Podcasts about principal fellow

Welcome to Strategy Skills episode 546, an interview with the authors of Radical Listening: The Art of True Connection, Prof. Christian van Nieuwerburgh and Dr. Robert Biswas-Diener.   Most conversations barely scratch the surface, because true connection isn't just about hearing words, it's about listening with purpose and presence.   In this episode, Prof. Christian van Nieuwerburgh and Dr. Robert Biswas-Diener introduce the concept of Radical Listening: an intentional, culturally aware approach to making others feel seen, heard, and valued. Drawing from their research and coaching experiences, they explain why our intentions behind listening matter just as much as the act itself and how distractions, politeness, and even the need to be right can undermine true connection. They share practical strategies leaders can use to build stronger teams, navigate conflict, and create space for deeper conversations, even across cultural differences.   Prof. Christian van Nieuwerburgh (PhD) is a leading academic and executive coach with an international reputation. He is Professor of Coaching and Positive Psychology at RCSI University of Medicine and Health Sciences (Ireland) and Principal Fellow at the Centre for Wellbeing Science at the University of Melbourne (Australia). Christian delivers consultancy, training, and executive coaching globally, regularly presenting in the United States, the United Kingdom, Europe, Australia, New Zealand, and the Middle East. He is passionate about motorcycling, writing, and coaching.   Dr. Robert Biswas-Diener is a researcher, author, and consultant with 75 peer-reviewed academic articles and over 27,000 citations. His previous books include The Upside of Your Dark Side (New York Times bestseller, 2014) and the 2007 PROSE Award winner, Happiness. He has presented keynotes to Lululemon, Deloitte, Humana, AARP, the World Bank, and others. In 2024, Thinkers50 named Robert one of the “50 most influential executive coaches in the world.” He lives in Portland, Oregon, and enjoys drawing and rock climbing.   Get Radical Listening here: https://rb.gy/z5x7wt   Here are some free gifts for you: Overall Approach Used in Well-Managed Strategy Studies free download: www.firmsconsulting.com/OverallApproach   McKinsey & BCG winning resume free download: www.firmsconsulting.com/resumepdf   Enjoying this episode? Get access to sample advanced training episodes here: www.firmsconsulting.com/promo  

Adam Rutherford gets to grips with the crisis in adult social care and asks, whose responsibility is it to fix it? David Goodhart, from the Policy Exchange think tank, writes about the huge changes that have been wrought on family life over the past 60 years and how they have impacted the way in which we live and care for each other. In his new book, The Care Dilemma, he argues that we are in desperate need of a new policy settlement that not only supports gender equality, but also recognises the importance of strong family and community bonds, and the traditional role women have played as carers. Bringing us her own personal story from the frontline of adult social care is Kathryn Faulke. She worked for years in a senior role at the NHS and then became a home care worker. In Every Kind of People she tells the stories of individuals who are part of the system, the cared-for and the carers, and shows how these issues affect us all. This is a story about real lives and real people, revealing the challenges, and the benefits, of working with some of the most vulnerable members of society. Every Kind of People will be Radio 4's Book of the Week, starting on Monday 28th October.So how can we improve the lives of those who require care and also support the carers themselves? Anna Coote is Principal Fellow at the New Economics Foundation and has written extensively on public health policy, public involvement and gender and equality. She believes in taking practical action to change the way we work and value time and believes in our ability to build a fairer and more sustainable social security system – both for ourselves and for future generations.Producer: Natalia Fernandez

Dr Jan Tennent: Making the leap from the lab bench to the boardroom In this Women of Honour podcast Claire Braund talks to Dr Jan Tennent OAM - an internationally recognised researcher with specialist knowledge of antimicrobial resistance mechanisms and the discovery and commercialisation of vaccines. Jan was awarded the Medal of the Order of Australia (OAM) for her service to research science, and to business, and today Jan says she hopes to use the OAM “a platform for my future work to remove barriers to women and indeed to all great scientists”. But despite being six foot tall with a head of long white blond hair, Jan says when she moved from the lab bench to the board tables of big biotech companies “it was still really hard to get noticed around the boardroom”. As she tells Claire Braund in this podcast, her ‘love affair' with research began last century, on the first day of the second year of her science degree at Monash University.  Now a Fellow of the Australian Academy of Technology and Engineering and the Australian Society for Microbiology and a Principal Fellow at the University of Melbourne, Jan's specialist skills and knowledge gathering in microbiology, molecular biology, antimicrobial resistance mechanisms and vaccine development came from 18 years working as an applied research scientist at Monash during her PhD, as a post-doctoral researcher in the medical school at Umeå University, Sweden, and then as a senior research scientist and program manager at CSIRO Animal Health, Parkville. Through subsequent executive roles at CSL, Pfizer and ConnectBio, Jan gained more than a decade of experience in the translation and commercialisation of research outcomes to products and practices for the benefit of humans and animals. Her most recent executive role was as CEO of Biomedical Victoria, the premier voice for linking medical research to clinical care in Victoria (2012-2019). These days, she says she is proud to mentor many ‘next-gen' researchers and is inspired to apply and share my knowledge and experience through a number of advisory panel appointments and non-executive director governance roles including with the eviDent Foundation, Apiam Animal Health (ASX:AHX), AusBiotech, and Agriculture Victoria Services. In this podcast, Jan talks to Claire Braund about falling in love with science, living and working in Sweden - “suddenly my world opened up way beyond Footscray and the suburbs of Clayton  to the other end of the world” - and what it was like working for more than a decade with CSIRO as a young female research scientist in the 80s and 90s. She also discusses the highs and lows of working in the global bioscience space with top-flight companies including CSL and Pfizer and some of the major career challenges she has had to overcome as a leading woman in STEM. Claire and Jan also chat about what prompted her to take on her first NED role with Tweedle Child and Family Health Service in 2011 and her subsequent move into the boardrooms of big biotech companies - and how having a science background helped around the boardtable. As she says: “In science there is no such thing as a silly question. And in fact it's exactly the same at the board table.” Podcast Host: Claire Braund OAM, Women on Boards Executive Director and co-founder. Subscribe (FREE) or join Women on Boards HERE.

Pat Hindle talks with Fred Daum, 2024 IEEE Dennis J. Picard Medal for Radar Technologies and Applications recipient, IEEE Fellow, Principal Fellow at Raytheon, Distinguished Lecturer for the IEEE and a graduate of Harvard University, about radar technology, his career path and outlook on future technology. Fred has developed, analyzed and tested the real time tracking, waveform scheduling, calibration and discrimination algorithms for essentially all the long range phased array radars built by the USA in the last four decades.

In this episode, we are joined by Professor Carl Gombrich, Dean of London Interdisciplinary School. Carl is the Lead Academic at LIS and oversees curriculum design, teaching, and learning. He was previously a Professorial Teaching Fellow of Interdisciplinary Education at UCL and is a Principal Fellow of the Higher Education Academy. Before moving into higher education leadership, Carl studied and taught maths, physics and philosophy. He has also studied and taught music and was a professional opera singer for a while, having trained at the National Opera Studio in the UK, where he was the Royal Opera House scholar. Check out the work of LIS Find out more about Carl Follow Carl on X Thanks so much for joining us again for another episode - we appreciate you. Ben & Steve x Championing those who are making the future of education a reality. Follow us on X Get tickets for Uprising24 Want to sponsor future episodes or get involved with the Edufuturists work? Get in touch: info@edufuturists.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/edufuturistspodcast/message

Have you forgotten an anniversary?! We haven't.University of Wolverhampton, UK, is celebrating the 30th anniversary of their BA (hons) Interpreting BSL/English program. My guests are Prof Megan Lawton, Sen Lecturer Sarah Bown, and former Sen Lecturer Rebecca Fenton-Ree. We follow their stories, we learn a part of the history of our sign language interpreting profession.Live Conference: Deaf Studies and Interpreting Conference Tickets, Thu, May 23, 2024 at 9:30 AM | Eventbrite Here are short biographies of my guests.Megan Lawton, Professor of Learning and Teaching in Academic Practice became a National Teaching Fellow (NTF) and Principal Fellow of the Higher Education Academy (PFHEA) in 2017. In 1991 Megan Founded the Visual Language Centre (VLC) at the University of Wolverhampton, recognising British Sign Language as a language in its own right. The VLC supported Deaf students on degree courses and created the first BA (Hons) British Sign Language/English in Europe. Sarah Bown is a Senior Lecturer on the MA & BA (Hons) British Sign Language/English Interpreting programmes, at the University of Wolverhampton. She is a Registered Sign Language Interpreter, Senior Fellow & Academic Associate of the Higher Education Academy. For over three decades, she has worked extensively with external professional accreditation bodies, course design & standards setting. From 1999 across two decades, she led the programme as course leader.Her career profile: Sarah Bown - University of Wolverhampton (wlv.ac.uk) Rebecca Fenton-Ree was a Senior Lecturer at the University of Wolverhampton from 2000-2011. Becky has been involved in the Deaf community since 1990 and is a qualified and registered Sign Language Interpreter via the Post Graduate Route.  She currently works part time as a community interpreter in Lincolnshire, UK and as a Teacher of the Deaf at Oak lodge 2019- present in English, PSHE and Communication.Mentioned often by others:Kristiaan Dekesel has worked within the University of Wolverhampton since 1994. Arriving at the University initially as a Sign Linguist having come from studying at Durham University. Kristiaan has served in various University faculty positions including; Head of Undergraduate recruitment, Department head for Media, Film, Deaf Studies & Interpreting; Department Head for World & Sign Languages.Support the Show.Don't forget to tell a friend or colleague! Click below! Listen & follow on SPOTIFY. (https://interpretersworkshop.com/SPOTIFY) Listen & follow on APPLE PODCASTS. (https://interpretersworkshop.com/applepodcasts) Listen & follow on many other platforms. (https://interpretersworkshop.com/Share-FollowPodcast) Send me a voicemail! Share the PODCAST. Buy Me a Coffee. [TRANSCRIPTS ARE HERE] Thanks for listening. I'll see you next week.Take care now.

Fiona and Paul talk to  Nicholas Reece, Deputy Lord Mayor, Principal Fellow at Melbourne School of Government, as they discuss US Politics Robert Kennedy – Presidential Candidate – Crazy Covid Conspiracy... LEARN MORE The post Saturday 22nd July, 2023: Nicholas Reece, Deputy Lord Mayor, Principal Fellow at Melbourne School of Government US Politics  appeared first on Saturday Magazine.

Welcome to episode 45 of the Inner Game of Change Podcast where I focus on exploring the multi layers of managing and enabling organisational change.Today, my guest is Julie Hodges;  A professor of Organisational Change, an Author and a leading Change Management Influencer . Through her extensive work in both global businesses and academia, Julie's area of interest and research is the impact of change on people and how to gain their commitment and ownership to change.As an author of many books including the book 'Managing and Leading People through Change', Julie shares her extensive wealth of research based knowledge on the theory and practice of sustaining change through people. In this episode, Julie and I chat about the direct link between the way we manage change in the workplace and employee engagement. I am grateful to have Julie chatting with me today. Topics Include:The 'ghosts' of change in the organisationThe key role of middle management in managing changeThe change experience as a measure of success or failureWays to adapt change models to the contextOrganisations develop their own change frameworkUncertainty is normalChange is everyone's businessTop down vs co-created changeWhy change has sometimes bad pressJulie's invaluable advice to the change practice communityAnd much more...About Julie (In her own words)As a leading expert in organisational change I have worked extensively at a strategic level in academia and in the global business world in the field of organisational change and transformation. I am an experienced consultant, coach and a facilitator of individuals, groups and businesses facing and going through change. My particular area of interest and research is the impact of change on people and how to gain their committment and ownership to change. I am the author of several books including ‘Consultancy, Organizational Development and Change', ‘ Managing and Leading People through Change' (Kogan Page); Sustaining Change in Organizations(Sage) and ‘Employee Engagement for Organizational Change' (Routledge) and ‘Organization Development: how organizations change and develop effectively' (Palgrave McMillan). My latest book is ‘Reshaping the HR: the role of HR in organizational change'. My work has including designing and delivering workshops on sustaining change for a number of organizations worldwide and also leadership programmes for women in Middle East, Asia and UK.I am a Principal Fellow of the Advance HE (previously HEA), an Academic Fellow of the ICMCI, a Certified Management and Business Educator (CMBE), a Senior Fellow of the FME (Foundation for Management Education) and an CMCE (Centre for Management Consulting Excellence) Associate.Contact JulieLinkedInlinkedin.com/in/professor-julie-hodges-9787836Emailjulie.hodges@durham.ac.ukTwitterJulieHodges01Ali Juma @The Inner Game of Change podcast

Podcast series from the Met Office investigating climate - the underlying science and the challenges we face from a warming planet. Data science In this episode we hear how the Met Office is using data science and AI to better understand weather and climate change. Presented by Dr. Doug McNeall and Dr. Rosie Oakes with guest speaker Dr. Kirstine Dale, Principal Fellow for Data Science at the Met Office. Producers: Clare Nasir and Grahame Madge @clarenasir Music: Dan Autiero Nebula by Stepic5 | Free Listening on SoundCloud The Met Office is the United Kingdom's national weather service. Our website carries the latest UK and global weather forecasts, detailed information on weather types and climate science and UK weather records for previous months, seasons and years. www.metoffice.gov.uk

The CEO of Delight by Design and MezTal talks about the progression of senior living and age-tech, new definitions of wellness, and her foray into venture capital with Third Act Ventures and AgeTech Capital. About Sarah Sarah Thomas is an accomplished leader of innovation. She serves as a global aging expert advising startups, large corporations and investors, with over 20 years dedicated to transforming the aging experience. Sarah is CEO of multinational staff-hosting company, MezTal in Guadalajara, Mexico & CEO of the consulting firm Delight by Design, creating age-inclusive products, brands, spaces and experiences that delight the consumer at every age. Sarah has held key leadership positions across the US and Asia, developing and implementing strategic corporate innovation initiatives, including change management. She has served as Executive-in-Residence at Aging2.0 and currently serves as Principal Fellow in the Nexus Insights firm for aging transformation and Mentor to Techstars Longevity Accelerator. She also is co- founder of AgeTech News, a media platform for global AgeTech News and deal flow and sits as a Venture Partner to AGETECH Capital and ThirdAct Ventures. Key Takeaways Consumer adoption of technology is increasing, including smart devices and telehealth, and more personalized, customized approach to technology consumption There is a trend towards a lifestyle approach, with resources for health, mental health, and general well-being in the senior living and consumer markets. The focus is on all the dimensions of wellness across our lifespan. Robotic food delivery can offload up to six miles per shift to a robot to save wear and tear on the human body from going from kitchen to table. The human experience can be much more personal and more around the customer service experience at the table rather spending time bussing tables. Saving burden on the body opens workforce opportunities for older adults to continue working or come back into the workforce. Membership models created a personalized approachthat matches activities based on personalized goals. With artificial intelligence, we can make suggestions based on predictive behavior.

Christian van Nieuwerburgh (PhD) is an academic, consultant and executive coach. He is the Chief Executive of the International Centre for Coaching in Education which was established in 2010 to encourage, champion and support the use of coaching in educational settings. He is Professor of Coaching and Positive Psychology at the Centre for Positive Psychology and Health at the RCSI University of Medicine and Health Sciences, Global Director for Growth Coaching International, a provider of coach training and consultancy for the education sector, Principal Fellow of the Centre for Wellbeing Science at the Melbourne Graduate School of Education of the University of Melbourne (Australia) and Honorary CollectivEd Fellow of the Carnegie School of Education at Leeds Beckett University . He has written extensively in the fields of coaching and positive psychology and is the author of An Introduction to Coaching Skills: A Practical Guide (now in its third edition) and other books. Christian is passionate about the integration of coaching and positive psychology to improve outcomes and enhance wellbeing in educational, health and corporate settings (@christianvn on Twitter). He enjoys spending time with family, travelling, writing and riding his Harley Davidson (@coachonamotorcycle on Instagram). Link to PDF

Insightful and thought-provoking - this episode explores a range of important questions including - what is a society for? Why do we need a healthy society? How has a healthy society changed over time? How can the human givens approach help to create a flourishing society? During this stimulating discussion, many essential elements are explored: well-being, purpose, pleasure, harmony, emotional needs, mental health and so much more. "Society exists to promote and maintain the well-being of it's citizens so they can flourish" Aristotle Our inspiring speaker is Gareth Hughes > www.humangivens.com/person/gareth-hughes/ Gareth is a human givens psychotherapist, researcher, nationally recognised expert on university mental health and wellbeing, Fellow of the HGI and a Principal Fellow of the Higher Education Academy (PFHEA) and Educational Director for the Human Givens College. Useful Resources > Influential Philosophers Aristotle - en.wikipedia.org/wiki/Aristotle Michael Sandel - en.wikipedia.org/wiki/Michael_Sandel Explore the Human Givens Approach > HG Approach: www.humangivens.com/human-givens/about/ Human Givens Diploma: www.humangivens.com/college/diploma/ Courses Gareth tutors > In-person workshops: The Therapeutic Power of Language - https://www.humangivens.com/college/therapeutic-language-workshop/ How to tell stories that heal - https://www.humangivens.com/college/stories-that-heal-workshop/ Online webinars: How to support teenagers through the stress of starting university life - https://www.humangivens.com/college/starting-university-webinar/ How to reduce anxiety in students and young people - https://www.humangivens.com/college/student-anxiety-webinar/ Find your nearest human givens therapist - www.hgi.org.uk/?q=find-therapist Thank you for listening.

Episode 40: Interview with Sarah Thomas Sarah has an expansive range of expertise, we chose to deep dive on the importance of human-centered design in this episode. We'll be sure to welcome Sarah back on the show in the coming months to explore other areas that she is working in to advance access to rehab. About Our Guest Sarah Thomas is an accomplished leader of innovation. She serves as a global aging expert advising startups, large corporations and investors, with nearly 20 years dedicated to transforming the aging experience. Sarah is CEO of multinational staff-hosting company, MezTal in Guadalajara & CEO of the consulting firm Delight by Design, creating age-inclusive products, brands, spaces and experiences that delight the consumer at every age. Sarah has held key leadership positions across the US and Asia, developing and implementing strategic corporate innovation initiatives, including change management. She serves as Executive-in-Residence at Aging2.0,Principal Fellow in the Nexus Insights firm for aging transformation, and co- founder of AgeTech News. She formerly led all commercial activity for Seismic Holdings - a Silicon Valley-based company shaping human potential through integration of apparel and robotics to augment human strength and performance. Sarah's commercial expertise helped position the organization for esteemed recognition by the World Economic Forum, Fast Company, The Economist and CES. Prior to Seismic, Sarah led all global innovation for the largest post-acute care provider in the US, Genesis, serving more than 55,000 individuals a day. She combines her Occupational Therapy expertise with her operational, clinical and entrepreneurial experience to inspire global improvements in design and systems innovation worldwide. She designed an innovation center in China as a part of a vitality initiative to improve the health and well-being of global communities. A published author, she serves in multiple advisory positions, sits on numerous boards and is an accomplished keynote speaker on topics like healthy longevity and aging innovations In the News: NHL Defenseman Kris Letang Has 2nd Stroke David's post about his first stroke on know stroke blog : https://knowstroke.wordpress.com/2014/02/13/a-new-defensive-position-for-kris-letang-stroke-defense/ NHL update: https://www.nhl.com/news/kris-letang-second-stroke/c-338220142 Show Credits: Music intro credit to Jake Dansereau, connect at JAKEEZo on Soundcloud @user-257386777. Our intro welcome is the voice of Caroline Goggin, a stroke survivor and our first podcast guest! Please listen to her inspiring story on Episode 2 of the podcast. Thank you Caroline! Until next time, be sure to give the show a like and share, +follow and connect with us on social or contact us to be a sponsor or guest on the Know Stroke Podcast. Connect with Us and Share our Show on Social: Web: https://www.know-stroke.org Twitter: https://twitter.com/KnowStroke_Pod Facebook https://www.facebook.com/knowstrokeorg/ Instagram: https://www.instagram.com/knowstroke/ YouTube: https://youtube.com/playlist?list=PLGTcGBT1dctRk7YQhLzBP-k_sQk6gY-Nt Linkedin: https://www.linkedin.com/company/knowstrokepodcast/

She's transformed opportunities for countless First Nations students, and trailblazing Queensland researcher Professor Maria Raciti says her own success started with “giving it a crack”. CQUniversity's first Indigenous student to graduate with a PhD back in 2004, the Mackay-born academic is now Professor of Marketing in the School of Business at University of the Sunshine Coast, a Director of its Indigenous and Transcultural Research Centre, and a Principal Fellow of the Academy of Higher Education in the United Kingdom. Professor Raciti shares the challenges of her journey, and how her research meant influencing key policy, as this podcast series goes back to where the big impact begins - research higher degrees. .    Scholarship opportunities for CQU research higher degree students are now open, to learn more book now for an RHD information webinar.  Follow Professor Raciti on Twitter here. IMPACT is CQUniversity's research podcast, exploring ground-breaking research projects, and their real world impacts. For more information visit cqu.edu.au/research. In the spirit of reconciliation, CQUniversity recognises this episode was recorded and produced on the traditional lands of the Gubbi Gubbi people on the Sunshine Coast, and the Wurrundjeri people of the Kulin Nation in Melbourne.

This episode of the Getting Smart Podcast is a part of our New Pathways campaign. In partnership with ASA, Stand Together and the Walton Foundation, the New Pathways campaign will question education's status quo and propose new methods of giving students a chance to experience success in what's next.  On this episode of the Getting Smart Podcast Nate McClennen is joined by Rupert Ward, a former Special Adviser and Project Lead for iDEA, one of the world's most successful free educational technologies.  Rupert is a Professor of Learning Innovation and Associate Dean (International) within the School of Computing and Engineering - at the University of Huddersfield, UK. He is also a National Teaching Fellow and Principal Fellow of the Higher Education Academy. Nate and Rupert discuss the importance of trust, how learning fitness could be more like physical fitness and the role of technology in shaping the future of learning.

How can can teachers develop a set of conditions of learning in the classroom that lead to greater student engagement and improved outcomes?Many school leaders and teachers are grappling with this, and wondering whether a program could bring the solution, or whether there's a way to construct the learning with students.To talk about his Conditions For Learning, we welcome back to the podcast ​​Dr. Cambourne, associate professor and Principal Fellow at the University of Wollongong in NSW. Brian is one of Australian's most eminent researchers of literacy and learning. Brian's national and international scholarship has earned him many prestigious awards, including being inducted into the International Reading Association's Reading Hall of Fame, and the Outstanding Educational Achievement Award by the Australian College of Educators. Enjoy the episode, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. ONLINE RESOURCES RELEVANT TO THIS EPISODETeaching decisions that bring the conditions of learning to life by Debra CouchConditions For Learning by Dr Brian Cambourne WHAT OUR CLIENTS SAY ABOUT US..."Working with Sharon and Cue has given my staff a new impetus and focus on improving our student's literacy and learning. The "it's not a program" approach has given teachers the skills, structures and confidence to teach reading and writing in a highly explicit way but still allow it be joyful, interesting and motivating. Cue have been fantastic in their flexibility to deliver their support through video, face-to-face sessions, classroom modelling and ongoing 1 to 1 Zoom sessions. Distance has not been an issue."Andrew, Principal,  Western Australia Got any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

Teaching writing (and literacy) can sometimes be 'a bit of this and a bit of that'. Sometimes we teach in a compartmentalised way, and there is no connection between lessons​​.We often don't see a transfer of what we are teaching to students using the skills in their own writing.To help us with this, Dr. Brian Cambourne joins the show to talk about teaching writing effectively, building connection in literacy and shares the relevant academic research and evidence.​​Dr. Cambourne, associate professor, is currently a Principal Fellow at the University of Wollongong in NSW. He started his teaching career in NSW in 1956 and spent the next nine years working in a variety of small, mostly one-teacher primary schools before entering academic life. He has since become one of Australian's most eminent researchers of literacy and learning. He completed his PhD at James Cook University before becoming a post-doctoral Fellow at the Harvard Graduate School of Education; a Fulbright Scholar; Research Fellow at the Centre for Studies in Reading at the University of Illinois and Research Fellow at the Learning Centre at Tucson.Brian's national and international scholarship has earned him many prestigious awards, including being inducted into the International Reading Association's Reading Hall of Fame, and the Outstanding Educational Achievement Award by the Australian College of Educators. In this episode, we talk about how to teach writing in more effective, inquiring, explicit and powerful ways. You'll also understand what it means to do this in connection with broader literacy approaches, with the curriculum and across the school, as well as individually. And much more!Enjoy, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Find upcoming events here and previous webinars (online video courses) here.Other matching PDF resources can be found at Teachific. RESOURCES LINKED TO THIS PODCASTUnderstanding Writing and its Relationship to Reading - by Brian Cambourne, Foundation for Learning and Literacy  Made for Learning - How the Conditions of Learning Guide Teaching Decisions - Debra Crouch and Brian CambourneOn Language and Linguistics - By M.A.K. Halliday TEACHIFIC RESOURCES LINKED TO THIS PODCASTCommon Features of Classrooms with High Achieving Writers  These eight handy posters, Common Features of Classrooms with High Achieving Writers, (best enlarged to A3) can be highly useful for your writing classroomGot any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

The Indo-Pacific faces multiple security challenges, ranging from the risk of major war arising from territorial and maritime disputes to significant human and environmental threats to ecosystems. Exacerbated by the COVID-19 pandemic, many states remain at odds over governance issues, how to confront pressing regional disputes and how to deal with countries outside the Asian region seeking to have greater influence. While the role of existing regional institutions such as ASEAN remains central to regional security and prosperity, improved regional architecture will be needed to address maritime security challenges with a clear understanding of priorities across regional states. What are the central maritime security challenges facing states in the region? How do they respond individually and collectively to these challenges? And what legal and institutional mechanisms exist to manage ongoing disputes? Launch of the ‘Enhancing Maritime Security in the Indo-Pacific' report, a collaboration between Griffith Asia Institute, Kings College London and La Trobe Asia. Speakers: Dr Huong Le Thu, Principal Fellow, Perth USAsia Centre Assistant Professor Tara Davenport, Deputy Director, Asia-Pacific Centre for Environmental Law Abhijit Singh, Senior Fellow, New Delhi-based Observer Research Foundation Professor Ian Hall, Griffith Asia Institute, Griffith University (Chair) Recorded on 25th July, 2022.

Achieving the first complete sequence of a human genome via the Human Genome Project represents an incredible feat – but it's just the tip of the iceberg when it comes to unlocking the power of genomics for drug discovery and development. As the scientific community builds on our understanding of genomics, one of the most critical questions becomes, how can we thoughtfully collect and use genetic data to better understand and support the health of all communities, especially those who have been excluded from research in the past? Co-host Maria Wilson sits down with Mark McCarthy, Principal Fellow and Executive Director of Human Genetics, to explore the interplay between genetics, research, and health equity – and the potential for more diverse genetic data to create a more equitable health landscape. This episode is the first in a two-part series dedicated to inclusivity and diversity in research. Read the full text transcript at: www.gene.com/stories/its-personal-inclusive-research-and-precision-medicine

Associate Professor Andrew Godwin, Principal Fellow at the Melbourne Law School, explores the fascinating life and work of William Ah Ket (1876–1936). Ah Ket was Australia's first barrister of Chinese heritage and the only non-European barrister in the first 120 years of the Victorian Bar. He was widely admired and was a fierce advocate for Chinese–Australians, defending them against racial discrimination. Broadcast on 1 March, 2022.

Associate Professor Andrew Godwin, Principal Fellow at the Melbourne Law School, explores the fascinating life and work of William Ah Ket (1876-1936), Australia's first barrister of Chinese heritage. He was widely admired and a fierce advocate for Chinese-Australians, defending them against racial discrimination. Andrew will deliver the 2022 Rare Book Lecture on Ah Ket. Eliza Hull joins Amy to talk about what life is like as a disabled parent in Australia – the joys and complexities. Eliza has edited the first major anthology by parents with disabilities, We've Got This: Stories By Disabled Parents. Emeritus Professor Marko Pavlyshyn, expert in Ukrainian Studies at Monash University discusses Russia's invasion of Ukraine, its historical and political context, and the escalating conflict across the country.

The “Conditions of Learning” work synergistically to support student engagement and understanding. But what happens when systems are stressed? What happens when deficit based language and practices start to creep into our work with children? What happens when teachers are not able to be responsive to the students before them? In this episode of the Phenomenal Teaching Podcast, Michelle Morris Jones reconnects with Dr. Brian Cambourne and author Debra Crouch to unpack the ways the “Conditions Of Learning” are more relevant today than ever before. First and foremost learners must be the “doers” of what they are learning. Today's students must have ample time to read, write, talk, problem solve, and apply their learning. Being a doer is supported by engagement, immersion, demonstrations, employment, expectation, approximation, responsibility and response ~ these conditions are commonly known as the “Conditions of Learning” or “Cambourne's Conditions” and are an essential component of “Cambourne's Model of Learning.” Our expectations for students and our responses to them are more important now than ever before, we must believe they are capable and they must know that we believe in them. By honoring approximations we are able to see our students' strengths and plan our instruction to support those strengths and address any needs. Immersion, Demonstration, Responsibility and Employment (or use) come together to create opportunities for authentic application and practice. Engagement is critical as we must strive to create environments where each and every student is able to create a bond so that learning can occur. To learn more you can examine Dr. Cambourne and Debra's book Made for Learning: How the Conditions of Learning Guide Teaching Decisions. Brian Cambourne is presently a Principal Fellow at the University of Wollongong, Australia. He began teaching in 1956 at the age of 19 and spent nine years teaching in a mix of one-room schools and primary classrooms K-6 for the New South Wales Department of Education. In his tenth year of service for this department he entered the groves of Academe as a teacher educator at Wagga Wagga Teachers College. He completed his Ph.D at James Cook University in North Queensland, and was subsequently a Fullbright Scholar and a Postdoctoral Fellow at Harvard. He has also been a Visiting Fellow at the Universities of Illinois and Arizona. Since completing his doctoral studies (1972), Brian has been researching how learning, especially literacy learning, occurs. He has conducted this research in the naturalistic mode he prefers by sitting in classrooms for many hundreds of hours. Debra Crouch works nationally as an independent literacy consultant, collaborating with districts and schools in designing professional learning opportunities to empower teachers, principals, and coaches as they envision instruction over time, across texts, and among practices. She has been involved in education for the past 32 years as a classroom teacher, coach, consultant, and author. She actively shares her thinking and practices through long-term professional learning opportunities with districts across the country serving children from diverse language and socioeconomic backgrounds.

Teaching literacy in high schools brings a wide range of challenges for teachers. Continuing the conversation with Phil Callen is literacy expert Misty Adoniou, Adjunct Associate Professor at University of Canberra and Principal Fellow, Melbourne Graduate School of Education, and a leader in the literacy research and practice field.Part two of the conversation covers:How to help high school students who are losing the motivation to writeWhy the purpose of the writing has greater importance than structureHow to use beautiful children's literature for models of writingWhy more funds should go into teachers' professional development instead of programsHow to support and provide scaffolds for struggling studentsHow Misty develops a professional learning plan for a schoolAnd many more practical tips and insights!Enjoy the episode, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Find upcoming events here and previous webinars (online video courses) here.Other matching PDF resources can be found at Teachific. FEATURED RESOURCES ON TEACHIFICFive Levels of Text Complexity: ACARA. These handy charts will be very useful for you in your literacy planning.Mini Lesson: Persuasive Writing - Persuade the Bus Driver  Ever wondered how to bring some spark into your students' persuasive writing? Or maybe you're wondered how to bring some spark into teaching students this form of writing. Have some outrageously amazing fun playing with some of these positively polished Persuasive Writing Devices!Or you're bound to find something specific in this 'devices' collection of Prompt Cards, Posters, Tally Charts, Mini Lessons or Info Sheet that will spark a renewed view of this form of writing.Check out Teachific here. Connect with us!Join our community on Facebook for exclusive resources, Q and A, discussions, insights and more: https://www.facebook.com/groups/teacherstoolkitforliteracyGot any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

Addressing the varied literacy levels in high school is a big challenge for teachers, and helping students with low literacy can be difficult. Joining Phil Callen to discuss this is literacy expert Misty Adoniou, Adjunct Associate Professor at University of Canberra and Principal Fellow, Melbourne Graduate School of Education, and a leader in the literacy research and practice field.The conversation covers:Misty's background and current work in high schools, greatly enjoying helping teachers apply research directly in their classroom, and specifically about the teaching of Writing, Spelling, Grammar and English as an Additional Language.How to shift teachers' learning and students' outcomes, through apprenticing teachers into teaching literacy strategies in their specific discipline: Science, Mathematics, History etcHow teaching vocabulary in a discipline is a very useful starting point. Misty explains that 80% of words students come across in high school are multi-morphemic words that they haven't encountered beforeHow the high school timetable, with students encountering 5-6 disciplines in one day, can be looked at in exciting and positive ways, and explained as such to studentsThe two major concerns of high school teachers: students lacking skills in writing, and little motivation to write, and how this can be unpacked and addressedHow teachers can teach writing skills more effectively – like a scientist, a mathematician, historian etc., and the example of a lab report in Science.How the teaching of skills and strategies can occur in each lesson for only about 10 minutes, based on excellent models of writing in that discipline. And how passion for your discipline is key to teaching it.And many more practical tips and insights!Enjoy the episode, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Find upcoming events here and previous webinars (online video courses) here.Other matching PDF resources can be found at Teachific. NEW RESOURCE ON TEACHIFICFive Levels of Text Complexity: ACARA. These handy charts will be very useful for you in your literacy planning.Check out Teachific here. Connect with us!Join our community on Facebook for exclusive resources, Q and A, discussions, insights and more: https://www.facebook.com/groups/teacherstoolkitforliteracyGot any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

Introduction: In this episode, Maithili Ghadge, podcast host, talks with Nicholas Haritos, a long-serving staff member since 1974 at the University of Melbourne in Civil Structural Engineering. He retired in 2010. He is now a Principal Fellow. Nicholas is also an Adjunct Professor at the Swinburne University of Technology and Managing Director of Strucomp, promoters of Continuing Professionals Development event sin Engineering. Nicholas shares some insights on his background that led to gaining skills and experience in structural dynamics in infrastructure and why structural dynamics is considered necessary in designing infrastructure and infrastructures that can exhibit dynamic behaviours. He also talks about conditions under which dynamic responses in structures might become a problem. Tune in to learn more about structural dynamics in infrastructures, what causes buildings and bridges to collapse and how to control them. Timestamps [01:44] Nicholas Haritos background that led to gaining skills and experience in Structural dynamics in infrastructure [04:03] Why structural dynamics is considered necessary in the design of infrastructure [06:10] Infrastructures that can exhibit dynamic behaviours [13:21] Conditions under which dynamic responses in structures might become a problem [30:22] Measures to take with dynamic responses [37:56] Nicholas Haritos's conclusion for structural dynamics in infrastructure Quotes ● Office floors exhibit dynamic behaviours because you would like to have open space, and there will be fewer columns to support the floor system. ● Since the Tacoma Narrows Bridge collapse, a lot more attention has been paid to the turbulence in the wind and how it can promote a dynamic response in structures. ● What influences the dynamic responses in structures is their mass and stiffness. ● Understanding structural dynamics and being able to model structures properly does not happen overnight. It takes a while and also experience. ● It is not just energy at the natural frequency of a structure but energy that might be available at a fraction of that frequency or a multiple of that frequency that can also create an excessive response of that structure. ● It often gives you an excellent idea of the first mode if you can visualize how the structure will deflect under its weight. The shape in which it could vibrate had it been forced at the first mode frequency. Resource links: https://www.mechanics-lab.com/ https://www.simscale.com/blog/2018/07/tacoma-narrows-bridge-collapse/ https://www.colorado.edu/center/ciest/facilities/structural-dynamics Affiliate Links: Get 25% off when you sign up on Ringr with this below link http://ringr.com/maithili_ghadge Sign Up Now for FREE Aweber Email Marketing Software CLICK HERE!!

In this episode Toria talks to Lizana about 'Coaching and Mentoring'. Here is a message from Lizana - Developing others is always close to my heart, as it is clear from research that the more confident and developed teachers are in their fields, the greater their impact is on pupils and learners. However, teacher development happens in many different ways, and often we start off by developing others in a co-constructive way, working with teacher educators and mentors. The mentoring role cannot be underestimated, and the Carter Review (2015) not only highlighted its importance, but a need for the role to be given enough time. In many working papers produced by CollectiveEd, the mentor's role is highlighted as key in the teacher trainee's initial teacher education, and this is echoed in the Early Careers Framework as part of the DfE's (2019) retention strategy to support future teachers, and to retain them. However, mentors are volunteers, and they give back to the profession in so many different ways, they support others develop others, and often, when working with mentors, they often are not recognised for the work they do, and how much they impact on the wider education landscape.  NQTs often share that a good mentor made all the difference to their learning journey. However, this role is often not acknowledged for its importance and mentors are often in a position where they have very little time to support others. Mentor development often focus on the logistics, and there is a real need to take that further into the learning of mentors and their understanding of the learning of others. It is also important to understand the needs of mentors, and how we can support them to be the best they can be for those they are supporting.  In addition, mentors, also need to understand how the mentoring relationship evolves, and moves from support to a more independent relationship where questioning becomes more helpful in the development of the mentee, to the point where the mentor can make the transition to coaching, with the consent of the coachee, to help develop better learning conversations. Coaching and mentoring are described by Connor and Pokora (2017) as learning conversations, and it is important to think how we can develop mentor's understanding of the learning journey of their mentee, and to support them well to enable them to facilitate these learning conversations and journeys effectively.Bio:Lizana Oberholzer is a Senior Lecturer in teacher education at the University of Wolverhampton. She is the BERA TED SIG Convenor in England, BAMEed Trustee, CMI Fellow, Chartered College of Teaching Founding Fellow, Principal Fellow of the Higher Education Academy, CollectiveED Fellow, Vice Chair of the UCET CPD Forum, and MAT Director.@LO_EduforAllUseful websites:CollectivED | Research | Leeds Beckett UniversityGrowth CoachingBASIC Coaching (basic-coaching.com)

After serving 25 years as a healthcare professional in the British Army (Lt Col) with a PhD in psychological wellbeing, Dr Lizzy Bernthal has a new mission in life; to eliminate toxic leadership from the workplace. Showing people how to overcome their inner war zone, Lizzy is empowering those who lack confidence or are too scared to speak up or show up. Creating ripples of positive change, believing that failure is purely feedback and encouraging people to become powerful and purposeful leaders, Lizzy demonstrates that innovation takes courage.   KEY TAKEAWAY “What does integrity really mean? Are you living in integrity? What does innovation mean? You cannot have innovation without courage because innovation by definition is a risk. In order to take a risk, that takes courage.”   ABOUT DR LIZZY BERNTHAL Dr Lizzy Bernthal is a confidence leadership coach, international speaker, author, wellbeing, resilience and cultural change specialist. She supports leaders to stand tall, rediscover their voice to own their awesomeness so they can soar.  She designs and delivers transformational programmes for businesses to find their purpose, embed their values to create an innovative, collaborative, inclusive culture to enhance resilience and leadership.   Lizzy was awarded Principal Fellow of the Higher Education Academy in 2017 for her global contribution to Higher Education.     CONTACT LIZZY Facebook: https://www.facebook.com/lizzy.bernthal LinkedIn: https://www.linkedin.com/in/lizzybernthal-resilience-specialist/ Website: https://www.rypotential.co.uk Eventbrite:https://www.eventbrite.co.uk/o/dr-lizzy-bernthal-30085164224         ABOUT THE HOST - AMY ROWLINSON Amy is a Life Purpose Coach, Podcast Strategist, Top 1% Global Podcaster, Speaker, Mastermind Host and Property Investor. Through coaching and workshops, Amy works with businesses to Focus on WHY to create people-centred environments, by improving productivity and employee engagement by focusing on fulfilment, values and purpose. Amy inspires and empowers entrepreneurial clients to discover the life they dream of by assisting them to make it their reality through their own action taking. Helping them to focus on their WHY with clarity uniting their passion and purpose with a plan to create the life they truly desire. If you would like Amy to help you to launch your podcast or to focus on your WHY then please book a free 20 min call via www.calendly.com/amyrowlinson/enquirycall Please sign up for the weekly Friday Focus newsletter at https://www.amyrowlinson.com/subscribe-to-weekly-newsletter   CONNECT WITH AMY https://www.linkedin.com/in/amyrowlinson/ https://www.instagram.com/focusonwhy/  https://www.instagram.com/amy.rowlinson/ https://www.facebook.com/RowlinsonAmy/ https://www.facebook.com/focusonwhy/ https://www.facebook.com/groups/focusonwhy/ https://www.joinclubhouse.com/@amyrowlinson   HOSTED BY: Amy Rowlinson   DISCLAIMER The views, thoughts and opinions expressed in this podcast belong solely to the host and guest speakers. Please conduct your own due diligence. 

Many teachers are yet to unlock the full potential of the arts as a powerful way to unlock literacy learning in students.So how do we fully utilise the arts in the teaching of reading and writing? One of Australia's leading educators joins us to share her insights.Robyn Ewing AM is Professor Emerita, Teacher Education and the Arts and Co-Director of the Creativity in Research, Engaging the Arts, Transforming Education, Health and Wellbeing (CREATE) Centre. Her teaching areas include primary curriculum, especially English, literature, drama and early literacy development. Robyn is passionate about the Arts and education and the role quality arts experiences and processes can and should play in creative pedagogy and transforming the curriculum at all levels of education.In the areas of English, literacy and the arts, Robyn's research has particularly focused on the use of educational or process drama with authentic literary texts to develop students' imaginations and critical literacies. She has been published widely in this area. She has worked in partnership with Sydney Theatre Company on the teacher professional learning program 'School Drama' since 2009.Robyn is an Honorary Associate with Sydney Theatre, Principal Fellow of the Australian Literacy Educators Association (ALEA), Board member of WestWords and Dirt Lane Press and a Visiting Scholar at Barking Gecko Children's Theatre. She was a Council member of AFTRS from 2013-8, president of the Primary English Teachers Association Australia (2001-2006) and president of ALEA (2011-15). She is a former vice president of Sydney Story Factory.Within the faculty, Robyn was inaugural co-director of the innovative Master of Teaching degree and has also been Acting Dean; ProDean, Associate Dean, Academic Programs; Associate Dean, Teaching and Learning; Director, Program Director BEd(Primary); and Director, Division of Professional Learning.An experienced primary teacher and teacher educator, Robyn has a commitment to quality teaching and learning at all levels of education. She enjoys working collaboratively with classroom teachers interested in innovative curriculum practices. She has worked as an academic mentor with teachers at a range of Sydney primary and secondary schools with the major focus on transforming the curriculum using the Arts as critical, quality pedagogy.In this interview, Robyn talks about:Why it is important to consider the way we teach literacy through the artsHow to enhance student engagement and skill levelHow we can teach literacy through the arts or the arts through literacyThe connection to the Australian CurriculumWhat to do at K,1,2,3,4,5,6 levelsHow to evaluate in a coordinated way across the schoolAnd much more!JOIN SHARON CALLEN'S NEXT WEBINAR!'Reading Like a Writer: Teaching Information Writing' - Yrs 2-6, with Sharon Callen14 August 2021, 10-11.30am Adelaide time (One 1.5 hour workshop)Find our more and register here.Missed it? Find upcoming events here and previous webinars and other resources can be found at Teachific.Resources mentioned in this episode:TEACHIFIC Poems to dramatise: Explore a special group of poems that have been selected for you on Teachific for  good dramatising potential.See the whole Teachific poetry collectionYOUTUBESee dozens of poems dramatised by South Australian primary school students, in a school with a high EALD populationPODCASTInterview with Unity, Principal of Anzac Park School in North Sydney.BOOKTOPIAHow Texts Teach What Readers Learn by Margaret MeekAristotle's Children by Richard E. RubensteinThe Creative Arts in the Lives of Young Children: Play, Imagination, Learning, by Ewing, R. (Ed.).(2012)The School Drama Book: Drama, Literature and Literacy in the Creative Classroom, by Ewing, R. & Saunders, J. N. (2016)Beyond the Script: Drama in the English and Literacy Classroom. 3rd edn. Newtown: Primary English Teaching Association Australia, by Ewing, R., Simons, J. with Hertzberg, M & Campbell, V. (2016).Transforming the Curriculum Through the Arts, by Gibson, R. & Ewing, R. (2020) 2ne edn. London: Palgrave MacmillanMORE ARTS RESOURCESSchool DramaThe School Drama CompanionDesigned as a companion text to The School Drama BookAustralian Theatre for Young People (ATYP) On Demand Plus:https://www.facebook.com/AustralianTheatreforYoungPeople/videos/atyp-on-demand-plus-is-here/495616228342292/Why Make-Believe Play is an Important Part of Childhood Development: Robyn Ewing in The ConversationThe Arts and Education: Realising Potential by Robyn EwingConnect with us!Join our community on Facebook for exclusive resources, Q and A, discussions, insights and more: https://www.facebook.com/groups/teacherstoolkitforliteracyGot any questions? Feedback? Thoughts? Email Phil: phil@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy experts and founders of Cue Learning, Sharon and Phil Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.Produced by Apiro Media https://apiropodcasts.com

In this podcast, the Australia India Institute’s Professor Ashok Muthupandian, Professor Nathan Grills and Dr Haripriya (Priya) Rangan discuss the current COVID-19 crisis devastating India and how the Institute and University of Melbourne are lending support. Professor Ashok Muthupandian is the AII’s Acting Director and the Assistant Deputy Vice-Chancellor International at the University of Melbourne. Professor Nathan Grills is an AII Senior Researcher Adviser and Global Health Professor at the School of Population and Global Health, University of Melbourne. Dr Haripriya Rangan is an AII Academic Fellow and Principal Fellow of the School of Geography at the University of Melbourne. Frontline charitable organisations that University of Melbourne partners with: • CMC Vellore: 500 Covid19 beds. Requesting support for vaccines, COVID19 tests, oxygen concentrators. • Emmanuel Hospital Association : 20 hospitals in rural India serving the poor. Requesting support for PPE, medications, oxygen cylinders/concentrators. • The Catholic Health Association of India : responding to Covid19 across 3500 health facilities. Melbourne University is conducting training to equip their response to Covid19.

In this episode of the Teaching Matters Podcast, we explore how co-creation helped academic staff navigate the move to hybrid teaching and learning. Student-staff co-creation involves shared decision-making and negotiation of curriculum design or elements of the curriculum. You can watch extended conversations with the contributors on the Edinburgh Hybrid Teaching Exchange and linked below and discover more about co-creation on the Teaching Matters blog... Featuring Catherine Bovill Dr Catherine Bovill is Senior Lecturer in Student Engagement at the Institute for Academic Development, University of Edinburgh and Visiting Fellow at the University of Winchester. She is a Principal Fellow of the Higher Education Academy, Fellow of the Staff and Educational Development Association and an Editorial Board member for Teaching in Higher Education. At Edinburgh she leads the IAD programme and course design team and the Learning and Teaching Conference team as well as supporting a range of strategic projects focused on student engagement. She regularly publishes and presents her work on partnership and co-creating curriculum internationally. In 2019-2020 she was a Fulbright Scholar based in the USA. Tina Harrison Tina is Assistant Principal Academic Standards and Quality Assurance and Professor of Financial Services Marketing and Consumption. Tina joined the University in 1993 and continues to maintain an active academic role in the Business School. She has had overall responsibility for the University’s quality assurance framework as Assistant Principal since 2009. She plays a key role in the Scottish HE quality landscape as a member of QAA Scotland’s Advisory Board, chair of the sparqs University Advisory Group, and member of the Quality Arrangements for Scottish Higher Education (QASHE) group. Video: Defining Community and Belonging for Hybrid Rayya Ghul Rayya is a National Teaching Fellow and lecturer in University Learning and Teaching. She is based in the Institute for Academic Development where she is the University Lead for the Edinburgh Teaching Award and convenes the course on Accessible and Inclusive Learning. Rayya runs Practical Strategies sessions on embedding access and inclusion into the curriculum and also ways to apply a solution focused approach to supporting students in a variety of roles. Video: Co-Creating the Classroom Tim Fawns Dr Tim Fawns is Deputy Programme Director of the MSc in Clinical Education and part-time tutor on the MSc in Digital Education. He is also the director of the international Edinburgh Summer School in Clinical Education. His main academic interests are in education, technology and memory. Video: Designing Assessments for Hybrid Teaching

Learners must be the “doers” of what they are learning! Being a doer is supported by engagement, immersion, demonstration, employment, expectation, approximation, responsibility and response ~ these conditions are commonly known as the “Conditions of Learning” or “Cambourne's Conditions” and are an essential component of “Cambourne's Model of Learning”theory. This theory was originally published in Cambourne's The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom in 1988. In this episode, Dr. Brian Cambourne and Debra Crouch join Michelle Jones on the Phenomenal Teaching Podcast to explore the art and science of teaching. The “Conditions of Learning” are just as relevant today as they were 36 years ago; yet, Brian's recent research about implementation has led to an evolution of his original thinking. In order for teachers to be able to implement the “Conditions of Learning” they must embrace a transactional model of learning rather than a transmission model. Debra Crouch has spent many years in classrooms and schools implementing the model and utilizing the conditions as a means to make sound instructional decisions to create learning opportunities for students and adults that are predicated on meaning making. She brings a wealth of practical examples to their partnership. This partnership and collaboration has led to the publication of Made for Learning: How the Conditions of Learning Guide Teaching Decisions. Brian Cambourne is presently a Principal Fellow at the University of Wollongong, Australia. He began teaching in 1956 at the age of 19 and spent nine years teaching in a mix of one-room schools and primary classrooms K-6 for the New South Wales Department of Education. In his tenth year of service for this department he entered the groves of Academe as a teacher educator at Wagga Wagga Teachers College. He completed his Ph.D at James Cook University in Nth Queensland, and was subsequently a Fulbright Scholar and a Postdoctoral Fellow at Harvard. He has also been a Visiting Fellow at the Universities of Illinois and Arizona. Since completing his doctoral studies (1972), Brian has been researching how learning, especially literacy learning, occurs. He has conducted this research in the naturalistic mode he prefers by sitting in classrooms for many hundreds of hours. Debra Crouch works nationally as an independent literacy consultant, collaborating with districts and schools in designing professional learning opportunities to empower teachers, principals, and coaches as they envision instruction over time, across texts, and among practices. She has been involved in education for the past 32 years as a classroom teacher, coach, consultant, and author. She actively shares her thinking and practices through long-term professional learning opportunities with districts across the country serving children from diverse language and socioeconomic backgrounds.

Professor Som Naidu is internationally renowned for his scholarship in Open, Flexible, Distance and Online Learning, most notably as Executive Editor of the journal "Distance Education", one of the world's leading journals in the field. He s currently Pro-Vice Chancellor and Director, Center for Flexible Learning, at the University of the South Pacific and has previously served in a variety of roles in the enhancement of learning and teaching at several Australian universities. Dr. Naidu possesses doctoral qualifications in Educational Technology from Concordia University in Montreal, Canada. A former president of the Open and Distance Learning Association of Australia, Dr. Naidu has served as executive editor of its journal Distance Education since 1997. In May 2014 the Open University of Sri Lanka awarded Dr. Naidu a D.Litt. (Honoris Causa), in recognition of his extensive contribution to the field of open, flexible, distance and e-learning both regionally and internationally. In addition, in July 2020, Advance Higher Education, UK, admitted Dr. Naidu as Principal Fellow of the Higher Education Academy for his commitment, contribution and strategic leadership in the scholarship of learning and teaching. Interview: https://episodes.castos.com/onlinelearninglegends/050-Som-Naidu-Final.mp3 | recorded October2020 Som's online profile: https://www.usp.ac.fj/index.php?id=19639 Som's LinkedIn profile: https://www.linkedin.com/in/som-naidu-phd-d-litt-346a7199/ Distance Education (ODLAA Journal): https://www.tandfonline.com/toc/cdie20/current Current Affiliations (as at November 2020): ICDE Executive Committee: https://www.icde.org/icde-governance-resources/category/Executive+CommitteeExecutive Committee member (Open Education Global): https://www.oeconsortium.org/2019/03/oec-welcomes-new-board-members/ Recent keynote: Naidu, S. (2019). Rethinking and redesigning education systems for a future focused learning. Keynote at the 25th CIAED - ABED International Congress of Distance Education (20 to 24 October 2019), at the Cenacon, Poços de Caldas City, State of Minas Gerais, Brazil. Theme: "Hybrid approaches in the Teaching-Learning in DE”. http://www.abed.org.br/congresso2019. Nominated works (open access): Karunanayaka, S. & Naidu, S. (Eds.) (2016). Dreamweaving Open Educational Practice. Nawala, Nugegoda, Sri Lanka: The Open University of Sri Lanka. Retrieved from

Setting up a desk area in the kitchen, Zoom call-induced headaches, or getting furloughed and paid to not do any work - this year has shaken up the world of work like never before. The pandemic has made us reimagine how work fits into our economy and our lives. So, with 79% of business leaders and nearly two-thirds of the public open to bringing in a shorter working week in light of the pandemic, should we be thinking more about working less? Could a shorter working week help us recover from coronavirus? Ayeisha Thomas-Smith is joined by Alfie Stirling, NEF Director of Research and Chief Economist, and Anna Coote, Principal Fellow at NEF to discuss their new book with Aidan Harper, The Case for a Four-Day Week. The book will be out on the 27th November, go to the Polity website to grab a copy https://politybooks.com/bookdetail/?isbn=9781509539642 ----- Researched by Margaret Welsh. Produced by Becky Malone. Music by Poddington Bear and Blue Dot Sessions under Creative Commons license. Enjoying the show? Tweet us your comments and questions @NEF! The Weekly Economics Podcast is brought to you by the New Economics Foundation. Find out more at www.neweconomics.org

In this HCI Podcast episode, Dr. Jonathan H. Westover shares a recent article he and several of his colleagues published in HR.com's Leadership Excellence magazine. The the article and the full issue here: http://design.hr.com/ExcellenceEssentials/LE/2020/November/page_1.html. Maureen Snow Andrade is a professor in the Organizational Leadership Department at Utah Valley University. She has an EdD in higher education leadership from the University of Southern California and is a Principal Fellow of the Higher Education Academy in the UK. Her research interests include leadership, job satisfaction, work-life balance, business education, and distance education. She is a former associate vice president and associate dean and is currently serving as assistant department chair. Angela Schill is a visiting professor in Organizational Leadership at Utah Valley University. In Central America, she was head of research for the Latin American Center for Entrepreneurs, encouraging Latin American policymakers to support women's entrepreneurship. She is finishing her PhD from the University of Cambridge. She also graduated with an M.Ed. in Curriculum and Instruction from Penn State and an MBA from Babson College. Angela's teaching and research focus is in Organizational Leadership with a specific interest in Women, Disabilities, and Minorities. Jacque Westover is a Professor of Mathematics and lead math faculty at American Intercontinental University. She has also been a part-time math instructor at Utah Valley University (Math, Strategy and Operations, and Developmental Math departments) for the past ten years. She has a BA from Brigham Young University and an MA from Western Governors University, both in Math Education. She is currently finishing her Ed.D in Developmental Education Administration (ABD) at Sam Houston State University, with a dissertation on acceleration in Developmental Mathematics programs and its impact on student success outcomes. Ranked in the Top 10 Performance Management Podcasts: https://blog.feedspot.com/performance_management_podcasts/ ; Ranked in the Top 10 Workplace Podcasts: https://blog.feedspot.com/workplace_podcasts/ ; Ranked in the Top 15 HR Podcasts: https://blog.feedspot.com/hr_podcasts/ ; Ranked in the Top 15 Talent Management Podcasts: https://blog.feedspot.com/talent_management_podcasts/ ; Ranked in the Top 15 Personal Development and Self-Improvement Podcasts: https://blog.feedspot.com/personal_development_podcasts/ ; Ranked in the Top 30 Leadership Podcasts: https://blog.feedspot.com/leadership_podcasts/

Professor Gary D. Rogers is a health professions educational leader, public health researcher and GP with a focus on HIV medicine. He commenced as Professor and Dean of the School of Medicine at Deakin University in June 2020. Immediately prior to joining Deakin, he was Professor of Medical Education and Deputy Head of School (Learning & Teaching) at the Griffith University School of Medicine, as well as undertaking clinical work in the Infectious Diseases Unit at Gold Coast University Hospital. Gary gained his medical degree from the University of Adelaide 1984. In the early 1990s, he formulated and led an interprofessional primary health care team focused on HIV care and prevention in the city of Adelaide. Whist still in full-time clinical practice, he undertook the Monash University Master of General Practice Psychiatry in order to gain the skills he needed to support the survivors of the HIV pandemic following the implementation of effective treatment for the condition in the 1996. In the mid-2000s he completed a PhD in public health utilising a health inequity framework and then worked for two years across the 21 Pacific Island countries and territories in HIV care mentorship and sexual health promotion. Since joining Griffith University in 2008, Gary's scholarly work has focused on health professional education. He is a former President of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and continues to serve on the Association's Fellowship Committee. He was a member of the Executive Committee of AMEE, the international association for health professional education, from 2013 to 2019. In 2017, he was recognised as a Principal Fellow of the global Higher Education Academy. Gary's current research focuses on the affective learning associated with the acquisition of professional and interprofessional values among health students.

In part 2 of this 2 part episode, Dr. Richard Cure discusses aligners, airway, craniofacial development, early orthodontic intervention for children, providing esthetics and function together, and his best professional advice for his colleagues. Dr. Richard Cure is Clinical Professor, Head of Dentistry Studies and Director of Orthodontics at The University of Warwick. He is a registered specialist in Orthodontics and examiner for the Royal College of Surgeons in Edinburgh, a Principal Fellow of the Higher Education Academy, a Fellow of the Faculty of Dental Trainers of the Royal College of Surgeons of Edinburgh, and their Convener of Dental Education. He is Editor in Chief of a scientific journal and sits on several other Editorial and Scientific Advisory Boards. He is also an Education Associate for the UK General Dental Council and an Orthodontic Advisor for Public Health England and is an expert witness for certain defence societies. His specialist practice is a General Dental Council and University approved outreach training centre where he trains all members of the orthodontic team in an IPE environment. His PhD is in Clinical Education, where he researched interprofessional education of the orthodontic team. He regularly lectures and examines both within the UK and internationally on orthodontics and on education for the whole dental team and has developed and runs a MSc in Orthodontics qualification. He is a contributing author of the Oxford Dictionary of Dentistry, has published several papers and is currently co-writing a new textbook in orthodontics.The Dental Clinical Companion Podcast (DCCP) is provided for general informational purposes only. The DCCP, MounceEndo, LLC, and Dr. Richard Mounce personally have no liability for any clinical, management, or financial decisions or actions taken or made by you based on the information provided in this program. The DCCP is not intended to offer dental, medical, legal, management, investment, surgical, tax, clinical, or any other professional advice. Reliance on the information in the DCCP is done entirely at the listeners own risk.  No guarantees, representations, or warrantees are made with regard to the completeness, accuracy, and/or quality of the DCCP.  The DCCP takes no responsibility for, does not endorse, and does not imply a relationship/affiliation to any websites, products, services, devices, individuals, organizations which are hyperlinked to any DCCP component or mentioned in the DCCP. Third party materials, hyperlinks, and/or DCCP content does not reflect the opinions, standards, and policies of MounceEndo, LLC (owner of the DCCP, Dr. Richard Mounce, the guest, or show sponsors). The DCCP makes no warranty that the Podcast and its server are free of computer viruses or other destructive or contaminating code elements. The Dental Clinical Companion Podcast expressly disclaims any and all liability or responsibility for any direct, indirect, incidental, special consequential or other damages arising out of any individuals use of, reference to, reliance on, or inability to use, this podcast or the information presented in this podcast. http://www.dentalclinicalcompanion.com/Support the show (http://mounceendo.com/)

In part 1 of this 2 part episode, Dr. Richard Cure discusses interprofessional education (IPE), educational theory, and how best to teach dental students and residents. Dr. Richard Cure is Clinical Professor, Head of Dentistry Studies and Director of Orthodontics at The University of Warwick. He is a registered specialist in Orthodontics and examiner for the Royal College of Surgeons in Edinburgh, a Principal Fellow of the Higher Education Academy, a Fellow of the Faculty of Dental Trainers of the Royal College of Surgeons of Edinburgh, and their Convener of Dental Education. He is Editor in Chief of a scientific journal and sits on several other Editorial and Scientific Advisory Boards. He is also an Education Associate for the UK General Dental Council and an Orthodontic Advisor for Public Health England and is an expert witness for certain defence societies. His specialist practice is a General Dental Council and University approved outreach training centre where he trains all members of the orthodontic team in an IPE environment. His PhD is in Clinical Education, where he researched interprofessional education of the orthodontic team. He regularly lectures and examines both within the UK and internationally on orthodontics and on education for the whole dental team and has developed and runs a MSc in Orthodontics qualification. He is a contributing author of the Oxford Dictionary of Dentistry, has published several papers and is currently co-writing a new textbook in orthodontics.The Dental Clinical Companion Podcast (DCCP) is provided for general informational purposes only. The DCCP, MounceEndo, LLC, and Dr. Richard Mounce personally have no liability for any clinical, management, or financial decisions or actions taken or made by you based on the information provided in this program. The DCCP is not intended to offer dental, medical, legal, management, investment, surgical, tax, clinical, or any other professional advice. Reliance on the information in the DCCP is done entirely at the listeners own risk.  No guarantees, representations, or warrantees are made with regard to the completeness, accuracy, and/or quality of the DCCP.  The DCCP takes no responsibility for, does not endorse, and does not imply a relationship/affiliation to any websites, products, services, devices, individuals, organizations which are hyperlinked to any DCCP component or mentioned in the DCCP. Third party materials, hyperlinks, and/or DCCP content does not reflect the opinions, standards, and policies of MounceEndo, LLC (owner of the DCCP, Dr. Richard Mounce, the guest, or show sponsors). The DCCP makes no warranty that the Podcast and its server are free of computer viruses or other destructive or contaminating code elements. The Dental Clinical Companion Podcast expressly disclaims any and all liability or responsibility for any direct, indirect, incidental, special consequential or other damages arising out of any individuals use of, reference to, reliance on, or inability to use, this podcast or the information presented in this podcast. http://www.dentalclinicalcompanion.com/Support the show (http://mounceendo.com/)

Dr Sam Wylie is Principal Fellow at The Melbourne Business School. His research is focused on banking, wealth management, corporate finance and the GFC. He teaches Financial Management, Corporate Finance, Banking, Wealth Management, and Insurance and Risk Management on the MBA.Sam joins Mel to speak about Mortgages and the basic considerations that all homeowners should understand.

In this episode of EdLeader, Dr. Jackson sits down with Dr. Michael Sasscer to discuss seven tips for parents in supporting their child’s remote learning. Developed by Larry Ferlazzo, these seven tips give concrete examples of how parents might help their children continue their academic progress even while they are away from school and away from their teachers. Just as most teachers were not trained in how to teach online, most parents have not been taught how to serve as their child’s educational facilitator. These tips for parents are just as applicable to all caregivers and are helpful for EdLeaders in supporting parents during the school closures caused by the coronavirus COVID-19 pandemic.Dr. Michael Sasscer serves as the Assistant Superintendent of Curriculum and Instruction for the Edenton-Chowan Schools system in Edenton, North Carolina. He has been a public school educator for 23 years. He is a former Teaching Fellow, a former Principal Fellow, and earned National Board Certification as a high school Math teacher.@Dr_Rob_Jacksonwww.drrobjackson.com

KPMG’s Talking Tertiary is back with a second season in which we will be talking to 'The Disruptors' – the people leading change in the new market entrants and within the traditional institutions. In the first episode of Season 2 Professor Stephen Parker AO talks with Beverley Oliver, Former Deputy Vice-Chancellor, Deakin University. Beverley is a Principal Fellow of the Higher Education Academy and an Australian National Teaching Fellow. She works as a higher education consultant and researcher particularly in areas such as digital education, micro-credentials, curriculum transformation, quality assurance and graduate employability. She is the founder and editor of the Journal of Teaching and Learning for Graduate Employability.   Prior to this Beverley was Deputy Vice-Chancellor Education at Deakin University (2013-2018), Deputy Chair of Universities Australia’s Deputy Vice-Chancellors (Academic) (2018) and Deputy Chair of the Board of EduGrowth, a not-for-profit entity and Australia’s acceleration network for high-growth, scaleable, borderless education (2016-18). In this episode Stephen and Beverley discuss the disruptive power of micro credentials and how they link in with the technologies and learning approaches that have the potential to change the landscape of the Education sector. They also touch on the importance of more certified learning in both formal and informal settings to ensure that the future workforce can upskill and reskill to meet the demands of the changing nature of work. To read Beverley’s full report on ‘Making micro-credentials work for learners, employers and providers’ head to https://dteach.deakin.edu.au/2019/08/02/microcredentials/ Visit: KPMG.com/au/talkingtertiary or email us at talkingtertiary@kpmg.com.au

In episode 8 we chat to Jim Anderson who is a Professor of Mathematics at the University of Southampton. He is currently the Associate Dean (Education) for the Faculty of Social Sciences and a Principal Fellow of Advance HE. We talk about what it is like to lead on education across an entire faculty as well as other important matters, such as why his office is so neat and tidy! We also ask him if he is ready for subject level TEF - what do you think he said?

Tonia Eckfeld on the remarkable history of China's famous Terracotta Warriors from the Qin dynasty (221-207 BCE). The NGV is currently showing several pieces of the terracotta army as part of their Winter Masterpieces exhibition. Tonia was one of the first Western women allowed entry to the excavation site of the terracotta warriors. Professor Tonia Eckfeld is a Principal Fellow in History at the University of Melbourne and a Distinguished Research Fellow at Northwestern Polytechnical University in Xi’an, China. Broadcast on 11 June, 2019.

Professor Tonia Eckfeld, Principal Fellow in History at the University of Melbourne and Distinguished Research Fellow at Northwestern Polytechnical University in Xi’an, came in to discuss the history of the Qin Dynasty as well as the NGV's exhibition, Terracotta Warriors: Guardians of Immortality and accompanying works by contemporary Chinese artist Cai Guo-Qiang.

Professor Tonia Eckfeld, Principal Fellow in History at the University of Melbourne and Distinguished Research Fellow at Northwestern Polytechnical University in Xi’an, came in to discuss the history of the Qin Dynasty as well as the NGV's exhibition, Terracotta Warriors: Guardians of Immortality and accompanying works by contemporary Chinese artist Cai Guo-Qiang. Professor Andrew Walter from the University of Melbourne joined Amy to discuss the latest in Brexit news, as well as the race to become the next leader of the Tory party. Plus Ben Eltham on the latest in federal politics.

In this episode, we bring you a fascinating interview with Ian Goodman, an engineer and entrepreneur with over 30 years’ experience in vehicle electrification! Ian is currently the Principal Fellow of Advanced Manufacturing at the University of Warwick’s WMG and the Director and Principal Consultant at Goodman Wolfe Consulting, a specialist consulting firm focusing on Lithium-Ion Battery production.Ian joins us as he discusses with a variety of topics, including: - The catalysts which ignited his passion for Electric Vehicles.- His start-up company GoodWolfe Energy, and their work on anti-IED batteries for the MoD.- The many problems within the EV battery manufacturing industry- Possible future trends and research into EV Battery TechAnd more!If there are any other subjects you would like us to cover please let us know, we would love to hear from you!If you enjoyed this episode make sure to subscribe, rate and don't miss an episode!AVID Technology website for more info: https://avidtp.com/AVID's YouTube Page for EV technology videos: https://www.youtube.com/c/AVIDTechnologyLtdAVID's White Paper Series: https://avidtp.com/about/white-papers/

Overcast Link.  My Guest this week is Mason Peck, Professor of Aerospace and Systems engineering at Cornell University and former Chief Technologist at NASA. Previously Mason was a was a Principal Fellow at Honeywell Aerospace and has an extremely colorful history we get into during the podcast. The topic of this conversation is how NASA works, alternatives to the current innovation ecosystem - like crowdsourcing and philanthropy, and also the interplay between government, academia, and private industry. Key Takeaways You can have an organization full of smart motivated people that doesn't produce great results if all the incentives are set up to avoid risk. There's been a shift in where different parts of the innovation pipeline happen. More has shifted universities and startups from larger companies and the government but the systems of support haven't caught up. Taking a portfolio approach to technology and innovation is a powerful concept that we don't think about enough. Links Mason’s Lab (Space System Design Studio) Website Mason on Twitter (@spacecraftlab) The Office of the Chief Technologist at NASA NIAC (NASA Innovative Advanced Concepts Directorate) Breakthrough Starshot Mars One Transcript   Intro   [00:00:00] This podcast I talk to Mason Peck about NASA alternatives to the current Innovation ecosystem like crowdsourcing and philanthropy and also the interplay between government Academia and Private Industry. Officially Mason is a professor of Aerospace and systems engineering at Cornell University, but I think of him as Cornell space exploration guy. He's done research on everything from doing construction in space using superconductors to making spacecraft that can fit in the palm of your hand and cost cents instead of millions of dollars from 2011 to 2013. He served as NASA's Chief technologist. Don't worry. We'll get into what that means in the podcast before becoming a professor.   What is a Chief Technologist   Ben: You spent several years as the chief technologist at Nasa. Can you explain for us what the chief technologist at Nasa actually does. I think that it's a usual role that many people have not heard of. Mason: Sure, NASA's [00:01:00] Chief technologist sets strategy and priorities for NASA's. Let's call them technology Investments. It's helpful to think of it in investment context because it really is that you know, what you're doing is spending money taxpayer money. You want to be a responsible Steward of that money. You're spending that money on. Something like a bet that you hope will pay off in the future. So taking a portfolio approach that problem probably makes sense. At least it made sense to me. I was the chief technologist for NASA for the over two years started in the end of 2011 and continued to little bit into 2014, but mostly it was the two years 2012-2013. And I may just offer it was a wonderful time to be doing that difficult from the standpoint of the budget. There are a lot of challenges at that time budgetarily, but good from the standpoint of lots of great support from the White House the office of Science and Technology policy when I was there was particularly aggressive and committed and [00:02:00] passionate about doing what they thought was the best for the nation and the just the degree of energy and expertise some of those people made it a wonderful ecosystem to work in.   How long term were bets?   Ben: Awesome, and going off of that portfolio approach with the bats.  how long term were those bets? Like what was the the time scale on them? Mason: In the portfolio approach that we tried to? Take some of those bets were the long game. I suppose, you know, 20 years out. There was a program known as NIAC Nayak the NASA Innovative advanced concepts program, which placed bets on to keep using this metaphor. Ideas that probably would pay off in a couple of decades. And by the way, that seems like a hopelessly long time but for spacecraft that's maybe a generation of spacecraft. In fact spacecraft Generations in technological sense almost mirrors the human Generations, if you think of a human generation being 20 years, you could [00:03:00] probably look across the history of space technology. In spot these Rafi 20-year slices where things seem to happen. So some of the investors are definitely 20 years plus others, whereas near term as possible, but it's not just the the duration of time that is how long it would take for these Investments to pay off. It was also about the type of investment that is the ways in which technology was done.   Different types of tech investment   So, If I can go on about that briefly the me, please you say that it's one thing to as one thing to solicit ideas from the traditional offers of technology or DARPA calls the performers, you know, you go to a Lockheed Martin or university what I've Cornell University of just for one example, you go to university and you ask for a certain result and then they can probably deliver that kind of result. There's all the non-traditional offers. For example, when the NASA we would start these challenges or competitions. [00:04:00] The idea was to bring in non-traditional providers people who normally wouldn't have bothered or even have been considered qualified to solve a NASA problem, but through a challenge like a coding challenge a hackathon or maybe a more substantial dollar amount. Prize offered a million dollars for electric aircraft or something through that mechanism you bringing different kinds of people to solve the problem and that's not only the other that's not the only other dimension. Another dimension is whether the problem you're solving is something that is a known problem or something you feel like if you build it they will come. Either that freezes the death to death to investment, right if you say something like I've got this great idea but no one's asking for a right now, but trust me if we build it somebody it will buy it that is not what a venture capitalist for example wants to hear right? However. It is a distinct type of futurism, right?   Mission Pull vs Mission Push   There's what we call pull and push Mission pull refers to [00:05:00] when we have a mission that NASA let's say returning samples from the surface of Mars or sending humans to a distant star. I mean, these are not necessarily necessary. What's this if they are then? The Jews demand certain technological solutions certain Innovations, or if you come up with idea that no one's asking for is their value in that and I'll give you the example of a say spacecraft that are the size of your fingernail right now. You probably know been that this is a topic we were working out of Cornell. I guarantee you no one's asking for that. I can prove that by virtue of how many proposals have been turned down. The basic fact is there are uses for this now. Maybe there aren't enough that are compelling and I'll accept that but the reason no one's asking is because no one knows it can exist and that's not a reason to say no, so. Again, think of the mission pull versus what we call technology push direction if we can come up with a solution that people maybe could use [00:06:00] a little value in working on that think of the dimension. As I said before of different kinds of offers. What are the sources for technology and then of course, there's the timeframe Dimension. So there's at least three dimensions that you might think of for the. Portfolio of Technology Investments That least we took it to kind of NASA and that maybe helps other environments to   Non-traditional vs Traditional Offers   Ben: yeah,  are there some good examples of  non-traditional offers really succeeding where the traditional offers did not. Mason: Yes, two ways to answer that one is for some problems. They are simply not profitable for a lot of companies even as an example. I major company might spend a hundred thousand to maybe over a billion dollars, maybe multiple millions of dollars. Just writing the proposal to a government agency do some work and it's not at all an exaggeration. You know, that's really not the [00:07:00] case. Where a small mom-and-pop company. But for larger companies, I see a Honeywell or a Boeing or Lockheed or some other defense kind tractor, you know for sure they spend that kind of money. So the and that's the total money. They spend let alone The Profit they might get in that which is maybe on the order of 10% or something. So you got to really want. To do this work to invest the money for a proposal into it and something at the scale of I mentioned Nayak before right the NASA innovated the best huh something that small it's simply not worth large company writing a proposal that they're not going to get there not even get the cost of proposal back probably now there may be other reasons, but let's let's give me those for a second. Let's think about the the other way of answering that question. What am I people who just want to work with NASA? There are people out there that are passionate. About what NASA doesn't and you do you'll be hard pressed by the way to find other government agencies and probably even other businesses with the brand loyalty if you like or their reputation that in Mass it has yeah, so I'll [00:08:00] give you the example of Tom ditto titl was his last name. He's got had a couple of Nyack Awards over the years. The first one was I think in 2005 ish? He had this brilliant idea for a new kind of spectrometer. And for your I know you probably know but not everyone knows this spectrometer is a device that looks at it a light and finds out what colors it is. And I'm looking at the Spectrum of a let's say reflected light off of a rock or something will tell you about its chemical may make up so spectrometers the useful thing for astronomy. Well, Tom didn't came up with the idea of using diffraction grating. It's that that colorful rainbow mirror looking stuff. There was all the rage in the 1970s. So but he had a way of using that to make a spectrometer and he would have been a very long spectrometer. In fact, maybe even on the surface of the Moon a super long kilometers long spectrometer arguably a crazy idea, but absolutely brilliant and solve the problem, but NASA didn't even know it needed to solve. Once against problem [00:09:00] that no Lockheed would propose but a Tom ditto would so Tom just wanted to work on this and he had a passion for it. He solved the problem and that was a cool example, and there's others just like it's so in an environment where you have Innovation where people can. Contribute, I guess I'll stay out of the goodness of their heart or because I like the idea of the challenge or maybe even for relatively small price. You'll get different kinds of solutions and that's an interesting possibility.   What would you do to unlock grassroots innovators?   Ben: how would you encourage that even further? So  say you you control the entire United States government?  what would you do Beyond Nyack anything to sort of unlock those people? Mason: To clarify for your listeners. I have no plans to take over the government. Yes. I'm willing if someone like to offer me the job, but that's not my forte. Well, so again, I let me let me go back to the example of prizes and challenges. This is a big deal with in the Obama Administration. [00:10:00] They were faced with this awkward problem of having lots of great ideas and basically no money to work within a Congress that was not supportive. (Prizes and Challenges) So what do you do? Well, you open up these opportunities to the nation maybe even to the world. So if you can come up with an away with a way of articulating the value of contributing, you know again in a way that makes the public or maybe just a few individuals wants to help. Depend on that altruistic nature that some people have that's when we dissolve a problem because it doesn't work in all cases. So rather than just offering a challenge where if you do it you get a medal. What about offering a prize prize competitions are interesting because first of all the the organization that offers the price doesn't necessarily spend money until they get a result. For example, the the orteig prize remember this one. This was the one that encouraged transatlantic flight. Yes. So, you know that that's one way to go. A $20,000 prize and [00:11:00] then you win it and you pay off your mortgage there have been others. Like I birthed an said that building the gossamer Albatross was away from to pay off his mortgage. And so there are there are some folks who are motivated by the prospect of a prize and again from for the funders perspective from a funding perspective. You're not going to pay until and unless you can get the solution you want. So that's interesting the other interesting feature about crowdsourcing a solution like that is you might get. People applying to solve your problem and you get the best one out of a thousand compare that to a typical again since we're talking Aerospace a typical Aerospace Contracting opportunity. You'll probably get responses that say NASA would offer millions of dollars for a new rocket. You're going to get doesn't maybe responses to that of which a half dozen maybe will be credible and it's going to be The Usual Suspects. It'll be it'll be Boeing and Lockheed and orbital sciences and maybe a few others well. What if that one in a thousand Solutions the one you really want offering an [00:12:00] opportunity that solicits such a large number of potential inputs really allows you to pick that best one the again the 2 Sigma 3 Sigma Solution which is kind of exciting possibility. So that's another way to go.   How do you pull out good ideas when they take resources?     Ben: to Riff on  that how other good ways of. Judging a solution before it requires a large amount of investment. So with this Crown funny I can imagine that it would get a lot of people. With ideas and you'd be able to go through the ideas and if there's one that immediately stands out as better than the rest or  is very clearly feasible often with things. You don't actually know if it's a good idea until you've tested it and you poured some resources into it and people might not have those. So is there any trick to  pulling out those ideas? Mason: One interesting interesting fact [00:13:00] about prize competitions is pretty clearly. You have to pitch it at the right dollar amount, you know after ten bucks, you're not going to get in. This is really what you want a prize where the prize might be the say 20 billion dollars the investment necessary to. That twenty billion dollars might be so prohibitive that you're only going to get a few players and once again, probably the usual suspects right? For instance. Let's say that we offered twenty billion dollars for whoever first built at the hotel on the moon. Okay, it sounds like an interesting idea maybe but to develop that infrastructure that capability is going to cost billions begin with and and maybe someone will win the 20 billion dollar Enterprise, but I really need to get what you want. So first of all the the scale of the prize. Matters, but let me go back to this portfolio idea we were talking about before if you have the freedom to manage a portfolio of Technology investment your opportunity then is to think about those high-risk investments. Just the way you would have to say in your own eventual portfolio think about high risk Investments as a way to pick winners [00:14:00] you invest a little bit the high-risk stuff across the large board and maybe a few of them. But you have to be winners. Well, then maybe you go investible bit more in those and soon as saying the case of Nayak, right? And let's say that we like to Tom Dittos spectrometer so much that the $100,000 that he got for building this which is not peanuts by the way, but it's still small from Aerospace perspective that hundred thousand dollars a small investment. But in a subsequent phase maybe he gets ten times that amount of money maybe he starts a small company. I think he is company something like ditto tool and die company or something like this maybe ditto Tool company gets a factor of 10 or investment in the in a follow-on phase. In fact, maybe even a subsequent phase could be a hundred times as much. So as time goes on as the maturity of the technology increases as you continually refine the portfolio allowing the failed investment to just sort of Fall by the wayside. You can concentrate on those ones that are [00:15:00] successful which is first of all a reason why you have to invest in some high-risk stuff. You got to take some risks right and then second if you. And if you have a portfolio approach you have the opportunity to use statistics to your benefit. I can let's say if I'm NASA invest in a hundred a crazy ideas every year and if only one or two of them pan out, well, that's great those one or two. Probably something I really care about.   How do you incentivize innovation within NASA?   Ben:  that makes a lot of sense and  in that portfolio. So in a in excellent Financial portfolio, you measure success by how much money you get by your return. There's a number and that's you want to maximize that number that you're getting back NASA's portfolio doesn't quite fit into that. So, how do you how do you measure how well a portfolio is doing? How do you incentivize people? To within NASA to really push the best Innovations forward. [00:16:00] Mason: Yeah several things going on there. First of all, you got to take a look at the organization's culture. You have to take a look at how they respond to Innovation. My experience with NASA is that it's full of brilliant and committed people at the same time. There's a tendency for the younger folks to be very forward-looking and interestingly for the most senior leadership be fairly forward-looking somewhere in the middle. There's a like a lot of problem, but it would have a low spot would have us soft spot where people in more than elsewhere can be. (Risk aversion) Careerist that is the not so willing to take risks. They want to keep their jobs. They want to be seen as effective. And again taking on risks can be not looked upon well that in their opinion. So so that's tricky right here these different populations in any large organization and you got to come up with a way of communicating the value of innovation across the board, right? That's one of the challenges making this sort of thing work. Suppose a lot more that you can see about about culture and I [00:17:00] suppose every culture is a little different but one of those the hardest parts in making Innovation stick is to communicate to folks that it's a permanent solution what I found again using NASA's an example, and I've also work with other companies by the way for which this is true. There's a tendency to think that these technology investment initiatives or this Innovation is initiative is just the flavor of the day, you know, it's it's a it's our flash in the pan or whatever metaphor you like. It's a temporary State of Affairs. So there are people who are afraid if they start to go to heavy toward Innovation and man maybe quit their job of doing program management and study to become a radical innovator. That whatever leadership has been pushing that is going to disappear eventually and it'll go back to business as usual and then they'll be left without a job. Right? So there's risk seen in this process of taking an innovation because you not so sure how permanent is going to be. So, you know, how do you Embrace that problem as someone trying to effect change just [00:18:00] promising it's not going to go away probably won't convince folks. They've been around long enough. It's in your organization's happen. They've seen issues come and go how do you convince them? So I wish I had an answer to that other than to say that it's only through longevity of an innovation process that people really start to embrace it and what I'm talking about when I say longevity. I mean really on the order of five plus years you really would like to have almost a generation of folks grow up in an environment where that Innovation is taken to be the order of the day.   Strengths and Weaknesses of each sector   Ben:  something like that. I've I don't have an answer to but that I see consistently is that there are these these timescale mismatches where people's careers are sort of judged in maybe two to five year segments where if you nothing's happened in the past two to five years. People are like well, what are you what are you doing? And then the really the the Innovations take something like. You know seven to 10 years to to really mature so it's very [00:19:00] hard to align those incentives and I'm just always always looking for answers around that. I you mentioned that you've seen this at a bunch of different organizations  you've literally been in every every sector right you've been in Industry. You've been in Academia you've been in government. Do you have any sense of what role each of them should ideally occupy in an innovation ecosystem and what strengths and weaknesses each has. Mason:  That's a wonderful question and probably beyond my Ken but I will I will offer for those of your listeners and you as well who want to go back rewind a little bit to the World War II time frame thinking about this fellow named vannevar Bush and then you've probably encountered thanks to him and his Innovations we have what we have now where [00:20:00] universities take on what we call fundamental research which combines both basic and applied research and then come. The government take on the next step which is implementation in to say potentially demonstration or something operational system. This is at least the way it's shaking out maybe the original town with a bit different but that's kind of how it shakes it out and people are fond of pointing to this Gap or this where they call it the. This Chasm between the Innovation that happens in universities and then the need for near term profit making investments in companies or low-risk politically safe Investments of the level of the government. There's a gap in their right and how do you feel that Gap? There are organizations like DARPA the defense Advanced research projects agency that are meant to fill that Gap and their NASA. We try creating programs that would fill that Gap and not surprisingly. There are there are still problems with that. So. We think of universities think of companies think of government that are clearly different motivations that drive each one of these. [00:21:00] I wonder if there isn't a different motivation entirely that might be more Global more Universal at the moment. We don't have it if we were ever. Oh, I don't know set upon by an alien horde we might pull together as a as a nation as a world and in all contribute a little bit differently to the way things are going but at the moment without any obvious. I'm cataclysm on the horizon and some might argue about climate change for the say we don't all agree that there's a cataclysm on Horizon. We're in these silos. So universities we innovate in a certain way. We innovate at the level of again. I'll call it basic and applied research. The government innovated the level when it works. Well policy when it doesn't work. Well the government tries to solve its own problems using its own expertise really really in my opinion. They should be going outside for that expertise and businesses solve problems in a way that maximizes shareholder value probably in the relatively near term. These are all I mean perfectly successful ways of pulling on [00:22:00] Innovation, but they're not the same. And they do lead to very idiosyncratic Solutions. Again. The question is isn't there something more General and broader. What do you think?   What's the correct system?   Ben: I would have I think I mean, I definitely you're the one being interviewed but I think that there's you've completely identified that Gap and I think that in my mind there's what it should really be is. Sort of a pipeline and that looking at what needs to be done and who is best incentivised to do it. So for example, the. It's stuff where there's this very long long time Horizon uncertain outcomes sort of like big our research would come from universities with some light support from the government. But then as soon as that needed to be pulled together into something that required a lot of [00:23:00] coordination and a lot of money then perhaps the government or a company would come in depending on. What the real outcome would be but you know if I had a real and like the whole point of all of this is to try to figure out a real answer. I don't have a good one at the moment. (Shift in funding methods) Mason: Yes, happy birthday thinking about this other thing. I guess I could offer is the way we fund research in this country has as changed over the years there was a time and it might surprise some of your listeners to think about this there was a time when as a university researcher. You probably didn't write any Grant proposals or if you did it was one every few years. These days most people in say my position where I'm working at a well-regarded research-intensive university. I write 10 to 20 individual research proposals a year of which a small faction or funded is probably less than 10% or funded. And I think I'm actually doing pretty [00:24:00] well frankly for that ten percent. There are folks who go years without getting any of proposal from the despite submitting hundreds of Grant proposals for the amount of time involved in writing these proposals. It's worse and worse every year the money gets Tighter and Tighter and you know, what do you do one answer is that we've. We've morphed toward this model and maybe it's not what we all want what we have right now in a previous age where the government more directly supported universities where research was done regardless of funding you got different outcomes, but that was a relatively short period of time in our in our history. If you go back a little farther this a 19th century before for the most part research was done either by the independently wealthy or by people with some kind of philanthropic back. You know the prince of some new name your favorite to European potentate, the I the prince of whatever would would fund your research into discovering new molecules. And that was just the way it worked. Yeah. So these models have changed [00:25:00] radically over the years and interesting question is where this might go if in fact something like crowdsourcing or. The ubiquity of information and access to it through the internet really matures to inform how we do research. I do not know what the future holds. I know you've been thinking about the sorts of things in the past. Yeah, but it's interesting question. But what this looks like what the research infrastructure or ecosystem looks like when we can vote up or down a good research projects. Or maybe when crowdfunding can be the basis for what research gets undertaken may not be good. But it's another way to do it.   How good is crowdfunding   Ben: Would you trust a large population of people to be able to. Would you trust them to allocate research dollars?  I ask this based on the fact that you see a lot of these articles shouting an outrage that the government is funding someone to I don't know like walk around [00:26:00] and look at snails or something ridiculous. But then you could make the argument that  well you look at snails enough and then you find this one snail that has some chemical compound that then could be synthesized into medicine.  So would you trust crowdfunding? What would that get become Mason:  I probably wouldn't trust them as far as I can throw them. I guessed another way to think about it is there are I probably would not trust the crowd to vote for one thing. I might be trust them statistically if we could fund many things out of such a population and that's where again the benefit of large numbers comes in. I even though I think that the public generally might get some things wrong from time to time and maybe somewhat credulous and believe strange things on the whole they're strangely predictive. I'll give you another quick story about that please years ago was probably 10 years ago DARPA had this interesting idea. Don't remember exactly who DARPA but isn't. [00:27:00] Dandiya, if you look at how crowd Source information works, it seems surprisingly accurate and predictive. So what if we created a stock market for terrorist attacks, and we had people as actually placed bets on but you know invest in Futures, but. Terrorist attract attack Futures the the outcome would be people voting to maximize their return on their Investments would use all that work release or most information that we know is out there and would identify the most likely terrorist outcomes of those terrorists outcomes associated with say that again that are continually Rising stock something out there. Is motivating people to think that that's like the outcome now to issues, of course number one is incredibly crass and in extremely poor taste to defy such a thing [00:28:00] and. And Interpol was I think a little tone deaf, you know offering that as a project because it was very quickly jumped on by the me. Yeah. I can't believe how horrible these people are really thinking but they're not wrong in that the right kind of crowdsourcing can in fact the almost prescient almost almost. Telepathic or psychic in its ability to predict some things but not all things and that's where I say. You want to have a managed portfolio of this stuff. So every now and then maybe more often than not the crowd will be wrong. But if you give them the chance to run lots of different things, you'll both encourage A diversity of opinion which leads to different kinds of solutions now, that's a good thing and probably a statistical. Draping over all the different possibilities so that eventually the right answer can come out. So I think those two ingredients probably could make it work, but I'm very speculative about this right now. And again the DARPA stories interesting cautionary tale because as soon as that became public it just that went away in a [00:29:00] hurry.   What happened to grants?   Ben:   just to go back you mentioned that until recently people do University Research  only had to write one Grant every few years was that because the great sizes were much larger. Were they getting money from outside sources? Why was that? What changed? Mason: Yeah, that's interesting cause and effect will bit muddled and you can find other people probably better explain this history. But my quick version is something like this the kinds of research that we're done in the University's the kind of research was much more skewed toward the basic end of things pencil and paper theoretical development. And also the let's just be frank we knew less than we know now. So coming up with new stuff is a larger maybe than it was before I know if that's fair but I think that's just some research part of it. Yeah. So well there there you go. So first of all, we were solving different problems right now though. We are taking on a lot of the problems that actually you to be done in Industry. The famous example, of course is Bell [00:30:00] Labs right out of which the transistor came these days. The transistor will be developed within University and to develop a transistor or something analogous to it requires significant infrastructure Investments, not just pencil and paper. So even though the theory behind some conductors came out of University the actual practice of it came out of bell labs and there have been plenty of other examples like this. So I think actually industry has skewed away from doing research. Although there's a bit of emotion back toward it now, but it's nowhere what it used to be and then necessarily universities have taken a non not out of a sense of obligation, but rather because it's you know, there's a void and they rush to fill. But to fill it we need more money. So where does the money come from either comes from profit centers or come from the government with the government reducing tax income and also research investments in trouble for the 1980s. Now there's a new kind of Gap. It's the research Gap. So for the most part Industries not doing it and when University does do it. [00:31:00] It's spending a lot of a server for just bringing the funding. Got it. So you'd also argue probably that the universities are you not the best place for this to be done? You know, there is a lot of my opinion a lot of value in companies developing intellectual property. They keep it to themselves. They can make a profit on it. That's a huge motivator. What we do need a verse These almost exclusively is open. We publish it and basically anyone can pick it up and use it.   What do you think of breakthrough starshot and philanthropy?   Ben:  that makes a lot of sense. You also mentioned that  farther in the past a lot. There was a lot of funding that was being done by wealthy individuals and you're an advisor for breakthrough starshot. I believe which as far as I can tell is almost entirely bankrolled by wealthy individuals it seems like. Breakthrough starshot is sort of something that in the past. We would have expected NASA to do. Do you think that what do you what do you think about this [00:32:00] shift? Do you think that the wealthy individuals are going to start filling in that Gap where the pros and cons there? Mason: Well, first of all, I think that's a lot of what think it's a fact a lot of wealthy people certainly in the US have been filling that Gap. They have been funding a lot of research more than in the past. The the cliche is you start your computer. Can you sell it you make a billion dollars in new investment with that you really care about which is space exploration and that that that pattern has been repeated over and over Elon Musk for sure. Jeff Bezos for blue origin and there's been plenty of examples of this so, I don't know maybe maybe it's more than just a cliche. But anyway the going back to this question of will private individual Step Up. We have to an extent but they all have a certain something in it for [00:33:00] themselves that that was always the case has always been the case for privately funded science. Remember there are foundations. Now that still do fund Sciences. There's not as much there used to be but there are still these foundations, right? So the question is what kind of science do you get when you have a billionaire from to your. There's always going to be some idiosyncrasy associated with it and what we can take the Breakthrough starshot project as an example. Personally. I think it's a fantastic project. And for those of you who don't know the Breakthrough starshot project consists of coming up with a 20-year plan to build a spacecraft that could launch again in 20 years and take maybe 20 years to reach the closest star Proxima Centauri or maybe Alpha Centauri with the goal of returning some science data. Another three or four years after that depending on the light travel time. So that's a long duration project meets almost at the scale of a medieval Cathedral. I doubt that many of us on The Advisory Board will even [00:34:00] be alive to see that data come back if it ever does so it's not dangerous undertaking. It probably makes sense for that reason for it to be privately funded or funded by something like, you know a church, but these days the church does not fund science that way so it's not not a critique, but it's just it doesn't do that. Yeah, the way that they may be used to fund building Cathedrals. So these large projects like Cathedrals or Starships probably deserve a special kind of funding one thing I've discovered about em, it's not my own Discovery plenty of other people know this as well. I was just late to realizing it. Congress wants to fund things that they can take credit for okay, so it's going to be 2 4 or 6 years time frame at most where they want to see a return on their investment their investment being stepping up to be sure that some product project is funded. But so that's their return on investment timeframe and industries return on investment time frames in the sale of months. It takes [00:35:00] something like a billionaire or some other kind of philanthropic effort to fund a project that is longer than a few years. So if we really have aspirations that lie along this axis this temporal axis that makes us want to get a result in decades from now. We're going to have to look for funding source. That is not something governmental throughly not up to Industry. So I think there's a place for private investment for foundations or philanthropic. God is definitely that kind of thing so that you're not going to get funded by you know, the Air Force. Let's say or by orbital Sciences Corporation of Northrop Grumman Corporation,   Concerns about philanthropic time scales   Ben:  one concern that I always have about.  Philanthropic efforts is as you said there has to be something in it for people and when you're not able to get sort of a return on investment that's in money. Sometimes I've seen people be less patient because they [00:36:00] want to see progress on on a shorter time  scale. Do you do worry about that at all? Mason: Well, you know as I said, there's always this risk if you have a single investor, let's say again some billionaire to be named later that he or she will pull out the funding based on some whim they decide rather than funding a Starship that rather fun to the purchase of a massive sculpture massive bronze bust of him or herself to be placed in his front yard. Who knows? Yeah, and I'm not speaking about Yuri Milner here. Let me say for my few interactions of him. He seems like a legitimately. Two passionate scientist you really does care about knowledge for the sake of humanity. But it's also clear that he wants to be known as the person who successfully they support this work and things nothing wrong with that. So just like other examples the past of philanthropic contributions. You you probably want your name attached to these discoveries and that's again, that's fine [00:37:00] with me.   Experience With Different Organizations   Ben: and  shifting gears a little bit. You've had your research funded by many different organizations both inside the government and in Private Industry. Have you had different experiences with that? And  which ones are your favorite or what did your favorite ones do and what is your least favorite ones do? Mason: So that's a long story. So I'm gonna give you an answer which sounds like I'm itself said during and that maybe that's correct. The answer is when you get left alone to do the job. It works really well. Now I totally understand that if let's say I'm a member of a government organization or industry. I need to feel that my money is being well spent I want to check in and I don't want to end up with a yoyodyne propulsion systems. If you remember the movie Buckaroo Banzai, you don't want that kind of contractor gone amok kind of phenomenon. I get that [00:38:00] at the same time too much micromanagement sort of defeats the purpose of doing fundamental research. You know, the whole idea is we don't have a thing yet. We need to create that thing and that Act of Creation is not something you can exactly legislator specify the requirements. So I'm a little uneasy at of the idea about the idea that very tight control over the act of invention is going to give you a good result at the same time. Yeah, you need to be responsible stewards of whatever money you're using to fund Sky research. So I see where that comes comes from. I don't want to give a specific example that's going to get me in trouble with the essential functions, but I will say it government agency a government agency collaborating with us on a project. The project involved a few technological innovations after we scoped out the project with this government agency, the the folks involved at the government agency and supervising our work decided that work was so cool. They want to do it themselves. So they went ahead and try to make themselves removing. [00:39:00] Most of what I viewed as the really Innovative parts of the work leaving us with some fairly wrote tasks which there were still paying for. So, I guess I'm kind of glad to take the money but. Then the problem was because he's relatively unimaginative tasks the government agency decided it would be very helpful for us to be very tightly supervised to do these simple tasks. They were very good at and that led to a lot of in my opinion wasted money on things some example for this example is we were building an object out of some official part. Some of you can find at a hardware store, right? The reason we were doing so is because those parts a lot of design margin that is to say you could you can pressurize them or you could add electricity or whatever it was and the parts would not fail. They were made for Consumer use their super safe and excessively over design and it which is great actually very safe. But the sponsor wanted us to do value in [00:40:00] all these with a super detailed analysis using what's known as finite element analysis element analysis where you break it into little mathematical chunks and put in the computer. They wanted us to test it. They want to do all sorts of things for parts. You could buy at the hardware store which you buy every day without thinking about because they're super safe because they're built that way that was a ton of a waste of time. So so that was a very negative experience I think. II chalk it up to my naive tank and working with that sponsor. I now know what kind of work to specify for that sponsor at the same time. It was not going to be a relationship of whatever worked. Well for what it's worth. We took that project and we're doing ourselves now and we've made more progress in the last. Two years that we did in the two years previous where they were helping us. I guess we'll call it. So I'm glad to say that research is doing well now but it's only because we have a few resources internally that we can use to spend on the stuff. I'd rather not end on a cynical no Opera offer positive [00:41:00] version this case so the positive version and I will create the big breakthrough starshot with this positive version of those of us working on The Advisory Board. Sometimes get some funding. From the the foundation to see what that will really pay for a service but with that money I can do lots of cool stuff. So I've been able to turn a few students to we're solving some problems of interest of breakthrough starshot it when we've got some great results. It doesn't actually take that much as long as we have the researchers have some freedom to pursue the work on our own terms. So if there's a lesson there it's something along the lines of you need a light touch. Normal gostin, the former CEO of Lockheed said the best way he's ever found to manage people this pick the right folks be clear about what you want and then get out of their way. Yeah, and that's that's lucky to that's not just some pie-in-the-sky academic like me saying that so there's something to this in the lesson learned again is to have a light touch   How do you change the 10 year goals 8 year political cycle mismatch?   Ben: excellent. And then  going back to [00:42:00] NASA briefly while I was working with you. I saw consistently that the executive branch would set tenure goals, but then. For political reasons those goals would change at most every eight years. And so you get this  progress towards this 10-year goals and then it would change. Do you see any way to change that sort of unfortunate situation? Mason: Well, there have been wasted proposed for example for NASA again since I know that example really well, it has been proposed even in this most recent Congress that NASA should be funded on a 10-year time frame and the idea would be that a a congress whatever the hundred and some odd Congress whatever it is would set the budget for NASA appropriate the funds and get out of the way. So the idea is that again once a decade, maybe you would check in and change the objectives. So this is I think most people recognize that the best way to run these long-term [00:43:00] projects. If you keep changing course every two to six or eight years, you just have chaos. This is one of the main reasons why things like the James Webb Space Telescope the International Space Station space shuttle, these all have given mass of the reputation of going over budget. But I have to defend NASA in this case because NASA really is able to defend itself on the spaces. It's not NASA. Okay, it's Congress if you have a project. That is complicated and takes a long time. There's a natural funding profile that goes with this. It's a little bit at first while you get your feet under you and then there's a big lump in the middle and that tails off toward the end. This is standard funding profile. But NASA's budget from Congress is flat. So you end up very inefficiently smearing this money across a very long time which makes things inefficient expensive things. Don't go. Well, you lose good people along the way and you end up spending more in the long. This story has been told over and over again and Congress. They're smart people. Well, actually you may not think so, but they are [00:44:00] in my experience. They know what they're doing and they know that they're going to trade off between the right answer and the politically expedient answer the politically expedient answer is as long as they can be seen to having their finger on the button for NASA there there there folks will vote for them. So you understand that's what motivates them. So I would say if there's a way to make this work. Well, it's something like. Come up with a way for they can where they can get credit for things are working. Well without necessarily having to change what's going on. Yeah, and I don't have an answer probably make that work if that were possible that makes a lot of sense.   What's the best way to make the world that has never been today?   Ben: So I realize we're coming up on time. One of the the last things I want to ask you about was that  some things that people might not have guessed about you is that you have a master's in English because. As your bio states that you thought that that was the way to make the world that has never been its by inspiring people with writing [00:45:00] and then you change track completely and well not completely but you figured out that engineering was sort of the best the best way to do that. Now, what what do you think? Do you still think that  what you think the best way to enable the world that has never been? In  today's here. And now Mason:  I like the way you're asking that question it recalls that quote from Theodore Von Karman, right distinction between science engineering scientists create the world's or huh, scientists discover the world that is Engineers create the world that never was it's not exactly a way of claiming that Engineers are better than scientist. Is that really what it's about is about distinguishing between these two impulses. We have discovering the unknown and creating. What doesn't exist in my opinion both contribute to improving our lot as humans, so there's a place for both in a reason to have both let's not confuse one with the other. I have always been about creating things. I [00:46:00] suppose I get this from my parents. My dad's a writer. My mom has created many things over the years. She was an artist. She has been a an actress and a brilliant Coco to restaurant. She's a very much a polymath when it comes to things of all. So I probably get this from them at some level but I've always taken not to be one of the the Essential Elements of what it is to be human is to create to lie. If your impact on the world in a positive way at least an impact at all and positive is my choice. Okay suppose people choose to do negative things. So what I'm saying is that that impulse is always been part of what matters to me. When I was a young naive person, I thought I could have that impact through English literature. I still interested in this I still interested in writing and reading and I respect people who can make a career out us for a thing, but it wasn't what I was good at. So instead I felt like aerospace engineering particularly offered me the opportunity to [00:47:00] solve problems that haven't been solved and to make an impact that I felt like making. So I guess over the years I've discovered there are definitely different ways of looking at the world one of the most the way that I look at it another one of the ways that people get the world is what's the safest way I can keep my job and not get fired. And those are very different impulses and and look I recognize that my perspective here maybe comes across as I don't know what to elitist or entitled or first world or something where I'm saying that it's great to have the freedom to create and make an impact on the world. I see I clearly tightly to that value. At the same time, I recognize that not everybody has that opportunity. Sometimes you just gotta make do you got to do what you can keep your family fed? Keep your shoes on your feet and you don't have the freedom the luxury of being able to do everything exactly the way you want it. So I recognize I'm very fortunate in my career my life. So I do not in any way put down people who haven't got the bandwidth simply to set assignments sided set aside time to create. [00:48:00] But that is what matters to me and I'm very fortunate that I have a job that allows me to do that. Yeah, well said.   Final Statements?   Ben: So I do realize we're over time this was  amazing by the way, so I just want to make sure that I there's any points that I didn't hit on absolutely want to give you a chance to talk about that. Mason: Well, I'm so glad that your interest in this question. How do we innovate? I will offer that when government works. Well, it enables people whatever works while it enables people to do their best in the service of our nation. Let's say when it doesn't work. Well it tries to prescribe to micro manage to get in the way so I am far from being an anti. It's very kind of person that I hope it doesn't come across. I think the right policies are essential. I mean policy you can look at is the software of our [00:49:00] lives here in an innovation when that software is written correctly the rules that we follow and we choose to follow they enable us to be successful when the software is not right everything falls apart. So, you know, I actually would not be averse to turning over some policy making the software Engineers because I think they have a sense of how to write good software and lawyers when they do their job. Well, you know that works out well too. Yeah, but unfortunately to be a software engineer and to affect society requires some additional kind of tranny. So if I want to close with a comment, it would be something along the lines of that. I don't see that much of a distinction in what people are capable of whether it's mathematics. Or history or philosophy or art or technology or science? These are all in my mind forms of the same thing. There are things of which we are all capable. I suppose there's some sabanci there who can do multi-digit multiplication in their heads, but I'm not interested in that because I have a computer. [00:50:00] So instead I take that multidisciplinary capability. We all have and my opinion were born with as a sign that. We shouldn't feel limited by what we think we're good at or not. And so those of you interested in creating an innovating don't feel that you are limited by what your label is if you're labeled as a software engineer, maybe policy is the right thing for you if your if your label Les a lawyer maybe you should think about going into space technology. I don't know. What I'm trying to say is that there's there's a lot of freedom that we all have for pursuing good ideas and we should take. Advantage of our rare position here at the beginning of the 21st century where we have these tools. We still have the resources. We wish to create we have this one chance. I think to make make our work right? Outro We got a lot out of this conversation. Here are some of my top takeaways. If you have an organization full of smart motivated people that doesn't produce great results. If all the incentives are set up to avoid [00:51:00] risk, there's been a shift in where different parts of the Innovation pipeline happen more is shifted to universities and startups away from larger companies and government but the systems of support having caught up to that change. Finally taking a portfolio approach to technology and Innovation is a powerful concept that we don't think about it enough. I hope you enjoyed that you'd like to reach out. You can find me on Twitter under app and Reinhart and I deeply appreciate any feedback you might have. Thank you.  

IWA, Cardiff University & Wales in London debate hosted by Bristows LLP in London on 20th November 2018. Chair, David Phillips, Associate Director, The Institute for Fiscal Studies introduces panelists and opens debate:  - For: Professor Calvin Jones, Professor of Economics and Deputy Dean for Public Value and External Relations, Cardiff University  - Against: Anna Coote, Principal Fellow, New Economics Foundation  - For: Mark Hooper, Founder, Indycube  - Against: Polly Mackenzie, Chief Executive, Demos

Dr Mark Field interviews Professor Karen Heard-Laureote about her research on transnational policy networks, active learning pedagogies, higher education and tips for early-career researchers. Professor Heard-Laureote is Professor of Education and Society and Jean Monnet Chair in European Integration and Director of the University of Portsmouth's Jean Monnet Centre of Excellence for the Study of Transnational Europe (CESTE2). Karen is a National Teaching Fellow (NTF), Principal Fellow of the Higher Education Academy (PFHEA) and a Fellow of the Leadership Foundation (FLF). Karen is co-editor of the Journal of Contemporary European Research (http://jcer.net) Teaching and Learning section. #UACES #ExpertonEurope Browse more UACES members and experts on Europe: www.uaces.org/expertoneurope/ Become a UACES member (student, group, early-career or individual): bit.ly/joinuaces Note: UACES does not take responsibility for opinions expressed in this recording. All opinions are those of the contributors. ------------------------------------------------------------------------- Music credit: David Szesztay 'Coffee Shop' (bit.ly/2Mkp0yh)

In this episode, we focus on Team-Based Learning (TBL), a variety of flipped learning, and how this approach can help encourage students to prepare for lectures, seminars and other teaching sessions by creating a system of accountability. As this approach emphasises teamwork, it can also help students to develop teamwork and negotiation skills, as well as promote peer evaluation and critical thinking in the classroom. Best of all, TBL provides a clearly structured template for planning and delivering teaching sessions. Tab Betts talks to Simon Tweddell PHEA, who is a Senior Lecturer and Curriculum Development Fellow based in the University of Bradford’s Centre for Educational Development. Simon is also a National Teaching Fellow and Principal Fellow of the Higher Education Academy; he was the first certified consultant trainer for Team-Based Learning in the UK and is involved in promoting its use in other institutions across Europe. Links: Team-Based Learning - The Team-Based Learning Collaborative (http://www.teambasedlearning.org/definition/) - Definition of TBL(http://www.teambasedlearning.org/definition/) - TBL on Wikipedia (https://en.wikipedia.org/wiki/Team-based_learning) - European TBL Community (http://www.teambasedlearning.org/committees/european-tbl-community/) Simon Tweddell - Simon Tweddell at the University of Bradford (https://www.bradford.ac.uk/research/our-researchers/simon-tweddell.php) - Simon Tweddell on Twitter (https://twitter.com/simontweddell) - Simon Tweddell at the Team-Based Learning Collaborative (http://www.teambasedlearning.org/talk-to-the-experts/simon-tweddell/) - Simon Tweddell at the Higher Education Academy (National Teaching Fellow 2015) (https://www.heacademy.ac.uk/person/simon-tweddell)

Dr Sam Wylie is a Principal Fellow of the Melbourne Business School, an Associate Professor of the University of Melbourne and a Director of Windlestone Education. Dr Wylie's research and consulting is focused on banking, wealth management, corporate finance and the GFC. Dr Wylie has worked with many global and Australian firms including Merrill Lynch, Franklin Templeton, AustralianSuper, NAB, ANZ, AMP, Moss Ledge Capital, Resource Capital Fund, BHP, CSR, Leightons, Greenway Capital and many others. His commentary appears regularly in the Australian Financial Review and on national radio and television.

In Episode 72 of The Real Food Reel we are joined by Associate Professor Ken Sikaris. Ken is a Principal Fellow of the Department of Pathology at Melbourne University and lectures to undergraduates, GPs and a variety of specialist groups across Australia and overseas. Today on the show Ken and I discuss cholesterol, fats and the impact of LCHF on your pathology. This is one of our best episodes yet team so please dive in and enjoy. The post RFR 72 : Cholesterol, fats and the impact of LCHF on your pathology with Ken Sikaris appeared first on The Wellness Couch.