Podcasts about PLC

What did Jesus really mean when He said, “Blessed are the meek, for they will inherit the earth” (Matthew 5:5)? In this message, we unpack the powerful truth behind meekness in the Sermon on the Mount. In a world that often celebrates power, control, and self-promotion, Jesus presents a radically different picture of strength. Discover how meekness shapes our character, reflects the heart of Christ, and leads to the surprising promise that those who walk in humility will inherit the earth.Messages, teaching and encouragement from Pneuma Life Church pastors and leaders! Pneuma Life Church is a spirit-filled and bible-based church located in Saint Johns, Florida. It's lead by Pastors Jason & Jessica Huffman. Join us live (and online) for services each Sunday at 10AM4100 Race Track Rd. (Durbin Creek Elementary) Saint Johns, FL 32259 Visit us online at: https://pneumalife.churchEmail: hello@pneuma.life 

Manufacturing Hub is back with Episode 252, where co hosts Vlad Romanov and Dave Griffith break down what an AI survival guide should actually look like for manufacturing and industrial automation professionals. This is not a hype conversation about replacing people with magic software. It is a grounded discussion about what AI tools can do today, where they fail, why context and data quality matter so much, and how industrial teams should think about experimentation without losing sight of real operating constraints.In this episode, Vlad and Dave unpack the evolution many engineers and technical leaders have already felt in real time, from early prompt engineering, to agent based workflows, to MCP servers, skills, context management, and the growing cost of tokens and infrastructure. The conversation moves beyond generic AI commentary and into the reality of plant floor environments, where success depends on process knowledge, data architecture, OT constraints, cybersecurity, governance, and clear business value. One of the strongest themes throughout the episode is that manufacturers cannot skip the hard work of structuring data, understanding workflows, and defining use cases simply because AI tools are moving quickly.Vlad brings a very practical industrial lens to the discussion. Drawing on years of hands on experience across controls, manufacturing systems, plant modernization, and digital transformation, he explains why industrial AI has to start with operational context. A maintenance team, an engineering team, and a quality team do not need the same data, do not ask the same questions, and should not be handed the same AI workflows. That distinction matters. This conversation also highlights why the best industrial AI implementations will likely come from teams that combine domain expertise with strong technical execution, rather than generic AI shops trying to force a solution into environments they do not fully understand.Dave adds an important systems and adoption perspective, especially around cost, scaling, management expectations, and the danger of trying to prompt your way past foundational architecture work. Together, Vlad and Dave explore why manufacturers are interested in AI, why many are afraid of being left behind, and why so many projects still stall once they hit the realities of obsolete equipment, weak data models, fragmented systems, and unclear ownership of information. They also discuss deterministic logic versus LLM behavior, reporting workflows, industrial dashboards, PLC code generation concerns, and the practical question every manufacturer should ask before investing: what problem are we solving, for whom, and what is the measurable return?For those new to Vlad, he is an electrical engineer and manufacturing leader with deep experience across industrial automation, controls, data systems, OT architecture, modernization strategy, and plant operations. Through Joltek, Vlad works with manufacturers on digital transformation, IT OT architecture and integration, modernization planning, operational improvement, and technical workforce enablement. Learn more here:Joltek: https://www.joltek.com IT OT Architecture and Integration: https://www.joltek.com/services/service-details-it-ot-architecture-integrationIf you are a plant leader, controls engineer, systems integrator, OT architect, SCADA or MES practitioner, or simply someone trying to separate useful AI workflows from noise, this episode will give you a much more realistic framework for thinking about industrial AI adoption.Timestamps00:00 Welcome back and why this episode matters01:00 Setting up the industrial AI theme for the coming weeks03:10 From prompt engineering to structured AI workflows05:30 AI agents, parallel workflows, tokens, and context windows09:00 MCP tools, Playwright, and what new integrations unlock16:20 How Vlad researches AI and where useful information actually lives22:00 Real manufacturing problems versus AI in search of a problem29:40 Why industrial data architecture is harder than most people think37:00 OT expertise, workforce enablement, and who should build solutions45:40 Practical advice for manufacturers starting the AI journey50:30 Data governance, hallucinations, infrastructure, and cybersecurity57:20 What looks promising today in reporting, dashboards, and industrial applications

This week Shawn Tierney meets up with Johann Kotze of Rockwell Automation to learn what’s new in FactoryTalk View 15 & 16 in this episode of #TheAutomationPodcast. Unlock access to the ad free EXTENDED EDITION by joining our channel at https://TheAutomationBlog.com/join or https://youtube.com/@InsightsIA join. For any links related to this episode, check out the “Show Notes” located below the video. Watch The Automation Podcast, Free Edition: Note: Below member’s will also find an ad-free and extended edition of this episode. To unlock the ad free extended episode, you can become a member here. Listen to The Automation Podcast from The Automation Blog: Until next time, Peace ✌️ If you enjoyed this content, please give it a Like, and consider Sharing a link to it as that is the best way for us to grow our audience, which in turn allows us to produce more content

Canada’s residential mortgage market is a $32 billion annual asset class in Ontario alone. Plus, it’s structurally undersupplied. Unlike the US, Canada has no 30-year fixed mortgage. As a result, strict banking regulations push Canadian homeowners into the private lending market every few years. That forced refinancing cycle produces delinquency rates roughly one-eighth of what US private lenders see. On top of that, the recourse process in Canada runs just 60–90 days. Chris Lopez sits down with Hugh Tawney, founder of Leeward Capital Partners. Together, they walk through how Property Llama Capital gained access to this market and why they made it part of their Capital 3 fund. Hugh brings an institutional finance background in public equities, fixed income, life settlements, venture, and structured credit. Before founding Leeward, he spent years building fund vehicles across multiple asset classes. His CFO managed fund accounting for 38 entities at a Denver venture firm. His COO, meanwhile, helped build ArrowMark’s multifamily origination platform — a $5 billion book. Their Canadian operating partner, Aman Mann, ran a mortgage investment company from 2017 to 2023. In total, he originated approximately 500 loans with zero impairment of principal. The fund focuses on first and second lien residential mortgages — bridge loans, fix and flip, and short-term refinances. Currently, the portfolio sits at a 76.4% weighted average LTV with an 80% hard ceiling. Also worth noting: two-thirds to three-quarters of the loan book is owner-occupied. Homeowners, after all, default at a fraction of the rate that investment property owners do. For third-party validation, the fund works with Baker Tilly (tax and audit), NAV Consulting (fund administration), UMB (custody), and Stout (quarterly independent valuations). In This Episode We Cover: Why Canada’s lack of 30-year fixed mortgages creates a structural private lending opportunity every 3–5 years How Ontario’s power of sale process delivers 60–90 day recourse vs multi-year US foreclosure timelines The tax structure that classifies fund distributions as qualified dividends — potentially a 30–50% reduction in tax burden vs ordinary income How currency hedging via forwards contracts protects principal at a cost of 8–15 basis points The pending leverage strategy projected to take gross yields from 12% unlevered to 20% levered Why Leeward targets the lower end of the Canadian market — less competition, more inefficiency, higher yields The 15-month liquidity window and how it mirrors a short-term bond fund duration with a private credit return profile If you’re an accredited investor looking at private credit and want to understand an asset class that most US investors have never encountered — this is the episode to start with. Property Llama’s due diligence included a three-to-four day on-site asset tour in Toronto and a personal investment from Chris before the fund was opened to the broader investor community. Watch the YouTube Video https://youtu.be/GvF4XBzzJJs Timestamps 00:00 — Welcome & Executive Summary — What this fund targets and why 04:32 — Chris Lopez — 15 years as an active investor turned passive  08:30 — How Property Llama Found Leeward — Due diligence and the Toronto asset tour  10:26 — Hugh Tawney — Leeward Capital founder and institutional finance background  14:25— Why Canada Has No 30-Year Fixed Mortgage — And what that creates for private lenders  15:55 — Power of Sale vs Foreclosure — How Canada’s 60–90 day recourse process works  23:15— The Private Lending Opportunity — Why Canada pays 300–500 bps more than the US  25:45 — The Tax Advantage — How this fund achieves qualified dividend treatment  40:20— Currency Hedging — Protecting principal across USD and CAD  42:47  Leverage Strategy — How the fund projects a move from 12% to 20% returns  47:58— Fund Terms & Third-Party Validators — Minimums, lockup, and who’s watching the books  57:30 Canadian housing crash fears, IRA/UBIT considerations and next steps Links in Podcast Interested in learning more about the Leeward opportunity? PLC 3 LLC: PL Leeward 1 Data Room Property Llama Capital Passive Pockets Summit — use code LOPEZVIP for $100 off Passive Pockets Podcast (hosted by Chris Lopez)

What does the rise of AI mean for technical programs? Surprisingly, it's not a new concept to CTE fields. It is embedded in robotics, automation, diagnostics, and data modeling across modern manufacturing facilities today.In this episode of The TechEd Podcast, Matt Kirchner sits down with Dr. Andrew Neuendorf, Associate Dean of Manufacturing, Engineering, Trades, and Transportation at Des Moines Area Community College (DMACC), to explore what applied AI actually means inside CTE programs and why education must move beyond generative AI.With a background in English and the humanities, Andrew offers a rare perspective on how artificial intelligence is perceived differently across academic disciplines. From robotics labs to industrial technician programs, he explains where AI has already been embedded for years, where disruption is coming next, and how community colleges can respond with clarity rather than panic.From design software disruption to AI-assisted troubleshooting and entry-level data modeling skills, this conversation will help technical educators think about applied artificial intelligence in their programs.In this episode:Why robotics and automation programs have been teaching AI longer than they realizeThe hidden risk inside CAD and design-heavy technical pathwaysHow students are using AI to troubleshoot equipment faster than faculty expectWhy the “trades are safe from AI” narrative may be dangerously simplisticWhy competency-based education might be a better model in this AI-driven world3 Big Takeaways from this Episode:1. Applied AI has already been embedded in CTE for years. Robotics vision systems, PLC-driven automation, driver-assist sensors, and predictive maintenance models have quietly trained students in machine intelligence long before generative AI dominated headlines. The difference today is scale and accessibility, not the existence of AI itself.2. The future disruption isn't blue collar versus white collar — it's discipline by discipline. Andrew argues that assuming the trades are immune to AI disruption is a strategic mistake, particularly in design-heavy roles like CAD and digital modeling. Education must evaluate AI's impact at the skill level rather than rely on outdated workforce categories.3. Students may lead the applied AI shift inside technical programs. From uploading robot manuals into NotebookLM to accelerating troubleshooting in automation labs, students are modeling AI-assisted problem solving in real time. Institutions that recognize this and structure learning around it will move faster than those focused solely on policing its use.Resources in this Episode:Connect with Andrew on LinkedInOther resources:"Something Big is Happening" by Matt SchumerJensen Huang (NVIDIA) CES KeynoteSix Days in China: The Speed, Scale and Strategy Outpacing U.S. Innovation - Todd Wanek, CEO of Ashley FurnitureTry Google's NotWe want to hear from you! Send us a text.Instagram - Facebook - YouTube - TikTok - Twitter - LinkedIn

When Jesus begins the Beatitudes, He speaks about being poor in spirit and those who mourn. But what is He really trying to communicate? Understanding the context and application is key to grasping the depth of these powerful statements and how they shape the way we live in the Kingdom of God.Messages, teaching and encouragement from Pneuma Life Church pastors and leaders! Pneuma Life Church is a spirit-filled and bible-based church located in Saint Johns, Florida. It's lead by Pastors Jason & Jessica Huffman. Join us live (and online) for services each Sunday at 10AM4100 Race Track Rd. (Durbin Creek Elementary) Saint Johns, FL 32259 Visit us online at: https://pneumalife.churchEmail: hello@pneuma.life 

On Tuesday's Morning Focus, Alan Morrissey and the team broadcast live from ETB College Campus in Ennis, welcoming a variety of engaging guests throughout the day. The show kicked off with Lena Hughes, Community Education Adult Educator, who explained what community education is and highlighted the Introduction to Foraging Course. Brian Higgins and Bernie Harrington, Community Education learners, joined Alan to share their experiences on the course, the opportunities it has opened up, and much more. Alan was then joined live by Crona O'Dea and Shannon MacNamara, both PLC learners. They discussed the courses they are currently studying and shared their future plans once they complete their programs. Later in the show, Femi Odubote explained the RPL (Recognition of Prior Learning) program, which values and recognizes professional work experience as equally important to traditional classroom learning. Lexi Bowe and Kate Quinlan, Youthreach learners, spoke about their experiences with Youthreach and the courses they are undertaking. To close the show, Alan sat down with Marie O'Callaghan, PLC Coordinator and Guidance, and Una Howley, Guidance Counsellor. They discussed the Ennis College of Further Education and Training, with Una providing insight into information and guidance within the LCETB and advice on taking the next step in education or training.

In this message, we explore The Sermon on the Mount, one of the greatest teachings of Jesus. In a world with a broken moral compass, Jesus gives us a clear direction for living in the Kingdom of God. This sermon is not just about rules, but about a transformed life with Christ living in us. It becomes the compass that guides every follower of Jesus.Messages, teaching and encouragement from Pneuma Life Church pastors and leaders! Pneuma Life Church is a spirit-filled and bible-based church located in Saint Johns, Florida. It's lead by Pastors Jason & Jessica Huffman. Join us live (and online) for services each Sunday at 10AM4100 Race Track Rd. (Durbin Creek Elementary) Saint Johns, FL 32259 Visit us online at: https://pneumalife.churchEmail: hello@pneuma.life 

Guerre au Moyen-Orient: Trump a-t-il tiré un trait sur l’opinion publique? | Le prix de l’essence continue de grimper en flèche | Une mère de six enfants à la rue à cause… d’une friteuse à air | Violence sans nom à Repentigny: le maire commente la troublante vidéo | Les constructions neuves sont-elles de moins bonne qualité qu’autrefois? | Un nouveau spectacle d’André Sauvé Dans cet épisode intégral du 9 mars, en entrevue : Nathalie Sinclair-Desgagné, candidate du Bloc Québécois pour l'élection partielle dans la circonscription de Terrebonne. Audrey Petitbois, mère de 6 enfants. Leur maison a été complètement détruite après un incendie déclenché dans le airfryer. Nicolas Dufour, maire de Repentigny. Yvan Cliche, fellow et spécialiste en énergie au Centre d’études et de recherches internationales de l’Université de Montréal (CERIUM). Danny McNicoll, propriétaire de Inspection DMI et Inspecteur en bâtiment agréé. André Sauvé, humoriste. Une production QUB Mars 2026Pour de l'information concernant l'utilisation de vos données personnelles - https://omnystudio.com/policies/listener/fr

Podcast: Industrial Cybersecurity InsiderEpisode: IT SOC vs OT SOC How & Why They're DifferentPub date: 2026-02-25Get Podcast Transcript →powered by Listen411 - fast audio-to-text and summarizationCraig and Dino tackle the critical differences between IT and OT Security Operations Centers, revealing why traditional IT-centric SOCs are failing to protect manufacturing environments.Drawing from real-world examples, including a global beverage company that discovered they were only monitoring one-third of their OT assets, the hosts expose the fundamental disconnect between IT security teams and operational technology environments.They discuss why IT SOCs struggle with OT visibility, the challenges of asset inventory in dynamic manufacturing environments, and the critical importance of localization in security operations.The conversation covers practical barriers like line changeovers, PLC modifications, remote access vulnerabilities, and the need for OT-specific incident response protocols.Craig and Dino emphasize that effective OT security requires IT teams to become embedded in plant operations, working collaboratively with OEMs and system integrators, and understanding the unique operational context of manufacturing assets.This episode is essential listening for CISOs, plant managers, and security professionals trying to bridge the IT-OT security gap.Chapters:(00:00:00) - The Two-Thirds Problem: When Your SOC Can't See Your Plant Floor(00:01:00) - The OT SOC Asset Visibility Problem: A Case Study(00:03:00) - Why IT SOCs Can't Manage OT Assets(00:05:00) - Line Changeovers and Operational Context(00:07:00) - First Responders and Incident Response Challenges(00:10:00) - The WannaCry Response Gap(00:12:00) - Asset Inventory and Baseline Challenges(00:15:00) - Incident Response and Phone Trees(00:17:00) - Organizational Accountability Problems(00:19:00) - Greenfield Opportunities and Standardization(00:22:00) - The IT-OT Collaboration Challenge(00:24:00) - Think Global, Act Local: Embedding IT in PlantsLinks And Resources:Want to Sponsor an episode or be a Guest? Reach out here.Industrial Cybersecurity Insider on LinkedInCybersecurity & Digital Safety on LinkedInBW Design Group CybersecurityDino Busalachi on LinkedInCraig Duckworth on LinkedInThanks so much for joining us this week. Want to subscribe to Industrial Cybersecurity Insider? Have some feedback you'd like to share? Connect with us on Spotify, Apple Podcasts, and YouTube to leave us a review!The podcast and artwork embedded on this page are from Industrial Cybersecurity Insider, which is the property of its owner and not affiliated with or endorsed by Listen Notes, Inc.

Le français est-il prioritaire dans nos milieux professionnels? | Décès de Jacques Martel : Sylvain Cossette lui rend hommage | La Ronde rachetée: il faut que le parc d'attractions redevienne… attractif! | Les champignons magiques, le prochain médicament? | Illustrer un moment sombre de notre histoire: la nouvelle BD de Christian Quesnel | Changement d’heure: tempête dans un verre d’eau? Dans cet épisode intégral du 6 mars, en entrevue : Benoît Dubreuil, commissaire à la langue française. Sylvain Cossette, auteur-compositeur-interprète. Roger Laroche, historien spécialiste des expositions universelles et internationales. Jean-François Stephan, médecin de famille. Christian Quesnel, auteur de bande dessinée et illustrateur. Dre Maude Bouchard, neuropsychologue et directrice de la recherche et développement à la clinique virtuelle du sommeil HALEO. Une production QUB Mars 2026Pour de l'information concernant l'utilisation de vos données personnelles - https://omnystudio.com/policies/listener/fr

Les autochtones parfois TROP privilégiés? | Le coût EXORBITANT du changement d’heure dans le monde | Aucune chance pour l’Iran | L’Ozempic contre la migraine? | Zelensky est allé trop loin! Dans cet épisode intégral du 6 mars, en entrevue : Hanieh Ziaei, spécialiste du monde iranien contemporain, attachée à la Chaire Raoul-Dandurand, UQAM Dre Marzieh Eghtesadi, médecin au Centre hospitalier de l'université de Montréal (CHUM) Marine Larrivaz, doctorante en primatologie et spécialiste de la sexualité des primates, à l’Université de Montréal Une production QUB Mars 2026Pour de l'information concernant l'utilisation de vos données personnelles - https://omnystudio.com/policies/listener/fr

Mike Steele, Pacing Discourse-Rich Lessons ROUNDING UP: SEASON 4 | EPISODE 13 As a classroom teacher, pacing lessons was often my Achilles' heel. If my students were sharing their thinking or working on a task, I sometimes struggled to decide when to move on to the next phase of a lesson.  Today we're talking with Mike Steele from Ball State University about several high-leverage practices that educators can use to plan and pace their lessons.  BIOGRAPHY Mike Steele is a math education researcher focused on teacher knowledge and teacher learning. He is the past president of the Association of Mathematics Teacher Educators, editor in chief of the Mathematics Teacher Educator journal, and member of the NCTM board of directors.  RESOURCES Journal Article "Pacing a Discourse-Rich Lesson: When to Move On" Books 5 Practices for Orchestrating Productive Mathematics Discussions  The 5 Practices in Practice [Elementary]  The 5 Practices in Practice [Middle School]  The 5 Practices in Practice [High School] Coaching the 5 Practices  TRANSCRIPT Mike Wallus: Well, hi, Mike. Welcome to the podcast. I'm excited to talk with you about discourse-rich lessons and what it looks like to pace them. Mike Steele: Well, I'm excited to talk with you too about this, Mike. This has been a real focus and interest, and I'm so excited that this article grabbed your attention. Mike Wallus: I suppose the first question I should ask for the audience is: What do you mean when you're talking about a discourse-rich lesson? What does that term mean about the lesson and perhaps also about the role of the teacher? Mike Steele: Yeah, I think that's a great question to start with. So when we're talking about a discourse-rich lesson, we're talking about one that has some mathematics that's worth talking about in it. So opportunities for thinking, reasoning, problem solving, in-progress thinking that leads to new mathematical understandings. And that kind of implicit in that discourse-rich lesson is student discourse-rich lesson. That we want not just teachers talking about sharing their own thinking about the mathematics, but opportunities for students to share their own thinking, to shape that thinking, to talk with each other, to see each other as intellectual resources in mathematics.  And so to have a lesson like that, you've got to have a number of things in place. You've got to have a mathematical task that's worth talking about. So something that's not just a calculation and we end up at an answer and that the discourse isn't just, "Let me relay to you as a student the steps I took to do this." Because a lot of times when students are just starting to experience discourse-rich lessons, that's kind of mode one that they engage in is, "Let me recite for you the things that I did." But really opportunities to go beyond that and get into the reasoning and the why of the mathematics. And hopefully to explore some approaches or perspectives or representations that they may not have defaulted to in their first run-through or their first experience digging into a mathematical task.  So the task has to have those opportunities and then we have to create learning environments that really foster those opportunities and students as the creators of mathematics and the teacher as the person who's shaping and guiding that discussion in a mathematically productive way. Mike Wallus: One of the things that struck me is there is likely a problem of practice that you're trying to solve in publishing this article, and I wonder if we could pull the curtain back and have you talk a bit about what was the genesis of this article for you? Mike Steele: Absolutely. So let me take us back about 20 or 25 years, and I'll take you back to some early work that went on around these sorts of rich tasks and discourse-rich lessons. So a lot of this legacy comes out of research or a project in the late nineties called the Quasar Project that helped identify: What is a rich task? What is a task, as the researchers described it, of high cognitive demand that has those opportunities for thinking and reasoning? The next question that that line of research brought forward is, "OK, so we know what a task looks like that gives these opportunities. How does this change what teachers do in the classroom? How they plan for lessons, how they make those moment-to-moment decisions as they're engaged in the teaching of that lesson?" Because it's very different than actually when I started teaching middle school in the nineties, where my preparation was: I looked at the content I had for that day, I wrote three example problems I wanted to write on the board that I very carefully got all the steps right and put those up and explained them and answered some questions. "Alright, everybody understand that? OK, great, moving on." And then the students went and reproduced that. That's fine for some procedural things, but if I really wanted them to engage in thinking and reasoning, I had to start changing my whole practice.  So this bubbles up out of the original work of the 5 Practices for Orchestrating Productive Discussions [book] from Peg Smith and Mary Kay Stein. I had the opportunity actually to work with them both in the early two thousands at the University of Pittsburgh. And so as we were working on this five-practices framework that was supposed to help teachers think about, "What does a different conceptualization of planning and teaching look like that really gets us to this discourse-rich classroom environment where students are making sense of and grappling with mathematics and talking to each other in a meaningful way about it?" We worked with teachers around that and the five-practices [framework] is certainly helpful, but then as teachers were working with the five practices and they were anticipating student thinking, they were writing questions that assess and advance student thinking, some of the things that came up were, "OK, what are the moment-to-moment decisions and challenges related to that as we start planning and teaching in this way?"  And a number of common challenges came up. A lot of times when we were using a five-practice lesson, we were doing kind of a launch, explore, share, and discuss sort of format where we've got the teacher who's getting us started on a task, but we're not giving the farm away on that task. We're not saying too much and guiding their thinking. And then we let students have some time individually and in small groups to start messing around with the mathematics, working, talking. And then at some point we're going to call everybody together and we're going to share what the different ways of thinking were. We're going to try to draw that together. Peg Smith likes to talk about this as being more than a show-and-tell. So it's not just, "We stand up, we give our answer, we do that. Great." Next group, doing the same thing, and oftentimes they start to look alike. But there's some really meaningful thinking that goes on in that whole-class discussion. So one of the really pragmatic concerns here is, "How do I know when to move?" So I've got students working individually, and maybe I gave them 3 minutes to get started. Was that enough? What can I see in the work they're doing? What questions am I going to hear to tell me, "OK, now it's a good moment to move to small groups." And then similarly, when you've got small groups working, they're cranking away on a task. There might be multiple subquestions in that task. What's my cue that we're ready to go on to that whole-class discussion?  We were in so many classrooms where teachers were really working hard to do this work, and this happens to me all the time. I have somehow miscalculated what students are going to be able to do—either how quickly they're going to be able to do it, or I expected them to draw on this piece of prior knowledge and it took us a while to get there, or they've flown through something that I didn't expect them to fly through. So I'm having to make some choice in a moment, saying, "This isn't exactly how I imagined it, so what do I do here?" And frequently with teachers that get caught in that dilemma, the first response is to take control back, [to] say, "OK, you're all struggling with this. Let's come back together and let me show you what you should have figured out here." And it's done with the best of intentions. We need to get some closure on the mathematical ideas. But then it takes us right away from what we were trying to do, which was have our students grapple with the mathematics. And so we do this lovely polished job of putting that together and maybe students took the important things away from that, that they wanted to, maybe they didn't, but they didn't get all the way they were on their own. So that's really the problem of practice that this helps us to solve is, when we get in those positions of, "OK, I've got to make a call. I've got this much time left. I've got this sort of work that I see going on in the classroom. Am I ready? What can I do next?" That really keeps that ownership of the mathematics with our students but still gives me some ability to orchestrate, to shape that discussion in a way that's mathematically meaningful and that gets at the goals I had for the lesson. Mike Wallus: Yeah, I appreciated that part of the article and even just hearing you describe that so much, Mike, because you gave words to I think what sat behind the dilemma that I found myself in so often, which was: I was either trying to gauge whether there was enough—and I think the challenge is we're going to get into, what "enough" actually might mean—but given enough time, whether I was confident that there was understanding, how much understanding was necessary. And what that translates into is a lack of clarity around "How do I use my time? How do I gauge when it's worth expending some of the time that I maybe hadn't thought about and when it's worth recognizing that perhaps I didn't need all of that and I'm ready to do something?" So I think the next question probably should be: Let's talk about "enough." When you talk about knowing if you have enough, say a little bit more about what you mean and perhaps what a teacher might be looking and listening for. Mike Steele: Absolutely. And I think this is a hidden thread in that five-practices model because we say: "OK, we want that whole-class discussion to still be a site for learning where there are some new ideas that are coming together." So that then backs me up to thinking about the small-group work. I'm putting myself in that mode where I've got six groups working around the classroom. I'm circulating around; I'm asking questions. I of course don't see every single thing at any given moment that the small groups are doing. So I'm getting these little excerpts, these little 2- to 3-minute excerpts, when you stop into a group. So I think when we think about "enough," I want to think about, with that task that I'm doing, with what my mathematical goals are and knowing that we're going to have time on the backend of this whole-class discussion to pull some ideas together, to sharpen some things to clarify some of the mathematics. Do I have enough mathematical grist for the mill here in what the small groups are doing to be able to then take that and make progress with students' thinking at the center—again, not taking over the thinking myself—to be able to do that work. So, for any given mathematical idea, as I've started thinking about this when I plan lessons using the five-practices model, I am really taking that apart. What's the mathematical nugget that I'm listening for here, that I'm looking for in students' work that tells me: "OK, we've gotten to a point where, if I were to call people together right now and get them thinking about it, that there's more to think about, but we're well on our way." And also when I'm looking for that, knowing that I'm also not looking at those six groups all at exactly the same time. So, I want to look for those mile markers along the way that tell me we're getting close, but we're not all the way there. Because if I pick one that's, we're pretty much all the way there, that's the first group I come to and I'm going to circulate around to five more. They're going to have run out of interesting things to do, and they're off talking about, thinking about something else.  So, that really becomes the fine line: "What are those little mathematical ideas along the way that are far enough that get us towards our goals, but still we've got a little bit of the journey to go that we're going to go on together?" Mike Wallus: This is so fascinating. The analogy that's coming together in my mind is almost like you're listening for the ingredients for a conversation that you want to have as a group. So it's not necessarily "Has everyone finished?" And that's your threshold. It's actually "Did I hear this idea starting to bubble up? Did I hear elements of this idea or this strategy start to bubble up? Is there an insight that's percolating in different groups?" And it's the combination of those things that the teacher is listening for, and that's kind of the gauge of enoughness. Is that an accurate analogy? Mike Steele: It is, and I love that analogy because it reminds me of a favorite in our household as we're relaxing. We love to watch The Great British Baking Show. So, you're watching people take something from ingredients to a finished product. Now as you're watching that 20-minute segment, they're working on their technical challenge and they're all baking the same thing. I don't have to wait until the end of that, where they've presented their finished product, to have a good idea of what's going to happen. As I'm going through, as I'm watching 'em through that baking process, we're at the middle, my wife and I are talking, like, "Ooh, I've got concerns about that one. That one's looking good though." We get an idea of where it's going. So I think the ingredient analogy really lands with me. We don't have to wait. We're looking for those pieces to be able to pull that together, those ingredients. We're not waiting until there's a final product and saying—because then, what is there to say about it? "Oh, look, that looks great. Oh, that one, maybe not exactly what we'd intended." So, it's giving us those ingredients for that whole-class discussion. Mike Wallus: The other thing that struck me as I was listening to you is: We're not teaching a task; we're teaching a set of ideas or relationships. The task is the vehicle. So, it's perfectly reasonable, it seems, to say, "We're going to pause at this point in the task, or at a place where students might not be entirely finished with the task. And we might have a conversation at that point because we have enough that we can have part of the conversation." And that doesn't mean that they don't go back to the task. But you're really helping me recognize that one of the places where I sometimes get stuck, or got stuck, when I was teaching, is task completion was part of my time marking. And I think really what you're challenging me and other educators to do is to say, "The task is just the vehicle. What's going on? What's percolating around that task as it's happening?" How does that strike you? Mike Steele: Yeah, absolutely. And it was the same challenge with me and sometimes still is the same challenge with me. (laughs) Yeah, you give this task, and we think about that task as our unit of analysis as a teacher when we're planning. And so we want our students as we're using it to get to the end of it. It's a very natural thing to do.  And let me make this really concrete. If I'm doing a visual pattern task with third graders, we have, I think there's one of the elementary [5 Practices in Practice] book called "Tables & Chairs." So you've got these square tables that have four seats around them, and you're putting a string of tables together and asking kids to get at the generalization. "If you have any number of tables, how many people can you seat?"  And so I think early when I started giving those tasks, I was looking for, "OK, has everybody gotten to the rule? Have they gotten to that generalization? OK, now we can talk about it." And we can talk about the different ways people made sense of that geometrically and those connections, and that's what I want to get out of the whole-class discussion. But we don't even have to get there if groups have a sense of how that pattern is growing, even if they haven't gotten to the formal description of the rule. Because if they've gotten to that point, they've made some sense of the visual. They've made some of those connections. They've parsed that in different ways. That's plenty for me to have a good conversation, that we can come to that rule as a group and we can even come to it in different ways as a group. But it frees me up from being like, "OK, everybody got the rule? Everybody got the rule? Everybody got the rule?" Because that often resulted in, I'd have a couple of groups that maybe had been a little slower getting started and they're still getting there. And then I'm sitting there and I'm talking to them, I'm giving them these terribly leading questions. "Can we just get to the rule? Come on, let's go. You're almost there. We got it. We got it." And that then is, again, me taking over that thinking and not giving them the space for those ideas to breathe. Mike Wallus: What else is jumping out for me is the ramifications for how thinking this way actually might shift the way that I would plan for teaching, but also how it might shift the way that I'm looking for evidence to assess students' progress during the task. So I wonder if you have situations or maybe some recommendations for: How might a person plan in ways that help them recognize the ways that the task can be a vehicle but also plan for the kind of evidence that they might be looking for along the way? Could you talk a little bit about that? Mike Steele: Absolutely. So I'll give kind of a multi-layered description of this. When we're using a task that's got multiple solution paths that has these opportunities for diverse thinking, the five-practices framework tells us anticipating student thinking is a critical part of it. So, what are the different solution paths that students can take through it? So, if it's a visual pattern task, they may look at it this way with a visual. They may think about those tables like the tops and the bottoms and then the sides. They may think about the two ends of the tables having different numbers of chairs and the ones in between having a different number of chairs and parsing it that way. And we can develop those. It's actually, for me, quite a lot of fun to develop those fully formed solutions that students can do. And early on when I was enacting lessons like this, I would do that. I'd have those that I was looking for. I'd also think about questions I'd want to ask students who are struggling to get started or maybe were going down a path that may not be mathematically productive and the questions I might ask them to get them on a more mathematically productive path. And I'd go around and I'd look for those solutions, and I'd use that to think about my selecting, my sequencing, my connecting my whole-class discussion. So, great, check. That's layer one.  I think responding to the challenge of what's enough requires us to then take those solution paths apart—both the fully formed ones, maybe the incomplete thinking—and say, "OK, within that solution, what are the things that I want to see and hear that gives me some confidence that we're on this path, even if we're not at the end of this path, and that give me enough to think about?" So, if I think about, I'll go back again to this visual pattern task analogy. If I see groups that are talking about increases, so when we add a table, we're adding two chairs or they're making that distinction between those end tables and the center tables. And I've asked them a couple of questions like: OK, they've done that for 4, they've done that for 5. We may not have done that for 10 or 100 or a generalization, but that might be enough. So, I'm trying to take apart the mathematics and look for those little ideas within it. We've got this idea of a constant rate of change. We've got an idea that the number of tables and the number of chairs have a direct relationship here. So we're setting the stage for that functional thinking, even if, at a third grade level, we're not going to talk about that word. And those might be the important goals that I have for the lesson.  So that's the next phase of what I'm doing. In addition to those fully formed solutions, I'm figuring out: What are the little mathematical ideas in each that I would want to see or hear in my classroom that tell me, "OK, I have a good sense of where they are. I know where this bake's going to turn out 5 minutes from now on the show when they've taken it out of the oven." So, that's I think the next layer of that planning, of trying to figure out how to plan.  And then as we're in the moment in the classroom, being able to know what we're looking for and listening for. And the listening for me is really, really important. I think when I started doing this and I had a sense of, "What are the mathematical ideas I need to draw on?" I made the mistake of overly looking for those on paper. And if we think about how students make sense of writing things down, and sometimes despite our best efforts, the finality that comes with it: "If I've written it down, I have made it real." And if our thinking is still kind of this in-progress thinking, we may not be ready to write it down. So if I wait for it to be written on the page, I may have waited too long, or longer than I needed to, for everybody to get that idea. So again I want to make sure I listen for key words and phrases. And I might have a couple of questions teed up to help me hear those. And once I've heard those, I'm like, "OK, I am ready to go." And then for me—at least in my early fifties and not having the memory that I did when I was a 22-year-old, fresh-out-of-the-box classroom teacher—I need to have a way of keeping track of that and writing that down. So be it physical, be it digital, I want to say, "OK, I know what I'm listening for, what I'm looking for." And sometimes those may be interchangeable. If it's written on the page, great. If not, if I hear it, that's great too. And then if I've got a pretty good roster of that as I've moved through and say, "OK, I feel like all of my groups or most of my groups are at this point, there we go." I feel confident that when I pull us back together, it's not going to be me asking a question and then that terribly awkward sea of crickets out there. I'm like, "I know you were thinking about stuff; just give it to me. I know you've got this." But it gives me much more confidence that we're going to have that nice transition into a good whole-class discussion. Mike Wallus: OK. There's a ton of powerful stuff that you just said. So I want to try to mark two things that really jump out for me. One is an observation that I think is important, and then one is a thought that I want to pick your brain around a little bit further.  I think the biggest piece that I heard you say, which as you were talking about, is this notion that I'm waiting for something to appear in written form. And it feels really freeing and it gives me a lot more space to say, "This is something I could hear or I could even see in the way that kids were manipulating materials. That that counts as evidence, and I don't have to literally see it written on a paper in order for me to count that that idea is in the room." I just want to name that for the audience because that feels tremendously important. Because from a practical standpoint, if we're waiting for it to be written, that takes more time. And it doesn't necessarily mean that suddenly it appeared and before when it was just in a child's mind or in the way that they were manipulating something, that it wasn't there. It was there. So I just want to mark that.  The other thing that you had me thinking about is, I know for myself, I've gone through and done some of the anticipation work in the five practices, but what struck me is when my colleagues and I would do that, we often would generate quite a few alternative strategies or ideas. But I feel like what we were looking at is the final outcome, like, "This counting by 1 strategy is what we might see. This decomposing numbers more flexibly is something we might see. This counting on strategy is something we might see." But what we didn't talk about that I think you're advocating for is: What are the moments within that that matter? It's almost like: What in the process of getting to this anticipated strategy is something that is useful or important that counts as one of those ingredients? So I want to run that past you and say, does that follow or am I missing something? Mike Steele: It does. And I think those two things go together in a really important way because as you're talking about that pivotal moment in student thinking, as they're coming to this new understanding, as they're grappling with that mathematical idea, and thinking about, "What are the implications if we leverage that moment right there to then ask more questions to connect different ways of student thinking as compared to waiting till it's written down?" Because when it's written down, that exciting moment of the new discovery has passed. And so then when we want them to come revisit—"Tell us what you were thinking when you did that."—they're having to rewind and go back and reenact that.  If we have the ability to capture those neurons firing at full throttle in that moment of a new mathematical insight and then use that to build on as a teacher and to really get where we want to go with the lesson, I feel like we're doing the right thing by kids by trying to seize that moment, to leverage it. We always have time to write down what we think we learned later on at the end of the lesson. It's a great task for homework. And that's another thing I love about leaving some things unfinished with a task is, that's just a delightful homework assignment. And the kids love it because they don't feel like I've asked them to do anything new. (laughs) Just write down what you understood about this, and now we're codifying it kind of at a different place in the process. Mike Wallus: Well, OK, and that makes me think about something else. Because you've helped me recognize that I don't have to wait for a final solution in writing that's fleshed out in order to start a whole-group conversation. But I think what you're saying is, it changes the tone and maybe also the purpose and the impact of that conversation on students. Because if I have a task that I'm midway through and suddenly there's a conversation that helps create some understanding, some aha moments, if my task is unfinished and I had an aha, I probably really want to go back to that and see if I can apply that aha. And that's kind of cool to imagine like a classroom where you have a bunch of kids dying to go back and see if they can figure out how they can put that to use. Now you wouldn't always have to do that, but that strikes me as different than a consolidation conversation where it's kind of like, "Well, everything's finished. What have we learned?" Those are valuable. But I'm just really, I think in love with the possibility that a conversation that doesn't always wait until final solutions creates for learning. Mike Steele: And when I've seen this done effectively, there are these moments that happen. Mike, they're exactly what you're describing, is that there's an insight that comes up in the whole-class conversation, and you will see people going back to their paper or their tablet that they were doing their original work on and start writing. And we know oftentimes with kids, I remember so many times in my classroom where we're having this discussion, this important point comes up, and everybody's kind of frozen. And I'm like, "No, you should write that down. That's the important thing. Write that down." And when you see it happen organically, it's because something really catalyzed in insight that was important enough that they went back to that work and said, "Oh, I want to capture this." Mike Wallus: So, I'm wondering if there are habits of mind, habits in planning, or habits in practice that we could distill down. So, how would you unpack the things that a person might do if they're listening and they're like, "I want to do this today," or "I want to do this at my next planning."? Could you talk a little bit about what are the baby steps, so to speak, for a person? Mike Steele: Yeah, and I think the first one is really about getting into the mathematics and going deep with the mathematics in the task that you're hoping to teach. As somebody who is trained as a secondary math teacher, and early in my career, I was like, "Oh, I know what the math is. I don't need to spend the time on the math." I can't tell you how wrong I was about that. So anticipating those ways of thinking, thinking about where those challenges are, that sort of thing, is absolutely critically important to doing that work. And giving the time and space for that to happen. I mean, it was almost without fail. Every time I shorted myself on the time to think about the mathematics and just popped open my instructional resource and said, "Here we go. Class starts in 5 minutes. Let's get going on this," I'd bump into things that I was like, "Oh, I wish I had thought about that mathematical idea first." Or there'd be a question that would come up that I'd be totally unprepared to answer and I could have been prepared to answer. Now, we're not going to anticipate every way of thinking that students have or every question that they'll have, but I always find that if I've thought through it, I'm probably in a better position to give a meaningful answer to it or ask a good question back in response. And it also frees up my cognitive load to actually spend some time on those questions that I didn't expect rather than trying to make sense of everything as if it's the first time I'm seeing it.  And then along with that, doing this as a group, we used to sit in our PLC sessions and start to solve tasks together and share our thinking about, "OK, what are the mathematical ideas that we're really trying to take apart here?" And there were always insights that didn't occur to me that would occur to somebody else that added to my own thinking. And now in an increasingly digitally connected age, we don't necessarily have to be in the same room with people to do that. We can do that at a distance and still be very effective.  And then the last thing I'll talk about here in terms of getting started is: We are so good as teachers at sharing an interesting task that we found or that we used with our students with our colleagues. "Here's this thing I use in my class. It was great. You're a couple days behind me in the pacing. Maybe you can use this next Tuesday." What we I think are less good at is bringing back the outcomes of that and talking about that. "Here's what students did." I loved it when we had opportunities to gather a group of teachers in the PLC with student work from a task they did and talk about it and see: What did students make sense of? What were the questions that I asked that were helpful, or that maybe weren't helpful, in teaching that lesson. Because we'll share the task, but my goodness, the questions that we came up with to ask students in the moment, those are just as portable from one classroom to another. And we should be thinking about, just like we think about digital archives to share those tasks and those lesson plans—like sharing those questions, sharing that student work—those are the other legs of that stool that are important for really helping us do this work in a meaningful and collaborative way. Because if we don't talk about the outcomes of what students learned, the task could be great, it could be interesting, but so what? What's the important mathematical insights that kids took away from it? Mike Wallus: Yeah, I'm kind of in love with this notion that in addition to sharing tasks, sharing questions that really generated an impact in the classroom space or sharing moments of insight that led to something that jumped out. It's fascinating to think about taking those ideas and building them into a regular PLC process. It just has so much potential.  Before we close the conversation, I wanted to ask you a question that I ask almost every guest: If someone wanted to learn more about the ideas that you've shared today, what are some of the resources you'd recommend? Mike Steele: Well, I've talked quite a bit about the work of the 5 Practices for Orchestrating Productive Discussions and that series of books that have been written over the past 15 years on that—the resources that are available online for that, I think, would be a great place to start. I've only scratched the surface at taking you through those five practices—which are actually six practices, because early on we realized that attention to the task we select and the goals for that task is the important "practice zero." In fact, it was a teacher that pointed that out to Peg Smith. And that's the lovely thing. So the reason I've stayed in touch with and helped to develop this work over the years is because when we see teachers taking it up, not only is it meaningful, but the feedback we get from teachers then shapes the next things that we do with it. So there's the original 5 practices book that kind of presents the model, shows some examples of tasks and how you go through the model.  But then in 2019 and 2020, we published a series called The 5 Practices in Practice that, there's a book for each grade band—elementary, middle, and high school. But those were the ones that really aggregated the challenges that we heard from teachers over 10 years of doing this work and started to address those challenges. How do you overcome those things? We also, for each of those books, there's brand-new original video that we took in urban classrooms that illustrated teachers working really effectively with the five practices. I was able to be in the room when we filmed all of the high school classrooms in Milwaukee, Wisconsin, and it was just amazing to see that work.  And then the last piece that I'll suggest to that, which is a book that came out relatively recently in that series. There is a Coaching the 5 Practices book. So if you are a coach, instructional leader who's looking to support a team and a PLC in doing exactly this sort of work that we've been talking about, the Coaching the 5 Practices book is an incredible resource for thinking about how you can structure that work. Mike Wallus: OK. I have to also ask you, can you give a shout out to the article that you recently wrote and published as well, the title and where people could find it? Mike Steele: Absolutely. Yes. The article is called "Pacing a Discourse-Rich Lesson: When to Move On," and I authored it alongside an elementary and middle school teacher who provided a reflection on it. It comes from the classroom of a high school teacher, Michael Moore, in Milwaukee, who we filmed for the [5 Practices in Practice] high school book. So I drew from his classroom. And then Kara Benson in Zionsville Community Schools right here in Zionsville, Indiana. And Kelly Agnew who teaches in Muncie Community Schools, which is where Ball State [University] is located. Each provided a reflection from an elementary and middle school standpoint about the ideas in the article. It was published in NCTM'S practitioner journal, Mathematics Teacher: Learning and Teaching PK-12, in the Volume 118, Issue 11, from November of 2025. Mike Wallus: That's fantastic. And for listeners, just so you know, we're going to put a link to all of the resources that Mike shared.  I think this is probably a good place to stop, Mike. I suspect we could talk for much longer. I just want to thank you, though, for taking the time to join the podcast. It has been an absolute pleasure chatting with you. Mike Steele: The pleasure has been all mine. As you can tell, I love talking about these ideas, and I was so glad to have the opportunity to share a little bit of this with the audience. Mike Wallus: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2026 The Math Learning Center | www.mathlearningcenter.org

In this episode of Manufacturing Hub, Vlad and Dave sit down with Travis Cox and Kevin McCluskey from Inductive Automation to unpack what was actually proven at ProveIt and why it matters for teams trying to modernize plants without building a fragile mess of point to point integrations. If you have ever looked at a shiny demo and wondered what the real architecture looks like, how it scales beyond a single line, and what it takes to roll out across multiple sites without turning every change into a high risk event, this conversation is for you.Travis and Kevin walk through their ProveIt Enterprise B build and the thinking behind it. The core idea is simple but powerful: treat the factory like a system that needs a shared digital infrastructure, built on open standards, where data is contextualized and reusable. They break down how they used Ignition Edge close to PLCs for resiliency, local HMIs, and disciplined data modeling, then moved data through MQTT into a Unified Namespace so multiple applications can consume the same trusted signals and context. This is the difference between “we can connect to anything” and “we can scale without rewriting everything every time the business changes.” Open standards show up repeatedly in the conversation because ProveIt is specifically designed to force interoperability and practical implementation tradeoffs. Inductive Automation has also written about ProveIt as a place where MQTT, OPC UA, and SQL show up as real foundations rather than slogans.From there, the episode gets into the part that should make both OT and IT teams pay attention: modern deployment practices applied to industrial applications. Kevin outlines a clear maturity path from a single designer workflow to version control, then to containerized deployments, and finally to full GitOps style promotion across dev, staging, and production using tools like Argo CD, Helm, Kubernetes, and release promotion concepts that look like what the software world has used for years. Argo CD is explicitly built around Git repositories as the source of truth for desired state, which is exactly why it fits this style of deployment. The live portion of the conversation demonstrates how fast this can get when the infrastructure is treated as code: they spin up a brand new “site four” by submitting a form, generating a pull request, merging it, and letting the pipeline do the rest.Timestamps00:00 Welcome back and why this ProveIt recap matters01:35 Meet Travis Cox and Kevin McCluskey from Inductive Automation03:10 What ProveIt is and the key vendor questions it forces05:20 Enterprise B architecture overview from PLC to Edge to site to enterprise07:30 HMI walkthrough across liquid processing, filling, packaging, palletizing09:05 Why deploy Ignition Edge instead of only a centralized site gateway12:05 Design once, reuse everywhere and what that means for scaling quickly14:35 On prem realities versus cloud infrastructure in the ProveIt environment17:10 MCP, n8n workflows, and bringing live operational context into AI20:40 i3X style API access to models, history, and alarms for interoperability23:15 GitHub, Docker Compose, Helm, Kubernetes, Argo CD, Cargo and GitOps promotion36:55 Spinning up a new site live and what it changes for multi site rolloutsAbout the hostsVlad Romanov is an electrical engineer and MBA who has spent over a decade building and modernizing manufacturing systems across industrial automation, controls, and plant operations. Through Joltek, Vlad works with manufacturers to assess current state OT foundations, reduce modernization risk, improve reliability, and build internal capability through practical training and standards that stick.Dave Griffith co hosts Manufacturing Hub and brings a practitioner lens focused on what works on the plant floor, how architectures survive real constraints, and how industrial teams can modernize without breaking production.About the guestsTravis Cox is Chief Technology Evangelist at Inductive Automation and has spent over two decades helping customers and partners design scalable architectures, apply best practices, and deliver real solutions with Ignition.Kevin McCluskey is Chief Technology Architect at Inductive Automation and works with organizations on architecture decisions, platform direction, and enabling the next generation of industrial applications.Learn more about Joltekhttps://www.joltek.com/serviceshttps://www.joltek.com/book-a-modernization-consultation

 De fleste har nok prøvet at bruge Generativ AI til at skrive tekster eller lave billeder. Men i stigende grad bliver moderne AI også brugt til at gøre ting ude i virkeligheden – altså i en interaktion med fysiske genstande: biler, robotter og andre maskiner.Her er ideen, at man ved hjælp af industrielle chatbots hurtigere og mere effektivt kan designe, udvikle og planlægge produktionen, fra de første skitser i et tegneprogram til indkøb af materialer, og programmering af af industrirobotterne.Det er et område, som Siemens er igang med at udforske – blandt andet med det, de kalder Industrial Foundation Models. Altså store generative AI-modeller, der dog ikke er trænet på artikler, bøger, billeder eller musik, men på data fra maskiner, sensorer, robotter og design-filer.Det er en vision med masser af udfordringer – fra hallucinationer til data-ejerskab og forretningsmodeller – men hvis det lykkes at føre visionen ud i livet kan det fuldstændig ændre den måde, vi designer og producerer på – siger Siemens.Jeg har talt med Søren Jakobsen, Lead of Next Generation Automation i Siemens Digital Industries.Lyt med!LINKSSIDEN SIDSTMassivt løft til AI-forskning og talentudvikling på AAUAalborg Universitet satser på MistralUdkast til forslag til lov om AI-systemer i offentlig forvaltningTingit rejser 1,5 millioner Euro til AI-drevet reparationsplatformPentagon stempler Anthropic som 'supply chain risk'BONUS: Hvor mange AI'er skal der til for at læse en PDF?INDUSTRIELLE MODELLERSøren Jakobsen, SiemensSiemens-chef Roland Buschs mission om at automatisere alt | The VergeSiemens introducerer industriel AI-grundmodel med Microsoft og virtuel PLC med AudiIndustrial Foundation Models (IFMs) for intelligent manufacturing: A systematic review (pdf)Generative AI in manufacturing: a literature review of recent applications and future prospects (pdf)

Un registre des délinquants sexuels dangereux serait… inconstitutionnel | Bernard Drainville veut réduire l’aide sociale pour les demandeurs d’asile et met les points sur les I: il ne se retirera pas de la course à la chefferie | Est-ce mieux d’acheter ou de louer votre véhicule? | Un trou béant dans une route de Châteauguay: le maire est sous le choc | Sébastien Delorme débarque sur TikTok avec une série exclusive Dans cet épisode intégral du 5 mars, en entrevue : Patrick Taillon, professeur et codirecteur du centre d’études en droit administratif et constitutionnel (CEDAC) de la faculté de droit de l’Université Laval. Bernard Drainville, candidat à la chefferie de la CAQ. Louis-Philippe Dubé, chroniqueur au Guide de l’Auto. Eric Allard, maire de Châteauguay. Sébastien Delorme, comédien. Une production QUB Mars 2026Pour de l'information concernant l'utilisation de vos données personnelles - https://omnystudio.com/policies/listener/fr

Des proches du régime iranien au Canada?? | Chasse à l'OVNI en Californie | Un fraudeur québécois coincé Dubai | PSPP, offensif! | JiC est tanné, le CH a pas fait ce qu’il fallait Dans cet épisode intégral du 5 mars, en entrevue : Élie Cantin-Nantel, ancien attaché politique conservateur et journaliste pour The Hub. Paul St-Pierre Plamondon, chef du Parti québécois Beryl Wajsman, rédacteur-en-chef du Suburban Newspaper Group et fondateur et président de l'Institut des affaires publiques de Montréal Une production QUB Mars 2026Pour de l'information concernant l'utilisation de vos données personnelles - https://omnystudio.com/policies/listener/fr

If you care deeply about inclusion, representation, and equity in your classroom, chances are you've asked yourself:Am I doing this right?What if I choose the wrong text?What if I say the wrong thing?What if I cause harm?In this episode, we step into an honest and thoughtful conversation about tokenism — not from a place of blame, but from a place of growth.Because fear shows up in curriculum conversations more often than we admit.And when fear drives decisions, clarity disappears.Together, we explore:What tokenism actually means in classroom practiceThe difference between intent and impactWhy “adding something diverse” isn't the same as meaningful inclusionHow representation patterns shape instructional cultureWhy this conversation applies across subject areas, not just ELA or social studiesTokenism is rarely about bad intentions.It's about patterns.It's about impact.It's about what becomes normal in our learning spaces.And what becomes normal shapes belonging.Coaching Corner ReflectionUse these anchor questions in your own reflection or in PLC conversations:What will students learn about themselves through the patterns in my curriculum?What will they learn about whose voices matter?What will they learn about how knowledge is constructed in the world?Using the AAA Reflection Framework:What am I becoming aware of?What am I choosing to accept, challenge, or release?What is one small shift I am willing to try?Implementation Intention (Inspired by James Clear)Reflection is only as powerful as the action we take next.Try this sentence frame:This week, I will ______ at ______ for ______ in ______.Small.Specific.Sustainable.Aligned action shifts culture.If this episode resonated with you, I would genuinely love to hear from you. You can email me directly or leave a review on your podcast platform. Your feedback helps shape future conversations in this season.

This week Shawn Tierney meets up with Hany Fouda of Schneider Electric to discuss What’s Driving Open Automation initiatives in this episode of #TheAutomationPodcast. For any links related to this episode, check out the “Show Notes” located below the video. Watch The Automation Podcast from The Automation Blog: Listen to The Automation Podcast from The Automation Blog: The Automation Podcast, Episode 264 Show Notes: Special thanks goes out to Hany Fouda of Schneider Electric for coming on the show, and to Schneider Electric for sponsoring this episode. Until next time, Peace ✌️ If you enjoyed this content, please give it a Like, and consider Sharing a link to it as that is the best way for us to grow our audience, which in turn allows us to produce more content

Un sondage qui fait TRÈS mal à la CAQ, qui doit donner beaucoup d’espoir à Charles Milliard et le PQ doit se mordre les doigts | Iran : le conflit au Moyen-Orient pourrait-il faire augmenter le taux directeur? | Des Canadiens coincés au Moyen-Orient | Les Québécois veulent-ils réellement de la souveraineté? Dans cet épisode intégral du 4 mars, en entrevue : Benoit Therrien, président de Truck Stop Québec. Daniel Gobeil, président des Producteurs de lait du Québec. Jasmin Guénette, vice-président des affaires nationales à la Fédération canadienne de l'entreprise indépendante (FCEI). Charles Milliard, chef du Parti libéral du Québec. Camille Goyette-Gingras, présidente des OUI Québec. Une production QUB Mars 2026Pour de l'information concernant l'utilisation de vos données personnelles - https://omnystudio.com/policies/listener/fr

Les libéraux sont de retour | Crise en Iran | Droit spatial: à qui appartient l’espace? | Fin du PEQ : une citoyenne française vit un pur cauchemar | Vive Heated Rivalry! Dans cet épisode intégral du 4 mars, en entrevue : Vincent Correia, codirecteur de l'Institut de droit aérien et spatial de l’université McGill. Stéphane Dion, ex-ministre fédéral et ancien ambassadeur du Canada en Allemagne et en France. Il devient le premier « diplomate en résidence » de l'histoire de l'Université de Montréal. Tiffany Corti, Française arrivée au Québec en 2023 Une production QUB Mars 2026Pour de l'information concernant l'utilisation de vos données personnelles - https://omnystudio.com/policies/listener/fr

This edWeb podcast is sponsored by Wayground (formerly Quizizz).The edLeader Panel recording can be accessed here.Professional learning communities are most powerful when they are grounded in real classroom practice and designed to meet the needs of every learner, but many schools struggle to move PLCs beyond informal collaboration and into consistent systems that improve instruction.In this edWeb podcast, educators from Falling Creek Middle School share how they built a practical, sustainable PLC model in a large, diverse, Title I setting. Led by instructional designer Ursula Rockefeller and math coach Lisa Persinger, the session explores how their teams use a two-meeting structure, continuous assessment cycles, and shared planning processes to turn data into action.Listeners learn how Falling Creek organizes PLC time, analyzes student evidence, supports diverse learners, and distributes instructional leadership across teams. The session introduces practical tools, including a PLC Pathway framework and meeting template, that help guide conversations and document impact.Learning objectives include:Understand how to structure PLC cycles for analysis and planningLearn how to use formative and summative data to guide instructionExplore systems for collaborative lesson design and interventionApply practical tools to improve PLC consistency and effectivenessListeners leave with concrete strategies and ready-to-use resources to strengthen collaboration, support equity, and make PLC time truly matter. This edWeb podcast is of interest to elementary through high school teachers, school leaders, district leaders, and education technology leaders.Wayground (formerly Quizizz)Bridge classroom realities and curriculum expectations with an AI-supported, teacher-first platform.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In most factory lines, the soft PLC and PAC are commonly based on Industrial PC hardware. It is this hardware platform that has quietly become one of the most important components of a factory line's control hardware. In this episode of Control Intelligence, written by contributing editor Joey Stubbs, editor in chief Mike Bacidore discusses fanless controller housings.

This conversation delves into the use of mini whiteboards in educational settings, exploring their benefits, challenges, and the cognitive science behind their effectiveness. Educators share their experiences and insights on implementing mini whiteboards to enhance student engagement and understanding, while also addressing potential pitfalls and the importance of routines in their use. Follow on Twitter: @AmberBHaven | @AndrewWatsonTTB | @bamradionetwork | @jonHarper70bd Related Resources: White Board Tips | I Was Wrong About Whiteboards | More tools and Tips Amber Haven is a STEM educator, speaker, and advocate for evidence-informed teaching with over 15 years of classroom experience. She is dedicated to refining her own practice while translating and showcasing evidence-informed strategies in authentic classroom settings. Dylan Kane is a 7th grade math teacher at a rural public school in Colorado. He writes a Substack called Five Twelve Thirteen about the intersection of evidence-informed practice and the realities of classroom teaching. Andrew Watson has been teaching since 1988, studying brains since 2008, and combining those fields since 2012. As a consultant and conference speaker, he works with students and teachers to make learning easier and teaching more effective. Author of three books, he writes frequently on memory, attention, motivation, and skepticism." Brett Benson teaches 7th grade World Studies at a middle school in Omaha, Nebraska. He serves as our social studies department head. Last year he started the “CogSci PLC” at his school to help study the science of learning and evidence-based practices and strategies with teachers throughout the building . Last year the PLC focused on retrieval practice and working this year on Rosenshine's principles of instruction. He has been teaching for 18 years. Keywords mini whiteboards, education, teaching strategies, classroom engagement, cognitive science, instructional choices, formative assessment, student participation, teaching tools, learning support Takeaways Mini whiteboards can quickly gauge student understanding. They support various instructional strategies across subjects. Effective use requires clear routines and expectations. Overuse can lead to distractions and disengagement. They provide immediate feedback for teachers. Cognitive load management is crucial when using them. Not the only tool for checking understanding; variety is key. Engagement is enhanced when students feel safe to share. Assessment for learning is more effective than assessment of learning. Intentional questioning is vital for maximizing their benefits. Quotables "How can teachers use whiteboards effectively?" "Routines make mini whiteboards effective." "Be intentional about what you're looking for." Chapters 00:00 Exploring Mini Whiteboards in Education 06:51Practical Applications and Benefits 13:33 Challenges and Limitations of Mini Whiteboards 19:53 Cognitive Science Perspectives on Whiteboards 25:53 Key Takeaways and Final Thoughts

As International Women's Day highlights the importance of women pursuing careers in every sector, one young woman from Athlone, County Westmeath, is sharing her story of resilience and why she believes sometimes the biggest barrier is self-doubt. Jessica Hoey, a Software Development Apprentice with FIT (Fastrack into Information Technology) and Zinkworks, did what many students do after their Leaving Certificate: she went straight to university to study Computer Science. "I went the traditional route," Jessica explains. "I finished my Leaving Cert and went to university to study Computer Science. But when Covid hit, I dropped out and worked full-time." Unsure if she would ever find her way back into tech, but determined not to give up on her passion for tech, Jessica completed a PLC course to rebuild her confidence and skills. It was there she first heard about Tech Apprenticeships. FIT is the national coordinator of Tech Apprenticeships in Ireland, with programmes in Software Development, Cybersecurity, Computer Networking, and a new Data Analytics programme launching in 2026 (subject to QQI validation). "I argued with myself about applying and wasn't sure if I should do it. But I decided to just go for it – and I was lucky enough to get a place." That decision, she says, changed everything. For Jessica, the appeal of FIT's Tech Apprenticeship programme wasn't just gaining another qualification; it was gaining experience. "I already had some technical knowledge, but getting your foot in the door of a company is extremely hard," she explains. "With the Tech Apprenticeship programme, I have two years of industry experience, and that's invaluable." She believes the combination of work and study offers something unique. "I'm learning things I would never learn in a classroom. I get to see how the industry works from the inside. And I work alongside people who have years of experience – the advice and knowledge they share will stay with me throughout my career." Tech Apprentices earn a salary while they learn, gaining a nationally recognised qualification and valuable on-the-job experience with a company over two years. As International Women's Day shines a light on increasing female representation in technology, Jessica hopes her story resonates with other young women in Westmeath who may doubt whether they belong in the industry. "If I hadn't applied, I'd still be wondering 'what if?'" she says. "Now I'm building a career I'm genuinely excited about." Since completing her Tech Apprenticeship, Jessica is now a full-time Junior Software Engineer with Zinkworks, a global leader in software innovation based in Westmeath. Applications are currently open for FIT's upcoming Software Development programmes taking place in Dublin this April, with further intakes scheduled for Dublin and Galway in October. For those considering a future in technology, Jessica's advice remains simple: take the chance. To learn more or apply, visit FIT's website at www.fit.ie or email them at info@fit.ie today. More about Irish Tech News Irish Tech News are Ireland's No. 1 Online Tech Publication and often Ireland's No.1 Tech Podcast too. You can find hundreds of fantastic previous episodes and subscribe using whatever platform you like via our Anchor.fm page here: https://anchor.fm/irish-tech-news If you'd like to be featured in an upcoming Podcast email us at Simon@IrishTechNews.ie now to discuss. Irish Tech News have a range of services available to help promote your business. Why not drop us a line at Info@IrishTechNews.ie now to find out more about how we can help you reach our audience. You can also find and follow us on Twitter, LinkedIn, Facebook, Instagram, TikTok and Snapchat.

Mike and Molly just dropped a clear, test-focused breakdown of G protein coupled receptors that covers everything the AAMC expects you to know without the textbook overwhelm.Here's what we walk through:

Mike and Molly just dropped a clear, test-focused breakdown of G protein coupled receptors that covers everything the AAMC expects you to know without the textbook overwhelm.Here's what we walk through:

This week Shawn Tierney meets up with John DeTellem of Siemens to walk through the steps of migrating an existing S7 PLC and its Program to TIA Portal v21 in this episode of #TheAutomationPodcast. For any links related to this episode, check out the “Show Notes” located below the video. Watch The Automation Podcast from The Automation Blog: Listen to The Automation Podcast from The Automation Blog: The Automation Podcast, Episode 263 Show Notes: Special thanks to John DeTellem of Siemens for coming on the show, and to Siemens for sponsoring this episode. For more information please see the below links: TIA Portal V21 Sales & Delivery Release TIA Portal V21 Technical Slides TIA Portal V21 Trial Download TIA Portal in the Cloud TIA Portal Documentations Until next time, Peace ✌️ If you enjoyed this content, please give it a Like, and consider Sharing a link to it as that is the best way for us to grow our audience, which in turn allows us to produce more content

Outline and Show NotesGuest:Links and promo stuff?Preferred name/title?Relax and laughWill be video recording and may use small or big piecesSmall things won't be editedIf there is a gaff – long pauseIntro-interview-outroQuestions for me?FB hit recordShow Title: When there are “I's” in TEAM with Dr. Chad DumasPower Quote:Teaser:I'm really excited about today's episode. I had so much fun recording it and I think that lightness and positivity come out in the interview. It's a great combination of high-level stuff and some really fundamental truths about teams and leaderships. This might be one of those episodes that you want to listen to twice and take notes. I hope you enjoy listening as much as I did recording it.Sponsor Spot 1:Friends/School leaders, When students practice math over the summer, math scores go up. So, what's your summer math plan this year? Whether you have no summer math program, or are curious about what a research-based program looks like. Check out Summer Pops for free. Get your FREE workbook samples today at Summer Pops Workbooks.com. The link is in the show notes.Show IntroGuest Bio:Dr. Chad Dumas is a Solution Tree PLC at Work, Assessment, and Priority Schools associate and international consultant, presenter, and award-winning researcher. His primary focus is collaborating to develop capacity for continuous improvement. With a quarter century of successful leadership experience, Chad has led significant improvements for both students and staff. He shares his research and knowledge in his three books on PLCs, and his most recent book, the Teacher Team Leader Handbook. Chad's consulting and training includes research, stories, hands-on tools, useful knowledge, and practical skills. He most recently was the executive director of elementary education in the Ames Community School District, a preschool thru grade 12 district of 5,000 students in central Iowa. Before this he was the director of learning for Hastings Public Schools in south-central Nebraska for nine years. Chad is one of the few three-time guests as he appeared back in episodes 202 and 246.Warmup questions:We always like to start with a celebration. What are you celebrating today?Is there a story that will help listeners understand why you are doing what you do?Questions/Topics/PromptsThe driving question will be: I have a 7th grade team who doesn't get along. Each wants to do their own thing. Our 6th grade team collaborates and integrates ELA into multiple subjects and student achievement data is much higher there. Our 7th grade has a daily PLC time, but they do not use it well. Help!Let's begin with common teams dysfunctions:People?Processes?Purpose?Sponsor Spot 2:I want to thank IXL for sponsoring this podcast…Everyone talks about the power of data-driven instruction. But what does that actually look like? Look no further than IXL, the ultimate online learning and teaching platform for K to 12. IXL gives you meaningful insights that drive real progress, and research can prove it. Studies across 45 states show that schools who use IXL outperform other schools on state tests. Educators who use IXL love that they can easily see how their school is performing in real-time to make better instructional decisions. And IXL doesn't stop at just data. IXL also brings an entire ecosystem of resources for your teachers, with a complete curriculum, personalized learning plans, and so much more. It's no wonder that IXL is used in 95 of the top 100 school districts. Ready to join them? Visit ixl.com/assistant to get started.Closing questions:What part of your own leadership are you still trying to get better at?If listeners could take just one thing away from today's podcast, what would it be?Before we go, is there anything else that you'd like to share with our listeners?Where can people learn more about you and your work…- If you love travel, but your student trips are starting to feel a little… copy-and-paste, it might be time to level up.That's why I recommend Kaleidoscope Adventures.They've been planning educational travel for more than 30 years. And the best part? No cookie-cutter itineraries. Every trip is built around your program, your budget, and your goals.Whether you're dreaming of a trip to Universal's EPIC Universe, a history-filled journey to Washington, D.C., or even an international adventure, Kaleidoscope Adventures can help you plan a trip your students will never forget.Get inspired today at mykatrip.com. Kaleidoscope Adventures - Travel Beyond ExpectationsSummary/wrap up“Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom.”Four root problems: Why? (purpose)What and how (processes)Lack of trustIllogical resistorsAll => M=v/eCleaning snow off the wrong car - Collaboration has to be meaningfulStep 1: learn;  Step 2: create more alignmentSpecial thanks to the amazing Ranford Almond for the great music on the show. Please support Ranford and the show by checking out his music!Ranford's homepage: https://ranfordalmond.comRanford's music on streaming services: https://streamlink.to/ranfordalmond-oldsoulInstagram: https://www.instagram.com/ranfordalmond/Facebook: https://www.facebook.com/ranfordalmond/Sponsor Links:IXL: http://ixl.com/assistant Kaleidoscope Adventures: https://www.kaleidoscopeadventures.com/the-assistant-principal-podcast-kaleidoscope-adventures/Summer Pops: Summer Pops Workbooks.com CloseLeadership is a journey and thank you for choosing to walk some of this magical path with me.You can find links to all sorts of stuff in the show notes, including my website https://www.frederickbuskey.com/I love hearing from you. If you have comments or questions, or are interested in having me speak at your school or conference, email me at frederick@frederickbuskey.com or connect with me on LinkedIn.If yo...

What happens when a controls engineer with 16 years of mining and manufacturing experience decides to build an AI-powered SoftPLC from scratch? In this episode, we find out.Alex Sharikov, Founder of Jasper-X and creator of JasperNode, joins Phil Seboa and Ed Fuentes to share how he's enabling small manufacturers to program and troubleshoot their control systems using plain English, no PLC software required.Key topics in this episode:Why 80% of Australian manufacturers struggle with automation supportHow JasperNode's "atomic and unambiguous logic" keeps AI reliableThe shift from prompt engineering to context engineering in control systemsBuilding a SoftPLC from scratch instead of patching AI onto existing platformsWhy human-in-the-loop safety is non-negotiable for production environmentsThis episode is proudly made possible by PLCnext TechnologyPLCnext Technology is the ecosystem for industrial automation consisting of open hardware, modular engineering software, a global community, and a digital software marketplace.Learn more at:https://www.plcnext-community.net/news/synergy-edge-cloud/-----Connect with Alex on LinkedIn:https://www.linkedin.com/in/alexander-sharikov/Connect with Phil on LinkedIn:https://www.linkedin.com/in/phil-seboa/Connect with Ed on LinkedIn: https://www.linkedin.com/in/ed-fuentes-2046121a/Learn more about Jasper-X: https://jasperx.com.au-----About Industry Sage Media:Industry Sage Media is the content creation company behind Unplugged: An IIoT Podcast. We help automation brands grow their reach, influence, and pipeline through expert-driven content.Learn more at: http://www.industrysagemedia.com

In this Jack Westin MCAT Podcast episode, Mike and Molly break down MCAT signaling cascades with a clear, test-focused walkthrough of G protein–coupled receptors (GPCRs). You'll learn the core GPCR structure, how GDP → GTP activation works , why signaling pathways create amplification, and how cells shut signals off with built-in termination steps.We cover the high-yield cAMP pathway in detail, including Gs vs Gi, adenylyl cyclase → cAMP → protein kinase A (PKA), plus the key ideas behind the Gq pathway (PLC and calcium signaling). We also connect GPCR signaling to common MCAT contexts like hormones, fast cellular responses, and a classic passage-style example (cholera toxin) to show how the AAMC tests cause-and-effect in pathways.In this episode, you'll learn:

The superyacht industry is growing fast. The question is whether service infrastructure is keeping up.With more than 800 yachts currently in build or contract worldwide, refit demand, control system upgrades, and technical service capacity are becoming critical issues across the global fleet.In this episode of Yachting USA, host Rick Thomas speaks with Marcel Aartsen of OEM Yacht Service about the realities behind superyacht refits, obsolete PLC systems, skilled labour shortages, and the migration of vessels between the United States and Europe for technical support.This is a direct conversation about what keeps yachts operational after delivery.In this episode: Why superyacht refit demand is accelerating The challenge of replacing aging PLC and control systems onboard Skilled technician shortages across shipyards The cost and inefficiency of flying engineers globally Why collaboration between service providers may be the future Entrepreneurship and growth in marine engineering If you work in shipbuilding, yacht refit, marine engineering, crew management, or yacht operations, this discussion is essential listening.Prefer to read? Head to Yachting News on the website: https://www.yachtinginternationalradio.com/yachting-newsSupported by ATPI TravelATPI Travel supports the global yachting and maritime industry with specialist travel solutions designed for complex crew logistics, operational travel and industry mobility.Visit: https://www.atpi.comYachting USA Host: Rick Thomas Guest: Marcel Aartsen, OEM Yacht Service

You spent a year building a feature. Someone just replicated it in a day using AI.This isn't hypothetical. Roei Samuel is watching it happen in real-time. As founder of Connected - a marketplace helping 5,700 fractionals work with scale-ups - he's spinning up products daily that took his team a year to build in 2020.His conclusion? Unless you're building quantum computing or genuine deep tech, your technology moat is dead. AI killed it.Here's what makes this different:Roei isn't being dramatic. He built and sold a media company that scaled to 9 million monthly users, worked with the Premier League, NBA, and NFL, and joined the senior management team of a PLC at 26. He's seen what creates lasting value.And his take is clear: product doesn't create defensibility anymore. Network effects do. When every feature can be replicated in weeks, the only moat is how your users create value for each other - and how hard that is to reproduce.You'll learn:Why AI just eliminated technology moats. What took a year to build in 2020 now takes a day. Your 10% optimization? It'll be copied in months. The only defensible businesses are built on network effects and brand—mechanisms competitors can't easily replicate.What network effects actually mean. It's when one user's participation improves the experience for all users. Could be data (more users = better matching), could be multi-sided supply (Roei's fractionals average 3 roles each, solving the liquidity problem), could be customers becoming promoters.How most businesses can access network effects. You don't need to be a marketplace. If you're good at turning customers into promoters—testimonials, LinkedIn posts, word-of-mouth - you're building network effects. The best businesses layer multiple mechanisms.Why hiring full-time is becoming the last resort. Smart founders now think: (1) What can I automate? (2) What requires a fractional specialist? (3) Only then, do I need full-time? This isn't theory - startups on Connected average 3.7 fractionals each.How to solve marketplace liquidity problems when starting. Don't try to build both sides simultaneously - it kills companies. Use SaaS-enabled networks: give one side free tools (dashboards, benchmarking) while you populate the other side. Roei did this launching Connected in the US.Why you shouldn't scale until you nail cohort metrics. Don't worry about growth. Start with 150-200 users. Measure daily active usage, retention, behaviors that drive engagement. Roei invested in Lapse based purely on cohort analysis—they raised £8M seed, then £30M Series A from Greylock. Zero monetization. Just strong network effect metrics.How to identify your specialty if going fractional. Lean into where you deliver tangible results fastest. Not what you're best at. Not what's most fun. Where can you prove ROI in 6 months? That's your first case study. That's how you build track record.Why living out of alignment destroys everything. Roei's real mission isn't about fractional work - it's about helping people live authentically. The reality check:This isn't anti-product. Product still matters. But product alone won't save you when competitors can replicate features in weeks. Network effects create the compounding advantages that turn good products into defensible businesses.If you're building a business in 2026 and you haven't thought about network effects, you're building on sand. AI just raised the stakes.One action: Listen to the end for Roei's hiring sequence every founder should use immediately.More from James: Connect with James on LinkedIn or at peer-effect.com

This week Shawn Tierney meets up with Soroush Karimzadeh of Novarc to discuss their AI-Powered Autonomous Welding Robotics in this episode of #TheAutomationPodcast. For any links related to this episode, check out the “Show Notes” located below the video. Watch The Automation Podcast from The Automation Blog: Listen to The Automation Podcast from The Automation Blog: The Automation Podcast, Episode 262 Show Notes: Special thanks goes out to Soroush Karimzadeh for coming on the show, and to Novarc for sponsoring this episode. To learn more about their AI-Powered Autonomous Robotic Welding solution, see the below links: Soroush Karimzadeh, LinkedIn, CEO & CoFounder, Novarc Technologies Inc.: https://www.linkedin.com/in/soroushkarimzadeh Novarc Technologies, LinkedIn: https://www.linkedin.com/company/novarc-technologies-inc- Novarc Technologies Website: https://www.novarctech.com/ NovAI™ – Adaptive Welding: The full power of AI and machine vision in welding automation: https://www.novarctech.com/products/novai/ Spool Welding Robot (SWR™): https://www.novarctech.com/products/spool-welding-robot/ Until next time, Peace ✌️ If you enjoyed this content, please give it a Like, and consider Sharing a link to it as that is the best way for us to grow our audience, which in turn allows us to produce more content

If you've ever found yourself staring at a team member who's clearly struggling and wondered, “What do I even say right now?”—this episode is for you. Elena explores how to coach team members through the inevitable low points of the school year. Keep learning: Attend Coaching for Retention and Resilience Join the Coach Learning Library and PLC for 24/7 supportWatch The Bright Morning Podcast on YouTubeFree community webinars Receive weekly wisdom and tools from Elena delivered to your inboxBecome a Bright Morning Member Follow Elena on Instagram and LinkedInFollow Bright Morning on LinkedIn and InstagramSupport the show:Rate and review usReflection questions: When have you felt a dip in your own energy or hope this year—and how did you move through it?What helps you stay grounded and compassionate when others are discouraged or emotional?What is one thing you can say this week that might help someone feel seen?Podcast Transcript and Use:Bright Morning Consulting owns the copyright to all content and transcripts of The Bright Morning Podcast, with all rights reserved. You may not distribute or commercially exploit the content without our express written permission.We welcome you to download and share the podcast with others for personal use; please acknowledge The Bright Morning Podcast as the source of the material.Episode Transcript

Podcast: Exploited: The Cyber Truth Episode: The OT Mistakes Attackers Count On—And How to Fix Them Before They DoPub date: 2026-02-12Get Podcast Transcript →powered by Listen411 - fast audio-to-text and summarizationIn this episode of Exploited: The Cyber Truth, host Paul Ducklin is joined by RunSafe Security CEO Joseph M. Saunders and OT/ICS security expert Mike Holcomb, founder of UTILSEC, for a candid discussion about the weaknesses attackers exploit inside industrial environments. Mike shares what he repeatedly finds during assessments of large OT and ICS networks: no effective firewall between IT and OT, flat networks with little segmentation, stale Windows domains, shared engineering credentials, exposed HMIs, and OT protocols that will accept commands from any reachable host. He explains how attackers move from IT into OT using familiar enterprise techniques before pivoting into PLCs, RTUs, safety systems, and historians. Joe outlines why secure-by-design practices, higher software quality, and “secure by demand” procurement are critical to long-term resilience—especially as cloud connectivity and AI accelerate modernization in industrial environments. Together, they explore: Why a missing or misconfigured IT/OT firewall remains the most common and dangerous gapHow micro-segmentation and unidirectional architectures reduce blast radiusThe risks of web-enabled HMIs and long-lived legacy systemsWhy monitoring PLC programming traffic and historian queries mattersHow the Cyber Resilience Act is reshaping accountability for OT vendors If you're responsible for industrial operations, plant uptime, or product security, this episode shows how attackers actually move through OT environments—and how to eliminate the mistakes they depend on.The podcast and artwork embedded on this page are from RunSafe Security, which is the property of its owner and not affiliated with or endorsed by Listen Notes, Inc.

ARC, PLC and Crop Insurance for Producers, Part 1 ARC, PLC and Crop Insurance for Producers, Part 2 Planting Based on Soil Temperature   00:01:05 – ARC, PLC and Crop Insurance for Producers, Part 1: Robin Reid, K-State Extension farm economist, and Jenny Ifft, Flinchbaugh agricultural policy chair, are on the first two segments as they discuss Agricultural Risk Coverage, Price Loss Coverage and crop insurance. They explain the background for these programs and how they have recently shifted.   00:12:05 – ARC, PLC and Crop Insurance for Producers, Part 2: As they continue the show, Jenny and Robin chat about how producers can learn more about these risk management options. Article on AgManager.info Winter Wednesday Webinar on AgManager.info   00:23:05 – Planting Based on Soil Temperature: K-State Extension horticulture agent for Riley County, Gregg Eyestone, ends the show sharing the importance of soil temperature — not the date on the calendar. He says planting when the soil has reached the correct temperature produces the best results.      Send comments, questions or requests for copies of past programs to ksrenews@ksu.edu.   Agriculture Today is a daily program featuring Kansas State University agricultural specialists and other experts examining ag issues facing Kansas and the nation. It is hosted by Shelby Varner and distributed to radio stations throughout Kansas and as a daily podcast.   K‑State Extension is a short name for the Kansas State University Cooperative Extension Service, a program designed to generate and distribute useful knowledge for the well‑being of Kansans. Supported by county, state, federal and private funds, the program has county Extension offices statewide. Its headquarters is on the K‑State campus in Manhattan. For more information, visit www.ksre.ksu.edu. K-State Extension is an equal opportunity provider and employer.

This week Shawn Tierney meets up with Karim Kozman of Schneider Electric to discuss What’s Next for Industrial Automation in this episode of #TheAutomationPodcast. For any links related to this episode, check out the “Show Notes” located below the video. Watch The Automation Podcast from The Automation Blog: Listen to The Automation Podcast from The Automation Blog: The Automation Podcast, Episode 261 Show Notes: Special thanks goes out to Karim Kozman of Schneider Electric for coming on the show, and to Schneider Electric for sponsoring this episode. Until next time, Peace ✌️ If you enjoyed this content, please give it a Like, and consider Sharing a link to it as that is the best way for us to grow our audience, which in turn allows us to produce more content

You won't really know how to use your shield until you learn how to hold your sword.In the final message of the Armor Up series, Pastor Jason teaches that spiritual victory is not just about having faith as a defense, but using the Word of God as a weapon. Learn how the enemy attacks through three main areas: appetites, applause, and authority and how God's Word delivers a powerful counterattack.Messages, teaching and encouragement from Pneuma Life Church pastors and leaders! Pneuma Life Church is a spirit-filled and bible-based church located in Saint Johns, Florida. It's lead by Pastors Jason & Jessica Huffman. Join us live (and online) for services each Sunday at 10AM4100 Race Track Rd. (Durbin Creek Elementary) Saint Johns, FL 32259 Visit us online at: https://pneumalife.churchEmail: hello@pneuma.life 

If you've ever been in a conversation where someone starts crying, shuts down, or lashes out—and you weren't sure what to do—this episode is for you. Elena offers guidance on how to respond when a team member breaks down emotionally during a conversation. Whether you're met with tears, silence, or anger, you'll walk away with a grounded strategy for navigating intense moments with presence and care.Keep learning: Attend Coaching for Retention and Resilience Join the Coach Learning Library and PLC for 24/7 supportWatch The Bright Morning Podcast on YouTubeFree community webinars Receive weekly wisdom and tools from Elena delivered to your inboxBecome a Bright Morning Member Follow Elena on Instagram and LinkedInFollow Bright Morning on LinkedIn and InstagramSupport the show:Rate and review usReflection questions: What emotions or reactions come up for you when someone becomes overwhelmed during a conversation?How might you prepare yourself—emotionally and somatically—for moments like these?What's one line or phrase you can practice now to use in those moments of breakdown?Podcast Transcript and Use:Bright Morning Consulting owns the copyright to all content and transcripts of The Bright Morning Podcast, with all rights reserved. You may not distribute or commercially exploit the content without our express written permission.We welcome you to download and share the podcast with others for personal use; please acknowledge The Bright Morning Podcast as the source of the material.Episode Transcript

19 Minutes PodcastECO/SCO, ARC vs. PLC, and OBBBA updates

This week Shawn Tierney meets up with Manish Sharma of Emerson to learn about the Next Generation of PACSystems Industrial PCs in this episode of #TheAutomationPodcast. Unlock access to the ad free EXTENDED EDITION by joining our channel at https://youtube.com/@InsightsIA/join or https://TheAutomationBlog.com/join For any links related to this episode, check out the “Show Notes” located below the video. Watch The Automation Podcast: Note: Below is an ad-free extended edition of the show that’s a member perk. To unlock the extended episode, become a member here. Listen to The Automation Podcast from The Automation Blog: Until next time, Peace ✌️ If you enjoyed this content, please give it a Like, and consider Sharing a link to it as that is the best way for us to grow our audience, which in turn allows us to produce more content

If you've ever thought, “I don't know what to say when someone gets emotional,” this episode is for you. Elena introduces the ACE Emotions framework, a three-part process that helps coaches and leaders skillfully navigate emotional intensity—both in themselves and others.Keep learning: Core Emotions toolAttend Coaching for Retention and Resilience Join the Coach Learning Library and PLC for 24/7 supportWatch The Bright Morning Podcast on YouTubeFree community webinars Receive weekly wisdom and tools from Elena delivered to your inboxBecome a Bright Morning Member Follow Elena on Instagram and LinkedInFollow Bright Morning on LinkedIn and InstagramSupport the show: Rate and review usReflection questions: Which step in the ACE framework do you most need to practice right now?When has expanding the story helped you or someone else move through a difficult moment?How could compassion—toward yourself or others—change the way you coach?Podcast Transcript and Use:Bright Morning Consulting owns the copyright to all content and transcripts of The Bright Morning Podcast, with all rights reserved. You may not distribute or commercially exploit the content without our express written permission.We welcome you to download and share the podcast with others for personal use; please acknowledge The Bright Morning Podcast as the source of the material.Episode Transcript

Send us a textIn this episode, Kay Suthar sits down with Phil Fraser to talk about a side of entrepreneurship that isn't discussed enough  loneliness at the top. Phil shares his journey from being a “failed” accountant to building and eventually selling a multi-award-winning business in a multi-million-pound deal. Along the way, he learned why many entrepreneurs focus on what they like doing instead of what actually moves the business forward  and the cost of that avoidance. They explore why it's okay to discover your passion later than everyone else, the reality behind “accidental” businesses, and a simple but powerful way Phil works through business challenges when things feel stuck.What to expect in this episode:(00:00) – Why entrepreneurship can feel lonely at the top (04:20) – From failed accountant to advertising and business ownership (08:10) – Why it's normal to discover your passion later (12:30) – The making of an accidental business (16:40) – Phil's PITA Patter Technique (20:10) – Looking at your business from the outside inAbout Phil FraserPhil Fraser is a business owner and advisor who founded, scaled, and sold a multi-award-winning online business in a multi-million-pound sale to a PLC. With over 15 years in the advertising industry and nearly two decades building and leading a market-leading company, Phil brings real-world experience to entrepreneurs navigating growth, pressure, and decision-making. His work focuses on helping business owners improve both themselves and their businesses  with honesty, perspective, and practical strategy.Connect with Phil FraserFREE Gift: https://bit.ly/2SlfcMZConnect with Kay SutharBusiness Website: https://makeyourmarkagency.com/Podcast Website: https://www.makeyourmarkpodcast.com/LinkedIn: https://www.linkedin.com/in/kay-suthar-make-your-mark/Facebook Group: https://www.facebook.com/groups/482037820744114Email: kay@makeyourmarkagency.comFREE Gifts from Kay Suthar:3 Ultimate Secrets to Getting Booked on Podcasts: https://getbookedonpodcast.com5 Simple Steps to Launch Your Podcast in 14 Days: https://14daystolaunch.com

This week Shawn Tierney meets up with John DeTellem of Siemens to learn what’s new in TIA Portal v21 in this episode of #TheAutomationPodcast. For any links related to this episode, check out the “Show Notes” located below the video. Watch The Automation Podcast from The Automation Blog: Listen to The Automation Podcast from The Automation Blog: The Automation Podcast, Episode 259 Show Notes: Special thanks to John DeTellem of Siemens for coming on the show, and to Siemens for sponsoring this episode. For more information please see the below links: TIA Portal V21 Sales & Delivery Release TIA Portal V21 Technical Slides TIA Portal V21 Trial Download TIA Portal in the Cloud TIA Portal Documentations Until next time, Peace ✌️ If you enjoyed this content, please give it a Like, and consider Sharing a link to it as that is the best way for us to grow our audience, which in turn allows us to produce more content

In this foundational episode, Elena Aguilar shares why understanding emotions is essential for Transformational Coaching. You'll walk away with a reflective practice to deepen your emotional fluency. This episode sets the stage for a new way to show up—for yourself and your team.Keep learning: Attend Coaching for Retention and Resilience Join the Coach Learning Library and PLC for 24/7 supportRead Arise. Chapters 7 and 8 dive deep into coaching emotionsWatch The Bright Morning Podcast on YouTubeFree community webinars Receive weekly wisdom and tools from Elena delivered to your inboxBecome a Bright Morning Member Follow Elena on Instagram and LinkedInFollow Bright Morning on LinkedIn and InstagramSupport the show:Rate and review usReflection questions: What emotions do you find hardest to witness or sit with in others?What did you learn about emotions in your own upbringing—and how might that shape how you coach?How could honoring emotions more intentionally transform your coaching conversations?Podcast Transcript and Use:Bright Morning Consulting owns the copyright to all content and transcripts of The Bright Morning Podcast, with all rights reserved. You may not distribute or commercially exploit the content without our express written permission.We welcome you to download and share the podcast with others for personal use; please acknowledge The Bright Morning Podcast as the source of the material.Episode Transcript

How do you move forward with AI in schools when staff confidence is all over the place? Jeff Utecht and Tricia Friedman address one of the most persistent leadership challenges in AI literacy implementation. Within the same faculty, some educators are experimenting confidently with tools and workflows while others feel intimidated, skeptical, or frustrated by rapid change. Jeff and Tricia frame the issue through a mindset-first lens and introduce practical leadership moves grounded in BAKE: balance, adaptability, knowledge sharing, and empathy. The conversation begins with a simple leadership truth: confidence grows through a beginner's stance, repetition, and low-stakes practice, not perfection on day one. Tricia shares a "pumpkin patch" analogy for learning something new and models how leaders can normalize experimentation and productive struggle for staff. From there, the episode explores how leaders can reduce anxiety and build confidence by "level setting" foundational understanding of how AI works. When teachers grasp what is happening under the hood, they are more willing to engage, ask better questions, and try new workflows. A central theme is personalization. Confidence increases when educators connect AI learning to what they already love about teaching, then use AI to enhance that strength rather than asking teachers to adopt tools for their own sake. The hosts also highlight the importance of playful, low-stakes experimentation outside of school contexts, from recipe support to pop-culture research challenges, as a way to learn tool boundaries without the pressure of classroom performance. The episode closes with a clear leadership stance: sustained learning matters. AI capabilities are changing quickly, so professional learning cannot be treated as a one-time training. Adaptability requires ongoing documentation of experiments, time-stamped learning, and renewed emphasis on media literacy as AI becomes more persuasive and more embedded in everyday life. If you are leading AI literacy in a school or district and trying to support both early adopters and hesitant educators, this episode offers a grounded approach to building momentum without fracturing culture. In this episode, you will hear about leading AI literacy when teacher confidence varies widely, progress over perfection and the beginner's stance, differentiated professional learning for AI, foundational understanding of how AI works, low-stakes experimentation that increases staff buy-in, balancing voices of early adopters and skeptics, adaptability as AI tools evolve, and mindset-first change management through the BAKE Framework. Explore the BAKE resources and multiple ways to engage, including a four-week email series, PLC slide decks, a live cohort, and school-wide implementation: https://www.shiftingschools.com/ Our show is edited and produced by Sagheer M. Learn more about his work: https://www.upwork.com/freelancers/~01a20f0c0c32996d55 Are you signed up for Crayola Creativity Week? https://www.crayola.com/learning/creativity-week Reach out to learn with us: info@shiftingschools.com 00:00 Welcome and Series Context Jeff frames the third and final BAKE episode and names the core leadership question about uneven staff confidence. 01:30 Why Confidence Gaps Are Normal When Learning Something New Using the beginner's stance and the pumpkin patch example to normalize discomfort and learning curves. 03:30 Progress Over Perfection in Teaching and Leadership Why educators often expect mastery too quickly and how modeling learning matters. 05:30 The Leadership Challenge of Mixed AI Confidence High flyers, hesitant staff, and the tension leaders feel managing both groups. 08:00 Level Setting: How Understanding AI Builds Confidence Why explaining how AI works reduces fear and increases willingness to engage. 10:30 Passion-Based Entry Points for AI Learning Connecting AI use to what educators already love doing in their work. 13:00 Playful, Low-Stakes AI Experiments Using non-school examples to explore AI without pressure or risk. 15:30 Pop Culture as a Confidence Builder The Taylor Swift research experiment and why interest drives learning. 18:00 Abundance of Information and Better Questions Why confidence grows when educators move from answers to inquiry. 20:00 Empathy First: Leading With BAKE Starting with empathy before tools, expertise, or expectations. 21:45 Knowledge Sharing Inside and Outside the Classroom Why sharing personal AI use builds collective confidence. 23:15 Adaptability in a Fast-Changing AI Landscape Why AI learning must be ongoing, time-stamped, and revisited. 25:15 Balance: Creating Space for All Voices Supporting both skeptics and early adopters through reciprocal dialogue. 27:15 Key Takeaways and Next Steps Mindset-first leadership, community, and how schools can engage further with BAKE.  

If you're looking for a way to start the year with depth and clarity in your coaching conversations, this episode is for you. Elena explores the power of coaching through core values—especially at the beginning of a new year. You'll learn how to bring values into your coaching conversations to help others reconnect with who they are and how they want to lead. Keep learning: Join the Coach Learning Library and PLC for 24/7 support all year longFree community webinars Watch The Bright Morning Podcast on YouTubeReceive weekly wisdom and tools from Elena delivered to your inboxBecome a Bright Morning Member Follow Elena on Instagram and LinkedInFollow Bright Morning on LinkedIn and InstagramSupport the show: Rate and review usReflection questions: Which of your core values do you want to live into more fully this year?How could revisiting values support a client who's struggling with self-doubt or disconnection?What's one question you can ask this week to bring values into the coaching space?Podcast Transcript and Use:Bright Morning Consulting owns the copyright to all content and transcripts of The Bright Morning Podcast, with all rights reserved. You may not distribute or commercially exploit the content without our express written permission.We welcome you to download and share the podcast with others for personal use; please acknowledge The Bright Morning Podcast as the source of the material.Episode Transcript

If you're returning from break and feeling like your energy is low but the demands are already high, this episode is for you. Elena shares a practical tool to help you stay anchored when your energy is low and the demands are high. Keep learning: Join the Coach Learning Library and PLC for 24/7 supportWatch The Bright Morning Podcast on YouTubeFree community webinars Receive weekly wisdom and tools from Elena delivered to your inboxBecome a Bright Morning Member Follow Elena on Instagram and LinkedInFollow Bright Morning on LinkedIn and InstagramSupport the show:Become a Friend of the Podcast  Rate and review usReflection questions: What do you most need to remember about yourself in this season?What truths help you stay grounded when your energy is low?What would your leadership mantra be right now—and how could you keep it close?Podcast Transcript and Use:Bright Morning Consulting owns the copyright to all content and transcripts of The Bright Morning Podcast, with all rights reserved. You may not distribute or commercially exploit the content without our express written permission.We welcome you to download and share the podcast with others for personal use; please acknowledge The Bright Morning Podcast as the source of the material.Episode Transcript

If you're coming back from winter break and want to start this next chapter with clarity and calm, this episode is for you. Elena shares a powerful ritual to help coaches and leaders return from winter break with clarity and intention. Keep learning: Join the Coach Learning Library and PLC and start your Starting the Year Strong Skill SessionsWatch The Bright Morning Podcast on YouTubeFree community webinars Receive weekly wisdom and tools from Elena delivered to your inboxBecome a Bright Morning Member Follow Elena on Instagram and LinkedInFollow Bright Morning on LinkedIn and InstagramSupport the show:Rate and review usReflection questions: What are you bringing with you into this new year—and what do you want to leave behind?Who do you want to be in this next chapter of your work?What's one small action you can take this week to align with that intention?Podcast Transcript and Use:Bright Morning Consulting owns the copyright to all content and transcripts of The Bright Morning Podcast, with all rights reserved. You may not distribute or commercially exploit the content without our express written permission.We welcome you to download and share the podcast with others for personal use; please acknowledge The Bright Morning Podcast as the source of the material.Episode Transcript