Podcasts about oral communication

We often tell women they need more confidence. But what if confidence starts with borrowing someone else's belief in you—until you can find your own?In this solo episode, Stephanie shares a personal story from the provincial basketball championships with her 14-year-old daughter. A moment of nerves turns into a turning point, and the lessons go far beyond the court.You'll hear about how girls—and women—hold themselves back, and how we can push past imposter syndrome, doubt, and fear to take the shot. This one's short, powerful, and perfect to share with a young woman in your life. (Yes, even 11-year-olds will benefit—Stephanie brought hers into the conversation too.)

Felicia Nu'Man is a highly skilled litigator, who Specializes in Negotiations, litigation, Extemporaneous Speech, Writing, Researching and Oral Communication. As a highly skilled litigator. Felicia Nu'Man has practiced Family Law • Consumer Law • DUI Law • Legal Consulting • Notary • Divorce Law • Criminal Defense Law • Wills Planning Law • Career Development Coaching and Public Speaking. Felicia Nu'Man is currently the Director for the Center of Justice & Policy Initiatives with the Louisville Urban League.

NITA Program Director and former Resource Director Mark Caldwell joins the podcast to chat about how to effectively communicate with the various audiences in the courtroom to ensure they get — and comprehend — the information they need from you. He shares how to talk to jurors about unfamiliar courtroom procedures and substantive information, why sounding like a tv lawyer is a huge turn-off to jurors, and recommends some of his favorite lawyers from pop culture whose techniques can help trial lawyers refine their courtroom communication style.Topics3:05    The needs of the courtroom audience7:14    What “talking like a lawyer” means10:10  Juror impressions of “lawspeak”  13:53  Communicating procedural and substantive complexity20:06  How not to sound like a lawyer27:50  Pop culture examples of legal communication29:00  Why my cousin Vinny is a great trial lawyer31:42  Movies and a book to recommend51:55  Implicit bias trainingQuote“Don't be a tv lawyer, but take lessons from what you see on television.” Mark CaldwellResourcesMark Caldwell (bio)Colorado Deposition Skills and Trial Skills (programs)Films, shows, and book (list)

In our newest series, "Kentucky's Promise: Exploring the 7 Rose Capacities", podcast coordinator Addison Lowry retells the story of the historic 1989 Rose v. CBE decision in Kentucky and how it continues to impact students across the state today. In this first episode of the series, she lays out the land of the Rose case and KERA, including exclusive interviews with members of the Kentucky Student Voice Team and plaintiffs of the recently-filed lawsuit. Tune into this first episode to hear literal roses and thorns about Rose's first capacity, oral and written communication skills, having both grown and wilted. Collaborators: Addison L. & Viet P.

Keywords: Queer Community Literacies, Prison/Police Abolition Movements, Writing Program Administration, Graduate School, University of Montevallo. Erin is a PhD Candidate in English (Language, Writing, and Rhetoric track) at the University of Maryland. She is a graduate of the University of Montevallo and holds a BA in English literature. Working primarily in rhetoric and composition, she specializes in literacy studies, writing program/center administration, community-engaged writing, and composition theory. Erin's research examines Black queer community literacies and writing in prison/police abolition movements. She currently serves as an administrative fellow for the Academic Writing Program and a writing fellow for the Center for Writing & Oral Communication. She has been published in Writers: Craft & Context, Community Literacy Journal, and The Peer Review Journal. Visit thebigrhetoricalpodcast.weebly.com and follow @thebigrhet.

In this episode you will:  Learn about how the Aphasia-Friendly Reading Approach was developed. Hear about the importance of actively engaging care partners in therapy through this storytelling approach. Learn the importance of celebrating stories and how to host your own version of a Waffle Night.   Katie Strong: Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong, a  member of the Aphasia Access Podcast Working Group. I'm also a faculty member at Central Michigan University where I lead the Strong Story Lab. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Harold Regier and Dr. Erin O'Bryan. We'll be talking about the Aphasia-Friendly Reading Approach that Harold developed for his wife, Rosella, who had aphasia and how Dr. O'Bryan took this approach into the lab to refine it for clinicians to use in sessions. Before we dive into the conversation, let me share a few details about our guests. First a bit about Harold. Harold R. Regier, B.S. Ed., BDiv. Theol., is a retired minister with a career path in programs addressing social justice issues. In retirement, his spouse, Rosella, had a stroke resulting in aphasia. His passion shifted to becoming an aphasia care partner focused on helping to recover language and communication skills. He is the author of “A Decade of Aphasia Therapy,” subtitled “Aphasia-Friendly Reading: A Technique for Oral Communication,” published in 2021.  Our second guest is Dr. Erin O'Bryan. Erin is an Assistant Professor in the Department of Communication Sciences and Disorders at Wichita State University, in Wichita, Kansas. Her major research, teaching, and clinical interests focus on helping people with aphasia communicate through scripts, stories, and phrases and teaching students and care partners how to support communication. Dr. O'Bryan directs the Wichita Adult Language Lab whose current projects focus on supported storytelling and Melodic Intonation Therapy. Welcome Harold and Erin. I'm looking forward to our conversation today. Erin O'Bryan: Thank you, Katie! I've been listening to Aphasia Access Podcasts for years, and so many of my heroes have been interviewed in this series. It is really an honor that you invited Harold and I to be on the podcast today! Katie Strong: I am so excited for our listeners to hear about how the Aphasia-Friendly Reading Approach was developed and expanded. This work is near and dear to my heart – particularly in this unique way of developing and telling stories. I feel compelled to disclose to our listeners that I am grateful to have been involved in this work as it was refined for clinical environments. So, I am going to come right out and say, this is my bias. Harold, I'm a big fan of yours and the Aphasia Friendly Reading Approach and of you Erin for how you brought this approach into the lab and studied it so that clinicians can use this approach. So, now let's get started! Harold, can you share a bit with us about how the Aphasia-Friendly Reading Approach came to be? Harold Reiger: Sure. Thank you so much, Dr. Strong, for the privilege of being here to share just a bit of our story. You know, Rosella and I would have celebrated our 65th wedding anniversary if she had stayed with us just a few weeks longer. We had a very long and very happy marriage. She used to kid me, “We've been together so long we know what the other person will say before he or she says it.” Well, actually, aphasia kind of shattered that theory. But maybe there was a little bit of that was true. Well, anyway, Rosella was a retired public-school teacher with part of her career also involving children's curriculum development. She led many workshops, was a storyteller, and was a frequent guest speaker. Communication and broad coalitions were a strong suit for her. So, aphasia, loss of language was a huge loss for her. Perhaps that sets the stage for working so hard to restore some major storytelling. But I'm sure this is the same kind of feeling that every person who is a care partner with the person with aphasia has. How did we discover a technique for storytelling through oral reading? Really, I think I just stumbled into it. The cues came from Rosella. She could say many words. She had a strong voice, but she did not put words together in a way that made it possible for a listener to understand what she meant to communicate. So, I was highly motivated, wishing there was a way to help her tell her stories. Looking back, I now can see three of what I call ‘indicators' that led me to the technique that I eventually called Aphasia-Friendly Reading. They were painting, reading, and church liturgy. So let me explain. Indicator number one, completely on her own, Rosella began to paint. Just shy of two years after her stroke, Rosella began to paint. She painted for four years. She painted 250 paintings. The choice of her subjects were all hers. Objects, scenery, flowers, roadside sightings, trips and vacations, past memories. And yes, stories, family stories, stories that she didn't have words to tell, but she could tell them with a brush. She gave every picture a title or caption, signed it, and dated it. And somehow she found those one, two, or three words to intelligibly, that is accurately, identify the picture that she had just painted. But after four years of painting those pictures, she put her paintbrush down, never to pick it up again. And yet I kept remembering that she was able to identify pictures accurately using those few words to explain what it was that she was telling with her pictures. But then indicator number two came, reading periodicals and books. She underlined periodicals with many circles, much underlining. For a long time, Rosella delved through as many as 40 or 50 books per month. She turned every page, but did she understand what she was reading? Frankly, I often wondered and doubted it. One day, Rosella was reading orally beside me, and I pressed my iPhone video button. Listen to just a few seconds of that reading. And while you listen, think of two questions. Could you understand what she was reading? What was the story that she was trying to tell? And secondly, do you think that Rosella was understanding what she was reading? So listen to that clip. Excerpt of Rosella reading from a book. You heard Rosella reading the story of she and her sister, Anna Grace, requesting radio station KNEX out of McPherson, Kansas to surprise their mother by playing it for her birthday. It was a song that the girls knew that their mother loved. And you heard her read those words, “I love those dear hearts and gentle people.” And then as she continued reading the lyrics of that song, she exclaimed, “Oh, Harold”, which was her way of saying how excited she was to recall that particular story. Now, that explanation, of course, was not in the book. Then there was a third indicator that I recognized, and that was liturgical reading. One day in church we were reading a call to worship displayed on the screen. We were reading responsibly with the leader reading the first line and the congregation reading the second line. I glanced to my side and was surprised to see Rosella reading with the congregation. Maybe it was only the first three or four words of the line, but she read these words accurately. A light went on in my mind. Might this be a hint of how to help Rosella participate in oral reading? Short sentences read with a co-reader who read every other line and written in an easy to follow format? And so I adapted various psalms into very short lines formatted for us to read responsively. I read the first line, she read the second. The result was amazing success. Let me just illustrate by us reading just a very short psalm for you. This is Psalm 150 that Rosella and I will read together. H: Praise the Lord! R: Praise God in his sanctuary. H: Praise God in his mighty firmament. R: Praise Him for his mighty deeds. H: Praise the Lord for his greatness. R: Praise him with the trumpet. H: Praise him with the lute and harp. R: Praise him with the dance. My thought then was, could we try to write other stories and read them in what I began to call Aphasia-Friendly Reading format and style? And so, I began in earnest to try to write other stories. Short sentences, familiar words, larger font. Each line considered a sentence, even if it was only one word. Label the first line H for Harold and the second indented line R for Rosella. As I started reading and continued to read every other line, this could set the tone, the rhythm, and the pattern for saying every word clearly. I thought it was time to try. And then I began to wonder, is there a setting that we could read stories to others? Could we create an audience in some way? When COVID hit, of course, I could not see Rosella in person anymore, for an entire year we were separated. And the only contact we had was FaceTime telephone calls. And those were really a disaster because we found it very difficult to communicate with each other when Roselle was not able to understand me and I wasn't able to understand her, except when we read Aphasia-Friendly stories. And so, I wrote many stories during that year. And we read those stories then as our connection during our FaceTime calls. And somehow we were able to survive COVID. But it was after COVID then that we were able to again get back together occasionally. And I would bring her back to my apartment. And there I would invite friends, usually a couple or two individuals to come over and I would serve waffles. I'm not a kitchen person, but I could make waffles. So, we'd have a simple meal, a simple supper that we could visit with each other and talk about anything that we would like. And Rosella almost always simply said, “I remember exactly”. Because as others told stories that she was familiar with, she could comment that way. Otherwise, her conversation skills were not there. So that was our first hour that we would spend together simply informally visiting with each other. And the second hour that we spent together, we would go to what I would call “my theater,” our living room with a 50-inch television. And there we could read Aphasia-Friendly stories. I would stream the story to the television set. I would have them formatted so that there would be an H for Harold, an R for Rosella, and we would read the story so that the folks who were listening and watching could see the story as well as hear the story. And if we made any mistakes, they could make the corrections in their own mind. There was a way that she was able to, again, participate. It's worth telling. But there was one waffle evening when she turned to me, and said, “China”. I knew she had a story in mind, but her look said, “you tell it. I can't do it.” And so, I did. It was a story about a cracked tea cup And so I decided certainly next Waffle Night we need to let her help tell that story of the cracked tea cup. Here is that story. Cracked Tea Cup. H: This is as story of a cracked tea cup. R: Harold and I were youth sponsors. H: Rose was one of the youth. R: Winifred was her mother. H: She invited me to her home. R: “Thank you,” she said. H: “Thank you for being Rose's sponsor.” R: We visited. H: Before leaving, she said R: “Let me pray for you.” H: It was a pray of blessing… R: …for our work in Mississippi. H: Then she added, R: “Wait!” H: “I have something for you.” R: She got a tea cup. H: Erland brought it to me from China. R: It's cracked. H: Put it in your china cupboard. R: You'll never use it. H: “But you'll remember be when you see it.” R: Sixty years are gone. H: This tea cup is still in my china cupboard. R: And I remember Winifred. H: It reminds me R: Of the grace, H: Of the affirmation, R: Of blessing, H: Of the seminary president's wife.   And so those Waffle Nights became the favorite parts of our week when we could spend time with friends and Rosella could be part of the conversation by reading stories together with me. Katie Strong: So beautiful! This is really just a fabulous way of having such a natural thing, a shared meal, a celebration to share stories. And it sounds like everybody enjoyed Waffle Nights. So, thank you for sharing, Harold. Erin, I was wondering if come into the conversation a bit more and tell us how you got involved with Harold and the Aphasia-Friendly Reading Approach? Erin O'Bryan: Thank you, Katie. Even though I've heard Harold's story so many times, I still get teary every time I hear him talk about their year of not being able to see each other during COVID and the Waffle Nights that were just so wonderful. So, I met Harold in 2019 when I first became an Assistant Professor after 10 years of working as an SLP in healthcare. And Wichita State already had a weekly aphasia group, and I couldn't wait to meet the members. So, I went to aphasia group and there I met all of the care partners in the observation room and Harold showed me a video of him and Rosella reading a story together. I had been watching Rosella in the aphasia group and I'd seen that most of her utterances were short one- to two-word phrases and that much of her communication was nonverbal. But then in the video, she was reading full sentences aloud, taking turns with Harold. And what really struck me was that she was so motivated and happy to read the story. I was so impressed. Harold asked me, “Do you think that other people with aphasia could benefit from doing this?” So many thoughts were running through my mind as we were having this conversation. Earlier in 2019, I had visited Audrey Holland, who was one of my mentors when I was in grad school at University of Arizona. And we'd actually set up this meeting through an online Scrabble chat. She invited me to her home. Katie Strong: How very ‘Audrey'. Erin O'Bryan: Yes, it was lovely. And I got to visit her with all her kitty cats. So, I asked her advice because I was applying for an Assistant Professor position after 10 years of working in health care. And I remember that she was so excited about her speechpathology.com video series and the related book that she was working on with Roberta Elman that she liked to call the Social Imperative of the LPAA, which I believe is the subtitle of that book. And Katie, I think you were a part of both the video series and the book. Katie Strong: I was, yes. Erin O'Bryan:  Well, Audrey just loved that. She was so excited about that, and she told me to learn everything I could about the LPAA. And she said, “I must join Aphasia Access.” She said, “that's where all the important work is happening.” So that year I listened to loads of Aphasia Access podcasts, and I got very familiar with the Chapey and Colleagues LPAA Values chapter. So then as I'm sitting there talking to Harold, I'm thinking about the LPAA value, everyone affected by aphasia is entitled to service. So, I mean, who is affected more than a spouse? So definitely I was thinking about having the care partner being involved seemed like a wonderful thing. And I was also thinking that Harold and Rosella's approach shared so many similarities with Script Training, which I have loved and have been using in healthcare care since grad school. And there also are similarities with ORLA and Multiple Oral Rereading. And all of these are evidence-based treatment approaches. So, I felt pretty confident that Aphasia-Friendly Reading could be a very valuable intervention. So, I said to Harold, “I'd like to try using your approach with other people with aphasia and their care partners in our clinic”. And Harold was happy for us to try it. Katie Strong: I love that. I love that. And just for our listeners, we'll put some links and references in the show notes for some of the approaches like ORLA and Script Training that Erin has mentioned in addition to Harold's book and some other some other resources too. Erin O'Bryan: Yes, thank you, Katie. Those are all wonderful resources for people to be looking at. So, my grad students and I started a pilot study with a woman with aphasia and her husband. And they were actually friends of Harold and Rosella's from their aphasia group. We use the pseudonyms Cora and Dave when we describe them in our papers. It became clear that we needed to make a few adaptations to Harold's approach for use in the clinic. For one thing, I wanted the person with aphasia to have the largest role in selecting the story topic and deciding what she wanted to say. For our first session, we asked Cora and Dave to bring ideas for a story that Cora wanted to tell. And we also suggested they consider bringing some related photos. In our first session, Cora, Dave, my grad student, Addison, and I all sat around the table and together we brainstormed about the story. Cora wanted it to be about a Caribbean cruise that she and Dave had gone on. She brought photos from that trip. Dave helped with supplying names and information about places that Cora wanted to talk about. Places from their shore excursions, such as having their picture taken with a donkey in St. Thomas and visiting the Bomba Shack on the island of Tortola. We got Cora's feedback on every line that was proposed, fine-tuning the story until Cora liked every line. And we also adjusted some of the lines to make them easier for her to say. So once Cora and Dave were happy with the story, we helped them practice during our sessions, one hour per week with my grad student, Addison and I at the clinic. And we gave a printout of the story and a practice log to record notes about their home practice. In this first pilot project, Cora and Dave practiced their story for eight sessions until Cora said she was ready to plan their story sharing celebration. Then they shared their story with their friends in aphasia group. And the clinicians and the other people with aphasia in the room were just amazed. And other people in the aphasia group said, “I want to do that!” So, after two people with aphasia and their care partners did Aphasia-Friendly Reading projects, I wrote a manuscript reporting the pilot results. And Katie, I had seen online that you were an editor of Perspectives at the time. So, I emailed you my manuscript and asked if it was appropriate for Perspectives. And you emailed me back and said, “let's meet online and talk about it.” I was so delighted that you were interested in my project. You suggested that I consider exploring the value of the intervention by interviewing the participants. And I didn't know anything about qualitative research. But, Katie, you helped me write great interview questions for the care partners. And you helped me learn thematic analysis so we could find the themes in the care partner's quotes. And so, after learning from you, I have come to love the thematic analysis process. I really think it leads to deep listening. What we learned from the interviews is that the care partners felt empowered by being included in the intervention and the care partners really valued the collaborative nature of the storytelling project and especially that the intervention was so different than the previous therapy experiences that they had had because it was person-centered, it was fun, and they got to share their story with other people in their lives. So, then the three of us, Harold, Katie, and I wrote our first article about Aphasia-Friendly Reading and it's published in Aphasiology and the title is, “I wasn't just sitting there”: Empowering care partners through the Aphasia-Friendly Reading Approach. And then in 2023, the three of us went to Boston and presented it at ASHA. Katie Strong: Thanks for sharing that, Erin. You know, I think the experience of the care partners saying that therapy was fun important to note. And Harold has mentioned that Rosella thought it was fun, and the other participants thought it was fun. And I guess I just want to bring home that hard work can, can still be fun or therapy can be fun. And especially when it comes from the person with aphasia and their care partners. The topics are generated by the client and care partner. They're sharing things that are really important to them that have happened in their past. I love it. Erin O'Bryan: And one of the care partners even said that they learned better when it was fun. Katie Strong: I love it. Fantastic. Erin, I was wondering if you could share some tips for clinicians who might be listening that are thinking about how they might be able to incorporate this Aphasia-Friendly Reading Approach into their practice. Erin O'Bryan: Thank you for asking, Katie. So, in the past year, you and I have been talking about how we want to make it as easy as possible for clinicians to use our storytelling approaches in regular clinical settings, outside of research. And we really want clinicians to realize that it takes almost no time to prep for a person-centered storytelling session. You just have to go into the session ready to actively listen to what the person with aphasia wants to say. I love the acronym PULSE that you and Barbara Shadden wrote about in your paper, The Power of Story and Identity Renegotiation. And then in our paper, we reviewed PULSE again. So just for our listeners, I'm going to go through it real quickly because I think these are great things for clinicians to keep in mind. The P in pulse is for partnerships, partnering with the person with aphasia. And in the case of Aphasia-Friendly Reading, the clinician partnering with the care partner also. The U in pulse is for uniqueness. So, the clinician should be prepared to help the person with aphasia tell their unique story. The L is for listening. The clinician needs to learn how to really listen. And S is for supporting the person with aphasia in telling their stories. For example, using communication ramps in Supported Conversation for Adults with Aphasia strategies to support communication. And then finally, the E impulse is for explore. So as a clinician, be ready to go off-road with your client to explore the story that they want to share. And as a clinician, know that it's okay, even it's great for you to do that. Katie Strong: I love that. I love that. Erin, I guess that leads us into sharing that we do have a paper that came out in 2024 called Person Centered Stories on the Main Stage in Intervention, which highlights examples from three different story projects, including Aphasia-Friendly Reading. So, we'll link that to the show notes as well. Erin O'Bryan: Yes, and this year at ASHA 2024, Katie, you and I are going to be also giving a talk about this work called Elevating Person-Centered Stories to the Main Stage in Aphasia Intervention. And we are looking forward to presenting this work hopefully to an audience of clinicians. Katie Strong: Yes, yes, we hope to see folks in Seattle for sure. Well, I want to bring back both Harold and Erin into this conversation. And I think one of the things that I've recognized through this collaboration that you and Harold and Rosella and later on I got to be a part of is that we really are all better together. And I was hoping each of you could take a moment to share how this work has changed your thinking or maybe some ideas about sharing with others about what you've learned from this collaboration. Harold Regier: Well, for me, one of the things that I think I really learned from this is that we care partners need the therapist and the therapist needs us care partners. And there are more ways in which we can work together than perhaps sometimes we have done it when we have just been sitting there. And so, I really, I'm so pleased to be able to feel that that we care partners are more involved or can be more involved in the whole therapy process than what so often we have been. But I think that one of the things that the therapist needs to help us understand is when is it appropriate for us to be part of the process and when it is not appropriate for us to be part of the part process. It's not a matter of us being there all the time and sometimes being in the way. So, I think that kind of very frank candid conversation with us would help us understand that. And I certainly understood better that that the role of the care partner in terms of helping the person with aphasia be able to communicate better is very different from the role of the therapist. I never tried to be the person who was the teacher, trying to let Rosella know how she should do better and how we might be able to improve our reading. We just did it and it came out the way it came out. But then when I see how Erin was working with other clients and the persons with aphasia and the family members together identified the stories that they were interested in putting together, and the therapist helped put that together into words that they then could repeat or share together and in a storyline, that that is the place where I think we can be so much more collaborative with the therapist in a process like that. So I just always was telling myself, “Don't be a therapist. Don't be a teacher. Don't try to say, well, you can do better than that. Just simply do what is natural.” And then I wish that the therapist would take the other role and really work hard to help the person with aphasia do better with their reading and their performance. We didn't do our reading for production. We did it for fun, as you were saying earlier. And then we did it because we wanted to share that fun and that experience with others. And that was so very, very satisfying for us. Those are some of the thoughts that have come to me in terms of the relationship between therapist and care partner. Katie Strong: Thanks Harold. Yeah, Erin, any thoughts? Erin O'Bryan: I've learned so much from this collaboration. From Harold, I learned what a difference it makes when a care partner puts so much time and thought into supporting their partner with aphasia's communication and her quality of life. Also I've seen how much Harold has done and I hope that me you know as a busy professor stopping and taking the time to tell him that I saw so much value in what he was doing at home with Rosella reading those videos together. I hope that this helped him realize that it was valuable to share. And I'm thrilled to say that Harold has been going around the state of Kansas giving talks about aphasia at colleges and senior living facilities. He's doing so much and I love to see that. And from collaborating with you, Katie, I've learned the importance of making the story sharing a really beautiful celebration honoring the person with aphasia and you know bringing special things like favorite food treats, beverages, flowers, and especially inviting the people that are important to the person with aphasia. We've now had five or six story sharing celebrations. It seems like everyone is more beautiful than the last. I've learned so much about that. And I've also learned that qualitative research helps me capture the meaningfulness of these projects and the meaningfulness as we're working with people with aphasia and that this research can be so fun and rewarding. Katie Strong: I love that. I love that. As I was listening to you, Erin, respond to Harold, it just sounds like together we can validate one another. The work that you're doing, you were doing with Rosella, Harold is very validating and then Erin bringing it into the lab to test it out and it's all beautiful. It's, it really is. And I guess as I reflect on this thought about what I've learned is to reiterate, Erin, something you said, that listening to family members or care partners and the ideas that they have to engage their loved ones in communication activities are so powerful and taking that time even if you are busy to listen and think and validate and see how that connects to the existing evidence-based literature. I think is really powerful. But I also think that there's this collaboration and the combination of care partners and clinicians and researchers. And of course, the person with aphasia at the center of all of that, making a powerful team to develop innovative methods of storytelling is really one of my big takeaways from all of this. Erin O'Bryan: Yes, that's wonderful. Harold Regier: I would like to give kudos to the therapists who worked with Rosella over the many, many years. Ten years of aphasia therapy, four of which were one-on-one, six of which were part of a support therapy group. Those therapists were such relational people, such encouraging people, and also knew the techniques that work in therapy. So, I wanted to say that those years were very, very meaningful, very, very helpful, and helped us with the day-to-day kind of living with hope, with the expectations that things can continue to get better. Katie Strong: Thank you, Harold. Yeah. Erin, any other thoughts as we wrap this up today? Erin O'Bryan: Well, I just wanted to say that I would never recommend that all intervention involve the care partner because I understand that it's good for the person with aphasia to get one-on-one time with the clinician. But don't forget that that care partner is often with the person with aphasia almost 24/7 and we may only see them one or two hours a week. So, it's so important that we do more to really educate the care partner about how to acknowledge the competence of the person with aphasia and really how to support their communication. So that's why I really want us to do more with in involving the care partner and in intervention. So, I'll get off my soapbox. Thank you, Katie, for letting us share about this project that I love. Katie Strong: I'm so delighted that we could have this time together today. Harold, thank you for your generosity and sharing your ideas and Rosella's stories with us and this beautiful work of Aphasia-Friendly Reading and Erin for your work in the lab and bringing it to the clinic. 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, I'm Katie Strong. Thanks again for your ongoing support of Aphasia Access. Contact information for Guests – Harold Regier hrregier@cox.net  Erin O'Bryan, PhD., CCC-SLP erin.obryan@wichita.edu  Resources Aphasia Institute's Introduction to Supported Conversation for Adults with Aphasia (SCA™) eLearning. https://www.aphasia.ca/health-care-providers/education-training/online-options/ Chapey, R., Duchan, J. F., Elman, R. J., Garcia, L. J., Kagan, A., Lyon, J. G., & Simmons-Mackie, N. (2000).Life Participation Approach to Aphasia: A statement of values for the future. The ASHA Leader, 5(3). https://doi.org/10.1044/leader.FTR.05032000.4 Cherney, L. R. (2010). Oral reading for language in aphasia: Impact of aphasia severity oncross-modal outcomes in chronic nonfluent aphasia. Seminars in Speech and Language, 31, 42–51. https://doi.org/10.1055/s-0029-1244952 Cherney, L. Babbitt, E., Oldani, J., & Semik, P. (2005). Efficacy of repeated choral reading for individuals with chronic nonfluent aphasia. [Clinical Aphasiology Paper]  http://aphasiology.pitt.edu/1548/  Kaye, R., & Cherney, L. R. (2016). Script templates: A practical approach to script training in aphasia. Topics in Language Disorders, 36(2), 136–153. https://doi.org/10.1097/2FTLD.0000000000000086 O'Bryan, E. L., Regier, H. R., & Strong, K. A. (2023). “I wasn't just sitting there”: Empowering care partners through the Aphasia-Friendly Reading approach. Aphasiology. https://doi.org/10.1080/02687038.2023.2272956 O'Bryan, E. L., & Strong, K. A. (2024). Person-centered stories on the main stage in intervention: Case examples from the My Story Project, Aphasia! This Is Our World, and Aphasia-Friendly Reading. Perspectives of the ASHA Special Interest Groups. https://pubs.asha.org/doi/10.1044/2024_PERSP-23-00272 Regier, H. (2021). A Decade of Aphasia Therapy: Aphasia-Friendly Reading: A Technique for Oral Communication. Independently published Available on Amazon Strong, K. A. & Shadden, B. B. (2020). Stories at the Heart of Life Participation: Both the Telling and Listening Matter. Chapter 5. In A. L. Holland & R. J. Elman (Eds.) Neurogenic communication disorders and the Life Participation Approach: The social imperative in supporting individuals and families (pp. 105-130) Plural Publishing. Strong, K. A & Shadden, B. B. (2020). The power of story in identity renegotiation: Clinical approaches to supporting persons living with aphasia. ASHA Perspectives, SIG 2, 5, 371-383. https://pubs.asha.org/doi/pdf/10.1044/2019_PERSP-19-00145 Youmans, G., Holland, A., Munoz, M. L., & Bourgeois, M. (2005). Script training and automaticity in two individuals with aphasia. Aphasiology, 19(3/4/5), 435–450. https://doi.org/10.1080/02687030444000877

The written word is authoritative and reliable but it is rigid. It is through the oral transmission of Torah that its continuous development and relevance is assured.Source Sheet

Michael Balaoing, founder of Candlelion, joins Village Global co-founder and partner Ben Casnocha on this episode to discuss:- The importance of the acronym WTF (what's the feeling?) when you're giving a presentation.- The four roles that you take on as a speaker: captain, pilot, guide, and game show host.- The five questions to ask when seeking feedback on a presentation.- How to keep the audience engaged throughout a talk, not just during the Q&A at the end.- How to bake stories into your presentations and remix your talks for different audiences.- The keys to virtual communication.Thanks for listening — if you like what you hear, please review us on your favorite podcast platform. Check us out on the web at www.villageglobal.vc or get in touch with us on Twitter @villageglobal.Want to get updates from us? Subscribe to get a peek inside the Village. We'll send you reading recommendations, exclusive event invites, and commentary on the latest happenings in Silicon Valley. www.villageglobal.vc/signup

Guest Matt Abrahams is a master communicator who helps others overcome their fear of speaking — before live audiences, in small groups, or even one-on-one. His catchphrase, “Think Fast, Talk smart,” describes a mindset that, he says, is key to speaking well. Thinking fast is the ability to recognize and respond to patterns in order to talk smart — becoming more salient, relevant, and concise in the process. Abrahams coaches host Russ Altman on how to talk smart on this episode of Stanford Engineering's The Future of Everything podcast.Episode Reference Links:Matt Abrahams: WebsiteStanford Profile: WebsiteMatt's Podcast: Think Fast, Talk Smart: The PodcastConnect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads or Twitter/XConnect with School of Engineering >>> Twitter/XChapters:(00:00:00) IntroductionHost Russ Altman introduces Matt Abrahams, an expert on communication and lecturer at Stanford Graduate School of Business.(00:02:04) The Power of Thinking Fast and Talking SmartMatt explains the concept behind his catchphrase and podcast, "Think Fast, Talk Smart".(00:06:22) Addressing Speaking AnxietyThe prevalence of speaking anxiety, its evolutionary roots, and how it has evolved with modern communication tools.(00:08:46) Impact of AI on CommunicationHow LLMs like ChatGPT can aid in preparation for speaking engagements and assist non-native speakers with communication.(00:11:33) Virtual vs. In-Person CommunicationDifferences between in-person and virtual communication and how individuals can adapt to virtual communication environments.(00:13:59) Handling Difficult QuestionsStrategies for responding to questions when you don't know the answer or can't legally or ethically provide one.(00:17:18) Structuring Effective CommunicationsMethods for structuring communications to ensure clarity and impact.(00:22:10) Cultural Influences on CommunicationThe impact of cultural differences on communication styles and the importance of sensitivity and adaptation.(00:25:11) Reevaluating the Use of Presentation ToolsThe appropriate use of PowerPoint and other visual aids in presentations, with tips for making visuals effective and audience-focused.(00:29:21) Conclusion Connect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads or Twitter/XConnect with School of Engineering >>> Twitter/X

Increase your oral expressions with these ; Actions speak louder than words To keep an eye on Raining cats and dogs Piece of cake

Mint's Satya Sontanam engages in a conversation with Abhishek Mathur, a partner with Luthra and Luthra Law Offices India. He takes care of private client, estate planning, real estate and general corporate practice matters in the firm. In this episode, Mathur explains why a will is important, the implications when someone dies without a will but orally communicated about distributing her assets, when the will should be registered and what it is meant by probating a will. Tune in for more insights.

Sports-guy Scott Jamison is no stranger to tricky and heated conversations. But he takes each conversation seriously, uses empathy and leaves the attitude at home. Because when you're in customer service, there's no such thing as a day-off. Season 6 of The PreVet Pawscast is all about people skills. Each week, veterinarians or non-vet professionals share their personal experience and recommendations for the "soft skills" required by the Letters of Recommendation on the VMCAS application. ---- The Prevet Pawscast provides tips, tricks and tales for applying to vet school and exploring the veterinary medicine profession. You can get all kinds of updates on admissions here: education.vetmed.ufl.edu/ Produced By: Alex Avelino

Dennis McCarty explains how “bullshit” operates in public communication and why it's integral to identify its strategies. He also gives advice on public speaking as he and Tony discuss the errors of pre-canned speeches; the underrated usefulness of audience analysis and humor; what celebrities taught us during the pandemic; and why Q&A is so difficult. McCarty is an Assistant Instructional Professor in the University of Florida's Dial Center for Written and Oral Communication.  

In this episode, we sit down with Heather Danek, Lauren Morgan, and Anthony Zoubek live from the Illinois Communication and Theater Association 2022 Convention at College of DuPage to discuss an update from their 2019 episode on their work with the Illinois State Senate on a bill (now law) to allow for Oral Communication to be included in the Illinois High School course offerings for Fine Arts credit.

It seems like every preteen has their own cellphone these days. Just last week, I saw a kid (possible 9 or 10 years old) walking down the street talking to someone through their smartwatch. Who would've thought? With more young people owning tech at an earlier age, it's important for both parents and kids to sit down from the get-go and talk about how to stay safe online, minimize social media use and more. Learn More: https://viewpointsradio.org/phone-guidelines-for-kids

Americans are increasingly busy, and there's more content than ever before vying for a piece of their time. In this new landscape, many media are outlets shifting their formats to better compete with social media and Americans' reduced attention spans. Co-founder of Axios Roy Schwartz joins us this week to talk about how everyone, and not just journalists, can use this stylistic change to improve both their writing and presenting. Learn More: https://viewpointsradio.org/the-state-of-journalism-a-new-expanding-format/

About After so many people's requests on Instagram, I and my team decided to come up with communication skill series in detail in 5 parts and it is the 3rd part in which we will get inside and find what is oral communication My Youtube- https://www.youtube.com/c/AdityaRajKashyapLifeChangingCoach/videos My instagram - https://www.instagram.com/aditya_rajkashyap/ . My Linkedin- https://www.linkedin.com/in/aditya-raj-kashyap-11a484224/ My quora- https://www.quora.com/profile/Aditya-Raj-Kashyap-7 My Twitter- https://twitter.com/Adityak29259066 --- Send in a voice message: https://anchor.fm/aditya-raj-kashyap/message

This is our special ‘69' show and we wanted to uplift the celebration with oral communication.  While this episode does not talk about oral sex, it does discuss methods to make divorce easier and smoother.  We both agreed that showing positive energy even during the worst arguments can turn the situation more constructive.  Even though men and women basically communicate differently, there is still room for understanding each other.  Topics of being a better communicator, Mrs. Doubtfire, pivotal points, drama mongers, Venus and Mars, manifestations, and happiness.  As we preach and show on this podcast - laughter is one of the best medicines.  Enjoy. "Whoever is happy will make others happy too." -Anne Frank

For beginners, drafting a speech can be intimidating. In this video, you'll learn how to simplify the process. Learn the 3-step strategy that Dan has employed for decades. During the podcast, I reference looking at an index card, which of course you can't see... was for the folks that get a version of the podcast on Youtube.

This podcast imported RBI materials helps learners to explain that a shift in speech, style, speech act, and communication strategy affects the relationship of the speaker.

This podcast imported RBI materials helps learners to use principles of effective delivery focusing on articulation.

This podcast imported RBI materials helps learners to explain the shift in speech context, speech style, speech act, and communicative strategy affective language form and duration of interaction.

This podcast imported RBI materials helps learners to explain the relationship of a speaker's role and responsibilities.

IMB Director of Orality Strategies, Dr. Grant Lovejoy talks about how missionaries and ministry leaders are advancing the Gospel by using an approach to communication that works with non-literate people groups.

This week on the Cone….. Dr. Andy Roark sits down with Dr. Ryane to discuss her research on communication challenges between veterinarians and dog/cat breeders. They get into the oddities of these relationships, the points of friction, and steps that can be taken to improve communication and build more effective relationships. ORIGINAL ARTICLE: Survey of communication challenges that impact relationships between veterinarians and dog or cat breeders and proposed solutions for retaining breeders as clients https://avmajournals.avma.org/doi/abs/10.2460/javma.258.4.407 Links: Effective Onboarding Workshop: https://unchartedvet.com/product/effective-onboarding/ New Grad Mentorship 2.0: https://unchartedvet.com/product/new-grad-mentorship/ Dr. Andy Roark Swag: https://drandyroark.com/swag All Links: https://linktr.ee/UnchartedVet Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) graduated from Cornell University College of Veterinary Medicine in 2008. She practiced as an associate veterinarian in companion animal practice before transitioning into the educational circuit as an advocate for pre-clinical training in primary care. She debuted in academia as a Clinical Instructor of the Community Practice Service at Cornell University's Hospital for Animals. She then transitioned into the role of Assistant Professor as founding faculty at Midwestern University College of Veterinary Medicine. While at Midwestern University, she had the opportunity to teach the inaugural Class of 2018, the Class of 2019, and the Class of 2020. While training these remarkable young professionals, Dr. Englar became a Diplomat of the American Board of Veterinary Practitioners (ABVP). She then joined the faculty at Kansas State University between May 2017 and January 2020 to launch the Clinical Skills curriculum. In February 2020, Dr. Englar reprised her role of founding faculty when she returned “home” to Tucson to join the University of Arizona College of Veterinary Medicine. As a dual appointment Associate Professor and the Director of Veterinary Skills Development, Dr. Englar currently leads the Clinical and Professional Skills curriculum. In her current role, she can design and debut a novel series of standardized client encounters for student training in clinical communication. She can also further her research as to how clinical communication drives relationship-centered care. Dr. Englar is passionate about advancing education for generalists by thinking outside of the box to develop new course materials for the hands-on learner. This labor of love is preceded by four texts that collectively provide students and clinicians alike with functional, relatable, and practice-friendly tools for success: Performing the Small Animal Physical Examination (John Wiley & Sons, Inc., 2017) Writing Skills for Veterinarians (5M Publishing, Ltd., 2019) Common Clinical Presentations in Dogs and Cats (John Wiley & Sons, Inc., 2019) A Guide to Oral Communication in Veterinary Medicine (5M Publishing, Ltd., 2020) Dr. Englar's students fuel her desire to create. They inspire her to develop the tools that they need to succeed in clinical practice. If the goal of educators, as they are tasked by the accrediting bodies, is to create “Day-One”, so-called “Practice-Ready” veterinarians, then this text and her others complement the mission. When Dr. Englar is not teaching or advancing primary care, she trains in the art of ballroom dancing and competes nationally with her instructor, Lowell E. Fox.

In this episode of Mentoring Matters we share our tips for helping graduate students become awesome oral communicators.Don't forget to give them opportunity to practice! Provide low stress opportunities to present such as giving presentations to your lab group.Have discussions about core concepts of effective communication.  Always consider the audience, build from their knowledge. Meet them where they are at.  Ask yourself what you want the audience to do with the  information you are providing. Start with the big picture! Help the audience see why it matters.Keep it simple-no more than three main points. Don't include everything just because you can. Break down a big story into bite-sized pieces so that audience can take it in.Focus on the story, walk the audience through your thought process and why you did the work. Use visual aids to supplement what is being verbally articulated. Make sure visuals don't distract the audience. Have lab members provide feedback to help them think critically about what effective communication looks like. Consider having the student also do a self-assessment. Then have a discussion after the presentation on what worked and what could be better. A great book to get one thinking about effective science communication is Alan Alda's book titled “If I Understood You, Would I Have This Look On My Face?”If you are enjoying this podcast please leave a rating or review, and join us over on Twitter to let us know what topics you'd like to hear more about.You can also join the conversation on our LinkedIn group page The Graduate Mentoring Blueprint

Michael Balaoing, founder of Candlelion, joins Ben Casnocha on this episode to discuss:- The importance of the acronym WTF (what’s the feeling?) when you’re giving a presentation.- The four roles that you take on as a speaker: captain, pilot, guide, and game show host.- The five questions to ask when seeking feedback on a presentation.- How to keep the audience engaged throughout a talk, not just during the Q&A at the end.- How to bake stories into your presentations and remix your talks for different audiences.- The keys to virtual communication in the COVID era.Thanks for listening — if you like what you hear, please review us on your favorite podcast platform. Check us out on the web at www.villageglobal.vc or get in touch with us on Twitter @villageglobal.Want to get updates from us? Subscribe to get a peek inside the Village. We’ll send you reading recommendations, exclusive event invites, and commentary on the latest happenings in Silicon Valley. www.villageglobal.vc/signup

Justin Bronson Barringer is a pastor, consultant, writer, editor, and a PhD candidate in religious ethics at Southern Methodist University. He’s also a star in the hit reality show Duck Dynasty. (Just kidding.) I met Justin many years ago when he agreed to read (and critique!) early drafts of my book Fight, now called Nonviolence: The Revolutionary Way of Jesus. He was very influential in helping me understand Christian nonviolence and the ethical challenges it presents. In this episode, we talk about his new book that he edited: The Business of War: Theological and Ethical Reflections on the Military-Industrial Complex​. Once we understand how profitable war can be, it sort of changes your view on the whole military industrial complex.  We also talk about a theology of country music. So, yeah...Along with his wife, Justin hosts the Rogue Ministry Podcast, a show dedicated to helping people create and sustain faithful ministries. Justin and Rachel founded Diapers, Etc. a ministry which "exists to provide diapers, feminine hygiene products, and other important goods not typically covered by government programs or other service providers." In this effort, they work alongside the good folks at Owenwood Farm and Neighbor Space, a campus of White Rock UMC, as well as with the fantastic organization Hope Supply Co., and other partners to serve over 200 families a month. Justin has a BA in Oral Communication from Lipscomb University, and an MDiv from Asbury Theological Seminary, with a focus on Christian ethics, and he studied faith and public policy in Washington, DC. He has been a missionary in Greece and China, worked extensively among homeless people in cities as varied as Nashville and Los Angeles to Lexington and Little Rock. Justin has served at mercy and justice organizations like The Dream Center and Sojourners. He was also Outreach Pastor at Embrace Church for three years. Support PrestonSupport Preston by going to patreon.comVenmo: @Preston-Sprinkle-1Connect with PrestonTwitter | @PrestonSprinkleInstagram | @preston.sprinkleYoutube | Preston SprinkleCheck out his website prestonsprinkle.comIf you enjoy the podcast, be sure to leave a review.

Member of the Society of Reformed Podcasters WELCOME TO BOOK CLUB! Make sure you listen to the end of the episode for a book giveaway! Zach Keele has been the pastor of Escondido OPC since 2003. He has also been a lecturer at Westminster Seminary California since 2004 in Greek, Hebrew, English Bible Survey, and Oral Communication. His previous book, Sacred Bond (coauthored with Michael Brown) was published in its second edition in 2019. We want to thank Lexham Press for setting up this interview and providing us with the necessary materials to interview Zach Keele! Purchase the book here: The Unfolding Word Have Feedback or Questions? Email us at: guiltgracepod@gmail.com Find us on Instagram: @guiltgracepod Follow us on Twitter: @guiltgracepod Please rate and subscribe to the podcast on whatever platform you use! Looking for a Reformed Church? North American Presbyterian & Reformed Churches --- Support this podcast: https://anchor.fm/gggpodcast/support

Guest Bio: Philicia Bell is a 10-year educator who started at Mills University Studies High School in the Pulaski County Special School District teaching Oral Communication to ninth through twelfth grade students of all abilities. She transitioned to Parkview Arts/Science Magnet High in the Little Rock School District, where she is now a second year administrator. Her Bachelor of Arts in Speech Communication as obtained from the University of Arkansas at Little Rock and she also holds a Masters of Science in Educational Leadership from Arkansas State University. She spends her time with husband, Joseph Bell, and their 5 sons, who will be products of the Little Rock School District. She is a leader and volunteer at her church and kids' schools. Philicia is passionate about educating youth of diverse and difficult backgrounds and is determined to encourage mentorship and educating the whole-child within the classroom. About This Episode: Walk a mile with Philicia Bell, a ten-year educator and novice administrator, who leads with love. Find out how a Gender studies class ultimately led her to the classroom and why mentoring, educating the whole child, and “Window Seats” are non-negotiables. Phillicia's Recommendations: Supporting and Educating Traumatized Students by Eric Rossen The Little Book of Restorative Justice in Education: Fostering Responsibility, Healing, and Hope in Schools by Katherine Evans and Dorothy Vaandering For more information: Visit www.stillstacey.com for questions about this podcast, the host or scheduling inquiries. --- Send in a voice message: https://anchor.fm/stacey-mcadoo/message Support this podcast: https://anchor.fm/stacey-mcadoo/support

Jen Dodrill has been married 34 years, is a proud mom to 5 kids, and she homeschooled the youngest three using the eclectic style. The “baby” graduated in May, but Jen refuses to bow to empty-nest syndrome! She teaches Oral Communication as an adjunct instructor and writes curriculum under History at Home at TeachersPayTeachers. When she's not working, she's spending time with her kids and adorable granddaughters. Connect with her on her blog – Jen Dodrill History at Home, Instagram, Facebook, and her favorite place – Pinterest!

We missed a couple of weeks on our podcast, so we wanted to update everyone on life, the tropical disease that keeps getting us down, and our newest adventure of camping in Africa with our children. We also had the opportunity to interview Graham and Stanley, our newest mission additions from Canada. They will be sojourning with us for the next year, and are diligently working on a detailed research project in oral communication patterns. This is the second podcast we have done talking about communication so if you haven't listened to our interview with Yann and Hannah Larrieu click here to listen!

Today on HTTC, we'll go back to the basics of communication in the classroom. We will talk about why body language and use of space is so important to our credibility in the classroom, and we will touch on how using correct and strong language is the foundation of creating meaningful examples for content. Be sure to email us at howtoteachcollege@gmail.com with your thoughts, questions, and feedback!

In this episode, we sit down with Heather Danek, Lauren Morgan, and Anthony Zoubek to discuss their work with the Illinois State Senate on a bill to allow for Oral Communication to be included in the Illinois High School course offerings for Fine Arts credit. Correction: In this episode, a guest references three states that leave public speaking requirements to a local decision level. This was misstated, four states currently leave this requirement to local decision level.

Today, I'm chatting with Dr. Alane Presswood. Lanie is a professor, and the Director of Oral Communication, at Hollins University. Additionally, she's also a public speaking consultant to  entrepreneurs and online business owners.  I worked with Lanie earlier this year on my TedX talk, and I was so wonderfully pleased to have found someone who understands where online business, entrepreneurship, and speaking fit together. She was able to help me develop a killer presentation that increased my authority and grew my business. In this conversation, Lanie gives us all the goods.  She takes us step by step on how to develop, research, and deliver a presentation that you can be really proud of.     Don't forget to grab your free Deep Work tips here.  

Mike opens the show and lets us all know he is fired up. He says he has been waiting to start the show for more than an hour. He goes on to discuss the potential for a homeless shelter less than a mile from their home. This has been discussed on the show before. Mike says that due to proximity, they should have a say on that homeless shelter. He wants to address some comments that were made at the city council meeting. He goes on to say that if he agrees with you, or he disagrees with you, if your facts are wrong, he will be calling you out on it. He says it doesn't mean you're stupid or wrong, it means you stated some incorrect facts and he is calling you out on that issue, and that issue alone. There was an open house held about the homeless shelter. He says it was obvious that many of the people had no idea how government works and he feels that is fine. The fact that they've shown up for this issue is a good thing. As for the city council meeting, people could not figure out how to fill out the form for requesting to be a speaker. They have a checkbox that says “Oral Communication” or a box for the agenda item itself. The law in California says you cannot speak on an agenda item in public comments. You speak right before a vote on that agenda item. The clerk announced that there were many people who didn't indicate what they wanted to talk about. She said she would call the names out to sort them out. The very first person named came up and talked about the homeless situation. That wasn't supposed to happen. Torya feels the city made a colossal mistake. She says they should have moved the agenda item for this homeless shelter to the front of the agenda. She feels it was rude to keep them waiting until 9:30 pm from 5 pm when they knew why the people were there. Mike points out that they even took the Council Communications section before the public hearing. Mike transitions to the comments he is seeing online about the homeless shelter. People don't want a homeless shelter “that close to a school.” California state law says that you cannot place restrictions on homeless shelters that are not placed on homes and apartments. He says the real truth is that the fear they have is something already happening because the police cannot enforce the law due to the lack of shelter space. This makes their argument a moot point. Mike rants about the fact that when your worst case scenario is already an option, your argument is not worthwhile. Mike rants about how they were simply chasing the homeless from location to location, but now they share data and know what that person has been up to. Mike rants about the arguments against the shelter that claim to worry about issues that are already going on. The people act like the homeless shelter would be the cause of these issues. Mike highlights the comments of a man who said that this environment is awful. The man said “You people are like the people who say they can't be racist because you have black friends.” He stated this because the people speaking against the shelter continually stated “I have nothing against the homeless.” Mike clapped for this comment and he received so many dirty looks. Mike again points out that if he disagrees with one or more of your points, that doesn't mean he disagrees with all of your points. Mike and Torya make a statement that they are very proud of the people who came out to be heard. Mike says he may disagree, but he is glad the people came to the meeting. Torya says there is a transparency issue. She is not saying they are hiding something, but they way they've handled the issue, it gives the appearance they are. Mike ends the show predicting that the shelter will be approved by a 3-2 vote.

Welcome to the PBL Playbook, brought to you by Magnify Learning – where we put teachers back in their sweet spot. Make sure you follow us on Twitter: @magnifylearning, @askgiebs, @MissB103, #PBLPlaybook. In this episode, Josh and Andrea sit down with Dave Ross (@DavidPBLRoss), a Global Education Consultant to discuss what we are calling "21st Century Skills." What are they? How do we integrate them into our curriculum? And most importantly, how do we assess them? In this installment of the series on assessment in PBL, our hosts and their guest address just that. To start they define 21st century skills and discuss why it is so important to integrate these into curriculum and assess them. Then they talk about 21st century skills within the context of the PBL classroom and what it looks like to weave this assessment within the PBL framework.  They then discuss how to find the balance of assessing 21st century skills and classroom content, and how to design a project to elicit particular skills. Finally, Dave Ross leaves our veteran PBL teachers with a challenge to take their assessment to the next level. For tips and resources on PBL rubrics, check out the Magnify Learning Resources page.*For more PBL Resources and PBL professional development opportunities check out the Magnify Learning Website: https://www.magnifylearningin.org/

  2-Minute Tip -- Know You can do It   The first thing to know about a talk is that this IS something you can do. You can get out on stage. You can move around deliberately to make the points that you want to make. If you're not comfortable with eye contact, that's fine. You can come up with a solution.   But regardless of the challenges, go into it knowing that you can do this.   Post Tip Discussion -- Meet Denise Vaughan   Denise and I were both members of the Carroll College Talking Saints Speech and Debate team back in the early 90s. Being a part of that team was a powerful experience that had a major impact on the person I am today. The things I learned and skills I acquired as part of that experience are the ones that I still use today.   Denise and I recently met up in real life for the first time since college to catch up and talk about public speaking, speech and debate, and the power of rhetoric.   We recorded this episode at one of my favorite interview locations -- the Wayward Coffeehouse in Seattle.   Dr. Denise Vaughan has a BA from Carroll College and an MA and PhD from Washington State University. Today, she teaches courses in Debate, Oral Communication, and Debate and Policy Analysis at the University of Washington -- Bothell.  Denise is a firm believer in the ability of rhetoric to shape the world and empower students.  Through the use of a variety of outside sources and the interests of students themselves, she seeks to create connections between the world they study in the classroom and their interactions outside the classroom.  She sees the classroom as a collaborative experience where students and faculty interact with the material and educate one another.  Her courses focus on experiential learning and problem solving. Denise is also the Director of Forensics, at University of Washington Bothell, and coaches the award-winning, nationally ranked Speech and Debate team.   Links   Denise Vaughan at University of Washington Bothell https://www.uwb.edu/ias/faculty-and-staff/denise-vaughan Denise via Email Dvaughan@uwb.edu Denise on LinkedIn https://www.linkedin.com/in/denise-vaughan-70753324/ UW Bothell Speech and Debate https://www.uwb.edu/ias/undergraduate/experiential/debate Thank You for Arguing by Jay Heinrichs https://www.amazon.com/Thank-You-Arguing-Aristotle-Persuasion/dp/0307341445 Words that Work by Frank Luntz https://www.amazon.com/Words-That-Work-What-People/dp/1401309291/ref=sr_1_1 Influence by Robert Cialdini https://www.amazon.com/Influence-Psychology-Persuasion-Robert-Cialdini/dp/006124189X/ref=sr_1_1   Call To Action   What are your thoughts on this episode? Let us know in the comments below. You can connect with Denise via email or LinkedIn. You can find those links above. Do you know a high school or college student thinking about speech and debate? Encourage them to try it at their school. The value is immense. Share this episode with someone else by giving them the link http://2minutetalktips.com/denise Don't get best…get better  

Eights are often called the Challengers, but I like to call them the Protectors or Defenders. Every type has a basic fear and desire coloring the waters of their personality.  The basic fear of an Eight is being not in control of their self. The basic desire is to avoid feeling weak or vulnerable. But Eights can often be misinterpreted. Though they can often appear blunt and aggressive, Eights are truly about justice and looking out for their tribe and making sure others feel like they belong. Eights have lots of energy.  They are high energy, movement people who like to see things get done. The downside of Eights might be that they are low on the vulnerability side of things. They only trust a small amount of people, and though it may take a lot to get in the trust circle, it doesn't take much for you to get out. It's very hard to get on the list, and then you just have to do one thing and you're off the list. But what does it look like when an Eight has done their work and views life through the healthy lens of an Eight?  Listen in as Patrick Chappell discusses various triggers and how he approaches them from the lens of an Eight. Patrick is southern born and bred, having been born in Birmingham and raised in Chattanooga. Patrick earned his degree in Oral Communication and Public Relations from Lipscomb University. He then served as an Admissions Recruiter for the University, traveling the country to bring students to Nashville for a Christian education. He is currently the College and Young Adult Minister at Otter Creek Church in Brentwood, TN. Patrick is passionate about life, spending many hours reading, going to concerts, taking in movies and his favorite TV shows, as well as spending countless hours over coffee with friends. He's also a big fan of the band Weezer.     

This interview deeply touched me.. The Power of Deep Compassion. From a family of rural journalists in China, her Grandfathers stories of the horrors of the Second World War and the Civil War in China and his friends who suffered and died he, stirred her deep compassion for the suffering and trauma that resides in all, whose stories have not been heard and released. "War" is not an abstract word, it is real and affects all in the deepest of ways. Felicia has visited and listened to the stories of Ugandan women, who were abducted, raped as small children, and then outcast when they tried to return home. 30,000 young people were treated this way. The atrocities they experienced were unspeakable and the trauma they still carry effects us all. In her mission to bring healing to others, Felicia has completed a Masters Degree in Oral Communication at Columbia University in New York and is now continuing with another Masters Degree in Councilling. Her focus is in specialising in trauma release through 'hearing' these untold stories and allowing release. There is a message here for all the suppressed trauma in many people in this world. And the strong message is "Listen" and allow the people to tell their stories. Felicia's next project is in visiting Cambodia, and the killing fields of Pol Pot. I look forward to visiting her there at that time.

Who is the person that has impacted you the most? Often, we may report that it was a teacher or a mentor that helped guide us, shape us, and or changed our lives. Therefore, in honor of Teacher Appreciation Week, Alysa gives a Best Forevers shout-out to teachers, coaches, mentors, and advisers by talking about the teachers who impacted her, sharing listener letters about their favorite teachers, and interviewing the Director of Academic Advising at University of Southern Florida, Cayla Lanier, and professor friends K. Sue Young and Howard Travis from Mansfield University of Pennsylvania. Specifically, Cayla and Alysa talk about how we can be that “person” to students by developing relationships with them while Sue and Howard share their friendship origin story with Alysa and talk about being student-centered as well as how students can build relationships with their professors. So, put aside what you know about teachers, and start to consider the genuine and authentic relationships among teachers and students!  Share Your Friendship Stories with Alysa! Visit the podcast web page = www.bestforeverspod.com/surveys Email Alysa = bestforeverspod@gmail.com   Follow Best Forevers Pod! Facebook = https://www.facebook.com/groups/bestforeverspod/ Instagram = https://www.instagram.com/bestforeverspod/ Twitter = https://twitter.com/BestForeversPod   Support Best Forevers Pod! Patreon = www.patreon.com/bestforeverspod   Sue & Howard’s Oral Communication textbook https://www.amazon.com/Oral-Communication-Skills-Choices-Consequences/dp/1478635797/ref=dp_ob_title_bk   Sue & Howard’s Business Professional textbook https://www.amazon.com/Business-Professional-Communication-Practical-Effectiveness/dp/157766714X/ref=asap_bc?ie=UTF8   Sue & Howard’s Nonverbal Communication textbook https://www.amazon.com/Communicating-Nonverbally-Practical-Presenting-Effectively-ebook/dp/B00HFZXIHK/ref=asap_bc?ie=UTF8

The course comprises theories and practices of written, oral, and interpersonal communication used in the workplace with the emphasis on concise, clear, and effective business correspondences. Student will be exposed to the use of strategic communication model to identify objectives, analyze audiences, choose information, and create the most effective arrangement and channel for various types of messages. Credit title: Subject Matter Expert : Listya Ayu Saraswati, S.S.,M.Hum Dokumenter: Binus University Uploaded by: Knowledge Management and Innovation Binus University

Episode 2 outlines some basic principles in oral communication. It also explains the role of speakers and listeners in the communication process and identifies the types of interferences that can cause a breakdown in communication.

STENHOUSE AUTHOR ERIK PALMER IS OUR GUEST ON TEACHING SPEAKING AND HOW IT AFFECTS COMMON CORE

There is increasing recognition that the reductionist mindset that is currently dominating society, rooted in unlimited economic growth unperceptive to its social and environmental impact, cannot resolve the converging environmental, social and economic crises we now face. The primary aim of this unit is to encourage the shift away from reductionist and human centred thinking towards a holistic and ecological worldview. This study unit is just one of many that can be found on LearningSpace, part of OpenLearn, a collection of open educational resources from The Open University. Published in ePub 2.0.1 format, some feature such as audio, video and linked PDF are not supported by all ePub readers.

There is increasing recognition that the reductionist mindset that is currently dominating society, rooted in unlimited economic growth unperceptive to its social and environmental impact, cannot resolve the converging environmental, social and economic crises we now face. The primary aim of this unit is to encourage the shift away from reductionist and human centred thinking towards a holistic and ecological worldview. This study unit is just one of many that can be found on LearningSpace, part of OpenLearn, a collection of open educational resources from The Open University. Published in ePub 2.0.1 format, some feature such as audio, video and linked PDF are not supported by all ePub readers.

Convocation: Best speeches from fall semester Oral Communication classes

So much dialogue today is idiomatic: Expressions like "That works for me" or "I'm going to pencil that in" are essential to interpersonal communication nowadays. What do they mean? How do we use them correctly and still sound natural in conversations or even in written communication such as email? Today's dialogue and vocabulary will provide you with the language you need to make a date to get together socially with others.

Imagine a country with sun, sand, blue water, banana and papaya trees, roses, and more. Imagine Ecuador! Join us today when we listen to an audio story written by an ESL student about his native country. Our photos of the Galapagos Islands will delight you!