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You can listen wherever you get your podcasts, OR— BRAND NEW: we've included a fully edited transcript of our interview at the bottom of this post.In this episode of The Peaceful Parenting Podcast, I speak with Educational Psychologist Liz Angoff. We discuss when and why a child might need an assessment, what information you get from an assessment, how to help children understand their brains and diagnosis, and celebrating neurodiversity.**If you'd like an ad-free version of the podcast, consider becoming a supporter on Substack! > > If you already ARE a supporter, the ad-free version is waiting for you in the Substack app or you can enter the private feed URL in the podcast player of your choice.Know someone who might appreciate this post? Share it with them!We talk about:* 7:00 What are some signs that your child should get an assessment?* 9:00 Getting to the “why” and the “so what”* 10:00 What do you assess for?* 14:00 Why it is important to get an assessment?* 23:00 Should you tell your child about their diagnosis?* 31:00 Scripts and metaphors for talking to your kids about diagnosis* 39:00 Red and Green flags with clinicians* 44:00 Celebrating neurodiversityResources mentioned in this episode:* Yoto Player-Screen Free Audio Book Player* The Peaceful Parenting Membership* Dr. Liz's website and booksxx Sarah and CoreyYour peaceful parenting team- click here for a free short consult or a coaching sessionVisit our website for free resources, podcast, coaching, membership and more!>> Please support us!!! 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No one listening or watching and they can't go where you don't want them to go and they aren't watching screens. BUT they are being entertained or kept company with audio that you can buy from YOTO or create yourself on one of their blank cards. Check them out HERESarah: Hey everyone. Welcome back to another episode of the Peaceful Parenting Podcast. Today my guest is Dr. Liz Angoff, who is an educational psychologist. She does testing, looking at helping kids understand how their brain works and helping their adults understand how their children's brains work. She has loads of wonderful resources, which we will link to in the show notes.I love how Dr. Liz takes this approach. It's about how our brains can work in different ways, and understanding that really can help our child understand themselves, and help us understand our child in a better way.As you'll hear in this conversation with Dr. Liz, she really talks about how, if your child is experiencing some challenges or struggles—or you're experiencing struggles or challenges with them—it can be helpful to get an assessment and possibly a diagnosis to understand exactly what's going on and how your child's brain works. Whether it could be anxiety or depression or neurodivergence or learning challenges or any sorts of things that can be uncovered through psychological testing, you can really understand the differences in your child's brain that could be making life feel more challenging for them and/or for you. And she has a beautifully neurodiversity-affirming lens, where she talks about—you'll hear her talk about this in the episode—looking at a child's brain in terms of both the strengths and the challenges.As always, we would love if you would share this episode with anyone you think might find it useful, and leave us a five-star rating on your favorite podcast player app and leave us a review. It really helps us reach more families and therefore help more families.Alright, let's meet Dr. Liz.Hello, Dr. Liz. Welcome to the podcast.Liz: Thank you for having me. I'm really excited to be here, Sarah.Sarah: Me too. So tell us about who you are and what you do before we dive in.Liz: Right. Well, I go by Dr. Liz, and I am a licensed educational psychologist. I'm in the Bay Area, California, and my focus—my passion—is working with kids to understand how their brains work. I am a testing psychologist, so I do assessment to understand, when things are challenging for kids, why things are challenging and what we're going to do to really support them.But one of the things that really caught my interest a number of years ago is that so often we bring kids through the assessment process and we don't talk to them about what they did or what we learned about them. So I got really passionate about talking to kids directly about how they can understand their brains—what comes easily for them, how they can really use their strengths to help them thrive, and then what's challenging and what they can do to advocate for themselves and support themselves. So all of my work has been really focused on that question: how do we help kids understand themselves?Sarah: Which is perfect, because that's exactly why I wanted to have you on. I've had so many parents ask me, “Well, how do I… I've got the assessment. How do I tell them? Do I tell them? How do I tell them?” We're going to get into all of that.But first I want to start with: what are some signs… I imagine some of the people listening are already going to have had assessments or are in the process of getting an assessment. But there also are some people who maybe—at least in our world—what we look at is: if you feel like you're struggling way more than everybody else, that could be one sign. And if you've already made shifts and you're trying to practice, in our case, peaceful parenting, and you're still finding that things are really hard—that could be a sign that you might want to get an assessment.But what are some signs that you look for that you might want to get your child assessed?Liz: Yeah, I mean, you named a couple of them that I think are actually really important. All kids have times when they struggle. Growing up is hard. There are a lot of challenges, and they're really important challenges that kids face. They need to know that it's okay when things are hard. They need to know they can do hard things and come out the other side.And there's so much out there—what I think of as parenting 101—that helps us figure out: how do we help our children navigate these tough times? And then there's kind of the next level where you might get a little extra support. So you read a book on parenting, or you find a different approach that matches the way your child shows up in the world a little bit better. You might meet with the school and get a little bit of extra help—sometimes called student study teams or SSTs—where you might meet with the teacher and the team.For most kids, that little extra boost is enough to get them through those hard times. But for some kids, there are still questions. That next level, that extra support—it's still not working. Things are still hard, and we don't know why.Sarah: Mm-hmm.Liz: And when you have that question—“Why isn't this working? It works for so many kids, but it's not working for my child”—that's when an assessment can be really helpful to get at the why. The so what.So the why is: why are things harder for my child, and why are the traditional things that help most children not working? And then the so what is: so what do we do about it? How do we do things differently? And for kids who are wired differently, they need different things. And that's what we focus on in the assessment process.Sarah: And so, what kinds of… You know, we've gotten extra support, we've educated ourselves, and things are still hard for our child—or maybe also hard for us at home with our child. What are the kinds of things that you assess for? I guess that's the best way to ask. The big ones I think about are ADHD and autism, but what else might be possibilities that are going on?Liz: I really think of assessment—at the core of it—as understanding how this child's brain works. The diagnoses that we look at… a diagnosis is just a kind of way to orient us toward the path of support that's going to be most helpful. But even ADHD, autism, dyslexia—these common things we might look for—show up differently in different kids. There are diagnostic criteria, but they mix and match a little bit. No two ADHD-ers show up the same way. No two autistic kids show up the same way. Even dyslexic kids show up differently.So at the core of it, we're trying to figure out: what makes this child's brain unique? What are the unique strengths and challenges that they have? And we're going to be able to explain that. A shortcut for explaining that might be dyslexia or autism or ADHD.We also might be looking at things like anxiety and depression that can really affect kids in a big way—sometimes related to other brain styles, because navigating the world as a different kind of brain is really hard and can lead to a lot of anxiety and depression. Sometimes anxiety can look like ADHD, for example, because it really hijacks your attention and makes it hard to sit still at school when your brain is on high alert all the time.So we're really trying to tease apart: what's the root cause of the challenges a child is facing? So that we know what to do about it.Some other things we might look at: one of the big questions that comes to me is when there are some really challenging behaviors that kids have, and we want to know what's underneath that. Sometimes there might be questions about sensory dysregulation or emotional dysregulation—just real difficulty understanding the emotions that are coming up and what to do about them. Some kids get hit like by a tsunami by their emotions. And so learning how to regulate or manage those big feelings might be something we're looking at. And again, that might be part of a bigger diagnosis, but more importantly it's something we want to understand so we can support a child, regardless of what we call it.Sarah: That makes so much sense. And it makes me think about my daughter, who's 18 now. And just for anyone listening, she's okay with me talking about her assessment and diagnoses. And I think sometimes when you talk about challenging behavior, we think we know why there's challenging behavior—but sometimes we can be totally wrong.I remember when she was in elementary school, her teachers—one after another—would always talk about how she was repeatedly at their desks asking, “What do I do next?” Asking for instruction. And she's a kid whose connection is super important to her, and I always thought it was because she was looking for more connection from the teacher. That she was always at their side, and that was a “good” reason to go up and talk to the teacher because she loved her teachers.And then come to find out, when we had her assessed, that she has working memory challenges. She actually literally couldn't remember what the next thing to do was, because she could only keep one or two things in her head at a time. And that was really helpful information. It completely shifted how her teachers—and how I—saw her classroom behavior.Liz: Isn't that amazing? Just getting at the why. Getting underneath and figuring out the why completely shifts our perspective on things. And I think for a lot of kids, that first-line parenting—for many kids, yeah, they're looking for connection. They're looking for that. It makes total sense that that would be our first assumption. And for some kids, that's just not true.So when we do the assessment, we find out this important information that is so important to understanding what's going on. And for your daughter to understand: “Oh, there's this thing called working memory, and that is different in my brain than in other brains.” So I'm not dumb or lazy or all these labels we give ourselves. It's: “Oh, I have a working memory challenge, so let's brainstorm some ways I can work with the way my working memory works.” And that might be asking the teacher—that might work for everybody—but there might be something else.There are any number of strategies we can use to really help her once we know what that is. And when we talk to kids about it, we can brainstorm with them to figure out what the best strategy is going to be—one that works for our child, that works for the teacher, that works for everybody involved.Sarah: Yeah, for sure. It's so illuminating. There were so many things about her diagnosis when she got assessed that helped so much to explain behavior that a lot of people found perplexing, and also helped her understand herself and make adjustments she needed to make to be successful.For example, even now she's in first-year college, and she knows—this has continued through her whole school career—that because of her focus challenges, she can't really do any homework after six o'clock at night. Her focus is just not good. She can try, but it's really hard for her. So she plans her day around: “I know that I've only got until six o'clock to really get my good work done.” She'll even come home, do homework, and then go back into the city to go to the gym or something, whereas other people might do it the other way around.So I think just knowing—kids knowing—how their brain works is really setting themselves up for success.Liz: I love that.Sarah: Yeah. So, which brings me to the next question I was going to ask you, and I think you've already answered it or we've talked about it together: anything you want to add about why it's important to get an assessment? I mean, you talked about helping kids understand how their brain works, really getting to the root of the problem, and helping the people around them understand how their brain works. Is there anything else you want to add about why we would want to get an assessment that we haven't already talked about?Liz: Yeah. Well, one of the things we talk about a lot is that an assessment can result in a label of sorts. A diagnosis is a kind of label. And something I get asked a lot is: “What do we do when parents feel nervous about having their child have a label?”There is—as much as I am a proponent and supporter and celebrator of neurodiversity—the truth is that our society still has some pretty challenging stereotypes about what it means to be ADHD or autistic, or to have a different way your brain is wired.Sarah: Or stigma.Liz: Yeah—stigma. That's the word. And so I think it's a real fear that families have.There are a couple of things that are important to know about these “labels.” One is that the world is changing. We are understanding these diagnoses in a totally different way—not as something that's broken or needs to be fixed, but as something that is different. A normal variation of how brains appear in the world. And that is a real change that is happening.And that label can be—as you were just saying—so helpful, as a way to guide what we do to support our children so they can be successful. Like your example with your daughter: she can learn how to work with her brain so she can be really successful. I think it's brilliant that she knows that after six o'clock, her brain won't study anymore. That simple change is the difference between feeling like a failure and feeling like a success.And I think the more dangerous thing—the scarier piece—is the labels we give children who aren't properly diagnosed. Those labels are the ones kids give themselves, like “I must be dumb,” or the labels others give kids, like “This is a lazy child,” or “This is a defiant child.” Those labels are so much more negative and harmful to our kids because they tell them there's something wrong with them.Are these diagnoses labels? Yes. But I would argue they are such helpful guideposts for us in understanding: this is a difference, not a deficiency.Sarah: I love that. And I've heard people say that you can avoid getting a diagnosis for your child because you don't want to have them labeled, but they will still get labeled—just with the wrong labels instead of the right labels.Liz: Exactly. Yeah.Sarah: Mm-hmm. I know people who… I have a friend who didn't find out until they were in their late teens, I guess, that they had inattentive ADHD, and they spent years unlearning, “I'm just lazy,” and, “I'm a lazy person, that's why I have trouble doing things on time,” and really unlearning that bad… that bad idea of themselves that had been put on them when they weren't aware of their inattentive ADHD.Liz: Exactly.Sarah: Yeah. I also have another friend who got diagnosed as autistic late in life, and they wish that they had known that so much earlier because they spent—you know, they're one of those people that, back when they were a child, the diagnostic criteria missed them. Right? Like they were just quirky, odd, like the little-professor type of autistic kid. But they spent their whole life thinking, “There's something wrong with me. I just don't know what it is, but I know I feel different from everybody else,” and searching for, “What is this thing that's wrong with me?” And finding it in all sorts of things that weren't actually… you know, obviously there's not anything wrong with them, they're just autistic. But thinking how different their life would've been if they had known that, and hadn't spent all those years trying to figure out why they felt so different from everybody else.Liz: Exactly. And that's what the research is showing us too—that so many individuals who are diagnosed as adults had these really harmful and unhelpful narratives as kids. And the first emotion that those diagnosed adults feel is this relief: “Oh, that's why things feel different for me.” But the second emotion I find so much more interesting, because across the board, the second thing that people report is anger. And it's anger at having lost decades to those false narratives that were so, so unhelpful.And I think that there are kind of two facets to my passion about talking to kids. One was understanding that kids—they often know that something is different about them way before we even pick up on it, no matter how old they are. They have this sense that, “Oh, I'm walking through the world in a different way.” So the earlier we can have these conversations with them, the better, because we have this opportunity to rewrite that narrative for them.But the second huge piece for me was working with adults and doing that later-in-life diagnosis, and hearing time after time, story after story about adults who are completely rewriting their self-narrative through the process of our assessment—and what a relief that is. And how frustrating it is that they've lost so much time not knowing, and now having to go through the process of identity formation again, because they have this new, critical piece of information that helps them understand things so differently about their childhood, their young adulthood—depending on how old they are.Sarah: Yeah, it's so important. And when you just said, “Kids often know that there's something different about them,” I remembered my daughter. She didn't—I think partly because I'm, I'm not saying this to toot my own horn, but I'm an extraordinarily patient person, and so some of the things about her ADHD—so she has an ADHD diagnosis—and some of the things about that, I think it took me a long time to sort of think, “Okay, this is unusual, that these behaviors are still happening,” because I was so patient with it, you know? And I think other parents may have been a little less patient at an earlier age and gotten her… and I feel bad about that, because I wish she had gotten her assessment earlier. I think it would've been helpful for her.But I remember one thing that spurred me to finally seek an assessment was she asked me what ADHD was. She was probably nine, ten, maybe. And I told her, and she said, “I have that.” She was like, “I have that.” And I'm like, “Really?” Like, you know… anyway, it was just interesting.Liz: I think kids know. I've had that experience so many times, I can't even tell you. I'm halfway through a feedback session with a child and I haven't told them yet, and they come out with, “Do I have ADHD?” Or in the middle of the assessment, they're wondering about it and asking. And I say, “Well, what do you understand about ADHD, and why are you asking that question?” And I can kind of get more information from them and let them know, “We don't know yet, but that's what we're here for. We're exploring your brain and we're trying to understand it.”But I think that information, I mean, that just speaks to how much our world is changing. This information is out there in the world. We're talking about it, which I think is so, so important to normalizing the fact that brains come in all different shapes and sizes and ways of being. And so it becomes a point of discussion—like a really open point of discussion—about, “I wonder how my brain is wired.”Sarah: Mm-hmm. Mm-hmm. So interesting. I'm pretty sure I know the answer that you're gonna give: if you do get a diagnosis of something—ADHD or autism—should you tell your child?Liz: So I do believe that we should be talking to kids about how their brains work. And I want to be really mindful of the parent journey as I talk about this. I think that the most important piece is that, as a parent, you understand how your child's brain works, and that you go through your own process of integrating that with how you see your child. And that's a really important journey and a huge piece of the journey, because when we start talking to kids about how their brains work, we need to be really confident as adults.So I think that while I see this as so important—talking to kids about their diagnosis—I want to make sure that parents are taking time and space to understand it themselves first.Sarah: I love that. That's such a sensitive answer, because if, say, you get the diagnosis of your child and to you it feels like, you know, it's this horrible thing—that would not be a good frame of mind to tell your child about their diagnosis in. Right? So really working through your own fears and your own… getting proper information about what the diagnosis means before you go to your child with that information.Liz: Exactly. And understanding what it means and what it doesn't mean. Because there's a lot of messages out there, especially around autism and ADHD, that are negative: that your child is broken in some way, we need to fix them, we need to make them more “normal,” whatever that means. I mean, all these messages are not helpful, not accurate. So really diving into the neurodiversity-affirming framework around these different neurotypes or brain types is a really important piece to give yourself time to process as a parent.That said, I do think that being able to have a really supportive conversation with your child about, “What did we learn about the assessment?”—you know, we already talked about that kids know something's different about them before we know. And so when they go through the assessment process, there's no hiding from them that we're doing something different for you. And they're the ones that go through all these different activities as part of the assessment; they're working very hard.And I, as an assessor, I'm very transparent with kids: “We're here to understand how your brain works,” because I was trained to tell kids, “We're going to play a lot of brain games, and it's going to be super fun, you'll get prizes.” Which it is fun until we do the thing that's hard for you. And then suddenly, it's not fun anymore. And kids are like, “Huh, I feel like you're not telling me the whole truth. This is not fun.” They pick up on it, right?So I tend to be really transparent with kids: “We're here to understand how your brain works. Some of the things that we do, your brain is going to find fun and maybe even easy to do. Some of the things are really going to challenge your brain. You might learn something new while you're here. If something's challenging, I want you to tell me about it, and we're going to figure it out together—like, ooh, that's going to be really interesting.”So we're already talking to kids about what's strong. And I use a construction metaphor that I can go into, but we talk about their brain highways and we talk about their construction projects—what they're working on. So kids are already learning so much about their brain as part of the assessment. And even without sharing the diagnosis, we can talk to them about what we learned, so that there's some de-mystifying there. “I went through this whole thing and now everyone's talking behind my back. They're having a bunch of meetings. There must be something wrong with me.” Instead, we can say, “I learned so many cool things about your brain. I learned that you are strong in this, and I learned that we're going to work on this. And so that's really helpful for me as a parent.”And then if we do have a diagnosis, what it adds when we share that with kids is: they know that they are not alone. It gives context. It lets them know that while the way their brain works is unique, there are lots of people out there who have very similar brains, who have been really successful with that kind of brain. There's a path laid out—that we know what to do to work with your unique brain. And so it really helps them feel like, “I'm not alone in this. It's not weird or broken in any way. This is just a different way to be in the world, and there's a roadmap for me.”Sarah: I love that. Yeah. I often, when I'm talking to parents, and you know, often after a couple of parent coaching sessions there'll be some things that make me say, “Have you ever… has anyone ever asked you if you were considering an ADHD assessment for your child?” I try to… you know, because I'm not a clinician, I can't diagnose anyone with anything. But there are certainly things that come up that make me think, “I think these people should get an assessment.”And often they— you know, I try to be really as positive as I can—but often they do have these really negative associations with, for example, ADHD. And then I say, like, “You know, how many entrepreneurs… there are way more entrepreneurs that have ADHD than the general population, and way more Olympic athletes and professional athletes.” And, you know, there are things that are just research- and statistic-backed that you can say that are positive about this differently wired brain.Liz: Right. I love the research on entrepreneurship and ADHD. I think that it's so amazing how well-equipped the ADHD brain is to be in a space where we're disrupting the status quo and trying new things, thinking outside of the box, really using that creativity. And it's just a world that needs this kind of brain to really move us forward. More neurotypical brains that work well with the way that society is built might not be as motivated to disrupt things in that positive way that moves us forward.Sarah: I love that. What are some other things that—you know, I feel like we've kind of covered most of the questions that I had planned on asking you—but are there any things that I haven't asked you or that we haven't touched on? You know, you've modeled some really beautiful ways of how to talk to your child about how their brain works. Maybe you want to go into your construction metaphor a little bit more, or maybe there are some other things that we haven't covered that you want to talk about.Liz: Sure. Well, I think that one of the things that may be really helpful is thinking about: what is the script for telling kids about their diagnosis? The way that I've found most helpful is using this construction metaphor, because it is pretty universal and it has so many places you can go with it, and it just gives you a way to start the conversation.For parents, it may sound something like: “You went through this whole process and I'm so grateful that you did, because we were able to learn some really cool things about your brain. Is it okay if I share that with you?” So asking that permission to start the conversation, because it is vulnerable for kids. You want to make sure that it's the right time and place. And most of the time, opening it like that will pique kids' curiosity, and they're like, “Yeah, of course, I want to know what you learned.”And then you might say, “You know, I learned that we can think of your brain like something that's under construction, like the construction sites we see on the side of the road—that we're always building our brain. And the way your brain works is that the different parts of your brain communicate through these neurons that make connections, like little tiny roads in your brain. And we learned that some of those roads are like highways for your brain. We learned that you have so many strengths.”“So, for example, we learned that you maybe have a great vocabulary and really express yourself well. We learned about your creativity, and when you're really passionate about something, you can focus in so amazingly well on that. We learned that you're a really loyal friend, or maybe that you have a really strong memory for stories”—you know, whatever it is. “We learned that you have these highways.”“We also know that some parts of your brain are under construction. Like, you might remember when you were little, you didn't know how to ride a bike yet, but then your brain had to put all those things together and now you ride your bike all the time. Do you remember kind of building that road? Well, there are some new roads that we're working on. And so we might be working on… one of the things we learned that's under construction for your brain is something called working memory. And I think that's why you're asking your teacher all the time for the next step—because you're doing something, you're advocating for yourself, because your brain does best when it gets one piece of information at a time. And that was so important for me to learn as a parent.”“And when we put these things together, lots of people have highways and construction zones just like yours. In fact, we have a name for it. We call that ADHD—when you have such a creative, passionate brain that loves to focus on the things that you are really into, but sometimes have difficulty keeping stuff in mind, this working memory piece—that's what we call ADHD. And it turns out there are lots and lots of people who have ADHD brains just like yours, and we can look at those people.”So that's kind of how I go through it with kids. We're really talking about their highways and construction projects and helping them understand that—and then repackaging it with that name for it. That there's a name for how your brain works. And that's where we start. And then from there, we can use that metaphor to keep building the next thing, working on the next construction project as we move forward.Sarah: Would there be anything specifically different or similar, I guess, about talking about an autism diagnosis for kids with that construction metaphor?Liz: Yeah, so I use the same metaphor, but the highways and construction zones, for every kid, are going to be a little different. So for an autistic kid—if I think of one kid in particular—we might say that we learned that you have this really passionate brain that loves engineering and building, and the things you did with Dr. Liz where you had to solve puzzles and use logic, that was a highway in your brain. And we know that one of the ways that your brain works really well is when you have space to move and to be able to use your body in different ways.Then some of the things that might be under construction are… usually I'll start with something that a child has told me is more challenging for him or her. “So you know how you said that sometimes other kids might say things that feel confusing, or you're not sure what they mean? That's something that might be harder for your brain—or something that is a construction project that we'll work on with you, so that it's easier to understand other kids.”“And when we put these things together—when kids have brains that are really passionate and pay attention to details, that love engineering, but have trouble figuring out what other kids are saying or meaning—then we call that autism. And it's a different way of a brain being in the world. And so, as you learn to work with your autistic brain, you'll figure out how to really dive deep into your passions and you'll be able to thrive, find the connections that you want, and we're here to help.”Sarah: I love that. And I love how, when you talk about construction zones, it's full of promise too, right? I read something from someone… that you can work on things—what I mean by full of promise is that there are things that can be worked on that might feel hard or confusing now, but it doesn't leave a child with a sense of, “I'll never be able to figure it out, and it's always going to be this way.”Liz: Yeah. One of the ways the construction metaphor has really evolved is that for some things, we're building that road, and for some things, we're finding a different way to get there. One of the things that I write in my books is that you might build a road there, or you might find a totally different way to get there. In the new book for parents, there's a picture of a flying car, you know, kind of flying over the construction zone. And I think that it's really true for our kids that for some skills, there might be some things that we need to learn and really build that pathway in our brain, but for some things, there might just be a different way.I think for autistic kids, for example, they might connect with others in really different ways. And so it's like building a totally new way to get there—building a different road, taking the scenic route. There are so many ways we can adapt the metaphor to say, “We're still going to get you to your goal, where you want to go, but your road might look really different than somebody else's, and that's okay. It's going to be the best road for you.”Sarah: I love that, because it also—I mean, not only is it promising that you're going to get to where you want to go, but it also, I think, helps relieve parents of an idea that I see sometimes, where they want their kids to be more like neurotypical kids, right? They think that's the only way to get to the goal, is for them to have, you know, just using the example of social connections: the social connections of an autistic kid might be really, really strong but look totally different from the social connections of a neurotypical kid.Liz: Exactly. Yeah.Sarah: That reminds me of something that I was going to ask you earlier and I forgot, which was: you mentioned that sometimes when you get a diagnosis, you have a clinician who wants to try to tell you how you should change your child, or help them be more “normal” or more “typical,” and that clearly would be from somebody who's not very neurodiversity-affirming. But what are some things to look out for that might be sort of, I guess, red flags or green flags in terms of the person that you're looking for to do an assessment—or if you've already got the assessment, how they're interpreting the diagnosis—that might be more or less helpful?Liz: Yeah. So I love this question, because I think one of the most important questions you can ask a clinician when you are looking for an assessment is: “How do you involve my child in the assessment?” Or, “What will you tell them about what you learned?” Looking for somebody who is really well-versed in, “How do I talk to the child about it?” is going to tell you that they're really thinking about, “How do we frame this in a way that's going to be helpful and affirming to a young child?”Because anybody who's really thinking about, “How do I communicate this in a way that's going to make sense to a small person?” has really been thinking about, “How do we think about the whole person, and how do we capitalize on those strengths?” So that is kind of a tell, to say that this person is thinking in this more holistic way—and not just about, “Does this child fit the diagnostic criteria?”If you've had an assessment with somebody that is more coming from that medical lens that we've all been trained in—this is so new, and so, you know, a lot of clinicians were trained from this medical lens, which is looking at, “What are the child's deficits, and do they meet criteria from this diagnostic manual that we have, the DSM, that is a list of things that are harder or quote-unquote wrong?”—from there, I think really getting connected with some more affirming resources is important.I have a ton on my website that can be really, really helpful. There's a spreadsheet of ways of talking about autism, ADHD, dyslexia, behavior, anxiety, OCD in really affirming ways. And so just immersing yourself in those resources so you can get that positive language for talking to your child. Or working with the next practitioner—a therapist, a tutor—who has experience working from a neurodiversity-affirming lens, so that you can help to translate those testing results into something that's going to really be focused on: how do we help your child thrive with the brain that they have?Sarah: Thank you. That makes so much sense.This has been so helpful, and I think that so many parents are going to find this really useful—in how to talk to their kids and how to think about it, how to think about it themselves. What it… oh, it has just totally thrown me that I couldn't remember that thing. All right. So thank you so much for joining us and telling us about all this stuff. You mentioned a couple of books, so we'll get your books in the show notes for folks, but where else is the best place for people to go and find out more about you and what you do?Liz: Yeah, so I have a ton of free resources for parents on explainingbrains.com. There are articles—just very, very short, parent-friendly articles—with both the strengths, the “highways,” and common construction projects for ADHD brains, for autistic brains, for dyslexic brains, for kids who have difficulty regulating behavior, anxiety, intellectual disability—just ways of explaining so many different types of brains, as well as what we do about things like screen time or talking about medication. So hopefully that resource is helpful for parents.And then I have a brand-new book out for parents called Our Brains, and it is an interactive, collaborative workbook that helps you explain a diagnosis to your child. So it's something that you can get after an assessment, and it will walk you through explaining to your child how their brain works, what you learned from the assessment. Or, if you have a diagnosis that's been on the table for a long time and you just haven't had that conversation with them yet, it is designed to really help kids not just know, “Okay, this is my diagnosis,” but really understand how their brain works and how they can advocate for what their brain needs to thrive.Sarah: Fantastic. That is going to be so helpful for so many parents. Okay, now here's the mystery question that I told you about before we started recording, and this is a question I ask all my guests. So, if you had a time machine and you could go back in time and give a message to your younger parent self, what advice would you give yourself?Liz: Oh. I would just constantly remind myself that there are so many ways to be in this world, and it's all okay. I think—even I was amazed—that even as somebody who has decades of experience in this field and has made a life out of celebrating neurodiversity, there was a way that doctors communicated with me from this deficit lens that would just put my mommy brain on high alert all the time when something was just a little bit different. And I really needed just constant reminders that my child is going to show up how they're going to show up, and that that is not only okay, but it is beautiful and amazing and so important to how they are and the unique contribution they're going to have to this world.And it's something that I've grown into—my child's seven and a half now—and it's something that we get to celebrate all the time: incredible uniqueness, and celebrate. But I think I remember very distinctly as a new mom, just with all the doctors using their jargony, deficit-based language, it was just really hard to keep that solid head on my shoulders. But I think it's a really important message to keep with us: that there's just so many ways to be, and it's all amazing.Sarah: I love that. Thank you so much for joining us, and really appreciate it.Liz: Thank you for having me. This has been a blast. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit sarahrosensweet.substack.com/subscribe

Welcome to another episode of the Prepared School Psych podcast! In today's episode, Jenny Ponzuric delves into the ins and outs of the pre-referral process in schools. Whether your process is running smoothly or in need of an overhaul, Jenny's insights and tips will guide you through making meaningful improvements. Key Topics Covered: Defining the Pre-Referral Process: Jenny explains the various names for pre-referral meetings, such as SSTs, CSTs, and MTSS teams. Understanding these terms helps in grasping how your school's process aligns with others. Evaluating Your Current Process: Timeframe: How long does it take from initial referral to the first meeting? Jenny discusses the importance of timely responses. Data Collection: What type of data is being gathered? Are you receiving useful information to support concerns? Data Needs: What additional data might be helpful for monitoring student progress and deciding on evaluations? Referral Forms: Are the forms effective and completed correctly? Common Complaints: What are the main issues people face with the current process? Actionable Tips for Improvement: Collect Data: Gather information on current complaints and process effectiveness to drive improvements. Communicate with Decision Makers: Share your observations and data with those who can influence change, such as principals or administrators. Offer Assistance: Provide support rather than taking on all responsibilities yourself to foster collaborative improvement. Resources Mentioned: 5 Reflection Questions for Your Pre-Referral Process: Download this handout to get a summary of the reflection questions and tips discussed in this episode. Experience the Prepared School Psychologist Community with a 2-Week Free Trial!Join over 300 school psychologists who are equipped with the knowledge and resources they need to excel in their roles. What You'll Get with Your Free Trial: Over 35 Mini-Courses: Access a wide range of topics designed to provide the essential knowledge and skills you need. Monthly Live Q&A Calls: Engage directly with Jenny Ponzuric and a team of veteran school psychologists to get your questions answered and gain insights. Community Forum & Remind App Access: Connect with a network of peers to exchange ideas and get support in real-time. Comprehensive Resources: Explore tools and strategies covering behavior management, executive functioning, counseling, and more. Ready to Equip Yourself with Essential Knowledge and Resources? Click here and use code PODCAST at checkout to start your 2-week free trial. ⁠⁠⁠https://jennyponzuric.activehosted.com/f/159⁠⁠ ---------------------------------------------------------------- Subscribe to this podcast now and join our community of dedicated School Psychologists committed to creating inclusive, supportive, and empowering school environments for every child. Let's embark on this journey of professional growth and student-centered advocacy together! Follow us on social media for updates, behind-the-scenes content, and more: Instagram: @jennyponzuric https://www.instagram.com/jennyponzuric/ LinkedIn: https://www.linkedin.com/in/jenny-ponzuric-1562a8119/

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In this episode we welcome back to the program Captain Mike Bannister, the chief pilot of British Airways' Concorde fleet from 1995 to 2003.He is also the author of a recently published book titled Concorde. This book is available through your favorite bookstore or online retailer.Also coming out to great fanfare in 2023 was a special Lego set of the Concorde designed to be built by adults. This special detailed replica from Lego of the world's most famous supersonic commercial passenger airplane gives builders an immersive project that takes creativity to new heights.To learn more about Super Sonic Transports or SSTs for short, listen to Episode 7: Supersonic Transports, An Angry JFK, and Flying the Line after this installment. In that episode we explored the race for the first passenger supersonic aircraft between a British and French partnership, the United States, and the Soviet Union.This episode is also a direct follow up to Episode 19: Concorde where we explore the fascinating history of Concorde and interview three special guests:Jetliner Cabins author Jennifer Coutts Clay who was Pan Am's general manager for product design and development and before that worked on the Concorde project for British Airways. John Lampl, a veteran executive of British Airways who worked for the Concorde program the entire 27 years of passenger service and a total of 41 years for BA.And of course Captain Bannister was interviewed in that epsidoe. Again, if you haven't heard Episode 19 already, we encourage you to listen after this installment. Support the show Visit Us for more Pan Am History! Support the Podcast! Donate to the Museum! Visit The Hangar online store for Pan Am gear! Become a Member! Follow us on Facebook, Instagram, and Twitter!A very special thanks to Mr. Adam Aron, Chairman and CEO of AMC and president of the Pan Am Historical Foundation and Pan Am Brands for their continued and unwavering support!

Heute bei Dr. Hart und Dr. Zart: Ein Känguru, das die ganze Zeit Sachen in die Luft jagt...

Hello Interactors,Our family took a trip to San Diego to visit friends. We got to spend some time in the warm Southern California water at a time when the news was filled with stories about sensational oceanic anomalies. Was the warm water we felt an anomaly? How certain could I be and how certain can anyone be about climatic statistical anomalies? Let's unpack it.BOOGIE WOOGIE FREAK OUTI felt the current sucking my legs out to sea as a wave formed behind me. I struggled to hurl myself, and my boogie board, toward the beach to meet the momentum of the rising wave. “KICK, KICK, KICK”, I yelled to my son who was next to me. Then came the welling and humbling sensation born out of the magnitude of a swelling ocean wave. As it crested a smile crossed my face and the force propelled me down the wave's sloping curve. I looked over and realized not only had my son caught the wave, but my daughter and wife had too. The whole family was giggling and kicking amidst the seafoam of an exhausted but rewarding wave.I'd forgotten how exhilarating boogie boarding is. I was first introduced to it when I lived in Hermosa Beach, California in the mid-eighties. I'm kicking myself for not learning to surf that year. I didn't even try until a few years later at the very beach we found ourselves boogie boarding – Moonlight Beach in Encinitas, California. I spent a summer working at a newspaper there in 1987 laying out ads on their newly purchased Mac SE alongside the art director and one full-time designer. They were both surfers and decided to take me out one day. I remember my shoulders being sore for a week from paddling. Let's just say I paddled more than I surfed.The water is relatively warm in San Diego which makes it a nice place to surf and boogie board. Not only is it the southern most major city in California and thus the warmest, it can also be the recipient of warm water flowing up the coast from Mexico. It was cloudy, cool, and a little rainy the day we were boogie boarding with friends making the water feel particularly warm. I wondered how much warmer the water there might be compared to when I was feebly attempting to stand on a surfboard for the first time. I wondered if climate change had demonstrably warmed the surface water after all these years.Ocean flow and temperatures have been all over the news in the last week or so. Take, for example, this ABC news story that was amplified by a post from John Gibbons, aka @thinkorswim, on that site we'll all continue to call Twitter. According to John's profile he likes to ‘freak out and speak out' on the ‘climate emergency' but warned he didn't want to sound ‘alarmist' when he shared a graph one scientist called ‘gobsmacking'.It's a chart of a set of standard deviations — the number of points a number falls above or below an average number. How much it deviates from an average. In this case the number represents the average extent ice has covered a particular area in the Antarctic Sea from 1989 to 2023 as compared to the average between the years 1991-2020.From 1989 to 2022 the number didn't deviate from the average much more than 3 or -3 standard deviations, but by June of 2023 it deviated well below -6, or ~6.4 standard deviations.It makes 2023 look like an exceptionally bad year thus far for a really important element of our climate system: sea ice. These sheets of ice play a significant role in how the Earth's climate behaves. For example, we know it affects how much sunlight is reflected into space (planetary albedo), how the atmosphere moves (atmospheric circulation), the productivity of ocean life, and how heat and salt circulate in the ocean (thermohaline circulation).Which gets us to another big piece of oceanic news this week; the fate of AMOC (pronounced “AY-mock). The Atlantic Meridional Overturning Circulation is a large-scale ocean current system in the Atlantic Ocean and Danish scientists predicted it's flow will slow or even stall before the end of the century.Like polar ice sheets, AMOC is also a critical component of the Earth's climate system. It's responsible for transporting warm, salty water from the tropics to the northern latitudes and then returning cold, less salty water southward through currents deep in the ocean. This circulation pattern helps regulate the climate by redistributing heat while also influencing weather patterns across the North Atlantic region and beyond.One of the authors of the study, Susanne Ditlevsen, is a professor of statistics at the University of Copenhagen. She told the New York Times that “climate scientists generally agree that the Atlantic circulation will decline this century, but there's no consensus on whether it will stall out before 2100.” Given this, she was surprised they could predict the timing of a collapse.NUMBING NUMBERSShould we be shocked by statistics yielding whacky numbers or suspicious of the models that produce them? Some scientists are calling for scrutiny of climatic models, encouraging more nuanced discussion of these alarming predictions.While there is reason to be scared, we should not be scared to reason.‘Gobsmacking' numbers from scientists and mathematicians make for good click bait, and indeed can offer legitimate alarm bells, but they also can give the illusion of certainty and can distract us from all that remains uncertain, nuanced, or all together unknowable.This view was expressed by the climate scientist John Kennedy who scrutinizes the mythology of mathematical certainty and lionizes the phraseology of scientific humility. He called out the gobsmacked scientist ABC quoted about the ‘six-sigma event' in the Antarctic who was quoted as such,“To say unprecedented isn't strong enough,” Dr Doddridge said, “For those of you who are interested in statistics, this is a five-sigma event. So it's five standard deviations beyond the mean. Which means that if nothing had changed, we'd expect to see a winter like this about once every 7.5 million years. It's gobsmacking.”To show just how cautious we should be with these numbers, while Dr. Doddridge translated the standard deviations into a 1 in 7.5-million-year event, another math professor and climate watcher noted “6.4 standard deviations would correspond to odds of about 1-in-13,000,000,000 (1-in-13 billion).”Kennedy, who is decidedly not a climate denialist, also cautions that tracking ice extent in Antarctica has only been occurring for 45 years. This doesn't mean the once-in-the-lifetime-of-the-Earth's-existence event isn't happening, but that it's derived from a relatively miniscule time span. He suggests we might be better served to let people know that there is much more we don't know about trends of the ice extent around Antarctica than we do know. Furthermore, there isn't a scientist out there who will say what this all means, how it happened, and when it might happen again. For all we know, within the next few years we may see an equally anomalous event in the other direction. After all, Kennedy points out,“Up to around 2014, extent had been trending gradually upwards. Not by a huge amount, but it definitely wasn't dropping. It hit a record high in 2014. Then it dropped off a cliff. By 2017, it was record low. It bounced back to “normal” in 2020 and now we are where we are.He goes on to note the cautious language the IPCC uses to describe these changes.“In conclusion, the observed small increase in Antarctic sea ice extent during the satellite era is not generally captured by global climate models, and there is low confidence in attributing the causes of the change.“and“For Antarctic sea ice, there is no significant trend in satellite-observed sea ice area from 1979 to 2020 in both winter and summer, due to regionally opposing trends and large internal variability. Due to mismatches between model simulations and observations, combined with a lack of understanding of reasons for substantial inter-model spread, there is low confidence in model projections of future Antarctic sea ice changes, particularly at the regional level.“and“There remains low confidence in all aspects of Antarctic sea ice prior to the satellite era owing to a paucity of records that are highly regional in nature and often seemingly contradictory.”Kennedy concludes that,“My concern is that because Antarctic sea ice has suddenly dropped, a lot of people have forgotten what we don't know. This feeds into the alarmingly large, shonky, yet definitive-sounding numbers like one in 7.5 million years, which then get into headlines, and spread across social media like the clappers. When Antarctic sea ice inevitably does its next weird thing, everyone will suddenly remember what we don't know and that isn't, it must be said, a great look.”He's got a point.SEA ANOMOLIESSo, what of the warming waters of San Diego? Has the temperature demonstrably changed since I was swimming there 36 years ago? Like all ocean water, it is warming. However, on any given day it may be warmer or cooler relative to past years. It's this cyclical variability of complex systems coupled with spotty, uncertain, and incomplete data that makes predictions and smoking guns so hard to pin down.It's hard to tell what pattern is emerging from this chart dating back to 2000. The peak temperature in 2016 was due a record heat wave, but as you see it was followed up a year later with a significant drop. However, there were measurements in June that indicated “a weak El Niño was associated with above-average sea surface temperatures (SSTs) across the equatorial Pacific Ocean” as part of another oceanic circulation pattern known as the El Niño Southern Oscillation (ENSO). So, it's possible these warm waters made their way to Encinitas. It's hard to tell.It's also possible ENSO is partially responsible for Antarctica's sea ice variability. Climate scientist Zack Labe writes that,“These patterns of climate variability modulate the transport of heat in the Southern Ocean, storm activity, and patterns of low-level surface winds – all of which significantly affect Antarctic sea ice (a lot more than air temperature does).”He continues,“If we see a dramatic change in the large-scale atmospheric circulation in the next few weeks/months, it is very possible that sea ice levels could return closer to average. This is good news, as it implies that we are not necessarily guaranteed to see another new minimum record at the end of next summer.”But Zack is one the of scientists John Kennedy praises for his humility and willingness to not have definitive answers no matter how attractive they may be to media outlets and their consumers. He writes,“…even though many scientists (including myself) are often responding with I don't know for why Antarctic sea ice is so low right now, we do know quite a bit. It's just that this is very complicated to disentangle so quickly, and there is no simple one-way causal factor to communicate. We have many clues, but scientists need more data and experiments to state their conclusions more confidently (“we” are cautious to avoid making sweeping conclusions by nature of training).Attributing the why is also very challenging in real-time, especially for understanding the role of climate change in the Antarctic. The normal scientific research process is so much longer than the media cycle. Studies just focusing on 2023's Antarctic sea ice levels, for instance, will likely be published for at least the next five years or more.”This much we do know: Antarctic sea ice has been gradually increasing over the past four decades, but there have been some record low levels of sea ice. As we're seeing now. These changes vary in different regions of Antarctica, with some areas experiencing more ice while others have seen decreases. Wind patterns play a significant role in driving these changes, but the observations are limited, and climate models still struggle to fully explain them.The annual growth and melting of Antarctic sea ice is a unique and regular phenomenon amidst the year-to-year variations. It plays a crucial role in the exchange between the atmosphere and the ocean, providing a habitat for the diverse ocean ecosystems. Including the habitats I was swimming in last week. Understanding and modeling these processes is essential given their significance but doing so is admittedly very tricky.The factors contributing to extreme sea ice events include both atmospheric and oceanic drivers. They're influenced by local changes within Antarctica and remote impacts from other regions like the Pacific Ocean. The combination of anomalous winds and upper ocean heat can lead to significant sea ice deviations and records at specific times. While predicting summer sea ice conditions based solely on the previous winter is challenging, changes in large-scale atmospheric circulation might bring sea ice levels closer to average, offering hope to avoid new minimum records.Researchers will obviously continue to study sea ice trends to better determine if it's driven by internal variability or unexpected responses to circulation trends in the Northern Hemisphere. But given all these anomalies and uncertainties, it's important to dig into reliable sources, seek knowledge of our complex ecosystems, and be cautious of, or avoid all together, unnecessary hype.It's a bit like trying to catch every wave you see. It can become exhausting, disappointing, and with time…depressing. But when you learn to read the ocean from experts, gain some experience, and have some patience, rewards – sometimes exhilarating – do come. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit interplace.io

✅ Kostenlos herunterladen: https://kettner.shop/Mit_Gold_sicher_durch_den_Crash_NP Dass die Politiker Wasser predigen und Wein saufen, wissen wir alle schon längst. Doch Annalena Baerbock schießt den Vogel mal wieder ab. Ganze 15,7 Millionen Euro an Steuergeldern verschleudert sie und ihr Ministerium für Sekt und Häppchen. Und das während immer mehr Deutsche nicht wissen, wie Sie über die Runden kommen sollen. Heute zeigen wir Ihnen, wie schamlos und dekadent unsere Politiker auf unsere Kosten leben. ⭐ Werde Teil unseres Teams: https://kettner.shop/Jetzt_bewerben_NP ➗ Zum Edelmetall-Rechner (Wie investiere ich in Edelmetalle) ↪︎ https://kettner.shop/berater Wie hat Ihnen unser Beitrag gefallen? Wir würden uns über einen Daumen hoch und ein Abo unseres Kanals freuen. https://www.kettner-edelmetalle.de/

 Continuing our focus on sustainable semiconductor manufacturing, in this episode Françoise speaks with Cédric Rolin, project manager at imec, about its Sustainable Semiconductor Technologies & Systems (SSTS) research program. Launched by imec in 2021, the SSTS rallies stakeholders from across the semiconductor industry to help reduce the ecological impact of the IC value chain.  In response to mounting concerns about climate change, tech companies around the world are accelerating efforts to complete carbon neutrality for their supply chains and products. The semiconductor industry recognizes its pivotal role in this endeavor. Studies show that almost 75 percent of mobile devices' CO2 emissions can be traced back to the underlying manufacturing process – with chip production being responsible for nearly half of that footprint. Against this backdrop, the SSTS program provides detailed information on the environmental impact of choices made during semiconductor technology's definition phase.  To date, SSTS has 15 member partners including Google, Amazon, Apple, Meta, and Microsoft; GlobalFoundries, TSMC, Samsung, and Rapidus; and equipment suppliers including Applied Materials, ASML, Edwards, Kurita, SCREEN, and Tokyo Electron. In this podcast, you'll learn the back story of the program, how it's structured, what role these companies play, how they developed a new data tool called imec.netzero, how the program will help companies achieve Net Zero Emissions, and more.   imec will be discussing this important topic further at its ITF Semicon USA, in a fireside chat with imec's  Emily Gallagher and SEMI's Mousumi Bhat.  Like what you hear? Follow us on LinkedIn and Twitter Interested in becoming a sponsor of the 3D InCites Podcast? Check out our 2023 Media Kit. Learn more about the 3D InCites Community and how you can become more involved.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.02.27.530211v1?rss=1 Authors: Jorntell, H., Kesgin, K. Abstract: Time-frequency decomposition is a well-established method to unmix signals generated by multiple sources with unique characteristics. However, there are cases of high signal complexity where existing time-frequency decomposition tools are insufficient for localizing and representing short bursting signals. One example is the currently highly popular extracellular low-impedance recordings from multi-electrode arrays in the brain in vivo where each neuron repeatedly generates a specific signal fingerprint (characteristic spike waveform) that can be mixed with the signals of 100s of other sources, including the spikes of nearby neurons. Here we derive the singular superlet transform (SST) method, which enables highly localized representations of fast and short bursts compared to other super-resolution spectral estimators, while also requiring orders of magnitude fewer operations. We demonstrate a substantial edge of SST over current methods in isolating specific neuronal spikes with high fidelity in challenging, complex recording signals from neocortex in vivo. We also exemplify SSTs generic signal processing capability by achieving outstanding resolution in the decomposition of complex acoustic data. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.02.25.530044v1?rss=1 Authors: Bastos, G., Holmes, J. T., Ross, J. M., Rader, A. M., Gallimore, C. G., Peterka, D. S., Hamm, J. P. Abstract: Visual processing is strongly influenced by context. Stimuli that deviate from contextual regularities elicit augmented responses in primary visual cortex (V1). These heightened responses, known as 'deviance detection', require both inhibition local to V1 and top-down modulation from higher areas of cortex. Here we investigated the spatiotemporal mechanisms by which these circuit elements interact to support deviance detection. Local field potential recordings in mice in anterior cingulate area (ACa) and V1 during a visual oddball paradigm showed that interregional synchrony peaks in the theta/alpha band (6-12 Hz). Two-photon imaging in V1 revealed that mainly pyramidal neurons exhibited deviance detection, while vasointestinal peptide-positive interneurons (VIPs) increased activity and somatostatin-positive interneurons (SSTs) decreased activity (adapted) to redundant stimuli (prior to deviants). Optogenetic drive of ACa-V1 inputs at 6-12 Hz activated V1-VIPs but inhibited V1-SSTs, mirroring the dynamics present during the oddball paradigm. Chemogenetic inhibition of VIP interneurons disrupted ACa-V1 synchrony and deviance detection responses in V1. These results outline spatiotemporal and interneuron-specific mechanisms of top-down modulation that support visual context processing. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Statements on Standards for Tax Services (SSTSs) are the foundation for validating reputational integrity in the tax profession. The SSTSs are the enforceable tax practice standards for members of the AICPA. To keep pace with the evolving tax profession, the updates to the AICPA's SSTSs will guide tax practitioners into the future, help them enhance their services and maintain their professional edge. On this Global Ethics Day, in collaboration with the Journal of Accountancy podcast, April Walker, CPA, CGMA, Lead Manager — Tax Practice & Ethics, Association of International Certified Professional Accountants, representing AICPA & CIMA, is joined by David Holets, CPA, Partner – Crowe LLP, and Henry Grzes, CPA, Lead Manager — Tax Practice & Ethics, Association of International Certified Professional Accountants, representing AICPA & CIMA, to discuss the proposed revisions to the standards. Tune in to this special episode to learn more about the goals and timeline for these revisions and how you can provide your input. What you'll learn in this episode What are the SSTSs are and why are they being revised now? (0.54) What are the proposed changes? (2.36) Other subjects considered but not included in the revisions (6.13) SSTSs resources available (8.05) How to submit comments to the proposed revisions by the due date (9.35) Invitation to comment (ITC) (10.50) Discussion about quality management (13.19) Project timeline (15.25) Closing thoughts (17.37)  AICPA resources Statement on Standards for Tax Services (SSTSs)— Examine the toolkit for the enforceable tax practice standards for members of the AICPA. Proposed revisions to the AICPA tax standards (SSTS)— Access a resource hub that provides the objective of the SSTS updates, project timeline and answers to frequently asked questions (FAQs). Please complete the Comments Form or email feedback to SSTScomments@aicpa-cima.com by Dec. 31, 2022. Comments will be available for viewing on the AICPA's website at the conclusion of the comment period. Circular No. 230 guidance — Title 31 United State Code section 330 was first published as the Horse Act of 1884 which granted the Secretary of the Treasury the authority to regulate agents representing claimants before the Treasury Department. Guidance was provided to these agents by the Treasury in the form of circulars. Professional responsibilities in data security for tax professionals — Safeguarding your client's data is paramount. Use these laws and guidelines to help you help your clients. Keep your finger on the pulse of the dynamic and evolving tax landscape with insights from tax thought leaders in the AICPA Tax Section. The Tax Section Odyssey podcast includes a digest of tax developments, trending issues and practice management tips that you need to be aware of to elevate your professional development and your firm practices. This resource is part of the robust tax resource library available from the AICPA Tax Section. The Tax Section is your go-to home base for staying up to date on the latest tax developments and providing the edge you need for upskilling your professional development. If you're not already a member, consider joining this prestigious community of your tax peers. You'll get free CPE, access to rich technical content such as our Annual Tax Compliance Kit, a weekly member newsletter and a digital subscription to The Tax Adviser.

Here at the High Rise we are truly honored to have Dr. Peter Grinspoon join us for a very special discussion on cannabis. Peter Grinspoon, M.D. is a primary care doctor at Massachusetts General Hospital, an Instructor in Medicine at Harvard Medical School, life coach, author, and cannabis specialist for over twenty-five years.Cy and Emily engage Dr. Grinspoon in a conversation that touches on the history of cannabis, psychedelics, and his father's (Dr. Lester Grinspoon) legacy of countering cannabis misinformation (amongst many other notable accolades) while hanging out with Carl Sagan a giant in astrophysics and astronomy. We are genuinely stoked to share this episode with you and hope you enjoy this illuminating discussion. https://www.petergrinspoon.comhttps://en.wikipedia.org/wiki/Peter_Grinspoonhttps://www.petergrinspoon.com/book/#SSTS 

Breaking boundaries as an undergraduate student, Meredith is an fisheries research student at Nova Southeastern University in Florida, who had the opportunity to do her own research on sailfish and sea surface temperature. In this episode, we discuss Meredith's paper, titled: Atlantic Sailfish (Istiophorus albicans) Distribution off the East Coast of Florida from 2003 to 2018 in Response to Sea Surface Temperature.

Partnerships and others under attack by the IRS as part of its “compliance campaign” against conservation easement and substantially similar transactions need to be aware of relevant Chief Counsel directives and implement appropriate defense strategies from the very start of the audit process. This article summarizes conservation easement donations and related tax deductions, identifies the parties that the IRS is now pursuing, explains the non-disclosure rules and applicable exceptions, unpacks three IRS pronouncements attempting to justify potential violations of taxpayer protections and evidentiary rules, and reminds partnerships and others affiliated with SCETs and SSTs of the importance of understanding the IRS's strategies and implanting processes to defend against them from the outset.

Learn how you can get more control over your time by leveraging the SST process!Lisa Winslow, who has over 36 years of experience in the special education field discusses one of the first things that you can do as a special educator to effectively (student Success Team)  manage your time.Lisa  talks about strategies and systems that you can implement in order to maximize efficiency and get more control over your schedule, while at the same time supporting your students and the caregivers of your students.  

What a season 2020 has been in all forms of racing. We have had some awesome guests and we have two guests returning and a brand new one for 2020. Tom Varin (Caroga Creek Raceway Park) joins us for an exciting announcement regarding 2021. Derrick McGrew and Derrick Hot Shoe McGrew Jr join us to talk about racing in the DEEP SOUTH just last weekend and 1st-time guest Spencer Cherko joins us to talk about his 2020 season and what he plans for 2021. You don't want to miss this show for sure. 

This is Segment #1 of The JMU Senior Spotlight Tribute Show, we start with Women's Tennis.

Here's the Softball Segment of the JMU Senior Spotlight Tribute Show.

The final segment of the JMU Senior Spotlight Tribute Show, we spend some time with members of the Diamond Dukes Baseball Team.

Here's Segment #2 of the JMU Senior Spotlight Show, we talk Women's and Men's Golf.

We're talking JMU Lacrosse on Segment #6 of the JMU Senior Spotlight Tribute Show.

This is Segment #4 of the JMU Senior Spotlight Show, we talk with members of the Men's Tennis Team.

We're talking Track and Field in the 3rd Segment of the JMU Senior Spotlight Tribute Show.

This is Segment #2 of the EMU Senior Spotlight Show talking Track & Field and Triathlon.

Here's the EMU Royals Senior Spotlight Show talking Golf.

Here's the EMU Men's Volleyball Senior Spotlight Show.

The final segment of the EMU Senior Spotlight Show shines on the Baseball Royals.

This is the Senior Spotlight Show for Eastern Mennonite University, Segment #1 is with the Royals Softball team.

This is the East Rockingham Senior Spotlight Show, this Segment features the Track team.

Here's the East Rockingham Senior Tribute with members of the Girls Tennis Team.

Here's the Senior Spotlight Segment from East Rockingham Softball.

Here's the Baseball Segment for the East Rockingham Senior Spotlight Tribute Show.

East Rockingham Senior Spotlight Tribute Show wraps up with the Boys Soccer team.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2020.05.09.085795v1?rss=1 Authors: Nilsson, P., Sorgjerd, K., Kakiya, N., Sasaguri, H., Shimozawa, M., Tsubuki, S., Takamura, R., Zhou, Z., Loera-Valencia, R., Sekiguchi, M., Petrish, A., Schulz, S., Saito, T., Winblad, B., Saido, T. Abstract: Alzheimer's disease (AD) brains are characterized by increased levels of the pathogenic amyloid beta (Abeta) peptide, which accumulates into extracellular plaques. Finding a way to lower Abeta levels is fundamental for the prevention and treatment of AD. Neprilysin is the major Abeta-degrading enzyme which is regulated by the neuropeptide somatostatin. Here we used a combination of in vitro and in vivo approaches to identify the subtype specificity of the five somatostatin receptors (SSTs) expressed in the brain, involved in the regulation of neprilysin. Using a battery of Sst double knockout (dKO) mice we show that neprilysin is regulated by SST1 and SST4 in a redundant manner. Sst1 and Sst4 dKO mice exhibit a specific decrease of presynaptic neprilysin in the Lacunosum molecular layer. Moreover, a genetic deficiency of Sst1 and Sst4 in amyloid beta precursor protein (App) knock-in mice, an AD mouse model, aggravates the Abeta pathology in the hippocampus. As a first proof of concept towards an Abeta-lowering strategy involving neprilysin, we demonstrate that treatment with an agonist selective for SST1 and SST4 ameliorates the Abeta pathology and improves cognition in the App knock-in AD mouse model. Copy rights belong to original authors. Visit the link for more info

Here's the Bridgewater Senior Spotlight conversations with members of the Women's Lacrosse Team.

This is the Daily Sports Feed Senior Spotlight Tribute Show for Bridgewater College, starting with the Baseball Team.

This is the Bridgewater Senior Spotlight Show talking Eagles Softball.

Here's our Senior Spotlight on Bridgewater Men's Lacrosse.

Here's our Bridgewater College Senior Conversations talking Eagles Tennis.

Bridgewater College Senior Spotlight talking with members from the Golf Team.

Here's the final Bridgewater Senior Spotlight with members of the Track and Field teams.

The Spotswood Senior Tribute Show continues talking Girls Soccer.

Segment 3 of the Spotswood Senior Tribute Show focuses on the Track team.

The final segment of the Spotswood Senior Show spends time talking Boys Soccer.

This is our Senior Spotlight Tribute Show for Spotswood High School, we'll start by talking Girls Tennis and Softball.

Our Senior Spotlight Show for Broadway High School continues talking with members of the Boys Soccer team.

This is Segment 1 from our Senior Spotlight Show with Broadway High School, focused on The Gobble Softball team.

Broadway High School Senior Spotlight, shining on the Baseball team.

Segment 3 from the Broadway High School Senior Spotlight Show looks at the track team.

Here is Segment 4 of the Broadway High School Senior Tribute Show talking with members of the Girls Tennis team.

Our final segment of the Broadway High School Senior Spotlight shines on the Girls Soccer team.

Mærk pulsen og lad adrenalinen pumpe når vi i dette afsnit følger overlæge Niels Juul på kørsel 1 igennem anæstesiologiens verden. Lyt med! Læs mere om ansøgertal til og opbygning af hoveduddannelsen her. Indholdsfortegnelse: 00.00: Introduktion 01.47: Velkommen til Ovl. Niels Juul 05.15: SSTs definiton af specialet 08.54: Typiske arbejdsdag og funktioner 15.00: Livet som yngre læge i anæstesiologi 16.01: Lægebilen/ helikopterambulancen 17.31: Akutte vs elektiv funktion 20.42: Typiske patientgrupper 22.18: Forskelle mellem centrale og decentrale sygehuse 23.00: Mest og mindre spændende ved anæstesiologi 25.36: Work/life balance – Er det et hårdt arbejdsmiljø? 30.44: Læringsmiljø for yngre læger 34.08: Vejen fra hoveduddannelse til slutstillinger 36.05: Andre karriereveje som anæstesiolog 38.40: Work/life balance 41.12: CV ifht HU ansøgning 43.30: Anæstesiologi i fremtiden 45.18: Andre gode råd

Et speciale berygtet for sine kirurgiske mirakler, dyre biler og villa på Strandvejen. Skrøne eller sandhed? Det og meget mere vil Lars Bjørn Stolle overlæge i plastikkirurgi fortælle om. Så lyt med! Læse mere om ansøgertal til og opbygning af hoveduddannelsen her. 00.00: Introduktion 01.35: Velkommen til Ovl. Lars Bjørn Stolle 03.25: SSTs definiton af specialet 08.13: Typiske arbejdsdag og funktioner 15.56: Livet som yngre læge i plastiskkirurgi 18.07: Typiske patientgrupper 21.07: Forskelle mellem centrale og decentrale sygehuse 24.58: Mest og mindre spændende ved plastikkirurgi 27.14: Gode råd 29.27: Work/life balance for yngre læger i specialet 30.53: Vejen til hoveduddannelse og slutstillinger 33.36: Andre karriereveje som plastikkirurg 38.15: Vagtbelastning 39.54: Work/life balance 44.17: Plastikkirurgi i fremtiden 46.00: Andre gode råd

Lyt med når Lars Folkestad, afdelingslæge på endokrinologisk afdeling, fortæller om livet som endokrinolog, spændingen og udfordringerne, samt forskningens rolle i et multiorganspeciale og meget mere. Læse mere om ansøgertal til og opbygning af hoveduddannelsen her. Indholdsfortegnelse: 00.00: Introduktion 01.00: Velkommen til Lars Folkestad 03.05: SSTs definiton af specialet 07.25: Typiske arbejdsdag og funktioner 13.05: Work/life balance 18.20: Patientgrupperne 20.40: Forskelle mellem centrale og decentrale sygehuse 22.40: Andre karriereveje som endokrinolog 25.05: Godt at vide om specialet 29.25: Gode råd 31.55: Det mest spændende og mest udfordrende ved endokrinologien 33.50: Endokrinologien i fremtiden  

Saruna ar grupas NUVO bundzinieku Jāni Osi par krāpniecikiem slovāku promouteriem, izrakto kapu, aizvadīto Eiropas tūri u.c

En el episodio de hoy vamos a hablar de morosidad y de prácticas de fijación abusiva de los plazos de pago, sin duda un problema empresarial de primera magnitud, especialmente para las Pymes.En el ámbito de las obras públicas y servicios, en las relaciones comerciales entre proveedores y la distribución, o en el pago de los servicios de abogacía, muchos deudores que tienen poder de negociación encuentran en la cultura del retraso en el pago un cómodo sistema de financiación a costa de su contraparte, frecuentemente pequeñas y medianas empresas que se ven asfixiadas financieramente al tener que soportar pagos diferidos en el tiempo.Es verdad que tanto el legislador europeo como el español han dedicado importantes esfuerzos legislativos a establecer un nuevo régimen legal represor de la morosidad y los abusos de los plazos de pago, pero lo cierto es que los continuos cambios de la normativa no han ayudado a erradicar estas conductas.Por eso deben ser bienvenidas las SSTS de 23 de noviembre de 2016 y 19 de mayo de 2017, en las que el Tribunal Supremo ha sentado la doctrina de que esos aplazamientos son nulos de pleno derecho por ir en contra del art. 4 de la Ley de Morosidad y no pueden ampararse en la libertad contractual o las circunstancias del caso.NORMAS Y SENTENCIAS CITADAS EN EL EPISODIOSTS de 23 noviembre de 2016 (RJ 20165839)STS de 19 de mayo de 2017 (RJ 20172208).Ley 3/2004, de 29 de diciembre, por la que se establecen medidas de lucha contra la morosidad en las operaciones comerciales, que incorporó a nuestro ordenamiento la Directiva 2000/35/CE. Ley 15/2010, de 5 de julio, que modificó la Ley de morosidad.Ley 11/2013, de 26 de julio, de Medidas de apoyo al emprendedor.Directiva 2000/35/CE del Parlamento Europeo y del Consejo, de 29 de junio de 2000, y Directiva 2011/7/UE del Parlamento Europeo y del Consejo, de 16 de febrero de 2011, por la que se establecen medidas de lucha contra la morosidad en las operaciones comerciales

The ninth workshop in Dr Joel Feinstein's G11FPM Foundations of Pure Mathematics module covers a worksheet with a variety of questions: Cartesian products and set inclusions; Ssts, characteristic functions and congruence modulo 2; symmetric differences of sets. These videos are also available on YouTube at: https://www.youtube.com/playlist?list=PLpRE0Zu_k-BzsKBqQ-HEqD6WVLIHSNuXa Dr Feinstein's blog may be viewed at: http://explainingmaths.wordpress.com Dr Joel Feinstein is an Associate Profe

The climate of the stratosphere is known to be subject to long-term changes induced by anthropogenic emissions of long-lived greenhouse gases (GHGs) as well as by emissions of ozone depleting substances (primarily chlorofluorocarbons, CFCs). Enhanced concentrations of CFCs have led to strong ozone depletion over the last decades. Thanks to the Montreal Protocol and its amendments and adjustments, the stratospheric halogen loading is expected to retreat again in the future. Emissions of GHGs, on the other hand, are not yet controlled sufficiently, and concentrations of GHGs are projected to increase further in the future. The effects of enhanced GHG concentrations on the stratosphere include decreasing temperatures, as well as changes in the dynamical balances and interactions with the troposphere, and thus changes in the large-scale circulation. In particular, the stratospheric meridional circulation is projected to be subject to changes. These GHG-induced changes will also affect stratospheric ozone chemistry and transport of ozone. Therefore, the expected recovery of ozone due to decreasing CFC concentrations will coincide with alterations of the ozone layer by climate change. This study aims to diagnose and explain long-term changes in the stratospheric meridional circulation using the chemistry-climate model E39CA. The dynamical causes for these changes are identified, and the impact of changes in the meridional circulation on the future development of ozone is quantified. In a changing climate, the meridional circulation is found to strengthen in the tropical lower stratosphere. In particular, tropical upwelling in the lowermost stratosphere intensifies at a rate of about 3% per decade over the analysed period of 1960 to 2049. This enhanced upwelling is balanced by downwelling in the subtropics at latitudes around 20-40°N/S. The increase in tropical upwelling can be explained by stronger local forcing by large scale waves. It is shown that enhanced tropical upwelling is driven by processes induced by increases in tropical sea surface temperatures (SSTs). Higher tropical SSTs cause both a) a strengthening of the subtropical jets and b) modifications of deep convection, leading to changes in the strength and location of latent heat release. While the former (a) can modify wave propagation and dissipation, the latter (b) affects tropical wave generation. Evidence is presented that the dominating mechanism leading to enhanced vertical wave propagation into the lower stratosphere is an upward shift of the easterly shear zone due to the strengthening and upward and equatorward shifts of the subtropical jets. In addition to the increase in tropical upwelling caused by climate change, the changes in CFC concentrations also affect the dynamical forcing of the meridional circulation. The CFC-induced depletion of ozone in the past has led to changes in the background wind field in the southern hemisphere in summer, which cause enhanced wave propagation into the middle stratosphere and thus a strengthening of the meridional circulation. This effect is reversed in the future, when CFC concentrations decline. The future development of ozone is found to be dominated by changes in local chemistry in most regions of the stratosphere. Both decreasing CFC concentrations and stratospheric cooling due to enhanced GHG concentrations lead to less efficient ozone destruction, and thus increasing ozone concentrations. However, changes in transport of ozone due to the strengthening of the meridional circulation play an important role in the tropical lower stratosphere, where ozone concentrations decrease due to more export of ozone. Furthermore, it is found that the chemically induced positive ozone trend in southern high latitudes in the future is counteracted by decreased ozone transport from middle to high latitudes. This decrease in transport is due to the weakening of the meridional circulation in the southern hemisphere in summer, which, in turn, is induced by ozone changes.

AICPA Tax Tam briefs state society leaders on current tax developments, including Section 7216, Circular 230 and Section 6694 penalties, regulation and registration of tax return preparers, SSTS exposure draft, tax strategy patents, e-filing, extended due dates for returns, consumer financial protection agency, cellphones, trust fee deductibility, and estate taxes. Links to the documents referred to in this podcast are available in the emailed version which AICPA members can receive by joining the Tax Section at service@aicpa.org or 888-777-7077.

Estimates of the ozone layer future evolution must consider both climate dependencies and interannual variability. These considerations imply analyses of transient-scenario realisations with chemistry-climate models (CCM) under realistic boundary conditions. In this context, investigations of ozone variability usually involve multiple regression analysis (MRA), a statistically efficient albeit complicated tool. However, a careful use of advanced regression approaches may improve the variability assessment considerably. The present study addresses climate dependencies in ozone transport, and adopts an advanced regression approach to both quantify deterministic ozone variability and trace it back to the scenario boundary conditions; the investigations refer to transient output of the CCM E39/C. Recent observations show a cooling of the tropical lower stratosphere, and CCMs suggest a spatial coincidence of the cooling with a stronger upward advection of ozone-poor tropospheric air. This advection increase appears to result from a currently unexplained strengthening of the planetary-wave driven mean meridional transport, arguably relating to the anthropogenic climate signal. The present study explores the strengthening by comparing realisations of two different scenarios. Both share the same boundary conditions including concentrations of ozone-depleting substances (ODS), but differ in their climate forcing via sea surface temperatures (SSTs) and well-mixed greenhouse gas concentrations (GHG). In the summer hemisphere tropics, higher SSTs for the warmer scenario amplify deep convection and hence the convective excitation of internal planetary waves. These waves travel upward through easterly winds while dissipating, but still carry enough of the signal into the lower stratosphere to intensify the mean meridional transport. The transport change in turn strengthens the input rate into the tropical lower stratosphere of ozone-poor tropospheric air, ultimately weakening lower-stratospheric ozone concentrations via higher tropical SSTs. The ozone variability assessment relates to monthly-mean total columns from three independent realisations of a 60-year transient scenario with realistic boundary conditions. It focuses on three latitudinal bands: southern/northern midlatitudes (SH/NH) and tropics. Common ozone MRAs are linear and iterate to account for auto-regression-induced nonlinearity. The present MRA is nonlinear and the first to demonstrate the validity of such iterations with respect to the least-squares surface: it detects only a weak distortion of the surface associated with autocorrelation, at least for the ozone time series examined. Also, the present MRA is among the few to demonstrate sufficient compliance with the regression requirements, particularly with that of independent residuals. Additionally, the new approach of response confidence bands permits a correct attribution of individual anomalies to the scenario boundary conditions. As a consequence, the present MRA is the first to explain the year 1985 SH low-ozone event, here reproduced by E39/C. The MRA further captures, e.g., a similar anomaly for the year 1997, and verifies the total-ozone response to stratospheric-transport modulating boundary conditions: tropical-SST anomalies (ENSO) affect the tropics and NH, but not the SH; or, the quasi-biennial oscillation (QBO) causes a seasonally synchronised ozone response at SH and more weakly at NH, but not in the tropics. While these features have already been reported for E39/C data, the present study establishes a firm statistical framework and discusses the physical background. Other responses refer to the 11-year solar cycle (SSC), to sulfate aerosols, and to ODS concentrations. The present nonlinear regression approach provides ample potential for further development. For instance, nonlinear deterministic regression terms may examine the existence of interactions between the NH ENSO response with long-term changes in the probability for northern polar heterogenous ozone depletion. Last, accounting for moving-average regression parameters may improve the compliance with the inference requirements even further. In conclusion, the E39/C boundary conditions modulate the ozone layer as well as stratospheric mean meridional mass transport on long and short time scales. In this respect, the most important result is the universal significance of tropical SSTs controlling stratospheric transport by governing the deep-convective production of internal and, probably, external planetary waves. An important future research task is whether increasing tropical SSTs can cause ENSO-like changes in wintertime mid- and polar-latitude stratospheric planetary-wave activity; such changes could disturb the northern polar vortex against the effect of radiatively induced stabilisation by higher GHG concentrations. E39/C and other CCMS have certain weaknesses, one of which is an unrealistically consistent QBO-related modulation of the northern polar vortex. Keeping these weaknesses in mind, MRA may represent a helpful tool as it improves the statistical efficiency.