Podcasts about schools

Schools should be teaching kids how to think, not what to think.
They should be modeling due process and critical thinking.
And they should not be deciding which political causes justify skipping class.Because the most important lesson our kids need right now isn't picking a side.It's learning how to find the truth.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Ryan Richmond and Greg Bowman. Co‑owners of Popcorn Remix, a Georgia‑based gourmet popcorn brand known for more than 60 innovative flavors ranging from King Crab Legs to Charlene’s Banana Pudding to chocolate‑covered strawberry. Together they share their partnership story, the origin of Popcorn Remix, the explosive growth of their brand, how they built a powerhouse fundraising platform (WePowerFundraisers.com), their expansion into major sports and entertainment venues, and the unique combination of hustle, creativity, faith, and community service that drives their success.

Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Ryan Richmond and Greg Bowman. Co‑owners of Popcorn Remix, a Georgia‑based gourmet popcorn brand known for more than 60 innovative flavors ranging from King Crab Legs to Charlene’s Banana Pudding to chocolate‑covered strawberry. Together they share their partnership story, the origin of Popcorn Remix, the explosive growth of their brand, how they built a powerhouse fundraising platform (WePowerFundraisers.com), their expansion into major sports and entertainment venues, and the unique combination of hustle, creativity, faith, and community service that drives their success.

Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Ryan Richmond and Greg Bowman. Co‑owners of Popcorn Remix, a Georgia‑based gourmet popcorn brand known for more than 60 innovative flavors ranging from King Crab Legs to Charlene’s Banana Pudding to chocolate‑covered strawberry. Together they share their partnership story, the origin of Popcorn Remix, the explosive growth of their brand, how they built a powerhouse fundraising platform (WePowerFundraisers.com), their expansion into major sports and entertainment venues, and the unique combination of hustle, creativity, faith, and community service that drives their success.

5pm: Video Guest – Carleen Johnson – The Center Square // Chris Reykdal argues against accepting federal tax credits for WA schools // Watchdog group criticizes denial of WA capitol press credentials to journalist // Cascade Middle School Father Loses It When His Child Is Encouraged to Join ICE Protest // Federal Way council pres & teacher urging students to walk out in ICE protest // Letters

Real Housewives Ultimate Girls Trip has filmed with blasts from the past (Davidson, Maloof, Richards, D., Kung Minkoff, Dixon, Grammer), drama (Porsha vs. Vicki) and a cameo which has been met with very mixed results by the one and only Nene Leakes. RHOBH is having a very off season where Amanda has turned the group upside down, Kyle has tried to share more and Dorit had one major F up which will set a total disaster of a shizstorm in motion the rest of the season. Last, but not least, Vanderpump Rules Cousins' Only Fans turns the BravoVerse on its head in oh so very many ways. @behindvelvetrope @davidyontef BONUS & AD FREE EPISODES Available at - www.patreon.com/behindthevelvetrope  BROUGHT TO YOU BY: GROW THERAPY - GrowTherapy.com/VELVET (Whatever Challenges You're Facing, Grow Therapy Is Here To Help QUINCE - quince.com/velvetrope (Get Free Shipping and 365 Day Returns to As You Indulge In Affordable Luxury) MOOD - www.mood.com/velvet (20% Off With Code Velvet on Federally Legal THC Shipped Right To Your Door) ADVERTISING INQUIRIES - Please contact David@advertising-execs.com MERCH Available at - https://www.teepublic.com/stores/behind-the-velvet-rope?ref_id=13198 Learn more about your ad choices. Visit megaphone.fm/adchoices

Zohran Mamdani, New York City mayor, talks about the latest news, including how the administration is protecting vulnerable New Yorkers from the cold, the budget gap and more city issues. Then, Elizabeth Kim, Gothamist and WNYC reporter, offers context and analysis of the mayor's interview.

Our ability to disagree has turned toxic, and frayed relationships are leaving Americans more isolated and lonely than ever. Can schools help? Educational psychologist Hunter Gehlbach is convinced that teachers hold the key by helping students learn how to disagree better. That is unless AI replaces all of the teachers first. The financial support of listeners like you keeps this podcast going. Subscribe on Patreon: https://www.patreon.com/HaveYouHeardPodcast

Katherine Van Dyck (@capitalKVD) is an experienced antitrust lawyer and founder of KVD Strategies PLLC, with senior fellowships at the American Economic Liberties Project and UC Berkeley's Civil Justice Research Initiative. During the Biden Administration, she served as an Attorney-Advisor at the Federal Trade Commission. Katie's work focuses on how concentrated economic power harms consumers, workers, and small businesses. She has been involved in numerous instances of litigation, including a multimillion dollar judgement against Varsity Brands Cheerleading and their monopoly of the competitive cheer market, as well as arguing against the SCORE Act in congress, which would grant the NCAA monopoly status to control college sports. Katie and John testified to the US House of Representatives in December 2025, discussing the massive effect of private equity involvement, an dhow vertical ownership of sports clubs, leagues, facilities and governing bodies is detrimental to children and raises prices for families.  Connect with Katie at www.KVDStrategies.com Check out some of her articles here: The Shadowy Puppet Masters Who Control College Athletics, Organized Money, December 2025 The SCORE Act: A gift to the NCAA that betrays college athletes, The Hill, August 2025 Playing by the Rules: Bringing Law and Order to the NCAA, AELP, November 2023 The NCAA, Antitrust and the Future of College Sports, NPR On Point, October 2023 BOOK A SPEAKER: Interested in having John or one of our speaking team come to your school, club or coaching event? We are booking November and December 2025 and Winter/Spring 2026 events, please email us to set up an introductory call John@ChangingTheGameProject.com PUT IN YOUR BULK BOOK ORDERS FOR OUR BESTSELLING BOOKS, AND JOIN 2025 CHAMPIONSHIP TEAMS FROM SYRACUSE MENS LAX, UNC AND NAVY WOMENS LAX, AND MCLAREN F1! These are just the most recent championship teams using THE CHAMPION TEAMMATE book with their athletes and support teams. Many of these coaches are also getting THE CHAMPION SPORTS PARENT so their team parents can be part of a successful culture. Schools and clubs are using EVERY MOMENT MATTERS for staff development and book clubs. Are you?  We have been fulfilling numerous bulk orders for some of the top high school and collegiate sports programs in the country, will your team be next? Click here to visit John's author page on Amazon Click here to visit Jerry's author page on Amazon Please email John@ChangingTheGameProject.com if you want discounted pricing on 10 or more books on any of our books. Thanks everyone. This week's podcast is brought to you by our friends at Sprocket Sports.  Sprocket Sports is a new software platform for youth sports clubs.  Yeah, there are a lot of these systems out there, but Sprocket provides the full enchilada. They give you all the cool front-end stuff to make your club look good– like websites and marketing tools – AND all the back-end transactions and services to run your business better so you can focus on what really matters – your players and your teams. Sprocket is built for those clubs looking to thrive, not just survive, in the competitive world of youth sports clubs.  So if you've been looking for a true business partner – not just another app – check them out today at https://sprocketsports.me/CTG. BECOME A PREMIUM MEMBER OF CHANGING THE GAME PROJECT TO SUPPORT THE PODCAST If you or your club/school is looking for all of our best content, from online courses to blog posts to interviews organized for coaches, parents and athletes, then become a premium member of Changing the Game Project today. For over a decade we have been creating materials to help change the game. and it has become a bit overwhelming to find old podcasts, blog posts and more. Now, we have organized it all for you, with areas for coaches, parents and even athletes to find materials to help compete better, and put some more play back in playing ball. Clubs please email John@ChangingTheGameProject.com for pricing.  Become a Podcast Champion! This weeks podcast is also sponsored by our Patreon Podcast Champions. Help Support the Podcast and get FREE access to our Premium Membership, with well over $1000 of courses and materials. If you love the podcast, we would love for you to become a Podcast Champion, (https://www.patreon.com/wayofchampions) for as little as a cup of coffee per month (OK, its a Venti Mocha), to help us up the ante and provide even better interviews, better sound, and an overall enhanced experience. Plus, as a $10 per month Podcast Super-Champion, you will be granted a Premium Changing the Game Project Membership, where you will have access to every course, interview and blog post we have created organized by topic from coaches to parents to athletes. Thank you for all your support these past eight years, and a special big thank you to all of you who become part of our inner circle, our patrons, who will enable us to take our podcast to the next level. https://www.patreon.com/wayofchampions

In this special episode, host Manya Brachear Pashman welcomes a co-host: her 11-year-old son, Max. Together, they sit down with Emmy-winning CNN anchor Bianna Golodryga to discuss her new novel, Don't Feed the Lion. Co-written with Yonit Levy, the book tackles the viral contagion of antisemitism in schools.  From the pressure of being the only Jewish kid in class to the stress of Bar Mitzvah prep, this multi-generational conversation explores the void in modern education and the power of empathy. A rare, heartwarming, and urgent bridge between the newsroom and the classroom, this discussion is a must-listen for parents, educators, and anyone looking to understand the next generation's fight against hate. A Note to Our Listeners: As we head into 2026, People of the Pod will be taking a pause. After eight years of sharing your stories, we are contemplating our next chapter. Thank you for being part of this journey. *The views and opinions expressed by guests do not necessarily reflect the views or position of AJC. Key Resources: AJC's Center for Education Advocacy Confronting Antisemitism In Our Schools: A Toolkit for Parents of Jewish K-12 Students FAQs for Parents of K-12 Jewish Students Listen – AJC Podcasts: Architects of Peace The Forgotten Exodus People of the Pod Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. Transcript of the Interview: Manya Brachear Pashman: Bianna Golodryga is an Emmy award winning news anchor for CNN, who has reported extensively on the October 7 Hamas terror attack on Israel and Russia's invasion of Ukraine. She is a mother and she is now a published novelist. Co-written with leading Israeli news anchor Yonit Levy, Don't Feed the Lion is about how the rise of antisemitism affects Theo, his sister Annie, and their friends Gabe and Connor, all students in a Chicago middle school,  and it was written with middle schoolers in mind.  Bianna is with us now to discuss the book, along with my co-anchor this week, my son Max, a middle schooler who read the book as well and has a few questions of his own. I will let Max do the honors. Max Pashman: Bianna, welcome to People of the Pod. Bianna Golodryga: Well, it is a joy to be with you Manya, and especially you, Max. We wrote the book for you, for you and your peers especially. So really excited to hear your thoughts on the book. Manya Brachear Pashman: Well, I want to know, Bianna, what prompted you to write this book? Was it the mother in you or the journalist or a little bit of both? Bianna Golodryga: It was definitely a little bit of both. It was the mother in me, initially, where the idea was first launched and the seed planted even before October 7. You know, sadly, antisemitism has been with us for millennia, but I never thought that I would be having these conversations with my own kids in the city, with the largest Jewish community and population outside of Israel. But you'll recall that there were a few high profile antisemitic social media posts and controversies surrounding Kanye West and then Kyrie Irving, who's a famous NBA player at the time, and my son, who was 10 at the time, a huge sports fan, and was very upset about the fact that not only were these comments made and these posts made, but there was really no accountability for them. There was no consequence. Ultimately, Kyrie Irving was suspended for a few games, but there was just a deluge of news surrounding this. People apologizing for him, but not him apologizing for himself. So my son asked as we were on our way to a basketball game to watch Kyrie play. Asked, why do they hate us? Can I not even go to the game? Does he not want me there? And I really was dumbfounded. I didn't know how to respond. And I said, you know, I don't have the answer for that, but I'm going to reach out to your school, because I'm sure this is something that they're addressing and dealing with and have the resources for.  This was after the murder of George Floyd, and so we had already witnessed all of the investments, thankfully, into resources for our kids, and conversations, both at schools and the workforce, about racism, how to deal with racism, how to spot and identify it, other forms of hate. And I just assumed that that would include antisemitism. But when I reached out to the school and asked, you know, what are they doing on antisemitism, the response stunned me. I mean, it's basically nothing. And so as I said, the seed was planted that we really need to do something about this. There's a real void here. And then, of course, when the attacks of October 7 happened, you know, Yonit and I were on the phone and messaging every single day right after.  And it was pretty quick, maybe two weeks later, when, you know, we'd already started seeing an uptick in antisemitism around the world and here in the US and New York as well, where we said, you know, we have to do something. And I said, I think we should write this book. We should write the book we couldn't find, that I couldn't find at the time. Because I did a bit of research, and there were really no books like this for this particular age group. Max Pashman: It was kind of answered in your other answer to the first question, but when I first read the book, I started wondering whether the incidents described in the book, were they taken from your experiences, or was it a realistic fiction book? Bianna Golodryga: I would say the inspiration for the athlete came from real life events. You know, I am a big sports fan as well, and I grew up watching basketball, and I have a lot of admiration for so many of these players, and I actually believe in redemption. And so people say things and they make mistakes, and I don't believe in purity tests. If people say things that are wrong, I think they have a right to apologize for it, make up for it. I don't like canceling people. We learn from our mistakes. We grow from our mistakes. No one's perfect. I think it's just more about accountability for all of us.  And so the idea came about, yes, from real life, but you know, this is a soccer player in our book. I don't feel that he's very remorseful, even though ultimately he does have a quasi-apology. But you know, it's the impact that it has on society and fans and those who support him, especially like your age and my son's age, I think those are really the ones who hurt the most. Manya Brachear Pashman: Yeah, the impressionable minds. I mean, I thought the book did a lovely job of illustrating just how impressionable these young minds were, and then also how viral this was. I mean, once the celebrity athlete said his comments, what it unleashed. And, you know, you don't get into any violence. There's one incident that is rough, but brief, but it's, you know, the swastika painted on the locker, a rock through a window, but it's just that viral spread. I mean, was that your intent, to kind of illustrate this slow contagion? Bianna Golodryga: Yes, I think our kids are subject to so much more information than we were as kids and teenagers their age as well. You know, every society has had to deal with their challenges, and every generation has as well. And as we've said, antisemitism has been with us for millennia, but when you compound that with social media and the dangers. There's so many great things about social media. We have access to so much information, but then when you throw in disinformation, misinformation, you know, things going viral, news spreading, how much time people spend on social media sites and the influence that they succumb to by sometimes bad actors. So the book is not for antisemites, but I think what the book relays is what we've noticed, and sort of our theory, is that antisemitism has been somewhat accepted as part of society for far too long, and it's never been elevated to the level of urgency that other forms of hate has been. So I mentioned racism and post-George Floyd.  I would think that if that much attention had been put into antisemitism as well, that people, especially children and those at school, would understand the gravity of antisemitism, and you know how much danger can be created from people who espouse antisemitic views and, you know, draw swastikas because they think it's funny, or they don't think it's such a big deal because they don't spend time talking about it, and they don't understand so much hate and so much pain that's behind these symbols. That's behind these words. And you know, we are such a small minority that so many times it's Jews that feel like they have to carry the weight and the burden of other people's actions, even if they don't mean to be as hurtful and as vile as some of this language is. So you said impressionable. That is why we are targeting this age group specifically, because it's such a magical age group. Kids Max's age, and my son's age, anywhere between nine and 15. They're very impressionable, but they still communicate with their families, their parents. They talk at dinner tables.  They may not have social media accounts, but they are very well aware of what's going on in the world, and are very curious, and have access to so much good and bad. And so by not having this conversation at that age, you know, we're doing them a disservice, and I think we're doing ourselves a disservice as adults by not addressing these problems in this particular issue of antisemitism head on. Manya Brachear Pashman: I'm curious, once you identified that void in the school's curriculum and strategies for addressing prejudice, did they do anything to address that and to repair that void? I know a lot of Jewish parents are finding that really the burden falls on them to address these things in a very reactive manner. Not proactive. And I'm just curious what the situation ended up being at your school. Bianna Golodryga: I think we're starting, you know, without focusing as much on my school, because I feel that it's pretty obvious that that was status quo for many schools, not just in New York, but across the country, that you would have books and resources and materials on Hanukkah and Jewish holidays for kindergartners. And then some of the older kids in high school are introduced to the Holocaust. And some of these more challenging topics in areas in Jewish history to cover, and then the story sort of ends there. I don't know if it's because people are worried about conflating the Middle East and the conflict there with antisemitism, but there's a huge void, and it's something again, if you're 2% of the population and you are the victim of 70% according to the FBI, of all religious based violence, then there's a big problem. And the fact that that's not identified or discussed in schools, to us was just not acceptable. And so I think it's sort of a cop out to say no, it's because of the war. It's because of this. Antisemitism morphs and comes in different waves, and fortunately, I didn't experience much of it growing up. But that doesn't mean that, you know, it's not going to rear its ugly head again, and it has, and that was before the attacks of October 7.  We obviously had the Tree of Life shooting. We had so many incidents around the world in the First Intifada, the Second Intifada, you know, dating before that, I don't remember growing up without security outside of my synagogue, or, you know, any Jewish institution. This is the best country in the world, but we've sort of come to accept that. And now, you know, we're at a place where I don't necessarily feel comfortable walking into a Jewish house of worship or institution without security. So we really, I think, wanted to send a message that these are conversations we should have been having for a long time now, and the best way to start it is with our kids, because, like Max, they have so many questions, and they also have so much empathy. Max Pashman: You mentioned your son being your main inspiration for it. Has he read the book? Bianna Golodryga: Oh, yes, I was the most nervous, and Yonit has three kids too, so we were the most nervous about appealing to them. It wasn't our editor or anybody else, our spouses, or even people in the industry that we cared about more than our kids, because we knew their reaction would really set the tone for you know kids like yourselves, and you're not a monolith.  I know some kids like a certain book and some kids don't, but we wanted to make sure to write this book so it didn't feel like homework, so it didn't feel like you were forced to read it at school. And we wanted you to be able to identify with the characters and the story and find it really interesting, and oh, by the way, it just so happens to deal with the subject that we haven't really touched upon yet. So yes, my son really liked it. Both my kids really liked it. Manya Brachear Pashman: Would you agree, Max, that it didn't feel like homework? Max Pashman: Yeah, it felt like, well, a good book feels like, kind of like watching a movie, because it gives you enough details to the point where you can visualize the characters and kind of see what's going on. And that's also one of the reasons I like books more than movies, because it allows you to use your imagination to build the characters a little bit.  But a good book doesn't just leave you with a general outline of what you want. It will give you the full picture, and then you can build most of the picture, and you can build off that with your mind. And I felt that it really did not feel like something that you were forced to read, because that's a lot less interesting. Bianna Golodryga: Well, that is the best review one could get, honestly, Max. And I can tell you you like a good book, and you're a voracious reader, and I agree with you 99.9% of the time, the book will always be better than the movie because of that detail, because of using your imagination. And so we wanted this to be a story that appealed to boys, girls, parents. You know, kids. It was very hard for us to say, Oh, here's our target audience, because we really wanted it to be an experience for every generation and for every position in life, from, you know, again, a kid, a parent, a teacher, a principal, a coach, grandparents. Manya Brachear Pashman: You know, it's interesting. You mentioned generations, and you mentioned being a Soviet refugee, and clearly you're outspoken about antisemitism. You're raising your children to be outspoken about antisemitism. What about your parents? How did they address antisemitism, or the form of antisemitism that they experienced?  Bianna Golodryga: Yeah, I mean, as I said, we were so, I was so fortunate. I was like a piece of luggage. It was my parents who were courageous enough to decide to move to this country as Jewish refugees from the Soviet Union, where antisemitism was institutionalized. I mean, it was from top down. I mean, that was a mandated policy. And so my parents knew they didn't have a future. I didn't have a future in the Soviet Union. And so, of course, their dream was to come to the United States, and it was still the best decision they've ever made, and the best, you know, place I could have been raised. As I said, I was very fortunate to not really experience antisemitism as a kid. And mind you, I was the only Jewish student for many years at my first school, and we were the only Jewish family in our neighborhood for many years.  Ultimately, my parents moved more into the center of the town and we always went to synagogue, so we were always around Jewish people and families, but the majority of my, especially early childhood friends, were not Jewish. And I have to say, for me, learning about antisemitism, it was more of a history lesson as to, like, why we left a certain country and why you can come to America and you're not identified as a Jew, by your race or religion. You're an American. I'm an American Jew.  And you know, that's just not how people were identified in the Soviet Union, that that was their race. I mean, my birth certificate said Jew. My parents' library card said Jew. There were quotas and getting into good schools.And the types of jobs they could get. So for me, it was sort of backward looking, even knowing that, yes, antisemitism still exists, but it's sort of controlled. You know, once in a while we would have a bomb threat at our synagogue, and again, there were always police officers out there. And I noticed that was a difference from my friends' churches, because what ended up being sort of a beautiful tradition that my parents didn't intend to do, it just so happened to be the case that when I would have friends spend the night at my house, or I would spend a night at their house, sometimes they would come to Shabbat services with us, and I would go to church with them.  And so for many of their congregants, I was the first Jewish person they'd ever seen. I was welcomed with open arms. But for you know, coming to my services, you know, it was the first time they'd been to a Jewish house of worship, and it was a very, very meaningful, I think, a great learning opportunity. But yeah, for me growing up, it wasn't a top priority. It wasn't top of mind just because I knew that I was an American Jew, and that was, that was who I was here. And it was only, you know, the last few years where I realized, you know, this is not something to be taken for granted. Max Pashman: I can definitely relate to being the only Jewish person in my class, because all through elementary school, there were no other Jewish kids in my grade. But as soon as I entered middle school, I met a few other kids who were Jewish. Who I've actually become very good friends with, and it's just like a lot more diversity. BIANNA; Yeah, that's great. I mean, I remember when I was in elementary school and it, you know, all the and we were trying to express this point too in the book, especially with Theo that, you know, so many kids at that age just want to be like everyone else. They don't want to stand out. And if you're the only Jewish kid you know on your soccer team, and all of a sudden you have practice or games right before Shabbat dinner, you know you're feeling the pressure, and you don't want to be excluded from your friends' activities after or have to keep reminding your coach, and it's incumbent on your coach and the adults in your life and who are not Jewish, to honor that, to respect that. To say, hey, we're going to move practice a little early, or, Hey, you know Theo, Max, I know you have Shabbat dinner, so we're going to, we're going to work on these, you know exercises 30 minutes before . . . you know, just to acknowledge that you are valued and you are respected. And that doesn't mean that everyone else's schedule needs to change because of yours, but it definitely doesn't mean that you have to walk on eggshells or feel like you're left out or stand out or different for all the wrong reasons because you have other responsibilities and plans. So for me, I remember as a kid, I was the only Jewish student in my elementary school, for the first elementary school I went to, and I remember leaving for winter break, and, you know, our principal getting on the intercom the loudspeaker, and wishing everyone, you know, Happy Holidays, Merry Christmas and Happy Hanukkah, Bianna. And I was like, Oh no, you know, I don't want to be excluded. And it wasn't out of malevolence, like it was just, I want to include. But at that point, I already had a funny last name. My parents had accents. I was from the Soviet Union, which was the enemy at the time, so I definitely stood out for a number of reasons. And on top of that, you know, I celebrate a different holiday. So yes, you know, we learn and grow from it, but we can remember, like I still remember it. Manya Brachear Pashman: The title of the book is, Don't Feed the Lion. And the book does get into that adage and what it means, don't take the bait, don't engage. That's how I interpreted it. But some would argue that it was not feeding the lion for a large portion of the book, you know, staying silent that really exacerbated the problem, or or you referring more to the more to the unproductive social media banter? Bianna Golodryga: Well, I think it's, you know, our message was that it shouldn't fall on the kids to do what's right, and that kids know what's right, and innately, I mean, in their gut, like I said that there's empathy. Most kids, you know when you've hurt someone else's feelings. You know when something makes you feel sad. But what we do, especially as children, as we're still learning, is we take cues from the adults in our lives, so if the adults aren't responding to what that initial reaction you have, that gut instinct is, then you start to question, well, maybe, maybe it wasn't a big deal. Or, you know, maybe the swastika isn't, you know, we'll just cover it up. Or, you know, why should we all suffer and have our team not play in the finals, just because of this one thing. And, oh, he didn't take it so personally. It's fine. And the principal then putting the pressure on Theo. Okay, I'm happy to write this report, but you know what it's going to generate and, and so ultimately, you know, you have the coach, and you have others who come around to, okay, no, we've got to step up and do the right thing.  But our biggest concern was for too long. And you know, we know of this in real life instances, for our from our own friends and family members, that the burden falls on the kids, on the students, who then have to deal with the ramifications, whether it's the victim of antisemitic attacks or slurs or those that are delivering them, because maybe they don't think it's that big of a deal, because they haven't had conversations like this, they don't know how much that hurts somebody's feelings. They don't know the backstory or the history behind what that symbol means.  So it was more on, yes, don't feed into your insecurity. Don't feed into the hate. You know, address it head on, but it's a two-way street, you know, as much as Theo should have, you know, and he realizes that he can learn from others around him, like his sister and Gabe, to do what's right and say what's right, it really is the adults that should have been the ones in the first place doing that. Max Pashman: Because in the book, you see Principal Connolly kind of pushing Theo to just like, say, oh, it's not a big deal, and to cover it up because of a sports team. And he wants the sports team to do well. Bianna Golodryga: Yes, and all the paperwork that this is going to involve now, and, you know, all of the sudden it's almost like it's Theo's fault, that he was victimized. Max Pashman: And he's kind of pushing, he's saying it's your choice Theo, and then kind of starting to make the decision for him. Bianna Golodryga: Right. So it really wasn't even Theo's choice, because he was playing mind games with Theo. And it took a lot of courage for Theo to even call for that meeting, right? So I'm so glad you picked up on that Max. But again, instances similar to that, you know, happen in real life that I know of, people close to me. And so we just want to, again, through fiction, through a really good story, make clear to people that this is not okay. Manya Brachear Pashman: So are you hoping that schools will pick up this book and use it as a resource, as a tool? Bianna Golodryga: For sure. I mean, that is our ultimate goal. I think it should be in every single school, library. You know, I see absolutely no reason why this would ever be deemed a controversial book or something. You know, we've had conversations with a number of Jewish organizations about maybe perhaps providing some supplementals for the book that can be added for class conversations around the book from teachers and others.  But Yonit and I went and we spoke at a couple of schools, and speaking to kids, it was just so eye opening to know that there is a need for this that they are so eager to have these conversations that, you know, it's as much for Jewish students as it is for non-Jewish students, if not even more so. You know, Jewish students feel that they can be finally heard, but non-Jewish students and allies can truly understand what it feels like, and can have conversations about what to do to avoid certain situations preemptively, you know, avoid or if they've seen certain situations, or know about, how to respond. Manya Brachear Pashman: And I do appreciate the statement that the book makes about allies. Those are, those are strong characters in the book. Bianna Golodryga: We can't do it alone. Yeah, we didn't want to throw away character. We didn't want just an ally. Everyone has their own stories and no one really knows what's truly going on in someone's home life and in their head and their heart and in their reality. So any day, anytime, any day, our favorite characters would change. You know, don't ask Yonit and me who our favorite characters are, because we love them all. Manya Brachear Pashman: And add Middle School hormones to the mix, and you've got, you've got quite the drama. Bianna Golodryga: Exactly, and crushes and Bar Mitzvah prep and a lot of stress. Manya Brachear Pashman: A lot of stress, a lot of stress, well, and that, he just heaved a heavy sigh, because he's just, you reminded him of his own bar mitzvah preparation. Bianna Golodryga: Well, you will see that it's a magical experience. Max, worth all the work, definitely. Manya Brachear Pashman: Well, Bianna, thank you so much for joining us. Bianna Golodryga: Thank you. I loved this conversation. I'm so glad that you liked the book, Max. Max Pashman: Thank you. Manya Brachear Pashman: So Max, you and I haven't really had a conversation since we both finished this book. We kind of went into the conversation with Bianna cold. I do want to know which character you identified with the most. Max Pashman:  I really related to Theo with his stress over his Bar Mitzvah and the stress of having a little sister, which I know very, very well. Manya Brachear Pashman:  And why Theo, besides having the annoying sister, why did you relate to him? Max Pashman:  Because, I guess the stress of having a Bar Mitzvah in middle school and kind of being the only kid in your, the only Jewish kid in your class,  Manya Brachear Pashman:  Well, you have a few. Max Pashman:  A few, but not a lot. Manya Brachear Pashman:  Did you realize before you read this book that the swastika, that spidery looking symbol, was as evil as it is? Max Pashman:  No. Well, yes, going into this book, I did know, but actually I figured it out in other books, allowing me to digress. I read Linked by Gordon Corman about this boy who finds a swastika in his school, and then figures out that he is Jewish, and then swastikas start showing up around town. He comes up with a plan with his friends to stop it, and it changes points of view, kind of like, Don't feed the Lion.  Manya Brachear Pashman: Okay. Max Pashman:  Very similar book. But what really helped me realize, I realized the meaning and terror of the the swastika was Prisoner B3087 by Alan Gratz, about this 10 year old boy who is alive right before the Holocaust, and he is taken to multiple, to 10 different prison camps throughout the course of the Holocaust before his camp is liberated by American soldiers. Manya Brachear Pashman:  Was that assigned reading? Or how did you come across that book? Max Pashman:  I was actually sitting in the library, just waiting for you to get to the library, because after school. Manya Brachear Pashman:  Alright, was there anything in particular that drew you to that book? Max Pashman:  I was just looking on the shelves because that was a summer reading book. So I was just like, Okay, I guess I'll read it, because we're supposed to read some. And I read, like most of them, and it was just there on the shelf. And I decided this looks really interesting, and I picked it up and I read it, and it really had a deeper meaning than I expected it to. Manya Brachear Pashman:  Excellent. You recommended Linked to me. I have not finished reading it yet. The Gordon Corman book. Would you recommend it to anyone else in your class? Or would you recommend Don't Feed the Lion? Max Pashman:  I would definitely recommend it. They're both great books. They're actually very similar. I'm not sure they would read it, though.  Manya Brachear Pashman:  Why not?  Max Pashman:  Not a lot of kids in my class are big readers. Manya Brachear Pashman:  Do you fear that they wouldn't be interested in the subject?  Max Pashman:  I mean, I don't really know, because I don't know what goes on in their heads, and I don't want to put words in their mouth, put thoughts in their head, or decide what they would like for them, so I don't know. Manya Brachear Pashman: That's fair. Okay. Well, good to talk with you.  Max Pashman:  It was great talking with you.  Manya Brachear Pashman: It was fun co-hosting. Happy 2026. We wish all of you a peaceful year ahead with time to pause and reflect. On behalf of the AJC podcast team. We thank you for listening over the past eight years, and we thank everyone who has joined us as a guest during that time as well. What a privilege to share your voices and your stories. People of the Pod will be taking our own peaceful pause in 2026 to contemplate how we can best serve our audience.  In the meantime, please continue to listen and share our limited series, The Forgotten Exodus and Architects of Peace, and we'd love to hear from you at podcasts@ajc.org. __ Thank you for listening. This episode is brought to you by AJC. Our producer is Atara Lakritz. Our sound engineer is TK Broderick. You can subscribe to People of the Pod on Apple Podcasts, Spotify, or Google Podcasts, or learn more at AJC.org/PeopleofthePod.    

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The news of Texas covered today includes:Our Lone Star story of the day: Many Texas public schools supported students leaving class for leftwing agitation/protest events. This has to stop whether Left or Right, class time is class time. They can learn all their First Amendment rights outside of school hours just fine. But worse, in this case, faculty and staff put students in harm's way outside the campus ‘security' bubble. TEA has reacted strongly but lawmakers need to add more avenues of personal accountability for faculty and staff engaged in this type of behavior. TEA To Districts: Student Walkouts Risk Funding Loss And State Takeover.Our Lone Star story of the day is sponsored by Allied Compliance Services providing the best service in DOT, business and personal drug and alcohol testing since 1995.Is expensive public school security all a farce? How does this go on with no faculty, staff, or administrators noticing? Wylie ISD Responds to Islamic Handouts at School. District officials said the group Why Islam? did not have approval to distribute materials on the Wylie East High School campus.Former Texas A&M teacher files lawsuit, paid for by Leftist groups, wanting her job back after being fired for including gender-fluidity ideological material in what was supposed to be a course on children's literature. Where she and her type get this idea of a First Amendment right to “academic freedom” is hard to pin down. Certainly no one has a right to free speech on someone else's dime or property.Listen on the radio, or station stream, at 5pm Central. Click for our radio and streaming affiliates.www.PrattonTexas.com

JOHN 14:15-26 - PROMISED HOLY SPIRIT - BRIAN SUMNER - 2025JOHN 14:15-26 "If you love me, you will keep my commandments. 16 And I will ask the Father, and he will give you another Helper, to be with you forever, 17 even the Spirit of truth, whom the world cannot receive, because it neither sees him nor knows him. You know him, for he dwells with you and will be[b] in you.18 “I will not leave you as orphans; I will come to you. 19 Yet a little while and the world will see me no more, but you will see me. Because I live, you also will live. 20 In that day you will know that I am in my Father, and you in me, and I in you. 21 Whoever has my commandments and keeps them, he it is who loves me. And he who loves me will be loved by my Father, and I will love him and manifest myself to him.” 22 Judas (not Iscariot) said to him, “Lord, how is it that you will manifest yourself to us, and not to the world?” 23 Jesus answered him, “If anyone loves me, he will keep my word, and my Father will love him, and we will come to him and make our home with him. 24 Whoever does not love me does not keep my words. And the word that you hear is not mine but the Father's who sent me.25 “These things I have spoken to you while I am still with you. 26 But the Helper, the Holy Spirit, whom the Father will send in my name, he will teach you all things and bring to your remembrance all that I have said to you."To support this channel and partner with Brian in Ministryhttps://www.briansumner.net/support/For more on Brianhttp://www.briansumner.nethttps://www.instagram.com/BRIANSUMNER/https://www.facebook.com/BRIANSUMNEROFFICIALTo listen to Brians Podcast, click below.https://podcasts.apple.com/us/podcast...Purchase Brians Marriage book at https://www.amazon.com/Never-Fails-Da...Brian is a full time "Urban Missionary" both locally and internationally with a focus on MISSIONS - MARRIAGES - MINISTRY. Since coming to faith in 2004 doors continued opening locally and internationally to do more and more ministry with a focus on Evangelism, Outreach Missions, Marriage, Counsel, Schools, Festivals, Conferences and the like.  Everything about this ministry is made possible because of people personally partnering through the non profit. God Bless and thank you. †Support the showSUPPORT THE SHOW

Two Minnesota school districts and Education Minnesota, which represents the state's teachers' unions, filed a lawsuit Wednesday to block DHS from conducting immigration enforcement activity in or near public schools.This follows DHS's decision to remove limitations of immigration enforcement at sensitive locations like schools and churches. Duluth's public school district has signed onto the lawsuit. The district sent an email to its families this morning that said it is quote "fighting for the safety and stability of our learning environments." MPR News host Kelly Gordon spoke with Duluth Public School District Superintendent John Magas to explain further.

Could Ohio reforms lead to more — or larger — levies on the ballot?

Give us about fifteen minutes daily, and we will give you all the local news, sports, weather, and events you can handle.   SPONSORS: Many thanks to our sponsors... Annapolis Subaru, the SPCA of Anne Arundel County, MacMedics, and Hospice of the Chesapeake.  Today...  Schools are set to reopen on time, RegionAle has quietly closed up shop at Annapolis Town Center, and Maryland is reporting a major drop in traffic fatalities with especially big improvements for pedestrians, bicyclists, and motorcyclists. Plus, Ray Weaver is skipping the usual St. Patrick's Day circuit for one full-band Rams Head On Stage show, and the 20th annual SOUPer Bowl returns to Heritage Baptist Church to raise money for the Light House—soup, community, and a good cause all in the same bowl. All that and more on today's DNB! Link to daily news recap newsletter: https://forms.aweber.com/form/87/493412887.htm Back with her weekly Annapolis After Dark is BeeprBuzz. She'll keep you up to speed on all of the fantastic live music we have in the area! DAILY NEWSLETTER LINK: https://forms.aweber.com/form/87/493412887.htm The Eye On Annapolis Daily News Brief is produced every Monday through Friday at 6:00 am and available wherever you get your podcasts and also on our social media platforms--All Annapolis and Eye On Annapolis (FB) and @eyeonannapolis (TW) NOTE: For hearing-impaired subscribers, a full transcript is available on Eye On Annapolis.

Today's show is all about navigating the school system when your child has disabilities—and how to do that with clarity, confidence, and a whole lot more support. My guest is Stacey Shubitz, author of the new book Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future. In this episode, Stacey shares her journey as both an educator and a parent, and we dig into what parents really need to understand about special education, effective communication with schools, and the IEP process. She offers practical, empowering strategies for advocating for your child, managing the complexity of the system without losing yourself, and finding moments of joy and meaning along the way, even if (or when) the path feels overwhelming. About Stacey Shubitz  Stacey Shubitz is a certified literacy specialist and former fourth- and fifth-grade teacher in the New York City Public Schools and a public charter school in Rhode Island. Since 2009, she has been a literacy consultant, supporting teachers with writing instruction. Stacey has also taught graduate literacy education courses at Lesley University and Penn State–Harrisburg. She is the Chief of Operations and Lead Writer for Two Writing Teachers, a leading resource for writing instruction since 2007. She also co-hosts the Two Writing Teachers Podcast. Stacey earned an M.A. in Literacy Education from Teachers College, Columbia University, and an M.S.Ed. in Childhood Education from Hunter College. She has published several books about writing instruction, including Welcome to Writing Workshop and Craft Moves. Stacey's most recent book, Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future, was published by Guilford Press in January 2026. In this book, she shares her experiences as both a parent and an educator, equipping families with real-life stories, inclusive resources, and the knowledge to advocate for their children confidently. Stacey lives in Pennsylvania with her husband and children. Things you'll learn from this episode  How Stacey's dual perspective as an educator and parent strengthens her advocacy for families in special education Why educating yourself about your rights, school processes, and the IEP system is essential for effective advocacy How partnerships with teachers — built through clear, ongoing communication and regular check-ins — support your child's success Why building a support network helps parents navigate the overwhelm of special education How practicing consistent self-care and finding joy in small moments protects parents from burnout Why celebrating every bit of progress, no matter how small, helps families stay grounded and encouraged Resources mentioned Stacey Shubitz' website Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future by Stacey Shubitz Parenting Training & Information Centers Two Writing Teachers Blog Two Writing Teachers Podcast Stacey Shubitz's Substack Stacey Shubitz on Instagram Stacey Shubitz on LinkedIn The Kids Who Aren't Okay: The Urgent Case for Reimagining Support, Belonging, and Hope in Schools by Dr. Ross Greene Strength-Based Assessments with Dr. Jade Rivera (Tilt Parenting podcast) The Strength-Based Assessment Lab at Bridges Graduate School of Cognitive Development Learn more about your ad choices. Visit podcastchoices.com/adchoices

WMAL GUEST: NICK MINOCK (WJLA ABC 7 Reporter) on the Loudoun County School Board’s failure to discuss student safety plans hours after a tragic accident involving a maintenance vehicle. WEBSITE: NickMinock.com SOCIAL MEDIA: X.com/NickMinock READ: Nick Minock on the Loudoun County School Board Meeting Where to find more about WMAL's morning show: Follow Podcasts on Apple Podcasts, Audible and Spotify Follow WMAL's "O'Connor and Company" on X: @WMALDC, @LarryOConnor, @JGunlock, @PatricePinkfile, and @HeatherHunterDC Facebook: WMALDC and Larry O'Connor Instagram: WMALDC Website: WMAL.com/OConnor-Company Episode: Tuesday, February 3, 2026 / 7 AM HourSee omnystudio.com/listener for privacy information.

What does it look like to enforce a ban on phones in schools?

Last week we introduced you to Sophie, the newest character in our world of children's books.  Today, we're checking in - with a huge thank you - halfway through the Kickstarter campaign.  As you may have seen, we hit the target in 15 minutes. Now, as the campaign continues, we're donating books to local schools, hosting Online Salons, and giving you two last chances to be in the book... if you're quick. The project will end on Friday February 6th. You can get your own copy here. Thanks to all who've contributed so far - merci mille fois.  *********** The Earful Tower exists thanks to support from its members. For just $10 a month you can unlock almost endless extras including bonus podcast episodes, live video replays, special event invites, and our annually updated PDF guide to Paris.  Membership takes only a minute to set up on Patreon, or Substack. Thank you for keeping this channel independent.  For more from the Earful Tower, here are some handy links: Website  Weekly newsletter  Walking Tours Music by Pres Maxson.

Watch every episode ad-free & uncensored on Patreon: https://patreon.com/dannyjones Diane Hennacy, M.D. is a Johns Hopkins-trained neuropsychiatrist and neuroscientist, former Harvard faculty member, and an award-winning author and clinician. She began studying autism in 1987, when she spent six months with Sir Michael Rutter at the Institute for Psychiatry in London. Her decades long research focused on investigating reports of telepathy and precognition in autistic children was the inspiration for The Telepathy Tapes. SPONSORS https://mizzenandmain.com - Use code DANNY20 for 20% off your first order. https://prizepicks.onelink.me/LME0/DANNY - Use code DANNY & get $50 in lineups when you play your first $5 lineup! https://amentara.com/go/DJ - Use code DJ22 for 22% off your first order. https://shopmando.com - Use code DANNY for 20% off + free shipping. https://whiterabbitenergy.com/?ref=DJP - Use code DJP for 20% off EPISODE LINKS https://drdianehennacy.com https://hennacyinstitute.org FOLLOW DANNY JONES https://www.instagram.com/dannyjones https://twitter.com/jonesdanny OUTILNE 00:00 - How a Johns Hopkins trained psychiatrist got into ESP 04:46 - Savant Syndrome 06:48 - Why psychiatry disagrees with parapsychology 07:20 - Working down the hall from John Mack 11:28 - Why Diane wanted to be a neurosurgeon 16:34 - Where memory is stored in the brain 18:42 - Hippocampus' role in memory & ESP 25:51 - How oxygen deprivation destroys memory 30:49 - Harmful brain effects of breath-holding 32:14 - Effects of ketogenic state on the brain 35:25 - The autism & telepathy connection 39:44 - Savant Syndrome in blind & autistic individuals 45:51 - Neuroscience is a flawed model 51:06 - The analytical couch & the root of psychiatry 57:45 - How to prove or disprove ESP phenomena 01:01:57 - 97% accuracy telepathy test 01:11:21 - Possible materialist explanation for autistic ESP 01:16:25 - Why autistic individuals are more likely to experience ESP 01:25:25 - The problems with memory 01:26:50 - People who can't forget anything (hyperthymesia) 01:30:41 - White matter in the brain 01:34:48 - Microtubules & consciousness 01:40:53 - How to advance microtubule research 01:43:00 - Ultrasound as Alzheimer's therapy 01:45:30 - Applications of infrared light therapy 01:54:12 - The body's internal "fiber optic" system 01:58:21 - Human's natural telepathic abilities have atrophied over time 02:01:17 - Schools are failing our youth 02:05:13 - Ancient humans' telepathic abilities 02:09:45 - How the bible warns against the written word 02:15:09 - Autistic telepathic kids who mention bible characters 02:19:43 - The sixth sense humans have buried inside them 02:24:02 - The hidden superpowers of the nose 02:28:36 - How your nose can smell true love 02:32:23 - The new split in human evolution 02:35:32 - Proof of technologically advanced ancient humans 02:40:59 - The filter hypothesis 02:48:10 - Disproving the materialist model 02:51:38 - Non-autistic people with ESP 02:54:20 - Autistic people who see dead people Learn more about your ad choices. Visit podcastchoices.com/adchoices

JOHN 13:18-38 - JESUS PREDICTS BETRAYAL - BRIAN SUMNER - 2025JOHN 13:18-38 "I do not speak concerning all of you. I know whom I have chosen; but that the Scripture may be fulfilled, ‘He who eats bread with Me has lifted up his heel against Me.' 19 Now I tell you before it comes, that when it does come to pass, you may believe that I am He. 20 Most assuredly, I say to you, he who receives whomever I send receives Me; and he who receives Me receives Him who sent Me.”21 When Jesus had said these things, He was troubled in spirit, and testified and said, “Most assuredly, I say to you, one of you will betray Me.” 22 Then the disciples looked at one another, perplexed about whom He spoke.23 Now there was [d]leaning on Jesus' bosom one of His disciples, whom Jesus loved. 24 Simon Peter therefore motioned to him to ask who it was of whom He spoke.25 Then, leaning back on Jesus' breast, he said to Him, “Lord, who is it?”26 Jesus answered, “It is he to whom I shall give a piece of bread when I have dipped it.” And having dipped the bread, He gave it to Judas Iscariot, the son of Simon. 27 Now after the piece of bread, Satan entered him. Then Jesus said to him, “What you do, do quickly.” 28 But no one at the table knew for what reason He said this to him. 29 For some thought, because Judas had the money box, that Jesus had said to him, “Buy those things we need for the feast,” or that he should give something to the poor.30 Having received the piece of bread, he then went out immediately. And it was night.The New Commandment31 So, when he had gone out, Jesus said, “Now the Son of Man is glorified, and God is glorified in Him. 32 If God is glorified in Him, God will also glorify Him in Himself, and glorify Him immediately. 33 Little children, I shall be with you a little while longer. You will seek Me; and as I said to the Jews, ‘Where I am going, you cannot come,' so now I say to you. 34 A new commandment I give to you, that you love one another; as I have loved you, that you also love one another. 35 By this all will know that you are My disciples, if you have love for one another.”"To support this channel and partner with Brian in Ministryhttps://www.briansumner.net/support/For more on Brianhttp://www.briansumner.nethttps://www.instagram.com/BRIANSUMNER/https://www.facebook.com/BRIANSUMNEROFFICIALTo listen to Brians Podcast, click below.https://podcasts.apple.com/us/podcast...Purchase Brians Marriage book at https://www.amazon.com/Never-Fails-Da...Brian is a full time "Urban Missionary" both locally and internationally with a focus on MISSIONS - MARRIAGES - MINISTRY. Since coming to faith in 2004 doors continued opening locally and internationally to do more and more ministry with a focus on Evangelism, Outreach Missions, Marriage, Counsel, Schools, Festivals, Conferences and the like.  Everything about this ministry is made possible because of people personally partnering through the non profit. God Bless and thank you. †Support the showSUPPORT THE SHOW

JOHN 14:1-14 - THE WAY TRUTH LIFE - BRIAN SUMNER - 2025JOHN 14:1-14 "Let not your hearts be troubled. Believe in God; believe also in me. 2 In my Father's house are many rooms. If it were not so, would I have told you that I go to prepare a place for you? 3 And if I go and prepare a place for you, I will come again and will take you to myself, that where I am you may be also. 4 And you know the way to where I am going.” 5 Thomas said to him, “Lord, we do not know where you are going. How can we know the way?” 6 Jesus said to him, “I am the way, and the truth, and the life. No one comes to the Father except through me. 7 If you had known me, you would have known my Father also. From now on you do know him and have seen him.”8 Philip said to him, “Lord, show us the Father, and it is enough for us.” 9 Jesus said to him, “Have I been with you so long, and you still do not know me, Philip? Whoever has seen me has seen the Father. How can you say, ‘Show us the Father'? 10 Do you not believe that I am in the Father and the Father is in me? The words that I say to you I do not speak on my own authority, but the Father who dwells in me does his works. 11 Believe me that I am in the Father and the Father is in me, or else believe on account of the works themselves.12 “Truly, truly, I say to you, whoever believes in me will also do the works that I do; and greater works than these will he do, because I am going to the Father. 13 Whatever you ask in my name, this I will do, that the Father may be glorified in the Son. 14 If you ask me anything in my name, I will do it."To support this channel and partner with Brian in Ministryhttps://www.briansumner.net/support/For more on Brianhttp://www.briansumner.nethttps://www.instagram.com/BRIANSUMNER/https://www.facebook.com/BRIANSUMNEROFFICIALTo listen to Brians Podcast, click below.https://podcasts.apple.com/us/podcast...Purchase Brians Marriage book at https://www.amazon.com/Never-Fails-Da...Brian is a full time "Urban Missionary" both locally and internationally with a focus on MISSIONS - MARRIAGES - MINISTRY. Since coming to faith in 2004 doors continued opening locally and internationally to do more and more ministry with a focus on Evangelism, Outreach Missions, Marriage, Counsel, Schools, Festivals, Conferences and the like.  Everything about this ministry is made possible because of people personally partnering through the non profit. God Bless and thank you. †Support the showSUPPORT THE SHOW

Monday's 7am hour of Mac & Cube began with a look at the recent Transfer Portal movement and an explanation as to why teams are taking seemingly lesser talent; then, Paul Finebaum, from the SEC Network, tells us why he doesn't expect the SEC & Big Ten to start policing themselves, if bringing back Bediako was worth it for Alabama, and if the CSC is something we need to take seriously; and later, which would you rather watch - Every single Royal Rumble event or every single Grammys performance. "McElroy & Cubelic In The Morning" airs 7am-10am weekdays on WJOX-94.5!See omnystudio.com/listener for privacy information.

Leadership doesn't unravel because you did something wrong.It unravels because disruption is inevitable — and most school leaders were never taught what to return to when it arrives.In this episode of the Schools of Excellence Podcast, This Can't Be Normal author Chanie Wilschanski names the hidden forces that quietly destabilize even the strongest schools — after the systems are built, the team is capable, and the fires are mostly quiet.Many school leaders reach a stage where things look good on paper… yet still feel fragile underneath. This episode explains why that tension exists — and why stability doesn't come from tighter control, more systems, or more oversight.You'll learn the three disruptive forces that every school leader faces (and cannot prevent), why disruption isn't a personal failure, and what mature leadership looks like when growth brings uncertainty instead of calm.In this episode, you'll learn:Why strong systems alone don't guarantee stabilityThe three disruptive forces that impact every school (earthquake, wind, fog)Why disruption feels personal — even when it isn'tWhat school leaders must return to when change destabilizes the teamHow rhythms, not control, restore steadiness during growthThis conversation is for school leaders who have done “everything right” — and still feel the weight when change arrives.If this episode named something you've felt but couldn't articulate, you're not alone.You can download Chapter 1 of This Can't Be Normal — free — and read it privately, slowly, and without urgency.

A wild, wide-ranging episode that starts with extreme cold, energy warnings, and even why birds swarm feeders in winter

This week on Hoop Troop and Shooters Touch, we break down two wild weeks of Iowa high school basketball as the season hits the dog days and everything starts to shift across the state.We dive into:Big upsets and teams shaking up the rankingsWho's still undefeatedPlayers putting up silly numbersWho's surging and who's slipping as March gets closerWe also play “How Far Back Is Too Far Back?” — breaking down what a team really needs to be ranked to still have a legit shot at making the Iowa State Tournament.Plus all your favorite segments:Doug's Pick of the WeekTony's Spotlight AthleteTom's ShoutoutA new Lunch League LegendWe cover 40+ teams from all across Iowa, giving you a true statewide look at who's built for a run.Schools discussed include:Storm Lake, Solon, Cedar Falls, Johnston, Ankeny, Fort Dodge St. Edmond, Kuemper Catholic, Saydel, Ballard, ADM, Pella, and MOC-Floyd Valley.If you love Iowa high school basketball, rankings, upsets, player stats, and state tournament talk, this episode is for you.Hoops in Iowa — let's go. Shooters shoot.

Andrea Gribble walks through seven smart, practical strategies designed to ease the stress of managing school social media. Whether you're brand new to the role or a seasoned storyteller, these tips will help you feel more in control and less overwhelmed.You'll learn how narrowing your focus to your most effective platforms and choosing a few weekly features can bring structure and sanity to your schedule. It's all about working smarter, not harder—and creating systems that support consistency.Perfection can be paralyzing, so Andrea shares why embracing a “just post it” mindset can help you stay visible and authentic without burning out. She reminds us that showing up regularly matters more than flawless content.Tapping into help from students and connecting with a supportive community of school social media pros can make a world of difference. Andrea explains how these two secret weapons can reduce your workload while keeping your content fresh and engaging.Email: andrea@socialschool4edu.com Connect on LinkedIn: https://www.linkedin.com/in/andreagribble/ Website: www.socialschool4edu.com Facebook: https://www.facebook.com/socialschool4edu  Instagram: https://www.instagram.com/socialschool4edu/YouTube: https://www.youtube.com/@SocialSchool4EDU USEFUL INFORMATIONHelpful blog with lots of links to helpful resources & examples - Social Media Doesn't Have To Be So OverwhelmingInterested in joining our community? Learn more about the #SocialSchool4EDU Membersip Program: https://socialschool4edu.com/We still have some spots open for our in-person retreat happening in June of 2026! Get the full details and sign up here: https://socialschool4edu.com/retreat/ Order your copy of my book Social Media for Schools: Proven Storytelling Strategies & Ideas to Celebrate Your Students & Staff - While Keeping Your Sanity now!MORE RESOURCESFree Video Training: Learn the simple secrets behind social media for K12 schools!Sign up for our free e-newsletter - click herewww.SocialSchool4EDU.com

MPR News host Angela Davis talks with Minnesota school superintendents about how the surge in federal immigration activity is affecting student attendance, learning, and safety — and what it means for families and schools. Guests:Brenda Lewis is the superintendent of Fridley Public Schools.Christine Tucci Osorio is the superintendent for School District 622 which includes North St. Paul, Maplewood and Oakdale.

An increasing number of states in the U.S. not only require high schools to teach financial literacy but also require them to incorporate the fundamentals of free-market capitalism into their lesson plans. We head back to the classroom to hear how these lessons are changing as a growing number of students voice skepticism about capitalism. (Need to head back to Econ 101? Take our quiz to find out.) Plus, following last week's economic blackout in Minneapolis, we examine the history of general strikes in the U.S.

An increasing number of states in the U.S. not only require high schools to teach financial literacy but also require them to incorporate the fundamentals of free-market capitalism into their lesson plans. We head back to the classroom to hear how these lessons are changing as a growing number of students voice skepticism about capitalism. (Need to head back to Econ 101? Take our quiz to find out.) Plus, following last week's economic blackout in Minneapolis, we examine the history of general strikes in the U.S.

Art education should be non-negotiable, not something students get only when budgets allow. From keeping students engaged to making subjects like math and science make more sense, the arts build confidence and create more ways for kids to succeed.In this episode, Executive Director of Arts Every Day Julia DiBussolo shares how the organization is expanding access to certified fine arts teachers across Baltimore City Public Schools. Join their fight to provide classrooms with instruments and equipment, fund field trips, and bring art experiences to students who wouldn't otherwise have the opportunity!Learn how you can donate or attend the Arts Every Day's 20th Anniversary Celebration on April 25th at the Maryland Center for History and Culture: https://artseveryday.org Connect with Arts Every Day: WebsiteFacebookInstagramXVimeo: https://vimeo.com/artseverydayConnect with Jamie at Truman Charities:FacebookInstagramLinkedInWebsiteYouTubeEmail: info@trumancharities.comThis episode was post produced by Podcast Boutique https://podcastboutique.com/

How can schools appropriately respond to students who engage in nonsuicidal self-injury (NSSI), whether the behavior occurs at home, on school grounds, or elsewhere? What protocols exist to support schools to better respond to students who self-injure? What role does liability play? In this episode, Dr. Nancy Heath of McGill University in Montreal, Canada explains how schools can support students who engage in self-injury and self-harm.Learn more about Dr. Heath's work here, and learn more about her work with the Development and Intrapersonal Resilience (DAIR) Research Team here. Learn more about the International Consortium on Self-Injury in Educational Settings (ICSES) at http://icsesgroup.org/.Self-injury Outreach & Support (SiOS) offers resources for schools here and a list of do's and don'ts here. Visit SiOS at http://sioutreach.org and follow them on Facebook (www.facebook.com/sioutreach) and Twitter (https://twitter.com/sioutreach).Below are links to some of Dr. Heath's research as well as resources referenced in this episode:Hasking, P. A., Bloom, E., Lewis, S. P., & Baetens, I. (2020). Developing a policy, and professional development for school staff, to address and respond to nonsuicidal self-injury in schools. International Perspectives in Psychology: Research, Practice, Consultation, 9(3), 176.Berger, E., Hasking, P., & Reupert, A. (2015). Developing a policy to address nonsuicidal self-injury in schools. Journal of School Health, 85(9), 629-647.Lloyd-Richardson, E. E., Hasking, P., Lewis, S.P., Hamza, C., McAllister, M., Baetens, I., & Muehlenkamp, J. (2020). Addressing self-injury in schools, part 1: understanding nonsuicidal self-injury and the importance of respectful curiosity in supporting youth who engage in self-injury. NASN School Nurse, 35(2), 92-98.Lloyd-Richardson, E. E., Hasking, P., Lewis, S.P., Hamza, C., McAllister, M., Baetens, I., & Muehlenkamp, J. (2020). Addressing self-injury in schools, part 2: how school nurses can help with supporting assessment, ongoing care, and referral for treatment. NASN School Nurse, 35(2), 99-103.Lewis, S. P., Heath, N. L., Hasking, P. A., Hamza, C. A., Bloom, E. L., Lloyd-Richardson, E. E., & Whitlock, J. (2019). Advocacy for improved response to self-injury in schools: A call to action for school psychologists. Psychological Services, 17(S1), 86–92.De Riggi, M. E., Moumne, S., Heath, N. L., & Lewis, S. P. (2017). Non-suicidal self-injury in our schools: a review and research-informed guidelines for school mental health professionals. Canadian Journal of School Psychology, 32(2), 122-143.Whitlock, J. L., Baetens, I., Lloyd-Richardson, E., Hasking, P., Hamza, C., Lewis, S., Franz, P., & Robinson, K. (2018). Helping schools support caregivers of youth who self-injure: Considerations and recommendations. School Psychology International, 39(3), 312-328.Hasking, P. A., Heath, N. L., Kaess, M., Lewis, S. P., Plener, P. L., Walsh, B. W., .Whitlock, J., & Wilson, M. S. (2016). Position paper for guiding response to non-suicidal self-injury in schools. School Psychology International, 37(6), 644-663. Open access here.Book: Self-Injury in Youth: The Essential Guide to Assessment and Intervention (2008) by Drs. Mary Nixon & Nancy HeathFollow Dr. Westers on Instagram and Twitter/X (@DocWesters). To join ISSS, visit itriples.org and follow ISSS on Facebook and Twitter/X (@ITripleS).The Psychology of Self-Injury podcast has been rated as one of the "10 Best Self Harm Podcasts" and "20 Best Clinical Psychology Podcasts" by Feedspot  and one of the Top 100 Psychology Podcasts by Goodpods. It has also been featured in Audible's "Best Mental Health Podcasts to Defy Stigma and Begin to Heal."

Dixon police are investigating a report that the most valuable item set for auction Feb. 7 at Dixon Public Schools Foundation's Stupor Bowl – a Chicago Bears replica helmet signed by tight end Cole Kmet – has been stolenBecome a supporter of this podcast: https://www.spreaker.com/podcast/shaw-local-s-bears-insider-podcast--3098936/support.

Show off your Lone Star spirit with a free "Remember the Alamo" hat with an annual subscription to The Texan: https://thetexan.news/subscribe/The Texan's Weekly Roundup brings you the latest news in Texas politics, breaking down the top stories of the week with our team of reporters who give you the facts so you can form your own opinion.Enjoy what you hear? Be sure to subscribe and leave a review! Got questions for the reporting team? Email editor@thetexan.news — they just might be answered on a future podcast.Texas Congressman Calls for Investigation Into ICE Fatal Shooting in MinneapolisPaxton Confirms Comptroller Can Block ESA Funds for Schools Tied to Terrorist GroupsMuslim Legal Fund of America Files for Injunction Against Abbott's CAIR Terrorist DesignationAbbott Demands Paxton Shut Down CAIR Operations in TexasAustin City Council Proclaims January 22 as 'CAIR Austin Day'Abbott Speaks on State Examining H-1B Visas in Schools, Violence in MinnesotaGov. Greg Abbott Freezes H-1B Visa Applications for Texas Universities, State AgenciesPaxton Sues Out-of-State Nurse Practitioner for Allegedly Distributing Abortion Pills Into TexasFederal Judge Upholds West Texas A&M Drag Show Ban, Appeal Hearing CanceledDallas ISD Steering Committee Recommends $6.2 Billion Bond for May Election

There are lots of things that might prevent kids from making it to school, distractions at home, lack of adequate resources, even snow! Dr. Kim Carter, Superintendent at Battle Creek Public School, talks to Community Matters about what they're doing to try to solve for those issues and talks about a new program designed to help kids from cradle to college. Episode ResourcesBattle Creek Public Schools WebsiteABOUT COMMUNITY MATTERS Former WBCK Morning Show host Richard Piet (2014-2017) returns to host Community Matters, an interview program focused on community leaders and newsmakers in and around Battle Creek. Community Matters is heard Saturdays, 8:00 AM Eastern on WBCK-FM (95.3) and anytime at battlecreekpodcast.com.Community Matters is sponsored by Lakeview Ford Lincoln and produced by Livemic Communications.Do you have a non-profit you'd like to hear highlighted on Community Matters? Go to our website and let us know!

Roads across the Mid-South are still a complete mess. Schools are closed. Churches are closed. Many small businesses are closed - all because of 4 inches of snow. Did the storm cripple the Mid-South or was it bad leadership and planning? We discuss this morning. Call Todd with your thoughts at 901-260-5926.See omnystudio.com/listener for privacy information.

Ep 244 | Apparently, we all care about the food pyramid again. It's back in the spotlight thanks to a viral White House reel and a 12-year-old South Park prediction. This week on Discover AG, Natalie and Tara break down what's actually new (and what's not) in the updated food pyramid, celebrate a global win for women in agriculture, and highlight the sheep farmers behind Ralph Lauren's 2026 Winter Olympics collection. They also dig into the real history of vanilla to discover why it's so expensive — and not even a little bit basic. What We Discovered This Week

This bonus Aspire to Lead episode brings you a featured segment from the Thriving Educators Summit, where Mitch Weathers facilitates a fast paced conversation with TJ Vari and Joshua Stamper about what it truly means to lead well in today's schools, whether you are an aspiring leader, assistant principal, principal, or district administrator. The trio digs into mindset shifts from classroom to leadership, why every leader deserves a coach, how to build influence before you have a title, and why community based supports like the Aspire to Lead Cohort and Schoolhouse 302's induction and coaching work are essential for combating isolation, burnout, and “trial by fire” leadership transitions.About T.J. Vari:Dr. T.J. Vari is the Assistant Superintendent of Secondary Schools and District Operations in the Appoquinimink School District. He is the co-author of Candid and Compassionate Feedback: Transforming Everyday Practice in Schools. T.J. is a former middle school assistant principal and principal and former high school English teacher. His master's degree is in School Leadership and his doctorate is in Innovation and Leadership. He holds several honors and distinctions, including his past appointment as President of the Delaware Association for School Administrators and the Paul Carlson Administrator of the Year Award, which he accepted in 2015. He holds adjunct appointments at three universities, teaching courses at the masters and doctoral level. Together they present nationally on topics of school leadership, and they co-founded TheSchoolHouse302, which is a leadership development institute. They co-authored Candid and Compassionate Feedback: Transforming Everyday Practice in Schools. And, with Salome Thomas-EL they co-authored Passionate Leadership: Creating a Culture of Success in Every School, Building a Winning Team: The Power of a Magnetic Reputation and the Need to Recruit Top Talent in Every School, and Retention for a Change: Motivate, Inspire, and Energize Your School Culture.Follow T.J. Vari:Website: www.theschoolhouse302.com Twitter: @tjvari Facebook: https://www.facebook.com/Theschoolhouse302 Linkedin: https://www.linkedin.com/in/dr-t-j-vari-78726b40/ About Mitch Weathers: Mitch Weathers became an exceptional educator because he once struggled as a student. Throughout his academic journey, Mitch rarely felt comfortable in the classroom. It took him seven years to graduate from college—a reflection not of ability, but of disconnection. He often experienced education as something happening around him, not something he was actively part of. That sense of isolation fueled his desire to create a different kind of learning experience. When Mitch became a teacher, he brought with him a deep empathy for students who felt unseen or overwhelmed. He quickly realized that before we can effectively teach content, we must first build the foundation for learning. That foundation is structure, consistency, and support. To meet this need, Mitch created Organized Binder—a simple, research-backed system that empowers teachers to explicitly teach executive functioning skills without sacrificing instructional time. By establishing predictable learning routines, teachers foster safer, more inclusive classrooms where students gain confidence, independence, and a sense of belonging. Mitch's mission is to equip educators with the tools to help every student succeed—not just academically, but...

HR 1 - Schools Closed, More HOF News, Cowboys Pro Bowlers, Peyload full 2628 Thu, 29 Jan 2026 13:09:47 +0000 Z9FsyFy2CneGAT1oPUrTQkHRqf6C7s8g sports Shan and RJ sports HR 1 - Schools Closed, More HOF News, Cowboys Pro Bowlers, Peyload DFW sports fans, this one's for you. The Shan & RJ show brings the heat with honest takes, sharp insight, and plenty of laughs covering the Cowboys, Mavericks, Rangers, Stars, and everything Texas sports. Hosted by longtime local favorites Shan Shariff and RJ Choppy, along with insider Bobby Belt, the show blends deep knowledge with real fan vibes — plus regular guests like Cowboys owner Jerry Jones, Head Coach Brian Schottenheimer and former players who keep the conversation fresh and real. New episodes drop Monday-Friday, or you can listen to Shan & RJ live on 105.3 The Fan, weekdays from 6–10 a.m. CT. © 2025 Audacy, Inc. Sports False https://player.amperwavepo

ICE's actions are hurting the safety and learning of Minnesota students. That was the message of superintendents and elected officials this week, as they called for ICE to leave the state. As students worry about the safety of their loved ones or stay home from school, education leaders warn student education will suffer the same losses documented during the COVID pandemic.Several school districts, including Minneapolis and St. Paul public schools, have created a virtual option for for students who feel safer learning from home. And this week, St. Paul announced changes to its grading system to account for potential disruptions in learning. Joining Minnesota Now to talk about all of this is Stacie Stanley, superintendent of St. Paul Public Schools.

Psychogenic nonepileptic seizures (PNES) are common, often misunderstood, and increasingly encountered in pediatric emergency care. These events closely resemble epileptic seizures but arise from abnormal brain network functioning rather than epileptiform activity. In this episode of PEM Currents, we review the epidemiology, pathophysiology, and clinical features of PNES in children and adolescents, with a practical focus on Emergency Department recognition, diagnostic strategy, and management. Particular emphasis is placed on seizure semiology, avoiding iatrogenic harm, communicating the diagnosis compassionately, and understanding how early identification and referral to cognitive behavioral therapy can dramatically improve long-term outcomes. Learning Objectives Identify key epidemiologic trends, risk factors, and semiological features that help differentiate psychogenic nonepileptic seizures from epileptic seizures in pediatric patients presenting to the Emergency Department. Apply an evidence-based Emergency Department approach to the evaluation and initial management of suspected PNES, including strategies to avoid unnecessary escalation of care and medication exposure. Demonstrate effective, patient- and family-centered communication techniques for explaining the diagnosis of PNES and facilitating timely referral to appropriate outpatient therapy. References Sawchuk T, Buchhalter J, Senft B. Psychogenic Nonepileptic Seizures in Children-Prospective Validation of a Clinical Care Pathway & Risk Factors for Treatment Outcome. Epilepsy & Behavior. 2020;105:106971. (PMID: 32126506) Fredwall M, Terry D, Enciso L, et al. Outcomes of Children and Adolescents 1 Year After Being Seen in a Multidisciplinary Psychogenic Nonepileptic Seizures Clinic. Epilepsia. 2021;62(10):2528-2538. (PMID: 34339046) Sawchuk T, Buchhalter J. Psychogenic Nonepileptic Seizures in Children - Psychological Presentation, Treatment, and Short-Term Outcomes. Epilepsy & Behavior. 2015;52(Pt A):49-56. (PMID: 26409129) Labudda K, Frauenheim M, Miller I, et al. Outcome of CBT-based Multimodal Psychotherapy in Patients With Psychogenic Nonepileptic Seizures: A Prospective Naturalistic Study. Epilepsy & Behavior. 2020;106:107029. (PMID: 32213454) Transcript This transcript was generated using Descript automated transcription software and has been reviewed and edited for accuracy by the episode's author. Edits were limited to correcting names, titles, medical terminology, and transcription errors. The content reflects the original spoken audio and was not substantively altered. Welcome to PEM Currents: The Pediatric Emergency Medicine Podcast. As always, I'm your host, Brad Sobolewski, and today we are talking about psychogenic non-epileptic seizures, or PNES. Now, this is a diagnosis that often creates a lot of uncertainty in the Emergency Department. These episodes can be very scary for families and caregivers and schools. And if we mishandle the diagnosis, it can lead to unnecessary testing, medication exposure, ICU admissions, and long-term harm. This episode's gonna focus on how to recognize PNES in pediatric patients, how we make the diagnosis, what the evidence says about management and outcomes, and how what we do and what we say in the Emergency Department directly affects patients, families, and prognosis. Psychogenic non-epileptic seizures are paroxysmal events that resemble epileptic seizures but occur without epileptiform EEG activity. They're now best understood as a subtype of functional neurological symptom disorder, specifically functional or dissociative seizures. Historically, these events were commonly referred to as pseudo-seizures, and that term still comes up frequently in the ED, in documentation, and sometimes from families themselves. The problem is that pseudo implies false, fake, or voluntary, and that implication is incorrect and harmful. These episodes are real, involuntary, and distressing, even though they're not epileptic. Preferred terminology includes psychogenic non-epileptic seizures, or PNES, functional seizures, or dissociative seizures. And PNES is not a diagnosis of exclusion, and it does not require identification of psychological trauma or psychiatric disease. The diagnosis is based on positive clinical features, ideally supported by video-EEG, and management begins with clear, compassionate communication. The overall incidence of PNES shows a clear increase over time, particularly from the late 1990s through the mid-2010s. This probably reflects improved recognition and access to diagnostic services, though a true increase in occurrence can't be excluded. Comorbidity with epilepsy is really common and clinically important. Fourteen to forty-six percent of pediatric patients with PNES also have epilepsy, which frequently complicates diagnosis and contributes to diagnostic delay. Teenagers account for the highest proportion of patients with PNES, especially 15- to 19-year-olds. Surprisingly, kids under six are about one fourth of all cases, so it's not just teenagers. We often make the diagnosis of PNES in epilepsy monitoring units. So among children undergoing video-EEG, about 15 to 19 percent may ultimately be diagnosed with PNES. And paroxysmal non-epileptic events in tertiary epilepsy monitoring units account for about 15 percent of all monitored patients. Okay, but what is PNES? Well, it's best understood as a disorder of abnormal brain network functioning. It's not structural disease. The core mechanisms at play include altered attention and expectation, impaired integration of motor control and awareness, and dissociation during events. So the patients are not necessarily aware that this is happening. Psychological and psychosocial features are common but not required for diagnosis and may be less prevalent in pediatric populations as compared with adults. So PNES is a brain-based disorder. It's not conscious behavior, it's not malingering, and it's not under voluntary control. Children and adolescents with PNES have much higher rates of psychiatric comorbidities and psychosocial stressors compared to both healthy controls and children with epilepsy alone. Psychiatric disorders are present in about 40 percent of pediatric PNES patients, both before and after the diagnosis. Anxiety is seen in 58 percent, depression in 31 percent, and ADHD in 35 percent. Compared to kids with epilepsy, the risk of psychiatric disorders in PNES is nearly double. Compared to healthy controls, it is up to eight times higher. And there's a distinct somatopsychiatric profile that strongly predicts diagnosis of PNES. This includes multiple medical complaints, psychiatric symptoms, high anxiety sensitivity, and solitary emotional coping. This profile, if you've got all four of them, carries an odds ratio of 15 for PNES. Comorbid epilepsy occurs in 14 to 23 percent of pediatric PNES cases, and it's associated with intellectual disability and prolonged diagnostic delay. And finally, across all demographic strata, anxiety is the most consistent predictor of PNES. Making the diagnosis is really hard. It really depends on a careful history and detailed analysis of the events. There's no single feature that helps us make the diagnosis. So some of the features of the spells or events that have high specificity for PNES include long duration, so typically greater than three minutes, fluctuating or asynchronous limb movements, pelvic thrusting or side-to-side head movements, ictal eye closure, often with resisted eyelid opening, ictal crying or vocalization, recall of ictal events, and rare association with injury. Younger children often present with unresponsiveness. Adolescents more commonly demonstrate prominent motor symptoms. In pediatric cohorts, we most frequently see rhythmic motor activity in about 27 percent, and complex motor movements and dialeptic events in approximately 18 percent each. Features that argue against PNES include sustained cyanosis with hypoxia, true lateral tongue biting, stereotyped events that are identical each time, clear postictal confusion or lethargy, and obviously epileptic EEG changes during the events themselves. Now there are some additional historical and contextual clues that can help us make the diagnosis as well. If the events occur in the presence of others, if they occur during stressful situations, if there are psychosocial stressors or trauma history, a lack of response to antiepileptic drugs, or the absence of postictal confusion, this may suggest PNES. Lower socioeconomic status, Medicaid insurance, homelessness, and substance use are also associated with PNES risk. While some of these features increase suspicion, again, video-EEG remains the diagnostic gold standard. We do not have video-EEG in the ED. But during monitoring, typical events are ideally captured and epileptiform activity is not seen on the EEG recording. Video-EEG is not feasible for every single diagnosis. You can make a probable PNES diagnosis with a very accurate clinical history, a vivid description of the signs and appearance of the events, and reassuring interictal EEG findings. Normal labs and normal imaging do not make the diagnosis. Psychiatric comorbidities are not required. The diagnosis, again, rests on positive clinical features. If the patient can't be placed on video-EEG in a monitoring unit, and if they have an EEG in between events and it's normal, that can be supportive as well. So what if you have a patient with PNES in the Emergency Department? Step one, stabilize airway, breathing, circulation. Take care of the patient in front of you and keep them safe. Use seizure pads and precautions and keep them from falling off the bed or accidentally injuring themselves. A family member or another team member can help with this. Avoid reflexively escalating. If you are witnessing a PNES event in front of you, and if they're protecting their airway, oxygenating, and hemodynamically stable, avoid repeated benzodiazepines. Avoid intubating them unless clearly indicated, and avoid reflexively loading them with antiseizure medications such as levetiracetam or valproic acid. Take a focused history. You've gotta find out if they have a prior epilepsy diagnosis. Have they had EEGs before? What triggered today's event? Do they have a psychiatric history? Does the patient have school stressors or family conflict? And then is there any recent illness or injury? Only order labs and imaging when clinically indicated. EEG is not widely available in the Emergency Department. We definitely shouldn't say things like, “this isn't a real seizure,” or use outdated terms like pseudo-seizure. Don't say it's all psychological, and please do not imply that the patient is faking. If you see a patient and you think it's PNES, you're smart, you're probably right, but don't promise diagnostic certainty at first presentation. Remember, a sizable proportion of these patients actually do have epilepsy, and referring them to neurology and getting definitive testing can really help clarify the diagnosis. Communication errors, especially early on, worsen outcomes. One of the most difficult things is actually explaining what's going on to families and caregivers. So here's a suggestion. You could say something like: “What your child is experiencing looks like a seizure, but it's not caused by abnormal electrical activity in the brain. Instead, it's what we call a functional seizure, where the brain temporarily loses control of movement and awareness. These episodes are real and involuntary. The good news is that this condition is treatable, especially when we address it early.” The core treatment of PNES is CBT-based psychotherapy, or cognitive behavioral therapy. That's the standard of care. Typical treatment involves 12 to 14 sessions focused on identifying triggers, modifying maladaptive cognitions, and building coping strategies. Almost two thirds of patients achieve full remission with treatment. About a quarter achieve partial remission. Combined improvement rates reach up to 90 percent at 12 months. Additional issues that neurologists, psychologists, and psychiatrists often face include safe tapering of antiseizure medications when epilepsy has been excluded, treatment of comorbid anxiety or depression, coordinating care between neurology and mental health professionals, and providing education for schools on event management. Schools often witness these events and call prehospital professionals who want to keep patients safe. Benzodiazepines are sometimes given, exposing patients to additional risk. This requires health system-level and outpatient collaboration. Overall, early diagnosis and treatment of PNES is critical. Connection to counseling within one month of diagnosis is the strongest predictor of remission. PNES duration longer than 12 months before treatment significantly reduces the likelihood of remission. Video-EEG confirmation alone does not predict positive outcomes. Not every patient needs admission to a video-EEG unit. Quality of communication and speed of treatment, especially CBT-based therapy, matter the most. Overall, the prognosis for most patients with PNES is actually quite favorable. There are sustained reductions in events along with improvements in mental health comorbidities. Quality of life and psychosocial functioning improve, and patients use healthcare services less frequently. So here are some take-home points about psychogenic non-epileptic seizures, or PNES. Pseudo-seizure and similar terms are outdated and misleading. Do not use them. PNES are real, involuntary, brain-based events. Diagnosis relies on positive clinical features, what the events look like and when they happen, not normal lab tests or CT scans. Early recognition and diagnosis, and rapid referral to cognitive behavioral therapy, change patients' lives. If you suspect PNES, get neurology and mental health professionals involved as soon as possible. Alright, that's all I've got for this episode. I hope you found it educational. Having seen these events many times over the years, I recognize how scary they can be for families, schools, and our prehospital colleagues. It's up to us to think in advance about how we're going to talk to patients and families and develop strategies to help children who are suffering from PNES events. If you've got feedback about this episode, send it my way. Likewise, like, rate, and review, as my teenagers would say, and share this episode with a colleague if you think it would be beneficial. For PEM Currents: The Pediatric Emergency Medicine Podcast, this has been Brad Sobolewski. See you next time.

Throwback Thursday! Unpacking Collaborative Leadership featuring Pam EhnleOriginally Released On: 4-4-2025This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode:✅ Pam shares the inspiration behind the book, Leading Out The Woods: Collaborative Leadership.✅ Pam discusses why collaboration is essential for effective leadership.Whether you're hearing it for the first time or revisiting a classic, this conversation is packed with insights that still resonate today.

Episode 217: CFB Playoff Drama + NFL Chaos + Belichick Hall of Fame SNUB?!

In this week’s episode, Jennifer welcomes Ann Brensley, candidate for Lieutenant Governor in the Commonwealth of Massachusetts, and Adrienne Simeone, founder of the Mama Bear Effect nonprofit and a mother of four. Ann Brensley is recognized for her focus on parental involvement and educational policy reform, emphasizing the importance of family values in governance. Adrienne Simeone, an advocate for children’s safety and parental rights, leads the Mama Bear Effect and works to expose issues affecting children in schools, drawing from personal experience and her research into child protection and sexual abuse prevention. Jennifer, Ann, and Adrienne engage in a thought-provoking discussion about the controversial surveys and curriculum introduced to Massachusetts public school students, with explicit questions on gender identity and sexuality. They address parental rights, transparency in education, and the role of schools in students’ personal development. The episode explores the growing concern about inappropriate content and lack of parental opt-in, how mental health issues in youth are addressed, and the importance of moral courage among parents advocating for their children’s safety. Controversial comments include critiques of sex education materials, frustration with limited parental control, and comparisons of certain school survey practices to child abuse. The conversation ends with actionable advice for parents and candidates seeking to effect change in their communities and legislative systems. "It teeters to me on not only outrageous and unbelievable and disgusting, but it teeters on almost child porn and child abuse. To ask a child those questions." ~Jennifer Nassour This week on Political Contessa: Parental involvement and transparency in school curricula State-mandated surveys with explicit sexual questions for minors Opt-in versus opt-out legislation for sensitive school topics Concerns about the normalization of gender and sexuality topics in schools Impact of mental health issues on adolescent identity Empowering parents to speak up at school committees and run for office The role of social media and information access in shaping youth behaviors Strategies for parents to communicate and advocate within their communities Connect with Anne Brensley: Anne Brensley for Lieutenant Governor Connect with Adrienne Simeone:Mama Bear Effect Website Mama Bear Effect on Facebook and Instagram Awaken Your Inner Political Contessa Thanks for tuning into this week’s episode of Political Contessa. If you enjoyed this episode, please subscribe and leave a review wherever you get your podcasts. Spotify I Stitcher I Apple Podcasts I iHeart Radio I TuneIn I Google Podcasts Be sure to share your favorite episodes on social media. And if you’ve ever considered running for office – or know a woman who should – head over to politicalcontessa.com to grab my quick guide, Secrets from the Campaign Trail. It will show you five signs to tell you you’re ready to enter the political arena. See omnystudio.com/listener for privacy information.

1. Life in Cuba Before and After the Revolution At first, many Cubans—including Sonia’s family—believed Fidel Castro would bring hope and equality. Very quickly, Castro imposed strict control, destroyed economic freedom, and made the entire population equally poor. 2. The Reality of Communist Cuba Universal poverty: Everyone was paid the same and had almost nothing—food shortages, basic needs unmet. State surveillance: Every neighborhood had assigned informants who monitored households and reported any anti‑government sentiment. Restrictions on daily life: Cubans were barred from renting boats, traveling, or accessing certain services, even if they had citizenship elsewhere. 3. Persecution and Indoctrination Sonia witnessed the regime executing and imprisoning dissenters. Castro used propaganda to turn children against their families, encouraging them to report relatives critical of the government. Schools were forced to teach pro‑communist, pro‑Castro ideology. 4. Family Resistance Sonia’s mother (a teacher) was ordered to teach communist doctrine. Rather than comply, she pretended to have a mental breakdown so she could be removed from teaching, since quitting was illegal. Sonia herself resisted the regime and was repeatedly detained, imprisoned for days, and disappeared without her family knowing her whereabouts. 5. Life After Leaving Cuba Sonia left in 1962 but returned over the years with suitcases of medicine, food, clothing, and household essentials—items extremely scarce in Cuba. She often left behind even her own clothes because relatives in Cuba lacked basics like underwear and bedsheets. 6. The Illusion Presented to Foreign Visitors Tourists and foreign politicians were only shown “model” schools, hospitals, and neighborhoods. This created a false image of prosperity, hiding the suffering of everyday Cubans who lived in extreme poverty. 7. Misconceptions About Socialism and Communism The conversation highlights how younger Americans often romanticize socialism without understanding its authoritarian outcomes. It emphasizes that socialist regimes destroy incentive, suppress faith, and strip away basic freedoms. The leaders of these systems live in luxury while the people remain impoverished. 8. The Human Cost Sonia stresses that the worst suffering was the inability of families to secure food and basic necessities for their children. Many Cubans survive by drinking sugar water to feel full. Average income was described as around $30 per month, making survival nearly impossible. Please Hit Subscribe to this podcast Right Now. Also Please Subscribe to the 47 Morning Update with Ben Ferguson and The Ben Ferguson Show Podcast Wherever You get You're Podcasts. And don't forget to follow the show on Social Media so you never miss a moment! Thanks for Listening YouTube: https://www.youtube.com/@VerdictwithTedCruz/ Facebook: https://www.facebook.com/verdictwithtedcruz X: https://x.com/tedcruz X: https://x.com/benfergusonshowYouTube: https://www.youtube.com/@VerdictwithTedCruzSee omnystudio.com/listener for privacy information.

Brad Stulberg researches, writes, and coaches on performance, well-being, and sustainable excellence. He is the bestselling author of The Practice of Groundedness and Master of Change, and coauthor of Peak Performance. Stulberg regularly contributes to the New York Times and his work has been featured in The Wall Street Journal and The Atlantic, among many other outlets. He serves as the co-host of the podcast "excellence, actually" and is on faculty at the University of Michigan. He is also the co-founder with Steve Magness of The Growth Equation Newsletter. His new book is called The Way of Excellence, "a practical guide to realizing our potential amid the chaos of modern life and learning how to reconnect to ourselves by focusing on the pursuit of excellence. Combining modern science, timeless wisdom, and actionable strategies, Stulberg redefines excellence—not as a finish line to cross, but as an ongoing process of growth and becoming that allows us to reach our fullest potential while staying deeply connected to our values and what truly matters. The book is inspired by research from diverse fields and grounded in real-world application, Stulberg frames excellence as the integration of mastery and mattering. He provides a clear, sustainable path for pursuing meaningful goals with focus and intention. Unlike "hacks" and the hustle culture of "pseudo-excellence," this book champions meaningful challenges that align with our values and goals and that foster deep satisfaction, fulfillment, and contribution. For more visit: https://www.bradstulberg.com/  Instagram │X │LinkedIn BOOK A SPEAKER: Interested in having John or one of our speaking team come to your school, club or coaching event? We are booking November and December 2025 and Winter/Spring 2026 events, please email us to set up an introductory call John@ChangingTheGameProject.com PUT IN YOUR BULK BOOK ORDERS FOR OUR BESTSELLING BOOKS, AND JOIN 2025 CHAMPIONSHIP TEAMS FROM SYRACUSE MENS LAX, UNC AND NAVY WOMENS LAX, AND MCLAREN F1! These are just the most recent championship teams using THE CHAMPION TEAMMATE book with their athletes and support teams. Many of these coaches are also getting THE CHAMPION SPORTS PARENT so their team parents can be part of a successful culture. Schools and clubs are using EVERY MOMENT MATTERS for staff development and book clubs. Are you?  We have been fulfilling numerous bulk orders for some of the top high school and collegiate sports programs in the country, will your team be next? Click here to visit John's author page on Amazon Click here to visit Jerry's author page on Amazon Please email John@ChangingTheGameProject.com if you want discounted pricing on 10 or more books on any of our books. Thanks everyone. This week's podcast is brought to you by our friends at Sprocket Sports.  Sprocket Sports is a new software platform for youth sports clubs.  Yeah, there are a lot of these systems out there, but Sprocket provides the full enchilada. They give you all the cool front-end stuff to make your club look good– like websites and marketing tools – AND all the back-end transactions and services to run your business better so you can focus on what really matters – your players and your teams. Sprocket is built for those clubs looking to thrive, not just survive, in the competitive world of youth sports clubs.  So if you've been looking for a true business partner – not just another app – check them out today at https://sprocketsports.me/CTG. BECOME A PREMIUM MEMBER OF CHANGING THE GAME PROJECT TO SUPPORT THE PODCAST If you or your club/school is looking for all of our best content, from online courses to blog posts to interviews organized for coaches, parents and athletes, then become a premium member of Changing the Game Project today. For over a decade we have been creating materials to help change the game. and it has become a bit overwhelming to find old podcasts, blog posts and more. Now, we have organized it all for you, with areas for coaches, parents and even athletes to find materials to help compete better, and put some more play back in playing ball. Clubs please email John@ChangingTheGameProject.com for pricing.  Become a Podcast Champion! This weeks podcast is also sponsored by our Patreon Podcast Champions. Help Support the Podcast and get FREE access to our Premium Membership, with well over $1000 of courses and materials. If you love the podcast, we would love for you to become a Podcast Champion, (https://www.patreon.com/wayofchampions) for as little as a cup of coffee per month (OK, its a Venti Mocha), to help us up the ante and provide even better interviews, better sound, and an overall enhanced experience. Plus, as a $10 per month Podcast Super-Champion, you will be granted a Premium Changing the Game Project Membership, where you will have access to every course, interview and blog post we have created organized by topic from coaches to parents to athletes. Thank you for all your support these past eight years, and a special big thank you to all of you who become part of our inner circle, our patrons, who will enable us to take our podcast to the next level. https://www.patreon.com/wayofchampions

JOHN 13:1-17 - JESUS WASHES FEET - BRIAN SUMNER - 2025JOHN 13:1-17 "Now before the Feast of the Passover, when Jesus knew that His hour had come that He should depart from this world to the Father, having loved His own who were in the world, He loved them to the end.2 And supper being ended, the devil having already put it into the heart of Judas Iscariot, Simon's son, to betray Him, 3 Jesus, knowing that the Father had given all things into His hands, and that He had come from God and was going to God, 4 rose from supper and laid aside His garments, took a towel and girded Himself. 5 After that, He poured water into a basin and began to wash the disciples' feet, and to wipe them with the towel with which He was girded. 6 Then He came to Simon Peter. And Peter said to Him, “Lord, are You washing my feet?”7 Jesus answered and said to him, “What I am doing you do not understand now, but you will know after this.”8 Peter said to Him, “You shall never wash my feet!”Jesus answered him, “If I do not wash you, you have no part with Me.”9 Simon Peter said to Him, “Lord, not my feet only, but also my hands and my head!”10 Jesus said to him, “He who is bathed needs only to wash his feet, but is completely clean; and you are clean, but not all of you.” 11 For He knew who would betray Him; therefore He said, “You are not all clean.”12 So when He had washed their feet, taken His garments, and sat down again, He said to them, “Do you know what I have done to you? 13 You call Me Teacher and Lord, and you say well, for so I am. 14 If I then, your Lord and Teacher, have washed your feet, you also ought to wash one another's feet. 15 For I have given you an example, that you should do as I have done to you. 16 Most assuredly, I say to you, a servant is not greater than his master; nor is he who is sent greater than he who sent him. 17 If you know these things, blessed are you if you do them."To support this channel and partner with Brian in Ministryhttps://www.briansumner.net/support/For more on Brianhttp://www.briansumner.nethttps://www.instagram.com/BRIANSUMNER/https://www.facebook.com/BRIANSUMNEROFFICIALTo listen to Brians Podcast, click below.https://podcasts.apple.com/us/podcast...Purchase Brians Marriage book at https://www.amazon.com/Never-Fails-Da...Brian is a full time "Urban Missionary" both locally and internationally with a focus on MISSIONS - MARRIAGES - MINISTRY. Since coming to faith in 2004 doors continued opening locally and internationally to do more and more ministry with a focus on Evangelism, Outreach Missions, Marriage, Counsel, Schools, Festivals, Conferences and the like.  Everything about this ministry is made possible because of people personally partnering through the non profit. God Bless and thank you. †Support the showSUPPORT THE SHOW

In this episode of Mundo in the Morning, host Pete Mundo discusses the latest news on the Kansas City Royals' stadium plans, the devaluing US dollar, and the state of education in Kansas. He shares his thoughts on the Royals' decision to abandon the Overland Park location, the potential economic benefits of a new stadium, and the implications of a weaker dollar on the global economy. He also dives into the controversy surrounding the Lawrence Public Schools' support for student-led protests and the National Education Association's funding of activist groups. The host also touches on the latest news from the world of sports, including the Kansas City Chiefs' plans for a new stadium and the latest on Travis Kelce's potential return to the team.See omnystudio.com/listener for privacy information.

Headlines:  – Welcome To Mo News (02:00) – Federal Agent Kills U.S. Citizen As Minneapolis Protests Escalate (05:10) – Breaking Down Legal Questions About Latest Shooting, ICE (09:40) – Political Fallout From Shooting (17:20) – Details about Alex Pretti (21:00) – Ice Storm Knocks Out Power For 1 Million Americans As Snow Continues Monday (28:00) – Trump Reveals Secret 'Discombobulator' Device That Helped Capture Maduro (31:50) – The Cursive Comeback In U.S. Schools (33:50) – Super Bowl 60 Lineup: Seattle vs. New England (38:20) – On This Day In History (40:30) Thanks To Our Sponsors:  –⁠ Industrious⁠ - Coworking office. 50% off day pass | Code: MONEWS50 – Incogni - 60% off an annual plan| Code: MONEWS – Monarch - 50% off your first year | Code: MONEWS – Factor - 50% off your first box | Code: monews50off – ShipStation - Try for free for 60 days | Code: MONEWS