect the dots. We have to help them connect the dots in situations and be truly heard. That's why I love, even cognitive dissonance. When you're thinking about pairing, behaviors to goals and having them connect the dots. When you're dealing with some of these different concerns, a lot of times the brain starts to make connections that might be there, or the brain makes connections that is. But either way, we wanna respect those connections and help them work through that situation instead of just commanding over it compliance based over it. And again, that's what restorative tells us to do, is to be a good listener to, to ask those questions, go through, connect the dots with them through that cognitive distance process. Kristina Supler: Well, it makes me think about looping back to something you said earlier, trying to develop intrinsic motivation using external factors. Yeah. So I, I think that's sort of at the heart of this also, this idea of being a good listener. Helping work through an issue versus trying to troubleshoot right out of the gates. But Nathan, this has been such a really enjoyable and thought provoking discussion today, so I hate to wrap it up, but this is life. Let me ask you before we go, is there anything we haven't touched on today that you think is important to share with our Nathan Maynard: listeners? I mean, I think the biggest thing around these restorative practices and restorative justice, We want to look at all perspectives of situations. We want to, again, we wanna change things, right? Like if we see something happening, we see something in our class happening, something in our society happening. We want things to change. And we need to think about outside of our box, outside of our sort of fixed mindsets, what we grew up with, what we believe works, whatever this is, and be open to different things. I tell so many future practitioners or educators that are looking at this. Try one thing. See if it gives a. Give it a chance. If you need to make small iterations in it, that's completely cool, but give something a chance. And I think that a lot of times we stamp something as, Oh, this restorative stuff is no consequences. Or it's soft con, you know, soft discipline and it's not able to be given a chance. Susan Stone: Well, you know what, Nathan? I do wanna say something to you and to Kristina. I think I was right that this is one of the best podcasts we we've ever had. Kristina Supler: I agree. Susan Stone: I agree. . Really? I, I, I, Listeners, I wish you could see Nathan smiling. Because we, I really feel like we could have stayed here an hour more. I wanted to talk about growth mindset. There's so much packed into your book, Hacking School Discipline: Nine Ways to Create a Culture of Empathy and Responsibility using Restorative Justice. We didn't get a chance to talk about your app and your other business. So we might have to do a part two on this Nathan Maynard: podcast for sure. Yeah, and I'm sure Brad would love to be a part of that.
Our special guest for today is Luke Roberts "LJR". He is a multi-talented musician with a very unique story. He is very skilled when it comes to doing film and music videos. Having a Ph.D. in Aerobatics, let's discover how LJR went from programming robotic birds to pursuing his creative process, writing, audio production, video production, business, and marketing. What You'll Learn In this episode, LJR will share about his music journey on how he became a Meyerhof scholar, working on autonomous aerobatics and navigation, flapping wings and miniature air vehicles but gradually becoming more dead and less happy and actually more angry. He also narrates the story of how he overcome impostor syndrome and living a fulfilled and happy life by running towards his fears. Things We Discussed LJR's music journey LJR's career shift LJR's advice on a kid thinking about doing something with music as a career LJR's take on what success look like for him as a musician Connect with Luke Roberts Website Facebook Twitter Instagram Patreon Tiktok Linktr.ee Connect with Jason Website Facebook YouTube Instagram Spotify Pandora Amazon Music Apple Music
When we start a new initiative in schools, we have to take into account the rich tapestry of things that are already in place. ~ Nathan Maynard About Nathan Maynard Nathan Maynard is a youth advocate, educational leader, and change maker. He is the co-author of the Washington Post bestselling and award-winning book, Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied Behavioral Neuroscience at Purdue University and has been facilitating restorative practices for over 15 years. He was awarded “Youth Worker of the Year” through dedicating his time with helping underserved and underprivileged youth involved with the juvenile justice system in Indiana. He was on the founding administration team that opened Purdue University's first high school in 2017, Purdue Polytechnic High School, serving youth in inner city Indianapolis, Indiana. Prior to his four years as a school administrator, he was a youth worker and program director in a youth residential treatment care center. He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. He now runs a team of people who do restorative implementation work, called the Restorative Group. Check them out restorativegroup.org. What You'll Find in this Podcast Episode with Nathan Maynard Nathan starts the podcast with a strong stance on how systems and structures are necessary for innovation to last, particularly those on restorative practices. Nathan gives us a quick history lesson on how restorative practices are tied to indigenous roots. One pillar of innovation is listening. Nathan talked about using qualitative data in addition to quantitative data, particularly within micro-communities. Nathan mentions Dr. Luke Roberts from Cambridge and his powerful work within systems. Don't miss what Nathan says about internalizing change and attacking fixed disposition. He truly appreciates The Four Agreements by Don Miguel Ruiz. Nathan's insight about the ripple effect of innovation and restorative justice is transformative. Nathan talks about what makes a good leader great. He refers back to Dr. Luke Roberts a second time. The story that Nathan tells about how Dr. Roberts changed his mind regarding restorative practices is great. Very impressive. He recommends being more self-aware and being conscious of your self-talk. His personal strategies are great tools for every leader. You need a bowl with water and ice…listen why. Nathan talked about getting better at collecting “street data.” Check out Street Data by Shane Safir and Jamila Dugan He learns by listening, interviews, being involved in groups, and honoring others' ideas. This part is inspiring. “Success doesn't have to be tangible.” Nathan used to think that it was all about the external data. He switches that point-of-view to an internal notion of success. Listen to what he says about making success intangible. As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCould. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen. We hope you'll tell a friend or book us to join your team for professional learning. TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster. Joe & T.J.
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/east-asian-studies
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/military-history
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/literary-studies
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/art
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices
Elizabeth Oyler and Katherine Saltzman-Li's book Cultural Imprints: War and Memory in the Samurai Age (Cornell UP, 2022) draws on literary works, artifacts, performing arts, and documents that were created by or about the samurai to examine individual "imprints," traces holding specifically grounded historical meanings that persist through time. The contributors to this interdisciplinary volume assess those imprints for what they can suggest about how thinkers, writers, artists, performers, and samurai themselves viewed warfare and its lingering impact at various points during the "samurai age," the long period from the establishment of the first shogunate in the twelfth century through the fall of the Tokugawa in 1868. The range of methodologies and materials discussed in Cultural Imprints challenges a uniform notion of warrior activity and sensibilities, breaking down an ahistorical, monolithic image of the samurai that developed late in the samurai age and that persists today. Highlighting the memory of warfare and its centrality in the cultural realm, Cultural Imprints demonstrates the warrior's far-reaching, enduring, and varied cultural influence across centuries of Japanese history. Contributors: Monica Bethe, William Fleming, Andrew Goble, Thomas Hare, Luke Roberts, Marimi Tateno, Alison Tokita, Elizabeth Oyler, Katherine Saltzman-Li. Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/japanese-studies
This week, on Roundabout Sports, Luke Roberts, who has been in the professional wrestling industry for over 30 years in aspects ranging from wrestler to referee to broadcaster, will join us to share his stories. Later, Parker Bena, a longtime sports historian, will be on to delve into some of the forgotten topics in sports. Be sure to subscribe, share, and enjoy!
On this week's new episode of the Joint Geeks of Staff, join hosts Eric Muirhead and Ian Boley as we welcome our guest, Dr. Nyri Bakkalian to discuss the role of history and national security in influencing Japanese science fiction and anime. How did centuries of military dictatorship influence post-World War II movies, manga, and television? How do Kaiju represent Japanese fears of foreign invasion? When did Ronald McDonald first arrive in Japan? The answers might surprise you… Check out Nyri's weekly podcast Friday Night History at https://anchor.fm/fridaynighthistory Also, check out her appearance on Preble Hall with Claude, talking about the Shogunate Navy:https://www.owltail.com/podcast/7s9Ll-Preble-Hall/best-episodes Works cited: Learn more about how the “Closed Country” myth isn't really true with historian Ronald Toby:https://www.sup.org/books/title/?id=3142 Did Early Modern Japanese always follow the rules and tell the truth to their superiors? Luke Roberts begs to differ:https://uhpress.hawaii.edu/title/performing-the-great-peace-political-space-and-open-secrets-in-tokugawa-japan/ Recommended reading for those interested in the more serious side of Japanese media and national security: First, above all else (Ian is embarrassed he didn't mention this on the show) check out Mobile Suit Gundam: the 08th MS Team on Hulu. Basically, this 12-episode series is a well-done Vietnam War movie with very realistically-portrayed giant robots. Themes explored include the inhumanity of war, the plight of the average soldier, and the challenges of mechanized war in a hostile environment. If you have ever enjoyed any Vietnam War movie and any sci-fi property, this one is easy to sink your teeth into. After that, Ian suggests exploring one of two options. The first is Code Geass: Lelouch of the Rebellion, which is streaming on Netflix. Code Geass is about a high school prodigy who leads a Japanese ethno-nationalist insurgency against a globe-spanning superpower. Themes include political legitimacy, the nature of insurgencies, and the role of the individual actor in international affairs. Want to watch a rebellion in the 1984 world with giant robots? This might be your jam. Alternatively, you can check out Aldnoah.Zero on HBOMax. This show is about a war between a technologically superior Martian civilization and a more-or-less present-day Earth. This story follows a group of Terran high school students as they get swept up by the conflict and are forced to fight as part of a local militia force. Themes include Clausewitzian theories of war, political legitimacy, and the relative advantages of discipline vs firepower. Come for the incredible soundtrack, stay for the hard-sf battles in the Terran orbital debris belt. These are some of the more accessible military sci-fi anime out there, but there are also other media to check out, like the light novels All You Need is Kill (the basis for Edge of Tomorrow) and Yukikaze (an aerial combat piece that has been compared to Starship Troopers in terms of its impact on Japanese sci-fi). Feel free to ask around in the Discord for more recommendations! Check out our Discord at discord.gg/6xg2sApfGJ The Joint Geeks on this episode are: Eric Muirhead (@StarfleetHIST) and Ian Boley (@IBBoley); our guest is Dr. Nyri Bakkalian (@riversidewings)
Steht "Team" für "Toll ein anderer macht's" oder was steckt hinter Teamrollen, Teamentwicklung, Unternehmenskultur und co? Eine umfassende Beleuchtung des Themas Team und Mitarbeiter. Und: Schulen, Shirts, Videocalls, E-Autos, Varoufakis uvm. Viel Spaß! -- Was macht Hannes nach einem Exit? Warum sprechen wir über Braunbär und NASA im selben Themenbezug? Was macht Zoom nach der Pandemie? Was macht Luke Roberts? Sind Deepfakes auch außerhalb der Erotik-Film-Branche ein Thema? Was können die US-Amerikaner wirklich gut? Sind neu angekündigte Produkte, die nicht sofort lieferbar sind fair für den Konsumenten? Welches Lampen Startup hatte einen Exit? Kommt bald der österreichische Tesla? Was bedeuten Forming, Norming, Storming und Performing? Zu welchem Thema äußert sich unser Gast Anna heute? Welches Die Höhle der Löwen Startup hatte eine grandiose Lösung und verdient ein Investment erhalten? Wie stehen wir zu bestimmten Führungsthemen? Was bedeuten langjährige MitarbeiterInnen für uns? Was ist ein Mammufant? Was sind Deepfakes Welche Studentin bekam nach einer Präsentation bei presono ein Jobangebot? Welche Kolleginnen sind für Hannes bei andmetics essentiell geworden? Geht die DNA Forschung zu weit? Wie wichtig sind die Unternehmenskultur und das bestehende Teams für Neuzugänge in Teams? Warum braucht man nicht drei Rampensäue im Gründerteam? Wie kann man seine zukünftige Wohnung oder ein Haus vorab besser in echten Abmessungen planen? Eine Folge mit einer sehr ausführlichen Unterhaltung zu Teams, Teamveränderungen, Teamentwicklung, einer Grußbotschaft von Hannes' Tochter und vielen kleinen Themen wie Mammuts, Braunbären, Präsentationen, Reisestories, Lampen-Exits, Deepfakes, E-Autos und einigem mehr. Viel Spaß beim Hören! ☺️
Black Hat comes around every year and we sometimes end up having to respond quickly, like making sure we've patched all the things! Today we're joined by Luke Roberts and Calum Hall who presented research on bending the mdmclient and custom agents to their will in order to see how an attacker might go after Apple devices. Hosts: Tom Bridge - @tbridge777 Charles Edge - @cedge318 Marcus Ransom - @marcusransom Kausalik-Whittle - @emilyooo Guests: Luke Roberts - @rookuu_ Calum Hall - @_calumhall Sponsors: Kandji Secureframe Alectrona Patch Watchman Monitoring If you're interested in sponsoring the Mac Admins Podcast, please email podcast@macadmins.org for more information. Get the latest about the Mac Admins Podcast, follow us on Twitter! We're @MacAdmPodcast! The Mac Admins Podcast has launched a Patreon Campaign! Our named patrons this month include Weldon Dodd, Damien Barrett, Justin Holt, Chad Swarthout, William Smith, Stephen Weinstein, Seb Nash, Dan McLaughlin, Joe Sfarra, Nate Cinal, Jon Brown, Dan Barker, Tim Perfitt, Ashley MacKinlay, Tobias Linder Philippe Daoust, AJ Potrebka, Adam Burg, & Hamlin Krewson
has.to.be, Wikitude, Open Networks, Playbrush, Luke Roberts, Heimwerkertools.com, Xaleon, Kaleido AI: 2021 ist nicht nur das Jahr der großen Investments sondern auch der Exits. Zuletzt wurde das Linzer Mobility-Startup Carployee von RideAmigos aus den USA aufgekauft. Im Podcast-Interview sprechen CEO und Mitgründer Albert Vogl-Bader und Kambis Kohansal Vajargah, der als Business Angel beteiligt war, über: - wie der Deal zustande kam - welchen Einfluss COVID auf Startup-Exits hat - welche Lehren man aus einem Firmenverkauf ziehen kann - was man bei einem Exit berücksichtigen muss - wie es sich anfühlt, sein "Baby" zu verkaufen - welche Position Business Angels bei Exit-Verhandlungen einnehmen - wie sich der M&A-Markt bei österreichischen Startups entwickelt - wie die vielen US-Aktivitäten in Europa zu bewerten sind (Stichwort "Ausverkauf") Wenn dir diese Folge gefallen hat, dann abonniere unseren Podcast bei: - Spotify - Apple Podcast - Google Podcasts - Amazon Music - Anchor.fm und besuche unsere News-Portale - Trending Topics - Tech & Nature Danke fürs Zuhören!
Ep.350 on deck: We talk managers/running promotions in pro-wrestling with Judge Chipster and Luke Roberts returns to the air after almost two years after his last feature guest visit.
With the Tour de France only three weeks away, it's good signs for Aussie Richie Porte as he leads the Critérium du Dauphiné with one stage to go. We also chat about the Tour of Suisse, and Olympic Gold Medalist and Team DSM DS Luke Roberts joins the show to recap the Giro and look ahead towards the Tour de France. We also chat with Matt White to see how Team Bike-Exchange are shaping up for the lap around France.
I am joined by Steve Heiting, Mike Roberts and Luke Roberts. This is a three part "live" podcast. We talk about musky management and how we helped increase size limits and eliminated quick strike rigs. The fact that I hadn't caught a musky yet. A few cool stories that Steve and I shared about some veterans we have met. A personal best musky. Double net points. Shotgunning beers
Victoria Sterling, Luke Roberts, and Natalie LeBas, are in the jump seat to share their experiences as PREP staff leaders. They are looking forward to meeting the incoming freshmen class for an exciting summer learning about student life at ULM and what makes us the Best on the Bayou!For more information about PREP visit: ulm.edu/prep/
Innovation kann überall entstehen, auch in Industrien in denen man das Gefühl hat, dass es schon alle möglichen Varianten gibt. Die Licht Branche gehört da mit dazu. Luke Roberts zeigt als innovatives StartUp, dass auch heutzutage noch neue Ideen gerade im Home and Living Bereich von Konsumenten gerne angenommen werden. Wie ihnen das gelungen ist und welche Hürden gerade ein Hardware StartUp in den ersten Jahren zu bezwingen hat, darüber spreche ich mit Robert Kopka, einem der Gründer von Luke Roberts in der aktuellen Amazing E-Commerce Podcast Folge. ----------------------------------------------------- Sponsor der aktuellen Amazing E-Commerce Folge: Adobe ----------------------------------------------------- Die Podcastfolge wird unterstützt von Adobe - Magento Commerce, einer flexiblen, skalierbaren Commerce-Lösung mit integrierten Tools zur Verwaltung, Messung und Optimierung sämtlicher Aspekte von Commerce-Erlebnissen. Best Practices und Use Cases, wie Magento physische und digitale Erlebnisse nahtlos integriert, findet ihr zum kostenlosen Download in der Ressourcenbibliothek von magento.com/de ( http://magento.com/de ). -------------------------------------------------------------- Der Amazing E-Commerce Podcast. E-Commerce Know-how zum Hören. -------------------------------------------------------------- Jeder Onlinehändler hat irgendwann einmal sein erstes Paket verschickt. Im Amazing E-Commerce Podcast sprechen Entscheider offen über ihre Erlebnisse und Erfahrungen der letzten Jahre. Daraus lassen sich viele Erfahrungen oder sogar Tipps und Tricks für Onlinehändler ableiten, um einfach erfolgreich E-Commerce zu betreiben. "In meinem Podcast möchte ich interessante Personen aus der Digital Branche zu Wort kommen lassen und über ihre Erfahrungen sprechen. Es geht darum, über innovative Ansätze zu sprechen, Fehler offen zu legen und über daraus resultierende Learnings zu sprechen."
PHONES FEED KIDS in the digital age… How does this work? Through micro-donations setup through systems on mobile devices! Luke Roberts is the founder of “My Phone Feeds Kids”, a non-profit that raises money for the Maryland Food Bank via a mobile app Luke has created. On this episode of the Beyond Homo Sapien podcast, we are going to chat about the future of micro-donations and how the internet can help the disadvantaged make a better life. Subscribe to the show on iTunes so you never miss an episode!
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