Podcasts about National Council

Happy 2026! As policy shifts and new advocacy opportunities emerge, the Bolder Advocacy team is here to guide nonprofits so they can continue to advocate boldly while remaining compliant and effective. We're kicking off the year with our Top 10 nonprofit New Year's resolutions to help your organization thrive.     Attorneys for This Episode  Monika Graham  Victor Rivera Labiosa  Natalie Roetzel Ossenfort    Top 10 2026 Resolutions:   1. Deepen Mission Alignment  Clarity fuels momentum. Revisit your mission statement to ensure that every project, partnership, and expenditure aligns directly with your core purpose.  The National Council of Nonprofits hosts a hub on its website that provides nonprofits with tools, research, and resources needed to operate a nonprofit more effectively, efficiently, and ethically.   2. Conduct an Advocacy Check-Up  Identify opportunities to enhance your organization's advocacy activities, and raise potential issues about compliance with the tax, lobby, election, and other laws that govern your work.  The Advocacy Check-Up is a self-assessment tool for 501(c)(3) public charities to review compliance with federal and state advocacy rules and identify opportunities to strengthen advocacy capacity.   3. Invest in Staff Well-Being  A supported team propels progress through good times and through bad. Prioritize mental health, provide professional development opportunities, and maintain a culture of appreciation. Encourage continuous learning to ensure that your team is constantly growing and expanding its expertise on the issues facing your communities and potential policy solutions.  For tips on how to better invest in staff well-being click here.   4. Strengthen Diversity, Equity, and Inclusion (DEI)  Commit to measurable actions to ensure your staff, board, and programs reflect and serve your community's diversity authentically.  Resources for strengthening DEI practices are available through the Philanthropic Initiative for Racial Justice and the Council of Nonprofits.   5. Improve Financial Transparency  Publish clear annual reports, be open about how resources are used, and communicate outcomes to maintain trust.  For tips on how to demonstrate clear financial accountability take a look at the NCN's post on financial transparency and public disclosure requirements.  6. Embrace Digital Transformation  Technology can amplify reach and efficiency. Adopt digital mechanisms for donor management, storytelling, virtual events, and operations.  Refer to BA's Influencing Public Policy in the Digital Age for best practices on engaging in online advocacy.   7. Build Sustainable Fundraising Strategies  Diversify revenue streams. Combine grants, recurring donations, sponsorships, private donors, and other opportunities for long-term financial health.  If you are a foundation interested in expanding your advocacy funding, explore our Focus on Foundations hub.  8. Measure What Matters  Data-driven decisions help refine focus and prove impact. Develop and track meaningful metrics that demonstrate actual outcomes.   Check out our Advocacy Evaluation Resources hub for sample benchmarks and guides to help your nonprofit assess its strengths, identify areas for growth, and become more effective in its advocacy.  9. Strengthen Community Partnerships  Collaborate rather than compete. Coalitions, community, local governments, and businesses can all amplify their missions through shared resources and reach.  Find other like-minded organizations and work in coalition to register voters ahead of the 2026 midterm elections and to advance legislative and other policy priorities.  Our Coalition Checklist provides information about common joint advocacy activities, resource sharing, and how to safely partner with other tax-exempt organizations.    10. Prepare for Midterm Elections  Remember: 501(c)(3) public charities may engage in nonpartisan voter education, issue advocacy, and civic engagement, so plan your election-season activities early to ensure the organization is impactful while remaining compliant.   Browse Rules of the Game: A Guide to Election Related Activities for 501(c)(3) Organizations for a deeper dive on best practices for engaging in nonpartisal election season advocacy.    

Don't look now but the people of Iran may well be the next country's population to see a dictator deposed. Stigall welcomes Alireza Jafarzadeh of the National Council of Resistance of Iran and author of "The Iran Threat." Today is also what Julie Kelly calls "Fed-surrection" day. Jack Smith testified last week and we're not hearing a lot. Julie is all over it. There's a big primary battle in Texas for Senate and Wesley Hunt who represents the 38th District in the House wants that seat in the Senate. He and Stigall discuss the military strategy of last weekend in Venezuela and what he sees Congress accomplishing in 2026. Plus Steve Moore on why Venezuela and its economy is an entirely different structure than discussions of Iraq or Afghanistan and why so many other countries seem to be turning around their economic fortunes. - For more info visit the official website: https://chrisstigall.com Instagram: https://www.instagram.com/chrisstigallshow/ Twitter: https://twitter.com/ChrisStigall Facebook: https://www.facebook.com/chris.stigall/ Listen on Spotify: https://tinyurl.com/StigallPod Listen on Apple Podcasts: https://bit.ly/StigallShowSee omnystudio.com/listener for privacy information.

In this episode, we analyze the ongoing protests in Iran and the contrasting responses from the U.S. government compared to past administrations. Former chief of staff to the National Security Council, Fred Fleitz, joins us to discuss President Trump's firm stance against the Iranian regime and its implications for U.S. foreign policy. We delve into the economic turmoil fueling the protests, the potential for international support, and the critical role of information dissemination within Iran. Then, we delve into the unfolding protests in Iran and the international response to the Iranian regime's brutal crackdown on its citizens. Our guest, Ali Safavi from the National Council of Resistance of Iran, shares insights on the significance of recent U.S. support for the Iranian people and the implications of President Trump's strong statements. Finally, former FBI agent Jonathan Gilliam discusses the latest developments in national security as we discuss a foiled ISIS-inspired terror plot. Gilliam addresses the changing culture within the FBI, the increasing threats posed by ISIS, and the implications of recent protests in Iran. Additionally, Gilliam shares insight into the alarming rise of fraud in federal programs and the accountability of state governors in preventing such fraud.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Sunday 4th January 2026. Sunday – Solemnity of the Epiphany of the Lord. Years ABC - Sunday 4th January 2026. Sunday – Solemnity of the Epiphany of the Lord. Years ABC - Epiphany of the Lord. Years ABC - Readings for - Epiphany of the Lord. Year ABC FIRST READING: Isaiah 60:1-6 Psalm 72:1-2, 7-8, 10-11, 12-13. "Lord, every nation on earth will adore you." SECOND READING: Ephesians 3:2-3a, 5-6 GOSPEL ACCLAMATION (Alleluia). Alleluia, alleluia! We have seen his star in the East, and have come to adore the Lord. GOSPEL: Matt 2:1-12 Image Credit- Shutterstock Licensed. Stock Illustration ID: 229407499 - Abstract background, Christian Christmas scene with a shining star in the sky, the birth of Jesus, and three wise men on camels, illustration. Illustration Contributor: losw ++++ *Prologue (Fr Paul Kelly) On this feast of the Epiphany, we celebrate that God's glory has been revealed to all the nations, and not just the chosen people of Israel. People from every corner of the earth, of every nation and race. Generations of people. God's revelation, God's invitation, is for all people of all times and places. +++++ Today… we kneel before the Christ child… we bow… and open up our treasure chests… what gift is it that we lay before our Lord…???? +++++ References: Fr Paul W. Kelly Also: Mark Link: Vision – Year A Gustavo Gutierrez: Sharing the Word through the Liturgical Year Abbot's homily: http://www.christdesert.org Image Credit- Shutterstock Licensed. Stock Illustration ID: 229407499 - Abstract background, Christian Christmas scene with a shining star in the sky, the birth of Jesus, and three wise men on camels, illustration. Illustration Contributor: losw ++++++++ Archive of homilies and reflections: http://homilycatholic.blogspot.com.au To contact Fr. Paul, please email: paulwkelly68@gmail.com To listen to the weekly homily audio podcast, please click this link. https://soundcloud.com/user-633212303/tracks Further information relating to the audio productions linked to this Blog: "Faith, Hope and Love - Christian worship and reflection" - Led by Rev Paul Kelly Prayers and chants — Roman Missal, 3rd edition, © 2010, The International Commission on English in the liturgy. (ICEL) Scriptures - New Revised Standard Version: © 1989, and 2009 by the NCC-USA. (National Council of Churches of Christ - USA) "The Psalms" ©1963, 2009, The Grail - Collins publishers. Prayers of the Faithful - " Together we pray" by Robert Borg'. E.J. Dwyer, Publishers, (1993) . (Sydney Australia). Sung "Mass In Honour of St. Ralph Sherwin" - By Jeffrey M. Ostrowski. The Gloria, Copyright © 2011 ccwatershed.org. Christmas Hymn - "Word Made Flesh" by Paul W. Kelly. Based upon: John's Gospel 1:14, 1 John 4:9 , & Isaiah 9:2, 6, 7. (Written on 8/5/20; 10/9/20). Arranged and sung by Stefan Kelk, with adjusted lyrics. 2020. https://www.airgigs.com/user/stefankelk Traditional hymn: "We Three Kings," performed by the Bobby Cole Chamber Choir, licensed via Shockwave-Sound.com. ( https://www.shockwave-sound.com ) Sound Engineering and editing - P.W. Kelly. Microphones: - SHURE MV5 usb Editing equipment: NCH software - MixPad Multitrack Studio Recording Software NCH – WavePad Audio Editing Software. Masters Edition v 12.44 Sound Processing: iZotope RX 6 Audio Editor [Production - KER - 2026] May God bless and keep you.

Solemnity of MARY, THE HOLY MOTHER OF GOD 1 January 2026 (Liturgical colour - White and Gold) First Reading: Numbers 6:22-27 Psalm: Ps 66:2-3. 5. 6. 8. "May God bless us in his mercy." Second Reading: Galatians 4:4-7 Gospel Acclamation: Hebrews 1:1-2. Alleluia, alleluia! In the past God spoke to our ancestors through the prophets; now he speaks to us through his Son. Alleluia. Gospel: Luke 2:16-21 Image Credit: Virgin Mary with the Child Jesus. Mary Star of the Sea. https://creator.nightcafe.studio/my-creations - Paul-Evangelion ++ As that wonderful Hymn says so beautifully - "Lord, let there be peace on earth, and let it begin with me" Have a blessed and grace-filled year, and we also pray now and throughout this year, ……….. Mary, Mother of God, pray for us. +++ References: Fr Paul W. Kelly Mark Link SJ. – Vision – Praying Scripture in a Contemporary Way. ++++++++ Archive of homilies and reflections: http://homilycatholic.blogspot.com.au To contact Fr. Paul, please email: paulwkelly68@gmail.com Further information relating to the audio productions linked to this Blog: "Faith, Hope and Love - Christian worship and reflection" - Led by Rev Paul Kelly Prayers and chants — Roman Missal, 3rd edition, © 2010, The International Commission on English in the Liturgy. (ICEL) Scriptures - New Revised Standard Version: © 1989, and 2009 by the NCC-USA. (National Council of Churches of Christ - USA) "The Psalms" ©1963, 2009, The Grail - Collins Publishers. Prayers of the Faithful - " Together we pray" by Robert Borg. E.J. Dwyer, Publishers (1993). (Sydney, Australia). Sung "Mass In Honour of St. Ralph Sherwin" - By Jeffrey M. Ostrowski. The Gloria. Copyright © 2011 ccwatershed.org. Christmas Hymn - "Word Made Flesh" by Paul W. Kelly. Based upon: John's Gospel 1:14, 1 John 4:9, & Isaiah 9:2, 6, 7. (Written on 8/5/20; 10/9/20). Arranged and sung by Stefan Kelk, with adjusted lyrics. 2020. https://www.airgigs.com/user/stefankelk Marian Hymn - "Salve Regina Mater Misericordiae." (Traditional 11th Century). Melody: Mainz (1712), Hymn #783 - Brébeuf Hymnal. From https://www.ccwatershed.org/hymn/ Marian Hymn – "Quem Terra, Pontus, Aethera." ("Whom Earth and Sea and Sky Proclaim"). Traditional 6th Century Hymn. Melody: Bartholomäus Gesius (d.1613). #376 - Brébeuf Hymnal. From https://www.ccwatershed.org/hymn/ [ Production - KER - 2026] May God bless and keep you.

Justin Barclay filling in for Glenn. Hundreds of millions of dollars laundered in Minnesota in one of the biggest fraud scandals in history.  Gov. Walz defends Somali community. Alirezah Jafarzadeh, Deputy Director of the U.S. office of the National Council of Resistance of Iran, joins to discuss Iran declaring 'full-scale war' on the U.S., Israel and Europe. Scott Singer, Mayor of Boca Raton, joins to discuss his run for Congress and the important issues facing America today. Massive fraud uncovered in Ohio by Somali Immigrants. Mike Lindell joins to discuss his run for Governor of Minnesota and recent fraud uncovered. Gavin Newsom releases video wishing everyone 'Happy Kwanzaa'. Learn more about your ad choices. Visit megaphone.fm/adchoices

Welcome to Walking the Way. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship.  CreditsOpening Prayerhttps://onlineministries.creighton.edu/prayer-spirituality-resources/praying-adventBible verseIsaiah 13:20 Thought for the dayRay BorrettBible PassageIsaiah 13New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

Welcome to Walking the Way. We're praying you have a wonderful Christmas. My name is Deb, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship.CreditsPresented by:Deb Borrett and the BeesBible PassageLuke 2New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

The Feast of the Holy Family of Jesus, Mary and Joseph. Year A – (episode 563) The Feast of the Holy Family of Jesus, Mary and Joseph. Year A – (episode 563) Homily: The Holy Family of Jesus, Mary, and Joseph. Year A - - Ecclesiasticus (Sirach) 3:2-6, 12-14; - Responsorial Psalm. 127:1-5. R. Happy are those who fear the Lord and walk in his ways. - Colossians 3:12-21; - Gospel Acclamation. Colossians 3:15, 16 (JB). Alleluia, alleluia! May the peace of Christ rule in our hearts, and the fullness of his message live within you. Alleluia! - Matthew 2:13-15, 19-23 Stock illustration Shutterstock licensed image - ID: 586044503 – "Holy family of Jesus, Mary and St Joseph the worker." Artistic abstract religious design. By Thoom. +++++ References: Fr Paul W. Kelly http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20060707_levada-valencia_en.html MY DAILY VISITOR REFLECTION, December 26th. Holy Family. stock illustration Shutterstock licensed image - ID: 586044503 – "Holy family of Jesus, Mary and St Joseph the worker." Artistic abstract religious design. By Thoom. +++ Archive of homilies and reflections: http://homilycatholic. Blogspot.com.au To contact Fr. Paul, please email paulwkelly68@gmail.com Further information relating to the audio productions linked to this Blog: ."Faith, Hope and Love, A time of Christian worship and reflection" - Led by Rev Paul W. Kelly Texts used in this programme are for worship and prayer for listeners wherever you are. Prayers and chants are taken from the English Translation of the Roman Missal, edition three, © 2010, The International Commission on English in the Liturgy. Scriptures are from the New Revised Standard Version: © 1989, by the National Council of Churches of Christ, USA. , //adaptations to conform with Catholic liturgical norms, © 2009, by the same. [{selected psalms } - ***Psalm verses are (also) taken from "The Psalms: A New Translation" ©1963, The Grail (England), published by Collins. **] Prayers of the Faithful are adapted from Robert Borg's 1993 book " Together we pray." Published in Sydney Australia By E.. Dwyer. (out of print). { "Mass In Honour of St. Ralph Sherwin" -published 2011, Composed and Sung by Jeffrey M. Ostrowski Featuring the. loria, The Creed, The Kyrie, The Mass parts, Psalms: http://www.ccwatershed.org/chabanel/ ]]] ] COPYRIGHT @ 2018 CORPUS CHRISTI WATERSHED. ALL RIGHTS RESERVED. https://www.ccwatershed.org/vatican/Ralph_Sherwin_Videos/ "Faith, Hope and Love" theme Hymn: Words, based on 1 Corinthians 13:1-13, set to original music © 1996 by Paul W. Kelly. For more details, please visit http://homilycatholic.Blogspot.com.au Contact us at paulwkelly68@gmail.com Production by KER (Kelly Enterprises Resources) 2025 May God bless and keep you.

Welcome to Walking the Way. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship. CreditsOpening Prayerhttps://onlineministries.creighton.edu/prayer-spirituality-resources/praying-adventBible verseIsaiah 12:6 Thought for the dayRay BorrettBible PassageIsaiah 12New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Music TrackO Come, O come Immanuel – Rich Dawson. Created for Lectio 365. Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

Public schools are mandated to provide educational opportunities to all students and generally work very hard to support learners with profound deficits or differences. But what about learners who require enrichment rather than accommodations? Amy and Mike invited Kenneth Shores to examine the question of what public education owes to advanced students. What are five things you will learn in this episode? In theory, what is the purpose of public education? Why has public education struggled to support advanced students? Does harm occur when enrichment is withheld from thriving students? Why shouldn't families be responsible for providing enrichment? How does supporting advanced students align with the purpose of public education? MEET OUR GUEST Dr. Kenneth A. Shores is an associate professor specializing in education policy in the School of Education at the University of Delaware, and he is affiliated with the UD Center for Research in Education and Social Policy. His research is focused on educational inequality and encompasses both descriptive and causal inference. To this end, his work addresses racial/ethnic and socioeconomic disparities in test scores, school disciplinary policy, classification systems, and school resources. In addition, he has examined how improvements to school finance systems can reduce educational inequality and how vulnerabilities in school finance systems can contribute to it. Dr. Shores was a National Academy of Education/Spencer Dissertation Fellow, a Philanthropy and Civic Society Fellow, a Stanford Graduate Fellow, and an Institute of Education Sciences (IES) Predoctoral Fellow. In 2018, he was the co-recipient of the National Council on Measurement in Education's Annual Award for exceptional achievement in educational measurement. He received his Ph.D. in education policy analysis from Stanford University. Prior to graduate school, he was a middle school teacher on the Navajo Nation. Kenneth can be reached at https://kennethshores.com or kshores@udel.edu. LINKS Rethinking What Public Education Owes to Flourishing Children High-achieving students deserve to be challenged in school RELATED EPISODES WHY GIFTED PROGRAMS ARE UNDER ATTACK THE NECESSITY OF GIFTED AND TALENTED PROGRAMS HOW GRADING POLICIES INFLUENCE GRADE INFLATION ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright, Roots2Words, and College Eagle. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, get in touch through our contact page.  

Welcome to Walking the Way and the season of Advent. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship.  CreditsOpening Prayerhttps://onlineministries.creighton.edu/prayer-spirituality-resources/praying-adventBible verseIsaiah 11:4 Thought for the dayRay BorrettBible PassageIsaiah 11New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

Send us a textIn today's episode, I'm chatting with Connie Richardson. Connie is the debut author of Rapid City Summer. She teaches middle school English and Language Arts in the Chicago suburbs. She has published articles, short stories, and blog posts for the National Council of Teachers of English (NCTE) and Scribbler. Additionally, Connie is a former graduate and current mentor in author Mary Adkin's MFA-alternate program, The Book Incubator. When she is not teaching or writing, she enjoys fly-fishing out west, running, coaching cross-country and track & field, and cooking for her family and friends. This episode with Connie is so much fun, and her energy and passion for reading shine through the entire conversation. We talk about big life moments, the joy of finally seeing a debut novel out in the world, and what it means to fall in love with stories that open doors to new experiences. Episode Highlights:Writing for the space between middle grade and YA, which Connie calls lower YA.Her work as an ELA teacher and her school's participation in a One Book, One School program that brings authors directly to studentsHow Rapid City Summer is set in South Dakota and centers around the niche topic of fly fishingWhy Connie loves writing and reading niche topics that readers may never experience firsthandA book flight featuring middle grade and YA novels that readers of all ages can connect toConnect with Connie:InstagramFacebookWebsiteBooks and authors mentioned in the episode:The Mystery of Locked Rooms by Lindsay CurrieSlider by Peter HautmanSunrise on the Reaping by Suzanne CollinsAlone by Megan FreemanCarrie Soto is Back by Taylor Jenkins ReidHarry Potter series by J.K. RowlingIt's Not Summer Without You by Jenny HanBook FlightThe Summer I Turned Pretty by Jenny HanThe Canyon's Edge by Dusti BowlingThe Sisterhood of the Traveling Pants by Ann Brashares✨ Find Your Next Great Read! We just hit 175 episodes of Bookish Flights, and to celebrate, I created the Bookish Flights Roadmap — a guide to all 175 podcast episodes, sorted by genre to help you find your next great read faster.Explore it here → www.bookishflights.com/read/roadmapSupport the showBe sure to join the Bookish Flights community on social media. Happy listening! Instagram Facebook Website

Welcome to Walking the Way and the season of Advent. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship. CreditsOpening Prayerhttps://onlineministries.creighton.edu/prayer-spirituality-resources/praying-advent Bible verseIsaiah 10:21Thought for the dayRay BorrettBible PassageIsaiah 10New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

All about Creation Justice Ministries and their upcoming Transformative Leadership Program.  Creation Justice Ministries (formerly the National Council of Churches Eco-Justice Program) represents the creation care and environmental justice policies of major Christian denominations throughout the United States. We work in cooperation with 39 national faith bodies including Protestant denominations and Orthodox communions as well as regional faith groups, and congregants to protect and restore God's Creation. CJM's Transformative Leadership Program is for church teams who want to transform their faith communities into active climate action leaders by equipping and inspiring their congregations to adopt meaningful and effective practices for creation justice. The Transformative Leadership Program is a free opportunity for congregational teams to participate in a 3-day, in-person workshop that combines climate communication, practical theological approaches, and community organizing tools to equip leaders in shaping their church's relationship to creation justice. Derrick's bio.  

Australian Jews are “shocked but not surprised” by the “horrific” mass shooting on Bondi Beach, which turned a Hanukkah celebration into a tragic massacre, Australian Jewish leader Lynda Ben-Menashe said on the Haaretz Podcast. In the two years since the October 7 attack in Israel, the Australian Jewish community “begged” their government officials to enforce laws against incitement and hate speech, which has led to an unprecedented spike in antisemitic violence. But, she said, the government’s response has been “lip service” but “no real consequences.” “Our prime minister has said that he was distressed and shocked,” said Ben-Menashe, the head of Australia’s National Council of Jewish Women. “The Jewish community has been distressed for the past two years at the lack of action from the government, and also at the growing lack of safety that we have felt. And so we weren't shocked that this happened.” Also on the podcast, Haaretz senior defense analyst Amos Harel reports on the numerous warnings passed by Israeli intelligence agencies to the Australian government, warning of the growing terrorist threats in their country. Harel also commented on Prime Minister Benjamin Netanyahu and his government’s reaction to the Bondi Beach attack – namely blaming Australia’s leaders for their failure to prevent it. Harel said it was “hard to resist noticing [the] paradox regarding the fact that Israeli ministers were so quick to blame the Australian government for its failures and note their responsibility for what has happened, while they're insisting that Netanyahu holds no blame whatsoever for what happened two years ago” on October 7. Read more: Analysis by Amos Harel | After the Deadly Attack at Bondi Beach, Israel Warns: Sydney Won't Be the Last Target The First Deadly Attack Against Jews in Australia Follows Two Years of Unprecedented Antisemitism Albanese Rejects Netanyahu Linking Palestinian State to Deadly Bondi Beach Attack The Victims of the Bondi Beach Hanukkah Celebration Shooting From March 2025: 'It Will Only Get Worse': Why These Australian Jews Are Leaving Down UnderSee omnystudio.com/listener for privacy information.

In this episode, we welcome Congressman Gabe Evans, a former law enforcement officer, who passionately defends the challenges faced by police in today's society. He discusses the alarming rise in fentanyl-related deaths and how leftist ideologies are impacting law enforcement and community safety. Later, we confront the alarming situation in Iran as Ali Safavi from the National Council for Resistance of Iran shares a sobering update on the escalating executions and repression faced by the Iranian people. With over 1,900 executions reported in 2025 alone, including political dissidents and women, Ali discusses the dire state of the Iranian economy and the regime's desperate measures to maintain control. He emphasizes the need for the international community to stand with the Iranian people and support their fight for freedom while detailing the organized resistance and the potential for change. Finally, we address the alarming revelations about social media platforms and their impact on children's safety with technology expert Daniel Cochrane. Delve into the troubling findings from Meta's internal documents, which suggest a prioritization of profit over the well-being of young users.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Dawn Bennett, a Kilrush-based hair salon proprietor, moved to the West of the county from Limerick several years to obtain a primary school place for her son Jamie, who is non-verbal and requires additional needs support in education. With Jamie set to start secondary school in the next two years, he faces the prospect of having to make the 43-kilometre journey to Ennis each day to attend the nearest secondary school that meets his requirements. Dawn, who says autistic children are ‘second class citizens', is urging parents in similar situations to voice their concerns to the National Council of Special Education. To discuss this further, Dawn joined Alan Morrissey on Monday's Morning Focus. Picture (c) Wokandapix from pixabay via Canva.com

This week, we're joined by Jill Escher, president of the National Council on Severe Autism, a dedicated advocate, autism research philanthropist, and mom to two children with nonverbal autism. Jill has spent her life working to support individuals and families affected by severe autism.  She's funded important research, provided housing for adults with developmental disabilities, and raised awareness about the challenges faced by the autism community. Today we will be discussing severe autism, the rising prevalence of autism, the need for long-term care and housing, and better access to treatments for severe behaviors. Download latest episode to learn more! Resources  President National Council on Severe Autism   Founder Escher Fund for Autism   Board Secretary and Past President Autism Society San Francisco Bay Area   Writings and presentations: jillescher.com ............................................................... Autism weekly is now found on all of the major listening apps including apple podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.  

Between DOGE taking over grants.gov, a freeze on federal grant funding, executive orders attacking nonprofits and the grants profession, and a government shut down, 2025 has not been the best of years. But grant professionals, like any true professional, must carry on for the good of their organizations, clients, and communities served. How'd we do it? Our cohosts are sharing their top 10 things that helped them survive the year.   JOIN THE FUNDRAISING HAYDAY COMMUNITY: Become a member of the Patreon   SHOW NOTES: Trusted sources referenced under Item #1: National Council of Nonprofits Rachel Werner, GPC, PMP   Social media book influencer referenced under Item #4 jordys.book.club   Our weekly newsletter referenced under Item #6 HayDay HotTakes – Register for free today!   Link to Kimberly's Spotify playlist referenced under Item #9 Funky Dance Party  

Michael Psaros is a Co-Founder and Co-Managing Partner of KPS Capital Partners, LP ("KPS") and a member of its Investment and Management Committees. KPS is a leading global private equity firm with approximately $19.4B (as of 6/30/25) of assets under management focused on making controlling equity investments in global manufacturing and industrial companies across an array of industries. KPS generates investment returns by structurally improving the strategic position, competitiveness and profitability of its portfolio companies. The KPS Funds' portfolio companies generate aggregate annual revenues of approximately $21.6B and operate 211 manufacturing facilities in 21 countries (as of 6/30/25 pro forma for recent acquisitions and exits). Mr. Psaros currently serves on the Board of Directors of 14 KPS portfolio companies and as Chairman of six. He previously served on the Board of 35 former KPS portfolio companies. Prior to joining its predecessor in 1991 and co-founding KPS in 1997, he was an investment banker with Bear Stearns & Co., Inc. He received a B.S.B.A. in Finance from Georgetown University and attended Sophia University in Tokyo, Japan. The Psaros Center for Financial Markets and Policy at Georgetown University, named for and endowed by the Psaros family in 2022, provides non-partisan, unbiased expertise to guide policy and practice. The Center leverages the strength of Georgetown's McDonough School of Business, distinguished faculty and leadership in finance and public policy to convene leaders across the private sector, global capital markets, legislators and regulators to solve problems for the common good. Mr. Psaros served on Georgetown University's Board of Directors and currently serves as Vice Chairman of the Executive Board of Advisors at McDonough School of Business. Mr. Psaros received an honorary Doctor of Humane Letters, Honorus Causa, from Georgetown University in May 2025. Mr. Psaros created "The Michael and Robin Psaros Endowed Chair in Business Administration" at Georgetown University's McDonough School of Business in 2013 and "The Ecumenical Patriarch Bartholomew Endowed Orthodox Chaplaincy, Endowed by the Michael Psaros Family" in 2021. Mr. Psaros is the Vice Chairman of the St. Nicholas Greek Orthodox Church and National Shrine at Ground Zero in New York City. He currently serves on the Executive Committee of the Greek Orthodox Archdiocese of America and is an Archon of the Ecumenical Patriarchate and serves on its National Council. He serves on the Board of Trustees of The Leadership 100 Endowment and the Executive Board of The Hellenic Initiative. Mr. Psaros was honored by the Hellenic Republic (Greece), the International Foundation for Greece and the Hellenic Post for his exceptional business achievements and philanthropy. The Hellenic Post placed Mr. Psaros on a limited-edition postage stamp now in circulation throughout Greece. Michael Psaros, Commencement Speech, Georgetown University: https://www.youtube.com/watch?app=desktop&v=5U-9gVrfXto 

Tutita Casa, Anna Strauss, Jenna Waggoner & Mhret Wondmagegne, Developing Student Agency: The Strategy Showcase ROUNDING UP: SEASON 4 | EPISODE 7 When students aren't sure how to approach a problem, many of them default to asking the teacher for help. This tendency is one of the central challenges of teaching: walking the fine line between offering support and inadvertently cultivating dependence.  In this episode, we're talking with a team of educators about a practice called the strategy showcase, designed to foster collaboration and help students engage with their peers' ideas.  BIOGRAPHIES Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Mhret Wondmagegne, Anna Strauss, and Jenna Waggoner are all recent graduates of the University of Connecticut School of Education and early career elementary educators who recently completed their first years of teaching. RESOURCE National Council of Teachers of Mathematics  TRANSCRIPT Mike Wallus: Well, we have a full show today and I want to welcome all of our guests. So Anna, Mhret, Jenna, Tutita, welcome to the podcast. I'm really excited to be talking with you all about the strategy showcase. Jenna Waggoner: Thank you.  Tutita Casa: It's our pleasure.  Anna Strauss: Thanks.  Mhret Wondmagegne: Thank you. Mike: So for listeners who've not read your article, Anna, could you briefly describe a strategy showcase? So what is it and what could it look like in an elementary classroom? Anna: So the main idea of the strategy showcase is to have students' work displayed either on a bulletin board—I know Mhret and Jenna, some of them use posters or whiteboards. It's a place where students can display work that they've either started or that they've completed, and to become a resource for other students to use. It has different strategies that either students identified or you identified that serves as a place for students to go and reference if they need help on a problem or they're stuck, and it's just a good way to have student work up in the classroom and give students confidence to have their work be used as a resource for others. Mike: That was really helpful. I have a picture in my mind of what you're talking about, and I think for a lot of educators that's a really important starting point.  Something that really stood out for me in what you said just now, but even in our preparation for the interview, is the idea that this strategy showcase grew out of a common problem of practice that you all and many teachers face. And I'm wondering if we can explore that a little bit. So Tutita, I'm wondering if you could talk about what Anna and Jenna and Mhret were seeing and maybe set the stage for the problem of practice that they were working on and the things that may have led into the design of the strategy showcase. Tutita: Yeah. I had the pleasure of teaching my coauthors when they were master's students, and a lot of what we talk about in our teacher prep program is how can we get our students to express their own reasoning? And that's been a problem of practice for decades now. The National Council of Teachers of Mathematics has led that work. And to me, [what] I see is that idea of letting go and really being curious about where students are coming from. So that reasoning is really theirs. So the question is what can teachers do? And I think at the core of that is really trying to find out what might be limiting students in that work. And so Anna, Jenna, and Mhret, one of the issues that they kept bringing back to our university classroom is just being bothered by the fact that their students across the elementary grades were just lacking the confidence, and they knew that their students were more than capable. Mike: Jenna, I wonder if you could talk a little bit about, what did that actually look like? I'm trying to imagine what that lack of confidence translated into. What you were seeing potentially or what you and Anna and Mhret were seeing in classrooms that led you to this work. Jenna: Yeah, I know definitely we were reflecting, we were all in upper elementary, but we were also across grade levels anywhere from fourth to fifth grade all the way to sixth and seventh. And across all of those places, when we would give students especially a word problem or something that didn't feel like it had one definite answer or one way to solve it or something that could be more open-ended, we a lot of times saw students either looking to teachers. "I'm not sure what to do. Can you help me?" Or just sitting there looking at the problem and not even approaching it or putting something on their paper, or trying to think, "What do I know?" A lot of times if they didn't feel like there was one concrete approach to start the problem, they would shut down and feel like they weren't doing what they were supposed to or they didn't know what the right way to solve it was. And then that felt like kind of a halting thing to them. So we would see a lot of hesitancy and not that courage to just kind of be productively struggling. They wanted to either feel like there was something to do or they would kind of wait for teacher guidance on what to do. Mike: So we're doing this interview and I can see Jenna and the audience who's listening, obviously Jenna, they can't see you, but when you said "the right way," you used a set of air quotes around that. And I'm wondering if you or Anna or Mhret would like to talk about this notion of the right way and how when students imagined there was a right way, that had an effect on what you saw in the classroom. Jenna: I think it can be definitely, even if you're working on a concept like multiplication or division, whatever they've been currently learning, depending on how they're presented instruction, if they're shown one way how to do something but they don't understand it, they feel like that's how they're supposed to understand to solve the problem. But if it doesn't make sense for them or they can't see how it connects to the problem and the overall concept, if they don't understand the concept for multiplication, but they've been taught one strategy that they don't understand, they feel like they don't know how to approach it. So I think a lot of it comes down to they're not being taught how to understand the concept, but they're more just being given one direct way to do something. And if that doesn't make sense to them or they don't understand the concepts through that, then they have a really difficult time of being able to approach something independently. Mike: Mhret, I think Jenna offered a really nice segue here because you all were dealing with this question of confidence and with kids who, when they didn't see a clear path or they didn't see something that they could replicate, just got stuck, or for lack of a better word, they kind of turned to the teacher or imagined that that was the next step. And I was really excited about the fact that you all had designed some really specific features into the strategy showcase that addressed that problem of practice. So I'm wondering if you could just talk about the particular features or the practices that you all thought were important in setting up the strategy showcase and trying to take up this practice of a strategy showcase. Mhret: Yeah, so we had three components in this strategy showcase. The first one, we saw it being really important, being open-ended tasks, and that combats what Jenna was saying of "the right way." The questions that we asked didn't ask them to use a specific strategy. It was open-ended in a way that it asked them if they agreed or disagreed with a way that someone found an answer, and it just was open to see whatever came to their mind and how they wanted to start the task. So that was very important as being the first component.  And the second one was the student work displayed, which Anna was talking about earlier. The root of this being we want students' confidence to grow and have their voices heard. And so their work being displayed was very important—not teacher work or not an example being given to them, but what they had in their mind. And so we did that intentionally with having their names covered up in the beginning because we didn't want the focus to be on who did it, but just seeing their work displayed—being worth it to be displayed and to learn from—and so their names were covered up in the beginning and it was on one side of the board.  And then the third component was the students' co-identified strategies. So that's when after they have displayed their individual work, we would come up as a group and talk about what similarities did we see, what differences in what the students have used. And they start naming strategies out of that. They start giving names to the strategies that they see their peers using, and we co-identify and create this strategy that they are owning. So those are the three important components. Mike: OK. Wow. There's a lot there. And I want to spend a little bit of time digging into each one of these and I'm going to invite all four of you to feel free to jump in and just let us know who's talking so that everybody has a sense of that.  I wonder if you could talk about this whole idea that, when you say open-ended tasks, I think that's really important because it's important that we build a common definition. So when you all describe open-ended tasks, let's make sure that we're talking the same language. What does that mean? And Tutita, I wonder if you want to just jump in on that one. Tutita: Sure. Yeah. An open-ended task, as it suggests, it's not a direct line where, for example, you can prompt students to say, "You must use 'blank' strategy to solve this particular problem." To me, it's just mathematical. That's what a really good rich problem is, is that it really allows for that problem solving, that reasoning. You want to be able to showcase and really gauge where your students are. Which, as a side benefit, is really beneficial to teachers because you can formatively assess where they're even starting with a problem and what approaches they try, which might not work out at first—which is OK, that's part of the reasoning process—and they might try something else. So what's in their toolbox and what tool do they reach for first and how do they use it? Mike: I want to name another one that really jumped out for me. I really—this was a big deal that everybody's strategy goes up. And Anna, I wonder if you can talk about the value and the importance of everybody's strategy going up. Why did that matter so much? Anna: I think it really helps, the main thing, for confidence. I had a lot of students who in the beginning of starting the strategy showcase would start kind of like at least with a couple ideas, maybe a drawing, maybe they outlined all of the numbers, and it helps to see all of the strategies because even if you are a student who started out with maybe one simple idea and didn't get too far in the problem, seeing up on the board maybe, "Oh, I have the same beginning as someone else who got farther into the problem." And really using that to be like, "I can start a problem and I can start with different ideas, and it's something that can potentially lead to a solution." So there is a lot of value in having all of the work that everyone did because even something that is just the beginning of a solution, someone can jump in and be like, "Oh, I love the way that you outlined that," or "You picked those numbers first to work on. Let's see what we can use from the way that you started the problem to begin to work on a solution." So in that way, everyone's voice and everyone's decisions have value. And even if you just start off with something small, it can lead to something that can grow into a bigger solution. Mike: Mhret, can I ask you about another feature that you mentioned? You talked about the importance, at least initially, of having names removed from the work. And I wonder if you could just expand on why that was important and maybe just the practical ways that you managed withholding the names, at least for some of the time when the strategy showcase was being set up. Can you talk about both of those please? Mhret: Yes, yeah. I think all three of us when we were implementing this, we—all kids are different. Some of them are very eager to share their work and have their name on it. But we had those kids that maybe they just started with a picture or whatever it may be. And so we saw their nerves with that, and we didn't want that to just mask that whole experience. And so it was very important for us that everybody felt safe. And later we'll talk about group norms and how we made it a safe space for everyone to try different strategies. But I think not having their names attached to it helped them focus not on who did it, but just the process of reasoning and doing the work. And so we did that practically I think in different ways, but I just use tape, masking tape to cover up their names. I know some of—I think maybe Jenna, you wrote their names on the back of the paper instead of the front. But I think a way to not make the name the focus is very important. And then hopefully by the end of it, our hope is that they would gain more confidence and want to name their strategy and say that that is who did it. Mike: I want to ask a follow up about this because it feels like one of the things that this very simple, but I think really important, idea of withholding who created the strategy or who did the work. I mean, I think I can say during my time in classrooms when I was teaching, there are kids that classmates kind of saw as really competent or strong in math. And I also know that there were kids who didn't think they were good at math or perhaps their classmates didn't think were good at math. And it feels like by withholding the names that would have a real impact on the extent to which work would be considered as valuable. Because you don't know who created it, you're really looking at the work as opposed to looking at who did the work and then deciding whether it's worth taking up. Did you see any effects like that as you were doing this? Jenna: This is Jenna. I was going to say, I know for me, even once the names were removed, you would still see kids sometimes want to be like, "Oh, who did this?" You could tell they still are almost very fixated on that idea of who is doing the work. So I think by removing it, it still was definitely good too. With time, they started to less focus on "Who did this?" And like you said, it's more taking ownership if they feel comfortable later down the road. But sometimes you would have, several students would choose one approach, kind of what they've seen in classrooms, and then you might have a few other slightly different, of maybe drawing a picture or using division and connecting it to multiplication. And then you never wanted those kids to feel like what they were doing was wrong. Even if they chose the wrong operation, there was still value in seeing how that was connected to the problem or why they got confused. So we never wanted one or two students also to feel individually focused on if maybe what they did initially—not [that it] wasn't correct, but maybe was leading them in the wrong direction, but still had value to understand why they chose to do that. So I think just helping, again, all the strategies work that they did feel valuable and not having any one particular person feel like they were being focused on when we were reflecting on what we put up on display. Mike: I want to go back to one other thing that, Mhret, you mentioned, and I'm going to invite any of you, again, to jump in and talk about this, but this whole idea that part of the prompting that you did when you invited kids to examine the strategies was this question of do you agree or do you disagree? And I think that's a really interesting way to kind of initiate students' reflections. I wonder if you can talk about why this idea of, "Do you agree or do you disagree" was something that you chose to engage with when you were prompting kids? And again, any of you all are welcome to jump in and address this, Anna: It's Anna. I think one of the reasons that we chose to [have them] agree or disagree is because students are starting to look for different ways to address the problem at hand. Instead of being like, "I need to find this final number" or "I need to find this final solution," it's kind of looking [at], "How did this person go about solving the problem? What did they use?" And it gives them more of an opportunity to really think about what they would do and how what they're looking at helps in any way. Jenna: And then this is Jenna. I was also going to add on that I think by being "agree or disagree" versus being like, "yes, I got the same answer," and I feel like the conversation just kind of ends at that point. But they could even be like, "I agree with the solution that was reached, but I would've solved it this way, or my approach was different." So I think by having "agree or disagree," it wasn't just focusing on, "yes, this is the correct number, this is the correct solution," and more focused on, again, that approach and the different strategies that could be used to reach one specific solution that was the answer or the correct thing that you're looking for. Tutita: And this is Tutita, and I agree with all of that. And I can't help but going back just to the word "strategy," which really reflects students' reasoning, their problem solving, argumentation. It's really not a noun; it's a verb. It's a very active process. And sometimes we, as teachers, we're so excited to have our students get the right answer that we forget the fun in mathematics is trying to figure it out.  And I can't help but think of an analogy. So many people love to watch sports. I know Jenna's a huge UConn women's basketball… Jenna: Woohoo! Tutita: …fan, big time. Or if you're into football, whatever it might be, that there's always that goal. You're trying to get as many more points, and as many as you can, more points than the other team. And there are a lot of different strategies to get there, but we appreciate the fact that the team is trying to move forward and individuals are trying to move forward. So it's that idea with the strategy, we need to as teachers really open up that space to allow that to come out and progressively—in the end, we're moving forward even though within a particular time frame, it might not look like we are quite yet. I like the word "yet." But it's really giving students the time that they need to figure it out themselves to deepen their understanding. Mike: Well, I will say as a former Twin Cities resident, I've watched Paige Bueckers for a long time, and… Tutita: There we go. Mike: …in addition to being a great shooter, she's a pretty darn good passer and moves the ball.  And in some ways that kind of connects with what you all are doing with kids, which is that—moving ideas around a space is really not that different from moving the ball in basketball. And that you have the same goal in scoring a basket or reaching understanding, but it's the exchange that are actually the things that sometimes makes that happen. Jenna: I love it. Thank you.  Tutita: Nice job. Mike: Mhret, I wanted to go back to this notion that you were talking about, which is co-naming the strategies as you were going through and reflecting on them. I wonder if you could talk a little bit about, what does co-naming mean and why was it important as a part of the process? Mhret: Mm-hmm. Yeah. So, I think the idea of co-naming and co-identifying the strategies was important. Just to add on to the idea, we wanted it all to be about the students and their voice, and it's their strategy and they're discussing and coming up with everything. And we know of the standard names of strategies like standard algorithm or whatever, but I think it gave them an extra confidence when it was like, "Oh, we want to call it—" I forgot the different names that they would come up with for strategies. Jenna: I think they had said maybe "stacking numbers," something like that. They would put their own words. It wasn't standard algorithm, but like, "We're going to stack the numbers on top of each other," I think was maybe one they had said. Mhret: Mm-hmm. So I think it added to that collaboration within the group that they were in and also just them owning their strategy. And so, yeah. Mike: That leads really nicely into my next question. And Anna, this is one I was going to pose to you, but everyone else is certainly welcome to contribute.  I'm wondering if you could talk a little bit about what happened when you all started to implement this strategy showcase in your classroom. So what impacts did you see on students' efficacy, their confidence, the ways that they collaborated? Could you talk a little bit about that? Anna: So I think one of the biggest things that I saw that I was very proud of was there was less of a need for me to become part of the conversation as the teacher because students were more confident to build off of each other's ideas instead of me having to jump in and be like, "Alright, what do we think about what this person did?" Students, because their work became more anonymous and because everyone was kind of working together and had different strategies, they were more open to discussing with each other or working off of each other's ideas because it wasn't just, "I don't know how to do this strategy." It was working together to really put the pieces together and come to a final agree or disagree.  So it really helped me almost figure out where students are, and it brought the confidence into the students without me having to step in and really officiate the conversation. So that was the really big thing that I saw at least in some of my groups, was that huge confidence and more communication happening. Mhret: Yeah. This is Mhret. I think it was very exciting too, like Anna was saying, that—them getting excited about their work, and everything up on the board is their work. And so seeing them with a sticky note, trying to find the similarities and differences between strategies, and getting excited about what someone is doing, I think that was a very good experience and feeling for me because of the confidence that I saw grow through the process of the kids, but also the collaboration of, "It's OK to use what other people know to build upon the things that I need to build upon." And so I think it just increased collaboration, which I think is really important when we talk about reasoning and strategies. Mike: Which actually brings me to my next question, and Jenna, I was wondering if you could talk a little bit about: What did you see in the ways that students were reasoning around the mathematics or engaging in problem solving? Jenna: Yeah, I know one specific example that stood out was—again, that initial thing of when we gave a student a problem, they would look to the teacher and a little bit later on in the process when giving a problem, we had done putting the strategies up, we'd cocreated the names, and then they were trying a similar problem independently. And one of my students right off the bat had that initial reaction that we would've seen a few weeks ago of being like, "I don't know what to do." And she put a question mark on the paper. So I gave her a minute and then she looked at me and I said, "Look at this strategy. Look at what you and your classmates have done to come together." And then she got a little redirection, but it wasn't me telling her what to do. And from there I stepped away and let her just reference that tool that was being displayed. And from there, she was able to show her work, she was able to choose a strategy she wanted to do, and she was able to give her answer of whether she agreed or disagreed on what she had seen. So I think it was just again, that moment of realizing that what I needed to step in and do was a lot smaller than it had previously been, and she could use this tool that we had created together and that she had created with her peers to help her answer that question. Anna: I think to add onto that, it's Anna, there was a huge spike in efficiency as well because all these different strategies were being discovered and brought to light and put onto the strategy showcase. Maybe if we're talking about multiplication, if some student had repeated addition in the beginning and they're repeatedly adding numbers together to find a multiplication product, they're realizing, "Oh my goodness, I can do this so much more efficiently if I use this person's strategy or if I try this one instead." And it gives them the confidence to try different things. Instead of getting stuck in the rut of saying, "This is my strategy and this is the way that I'm going to do it," they became a little more explorative, and they wanted to try different things out or maybe draw a picture and use that resource to differentiate their math experience. Mike: I want to mark something here that seems meaningful, which is this whole notion that you saw this spike. But the part that I'm really contemplating is when you said kids were less attached to, "This is my strategy" and more willing to adopt some of the ideas that they saw coming out of the group. That feels really, really significant, both in terms of how we want kids to engage in problem solving and also in terms of efficacy. That really I think is one to ponder for folks who are listening to the podcast, is the effect on students' ability to be more flexible in adopting ideas that may not have been theirs to begin with. Thank you for sharing that. Anna.  I wonder if you could also spend a bit of time talking about some of the ways that you held onto or preserve the insights and the strategies that emerged during a showcase. Are there artifacts or ways that a teacher might save what came from a strategy showcase for future reference? Anna: So, I think the biggest thing as a takeaway and something to hold onto as a teacher who uses the strategy showcase is the ability to take a step back and allow students to utilize the resources that they created. And I think something that I used is I had a lot of intervention time and time where students were able to work in small groups and work together in teams and that sort of thing, keeping their strategies and utilizing them in groups. Remember when this person brought up this strategy, maybe we can build off of that and really utilizing their work and carrying it through instead of just putting it up and taking it down and putting up another one. Really bringing it through. And any student work is valuable. Anything that a student can bring to the table that can be used in the future, like holding onto that and re-giving them that confidence. "Remember when this person brought up that we can use a picture to help solve this problem?" Bringing that back in and recycling those ideas and bringing back in not just something that the teacher came up with, but what another student came up with, really helps any student's confidence in the classroom. Mike: So I want to ask a question, and Tutita and Mhret, I'm hoping you all can weigh in on this. If an educator wanted to implement the strategy showcase in their classroom, I want to explore a bit about how we could help them get started. And Tutita, I think I want to start with you and just say from a foundational perspective of building the understanding that helps support something like a strategy showcase, what do you think is important? Tutita: I actually think there are two critical things. The first is considering the social aspect and just building off of what Anna was saying is, if you've listened carefully, she's really honoring the individual. So instead of saying, "Look," that there was this paper up there—as teachers, we have a lot on our walls—it's actually naming the student and honoring that student, even though it's something that as a teacher, you're like, "Yes, someone said it! I want them to actually think more about that." But it's so much more powerful by giving students the credit for the thinking that they're doing to continue to advance that. And all that starts with assuming that students can. And oftentimes at the elementary level, we tend to overlook that. They're so cute—especially those kindergartens, pre-K, kindergarten—but it's amazing what they can do. So if you start with assuming that they can and waiting for their response, then following up and nurturing that, I think you as teachers will get so much more from our students and starting with that confidence. And that brings me to the next point that I think listeners who teach in the upper elementary grades or maybe middle school or high school might be like, "Oh, this sounds great. I'll start with them." But I want to caution that those students might be even more reticent because they might think that to be a good math student, you're supposed to know the answer, you're supposed to know it quickly, and there's one strategy you're supposed to use. And so, in fact, I would argue that probably those really cute pre-K and kindergartners will probably be more open because if anyone has asked a primary student to explain what they have down on paper, 83 minutes later, the story will be done.  And so it might take time. You have to start with that belief and just really going with where your class and individuals are socially. Some of them might not care that you use their name. Others might, and that might take time. So taking the time and finding different ways to stay with that belief and make sure that you're transferring it to students once they have it. As you can hear, a lot of what my coauthors mentioned, then they take it from there. But you have to start with that belief at the beginning that elementary students can. Mike: Mhret, I wonder if you'd be willing to pick up on that, because I find myself thinking that the belief aspect of this is absolutely critical, and then there's the work that a teacher does to build a set of norms or routines that actually bring that belief to life, not only for yourself but for students. I wonder if you could talk about some of the ways that a teacher might set up norms, set up routines, maybe even just set up their classroom in ways that support the showcase. Mhret: Yeah. So practically, I think for the strategy showcase, an important aspect is finding a space that's accessible to students because we wanted them to be going back to it to use it as a resource. So some of us used a poster board, a whiteboard, but a vertical space in the room where students can go and see their work up I think is really important so that the classroom can feel like theirs. And then we also did a group norm during our first meeting with the kids where we co-constructed group norms with the kids of like, "What does it look like to disagree with one another?" "If you see a strategy that you haven't used, how can you be kind with our words and how we talk about different strategies that we see up there?" I think that's really important for all grades in elementary because some kids can be quick to their opinions or comments, and then providing resources that students can use to share their idea or have their idea on paper I think is important. If that's sticky notes, a blank piece of paper, pencils, just practical things like that where students have access to resources where they can be thinking through their ideas.  And then, yeah, I think just constantly affirming their ideas that, as a teacher, I think—I teach second grade this year and [they are] very different from the fourth graders that I student taught—but I think just knowing that every kid can do it. They are able, they have a lot in their mind. And I think affirming what you see and building their confidence does a lot for them. And so I think always being positive in what you see and starting with what you see them doing and not the mistakes or problems that are not important. Mike: Jenna, before we go, I wanted to ask you one final question. I wonder if you could talk about the resources that you drew on when you were developing the strategy showcase. Are there any particular recommendations you would have for someone who's listening to the podcast and wants to learn a little bit more about the practices or the foundations that would be important? Or anything else that you think it would be worth someone reading if they wanted to try to take up your ideas? Jenna: I know, in general, when we were developing this project—a lot of it again came from our seminar class that we did at UConn with Tutita—and we had a lot of great resources that she provided us. But I know one thing that we would see a lot that we referenced throughout our article is the National Council of Teachers of Mathematics. I think it's just really important that when you're building ideas to, one, look at research and projects that other people are doing to see connections that you can build on from your own classroom, and then also talking with your colleagues. A lot of this came from us talking and seeing what we saw in our classrooms and commonalities that we realized that we're in very different districts, we're in very different grades and what classrooms look like. Some of us were helping, pushing into a general ed classroom. Some of us were taking kids for small groups. But even across all those differences, there were so many similarities that we saw rooted in how kids approach problems or how kids thought about math. So I think also it's just really important to talk with the people that you work with and see how can you best support the students. And I think that was one really important thing for us, that collaboration along with the research that's already out there that people have done. Mike: Well, I think this is a good place to stop, but I just want to say thank you again. I really appreciate the way that you unpack the features of the strategy showcase, the way that you brought it to life in this interview. And I'm really hopeful that for folks who are listening, we've offered a spark and other people will start to take up some of the ideas and the features that you described. Thanks so much to all of you for joining us. It really has been a pleasure talking with all of you. Jenna: Thank you.  Anna: Thank you Mhret: Thank you.  Tutita: Thank you so much. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

The National Council of Bar Presidents has had only 10 female presidents in its 75-year history, but women have become increasingly prominent in leadership in recent decades. In this episode, Amanda Arriaga speaks with three of the NCBP's female presidents about their leadership experiences and their efforts to advance diversity within the profession. They underscore the importance of leaders cultivating strong relationships and acting as a source of encouragement and support for those who follow in their footsteps. Kay Hodge served as NCBP President from 2007-2008 and was also its first Asian president. She is also a Past-President of the Massachusetts Bar Association. Mary Torres served as NCBP President from 2009-2010 and was its first Hispanic female president. She was also the first Hispanic female President of the New Mexico Bar Association.  Karol Corbin Walker served as NCBP President from 2012-2013 and was its first African American female president. She was also the first African American President of the New Jersey State Bar Association.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Ralph welcomes distinguished educators Dr. Tina Ellsworth and Kelly McFarland Stratman of the National Council for the Social Studies to discuss how our democracy depends on our children learning the civic tools of social studies. Then, civic legend Lois Gibbs, who exposed the Love Canal toxic dump that was poisoning families in her area and then went on to found a national organization to help other ordinary people fight toxic exposure joins us to update us on her latest campaigns.Kelly Stratman is the Executive Director of National Council for the Social Studies. Ms. Stratman's career began in education, first teaching English to middle and high school students in Japan, and later as a classroom teacher for kindergarten and 4th grade in Ohio and Massachusetts. Currently, she serves as vice chair of AFS-USA, a nonprofit that promotes global citizenship and intercultural learning through international exchange.Dr. Tina Ellsworth is president of the National Council for the Social Studies. Dr. Ellsworth is currently an assistant professor at Northwest Missouri State University. Dr. Ellsworth is also an assistant professor of social studies education at the University of Central Missouri. Her research interests center on history education, pedagogical content knowledge for teaching history, and teaching with primary sources. She is currently a co-writer and co-editor for a book on teaching with primary sources expected to be released in fall 2026.The emphasis at certain levels of education and government is on STEM, computer skills, learning about AI. And of course, these are just tools to use or misuse. They are taught by asking the question: how? And the social studies ask the question: why? Much more fundamental, much more portentous in order to make sure that these tools are wisely used—or, at times, not used at all.Ralph NaderI hardly remember my physics and chemistry courses. Why? Because they were sterile. For example, in the physics course, while we learned about equations, et cetera, we never applied physics to anything in the community. We never studied the weather, for example. In the chemistry course, we never studied the drinking water. We had two dirty rivers and a very clean reservoir up on a hill, and it was never part of it. It was just studying the periodic table.Ralph NaderThe important thing for us to realize is that these different subject areas in schools are not mutually exclusive. In order to do STEM well, you need social studies and need the ability to make good decisions. You need the ability to critically interrogate any kind of sources that you might be encountering and ultimately do things with your work to make the world a better place. That is all social studies skills that we're talking about. Helping kids to become critical thinkers, to really ask good questions I think is really important. And thinking about students more than just their future career, but really preparing students for this civic life too.Dr. Tina EllsworthTeachers right now are a little bit fearful about teaching anything that is focused on civics. They're uncertain about where the project could go when you give kids the agency to be able to do that, or how the community might respond with what students are doing. Sometimes members of the public may even say, “Oh, you're turning students into activists.” As if having students engage in their community to make it better is something that's bad. So I don't quite understand a lot of that vernacular that's being thrown around as having kids care about their community is a bad thing. So I think we need to do more to take charge of the narrative and to help better connect the parents and the people in the community with the school and with the kids to see how we can all do this better.Dr. Tina EllsworthWhen we think about how important our students are, how important education is, how that funding happens and where that funding happens—it is all at that local level. And so when we think about how we can get engaged and what we can do, just as everyday citizens, we can be those role models. Where we are getting engaged, where we are asking the questions ourselves of our communities, where we're taking those best practices that we learned in our social studies classes and we're putting them out there. And statistics show that when you take your child with you, when you go to vote at a very young age, that becomes a habit for them. So we're the models for our students, whether we're in the classroom, whether we're a parent, whether we're a neighbor, or just a member of the community, we need to be the advocates that we want to see happen.Kelly StratmanThis is why we are such strong advocates for this inquiry-based approach. Because it gives students the tools they need to navigate [technology], whether they're trying to pull apart things in the virtual space or in real life. These are important skillsets that they can use as they go forward—not just take things that are given to them and just walk away without questioning it, but really feeling empowered to stop and evaluate and have the tools at their disposal to be able to do a really thoughtful evaluation.Kelly StratmanLois Gibbs is the founder of the Center for Health, Environment & Justice, a project of People's Action Institute. In 1978 she blew the whistle on Love Canal after learning her kindergartener's school was built on a toxic dump. Her work led to the creation of Superfund.[The central role of women in the environmental movement] is not dead yet, by the way. That movement is still alive and well. And they're participating in many other things that are happening today like the No Kings rallies…They're extraordinary people who learned how to fight this battle not from a book, not from television, but from the seat of their pants. And what was really clear in 1980 and is still clear to me today is that if the people decide that change is needed and they gather together and they organize around it, it doesn't matter whether Democrats or Republicans are in office. It doesn't matter who has power. They can create that change. And that's what we really need in this country.Lois GibbsWhen you think about the national policies that have been set around the environmental movement (the environmental health movement and the environmental movement), all of that came from grassroots efforts.Lois Gibbs[The philosophy we have] is not to build an office with 15 people and do a top-down kind of organizing, but build and train hubs of people all across the country to come together and fight locally. Because when the local people move, so will the Congress, so will corporate America. Because they have no choice. I mean, you saw what we did with Target. Oh my goodness. Target rolled over on everything. Disney rolled over on everything. Because when the people say “We're not playing this way anymore”, then the corporations and Congress will roll over.Lois Gibbs Get full access to Ralph Nader Radio Hour at www.ralphnaderradiohour.com/subscribe

Exploring and Collecting African American History Harriet Tubman is, if surveys are to be trusted, one of the ten most famous Americans ever born. Yet often she's a figure more out of myth than history, often rightly celebrated but seldom understood. Tiya Miles's Night Flyer changes all that, probing the ecological reality of Tubman's surroundings and examining her kinship with other enslaved women who similarly passed through a spiritual wilderness and recorded those travels in profound and moving memoirs. Tiya Miles is the author of eight books, including four prizewinning histories about race and slavery. She is a two-time winner of Yale's Frederick Douglass Prize and a two-time winner of the National Council on Public History Book Award. Her 2021 National Book Award winner, All That She Carried: The Journey of Ashley's Sack, a Black Family Keepsake, was a New York Times bestseller that won eleven historical and literary prizes, including the Cundill History Prize. All That She Carried was named A Best Book of the Year by The New York Times, The Washington Post, The Boston Globe, The Atlanta-Journal Constitution, NPR, Publisher's Weekly, The Atlantic, Time, and more.  Her latest work, Night Flyer: Harriet Tubman and the Faith and Dreams of a Free People, was a finalist for the National Book Critics Circle Award in biography.  Her other nonfiction works include Wild Girls: How the Outdoors Shaped the Women Who Challenged a Nation, The Dawn of Detroit, Tales from the Haunted South, The House on Diamond Hill, and Ties That Bind. Miles publishes essays and reviews in The New York Times, The Boston Globe, The Atlantic, The New York Review of Books, and other media outlets. Miles is also the author of the novel, The Cherokee Rose, a ghost story set in the Native American plantation South. Check out more books by this author at your library. Miles has consulted with colleagues at historic sites and museums on representations of slavery, African American material culture, and the Black-Indigenous intertwined past, including, most recently, the Fabric of a Nation quilt exhibition at the Museum of Fine Arts in Boston. Her work has been supported by a MacArthur Foundation "Genius" Award, the Mellon Foundation, the National Endowment for the Humanities, and the Guggenheim Foundation.  Miles was born and raised in Cincinnati, Ohio, and she is currently the Michael Garvey Professor of History and Radcliffe Alumnae Professor at Harvard University. You can find her online at https://tiyamiles.com/ or on Facebook and Instagram  @TiyaMiles. Interviewer Tammy Cherry has taught at FSCJ as an English professor for 22 years. Along with composition classes, Tammy teaches African American literature and honors classes. She is a lifelong Jacksonville resident and recently served as co-host for the WJCT podcast Bygone Jax. --- Never miss an event! Sign up for email newsletters at https://bit.ly/JaxLibraryUpdates  Jacksonville Public LibraryWebsite: https://jaxpubliclibrary.org/ Twitter: https://twitter.com/jaxlibrary Facebook: https://www.facebook.com/JaxLibrary/ Instagram: https://www.instagram.com/jaxlibrary/ YouTube: https://www.youtube.com/user/jaxpubliclibraryfl Contact Us: jplpromotions@coj.net 

Jackie Kancir, a lifelong patient and policy advocate and current Policy Director for the National Council on Severe Autism, discusses her work to improve health equity and services for individuals with profound autism and intellectual disabilities. Speaking at the American Academy of Developmental Medicine and Dentistry conference, she highlights challenges such as the "cliff" faced when individuals age out of pediatric care, the need for integrated health systems, and her efforts to amend the Autism CARES Act and implement mandatory hospital protocols for safe care. Drawing from personal experience as a mother to a 21-year-old with profound autism and complex medical needs, Jackie emphasizes collaboration among policymakers, clinicians, and advocates, and shares practical insights like addressing diagnostic overshadowing and thinking creatively about meaningful opportunities for people with disabilities.

Get the book, Leading Educator Wellness: Six Critical Actions to Support All Staff About The Authors Bill Barnes is the superintendent of the Howard County Public School System in Maryland. He has served in leadership roles with the Maryland and National Council of Teachers of Mathematics, and has won a number of state and national teaching awards. Barnes holds a master of science in mathematics and science education from Johns Hopkins University, and has served as an adjunct professor for Johns Hopkins University, the University of Maryland–Baltimore County, McDaniel College, and Towson University.   Dr. Erin Lehmann is an associate professor for the University of South Dakota. She has experience as an elementary principal at a Title I school, as well as being a math teacher, math coach, and curriculum specialist. Dr. Lehmann is the author or co-author of several books, including Teaching Mathematics Today. She is a frequent speaker at national conferences, advocating for mathematics and grading practices. She holds EdD in educational leadership from the University of South Dakota.

Welcome to Walking the Way. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship.  CreditsOpening Prayerhttps://www.prayerscapes.com/prayers/times/friday_prayer.html Bible verseEcclesiastes 11:1-2Thought for the dayRay BorrettBible PassageEcclesiastes 11New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

This special All In episode was recorded live at the National Council for Workforce Education's annual conference in Norfolk, Virginia in October 2025 and features a dynamic community college student panel that set the stage for this gathering of college workforce leaders and those from partner organizations from around the country. Three standout students—Jasmine Canty of Tidewater Community College, April Langhorne of Virginia Peninsula Community College, and Evan Hernandez of the Apprentice School at Newport News Shipbuilding—share their perspectives, insights and recommendations on important topics such as: stackable credentials, student financial supports, work-based learning, effective advising, flexible scheduling, and the value of recognizing prior learning. The student panel concludes with questions and answers from the conference attendees.The episode follows with a short conversation with NCWE Executive Director Kate Kinder, who reflects on key themes from the conference, and discusses how NCWE elevates student voices alongside those of practitioners—and why that focus is essential in their collaborative work with colleges and partners nationwide.

Welcome to Walking the Way. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship. CreditsOpening Prayerhttps://www.prayerscapes.com/FilmPages/prayer_for_safety_and_protection.html Bible verseEcclesiastes 10:14Thought for the dayRay BorrettBible PassageEcclesiastes 10New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

Welcome to Walking the Way. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship. CreditsOpening Prayerhttps://www.prayerscapes.com/prayers/petitions/prayer_for_hope.html Bible verseEcclesiastes 9:7Thought for the dayRay BorrettBible PassageEcclesiastes 9New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

Welcome to Walking the Way. My name is Ray, and I really want to say thank you to everyone for listening in as we continue to explore what it means to have a regular rhythm of worship.  CreditsOpening Prayerhttps://www.prayerscapes.com/prayers/petitions/prayer_for_safety_and_protection.html Bible verseEcclesiastes 8:12Thought for the dayRay BorrettBible PassageEcclesiastes 8New Revised Standard Version, Updated Edition. Copyright © 2021 National Council of Churches of Christ in the United States of America. Used by permission. All rights reserved worldwide.Prayer HandbookClick here to download itSupporting Walking the WayIf you want to support Walking the Way, please go to: https://ko-fi.com/S6S4WXLBBor you can subscribe to the channel: https://podcasters.spotify.com/pod/show/walkingtheway/subscribeTo contact Ray: Please leave a comment or a review. I want to find out what people think and how we make it better.www.rayborrett.co.ukwalkingthewaypodcast@outlook.comwww.instagram.com/walkingtheway1@raybrrtt

In this episode of The PDB Situation Report: China's New Play for Taiwan: Beijing may not invade at all. Instead, new analysis suggests the Chinese Communist Party could throttle Taiwan by cutting off its energy lifelines—slowly, silently, and without firing a shot. Retired Rear Admiral Mark Montgomery joins us to walk through the scenario. Iran's Man-Made Water Collapse: Reservoirs are drying up, taps are running low, and experts are even whispering about the possibility of evacuating Tehran. Iran's leadership is now facing a crisis of its own making—one that could shake the regime to its core. Shahin Gobadi of the National Council of Resistance of Iran is here to break it down. To listen to the show ad-free, become a premium member of The President's Daily Brief by visiting https://PDBPremium.com. Please remember to subscribe if you enjoyed this episode of The President's Daily Brief. YouTube: youtube.com/@presidentsdailybrief BUBS Naturals: Live Better Longer with BUBS Naturals. For A limited time get 20% Off your entire order with code PDB at https://Bubsnaturals.com  Debt Relief Advocates: Learn what debt reduction you may qualify for. Go online and visit https://DRA.com  DeleteMe: Get 20% off your DeleteMe plan when you go to https://joindeleteme.com/BRIEF and use promocode BRIEF at checkout. Learn more about your ad choices. Visit megaphone.fm/adchoices

Send us a textPodcast Credit Scripture references used with permission from the National Council of the Churches of Christ.  Text comes from: “New Revised Standard Version Bible: Catholic Edition, copyright 1989, 1993, Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved."Produced by Fr Stephen Gadberry and Robbie RiveraSupport the show

     Slam The Gavel welcomes back Mark Ludwig from St. Louis, Missouri to the podcast. Mark was last on the podcast Season 3, Episode 50 where we talked about Americans For Equal Shared Parenting on April 20th, 2022.      Title IV-D Reform was discussed while on the Washington D.C. trip this past week. We also discussed the Bradley Amendment (where in U.S. law the amendment is intended to improve the effectiveness of child support enforcement), and where so much can go wrong with that amendment. Another parts of reform Mark would like to see would be Federal direction on credit reporting, and Child Support calculated on net income, not gross income. Mark is doing so much to help parents in these areas and has a 501C3, National Council for Equal Shared Parenting, and also offers training classes to prepare parents for talking to Legislation.To Reach Mark Ludwig: Facebook, or stlmarkludwig.com (training classes offered)Supportshow(https://www.buymeacoffee.com/maryannpetri)Maryann Petri: dismantlingfamilycourtcorruption.comhttps://www.tiktok.com/@maryannpetriFacebook:  https://www.youtube.com/@slamthegavelpodcasthostmar5536Instagram: https://www.instagram.com/guitarpeace/Pinterest: Slam The Gavel Podcast/@guitarpeaceLinkedIn: https://www.linkedin.com/in/maryann-petri-62a46b1ab/  YouTube:  https://www.youtube.com/@slamthegavelpodcasthostmar5536  Twitter https://x.com/PetriMaryannEzlegalsuit.com   https://ko-fi.com/maryannpetrihttps://www.zazzle.com/store/slam_the_gavel/about*DISCLAIMER* The use of this information is at the viewer/user's own risk. For information only and no affiliation with legislation, bills or laws. Not financial, medical nor legal advice as the content on this podcast does not constitute legal, financial, medical or any other professional advice. Viewer/user's should consult with the relevant professionals. Reproduction, distribution, performing, publicly displaying and making a derivative of the work is explicitly prohibited without permission from content creator. Podcast is protected by owner. The content creator maintains the exclusive right and any unauthorized copyright.Support the showSupportshow(https://www.buymeacoffee.com/maryannpetri)http://www.dismantlingfamilycourtcorruption.com/

We need to recognize the contributions and sacrifices that family caregivers make to help those they love who can't provide for their own daily needs. The reason most people own LTC insurance is to help those caregivers to not feel alone and isolated. If you don't own LTC insurance and you want to protect your family, assets and choices, schedule time with me to plan here Below are many resources to help caregivers help their loved ones better. Administration for Community Living https://acl.gov/ Alzheimers Association https://www.alz.org/ American Association of Homes and Services for the Aging https://leadingage.org/ Aging Life Care Association https://www.aginglifecare.org/ National Council on Aging https://www.ncoa.org/ Senior Homes https://www.seniorhomes.com/ Assisted Living Foundation of America http://www.alfahousing.org/ National Center for Assisted living https://www.ahcancal.org/Assisted-Living/Pages/default.aspx Memory Care Facility Locator https://www.memorycarefacilities.net/ Today's Caregiver magazine https://caregiver.com/ National nursing home database https://www.medicare.gov/care-compare/?redirect=true&providerType=NursingHome There are others, but this is a good start.

A shocking report by the Independent Police Conduct Authority has revealed a litany of serious failings in the handling of complaints relating to the disgraced former deputy commissioner Jevon McSkimming. Not only were the complaints from a former lover diverted from the appropriate channels by senior leaders including former police boss Andrew Coster, the woman involved was arrested and prosecuted for harmful digital communications. The new commissioner and the police minister insist that it is a failure of a small group of senior leaders – “bad apples”, as Mark Mitchell put it – rather than something systemic or cultural. But, ask Annabelle Lee-Mather, Ben Thomas and Toby Manhire, almost 20 years after the damning Margaret Bazley report that followed the Louise Nicholas case, is that explanation good enough? Plus: Parliament has two newly independent MPs, following the Te Pāti Māori National Council expelling Mariameno Kapa-Kingi and Takuta Ferris “for breaches of Kawa (the Party's constitution)”. As the implosion in the party deepens, a number of questions remain unanswered. Christopher Luxon and Winston Peters are exchanging blows over asset sales – is this a fracture in the coalition, an exercise in nostalgia, or two bald men (apologies Mr Peters, this is very much a metaphor) fighting over a comb? And changes to the Zero Carbon Act were announced with zero fanfare – what does it mean for New Zealand climate action and Paris commitments? Learn more about your ad choices. Visit megaphone.fm/adchoices

The future of the mullahs' regime in Tehran has become murky indeed after losing a war to Israel, having the US destroy its nuclear weapons development facilities, and now facing a severe water crisis. Author and human-rights advocate Dr. Ramesh Sepehrrad discusses all of these issues, as well as the upcoming Free Iran Convention in Washington DC on November 15th. She tells us of her experiences under both the Shah and Ruhollah Khomeini, and why the National Council of the Resistance of Iran (NCRI) is best positioned to ensure a smooth transition from the theocratic regime to a secular representative republic.

I'm joined today by Karima El Hakim, Country Director at Plug & Play Egypt, and co-director for the company's operations in the rest of Africa. Just as importantly, for me she's one of the show's biggest fans! On Part 1 of my conversation with Karima, we're criss-crossing through both her personal and professional journey, from growing up in Egypt in a Francophone home to her pivot to technology and the investment world. Coming up next week on part 2, Karima tells me about her work with the private sector in Egypt and across Africa, as well as her role serving on the Economic Committee of Egypt's National Council for women. This episode is brought to you by EFG Hermes One, your one app for investing in more than 35 stock markets worldwide. Start Investing Today! Chapters 0:00 Coming up… 2:00 Early years in Cairo 9:24 Getting into market research 16:09 Return to Egypt 19:06 Personal loss & navigating grief 23:38 The impact of B_URN 29:17 The transition to tech 33:25 Life outside of work 40:42 Lightning Round! Learn more about your ad choices. Visit megaphone.fm/adchoices

What is the National Council of Resistance of Iran (NCRI)? How can people in the West support the movement for a free and democratic Iran? How does the Iranian regime use chaos and violence to gain power? In this series on healthcare and social disparities, Dr. Jill Wener, a board-certified Internal Medicine specialist, anti-racism educator, meditation expert, and tapping practitioner, interviews experts and gives her own insights into multiple fields relating to social justice and anti-racism. In this episode, Jill interviews Zahra Amanpour, a human rights advocate. They discussed the movement for freedom and equality and women's rights in Iran and ways to support the movement. They also looked at how the current Iranian regime uses chaos and violence to sow discord within Iran and also around the world.Zahra Amanpour is a lifelong human rights advocate and a proud supporter of the Iranian Resistance movement. As a Board Member of the Women's Freedom Forum, Zahra works to amplify the voices of women fighting for their rights under repressive regimes and to shine a global light on their stories of resistance.Zahra continues to advocate for justice through every facet of her life. In the United States, she channels this commitment into economic empowerment, working to build a more equitable economy for underserved communities. Over the past two decades, she has helped thousands of individuals reclaim their economic agency and future. She currently resides in the New York area with her husband and two children and finds joy in music, nature, and discovering new corners of the world.LINKS@womenncri_en

Caring for someone living with dementia can be both deeply meaningful and incredibly challenging. Finding effective ways to connect, communicate and provide support often requires shifting how we see and respond to changes in the brain. In honor of National Family Caregivers Month, renowned dementia care specialist Teepa Snow joins the podcast to share her insights on improving life with dementia through empathy and understanding. As the founder of Positive Approach to Care (PAC), Teepa has developed the Snow Approach, a set of practical and compassionate techniques designed to empower care partners. She discusses the philosophy behind her methods, the importance of recognizing retained abilities and strategies that can make daily interactions more positive and meaningful for both care partners and those living with dementia. Guest: Teepa Snow, MS, OTR/L, FAOTA, dementia care specialist, educator, owner, trainer, Positive Approach LLC, co-Founder & chair, Snow Approach Foundation Show Notes This episode was uploaded as an exclusive video episode on the Wisconsin ADRC YouTube page on November 5, 2025. Watch the video interview with Teepa Snow here. Find videos, resources and more on Teepa Snow's website. Interested in hearing more from Teepa? Attend Dementia Friendly America's (DFA) Dementia Friendsgiving on Tuesday, November 18, 2025, to hear her keynote talk on supporting people with dementia in dignified and respectful ways. Learn more about lecanemab and the eligibility requirements from our past episode, “Looking at Lecanemab's Eligibility Guidelines and Prescription Process,” on our website. Learn more about grief and dementia from our past episode, “A Guide to Grief: Strategies for Navigating Loss and Dementia,” on our website. Learn more about the National Council of Dementia Minds on their website. Connect with us Find transcripts and more at our website. Email Dementia Matters: dementiamatters@medicine.wisc.edu Follow us on Facebook and Twitter. Subscribe to the Wisconsin Alzheimer's Disease Research Center's e-newsletter. Enjoy Dementia Matters? Consider making a gift to the Dementia Matters fund through the UW Initiative to End Alzheimer's. All donations go toward outreach and production.

Welcome back to The NERVE! Conversations With Movement Elders a podcast from the National Council of Elders featuring intergenerational conversations between elder and younger organizers about important topics in our movements today.  This episode features a conversation about Federal Abuse of Power: ICE Violations and Militarized Cities. We'll hear from organizers based in NYC, Arizona, and North Carolina about the work they are doing to support migrant communities who are under attack. They'll share strategies from their organizing and ideas for how listeners can get involved in helping protect and support immigrant communities in these times. This episode is hosted by Aljosie Aldrich Harding (she/her) a member of NCOE, a community organizer, a memory worker, and a strong believer in political education and spiritual healing.  Joining Aljosie in this conversation are: Reverend John Fife, co-founder of the Sanctuary Movement which protected Central American refugees from deportation in the 1980's. He is a founding volunteer with No More Deaths, which provides humanitarian aid to migrants in the Sonoran Desert borderlands. In 1992 Fife was elected Moderator of the General Assembly of the Presbyterian Church (USA). Emanuel Gomez-Gonzalez is the Communications Strategist at Siembra NC Mateo Guerrero-Tabares is the Trans Justice and Leadership Program Manager at Make the Road New York CREDITS: Created and produced by the National Council of Elders podcast and oral history team: Aljosie Aldrich Harding, Frances Reid, Eddie Gonzalez, Sarayah Wright, alyzza may, and Rae Garringer. RESOURCES: Defend and Recruit - Workbook produced by Siembra NC about developing local ICE Watch groups, organizing 4th Ammendment Workplace Trainings and more. Don't Be a Copogandist: Migration Edition - produced by Migrant Roots Media and Interrupting Criminalization for media makers and journalists

On November 9th Yadkinville UMC is centering our worship around Luke 20:27-38. Join us in the practice of lectio divinia as we prepare for worship together.If you would like to financially support this ministry of YUMC visit yadkinvilleumc.org/contribute and use the "other" option.The New Revised Standard Version, copyright ©1989 National Council of the Churches of Christ in the United States of America. Used by Permission. All rights are reserved.

Victoria Bañales joins the Hive Live! at Bookshop Santa Cruz on Tuesday Feb 10, 2026 at 7pm. Event information here. Join our non-spamming email list here to keep up with Hive events. Victoria (Vicky) Bañales is the 2025-2027 Watsonville Poet Laureate. A Chicanx educator and writer, she is the author of the poetry collection, The Sun Will Not Harm You by Day, Nor the Moon by Night (Jamii Publishing, 2025), and the founder of Journal X, a social justice literary arts magazine, which was awarded the Superior Distinction by the National Council of Teachers of English. Her writing has been supported by Hedgebrook, Storyknife, Macondo, Vermont Studio Center, and other artist residencies. She holds a Ph.D. in Literature and Feminist Studies from UCSC, and teaches composition and creative writing at Cabrillo College, where she also serves as the Faculty Senate President. More at vickybanales.com.

The war of words between Te Pāti Māori's leadership and two of its MPs has taken a dramatic step today, with president John Tamihere suggesting Mariameno Kapa-Kingi and Tākuta Ferris 'do the honourable thing' and step down. The bombshell social media post follows a move by the party's National Council to suspend Maria-meno Kapa-Kingi, who is MP for Te Tai Tokerau. John Tamihere's comments come as the executive for Te Tai Tonga - Takuta Ferris' electorate - launched a petition calling for Tamihere's resignation. Political reporter Giles Dexter spoke to Lisa Owen. 

For better or worse, the U.S. beer market is built on top of a sea of excise taxes, which every successful and compliant brewer must learn to navigate. As your brewery grows and enters more state markets, your overall excise tax burden only increases, adding to the confusion and risk of missing something. And, of course, each state has unique rules for how they apply and administer their excise tax systems. Understanding the ins and outs of this burden, from your federal liabilities to the rules of the individual states is critical when expanding your sales footprint across the U.S. Come hear regulatory expert Alex Koral of Sovos ShipCompliant provide a review of the different excise tax rules and scenarios that brewers face.Based in Boulder, Colorado, Alex Koral is Regulatory General Counsel for Sovos ShipCompliant, where he serves as lead legal researcher for beverage alcohol regulation and has become a leading expert on interstate distribution of alcohol. He has spoken on the topic at many industry events including the Craft Beer Professionals Virtual Conferences, Craft Brewers Conference, American Craft Spirits Association Convention, as well as meetings for the National Council of State Liquor Administrators and the National Liquor Law Enforcement Association. Alex has been in the beverage alcohol arena since 2015, after receiving his J.D. from the University of Colorado Law School.Join us in person for CBP Connects New OrleansDecember 8–10, 2025It's never been more important to connect: https://cbpconnects.com/

On today's show, Blaine Wade, the president and CEO of the National Council for the Traditional Arts, joins us to talk about the National Folk Festival, coming to Jackson for a three year residency, November 7th, 8th and 9th. TRANSCRIPT: https://www.visitjackson.com/blog/soul-sessions-blaine-wade

In this episode of 'Pushing Forward with Alycia', host Alycia welcomes Theo Braddy, a prominent disability rights advocate and executive director of the National Council on Independent Living (NCIL). They discuss the significance of National Disability Employment Awareness Month (NDEAM) and the barriers people with disabilities face, often highlighting the importance of changing societal attitudes. Theo shares his journey from being paralyzed at 15 to becoming a leader in the disability rights movement. The conversation delves into the influence of pioneers like Justin Dart and Ed Roberts, and the evolving challenges in disability rights, including potential legislative rollbacks. The episode emphasizes the need for collective action, bridging generational gaps, and passing the baton of advocacy to ensure future progress. Press Play Roadmap 00:00 Introduction to Pushing Forward with Alycia 00:25 Highlighting National Disability Employment Awareness Month 00:56 Introducing Mr. Theo Braddy 02:32 Overcoming Societal Barriers and Ableism 04:33 The Importance of Interaction and Relationships 05:41 Changing Worldviews and Internalized Ableism 07:37 Mentorship and Leadership 10:01 Reflecting on Disability Rights Movement 15:44 Bridging Generational Gaps in Advocacy 19:30 Generational Divide and the Need for Unity 19:56 Reflecting on Disability Rights and Progress 20:44 Current Threats to Disability Rights 22:36 Institutionalization and Legal Challenges 25:03 The Importance of Collective Action 28:27 The Role of Allies in Advocacy 30:38 Finding Unity in Common Causes 34:06 The Fight for Inclusion and Equity 37:03 Passing the Baton to the Next Generation 38:40 Closing Remarks and Call to Action A Quote from Theo  “Ableism is our greatest challenge. You can improve physical barriers, but it's a hard thing to change people's attitudes about people with disabilities. Because they have been conditioned to believe a certain way about people with  disabilities for a long time, based on a whole  bunch of misconceptions and myths.” ~ Theo Braddy Ideas Worth Rewinding

We commemorate the birthday of the renowned gay Irish writer Oscar Wilde with an excerpt from the play he was writing in October, 1891 — a scene from a production directed for Pacifica Radio by a “pre-Spock” Leonard Nimoy (hear the complete performance at thiswayout.org, presented by Brian DeShazor). Plus: The “Rainbow Rewind” recalls the end of the picket line, “Don't Ask, Don't Tell's” demise, and no room at the National Council of Churches. And in NewsWrap: security police in Surabaya, Indonesia arrest and humiliate 34 men for attending what they allege is a “gay sex party,” cohabiting same-gender couples will be counted in South Korea's upcoming national Population and Housing Census, transgender and intersex people in the Virgin Islands now have two ways to change the gender markers on their birth certificates and official government documents under an executive order by Governor Albert Bryan, Jr., anti-bias protections in healthcare for transgender people are being stripped away by a U.S. federal judge, another U.S. federal judge keeps the Health and Human Services Department from withholding education funds to states that do not remove all references to “gender ideology” from public school sex education classes, one more injunction against the Trump administration brings “library books and curricular materials” that discuss race, sexual orientation, and gender back to Department of Defense-run schools, four are arrested when bulldozers come to destroy a Dallas, Texas rainbow crosswalk, and more international LGBTQ+ news reported this week by David Hunt and Ava Davis (produced by Brian DeShazor). All this on the October 27, 2025 edition of This Way Out! Join our family of listener-donors today at http://thiswayout.org/donate/

Today's Gospel is from Luke 18:9-14Podcast Credit Scripture references used with permission from the National Council of the Churches of Christ.  Text comes from: “New Revised Standard Version Bible: Catholic Edition, copyright 1989, 1993, Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved."Produced by Fr Stephen Gadberry and Robbie RiveraSupport the show