Podcasts about Southern Connecticut State University

Does maintaining their heritage language help students develop literacy skills in English? The research says “yes.” Dr. Elena Schmitt, professor of applied linguistics and educational researcher, joins All For Literacy host Dr. Liz Brooke for a detailed discussion about how supporting a student's bilingualism supports the whole child. From maintaining access to key cultural and social interaction to supporting English literacy acquisition, helping students maintain their first language is worth the effort. Gain an understanding of: How to apply the research when it comes to supporting English language learning Actionable ways educators can support bilingual students in their classrooms Why the advice to “speak English at home” can be detrimental to students How to create an inclusive environment centered around translanguaging Tune in to Episode 5 for an inspirational, research-backed discussion about how heritage languages, bilingualism, and translanguaging affect student identity and success.  About Dr. Elena Schmitt Dr. Elena Schmitt is a professor of applied linguistics and coordinator of the master's in bilingual education and TESOL program at Southern Connecticut State University. Her research focuses on language contact, first language attrition, classroom interaction, teacher education, and technology-assisted teaching.  Join our community of listeners at  All For Literacy today!

When a brother and sister team take on the Springtime Surprise 10-Miler, they don't just participate – they make runDisney history by becoming the first siblings to win both the male and female divisions in the same race. Meet Liz and Stephen Fengler, aptly nicknamed "The Flying Fenglers," whose remarkable running journey began in middle school tracks and culminated in a stunning Disney victory.What makes their achievement even more impressive? This was their first-ever runDisney experience. Stephen maintained a blistering pace around 5:30 per mile, even while still stopped for character photos – a power move that didn't prevent him from winning his division by 16 seconds. Meanwhile, Liz dominated the women's field, finishing with a commanding three-minute lead.The Fenglers aren't newcomers to shared victory podiums. Since fall 2022, they've claimed dual male-female wins in over 45 races throughout Connecticut, where they're active members of the Run 169 Town Society, challenging themselves to race in all 169 towns in the state. Their competitive backgrounds include collegiate careers at Southern Connecticut State University, where both earned conference honors.As Disneyland races prepare to pause after January 2026 for construction projects, we're reminded that sometimes the most magical Disney moments happen when family crosses the finish line together. Subscribe to follow more inspiring stories from the running community and discover how the simple act of running continues to create extraordinary memories.Rise and Run LinksRise and Run Podcast Facebook PageRise and Run Podcast InstagramRise and Run Podcast Website and ShopRise and Run PatreonPassport to RunRunningwithalysha Alysha's Run Coaching (Mention Rise And Run and get $10 off)Rise and Run Podcast Cruise Interest Form with Magic Bound Travel Send us a textSupport the showRise and Run Podcast is supported by our audience. When you make a purchase through one of our affiliate links, we may earn a commission. As an Amazon Associate we earn from qualifying purchases.Sponsor LinksMagic Bound Travel Stoked Metabolic CoachingRise and Run Podcast Cruise Interest Form with Magic Bound Travel Affiliate LinksRise and Run Amazon Affiliate Web Page Kawaiian Pizza ApparelGoGuarded

This week, we interviewed Lori Chmura, the Chief Executive Officer and Board Director at Nyra Medical, an innovative medical device company developing a next-generation transcatheter mitral valve repair technology. Before joining Nyra Medical, she served as Chief Executive Officer, and Board Director at Soundbite Medical Solutions and Dune Medical Devices, where she led the restructuring of both businesses resulting in a cross-border licensing deal at one company, and an acquisition of the other. In addition, Lori brings leadership experience in several large multi-national medical device companies, including positions with Medtronic, Covidien and Johnson and Johnson, where she led the growth of the businesses in the United States and globally. Lori previously served as the Chairman of the Board of Directors at Bluestem Medical. She has also served on the Board of Directors, Audit Committee and Deal Team at OpSens Medical (TSX- OPS), which was acquired by Haemonetics (NYSE-HAE) in 2023, and on the Board of Standard Molecular. Ms. Chmura holds an MBA from Duke University and received her Bachelor of Science in nursing from Southern Connecticut State University.

In March of 1924, more than 100 Black and white attendees were at a dinner party in downtown Manhattan. The party was organized by prominent thinkers Charles S. Johnson and Alain Locke and included people like W.E.B. DuBois. Their goal was to bring together Harlem’s young Black writers with white publishers to help the writers’ work find a national audience. The party was a success. So much so that it’s often considered the start of the period known as the Harlem Renaissance. The Harlem Renaissance saw a boom in the popularity of Black writers, just as the party’s organizers hoped. Writers like Langston Hughes and Zora Neale Hurston might get the most attention, but the period was not just about writing— music and visual arts also flourished. This hour, we’re listening back to our episode exploring the legacy of the Harlem Renaissance. UConn professor Erika Williams joins us to explain what the Harlem Renaissance was and to help us understand how people thought about queerness during the Harlem Renaissance. We’ll also hear from Denise Murrell who curated a recent exhibition at the Metropolitan Museum of Art called "The Harlem Renaissance and Transatlantic Modernism." She says exhibits like this one can help expand the museum-going public. GUESTS: Erika Williams: Associate Professor of English and Africana Studies at the University of Connecticut. Denise Murrell: Merryl H. & James S. Tisch Curator at Large at the Metropolitan Museum of Art. She recently curated an exhibit called "The Harlem Renaissance and Transatlantic Modernism," which was on view at the Metropolitan Museum of Art in 2024. Brandon Hutchinson: Associate Professor of English, Affiliate Faculty of Women and Gender Studies and Co-Coordinator of the Africana Studies Program at Southern Connecticut State University. Jonah Craggett: one of Brandon Hutchinson's former students John Guillemette: one of Brandon Hutchinson's former students Frankie Devevo: one of Erika Williams' former students and former CT Public intern To learn more about Zora Neale Hurston, you can listen to our interview with Tracy Heather Strain. This episode originally aired on December 20, 2024.See omnystudio.com/listener for privacy information.

It's another BACK TO COLLEGE episode as we visit with Kevin Siedlecki, the Head Women's Lacrosse Coach at Southern Connecticut State University. Kevin has had tremendous success as a HS Head Coach and now as a College Head Coach and he shares his journey plush some Best Practices on The Educational AD Podcast!

Emily Laura Costa is a writer from Waterbury, Connecticut. She is the author of Girl on Girl (Rejection Letters) and Until It Feels Right (Autofocus). She received her MFA in fiction from Southern Connecticut State University, and is the CNF editor for Farewell Transmission. She is currently working on a novel about her father's video store. Follow her @emilylauracosta or read more at emilylauracosta.com. Check out past episodes of Textual Healing on our website: https://textualpodcast.com/⁠ Rate us on Apple Podcasts: https://podcasts.apple.com/us/podcast/textual-healing-with-mallory-smart/id1531379844⁠ Follow us on Twitter: @PodHealing⁠ Take a look at Mallory's other work on her website: https://mallorysmart.com/⁠ beats by God'Aryan

Emily Laura Costa is a writer from Waterbury, Connecticut. She is the author of Girl on Girl (Rejection Letters) and Until It Feels Right (Autofocus). She received her MFA in fiction from Southern Connecticut State University, and is the CNF editor for Farewell Transmission. She is currently working on a novel about her father's video store. Follow her @emilylauracosta or read more at emilylauracosta.com. Check out past episodes of Textual Healing on our website: ⁠https://textualpodcast.com/⁠ Rate us on Apple Podcasts: ⁠https://podcasts.apple.com/us/podcast/textual-healing-with-mallory-smart/id1531379844⁠ Follow us on Twitter: ⁠@PodHealing⁠ Take a look at Mallory's other work on her website: ⁠https://mallorysmart.com/⁠ beats by ⁠God'Aryan Find out more at https://textual-healing.pinecast.co

Public Health Careers podcast episode with Dr. Sitara Weerakoon, PhD MPH

Liquid Lunch with the RWA: Utilities Leadership with Southern Connecticut State University by WNHH Community Radio

With President Biden dropping out of the presidential race, what happens now? Associate Professor of Political Science & Urban Affairs Dr. Jonathan Wharton, from Southern Connecticut State University explains in the podcast. Image Source: Getty Images

Monday's busy "Connecticut Today" started a new week with host Paul Pacelli's thoughts on turning down the heated rhetoric of the current campaign season (00:51). Quinnipiac University Law Professor John Pavia explained a judge's decision to drop - for now - the federal classified documents case facing former President Donald Trump (11:49). University of New Haven Senior Criminal Justice Lecturer Ken Gray talked about Saturday's assassination attempt against former President Donand Trump (21:48). Southern Connecticut State University associate professor of political science and urban affairs Dr. Jonathan Wharton discussed the prospect of "toning down" political rhetoric in the U.S. (33:04) Image Credit: iStock / Getty Images Plus

My guest today is here to talk to use about reading profiles and how to use them in your classroom. Her name is Dr. Louise Spear-Swerling and she is a Professor Emerita in the Department of Special Education at the Southern Connecticut State University. In this episode we talk about her recent book The Structured […]

#BeAGoodFriend and check out episode #107 of #FeeneyTalksWithFriends featuring Mike Mason.   It was great to talk with my #friend, Mike.   Mike is the President and CEO of the Special Olympics Connecticut.   We talked about: Christy Miller is a good #friend (1.00) Being President and CEO (minute 2.30) Podcast Sponsors (minute 4.40) 3 Keys (sponsored by West Hartford Lock) to being a great President/CEO (minute 5.20) Beau Doherty (minute 7) Unified Sports (minute 8.30) Events: First, Last, Best, Worst (minute 10.20) Mike's three sons volunteer or “voluntold” (minute 19) Bozzutos (minute 22) Dream Ride on August 25-27 (minute 24) Chloe Roberts (minute 26.40) Unified Skiing Program (minute (minute 28.40) Sponsors for Special Olympics Connecticut (minute 30) Renee DiNino is a great #friend! (minute 34) WWE and The Big Show (minute 36.20) Bob Maxon (minute 37.40) Connecticut has the most "Unified Champion" Banners in the country  (minute 40) The Torch Run (minute 42) Special Olympics is the largest provider for healthcare screenings in the world (minute 44) Strong Minds, Special Smiles & Opening Eyes (minute 46) Hartford Yard Goats (minute 52) The Summer Games (minute 53.20) Southern Connecticut State University (minute 56) Mike's favorite teacher (minute 58.30) Hillside School in Naugatuck is in the Guinness Book of World Records (minute 1.00) The Naugatuck Memorial Day Parade (minute 1.03) Ella Niski and the Naugatuck VFW (minute 1.05) Dave Portnoy visited John's Pizza in Naugatuck (minute 1.07) Closing remarks (minute 1.10) Podcast Sponsors:  Donut Crazy - www.donutcrazy.com The Fix IV - www.thefixivtherapy.com West Hartford Lock - www.westhartfordlock.com Keating Agency Insurance - www.keatingagency.com Goff Law Group - www.gofflawgroup.net Parkville Management - www.parkvillemanagement.com Luna Pizza - www.lunapizzawh.com/lunas-menu PeoplesBank - www.bankatpeoples.com --- Support this podcast: https://podcasters.spotify.com/pod/show/friendsoffeeney/support

GUEST 1 OVERVIEW: Ian Proud was a member of HM Diplomatic Service from 1999 to 2023. Ian was the only member of the current generation of British diplomats who saw Vladimir Putin during his last visit to the UK in 2013 for the G8 Summit in Northern Ireland, which he organised. He was one of the Foreign Office's most accomplished crisis experts, having been involved in the response to 9-11, the first Bali bombing, the Indian Ocean Tsunami, Arab Spring, and Fukushima disaster. From July 2014 to February 2019 Ian was posted to the British Embassy in Moscow where he advised UK Ministers on sanctions against Russia; he also authorised a significant proportion of the sanctions imposed on Russia by the UK after war broke out in 2022, although he considers western sanctions policy to have been a failure. While in Moscow, Ian was Chair of the Russia Crisis Committee, and played a pivotal role in the response to the Salisbury nerve agent attack of March 2018 and the subsequent mass expulsion of diplomats and local staff. He was also Director of the Diplomatic Academy for Eastern Europe and Central Asia and Vice-Chairman of the Board of the Anglo-American School of Moscow. He speaks Russian, fluent Thai and a smattering of six other languages. GUEST 2 OVERVIEW: Troy Paddock is a Professor of Modern European History and CSU Professor at Southern Connecticut State University where he teaches German history, intellectual history, research methods, and introduction to digital humanities.

Failure Free Reading is an effective reading intervention for our students who have been resistant to phonics-based reading instruction.Dr. Joe Lockavitch, a former classroom teacher, school psychologist, university professor, special education director, applied reading researcher, is the author and developer of: The Failure Free Reading Program, Don't Close the Book on Your Not-Yet Readers, Joseph's Readers Talking Software for Non-Readers, Verbal Master-An Accelerated Vocabulary Program, Life Skills – A School to Career Language Literacy Intervention and The Test of Lateral Awareness and Directionality.A noted speaker who is listed in Outstanding Teachers in Exceptional Education, Who's Who in American Education and Who's Who in the South and Southwest, Dr. Joe has spent the past thirty years training tens of thousands of teachers, parents, and administrators across the nation on how to meet the unique needs of students with chronic reading failure – nonreaders included.Dr. Joe has been featured on the PBS NewsHour and mentioned on national radio shows such as: Tom Joyner, Dr. Laura, Mike Gallegher and Michael Medvid. Dr. Lockavitch holds a Doctor of Education from Boston University and a Master of Science in Special Education from Southern Connecticut State University in New Haven, Connecticut. He is currently the President of Failure Free Reading - an educational publishing and software development firm housed in Concord North Carolina.Failure Free Reading which has over two million hours of direct student instruction – both inperson and through distance learning – has been used by thousands of teachers to serve tens of thousands of students in schools across the nation. His current client list includes New York City, Washington DC, Broward County, Florida, Niagara Falls, NY, Laredo, Tx, Bristol, TN and many more.For over 30 years, Dr. Joe has been helping school districts and parents across the nation turn their nonreaders into readers - quickly, easily and within budget. Dr. Joe specializes in training teachers, parents, and volunteers in accelerating the vocabulary, comprehension, expressive fluency, and confidence of chronically failing students of all ages.Dr. Joe's philosophy is quite simple: we are underestimating the reading potential of chronically failing students. The enemy is not the student, parent, teacher, or administrator. The real enemy is the instructional approach and accompanying materials. Change that approach and you will change the performance outcomes.Websitewww.failurefreereadingonline.comSocial Media Information@FFRHomeShow Sponsor – National Association for Primary Education (NAPE) www.nape.org.ukSupport the show at www.educationonfire.com/supportHave you seen our live shows on YouTube? www.EducationOnFire.com/youtubeMentioned in this episode:London School of Public Relations - Podcasting Course with Mark TaylorThe 1-day Essentials of Podcasting Certificated short course is highly practical and packed full of useful information to get you on the road to producing your own professional podcasts. The Podcasting course will help you to create, edit, deliver and promote your podcast. The course also provides useful tips and tricks from industry experts on producing professional and effective results.

Tri-state area or New England? Nutmeg or Constitution State? "Stuffy, preppy, sleepy"? What really makes Connecticut Connecticut, and what stereotypes can we stand to shake off? After the state's recent rebranding effort, it's a debate that has found its way to the national stage. This hour, Catherine Shen is joined by a roundtable of Connecticut Public hosts, as we debate what defines Connecticut. And we want to hear from you. What characterizes or typifies where you live? What do you think people get wrong or right about Connecticut's reputation? GUESTS: Colin McEnroe: Host, The Colin McEnroe Show Chion Wolf: Host, Audacious with Chion Wolf Dr. Khalilah Brown-Dean: Host, Disrupted Dr. Jonathan Wharton: Associate Professor of Political Science and Urban Affairs, Southern Connecticut State University; Columnist, CT News Junkie and Hearst Connecticut Cat Pastor contributed to this episode which originally aired on January 25, 2024.Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

Author of 21 century guide and me manifest evolve . Certified with mycelium from fungi perfecti by Paul stamets . Organic certified farmer in Shasta Valley area . Oregon veterans life coach for guided mushroom trails. Peyote fire keeper and a member of peyote church . Sweat lodge fire keeper Lakota tradition and absentee Shawnee tribe . Vision quest medicine wheel guide . Mycologist. Mayan Oracle Reader . Olmec galactic portal messenger. High Priest of ifa . Congo Palo Tata . And child of the Egun . Red road initiate . Creator of an app for mental health and wellness and a life coach for mental wellness and veterans out of Oregon.  Iyaba Ibo Mandingo studied fine arts at Southern Connecticut State University and today teaches in and around the tri-state area as a Master Teaching Artist. Iyaba's 1man play “unFRAMED” had an amazing sold out Off-Broadway debut in Spring 2017 at the Elektra Theater NYC after enjoying a successful two-year run off-off Broadway in 2011-12. The play also had a successful run at Harlem Arts Festival 2017 and the Rhode Island Fringe Festival. In 2015 he embarked on his first African tour bringing his 1Man play “unFRAMED”, his first novel “Sins of My Fathers” and his poetry to South Africa and Nigeria. In 2018 he debut his new performance piece AFRIKA360 in Bridgeport Connecticut's Blends Gallery. Iyaba has authored three chapbooks of poetry, “41 Times”, “Amerikkkan 

Tri-state area or New England? Nutmeg or Constitution State? "Stuffy, preppy, sleepy"? What really makes Connecticut Connecticut, and what stereotypes can we stand to shake off? After the state's recent rebranding effort, it's a debate that has found its way to the national stage. This hour, Catherine Shen is joined by a roundtable of Connecticut Public hosts, as we debate what defines Connecticut. And we want to hear from you. What characterizes or typifies where you live? What do you think people get wrong or right about Connecticut's reputation? GUESTS: Colin McEnroe: Host, The Colin McEnroe Show Chion Wolf: Host, Audacious with Chion Wolf Dr. Khalilah Brown-Dean: Host, Disrupted Dr. Jonathan Wharton: Associate Professor of Political Science and Urban Affairs, Southern Connecticut State University; Columnist, CT News Junkie and Hearst Connecticut Find more about the show here: Where We LiveSupport the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

Welcome back to Analyze Scripts, where a psychiatrist and a therapist analyze what Hollywood gets right and wrong about mental health. Today, we are diving into the controversial 2009 movie, "The Blind Side." This movie tells the story of pro footballer Michael Oher through the Tuohy’s perspective. The content of the film has recently been revealed as an inaccurate and harmful narrative that conflicts with other’s accounts including his own. Zerrell Stallings and Qur-an Webb, co-founders of the Association of Black Sports Officials (ABSO), join us with their expertise on sports trafficking, conservatorship and the impact high pressure can have on young athletes. We hope you enjoy! Association of Black Sports Officials Instagram TikTok Website Dr. Katrina Furey MD: Hi, I'm Dr. Katrina Fury, a psychiatrist. Portia Pendleton, LCSW: And I'm Portia Pendleton, a licensed clinical social worker. Dr. Katrina Furey MD: And this is analyze Scripts, a podcast. Dr. Katrina Furey, MD: Where two shrinks analyze the depiction of mental health in movies and tv shows. Portia Pendleton, LCSW: Our hope is that you learn some legit info about mental health while feeling like you're chatting with your girlfriends. Dr. Katrina Furey MD: There is so much misinformation out there, and it drives us nuts. Portia Pendleton, LCSW: And if someday we pay off our student loans or land a sponsorship, like. Dr. Katrina Furey MD: With a lay flat airline or a. Dr. Katrina Furey, MD: Major beauty brand, even better. Portia Pendleton, LCSW: So sit back, relax, grab some popcorn. Dr. Katrina Furey MD: And your dsm five, and enjoy. Portia Pendleton, LCSW: Thank you for joining us again. We wanted to give you a quick little note since we have so many more listeners right now, and we're really. Dr. Katrina Furey MD: Excited because the numbers exciting. Portia Pendleton, LCSW: We are going to rerelease some of our most popular episodes, the ones that we feel like we did the best on some of our favorites. So you're going to see some episodes coming out that maybe you've already listened to, but if you haven't, please check them out. And Katrina, when will we be posting them? Dr. Katrina Furey MD: So we are going to, over the next two months, release some rerelease episodes on Thursdays. So every Monday you'll get a new episode that's fresh, and then every Thursday, you'll get one of either our most popular episodes from last year or an episode like Black Swan that we're just really proud of and we think is really interesting. So we're going to be releasing things like White Lotus, Shudder island, you season three with Sherry and Carrie, our favorite succession, Black Swan. You know, things like that just to give our new listeners a little taste of what to expect and to hopefully get you hooked in hitting the subscribe button and sharing with all your friends. Thanks. Portia Pendleton, LCSW: So enjoy this new episode, and we'll see you Thursday. Dr. Katrina Furey MD: See you again Thursday. For Harry Potter's number one, we are. Portia Pendleton, LCSW: Joined here today by some really exciting guests to talk about the movie the blind side. So before we get started, I'm going to quickly introduce who they are and then we will get into the movie. So we have Zarell Stallings and Karan Webb, who are the co founders of the association of the Black Sports Officials. The ABSO was conceived in 2016 following an incident of unfair practices of evaluation and elevation of black officials on an officiating board in Connecticut. Abso was able to advocate on behalf of black individuals and successfully shift improving the equality among black officials and played an intricate role in rewriting the bylaws and policies for said board, co founder of association of Black Sports Officials. Raised in New Jersey, Coran now resides in Connecticut. He is a graduate of Southern Connecticut State University and University of Connecticut and has worked in social work and media literacy fields. Koran has been able to be involved with sports in some capacity for most of his life. He's been officiating sports for over 20 years. Quran has officiated in the past for Central Connecticut association of Football officials and Basketball for Central Connecticut Iaabo board six in January 2018, Abso was formed. Abso's goal is to bring equality for all black officials across all sports on all levels throughout the country. Abso is designed not only to be a voice of advocacy for black officials by providing support and resources, but to educate and train all officials, athletes, administrations, leagues, et cetera, on and off athletic fields. Through these efforts, not only will black officials be better off, but the community and entire sports landscape will be better off as well. So if you can, can you share where our listeners can find you, like on a website or social media? Qur-an Webb: Sure, no problem. But first, before we do that, I would just want to make sure Zarell is able to introduce himself and his background or what have you. For some reason, I'm not sure why that wasn't stated, but it's all good. So we can hear him out. Zerrell Stallings : Yeah, it's all good. I'm Zarrell Stallings. I'm a football official. Been a football official for the last twelve years. High school football official. I'm a business owner here in the greater Hartford community, Greater Hartford area. Other than that, co founder of Abso, me and Karan also run another agency that provides officials for youth sports, and that's independent sports officials alliance. So those are the kind of things that myself and Karan are into. And that's it. That's me. Portia Pendleton, LCSW: Cool. Dr. Katrina Furey MD: Well, it's nice to have you both join us today. Thank you so much for making the time, and we're really excited to hear your point of view on this movie. Qur-an Webb: Thank you. Zerrell Stallings : No problem. Portia Pendleton, LCSW: So a little bit about the blind side. Just the movie came out in 2009. It got a lot of buzz. Sandra Bullock won an Oscar for her role as Michael Orr's mom, Leanne Chewy, and it was based on the book by the same name by Michael Lewis. Michael Orr was played by Quentin Aaron in know this. This movie was pretty popular. And what was worth noting is that the Tui family appeared to be kind of at all of the events, right? So they were at the Oscars, they were at the premiere, and now looking back, Michael Orr wasn't so he didn't come to those events. And I think that that probably speaks volumes about his feelings on the movie then. And obviously, he's been more vocal lately. But where do you want to get started? Dr. Katrina Furey MD: Think. You know, the thing that jumps out about this movie to me, and one reason we've been wanting to cover it, is just its depiction of this sort of concept we call white saviorism, where this movie really depicts this white, wealthy family plucking up this black boy and saving him and sort of changing the course of his life, changing the course of their lives. And in rewatching it in preparation for this episode, I was really struck by how many really awful racial stereotypes it pushed. And I found myself wondering what is actually true about his background, about Michael or's background. You know, like right away we. Who's the little boy who's playing Michael in a car with his friend's dad, who he's been staying with. And we see them drive from his part of town, which you come to find is like the bad part of town, where there's a lot of people of color, things look run down. And you see him drive into the nice part of town where he's going to go to this private christian school and eventually gets what we were told was adopted by the Tui family. And so right away, even just that, like, the drive, I feel like, is already pushing some really negative stereotypes. They say that his iq is only 80, his GPA is 0.6. They just portray him as this kind of dumb, reserved, almost socially inept person. And right away we see the admissions staff again, who's all white. All white men say, you don't admit Michael Orr because of sports. You admit him because it's the right thing to do. But really the undercurrent is they saw he was really good at sports and kind of that's why they wanted him there. We also hear about how his mother, they call her a crack addict a lot in the movie. They just use really harmful language and say he was forcibly removed from her care. We see him go back to his neighborhood and just the things that are depicted, I think, are pretty harmful. And it know in know, the recent HBO documentary. And reading more about what Michael or has been saying in the present day, we come to find out, like, a lot of that wasn't true and that, I don't know, I guess that's where I want to start. Portia Pendleton, LCSW: Do you guys have any comments on that? Zerrell Stallings : Well, I would say I reviewed the movie again, too, because it was a while, but yeah, I could definitely understand your pov. I definitely thought that throughout the movie, the white savior coming down, even her friends, even to the point where her friends were mocking her and things of that nature, I think that's a good place to start because that's probably the most honest place to start is right there. So I don't know. You guys want to weigh in on that? Portia Pendleton, LCSW: Yeah, I mean, I think that the more recent documentary, I think it came out this year on HBO or Max spoke a lot with his friends and family from kind of growing up. They spoke with the man who was kind of housing him and that he did have a bedroom like him and. Dr. Katrina Furey MD: He did have a bedroom. Portia Pendleton, LCSW: Man's son were really close friends, and it was not a bad place. They spoke to his social aptitude and how he was really well liked and really an extrovert socially. He had a ton of friends. Everyone loved him and how he was very intelligent, which I thought was interesting. Then when they also spoke about his football, memorized, you know, as an NFL player, I would imagine, but he memorizes all the plays. Like, he's very intelligent, both academically and then as an athlete. So I thought that for him, and I guess he had spoke on it at least once, that for him was really the most harmful part was the depiction of his intelligence and how low it was in the movie. Yeah. Qur-an Webb: And I just add to that, I think just to sesationalize what the media does when we're talking about films, television news coverage, just in general here and to that point, there portion in regards to the difference into who he actually was intellectually versus what they portrayed him to be. Know, I would feel some kind of way as well, too, in regards to insult my intelligence, belittling me, et cetera, et cetera. In regards to all of that, I know just with the media just as a whole here, and again, I know ultimately the bottom line is to sell a movie and get people to go and purchase tickets, et cetera, et cetera here. But it's a rough field in regards to just really ultimately not caring about actually the human side of it. I know yourself and Katrina here, just being in this field of the people business here, we know that human side is very important here. And I think that wasn't know as far as some of the things they portrayed him to be. Dr. Katrina Furey MD: Yeah. So just to clarify for if anyone's listening who hasn't seen the newer documentary on HBO, I highly encourage you to watch it. I think it's only like an hour long or so. Interestingly, Michael Orr also wasn't involved in that. But I think it's because there's some ongoing litigation, it's said at the end of it, but basically some of the big things that were totally incorrect. Again, his intelligence level, his social. You know, we see Leanne and the Tui family rescue him from the rain, where he has nowhere to go, he has nowhere to stay. Right. That's one of the pivotal scenes in the movie. It turns out that's not true. He was staying with his friend's family and with his friend's dad, and he could continue staying there. They didn't kick him out. They didn't ask him to leave. It sounds like they really cared about him. They were taking care of him. And it sounds like what actually happened, from their point of view, as they say in the documentary, is that Mr. Tui said, hey, you know, he could come stay with us. We live closer to the school. And then somehow he ended up staying there kind of forever. But it seems like that conversation happened after people started recognizing how good he was at sports. And so that left a bad taste in my mouth. And then the other thing that happened was there's this scene where the little boy, SJ, who's played by this gregarious little kid who's, like, super adorable, right, in the movie, but you show, how old was that kid? Eight. This eight year old, basically teaching him, michael, how to be social, how to talk to people, and then basically teaches him how to play football using all those condiments, remember, with the hot sauce bottles and stuff? And everyone in the movie is like, michael knew how to play football. He didn't need someone to teach him. And again, just all of that just continues sending this message that he's not smart, doesn't know what to do, and kind of would just have been adrift and lost without this white family coming to save him. And again, all of it just left such a bad taste in my mouth, again, with just how much was sensationalized and that the things that were sensationalized just push this really icky narrative about just these icky narratives about young black boys. It just really bothered me. Portia Pendleton, LCSW: And rewatching it for myself this time, I was really interested in kind of the themes of local or more local sports trafficking. So even as Mr. Tui is kind of like, oh, you could stay with us. I was know thinking in my head, and I don't know if it is clear, maybe it is, and I missed it, but was that because then he could go to that school district or I'm thinking kind of a part of what you gentlemen had talked about in a training that I attended was just know the zip code switching and kind of like living with different families in order to play at a different school. So if you could share just with our listeners what is sports trafficking? Where does it happen? I think some people would be surprised. Dr. Katrina Furey MD: At how local it is. Qur-an Webb: Sure, no problem. I mean, again, it's the harboring minors in regards, we talk about to play an athletic about the same event, but does this play some type of athletics here where individuals are being compensated and you're getting the benefits, reaping the benefits of it and sometimes internationally? It's obviously a huge thing, harboring youth from other countries over to United States here. But it's happening probably smack dead here in the United States as well too. Because when we talk about trafficking, I mean, the sports piece is a big part here, but when you get into obviously the sex and labor trafficking, it all interacts with one another here. And I think it's just in regards to, just to talk about the labor and sex trafficking, the force fraud and corrosion here. And those three words tie into the feds here when they're looking to get some type of adjudication or anything when you get into the criminal side, but it's applicable to the sports piece here, force, you're forcing individuals to leave their homeland or native land or their town that they're from here. There's been situations throughout the United States where athletes are being kept housed in housing and rents are being paid for these kids to stay in these places just to compete here. And we know it's a meal ticket for a lot of people here in regards to see him or her succeed as far as brothers in high school and moving on to college and ultimately the pros and getting that big payday. It happens more times than not as far as it's been going on there. Hopefully I answered the question. I'm not sure Zarrell wanted to add on or anything. Zerrell Stallings : Well, I was just going to say in the context of the movie, I'm going to go backwards because it was, in my mind, backwards. So when he's being interviewed by the NCAA, yeah, they were essentially asking him that, but in a more professional, I guess, manner or tone. And then going back to your original question about the high school, it wasn't that he was in the wrong district because in the movie it was a catholic school, so they were private. You can be anywhere. But what happens when you have these private catholic schools or prep schools that are highly competitive. They will go in the inner city, pluck a kid, set them up, get around all the legalities of it, or what have you. So those are your forms. They're just not presented in that way of how me and Koran, how we presented in our educational piece of sports trafficking. The essential is the same thing, and we've witnessed it here in Connecticut. We've seen cases here where it wasn't caused sports trafficking, but some coaches got in trouble and things of that nature. So I think the more that we shed light on it, the more important and the more serious the agencies of sports would take more heed to and put their foot down. Portia Pendleton, LCSW: Yeah. Dr. Katrina Furey MD: Can you speak a bit about some of the negative ramifications that can come from sports trafficking? Like, I can think of some that I could assume would come from it. But I wonder, given your experience, what you've seen in real life, I would. Qur-an Webb: Say probably first and foremost the detachment from your bio family and the family that they were removed from. Irregardless of the situation here. This is people that raised you, gave birth to you, and just your community as a whole and culture environment here being thrust into somewhere completely foreign or unknown. And sometimes it might not be a call, maybe once a week, once a month, depending on the circumstances, and not that connection, I think, with your family. I think that's one of the first things that happens here. But I think just when we're talking about minors here, we know the brain develops, they change the age all the time. Here it was 23, 25, 26. Who knows what it is now? But I know it's the last part of the 20s as far as the brain being fully developed here. So think about everything an individual goes through as far as a minor, just the disconnect from the bio family, trying to learn a whole nother culture, another language, potentially depending on where he or she is from. Those are just a couple of examples as far as some of the side effects to what happens here and being forced prior to do something you might not want to do. Some people may have a love for the sport, some may not, but they understand, quote unquote, it's a way out and to help the family here. So, I mean, those are just a couple of examples on my end, reminding. Portia Pendleton, LCSW: Of the kids who don't make it. So it's like, I would say, at a minimum, maybe there's a financial incentive for them when they're not already being taken advantage by all the people who helped them. But when you don't make it, you were displaced. You didn't finish out your important developmental years where maybe would have been best for you. And now you didn't get a scholarship or now you don't have that carrot that they were kind of dangling in front of you for the idea of kind of moving you in with someone else. So I think it speaks to maybe the other forms as well of trafficking as just like minors getting lost then and people kind of then becoming unhoused and so on and so forth, just not having their support team with them. Dr. Katrina Furey MD: And what that does to a child's identity and their sense of self. Right. Like if you don't get the scholarship or you don't make it to the big leagues, I think that just would really mess with your sense of self and your importance. It reminds me so much of what we saw with Britney Spears and with other child stars. It's kind of similar, but I guess the local, the international, just thinking about it from such a small scale to such a big scale, it's really heartbreaking. Qur-an Webb: Yeah, definitely not. Zara, go ahead. Zerrell Stallings : Oh, no, I was just going to say their mental health because at some point the reality is going to set in that you're just a mail ticket. Yeah, at some point it's going to set in. And how do you cope with that as a child? Because to Q's point earlier, if you're not developing until in your late 20s, mid 20s, that's going to take a toll because then you're always going to have that in your head that I'm still the guy, I'm still this. And you're going to always try to keep chasing that and chasing it. But the reality is there and, you know, it. It's just hard for them to accept it and it's terrible. Know a lot of them have been coddled and told that they were going to be the next LeBron or the next Tom Brady or whatever sports they're into. And then when they're all used up, who's there? Right. Nobody's there. Dr. Katrina Furey MD: Right. Exactly. I think I'm making a huge assumption and generalization, but I'd imagine that as these children grow and start to realize what's actually going like, we kind of see, it seems like based, again, we're not analyzing anyone personally because we can't. Right. But it seems like based on what we're seeing in the media, Michael Orr as he's gotten older has a different perspective, at least compared to how they depict his perspective in the movie, which again, may be totally false. But yeah, once you start to realize what's going on. You probably don't have the support system around you to really process that. It actually probably goes against what the people around you want you to be doing to see what's actually happening, right? They're not going to be like, oh, yeah, let's go to therapy and we can talk about how I've been exploiting you and using you and I'll still give you a place to live, right? Qur-an Webb: Absolutely. And I think, too, those who are in these situations, male, female here, there's a small, small percentage that able to make the connection like, okay, this might not pan out for me, but I'm going to use this and take every advantage of it possible here in regards to make it work for me here. As far as educationally and resources and supports and learn who's around me. I know there's a small percentage. And the education problem needs to be out there in regards to just everyone in general. Like, hey, the clock. And I use it metaphorically, know the clock's going to hit all zeros here, whether it's high school, college, or the pros here, and just taking everything along the way, what you can use in regards to what you've learned to better yourself in life. And we think about Michael Ord. He reached the highest of highs here as far as you want to talk about the perception, whether NFL, big contracts, everything here. But still, this still lingers with him. And as far as the whole situation, whether it's the movie or how he's being portrayed to other folks here, and there's probably just some other stuff internally that he's probably had going on here. And I say that to say so, it's like no amount of money or prestige can make erase that. And it's quite obvious with him. Dr. Katrina Furey MD: Yeah, 100%. And I think I can't imagine what must be going on for him internally, at least in the movie. They have that scene where the twoies have decided they want to adopt him. And it seems like at least the way it's coming across is it's like coming from a benevolent place and hoping to help Michael and further his future. And they're all sitting at the table and their biological children are so excited to hear his response. And I think Leanne says something like, what do you think? Know, like a permanent member of our family or something. I don't think they use the word adoption, or maybe they do. And he says something like, I thought I already was. And everyone's like, that's so cute. And again, it's kind of like, is that again a jab? Like, well, he's kind of so dumb he doesn't realize what's going on? Or is it speaking to how he really does feel like he's part of this family and he's loved and it's so happy. But then it's come out that they didn't actually adopt him. They entered a conservatorship. And that really blew my mind because in the movie they use the word adoption or guardian. I think they say they're his legal guardians over and over and over and again, I'm not a lawyer, but it's my understanding that adoption and legal guardianship are very different from conservatorship. But I wonder, Zarell Quran, can you speak to that in any ways? Zerrell Stallings : Actually funny. I actually can. I have guardianship of my God. So conservatorship and guardianship is totally different. There is a different process. I'm sure you have to go in front of some sort of judge. But I think what happened with them in the movie was they couldn't get his mom probably to sign off. So that probably was the easiest way to be able to do things legally with him. Portia Pendleton, LCSW: Yeah, because you see them at the department of family Services, right? She's like cutting the line to get the. Zerrell Stallings : Mean. She was a pistol through the whole movie. Dr. Katrina Furey MD: But again, that sense of entitlement just bleeds all the way through. I think in the movie, though, they said that he was a ward of the state, so they didn't need his mom's permission. And she was like, what? You would give him to me without telling his mama? And then she went to see the mom again, sort of painting her as this benevolent, like, oh, I couldn't possibly do this without telling the mom. But who knows what really happened? Qur-an Webb: Who knows what happened? And just to add on to this conversation, one as far as water to state, meaning the state has custody, custody of you. And again, even with that being said, under 18, as far as for the adoption to actually go through, for someone under 18, the parents rights have to be terminated first and foremost. For adoption to even go through the conservatorship is all more the adult side. So if that's the move that they made, is when he turned 18, legally, he didn't need a parents decision or anything, mom decision or what have you to move forward here. But anything under 18 as far as the adoption piece, parents all rights have to be terminated in regards to that, the obtain legal guardianship. They don't have to be terminated in regards to that. So there's a couple of different avenues under 18. But it appears with the whole conservatorship, if that was the case, they waited till he was 18. This way they didn't need his parents permission or the state's permission because by then he's an adult, even though if he was a senior in high school, if he's 18, he's 18. Dr. Katrina Furey MD: So then why would they need a conservatorship at all, is my question. If he's 18, couldn't they just support him with. Portia Pendleton, LCSW: Right. Qur-an Webb: Legal. Legal. To be able to have some legal jurisdiction over him, paperwork, finances, everything else, as far as some type of legal guardianship of him as an adult to have some legal say that is. Portia Pendleton, LCSW: Right. Dr. Katrina Furey MD: I guess what I know about conservatorship, at least in the state of Connecticut, is from a psychiatrist's point of view. Right. That I know that there's two types of conservatorships here, conservatorship of person and then conservatorship of a state. And so conservatorship of person is when you give someone the legal power to make decisions for you about where you live, your health care, what medications you take, where you go to school, if you're going to school, things like that, then conservatorship of finance is someone who has legal control over your finances. And at least as a psychiatrist that comes up in our line of work, if someone has a mental illness, anything ranging from schizophrenia to bipolar disorder to dementia to neurocognitive impairment, it can also come up for medical illnesses that might affect someone's decision making, where someone is so impaired that they're not able to manage these things on their own. But the key piece is someone has to be so impaired that they're not able to manage these things on their own. And I think that's where, again, like Britney Spears'conservatorship, has been in the media a lot, because the big question is, like, well, how can you say you're so impaired you need a conservator, and yet you're doing all these things? And I think in the documentary about the blind side that came out recently, they said in the paperwork, it says he's of sound mind, like, there are no disabilities or anything. And someone commented like, that's the weirdest thing I've ever seen. Because you need that to have a conservator. Qur-an Webb: Right. Interesting. You mentioned that. And you mentioned white savorism. But I also bring up white privilege gummy, because basically when that's all said and done. They probably knew some people to make a decision as far know judge or what have you to sign off on all that. Especially to your know Katrina when you just mentioned know he has sound mind and everything else here. So it was probably some behind the scenes things that were moving and shaking in regards to to get things signed off as far as to be a conservator for him to have some say about his finances or what have you. And to your point here obviously in Connecticut with some things going know developmentally delays and everything else here that's usually know conservatorship plays a big role here in regards to preliminary guardians and all that other stuff here. Dr. Katrina Furey MD: Right. But it's my understanding and I could be wrong. And so please let me know if I am that you can't just walk down the street and be like, there's an 18 year old high schooler. I'm going to be his conservator now without steps. Qur-an Webb: Step studies, everything that tells it. Dr. Katrina Furey MD: Yeah, right. I'm just speaking from my own experience. There have been times where the judges denied conservatorship for patients we've had on the inpatient unit who are so ill and yet they still preserve their autonomy. Right. These aren't decisions that I've seen made very lightly. So when this came up, I just was so confused. I was like, why did they do this? What did this give them that they needed, that they couldn't have had without it? And the only things that come to my mind are like nefarious, malicious things. I don't know. They could have still supported him in doing good at school, going to college. Portia Pendleton, LCSW: They could have assisted him make decisions like, oh, hey, like many 18 year olds, here's your first contract, or here's your first deal. Do you want to talk to a financial advisor? You want to set up a bank account for you, though I'm giving you advice freely. Why do I have to be signing off on it? And then that just feels like, why. Dr. Katrina Furey MD: Is the money coming to me? Right. Zerrell Stallings : I would say three letters, R-O-I return on investment, my house, I fed you, I closed you, I made sure you got the proper education, so forth. And I'm just being, just thinking from their crazy perspective. So I need to be able to recoup this at some point. Just think about the movie. If I'm your conservator, right? I can use your likeness without your permission. If he's feeling like he's feeling now, I don't think he would have signed off on the script. Dr. Katrina Furey MD: Right. Portia Pendleton, LCSW: That's interesting. I was saying I didn't even think about the movie rights. I would gander that that is probably the majority of it, right. Because he was so uninvolved in that. And I was like, well, how it's about him, right. Let alone thinking about his sports career, which I'm sure obviously was also impacted in a way by them. But yeah, okay, that clears up some questions that I had that makes all. Qur-an Webb: Sense in the world. I was just going to add just in regards to, back to the media, how they, we got a blackmail young black male, eventually an adult black male. Just thinking about the circumstances as far as, I'm just talking about the movie in general, not the person himself here in a situation, big house, family, you get pretty much anything that you want here. So they got it as far as, of course, this black male is not going to say no to this. And do you want to be adopted? Do you want to be adopted? Or whatever the questions that are being asked to think about the pressures of just hearing that as far as that goes here, being a young man here, like I'm going to say no, I'm going to give all this up that I have as far as versus where I came from. And again, like I said, I just tie that back to the media and kind of just taking a left turn as far as in regards to what they wanted it to be portrayed. As far as we talk about black men and we think about black men, I mean, handful of movies or what have you, that were we depicted as far as in positive lights and ain't these stereotypes, white family coming to save us and everything else as well too. So definitely some of that going on as well. I just wanted to just add that. Portia Pendleton, LCSW: His experience now I'm speaking just of what thoughts kind of come to my mind is like if you take someone who's been displaced from their family or has kind of had to bounce around even if they are with supports, I would imagine that to an extent that impacts your attachment. So you probably don't have the most secure attachment. And so when then there's these big powerful people making all these promises and kind of giving you an Xbox even though, right. That's like nothing to them. But it's like this big deal that kind of gives that false sense of like we got you. And I think someone with maybe not the strongest attachment style is more easily kind of being able to go along with that. Dr. Katrina Furey MD: Yeah, exactly. It is exactly grooming. And I think it makes me so sad for him as a person and for any other person who goes through this, because I'm just thinking, like he probably, and again, I'm just totally making assumptions here. I don't know for sure, but it seems like he felt so loved and cared for, and then to realize what was actually happening, it's got to feel awful. And like you were saying earlier, karan, no amount of money or Super bowl wins takes that pain away of feeling like, wait, I thought you were my family. But actually now I'm learning this is a conservatorship and you guys made like hundreds of millions of dollars off of me. But what? Zerrell Stallings : Yeah, it's a tough pill to swallow for them. I'm sure it is. But I'm going to say this, and this is not to give any positivity on the Tuis. I'm glad Michael took advantage of every bit of it. Yeah, he got his education. He was able to make it to the NFL. He was able to be a Super bowl champion. Not sure if he's in the hall, he might go in the hall at some point. So he took advantage of every bit of it. And I'm glad because a lot of times you get used up and you don't get a chance to take advantage of none of it. You just get used up and tossed away. Luckily, he was able to take full advantage of everything that every opportunity that came across his path, even though they had their alternatives and what they were trying to do. So I think that's the one positive. But I'm going to just say about the movie. I think for me, I was always suspicious of the movie when it was never told from his eyes. Dr. Katrina Furey MD: Yeah. I want to know who is Michael Lewis, too? Where did he come from and why is he writing the book? I think he was friends with Sean Tui. They said in the, like, why do. Portia Pendleton, LCSW: You write the Michael? Yeah, right. Dr. Katrina Furey MD: I really want to hear from Michael. I hope someday we, like, I would be really interested to hear his perspective. One thing that really stuck out to me in the documentary was someone with, I think a lot of people, like his friends and things like that who are in the documentary were saying, just imagine what it was like for him to enter all those locker rooms after this movie came out. And everyone thinks you're an idiot, everyone thinks you're dumb, you can't read, you can't write, and you just walk in and that's the picture they have of you. Qur-an Webb: Yeah, I think that probably did travel with him, but I think those, as far as you talk about teammates and coaches those who probably spent that time with him knows, probably could be the complete opposite as well too. Dr. Katrina Furey MD: Yeah, true. Qur-an Webb: As far as getting to know him, knowing the man that he is and who he became, as far as an individual as well. But I'm sure those who didn't know him or what have you there, I'm sure it could play the role somewhere along the way there. But I still also think that those who got to know him realize like, hey, this is not what the depiction of him is not true. Portia Pendleton, LCSW: Right. And sports, I think as many of us know, is also just such a wonderful outlet for having a team, for having positive supports, for being good for your mental health, working towards goals and working together collaboratively. I think too, just that the action, obviously, unless you hate the sport, which makes it even worse. But the sports I think team can buffer, I would imagine some of the negative impacts of his experience and I would imagine other people's experiences as well, like him. Qur-an Webb: One of the trainers we tying around the mental health piece of it, how that sports interconnect with one another here. Just you talk about the team aspect of it and how important that is to have all supports and folks simply situated. There's no socioeconomic standards. When you put a helmet on, everyone has the same helmet, everybody's playing once you're on that field. We're talking about football as an individual sport as well, too. I mean, just the thrill of competing and being able to overcome challenges here and what have sports brings a whole lot to the table, most definitely. Portia Pendleton, LCSW: So is there anything else you guys would like to kind of share about the movie thoughts, your kind of expertise in sports in general or anything else that we kind of missed today? Qur-an Webb: I think as a whole. And it's interesting, we're talking about sports but in different ways, not actually to being on the field, competing. We talk about different areas, whether it's trafficking, whether it's the mental health part of it, transition or what have you. It's just sports parallels life. I mean, we've said that along the way, Zarella and I, one way or another here, the highs, the lows and things that come with it. And this movie depicts, like I said, a lot of things, life related things here, things that were left out, maybe intentionally or unintentionally as far as in regards to the blindside movie here. But I think sports in general here, it's a lot of people's lives, a lot of people soundtrack their lives. It's the highs, the lows. I mean, I think about the NFL here like those who love it and folks are miserable for like a whole week if their team loses until that following weekend. It is interesting how powerful that is. And I think about those who actually are playing, whether it's tennis, whether it's swimming, whether it's lacrosse, just ability to, not only the physical needs that it helps, but the emotional, psychological things that it just brings to sports, like I said, definitely parallels life. And I know you talked about bringing this around, this episode, Aaron, give or take, around Super bowl time and how interested the whole trafficking piece came up. That's one of the prime times. We're talking about trafficking, especially sex trafficking at these sporting events such as the Super Bowl. Super bowl, like I said, is unfortunately prime real estate for those who are in that line of work with these vulnerable individuals that they take advantage of. So it's interesting, like we're talking about this. Portia Pendleton, LCSW: Yeah, no, that's a good point. I think it's tragic to say the least. And it seems to always be vulnerable parties. Similarly, we just recorded an episode on some of the docuseries coming on cults, and we talked just about. Right. There's always a dynamic. There's someone who's with a lot of power, a lot of privilege, oftentimes also very good at people talking and charming to kind of lure you in. Right. And then it's these vulnerable people who are often, first for any reason vulnerable, that kind of fall prey, then to these nefarious people who oftentimes are doing a lot of, you know, like you said, zarell, in Michael's story, it's like the only thing that really is positive is when you do make it and you can take advantage of everything and you do get the deal, and then you have your own connections and you're kind of using like a sponge, sucking up it all as well. And then obviously the tragic stories as well. When you don't make it and you're kind of used up and then left with nothing, it's definitely devastating. Zerrell Stallings : Absolutely. Portia Pendleton, LCSW: Yeah. Zerrell Stallings : Well, their biggest nightmare is that he did take advantage and he was smarter than they think he is. And now, hopefully, I'm going to use his word lightly, but hopefully, justice is served for him and he gets whatever he presumes is his right. Because they got theirs already. They got theirs ten times over already. And I'm not saying they need to go broke or people need to cancel them, anything of that nature. I mean, it still was a business transaction at the end of the day. And it just was sad that they didn't tell that young mayor that it was a business transaction. At the end of the day, we was going to give you this to get this, but fortunately, he was able to figure that out on his own and he's speaking out about it. So that's a good thing. Portia Pendleton, LCSW: Yeah. And he has a, he's, he's married, he has kids, and it seems like he has a lot of friends who do know the real Michael and a lot of teammates and people that he's worked with over the years. So, like, you mean, that feels like at such a mean. I'm selfishly glad for him that we get to see the other side. But I remember being really shocked a couple of years ago when people kind of came out and were saying that his parents or not his parents, the Tuis, were not at his wedding and people were outraged. I think it was like five or six years ago. And that's where I think for a lot of people who didn't know him or didn't know his story or weren't kind of viewing the movie in a certain way, were like, I guess it's not this fairy tale, happily ever after story at all. And then now it's like so much more has come out, which I think we should all be skeptics, right, with what we see and just in general what we see in movies, knowing that a movie is always going to be portrayed in a way that's going to make the most money and that's going to get the most people to see it. And I think we're in this podcast also, just trying to give people a different lens to maybe think of when we see movies so that bad info isn't scattered around. Dr. Katrina Furey MD: But I think if anyone else has. Portia Pendleton, LCSW: Anything to say, we're almost at time. But Darrell. Zerrell Stallings : Well, I was just going to say I'm glad that you guys are doing an episode about the blind side. It's good that these conversations happen and these conversations continue because Michael might not look at it as sports trafficking, or maybe he does. And maybe this can be a whole start of another conversation that people haven't thought of and good people like you guys are doing an episode and a podcast that can dissect and get into the real of what really is going on in these sports communities and things of that nature. So from behalf of Abso, I just want to say thank you guys for it. Portia Pendleton, LCSW: Well, thank you for coming on. We're so excited to have you here today. Dr. Katrina Furey MD: We told all. Portia Pendleton, LCSW: Yeah. Dr. Katrina Furey MD: And thank you for doing the work you're doing. I mean, I think you're really doing the groundwork in the know, like as a privileged white know. I also want to just recognize that we see it from one lens. And I would just really appreciate if Hollywood would stop. Yes, okay, sensationalize. But maybe we could move away from sensationalizing such racist ideas forever. I just would really like to get away from that. That's not in my control. But it really just breaks my heart to see this sort of stuff perpetuated and then successful. I mean, I just think it also just speaks to such broader issues in our society that that is such a. Portia Pendleton, LCSW: Yeah. So where can our listeners find you? Do you guys have a website you'd like to share? Qur-an Webb: Sure. We have blacksportsofficials.com here. Interest in Zarell talked about as far as in regards to some of the things we have going on. Again, our officiating signing business that we do do the independent Sports alliance here, but we're actually transitioning the educational piece outside of the association of Black Sports officials. We're going to do a lot more advocacy work and other things centered around blacks in that regards here. But the education piece here just coming under a new umbrella, achieving better sports outcomes. So that's the name of the company here. And again, these topics such as what's being talked about today and everything else as well, too. We have a rollout. We're doing something at the hall of Fame in March. As far as a presentation similar to what you went to Portia, it was actually an all day one. So we're doing that in the middle of March here. As far as, so we're excited about that as well, to get that out there as well. And some of the other work that we're doing as well, too. But at least initially, right off the bat here, we could go to blacksportsofficials.com, sportswiths, officialswithas.com. Dr. Katrina Furey MD: Great. And I hope it's ok with you. We'll link to all of that in our show notes here. If you want to send that to us and let us know when that presentation is, I'd love to know if we're able to to. Portia had such great things to say about your talk. I'd really love to learn more and hear more about it. Qur-an Webb: And we didn't pay her to say. Dr. Katrina Furey MD: I know, not at know. The funny thing is no one's paying. Portia Pendleton, LCSW: Us to do this podcast yet. Dr. Katrina Furey MD: If you're liking it and you're listening, please rate, review and subscribe. And you can follow us at analyze scripts podcast on Instagram, TikTok you can watch this podcast on YouTube and we hope to keep putting know really good content, educational content, breaking down movies and tv shows. And thank you both so much for joining us. We have been so excited to talk to you. I think you just bring such an important perspective and I really hope that you continue doing the good work, and I can't wait to see where it goes. Qur-an Webb: Same to you ladies as well. This is a great concept, great idea. So looking for this to take off, and next thing you know, you'd be somewhere in Hollywood yourselves. Dr. Katrina Furey MD: Not producing a movie like this. Portia Pendleton, LCSW: I can guarantee. Qur-an Webb: Not. Absolutely not. So thank you, ladies. Portia Pendleton, LCSW: All right, take care everyone. Qur-an Webb: Bye bye bye. Dr. Katrina Furey, MD: This podcast and its contents are a copyright of analyzed scripts. All rights reserved. Any redistribution or reproduction of part or all of the contents in any form is prohibited. Unless you want to share it with. Dr. Katrina Furey MD: Your friends and rate, review and subscribe. That's fine. Dr. Katrina Furey, MD: All stories and characters discussed are fictional in nature. No identification with actual persons, living or deceased places, buildings, or products is intended or should be inferred. This podcast is for entertainment purposes only. The podcast and its contents do not constitute professional mental health or medical advice. Listeners might consider consulting a mental health provider if they need assistance with any mental health problems or concerns. As always, please call 911 or go directly to your nearest emergency room for any psychiatric emergencies. Thanks for listening and see you next time.

In this episode, host Dr. Drumm McNaughton speaks with Dr. Mary Papazian, Executive Vice President of the Association of Governing Boards of Universities and Colleges. They focus on higher education governance and discuss the significant "AGB Board of Directors' Statement on Influences Impacting Governing Board Independence and Leadership." This document, a noteworthy publication in AGB's 110-year history and only the 13th such statement, addresses crucial issues in contemporary educational governance.   Podcast Highlights  "Without academic freedom and autonomy, higher education institutions cannot fulfill the vital role they play in our democracy and economy. The global competitive positions of our nature and society are in jeopardy if board oversight of academic freedom is diluted." AGB Key Discussion Points: AGB's Perspective on Board Roles: The dialogue begins with an examination of how boards should actively participate in governance, differentiating their role from that of university presidents in management. Principles of Board Governance: Dr. Papazian unpacks the four fundamental principles of board governance: loyalty, care, obedience, and the preservation of institutional autonomy, particularly academic freedom. Spotlight on Governance in Media: The discussion touches on the increased media attention towards board governance and its wider implications for higher education. Strengthening Governance Practices: The importance of developing robust governance structures, especially before a crisis, and the role of AGB in aiding this development. Academic Freedom - A Core Value: Comparing and contrasting the AAUP and AGB reports underscoring the critical role of academic freedom in American higher education. Best Practices from the AGB Report: Insights into the latest AGB report, which offers guidance and strategies for institutions to uphold governance responsibilities. Diversity in Board Decision-Making: Emphasizing the importance of diverse viewpoints in enhancing the quality of governance and shared decision-making. Essentials of Good Governance: The conversation emphasizes the need for maintaining and adapting good governance practices to address various challenges. Promoting Self-Assessment for Boards: The significance of regular board evaluations in sustaining and improving governance effectiveness.   Three Key Takeaways for University Presidents and Boards: Fiduciary Duties as a Foundation: Reinforcing the core responsibilities of loyalty, care, and obedience in governance. Upholding Academic Freedom and Independence: Highlighting the necessity of board independence and academic freedom for the integrity of higher education. Supporting College Presidents: The critical role of boards in supporting university presidents, particularly in navigating complex situations.   Final Thoughts The episode wraps up with an emphasis on the importance of informed and adaptable governance in higher education. McNaughton and Papazian advocate for proactive engagement and strong leadership to effectively address the evolving challenges in the sector.     Read the transcript and extended show summary on our website →    About Our Podcast Guest Mary Papazian, PhD, is the executive vice president of AGB. She has served as president at San Jose State University, Southern Connecticut State University, and as interim president of the Business-Higher Education Forum. She has served as board chair of the Business-Higher Education Forum, the Coalition of Urban Serving Universities, and the Mountain West Athletic Conferences. She has been a board member of the American Association of Colleges and Universities, the NCAA, the Silicon Valley Leadership Group, and Haigazian University.   About the Host  Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/.   The Change Leader's Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #AGBreport #BoardGovernance #AcademicFreedom #HigherEducation      

This year, we've been learning about how educators are getting students engaged in the electoral process. One way to do this: student government. When you think of class elections, a couple things probably come to mind. But our guests says student government is much more than prom committees and candidate speeches in the cafeteria. We'll learn more about the influence student representatives have on their school districts. Later, Connecticut's Beardsley Zoo is holding their forth mayoral race. There are five candidates running this year for mayor. We'll hear about the animal candidates and how you can vote for your favorite. We'll also hear how students on college campuses throughout our state are organizing to turn out the vote. GUESTS: Christopher H. Tomlin: Executive Director, Connecticut Association of Student Councils Kevin Brown: a Vernon High School civics teacher and Connecticut State Representative for Vernon, Connecticut Jennifer Croughwell: Chief of Staff of Connecticut College Democrats and a student at Eastern Connecticut State University Nick Schettino: student at Southern Connecticut State University and young republican Gregg Dancho: Zoo Director, at Connecticut's Beardsley Zoo in Bridgeport Where We Live is available as a podcast on Apple Podcasts, Spotify, Google Podcasts, Amazon Music, TuneIn, Listen Notes, or wherever you get your podcasts. Subscribe and never miss an episode.Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

Did you know that your lifestlye may be killing you? Did you know that changes to your health habits, although difficult, can prolong your life? What habits do you need to change that will allow you live a more healthy lifestyle? In this episode, Juan Williams talks about how is lifestyle was killing him. From the pain endured daily, to the cancer, Juan researched and bravely made life altering choices that prolonged his life and healed him. He's here to discuss how you can make necessary changes that are beneficial for your future. Juan Williams has absorbed holistic health protocols all his life. From gathering early information as a child of the 60's in the Cereal City of Battle Creek Michigan, to the melting pot of Honolulu, Hawaii. As a journalist at nearly a dozen TV and radio news outlets, Mr. Williams has been exposed to the health practices of a multitude of cultural backgrounds. He's also learned of the health practices of ancient times, as well as modern day western medicine. What has worked for him, is holistic protocols of past generations in his family, and the understanding that your blood, and what you eat, is critical to your general health. Juan Williams has a life education that includes attendance at Kellogg Community College, University of New Haven, Southern Connecticut State University, DePaul University, as well as, an AS in mechanical engineering from the University of Hawaii, (HCC) and a Bachelors in Interdisciplinary Business, from Arizona State University. It's the Interdisciplinary education Mr. Williams brings to this publication. This includes his personal health crisis; as well as, the life challenges of others, to promote a total understanding of personal self- help health.

Dr. Mary Tracey's journey in the world of health began during her undergraduate studies in Biology and Chemistry at Southern Connecticut State University. It was there that she realized the critical need for public education to empower individuals to take control of their health. This realization led her to pursue a career as a naturopathic doctor and traditional Chinese Medicine practitioner. Throughout her educational journey, Dr. Tracey has gained valuable insights into the intricacies of the human body and effective methods to promote long-term well-being. Her expertise encompasses a range of topics, including women's health, pain management, and intervention for chronic diseases. We dive into a variety of subjects with Dr. Tracey, including the fascinating rhythms and cycles of the female body, the importance of relational and inclusive sex education, and the ins and outs of perimenopause. In this episode, we discuss the following:

Born in São Paulo, Maria Luisa ‘Lulu' Carter began her professional career in education, the arts, and community service in Rio de Janeiro before moving first to Europe and then to the United States 26 years ago. With degrees from Brazil in speech therapy, art, and psychodrama and a Master's Degree in science and education from Southern Connecticut State University, Lulu views the world through an eclectic and multicultural prism. Lulu has initiated projects that combine education, community service, and the arts worldwide – including the Amazon, Haiti, Ghana, and Bhutan. Lulu co-founded Destination Partners, a travel management company that works with American universities, nonprofits, and institutions focused on the science of happiness. Lulu's awards include the Excellence in Diversity Award from Hodges University in 2015, the Southwest Florida Face Award in 2016, and the Lady Liberty Leader honor from Collier Freedom in 2020. Show notes: 00:00:36 Living the Moment Ep. 117 00:02:35 Introducing Lulu Carter 00:06:15 How Lulu Copes with Anxiety 00:07:01 Create a To-Be List 00:08:07 Lulu's Journey 00:09:46 Befriend Your Anxiety 00:10:57 Show Others the World- Destination Partners! 00:17:18 The SHERO Mindset 00:34:19 Lulu's Inspirational Quotes 00:51:55 Surrender to Your Higher Power 00:54:17 MGTB Insight 00:55:34 Contact Lulu 00:57:38 Lulu's Inspiration 01:01:00 Say Yes! www.lulucarter.com IG @lulu.carter_shero_mindset Conversations with Extraordinary People is a YouTube/podcast based on The Magical Guide to Bliss. It takes the listener through the year with empowering conversations. Sign up for my newsletter at www.megnocero.com #manifesting #podcast #SEASON6 #podcasts #podcast #season6 #meg #love #lulucarter #livingthemoment #dreamers #destinationpartners #thesheromindset #authorinterview #books #writer #author #speaker #motivational #happiness #transformational #magical #happiness --- Send in a voice message: https://podcasters.spotify.com/pod/show/meg-nocero/message Support this podcast: https://podcasters.spotify.com/pod/show/meg-nocero/support

Julie Rumrill, author of the memoir, Finding Mary: A Journey of Reclamation Scarlett's guest is Julie Rumrill, author of the memoir, Finding Mary: A Journey of Reclamation. Julie's pain from losing her two sisters has given her the courage to write about her family's tragedies and to share her story with the world to help others. Scarlett and Julie discuss how tragedy and roadblocks are there for a reason and that is to help us grow despite our struggles. Julie's memoir is a journey of self-discovery and how she encourages her other family members to do the same to process their grief. Julie is a faculty member in the Department of Earth Science at Southern Connecticut State University and the Department of Math and Science at Gateway Community College in New Haven, Connecticut. In addition to her academic, fieldwork, and business experience, Julie is a certified yoga instructor and qualified teacher of Mindfulness-Based Stress Reduction (MBSR), a scientifically-supported, mind-body medicine program, developed at UMASS Medical School.   Please check out Julie's upcoming writing retreat in Litchfield, CT this September 9 and 10, 2023: https://www.julierumrill.com/events-and-offerings.html.  Listen to this inspiring podcast of Julie's journey today. To purchase Finding Mary: From the New Jersey based publisher: https://store.bookbaby.com/book/finding-mary Booklovers Gourmet, Webster MA https://bookloversgourmet.com/ Pourings and Passages, Danielson Ct https://www.pouringsandpassages.com/ Learn more About Scarlett here: https://chooselovemovement.org/

Just off the coast, in Long Island Sound and Narragansett Bay, northern star coral flourishes. Scientists where we live hope this could be good news for its tropical relatives, increasingly threatened by warming waters. Clusters of this native coral, also known as Astrangia poculata, are being studied for their ability to survive winter through dormancy and thrive through what might be considered bleaching in more tropical regions. Researchers along the coast of New England formed the Temperate Coral Research Group to focus on this species and the insights it may offer on climate resilience. This hour, we hear from them. Plus, Long Island Soundkeeper Bill Lucey helps us kick off NautiWeek at Connecticut Public, offering the latest on warming in the Sound, his priorities and concerns. GUESTS: Bill Lucey: Long Island Soundkeeper, Save the Sound Sean Grace: Marine Ecologist; Professor of Biology, Southern Connecticut State University; Co-Director, Werth Center for Coastal and Marine Studies Koty Sharp: Associate Professor of Biology, Marine Biology & Environmental Science at Roger Williams University Amy Apprill: Associate Scientist, Woods Hole Oceanographic Institution Dive into all of the nautical-themed stories airing this week on Connecticut Public's original talk shows by visiting ctpublic.org/nautiweek.Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

Sean is joined by Sarah and Nadine for a great discussion about the National Health Education Standards revision process. They discuss why the standards are being revised currently, the progress the task force has made over the past two years, what lies ahead & more! Nadine Marchessault, MEd, NBCT is the Co-Chair of the National Health Education Standards Task Force. She is also a Health Education Specialist at the Hawaiʻi State Department of Education. Nadine has 17 years of experience in education (PreK-12), which includes service as a teacher and leader. She specializes in health education and mentoring to improve student learning and teacher practice. She is Experienced in designing curriculum, instruction, and assessments aligned to National Health Education Standards. Nadine has facilitated and collaborated with diverse stakeholders to review, adopt, and implement National Health Education Standards in the Hawai‘i State Department of Education.Sarah Sparrow Benes (she/her) is currently an Assistant Professor & Program Coordinator of the School Health Education program at Southern Connecticut State University and SHAPE America's President. She transitioned from her role as an Associate Clinical Profession at Merrimack College in fall 2022. She has an Ed.D. in curriculum and teaching, an Ed.M. in human movement, a master's degree in public health, and a B.S. in athletic training. Sarah started her career at Boston University as an athletic trainer before transitioning to the role of Physical and Health Education Teacher Prep Program Director. Sarah works in schools locally and nationally, and writes and presents on various health education topics.

KC Councilor is an assistant professor in Communication, Media, and Screen Studies at Southern Connecticut State University. He is also a cartoonist who draws about the experiences of being a trans and transitioning person in the world.His graphic memoir, Between You and Me: Transitional Comics, came out in 2019.He has also published comics in numerous academic journals, including the Annals of Internal Medicine, Literature and Medicine, Communication and Critical/Cultural Studies, and Women's Studies in Communication. His comic Cycles was published in the Eisner Award-winning anthology Menopause: A Comic Treatment. HighlightsWhy he's ready to talk about feminityThe comic that brought him on the podcastWhat it's like going through puberty and menopause at the same timeAt 41, how he feels about the possibility of perimenopauseBeing a trans person in the US right nowFeelings in fatherhoodThe loud and angry state of trans in the USThe issue of trans violence What medical care has been likeFind out more about KC and his work:Web: www.kccouncilor.comInstagram: @betweenyouandmetranscomicsJoin the Hotflash Inc perimenoposse: Web: hotflashinc.comTikTok: @hotflashincInstagram: @hotflashincTwitter: @hotflashinc Episode website: Hotflashinc See hotflashinc.com/privacy-policy for privacy information

LoveBabz LoveTalk: Welcomes Quinn Mason, whose piece “Joyous Trilogy” will be on Friday's concert at Southern Connecticut State University and NHSO music director Alasdair Neale

For the first time under a new law, the state's budget is required to justify how spending would help reduce socioeconomic and racial inequities where we live. The budget law was passed last spring, calling for a quote "explanation of how provisions further the governor's efforts to ensure equity in the state," helping to "identify and remedy past and present patterns of discrimination." According to the Economic Policy Institute, "Connecticut ranks #3 of the 50 states in income inequality." The United Way of Connecticut projects the basic "survival budget" for a family of four exceeds $90,000 per year, reports Keith Phaneuf, the Connecticut Mirror's budget reporter. Even prior to the pandemic, the organization projected 38% of Connecticut residents were living paycheck-to-paycheck, or falling behind, Phaneuf writes. So how did Governor Lamont's $50.5 billion budget meet this new mandate? And what's missing? This hour, we examine where critical items like housing, health care and higher-education come in. GUESTS: Lisa Hagen: Federal Policy Reporter, Connecticut Mirror Dan Haar: Associate Editor, Hearst Connecticut Media Jonathan Wharton: Professor of Political Science at Southern Connecticut State University; Associate Dean at the School of Graduate and Professional Studies Ginny Monk: Children's Issues and Housing Reporter, Connecticut Mirror Jennifer Ludden: National Correspondent, NPR Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

iyabarts IYABA IBO MANDINGO – painter, poet, writer, actor and playwright - is a native of Antigua, West Indies, who came to the United States in 1980 as a young boy.  His earliest exposure to the arts were through his mother, a trained singer, and his grandparents, a tailor and a seamstress who first introduced him to colors and patterns, paving a path to the many ways of expression; drawing, painting, sculpting, writing and performing.  Iyaba studied fine arts at Southern Connecticut State University and today teaches in the tri-state area as a Master Teaching Artist. Iyaba is a former Artist in Residence at the New York Theatre Workshop. Iyaba appeared regularly as a performance poet both in the United States and abroad In 2017 Iyaba debut his clothing line MandingoWear    

Joyce Saltman is a Professor Emeritus of Special Education at Southern Connecticut State University in New Haven, CT.

Bo Ryan is principal of the Greater Hartford Academy of the Arts Middle School in Hartford, CT. Ryan also served as a Principal for Woodside Intermediate School in Cromwell, CT. He is passionate about building and sustaining professional learning communities; and led both schools to Model PLC status. Ryan has been an educator for 27 years with a background as a teacher, coach, director, adjunct professor, and administrator. His first job was as a graduate assistant football coach for Syracuse University where he was a full time football coach and graduate student. He was a part of 2 bowl victories and 1 Big East Championship with the team. His teaching career began at JC Clark Elementary in the city of Hartford. In the school, Ryan created various before school and after school programs for students in the neighborhood. His daily morning gym program was open for all students an hour before school and served hundreds of students on a daily basis. Also at JC Clark, he started a basketball team in the school to help the students most at-need. The season was from October to May. Ryan also coached football, basketball, and served as director of the National Youth Sports Program at the local college during the summer. In addition, Ryan taught a graduate class at St. Joseph's College for 4 years on using PLCs as the system for creating interventions. Ryan is a board member for the Connecticut Association of Schools Student Services Team. As a teacher, he was named both educator and teacher of the year. As a director, he led his camp, NYSP, to national recognition. As a coach, he coached and supported athletes at both the collegiate and high school levels. At Woodside Intermediate School, they also were named a model SRBI and PBIS sight and welcomed visitors from all over. The school also served as a Professional Development School with Central Connecticut State University with college students, staff, and interns in the building at all times. A partnership was also created with Wesleyan University athletic department as athletes visited the school during recess and other times to support students. During his time at Woodside, Ryan presented on Professional Learning Communities to educators in CT and Massachusetts, presented on reading instruction to the CT Reading Association, and presented on RTI or SRBI in CT. Ryan helped open at brand new school in Hartford in a renovated factory. During his time, the school was selected a model professional learning community just 4 years after it opened. They were also selected a Solution Tree Success Story and featured on their website. As an educator, Ryan believes in relationship building with students and connecting with the community, as evident in 25 years of home visits. Ryan is currently a Solution Tree associate and certified PLC, RTI, and priority school presenter. He has presented across the United States on creating and sustaining PLCs in schools with the focus on the team. Bo earned undergraduate degrees from Western Connecticut State University, a master's degree from Syracuse University, and his sixth-year degree from Southern Connecticut State University. Key Takeaways: If you want to create a culture of collaboration you have to be creative in finding time to support it. You have to create templates for teachers to use if you are to maximize the time and coach them up. If you are to track the success of kids you need to break learning up into periods of time that provide data. Good instruction starts with collaborative teams. One of his chapters lines out the whole system for improved teaching and learning. You need to create systems when you don't have certified personnel that are needed. Tight loose leadership allows teachers to place the students where they're needed in a way that teachers can reach them. Reading is essential for students to improve academically. Make sure you hire people that have a high commitment to students and being good teammates regardless of years of experience. CREC calls them Associate Instructors. It's hard to create interventions when you aren't teaching skills for success and focusing on grades. Everything needs to be based on mastery of the standard. Its' critical to constantly be a learner, believe in your teachers, and continually improve. Stay Connected: Book: Brilliance in the Building

With spiking health insurance premiums, energy costs and general "inflation" top-of-mind for many Connecticut residents, what are the top priorities for state lawmakers at the start of this legislative session? And what's most likely to be met with consensus? We'll discuss with a roundtable of experts. Plus, we hear from ACLU of Connecticut about their plan to renew a push for the Connecticut Voting Rights Act. The bill, which only made it through the Government Administration and Elections Committee last session, would codify parts of the federal Voting Rights Act of 1965. GUESTS: Jonathan Wharton: Professor of Political Science, Southern Connecticut State University; Associate Dean, SCSU School of Graduate and Professional Studies Colin McEnroe: Host, The Colin McEnroe Show Christine Stuart: Editor-in-Chief, CT News Junkie Claudine Constant: Public Policy and Advocacy Director, ACLU of Connecticut Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

Bo Ryan is principal of the Greater Hartford Academy of the Arts Middle School in Hartford, CT. Ryan also served as a Principal for Woodside Intermediate School in Cromwell, CT. He is passionate about building and sustaining professional learning communities; and led both schools to Model PLC status. Ryan has been an educator for 27 years with a background as a teacher, coach, director, adjunct professor, and administrator. His first job was as a graduate assistant football coach for Syracuse University where he was a full time football coach and graduate student. He was a part of 2 bowl victories and 1 Big East Championship with the team. His teaching career began at JC Clark Elementary in the city of Hartford. In the school, Ryan created various before school and after school programs for students in the neighborhood. His daily morning gym program was open for all students an hour before school and served hundreds of students on a daily basis. Also at JC Clark, he started a basketball team in the school to help the students most at-need. The season was from October to May. Ryan also coached football, basketball, and served as director of the National Youth Sports Program at the local college during the summer. In addition, Ryan taught a graduate class at St. Joseph's College for 4 years on using PLCs as the system for creating interventions. Ryan is a board member for the Connecticut Association of Schools Student Services Team. As a teacher, he was named both educator and teacher of the year. As a director, he led his camp, NYSP, to national recognition. As a coach, he coached and supported athletes at both the collegiate and high school levels. At Woodside Intermediate School, they also were named a model SRBI and PBIS sight and welcomed visitors from all over. The school also served as a Professional Development School with Central Connecticut State University with college students, staff, and interns in the building at all times. A partnership was also created with Wesleyan University athletic department as athletes visited the school during recess and other times to support students. During his time at Woodside, Ryan presented on Professional Learning Communities to educators in CT and Massachusetts, presented on reading instruction to the CT Reading Association, and presented on RTI or SRBI in CT. Ryan helped open at brand new school in Hartford in a renovated factory. During his time, the school was selected a model professional learning community just 4 years after it opened. They were also selected a Solution Tree Success Story and featured on their website. As an educator, Ryan believes in relationship building with students and connecting with the community, as evident in 25 years of home visits. Ryan is currently a Solution Tree associate and certified PLC, RTI, and priority school presenter. He has presented across the United States on creating and sustaining PLCs in schools with the focus on the team. Bo earned undergraduate degrees from Western Connecticut State University, a master's degree from Syracuse University, and his sixth-year degree from Southern Connecticut State University. Key Takeaways: It's important to recognize where we have benefited and give back. Educators have to realize that the student experience isn't always the same as their own personal experience when they were in school. We improve ourselves and make the culture better by realizing and utilizing the importance of teams. Team meetings have to be guided by a process and coached by a leader first if they are going to be effective. Tight loose leadership is key if you are to have effective PLCs in your building. It's important to focus on solutions rather than continue to highlight problems. Implement systems that change mindsets.  PLC work has to be research based. Stay Connected: Book: Brilliance in the Building

Over Coffee® is on holiday hiatus. Please enjoy this reposting of one of our top episodes of 2022. (Photo courtesy of Dr. Colleen Bielitz, and used with permission.) Futurist Dr. Colleen Bielitz has an invitation for you. She would like to invite you to get involved in XR--or to get further immersed in it, if you're already exploring augmented, virtual and extended reality. Colleen is Associate Vice-President of Strategic Initiatives and Outreach at Southern Connecticut State University. Her additional professional credentials include: entrepreneur, blue economy pioneer, tech evangelist,, and XR researcher. And her mission: to make XR accessible to everyone. Colleen is Co-Chair of the VRARA Education Committee, as well as serving on the board of XR Women–the global collective of women in augmented and virtual reality. We've virtually attended events which both organizations hosted, and can wholeheartedly recommend them as vibrant communities which encourage both visitors and members to grow. Beginners are welcome, and supported in their learning journeys. Among Colleen's innovations is Project Blue, an initiative towards creating a tech transfer, innovation hub and Blue Economy research in New Haven, Connecticut. AND, exciting update: during this interview we discussed her work on IMXR. The website is now up, and expanding horizons! Here's the link. In this interview, prerecorded in spring, 2022, Colleen discussed her mission of making XR available to all, shared resources for getting started and discussed her goals for the future. On this edition of Over Coffee® we cover: How technology first captured Colleen's imagination, as an area in which to use her talents; A definition of XR; Free resources and platforms for beginners; What immersive technology can mean to artists; The directions in which Colleen would like to take XR education in the future; Some of the dangers of this new immersive “world”; Safeguards that could help users avoid those dangers; The current implicit bias behind the looks of avatars; Some of Colleen's most exciting experiences, both with VR applications and during her workdays; A closer look at Project Blue, and a preview of the next chapter; A look at IMXR; Two challenges to innovators in the metaverse; Some exciting applications for users with disabilities; One of the areas that Colleen sees as requiring considerably more work, towards a metaverse that welcomes everyone.

In this episode of Chasing the Insights, I talk to the inspiring author and holistic health practitioner, Juan Williams. Juan talks to us about how entrepreneurs have two brains. Juan Williams has absorbed holistic health protocols all his life. From gathering early information as a child of the 60s in the Cereal City of Battle Creek, Michigan, to the melting pot of Honolulu, Hawaii. As a journalist at nearly a dozen TV and radio news outlets, Mr Williams has been exposed to the health practices of a multitude of cultural backgrounds. He's also learned of the health practices of ancient times, as well as modern-day western medicine. What has worked for him is the holistic protocols of past generations in his family and the understanding that your blood and what you eat is critical to your general health. Juan Williams has a life education that includes attendance at Kellogg Community College, University of New Haven, Southern Connecticut State University, DePaul University, as well as an AS in mechanical engineering from the University of Hawaii (HCC) and a Bachelor in Interdisciplinary business, from Arizona State University. It's the Interdisciplinary education Mr Williams brings to this publication. This includes his personal health crisis, as well as the life challenges of others, to promote a total understanding of personal self-help health.

Coming off the heels of Election Day, today on Where We Live we talk about the midterm election results and hear from our panel of experts. We hear from Jonathan Wharton, Khalilah Brown-Dean and Julia Bergman. We will also hear from some of the candidates. We break down what we saw last night and what we can expect to see from our newly elected officials. We want to hear from you. Did you vote in yesterday's midterm? GUESTS: Khalilah Brown-Dean: Professor of Political Science at Quinnipiac University and host of Connecticut Public's Disrupted Jonathan Wharton: Professor of Political Science at Southern Connecticut State University and Associate Dean at the school of graduate and professional studies Julia Bergman: State Politics Reporter for CT Insider Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

252 Dealing With Trauma Through Stories Sharing our stories and listening to the stories others tell us is the most important thing we can do in our interpersonal relationships, showing them that you understand and you care is a gift that only you can give.   In this episode Sarah Elkins and her friend Lee Keylock discuss the importance of sharing our stories and carrying the stories of those we love with us so that we may heal and grow, as well as the importance of inspiring others to tell their own stories and pursue the path in life that will bring them joy and peace. Highlights Caring for another's story makes you care about yours. Keep the memories of those who mattered to you alive through stories. When you or another say something it can change everything. We use stories to heal. Quotes “Every experience you have leads you to where you're at. If you took any one of those experiences, stories, and songs out of the equation, it changes, something has to change. So it would change the trajectory of where you are now.”   “To hold somebody's story like that and be responsible for it is a huge undertaking, you can't minimalize that.” About Lee Keylock Lee Keylock is Director of Global Programs at Narrative 4 and oversees the coordination and administration of all aspects of N4's ongoing programmatic development. Originally from Britain, Lee immigrated to the United States in 1989 and taught English at Newtown High School in Connecticut for thirteen years. He has served as an adjunct professor teaching Creative Writing and Composition at Southern Connecticut State University in New Haven, where he also earned his MFA in Creative Writing.  Connect with Lee on LinkedIn, Facebook, or Instagram! And make sure you check out his website Narrative 4! About Sarah Elkins  "Uncovering the right stories for the right audiences so executives, leaders, public speakers, and job seekers can clearly and actively demonstrate their character, values, and vision." In my work with coaching clients, I guide people to improve their communication using storytelling as the foundation of our work together. What I've realized over years of coaching and podcasting is that the majority of people don't realize the impact of the stories they share - on their internal messages, and on the people they're sharing them with. My work with leaders and people who aspire to be leaders follows a similar path to the interviews on my podcast, uncovering pivotal moments in their lives and learning how to share them to connect more authentically with others, to make their presentations and speaking more engaging, to reveal patterns that have kept them stuck or moved them forward, and to improve their relationships at work and at home. The audiobook, Your Stories Don't Define You, How You Tell Them Will is now available! Included with your purchase are two bonus tracks, songs recorded by Sarah's band, Spare Change, in her living room in Montana.   Interested in NLV? Sign up here!   Show Notes by Chinook Bromlie  

Ted Koch is Executive Director of the North American Grouse Partnership. He received a B.S. in Biology from Southern Connecticut State University and an M.S. in Zoology from Idaho State University. He served as an endangered species biologist for the U.S. Fish & Wildlife Service for 30 years, working on all kinds of plants and animals, including sage grouse and lesser prairie-chickens. Ted resides in Garden Valley, ID.North American Grouse Partnership is working with landowners to conserve southwestern Great Plains grasslands for lesser prairie-chickens and other species. Lesser prairie-chickens are about to be listed under the Endangered Species Act.

Raymond Michael "Ray" Reid (born May 8, 1960 in Brentwood, New York) is a retired American college soccer coach. He was head coach at the University of Connecticut Huskies men's soccer team for 24 years. He has led UConn to one NCAA Division I national championship, eight Big East regular season championships and four Big East tournament championships. Before coming to UConn, he was the head coach at Southern Connecticut State University, leading the team to three NCAA Division II national championships in eight seasons. Reid leads all coaches in the nation in winning percentage (.769) and has won four NSCAA Coach of the Year awards.Episode Links:Wiki: https://en.wikipedia.org/wiki/Ray_ReidUconn: https://uconnhuskies.com/sports/mens-soccer/roster/coaches/ray-reid/388Joey Pinz Conversations Podcast Information: • Website: https://www.joeypinz.com • Link Tree: https://linktr.ee/joeypinz • Music by Tom Izzo: @wahlsinger  https://tomizzomusic.com  Support our podcast:  • Subscribe: https://joeypinzconversations.com/subscribe/ • How much is this podcast worth to you? Consider $5, $10 or $20/mo with Patreon: https://www.patreon.com/joeypinz  • How about a one-time payment?  • What is the episode worth to you? $25/$50/$100/$500 /$1,000/$5,000 with PayPal (one-time): https://www.paypal.com/paypalme/JoePannone Please subscribe/follow to Joey Pinz Discipline Conversations Podcast: • Spotify, Apple, Google, or others.  Please consider rating with 5 stars if you like it. • Apple: https://podcasts.apple.com/us/podcast/joey-pinz-discipline-conversations/id1583997438 • Spotify: https://open.spotify.com/show/69SFwY3XSwcw9qNvElAn10 • Google: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5idXp6c3Byb3V0LmNvbS8xODI4OTA2LnJzcw • YouTube: https://www.youtube.com/c/JoeyPinzDisciplineConversations?sub_confirmation=1Please follow on social media: @TheJoeyPinz • Instagram: @TheJoeyPinz https://www.instagram.com/TheJoeyPinz  • Twitter: @TheJoeyPinz  https://twitter.com/TheJoeyPinz • Facebook: @TheJoeyPinz https://www.facebook.com/TheJoeyPinz • TikTok:  @TheJoeyPinz  https://www.tiktok.com/@thejoeypinz • Minds:  @TheJoeyPinz  https://www.minds.com/thejoeypinzFinally,  join our newsletter: https://joeypinzconversations.com/#newsletterSupport the show

Summary: For some parts of society, Covid-19 vaccine mandates are a thing of the past. For others, like Southern Connecticut State University (SCSU) graduate student and Young Americans for Liberty activist Chloe Knopf, they are still standing in the way of school, work, and living a normal life. Chloe is fighting the vaccine mandate at SCSU preventing her from attending classes. Guest Bio: Chloe Knopf is a Young Americans for Liberty student activist pursuing a master's degree in speech language pathology at Southern Connecticut State University. She is barred from attending classes because she has declined to receive a Covid-19 vaccine. She is requesting signatures on her petition to overturn the campus policy. Guest Link: https://yaliberty.tfaforms.net/f/studentrightsreform?petid=7013c000001lKI2 (Sign Chloe's petition to Oppose Forced Vaccinations at Southern Connecticut State) Free Gift from Tom: Download a free copy of Tom's new e-book, It's the Fed, Stupid, at https://forms.aweber.com/form/87/2092395087.html (itsthefedstupid.com). It's also available in paperback https://amzn.to/3HTYSYh (here). It's priced at a pre-hyperinflation level so grab a few copies for friends if you can. It makes a great introduction to the government's most economically damaging institution for liberals, conservatives, libertarians, socialists, and independents alike. Get even more great content by becoming a Tom Mullen Talks Freedom Supporter at https://tommullentalksfreedom.com/support/ (tommullentalksfreedom.com/support). You can sign up there for either https://www.patreon.com/tommullentalksfreedom (my Patreon) or https://tommullen.substack.com/ (my Substack). Like the music on Tom Mullen Talks Freedom? You can hear more at https://skepticsongs.com/ (tommullensings.com)!

We welcome YOU back to America's leading higher education podcast, The EdUp Experience! It's YOUR time to #EdUp In this episode, President Series #172, YOUR guest is Dr. Danielle Wilken, President of the University of Bridgeport, YOUR guest cohost is Dr. Joseph Bertolino, President at Southern Connecticut State University, YOUR host is Dr. Joe Sallustio, & YOUR sponsor is Advance 360 Education! This episode was recorded during the Anthology Together Conference #AT22! Want to learn how to lead during transition? Want to learn about a very innovative partnership? Interested to know Danielle's thoughts on the future of higher Ed? Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - Elvin Freytes & Dr. Joe Sallustio ● Join YOUR EdUp community at The EdUp Experience! We make education YOUR business! --- Send in a voice message: https://anchor.fm/edup/message

Do you ever second guess yourself because of your youth? Are you hesitant on diving into something because you're not sure if it will be the right path for you? Now there's no more room for excuse.In today's episode, I have the youngest guest on my podcast so far. Say hello to Ru Morillo, he's a 23 year old, self-made, serial entrepreneur. This is the finale of a two part interview. After listening, you are going to be inspired to get out and start taking action that aligns with your plan and your vision.In This Interview We CoverHow to start your Air BnBBuilding personal creditDive into the world of business creditWhy network marketing is valuableAnd so much more!Links From The ShowRu's credit business - https://www.credit-doc.com/Ru's Instagram - https://www.instagram.com/thecreditdoc/Bank Rate - https://www.bankrate.com/John's Instagram - https://www.instagram.com/johnmendez_realtor/Walk 2 Wealth's Instagram - https://www.instagram.com/walk2wealth/More about RuBorn and raised in Lawrence, Massachusetts, Ruben Morillo spent most of his life in the city. Between balancing school and playing football, he developed many valuable skills that inevitably landed him a Division 2 scholarship to Southern Connecticut State University. After college, he decided to dive into entrepreneurship through network marketing and quickly acquired a large presence within his company. By connecting with like-minded successful entrepreneurs, he cultivated many different skill sets that led to the launch of The Credit Doc. Using his wealth of knowledge in personal finance he developed into a financial strategist where he's helped hundreds of people around the world master different strategies to create residual income.Support the show

Do you ever second guess yourself because of your youth? Are you hesitant on diving into something because you're not sure if it will be the right path for you? Now there's no more room for excuse.In today's episode, I have the youngest guest on my podcast so far. Say hello to Ru Morillo, he's a 23 year old, self-made, serial entrepreneur. This part one of a two part interview. After listening, you are going to be inspired to get out and start taking action that aligns with your plan and your vision.In This Interview We CoverHow to start your Air BnBBuilding personal creditDive into the world of business creditWhy network marketing is valuableAnd so much more!Links From The ShowRu's credit business - https://www.credit-doc.com/Ru's Instagram - https://www.instagram.com/thecreditdoc/Bank Rate - https://www.bankrate.com/John's Instagram - https://www.instagram.com/johnmendez_realtor/Walk 2 Wealth's Instagram - https://www.instagram.com/walk2wealth/More about RuBorn and raised in Lawrence, Massachusetts, Ruben Morillo spent most of his life in the city. Between balancing school and playing football, he developed many valuable skills that inevitably landed him a Division 2 scholarship to Southern Connecticut State University. After college, he decided to dive into entrepreneurship through network marketing and quickly acquired a large presence within his company. By connecting with like-minded successful entrepreneurs, he cultivated many different skill sets that led to the launch of The Credit Doc. Using his wealth of knowledge in personal finance he developed into a financial strategist where he's helped hundreds of people around the world master different strategies to create residual income.Support the show

Today we are joined by Dr. Kevin McGinniss on Episode 22 of The Hawkin Podcast.   Dr. McGinniss is currently an Assistant Professor, Graduate Coordinator, and Director of Sport Management at Southern Connecticut State University.  His previous responsibilities include President & CEO of the Eastern College Athletic Conference (ECAC), while also holding positions as Director of Athletics for the University of Rhode Island (URI), Mercy College, Quinnipiac University, U.S. Merchant Marine Academy, and Lehman College over a 21-year span. With more than 40 years of professional experience as an educator, author, coach, and athletic administrator, Dr. McGinniss is able to give insight on how to grow within the field. While also enlightening us on his experiences throughout his career and lending advice to the younger generation of professionals emerging into the ever-changing world of athletics.   Timestamps for this episode: 00:00:06 Introduction to today's episode 00:00:30 Who is Dr. Kevin McGinniss? 00:05:11 The state of performance 00:15:30 What does the changing path of success look like? 00:20:46 The future of the performance field 00:25:32 The advantage of being a people person 00:28:30 Life lessons learned through sports 00:35:38 How technology has shaped the physical culture of athletics 00:38:25 What is an emotional bank account? 00:41:10 It is okay to make mistakes 00:43:50 The importance of opportunity 00:46:38 Dr. Kevin McGinniss's contact info If you are interested in learning more about Dr. McGinniss, he can be found on LinkedIn here, and reached by email at kmcginniss1@southernct.edu. Hawkin Dynamics is an industry leader in force plates, education, and support. Check out www.HawkinDynamics.com to learn more, or request a hassle-free quote to see what the HD System costs here.

During this episode, Dr. Janet Patterson, Research Speech-Language Pathologist at the VA Northern California Healthcare System, speaks with Dr. Mary Purdy about aphasia rehabilitation, Interprofessional Practice (IPP) and Interprofessional Education (IPE).    In today's episode, you will:   Learn how IPP and IPE are related, in concept and practice. Hear about the similarities and differences in IPP in inpatient settings and outpatient settings. Listen to ideas on delivering client-centered treatment in an atmosphere of IPP.   Interview Transcript: Janet Patterson: Welcome to this edition of Aphasia Access Podversations, a series of conversations about community aphasia programs that follow the LPAA model. My name is Janet Patterson, and I am a Research Speech-Language Pathologist at the VA Northern California Healthcare System in Martinez, California. Today I am delighted to be speaking with my colleague and friend, Mary Purdy, about Interprofessional Education, or IPE, and Interprofessional Practice, or IPP. Dr. Purdy is Professor and Graduate Program Coordinator in the Department of Communication Disorders at Southern Connecticut State University in New Haven, Connecticut, and a speech- language pathologist at Hartford Health Care Rehabilitation Network. Mary has been involved with educating graduate students in the principles and practices of IPE for several years and is currently Chair of Southern Connecticut State University's College of Health and Human Services IPE committee. Additionally, she actively engages in Interprofessional Practice in the outpatient setting.  As Mary and I start this podcast, I want to give you a quick reminder that this year we are again sharing episodes that highlight at least one of the ten gap areas in aphasia care identified in the Aphasia Access White Paper authored by Dr. Nina Simmons-Mackie. For more information on this White Paper, check out Podversation Episode #62 with Dr. Liz Hoover as she describes these gap areas, or go to the Aphasia Access website.  This episode with Dr. Purdy focuses on gap area five, attention to life participation across the continuum of care, and gap area six, training and protocols or guidelines to aid implementation of participation-oriented intervention across the continuum of care. We focus on these areas through our discussions of IPE and IPP. Two previous Aphasia Access podcasts included conversations about IPE, Episode #7 with Darla Hagge and Episode #78 with Michelle Gravier, Albert Mendoza and Jennifer Sherwood. For so many reasons, IPE and IPP are crucial in creating and sustaining high quality aphasia rehabilitation programs. I hope our conversation today adds to the growing body of knowledge in IPP and IPE. With that introduction, I would like to welcome Dr. Mary Purdy to Aphasia Access conversations. Thank you, Mary for joining me today to discuss aphasia rehabilitation, IPP and IPE.  Mary Purdy: Well, thanks Janet. And thank you. It's really good to be here.  Janet: Let me just jump right in then Mary to say we've heard a lot about Interprofessional Education, or IPE, and Interprofessional Practice, or IPP. How do you define and think about these two related, but different concepts, both in general, and as they apply to aphasia rehabilitation?  Mary: Well, in general, when we think about IPP, the whole concept of collaboration, we know, leads to improved health care outcomes, and that's what we're all after, with our people with aphasia. In terms of the education students need, to learn how to collaborate with other professionals, and this can be quite complex. First of all, they need to understand what their own roles and responsibilities are, just related to their profession. Plus, they have to learn to work as a member of a team, and not just operate on their own, solo. In order to have students become comfortable in these roles, we have to provide them with opportunities to learn, and those opportunities, I think, really need to be both didactic and interactive.  Specifically, to aphasia rehabilitation, in addition to just general education about collaboration, students need to understand that individuals with aphasia really do have complex needs and to meet these needs, we have to focus on the patient. We hear a lot about patient-centered care, and that's really what it is that we need to be doing. So, students need to have some training in how to communicate with people with aphasia, and they need to get to the point where they can be comfortable training others to help communication. We have to help our patients identify what their goals are.  Interprofessional collaboration and practice, and patient-centered care really is all about the patient goals. They have to be really included with the whole program. Students have to be comfortable in aiding patients in identifying their goals, and they have to understand how other professionals can help meet those goals. You know, when we work with our clients, we of course, are focused on communication, but our patients are so much more than that. We have to look at them as the entire person that they are and recognize that we as speech pathologists can't take care of all their needs by ourselves. So, we have to bring in other professionals to help the clients meet their goals. The other thing is, we know that patient's needs change, as they adjust to life with aphasia, and they move throughout the continuum of care. As those needs change, the team members may also change, so students need to recognize that collaboration and interprofessional practice is always in flux. It's an ever-changing concept, in terms of practicing interprofessional collaboration. As clinicians, we need to practice what we preach, we have to remain focused on our patient, what their needs are, what their goals are. It can be difficult at times given time constraints and other constraints within the healthcare environment, but we really do need to try to make the effort.  Janet: Hearing you talk Mary, I'm envisioning a student, a graduate student, who is focused in trying to learn everything they can about the different aspects of communication disorders, not to mention everything about aphasia, and now we're asking them to learn more. That is, what an occupational therapist does or what a physical therapist does and how to organize that. Is that a daunting task for students?  Mary: I think so. As I said, they're learning what they themselves have to do, you know, what do I do as a speech-language pathologist. And so, when we start throwing everything else at them, I can imagine it's very daunting for students and it's hard to try to design educational opportunities that take into consideration where the student is in their whole educational process. I think there's a timing issue of how to be introducing all of these different concepts throughout the student's education.  Janet: Mary, as you recall from the introduction today, the White Paper authored by Dr. Simmons-Mackie identified gap areas in aphasia rehabilitation across the continuum of care, two of which I think relate to IPE and IPP. I would like to ask you about your thoughts regarding IPE and IPP and how they intersect with the LPAA model at three times: first, during graduate education as we teach and model for students who will become clinicians; second, during aphasia treatment in inpatient medical facilities; and third in the outpatient setting, including community aphasia groups. Let's begin with the educational environment. How do you teach and model IPE for your students? Can you tell us about some examples you use and how your students respond to your IPE activities?  Mary: First of all, in the educational environment when we're first really training the students, this is truly the IPE portion where we're preparing the students to learn the process of collaboration. Specific to aphasia, I usually start in my aphasia class. We have a couple of different case studies that we go through, that provide information to students about stroke, the professionals involved with stroke, then the person with aphasia. Through the case studies, I'm introducing them to the professions, and then to aphasia and how the professionals work with aphasia. Another thing that I do in class is, every semester students will interview a person with aphasia. They'll do a little language screen, and they'll interview a patient that comes up from our clinic. Recently with COVID, we've been doing this over Zoom, and it works fine. As part of that, they are instructed to ask the clients about their goals; what goals do they have both for clinic in terms of their communication, but also in general. Then later, we discuss what is needed to help the patient accomplish the specific goals, both within our own profession as well as outside. So, in class, there's a general introduction to IPE.  In the clinic, we've had some fun activities, very informative from multiple perspectives. One thing that we do is we have nursing students who are enrolled in their community health class, come into the clinic to perform a health intake with our individuals with aphasia. Now prior to that, our students have given the nursing students a little bit of background on aphasia, and we have the students view a video about it. And then when the nurses come into the clinic, they work with our students there together during the interview process. The nurses go through and ask all their questions and, I shouldn't laugh, but sometimes it's amusing to see the nursing students' reactions. They are just kind of flabbergasted in terms of, “okay, now what do I do?” For one client, the nurse was asking, the client, “Do you have a history of heart problems, cancer”, blah, blah, blah, blah, blah, and the client was responding “Yes” to everything. The nurse was saying “Oh, my gosh, you poor thing you've just been through so much”. I was in the observation room with the wife, who was saying he didn't have any of those problems. So, it was actually a very good learning experience for the nurse. Then our student jumped in and started using more pictures to try to help with understanding. We provided the supported communication prompts to help with that.  We've had therapeutic recreation come into the clinic, and we've had a few trips into the community. We've gone bowling, and that was interesting. The students learned about devices that are available to individuals who have hemiparesis. There are these stands that the person puts the ball on and just kind of pushes the ball off this rolling stand and it goes down the alley. Our students learn a lot about accessibility and what can be done to help our patients get around in the community a bit more. That's a couple of examples of what we've done in the clinic.  We also have worked with the Marriage and Family Therapy department to provide support to the spouses of the individuals with aphasia. I think that's another important aspect to make the students aware of, that aphasia doesn't affect just the person who has it. It affects everybody, and the spouses need support as well. Our students have sat in on and facilitated some of those sessions as well.  Some other opportunities our students have had are again related to assessment. We had our students go to the nursing lab, where they were doing simulations of assessments, and our students played people with aphasia. That was a lot of fun, and I tell you, it told me a lot about how much our students really understood about aphasia; it gave me some very good feedback as well. We've had a variety of different kinds of activities to educate other professionals about aphasia, to educate our students about the other professionals. So, it's been a lot of fun.  You asked about how the students responded to these activities, and an important component is the debriefing. After every activity, we always talk with the students about what they thought of the experience. They obviously they love the hands-on activities, they find those to be much more beneficial than the case studies and what have you. They've talked about how much they've learned about the patient; they're stunned often with the complexity of medical issues that the patients have, and it's sometimes led to new goals in our therapy sessions. We've had some goals where we would use aphasia friendly educational materials to inform the clients about their medications. We did roleplay scripts for community reentry, so that's been helpful for the students. It just increased their awareness overall. Their feedback was that it forces them to really look beyond just communication. And it also helped their interactions with the clients, kind of viewing them and accepting them as a real person, not just a client with a communication problem.  Janet: It sounds like such a rich experience for your students, when they're hearing it - the case studies, it's one thing to see those words on the piece of paper that says the patient has this diagnosis or has had that treatment, and then to see this person talk about, or try to talk about, whatever their concerns are, or their issues. I imagine the students must just be on one hand overwhelmed with everything, all the information that's coming to them, but very grateful for this experience, the whole interprofessional education experience,  Mary: They sometimes are overwhelmed, but I think the benefit outweighs the degree to which they're overwhelmed.  Janet: I'm sure that you can share stories of your own, thinking back to assure them that other people experience this, and you'll get better with time, and it will feel better and more natural in these kinds of conversations the longer you go in the career in the field of speech language pathology. Mary: I always tie in my personal experiences when I'm trying to explain one of these concepts. It does make it a bit more real to the students.  Janet: Well, that actually leads into my next question, Mary. You are, in addition to being the university faculty member, you are also a practicing clinician, and you use IPE and IPP in your work. How do you incorporate the ideas and the principles of IPP into your clinical activities, when you're in the inpatient medical settings, we'll talk about that setting for just a few minutes, the inpatient medical setting?  Mary: That's actually where I started my clinical career, in inpatient rehab, and it's always remained kind of dear to my heart, although it was very different back then, where patients would stay inpatient for three months. Two weeks they get now if they're lucky. In the inpatient situation it's a little bit easier to do collaboration because there usually are established team meetings. There are some requirements for accreditation related to collaboration. Though I have to say, that just having a group of individuals come together for a meeting doesn't necessarily include collaboration. I think it has to be approached very thoughtfully, in terms of what are we going to do to differentiate true interprofessional collaboration from just a multidisciplinary team? I think one of the main differences is truly staying focused on the patient and having more of a problem-based approach. We look at what are the issues with the patient and who needs to come together to address those issues. So, the collaboration is kind of built in through these regular team meetings.  In addition to that, though, I think the inpatient setting provides some unique opportunities. I've done a lot of co-treatment with PT and with OT. Just last week I was down in our makeshift apartment, it's actually a model of an apartment that has a bedroom, kitchen, everything, and I was working with OT. The OT was trying to help the individual manage with their one hand and also be conscious of the safety issues. The inpatient setting provides the opportunity for us to do some co-treatment as well. I've worked with PTs and OTs, trying to help the patient ambulate. We work on carryover of each other's techniques, and we educate each other about our own professions. Even at that level we have new OTS coming on the scene who had never worked with a person with aphasia. So, the co-treatments allow us to provide some of that education in a very naturalistic environment, which obviously is helpful to the patient. We also work together to figure out which discipline needs to address, what aspects of a problem. If a patient is having issues with problem solving, or flexibility, speech can address that, or OT can address that. So, we kind of work out who's going to do what, in a very non territorial way, which is fun.  One of my favorite projects that I did was a self-medication program. I work very closely with nursing to help educate the patient about their medications, what they're for, what the side effects are, what to do if there's a problem, and how to fill their med boxes. I took a lot of the information that the nurse was providing the client and incorporated that into my own therapy sessions in a much more aphasia friendly manner. It really is helpful in helping the individuals become a bit more independent. Anything that we can do to help increase their independence is so good for their psyche, for their motivation, and for their own self-worth. Not having to depend on a spouse to give them their meds is a big accomplishment. We also follow through on using techniques recommended by one profession in the other settings. So, I will make sure that I have patients positioned properly, when I'm working with them; I make sure that client has their communication book with them, or the OT would make sure the patient has the communication book when they're in the OT session. There's a lot of ongoing discussion about what we each need to be doing to help one another and help the patient.  Janet: That actually, it's both education and its practice, isn't it, because whatever you're learning and teaching new about aphasia in your classroom is also being shared, if you will, with your colleagues at the hospital, and they're teaching you, and you're doing it within the confines of the needs of a particular patient. So, I imagine that the interprofessional practice part, the education part of that, is just always there, is ongoing, and you don't make assumptions that the OT or PT automatically understand your goals in speech, nor do you automatically understand theirs for occupational or physical therapy. Mary: The education component really is carried on throughout, not with students, but as you said, with the other professionals. We're all always learning. I've been in this practice for more years than I care to count and I'm still learning things. That makes things fun and exciting and never boring.  Janet: When I think back, about the importance of LPAA and the importance of patient- centered care, when I think back on some of my practice 100 years ago, I wish I would have done things differently for patients. I could have been a much more effective clinician, but I wasn't thinking in that direction at that point in time. But I am now and I'm hoping that our listeners will also realize there's a lot out there that we can learn from, and we can impart to other professions as we all work to help patients. Mary: I cringe at some of the things that I did 30 years ago, but you live and learn. The end goal is always the same - we want to do what we can to help our patients. We want our patients to be able to lead fulfilling lives, how we get them there has changed, a little bit.  Janet: You've talked to us now about some of the activities you use when you educate students in IPE, and then you've talked about some of the things you do in Interprofessional Practice when you're in the inpatient setting. The third setting I would like to talk to you about is community aphasia groups and the outpatient setting. You may be the only speech-language pathologist on the staff, or you may not have access to other rehabilitation professionals in the outpatient setting like you do in the inpatient setting. How do you see IPE and IPP intersecting with the LPAA model in these clinical settings, either outpatient settings or community aphasia groups?  Mary: Personally, I don't work with community groups outside of the university and I think groups within a university are very different than groups in the community, you know, separate from an educational environment. I continue to work providing outpatient services to single individuals with aphasia, and without a doubt, thinking about collaboration requires more effort. Most of the time, the patients have already finished their OT and PT by the time they get to the Outpatient Center, at least where I am. I don't have those professionals nearby so collaborating would be difficult. But the thing is, even though they may have been dismissed from those other therapies, that doesn't mean that the patients don't still have needs, and their needs now might be very different than when they were discharged from the therapy, three months, or six months prior. I think we need to remain patient centered and always be thinking about, “What is this person doing? How fulfilled is this person? What are their goals?” The patient has been living with aphasia for a while now and so their needs have changed. They are, in my experience, branching out a whole lot more or wanting to branch out more so we have to know what their goals are for life participation, what is it they want to accomplish? Those goals may be completely unrelated to what I, as a speech-language pathologist, will be doing.  For example, one of my patients had always done knitting, she just loved to knit. She was lamenting that she wasn't able to knit for her new grandchild. I was asking her what was the main problem with it? Of course, she indicated her hand, she couldn't hold the knitting needles. I briefly talked with our OT in our clinic, and asked, “Would this be something that you think we should get another referral for? Is it something that you could really assist her with?” And the OT said, “Well, yeah, sure.” So, we did get a referral for her to get an OT eval, and the OT gave her a built-up knitting needle. I was familiar with them for pens, but I had never even thought of one on a needle. That enabled the patient to continue with her knitting. Granted, she was slower, and she might have missed a stitch or two, but she was so much happier that she was able to do that. And so, OT accomplished the goal of getting this patient back involved. I guess the moral of the story is, even if we're not directly working with the other professionals, they may be accessible, or we can get them re-involved, and so we need to keep an open mind about that, and not just think that, okay, they're done with PT, they're done with OT, because there definitely are things that can be done outside the realm of communication.  Having a good understanding of what our patients' skills are and what their challenges are, can also help us set realistic goals, help our patients set realistic goals. I remember working with a client a while ago who was living at home but needed assistance to get out of the house, to transfer into a car, and so on and so forth. I wasn't really even thinking about that, you know, the patient made it to my office, so I just kind of assumed that they could do whatever. The patient wanted to go back to going out to eat so we were working on scripts. I talked about this with the physical therapist as the patient was still receiving physical therapy. The physical therapist said to me that it's okay if she wants to work on that, but she's not going to be able to get into that restaurant, it's not accessible, physically accessible, and the patient has so much trouble getting out of her home into a car. The whole thing is very laborious and so the family doesn't really want to undertake that challenge at this point. They are willing to do it to get her to therapy, but the family isn't really ready to get her into the community yet. That just made me take a step back and think, “Well, duh! Yeah, of course!” I didn't have my goals aligned with what other professionals had for goals and what the patient had. Understanding more about our patients really can help us all, patient and professionals, align our goals, so that we can accomplish them in a more efficient manner. If a patient needs some therapy and isn't receiving it, we can always ask for referrals; they might be denied, but it doesn't mean we can't ask for them.  Janet: What you said made me think of a couple things. Something you said earlier that aphasia doesn't just affect the person with aphasia, it affects the family. So, when you're talking about setting goals, like your restaurant example, thinking about the PT goals, the OT goals, the family goals, the patient goals - maybe the patient's goal of wanting to be able to order in a restaurant could have been redirected to learn a script in preparation, maybe, for finding a restaurant script later on, but now, at this moment in time that isn't the best direction, as you said. So, it just makes me think really that aphasia is about the family, it is about more than just the person with aphasia.  Mary: Oh, absolutely. Patient-centered goals definitely are centered on what the patient wants, but I think have to be considered, along with what the family wants, and what's realistic. They're the ones that are existing together. They are the ones that are ultimately responsible for carrying out, or not carrying out, these different things. I think everybody needs to be on the same page. Janet: Something else you said also made me think - the knitting needle example. In addition to achieving a goal, or to listening to the patient, you're also modeling for the patient how to ask for something, or how to think about another referral, because a new set of skills has developed, or a new set of problems has developed, now that you're further along in the aphasia journey.  Mary: I think it's a part of our phase of therapy in general, I think increasing self- advocacy is a critical component, making them aware of what their rights are, and what they can be asking for and demanding. Then giving them the tools to do that is a major component of our therapy,  Janet: That is exactly what LPAA is, asking what it is the patient wants to do, looking around the environment, and asking how we can help the individual achieve those goals, and the family achieve the goals as well. So, your comments and ideas about IPE and IPP, I think are pretty exciting, Mary, I hear the excitement in your voice as you're talking. But I also think they're crucial to the way that we should be thinking about how to deliver rehabilitation services in the coming years and months ahead of us.  As we draw this Podversation to a close, what are the pearls of wisdom or lessons learned, that you would like to share with our listeners? And in particular, what practice suggestions might you offer to clinicians, as they try to incorporate principles of IPE and IPP into their own practices?  Mary: Well, I've certainly learned a lot. I've learned my lessons as I've moved through this journey. I do have fun with it, so it's always worth it. In terms of education, for educators and IPE, I think I would recommend starting small. Sometimes my excitement about IPE has led me to be a bit over ambitious, and that can get frustrating for me, it can get frustrating for my colleagues, and for my students. So, starting small I think, is a good place to start. We might set expectations that are not necessarily realistic for our particular environment or for a particular academic department. I think it's important to know that we can be effective with small changes, small changes in our curriculum, like incorporating the activities into the aphasia class. Another thing that has been helpful is finding a group of like-minded colleagues, because a lot of times many of these projects are carried out on our own time in the educational environment, so you have to be with others who are as excited about the project as you are to really make it work. I'd suggest getting involved with schoolwide Interprofessional Education efforts if they exist. If they don't exist, jump in and try to create them so that they can exist.  For clinicians, I think we have to practice what we preach - more follow through on the different principles that we're instilling in our students. I think as clinicians we have to stay patient-centered and think beyond just communication. Similar to what I mentioned for educators, start small. A meaningful change in the life of a person with aphasia doesn't necessarily require great amounts of time and effort. If we just think small, think of individual goals, little changes can have a big impact. Then finally, I would say, get to know your patient and be their advocate.  Janet: Those are good lessons for all of us and not always easy to do, but certainly worth the doing, I think.  This is Janet Patterson, and I'm speaking from the VA in Northern California, and along with Aphasia Access, I would like to thank my guest, Mary Purdy, for sharing her knowledge and experiences with us, as she continues her exciting and important work in IPE and IPP.  You can find references and links in the Show Notes from today's podcast interview with Mary Purdy at Aphasia Access under the resource tab on the homepage. On behalf of Aphasia Access, we thank you for listening to this episode of The Aphasia Access Conversations Podcast. For more information on Aphasia Access, and to access our growing library of materials, please go to www.aphasiaaccess.org. If you have an idea for a future podcast topic, please email us at info@aphasiaaccess.org. Thank you again for your ongoing support of Aphasia Access.  References  purdym1@southernct.edu  Purdy, M. H., Hindenlang, J.& Warner, H. L. (2017). "Interprofessional Education: Take the leap." Presentation to the AMERICAN speech-Language-Hearing Association, November 2017.  Gurevich, N., Osmelak, D.R. & Farris, C. (2020). Interprofessional education between speech pathology and nursing programs: A collaborative e-platform curriculum approach. Journal of Interprofessional Care, 34(4), 572-575. https://doi.org/10.1080/13561820.2019.1657815 

John Dankosky sits down with Southern Connecticut State University professor Jonathan Wharton, CT News Junkie columnist Susan Bigelow and Hearst Connecticut associate editor Dan Haar to discuss the legislative session, and this year's big races. See omnystudio.com/listener for privacy information.

Ugh, Scorpios - Amirite? Jenai and Jermaine (Associate Vice President for Student Affairs at Southern Connecticut State University) support each other while Zuri and Tiffany (Postal Inspector for the Federal Government) gang up on them. Is it or isn't okay to be a petty betty? We may never know. In listener letters, not all baby names are good names.  --- Send in a voice message: https://anchor.fm/plentyopinions/message

In this episode Rob Parker talks about how as a 2nd grader at PS 50 in New York City his teacher pulled him to the side and told him he should be a writer.  We also discuss how he's kept the same 11 close friends from his neighborhood in Queens, NY and how along with them and their families helped to shape him into the man he is today. Parker – who graduated from Southern Connecticut State University and Columbia University – covered his first World Series in 1986 for the Daily News in New York.Parker has been a proud BBWAA member since 1990. He votes for the Baseball Hall of Fame.Parker was the first Black reporter to cover the Cincinnati Reds for The Cincinnati Enquirer in 1991.Parker works for Fox Sports Radio, FS1, Deadspin.com and is an adjunct professor at USC.He also worked eight years at ESPN.FOUNDER AND EDITOR OF MILBbro.comMLBbro.com will cover Black and brown Major Leaguers.We will chronicle the paths of both present and past Black players, highlight their achievements in the game right now and from a historical standpoint.We will give Black players a voice and put a context to their presence in the game. In the process, we will display the culture and flair Black players bring to the table.If done right, MLBbro.com will reinvigorate the interest of baseball in the Black community, reconnect a sport that is deep-rooted in our culture.Best of all, MLBbro.com will also nurture and develop the next generation of Black baseball writers.http://mlbbro.com