Podcasts about sociocultural

Mercedes García es la presidenta de la Asociación Sociocultural del Teatro Circo Apolo de El Algar, edificio que va a cumplir los 120 años desde su construcción. En la entrevista nos cuenta las obras que se han llevado a cabo para su restauración, las labores de mantenimiento frecuentes y las actividades que se ofrecerán próximamente en este histórico edificio de la localidad.

Neste episódio converso com 2 estudantes da Licenciatura em Animação Sociocultural da Escola de Ciências Humanas e Sociais da Universidade de Trás-os-Montes e Alto Douro e da Escola Superior de Educação, Comunicação e Desporto do Instituto Politécnico da Guarda. O que aprendes nesta licenciatura? Quais as saídas profissionais e o ambiente na instituição? TUDO o que precisas de saber nesta LIVE!

Hi friends! We are off this week and will be replaying some of our favorite Forever35 episodes from earlier this year. This week, Tressie McMillan Cottom!Doree and Elise talk to celebrated cultural critic, sociologist, and award-winning writer Tressie McMillan Cottom, who brilliantly deconstructs everything from Ozempic and Oprah to Bama Rush — and shows the interconnectedness of it all. To leave a voicemail or text for a future episode, reach Doree & Elise at 781-591-0390. You can also email the podcast at forever35podcast@gmail.com.Visit forever35podcast.com for links to everything they mention on the show or visit shopmyshelf.us/forever35.Follow the podcast on Instagram (@Forever35Podcast) and sign up for the newsletter at forever35podcast.com/newsletter. Hosted on Acast. See acast.com/privacy for more information.

Tornen els Pastorets de Cubelles de la coneguda obra de Josep Maria Folch i Torres els dies 28 i 29 de desembre. Serà a les 18:00 h. a la sala Sociocultural. Les entrades es poden comprar anticipadament els dies 16, 17 i 18 de desembre, de les 18 a les 20:30 h. al Centre Social. El preu de l'entrada per adults és de 10 € i de 5 € per al públic infantil. L'elenc d'actors i actrius, sota la direcció d'Angie Raspall, fa uns mesos que preparen vestuaris, decorats, l'escenografia i els assajos per a la representació de la tradicional obra que protagonitzen en Lluquet i en Rovelló i en la qual una seixantena de persones hi prendran part amb el suport dels tramoies.  Els Pastorets és una representació teatral típica de les festes de Nadal a molts indrets de Catalunya i arreu dels Països Catalans. L'argument combina els continguts del naixement de Jesús, la lluita del bé i del mal entre àngels i dimonis, i diverses històries i diàlegs dels pastors que rememoren el primer Nadal. podcast recorded with enacast.com

Hablamos con Enrique Navarro, concejal de Familia, Mayores de Colmenar Viejo, sobre las actividades de animación sociocultural para mayores

É formada em Comunicação, Marketing, Relações Públicas e Publicidade e licenciada em Animação Sociocultural.Começou a sua carreira como assistente de produção em eventos de grande destaque. Após oito anos no Instituto Macrobiótico de Portugal, fundado pelos seus pais, Geninha e Francisco Varatojo, deu um passo significativo em 2017, ao assumir a organização do ZIMP – Festival de Saúde Natural, um evento que honra o legado do seu pai.Em 2024, ela lança o Blissfest, uma reinvenção do festival ZIMP, com o objetivo de criar experiências memoráveis e oportunidades de transformação pessoal para todos os participantes.N'a Caravana a maravilhosa Sofia Varatojo.Podem seguir a Sofia em:https://www.instagram.com/blissfest.pt/Patrocíno:Site oficial NESCAFÉ®, descubra o nosso mundo de sabores | Nescafé PT https://nescafe.comInstagramhttps://www.instagram.com/nescafeportugal?utm_source=ig_web_button_share_sheet&igsh=ZDNlZDc0MzIxNw==Produção e Agenciamento: Draft Media https://www.draftmediaagency.com

É formada em Comunicação, Marketing, Relações Públicas e Publicidade e licenciada em Animação Sociocultural.Começou a sua carreira como assistente de produção em eventos de grande destaque. Após oito anos no Instituto Macrobiótico de Portugal, fundado pelos seus pais, Geninha e Francisco Varatojo, deu um passo significativo em 2017, ao assumir a organização do ZIMP – Festival de Saúde Natural, um evento que honra o legado do seu pai.Em 2024, ela lança o Blissfest, uma reinvenção do festival ZIMP, com o objetivo de criar experiências memoráveis e oportunidades de transformação pessoal para todos os participantes.N'a Caravana a maravilhosa Sofia Varatojo.Podem seguir a Sofia em:https://www.instagram.com/blissfest.pt/Patrocíno:Site oficial NESCAFÉ®, descubra o nosso mundo de sabores | Nescafé PT https://nescafe.comInstagramhttps://www.instagram.com/nescafeportugal?utm_source=ig_web_button_share_sheet&igsh=ZDNlZDc0MzIxNw==Produção e Agenciamento: Draft Media https://www.draftmediaagency.com

Ilena is back, and we are continuing our previous conversation (episode 34) when were were trying to discuss all things Matrescence. When the topic of body image came up - we realised this really should be a whole episode on its own. And here we are. Want some further reading? Sociocultural pressures and body related experiences during pregnancy and the postpartum period: A qualitative study Mumbod? A comparison of body image and dietary restraint among women with younger, older, and no children Pregnancy makes many women feel negative about their body image, new Mental Health Foundation survey reveals

Neste podcast estive à conversa com Sofia Varatojo, que nos apresentou o "Blissfest", um festival da qual é organizadora. O Blissfest é um festival que busca nutrir o corpo, mente e espírito através de uma variedade de atividades. O programa inclui yoga, meditação, palestras, workshops culinários e dança. Segundo Sofia Varatojo, participar no Blissfest oferece uma experiência única e valiosa. A principal proposta do festival é proporcionar atividades que não sejam dispersas, mas que tenham um programa pensado para ter um impacto significativo. Desta forma, os participantes podem obter: Experiência Completa: Um ambiente intimista, familiar e longe da confusão, que permite uma experiência mais profunda e leve ao mesmo tempo. Profundidade e Coerência: Em vez de uma dispersão de atividades, o programa é estruturado para garantir um enquadramento que faça sentido, permitindo uma vivência mais coerente e imersiva. Conhecimento e Inspiração: A seleção de convidados que realmente fazem a diferença, oferecendo conhecimento e experiências valiosas que os participantes podem levar para casa. Ambiente Natural: Um cenário tranquilo e em contato com a natureza, ideal para nutrir a mente, o corpo e o espírito. Esses elementos juntos ajudam a criar um ambiente transformador, onde os participantes podem verdadeiramente sentir-se inspirados e beneficiar das experiências propostas. No final desta conversa a Sofia expressou o desejo de que todos saiam do festival inspirados e com a sensação de que valeu a pena. Foi um episódio enriquecedor sobre transformação pessoal, a importância da comunidade e a busca por um estilo de vida mais saudável e equilibrado. Bem hajas Sofia pela tua colaboração para criar comunidade mais ricas e úteis para o crescimento pessoal de quem embarca nesta aventura de ver a comunidade como uma fonte essencial para o seu desenvolvimento. Sofia Varatojo é uma apaixonada pela produção de eventos que promovem transformação e bem-estar. Com uma licenciatura em Animação Sociocultural, começou a sua carreira como assistente de produção em eventos de grande destaque, como os Prémios Sophia e Moda Lisboa, e estagiou no Grupo Renascença, onde contribuiu para a preparação da marca para o Rock In Rio Lisboa. Após oito anos no Instituto Macrobiótico de Portugal, fundado pelos seus pais, Sofia deu um passo significativo em 2017, ao assumir a organização do ZIMP – Festival de Saúde Natural, um evento que honra o legado do seu pai, Francisco Varatojo. Em 2024, ela lança o Blissfest, uma reinvenção do festival ZIMP, com o objetivo de criar experiências memoráveis e oportunidades de transformação pessoal para todos os participantes. Pode sabre mai sobre o Blissfest aqui: Webiste: https://www.blissfest.pt/ Instagram: https://www.instagram.com/blissfest.pt/ Facebook: https://www.facebook.com/blissfest.pt/

Doree and Elise talk to celebrated cultural critic, sociologist, and award-winning writer Tressie McMillan Cottom, who brilliantly deconstructs everything from Ozempic and Oprah to Bama Rush — and shows the interconnectedness of it all. To leave a voicemail or text for a future episode, reach Doree & Elise at 781-591-0390. You can also email the podcast at forever35podcast@gmail.com.Visit forever35podcast.com for links to everything they mention on the show or visit shopmyshelf.us/forever35.Follow the podcast on Instagram (@Forever35Podcast) and sign up for the newsletter at forever35podcast.com/newsletter. Hosted on Acast. See acast.com/privacy for more information.

Looking at the complex relationships between adversity in childhood and obesity in adulthood, with Shakira Suglia, Emory University

Looking at the complex relationships between adversity in childhood and obesity in adulthood, with Shakira Suglia, Emory University

Questions: is the gratification through frequent sex with multiple partners evidence of a codependent need being met? 1. Are perceptions on sexual discipline relative to our reality tunnel? How can incompatible perceptions on sexual discipline lead to instability in relationships? 2. What connections can be drawn between addiction and sexual discipline? Is it fair to say that those who have overcome obstacles in addiction have a firmer grasp on the importance of discipline? 3. Does a lack of sexual discipline relate to a history of compromised “soundries”? Can childhood traumas and insecure attachment styles create difficulty in maintaining discipline and/or healthy balance? 4. Is there a correlation between man's discipline and his ability to lead in relationships (familial, romantic, work, etc.)? 5. What connections can be drawn between a man's self discipline and a woman's willingness to submit to his leadership? Does a lack of sexual discipline bring hardship to relationships striving to maintain traditional roles? 6. Is requiring sexual discipline an extension of seeking “safety” within a relationship? Can this requirement be considered “controlling” and/or monitoring your partner out of fear? ### Metaphysical and Theoretical Perspectives 1. How might sexual discipline influence one's vibrational frequency and energetic resonance within the universe? 2. Can the principles of quantum entanglement offer insights into the deep connections formed through sexual relationships, and how might discipline impact these connections? 3. In what ways could sexual discipline be seen as a form of energy conservation within the metaphysical framework of chi or prana? 4. How does the concept of sexual discipline align with the idea of non-duality in metaphysical thought? 5. Could sexual discipline be a pathway to accessing higher dimensions of consciousness and understanding the fabric of reality? ### Cosmological and Spiritual Explorations 6. How might the cycles of the cosmos and astrological influences impact one's sexual energy and the need for discipline? 7. Can sexual discipline be a tool for aligning oneself with cosmic rhythms and achieving spiritual enlightenment? 8. What role does sexual discipline play in the journey of the soul across multiple lifetimes, as viewed through the lens of reincarnation? 9. How does sexual discipline relate to the concept of dharma and one's spiritual duty in life? 10. Could the practice of sexual discipline help in harmonizing the microcosm of the individual with the macrocosm of the universe? ### Shamanism and Spiritual Practices 11. How do various shamanic traditions view sexual energy and its disciplined use in healing practices? 12. In what ways can sexual discipline be incorporated into shamanic rituals to achieve altered states of consciousness? 13. Can the disciplined use of sexual energy be a form of spiritual protection against negative entities or energies? 14. How does the concept of sexual discipline intersect with the shamanic practice of soul retrieval and integration? 15. Could sexual discipline be considered a form of spiritual sacrifice that enhances one's connection to the divine? ### Psychological and Psychiatric Considerations 16. How does the practice of sexual discipline affect the development of one's self-concept and identity? 17. What are the psychological benefits and potential drawbacks of practicing sexual discipline, particularly in the context of mental health? 18. How might sexual discipline be used as a therapeutic tool in the treatment of sexual addiction or compulsive behaviors? 19. Can the practice of sexual discipline help in resolving deep-seated psychological conflicts and traumas? 20. How does sexual discipline interact with the principles of cognitive-behavioral therapy in fostering self-control and emotional regulation? ### Relationship Dynamics and Interpersonal Psychology 21. How does sexual discipline influence power dynamics within romantic relationships? 22. Can sexual discipline be a means of fostering deeper emotional intimacy and trust between partners? 23. What are the implications of sexual discipline for the maintenance of long-term monogamous relationships? 24. How does sexual discipline impact the negotiation of sexual boundaries and consent within relationships? 25. Can the practice of sexual discipline help in resolving conflicts and enhancing communication between partners? ### Spiritual and Emotional Intelligence 26. How does sexual discipline contribute to the development of emotional intelligence and self-awareness? 27. Can the practice of sexual discipline enhance one's ability to empathize and connect with others on a deeper level? 28. How does sexual discipline relate to the cultivation of virtues such as patience, humility, and resilience? 29. Can sexual discipline be a pathway to achieving greater spiritual maturity and wisdom? 30. How does sexual discipline intersect with the concept of self-love and self-respect? ### Sociocultural and Ethical Dimensions 31. How do cultural norms and societal expectations shape perceptions of sexual discipline? 32. Can the practice of sexual discipline challenge and transform societal attitudes towards sex and relationships? 33. How does the concept of sexual discipline intersect with feminist theories and the empowerment of individuals? 34. Can sexual discipline be seen as a form of resistance against the commodification and objectification of sex in modern society? 35. How does sexual discipline relate to ethical considerations around consent, autonomy, and respect for others? ### Theoretical Physics and Consciousness 36. How might the principles of entropy and order in theoretical physics provide a framework for understanding sexual discipline? 37. Can sexual discipline be viewed as a form of energy transmutation that enhances one's creative and intellectual capacities? 38. How does sexual discipline intersect with the concept of the observer effect in quantum mechanics, particularly in shaping one's reality? 39. Can the disciplined use of sexual energy be a means of accessing higher states of consciousness and understanding the nature of reality? 40. How does sexual discipline relate to the concept of time and the perception of temporal experience? ### Integrative and Holistic Approaches 41. How can an integrative approach that combines sexual discipline with other holistic practices such as meditation, yoga, and mindfulness enhance overall well-being? 42. Can sexual discipline be a tool for achieving greater harmony and balance in one's life, both physically and spiritually? 43. How does the practice of sexual discipline intersect with the principles of holistic health and wellness? 44. Can sexual discipline be seen as a form of self-care that promotes long-term physical, emotional, and spiritual health? 45. How does sexual discipline relate to the concept of self-actualization and the realization of one's full potential? ### Controversial and Provocative Inquiries 46. Is sexual discipline inherently a form of self-control, or can it also be a manifestation of repression and denial of natural instincts? 47. Can the practice of sexual discipline be misused as a means of exerting power and control over oneself or others, and where is the line between discipline and coercion?

Questions: 1. Is Micro-Invalidation a precursor to narcissistic devaluation? Can micro-invalidation be stopped before the devaluation phase begins? 2. What connections can be drawn between devaluation, micro invalidation and discard? Are we all guilty of using these tactics at some point? 3. Is it possible for genuine love and concern to exist within a relationship plagued by micro-invalidation? Can micro-invalidation be unintentional? 4. What are some signs that your partner is invalidating you? Can you be the reason behind your partner's invalidation or is it strictly linked to their perception of you and/or themselves? How can we use Krishnamurti's understanding of the observer and the observed to prevent micro-invalidation in relationships? ### Metaphysical and Theoretical Perspectives 1. How might the concept of micro-invalidation affect one's vibrational frequency and energetic resonance within a relationship? 2. Can the principles of quantum entanglement provide insights into the impact of micro-invalidation on the deep connections between partners? 3. In what ways could micro-invalidation be viewed as a form of energy disruption within the metaphysical framework of chi or prana? 4. How does micro-invalidation align or conflict with the idea of non-duality in metaphysical thought? 5. Could addressing micro-invalidation be a pathway to accessing higher dimensions of consciousness and understanding the fabric of relational reality? ### Cosmological and Spiritual Explorations 6. How might the cycles of the cosmos and astrological influences impact one's susceptibility to micro-invalidation in relationships? 7. Can addressing micro-invalidation help align oneself with cosmic rhythms and achieve spiritual enlightenment in relationships? 8. What role does micro-invalidation play in the karmic journey of the soul across multiple lifetimes? 9. How does micro-invalidation relate to the concept of dharma and one's spiritual duty in intimate relationships? 10. Could resolving micro-invalidation help harmonize the microcosm of the individual with the macrocosm of the universe? ### Shamanism and Spiritual Practices 11. How do various shamanic traditions view micro-invalidation and its impact on relational healing practices? 12. In what ways can shamanic rituals and practices help address and heal micro-invalidation in relationships? 13. Can the recognition and resolution of micro-invalidation serve as a form of spiritual protection against negative relational energies? 14. How does the concept of micro-invalidation intersect with the shamanic practice of soul retrieval and integration in relationships? 15. Could addressing micro-invalidation be considered a form of spiritual sacrifice that enhances one's connection to the divine and their partner? ### Psychological and Psychiatric Considerations 16. How does experiencing micro-invalidation affect the development of one's self-concept and identity within a relationship? 17. What are the psychological effects and potential long-term impacts of micro-invalidation on mental health? 18. Can micro-invalidation be used as a therapeutic tool to uncover and address deeper relational issues? 19. How can addressing micro-invalidation help resolve deep-seated psychological conflicts and traumas within relationships? 20. How does the recognition of micro-invalidation interact with the principles of cognitive-behavioral therapy in fostering healthier relationship dynamics? ### Relationship Dynamics and Interpersonal Psychology 21. How does micro-invalidation influence power dynamics within intimate relationships? 22. Can recognizing and addressing micro-invalidation foster deeper emotional intimacy and trust between partners? 23. What are the implications of micro-invalidation for the maintenance of long-term monogamous relationships? 24. How does micro-invalidation impact the negotiation of emotional boundaries and consent within relationships? 25. Is micro-invalidation a precursor to narcissistic devaluation, and can it be stopped before the devaluation phase begins? ### Sociocultural and Ethical Dimensions 26. How do cultural norms and societal expectations shape perceptions and occurrences of micro-invalidation in relationships? 27. Can addressing micro-invalidation challenge and transform societal attitudes towards emotional abuse and relational dynamics? 28. How does the concept of micro-invalidation intersect with feminist theories and the empowerment of individuals in relationships? 29. Can micro-invalidation be seen as a form of resistance against the commodification and objectification of emotions in modern society? 30. How does addressing micro-invalidation relate to ethical considerations around consent, autonomy, and respect for others in relationships? ### Theoretical Physics and Consciousness 31. How might the principles of entropy and order in theoretical physics provide a framework for understanding micro-invalidation in relationships? 32. Can micro-invalidation be viewed as a form of energy disruption that affects one's creative and intellectual capacities within a relationship? 33. How does micro-invalidation intersect with the concept of the observer effect in quantum mechanics, particularly in shaping relational reality? 34. Can addressing micro-invalidation be a means of accessing higher states of consciousness and understanding the nature of relational reality? 35. How does micro-invalidation relate to the concept of time and the perception of temporal experience within relationships? ### Integrative and Holistic Approaches 36. How can an integrative approach that combines addressing micro-invalidation with other holistic practices such as meditation, yoga, and mindfulness enhance overall relationship well-being? 37. Can resolving micro-invalidation be a tool for achieving greater harmony and balance in one's life, both relationally and spiritually? 38. How does addressing micro-invalidation intersect with the principles of holistic health and wellness in relationships? 39. Can recognizing and resolving micro-invalidation be seen as a form of self-care that promotes long-term physical, emotional, and spiritual health within relationships? 40. How does addressing micro-invalidation relate to the concept of self-actualization and the realization of one's full potential in relationships? ### Controversial and Provocative Inquiries 41. Is it possible for genuine love and concern to exist within a relationship plagued by micro-invalidation? 42. Can micro-invalidation be unintentional, and what are the implications of unintentional emotional harm in relationships? 43. What are some signs that your partner is invalidating you, and can you be the reason behind your partner's invalidation? 44. Are we all guilty of using tactics of devaluation, micro-invalidation, and discard at some point, and what does this suggest about human relational behavior? 45. How can we use Krishnamurti's understanding of the observer and the observed to prevent micro-invalidation in relationships? 46. Can micro-invalidation ever be justified as a form of self-protection or boundary-setting, or is it inherently harmful? 47. How can one differentiate between micro-invalidation and genuine constructive criticism in intimate relationships?

This episode shares research findings around children's nuanced understanding of fairness, extending beyond material possessions and entering the complexities of equality vs equity. We discuss how to embed sustainability within the curriculum, the production, consumption and distribution of resources, sociocultural and economic influences on sharing, a multi-disciplinary approach to sustainability and much more. To read and listen to the whole research series visit: https://thevoiceofearlychildhood.com/articles/sustainability/ Tune into next week's episode on: Sense belonging and connection in early childhood education: A pathway to social sustainability If you enjoyed this episode you might also like to listen to Carmela's previous episode with Zanna Clarke, Principal of Miss Daisy's Nursery Schools, on 'Life skills over academic achievement' - https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/  Episode break down: 00:00 - Does fairness mean equal sharing?  06:00 - 'Modern tragedy of the commons' 07:50 - An adult's influence on fairness 12:00 - Compromising their own needs for others 17:09 - Sociocultural and economic influences on sharing 20:33 - Challenging unjust situations 22:53 - Developing a sense of fairness 26:23 - Production, consumption and distribution of resources 29:11 - A multi-disciplinary approach to sustainability 33:20 - Sustainability embedded within the curriculum 37:30 - Educator training in sustainability 38:00- Where sharing results in exclusion 41:15 - Final episode... For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

“A think tank, or policy institute, is a research institute that performs research and advocacy concerning topics such as social policy, political strategy, economics, military, technology, and culture. Most think tanks are non-governmental organizations, but some are semi-autonomous agencies within government, and some are associated with particular political parties, businesses or the military.[1] Think tanks are often funded by individual donations, with many also accepting government grants.[2] Think tanks publish articles and studies, and sometimes draft legislation on particular matters of policy or society. This information is then used by governments, businesses, media organizations, social movements or other interest groups.[3][4] Think tanks range from those associated with highly academic or scholarly activities to those that are overtly ideological and pushing for particular policies, with a wide range among them in terms of the quality of their research. Later generations of think tanks have tended to be more ideologically oriented.[3].” -Wikipedia. "I have to have human rights meetings with Democratic Party (United States) - Wikipedia and Congress: Senate Caucus  House Caucus Factions  Democratic Attorneys General Association Democratic Congressional Campaign Committee Democratic Governors Association Democratic Legislative Campaign Committee Democratic Senatorial Campaign Committee National Conference of Democratic Mayors National Democratic Redistricting Committee College Democrats of America Democrats Abroad National Federation of Democratic Women Stonewall Democrats  Young Democrats of America High School Democrats of America I also have to have human rights meetings with: Republican Party (United States) - Wikipedia and Congress: House Conference  Senate Conference  Factions  National Republican Congressional Committee National Republican Redistricting Trust National Republican Senatorial Committee Republican Attorneys General Association Republican Governors Association College Republicans  Congressional Hispanic Conference Log Cabin Republicans Republican Jewish Coalition Republican National Hispanic Assembly Republicans Abroad Teen Age Republicans Young Republicans Republicans Overseas High School Republican National Federation Republican Main Street Partnership Republican Majority for Choice Republican Liberty Caucus Republican National Coalition for Life ConservAmerica Liberty Caucus Ripon Society The Wish List I'm called to the worlds of: Community Academic studies Social sciences Community studies Community practice Community psychology Social work Computational sociology Cultural anthropology Internet studies Philosophy of social science Rural sociology Social geography Social philosophy Sociocultural evolution Urban planning Affinity (sociology) Collectivism and individualism Community engagement Community cohesion Community of interest Community practice Community of practice Community of place Community service Communitarianism Community politics Group cohesiveness Group (sociology) Group dynamics Imagined community Organization Prosocial behavior Sense of community Small-group communication Sobornost Social alienation Social capital Social death Social exclusion Socialization Social rejection Social support Solidarity (sociology) Community-based management Community building Community economic development Community development planning Community organizing Outline WikiProject Community Category:Community building Category:Community development Category:Localism (politics) Join the Community community *Community development --- Support this podcast: https://podcasters.spotify.com/pod/show/antonio-myers4/support

Aquest dimarts a #LaFurgo de #CarrerMajor parlem de la nova ruta històrica del barri de Sant Salvador de Tarragona. És un projecte dels alumnes del Grau Superior d'Animació Sociocultural i Turística de l'Institut Vidal i Barraquer, en col·laboració amb la Xarxa de Centres Cívics de l'Ajuntament de Tarragona. Dos dels alumnes que han treballat en […] L'entrada #LaFurgo | Ruta històrica del barri de Sant Salvador ha aparegut primer a BXC Ràdio Ciutat de Reus - Ràdio Online.

London-based psychotherapist Graham Music works in private practice and with the NHS, and has worked at the Tavistock and Portman Clinics for over 15 years. He teaches and lectures on various courses in the UK and abroad, lectures internationally, and has published widely, in academic journals, and edited and sole-authored books. Here, we discuss his experiences at the Tavistock Clinic, his journey to becoming a psychotherapist, and two of his books, Nurturing Natures and Respark (links below). TARGETED PLAYLIST LINK: Compassion in a T-Shirt: In Session LINKS: Graham Music's webpage https://nurturingnatures.co.uk/ Nurturing Natures: Attachment and Children's Emotional, Sociocultural and Brain Development (Fourth Edition, Graham Music, 2024) https://www.amazon.com.au/Nurturing-Natures-Attachment-Sociocultural-Development-dp-1032436271/dp/1032436271/ref=dp_ob_title_bk Respark: Igniting hope and joy after trauma and depression (Graham Music, 2022) https://www.amazon.com.au/Respark-Igniting-after-trauma-depression-ebook/dp/B09N42LBDF/ref=sr_1_1?crid=2W4OGKSNAMJ0G&dib=eyJ2IjoiMSJ9.1I76n_xQUaFX-5rqCL2IHRvqwAMf4WWkdUeWG3nib0jGjHj071QN20LucGBJIEps.qabVA265fe2oANr1Kypa77SLiAm_iqerI65IxV27L0k&dib_tag=se&keywords=music+respark&qid=1709506493&s=books&sprefix=music+respark%2Cstripbooks%2C261&sr=1-1 Affect and Emotion: A Brief Psychoanalytic Tour (Graham Music, 2022) https://www.amazon.com.au/Affect-Emotions-Brief-Psychoanalytic-Tour/dp/1739814746/ref=sr_1_7?crid=27322B68Z7VN3&dib=eyJ2IjoiMSJ9.puLYqF8_gKwhH8XCgQImfuh8rqIsHs2xiCwi0-lmZ6FqFO2GmKgVQ_P1gBqdHdFherbkxx6MJPAQxPgoa1n9cqsSb-D-yG8z-m2sjuxcFNu2Q_fc_BOYPyLbQcFt-46r23QdeP5A5wY9Joj09CyI0sI9bpby3eCJohRIv0j_S8o7iuocG7JZfRkVR2hR2pxZEgIM8vqL3bWLDBri-n3jiTjVeBdEHLlB6Q41gdDfGQo.-N5xvs_UkrWCLUyx5TA1F9ZdBqhNMNMSOtO5-Dep4xI&dib_tag=se&keywords=music+attachment+and+emotion&qid=1709506520&s=books&sprefix=music+attachment+and+emotion%2Cstripbooks%2C244&sr=1-7 If you would like to learn more about Compassion Focused Therapy, you can find Dr Stan Steindl's book The Gifts of Compassion here: https://www.amazon.com.au/Gifts-Compassion-understand-overcome-suffering/dp/1925644480 Say hi on social: Facebook: https://www.facebook.com/drstansteindl Twitter: https://twitter.com/StanSteindl Instagram: https://www.instagram.com/dr_stan_steindl/ LinkedIn: https://www.linkedin.com/in/stan-steindl-150a5264/ Website: https://www.stansteindl.com/ YouTube Video URL: https://youtu.be/lT_K1K1qaH8 *Affiliate Disclaimer: Note this description contains affiliate links that allow you to find the items mentioned in this video and support the channel at no cost to you. While this channel may earn minimal sums when the viewer uses the links, the viewer is in no way obligated to use these links. Thank you for your support! Video hashtags Respark, Nurturing Natures, Graham Music, humanistic, psychoanalytic, compassion, safeness, connection, Paul Gilbert, compassion focused therapy, mindfulness

La Paeria de Balaguer continua captant directament aigua del riu Segre per garantir el subministrament a la ciutat. El passat divendres a primera hora de la tarda la comunitat de regants de la séquia del Cup de Menàrguens va tallar l’aigua de boca a la capital de la Noguera Els comerciants del centre històric de Balaguer comencen aquest dilluns una campanya per evitar que els gossos facin pipí a les portes dels seus establiments. En cas que ho facin des de l’associació Comerç Balaguer Històric demanen als propietaris dels animals que utilitzin aigua per netejar el que s’embruta Fira Q, en col·laboració amb l’Associació Gastrobar i l’Associació de Comerciants de Balaguer 2021, organitza el 8è Concurs de Cuina amb l’objectiu de donar a conèixer els productes de proximitat i les possibilitats gastronòmiques que s’ofereixen al territori Ferrocarrils de la Generalitat de Catalunya adjudica les obres de supressió del pas a nivell número 16 a Vallfogona de Balaguer de la línia Lleida – La Pobla. Les obres, amb un pressupost de prop de 1.2 milions, s’iniciaran aquesta primavera El Tren dels Llacs comença la temporada que s’allargarà fins al 26 d’octubre amb 30 recorreguts. Aquest dissabte ha fet el primer trajecte amb parada a Balaguer a les 11h. El Tren Històric farà 24 circulacions mentre que el Tren Panoràmic en durà a terme 4 Aquest dilluns, 8 d’abril, se celebra el Dia Internacional del Poble Gitano. La jornada la commemora amb un acte aquesta tarda el Servei d’Atenció Sociocultural al Poble Gitano dels Serveis Socials de la Noguera Fidel León, escriptor afincat a Balaguer des de fa uns mesos, presenta aquest dilluns, a 2/4 de 8 del vespre i a la Biblioteca Municipal, la seva darrera novel·la “El valle del silencio” Balaguer ha celebrat aquest diumenge el Dia Mundial de l’Activitat Física i l’Esport, amb un matí d’esport a l’entorn de la plaça del Morter i el marge esquerre del riu Segre. La jornada ha comptat un any més amb la implicació dels diferents clubs esportius de la ciutat i tenia com a principal objectiu sensibilitzar la població de la necessitat de fer exercici i activitat física de manera habitual, com a prevenció i benefici per a la salut El Club Futbol Balaguer goleja 4 a o l’Oliana amb dues dianes de Pol Martínez i segueix líder en solitari del grup 5 de la Segona Catalana a 9 jornades de finalitzar el campionat de lliga El Q2 Consultors del Club Bàsquet Balaguer guanya 67 a 43 al Reus Ploms Salle i el Teixidó Associats perd per la mínima, 51 a 50, a la pista del Sedis La SeuDescarregar àudio (29:52 min / 14 MB)

"Unleashed Entertainment Talk" hosted by Dee, invites listeners into unfiltered, candid discussions about politics, cultural issues and the ongoing fight for freedom. Recorded live on February 26th, 2024, Dee challenges misinformation from politicians and the mainstream media and advocates fearlessly nonconformity. In this episode, she dissects the South Carolina Presidential Primary, highlighting Donald Trump's victory over Nikki Haley. The conversation also includes an examination of progressive groups like Arabella Advisors and the implications of their funding for Democratic candidates. Dee underscores the potential risks of undisclosed funding fuelling contentious left-leaning ideologies and policies. A significant part of the discussion is devoted to immigration and border policies. Echoing Vivek Ramaswamy's insights, Dee emphasizes the necessity of a well-secured border involving military intervention. She conveys concerns about potential undermining of the law and delves into matters of affirmative action, military indoctrination, and the escalating drug crisis on the border. The episode concludes with a call to action - urging listeners to participate in primary polls and harness their collective power to enact change. Offering insightful discussions and bold arguments, "Unleashed Entertainment Talk" is a catalyst for enlightenment in political and cultural discussions. Here, listeners learn about the importance of voting during these troubled times, the current state of Republican policies, and criticisms surrounding border issue handling. The impact of governance on immigration, border security, health care, jobs and other important American societal issues are explored. We also dig into the effects of recent policies on everyday citizens and highlight cases of distress linked to lax border controls. Investigating pressing issues affecting communities across the United States, the discussion illuminates the crisis of illegal immigration and inadequate government responses, offering sharp criticisms and possible solutions. The conversation also ventures into the dangers of executive orders in the wrong hands along with the negative impact of broken political promises. Dee addresses the heart of some contentious issues - illegal immigration, media spin and political responsibility, bringing light to misleading information often spread to the public. Bringing attention to public concern over unchecked migration in the U.S. and the potential transformation of the country's character and education system, this episode advocates for common sense and public participation at local levels to restore order and justice amid the turbulent socio-political climate. In an intriguing conversation about media evolution, its biased approach and the influence of big names, Dee unfolds revealing insights into the current political scenario, the key players, the influence of donors on the democratic process, and impending elections. Join Dee as she speaks with Taylor Turcotte, a passionate political activist, discussing fair and transparent democratic processes, election integrity and the essence of people-powered change. This episode ends with a revelation about questionable results of a local election and the responsibility for launching an investigation into potential fraudulent activities. Dee calls on listeners to uphold the integrity of the electoral system, sign-up for civic duties, and highlights the importance of an informed, engaged public in selecting truly representative leaders. In this episode of Unleashed, Dee explores the state of the political world drilling into pressing issues like the dismissal of the essentiality of math, resignation of Ronna McDaniel, economy post-COVID, inflation, unemployment, and political integrity.

In this digest episode we hear summaries from Kelly Demirjian, Joshua Pope, Loella Lapat, and Samuel Otten about the following articles: [01:00] Stephan, M., Register, J., Reinke, L., Robinson, C., Pugalenthi, P., & Pugalee, D. (2021). People use math as a weapon: Critical mathematics consciousness in the time of COVID-19. Educational Studies in Mathematics, 108(3), 513-532. https://link.springer.com/article/10.1007/s10649-021-10062-z [06:38] Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014). Race and teacher evaluations as predictors of algebra placement. Journal for Research in Mathematics Education, 45(3), 288-311. https://pubs.nctm.org/view/journals/jrme/45/3/article-p288.xml [11:10] Brand, B. R., Glasson, G. E., & Green, A. M. (2006). Sociocultural factors influencing students' learning in science and mathematics: An analysis of the perspectives of African American students. School Science and Mathematics, 106(5), 228-236. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1949-8594.2006.tb18081.x [16:08] Amorós-Poveda, L., & Bernárdez-Gómez, A. (2023). Edutuber and Gender in STEM. Education Sciences, 14(1), 40. https://www.mdpi.com/2227-7102/14/1/40 Special Issue on Incremental PD for Math Teachers, accepting articles through August 31: https://www.mdpi.com/journal/education/special_issues/YBV49M7Q71 List of episodes

Chapter 1 What's Watching the English Book by Kate Fox"Watching the English" is a book written by sociologist Kate Fox. It explores the typical behaviors, customs, and social norms of the English people. The book delves into various aspects of English culture, such as their communication style, sense of humor, manners, class system, love of pubs, obsession with the weather, and their unwritten rules of social conduct. It aims to provide insights into the British psyche, helping readers understand the intricacies of English behavior and society.Chapter 2 Is Watching the English Book A Good BookOpinions on the book "Watching the English" by Kate Fox may vary. However, many readers and reviewers have found it to be a highly entertaining and insightful book about the quirks, customs, and social behavior of the English. It offers a humorous and in-depth exploration of English culture through observations and analysis. If you are interested in understanding the English mindset, their social norms, and their communication styles, you may find "Watching the English" to be a good book to read.Chapter 3 Watching the English Book by Kate Fox Summary"Watching the English: The Hidden Rules of English Behaviour" by Kate Fox is a observational and humorous sociological study of English behavior and the cultural norms that govern it. The author, a social anthropologist, aims to uncover the unspoken rules and codes that influence English manners, speech, and social interactions.The book is divided into several chapters, each exploring a different aspect of English culture. Fox investigates topics such as queuing, politeness, sense of humor, class, regional differences, and the English obsession with weather. Through her research, she examines the underlying reasons behind these behaviors and how they are ingrained in English society.Fox takes a lighthearted approach to her study, employing anecdotes and personal experiences to illustrate her points. She also presents findings from surveys and interviews conducted with a range of English people, from all walks of life, to support her observations.Throughout the book, Fox challenges common stereotypes about the English, revealing the nuances and contradictions within the culture. She argues that English behavior is heavily influenced by a desire to conform and maintain social harmony, which often leads to indirect communication and the use of subtle cues.One of the main themes of the book is the concept of "Englishness" and what it means to be English. Fox explores how English identity is shaped by historical events, such as colonialism and the World Wars, as well as by cultural icons, like the royal family and tea drinking.In conclusion, "Watching the English" offers an entertaining and insightful exploration of English behavior and cultural norms. It provides an outsider's perspective on the idiosyncrasies of English society, offering both English and non-English readers an understanding of the complex social codes that govern English life. Chapter 4 Watching the English Book AuthorKate Fox is a social anthropologist and writer who specializes in the study of human behavior and cultural differences. She is best known for her book "Watching the English: The Hidden Rules of English Behavior," which explores the unwritten social rules and customs of the English people. The book was first published in 2004 and has since become a popular and influential work on British culture. In addition to "Watching the English," Kate Fox has also written several other books, including:1. "The Racing...

Interview with Cristiane S. Duarte, PhD, MPH, author of Sociocultural Risk and Resilience in the Context of Adverse Childhood Experiences. Hosted by John Torous, MD, MBI. Related Content: Sociocultural Risk and Resilience in the Context of Adverse Childhood Experiences

Interview with Cristiane S. Duarte, PhD, MPH, author of Sociocultural Risk and Resilience in the Context of Adverse Childhood Experiences. Hosted by John Torous, MD, MBI. Related Content: Sociocultural Risk and Resilience in the Context of Adverse Childhood Experiences

Dr. Melissa deCardi Hladek is an Assistant […]

If you've ever been a part of a team, you no doubt have had experiences with successful and not-so-successful collaborations.  What makes collaborations fruitful, and, why and when do they stall or dead-end? Our field has been grappling with these questions for quite some time, both in virtual and in-person learning environments. Collaborations typically involve two or more learners who come together to jointly analyze problems and develop a plan or solution to address it. But, my guests today want to problematize this straightforward notion of collaboration, and push us to think about collaboration not just as a process of joint knowledge construction, but as a situated process in which students exercise agency, navigate and even shift power dynamics, and negotiate their social and intellectual authority and identity.  Our guests today are Drs. Jennifer Langer Osuna and Karlyn Adams-Wiggins. Jenny is an Associate Professor at the Graduate School of Education at Stanford University, and Karlyn is an Associate Professor of Applied Developmental Psychology at Portland State University.  --- Works Discussed: Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational psychologist, 35(4), 227-241. Langer-Osuna, J. M., Gargroetzi, E., Munson, J., & Chavez, R. (2020). Exploring the role of off-task activity on students' collaborative dynamics. Journal of Educational Psychology, 112(3), 514–532. https://doi.org/10.1037/edu0000464 Langer-Osuna, J. M. (2018). Exploring the central role of student authority relations in collaborative mathematics. ZDM, 50(6), 1077–1087. https://doi.org/10.1007/s11858-018-0965-x Stetsenko, A. P. (2020). Critical Challenges in Cultural-Historical Activity Theory: The Urgency of Agency. Cultural-Historical Psychology, 16(2), 5–18. https://doi.org/10.17759/chp.2020160202 Adams-Wiggins, K. R., & Dancis, J. S. (2023). Marginality in inquiry-based science learning contexts: the role of exclusion cascades. Mind, Culture, and Activity, https://doi.org/10.1080/10749039.2023.2178014 Adams-Wiggins, K. R., & Taylor-García, D. V. (2020). The Manichean division in children's experience: Developmental psychology in an anti-Black world. Theory & Psychology, 30(4), 485–506. https://doi.org/10.1177/0959354320940049

In this episode of Talk Nerdy, Cara is joined by sociocultural anthropologist Dr. Amber Benezra to talk about her new book, "Gut Anthro: An Experiment in Thinking with Microbes." They discuss her work at the interface of biomedical science and anthropological inquiry, with an emphasis on racial, gender, and cultural considerations.This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/4530061/advertisement

Recorded before a live audience at the UNESCO Institute for Lifelong Learning, this episode kicks off Season 5 of the podcast and starts a discussion about the many sociocultural aspects of multiculturalism. In this episode, I speak with Kyle Akins, the son of a US-American diplomat and a Japanese mother. Kyle has already lived in 8 countries around the world, although he is only 19 years old. The interview looks at how Kyle views his international upbringing, hones in on his social and individual development in this multicultural context, and explores his personal experiences in the various countries.   cultureum.com          @cultureumdrj      Linkedin: Dr. Henriette J. Runte

¿Cuánta atención le prestan al futuro? Pienso, por ejemplo en el impacto que tendrán tecnologías como la inteligencia artificial… ¿Creen que los políticos de nuestro país tienen la capacidad de mirar lejos y estimar los cambios sociales y económicos de estas innovaciones? Desde 2021 el Parlamento uruguayo cuenta con su propio espacio para pensar estos temas. Se trata de la Comisión Especial Bicameral de Futuros, un grupo de 15 legisladores que, entre otros asuntos, estudia el impacto de las tecnologías disruptivas en la sociedad. La comisión además cuenta con un Grupo Asesor sobre cuestiones específicas, que está integrado por referentes de instituciones públicas y privadas vinculadas a ciencia, innovación, tecnología y sociedad. Hoy en La Mesa Tic discutimos sobre la importancia de este ámbito, sus avances y los asuntos que tiene por delante. Para eso conversamos En Perspectiva con Rodrigo Goñi, Abogado, Diputado del Partido Nacional, Presidente de la Comisión Especial Bicameral de Futuros; Leonardo Loureiro, Ingeniero de Sistemas, Miembro del directorio de la Cámara Uruguaya de Tecnologías de la Información, CEO de Quanam Estados Unidos; Lydia Garrido, Antropóloga, Asesora de la comisión especial bicameral de Futuros, Directora de la Cátedra Unesco en Anticipación Sociocultural y Resiliencia del instituto Saras (Instituto Sudamericano para Estudios sobre Resiliencia y Sostenibilidad); y Silvia Nane, Analista en Sistemas, Senadora del Frente Amplio, Vicepresidente de la Comisión Especial Bicameral de Futuros.

In this episode, I have the honor of speaking with Dr. Debbie Steinberg Kuntz, the founder of Bright & Quirky, regarding resources, summits, masterclasses, and coaching for twice exceptional families. In a world where resources are hard to find, isolation is too easy to fall into, ensure you're looking at all the opportunities and options for your child. Please check out the Bright & Quirky website as well as their upcoming event in May 2023-FREE SCREEN TIME & MENTAL HEALTH SUMMIT please check it out with this link-https://go.brightandquirky.com/t?orid=99522&opid=4https://brightandquirky.comSupport the show

You can sense it coming, feel it before you see it and hear it. The small tremors in conversation that warn you the elephant is incoming. You brace, trying to keep the focus on your agenda, perhaps cling to the familiar safety of your EBP protocol. But the elephant is coming into your clinical space and now you have to decide what to do. In this episode of Practical for your Practice, we roll up our sleeves with Dr. Abigail Angkaw to address the topic of what clinicians can do when sociocultural and political issues stomp into their EBP. More specifically, what to do when we clinicians, as humans, have a strong reaction to those issues. THAT, is the elephant in the room. Tune in for some tips to tune up on areas like disclosure, self-reflection, microaggressions, finding empathy, context and case conceptualization, and what is best for your client and YOU when those elephants won't leave your room. Abigail Angkaw is a Consultant with the PTSD Consultation Program through the National Center for PTSD, clinical psychologist, Section Chief at the VA San Diego, and an Associate Clinical Professor at the University of California, San Diego. Her primary research interests include PTSD and co-occurring conditions as well as improving the delivery of mental health treatment. Coming from a military family, Dr. Angkaw is personally invested in helping providers through complex clinical and administrative challenges to provide high quality care for Veterans with PTSD. Dr. Angkaw received her PhD from the University of Cincinnati and completed her internship and postdoctoral fellowship at the UCSD and VA San Diego.Resources mentioned in this episode: CDP Presents: Treating PTSD When Clinicians Have Negative Reactions to Patients' Sociocultural ViewsCultural Formulation Interview National Center for PTSD Consultation Program Center for Deployment Psychology Consultation Program Calls-to-action: For example: View recording of webinar:CDP Presents: Treating PTSD When Clinicians Have Negative Reactions to Patients' Sociocultural ViewsSubscribe to the Practical for Your Practice PodcastSubscribe to The Center for Deployment Psychology Monthly Email

In this episode, Mary Howard, Debra Crouch and I speak with professors Michiko Hikida and Leah Durán, authors of the article “Making sense of reading's forever wars” (Phi Delta Kappan, 2022). Leah Durán is an associate professor in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona, Tucson. Michiko Hikida is an associate professor in the Department of Teaching and Learning at The Ohio State University, Columbus. They wrote this article to make the information “accessible to a lot of readers in a way that most academic journals aren't.”Our conversation was guided around three primary questions:* Have we learned anything from our past debates, or are we just going in circles?* What are your thought on the idea that these “wars” may be part of a thesis - antithesis - synthesis that we need to go through in order to move forward as a profession?* Students need institutional changes, not just individual instructional change. What can K-12 practitioners do to support institutional change?I hope you find this discussion as helpful as we did for better understanding the context and the conversation around the science of reading. Full subscribers also have access to the following:* Video recording of our conversation via Zoom* Professional discussion guide (linked within the video recording post)* Access to future disussion threads, ability to comment on posts, and join virtual conversations with esteemed literacy leaders (click here for upcoming schedule).Full TranscriptMatt Renwick:Hi. Want to welcome Michiko and Leah to our conversation. They wrote a wonderful article for Kappan Magazine of Phi Delta Kappan titled Making Sense of Reading's Forever Wars. Subtitle is, “Adopting a new science-based methodology is not enough to address students' difficulties with reading.” And we were chatting prior just how much we appreciate how well you were succinct in your article, but yet covered so much ground. I'm going to share my screen here so we can all see it. And yeah, and I'm just going to scroll down here to your bylines and your well sourced cited article. So Leah is an associate professor in the Department of Teaching, Learning and Sociocultural studies at the University of Arizona Tucson.And Michiko is an associate professor in the Department of Teaching and Learning at the Ohio State University in Columbus, Ohio. So welcome again. And yeah, I guess I'll start with the first question here. And it's actually your question, is have we learned anything from our past debates or are you just going in circles? And I'll open it up to Leah or Michiko first, but everyone else here feel free to chime in and offer your thoughts. And when you do, if you can introduce yourself when you speak. Michiko and Leah, we've already introduced you before. For our other guests here, just make sure you state your name.Michiko Hikida:Leah, do you want to take this or do you want me to give it a shot?Leah Durán:Yeah, yeah. I think that we have not learned as much as we should have from past debates, and I think that was part of the reason why Michiko and I really wanted to write this, is that it seemed like No Child Left Behind is very recent history. And at least the way that people are legislating science of reading, it is pretty much identical to scientifically based reading research, the term from the Bush era. It's still the big five from the report of the National Reading Panel.So in some ways it seems like there's this real energy to do exactly what has already been done without really grappling with why that didn't lead to the transformative changes that people hoped it would. And I think it's very important that we do that, if we don't acknowledge the way that No Child Left Behind and Reading First really fell short of I think the big dreams that people had for it. And think about why. Then there's no chance of not doing that again. So I really hope that the article gives people a chance to think about what we've already tried and what that means about what we haven't tried, and should try, and do differently, in order to not just do the same old thing over and over again every 10 to 15 years.Michiko Hikida:I do want to add to that a little bit and say that from a research perspective, I do think that there has been some consensus. And that consensus is that phonics instruction is helpful as a part of a more robust literacy curriculum. I think a person would be hard pressed to find a researcher that is anti-phonics. But I reiterate what Leah's saying is that at a policy level that doesn't feel like how it's being taken up.Matt Renwick:Yeah, I won't put anyone on the spot here, but I think the “be reading by third grade” retention policies might be one where we're not really learning from the past and repeating some mistakes. Yeah. But yeah, to me it sounds like this article's intent was just to create a pause for us and just to take stock of where we've come from, where we're at, and how might we proceed forward. So yeah, that's how I read it too. And I'd just open it up to our guests here. We have Debra, Mary and Sonya. So any thoughts on this too? What have you've learned, if anything from past debates?Mary Howard:Well, one of the things, and I'm Mary, I'm been an educator 51 years and now living in Honolulu, and I'm connecting back to something that you said in your piece that I keeps capturing my a attention. Some have argued that a permanent sense of crisis in K-12 education has been manufactured by those who aim to undermine the institution of public schools and scapegoat educators as a way of diverting attention from America's deepening social problems. And I think for me, a lot of that is wanting a thing. And that's always been what I've seen in all of these years in education, but never so much as now when social media makes it so easy.But wanting to blame all of these, we don't have enough programs, we don't have enough phonics, we don't have enough this, we don't have enough this and this is the way to fix it. And for anyone who's been in education longer than a day, the one thing that we know is that nothing is going to work all the time for every child. And it's certainly not going to work when we're fixated on that. So I just always keep coming back to that quote because the one thing we don't want to talk about is those deepening social problems. And so the article really meant a lot to me because you did that so beautifully.Matt Renwick:And Mary, if I can just then transition what you just said to maybe a question to Michiko and Leah is you mentioned that not one thing's going to work for everyone. And I appreciate you surfacing that because in the article too, you mentioned that students, they don't need individual instructional change, they need institutional change. And I think that's what Mary's pointing to here too is that's a big, big thing to take on. As practitioners, what are some ideas you might have for us to move on, a next step? That would probably might be helpful.Michiko Hikida:I have a couple of thoughts, and they are maybe outside of the classroom more than inside of the classroom because we are talking about institutional change. So I think a lot about teachers as public intellectuals. So when you've been teaching for 51 years like Mary has, you have a wealth of knowledge that you can stand on in a public context. So I think speaking publicly, posting on social media, having podcasts, those kinds of things, as well as organizing and doing things like voting.Leah Durán:Yeah, and I would say my answer is pretty similar in that I think maybe part of what we can do is redefine what counts as reading policy. Things that are about housing are also reading policy. Things that are about poverty are also reading policy. And I think that we sometimes compartmentalize them and think that those belong in a different arena or somebody else's expertise. But I think that they should be part of a conversation and part of our efforts around improving reading have to do with improving everything, even though that's a lot and hard to do, but it definitely won't happen if we don't try as part of it.And the other piece that related to that I think is that one thing that has been hard for me about watching this current round of the reading wars is that there really is a tremendous amount of money being spent, but to my eyes, it's being spent on things that I wouldn't reasonably expect to cause huge changes based on the research. But there are other things that we're not spending money on because I think we don't categorize them as being about reading. So I think that's part of it too. People are willing to spend money. Millions of dollars of money, but maybe I think they, legislators need some push around what counts as doing something about reading.Michiko Hikida:And I would say that that comes back to this question of what have we learned? And I think there is some consensus in the field about the impact of poverty and trauma and housing insecurity on reading scores.Matt Renwick:Yeah, that's one of the few correlations I've seen is poverty and trauma and some of these challenges as a principal and as a former teacher, and that correlation with reading achievements. So I'm glad you pointed that out. We mentioned this latest round of the reading wars, we use these metaphors to try to describe it. But I also noted in there too, instead of the pendulum swinging, you talk about incremental progress as a better way to gauge growth as a profession with reading instruction. And what things have you seen now that you've studied this in terms of specifically around reading instruction, you mentioned that we know phonics does work as a instructional strategy, and other resources or practices that are promising and that you'd like to see. You mentioned we have all this money, what buckets would you want to put the money in? Certainly outside of education, poverty and those issues are super important. Within the school, where would you want to put some of those resources?Leah Durán:Well, one of the things that I think about in terms of what all schools need to do a good job is based on an experience I had when we were both doctoral students at UTS. And one of the pieces of our training there was to supervise student teachers. And so we did that in schools all across the Austin area, so in the urban core and the suburbs. And one of the things that has really stayed with me was how different, even within the same district, classrooms were and schools were in terms of resources, depending who was enrolled there. And so I think about one particular school where I sometimes supervise student teachers, that was just really lovely and I would want everyone to have that experience. The teachers there were terrific, really talented teachers. They had huge classroom libraries. And just a lot of care and expertise went into mediating kids', access to books, kids' instruction, and were very inclusive.I remember seeing the whole classroom labeled in braille when there's a child who would benefit from them. So there's all these things. I think if you look at some of these schools that are already serving more affluent communities. I feel like everyone deserves that. And part of that is making it an attractive working condition. So one of the reasons I think that teachers like to work there and experience teachers that gravitated towards it was that they had money to pay for extra specialist teachers so that they got more planning periods. And I think that was part of what went into really thoughtful lessons. And they had tons and tons and tons of children's books. And I think that's an important piece that we should also take from the whole language side or the meaning focused side of these different pendulum swings, is that there's value in thinking about meaning and there's value in children's literature as a resource.And that doesn't have to be opposed to teaching about phonics, teaching about the code. So I guess that's my answer is I think if you look at a really wonderful school in an affluent neighborhood and think about what are all the resources that they have right there, even just in the school, that's even leaving outside all of the different things that kids have access to. But I would want all children to get to go to a school that looks and feels like that one in terms of a good place to learn, a good place to work.Matt Renwick:Any thoughts from the rest of the group on what was shared there?Debra Crouch:So, hi, I'm Debra Crouch. I'm a literacy consultant, so I go in and support schools. I live in San Diego. And you're echoing a conversation I had with the principal this morning as we walked around and we were looking at classroom libraries specifically. And just thinking about what it looks like. And at one point I asked, so I said it's that getting that picture, what would an affluent school look like? Why can't we create spaces that feel like that? Because one of the things that we were noticing were some of the jumbles in classrooms storage. It's the classrooms got the classroom, but then it's also got storage stuff all over. And we were starting to brainstorm ways that we could even take some of that out. And is there a space in the building that we could use as a storage because another principal had shared that idea.I think that envisioning, what are some of the possibilities that we could create around this, because I'm not absolutely positive that it is, like you were saying, it's like we have the money. So it's not like we don't have the money, it's the way that we're using it and the way that we're thinking about what happens at these schools. I go into classrooms sometimes and they've made black and white photocopies for the kids as opposed to giving them these really gorgeous books that they have access to. And for some reason they decide that a printed off black and white, and I keep saying to them, don't children deserve color in their books? Come on, this is not an acceptable way of treating the children. So maybe it is some of that conversation that we have around how we're using what we have and what those spaces could look like for kids. Yeah. So I so appreciated your article. Oh my goodness. This was brilliantly done. Yeah.Michiko Hikida:Thank you.Debra Crouch:You're welcome.Matt Renwick:You've already answered my last question, which was a colleague of mine, we were talking about science of reading, the reading wars, and he mentioned these things go on cycles. There's a thesis and then there's an antithesis, and then there's synthesis. And it goes back, goes around and around. And do you see that? I guess the question we had was, are these hard conversations of these issues necessary to go through in order to get to a better understanding of good reading instruction? I don't enjoy arguing about the science of reading, but is it also the obstacle is the way of thinking too?Michiko Hikida:My initial thought of that about that is it depends on who's having the conversation. So I think about the field of literacy research and how this conversation started in the 1960s. And in the field of literacy research, there has been a synthesis. And part of that synthesis is that, yes, phonics is an effective instructional tool, but it is not the entirety of a literacy curriculum. So within that field, I feel like there has been that thesis, antithesis and synthesis of this conversation. I think within the public sphere, the motivations for it are different. It's complicated, there's a lot of money involved, there's a lot of a lot of things involved. But I don't think that that conversation, the more public discourse on it is coming to it necessarily earnestly. And willing to engage with all of the research and evidence that we do have. So I think it depends on who's having the conversation and for what purpose.Matt Renwick:And then the context, it sounds like too, if you're debating stuff on Twitter, it's going to be a different conversation. [inaudible 00:19:08].Michiko Hikida:Or you know what? Policy makers like things that are very measurable and concrete and that I can legislate, and learning isn't really that clean. But gosh, that would be so much more convenient. [inaudible 00:19:25] with people and we're messy.Matt Renwick:Yeah, we can measure engagement, you can measure those more messier kinds of things, but not in the way you can measure some of the things that seem to get more of the attention. That's a great point.Mary Howard:And one thing that worries me in this day and age, and in my mind more so than ever it's been in history, is the level of mandating and the laws that are coming out from schools that are saying here are things that are not research based, like choice reading is not research based. We just shake our heads and go, "What?" So I think too, it's really important for us to be very cognizant that teachers are in schools where these horrifying mandates are being put in place. And so at the same time that we're thinking about all of the important things, I love the discussion of let's envision what is possible, and I know that teachers do that every day, but how do we help teachers to understand how to maneuver a school where there is a ball and chain attached to their arms and legs and persona, so to speak.Debra Crouch:See, a lot of it comes to leadership. It's the leadership in the schools. Because you can have that legislation piece, but it's interpreted so much by the school leadership. So that piece is so powerful and important in school leadership.Matt Renwick:Yeah. Leah or Michiko, did you see when you were visiting these schools during your dissertation, your studies, did you see a correlation with leadership? And you mentioned affluence, did you see a leadership factor there with supporting teachers?Michiko Hikida:I'll actually talk out of my teaching experience. So I taught third, fourth, and fifth in Texas. So they were all testing grades. And we had a remarkable principal and she protected us from the district. So when the district would say every elementary school in the city has to do this professional development, she would appeal to them and say, "Hey, I would love to do this with professional development with my teachers instead." So absolutely, and this was a title one school. I think 97% of our kids were on free and reduced price lunch. More than half of our kids were bi or multilingual.This was a school that I think people would think of as low performing, and it wasn't. And it was a joyful place to work as a teacher. I felt like I had a lot of autonomy. I felt like I had a ton of administrative support. And because of that, our students performed very well on high stakes testing and enjoyed reading. So I think that in my own experience, having a supportive administrator willing to go to bat for us made all the difference in the world.Matt Renwick:Well, that's great. We're running close to our time here together and I want to be respectful of that. Any closing thoughts that you might have, Leah or Michiko? If not, you can also share what you're reading right now. That's an option. But yeah, just any closing thoughts as we close our time together?Leah Durán:Yeah, I mean, one thing that I've been thinking about, and it was part of the reason why we wanted to write specifically in Phi Delta Kappan, is a place that's accessible to a lot of readers in a way that most academic journals aren't. I think that the state of the field is a very difficult thing to know. It requires a lot of time devoted to reading, to get a sense of what's going on in the field, what does the research say, what are points of contention? And I do feel like as people who have institutional access to all of these scholarly journals and that time is part of our jobs is to be current, that that's an important thing that I want to do is try and translate that or make more accessible the complexity or the synthesis that the field has arrived at in ways that I think are not always very easy to see if you can't get access to a lot of scholarly journals or go to AERA or any of these other conferences.Michiko Hikida:I'll just add a couple of things. So first thank you for having us. It's fun for Leah and me to talk about this. This was an important piece for us. But second, there is a piece that was just published in one of those journals that of course is behind the paywall that I would be happy to share with you about this that was written by David Reinking, and just came out in January, called Legislating Phonics. And he and a couple of others go through the history of this and challenge some of the arguments that phonics only people are making, which I thought was really helpful. The second thing I thought about is a book called Rocking the Boat, How Tempered Radicals affect Change.So when thinking about what teachers can do in their classrooms, when we know that there are some institutional constraints and some other challenges that they face, that's what comes to mind to me. So if I can share my screen for a quick second, I can just show you the cover.Matt Renwick:Yeah, I don't mind.Michiko Hikida:And as a classroom teacher, this is how I felt. I felt like I was a tempered radical. I, of course, had to operate within the constraints of the school and what I was expected to do. And I really worked to try to find those spaces where I could do something else. So that I would just share.Leah Durán:Oops. I wasn't fast enough.Michiko Hikida:Oh, sorry.Leah Durán:It's all right.Michiko Hikida:There you go.Leah Durán:Thank you. Let me do a quick screen-Matt Renwick:Rocking the Boat. How tempered Radicals Affect Change Without Making Trouble. Okay.Leah Durán:Oh, I love that title.Matt Renwick:[inaudible 00:26:27].Michiko Hikida:It really resonated for me as a teacher where we do operate with systems and how we might be able to make change from the inside without just burning it all apart.Leah Durán:Wow.Matt Renwick:And still be able to teach and lead and study and do research. And this has been great. We really appreciate you all being here, and we look forward to reading more from you. So thank you.Mary Howard:Thank you so much for the invitation. It was really great to get to talk.Leah Durán:Thank you.Debra Crouch:Thank you.Mary Howard:That was wonderful. Get full access to Read by Example at readbyexample.substack.com/subscribe

Vous vous souvenez en décembre dernier de la conférence de Doctolib sur le thème "Psychologues : être bien avec soi, pour être bien avec ses patients” ? Eh bien à la suite du succès de la conférence, Doctolib en a fait un guide pratique à destination des psychologues ! Par ici pour télécharger l'étude et découvrir la réponse à la question "Comment vont (vraiment) les psychologues" grâce à un sondage mené en novembre auprès de 470 psy : https://doctolib.info/FDxY   ____________ Pour apprendre à créer rapidement et à moindre coût son podcast, c'est par ici : https://www.neurosapiens.fr/commentcreerunpodcast Découvrez des conseils et astuces pour développer votre créativité !  Production, animation, réalisation et illustration : Anaïs Roux Instagram : https://www.instagram.com/neurosapiens.podcast/ Pour m'écrire : neurosapiens.podcast@gmail.com Produit et distribué en association avec LACME Production. Audio :  Play-Doh meets Dora - Carmen María and Edu Espinal Sources :  Baird, B., Smallwood, J., Mrazek, M. D., Kam, J. W. Y., Franklin, M. S., & Schooler, J. W. (2012). Inspired by Distraction: Mind Wandering Facilitates Creative Incubation. Psychological Science, 23(10), 1117–1122. $ Xia T, An Y, Guo J. Bilingualism and creativity: Benefits from cognitive inhibition and cognitive flexibility. Front Psychol. 2022 Nov 3;13:1016777. doi: 10.3389/fpsyg.2022.1016777. PMID: 36405189; PMCID: PMC9670109. Leikin, M. (2013). The effect of bilingualism on creativity: developmental and educational perspectives. Int. J. Biling. 17, 431–447. doi: 10.1177/1367006912438300 Leikin, M., Tovli, E., and Woldo, A. (2020). The interplay of bilingualism, executive functions and creativity in problem solving among male university students. Creat. Stud. 13, 308–324. doi: 10.3846/cs.2020.10397 Kharkhurin, A. V. (2010b). Sociocultural differences in the relationship between bilingualism and creative potential. J. Cross-Cult. Psychol. 41, 776–783. doi: 10.1177/0022022110361777 S. Rahimi, V. Shute. The Effects of Video Games on Creativity: A Systematic Review. Florida State University.  Jackson, Linda & Witt, Edward & Games, Ivan & Fitzgerald, Hiram & Zhao, Yong. (2012). Information technology use and creativity: Findings from the Children and Technology Project. Computers in Human Behavior. 28. 370-376. 10.1016/j.chb.2011.10.006.  Jackson, Linda & Games, Ivan. (2015). Video Games and Creativity. 10.1016/B978-0-12-801462-2.00001-1. 

In this episode I speak with Jake Maxwell, he is autistic and also lives with a mitochondrial condition. This is an adult discussion with topics such as LGBTQ+, LOBO, and Adult themed topics. Please be aware as listeners, this episode is better suited to a 17+ audience. Jake runs a non-profit organization in which he holds events of all inclusion! Check out his website, and social media below! Enjoy~https://jakemaxwellproductions.com/Support the show

Come hear me stammer out big fancy words that explain why we grieve the way we do. What are our differences and what do we all have in common? Mentioned in the episode: https://www.ncbi.nlm.nih.gov/books/NBK217844/ https://theamateursguide.com/how-different-cultures-deal-with-grief-and-mourning/ You can find me here https://www.nikkithedeathdoula.comand here https://www.instagram.com/nikkithedeathdoula Support me on Patreon! https://www.patreon.com/nikkithedeathdoula Music: https://incompetech.filmmusic.io/song/3495-cheery-monday --- Support this podcast: https://podcasters.spotify.com/pod/show/nikkideathdoula/support

A quick tour of various societal structures gives us an idea of where a non-self might be able to live and thrive. (Buddhism as Self-Help 12, 12/2/2022)

We have perspectives. But we also have choices. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/chris-levine/support

Such a fascinating discussion with the brilliant Christy Ann- host of the Perceptionists Anonymous Podcast, a sociocultural podcast. We have a deep discussion of childhood, parenting, adulting, and living life to the fullest. Support the show

We discuss self-presentation as an individual adaptation to survival in the sociocultural matrix. (Buddhism as Self-Help 7, 11/4/2022)

Cristián Warnken conversa con el sociólogo Guillermo Sepúlveda, experto en videojuegos, revolución digital y metaverso.

Cristián Warnken conversa con el sociólogo Guillermo Sepúlveda, experto en videojuegos, revolución digital y metaverso.

Welcome to the far 2022 semester! This semester we will have episodes produced by Dr. Haddad's Curriculum, Instruction, and Assessment and Critical Cultural Perspectives courses. In our season premiere, we will her from Bruna, Laura, and Blanca, doctoral students in the Critical Cultural Perspectives class, where they will discuss the need for a humanizing pedagogy when teaching. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transformative-talk/message Support this podcast: https://anchor.fm/transformative-talk/support

Olga Verlato and Antara Chakrabarti, contributing editors at Borderlines, talk about the concept of theory from the south, which critiques the notion that theory originating from the global north exhausts the possibilities of critical theoretical understanding. Olga Verlato is a PhD candidate at New York University in History and Middle Eastern and Islamic studies, and a Contributing Editor for the Middle East at Borderlines. She works on the modern history of Egypt and the Mediterranean, focusing on the impact of multilingual practices and language ideologies on politics, society, and culture. Antara Chakrabarti is a Doctoral Student in the Sociocultural track of the Dept. of Anthropology in Columbia University. Her research strives to ethnographically and historically understand the intersections of environment, mobilities, and infrastructures in contemporary South Asia. She is a Contributing Editor for South Asia at Borderlines. Borderlines is a student-run, open-access site mentored by the editors of Comparative Studies of South Asia, Africa and the Middle East (CSSAAME). It seeks to rethink ideas of region and area studies by exploring different categories and histories within and across borderlines that have constructed areas of Africa, the Middle East and South Asia. Antara and Olga also interview Saronik about High Theory in this episode, about its origins and the work that it does. Find the full transcript of the episode at Borderlines. Image: “Binoculars” © 2021 Saronik Bosu Music used in promotional material: ‘Early Rising' by Dlay Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Olga Verlato and Antara Chakrabarti, contributing editors at Borderlines, talk about the concept of theory from the south, which critiques the notion that theory originating from the global north exhausts the possibilities of critical theoretical understanding. Olga Verlato is a PhD candidate at New York University in History and Middle Eastern and Islamic studies, and a Contributing Editor for the Middle East at Borderlines. She works on the modern history of Egypt and the Mediterranean, focusing on the impact of multilingual practices and language ideologies on politics, society, and culture. Antara Chakrabarti is a Doctoral Student in the Sociocultural track of the Dept. of Anthropology in Columbia University. Her research strives to ethnographically and historically understand the intersections of environment, mobilities, and infrastructures in contemporary South Asia. She is a Contributing Editor for South Asia at Borderlines. Borderlines is a student-run, open-access site mentored by the editors of Comparative Studies of South Asia, Africa and the Middle East (CSSAAME). It seeks to rethink ideas of region and area studies by exploring different categories and histories within and across borderlines that have constructed areas of Africa, the Middle East and South Asia. Antara and Olga also interview Saronik about High Theory in this episode, about its origins and the work that it does. Find the full transcript of the episode at Borderlines. Image: “Binoculars” © 2021 Saronik Bosu Music used in promotional material: ‘Early Rising' by Dlay Learn more about your ad choices. Visit megaphone.fm/adchoices

Olga Verlato and Antara Chakrabarti, contributing editors at Borderlines, talk about the concept of theory from the south, which critiques the notion that theory originating from the global north exhausts the possibilities of critical theoretical understanding. Olga Verlato is a PhD candidate at New York University in History and Middle Eastern and Islamic studies, and a Contributing Editor for the Middle East at Borderlines. She works on the modern history of Egypt and the Mediterranean, focusing on the impact of multilingual practices and language ideologies on politics, society, and culture. Antara Chakrabarti is a Doctoral Student in the Sociocultural track of the Dept. of Anthropology in Columbia University. Her research strives to ethnographically and historically understand the intersections of environment, mobilities, and infrastructures in contemporary South Asia. She is a Contributing Editor for South Asia at Borderlines. Borderlines is a student-run, open-access site mentored by the editors of Comparative Studies of South Asia, Africa and the Middle East (CSSAAME). It seeks to rethink ideas of region and area studies by exploring different categories and histories within and across borderlines that have constructed areas of Africa, the Middle East and South Asia. Antara and Olga also interview Saronik about High Theory in this episode, about its origins and the work that it does. Find the full transcript of the episode at Borderlines. Image: “Binoculars” © 2021 Saronik Bosu Music used in promotional material: ‘Early Rising' by Dlay Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

Welcome to the athlete blueprint podcast for today's episode I'm join by JD Howell!JD is in his 10th year as a Strength Coach with the Oakland A's of the MLB . He's currently the minor-league Sport Performance coordinator or prior to that was the Latin American strength and conditioning coordinator and affiliate Strength Coach.A native of Pennsylvania, JD was a student and football player at East Stroudsburg University…. He was a strength and conditioning intern at East Stroudsburg as well as Stanford, Albright college, and his first season with the A's. JD Now currently lives in Phx w/ his wife Emily and son ronin.JD also has a bunch of certifications and alphabet soup letters behind his name but we don't need to get into that on the shell.What I want to talk about though is JD's experience as the Latin American strength and conditioning coordinator w/ the A's. That position required JD to spend quite a bit of time over at the A's facilities in Arizona  in the Dominican republic. One of the things that fascinates me about coaching and human interaction in general is social cultural constraints and how it impacts our coaching and communication. And as someone who had to coach and work w/ athletes of different backgrounds and languages, JD had to adapt his both his coaching style and communication.We get into all that and more in this conversation….before I let you get to the episode, if you're enjoying the show, don't forget to leave us a review on the platform of your choice….now onto my conversation w/JD!If you like today's episode, leave a review here....If you want to reach me directly, contact me on social media or shoot me @javier@igniteperformance.netEpisode Resources:JD's Instagram JD's Twitter

Host Nidhi Suresh is joined by Aishwarya Iyer of Scroll who talks about her series on the Hindutva campaign around the Gyanvapi mosque in Varanasi, Uttar Pradesh. In her series, Aishwarya talks about the five Hindu women whose petitions demanding permission to pray at the mosque have propelled the campaign. She examines their links with a former Vishwa Hindu Parishad leader Sohan Lal Arya who had filed a similar plea in 1995. “One common point for these women was their desire to attend prayers together in the premises,” Aishwarya says, “Their petition did not have anything regarding the Shivling but now it has motivated them to go deeper into the case.”Nidhi and Aishwarya also discuss the sociocultural fallout of the communal campaign against Gyanvapi. “Only a person born and brought up in Varanasi can understand the loss of its beautiful culture,” Aishwarya argues while explaining how the targeting of the mosque has caused unease among the city's Muslims. This and a lot more as they talk about what made news, what didn't, and what shouldn't have.Tune in.Contribute to our NL Sena projects Bulldozing a New Image in MP and The Yogi Who Has It All.Timecodes00:00:00 - Introduction00:00:36 - Gyanvapi mosque00:17:10 - Sociocultural fallout00:43:25 - RecommendationsRecommendationsAishwaryaLovesickTour of Duty model could add to majoritarian violence and affect army efficiencyNidhiThe Worst Person in the WorldEducatedProduced and recorded by Tehreem Roshan, edited by Satish Kumar. See acast.com/privacy for privacy and opt-out information.

What were the biggest lessons learned during the last five episodes in Season Three of the Fueling Creativity podcast? In this final debrief, Dr. Cyndi Burnett and Dr. Matthew Worwood sit down and reflect on episodes that discussed the relationship between Innovation, Creativity, Entrepreneurship, breaking with habit-bound thinking, developing a sense of awe in students, and Inward and Outward Creativity.   Listen in as Cyndi and Matthew break down the following insights.   Major Takeaways from Season Two, Episodes 6-10:   Innovation, Creativity, and Entrepreneurship. What's the connection? Do different groups have increased value for one over the other? Or are we discussing similar things in a different context?  A sense of awe in students. Awe is a sense of considerable astonishment in a person or topic. How might teachers facilitate awe toward the curriculum or subject? Should that be an ambition for creative teachers?  Inward and Outward Creativity.  Sociocultural theory informs us that the actor engages in internal and external actions that include thoughts, ideas, and reactions in response to an environment. How do internal actions interact with other people inside a classroom environment? Does a sense of connection drive these actions, and is arts a bridge between inward and outward Creativity?   Resources Mentioned:   Listen to the episode with Anna Abraham Listen to the episode with Monica Kang Listen to the episode with Rachelle Archer   Eager to bring more Creativity into your home or classroom?  Access a variety of creativity resources and tools & listen to more episodes of The Fueling Creativity Podcast by visiting our website: www.CreativityandEducation.com    You can also find The Fueling Creativity Podcast on Apple Podcasts, Spotify, Audible, and PodBean! Make sure to rate, review, and share the podcast if you enjoy it!

People pleasing with the way we eat, and are socialized to eat. "Women experience more food-related conflict than men do, in that they like fattening foods but perceive that they should not eat them. Pressures to be thin are present in early adolescence, as noted by dieting behavior starting in very young girls. Women experience more dissatisfaction with their body weight and shape than men do. Sociocultural and psychological factors may be important in the etiology of eating disorders.” For questions or if you are concerned you may be experiencing an eating disorder or distorted eating, please contact us at NutritionMinded1@gmail.com. Please get the help you need for ED.

In this episode, Drs. Cyndi Burnett and Matthew Worwood interview Creativity Researcher Vlad Glaveanu about his work investigating sociocultural theories for Creativity.