Podcasts about Sel

我們總以為孩子的問題只是課業壓力或叛逆期，卻很少真正潛入他們內心那片洶湧騷動的風暴。一個眼神、一次比較，都可能讓他們的世界瞬間崩塌。 在這一集【解鎖青春情緒】第二季第九集，我們邀請到節目的老朋友，洛洛老師。她是政大國文教學研究所碩士，也是資深的國中班導師，長年在第一線陪伴孩子。同時，她也是一位暢銷作家，著有《國中三年最強父母求生指南》，讓許多家長找到面對青春期孩子的方向。 但這一次，我們邀請她從教師的第一視角，揭開教室裡那些不為人知的「迷你社會」真相。 這些故事，也許會讓你想起自己的孩子，或曾經的自己： 為什麼朋友的一句話，比父母的關心還重要？ 為什麼孩子寧願對著網路訴苦，也不願和家人多說一句？ 又為什麼，那些從不惹麻煩的「乖孩子」，內心可能藏著更深的孤單？ 這一集，不只是資深班導師的現場觀察，更是一場關於「理解青少年內心世界」的深度導覽。

Vad är grejen med att spela in Musik i Studio?Är det musiken, eller är det människorna som gör upplevelsen?Vi analyserar vinnaren från Intervision song contest Duc Phuc med låten Phu Dong Thien Vuong.BRICS-ländernas version av Eurovision. Moskva och Ryssland är med på nåt sätt här.Kan artister AUTOMATISKT skådespela, och BÖR dessa göra det på scen? Som en Straight man?Eller måste man vara Per Andersson, eller Björn Gustafsson för att klara detta med bravur?Vad är Funky Drummer, och varför har den använts så mycket i moderna Musikproduktioner?Förresten, är det på DIN arbetsplats vi kommer och Poddar härnäst? Maila oss!Varmt välkomna!Vill du ha din låt uppspelad direktmed tillhörande analys.Maila oss låtlänk + info om projektet till: Musiksnacket@iwm.seLänk till Spellista:https://open.spotify.com/playlist/25dSufz7mpKXI0vbMclpgz?si=77c7b74518db43fd#recension #analyser #musik #analys #spotify #Podcast #podd #musiksnacket #Artist #Musiker #scen #studio #AI

A toy doesn't need to be loud or flashy to leave a lasting impact. The most meaningful ones teach kindness, spark empathy, and build something real in a child's heart. That belief is what led today's guest to create a toy that's about so much more than play.In this special replay episode, we're passing the mic to guest host Virginia Lette, who sits down with Jana Hallam, a Toy Creators Academy alum who felt the same way and turned that feeling into a mission-driven brand. After struggling to align with a well-known holiday tradition, Jana set out to create something that better reflected the values she wanted to teach her kids: empathy, emotional awareness, and the courage to be kind.Her solution? The Kindness Mouse, the debut product from Wonderwell Toy Company. It's a magical, story-driven play experience featuring a plush mouse, storybook, and activity cards that inspire kindness in young children through social-emotional learning.You'll hear the origin story of The Kindness Mouse and why kids instantly connect with this unlikely hero. We dive into how empathy, SEL, and the idea of “wiring them young” became the foundation of Wonderwell Toy Co. Jana shares how trusting her gut (and even starting over) was key to moving forward, how Toy Creators Academy helped her navigate product safety, playtesting, and manufacturing, and why community is essential when you're building a brand from scratch.Whether you're dreaming up your first product or knee-deep in development, this conversation will remind you that a strong why is the most powerful tool a toy creator can have.Send The Toy Coach Fan Mail!Support the showPopular Masterclass! How To Make & Sell Your Toy IdeasYour Low-Stress, Start-To-Finish Playful Product Launch In 5 Steps >> https://learn.thetoycoach.com/masterclass

In this episode, we're diving into why class jobs are more than just 'cute helpers', how they support your students in meaningful ways, and how to make them manageable for you. Class jobs may seem like a small detail, but they can completely transform your classroom culture.Whether you've tried class jobs before (and dropped them) or you're just getting started, this episode will help you simplify the system, make it sustainable, and connect it to your academic and SEL goals.Topics Discussed:TheWhyBehind Class JobsCommon Job StrugglesHow to Make it Work and Keep it SimpleRelated Resources:Classroom Jobs ResourcePre-K Circle Time ResourceConnect with AshleyFollow on Instagram @lovelycommotionJoin the Lovely Preschool Teachers Facebook GroupMore About the Lovely Preschool Teachers PodcastAre you a busy preschool teacher who loves gaining new ideas, perspectives, and inspiration for your classroom? The Lovely Preschool Teachers Podcast is here to help you up your confidence in educating early learners in a quick, actionable way!As an early educator who is still in the classroom, Ashley Rives will share the ins and outs of how she runs her classroom in a play-based, child-centered way. Each week, expect a new episode focused on actionable strategies to level up your abilities and confidence as a preschool teacher.Ashley Rives is an early educator with over 17 years of experience and a strong passion to help teachers implement child-centered learning in preschool classrooms all over the world. You can follow her on Instagram @lovelycommotion or learn more at the Lovely Commotion Preschool Resources website: www.lovelycommotion.com

Welcome back to another episode of School Counseling Simplified! Since October is Bullying Prevention Month, I will be highlighting some of our best podcast episodes all about bullying prevention strategies. Today, we are diving into practical ways to create a culture of kindness in schools. Promoting kindness is one of the most effective ways to reduce bullying. In this episode, I share strategies that teachers and counselors can use to set a positive tone, build empathy, and encourage collaboration. Morning meetings are a simple yet powerful practice that helps students begin their day with intention. Counselors can shadow teachers and suggest SEL activities, such as discussion cards, to promote empathy and connection. Restorative practices, including proactive circles that create safe spaces where every student feels heard and valued. These circles allow students to practice active listening, handle strong emotions, and respect differences. Resolution circles and talk-it-out circles provide opportunities for repair and forgiveness with counselor support. School-wide kindness cards can be passed out to students to recognize and encourage positive behaviors, building a stronger culture of kindness across the campus. By focusing on these strategies, we can create school environments where kindness thrives and bullying is less likely to take root.   Resources Mentioned: Join IMPACT BULLYING PREVENTION Editable Guidance Lesson Morning Meeting Discussion Cards Feelings Check Bullying Prevention School Wide Activities - Fall and Halloween Activities Bullying Prevention Classroom Guidance Lesson for Elementary School Counseling Ep. 61. Non-Boring Bullying Prevention Month Ideas Ep. 112 Creating a Culture of Kindness Bringing Restorative Practices to Your School By Laura McClure   Connect with Rachel: TpT Store Blog Instagram Facebook Page Facebook Group Pinterest Youtube   More About School Counseling Simplified: School Counseling Simplified is a podcast offering easy to implement strategies for busy school counselors. The host, Rachel Davis from Bright Futures Counseling, shares tips and tricks she has learned from her years of experience as a school counselor both in the US and at an international school in Costa Rica. You can listen to School Counseling Simplified on Apple Podcasts, Spotify, Google Podcasts, and more!  

Can we really measure creativity in the classroom—or are we missing the bigger picture?   In this engaging episode of the Fueling Creativity in Education Podcast, hosts Dr. Matthew Worwood and Dr. Cyndi Burnett sit down with Dr. Selçuk Acar, Professor of Educational Psychology at the University of North Texas and a leading voice in creativity assessment. Together, they dive deep into the complexities of measuring creativity in educational settings, examining the ongoing debate between domain-general and domain-specific creativity, and discussing the challenges teachers face in recognizing and nurturing creative potential among students. Dr. Acar offers practical advice for educators, emphasizing the importance of open-ended, ill-defined questions to encourage creative thought, and highlights emerging tools and strategies for integrating creativity assessment directly into classroom content. A central focus of the discussion is Dr. Acar's work on MOtES, a groundbreaking new measure of original thinking that leverages AI technology to objectively and efficiently score creative responses. The conversation explores how AI is revolutionizing creativity assessment, making it more accessible and scalable in educational environments, and the broader implications this holds for teaching and learning. Dr. Acar reflects on his own formative creative experiences as both a student and educator, underscoring the lifelong value of cultivating curiosity and original thinking. Whether you're a teacher, administrator, or researcher, this episode is packed with actionable insights and inspiring perspectives on the future of creativity in schools.   Be sure to subscribe on your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at questions@fuelingcreativitypodcast.com.

OTs hold the key to school-wide success by grounding self-regulation in sensory-motor regulation—not just in emotions. In this episode, Sherry Shellenberger and Jennie Largent show how the Alert Program provides a foundational layer many SEL programs miss, share practical strategies for piloting change, and explain how to talk with administrators to secure support and funding. Tune in to learn clear steps to expand OT impact from individual support to whole-school change.Listen now to learn the following objectives:Identify and effectively communicate the value of sensory-motor self-regulation approaches to administrators and decision-makers by collecting meaningful data through pilot programs and by developing stakeholder-specific documentation.Identify opportunities to integrate self-regulation programs, such as The Alert Program for Self-Regulation, with existing SEL programs, and discover the foundational role of sensory-motor regulation in supporting emotional regulation.Identify strategies to be effective change agents within school settings by collaborating with colleagues, applying evidence-based practices, and establishing systems that demonstrate the unique value of the occupational therapy approach to self-regulation; discover approaches to sustain and scale impact. Visit pearsonassessments.com/OTResources to explore assessments designed with your clinical reasoning in mind. Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode!

Sometimes the best lessons are the ones that are the easiest…. and just a little corny. In this week’s episode of This Teacher Life, we dive into one classroom activity that is a powerful way to engage students, spark meaningful conversations, and create lasting connections. The best part? It's simple to try, doesn't take any prep, and I promise it's NOT “cornfusing” to implement. Get ready to bring some smiles and big learning moments to your classroom with this delightfully effective idea, perfect for morning meeting, advisory, homeroom, or SEL time. Episode Notes:  Get 180 FULL SEL Lessons to Engage Your Students Here: monicagenta.com/180SEL Get a free PDF copy of Monica's Book Crushing It For Kids Here: monicagenta.com/freebook Needing Some Awesome PD for Your School? Let's Connect:  monicagenta.com/PD Connect with Monica on social media: Instagram: instagram.com/monicagentaed/ TikTok: tiktok.com/@monicagentaed Facebook: facebook.com/MonicaGentaEd Twiiter: twitter.com/

Vi analyserar låtar från Sound Delivery (Oh My, Oh My) &Diana (Fooling Me, Fooling You).Både 80-talsvirvelsound och James Bond intron i samma avsnitt !?Vi njuter av segmentet och att få dela våra tankar med er.Hur va det med Prince Basspel? Spelar han bas på alla låtar, eller kan baskaggen agera detta istället?Skilland på Rounds och Flat på Strängar?Massvis med Gig med Peter Johansson, hemligheten bakom Wincent Drumsticks och såklart: Våran glädje över att få träffa varann!Förresten, är det på DIN arbetsplats vi kommer och Poddar härnäst? Maila oss!Varmt välkomna!Vill du ha din låt uppspelad direktmed tillhörande analys.Maila oss låtlänk + info om projektet till: Musiksnacket@iwm.seLänk till Spellista:https://open.spotify.com/playlist/25dSufz7mpKXI0vbMclpgz?si=77c7b74518db43fd#recension #analyser #musik #analys #spotify #Podcast #podd #musiksnacket #Artist #Musiker #scen #studio #AI

Discover why the highest-performing schools invest equally in academics AND social emotional learning.In this episode, Dr. Pete Sullivan—a nearly 40-year education veteran who's served as teacher, principal, and superintendent across multiple Illinois districts—reveals the research-backed strategies that make SEL programs successful. You'll learn how 500+ studies prove SEL actually enhances academic achievement, practical approaches for teacher-led implementation that respects classroom time, and proven methods for building parent and community support.What You'll LearnWhy the "academics vs. SEL" debate is based onfalse assumptionsHow to implement SEL without sacrificing instructional timeStrategies for overcoming common community objectionsThe culture-integration approach that makes SEL sustainableHow to build authentic partnerships with parents andfamiliesGuest BioAbout Dr. Pete Sullivan:Dr. Pete Sullivan brings nearly four decades of P-12 education experience, having served in virtually every leadership role from classroom teacher to district superintendent. He's worked in Chicago Public Schools as well asLockport, Lisle, and Will County districts in Illinois. Currently an Assistant Professor of Educational Leadership at the University of St. Francis, Pete coordinates the Resilient Youth Initiative through United Way of Will County, helping districts across the region implement effective SEL programs. Thank youThank you for listening to the Raising Resilient KidsPodcast! We are siblings on a mission to help kids become their strongest selves by sharing proven strategies with parents, teachers, and coaches to build resilient, confident kids who can tackle life's challenges and thrive.For more information on the podcast, or if you have aquestion you would like answered by one of our expert guests, please visit us at – https://www.smarthwp.com/raisingresilientkidspodcast. A Special Thanks to our SponsorsThe So Happy You're Here YouTube Channel - https://www.youtube.com/@sohappyyouarehereandThe Resilient Youth Certification Program - https://www.smarthwp.com/RY4teachers

When was the last time you thought about your emotional fitness? Just like physical muscles need regular exercise to stay strong, our social-emotional skills require consistent practice to serve us when we need them most. But here's the thing - many educators are trying to teach SEL without first developing their own emotional literacy.   This week, I'm joined by Lori Woodley-Langendorff, a 32-year veteran school counselor, co-founder of nonprofit All It Takes, and author of SEL Muscle Mastery, for an honest conversation about managing our emotional responses as school leaders and how this social and emotional foundation is the bedrock that makes learning possible.   Join us on this episode to discover how vulnerability and emotional connection unlock learning in ways that control never could. Lori and I examine why SEL often fails when treated as compliance rather than literacy, and she shares how teaching SEL skills transforms not just student behavior, but educator wellbeing.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/405   Get in touch with me:  https://www.facebook.com/akellycoaching/ https://www.instagram.com/angelakellycoaching/?hl=en https://www.linkedin.com/in/angela-kelly-robeck-57774835

Each episode on Unstoppable Mindset I ask all of you and my guests to feel free to introduce me to others who would be good guests on our podcast. Our guest this time, Erin Edgar, is a guest introduced to me by a past podcast guest, Rob Wentz. Rob told me that Erin is inspirational and would be interesting and that she would have a lot to offer you, our audience. Rob was right on all counts. Erin Edgar was born blind. Her parents adopted an attitude that would raise their daughter with a positive attitude about herself. She was encouraged and when barriers were put in her way as a youth, her parents helped her fight to be able to participate and thrive. For a time, she attended the Indiana School for the Blind. Her family moved to Georgia where Erin attended high school. After high school, Erin wanted to go to college where she felt there would be a supportive program that would welcome her on campus. She attended the University of North Carolina at Chapple Hill. After graduating she decided to continue at UNC where she wanted to study law. The same program that gave her so much assistance during her undergraduate days was not able to provide the same services to Erin the graduate student. Even so, Erin had learned how to live, survive and obtain what she needed to go through the law program. After she received her law degree Erin began to do what she always wanted to do: She wanted to use the law to help people. So, she worked in programs such as Legal Aid in North Carolina and she also spent time as a mediator. She will describe all that for us. Like a number of people, when the pandemic began, she decided to pivot and start her own law firm. She focuses on estate planning. We have a good discussion about topics such as the differences between a will and a living trust. Erin offers many relevant and poignant thoughts and words of advice we all can find helpful. Erin is unstoppable by any standard as you will see. About the Guest: Erin Edgar, Esq., is a caring, heart-centered attorney, inspirational speaker and vocal artist. She loves helping clients: -- Plan for the future of their lives and businesses, ensuring that they have the support they need and helping them find ways to provide for their loved ones upon death. --Ensure that the leave a legacy of love and reflect client values -- Find creative ways that allow them to impact the world with a lasting legacy. She is passionate about connecting with clients on a heart level. She loves witnessing her clients as she guides them to transform their intentions for their loved ones into a lasting legacy through the estate planning process. Erin speaks about ways to meld proven legal tools, strategies, and customization with the creative process to design legal solutions that give people peace of mind, clarity, and the assurance that their loved ones will be taken care of, and the world will be left a better place Ways to connect with Erin: Facebook: https://facebook.com/erin-edgar-legal LinkedIn: https://linkedin.com/in/erinedgar About the Host: Michael Hingson is a New York Times best-selling author, international lecturer, and Chief Vision Officer for accessiBe. Michael, blind since birth, survived the 9/11 attacks with the help of his guide dog Roselle. This story is the subject of his best-selling book, Thunder Dog. Michael gives over 100 presentations around the world each year speaking to influential groups such as Exxon Mobile, AT&T, Federal Express, Scripps College, Rutgers University, Children's Hospital, and the American Red Cross just to name a few. He is Ambassador for the National Braille Literacy Campaign for the National Federation of the Blind and also serves as Ambassador for the American Humane Association's 2012 Hero Dog Awards. https://michaelhingson.com https://www.facebook.com/michael.hingson.author.speaker/ https://twitter.com/mhingson https://www.youtube.com/user/mhingson https://www.linkedin.com/in/michaelhingson/ accessiBe Links https://accessibe.com/ https://www.youtube.com/c/accessiBe https://www.linkedin.com/company/accessibe/mycompany/ https://www.facebook.com/accessibe/ Thanks for listening! Thanks so much for listening to our podcast! If you enjoyed this episode and think that others could benefit from listening, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a comment in the section below! Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe to the podcast on Apple Podcasts or Stitcher. You can subscribe in your favorite podcast app. You can also support our podcast through our tip jar https://tips.pinecast.com/jar/unstoppable-mindset . Leave us an Apple Podcasts review Ratings and reviews from our listeners are extremely valuable to us and greatly appreciated. They help our podcast rank higher on Apple Podcasts, which exposes our show to more awesome listeners like you. If you have a minute, please leave an honest review on Apple Podcasts. Transcription Notes: Michael Hingson ** 00:00 Access Cast and accessiBe Initiative presents Unstoppable Mindset. The podcast where inclusion, diversity and the unexpected meet. Hi, I'm Michael Hingson, Chief Vision Officer for accessiBe and the author of the number one New York Times bestselling book, Thunder dog, the story of a blind man, his guide dog and the triumph of trust. Thanks for joining me on my podcast as we explore our own blinding fears of inclusion unacceptance and our resistance to change. We will discover the idea that no matter the situation, or the people we encounter, our own fears, and prejudices often are our strongest barriers to moving forward. The unstoppable mindset podcast is sponsored by accessiBe, that's a c c e s s i capital B e. Visit www.accessibe.com to learn how you can make your website accessible for persons with disabilities. And to help make the internet fully inclusive by the year 2025. Glad you dropped by we're happy to meet you and to have you here with us.   Michael Hingson ** 01:21 Hi everyone, and welcome to another edition of unstoppable mindset. We're glad that you're here with us, wherever you may be. Hope the day is going well, and we have Erin Edgar on our episode today. Edgar is a very interesting person in a lot of ways. She's a caring, heart centered attorney. She is also an inspirational speaker and a vocal artist. I'm not sure whether vocal artistry comes into play when she's in the courtroom, but we won't worry about that too much. I assume that you don't sing to your judges when you're trying to deal with something. But anyway, I'll let her answer that. I'm just trying to cause trouble, but Erin again. We're really glad you're with us. We really appreciate you being here, and I know you do a lot with estate planning and other kinds of things that'll be fun to talk about. So welcome to unstoppable mindset.   Erin Edgar ** 02:14 Thank you, Michael. It's great to be here, and I haven't sung in a courtroom or a courthouse yet, but I wouldn't rule it out.   Michael Hingson ** 02:23 I have someone who I know who also has a guide dog and his diet. His guide dog, it's been a while since I've seen him, but his guide dog tended to be very vocal, especially at unexpected times, and he said that occasionally happened in the courtroom, which really busted up the place. Oh, dear.   Erin Edgar ** 02:45 I imagine that would draw some smiles, hopefully, smiles.   Michael Hingson ** 02:48 Well, they were, yeah, do you, do you appear in court much?   Erin Edgar ** 02:53 Um, no, the type of law that I practice, I'm usually, I don't think I've ever appeared in court after I've written people's wills, but I have done previous things where I was in court mediating disputes, which is a kind of a separate thing that I used to do, so I've been in court just not recently. Yeah.   Michael Hingson ** 03:17 Well, that's understandable. Well, let's start a little bit with the early Erin and growing up and all that sort of stuff. Tell us about that? Sure.   Erin Edgar ** 03:26 So I was born in cold, gray Indiana, and, yeah, chilly in the wintertime, and I started out I was blind from birth, so my parents thought it would be a good idea to send me to the school for the blind for a while. And back when I was born, um, teen years ago, they did not mainstream visually impaired and disabled students in that state, so you went where you could, and I was at the blind school for until I reached third grade, and then we moved to Georgia, and I've been in the south ever since I live in North Carolina now, and I started going to public schools in fourth grade, and continued on that route all the way up through high school.   Michael Hingson ** 04:21 Oh, okay. And so then, what did you do?   Erin Edgar ** 04:29 So after, after that, I, you know, I was one of those high school students. I really wanted to get out of dodge and leave my high school behind. I went visiting a couple of colleges in Georgia, and I said to my parents, I said, I really don't like this. It's like going to high school again. Literally, I was meeting people I had been in high school with, and I decided, and was very grateful that my parents. Were able to rig it some way so that I could go to an out of state school. And I went to UNC Chapel Hill here in North Carolina, Tar Heels all the way. And I was there for undergrad. And then I got into law school there as well, which I was very excited about, because I didn't have to go anywhere, and graduated from law school again a while ago in the early 2000s   Michael Hingson ** 05:31 Okay, and so then you went straight into law from that.   Erin Edgar ** 05:37 I didn't I did some other things before I actually went into law itself. I worked with some local advocacy organizations, and I also mediated, as I said earlier, I did mediations with the county court, helping mediate criminal disputes. And we're talking about like things with you get in a dispute with your neighbor and you yell at each other, those kind of People's Court type things. They were fun and interesting. And then I did go into law. After that, I started working with Legal Aid of North Carolina, which is a an organization that helps people in poverty who cannot afford a lawyer to go and have have their options communicated to them and some help given to them regarding their public benefits or certain other, you know, public things that we could help with we weren't able to help with any personal injury, or, you know, any of the fun stuff you see on TV. So and then, when the pandemic hit, I started my own law practice and completely changed gears and went into writing estate plans and wills for a living.   Michael Hingson ** 07:07 Do you think that your time doing mediation work and so on taught you a lot about humanity and human nature and people?   Erin Edgar ** 07:16 It did. I bet it did. It was invaluable, actually, in that area taught me a lot about, I don't know necessarily, about human nature. However, it did teach me a lot about how to talk to people who were on different pages. You know, they had, perhaps, values and principles that weren't quite the same, where they had a different way of looking at the same exact situation, and how to bring those those people together and allow them to connect on a deeper level, rather than the argument we're able to get them to agree to kind of move forward from that, so nobody has to be found guilty, right? And you know a judge doesn't have and you don't have to drag a criminal conviction around with you. I think the most rewarding cases that I had, by far were the education cases. Because I don't know if anyone knows this, but in most states, in the United States, if you don't send your kids to school, you are guilty of a crime. It's called truancy, and you can be arrested. Well, the county that I live in was very forward thinking, and the school system and the court said, that's kind of dumb. We don't want to arrest parents if their kids aren't going to school, there's something behind it. You know, there the school is not providing what the child needs. The child's acting out for some reason, and we need to get to the bottom of it. So what they did was they set up a process whereby we come in as neutral observers. We did not work for the court. We were part of a separate organization, and have a school social worker there or counselor, and also have a parent there, and they could talk through the issues. And in a lot of cases, if the children were old enough, they were teenagers, they were there, and they could talk about it from their perspective. And truly amazing things came out of those situations. We could just we would discover that the children had a behavioral issue or even a disability that had not been recognized, and were able to come up with plans to address that with you know, or the school was with our help,   Michael Hingson ** 09:42 going back a little bit, how did your parents deal with the fact that you were blind? I gather it was a fairly positive experience   Erin Edgar ** 09:50 for me. It was positive. I was so fortunate, and I'm still so grateful to this day for having parents who you. I were very forward thinking, and advocated for me to have and do whatever, not whatever I wanted, because I was far from spoiled, but, you know, whatever, yeah, yeah, you know. But whatever, however I wanted to be successful, they advocated for me. And so my mother actually told me, you know, when I was born, they went through all the parent things like, oh, gosh, what did we do wrong? You know, why is God punishing us? You know, all that. And they, very early on, found support groups for, you know, parents with children with either blindness or disabilities of some sort, and that was a great source of help to them. And as I grew up, they made every effort to ensure that I had people who could teach me, if they couldn't, you know, how to interact with other children. I think, for a while when I was very little, and I actually kind of remember this, they hired an occupational therapist to come and teach me how to play with kids, because not only was I blind, but I was an only child, so I didn't have brothers and sisters to interact with, and that whole play thing was kind of a mystery to me, and I remember it sort of vaguely, but that's just A demonstration that they wanted me to have the best life possible and to be fully integrated into the sighted world as much as possible. So when I was at the blind school, and I was in this residential environment, and there was an added bonus that my parents didn't really weren't happy in their jobs either, and they weren't happy with the education I was getting, that they decided, well, we're just going to pick up and move and that was, quite frankly, as I look back on it now, a huge risk for them. And they did it, you know, 50% for me and 50% for them, maybe even 6040, but as I look back on it now, it's another demonstration of how supportive they were, and all the way through my school age years, were very active in ensuring that I had everything that I needed and that I had the support that I needed.   Michael Hingson ** 12:19 That's cool. How did it go when you went to college at UNC?   Erin Edgar ** 12:25 Yeah, that's an interesting question, a very good question.   Michael Hingson ** 12:29 You didn't play basketball, I assume? Oh no, I figured you had other things to do.   Erin Edgar ** 12:33 Yeah, I had other stuff to do. I sang in the choir and sang with the medieval chorus group, and, you know, all this other, like, musical geek, geeky stuff. But, or, and when we were looking for colleges and universities, one of the criteria was they had to have a solid kind of, like disability, slash visually impaired center, or, you know, support staff that would help in, you know, allow people with disabilities to go through the university. So at UNC Chapel Hill, the they had as part of their student affairs department Disability Services, and it just so happened that they were very aware of accommodations that blind people needed. I wasn't the first blind student to go through undergrad there. That's not law school, that's undergrad. And so you know, how much was it? Time and a half on on tests if I was doing them on the computer, double time if I was doing them in Braille. A lot of the tests were in Braille because they had the technology to do it. And also the gentleman who ran the Disability Services Department, I think, knew Braille, if I'm not mistaken, and could transcribe if necessary. But I was at the stage at that point where I was typing most of my exams anyway, and didn't need much that was in Braille, because I had books either electronically or they had a network of folks in the community that would volunteer to read if there was not, you know, available textbooks from RFD, and what is it, RFP and D? Now was at the time, yeah, now Learning Ally, there wasn't a Bookshare at that time, so we couldn't use Bookshare, but if there weren't textbooks available, they would have people in the community who would read them for them, and they would get paid a little bit. Now, when I went to law school, it was a totally different ball game, because I was the first law student who was blind, that UNC Chapel Hill had had, and it was a different school within the school, so that student affairs department was not part of law school anymore, and we had quite a time the first semester getting my book. Works in a format that I could read them in. They did eventually, kind of broker a deal, if you will, with the publishers who were either Thompson Reuters or Westlaw at the time to get electronic versions. They were floppy disks. This is how old I am. Floppy disks. They were in this weird format. I think it was word perfect or something. Usually it was, and they   Michael Hingson ** 15:27 didn't really have a lot of them new or no, they didn't know now, newer publishing system,   Erin Edgar ** 15:32 yeah, there wasn't PDF even, I don't think, at the time. And the agreement was I could get those, and I actually had to buy the print textbooks as well. So I have this whole bookcase of law books that are virgin, unopened, almost. And they are, you know, some of them almost 25 years old, never been opened and of no use to anyone. But I have them, and they look nice sitting down there in that bookshelf antiques books. They're antiques. So the first year was a little rough, because for a while I didn't have books, and we were able to make arrangements so that I could kind of make up some classes on a later year and switch things around a little bit. And it ended up all working out really well once we got started.   Michael Hingson ** 16:16 Yeah, I remember when I was going through getting my bachelor's and master's in physics, I needed the books in braille because, well, it's the only way to be able to really deal with the subject. You can't do it nearly as well from recordings, although now there's a little bit better capability through recording, because we have the DayZ format and so on. But still, it's not the same as reading it in Braille and for mathematics and physics and so on. I think that the only way to really do it is in Braille. And we had challenges because professors didn't want to decide what books to use until the last minute, because then, oh, a new book might be coming out and we want to get the latest book, and that didn't work for me, right? Because I had a network that I, in part, I developed with the Department of Rehabilitation out here, helped our office for disabled students didn't really have the resources to know it. They were very supportive. They just didn't really deal with it. But the bottom line is that we had to develop, I had to develop the network of transcribers, but they needed three to six months to do the books, at least three months and and sometimes I would get them one or two volumes at a time, and they barely kept ahead of the class. But, you know, it worked, but professors resisted it. And my the person who ran the Office for Students with Disabilities, said, Look, you have to work on these things, but if you're not getting cooperation from professors, and you come and tell me, and I will use the power of this office to get you what you need, there's another thing you might consider doing, she said. And I said, What's that? And Jan said, Go meet the chancellor. Make friends, yeah, friends in high places. And so I did. And Dan, oh, there you go. Became pretty good friends over the years, which was pretty cool,   Erin Edgar ** 18:15 you know, it was weird because we didn't, I didn't have that problem with the professors. They were, you know, I had a couple of old codgers, but they weren't really worried about the books. They were fine with me having the books, but it was the publishers. The publishers were irritated that that I needed them, and, you know, in an alternative format. And I didn't really, I was not. I was one of those people that if someone said they were going to do something for me, I kind of let people do it. And at the time, I was really not an advocate, advocator for myself, at that time, a very good self advocate. And so I kind of let the school interface with that. I think it would have been really interesting, if I look back on it, for me to have taken a hand in that. And I wonder what would have happened well, and at this point, you know, it's neither here nor there, but that's really fascinating. Making Friends with the chancellor, sometimes you have to do stuff like that   Michael Hingson ** 19:15 well. And the idea was really to get to know Him. And what there was, well, obviously other motivations, like, if we needed to go to a higher court to get help, we could go to the chancellor. I never had to do that, but, but the reason for meeting him and getting to know him was really just to do it and to have fun doing it. So we did,   Erin Edgar ** 19:36 yeah, and I kind of had a comparable experience. I met the Dean of the Law School for that very reason. And he said, you know, if you've got trouble, come to me, my parents got involved a little bit. And we all, you know, met together and maybe even separately at some points just to make sure that I had everything that I needed at various times. Mm. Yeah, and I made friends with the some of the assistant deans at the law school, in particular because of the situation, and one of whom was the Dean of the Law School Student Affairs, who was helping me to get what I needed. And for a while, when I was in law school and beyond. He was like, We lent books to each other. It was very funny. We found out we had the same reading tastes beyond law books. It wasn't, you know, legal at all, but we were like, trading books and things. So a lot of really good relationships came out of that.   Michael Hingson ** 20:37 And I think that's extremely important to to do. And I think that's one of the things that that offices for students with disabilities that tend to want to do everything for you. I think that's one of the things that it's a problem with those offices, because if you don't learn to do them, and if you don't learn to do them in college, how are you going to be able to be able to really act independently and as an advocate after college, so you have to learn that stuff   Erin Edgar ** 21:05 Absolutely. That's a very good point.   Michael Hingson ** 21:09 So I, I think it was extremely important to do it, and we did, and had a lot of fun doing it. So it was, was good. What are some of the biggest misconceptions you think that people had about you as a blind child growing up?   Erin Edgar ** 21:25 Oh yeah, that's a great question. I think that one of the biggest misconceptions that people had about me, especially when I was younger, is that I would know I would be sort of relegated to staying at home with parents all of my life, or being a stay at home parent and not able to be kind of professionally employed and earning, you know, earning a living wage. Now, I have my own business, and that's where most of my money goes at the same at this point. So, you know, earning a living wage might be up in the air at the moment. Ha, ha. But the the one thing I think that the biggest misconception that people had, and this is even like teachers at the blind school, it was very rare for blind children of my age to grow up and be, you know, professionals in, I don't want to say high places, but like people able to support themselves without a government benefit backing them up. And it was kind of always assumed that we would be in that category, that we would be less able than our sighted peers to do that. And so that was a huge misconception, even you know, in the school that I was attending. I think that was the, really the main one and one misconception that I had then and still have today, is that if I'm blind, I can't speak for myself. This still happens today. For instance, if I'm if I want, if I'm going somewhere and I just happen to be with someone sighted, they will talk whoever I'm, wherever I'm at, they will talk to the sighted person, right? They won't talk to you. They won't talk to me. And so, for instance, simple example, if I'm somewhere with my husband, and we happen to be walking together and we go somewhere that I need to go, they will talk to him because he's guiding me, and they won't talk. And he's like, don't talk to me. I have no idea, you know, talk to her, and part of that is I'm half a step behind him. People naturally gravitate to the people that are leading. However, I noticed, even when I was a young adult, and I would go, you know, to the doctor, and I would be with my my parents, like, maybe I'm visiting them, and I need to go to the doctor, they would talk to them and not me, yeah, which is kind of sad. And I think it happens a lot, a lot more than people realize.   Michael Hingson ** 24:10 Yeah, it does. And one of my favorite stories is, is this, I got married in 1982 and my wife has always been, or had always been. She passed away in 2022 but she was always in a wheelchair. And we went to a restaurant one Saturday for breakfast. We were standing at the counter waiting to be seated, and the hostess was behind the counter, and nothing was happening. And finally, Karen said to me, she doesn't know who to talk to, you know? Because Karen, of course, is, is in a wheelchair, so actually, she's clearly shorter than this, this person behind the counter, and then there's me and and, of course, I'm not making eye contact, and so Karen just said she doesn't know who to talk to. I said, you know? All she's gotta do is ask us where we would like to sit or if we'd like to have breakfast, and we can make it work. Well, she she got the message, and she did, and the rest of the the day went fine, but that was really kind of funny, that we had two of us, and she just didn't know how to deal with either of us, which was kind of cute. Mm, hmm. Well, you know, it brings up another question. You use the term earlier, visually impaired. There's been a lot of effort over the years. A lot of the professionals, if you will, created this whole terminology of visually impaired, and they say, well, you're blind or you're visually impaired. And visually impaired means you're not totally blind, but, but you're still visually impaired. And finally, blind people, I think, are starting to realize what people who are deaf learned a long time ago, and that is that if you take take a deaf person and you refer to them as hearing impaired, there's no telling what they might do to you, because they recognize that impaired is not true and they shouldn't be equated with people who have all of their hearing. So it's deaf or hard of hearing, which is a whole lot less of an antagonistic sort of concept than hearing impaired. We're starting to get blind people, and not everyone's there yet, and we're starting to get agencies, and not every agency is there yet, to recognize that it's blind or low vision, as opposed to blind or here or visually impaired, visually impaired. What do you think about that? How does and how does that contribute to the attitudes that people had toward you?   Erin Edgar ** 26:38 Yeah, so when I was growing up, I was handicapped, yeah, there was that too, yeah, yeah, that I was never fond of that, and my mother softened it for me, saying, well, we all have our handicaps or shortcomings, you know, and but it was really, what was meant was you had Something that really held you back. I actually, I say, this is so odd. I always, I usually say I'm totally blind. Because when I say blind, the immediate question people have is, how blind are you? Yeah, which gets back to stuff, yeah, yeah. If you're blind, my opinion, if you're blind, you're you're blind, and if you have low vision, you have partial sight. And visually impaired used to be the term, you know, when I was younger, that people use, and that's still a lot. It's still used a lot, and I will use it occasionally, generally. I think that partially sighted, I have partial vision is, is what I've heard people use. That's what, how my husband refers to himself. Low Vision is also, you know, all those terms are much less pejorative than actually being impaired,   Michael Hingson ** 27:56 right? That's kind of really the issue, yeah. My, my favorite example of all of this is a past president of the National Federation of the Blind, Ken Jernigan, you've heard of him, I assume, Oh, sure. He created a document once called a definition of blindness, and his definition, he goes through and discusses various conditions, and he asks people if, if you meet these conditions, are you blind or not? But then what he eventually does is he comes up with a definition, and his definition, which I really like, is you are blind if your eyesight has decreased to the point where you have to use alternatives to full eyesight in order to function, which takes into account totally blind and partially blind people. Because the reality is that most of those people who are low vision will probably, or they may probably, lose the rest of their eyesight. And the agencies have worked so hard to tell them, just use your eyesight as best you can. And you know you may need to use a cane, but use your eyesight as best you can, and if you go blind, then we're going to have to teach you all over again, rather than starting by saying blindness is really okay. And the reality is that if you learn the techniques now, then you can use the best of all worlds.   Erin Edgar ** 29:26 I would agree with that. I would also say you should, you know, people should use what they have. Yeah, using everything you have is okay. And I think there's a lot of a lot of good to be said for learning the alternatives while you're still able to rely on something else.   Michael Hingson ** 29:49 Point taken exactly you know, because   Erin Edgar ** 29:53 as you age, you get more and more in the habit of doing things one way, and it's. Very hard to break out of that. And if you haven't learned an alternative, there's nothing you feel like. There's nothing to fall back on, right? And it's even harder because now you're in the situation of urgency where you feel like you're missing something and you're having to learn something new, whereas if you already knew it and knew different ways to rely on things you would be just like picking a memory back up, rather than having to learn something new. Well, I've never been in that position, so I can't say, but in the abstract, I think that's a good definition.   Michael Hingson ** 30:34 Well, there are a lot of examples, like, take a person who has some eyesight, and they're not encouraged to use a cane. And I know someone who was in this situation. I think I've told the story on this podcast, but he lived in New Jersey and was travel. And traveled every day from New Jersey into Philadelphia to work, and he was on a reasonably cloudy day, was walking along. He had been given a cane by the New Jersey Commission for the Blind, but he they didn't really stress the value of using it. And so he was walking along the train to go in, and he came to the place where he could turn in and go into the car. And he did, and promptly fell between two cars because he wasn't at the right place. And then the train actually started to move, but they got it stopped, and so he was okay, but as as he tells the story, he certainly used his cane from then on. Because if he had been using the cane, even though he couldn't see it well because it was dark, or not dark, cloudy, he would have been able to see that he was not at the place where the car entrance was, but rather he was at the junction between two cars. And there's so many examples of that. There's so many reasons why it's important to learn the skills. Should a partially blind or a low vision person learn to read Braille? Well, depends on circumstances, of course, I think, to a degree, but the value of learning Braille is that you have an alternative to full print, especially if there's a likelihood that you're going to lose the rest of your eyesight. If you psychologically do it now, that's also going to psychologically help you prepare better for not having any eyesight later.   Erin Edgar ** 32:20 And of course, that leads to to blind children these days learn how to read, yeah, which is another issue.   Michael Hingson ** 32:28 Which is another issue because educators are not teaching Braille nearly as much as they should, and the literacy rate is so low. And the fact of the matter is even with George Kircher, who invented the whole DAISY format and and all the things that you can do with the published books and so on. The reality is there is still something to be said for learning braille. You don't have sighted children just watching television all the time, although sometimes my parents think they do, but, but the point is that they learn to read, and there's a value of really learning to read. I've been in an audience where a blind speaker was delivering a speech, and he didn't know or use Braille. He had a device that was, I think what he actually used was a, was, it was a Victor Reader Stream, which is   Erin Edgar ** 33:24 one of those, right?   Michael Hingson ** 33:25 I think it was that it may have been something else, but the bottom line is, he had his speech written out, and he would play it through earphones, and then he would verbalize his speech. Oh, no, that's just mess me up. Oh, it would. It was very disjointed and and I think that for me, personally, I read Braille pretty well, but I don't like to read speeches at all. I want to engage the audience, and so it's really important to truly speak with the audience and not read or do any of those other kinds of things.   Erin Edgar ** 33:57 I would agree. Now I do have a Braille display that I, I use, and, you know, I do use it for speeches. However, I don't put the whole speech on   Michael Hingson ** 34:10 there that I me too. I have one, and I use it for, I know, I have notes. Mm, hmm,   Erin Edgar ** 34:16 notes, yeah. And so I feel like Braille, especially for math. You know, when you said math and physics, like, Yeah, I can't imagine doing math without Braille. That just doesn't, you know, I can't imagine it, and especially in, you know, geometry and trigonometry with those diagrams. I don't know how you would do it without a Braille textbook, but yeah, there. There's certainly something to be said for for the the wonderful navigation abilities with, you know, e published audio DAISY books. However, it's not a substitute for knowing how to   Michael Hingson ** 34:55 read. Well, how are you going to learn to spell? How are you going to really learn sit? Structure, how are you going to learn any of those basic skills that sighted kids get if you don't use Braille? Absolutely, I think that that's one of the arenas where the educational system, to a large degree, does such a great disservice to blind kids because it won't teach them Braille.   Erin Edgar ** 35:16 Agreed, agreed. Well, thank you for this wonderful spin down Braille, Braille reading lane here. That was fun.   Michael Hingson ** 35:27 Well, so getting back to you a little bit, you must have thought or realized that probably when you went into law, you were going to face some challenges. But what was the defining moment that made you decide you're going to go into law, and what kind of challenges have you faced? If you face challenges, my making an assumption, but you know what?   Erin Edgar ** 35:45 Oh, sure. So the defining moment when I decided I wanted to go into law. It was a very interesting time for me. I was teenager. Don't know exactly how old I was, but I think I was in high school, and I had gone through a long period where I wanted to, like, be a music major and go into piano and voice and be a performer in those arenas, and get a, you know, high level degree whatnot. And then I began having this began becoming very interested in watching the Star Trek television series. Primarily I was out at the time the next generation, and I was always fascinated by the way that these people would find these civilizations on these planets, and they would be at odds in the beginning, and they would be at each other's throats, and then by the end of the day, they were all kind of   Michael Hingson ** 36:43 liking each other. And John Luke Picard didn't play a flute,   Erin Edgar ** 36:47 yes, and he also turned into a Borg, which was traumatic for me. I had to rate local summer to figure out what would happen. I was in I was in trauma. Anyway, my my father and I bonded over that show. It was, it was a wonderful sort of father daughter thing. We did it every weekend. And I was always fascinated by, like, the whole, the whole aspect of different ideologies coming together. And it always seemed to me that that's what human humanity should be about. As I, you know, got older, I thought, how could I be involved in helping people come together? Oh, let's go into law. Because, you know, our government's really good at that. That was the high school student in me. And I thought at the time, I wanted to go into the Foreign Service and work in the international field and help, you know, on a net, on a you know, foreign policy level. I quickly got into law school and realized two things simultaneously in my second year, international law was very boring, and there were plenty of problems in my local community that I could help solve, like, why work on the international stage when people in my local community are suffering in some degree with something and so I completely changed my focus to wanting to work in an area where I could bring people together and work for, you know, work on an individualized level. And as I went into the legal field, that was, it was part of the reason I went into the mediation, because that was one of the things that we did, was helping people come together. I realized, though, as I became a lawyer and actually started working in the field, most of the legal system is not based on that. It's based on who has the best argument. I wanted no part of that. Yeah, I want no part of that at all. I want to bring people together. Still, the Star Trek mentality is working here, and so when I when I started my own law firm, my immediate question to myself was, how can I now that I'm out doing my own thing, actually bring people together? And the answer that I got was help families come together, especially people thinking about their end of life decisions and gathering their support team around them. Who they want to help them? If they are ever in a situation where they become ill and they can't manage their affairs, or if you know upon their death, who do they want to help them and support them. And how can I use the law to allow that to happen? And so that's how I am working, to use the law for healing and bringing people together, rather than rather than winning an argument.   Michael Hingson ** 39:59 Yeah. Yeah, well, and I think there's a lot of merit to that. I I value the law a great deal, and I I am not an attorney or anything like that, but I have worked in the world of legislation, and I've worked in the world of dealing with helping to get legislation passed and and interacting with lawyers. And my wife and I worked with an attorney to set up our our trust, and then couple of years ago, I redid it after she passed away. And so I think that there was a lot of a lot of work that attorneys do that is extremely important. Yeah, there are, there are attorneys that were always dealing with the best arguments, and probably for me, the most vivid example of that, because it was so captivating when it happened, was the whole OJ trial back in the 1990s we were at a county fair, and we had left going home and turned on the radio, only To hear that the police were following OJ, and they finally arrested him. And then when the trial occurred, we while I was working at a company, and had a radio, and people would would come around, and we just had the radio on, and followed the whole trial. And it was interesting to see all the manipulation and all the movement, and you're right. It came down to who had the best argument, right or wrong?   Erin Edgar ** 41:25 The bloody glove. If it doesn't fit, you must acquit. Yeah, yep, I remember that. I remember where I was when they arrested him, too. I was at my grandparents house, and we were watching it on TV. My grandfather was captivated by the whole thing. But yes, there's certainly, you know, some manipulation. There's also, there are also lawyers who do a lot of good and a lot of wonderful things. And in reality, you know, most cases don't go to trial. They're settled in some way. And so, you know, there isn't always, you know, who has the best argument. It's not always about that, right? And at the same time, that is, you know, what the system is based on, to some extent. And really, when our country was founded, our founding fathers were a bunch of, like, acted in a lot of ways, like a bunch of children. If you read books on, you know, the Constitution, it was, it was all about, you know, I want this in here, and I want that in here. And, you know, a lot of argument around that, which, of course, is to be expected. And many of them did not expect our country's government to last beyond their lifetimes. Uh, James Madison was the exception, but all the others were like, Ed's going to fail. And yet, I am very, very proud to be a lawyer in this country, because while it's not perfect, our founding documents actually have a lot of flexibility and how and can be interpreted to fit modern times, which is, I think the beauty of them and exactly what the Founders intended for.   Michael Hingson ** 43:15 Yeah, and I do think that some people are taking advantage of that and causing some challenges, but that's also part of our country and part of our government. I like something Jimmy Carter once said, which was, we must adjust to changing times while holding to unwavering principles. And I think absolutely that's the part that I think sometimes is occasionally being lost, that we forget those principles, or we want to manipulate the principles and make them something that they're not. But he was absolutely right. That is what we need to do, and we can adjust to changing times without sacrificing principles. Absolutely.   Erin Edgar ** 43:55 I firmly believe that, and I would like to kind of turn it back to what we were talking about before, because you actually asked me, What are some challenges that I have faced, and if it's okay with you, I would like to get back to that. Oh, sure. Okay. Well, so I have faced some challenges for you know, to a large extent, though I was very well accommodated. I mean, the one challenge with the books that was challenging when I took the bar exam, oh, horror of horrors. It was a multiple, multiple shot deal, but it finally got done. However, it was not, you know, my failing to pass the first time or times was not the fault of the actual board of law examiners. They were very accommodating. I had to advocate for myself a little bit, and I also had to jump through some hoops. For example, I had to bring my own person to bubble in my responses on the multiple choice part, it. And bring my own person in to kind of monitor me while I did the essay portion. But they allowed me to have a computer, they allowed me to have, you know, the screen reader. They allowed me to have time and a half to do the the exam. And so we're accommodating in that way. And so no real challenges there. You know, some hoops to jump through. But it got all worked out.   Michael Hingson ** 45:23 And even so, some of that came about because blind people actually had to go all the way to the Supreme Court. Yes, the bar to the Bar Association to recognize that those things needed to be that way,   Erin Edgar ** 45:37 absolutely. And so, you know, I was lucky to come into this at a time where that had already been kind of like pre done for me. I didn't have to deal with that as a challenge. And so the only other challenges I had, some of them, were mine, like, you know, who's going to want to hire this blind person? Had a little bit of, you know, kind of challenge there, with that mindset issue for a while there, and I did have some challenges when I was looking for employment after I'd worked for legal aid for a while, and I wanted to move on and do something else. And I knew I didn't want to work for a big, big firm, and I would, I was talking to some small law firms about hiring me, small to mid size firms. And I would get the question of, well, you're blind, so what kind of accommodations do you need? And we would talk about, you know, computer, special software to make a talk, you know, those kinds of things. And it always ended up that, you know, someone else was hired. And I can, you know, I don't have proof that the blindness and the hesitancy around hiring a disabled person or a blind person was in back of that decision. And at the same time, I had the sense that there was some hesitation there as well, so that, you know, was a bit of a challenge, and starting my own law firm was its own challenge, because I had to experiment with several different software systems to Find one that was accessible enough for me to use. And the system I'm thinking about in particular, I wouldn't use any other system, and yet, I'm using practically the most expensive estate planning drafting system out there, because it happens to be the most accessible. It's also the most expensive. Always that. There's always that. And what's it called? I'm curious. It's called wealth Council, okay, wealth. And then the word councils, Council, SEL, and it's wonderful. And the folks there are very responsive. If I say something's not accessible, I mean, they have fixed things for me in the past. Isn't that great? And complain, isn't that wonderful? It is wonderful. And that's, that's awesome. I had a CRM experience with a couple of different like legal CRM software. I used one for a while, and it was okay. But then, you know, everyone else said this other one was better and it was actually less accessible. So I went back to the previous one, you know. So I have to do a lot of my own testing, which is kind of a challenge in and of itself. I don't have people testing software for me. I have to experiment and test and in some cases, pay for something for a while before I realize it's not, you know, not worth it. But now I have those challenges pretty much ironed out. And I have a paralegal who helps me do some things that, like she proof reads my documents, for instance, because otherwise there may be formatting things that I'm not, that I miss. And so I have the ability to have cited assistance with things that I can't necessarily do myself, which is, you know, absolutely fine,   Michael Hingson ** 49:04 yeah. Now, do you use Lexus? Is it accessible?   Erin Edgar ** 49:08 I don't need Lexus, yeah, yeah. I mean, I have, I'm a member of the Bar Association, of my, my state bar association, which is not, not voluntary. It's mandatory. But I'm a member primarily because they have a search, a legal search engine that they work with that we get for free. I mean, with our members, there you go. So there you go. So I don't need Lexus or West Law or any of those other search engines for what I do. And if I was, like, really into litigation and going to court all time and really doing deep research, I would need that. But I don't. I can use the one that they have, that we can use so and it's, it's a entirely web based system. It's fairly accessible   Michael Hingson ** 49:58 well, and. That makes it easier to as long as you've got people's ears absolutely make it accessible, which makes a lot of sense.   Erin Edgar ** 50:08 Yeah, it certainly does well.   Michael Hingson ** 50:10 So do you regard yourself as a resilient person? Has blindness impacted that or helped make that kind of more the case for you? Do you think I do resilience is such an overused term, but it's fair. I know   Erin Edgar ** 50:24 I mean resilience is is to my mind, a resilient person is able to face uh, challenges with a relatively positive outlook in and view a challenge as something to be to be worked through rather than overcome, and so yes, I do believe that blindness, in and of itself, has allowed me to find ways to adapt to situations and pivot in cases where, you know, I need to find an alternative to using a mouse. For instance, how would I do that? And so in other areas of life, I am, you know, because I'm blind, I'm able to more easily pivot into finding alternative solutions. I do believe that that that it has made me more resilient.   Michael Hingson ** 51:25 Do you think that being blind has caused you, and this is an individual thing, because I think that there are those who don't. But do you think that it's caused you to learn to listen better?   Erin Edgar ** 51:39 That's a good question, because I actually, I have a lot of sighted friends, and one of the things that people just assume is that, wow, you must be a really good listener. Well, my husband would tell you that's not always the case. Yeah. My wife said the same thing, yeah. You know, like everyone else, sometimes I hear what I want to hear in a conversation and at the same time, one of the things that I do tell people is that, because I'm blind, I do rely on other senses more, primarily hearing, I would say, and that hearing provides a lot of cues for me about my environment, and I've learned to be more skillful at it. So I, I would say that, yes, I am a good listener in terms of my environment, very sensitive to that in in my environment, in terms of active listening to conversations and being able to listen to what's behind what people say, which is another aspect of listening. I think that that is a skill that I've developed over time with conscious effort. I don't think I'm any better of a quote, unquote listener than anybody else. If I hadn't developed that primarily in in my mediation, when I was doing that, that was a huge thing for us, was to be able to listen, not actually to what people were saying, but what was behind what people were saying, right? And so I really consciously developed that skill during those years and took it with me into my legal practice, which is why I am very, very why I very much stress that I'm not only an attorney, but I'm also a counselor at law. That doesn't mean I'm a therapist, but it does mean I listen to what people say so that and what's behind what people say, so that with the ear towards providing them the legal solution that meets their needs as they describe them in their words.   Michael Hingson ** 53:47 Well, I think for me, I learned to listen, but it but it is an exercise, and it is something that you need to practice, and maybe I learned to do it a little bit better, because I was blind. For example, I learned to ride a bike, and you have to learn to listen to what's going on around you so you don't crash into cars. Oh, but I'd fall on my face. You can do it. But what I what I really did was, when I was I was working at a company, and was told that the job was going to be phased out because I wasn't a revenue producer, and the company was an engineering startup and had to bring in more revenue producers. And I was given the choice of going away or going into sales, which I had never done. And as I love to tell people, I lowered my standards and went from science to sales. But the reality is that that I think I've always and I think we all always sell in one way or another, but I also knew what the unemployment rate among employable blind people was and is, yeah, and so I went into sales with with no qualms. But there I really learned to listen. And and it was really a matter of of learning to commit, not just listen, but really learning to communicate with the people you work with. And I think that that I won't say blindness made me better, but what it did for me was it made me use the technologies like the telephone, perhaps more than some other people. And I did learn to listen better because I worked at it, not because I was blind, although they're related   Erin Edgar ** 55:30 exactly. Yeah, and I would say, I would 100% agree I worked at it. I mean, even when I was a child, I worked at listening to to become better at, kind of like analyzing my environment based on sounds that were in it. Yeah, I wouldn't have known. I mean, it's not a natural gift, as some people assume, yeah, it's something you practice and you have to work at. You get to work at.   Michael Hingson ** 55:55 Well, as I point out, there are people like SEAL Team Six, the Navy Seals and the Army Rangers and so on, who also practice using all of their senses, and they learn, in general, to become better at listening and other and other kinds of skills, because they have to to survive, but, but that's what we all do, is if we do it, right, we're learning it. It's not something that's just naturally there, right? I agree, which I think is important. So you're working in a lot of estate planning and so on. And I mentioned earlier that we it was back in 1995 we originally got one, and then it's now been updated, but we have a trust. What's the difference between having, like a trust and a will?   Erin Edgar ** 56:40 Well, that's interesting that you should ask. So A will is the minimum that pretty much, I would say everyone needs, even though 67% of people don't have one in the US. And it is pretty much what everyone needs. And it basically says, you know, I'm a, I'm a person of sound mind, and I know who is important to me and what I have that's important to me. And I wanted to go to these people who are important to me, and by the way, I want this other person to manage things after my death. They're also important to me and a trust, basically, there are multiple different kinds of trusts, huge numbers of different kinds. And the trust that you probably are referring to takes the will to kind of another level and provides more direction about about how to handle property and how how it's to be dealt with, not only after death, but also during your lifetime. And trusts are relatively most of them, like I said, there are different kinds, but they can be relatively flexible, and you can give more direction about how to handle that property than you can in a will, like, for instance, if you made an estate plan and your kids were young, well, I don't want my children to have access to this property until they're responsible adults. So maybe saying, in a trust until they're age 25 you can do that, whereas in a will, you it's more difficult to do that.   Michael Hingson ** 58:18 And a will, as I understand it, is a lot more easily contested than than a trust.   Erin Edgar ** 58:24 You know, it does depend, but yes, it is easily contested. That's not to say that if you have a trust, you don't need a will, which is a misconception that some, yeah, we have a will in our trust, right? And so, you know, you need the will for the court. Not everyone needs a trust. I would also venture to say that if you don't have a will on your death, the law has ideas about how your property should be distributed. So if you don't have a will, you know your property is not automatically going to go to the government as unclaimed, but if you don't have powers of attorney for your health care and your finance to help you out while you're alive, you run the risk of the A judge appointing someone you would not want to make your health care and financial decisions. And so I'm going to go off on a tangent here. But I do feel very strongly about this, even blind people who and disabled people who are, what did you call it earlier, the the employable blind community, but maybe they're not employed. They don't have a lot of   Michael Hingson ** 59:34 unemployed, unemployed, the unemployable blind people, employable   Erin Edgar ** 59:38 blind people, yes, you know, maybe they're not employed, they're on a government benefit. They don't have a lot of assets. Maybe they don't necessarily need that will. They don't have to have it. And at the same time, if they don't have those, those documents that allow people to manage their affairs during their lifetime. Um, who's going to do it? Yeah, who's going to do that? Yeah, you're giving up control of your body, right, potentially, to someone you would not want, just because you're thinking to yourself, well, I don't need a will, and nothing's going to happen to me. You're giving control of your body, perhaps, to someone you don't want. You're not taking charge of your life and and you are allowing doctors and hospitals and banks to perpetuate the belief that you are not an independent person, right? I'm very passionate about it. Excuse me, I'll get off my soapbox now. That's okay. Those are and and to a large extent, those power of attorney forms are free. You can download them from your state's website. Um, they're minimalistic. They're definitely, I don't use them because I don't like them for my state. But you can get you can use them, and you can have someone help you fill them out. You could sign them, and then look, you've made a decision about who's going to help you when you're not able to help yourself,   Michael Hingson ** 1:01:07 which is extremely important to do. And as I mentioned, we went all the way and have a trust, and we funded the trust, and everything is in the trust. But I think that is a better way to keep everything protected, and it does provide so much more direction for whoever becomes involved, when, when you decide to go elsewhere, then, as they put it, this mortal coil. Yes, I assume that the coil is mortal. I don't know.   Erin Edgar ** 1:01:37 Yeah, who knows? Um, and you know trusts are good for they're not just for the Uber wealthy, which is another misconception. Trust do some really good things. They keep your situation, they keep everything more or less private, like, you know, I said you need a will for the court. Well, the court has the will, and it most of the time. If you have a trust, it just says, I want it to go, I want my stuff to go into the Michael hingson Trust. I'm making that up, by the way, and I, you know, my trust just deals with the distribution, yeah, and so stuff doesn't get held up in court. The court doesn't have to know about all the assets that you own. It's not all public record. And that's a huge, you know, some people care. They don't want everyone to know their business. And when I tell people, you know, I can go on E courts today and pull up the estate of anyone that I want in North Carolina and find out what they owned if they didn't have a will, or if they just had a will. And people like, really, you can do that? Oh, absolutely, yeah. I don't need any fancy credentials. It's all a matter of public record. And if you have a trust that does not get put into the court record unless it's litigated, which you know, it does happen, but not often,   Michael Hingson ** 1:02:56 but I but again, I think that, you know, yeah, and I'm not one of those Uber wealthy people. But I have a house. We we used to have a wheelchair accessible van for Karen. I still have a car so that when I need to be driven somewhere, rather than using somebody else's vehicle, we use this and those are probably the two biggest assets, although I have a bank account with with some in it, not a lot, not nearly as much as Jack Benny, anyway. But anyway, the bottom line is, yeah, but the bottom line is that I think that the trust keeps everything a lot cleaner. And it makes perfect sense. Yep, it does. And I didn't even have to go to my general law firm that I usually use. Do we cheat them? Good, and how so it worked out really well. Hey, I watched the Marx Brothers. What can I say?   Erin Edgar ** 1:03:45 You watch the Marx Brothers? Of course.   Michael Hingson ** 1:03:49 Well, I want to thank you for being here. This has been a lot of fun, and I'm glad that we did it and that we also got to talk about the whole issue of wills and trusts and so on, which is, I think, important. So any last things that you'd like to say to people, and also, do you work with clients across the country or just in North Carolina?   Erin Edgar ** 1:04:06 So I work with clients in North Carolina, I will say that. And one last thing that I would like to say to people is that it's really important to build your support team. Whether you're blind, you know, have another disability, you need people to help you out on a day to day basis, or you decide that you want people to help you out. If you're unable to manage your affairs at some point in your life, it's very important to build that support team around you, and there is nothing wrong. You can be self reliant and still have people on your team yes to to be there for you, and that is very important. And there's absolutely no shame, and you're not relinquishing your independence by doing that. That. So today, I encourage everyone to start thinking about who's on your team. Do you want them on your team? Do you want different people on your team? And create a support team? However that looks like, whatever that looks like for you, that has people on it that you know, love and trust,   Michael Hingson ** 1:05:18 everybody should have a support team. I think there is no question, at least in my mind, about that. So good point. Well, if people want to maybe reach out to you, how do they do that?   Erin Edgar ** 1:05:29 Sure, so I am on the interwebs at Erin Edgar legal.com that's my website where you can learn more about my law firm and all the things that I do,   Michael Hingson ** 1:05:42 and Erin is E r i n, just Yes, say that Edgar, and   Erin Edgar ** 1:05:45 Edgar is like Edgar. Allan Poe, hopefully less scary, and you can find the contact information for me on the website. By Facebook, you can find me on Facebook occasionally as Erin Baker, Edgar, three separate words, that is my personal profile, or you can and Michael will have in the show notes the company page for my welcome as   Michael Hingson ** 1:06:11 well. Yeah. Well, thank you for being here, and I want to thank all of you for listening. This has been a fun episode. It's been great to have Erin on, love to hear your thoughts out there who have been listening to this today. Please let us know what you think. You're welcome to email me at Michael H i@accessibe.com M, I, C, H, A, E, L, H i at accessibe, A, C, C, E, S, S, i, b, e.com, or go to our podcast page, www, dot Michael hingson.com/podcast, I wherever you're listening, please give us a five star rating. We really appreciate getting good ratings from people and reading and getting to know what you think. If you know anyone who you think might be a good guest, you know some people you think ought to come on unstoppable mindset. Erin, of course, you as well. We would appreciate it if you'd give us an introduction, because we're always looking for more people to have come on and help us show everyone that we're all more unstoppable than we think we are, and that's really what it's all about, and what we want to do on the podcast. So hope that you'll all do that, and in the meanwhile, with all that, Erin, I want to thank you once more for being here and being with us today. This has been a lot of fun. Thank you so much,   Erin Edgar ** 1:07:27 Michael. I very much enjoyed it.   Michael Hingson ** 1:07:34 You have been listening to the Unstoppable Mindset podcast. Thanks for dropping by. I hope that you'll join us again next week, and in future weeks for upcoming episodes. To subscribe to our podcast and to learn about upcoming episodes, please visit www dot Michael hingson.com slash podcast. Michael Hingson is spelled m i c h a e l h i n g s o n. While you're on the site., please use the form there to recommend people who we ought to interview in upcoming editions of the show. And also, we ask you and urge you to invite

What do electric power and emergency response have in common? More than you might expect. In this episode, host Dave Whitehead talks with radio engineer Jordan Coreson and communications and cybersecurity expert Ryan Bradetich about how precision timing—originally developed for the electric grid—is now helping solve big challenges in 911 systems.

Caring for Kids - FAAF 232In this 232nd episode, I share my daily reflection posted on BlueSky, TwiX @bryoncar and YouTube shorts @FreshAirAtFiver, from September 22nd to 26th, 2025. Check out the WHOLE SPOTIFY PLAYLIST I put together with all the listens mentioned below:>>> E232FreshAirAtFivePlaylist

Social-emotional learning (SEL) is all the rage in schools and even corporate life these days. Today, Amy is joined by discerning momma and educator Janna Cochran to examine ways that this worldly prescriptive approach is not pointing us toward what God's Word says. References: Ephesians 5; Ephesians 5:6-17; Philippians 4:6-7; Ephesians 6:10-18 Contact us: devotedpodcast@atheycreek.com women@atheycreek.com https://atheycreek.com/ministries/women Follow us on IG: @atheywomen @ammcreynolds

In the final episode of this special series devoted to empathy in education with leaders and fellows of Transformative Educational Leadership (TEL), watch this episode to discover how SEL (social and emotional learning) can transform classrooms into spaces of co-regulation, belonging, and joy—especially for students who need it most.Aija Simmons, Program Director at 21st Century California School Leadership Academy, shares how raising a neurodivergent child, teaching in inner-city schools, and leading California's Universal Transitional Kindergarten (TK) Initiative have shaped her understanding of education. She also advocates for play-based learning and joy in the classroom, as well as at home.00:00 Preview01:12 Introduction 01:47 About Aija Simmons03:35 Aija's backstory06:39 Aija's understanding of Social and Emotional Learning (SEL)10:15 How teachers can help students navigate their emotions through co-regulation14:17 Bringing more joy into classrooms—and why that's important18:33 Talking about SEL with skeptics20:35 What folks misunderstand about SEL24:32 SEL for parents 29:11 What growing up with an incarcerated parent taught Aija?36:28 The power of play in early childhood education39:40 Why teachers need to learn more about their students43:05 The role of empathy in education45:02 Aija Simmons's Purposeful Empathy storyCONNECT WITH ANITA✩ Email purposefulempathy@gmail.com ✩ Website https://www.anitanowak.com✩ Buy a copy of Purposeful Empathy http://tiny.cc/PurposefulEmpathyCA✩ LinkedIn https://www.linkedin.com/in/anitanowak/✩ Instagram https://tinyurl.com/anitanowakinstagram✩ Podcast Audio https://tinyurl.com/PurposefulEmpathyPodcast✩ Bluesky https://bsky.app/profile/anitanowak.bsky.socialCONNECT WITH AIJA✩ LinkedIn https://www.linkedin.com/in/aijeron-simmons/SHOW NOTES✩ Transformative Educational leadership https://www.teleadership.org/✩ Artesian Wellness Coaching  http://www.artesianwellcoaching.com ✩ Universal Transitional Kindergarten https://www.csba.org/en/GovernanceAndPolicyResources/ResearchAndPolicyBriefs/Universal-Transitional-Kindergarten#gsc.tab=0Video edited by Green Horizon Studio

Snärtiga bas-sound, hoppar Armand Mondo Duplantis sitt högsta?, DNA-tester, legendarhögtalaren: Yamaha NS-10, musiktext = skall vara bra eller sann?.I ljudvärlden: Vad är Waterfall? Vad är Time domain?LÅT OSS reda ut dina frågor, i detta i avsnitt 208 av Musiksnacket.Vill du ha din låt uppspelad direktmed tillhörande analys.Maila oss låtlänk + info om projektet till: Musiksnacket@iwm.seLänk till Spellista:https://open.spotify.com/playlist/25dSufz7mpKXI0vbMclpgz?si=77c7b74518db43fd#recension #analyser #musik #analys #spotify #Podcast #podd #musiksnacket #Artist #Musiker #scen #studio #AI

About Dr. Will Will Deyamport, III, Ed.D., aka Dr. Will, is a District Instructional Technologist, edupreneur, and host of The Dr. Will Show Podcast. Featured on Forbes.com, EdSurge, and more, he helps K–12 educators go digital through coaching, PD, and online learning. He's also the director of the documentary The Edupreneur: Making the Impact and the Income and author of The Edupreneur: Your Blueprint to Jumpstart and Scale Your Education Business. Watch the film: [Vimeo OnDemand] Get the book: [EduMatch Publishing Store]Connect on LinkedInAbout RachelleEducator, Keynote Speaker, Consultant, Attorney, and AuthorSubscribe to my ⁠newsletter.Check out my ⁠ blog and submit a guest blog.Contact me for speaking & training related to AI, AI and the law, Cybersecurity, SEL, STEM, and more!  bit.ly/thriveineduPDInterested in a sponsored podcast or collaboration? Contact me! Rdene915@gmail.com

Are calm corners helping students regulate... or just giving them a softer way to opt out? In this episode of Graded, I take a hard look at one of the most popular SEL approaches in schools today: calm corners. You'll hear what the research says, what most campuses are getting wrong, and what grade calm corners really deserve.Plus, I respond to a one-star podcast review that called me condescending and gave me a D-minus.(I could NOT be more grateful! Listen to find out why.)*********************************⭐️ Want support with real-world strategies that actually work on your campus? We're doing that every day in the School for School Counselors Mastermind. Come join us! ⭐️Annotated ReferencesBrasfield, M., Elswick, S., Raines, S., Peterson, C., & Mboge, S. (2025). Classroom calming corners: Peaceful spaces for times of transition. International Journal of the Whole Child, 9(2). Mixed-methods study with 1st and 6th graders showing improved coping skills when corners were properly implemented with teacher training.Budiman, M. E. A., Yuhbaba, Z. N., & Cahyono, H. D. (2023). Calming corner therapy in an effort to increase mental resilience in adolescents. Blambangan Journal of Community Services (BJCS), 1(1), 8–16. Four-week adolescent study finding that resilience improved only with consistent, well-facilitated spaces—structure and follow-through mattered.Ewert, C. (2023). Influences of privacy on emotional regulation in elementary classroom calming corners [Master's thesis, Trinity Western University]. Trinity Western University Digital Commons.Study with 15 second-graders over 4 months. Found 81% success rate, but 7% of uses increased dysregulation due to embarrassment and visibility issues.Thompson, C. (2021). The impact of a classroom calm down corner in a primary classroom [Master's thesis, Northwestern College]. NWCommons.Action research with 23 second-graders showing decreased negative behaviors, but only when paired with daily mini-lessons: the space alone wasn't enough.**********************************All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.

Start your day with gratitude, intention, and the quiet reassurance of unseen guidance. In this 12-minute meditation, Sel leads you through breath, affirmations, and the gentle presence of angelic whispers—helping you ground your mornings in light and grace. Each inhale welcomes clarity, each exhale releases yesterday, and every word becomes a blessing for the day ahead.#FindYourDailyCalm #YourMorningsGuidedByGrace #MorningMeditation #DailyCalm #AngelWhispers #GuidedByGrace #GratitudePractice #MindfulStart #PeacefulMorning #DailyAffirmationsSupport this podcast at — https://redcircle.com/find-your-daily-calm/exclusive-contentAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

In this episode review (Season 14, Ep. 372), Andrea revisits interviews with Dr. Dan Siegel to explore Mindsight—the focused attention that helps us see and reshape our own minds and connect with others. She breaks down how Mindsight underpins social and emotional intelligence and offers practical ways to develop it, including theory-of-mind practice, the Wheel of Awareness, and daily narrative reading. This week, in our review of EP 28 with Daniel J. Siegel, MD  and his book Mindsight, we learned: ✔ A deeper definition of Mindsight or seeing the mind in another Mindsight, a term coined by Dr. Daniel J. Siegel, is the ability to perceive the mind within ourselves and others. It goes beyond simply observing behavior; it's about sensing thoughts, feelings, intentions, and perspectives that aren't immediately visible. This skill allows us to look beneath the surface of words and actions, to “see” the mind behind them, which leads to deeper empathy, better relationships, and stronger social intelligence. ✔ What is Theory of Mind and how can this skill help us to connect and understand others better Theory of Mind (ToM) is closely related to Mindsight—it refers to our ability to attribute mental states (beliefs, desires, knowledge, intentions) to ourselves and to others. In simple terms, it's recognizing that other people have thoughts and feelings that may be different from our own. This skill is essential for meaningful communication, conflict resolution, and collaboration, because it helps us predict how someone might react, understand why they feel a certain way, and respond with compassion rather than judgment. ✔ What is Theory of Mind and how can this skill help us to connect and understand others better Theory of Mind (ToM) is closely related to Mindsight—it refers to our ability to attribute mental states (beliefs, desires, knowledge, intentions) to ourselves and to others. In simple terms, it's recognizing that other people have thoughts and feelings that may be different from our own. This skill is essential for meaningful communication, conflict resolution, and collaboration, because it helps us predict how someone might react, understand why they feel a certain way, and respond with compassion rather than judgment. ✔ Practical tips to improve our Mindsight or Theory of Mind abilities Pause and Reflect – Before reacting, ask yourself: What might this person be thinking or feeling right now? Name Emotions – Practice labeling your own emotions and noticing them in others (“I feel frustrated” → “They might be anxious”). Perspective-Taking Exercises – Put yourself in someone else's shoes: If I were in their position, what would I be experiencing? Read Fiction Regularly – Choose stories with complex characters and notice how your mind tracks their thoughts and motives. Practice Curiosity in Conversations – Instead of assuming, ask open-ended questions to better understand another's perspective. Mindfulness Training – Strengthen your awareness of your inner world, which improves your ability to tune into the inner world of others. The episode also emphasizes the importance of face-to-face relationships for learning and development, contrasts relational learning with screen-based approaches, and provides actionable tips educators and listeners can use to strengthen empathy, self-awareness, and relational skills. Welcome back to SEASON 14 of The Neuroscience Meets Social and Emotional Learning Podcast, where we connect the science-based evidence behind social and emotional learning and emotional intelligence training for improved well-being, achievement, productivity and results—using what I saw as the missing link (since we weren't taught this when we were growing up in school), the application of practical neuroscience. I'm Andrea Samadi, and seven years ago, launched this podcast with a question I had never truly asked myself before: (and that is) If productivity and results matter to us—and they do now more than ever—how exactly are we using our brain to make them happen? Most of us were never taught how to apply neuroscience to improve productivity, results, or well-being. About a decade ago, I became fascinated by the mind-brain-results connection—and how science can be applied to our everyday lives. That's why I've made it my mission to bring you the world's top experts—so together, we can explore the intersection of science and social-emotional learning. We'll break down complex ideas and turn them into practical strategies we can use every day for predictable, science-backed results. Which brings up to today's episode #372, where we will take Dr. Dan Siegel's concept of Mindsight, to the next level. On our last EP 371 with Dan Siegel, PART 1 of our review of a very early interview EP 28[i], recorded in November 2019, we covered the importance of: Understanding and Applying Mindsight which is “the way we focus our attention on the internal world. It's how we bring consciousness to our own thoughts and feelings, and how we attune to the inner world of someone else. Mindsight gives us insight into ourselves, and empathy for others.” Mindsight is a concept Dr. Siegel felt to be critical for us to develop noting this skill to be “the basis for social and emotional development.” He notes, that it's a teachable set of skills that we can teach in school, and once mastered is a truly transformational tool.  In his book, Mindsight he explains this concept further: “Mindsight is a kind of focused attention that allows us to see the internal workings of our own minds. (and we've been talking about how important it is to go within, for true change in our lives to occur). It helps us to be aware of our mental processes without being swept away by them, (which) enables us to get ourselves off the autopilot of ingrained behaviors and habitual responses, and moves us beyond the reactive emotional loops we all have a tendency to get trapped in. It lets us “name and tame” the emotions we are experiencing, rather than being overwhelmed by them. Consider the difference between saying “I am sad” and “I feel sad.” Similar as those two statements may seem, there is actually a profound difference between them. “I am sad” is a kind of self-definition, and a very limiting one. “I feel sad” suggests the ability to recognize and acknowledge a feeling, without being consumed by it. The focusing skills that are part of mindsight make it possible to see what is inside, to accept it, and in the accepting to let it go, and, finally, to transform it into a NEW reality. You can also think of mindsight as a very special lens that gives us the capacity to perceive the mind with greater clarity than ever before. This lens is something that virtually everyone can develop, and once we have it we can dive deeply into the mental sea inside, exploring our own inner lives and those of others. A uniquely human ability, mindsight allows us to examine closely, in detail and in depth, the processes by which we think, feel, and behave. And it allows us to reshape and redirect our inner experiences so that we have more freedom of choice in our everyday actions, (giving us) more power to create the future, to become the author of our own story. Another way to put it is that mindsight is the basic skill that underlies everything we mean when we speak of having social and emotional intelligence.” (Dr. Daniel J Siegel, Mindsight, Location 105, Kindle Edition). VIDEO 1 Click Here to Watch

„Mehhanitsistlikus ja bioloogilis-reduktsionistlikus inimesekäsituses on kannatused, hääbumine ja surm paratamatult tähendusetud, neil ei ole meile midagi olulist öelda ega õpetada. Siin peitub minu arvates Suure Mehhanitsistliku Narratiivi nõrgim koht: kuualuse maailma hegemoonile – Surmale – pole selles antud märkimisväärset rolli. Ta ei ole sellega rahul. Kuigi me oleme ta oma näidendist välja jätnud, kohutab ta meid ja sunnib paaniliselt reageerima igale ohule – olgu selleks terrorism või viirus – meetmetega, mis osutuvad lõpuks ohtlikumateks kui esialgne probleem ise,“ kirjutab oma suurepärases raamatus "Totalitarismi psühholoogia" Genti Ülikooli hingeteadlane [1] Mattias Desmet."Materialistlik inimkäsitus naelutab meie pilgu nähtavale maailmale ning paneb meid arvama, et see, kes mulle peeglist vastu vaatab, ongi kogu Mina. Sel hetkel muutub armastus nartsissismiks, inimesed kapselduvad oma nartsissistlikku kooriku alla ega tunne ennast enam osana millestki suuremast ja igavikulisemast. Sellest hetkest alates hakkab surmast ja suremisest mõtlemine meile palju ängi ja ärevust tekitama ja muutume väga vastuvõtlikeks kõikvõimalikele illusioonidele, mis võimaldavad meil vältimatut natukenegi edasi lükata," lisas ta oma intervjuus Tähenduse teejuhtide 55. numbrile ("Totalitarismi tüvi", 8.25) [2].256. saates vestlesime Mattias Desmetist ja tema "Totalitarismi psühholoogiast" Peeter Liivi ja Rainis Toomemaaga.Head uudistamist!H.———————————————————[1] https://transpersonaalne.ee/toode/mat...[2] https://teejuhid.postimees.ee/8309733... Hosted on Acast. See acast.com/privacy for more information.

Stor Podcastvecka, då vi levererar 2 avsnitt och här snackar viom: Skall Isaks barn börja spela Blockflöjt på Kulturskolan?Är det vägen till musikglädje?STIMs nya AI-licens hårdmanglas och vi förklarar begreppen som rör upphovsrätten.Är alla dessa Musikförändringar en kontrareaktion?Dyrare CD-priser ledde till Napster/Kazaa? Lättja ledde till Spotify etc?ELLER är den snabba utvecklingen som Pippi Långstrump, och vi försöker fånga in henne som Poliserna Kling och Klang? Förgäves?OCH hur spränger man Göteborg på bästa Musikaliska sätt?Vi har svaren.Vill du ha din låt uppspelad direktmed tillhörande analys.Maila oss låtlänk + info om projektet till: Musiksnacket@iwm.seLänk till Spellista:https://open.spotify.com/playlist/25dSufz7mpKXI0vbMclpgz?si=77c7b74518db43fd#recension #analyser #musik #analys #spotify #Podcast #podd #musiksnacket #Artist #Musiker #scen #studio #AI

Ready to build a culture of well-being in your early childhood program?In this episode of the Child Care Business Podcast, we sit down with Wendy Turcotte and Dani Svantner, the dynamic duo known as The Play Coaches who have become leaders in implementing social-emotional learning from infancy.They share why SEL should be the foundation of your curriculum — not just an add-on — and how this approach transforms classroom management and enhances child development.In this episode, you'll learn the following (with timing outlined below so you can fast-forward to the parts that most interest you!):(05:48) What social-emotional learning is and why it's the foundation for all other learning(06:55) Why it should start in infancy, not just in preschool or kindergarten.(12:35) Common myths about social-emotional learning, including the misconception that it excuses bad behavior(14:15) The role of a "calm corner" and how to use it for regulation, not punishment(16:10) Why educators must model emotional intelligence and do the personal work to teach it effectively(19:10) Practical tips to start incorporating social-emotional learning into your daily routines, such as during transitions(25:13) How to communicate the value of play-based learning and social-emotional learning to parents to ensure everyone is on the same team(29:45) The first step for directors who want to build a culture of well-being: start with yourselfConnect with Wendy and Dani through their website www.theplaycoaches.org and follow them on Instagram and Facebook! 

In a special series devoted to empathy in education with leaders and fellows of Transformative Educational Leadership (TEL), watch this episode to learn why SEL (social emotional learning) practices are key to humanizing classrooms.Dr. Al Rabanera, an award-winning high school math educator in California, reflects on his mission to support At-Promise Students through identity-affirming teaching and advocacy. He also shares how his personal journey as the son of Filipino immigrants informs his commitment to fostering greater equity and a sense of belonging in schools.00:00 Preview00:46 Introduction 01:21 About Dr. Al Rabanera03:29 Al's backstory06:18 How does a lack of belonging impact learning and self-perception?08:51 Addressing the growing resistance to DEI (diversity, equity, inclusion) 13:57 What does “At-Promise” mean and why does it matter in education?16:33 Ways in which leadership roles impact “At-Promise” students21:06 Humanizing the classroom experience27:23 Math as a tool to develop identity33:08 Navigating marginalization in education leadership38:25 The role of empathy in education41:27 What is Al's go-to self-empathy practice? 43:04 Al Rabanera's Purposeful Empathy StoryCONNECT WITH ANITA✩ Email purposefulempathy@gmail.com ✩ Website https://www.anitanowak.com✩ Buy a copy of Purposeful Empathy http://tiny.cc/PurposefulEmpathyCA✩ LinkedIn https://www.linkedin.com/in/anitanowak/✩ Instagram https://tinyurl.com/anitanowakinstagram✩ Podcast Audio https://tinyurl.com/PurposefulEmpathyPodcast✩ Bluesky https://bsky.app/profile/anitanowak.bsky.socialCONNECT WITH AL✩ LinkedIn https://www.linkedin.com/in/al-rabanera-ed-d-ab855910/overlay/contact-info/✩ X https://x.com/arabaneraSHOW NOTES✩ Transformative Educational leadership https://www.teleadership.org/✩ Math in SEL https://mathissel.com/Video edited by Green Horizon Studio

Vi spelar in Podd Live i stan, och går igenomGöteborgs Musik och kulturliv i de centrala delarna av denna fantastiska stad.Från Operan via Avenyn upp till Götaplatsen.Gigställen, Anekdoter, Kulturminnen, Gatuspelningar och mycket annat. Är den din arbetsplats vi härnäst besöker?Vill du ha din låt uppspelad direktmed tillhörande analys.Maila oss låtlänk + info om projektet till: Musiksnacket@iwm.seLänk till Spellista:https://open.spotify.com/playlist/25dSufz7mpKXI0vbMclpgz?si=77c7b74518db43fd#recension #analyser #musik #analys #spotify #Podcast #podd #musiksnacket #Artist #Musiker #scen #studio #AI

Do you ever hit 6 p.m. on a chilly fall weeknight and wonder, “What on earth can I get on the table in under 30 minutes?”This episode is designed for anyone who wants fast, comforting dinners without resorting to takeout or sacrificing flavor. By the end of this episode, you'll discover:Quick and easy recipes that rely on pantry and fridge staplesTwo sheet-pan dinners that make the most of seasonal fall produceA classic soup, hearty enough to be a complete meal, that is loaded with vegetables Press play now and walk away with fresh ideas (and a few shortcuts) for dinner!***This week's episode is sponsored by La Baleine, makers of ancestral sea salts harvested from France.A high-quality natural finishing sea salt can transform just about any dish, and La Baleine's sister brand Le Saunier de Camargue Fleur de Sel with organic Espelette Chili takes it a step further.With its fruity, peppery aroma, the Espelette pepper offers a mild chili flavor and a hint of sweetness that makes it ideal for that finishing touch on your next omelet, gazpacho, or sautéd potatoes.

In this episode, Ryan Steuer of Magnify Learning details a five-year implementation plan for launching a Project-Based Learning (PBL) movement in a large district, specifically focusing on 13 middle schools. While the example is niche, the process is designed to be customizable and scalable for districts of any size. The episode emphasizes the importance of systematic, structural change, starting with district leadership, and leveraging the "innovation curve" to ensure widespread adoption and sustainability. Key Takeaways & Implementation Steps: Magnify Learning & PBL Networks Magnify Learning has over a decade of experience in PBL, stemming from a grassroots collaboration among educators. We are launching free PBL Networks in October to provide a safe space for educators to process ideas, collaborate, and share best practices across different PBL niches (e.g., PBL and CTE, PBL and STEM, PBL and Maker Spaces, PBL and SEL, PBL and UDL). Find more at pblnetworks.com. Collaboration is key: You should never do PBL alone. Foundation: District Leadership & Goals The implementation must start with district leadership, not a top-down mandate. Involve both secondary and elementary leaders from the outset to align mindsets and processes. Clearly define the goals of PBL for the district and individual middle schools, aligning them with the district's mission, vision, and "profile of a graduate". District leaders must model student-centered practices; principal meetings should be collaborative, not "sit and get". If district leadership isn't ready to collaborate, the initiative needs to pause and address that foundational work. Building the District PBL Team & Plan Establish a district PBL design team of 6-10 central office members. Dedicate two-day design sessions to develop the comprehensive 5-year implementation plan. Go "beyond the why" to articulate the district's collective purpose for this work. Leveraging the Innovation Curve Identify innovators: Map all 13 middle schools onto an innovation curve to identify which are "innovators," "early majority," and "late majority". This is crucial for guiding the timeline. Focus on "crossing the chasm": The biggest challenge is bridging the gap between early adopters/innovators and the early majority. This is why a 5-year plan is essential. Define roles for innovators: The initial 1-2 innovator schools will implement PBL first, transparently, and are tasked with creating resources (like group contracts, planning forms) for subsequent cohorts. This empowers them and provides tangible tools for others. Customized Implementation: While the process is systematic, each school's implementation will be customized based on their readiness (e.g., starting with a specific grade level, subject, or wall-to-wall). The "best way" is what the school's leadership and teachers are most ready for. Planned Supports & Training (Before Launch) Leadership Training: Innovator school leaders will receive training similar to the central office team, focusing on creating school-level leadership teams, structures, and processes for PBL sustainability. Teacher Training: Multi-day training, including coaching, to build a PBL mindset and culture, not just mechanics. This includes: Leadership: Design Days, Deeper Practice, Sustainability Days (over 3 years). Teachers: PBL Jump Start (theoretical unit creation), PBL Advanced (reflection, curriculum mapping), and PBL Certification (by end of Year 3 for sustainability). Pre-planning is paramount: All training, coaching, and support pathways must be planned out before the official launch to avoid "shooting from the hip" and to assure the early/late majority there's a clear plan. The 5-Year Implementation Timeline (Example for 13 Middle Schools): Year 1: District: Share vision and 5-year timeline with building leaders, have 1-on-1 conversations with innovators. Explain the "why" behind the phased approach. Cohort 1 (Innovators - e.g., 2 schools): Establish school leadership teams, build 3-year building-level plans, launch initial PBL units, and make work public through "exposes" (showcases) to invite other schools. Staff attends a PBL "jump start" over the summer. Year 2: District: Form a PBL advisory team, identify "bright spots," train principals on key leadership needs, and begin reviewing administrator evaluations and aspiring leadership pathways to align with PBL. Cohort 1: Leadership teams conduct "roses, buds, thorns" reflections, addressing teacher needs (e.g., schedule, PD, evaluations). Teachers continue public showcases and create district-wide tools (rubrics, contracts). Teachers attend "PBL Advanced" over the summer. Cohort 2 (Early Majority - e.g., 8 schools): Begin with leadership team design days and teacher "jump start" training, then implement and showcase work. Year 3: District: Invest in the PBL advisory team, train principals on evolving needs, continually share the vision, and introduce refined administrative evaluations and aspiring leadership pathways. Cohort 1: Leadership teams focus on "sustainability days" to ensure processes outlive individuals. Teachers collect data, share artifacts, publicize work through news and district channels, and achieve PBL Certification over the summer to train new hires. Cohort 2: In their second year of implementation. Cohort 3 (Late Majority - e.g., 3 schools): Begin with leadership team design days and teacher "jump start" training, having observed 10 other schools and gained insights. Year 4: District: Plan for sustaining the work beyond year five, including establishing PBL district coaches (ideally two for mentorship and continuity). Cohort 1: Lead and collaborate with other schools. Cohort 2: In their final year, getting PBL certified. Cohort 3: In their second year (PBL Advanced). Year 5 (Final Year of Initial Rollout): District: Administrative evaluations and aspiring leadership pathways are fully established. New "normals" are in place. All Middle Schools: Every middle school has a leadership team and PBL certified teachers, ensuring sustainable structures and processes. Schedules, evaluations, and PLCs are synergistic with PBL. Leaders: Continuously invest in their people and lead, rather than just manage. Community Partners: Integrated as a normal part of school, helping shape the school's positive narrative. Outcome: Middle schools become models of innovation, inspiring PBL adoption in elementary and high schools. Overarching Philosophy of Change "Go slow to go fast": Rushing implementation leads to foundational problems. Innovation starts at the top and must be modeled. Leaders must "cross the chasm" by meeting the early majority on their terms, providing clear plans and supports. This is a long game to fundamentally change mindsets, structures, and redefine educational norms, ultimately growing people and systems to achieve desired outcomes for learners. It is challenging but doable and totally worth it. Resources and links: pblnetworks.com

Shawn Edwards and Kathryn Kronenberg discuss the importance of social and emotional learning (SEL) for children and families. Kathryn, an award-winning author and founder of the "Live Big" series, shares her journey of writing children's books that promote self-belief and resilience. Her books, including "Dream Big," "Love Big," "Think Big," and the new "Live Big with Ketchum," aim to help children see their extraordinary potential. Shawn emphasizes the significance of SEL in fostering a supportive classroom environment. Both agree on the need for SEL to be a central focus in education and society. Kathryn also offers resources and coaching for parents and educators. Find here here: Website: https://katkronenberg.com/#Book%20Trailer LinkedIn: https://www.linkedin.com/in/kat-kronenbergcatch-m/

Ännu mer Maxat avsnitt:Vi lyssnar och analyserar Paul Anka och hans Rock Swings.Genidrag eller katastrof?Bör man först göra en avskedsturné och senen återföreningsturné som en perfekt marknadsföring som Musiker och Band?Fungerar Lena Philipsson som ny sångare för Roxette?Hur många Ferraris hade Per Gessle förresten?… och framförallt:Är det samma sak, att prompta fram en AI-låt, som att få Hole in one i golf, VARJE gång?Mest av allt, innerligt välkomna!Vill du ha din låt uppspelad direktmed tillhörande analys.Maila oss låtlänk + info om projektet till: Musiksnacket@iwm.seLänk till Spellista:https://open.spotify.com/playlist/25dSufz7mpKXI0vbMclpgz?si=77c7b74518db43fd#recension #analyser #musik #analys #spotify #Podcast #podd #musiksnacket #Artist #Musiker #scen #studio #AI

Social-emotional learning (SEL) teaches five core competencies: self-awareness, self-regulation, social awareness, relationship skills, and problem-solving. Steven Tobias, Psy.D., explains how to teach SEL skills to students with ADHD. Social-Emotional Learning: Additional Resources Free Download: 5 Ways to Improve Emotional Control at Home Read: Your Child Is Not Giving You a Hard Time. Your Child Is Having a Hard Time. Read: 11 Strategies That Improve Emotional Control at School and Home Read: The Key to ADHD Emotional Regulation? Cultivating Gratitude, Pride & Compassion Access the video and slides for podcast episode #573 here: https://www.additudemag.com/webinar/social-emotional-learning-for-adhd-students/ This episode is brought to you by NOCD, the world's leading provider of specialized OCD treatment. Learn more at https://learn.nocd.com/ADHDExperts. Thank you for listening to ADDitude's ADHD Experts podcast. Please consider subscribing to the magazine (additu.de/subscribe) to support our mission of providing ADHD education and support.

從都會到偏鄉，從公校到私校，今年開學最被討論的話題，是「有沒有老師？」。連續第三年國中小教師甄試大開缺，最需要的老師最難找──特教、理化、SEL 通通告急。從老師荒到校長荒，教育現場正在經歷巨大的教師斷層衝擊。而另一邊，114 學年將有 8 所學校謝幕，三成的小一新生人數只有個位數。當「沒有老師」和「沒有學生」同時存在，也許我們該重新思考：如何打造更貼近孩子需求的教育？ 各大平台皆可訂閱收聽>>https://portaly.cc/ninghsialu66 本集來賓：親子天下總編輯陳雅慧 好讀推薦 1.親子天下2025教育年會，9月24日在台北文創，今年的主題：【AI Prompt世代】AI生成答案，教育生成意義

In this episode: Envision your ideal future in vivid detail.Thanks for joining me for today's guided meditation. We're going to explore something exciting—visualizing the life of our dreams.The foundation of this practice is simple: being present and mindful without judging our thoughts. Through mindfulness, we can fully experience the present moment rather than becoming entangled in past regrets or future anxieties.Once we settle into a relaxed state, we'll create a mental image of our ideal life. We'll make this visualization come alive by imagining the sensory details—what we see, hear, and feel in this dream life.Then, when we're deeply immersed in that visualization, I have a special surprise waiting for us.PS: Introducing the…

Episode 370 reviews Dr. John Medina's insights from Brain Rules and explores how neuroscience and social-emotional learning combine to improve teaching, learning, and well-being. Key takeaways: teachers need basic neuroscience to support learning; the emotional stability of the home strongly shapes a child's resilience and confidence; and children build resilience when adults co-regulate and model healthy emotion management during high-emotion moments. This short review highlights practical steps for educators, parents, and leaders to apply brain-based strategies and SEL to boost student outcomes and lifelong skills. EP 370 covers a review of Dr. John Medina's Brain Rules, from EP 42 (February 2020)  We learned: ✔ If education is about the brain, then teachers need to understand how the brain learns best. ✔ A child's resilience and confidence are deeply tied to the emotional climate of the home. ✔  Children build resilience not in calm moments, but in how parents (or caregivers) respond when emotions run high. Welcome back to SEASON 14 of The Neuroscience Meets Social and Emotional Learning Podcast, where we connect the science-based evidence behind social and emotional learning and emotional intelligence training for improved well-being, achievement, productivity and results—using what I saw as the missing link (since we weren't taught this when we were growing up in school), the application of practical neuroscience. I'm Andrea Samadi, and seven years ago, launched this podcast with a question I had never truly asked myself before: (and that is) If productivity and results matter to us—and they do now more than ever—how exactly are we using our brain to make them happen? Most of us were never taught how to apply neuroscience to improve productivity, results, or well-being. About a decade ago, I became fascinated by the mind-brain-results connection—and how science can be applied to our everyday lives. That's why I've made it my mission to bring you the world's top experts—so together, we can explore the intersection of science and social-emotional learning. We'll break down complex ideas and turn them into practical strategies we can use every day for predictable, science-backed results. Episode 370: Brain Rules and the Future of Learning For today's Episode 370[i], we continue our journey into the mind with our next interview review—Dr. John Medina, author of the well-known book Brain Rules. We first featured Dr. Medina in EP 42, when we explored “Implementing Brain Rules in Schools and Workplaces of the Future.” To remind you where we began with our interview review series: We opened with EP 366[ii], diving into speaker Bob Proctor's timeless principles. Bob was the very first person—over 25 years ago—who challenged me with the question, “What do you really want to do with your life?” At the time, I didn't have a clear answer. It's taken well over 25 years now for this clarity to evolve. Eventually, I realized what mattered most to me: and that was bringing social and emotional learning (SEL) skills into schools. I had already seen how these skills—once called “soft skills”—transformed the lives of 12 teenagers I worked with in the motivational speaking industry in the late 1990s. Later, I watched as SEL spread into schools across states and countries, until the research became undeniable. A 2011 meta-analysis of 213 studies confirmed what I had seen firsthand a decade before this study was released: students who participated in SEL programs showed an 11-percentile-point increase in academic performance[iii] compared to control groups. That's a significant improvement, demonstrating just how powerful SEL can be. Long before this research, I simply knew these skills could shape the future of the next generation. This podcast itself was built around the six core SEL competencies—each explored in its own dedicated episode that you can find in our resource section in the show notes. Then came the next step: adding the lens of neuroscience. I realized that everything we were studying in SEL connected back to how the brain works. My deep dive into what I called “Neuroscience 101” began when an educator handed me a stack of books that opened my eyes to the importance of brain science in education. From those early hand-drawn sketches grew the framework that still guides this podcast today—bridging SEL and neuroscience to make learning both practical and powerful.   Which brings us to today's review: Episode 370, where we revisit Dr. John Medina. At the heart of this conversation is the very question that launched my journey years ago: What happens when we connect social and emotional learning with neuroscience? How can understanding the brain not only improve results and productivity, but also better equip our next generation of students in the classroom? It was John Medina's Brain Rules that first landed on my bookshelf back in 2009. And to be honest—it just sat there for a while. I wasn't ready yet. As Dr. Medina himself has said, this kind of learning can't be forced. You need a strong why to really dive into the mind–brain connection. For me, that why came later, when I realized how deeply understanding the brain could impact learning, teaching, and even life itself. If you're following along with this podcast, I imagine you've had a similar moment—when the connection between the brain and practical neuroscience suddenly made sense and became something worth pursuing. I'm always curious about what that moment looks like for others—what it is that makes this topic click. For me, it became clear during my very first presentation on this subject in November 2017, at a conference for the York Region School District in Toronto. The topic I was in charge of presenting was Stress, Learning, and the Brain, and the room was so full it was standing room only. This was after just three years of studying the topic myself, and when I first opened up David Souza's How the Brain Learns Series, I honestly thought this topic was over my head, and too difficult for me to understand, let alone having me teach it to others. But once there is a strong why, the way will be shown. And that day, when I saw how many people showed up to learn the topic, I knew this was the field I wanted to dedicate the rest of my life to—continuing to learn, and helping others understand and apply to their lives. VIDEO 1 Click Here to Watch Now that you know where this mind-brain connection began for me, I hope you can gain clarity with why it's so important to you. Important enough that you are tuning into this podcast to learn more. Wouldn't you know it—understanding this WHY with the brain-mind connection to thrive at home, work and school and with sport is exactly what Dr. John Medina said to me during our interview back in February 2020. If you click the link in the show notes, you can watch VIDEO 1, where he explains: “I believe that the cognitive neurosciences should be at the table of education training. Before you get a Bachelor Degree in Education, you have to have a fair degree of neuroscience. And it's a very specific slice—it's the kind of neuroscience that says: this is what we know about how the brain learns. Because teachers are in charge of that. It blows me away sometimes—I look at the Colleges of Education: if you're in the Geology Department, you study rocks. If you go to Medical School, you study humans. You could argue that the world of education is all about studying the brain. Where are the courses that say—‘This is how memory works. This is how we get someone to pay attention. This is what visual processing looks like.'” Dr. Medina is 100% right. When I went through teacher training at The University of Toronto, courses like this weren't offered. Fast forward to today, and my daily work now focuses on supporting educators with the Science of Reading—a body of research that, much like SEL, took decades to gain traction but is finally reshaping classrooms and teacher training, impacting how we teach our next generation of students to read. Of course, this knowledge can't just be forced on us. It's not easy material—it requires effort to learn. But if you're listening to this podcast each week, it's because you're curious. You're willing to dig into concepts that, until recently, were reserved for medical students. That's how Dr. Douglas Fisher gained his insights into how the brain learns best. As he told me in EP 161[iv], How Learning Works: Translating the Science of Learning into Strategies for Maximum Learning in Your Classroom, he actually sat in classes with medical students to develop a deeper understanding of brain-based learning—knowledge we were never given in traditional teacher training. Key Point from Video Clip 1 from John Medina

As a leader, what does instructional leadership look like in action? In this inspiring episode of Aspire to Lead, Valerie Arechiga shares her journey as an aspiring leader and her powerful insights on what instructional leadership must look like in today's classrooms. We explore her work with Thinking Nation and how its services are reshaping the way educators approach literature and social studies.  Valerie also reflects on the experiences that best prepared her for leadership, offering practical takeaways for teachers and leaders striving to create classrooms where students think critically, engage deeply, and thrive. This conversation blends vision with actionable strategies, making it a must-listen for educators passionate about cultivating both knowledge and leadership in their learning communities. About Valerie Arechiga: Valerie Arechiga is an educator, consultant, speaker, and soon-to-be Ed.D. graduate committed to equipping teachers, inspiring leaders, and building thriving school communities. With over a decade of experience as a teacher, instructional coach, assistant principal, and principal, she now serves as Director of Partnerships at Thinking Nation, a nonprofit aligning social studies and literacy. She also consults with schools on SEL, PLCs, and using AI and data to streamline systems, strengthen Tier 1 instruction, and drive intentional conversations. As a presenter, Valerie has led sessions at Mid-Winter Conference, Region 13, Tech2Teach, the Thrive Virtual Conference, and the 2025 Summer TEPSA Conference. She blends expertise in leadership, SEL, instructional practices, and authentic school culture to inspire and equip educators at every level. Passionate about collaboration and lifelong learning, Valerie is completing her Ed.D. in Educational Leadership at Texas A&M–Corpus Christi, researching how leaders can leverage culture and their own leadership style to build meaningful school connections. Her ultimate goal is to open a student-centered charter school that empowers teachers to reconnect with their “why” and create lasting impact. Follow Valerie Arechiga Website: thinkingnation.org  Twitter (X): https://x.com/ValerieArechiga  Instagram: vaarechiga24 Facebook: Valerie Arechiga Linkedin: https://www.linkedin.com/in/valerie-nesmith-arechiga-abd-993552153/  Other: Latina Voices -- SCHOOL BEHAVIOR SOLUTIONS Virtual Summit

Buckle up and enjoy over two hours of The Good Eggs!

Back from Vacation to Back to School - FAAF229In this 229th episode, I share my daily reflection posted on BlueSky, TwiX @bryoncar and YouTube shorts @FreshAirAtFiver, from August 25 to September 5th, 2025. Check out the WHOLE SPOTIFY PLAYLIST I put together with all the listens mentioned below:>>> E229FreshAirAtFivePlaylist

All new! This first episode of The Good Eggs has been revised and remastered with an extended storyline! Welcome to The Good Eggs, a storytime channel filled with love, laughter, and learning!

Today, Robert Bortins, CEO of Classical Conversations, reveals how Marxism and communism fuel public education and now threaten homeschooling with woke ideologies. We unpack the truth about school choice and how secularism undermines Christianity, particularly God's design for family and education. Plus, we discuss the concept of social-emotional learning and the consequential impact of technology in the classroom. Join us to champion biblical education and protect our children's hearts and minds. Share the Arrows 2025 is on October 11 in Dallas, Texas! Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠sharethearrows.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ for tickets now! Sponsored by: ⁠Carly Jean Los Angeles⁠: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.carlyjeanlosangeles.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Good Ranchers⁠: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.goodranchers.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠EveryLife⁠: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.everylife.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Buy Allie's new book, "Toxic Empathy: How Progressives Exploit Christian Compassion": ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://a.co/d/4COtBxy⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Learn more about Classical Conversations here: https://classicalconversations.com --- Timecodes: (00:50) Introduction & Classical Conversations (02:30) Wokeness Intruding Homeschool Curriculums (10:50) The History of Schooling Options (26:20) Social-Emotional Learning (39:00) Psychological Impact of Public Schools (45:30) Technology in the Classroom (48:30) Unpacking School Choice --- Today's Sponsors: Good Ranchers — Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠GoodRanchers.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and subscribe to any of their boxes (but preferably the Allie Beth Stuckey Box) to get free Waygu burgers, hot dogs, bacon, or chicken wings in every box for life. Plus, you'll get $40 off when you use code ALLIE at checkout. We Heart Nutrition — Get 20% off women's vitamins with We Heart Nutrition, and get your first bottle of their new supplement, Wholesome Balance; use code ALLIE at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.WeHeartNutrition.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. CrowdHealth — get your first 3 months for just $99/month. Use promo code 'ALLIE' when you sign up at JoinCrowdHealth.com. Patriot Mobile — go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠PatriotMobile.com/ALLIE⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or call 972-PATRIOT and use promo code 'ALLIE' for a free month of service! Fellowship Home Loans — Fellowship Home Loans is a mortgage lending company that offers home financing solutions while integrating Christian values such as honesty, integrity, and stewardship. Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠fellowshiphomeloans.com/allie⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to get up to $500 credit towards closing costs when you finance with Fellowship Home Loans. --- Episodes you might like: Ep 343 | Equipping Yourself to Homeschool | Guest: Leigh Bortins https://podcasts.apple.com/us/podcast/ep-343-equipping-yourself-to-homeschool-guest-leigh/id1359249098?i=1000503676634 Ep 963 | The Dangers of Gentle Parenting, SEL & Empathy | Guest: Abigail Shrier https://podcasts.apple.com/us/podcast/ep-963-the-dangers-of-gentle-parenting-sel-empathy/id1359249098?i=1000648254377 Ep 1123 | Why Boys Are Failing Kindergarten | Guest: Dr. Leonard Sax https://podcasts.apple.com/us/podcast/ep-1123-why-boys-are-failing-kindergarten-guest-dr/id1359249098?i=1000684140603 --- Buy Allie's book, You're Not Enough (& That's Okay): Escaping the Toxic Culture of Self-Love: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://alliebethstuckey.com/book⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Relatable merchandise – use promo code 'ALLIE10' for a discount: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://shop.blazemedia.com/collections/allie-stuckey Learn more about your ad choices. Visit megaphone.fm/adchoices

Maxat avsnitt:Låtanalys av Oscar Stembridge med låten: ”Idiot”.Oerhört vackert och innerligt.Isak och Chris giggar ihop.Vad är Bubbelkaffe?Vilket intervalljud har sprängningar vid byggen?Övning till Studiolåtar, varför?Behövs ”Recall” längre i studio?Vi jagar LaGaylia Frazier vidare.Innerligt välkomna!Vill du ha din låt uppspelad direktmed tillhörande analys.Maila oss låtlänk + info om projektet till: Musiksnacket@iwm.seLänk till Spellista:https://open.spotify.com/playlist/25dSufz7mpKXI0vbMclpgz?si=77c7b74518db43fd#recension #analyser #musik #analys #spotify #Podcast #podd #musiksnacket #Artist #Musiker #scen #studio #AI

Juan construyó un pequeño imperio de tiendas tras décadas de trabajo, pero el éxito lo convirtió en blanco de secuestradores. En 2008, después de meses de amenazas y seguimientos, llegó armado a su casa con su hijo mayor cuando fueron atacados por criminales. En la balacera que siguió, su hijo cayó muerto.00:00:00 - 00:02:42 - El caso: padre acusado de matar a su hijo 00:02:42 - 00:12:06 - De Guerrero a empresario 00:12:25 - 00:21:30 - La noche fatal 00:21:30 - 00:36:17 - Condenado sin ver su expediente 00:36:17 - 00:43:52 - 17 años despuésEl sistema lo condenó a 47 años por homicidio, pero Juan mantiene que defendía su hogar. A los 70 años y tras 17 años en prisión, nunca vio su expediente, nunca tuvo testigos que declararan a su favor y sus abogados no presentaron defensa. Su familia lo apoya y cree en su inocencia.Una historia que expone las fallas del sistema judicial mexicano y plantea preguntas inquietantes sobre la justicia.Para ver episodios exclusivos, entra aquí: https://www.patreon.com/Penitencia_mx¿Quieres ver los episodios antes que nadie? Obtén acceso 24 horas antes aquí: https://www.youtube.com/channel/UC6rh4_O86hGLVPdUhwroxtw/joinVisita penitencia.comSíguenos en:https://instagram.com/penitencia_mx  https://tiktok.com/@penitencia_mx  https://facebook.com/penitencia.mx  https://x.com/penitencia_mx  Spotify: https://spotify.link/jFvOuTtseDbApple: https://podcasts.apple.com/mx/podcast/penitencia/id1707298050Amazon: https://music.amazon.com.mx/podcasts/860c4127-6a3b-4e8f-a5fd-b61258de9643/penitencia Redes Saskia:https://www.youtube.com/@saskiandr - suscríbete a su canalhttps://instagram.com/saskianino  https://tiktok.com/@saskianino  https://x.com/saskianino

The Executive Director of Counselling in Schools, Kevin Dahill-Fuchel, explores the environments needed for students to thrive in school and survive in life. A key to that environment is a staff that can manage their emotions personally and be resilient so that they support students authentically. What role do instructional coaches and school leaders play in supporting teachers' emotional safety and relationships? How is SEL foundational to schools and classrooms and not an add-on? What should we be celebrating and where should we have an urgent focus? Connect with Kevin and find his resources here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes! 

In this episode, Eric Royo, founder of Hip Hop Building Blocks, joins to explore the intersection of hip hop culture and social emotional learning (SEL). Eric, a lifelong hip hop artist and seasoned educator from New York, shares the transformative impact hip hop has had on his life and how it inspired him to create an innovative, culturally relevant educational platform. From stories of international connections in Australia to building empowering communities in the classroom, Eric dives into the foundational “building blocks” every student needs—peace, love, unity, and fun—and how hip hop pedagogy can cultivate meaningful relationships, cultural pride, and real engagement. Whether you're an educator, hip hop head, or just passionate about youth empowerment, get ready for a dynamic conversation about disrupting traditional approaches to SEL, fostering belonging, and the power of collaboration within our communities.

Struggling to find baking recipes that look great online but flop when you try them at home? That's why we asked Sally McKenney, of Sally's Baking, to share her foolproof fall bakes from her site and her new cookbook: Sally's Baking 101. These are recipes that actually work every time, are stress-free, and will fill your home with the scent of brown sugar, warm chai, and buttery caramel. By the end of this episode, you'll be excited to bring these seasonally inspired treats to your own table and share them at potlucks, tailgates, and fall gatherings. You'll discover:How to bake up cozy fall treats with ease, from quick wins like Chai-spiced blondies to an impressive beginner-friendly apple cakeThe unexpected ingredient that will be the go-to addition to your next batch of muffins The secret behind Sally's all-time most popular recipe: Chewy Chocolate Chip CookiesPress play now to get inspired by fall recipes that will make your home baking easier, more delicious, and perfect for autumnal gatherings! ***This week's episode is sponsored by La Baleine, makers of ancestral sea salts harvested from France.A high-quality finishing salt can transform just about any dish, and their Le Saunier de Camargue Fleur de Sel with Herbes de Provence takes it a step further. Blended with organic herbs — thyme, savory, rosemary, oregano, marjoram, and hyssop — it's a timeless mix that adds fragrance and flavor to everything from roast chicken and vegetables, or even breads.

Guest Dr. Constantino “Costa” Aguilar is a distinguished educational leader with over 29 years of transformative service in public education. Throughout his dynamic career, Dr. Aguilar has demonstrated extraordinary commitment to student success and organizational excellence, serving in a wide range of leadership roles, including Spanish Teacher, Head Baseball Coach, Associate Principal, Principal, Executive Director of Technology and Innovation, and Assistant Superintendent of Educational Services in the Merced Union High School District. He currently serves as the Superintendent of Riverbank Unified School District, where he continues to lead with strategic vision, innovation, and a relentless focus on equity and achievement for all students. Dr. Aguilar's exceptional leadership has been recognized at the state level. He is a proud recipient of the prestigious “Honoring Our Own” award from the California Association of Latino Superintendents and Administrators (CALSA) and has been named Mentoring Minds California Administrator of the Year. His accolades also include ACSA Region 9 Principal of the Year, Career Technical Education (CTE) Administrator of the Year, and District Principal and Co-Administrator of the Year—testaments to his ability to inspire teams, elevate learning environments, and drive sustainable change. Summary Dr. Constantino “Costa” Aguilar is a superintendent in his third year at Riverbank Unified School District. Costa shares his journey from being a Spanish teacher to becoming a superintendent and discusses his vision for educational reform. He highlights the importance of social-emotional learning and dual enrollment programs—high school and college—and emphasizes the need to teach students how to be productive members of society. Costa outlines the challenges facing education today, including social disengagement, mental health issues, and the integration of artificial intelligence. He also stresses the need for community engagement, parent involvement, and a shift away from antiquated, adult-centric school systems. Key Takeaways Educational Purpose and Reform: According to Costa, the current national K12 school system is "incredibly antiquated" and no longer serves students' needs. He believes the purpose of schooling should be to provide every student with the opportunity to pursue their dreams, regardless of what they are. Costa advocates for changes like different scheduling and focusing on mastery learning over traditional grading. The Role of Community and Social-Emotional Learning: Costa emphasizes the importance of unifying the community and building trust between parents and the school system. He believes social-emotional learning (SEL) is a foundational and essential component of education, helping students develop emotional intelligence and learn how to be productive social members of society. Challenges of Modern Education: The biggest challenges Costa faces include how to use artificial intelligence, improving literacy skills, and student mental health. Social Media Riverbank Unified School District

Welcome back to another episode of School Counseling Simplified! I hope your school year is off to a wonderful start. Today I'm excited to bring you a very special guest, Joyce Harduvel. Joyce is a passionate advocate for youth and the school counselors and social workers that support them. She worked in Chicago Public Schools for seven years where she specialized in evidence-based and trauma-informed behavior intervention for students with chronic challenging behaviors. Joyce is an advocate for proactive professional self care that allows school-based professionals to build that sustainable careers of their dreams so that they can do what is really important: support their students! She now works with school counselors and social workers as a coach and clinical supervisor while pursuing a law degree to further her skills in championing youth. In this episode, Joyce shares her expertise on how to create positive change for students by using data. She breaks down practical steps you can take to make data meaningful and actionable in your counseling practice. Here's what you'll learn in this episode: 1. Assessing the Situation Avoid going in with predetermined views. Begin with a holistic assessment that provides a well-rounded perspective of where a student is at. Gather information from multiple sources: families, teachers, and the students themselves. Use observations, records, and assessments to inform your starting point. 2. Developing Goals and Tracking Data Identify a lagging social-emotional skill and create a targeted goal. Explore resources like CASEL, which breaks SEL skills into five domains and offers free research and tools. Start small—choose one specific area to focus on. Establish a baseline using student records (assignments, attendance, GPA, behavior data). Incorporate tracking methods such as antecedent-behavior forms, duration or interval data, mood tracking, or SEL pre/post tests. Refine your goal to ensure it is SMART (specific, measurable, attainable, relevant, time-bound). Break goals into smaller benchmarks for clarity and progress monitoring. 3. Using Data to Drive Interventions Collect ongoing data through screeners, classroom input, or case notes. Remember—the point of collecting data is to actually use it. If progress isn't happening, adjust your goals and strategies. Use data to guide your interventions, advocate for student needs, and identify trends that may inform Tier 1 or Tier 2 supports. Most importantly, use data to celebrate student growth and successes along the way. This episode is packed with practical strategies to help you see data not as a burden, but as a powerful tool to create meaningful, positive change for your students.   Resources Mentioned: Join IMPACT CASEL  Woodcock-Johnson Testing   Connect with Rachel: TpT Store Blog Instagram Facebook Page Facebook Group Pinterest Youtube Connect with Joyce: www.joyce-lcsw.com Instagram  More About School Counseling Simplified: School Counseling Simplified is a podcast offering easy to implement strategies for busy school counselors. The host, Rachel Davis from Bright Futures Counseling, shares tips and tricks she has learned from her years of experience as a school counselor both in the US and at an international school in Costa Rica. You can listen to School Counseling Simplified on Apple Podcasts, Spotify, Google Podcasts, and more!