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In this episode you will discover: Math IS Language - It's in Our Wheelhouse Math has syntax (order of operations), semantics (number meanings), and involves memory and executive function - all areas SLPs already assess and treat. If you can help with language, you have transferable skills for math therapy. Start Simple with What You Have You don't need special materials or extensive math training. Use a deck of cards, dice, and real-life examples like restaurant receipts. Make numbers "friendly" (round $18.72 to $20) and let clients show you multiple ways to solve problems. Address Your Own Math Anxiety First Most SLPs feel uncomfortable with math, but clients need this support for life participation (paying bills, calculating tips, telling time). Acknowledge your discomfort, start with basics you DO know, and remember - if you avoid it, you can't help your clients who want to work on it. If you've ever felt your palms get sweaty when a client asks for help with numbers, this conversation is for you. Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong, a faculty member at Central Michigan University where I lead the Strong Story Lab. I'm today's host for an episode that might just change how you think about math anxiety - both your own and your clients'. We're featuring Tami Brancamp and Dave Brancamp, who are doing pioneering work at the intersection of aphasia and mathematics. Before you hit pause because you're having flashbacks to algebra class, stay with me! This research shows us that the language of math is exactly that - language - which puts it squarely in our wheelhouse as SLPs. We'll explore how to support our clients with aphasia who are struggling with everyday math tasks like counting change, telling time, or balancing a checkbook. And yes, we'll tackle the elephant in the room: addressing our own math insecurities so we can show up confidently for our clients. Let me tell you about our guests. Tami Brancamp is an associate professor at the University of Nevada, Reno School of Medicine and founder of the Aphasia Center of Nevada. Her research focuses on identity in aphasia and rehabilitating everyday math skills. Dave Brancamp spent over 15 years as a junior high math teacher and later became Director of Standards at the Nevada Department of Education. Together, they co-founded Aphasia + Math, where they're exploring how language and mathematics intersect for people with aphasia. Okay now let's get this Aphasia + Math conversation started! Katie Strong: Tami and Dave, welcome to the podcast. I'm so excited for you to be here today.   Dave Brancamp: Thank you.   Tami Brancamp: We are both super excited to have a chance to talk about things that are different, right?   Katie Strong: Right. I do have to say, I don't know if it was a rash, but I did get a little bit nervous coming into the conversation, because I think I may be one of those SLPs that feel a little bit uncomfortable with math.   Tami Brancamp: Well, this SLP also is uncomfortable with math, so we can be uncomfortable together. And we'll let the math dude guide us through some of the things.   Dave Brancamp: And it will be fun. By the time you're done, I want to see that smile that you have on your face.   Katie Strong: Well, let's jump in and have you share a little bit about how you came to researching aphasia and math.   Tami Brancamp: Well, I have loved working with people who have aphasia since the beginning of my graduate studies. And then probably, like most of us, there's a few clients who've really hit your heart. One of them, I don't recall her name, and that's okay, but she had a stroke, had aphasia. She had had great recover physically, and her language was quite good, some anomia. But she's a banker, and she could not process numbers, and she was angry. I'm a newbie, I didn't understand the emotional piece of stroke survivor, aphasia. can't do my job well. But she was angry, and I felt so helpless. I didn't know what to do to help her. You know, I could pull a workbook off the shelf or something, but it didn't feel right. You know, she could do calculations, but couldn't do her job. And I always felt so very, very helpless over the years.   And the other part that came to start looking at this was teaching in a speech pathology program, undergrad and grad. And in class, maybe we're doing an averaging or something to get a score. I'm not sure if we start talking math, and I would see these students, and their eyes would just like, pop up, like, “Oh my gosh, she's asking me to do math.” And like, deer in the headlights. So I'm like, “What is this?” Every semester, I would do kind of an informal survey when we would do a little bit of math, and I say, “Okay, so how many of you don't do math? Raise your hand or are afraid of math?” And it would be at least two thirds to three quarters of the class every single semester, and I'm like, “Okay, there's something here.” Like, if I'm afraid of math, how am I going to help my clients remediate that in an efficient way? Right? I'm going to avoid it. If I can, I'll go do other things that are important.   So those were, like, the two big things, and then happened to be married to a math dude. And I wondered why are we not combining our skill sets? Because I would come home and I would share with Dave. I'm like “Dave, the majority of my students are afraid to do math or uncomfortable doing math.” And it's not complicated math. We're not talking quadratic equations or things I don't even know what they mean anymore. And we would talk about it a little bit, and we talk about math attitudes and perceptions and how we develop our math skills. And I'm like, “There's something here.”But I was never taught, how do you remediate number processing? Calculations? right? But yet, I would have multiple clients say, “Hey, Tammy, I can't do numbers.” “Yeah, how do I do this?” And there really wasn't anything the literature that told me how to do it. So, I would talk to Dave, and then, just over the years, I'm like, “Okay, we need to do something with this. We really do.” And I don't know what that means, because I'm not most comfortable with math, it is not my passion. We're very opposite. I think I shared like, Dave has math and fun in the same language, and then in the same sentence, I'm like, “they don't go together in my brain.” So we're very, very opposite. But you know, you can speak for yourself how you grew up and you had to learn how to embrace math, and having good teachers helped when we were younger, and having poor teachers or teachers with different attitudes also left a lasting impression. But when you think about it, whether it's, you know, cooking, driving, banking, living, going to grocery store, restaurants, everything we do all the time, it all involves numbers to some impact, you know, to some effect. And our folks with aphasia, again, not everybody, but the majority of them, will still have an impact with acalculia, difficulty processing numbers and calculating and transcoding, you know, saying, saying the numbers. So, we started to look at it.   I did have a had a gift of time with Audrey Holland. So that was my beautiful, like, for many of us, a mentor, you know, she had her three-pronged stool, like the different parts of aphasia. And Dave and I started dividing it up, like, what were the parts we thought involve, you know, aphasia and numbers. And we did think about the math and language math skills, making it fun, but also those influencing elements, like attitudes and perceptions. So, we started just like, “How do we look at this?” Because it's really overwhelming just from the beginning, you know, and just pulling that workbook off the shelf didn't do it for me. You're allowed to speak on that. (Laughter)   Dave Brancamp That's one of my passions, obviously, the whole math side. But pulling a workbook is an unfortunate because if someone starts to practice something wrong, they'll repeat that practice, and now it's very difficult to get them to correct a habit, basically that you've formed. And sometimes it's like that nails on a chalkboard? That's what it feels like to me when I hear it. I'm like, “Oh, don't do that.” Because if they're doing it wrong, like, 20 times, 10 times, even then it performs a habit that's real hard for them to go, “Well, but I thought I got them all right.”   Katie Strong: Yeah.   Dave Brancamp: Because I think we can all go back to math and you come up unless it was something really, really difficult in at least in our early years of math. We all came up with an answer. And that's how it feels on a worksheet that might have like just adding single digit numbers, if you make an error, you won't know until someone either corrects it or asks you, “How did you get there?” And to me, that's where it became more important. And then I had to learn how to do what do you call it? aphasia friendly language, you know? So, math folks usually speak in short sentences, so that helps. But we'll run a whole bunch of sentences together. If I give you the best example. I know we're going to talk a little bit about that math perception quiz, the difference between us on that question, I think it says “I would prefer to do an assignment in math rather than write an essay.” I'm the person to give me that math assignment. 100%. Tammy is like, give me the essay!   Katie Strong: And I have to say I'm right there with Tammy.   Tami Brancamp I think so, as speech pathologists, we learned about the pedagogy of language and language development. We can analyze it. We can treat it. We can assess it. And then I talked to Dave, and he goes, “Well, there's this whole math I know there's a math pedagogy, and there's this whole developmental progression of how we learn math.” But “Really, okay, well, I've never learned that, right?” “No, you learn this before you learn that.” We lived it, we just weren't overtly taught it. Or how you know, if there's an error in a calculation, that means that there's some challenges in this part of your developmental math abilities. Like, “Huh, okay, well, that kind of sounds like language to me, a little bit.” They do go together.   Katie Strong: Yeah, yeah. So, I love to maybe ask a little bit about this. As we've pretty clearly stated, many SLPs feel uncomfortable with math and their own math skills.   Tami Brancamp: Yeah.   Katie Strong: And we, probably many of us, have avoided it in our own education.   Tami Brancamp: Yeah.   Katie Strong: So I love this idea that there's the language of math, and I was wondering if you could talk a little bit about that and why it should fit right within our scope of practice as SLPs.   Tami Brancamp: A long time ago, I remember how many years ago I came across an article by Seron 2001 in Aphasiology. And he or she, I actually don't know, stated that math should be part of the SLPs practice. I started looking at 20 years later, and it still wasn't (a part of our practice). So, something's really amiss. What are we missing? When we talk about the language, there is a syntax in math. Dave calls it order of operations. And I don't even know what the PEMDAS.   Dave Brancamp: PEMDAS.   Tami Brancamp: PEMDAS, right?   Dave Brancamp: You what scares most people about that? Parentheses, exponents, multiplication, division, addition, subtraction. The left to right. I mean, that's the part people left off.   Tami Brancamp: But, ah, yeah, that kind of sounds familiar, doesn't it?   Katie Strong It does. It's ringing a very faint bell.   Dave Brancamp: It's like, oh no, we're not going to do that.   Tami Brancamp So there is a syntax. There's an order of operations, how we put mathematical equations together. Just like how we put sentences together. There's semantics, right? There's word meaning. We have a little sign for you. It won't translate audio, but we'll talk about it. So, in math, and you use the word or the number, the orthographic representation 2, right? Yes. And then we spell it TWO. We also spell it TO and TOO. And then, if you say, “Okay, we also have a two in the number 12, right?” They have to be able to transcode that and a two in the number 20, the two zero. The two in all those locations has different meaning, right? So, it does have semantics.   The other parts, I think, were important, was memory and executive function. Executive function permeates mathematics in so many ways. So, when we think about our stroke survivors, those are areas that are and can be impacted. Information processing. How much can they hold in memory of being presented with language, and in this case, language and numbers.   So, I think for me, it just, it really is integrated. I also thought, too, when we were looking, I was looking at the neuroscience of it, and there's some shared neuro space that works for math and language. They're not fully disassociated, so I found that really fascinating as well.   Katie Strong Yeah, it really is, as I've been thinking about our conversation and just looking into things a little bit, it really makes sense. And even just thinking about just thinking about a word problem in math, certainly, there's that language component that may be a little less intimidating for SLP clinicians that aren't typically working in practice. But I so appreciate you both bringing this conversation out into the light and doing this work, because I can think of a significant number of clients that I've worked with that have also expressed challenges in all sorts of different ways of math. And sometimes I've been able to maybe support it a little bit, and other times I haven't. And I, you know, whether it's me just avoiding it and saying, “Oh, we could work on all of these other things or we can work on this math thing”  or, you know, it's just frustrating, I think, to not have really the tools to be able to know how to support it.   Our podcast, really focuses on the Life Participation Approach to Aphasia, which really emphasizes a person-centered approach. Like I'm the client I want to choose what I want in my life and what I want to work on. And so, I'm just wondering if you might be able to talk through a little bit about how math skills fit into LPAA framework.   Tami Brancamp: Yeah, we were talking about that, and there's one particular client who has multiple PhDs before his stroke. He has family, adult children. And he's like, “Tammy.” And we were Dave and I were piloting some work together. And he's like, “Guys, I want to take my family to dinner. I want to pay the bill and the tip.” I'm like, “Okay, dude, I got an app for that.” And he's like, “No, I want to do it myself.” So that, to me, is life participation. If a person is fine with an app, let's make it so and work on something else.   Katie Strong: Yeah. Tami Brancamp: But his case, it was so important to him. I'm like, “Okay, here we go.” How do we how do we work on figuring out the tip? Now, does it have to be an exact percent? No, Dave likes to teach it more like there's some more strategies to get to the tip.   Another client I wanted to share, and sometimes too, when we think about assumptions. So, the data on how many people with aphasia also have math difficulties, numeracy difficulties is wide ranging. It's so big. So you can't even really say what percent. But I also had an assumption. I have a gentleman who I've worked with off and on for a very long time. He's nonfluent aphasia and also has apraxia of speech, and so we're working a lot on his language and his speech. And I said, “So how's your math?” “It's fine. You know, I own my own business and I have somebody help, but it's fine.” I'm like, in my head, hmm, I don't think so. I wonder, because the severity of his aphasia and his ability to transcode so like, see a number and then say the name or say the numbers he wants to say, was really impacted. So, we were doing a pilot study during the pandemic online, and so Dave and I were working with this one gentleman. And I think you why don't you do the story because I don't remember you gave him homework or something. A home program.   Dave Brancamp: There's a math game called Krypto.   Tami Brancamp: Oh, Krypto.   Dave Brancamp: So you put five cards down. And each one has its value, you know. And so your listeners just so they know, like when the Jack would fall, that would be 11, and so the Ace automatically took a one, the Queen would be, you know, 12, and the King 13. So five cards different values, or they could be the same value didn't matter, and then one more card became like a target. You had to figure out an equation. So, some big, nice math term there to that you'd add, subtract, multiply, divide to equal this last card.   Now they could do with just two cards, three cards, four cards or five would be ideal. So, they had some room for success. And this gentleman, we had some hard numbers that were there. And, you know, he had done a couple, and was rolling right through. And I kept looking over at Tami and I am like, "He's got his math. His math is really good.”   Tami Brancamp: His ability to calculate.   Dave Brancamp: And then we hit one that was really hard, and we're both looking (each other). And the next thing, you know, this gentleman, not to scare anybody, but makes a complex fraction, making a fraction over another fraction to solve. And you can see right now, right Tammy. Tammy is like, “What are you doing?” I'm like, “Yeah, yeah, no, let's go for it. Let's go for it.” And next thing you know, we were able to solve it by doing two complex fraction with another number. And he solved the problem. And I looked at Tammy said, “This man has no math problems.” Tami Brancamp:  And I said, “Boys, I'm out. I'm out. You all just continue playing with your numbers. Have a good time.” That's not a comfort zone for me. It's also not the focus we're doing with aphasia in math. But it was something he was capable to do, and I also could see within him, he was super excited that he could do this.   Katie Strong: Yeah   Dave Brancamp: And he wanted to show his wife. He wanted to show other people, he was like, “Look at this. Look at this.” You know, I was like, “Yeah, there's a lot happening.”   Tami Brancamp: But he could not read the equation. Okay, so there's the aphasia language issue.   Katie Strong: Right.   Tami Brancamp: Transcoding. He could do the calculations without difficulty.   Katie Strong: Amazing.   Tami Brancamp: But those are the those are really fascinating. And while we were piloting, we had a group of, I don't know, five or six people with aphasia, and each one had their own. They're all on the non-fluent side, but everybody had their own combination of language difficulty and number processing difficulty. We did notice what one client we worked with who had more cognitive impairment along with language and hers, her processing was much more different than pure aphasia and the acalculia issues. So, it's really interesting to see. It's definitely not cookie cutter, right? Just like aphasia therapy.   Katie Strong: Right.   Tami Brancamp: Every person's got their unique strengths and challenges. And I'm going to say similarly, I think with the math. Where in the brain was the injury? What is their background? What are their interests and passions? All of that plays in just like in aphasia.   Katie Strong: I love bringing up though their prior experience with math too is so important. We think about that from a language standpoint, but we really don't consider that. Or I will speak for myself, I don't typically consider that when I'm learning about somebody and their strengths.   Tami Brancamp: Yeah.   Dave Brancamp: You think like to go back to your language, like the word “sum” S-U-M, is what we'd use in math for adding, but it has the same sounding as “some” S-O-M-E and so right there, there's some language difficulty that could come out. So often we will have flash cards with the plus symbol so that they and can associate words and just so that you feel better on it, too.   Most of us, when we'd heard subtraction probably used an unfortunate phrase of what's called “takeaway”.  Well, that's not what happens from a mathematical point. So, us in the math side, cringe and are like, “Oh well, the numbers don't get taken away. They're still there.” They got, you know, replaced is what we would call them. And so the word of difference, you know, where you live in a different town than we do, so that's what we associate but difference is how we do subtraction. So those little, simple nuances that I had to also remember too because I taught junior high, which most of them were fairly comfortable with their, you know, at least their basic skills. And I'd heard those terms where suddenly, you know, Tammy would bring up to me, “You're gonna have to help us out with that” because that it's easy for you to say that it's causing a problem and that makes us then, you know, have those moments of pause that you're like, “Oh yeah, you're right. I've got to do that.”   Tami Brancamp: Just a little aside on that with we just finished a pilot study with two groups of people doing online intervention. So that background of knowledge, you know, say you got 10 people in a group, and you could see the people who go, “Oh yeah, I remember that. I remember that math language.” You're getting, the nodding like, “Oh yeah, that's right.” And then there's others who have like, “I don't understand what he's saying.” The look. So, it's really fascinating to make sure that we pay as much attention to that background as we do in language.   Katie Strong: Yeah. Interesting, interesting.   Dave Brancamp: I don't know if you want to go down that path, but like when we hit time, you know, which is an element that folks aphasia really want to work with, right? And yet, it's a whole different concept mathematically, because we are used to in almost all the countries we work with of things from, you know, basically what we call base 10 or zero to 100 zero to 10, we can play time is in elements of 12. And so, like you might say it's a quarter past, you know, like one, that's not a 25 it's written as 1:15. And you know, what does that mean? And, oh, I don't know. I don't know how I'm supposed to be at the bus stop or the doctor appointment or whatever they may be going to.   Katie Strong: Right, right.   Dave Brancamp: And a lot of our groups found that to be a huge help, you know. And as much as we all laugh, you probably at least most of us remember when we were in elementary school having little clocks that we might play with.   Katie Strong: Right   Dave Brancamp:  We call them our Judy clocks from when we were as teachers. But it's like, as simple as those are, those are what you need to bring back and go, “Let's take a look at what you know, because it's a quarter of the circle, and that's where it got its name from.”   Tami Brancamp: But it's one over four, like 1/4 one quarter.   Dave Brancamp: But that's not how we'd write it in time. It's actually whatever the hour is and the 15, and you're like, “Where'd that come from?” So, it was very fascinating to watch, and especially when we did some work with some of the clinicians, are just like, “Oh, you're kidding. I didn't even think about that.” It's because we knew it. we transition it naturally and not thinking, “Oh my gosh, my brain now has to re-picture this”. So.   Katie Strong: It is fascinating.   Tami Brancamp: And that you can see how much language is involved.   Tami Brancamp: Huge. Huge.   Katie Strong: Yeah, well, I'm excited to talk about the projects and research that you've been doing. You gave us kind of a teaser about these online groups. Should we start there?   Tami Brancamp: Maybe, we aren't there. We haven't analyzed all the data…   Katie Strong: I'm curious.   Tami Brancamp: Yeah, that'll be a teaser. We are working with our partner, Carolyn Newton. She's in London, and she is at University College London. She's done some work in mathematics and aphasia, and also her doc students, so we're working with them. They did all the assessment with my students. And then Dave and I did intervention. We had two groups. We had, like, a Level 1 and a Level 2. Everybody had aphasia. And we did group intervention primarily because Dave and I have been working with Lingraphica and Aphasia Recovery Connections Virtual Connections.   Katie Strong: Yep.   Tami Brancamp: Since March of 22, we've been doing it every single month.   Katie Strong: Amazing.   Tami Brancamp: We had some time off. Yeah, but you know, what's so crazy is that we average about 38 people who come on to do the session.   Katie Strong: Wow!   Tami Brancamp: Oh, I know, with a range like 19 to 50 people.   Katie Strong: That is amazing, but such a testament that people are interested in this topic.   Tami Brancamp: That's what made us keep pushing forward. Because if that many people show up, there's an interest and there's a need.   Katie Strong: Right.   Tami Brancamp: You know? But how do we how do we help is the challenge. We are in the process of analyzing, did we could that group in the way that we did it, like twice a month over three months? Would that impact change? They could hold it at the end of the treatment. And then we also did 30 days later, so we'll see. And then we also did some we did the math, attitudes and perceptions.   Katie Strong: I took it so maybe give people a little bit of background on what this is.   Tami Brancamp: Yeah. So this is a we looked at a lot of different tools, and this one is called, what is it called Attitudes Toward Mathematics Inventory. And it was designed for adults, college age, students and adults. There's a lot for children. But this is like, really, you know, what do you think about math in terms of you like it, you don't like it. Is it important? Not important. And so there is a lower number means that you are less confident, less familiar.   Dave Brancamp: You might not like it. You might not like it as much.   Katie Strong: And it might give you a rash.   Tami Brancamp: (Laughs) It might give you a rash!   Dave Brancamp: I'm sorry.   Tami Brancamp:  Right, all the things that it does. It's up to a point of 200 Do you want to share what your score was?   Katie Strong: Well, I didn't calculate it. I just did the ABCDE, but I'm gonna guess it's in the lower like 25th. Tami Brancamp: Yeah.   Dave Brancamp: So let me ask you, what was your last math class?   Katie Strong: It was a statistics class in my PhD program.   Dave Brancamp: And how did that class make you feel? Were you like, “Oh, I'm so excited to go!” or like, “Oh my gosh, I just got to get this done.”   Katie Strong: I wanted to get out of there as quickly as I could. I tried hard, and I just kept, I think I kept telling myself it was hard and I couldn't do it, and it just and it was.   Dave Brancamp: So, if you think about that, for us as adults, right? Or anybody, even kids. Take our kids. Whatever your last class is, it sits with us. It's a memory we carry. And then math has its unique way of, kind of building on itself. And then it can bridge to a couple different areas and what have you, but it builds. And if your last class wasn't the most pleasant. You didn't score well, or you didn't have a teacher that you could relate with, or whatever it was, you probably don't have a real fun feeling of math. So that leads to our perceptions, right? And it's and you know, using this we've done this with some of your students as they go through soon to be clinicians, and as soon as they took it and then had us talk, they you almost want to say, “Let's take it again”, because our feeling is of that last class. But when you find out, what we'll probably do is adding, subtracting, multiplying, maybe division, not likely. But what we call basic life skills, it may change how you took the test or take the inventory, because, you know, like for me, it's still, it will never change the fact of giving a math problem over an essay. I'll give you guys the essay. I'll take the math problem. But it's just, you know, is it important your everyday life? Well, how often do you do your statistics on an everyday life? That was your last class right? Not a lot, maybe some. But it's, you know, it's becomes an interesting whatever sitting with us probably has a feeling. If we come in with a bad attitude toward what we're going to teach or share with you, no matter whether they have aphasia or if it's just us in a general setting, they're going to know you don't like this, then why should I spend time with it so we that's the My purpose is make it so that they enjoy even if it's difficult, we're going to enjoy it so that otherwise, you know, I'm already behind because you don't like it. So why should I like it?   Katie Strong: And I love that because, I mean, I know that, like hard work can be fun. I mean, in a therapy situation, hard work can be fun, but thinking about this from a math standpoint really is kind of a game changer for me.   Tami Brancamp:  One of the things, and I think we'll come back to the research a little bit. But Dave likes gamification. I don't really like to play games, right?   Dave Brancamp: You're getting better! Tami Brancamp: But you have to, you know.   Dave Brancamp: I will pick up like dice. We try to do things that we figure our folks could find rather easily. You know whether you have dice from a Yahtzee game where you can go pick them up and a deck of cards. Almost everything I do with them are one of those two. It might take a little more looking, but I'll we often use what are called foam dice so they don't make all that noise, because sometimes too much noise can be very bothersome. And then using, like, the whiteboard or something to write with helps so they can see, because sometimes you'll be playing a game and they'll have no idea of the math that's involved and why there might have been, like, a strategy or so on.   Tami Brancamp: When we do work with people using cards and dice to generate the numbers, we have activities we do and we make it aphasia friendly, but we'll also discuss, maybe after the fact, “All right, so how did you do? Where was it difficult? I want you to recognize that you were working on executive function here. You were giving it strategies and thinking and multiple steps ahead.” So that they can recognize it isn't a kid game.   Katie Strong: Yeah, just a game.” Yeah.   Tami Brancamp: It's not just a game. It's making it fun and a little bit more lighthearted. If we can lighten it, but still make it skilled intervention, I'm not in there to play games and win. But having a give and take, a little competition, some laughter, some humor, while we're doing the intervention. To me, that's a lovely session.   Dave Brancamp: One of the things Katie, we found, too, is there's not a lot of good tests out there for math to diagnose the problem. You can find out by taking the different tests, and you and Tammy know the exact names, but they'll say, “Well, Dave has a problem doing math.” But now where do I start? Is a whole different game, because they build, as we said earlier, and if I don't start at the right spot the building block, I get a sense of failure immediately, because I can't do it, whereas you need to just keep backing up, just like you do in language, you keep backing up till you find my starting point. And that's one of the areas we'll maybe talk about later, is those things we're trying to figure do we work on finding a better way to assess the math, to truly know what's Dave or your client or whoever, whatever they're doing, because sometimes it could be simply the language, like we had with the one gentleman who has great math skills.   Katie Strong: Right.   Dave Brancamp: And others could be I can't even tell the difference between these two numbers, which is larger or smaller. And so now we have to start back at what we call basic number sense. It can be anywhere in that game, and it's like, well, they can't add. Well, do we know they can't add? Or do they just not recognize that six is smaller than eight.   Tami Brancamp:  Or how did you let them tell you the answer. If you only get a verbal response versus writing response, or, you know, selecting from four choices, you know. All of those give us different information when you're when you're having to blend a language disorder and a numeracy disorder.   Dave Brancamp: Because that one gentleman, he struggles immensely with anything with a two in it, so 20s, just…so you could easily say, “Wow, there's no way this man has math skills.” I mean he's doing complex fractions. He just couldn't tell you it's one over two. It was be like, I don't know what that is called.   Katie Strong: Fascinating.   Dave Brancamp: We enjoy the game part. And one of the pieces in this last research we did that was a new thing, right? We didn't even think of it prior was what we call a home program. Taking the game we did, putting it in friend aphasia friendly language with pictures so they could practice them.   Katie Strong: Okay.   Dave Brancamp:  Because we would not see them for like a two they was every two weeks. So, some could practice. I would say our Level 1 -  our folks working on foundational sets practiced more than are more advanced. Which was very fascinating.   Tami Brancamp: What we were doing in this research, the most recent one, we would encourage people to, you know, take a photo, take a screenshot of the work we're doing. But we also did it too, and then we put it into a page with an explanation, and then we would send it so that they could, ideally practice with a family member or a friend, or by themselves. You know, that's also a variable for people, right?   Dave Brancamp: And what we found in it, they needed more pictures. In our first attempt, we didn't put as many. So we would ask them, “since you wanted this, did that help?” “Not really.” They're honest.   Katie Strong: Yeah.   Dave Brancamp: We appreciate that. And they're like, Well, what? Why didn't it like, well, it, even though we tried to make it as aphasia friendly language, it was just too much word   Tami Brancamp:  Too many words.   Dave Brancamp: Too many words. So then we started asking, “well would more pictures help?” “Yes.” So we did that. So they helped us. It was amazing to watch.   Tami Brancamp: So that research project will we can get to down the road once we figure out what was going on. What we did share with you was the survey that we did with speech language pathologists from the United States and the United Kingdom. So we thought, well, Carolyn's there, and we kind of look at math a little bit similarly. So we had 60 participants who completed the study. We want to know, like, do you treat people with aphasia who also have math difficulties? If so, what are you doing? Dave and I still wanted to look at the attitudes and perception, because I still believe that's an influencing factor. But we also wanted to get a good sense, like when you are working with people with aphasia, who have number difficulties, what difficulties are you seeing? And then what are you doing? What do you use to assess?  And what are some of the barriers? So it gave us a nice overview, and that one's out for review currently. Anywhere from like, how many of you work on numeracy difficulties? About 35% responded with rarely, and 40% responded with occasionally, and 17 said frequently. And also, there was no difference between the countries.   Katie Strong: Oh, interesting.   Tami Brancamp: Yeah, I thought so too.   Katie Strong: But I also think too, you know, I mean, there really isn't a lot out there instructing SLPs on how to do this work in an evidence-based manner. So that makes a little bit of sense.   Tami Brancamp: It did, because I still felt the same way for myself, like, “Where do I go to learn how to do this?” Okay. I'm married to a math teacher, so I'm learning right? It's a lot of give and take. And Carolyn, our partner, she's very good about when we're talking about this she's like, “But not everybody has a Dave on their shoulder.” Like, “No, they do not.” Because even today, I'm still a little cautious, like if I had to go do all this solo, I have some holes that I want, and those are the things I want to help us create for future training opportunities and education continuing ed that would help clinicians who really want to do this and they have a client who wants to work with it, right?   Katie Strong: I hope that's a large number of people, because I think, you know, I think that this is really a significant challenge that I hear so often from support group members or people that I work with who have aphasia.   Tami Brancamp: I really think that's why we keep going, because we hear it from our we hear it from our clients.   Katie Strong: Yeah.   Tami Brancamp: We're not hitting it as much in acute care, for sure, rehab, you might get a little sample that is going on, but it's usually that outpatient. And then the longer term, like the they have some of the big needs met. And then we've got time to maybe look at math. But for some people, math should have been math and language together could have been hit earlier. But who's to say, you know?   Dave Brancamp: Well, you would know it best because I've asked when we first started this there would be like one, Tammy would give me one of her classes, and I would talk to them about math and absolutely deer in the headlight looks, “Oh my gosh, what are you going to do?” to by the end realizing “We're going to make this as fun as we can. We're going to use dice and cards, and we're going to do pretty much what we call foundational adding subtracting skills that they were welcome”, but you already have so much in your course to do that we just don't even have time. So that becomes this very interesting, because, you know, one of the big questions Tammy always asked me is, “Well, how can I know this pedagogical, or the reason behind?” I know they'll be able to hear but, I mean, I've done this now for 30 plus years, so there's a lot in my head that I have to figure out, how do we do this? So I can see this is the problem by how they addressed it without them having to take a whole other set of courses.   Tami Brancamp: Yeah, we can't. There is surely not room for whole courses. So it's got to be embedded in existing coursework, or continuing ed opportunities after training.   Katie Strong: Or both, right?   Tami Brancamp: Yeah, I think both. Some of those barriers that we found people saying was, you know, there's not training on it, which I agree.   Dave Brancamp: There's not the resources.   Tami Brancamp: Yes, there's not the resources. And are the tests that people use. They have some sampling of math. But my question always is, “Okay, so I give this little bit of math in my aphasia test or something else like and now, what? Well, I know what they can't do, but what does that mean? And how might I support them for relearning?” I found it more helpful to look at it from a developmental perspective. I'm going to learn a, b, c, d, and I'm going to learn x, y, z, and then it helps me understand, like, “Where might I start?” Because I don't have to go down to counting dots, right? That number sense larger, less than visually. If that's not where the client needs to be. But learning where they need to be, we need better assessments for that. I don't know if that's something we're going to be able to tackle or not. I mean, Dave spent quite a big part of his professional career, developing assessments. So, it would be logical. But there's so many pieces to do.   Katie Strong: Right? It's a big it's a big undertaking. Dave Brancamp: Well, there's so much that you gain by finding out from the client how you did the problem. It could be four plus six is what? and they write two. Well, I need to know why you think it's two. So did you think that was subtraction? Because they just didn't see the plus symbol. Well, you know? Well, then they have some good math. There's some good math there. They did the math correctly if they subtracted it. It's not the answer I'm looking for. And so could they say, you know, when you asked it if you were a person and he's like, “Katie, so if I gave you six things and gave you four more, how many your total?” Do you know what that even meant to do? These things that just gives us clues to where your math might be and for unfortunately, for a lot of us, which makes it hard for me, I feel bad that they didn't have the experience is ones and zeros have some very powerful meanings in math that unfortunately, scare a lot of folks.   Katie Strong: Yeah, right.   Tami Brancamp: I never learned the fun stuff of math, you know. There's some tricks and some knowledge and some skills that I, you know, good math teachers will teach you, and I just didn't really learn those. So, Dave's teaching me just because I were doing this together? I don't know. I kind of was thinking like what we talked a little bit about, what does the intervention look like?   Katie Strong: Yeah.   Tami Brancamp: Gamification, making it fun, not using workbooks. We're hoping that we could utilize some of the home programs that we've created, and share those as part of the teaching.   Dave Brancamp: And like the game. I think I told you that we did with that one gentleman with Krypto. It could simply be like a target number or something of that nature, but it's fun to have when we did with our both groups with Virtual Connections, or our research groups, other people could find out, like, you could solve it one way, Katie. Tammy could do it a different way, and I could do it a completely different way. And it was fascinating to watch the groups, like, I had no idea you could do it there. And that's what we need to hear So that people go, “Oh, you don't have to do it just one way.” Because I, unfortunately, and some are my colleagues, they forced, “I need you to do it x way.” It's like, “Well, okay, maybe to start. But now let's open the door to all these other ways you can, like, add a number or whatever.” And because it always fascinates me when we do, is it multiplication or subtraction? Now I forget, but one way Tammy is, like, “I never learned it that way. I always…” and, you know, it was just how she grew up. It was what you were taught.   Tami Brancamp: Well, like multiplication. When I'm multiplying multiple numbers, it's like, I'm kind of just adding multiples of things. So, how I get to the answer is very different than how Dave does, yeah, and we've had experiences with care partners, who we were doing some of the pilot work, who felt very strong that their way was the only way. Is this some generational differences? I suspect there's some of that, but it's also just, it's personality. This is how I know how to do it, and this is how it should be done. Well, not necessarily.   Katie Strong: It really mind blowing for me to be thinking about. I mean, I know that, like, you can teach things in different ways, but I just didn't really think about it from a math standpoint, because, probably because I know how to do things one way. If I know how to do it, it's probably one way, versus having more versatility in “If this doesn't work, try something else.”   Dave Brancamp: But like on a deck of cards at least the ones we use, they'll have, like a seven of diamonds. There's seven little diamonds on that card. Well, nothing else. Put your finger to them. There's nothing wrong with counting 1 2 3 4 5 6 7. Now, when you move over to the three, go 8 9 10, and there's your answer. They're like, “I can do that?” “I'm like, sure you can!” I can use my fingers? You know, it's, it's those, it's those little things that, unfortunately, probably for a lot of us and a lot of our clients, went through, at least in my experience, in math as we went through school, we took away those, what we call manipulatives in math, that you learn it right, bringing them back now, so that they're like, “Oh, I can do this”” So they can see it, or they can write it in a different way, or, you know, whatever it takes to help them. That's one of the pieces that's so amazing.   Tami Brancamp: We definitely support a multi modal approach. Not just one way.   Katie Strong: Which, I think the clinicians who are listening to this conversation will feel like, “Oh, I do a multi modal approach in all of the other things that I do in my interventions.” And so, you know, that makes sense.   Dave Brancamp: And that's where we saw that piece of saying that we're trying to unite math and language. The two of those do play together. You know, it's like because you just said you spend weeks and weeks with all your future clinicians training them on all these skills and language, so many of those will play out just as well in math, except to do it in a different way.   Katie Strong: Mmm. So we've talked about what the intervention might look like, and we'll be excited to see what comes out from your projects that you're in the process of analyzing but looking ahead, what excites you most about where this field could go?   Dave Brancamp: Oh my, that's the question!   Tami Brancamp: There's a lot of work to be done. It actually is…it's fun. We are wondering, you know, how might it be if it's on a one on one, a more traditional model, right for our outpatient settings, versus small groups. Katie Strong: I'll say this. I should have said it earlier, but for those of you listening, I'll put in a link to Virtual Connections and if you're interested in seeing Tammy and Dave's math Aphasia + Math.   Dave Brancamp: Yeah, it's aphasia plus math. It would be Level 1 or 2. They can come watch the whole thing. It's fascinating to watch them how they work.   Tami Brancamp: They are best teachers, yep, without a doubt.   Dave Brancamp: To your last question, “So that's with the clients?” But you know, there's been and we've talked on and we've touched on, like, “how do we help our clinicians?” And then the unfortunate side of that stool that sometimes gets forgotten is, what could we do for our caregivers? Does this help? Because we've all been taught differently. so sometimes you might look at one of the gamifications we did and went, “Oh, I can't do that. That's not how I add.” We have a very set format, or do they understand the language? Do we make it clear enough. So, you know, we're I think that's a great question, because then we get torn to just time in the day to say, “But I want to still work with my clients, but we need to help clinicians so they can help us, and don't forget the caregiver in there.” I know it's not an easy answer. It's not the it's nothing nice and smooth, but it's kind of the one that we've been really what is to what are we doing.   Katie Strong: And probably also why it this hasn't, there aren't tons of resources already developed, right? That it is complex.   Dave Brancamp: Well, and I will tie back to our attitudes. What we found, we were fortunate enough to do….     Tami Brancamp: IARC. The International Aphasia Rehab Conference. we presented there.   Dave Brancamp: So some of our beginning there's an awful lot of interest out of Australia and Europe. But Australia and Europe, and I'm not trying to sound bad or negative, but they take look at math very differently than like England and the United States for sure does. That's a natural like thought, we don't accept the term. “I don't do math well.” They don't like to say that. There's an increased interest, at least in those two areas of the world, to when we but we gotta strengthen this, this is important. So, we've found that very fascinating, that some of our folks who've drawn an interest and set out of this come out of the main countries of Europe, or from Australia, because they don't mind talking about a subject that we often go, “I'm good at this, right? Let Dave solve it.” And it's like, well, but I don't have the skill set that all of you SLPs have.   Tami Brancamp: In our earlier conversations, we touch on the fact that United States, it's okay for me to say, you know, “I don't do math, right?” It's okay, and it's sort of accepted in some cases, it's kind of a badge of honor in some ways. But if I were to say, “Oh, I can't read” you know, that's we one. We want to help if somebody admits it. But there's a personal sense of shame attached. So, in our country, I believe the perceptions are different. You have the person who's had the stroke, has survived the stroke, has the aphasia, and now also has the math difficulties. That's a lot to navigate, and I respect in our in our world, as a clinician, I can't address all of it. So following that Life Participation Approach, we're going to let our clients be our guide. Support, train, and look at where their priorities are. And it's never enough. There's never enough therapy, never enough opportunity to be in a group environment, because not everybody has access to that, you know, but I think, “Where can I make a difference?” Like, that's probably my question. Like, I can't fix the world, so let me keep backing it down, backing it down, backing it down. And if I can make a difference with 5, 10, 15, 20, people, Hey, and then let those ripples go as they go out and make a difference and learn. I think that, in itself, is powerful.   Katie Strong: Beautiful, and certainly is conjuring up Audrey here. Well, I've got one last question for you as we wrap it up. But you know, what would you say to an SLP, who's listening right now and thinking, I want to help my clients with math, but I don't know where to start.   Tami Brancamp:  So one of, I think one thing for me is you do know basic math. You know everyday math. You do know how to do this.  So one just start. You can get a little assessment. You can use the existing ones that are out there with our aphasia batteries or the Numerical Activities for Daily Living.   Dave Brancamp: I would say, a deck of cards are not hard, you know, hopefully they have or some dice, yeah, and use those to generate the numbers. Or bring in, like, when they want to do tips, we would often just bring in receipts of anything and just say, “Let's say something cost $18.72. Round it up to 20 and make it a friendly number.” So it's around 20, So it's a little bit easier for them to grab onto and hold, and it's okay to say, because we've done it in our own sets going through, “Oh, wait a minute, six plus six is not 13. Look at what I did here. I let me, let's check this and add it.” Because sometimes you'll hear just even, you know, like when any of us are doing something, you look and go, oops, I made a mistake.   Tami Brancamp: Okay, right?   Dave Brancamp: It's all right, hey, to make mistakes and say, that's what we all do. And then, you know, but I mean to me, it's if we can get, like, if you want to use one or two problems off a worksheet, use it as a driver to start discussion and say, “So what can we do?” And see if they can do anything. Because sometimes it's amazing what we'll find out is just knowing that 16 is a bigger number than just 12 is let them and then what's the difference between right there, you could figure out subtraction if they know it or not. And we often will in if they have a chance to look on the website or any of this stuff, we'll take out, like all the face cards, we'll take out the 10. Keep moving it down to numbers that they're comfortable with, like dice will only be the numbers one to six, yeah, but if I use two dice, I could make some interesting two digit numbers, right, that are in that range. So it's just things that make it so they can grab on. And then you can start adding and changing rules and some of the math games they may have seen, they just adjust them so that they have access points. The true rules of Krypto is, you must use all five cards in order to get a point. Well, we just change it usually is two, right?   Tami Brancamp: Like we do for everything we can modify.   Katie Strong: I love this. And I mean, I'm thinking, most clinics have a deck of cards and dice.   Tami Brancamp: In most households in general, not but in general, you're going to have access to those tools. We didn't want people to have to go buy crazy stuff. I think there's one challenge I do want to think about and put out there. So, our new clinicians who are graduating, let's say they're in their mid-20s, and I know there's a range they are doing online banking. How are they going to support an older adult?   Katie Strong: Oh, right.   Tami Brancamp: Very structured and rigid in their checking account. I think we have to think about some again, different ways. None of the students that I teach today, and even our own son, they don't have a checkbook. Yeah, they don't write checks. So that's gonna introduce another variable down the road, but in the meantime, cards, dice, numbers, gamification, simplifying, watching language, thinking about executive function, number of steps, how we how we speak, the instructions. Give the directions. It's language.   Dave Brancamp: And ask the client what they think or what they might have heard, because it's interesting what they would have, what we've learned from them as well.   Katie Strong: Thank you so much for being a part of our conversation today, and for the listeners, I'll have some links in the show notes for you to check out for some info on Aphasia + Math. Thank you.   Tami Brancamp: Thanks for having us.   Dave Brancamp: And thanks for playing with us too. Thank you. Katie Strong: On behalf of Aphasia Access, thank you for listening. For references and resources mentioned in today's show please see our show notes. They're available on our website, www.aphasiaaccess.org.There you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. For Aphasia Access Conversations, here at Central Michigan University in the Strong Story Lab, I'm Katie Strong.   Resources Aphasia + Math focuses on strategies for the rehabilitation of everyday mathematics in people with aphasia. Tami and Dave focus on four pillars to support this work: Influencing Elements (math literacy, learning environment, aphasia severity); Math and Language (receptive & expressive language, cognition including executive function and  memory); Foundational Math Skills (use of linguistic and numerical symbols, lexicon, syntax, semantics); and Aphasia Friendly Math Activities (gamification in learning,  understanding math language, opportunities for communication). Their goal is to unite math and language. Contact Tami tbrancamp@med.unr.edu   Join the Aphasia + Math Facebook Community Join an Aphasia + Math session on Virtual Connections   Brancamp, T. & Brancamp, D. (2022). Exploring Aphasia + Math. Aphasia Access 24-Hour Virtual Teach-In. https://www.youtube.com/watch?v=2mGSOJzmBJI   Girelli, L. & Seron, X. (2001). ) Rehabilitation of number processing and calculation skills. Aphasiology, 15(7), 695-71. https://doi.org/10.1080/02687040143000131 https://www.researchgate.net/publication/32888331_Rehabilitation_of_number_processing_and_calculation_skills#fullTextFileContent   Tapia, M. (1996). Attitudes toward mathematics inventory. https://www.academia.edu/29981919/ATTITUDES_TOWARD_MATHEMATICS_INVENTORY  

In this episode of the Modern Facilities Management Podcast, Griffin Hamilton interviews Gerrayl Bryson, a Facilities Supervisor for the Nevada Department of Veterans Services. Gerrayl shares his journey from military service to civilian life, highlighting the skills and experiences that have shaped his career in facilities management. He discusses the unique challenges and rewards of managing facilities for veterans, the importance of safety culture, and the need for sustainability in aging facilities. TakeawaysThe importance of finding purpose in civilian life after military service.Facilities management is crucial for enhancing residents' daily experiences.A culture of safety is built through communication and empowerment.Reporting near misses can prevent future incidents.Embracing change and ambiguity is vital in facilities management.Chapters00:00 Introduction to Jeral Bryson02:33 Transitioning from Military to Civilian Life07:47 Unique Aspects of Managing Veteran Facilities10:10 The Impact of Facilities Management on Residents12:15 Balancing Immediate Needs with Long-Term Goals14:12 Sustainability and Future Planning15:36 Building a Culture of Safety19:49 Understanding and Reporting Near Misses20:00 Advice for Aspiring Facilities Managers21:22 Influences on Career Development

Smith v. Nevada Department of Motor Vehicle Office

The director of the Nevada Department of Motor Vehicles explains how to get a Real ID.

In this episode we sit down with three Nevada Department of Wildlife Biologists, Shawn Espinosa, Joe Bennett and Scott Roberts, to talk Nevada Big Game. We focus especially on what hunters can expect to see this year and how Nevada manages their wildlife in such extreme conditions. If you live in, or ever plan to hunt Nevada, this podcast is for you!

In this episode of the Workforce Connections Podcast, we sit down with Marcel Schaerer, Deputy Director for Southern Nevada at the Nevada Department of Business and Industry. Originally from Asunción, Paraguay, Marcel came to the U.S. as a high school exchange student in Reno before earning his bachelor's and master's degrees in economics from the University of Nevada, Reno. His career began with civic education work in Los Angeles and transitioned into workforce training for farm workers and welfare recipients. He later co-founded a small consulting and translation services business alongside his wife, Sylvia, before joining the Nevada Small Business Development Center and eventually assuming his current role with the state.Now at Business and Industry, Marcel supports entrepreneurs and small business owners across Nevada. Through tools like the Nevada Business Resource Hub and the Business Roadmap, his team helps individuals structure their businesses, connect to funding, and understand licensing—all with free, practical support. Marcel emphasized the importance of addressing workforce development and housing to support Nevada's continued economic growth and saw a major opportunity to expand Southern Nevada's manufacturing and distribution sector.Outside of work, Marcel enjoys long walks with his wife and exploring different communities on foot. He finds value in getting to know neighborhoods and small businesses up close, which fuels his passion for workforce development and his love for people. His advice to young people? Obtain your education—and, if possible, pair it with a business degree or minor. No matter your passion, business knowledge opens more doors and gives you flexibility if your path changes.State of Nevada Department of Business & Industry:https://business.nv.gov/Nevada Small Business Resource Fair:LV Reno fliers(1).pdf

March Breakfast Program: Fast Lane to the Future: Transportation, Infrastructure & Growth. Panelists included: Asha Jones, VP of Public Affairs, Brightline West David Swallow, Deputy Chief Executive Officer, Regional Transportation of Southern Nevada (RTC) Tracy Larkin Thomason, P.E.,Director, Nevada Department of Transportation (NDOT) Moderator: James Bristow, P.E., Managing Member, Midnight Sun Consulting This program was sponsored by Schnitzer Properties

On this week's episode of The Big Hunt Guys, Brady and Trail are joined by Nevada Department of Wildlife Deputy Director Mike Scott, Game Division Administrator Shawn Espinosa, and Wildlife Staff Biologist Joe Bennett. The guys discuss the current drought and what it means for some of Nevada's most prolific desert bighorn sheep herds. They later discuss mule deer populations, buck-to-doe ratios, and habitat concerns. Before diving into other topics like feral horse expansion and what can be done, the guys also talk about elk, pronghorn, the Nevada draw system, and whether it's worth applying in Nevada as a nonresident. With Nevada's 2025 application guidebook recently being released, this is a must-listen for anyone planning to apply in Nevada!

Showcasing floral agriculture as a valuable farm crop in an area surrounded by ranches and alfalfa farms, Kim and Kylie operate Yellow Petal Flower Farm in Fallon, Nevada. Let’s hear how they created a multi-generational, woman-led flower farm and floral design business serving Reno, Lake Tahoe, and the surrounding region. The Nevada Department of Agriculture, […] The post Episode 701: Meet Mother-Daughter Duo Kim Urso and Kylie Pack of Yellow Petal Farm, Nevada’s Small-Business Agriculture Award Recipients for 2024 appeared first on Slow Flowers Podcast with Debra Prinzing.

Guests: J.J. Goicoechea, DVM, Director, Nevada Department of Agriculture

Guests: J.J. Goicoechea, DVM, Director, Nevada Department of Agriculture

In this episode, we sit down with Dr. René Cantú, who shares his inspiring journey from his birthplace in California to becoming a dedicated advocate for youth success in Nevada. After facing challenges in high school, including being told to drop out, he discovered his calling in education. Dr. Cantú began his career as a teacher, focusing on empowering students from diverse backgrounds. He later took on leadership roles in various educational initiatives and ultimately joined JAG (Jobs for America's Graduates) Nevada, where he works passionately to help students overcome barriers and achieve their goals.Dr. Cantú emphasizes the importance of resilience, encouraging young people to view mistakes as opportunities for growth. "You determine your own success and value," he advises. He believes in the power of following one's passions and finding ways to be of service rather than getting caught up in titles or salaries. He also highlights the interconnectedness of education, economic opportunity, and healthcare access.He shares two impactful stories from JAG participants: a young woman who overcame family separation to pursue a career in law and a student from a rural area who found support despite significant challenges. Dr. Cantú envisions creating pathways for young people to achieve careers that offer annual earnings of $80,000 to $100,000 without the burden of student loans.In his downtime, Dr. Cantú enjoys spending time with his family, engaging in outdoor activities, and exploring new places. He stresses the importance of self-care for maintaining balance and perspective, encouraging young people to prioritize their well-being and pursue their passions wholeheartedly.Additionally, Dr. Cantú encourages families and students to participate in the School Start Time Survey, which aims to improve high school students' academic performance and mental health. The Nevada Department of Education website provides more information and access to the survey.Lastly, JAG Nevada will hold its Statewide Initiation and Installation Ceremony on November 13, 2024, at Artemis Ham Hall at UNLV and the Student Center at TMCC in Reno. This event will celebrate students and install officers while showcasing JAG Nevada's impact on the community. To learn more about JAG Nevada and how to participate, visit JAGNevada.org.JAG Nevada: https://j4ng.org/Nevada Department of Education: https://doe.nv.gov/

Dr. J.J. Goicoechea, a Nevada rancher and the Director of the Nevada Department of Agriculture, answers questions ranchers may have about the new USDA traceability rule going into effect on Nov. 5.  Hear why J.J. believes this change to make tags electronically readable, not just visually readable, needed to happen, and more about traceability in this episode.Episode Resources:Visit calcattlemen.org/EID for more information on the rule and how to get EID tags from the state of California. Text us your comments, feedback and episode ideas!

Special Guests:   • Larry Weishuhn, Pro Staff  • Doug Nielsen, Nevada Department of Wildlife  • Kyle Chambers, Cinnamon Creek Ranch Meet Kinder Outdoors Pro Staff...

When a Yellow-billed loon, a rare Arctic bird, shut down the Bellagio Fountains water show, the eyes of the world turned to the city from CNN to Fox News to John Oliver. The Nevada Department of Wildlife was able to capture and release the lost bird in an undisclosed location but not without criticism. So how could the rescue of this rare bird have gone better and what does Las Vegas need to be a more bird-friendly city? Co-host Sarah Lohman asks Alex Harper from the Red Rock Audobon Society why the yellow-billed loon gained so much attention and gets an inside look at rare bird sightings in Nevada. We're on social media! Follow us @CityCastVegas on Instagram. You can also call or text us at 702-514-0719. Want some more Las Vegas news? Then make sure to sign up for our morning newsletter here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Guests: James Settlemeyer, Director, Nevada Department of Conservation and Natural Resources

Guests: James Settlemeyer, Director, Nevada Department of Conservation and Natural Resources

Dr. Maria Armstrong is the Executive Director of the Association of Latino Administrators and Superintendents (ALAS). Her career in education includes serving as a teacher, school counselor, assistant principal, principal, director of English Language Learners, assistant superintendent of curriculum and instruction, superintendent, and as an educational consultant for the Puerto Rico Department of Education leading the department's Hurricane Maria Recovery efforts. Prior to working in education, Dr. Armstrong worked in the Biotech industry and is committed to ensuring that students are college, career and life ready.Pedro Martinez was named Chicago Public Schools Chief Executive Officer in 2021, the first Latino in the city's history to hold the position outside of an interim capacity. Martinez has more than 30 years of experience in the private, nonprofit, and public education sectors. He has previously served as superintendent of the San Antonio Independent School District, superintendent in residence for the Nevada Department of Education, and superintendent of the Washoe County School District in Reno, Nevada. Martinez was born in Aguascalientes, Mexico, and came to Chicago with his family at the age of five in search of a better life. He credits the education he received in Chicago Public Schools with changing the trajectory of his lifeRecommended Resources:World Education SummitNot every Chicago school offers algebra in middle school. CPS is working to change that. by ChalkbeatVirtual Academy by Chicago Public Schools (CPS)

In this industrialized country, we have had a war on wild what we call "predators," helicopter gunners shooting wolves to “protect” caribou herds in Alaska. Every day is open season on mountain lions in Nevada. Between 2000 and 2021, at least 4,229 mountain lions were killed in Nevada by hunters, trappers, and the state's lethal removal effort, according to data from the Nevada Department of Wildlife. Humans are the greatest threat to mountain lions. In California, close to 40 million people live within, or adjacent to, cougar habitat. In this show we air parts of a documentary series called California Mountain Lions, Legends of California, by UC Davis Karen C. Drayer Wildlife Health Center [https://youtu.be/GLvRuSjSYgo?si=wOMXEOB60EjdUpjd]. Featured speakers are Walter Boyce, UC Davis, Dave Garcelon, Institute of Wildlife Studies, T. Winston Vickers, Veterinarian, UC Davis, and Jessica Sanchez SoCal Puma Project, Eric Gagne, Post Doc, Colorado State Univ., Trish Smith, The Nature Conservancy, and Pablo Bryant, SDSU Santa Margarita Ecological Reserve. We also share from Indigenous stories and mythology about the importance of predators like the big cats, or jaguars in their southern relatives. We further include sections from an interview our host Jessica Aldridge did with Beth Pratt, California Regional Executive Director of National Wildlife Federation, focusing on mountain lion populations, wildlife connectivity, and existing and planned transportation crossings as a solution to protect wildlife. [https://wilderutopia.com/ecojustice-radio/room-to-roam-the-importance-of-wildlife-connectivity-crossings/] More Info: https://mountainlion.org/2022/03/02/mountain-lion-minutes-the-archaeology-of-americas-lion/ https://www.latimes.com/environment/story/2024-01-07/california-has-fewer-mountain-lions-than-previously-estimated Beth Pratt, California Regional Executive Director of National Wildlife Federation, joins us to discuss the importance of connectivity and wildlife crossings. She explains why they are an integral strategy in land and habitat conservation and why preserving biodiversity not only protects wildlife, but also all of us humans! Beth's Website: http://www.bethpratt.com/ Save LA Cougars: https://savelacougars.org/ Jessica Aldridge, Co-Host and Producer of EcoJustice Radio, is an environmental educator, community organizer, and 15-year waste industry leader. She is a co-founder of SoCal 350, organizer for ReusableLA, and founded Adventures in Waste. She is a former professor of Recycling and Resource Management at Santa Monica College, and an award recipient of the international 2021 Women in Sustainability Leadership and the 2016 inaugural Waste360, 40 Under 40. Jack Eidt is an urban planner, environmental journalist, and climate organizer, as well as award-winning fiction writer. He is Co-Founder of SoCal 350 Climate Action and Executive Producer of EcoJustice Radio. He is also Founder and Publisher of WilderUtopia [https://wilderutopia.com], a website dedicated to the question of Earth sustainability, finding society-level solutions to environmental, community, economic, transportation and energy needs. Podcast Website: http://ecojusticeradio.org/ Podcast Blog: https://www.wilderutopia.com/category/ecojustice-radio/ Support the Podcast: Patreon https://www.patreon.com/ecojusticeradio PayPal https://www.paypal.com/donate/?hosted_button_id=LBGXTRM292TFC&source=url Stories read by Jack Eidt from “Old Man Coyote,” Crow/Apsáalooké People, in ‘Myths and Traditions of the Crow Indians' by Robert Lowie, Univ of Nebraska Press, 1993. And “Origin of the Honey Festival,” Tembé People, in ‘From Honey to Ashes' by Claude Levi-Strauss, Harper and Row Publishers, 1966. Executive Producer and Host: Jack Eidt Co-Host Jessica Aldridge Engineer and Original Music: Blake Quake Beats Episode 204

DiploChatz welcomes you to our Second Season - Episode 3!Episode 3 Description:We will begin every DiploChatz show with a warm welcome to you! On Episode 3 of DiploChatz, we are joined by Cheryl Erwin is a Certified Positive Discipline Lead Trainer and the co-author of several books and resources in the bestselling Positive Discipline series, including Positive Discipline for Single Parents, Positive Discipline for Preschoolers, Positive Discipline: the First Three Years, and the “Positive Discipline for Early Childhood Educators” training manual, which are available in several languages. She was a marriage and family therapist in private practice for 25 years, and was the Mental Health Consultant for Early Head Start at the University of Nevada, Reno. She is a popular international speaker and trainer, both in person and online, and has taught in China, Egypt, Spain, the UK, Canada, Taiwan, and all across Latin America. Cheryl is married and has one adult son and two remarkable grandchildren.What is Positive Discipline?Positive Discipline is a model based on Adlerian Psychology. It can be used by parents, teachers, couples, businesses, and community leaders to learn to create responsible, respectful, and resourceful relationships in their communities. Based on the bestselling Positive Discipline books by Jane Nelsen, Lynn Lott, and their co-authors (including Cheryl Erwin), this model can be applied to both children and adults to become contributing members of their communities.  The premise of this model is to help people find a sense of belonging and significance following FIVE CRITERIA:  Helps children feel a sense of connection. (Belonging and significance)Is mutually respectful and encouraging.  (Kind and firm at the same time.)Is effective long - term. (Considers what the child is thinking, feeling, learning, and deciding about himself and his world – and what to do in the future to survive or to thrive.)Teaches important social and life skills.  (Respect, concern for others, problem solving, communication, and cooperation as well as the skills to contribute to the home, school, or larger community.)Invites children to discover how capable they are. (Encourages the constructive use of personal power and autonomy.)Positive Discipline is currently taught and practiced in more than 90 countries and has been translated into many languages. DiploChatz featured an ongoing Segment: MINDFULNESS MOMENT WITH DR. YVONNE STEDHAMEvery month DiploChatz proudly features a segment called Mindfulness Moment with Dr. Yvonne Stedham. This segment provides practical advice on how mindfulness can support you in your daily life. This episode's Mindfulness Moment Segment is titled: Mindfulness of Thoughts Who is Dr. Yvonne?In addition to a three-decade-long career in academia as a professor in the College of Business at the University of Nevada, Reno, Dr. Yvonne Stedham is a Center for Mindfulness-trained mindfulness instructor. She has taught Mindful Leadership courses to MBA students, judges, and business executives and has a variety provided mindfulness programs to many organizations, including Microsoft, Hometown Health, and the Nevada Department of Transportation. Dr. Yvonne has been continuously affiliated with the Northern Nevada International Center for decades.Credits:  Manuel Mederos, DiploChatz Host, Producer, Audio Editor, Content Director, Sound Engineer, FX/Music Coordinator, and Guest Coordinator   Send any chatz ideas we should take into consSupport the show

In this episode (#232) of Leupold's Hunt Talk Radio, Randy and Andrew McKean explore more of the efforts to marginalize hunters and hunting in wildlife management. In this episode we are joined by Tony Wasley, former Director of Nevada Department of Wildlife, now with the Wildlife Management Institute focusing on the relevancy of hunting and hunters in a rapidly changing society. Nevada is one of the most diverse and urbanized states, forcing Tony and his Commission to address rapidly changing demographics, lower participation, and maintaining relevance in an urbanized populace. Tony shares his research and what messages are proven winners and failures. Learn more about your ad choices. Visit megaphone.fm/adchoices

DiploChatz welcomes you to our Second Season - Episode 2!Guest Co-Host: We are joined as a guest co-host on this second episode by Yulia Rajeh who is a Legal Case Assistant for NNIC's Refugee Resettlement Program.Episode 2 Description:We will begin every DiploChatz show with a warm welcome to you! We will take this opportunity to introduce you to our episode's guest co-host. On Episode 2 of DiploChatz, we are joined by Dr. Todd Felts, Associate Professor at the Reynolds School of Journalism at the University of Nevada, Reno (UNR).Dr. Felts teaches media & society, crisis communications, and graduate classes in leadership, innovation, and engagement.  Before joining the faculty more than a decade ago, Dr. Felts directed public relations for international companies and causes, providing media relations counsel during crises and litigation. The University awarded him Outreach Faculty of the Year and he was the Human Services Network Board Member of the Year for his work for Northern Nevada HOPES, a federally qualified health facility in Northern Nevada.  This year, the Association of Fundraising Professionals named him Volunteer Fundraiser of the Year. Segment 1 & 2: During the first and second segments of Episode 2, The rules of crisis communications are often used to mitigate and manage public perceptions of issues that affect us all.  A key ingredient in this process is trust.  The way we communicate plus how we act equals the reputation of individuals, organizations, and multinational corporations.  By understanding the cycle of a crisis from detection to listening, we are better equipped to make the right decisions at the right time, reducing the likelihood of the crisis getting out of hand.Players in international markets are often faced with additional challenges.  From language to culture differences, before we speak and act, there is a lot to learn.This discussion will focus on proven leadership approaches to communicating during a difficult time.  It will feature stories of success and how we can all, regardless of our responsibilities, create more positive situations for ourselves and the people impacted by a crisis. DiploChatz featured an ongoing Segment:Every month DiploChatz proudly features a segment called Mindfulness Moment with Dr. Yvonne Stedham. This segment provides practical advice on how mindfulness can support you in your daily life.  Who is Dr. Yvonne?In addition to a three-decade-long career in academia as a professor in the College of Business at the University of Nevada, Reno, Dr. Yvonne Stedham is a Center for Mindfulness-trained mindfulness instructor. She has taught Mindful Leadership courses to MBA students, judges, and business executives and has a variety provided mindfulness programs to many organizations, including Microsoft, Hometown Health, and the Nevada Department of Transportation. Dr. Yvonne has been continuously affiliated with the Northern Nevada International Center for decades.Credits:  Manuel Mederos, DiploChatz Host, Producer, Audio Editor, Content Director, Sound Engineer, FX/Music Coordinator, and Guest Coordinator   Send any chatz ideas we should take into consideration on future shows:Email us:  diplochatz@nnic.org  Support the show

DiploChatz welcomes you to our Second Season - Episode 1! Guest Co-Host: We are joined on this first episode by Brandon Denney who is one of NNIC's Medical Coordinators as our DiploChatz Co-Host. Welcome, Brandon!!Episode 1 Description:We will begin every DiploChatz show with a warm welcome to you! We will take this opportunity to introduce you to our episode's co-host.  On Episode 1 of DiploChatz, we are joined by Ms. Jessica Ear, NNIC Board Member. Ms. Jessica Ear has spent the last 30 years working and living in Asia. Her extensive experience ranges from the U.S. Diplomatic Corps where she negotiated with governments to advance political and humanitarian issues, to the Department of Defense where she advised, taught, and instructed U.S. and foreign military and civilian leaders on human security in the Indo-Asia Pacific region. With a legal background in international studies and human rights, Ms. Ear has not only worked with governments, but she has also assisted the United Nations, the private sector, and non-governmental organizations in various areas that aim to improve human lives and conditions. She is versed in international development, refugee policies and resettlement, humanitarian and crisis response and support. As a former refugee from Cambodia, Ms. Ear is dedicated to promoting global peace and security.  Segment 1: During the first segment of Episode 1, Jessica chatz with DiploChatz about her life story as a former refugee from Cambodia. Jessica opens up about the challenges that she had to go through during her journey fleeing her country and the important role that her parents played while they kept her and her family safe. Segment 2: During our second segment, Jessica chatz with us about the human spirit of the Northern Nevada International Center (NNIC) which ultimately was one of the reasons why she ended up joining the NNIC Board of Directors. DiploChatz featured an ongoing Segment:Every month DiploChatz proudly features a segment called Mindfulness Moment with Dr. Yvonne Stedham. This segment provides practical advice on how mindfulness can support you in your daily life.  Who is Dr. Yvonne?In addition to a three-decade-long career in academia as a professor in the College of Business at the University of Nevada, Reno, Dr. Yvonne Stedham is a Center for Mindfulness-trained mindfulness instructor. She has taught Mindful Leadership courses to MBA students, judges, and business executives and has a variety provided mindfulness programs to many organizations, including Microsoft, Hometown Health, and the Nevada Department of Transportation. Dr. Yvonne has been continuously affiliated with the Northern Nevada International Center for decades.Credits:  Manuel Mederos, DiploChatz Host, Producer, Audio Editor, Content Director, Sound Engineer, FX/Music Coordinator, and Guest Coordinator    Send any chatz ideas we should take into consideration on future shows:Email us:  diplochatz@nnic.org  Interested in starting your own podcast?  Use the link below and get started, good luck!https://www.buzzsprout.com/?referrer_id=1819963Support the show

-Episode 114: Nevada Chukar Forecast 2023/24 with Nevada Department of Wildlife Upland Game Bird Specialist Justin Small Presented by: Final Rise- Premium Upland Vests Here it is, your comprehensive breakdown of the 23/24 Nevada Chukar Forecast.  This is your one- stop-shop for the best understanding of the numbers mean, where to go and what to look for when hunting Chukar in Nevada this year. hint hint- Its great news! Connect with Justin @ Justin.Small@NDOW.Org ____________________________________________ If you enjoy the podcast please go and leave a rating on Apple Podcasts ____________________________________ Connect with me: Email: Upchukarpodcast@gmail.com Instagram: @upchukar  Website: Upchukar.com

Regent Amy J. Carvalho was elected to serve District 12 on the Board of Regents in November 2018.  

Dr. Aaron Bernstein, Director of the National Center for Environmental Health and the Agency for Toxic Substances and Disease Registry (NCEH/ATSDR) at the CDC, explains the CDC's work to address extreme heat; Dr. Ihsan Azzam, Chief Medical Officer of the Nevada Department of Health and Human Services; outlines the updated Healthy Aging and Older Adult Health ASTHO Policy Statement; a new ASTHO report offers solutions for jurisdictions to better support individuals who rely on life support and medical devices during power interruptions; and sign up for ASTHO's Legislative Alert emails.   White House Fact Sheet: Biden-⁠Harris Administration Takes Action to Protect Communities from Extreme Heat Fueled by the Climate Crisis ASTHO Webpage: Healthy Aging and Older Adult Health Policy Statement ASTHO Webpage: Advancing Preparedness for Life Support Users During Power Outages ASTHO Legislative Alerts

In this week's Nevada Wild, Ashley Sanchez and Aaron Keller sit down with Nevada Department of Wildlife Veterinarian Nate LaHue to talk about Chronic Wasting Disease (CWD), a transmissible neurological disease that is always fatal to animals in the deer family. Currently, CWD is found in 34 states and provinces but not in Nevada. Nate explains the state's efforts to prevent the disease from entering Nevada and what it means for Nevada's deer, elk, and even moose, if the disease enters the state. He also explains the different ways hunters can help, including a new program that allows hunters to sample their own harvests. Find more information about CWD and prevention efforts in Nevada here: www.ndow.org/blog/chronic-wasting-disease/

In the most recent episode of the podcast "Hidden Killers," host Tony Brueski delves deep into the chilling case of Thomas Randolph, accused of murdering his sixth wife and a friend. The twist? Randolph claims it was all done in self-defense. The episode highlights an intriguing pre-trial hearing that took place two months ago.   Brueski prefaces the hearing, remarking on the peculiar nature of Randolph's persona: "I think it's important to take a listen and understand more about the very bizarre personality of Thomas Randolph."   The audio from the hearing paints a picture of courtroom drama interwoven with layers of complexity surrounding Randolph's case. The hearing takes place virtually, with Mr. Randolph logging in from the Nevada Department of Corrections. The list of attendees include Mr. Randolph's counsel, Mr. Oro and Mr. Orum, and Mr. Pesci, representing the state.   One of the significant concerns raised during the session is Randolph's access to his lawyers. He fervently expresses his frustration: "It's beyond me that my lawyers... Cannot set up a virtual [call]... this is getting old really fast." Randolph then emphasizes his dire need for lawyer-client communication, expressing that after 14 years and 25 different lawyers, he's more than weary. He states with certainty, "This case is over. It's just a matter of filing a couple of motions and the state's not gonna be happy with it."   Another contentious point is Randolph's request to be transported to his lawyer's office to review evidence vital to his case. He pleads, "There are literally hundreds of pictures and dozens of hours of video and audio that I have to listen to... I haven't seen the whole walkthrough just because I've had 25 lawyers in 14 years..."   The judge, however, asserts that such a transport request is out of her jurisdiction and up to the prison's discretion. But there are also notable lapses in communication; Mr. Oro, Randolph's lawyer, claims they've been facing difficulties even connecting with Randolph via phone, given the prison's policies.   To this, the judge replies, "I signed it May 18th, saying that he's supposed to have weekly telephonic conferences with you and Mr. Orno. Are you saying that is not being complied with?" She further emphasizes the need to have the prison authorities present in the courtroom to clarify the miscommunication and ensure compliance with her orders.   There's a striking moment when Randolph passionately conveys his conviction that once his lawyers see the evidence he's holding, they'll file the appropriate motions, and in turn, "ruin" both the judge and the state's day. "Then you are going to grant these motions that they file and I'm going home," he claims.    As the discussion draws to a close, Randolph inquires about material from Crime Stoppers that his attorneys are expected to receive, to which the judge confirms that the court order for it will be signed. Want to listen to ALL of our podcasts AD-FREE? Subscribe through APPLE PODCASTS, and try it for three days free: https://tinyurl.com/ycw626tj Follow Our Other Cases: https://www.truecrimetodaypod.com The latest on Catching the Long Island Serial Killer, Chad & Lori Daybell, The Murder of Ana Walshe, Alex Murdaugh, Bryan Kohberger, Lucy Letby, Kouri Richins, Justice for Harmony Montgomery, The Murder of Stephen Smith, The Murder of Madeline Kingsbury, and much more! Listen at https://www.truecrimetodaypod.com

The Nevada Department of Wildlife (NDOW) is challenging you to spend 17 minutes outside every day! 17 minutes outside, is the new 10,000 steps! We know that a little bit of time outside, even 17 minutes, goes a long way to benefiting your personal health!    In this week's Nevada Wild, Ashley Sanchez and Aaron Keller sit down with NDOW Outdoor Connection Coordinator Bobby Jones who explains why 17 is the number we chose, what spending 17 minutes outside every day can do for your health, and more!

Paul Turner is a former member of the Lamb of God covenant community in Baltimore, Maryland. He talks about how he was brought into the community by his parents, the dysfunctional relationships between men and women in the community, the sense of loss when he left in the early 90s, the love of his parents, and his decision to remain in the Catholic Church with the Traditional Latin Mass. Originally from Baltimore, he now lives in Reno, Nevada with his wife Sandy whom he met in Lamb of God. He recently retired from the Nevada Department of Motor Vehicles and is a progressive rock aficionado and avid "wild swimmer.

Are you APR Curious? Join us to get answers to your accreditation questions from our panel of speakers who: Are currently going through the process of earning their Accreditation in Public Relations; Have recently earned their accreditation and have put it to good use, both career-wise and through public relations crises; and Went through the APR accreditation process years ago and can attest to the value of accreditation Join our VP of Professional Development, Kathie Taylor, APR, and her guests Dan Davis, APR, Public Information Officer for the Carson City School District; Jena Esposito, APR, Public Relations Manager for KPS3; and Valentina Bonaparte, Public Information Officer for the Nevada Department of Employment, Training and Rehabilitation as they discuss what Accreditation in Public Relations has meant to their careers, their employers and clients and what it can mean for you!

Today on the Mac Outdoors podcast, Mia is visiting with members of organizations who work on the free-range horse issues in the western U.S.. Listen in as the stakeholders discuss various views regarding the impacts on wildlife, habitat, and more.  Important links: Official Website - https://MiaAnstine.com Coalition for Healthy Nevada Lands, Wildlife and Free Roaming Horses - https://healthynvlands.org Return to Freedom - https://shop.returntofreedom.org/ University of Nevada, Reno - https://www.unr.edu/ Nevada Department of Wildlife - https://www.ndow.org/ Lea's Mustang Adoption Story - https://miaanstine.com/2023/03/15/mac-outdoors-podcast-94-2/ Mia's Amazon Storefront — https://www.amazon.com/shop/miaanstine WSI HEATR Gear use discount code LLCO10 – https://wsisports.com/  MAC Outdoors apparel and gear – https://mia.limited/1  Self-Defense Radio Network – https://selfdefenseradio.net

Nevada Application Process - Martin Olson, Nevada Department of WildlifeThis week I have Martin Olson from Nevada Department of Wildlife on the podcast on to discuss the application process for the state of Nevada.  Martin and I hit a lot of the hot topics to including recent changes that you will want to be aware and important dates and deadlines. Most important to Out of State Hunters, how do non-residents apply and what opportunities do we have in Nevada.  Nevada is a great state to hunt, and we discuss a lot of topics to get you excited to hit the state.NEVADA DEPARTMENT OF WILDLIFEWebsite - https://nevada.licensing.kalkomey.comOUT OF STATE HUNTERInstagram -@outofstatehunter

Guzzlers are man-made watering holes, built in areas where there is not enough water to support wildlife. While guzzlers are built to primarily benefit big game and upland bird species, they also provide a valuable source of water formany of Nevada's diverse wildlife species. Nevada Department of Wildlife (NDOW) relies heavily on partners and volunteers to build guzzlers and has a number of opportunities coming up. In this week's Nevada Wild, Ashley Sanchez and Aaron Keller are joined by NDOW Habitat Biologist Sam Hughes and Statewide Volunteer Coordinator Julie Bless to talk about NDOW's guzzler program, upcoming guzzler builds across the state, and how you can get involved! Find volunteer opportunities here: https://www.ndow.org/learn-discover/get-involved/

Incarcerated people across the US could find their commissary funds depleted by a new proposed policy from the Bureau of Prisons to automatically deduct three quarters of all funds prisoners receive from loved ones on the outside.If you'd like to help stop this new proposal from the BOP, click here for instructions on how to submit a public comment—Monday, March 13 is the last day to act.Tim Curry is the Policy & Research Director at the Fines and Fees Justice Center.Jodi Hocking is the founder and Executive Director of Return Strong, a grassroots organization of families and loved ones of incarcerated people fighting for transparency, accountability, and communication from the Nevada Department of Corrections.Mark Ford is a formerly incarcerated person who won relief from the BOP's proposed deductions after advocates won a statutory cap on the new policy.Help us continue producing Rattling the Bars by following us and becoming a monthly sustainer: Donate: https://therealnews.com/donate-pod-rtbSign up for our newsletter: https://therealnews.com/nl-pod-rtbGet Rattling the Bars updates: https://therealnews.com/up-pod-rtbLike us on Facebook: https://facebook.com/therealnewsFollow us on Twitter: https://twitter.com/therealnews

It seems someone dropped Australian redclaw crayfish into the Wetlands Park, and that's bad news for the native fish. They're currently contained in a couple of ponds, and the Nevada Department of Wildlife is trying to remove them before they spread. Agency spokesman Doug Nielsen explains to co-host Vogue Robinson the danger they pose to the local environment, and how we can prevent this in the future. Did you learn something new today? So did we! Keep up with us on social media @CityCastVegas on Twitter and Instagram. You can also call or text us at 702-514-0719. You can also learn something new about Las Vegas everyday in our morning newsletter! Sign up here to be one step closer to becoming a Vegas expert.  Learn more about your ad choices. Visit megaphone.fm/adchoices

At a Legislative Commission's Budget Subcommittee meeting on Friday, Nevada Department of Education officials presented state education funding plans to legislators. Some legislators had questions about how the state defines at-risk students.

In this week's Nevada Wild, Aaron Keller and Ashley Sanchez sit down with Nevada Department of Wildlife Outdoor Connection Coordinator Bobby Jones to dive into one of NDOW's big undertakings of 2022, the Pathways to Relevancy Project. The goal of this project is to help the agency better understand the general public's views on nature, wildlife, outdoor recreation, and NDOW as a whole to help us better serve the state. As part of this project, Bobby analyzed survey results from the Outdoor Foundation's 2022 Outdoor Participation Trends Report that surveyed participants on their views of outdoor recreation. Bobby quizzes us, fills us in on the results, and explains how this information will benefit the agency and Nevadans. You can view the full 2022 Outdoor Participation Trends Report here: https://outdoorindustry.org/wp-content/uploads/2015/03/2022-Outdoor-Participation-Trends-Report-1.pdf

Guests: Terry Reynolds, Director, Nevada Department of Business and Industry

The Nevada Department of Conservation and Natural Resources, Nevada State Parks, and their partners recently announced the launch of Nevada Trail Finder, a FREE web-based map featuring thousands of miles of outdoor recreation trails and waterways statewide, tools to keep track of your outdoor adventures, and much more! In this week's Nevada Wild, NDOW's Ashley Sanchez, Aaron Keller, and Bobby Jones sit down with one of the main forces behind the creation of Nevada Trail Finder, Janice Keillor with Nevada State Parks. Janice explains how the project started and walks us through the Nevada Trail Finder website. She also shows us why, no matter how you enjoy spending your time outdoors whether it's biking, hiking, paddling, snowmobiling or more, you'll want to put this tool to use! Check out Nevada Trail Finder here: https://www.nvtrailfinder.com/

BHA Podcast & Blast, Ep. 143: Feral Horses on Public Lands in Nevada More than 82,000 feral horses roam U.S. public lands, about four times as many as the land and water can sustain. Almost all of them live in Nevada, the most arid state in the union, where their impacts are almost unimaginable: desertification and massive loss of wildlife, ranging from pollinators and other insects to sage grouse, elk, mule deer and pronghorn. The Bureau of Land Management is doing what it can to address this crisis, but the agency finds itself in an impossible position with an entirely misguided but powerful feral horse advocacy movement. However, a growing coalition of biologists and natural resource scientists, hunters and anglers, wildlife advocates and people who love the Nevada public lands (and the horses) are in a desperate race to solve this problem in a humane way – before it's too late. Hal traveled to Nevada to talk with some of these experts: Mike Cox, state bighorn sheep and mountain goat biologist for the Nevada Department of Wildlife; Tina Bundy Nappe, an Eastern Sierra landowner and public lands advocate; Jim Sedinger, sage grouse biologist and retired University of Nevada wildlife ecology professor; and Bryce Pollock, a conservationist and hunter with the Nevada chapter of BHA.

The escape and eventual capture of prisoner Porfirio Duarte-Herrera was all over the news this week — but could it become a hot button topic in this year's fiercely competitive governor's race? After all, Sheriff Joe Lombardo is running on a public safety platform, and the Nevada Department of Corrections director was a Gov. Sisolak appointee. Today, Sonja, Dayvid and Scott get into the potential political fallout of a highly-publicized manhunt. Then it's on to a lawsuit filed this week by Councilwoman Victoria Seaman against fellow Councilwoman Michele Fiore and the City of Las Vegas, claiming that not only did Fiore assault Seaman at City Hall (breaking Seaman's finger in the process), City Hall impeded the investigation and destroyed video evidence. (Yes, it's a hot mess, and yes, we get into it!) Last but not least, you may have seen a few more grasshoppers flying around — but don't worry, this isn't the return of 2019's hopper-pocalypse, at least according to 8 News Now. And hey, if the swarms do return, you could always take advantage of the bounty and cook a few up. Have you been following the Seaman-Fiore feud and do you have thoughts? Any ideas for what to do about all those ‘hoppers? Let us know! Leave us a voicemail or send us a text at 702-514-0719. You can also find us on Twitter @CityCastVegas. Want even more Vegas news, observations, and goings-on-about-town? You're gonna want to sign up for our morning newsletter at lasvegas.citycast.fm/newsletter! Learn more about your ad choices. Visit megaphone.fm/adchoices

In this week's Nevada Wild, Ashley Sanchez and Aaron Keller sit down with Nevada Department of Wildlife Veterinarian Nate LaHue to talk about Chronic Wasting Disease (CWD), a transmissible neurological disease that is always fatal to animals in the deer family. Currently, CWD is found in 34 states and provinces but not in Nevada. Nate explains the state's efforts to prevent the disease from entering Nevada, and explains what hunters can do to help. Find more information and a list of the check stations mentioned in this podcast here: https://www.ndow.org/blog/chronic-wasting-disease/

Millennial content warning: We reference BOTH The Dark Crystal and the Mayor of Flavortown in today's episode. But before that — in this week's Friday roundup, lead producer Sonja Cho Swanson sits down with producer Layla Muhammad and host Dayvid Figler to discuss the most important news items to share at the BBQ this Labor Day weekend. A proposal from the Nevada Department of Corrections is on ice after Gov. Sisolak asks for more data on how restricting greeting cards and colored ink in mail would decrease the amount of contraband in prisons. Advocates say the proposal is anti-family and dehumanizing. With autumn at our doorstep, elections aren't far behind. We take a deeper look at Question No. 3 on this year's ballot and how the results in Alaska could give some insight on how Nevada's elections could go in the future. Lastly, a new name in Nevada's “Black Book” could open the floodgates for people restricted from casinos. Still confused about ranked choice voting? Want to share who YOU'D vote in as the Mayor of Flavortown? Let us know on Twitter @CityCastVegas or leave us a voicemail or text at 702-514-0719. Stay up to date on the news and goings-on about town with our brilliant morning newsletter! Sign up atlasvegas.citycast.fm/newsletter Learn more about your ad choices. Visit megaphone.fm/adchoices

As cities grow further into wildlands and natural habitats, and as animals attempt to adapt to these urban environments, it is inevitable that people and wildlife will come into more contact.My guest today, Jessica Wolff, works to help people and wildlife when these interactions occur. She is an Urban Wildlife Coordinator for the Nevada Department of Wildlife. As an Urban Wildlife Coordinator, Jessica educates the public and fields calls from the public. These calls include questions about unexpected animals in people's yards and houses and reports of sick or injured wildlife in the city. And occasionally Jessica is dispatched to assess, capture, move, or otherwise help animals in distress. Today we discuss the most common wildlife encounters that Jessica handles, ranging from coyotes, to bats, to raccoons, to fledgling birds. And this allowed us to get into some of the natural history and urban adaptations that these animals have. Jessica also answers listener questions about bat boxes and fox burrows, and adds some insights into some of my own backyard wildlife. I know that I'm coming away from this conversation with a better perspective on what it means to offer resources - intentionally or unintentionally - to wild animals. You can find Jessica at jawolff93 on instagram, and the Nevada Department of Wildlife on Facebook or their website.FULL SHOW NOTESLinks To Topics DiscussedThe Accidental Ecosystem, People and Wildlife in American Cities, Dr. Peter Alagona. See my podcast episode with him, too.BatCon International Bat House ResourcesBats and Insecticides from BatCon InternationalHow do pesticides affect bats? – A brief review of recent publications, J. M. Oliveira, A. L. F. Destro, M. B. Freitas, L. L. Oliveira - from the Brazilian Journal of BiologyMerlin Tuttle's Bat ConservationNevada Department of WildlifePBS "Nature" Coywolf InfographicSmithsonian Magazine article on "Coywolves" - Coyote and Wolf hybrids in Eastern North AmericaSupport the show

In this week's Nevada Wild, Ashley Sanchez and Aaron Keller sit down with Wildlife Education Coordinator Julie Bless and Conservation Education Division Administrator Chris Vasey to talk about the Nevada Department of Wildlife's "Conserve Wildlife" license plate, which is available at any Nevada Department of Motor Vehicle office. They explain how proceeds from the sale of this license plate featuring a mule deer, sage-grouse, and cutthroat trout against a classic Nevada landscape, benefits different NDOW education and volunteer programs. To Learn more about ordering a "Conserve Wildlife" license plate, check out the Charitable & Collegiate Plates section of the Nevada DMV website: https://dmv.nv.gov/platescharitable.htm

Talking Nevada with Jack Robb. In this episode we talk with Jack Robb, Deputy Director of Nevada Department of Wildlife. We discuss the draw system in Nevada, Turn back tags, wildlife projects, game transplants, and more. 

OVERVIEWOn this week's episode of Bucket Talk, we chat with heavy hauler Teddy Verras, who you may know as @heavy_haul_n_fool on Instagram and TikTok. After securing a commercial driver's license just out of high school, he started hauling heavy freight, such as 200,000 pound excavators and other oversized loads. Listen in as he chats with Eric and Jeremy about the ins and outs of heavy freight hauling and the future of the trucking industry. ABOUT TEDDYAfter high school, Teddy moved to Elko, Nevada where he applied for a summer job with Nevada Department of Transportation, which led him to get his commercial driver's license, and, eventually, into heavy freight hauling. “I started getting my feet wet by hauling like excavators and stuff like that…that's how I got into like the medium duty stuff. And from there, I got put into a heavy truck, another four axle truck with a big trailer and they sent me down to Arizona to pick up a big drill rig. And they were pretty much like, please figure it out and don't break nothing or get hurt. It took me forever to get this job done. But I got it done.” Today, Teddy hauls excavators and other heavy, oddly shaped loads for his company, oftentimes with rigs so big that he's got the highway patrol escorting him from place to place. He's been in the game long enough at this point that if something needs to be moved, no matter the size, he can handle it. “...Excavators and rollers and backhoes and you name it, I can drive it. One of my favorites was when one of our customers had a Hitachi 600 excavator, weighing like 200,000 pounds. It was freaking crazy.” Moving forward, Teddy says he's looking into buying his own truck in the future and building his own company from the ground up. But for now he's enjoying being a company man on the road while he works towards the next level. “It's always like the next logical step. You know, some people become a company driver and they're okay with it. But you know, I could make more money hauling groceries owning my own truck than I do now as a company driver heavy hauling.” If you want to know what life on the road is like for a heavy hauler, Teddy documents his life in depth on TikTok and Instagram.

Stormie Andrews is the co-founder of Yokel Local, Nevada's premier inbound marketing agency located in Las Vegas.  Since 2010, Yokel Local has helped organizations generate hundreds of millions in revenue by implementing strategies and tactics that are supported by the exact concepts you will learn in today's podcast.  Stormie's passion is to make it much easier for organizations to attract their ideal clients by understanding how their prospects think in order to experience what it's like to achieve ridiculous growth! He is a licensed practitioner of Neuro-Linguistic Programming (NLP), an award-winning author, Forbes contributor, HubSpot contributor, recognized buyer persona expert, HubSpot Certified Trainer, and featured marketing expert by the Nevada Department of Business and Industry.   Key Takeaways How to understand and create great personas for your CX journey.Attracting your ideal clients through understanding a prospect's mindset; Thus leading to predictable flow of customers. How to create messaging that resonates to your ideal clients better than your competitors. Getting insight about your prospective buyers from your employees. Learning what establishes and differentiates a marketing qualified lead from a sales qualified lead. Why the customer facing groups in your organization are the best shot at improving your CX strategies. Why it's important to change your internal and external messaging in order to address the constantly changing global culture. Revisiting and making changes to your buyer persona on a regular basis.  Connect with Stormie Facebook - https://www.facebook.com/stormie.andrews.3  Instagram - https://www.instagram.com/stormie_a/ Linkedin - https://www.linkedin.com/in/stormieandrews/ Twitter - https://twitter.com/stormieandrews Free Resources - http://outsmarttools.com/  Amazon - https://www.amazon.com/Stormie-Andrews/e/B09CHHJM6P?ref_=dbs_p_pbk_r00_abau_000000