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3 episodes with technology department
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2 episodes with technology department
A new committee has been appointed to gauge and research impact funding or the lack thereof following the recent cuts that the United States has made to its federal research budgets, some of which affect South Africa. This is according to South Africa's science Minister Blade Ndimande who told Members of Parliament that a "deeply concerning" 2 billion rand of South African research money is at risk after US president Donald Trump began slashing federal research funding, sending shockwaves through the global research community. Sakina Kamwendo spoke to Veli Mbele, Spokesperson for the Science and Technology Department.
“While AI is digital in nature, the binding constraint is physical.” While many think of the race for AI dominance as who can develop the best model, that's only one piece of the puzzle. Frontier models, data centers, leading-edge chips, energy sources, and digital networks all form the full stack of AI leadership—and any one of them could be a point of failure. CSIS's Navin Girishankar, president of the CSIS Economic Security and Technology Department, and Joseph Majkut, director of the CSIS Energy Security and Climate Change program, join the podcast to discuss their new research on how to secure U.S. full stack leadership in AI, especially expanding energy production to power future AI needs. Read CSIS's latest research on full stack AI leadership here: https://www.csis.org/analysis/securing-full-stack-us-leadership-ai
Please enjoy this encore episode with Principal Research Scientist for Human Behavior at Forcepoint, Margaret Cunningham. She shares her story of how she landed in cybersecurity. With a background in psychology and counseling and not feeling that one-on-one counseling was her thing, Margaret had a transformational moment in her PhD program in applied experimental technology when she realized she could "provide helping services and good work services at a broader scale." Margaret found her professional footing at DHS's Human Systems Integration Branch of Science and Technology Department as the person who figured out how to measure how new technologies impacted human performance. Margaret points out that making connections and reading whatever you can is important to stay up to date in the field. She notes that her statistical analysis skills are an asset. She hopes to create champions in human behavior and performance in the world of technology. We thank Margaret for sharing her story with us. Learn more about your ad choices. Visit megaphone.fm/adchoices
Please enjoy this encore episode with Principal Research Scientist for Human Behavior at Forcepoint, Margaret Cunningham. She shares her story of how she landed in cybersecurity. With a background in psychology and counseling and not feeling that one-on-one counseling was her thing, Margaret had a transformational moment in her PhD program in applied experimental technology when she realized she could "provide helping services and good work services at a broader scale." Margaret found her professional footing at DHS's Human Systems Integration Branch of Science and Technology Department as the person who figured out how to measure how new technologies impacted human performance. Margaret points out that making connections and reading whatever you can is important to stay up to date in the field. She notes that her statistical analysis skills are an asset. She hopes to create champions in human behavior and performance in the world of technology. We thank Margaret for sharing her story with us. Learn more about your ad choices. Visit megaphone.fm/adchoices
January 24, 2025 - Join us for a discussion on the Trump Administration's economic security policy towards Asia with Navin Girishankar, president of the Economic Security and Technology Department at the Center for Strategic and International Studies (CSIS) and former Counselor to the U.S. Deputy Secretary of Commerce and Yeo Han-koo, former trade minister of the Republic of Korea and senior fellow at the Peterson Institute for International Economics. The moderator for the program is Korea Society president and CEO Tom Byrne. The discussion will cover US-China economic competition and its impact on Northeast Asian countries like Korea and Japan, plus: tariffs, international trade, and the impact on critical next generation technologies including semiconductors, EVs, and batteries. For more information, please visit the link below: https://www.koreasociety.org/policy-and-corporate-programs/item/1949-what-to-expect-the-trump-administration-economic-security-policy-on-asia
The CWB Association brings you a weekly podcast that connects to welding professionals around the world to share their passion and give you the right tips to stay on top of what's happening in the welding industry.Step into the fascinating world of welding with our special guest, Josh Brewster, the Associate Dean at SAIT's Aviation and Technology Department. Josh takes us on a journey from his humble beginnings in Saskatchewan to his influential role in Alberta, sharing how a high school welding class in Okotoks sparked a lifelong passion. Through personal stories of skills competitions and apprenticeships, Josh emphasizes the importance of safety in trades and the role of mentorship in shaping his dynamic career. His insights offer a compelling look at the balance between hands-on experience and academic growth in the welding industry.Follow Josh:https://www.linkedin.com/in/josh-brewster-0297547b/ Thank you to our Podcast Advertisers:Canada Welding Supply: https://canadaweldingsupply.ca/Miller: https://www.millerwelds.com/products/augmentedarcCanaweld: https://canaweld.com/There is no better time to be a member! The CWB Association membership is new, improved and focused on you. We offer a FREE membership with a full suite of benefits to build your career, stay informed, and support the Canadian welding industry. https://www.cwbgroup.org/association/become-a-memberWhat did you think about this episode? Send a text message to the show!
In this episode of Diritto al Digitale, Giulio Coraggio, Location Head of the Italian Intellectual Property & Technology Department at the law firm DLA Piper, sit down with Stefano Leucci, the Head of Data Protection and Governance at Mobilisights, the data company of the Stellantis group, to explore the dynamic world of data sharing and the impact of the Data Act on businesses exploiting Internet of Things and connected technologies. Our guest shares a personal journey through previous experiences with open government data and the European Data Protection Supervisor (EDPS), highlighting how these roles shaped a deep understanding of data's evolving landscape. We discuss the pivotal role of the Data Act as an essential enabler in this transformation.Tune in as we delve into the most pressing challenges arising from the Data Act for connected and IoT products. We examine the intersection of the GDPR and the Data Act, uncovering how this convergence is set to influence data governance strategies, especially in terms of privacy and sharing.Finally, we explore the emergence of compensation strategies within the data-sharing ecosystem with the expanded data portability right provided by the Data Act. What does this mean for businesses and consumers? How will it reshape the way data is valued and exchanged?You can read on the topic the following article “EU Commission FAQs on the Data Act published: Here are the main contents!”. Follow us on
Welcome back to the Path Forward! In this episode, we sit down with key members of the Falcon Career and Technology Department at Channelview ISD to discuss their vision for the future of Career and Technical Education (CTE) and how it's shaping student success. Host Dr. Rick Fernandez is joined by Mia Young, Director of CTE, Marcus Ebow, Assistant Principal over CTE, Erin Bowman, CTE Coordinator, and Antonio Rios, Work-Based Learning Specialist, to explore the powerful role of mentorship, career guidance, and skill development in preparing students for the workforce.Our guests share insights into how Channelview ISD is providing students with hands-on learning opportunities and soft skill development through programs like welding and HVAC. They discuss the importance of building strong relationships with students and employers, guiding students toward early career pathways, and creating a reliable support system for success. Tune in as we dive into what employers are really looking for and how Channelview ISD is helping students rewrite the narrative of education with CTE as a foundation for a bright future.Discover how the Falcon CTE team is innovating education and preparing students to thrive in their careers! Be sure to like, comment, and subscribe!Host: Dr. Rick Fernandez Guests: Mia Young, Director of Career and Technical EducationMarcus Ebow, Assistant Principal over CTEErin Bowman, CTE CoordinatorAntonio Rios, Work Based Learning SpecialistTime Stamps & Show Notes(00:00 - 01:05) Introduction(01:06 - 02:31) Vision Moving Forward(02:32 - 03:43) Getting Involved as a Mentor(03:44 - 04:34) Having a Reliable Support System(04:35 - 05:47) Guiding Students to Success(05:48 - 07:30) Rewriting the Narrative of Education(07:31 - 09:15) CTE as a Career Foundation(09:16 - 10:45) Career Pathway Early Start(10:46 - 12:12) What Employers Look For(12:13 - 14:50) Building Relationships with Students and Employers(14:51 - 18:33) Conveying Career Opportunities to Students(18:34 - 22:11) Coaching Students for Career(22:12 - 23:43) The Crowned Jewel of CTE(23:44 - 24:53) Why Channelview ISD(24:54 - 25:35) Where to Learn More(25:36 - 25:59) Closing
Navin Girishankar, director of CSIS's new Economic Security and Technology Department, joins the podcast to discuss his experience working at the Department of Commerce, Bridgewater Associates, and the World Bank, as well as CSIS's renewed focus on economic statecraft and technology to address 21st-century security threats.
Livia Shmavonian, the Director of OMB's Made in America Office, and Heather Boushey, Member of the Council of Economic Advisers and Chief Economist of the Investing in America Cabinet, join the podcast to discuss the Made in America Initiative. Also joining the conversation is Navin Girishankar, the president of CSIS's new Economic Security and Technology Department.
Generative AI systems use large amounts of data, including personal data. How should artificial intelligence systems be used in compliance with privacy regulations?Let's find out with Cristina Criscuoli, Senior Lawyer in the Intellectual Property & Technology Department of the law firm DLA Piper, in the new video of Pausa Legale, the new series of Diritto al Digitale in which we explain regulatory news in the time of a coffee. Follow us on
This podcast was recorded on 18 June 2024 as the fourth session in CLI's Legal GenAI Around the World Series. In this session Terri Mottershead, Executive Director at the Centre for Legal Innovation facilitated a discussion with four amazing panellists from Europe and the UK: Giulio Coraggio, Partner – Location Head of Italian Intellectual Property and Technology Department, DLA Piper Uwais Iqbal, Founder, simplexico Tanja Podinic, Global Legal Gen AI Lead, PwC Tara Waters, Partner & Chief Digital Officer, Ashurst Topics covered included: How, where and why GenAI is being used in legal businesses and what's driving/limiting adoption LLMs, the impact of RAGs, and the case for/against the decision to build or buy What capabilities are needed to deliver legal GenAI solutions today, tomorrow, and how to bridge the gaps What's unique about the legal GenAI market in Europe + UK How legal GenAI is likely to evolve in 2024 If you would prefer to watch rather than listen to this episode, you'll find the video in our CLI-Collaborate (CLIC) free Resource Hub here. Please join CLI's free Legal GenAI Global Community for a lightly curated newsfeed on how legal GenAI is transforming the legal ecosystem.
Hi Hii our loved listeners IAAS Wanna Talks! Di episode kali ini kita kedatangan speaker dari internal IAAS LC UNDIP nihh. Dimas Fandy, staff internal dari Science and Technology Department yang memiliki kepedulian akan perubahan dari kehidupan seorang petani melalui jalur pendidikan akademisi. Yuk langsung aja dengerin sharing dari Kak Fandy!
Research highlight on the jellyfish research at UGA Griffin by students in the Food Science & Technology department
Shabbos Mode Redefined How has Shabbos mode been refined to avoid the newer shailos that have arisen? Let's listen to Rabbi Tzvi Ortner - Director of the Technology Department at the OU as he walks us through ovens and other appliances. View it in its entirety at https://www.kashrusawareness.com/post/oven-overhaul Join a Let's Talk Kashrus WhatsApp Group for educational content and kashrus updates https://wa.me/message/HWKKNR7VBI77L1
The Shabbos Keeper. Technology has come a long way since the refrigerator has been invented. Together with the advancements in technology come many complications in Halacha. Whether it involves sensors, compressors, defrosters, or the good old shaila of the light bulb, a group of Rabbonim have strived to find a heter to all of these shailos that is 100% lechatchila to use. Let's listen to Rabbi Tzvi Ortner - Director of the Technology Department at the OU as he provides us with a detailed background on the various shailos and their solutions. View it in its entirety at https://www.kashrusawareness.com/post/ki-eshmerah-shabbos Join a Let's Talk Kashrus WhatsApp Group for educational content and kashrus updates https://wa.me/message/HWKKNR7VBI77L1
In this thought-provoking episode of the podcast Diritto al Digitale, we have the pleasure of hosting Luca Isnardi, the Global Data Protection Officer of the consumers healthcare's business unit of Sanofi, a global leader in the pharmaceutical industry. Luca discusses with Giulio Coraggio, Location Head of the Italian Intellectual Property & Technology Department at the law firm DLA Piper, bringing to the table a rich tapestry of experiences and insights from his career, making this session a treasure trove for anyone keen on understanding the complexities of data protection in the healthcare sector.Here's what you can expect from this enlightening conversation:A Journey Through Time: Luca Isnardi walks us through his career trajectory, offering a behind-the-scenes look at the milestones and pivotal moments that shaped his path to becoming a renowned Global DPO at Sanofi.Confronting Challenges: The role of a DPO in a global pharmaceutical giant comes with its unique set of challenges. Luca discusses the intricacies of safeguarding data privacy in an industry where innovation and privacy are in constant interplay.AI in the Spotlight: With artificial intelligence becoming increasingly integral in pharmaceuticals, Luca sheds light on how this technological leap is influencing data protection strategies, especially under the scrutinous watch of data protection supervisory authorities.Evolving Roles: The landscape of data protection is ever-changing, more so in the fast-paced pharmaceutical industry. Luca shares his insights on how the role of data protection is transforming, adapting to technological advancements and regulatory shifts.Words of Wisdom: Aspiring to build a career in data protection within the pharmaceutical industry? Luca Isnardi imparts valuable advice and strategies to navigate this challenging yet rewarding field.Join us in this compelling session with Luca Isnardi.
Your weekly dose of information that keeps you up to date on the latest developments in the field of technology designed to assist people with disabilities and special needs. Special Guests: Paulina Villacreces MS – Assistant Professor Rehab Science and Technology Department at the University of Pittsburg and Director of Product Development for the Healthy […] The post ATU658 – Replay – Pitt University – Healthy Home Lab – Paulina Villacreces, MS and Dr. John Pearlman first appeared on Assistive Technology at Easter Seals Crossroads.
Michael Fluhr, Blockchain and Litigation Partner at DLA Piper US, San Francisco, and Giulio Coraggio, Head of the Intellectual Property & Technology Department at DLA Piper, Italy, delve into the ever-evolving world of Web3, NFTs, blockchain, and cryptocurrency.This insightful discussion sheds light on the latest market trends, regulatory positions, and emerging disputes in the realm of digital assets and technology.This episode of the podcast "Diritto al Digitale" offers a comprehensive understanding of the current and future challenges in the blockchain and cryptocurrency space.On the same topic, you can watch this episode (in Italian): "Gian Luca Comandini sul ruolo degli NFT, della blockchain e dell'innovazione".
Research isn't always planned. But when a community needs quick answers in a crisis, research and data can help inform decision making. Using Haley Shoemaker's Ohio State University Extension connection to the community and research facilities at the Food, Science, and Technology Department in the College of Food, Agricultural, and Environmental Sciences, Haley and researcher Jeff Hattey developed a protocol to sample plant tissue after a train derailment in East Palestine. To get the complete results from the Ohio Emergency Management Agency, visit https://ema.ohio.gov/media-publications/east-palestine-derailment-info/testing-results.
Technology nowadays is one of the most critical factors in the success of any company, regardless of what company it is. No matter the size of your enterprise, technology has both tangible and intangible benefits that will help you make money and produce the results your customers demand. Technological infrastructure affects the culture, efficiency, and relationships of a business. It also affects the security of confidential information and trade advantages.Read Blog: What Does The CEO Want From The Technology Department?
In Episode 38 of The Legal Genie Podcast, your host, Lara Quie is in conversation with Adrian Tan, also known on LinkedIn as the King of Singapore and the masked litigator.He certainly is Linkedin royalty as the most followed Singapore lawyer on LinkedIn with over 33,000 followers.Adrian is the President of the Law Society of Singapore and also a partner at TSMP Law Corporation, where he heads the Intellectual Property and Technology Department.Before his legal career took off, he was an award-winning novelist known for writing the cult Teenage Textbook series in the 1980s.He was also the General Counsel of technology company, Crimson Logic and the Honorary Legal Counsel of the Singapore Association of the Visually Handicapped.I hope that you will enjoy the episode. You can follow Adrian on LinkedIn at https://sg.linkedin.com/in/tanadrianhttps://www.tsmplaw.com/lawyer/adrian-tan/Lara Q Associates A boutique business and executive coaching consultancyDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Support the show Also: · If you liked this episode, please rate the show, and leave a review wherever you listen to your podcasts to help the Legal Genie reach a wider audience. · Look out for the next episode coming soon. You can connect with Lara Quie: · On LinkedIn at https://www.linkedin.com/in/laraquie · Website: https://www.laraqassociates.com · Or Email at Lara@LaraQAssociates.com
In this episode of the Us People Podcast, Savia gets to speak to Sylvia True – Author of the book - Where Madness Lies - Writer, and Editor - When we talk about Losing everything, repression, and forgiveness.Sylvia True is the author of The Wednesday Group and Where Madness Lies.Where Madness Lies, Sylvia True's second novel, is a story about hope and redemption, about what we pass on, both genetically and culturally. It is about the high price of repression, and how one woman, who lost nearly everything, must be willing to reveal the failures of the past in order to save future generations. With chilling echoes of our time, this novel is based on the true story of the author's own family. *We talk about Sylvia being born in England to parents who were refugees from Germany * Moving to the US when she was five *Growing up with parents from different cultures, a mother who was a Swiss champion figure skater, and a father who was a theoretical nuclear physicist, gave her varied and unique perspectives *Sylvia is a high school chemistry teacher and head of the Science and Technology Department at Holliston High School *We talk about her, journey beginning with writing and how did she become emotionally connected to be her absolute best * What her family had to do, to survive and how this made her feel knowing that her family had to go through so many obstacles to survive *What element of her life connects to her book Where madness lies * Breaking point between consciousness or awareness and madness Thank you so much, for sharing your history and what you have been through.{"Vulnerability is only a weakness if it is abused"} - Savia RocksWebsite: https://www.sylviatrue.com/Become Part of The Us People Podcast Community & Donate: https://donorbox.org/us-people-podcastSavia Rocks Website: https://www.savia.rocks/Support the show
Your weekly dose of information that keeps you up to date on the latest developments in the field of technology designed to assist people with disabilities and special needs. Special Guests: Paulina Villacreces MS – Assistant Professor Rehab Science and Technology Department at the University of Pittsburg and Director of Product Development for the Healthy […]
Welcome back to a new school year and, more important, Season 4 of the IETL podcast. MJ and Tony have special guests, Michael Marassa and Michael Arensdorff on, to talk about summer projects and Staffing.Come listen to four different Technology Department structures, struggles with filling positions, and unique solutions. Additionally, hear about a joint venture with IASBO to gather data on salary and benefits for all technology department members. If you have questions about the survey, please email MJ or Tony.This is the first in our series on hiring and maintaining staff in this challenging time.IETL Workshop 1 Registration Link: https://docs.google.com/forms/d/e/1FAIpQLSdkrrSKNA4KeDLbxYQ44IYEgMJetVg-3vmpo_nue_L4h1gHfg/viewform
Otsego High School students interview the Otsego tech department.Our featured guests are Jessica Martinez, District Technology Integration Specialist, and Luke Swartz, Director of Technology. This episode is hosted by Luke Barbour and Kaden Knapp and edited by Owen Henderson.Intro/Outro Music: “Motivated” by Alex MakesMusicDate Recorded: September 12th, 2022. FOLLOW OUR SOCIALS: Twitter: @OHS_RoundTable Instagram: @ohs_roundtableEmail: podcast@otsegoknights.org
As researchers were creating a training procedure to identify smoke tainted wines, they made a breakthrough discovery that links a class of sulfur-containing compounds called thiophenols to the undesirable ashy flavors found in impacted grapes. Elizabeth Tomasino, Associate Professor, Department of Food Science and Technology at Oregon State University explains that early research believed that the culprit for smoke taint was phenols with an alcohol group. But just adding volatile phenols to untainted wines did not produce the undesirable BBQ flavors. Research is still young but this discovery could help researchers come up with more effective mitigation strategies. References: 143: Can Barrier Sprays Protect Against Smoke Taint in Wine? (Podcast) Australian Wine Research Institute Smoke Taint webpage Elizabeth Tomasino Grower-Winery Contracts and Communications about Smoke Exposure to Oregon's 2020 Wine Grape Harvest Key Information on Smoke Effect in Grapes and Wine: What can be done to identify and reduce smoke effect in grape and wine production? (Western Australia Agriculture Authority) “Oregon State researchers discover compounds contributing to smoke taint in wine and grapes” (Press release) SIP Certified Sustainable Ag Expo November 14-16, 2022 | Use code PODCAST for $50 off Techniques for Mitigating the Effects of Smoke Taint While Maintaining Quality in Wine Production: A Review (Academic article) Get More Subscribe wherever you listen so you never miss an episode on the latest science and research with the Sustainable Winegrowing Podcast. Since 1994, Vineyard Team has been your resource for workshops and field demonstrations, research, and events dedicated to the stewardship of our natural resources. Learn more at www.vineyardteam.org. Transcript Craig Macmillan 0:00 My guest today is Elizabeth Tomasino. She is an associate professor in the Department of Food Science and Technology at Oregon State University. Elizabeth, thanks for taking time to speak with us today. Elizabeth Tomasino 0:12 Well, thank you for having me. It's it's been a little crazy with conferences are back in person this year. So I'm actually at the Institute of Food Technology Conference in Chicago right now. Craig Macmillan 0:23 Well, thanks for taking the time. Elizabeth Tomasino 0:25 Oh, it's fun and lots of interesting information to talk about. Craig Macmillan 0:29 The reason we asked you to be on the show is you and your colleagues to make kind of an interesting and possibly really amazing discovery regarding smoke impact on grapes and how that translated into Smoke taint in wines. First just so everyone is on the same page, what's the very simple definition what is smoke taint? Elizabeth Tomasino 0:46 Smoke taint is essentially if there is a wildfire, lots of smoke in the air, that smoke gets into the vineyard, when there are grapes on the vine, the grapes can absorb the smoke compounds that smell like smoke. They then get sort of bound up in the grapes. So you don't you can't taste anything, but they're there. And then during winemaking, they're released. So all of a sudden, you can get a very smoky, ashy aftertaste in your wine. And if it's strong enough, it can be very negative for quality. Craig Macmillan 1:15 And when are the grapes most vulnerable? Elizabeth Tomasino 1:17 So this, is this is up for debate a bit generally it is thought after verasion. But some varieties might be different. There is some research going into this that some varieties might be susceptible earlier, and others may be more susceptible later during the year. Craig Macmillan 1:33 There's been a lot of activity going on globally, Australia's done a ton of work. And we've got a lot of work going on on the west coast. It's really exciting to see the collaborative work between the different states and the different university systems addressing this problem. Obviously, a couple of years ago, it was devastating in Northern California. And we also had issues along the central coast here, which led us to wonder what was going on because people in San Luis County were affected by smoke from Monterey County. So it was traveling a long way, that really, really makes everybody extra nervous. Your work recently has identified a new class of compounds associated with smoke impact that correct? Elizabeth Tomasino 2:11 Yes, we've been looking for it for a while. So some of my speciality in research and wine research is figuring out the compositional elements that cause specific sensory. So smells, tastes, wine has got hundreds and hundreds of compounds. So it's not as easy as saying, oh, one, one thing equals one smell. It's not that simple. And as you said before, the Australians have done a great amount of work over the years looking at these phenols that are found in smoke. But if you take a wine that's not smoke tainted, and you add high concentrations of those phenols to the wine, it doesn't taste like smoke taint, which means those are not the compounds that are causing that ashy taste to smoke tainted wines. So we've been doing quite a lot of work. And it actually came about in a roundabout way from how we originally thought. So many people were asking us about, they needed a training standard to understand what smoke taint was. So they're properly evaluating their wine. So we finally managed to come up with a smoke taint training standard for people that that is exactly what happens, the sensory, ashy after taste of smoke tainted wine, and we said, hey, that's really representative of smoke taint. Let's go analyze that. So we analyze that with Tom Collins an assistant professor at Washington State University. And we found this new class of compounds. And then we analyzed a bunch of wine that had been exposed to smoke, as well as wine that hadn't been and saw hey, these thiolphenols. So similar to the phenolic, the Australians found but there's sulfur groups on it. So it makes them very potent compounds. So thiolphenols that were found at higher levels in smoke tainted wine, and in some subsequent sensory, we added thiolphenols to a non smoke tainted wine. And lo and behold, in sensory analysis, they were rated as being smoky and ashy, of smoke team for it. Craig Macmillan 4:07 Wow, I'm assuming that this is a class of compounds that was already known to exist that just hadn't been associated. Elizabeth Tomasino 4:13 You know, not really thiols, the overall thiol class of compounds is well known but thiolphenols we found one reference to it in a textbook in the 60s linked to burnt meat, it's not normally looked at and food a lot and so that I think that's one of the reasons number one, no one, no one had thought to look for them because when you think about thiols in wine, you think about Sauvignon Blanc and tropical fruit flavors. I think they individually smell like burnt hair and burnt meat and things like that. You don't normally think about that. And within the food industry, they don't measure them. So it really was really was sort of fortuitous that we had this standard that had high levels. And then we started realizing that like everything we know to cause problems in in smoke tainted wines. And all these things the wine industry was telling us really made a lot of sense with the chemistry of these new compounds. Craig Macmillan 5:06 Let's talk a little bit more about what phenols are, very light and very volatile. Elizabeth Tomasino 5:12 Yes, well, they're essentially the breakdown products of lignin. So lignin is the main structure of trees, lots of plants. And when you add heat and burn them, while there are many things that come out of them, phenols are one of those classes. So they're ring structures with an alcohol group off one of a benzene ring with an alcohol group as it is a basic phenol. And they're very much have the smell of sort of that old campfire. That's, that's the smell of them put together. But in thiolphenols instead of an alcohol group, it's a sulfur group. And that changes practically everything about the compounds. Craig Macmillan 5:46 I've been talking to some other researchers. And we talked about the idea that some volatile phenols are found naturally at low levels in fruit potentially, but also possibly barrels, things like that. So certain phenols are not necessarily coming just from the outside, they may actually be a baseline level in fruit or wine starting out. Is that right? Elizabeth Tomasino 6:08 Yes, I do want to say specifically to what we know to date, what we talked about free phenol. So phenol is not bound to anything else phenols that are aroma active so you can smell them. They are found in a lot of grapes at low levels, not enough that you'd really smell or taste it. When you toast oak barrels used in wine or oak based products. They're formed. Again, there's lignin in the oak, so they're formed that way. The one question that that is still a little up in the air is we don't think the bound phenol compounds exist freely in grapes, we do think that is really related to smoke exposure, though, of course, I know some people are doing research on it. So maybe they're gonna prove that wrong or, or correct in the future for it. But the free phenols low levels, definitely in grapes, different concentrations, depending on the grape variety. So it's not a one size fits all. And of course, you also have very different oak species in oak barrels. So there's some differences there. So so that's what has made a lot of this challenging is that you do have some of these naturally in grapes and wine. And then in the past, we've been looking at really elevated concentrations of those phenols. And what's exciting with the thiophenols. And again, we're so early in the research is we're pretty certain they don't exist, unless there's a smoke exposure effect these these thiophenol specifically, you know, we've got some work we're going to be looking on. But we do think they might be really good marker compounds because they're not, they're definitely not found in oak barrels. Craig Macmillan 7:36 That's, that's really awesome. That's really fantastic. That really opens up a new world. This is I hadn't thought of this question till just now what is our ability to test for these, this does exist commercially. Elizabeth Tomasino 7:47 Unfortunately, they are just as complicated if not more, as some of the phenols. So the issue with these compounds is so if we think about concentrations and decreasing concentrations, phenols that we've looked at in the past run at microgram two milligram concentrations, then you go down by a factor and you get nanograms per liter. And it looks like these style phenols are at picograms per liter, I have never actually worked with picograms per liter. So there's and they're very sticky compounds. So they react. So you first have to to measure them accurately, at least you first have to sort of, we call it a derivatization. So you add something to it to make it way more stable, less volatile, and then you have to concentrate them. So the sample prep is actually quite extensive. And I know we are working with some people to see if there are ways to speed it up or make it not quite as time consuming, but unfortunately they are they are kind of a pain to measure. Craig Macmillan 8:47 So it sounds like sensory analysis is really our only tool at this point. Elizabeth Tomasino 8:52 We do have some chemical analysis. So we're actually adapting a method that we've done for those more tropical fruit styles for it. But we still recommend because it will take some time to know the accuracy of the methods and other things like that we still do highly recommend doing microferments with sensory for it and particularly for this season potentially next season we might have some more testing available but as I just said there they are difficult to measure. Craig Macmillan 9:19 Are there specific descriptors related to and what are the compounds for the volatile phenols we were looking at before and specific descriptors for the thiophenols it'll help people kind of identify. Elizabeth Tomasino 9:31 Of my knowledge so the phenols we currently looked at guaiacol, o-Cresol, p-Cresol, it's actually very reminiscent of a bit more of a chemical even a little bit of a bandaid aromas to them when you put them together. Thiophenols the ones that we've determined at the moment we do know there are others but but we have to confirm which ones they are thoiphenol, thioguaiacol, the thio-Cresols, burnt shows up in every single one of their descriptors, burn hair, burnt pork, burnt rubber. It's that very strong burnt aspect of it. Craig Macmillan 10:09 Which is maybe a little bit different than smoky campfire. Elizabeth Tomasino 10:13 We found in sensory that when you put the phenols together with the thiophenols, that is smoke taint. So the combination of the two classes is really smoke taint. But as I mentioned before, we currently don't think the tihophenols are found in grapes, and they're certainly not an oak. So they might be they might be much better predictors in the future. There'll be a lot of work over the next year. But that's the current hypothesis, at least. Craig Macmillan 10:38 Does different types of fuel impact, what kinds of compounds are going to be released in the air? Elizabeth Tomasino 10:43 So yes, they will. A lot of research, we look at barley, and haze and things like that, because it's really lignin. And of course, all plants have lignin. So that's something across it. But different trees will also have other compounds. So for example, I know up and WSU, they burn sagebrush a lot, that the smell of it is not just smoke, there's other aspects to it. I know this year, we've collected some forest floor things in Oregon to see how Oregon compares to what we use in research, which is really primarily just lignin for it. A lot of the smoke taint work is really what would be found across all smoke for it. And then we're starting to look at the differences between the fuel so you know, what's an all smoke lignin based products or an all smoke, and then you'll start to get some of those very different, you know, fuels. And I'm not even going into burning buildings, that's a totally different thing. I'm just talking about plant material. Craig Macmillan 11:42 Well, the whole other area when the town burns down, no, we have to worry about that. But we did in you know, in Napa and Sonoma, we've had massive burns as well. That's part of the whole picture. This just reminded me of something else. So you're talking about, you know, trying this and trying then when are folks experimentally exposing grapes to smoke? Elizabeth Tomasino 12:00 Yes, I call it when we talk about things because of course I'm in I'm in charge of a large USDA grant, we have protocols for if we have what I call a natural smoke event, which thankfully, this year, fingers crossed has not been too bad. And then we also have our research smokes, because of course research still needs to happen even if there isn't a forest fire. So we actually build very big tents and cages and things enclosed grapevines and smoke them out. Craig Macmillan 12:27 Well, you're making a grape smoker. Elizabeth Tomasino 12:29 Essentially, yes. Craig Macmillan 12:30 Do a brisket. Elizabeth Tomasino 12:31 Uh huh. Craig Macmillan 12:33 That's incredible that that must be quite a quite a project. Elizabeth Tomasino 12:36 It takes quite a few students to get it set up and running each year. So. Craig Macmillan 12:41 Has this discovery indicated any new directions, or any possibilities or any thoughts and creativity around mitigation strategies? Elizabeth Tomasino 12:52 I think it's going to change the game for mitigation. So there's been a lot of work in mitigation without having been hugely successful. And phenols as I said before, the chemistry and the reactivity of phenols is hugely different from thiophenols, we've essentially been using mitigation strategies for the wrong compounds and sulfur compounds are highly reactive. So and we know a lot about them. So reductive aromas and wine are sulfur based compounds, we actually think it's going to speed up some mitigation. And we're going to have some some more things, winemakers can actually do that are going to be more successful, because now it's really, really there. There isn't a lot you can do for it. But again, we've been looking at the wrong type of techniques based on the chemistry of the compounds. Craig Macmillan 13:43 So since we're looking at different types of thiols, are we talking about the same kinds of strategies at the wine level that a winemaker might use if they are had dealing with hydrogen sulfide, or captains or something like that. Elizabeth Tomasino 13:57 So thios are a type of mercaptains and another name for thiols. And if you really go into your oxidation reduction chemistry, one of the things that we're going to be investigating strongly is thios are one form, they're sort of reduced form of this compound, really low perception threshold. So a little bit smells very strongly. If you change the form of that into the disulfide. That's not as strong, it doesn't have a big of a sensory impact. So when a lot of people are talking to us about these things that they've noticed in their wine, and we sort of scratched our head, we're going back and thinking about it now going, oh, this is oxidation reduction chemistry, like redox. It's making some sense if you think about it from a redox potential standpoint. So it is looking and into those aspects specifically, and there are things people do for oxidation and reduction. I was just talking to someone you know, someone said, Oh, add copper sulfate. And I'm like they used to do that but but it's cyclical in wine. So you have to remove the copper sulfate that's bound with the sulfur and there are some techniques out there that you can do that with it. Craig Macmillan 15:03 Are there things just in general that growers should or should not do if they see that there is a smoke event headed their way to reduce smoke impacts on grapes? Elizabeth Tomasino 15:15 Well, first off, they should be safe for what's happening where they are with with what's going on. For it, I think it's something to not panic. A lot of people I know, in 2020, we didn't know as much. A lot of people said we had an event, I'm not going to do anything with these grapes, just because it's so different based on the variety. And we are starting to have an understanding of which smoke is problematic. Just because you were near a fire doesn't mean you're going to have a problem. Just because you're far away from that fire doesn't mean you're not going to have a problem. So do go out, pick some grapes, do some small scale ferments, taste those, smell them, don't panic, again, do those microferments maybe get get a sample or two analyzed and then make a decision what you're going to do. I do not recommend making a decision, just hey, we had smoke in the vineyard, we shouldn't do anything. It's not that easy for it. So we do recommend, they don't have to pick all their grapes, but go out and pick some of the grapes, do a little ferment and then figure out if you want to pick your grapes or not Craig Macmillan 16:17 Don't freak out. Elizabeth Tomasino 16:18 Yeah. And it's hard because of course, it's a very, very sort of upsetting situation, but but I've seen samples where a fire was a mile or two away. And just based on the variety in the winemaking, they did they were fine. And one variety, versus another variety that it was awful for. And I know a lot of people picked grapes that weren't shouldn't have been picked in 2020. And I know people didn't pick grapes that should have been picked for it. And I think it's because we just panic for it. And I know it's hard to do that. But take a deep breath, get a couple of grapes samples, Do, I think UC Davis has some of the small scale ferment procedures up there and how to do the sensory. Taste your wines. Make sure you have several different people tasting with you because people have different sensitivities to smoke taint. And then sit down and make a decision about what you want to do. Craig Macmillan 17:07 Another concern is the development of aromas over time. So initially, something might smell clean or fairly clean. But then over time, something starts to express itself. Is that accurate? Or is that something we're kind of like making up or afraid that will happen? Elizabeth Tomasino 17:27 Actually, I think that is accurate to some point, there will be a point where the smoke taint won't necessarily change a lot anymore. And as I said before, an understanding of these new compounds are greatly going to change, you know, understanding the conditions. So for example, if your wine smells fine, you put it in bottle, and it develops over time. But you created a very reductive environment. So maybe your disulfide form change to the thio form. And then that's happening there. So yes, it will potentially still happen. But as we're learning new things about it and new treatments, we're gonna have a much better understanding of what to look at before you bottle it to see if you're going to have a problem later on. Craig Macmillan 18:06 Again, coming back to mitigation or prevention, can I spray something on to the fruit that will prevent these aromatic compounds from getting into the flesh? Elizabeth Tomasino 18:19 That's what we'd love to have first step right first step, well, first step don't have forest fires that is a little bit outside of my control. Second step, can we stop the compounds going into the grapes? There's a lot of people looking at a lot of different coatings and sprays and things. And unfortunately, that research takes multiple years because of course, the climate is slightly different each year. So I know a lot of people are working on it, I think we're going to have some options to not maybe stop it from going into the grapes are greatly reducing what goes into the grapes for it. And hopefully in the next next year or two. We're going to have some some better options and some information as that as a potential preventative step. Craig Macmillan 18:58 If I spray something in the grapes are still wet, is that going to make it easier for for volatile compounds to get in? Or is that alone going to help? Elizabeth Tomasino 19:07 So a lot of sprays fungicides, things like that, that are used have oils, lipids to them, it's what makes them stick to the grapes, what makes them effective, and phenols can dissolve into those and be transferred into the grapes. So I know in Australia and Anita Oberholster at UC Davis has done some work, looking at if any sprays can prevent them from going in or make things work. And I want to say the vast majority of them actually increase the smoke compounds in grapes. So they're not as effective. A lot of the work is being done on non traditional sprays or things you wouldn't think about. I work with Dr. Yanyun Zhao at Oregon State University. She's known for edible coatings for post harvest effects. And we're looking at developing some of these coatings to to block or trap the compounds from getting into the grapes for it. And I know Tom Collins is looking t some stuff, as is Anita as well, but they're very non traditional coatings, because of course, you don't want those oils and lipids and things, goods. Craig Macmillan 20:09 Good to know. What about the timing of harvest? If I again, if I have an idea that there's a smoke event coming my way, in theory, I could go ahead and pick that fruit ahead of time and get it out of there. Where are my questions kind of coming from is that the if I understand correctly, the the particulates of smoke and the volatiles phenols or thio, phenols and smoke, they're totally different things. It just happens that the volatile compounds travel with the with the particulate do the is there a possibility that the phenols, the volatile phenols and the thiophenols travel ahead of the particulate and the reason I ask is do I need to worry about something before I see it? Elizabeth Tomasino 20:47 So first off to my knowledge, thiophenols don't occur in smoke .Phenols occur in smoke. Phenols get absorbed into the grape, and then you have a lot of metabolic processes that occur, that that creates thiophenols for it. So we're still in least, at the moment, we're still looking at phenols from smoke specifically for it. Craig Macmillan 21:08 Interesting, interesting. So the thiophenol was actually formed later? Elizabeth Tomasino 21:12 We think and again, totally theoretical at this point in time, we think that the phenol levels get so high in the grapes, that it's almost like a detoxifying event, and it starts going through other metabolic pathways, one being the ones that create these thiophenols. And unfortunately, they're also bound to other compounds. So you still don't taste them in the grapes. Because they're bound, they don't have an aroma. And it is during fermentation that it releases that just like the traditional theory of phenols and phenol glycosides in in grapes for it. I work with a range of climate scientists for it. And they literally say if you can go outside and smell it, then you've got the compounds there, the vast majority of the time, you will be seeing smoke, so you don't have to worry about oh, what's going to come in there. And I'm not going to I'm not going to know, these compounds are also very reactive in air. So you can see smoke, but not smell them. Because it's not as simple as saying time or distance. But for instance, I think guaiacol within a number of six to 12 hours, it reacts with ozone and other things in air. So you don't have guaiacol anymore. If you have a very windy day. Of course that could mean that traveled very far versus a not windy day. It's not as easy as saying if your x miles out you're fine. Totally depends on the day. But but actually you you would it would be very rare. I can't think of one instance where you'd actually not see smoke and have those particles normally it's you'll see smoke and is the question. If you go there, is it really smelly or not? Craig Macmillan 22:44 I interviewed a Anita Oberholster to the other day, and she was talking about the concept of the freshness of smoke having a potential impact. Does that idea come into your work at all? Elizabeth Tomasino 22:56 Yes, it really comes into how much phenols. So the closer you are to the burn site, the less chance those compounds have had to react yet, so you're gonna have higher concentrations of phenols. So again, if you have a burn right next to your field and the wind is blowing into your field, you're gonna have a lot of those smoke compounds versus you know, there were there were smoke from Northern California went into Southern Oregon a little higher, they didn't have as much smoke compounds in their grapes, because of course, it was very far away from the actual burn ignition site. Now, that doesn't, to say that some of these huge fires, you're not going to get impacts far away. What I'm learning about fires and how they move in different layers of the atmosphere is if it's big enough, and if the air currents are going strong enough, far away can have a problem. But generally, the closer you are to the actual burn site, the higher those smoke compounds are. And that's where we talk about fresh or new smoke versus old smoke. Craig Macmillan 23:54 Fascinating. Yeah, cause some cases we've had the cloud, the plume travel quite a long ways. And then the question is, well, how, you know, how much danger are we in in 2020 I saw we really did have differentials, some varieties picked up a little bit others were fine. And we just are like, well, that's just how it is. We couldn't really predict what was going to be what. So again, getting back to your point, just hang in there. Don't freak out. Try it out, see what's happening. Because at this point, we really can't kind of predict. What is one thing you'd recommend to our listeners around this topic protect particularly grape growers, but also winemakers? Elizabeth Tomasino 24:33 I think grape growers and winemakers, there's a lot of information out there. Each of the states are grape growing wine growing associations have a lot of up to date resources for it. Talk to your extension people. We always have a lot of people who said hey, I did this. You know here I heard about this and it's not based in science. No one has tested it. There's been a lot of work out there. We're trying to make sure you don't waste your time on something that doesn't work. So please go to those places first before you try it. And as I said before, take a deep breath, go out and do some microferments, taste your wines, maybe get some analysis done, then sit down and make a decision. Again, I know it's a very stressful thing that happens. But we do feel very strongly that sort of people panic in the moment, and it's like, okay, you know, sit down, we know enough about things that your grapes could be okay, let's see if they are. Craig Macmillan 25:29 That is a really good message. Where can people find out more about you and your work? Elizabeth Tomasino 25:33 So Oregon State University and the Oregon Wine Research Institute does have a smoke grape smoke exposure page, the grant that I am project manager for, we will soon be working on having a website up through Oregon State University. For that we're trying to get set for this season. So that that got to the wayside at the moment for it. There are of course, extension articles and things out there, you can sometimes just type in my name with wine and smoke and see what pops up. Craig Macmillan 26:02 Thank you so much. We'll let you get back to your conference. I am so grateful that you were able to take time out to talk to us today. It's a really important topic. And one, it's it's breaking news. We're hearing new things all the time, which is really exciting. I think that the the way that the science community has jumped on this is really laudable and really important for the industry all over all over the United States actually, and the world, quite frankly. So thank you for your work. Thanks for talking to us. Keep keep going. I hope that you have a lot of success, a huge team that's working on this and I think that that's gonna lead us down the road faster than if we didn't. So I really appreciate what you folks are doing. Our guest today has been Dr. Elizabeth Tomasino. She is associate professor in the Food Science and Technology Department at Oregon State University. Thanks again, Elizabeth. This has been great. Elizabeth Tomasino 26:51 Thank you very much for having me. Transcribed by https://otter.ai
Michael meets with Jean-guy R. Lauture MPP, CG-CIO, the Assistant Township Administrator in the Technology Department for Bloomfield Township, NJ. Jean-guy talks about many of the projects within the township that the IT Department takes on. They discuss how different projects in the municipality require the help of IT, including keeping systems up-to-date and cyber-safe through phishing tests, and other specifics involving the private sector.
The district opened its new 22,000-square foot Professional Development and Technology Center earlier this year. Made possible by voter approval of a no-tax-increased bond issue in 2018, the PDTC is home to the Curriculum and Instruction department, which also oversees professional development, as well as the Technology Department. Tune in to learn how creating collaborative space for these two departments, previously housed in separate buildings, benefits students and staff. “What's so thrilling about our new Professional Development Center is that you are really dedicating yourself to having your entire staff, not just your newest staff, but your entire staff, the best prepared to go forward with our students.” #FZSupt Dr. Bernie DuBray says in this episode. He also shares the district's facilities needs for the future, including general maintenance, building additions at two schools, storm shelters and more, that could be included in the district's next bond issue.
Was können wir in Deutschland von anderen Arbeitskulturen lernen? Dieser und weiteren Fragen gehen wir in der neuen Folge unseres CTO-Formats nach und haben dazu Andreas Westendörpf, CTO von Emma – The Sleep Company, zu Gast.Andreas ist selbst Informatiker und war aufgrund seines ausgeprägten Interesses an Technologien immer nah beim Programmieren dabei. Seine Laufbahn brachte ihn von Consulting-Tätigkeiten zunächst zur Zalando SE und anschließend zu Engel & Völkers, wo er das Technology Department im eigenen Tech-Startup, der Engel & Völkers Technology GmbH, aufbaute. Heute ist er bestrebt, Emma – The Sleep Company auf ein neues Level zu heben. Konkret bedeutet das einen Wechsel von funktionalen Teams zu Product Teams und weitere Umbauten von Strukturen, die wir in dieser Folge gemeinsam ergründen. Doch auch die übergeordnete Frage bewegt Andreas: Wie kann man mit Technologie den Schlaf verbessern?In dieser Folge hört ihr mehr über Andreas' Erfahrungen und den technischen Blickwinkel auf ein Matratzenunternehmen, das mehr als nur das ist.Schreibt uns!Schickt uns eure Themenwünsche und euer Feedback.podcast@programmier.barFolgt uns!Bleibt auf dem Laufenden über zukünftige Folgen und virtuelle Meetups und beteiligt euch an Community-Diskussionen.TwitterInstagramFacebookMeetupYouTubeMusik: Hanimo
Quali sono le potenzialità di business dell'intelligenza artificiale, quale è il potenziale impatto del regolamento sull'IA sulle stesse e quali sono le questioni legali ed etiche che rimangono irrisolte dopo il regolamento? Ne abbiamo discusso in webinar organizzato da AIGI con lo studio legale DLA Piper in cui sono intervenuti: Giuseppe Catalano – Presidente, AIGIPietro Scarpino – VP, Head of IoT, VR & AI Service Line, NTT DataRosy Cinefra – VP, Head of Legal and Compliance, NTT Data Italia, Componente del Collegio dei Revisori dei Conti AIGIMarina Rubini – Regional General Counsel EMEA, Robotics and Discrete Automation, ABBFrancesco Pergolini – Legal Manager, Vodafone Italia, Socio AIGICarmelo Fontana – Senior Regional Counsel, Google ItaliaGiulio Coraggio – Location Head of Italian Intellectual Property and Technology Department, DLA PiperAlessandro Ferrari – Head of Italian Technology Sector, DLA Piper
The term “smart city” may have you imagining The Jetsons' flying cars and Skypad apartments, but Director of Innovation and Technology at the City of Sioux Falls, Mike Grigsby, joins the show to talk about why technology *isn't* part of his definition of a smart city. He explains why cities need someone internally to champion innovation, why data is a major pillar of a connected community, and how smart city technologies impact everyone, either directly or indirectly. **Show Links** Mike Grigsby on LinkedIn | https://www.linkedin.com/in/mikegrigsby/ City of Sioux Falls Innovation and Technology Department | https://www.siouxfalls.org/innov-tech Rate and review the show on Apple Podcasts | https://constantvariables.co/review Connect with Tim Bornholdt on LinkedIn | https://www.linkedin.com/in/timbornholdt/ Show notes | https://constantvariables.co Chat with The Jed Mahonis Group about your app dev questions | https://jmg.mn Looking for a new gig? Visit the JMG Careers Page | https://jmg.mn/careers
This week's episode of Borne the Battle features Air Force Veteran Marti Moore, who discusses her military career and she became group vice president of technology implementation at Spectrum Charter Communications. Moore served 11 years in the Air Force and Air Force Reserve as a systems engineering chief, and developed software for satellite tracking systems at Cheyenne Mountain Complex in Colorado.In 1995, Moore transitioned to civilian life. She discusses how she was recruited to work in technology through an officer recruiting program at Peterson Air Force Base and how her leadership experience in the military helped her succeed. Moore held various management positions in the media and telecommunications industries, including vice president of technology at Media News Group, and worked as a reservist at the Pentagon. In 2010, she became the vice president of Web Strategy and Customer Experience at Spectrum Charter. She currently leads an agile transformation team with the Engineering and Technology Department as the group vice president of Technology Implementation. Moore talks about how the entertainment experience is changing and how Spectrum is combatting Artificial Intelligence hacking programs.Additionally, Moore talks about leading the Spectrum Veterans Business Resource Group (BRG) in 2019 as co-chair at Charter, and also talks about the history and mission of BRG. The Veterans BRG serves to help Veterans successfully transition to civilian life, grow their careers, and help businesses become successful. The Veterans group now has over 1,000 employees. Finally, she delves into how BRG offers employees who are also Veterans the opportunity to partake in mentorship, support and professional growth programs.In this episode, Moore discusses… Her definition of true leadership. How Hiring Our Heroes helps Veterans secure civilian jobs. The valued skills that Veterans bring to the civilian workforce. Why Veterans should apply to Spectrum Charter. Borne the Battle Veteran of the Week:Army Veteran Francis Cunningham Additional Links: Borne the Battle #207: Marine Recon Veteran Alex Calfee, Co-Founder of OpLign. Borne the Battle #218: David Muir, Easterseals' Veteran Staffing Network. Borne the Battle #198: Marine Corps Veteran Beau Higgins, Amazon Military Affairs. https://jobs.spectrum.com/military-recruiting-programs. https://www.uschamberfoundation.org/hiring-our-heroes/. Charter's Continued Commitment to Military Veterans. VA responds with record number of Fourth Mission assignments to assist America during pandemic.
Marco Casagrande, Finland, Shenzhen Marco Casagrande (born 1971) graduated from the Helsinki University of Technology Department of Architecture in 2001. From the early stages of his career Casagrande started to mix architecture with other disciplines of art and science landing with a series of ecologically conscious architectural installations around the world. All in all, more than 86 realized works in 16 countries. He is the laureate of the European Prize for Architecture 2013, Committee of International Architecture Critics CICA Award 2013 for conceptual and artistic architecture and UNESCO & Locus Foundation's Global Award for Sustainable Architecture 2015. Casagrande's works and teaching are moving freely in-between architecture, landscape architecture, urban and environmental design and science, environmental art and circus adding up into cross-over architectural thinking of «commedia dell'architettura», a broad vision of built human environment tied into social drama and environmental awareness. «There is no other reality than nature». He views architects as design shamans merely interpreting what the bigger nature of the shared mind is transmitting. He views cities as complex energy organisms in which different overlapping layers of energy flows are determining the actions of the citizens as well as the development of the city. By mixing environmentalism and urban design Casagrande is developing methods of punctual manipulation of the urban energy flows in order to create an ecologically sustainable urban development towards the so-called Third Generation City. The theory views the future urban development as the ruin of the industrial city, an organic machine ruined by nature including human nature. Urban Acupuncture: a cross-over architectural manipulation of the collective sensuous intellect of a city. The City is viewed as a multi-dimensional sensitive energy-organism, a living environment. Urban acupuncture aims into a touch with this nature. UA: Sensitivity to understand the energy flows of the collective chi beneath the visual city and reacting on the hot spots of this chi. Architecture as environmental art is in the position to produce the acupuncture needles for the urban chi. A weed will root into the smallest crack in the asphalt and eventually break the city. Urban acupuncture is the weed, and the acupuncture point is the crack. The possibility of the impact is total, connecting human nature as part of nature. The theory opens the door for uncontrolled creativity and freedom. Ruin is something man-made having become part of nature. Casagrande has been teaching in 65 academic institutions in 25 countries since the year 2000 including the Aalto University, Helsinki University of Art and Design, Tokyo University Tadao Ando Laboratory and China Central Academy of Fine Arts. He was a visiting professor at the Bergen School of Architecture 2001–2004 and Taiwanese Tamkang University Department of Architecture 2004-2009, Principal of the independent cross-disciplinary research centre Ruin Academy in Taipei and Taitung, Taiwan (2010 -) and Artena, Italy (2013 -) in cooperation with the Aalto University's SGT Sustainable Global Technologies Centre. Casagrande is the Vice-President of the International Society of Biourbanism (2014 -). Currently he holds the professorship of architecture at the Bergen School of Architecture, Norway. Marco Casagrande is the Principal of the Casagrande Laboratory (2003-), a Finland based internationally operating multi-disciplinary architecture and innovation office. Ultra-Ruin by Marco Casagrande Marco Casagrande, Ultra-Ruin Bug Dome by WEAK! in Shenzhen
Principal Research Scientist for Human Behavior at Forcepoint, Margaret Cunningham shares her story of how she landed in cybersecurity. With a background in psychology and counseling and not feeling that one-on-one counseling was her thing, Margaret had a transformational moment in her PhD program in applied experimental technology when she realized she could "provide helping services and good work services at a broader scale." Margaret found her professional footing at DHS's Human Systems Integration Branch of Science and Technology Department as the person who figured out how to measure how new technologies impacted human performance. Margaret points out that making connections and reading whatever you can is important to stay up to date in the field. She notes that her statistical analysis skills are an asset. She hopes to create champions in human behavior and performance in the world of technology. We thank Margaret for sharing her story with us.
Principal Research Scientist for Human Behavior at Forcepoint, Margaret Cunningham shares her story of how she landed in cybersecurity. With a background in psychology and counseling and not feeling that one-on-one counseling was her thing, Margaret had a transformational moment in her PhD program in applied experimental technology when she realized she could "provide helping services and good work services at a broader scale." Margaret found her professional footing at DHS's Human Systems Integration Branch of Science and Technology Department as the person who figured out how to measure how new technologies impacted human performance. Margaret points out that making connections and reading whatever you can is important to stay up to date in the field. She notes that her statistical analysis skills are an asset. She hopes to create champions in human behavior and performance in the world of technology. We thank Margaret for sharing her story with us.
In the final episode of the season Dr Venugopal Mukku, Associate Professor in the Math, Science and Technology Department at the University of Minnesota, Crookston campus, interviews Dr. Karen Almeida, Professor of Chemistry and Biochemistry at Rhode Island College. Together they explore the flipped classroom model for general chemistry and discuss differential student responses. As soon as they are available, transcripts can be found on the Chem4REAL blog at https://curchem.wordpress.com/
Let's celebrate earth day by doing something simply. Here, Science & Technology Department recommend you to be concern about the earth by doing something easy. We start it by stop consume fast fashion. But why? Check the answer only on I-POD. Happy listening #FamilIAAS
On this episode of the Impact Real Estate Podcast, we're truly honored to have a legendary voice, scholar and influencer in the housing space -- Kent Colton, President of the Colton Housing Group. We have an enlightening and informative conversation about the current state of housing affordability and how Kent's work with the Ivory Prize of Housing Affordability is blazing a new trail in different housing categories. We also talk housing policy, about the good old days, and Kent also offers up the best answer to date in the Hot Seat, presented by KK Reset. We say this a lot, but truly, this is an episode you do not want to miss. EPISODE NOTES02:10 - The Ivory Prize for housing affordability 05:13 - Removing barriers in regulation07:06 - Factory-built housing 11:30 - Making housing work for renters 13:02 - Home Partners of America 14:20 - From Utah to MIT15:52 - The housing shortage stage and other trends 21:08 - Real divisions24:00 - The good old days? Coming out of WWII ...29:57 - The government's role31:55 - Look around your community 35:22 - The Hot Seat presented by KK Reset Kent serves as a Senior Research Fellow at the Harvard Joint Center for Housing Studies and is the President of the Colton Housing Group. He has 30+ years of experience as a housing scholar and expert in the field of mortgage finance and affordable housing policy. He was the CEO of the National Association of Home Builders, a position he held from 1984 to 1999. He previously served as an Executive Vice President of Freddie Mac for Policy, Planning and Economic Research. He was a member of the Millennial Housing Commission, and Staff Director of the President's Commission on Housing. He was a White House Fellow in 1974-1975. He was a Professor at Brigham Young University's Graduate School of Management, and Associate Professor at the Massachusetts Institute of Technology Department of Urban Studies and Planning.Kent has written numerous articles and books on housing finance, housing policy, the secondary mortgage market, and a range of management issues, and is the author of Housing in the Twenty-First Century: Achieving Common Ground.
Rosa Danenberg (PhD student at KTH the Royal Institute of Technology Department of Urban Planning and Environment) is sharing the story of her research work about ground floors and retail with a focus on small businesses during COVID19 in Stockholm city. Enjoy your listening. Let's connect and talk further about this episodeMustafa Sherif LinkedinKeep Up the Good Work.Keep Loving Cities❤️️.Follow Urbanistica and let's get in touch:Urbanistica InstagramUrbanistica FacebookUrbanistica Youtube channelThanks to Urbanistica Podcast partner AFRY.AFRY is an international engineering and design company providing sustainable solutions in the fields of energy, industry and infrastructure. Read more about AFRY https://afry.com/enVisit Mustafasherif.com for collaborations and nominations.Note: the sound quality of #UrbanisticaPodcast s' episodes that are recorded during #COVID19 time might not be perfect. Due to the online recording and the use of different types of microphones by guests and #MustafaSherif. Thank you so much for understanding and listening. Stay safe ! Get bonus content on Patreon See acast.com/privacy for privacy and opt-out information.
On the path to build your brand, there are always new developments that force you to consider whether you should stay the course or make an adjustment. But how do you know when it’s time to make a pivot? And what can you do to make sure you stay aligned with your core brand strategy principles? This week on the Real Food Brands Marketing Podcast, host and Food & Bev Brand Strategist Katie Mleziva sits down with Alan Goodman, a Six Sigma Black belt, Instructional Chair for the Quality Engineering and Technology Department at the Milwaukee Area Technical College, as well as the founder of A Goodman’s Desserts. In other words, the perfect person to talk to about making a pivot and improving efficiency to deliver value using Lean principles. In This Episode: How Alan got started baking desserts. How you can use the Lean Framework for just about anything, from vaccine distribution to wedding planning. Why listening to your customers is so important. Where to look for customer feedback. How to map your processes so you can look at them. 4 Lean Principles that will help you today by examining and refining your business processes. Resources: A Goodman's Desserts A Goodman's Desserts on Facebook Real Food Brands Marketing Roundtable Facebook Group Connect with Katie on Instagram Brand Strategy StreamlinedTM Program – NEW! Get Your Free Brand Strategy Checkup
Ron Fraser, Sidney tech enthusiast and now-retired (after 38 years!) Manager of the Technology Department at the London Drugs store on Yates Street, joins us on air.
This episode of Arkansas Technology and Teaching Podcast helps teachers better understand how to be cyber secure. Our guest Joel Dean, Supervisor for the Technology Department for Conway Public Schools, shares how he supports teachers and give some practical solutions that help us stay safe and keep kids learning. Find out more at ARKSTE.org Hosted by Dr. Jason Trumble @proftrumble
Sylvia True is the author of Where Madness Lies, a book based on her own Grandmothers experiences in Nazi Germany with strong mental health, human survival and paranormal experiences. This book ties together the events of 1934 Germany and events from 1984 USA in a story of hope and redemption, about what we pass on, both genetically and culturally. It is about the high price of repression and how one woman, who lost nearly everything must be willing to reveal the failures of the past to save future generations. Sylvia True, the author, was born in England to parents who were refugees from Germany. She moved to the US when she was five. Growing up with parents from different cultures, a mother who was a Swiss champion figure skater, and a father who was a theoretical nuclear physicist gave her varied and unique perspectives. During her summer breaks, Sylvia likes to travel to the Amazon and do research in the rainforest. She has raised two daughters, who are both pursuing their passions. She is a grandmother and she presently, she lives in Massachusetts with her husband and two very spoiled dogs, where she is a high school chemistry teacher and head of the Science and Technology Department at Holliston High School. Find out more about Sylvia True at https://www.SylviaTrue.com/
Sylvia True is the author of Where Madness Lies, a book based on her own Grandmothers experiences in Nazi Germany with strong mental health, human survival and paranormal experiences. This book ties together the events of 1934 Germany and events from 1984 USA in a story of hope and redemption, about what we pass on, both genetically and culturally. It is about the high price of repression and how one woman, who lost nearly everything must be willing to reveal the failures of the past to save future generations. Sylvia True, the author, was born in England to parents who were refugees from Germany. She moved to the US when she was five. Growing up with parents from different cultures, a mother who was a Swiss champion figure skater, and a father who was a theoretical nuclear physicist gave her varied and unique perspectives. During her summer breaks, Sylvia likes to travel to the Amazon and do research in the rainforest. She has raised two daughters, who are both pursuing their passions. She is a grandmother and she presently, she lives in Massachusetts with her husband and two very spoiled dogs, where she is a high school chemistry teacher and head of the Science and Technology Department at Holliston High School. Find out more about Sylvia True at https://www.SylviaTrue.com/
Ron Fraser, Sidney tech enthusiast and now-retired Manager of the Technology Department at the London Drugs store on Yates Street joins us.
Welcome to the 13th episode of the La Voix du LILA - Burbank podcast. In the studio this week we had Mr. Julien Riviere, Head of LILA's Science and Technology Department as our guest. Mr. Riviere joined us to share information regarding COVID-19 and participated in a discussion about the soon-to-be-released vaccines and how we as a community can join in solidarity to defeat this virus that has affected so many around the world. Additionally, Lincoln, Ms. Harvey, and Mr. Mondange discussed upcoming events such as teacher and staff appreciation day and the Virtual French Holiday Bazaar which has already begun. They also mentioned the Annual Fund and the earliest time that students might get back on campus. Shop the French Holiday Bazaar here: https://tinyurl.com/frenchholidaybazaar-2020.
First, Leslie Yee, Chair of the CCB Peterborough chapter, speaks with Devon about the chapter’s annual poinsettia sale. Next, Devon talks about how to store passwords with Kim Kilpatrick, co-ordinator of CCB’s Get Together with Technology program. Because October was Cybersecurity Month, Devon’s final chat is with Ian Thomson, manager of Trent University’s Technology Department.
Ben, Dan, and the new voice, Tonya, were back in the digital studio to share some updates from the Technology Department of Coloma Community Schools in Coloma, Michigan!
Scott Hadzik is the Chair and a Professor at Weber State University's Automotive Technology Department. EPISODE NOTES Weber Auto Youtube Department of Automotive Technology Website RELATED EPISODES Part 4 | Upward Social Mobility The Proponents of Massachusetts Right to Repair The "Lean" People Mover
Scott Hadzik is the Chair and a Professor at Weber State University's Automotive Technology Department. EPISODE NOTES Weber Auto Youtube Department of Automotive Technology Website RELATED EPISODES Part 4 | Upward Social Mobility The Proponents of Massachusetts Right to Repair The "Lean" People Mover
In 1990, Sean Carroll’s, George Field and Roman Jackiw wrote an epochal paper that had a tremendous impact on physics, and in particular, on me and my career as a young graduate student in the 1990’s. Recently, evidence for the parity violating effect from Cosmic Microwave Background observations by Planck was announced in Physical Review Letters: https://journals.aps.org/prl/accepted/b0070Yf9I0214c6835b00d89342658c8255c84496 Sean will discuss the background physics behind this effect and the implications for physics if the PRL is confirmed by upcoming polarimeters or otherwise convincing evidence is found. I will discuss some of the experimental challenges to making such a measurement and prospects for upcoming experiments such as CLASS, BICEP Array, SPT3G, Simons Array, ACT, LiteBIRD, Simons Observatory, and CMB Stage 4 to make a definitive, high confidence level claim. While you’re waiting for the livestream to start here is some homework 1) Subscribe to Sean’s Channel: https://www.youtube.com/channel/UCRhV1rWIpm_pU19bBm_2RXw?sub_confirmation=1 2) Enjoy this video from the SETI institute on cosmic birefringence, including a 1997 claim that Sean refuted, that I presented 4 years ago https://www.youtube.com/watch?v=QywRTlcocBE 3) Read the original paper by Carroll, Field, and Jackiw: https://www.researchgate.net/publication/13277928_Limits_on_a_Lorentz-_and_parity-violating_modification_of_electrodynamics 4) And, read the abstract of the current paper, accepted for publication in PRL: https://journals.aps.org/prl/accepted/b0070Yf9I0214c6835b00d89342658c8255c84496 5) Watch my review of Sean’s book, The Big Picture https://www.youtube.com/watch?v=Gg4t_snAPwY?sub_confirmation=1 6) Watch my interview with Sean about his latest book, Something Deeply Hidden: https://www.youtube.com/watch?v=BKEXbSe0hV0?sub_confirmation=1 Sean Michael Carroll (born October 5, 1966) is a theoretical physicist specializing in quantum mechanics, gravity, and cosmology. He is a research professor in the Walter Burke Institute for Theoretical Physics in the California Institute of Technology Department of Physics.[1] He has been a contributor to the physics blog Cosmic Variance, and has published in scientific journals such as Nature as well as other publications, including The New York Times, Sky & Telescope, and New Scientist. Brian Keating’s most popular Youtube Videos: Eric Weinstein: https://youtu.be/YjsPb3kBGnk?sub_confirmation=1 Jim Simons: https://youtu.be/6fr8XOtbPqM?sub_confirmation=1 Noam Chomsky: https://youtu.be/Iaz6JIxDh6Y?sub_confirmation=1 Sabine Hossenfelder: https://youtu.be/V6dMM2-X6nk?sub_confirmation=1 Sarah Scoles: https://youtu.be/apVKobWigMw Stephen Wolfram: https://youtu.be/nSAemRxzmXM Host Brian Keating: ♂️ Twitter at https://twitter.com/DrBrianKeating Instagram at https://instagram.com/ Learn more about your ad choices. Visit megaphone.fm/adchoices
We're joined by Ron Fraser, Sidney tech enthusiast and now-retired (after 38 years!) Manager of the Technology Department at the London Drugs store on Yates Street.
Hello IAASer, Welcome to BINCANG IAAS! Pada episode kenam IAAS 101 Series ini, CIndy dan Datiya akan menemanimu sambil berbincang - bincang tentang Science & Technology Departmen bersama narasumber, yaitu Member ST Departement, Mila dan Salma. Kami akan mengupas tuntas segala hal tentang ST Departement mulai dari program kerja sampai suka dukanya. Stay tune ya! IAAS, Think Globally, Act Locally
We interview Manuel Grebenjak of the Stay Grounded network, and Professor James Faulconbridge, head of the Organisation Work and Technology Department at Lancaster University, about the future of tourism and business travel in the wake of Coronavirus - bearing in mind the need to urgently reduce travel's environmental impact - and the effects of the Coronavirus on the cultural norms associated with business travel.
Another great interview on the Your Best Lifestyles Podcast with Stephanie Boutte-Phillips on the importance of staying focused through tough times, benefits of COVID-19, serving the community, being a beacon of hope and change, education, business, entrepreneurship, and more! Stephanie Boutte-Phillips is currently the President of Ternion Training and Education Centers™ and the founder of HTEC Accreditation and Compliance Consultants, with 26 years of experience in the Vocational Training Industry. Her background includes a BS degree from Northwestern State University and experience in formulating start-up careers schools, curriculum development, and writing policy and procedures for programs across the United States. As a graduate of Northwestern State University, she began her teaching career at Microcomputer Technology Institute, where she then became School Director after 4 years of employment. In 1994 she was recruited by the Houston Independent School District, where she taught and developed Business COOP Education classes for 3 years before she became Title I coordinator for the District, overseeing 222 schools. The remainder of her career was in the public school system working in the Technology Department where she focused on programs educating parents to get them involved within the district. She created and developed many programs to engage young parents and to this day are still utilized. In 1998 Stephanie Boutte-Phillips became the President of HTEC, where she developed high demand training programs to cater to distressed communities. In 2013 she became the Program Coordinator of QEP and TLEC for Texas Southern University. Throughout her career she has received several awards and worked with many outstanding organizations. They are as follows: 2010 Congressional Woman of the Year Recipient of the Pinnacle Award Elected Board Member of SDM Committee Elected Board Member of St. James School Speaker for Houston Professional Speakers Bureau Volunteer Speaker for Pregnant Teen Mothers Nominated Teacher of the Yea Employee of the Year (2 years in a row) Her personal goals are working within the community volunteering her time with after school reading and GED adult literacy programs. Currently, Stephanie Boutte is a board member for Goodwill Industries, Houston and will continue to be a beacon within the community, leading in Workforce Development programs across the country. --- Send in a voice message: https://anchor.fm/yourbestlifestyles/message Support this podcast: https://anchor.fm/yourbestlifestyles/support
Brenny Kummer, a former middle and high school teacher, is a technology coordinator for Bartholomew Consolidated School Corporation. In this podcast, she shares how BCSC had already ingrained UDL into its technology supports, how she and her colleagues have supported teachers during emergency online learning, and a specific example of supporting occupational therapists.
In this episode, we talk about the tools and equipment used to equip your technology department.
The EdTechLoop Pod is joined by a special guest this week as TCAPS STEM Coordinator, Heidi Skodack, shares her thoughts on the upcoming Hour of Code activities and STEM opportunities for students of all ages. Get involved in the "Hour of Code" December 9-15! Show TranscriptsLarry Burden 0:04 Whatever you say is etched in stone.Or at least when I was doing the little research that I did.Heidi Skodack 0:13 Do you agree?Danelle Brostrom 0:14 I do,Larry Burden 0:15 We have to be able to hear you.Heidi Skodack 0:16 Okay, this could go really bad.Larry Burden 0:19 I am unconcerned.It's Episode 99 of the EdTech Loop podcast, my name is Larry Burden and she still hasn't figured out how the zombies got into her Minecraft castle, it's Danelle Brostrom, and at long last, our quest is complete, as we joyously welcome TCAPS STEM Curriculum leader Heidi Skodak. I know you have many other titles, but we're just gonna stick with that one. Through a process of trial and error, I have crafted this week's moment of Zen.Moment of Zen 0:51 I have been impressed with the urgency of doing. Knowing is not enough. We must apply. Being willing is not enough. We must do.Larry Burden 1:01 A little Leonardo da Vinci for you there. We've eliminated all the unnecessary ingredients so we could truly appreciate the flavor of this week's meat of the show. Hour of Code. So every year, somehow when we do these podcasts, we make mention of the Hour of Code. We kind of, this is a really cool thing we should get involved in, after the podcast where we've mentioned it, we go, next year we need to have somebody on to discuss this before the Hour of Code so that we can get more people involved. So this year we have the person that knows it all.Heidi Skodack 1:37 Definitely not the case, nobody can know it all.Larry Burden 1:39 Definetly no the case, I was talking about Danelle.Danelle Brostrom 1:43 No, no. We can dive right in though.Larry Burden 1:45 Alright dive right in, I know you have a bunch of questions and I'm gonna throw a lot. I was mentioning to Danielle before the podcast that this is... I'm looking for some marketing materials here, because I have a daughter that's about ready to go off into college, who's a Maker but doesn't really realize that she's a Maker. And I've been trying for years to get her involved, a little bit more involved in, and we're discussing this earlier, Computer Sciences, computer programming, STEM, coding, whatever you want to call it. So I'm going to use all these materials, all the things that we're getting today on her.Heidi Skodack 2:20 That's perfect, you have the sleeper makers are the best. They don't realize they like STEM and computer science, until they've actually gone and done job experiences or job shadows with other people to realize what they actually love to do is create and make and, in the space called early STEM.Danelle Brostrom 2:38 So why, why are colleges and businesses, the workforce, why are we pushing kids to do STEM? Why are they looking for kids that are interested in STEM?Heidi Skodack 2:47 There's a long answer and a short answer to that. The short answer really is that the jobs of the future really are going to be related to computer science, and science, technology, engineering, and math and how those you bring together to actually develop careers, based on those things. So computer scientist is one area that is a big push right now. They talk about, at code.org, they talk about the different areas and careers that you can go into related to STEM.Larry Burden 3:15 So, again, huge researcher me. Not really. It seems like there is a giant gap in what industries need, what our job force, what is needed in the job force and what we are actually preparing kids for. How are we setting up kids, you know, through the Hour of Code, and through our programming in our classrooms, how are we setting kids up to be introduced to coding, or computer science?Heidi Skodack 3:43 Well I think we have a lot of work to do. We certainly aren't where we need to be K through 12. And it's a difficult task because you're really thinking about things, and jobs of the future that don't exist yet. So that's, that's a big hurdle to overcome but getting students exposed at the earliest age; kindergarten, first grade, second grade, you know, that's where it all starts in jobs the future. If you're at all in tune with things that are happening in Traverse City there's, you know, a group called TC Connect, which has now joined up with the Chamber of Commerce, to talk about where the jobs are going to be in the future in Traverse City, and their goal really is to bring high tech jobs back to Traverse City, so our Boomerang students, our kids right, who go off to college and get a, or have education in the area of computer science, programming anything STEM, when they come back they have jobs. And so they recognize the need, our local need for building that capacity in our students and it has to start in K through 12. So how do we build that capacity at a young age, which means building capacity of the teachers to recognize the importance of implementing some STEM based activities and computer science activities in the classroom starting in kindergarten.Danelle Brostrom 4:56 Do you think it's a, think it's a hard sell or do you think that's an easy sell. When you go out and talk to teachers about this, the new kinds of skills that our students need, do you, are teachers nodding and being like, Yeah, let's do it, let's go, or do they have some hesitations? Can you talk about that?Heidi Skodack 5:12 I don't think I've run into anybody who has said, Do we really need that?Danelle Brostrom 5:16 That's crazy.Heidi Skodack 5:18 Yes, exactly. But I do run into apprehension because when I mean we're going to talk about really, you know, Hour of Code, I do run into some pushback in, I don't know how to code, how can I teach my kid, I have no experience at all in computer science or coding, how, how am I going to be able to teach that to my students? And so that's really what the conversation, that's where you get pushback from is, how can I do it I've never done it myself. Because as a teacher, you always want to be the expert in the room. Well those days are kind of gone. You have to be sometimes learning with the students on new ideas in, especially related to computer science.Larry Burden 5:54 I have a weird question, and this is this kind of came to me right before the podcast. It's odd because when I was in high school, a millennia ago, there was a computer programming class, we had to take computer programming, it was just, it was one of those things, we think this is going to be important so we learned how to like, you know, do the if and then type of statements and it was really really basic, and then it seemed to like drop off the map for a while. And obviously now it's starting to be, starting to become re-ingrained in what we do, but why did it between the late 80's, early 90's and now, there was a gap where, I mean it was always it's kind of there but as far as a priority, a curricular priority, I don't think it was there.Heidi Skodack 6:40 And that is absolutely true. What happened I mean, that was one of those like, Oregon Trail. Right?Larry Burden 6:46 Exactly.Heidi Skodack 6:47 Elementary school.Danelle Brostrom 6:48 Right.Heidi Skodack 6:49 So, but I do, I do think there in, in the past, you know, in the 90's people were using coding to do very particular jobs, right. And now everything you touch, a lot of times has some sort of coding in it. I mean, think about your cars, or your phones. I mean that was prior to cell phones really, that where everybody had a cell phone. So the technology that's been developed and just the amount of code that's needed to run those devices, and those different things has completely changed. So before it would be something large, like, you know when you're thinking about NASA, right? They're going to use, we would expect to see a bunch of coding in the 90's. But we didn't expect all those personal devices, and how rapidly the technology changed for the demand for that coding piece, and I also think it is part of that Maker Movement when you're able to go online and YouTube questions and answers on what you're trying to do yourself, and to try to problem solve those things, and do coding yourself. You can find thousands of web, websites that actually teach coding to all age groups.Danelle Brostrom 7:54 That is the most amazing piece of this. My nine year old wants an alarm for her bedroom door for Christmas, that can keep her sister out. And I can go,Heidi Skodack 8:03 She's gonna make it right.Danelle Brostrom 8:04 Exactly, that's the thing. Because of course that's what she wants. But we can buy one for like $40 on Amazon, and it's this kid friendly, blah, blah, blah, that has a swipe card and stuff, or I just googled, how to do it, and found awesome instructions that were in plain English, with items I can go purchase right here, and I'm just gonna give her a box of stuff and she's gonna build it, and she's gonna code it. Like we can we can get the Raspberry Pi, we can do all these things that can make things happen and I think that's exciting for kids, and that's exciting for us, and it's incredible to me the amount of what you can do yourself really.Heidi Skodack 8:40 And just the language like Raspberry Pi, right?Larry Burden 8:43 yeahHeidi Skodack 8:43 A lot of parents are like, the kids will ask for a Raspberry Pi and they're like, that's an easy gift. Run down to Grand Traverse Pie Company and pick up a rasberry pie.Danelle Brostrom 8:51 We could get one of those too but.Larry Burden 8:53 Just had one of those a couple days ago for Thanksgiving. It was fabulous.Heidi Skodack 8:58 That's the interesting piece is that language sometimes, there's a language barrier between kids and their parents. And a lot of times they're purchasing things for their students that are related to technology, and coding, and computer science that they know nothing about. They recognize very clearly the need for, you know, exposing their students to new and different things related to those areas but a lot of times they don't know anything about it. So it's, it's scary, because there's the technology piece, like a lot of times what you deal with Danelle, balanced with dude, they're asking for something about STEM and computer science, tell me what else you want?Danelle Brostrom 9:36 Yes, yes. So you mentioned the apprehension and not completely knowing everything and I totally see that when I'm out working with teachers, so tell us by the Hour of Code is such a perfect introduction, um such a perfect vehicle for teachers to do this.Heidi Skodack 9:49 So the Hour of Code walks teachers with zero, or anybody for that matter, because I mean, part of the goal is to get the teachers interested with their students. The other is, how do we engage parents to do the Hour of Code at home, so they can actually see not only how easy it is, but the resources that are available for them to help their students in the future. So Hour of Code is a step-by-step, small little videos that if you're in the lower El. grades, you can show the video on your screen and then do the steps with the students on their own devices that they have. But really walks them through step-by-step and engaging things. So the, the new one really this year, or maybe it was out last year is dance party. So everyone likes dance party because students get to develop a character that does certain dance moves. You can make it dab right?Danelle Brostrom 10:40 To Old Town Road, I may have been doing in my office this morning, it happens.Heidi Skodack 10:43 You can select, you know, is it a bear, is it a frog, and then select the music that the frog will dance to, and really walk them through the process of movement and using block coding, which is really the basic beginning part of coding is drag and drop. So, it really, very descript, tells you exactly what is going to happen, and then you select features, and then you drag and drop to take those blocks and put them into a program. So it does give you the option if you're more advanced to actually see the code that's actually spitting out. Because you and I remember the days of, you know, what code looked like is very different. Block coding wasn't around and you are actually typing all those things and putting, you know, your pseudo code next to it so the next person who comes behind you, knows what you are coding. So, very different, very accessible, drag and drop clicks. If you don't get it right, there's a helper at the top that you can click on and it will walk you through the steps to fix your programming if it doesn't work. Typically, you can do it under an hour, a lot of times if you have, if you're little kids a lot of times play with video games and things like that. So, it might take you under an hour to do it. Usually kids are faster than the teachers, when the teachers are just learning. But everybody has fun. Jame McCall is gonna do a little coding session for us too. We want to show how easy it is. I'm gonna see if I can recruit some, a couple principals.Larry Burden 12:08 If she could do it, everybody can do it.Heidi Skodack 12:10 Yes.Larry Burden 12:11 Sorry Jame, sorry,Heidi Skodack 12:13 So just to, just to show people with no experience have gone in and done a lesson on coding in an hour or less. And just that exposure to just that process, that thinking process of what do I want to do, you have to really think about what your end product is.Danelle Brostrom 12:29 Code.org has done an amazing job of bringing in all these different Hour of Code resources. They are there aren't just, you know, four or five that you get to pick from. There really are, maybe 100 different ones.Larry Burden 12:39 So many.Danelle Brostrom 12:40 Yep, and some are unplugged so some don't use any devices. There's some, some really really basic ones that are great for pre-readers, where they're just moving along. And then there's, like, like how you mentioned, the ones that are all the way where you can actually write the code, and you can actually develop your own app., or create something from scratch. I think the, the amount of options that are there can sometimes be overwhelming too, but as a teacher I just grabbed one and started playing it and was like, Oh, this one would be great for my kids. And like that, that's an easy way to, to kind of get started. And I cannot stress how user friendly the products are too, because I've been in a classroom with kids, and the kids are like, I'm stuck I don't know where to go, and I look at it and I have no idea where to go, and I can't figure out what the problem is, and I just asked. I'm like hey, anyone got puzzle eight on the Star Wars one, and then some kid comes over and helps them and I'm like woo. Yes, I don't have to do that one. But, just to see the kids persevere and get help from their neighbors, like there's, there's so many good skills that are happening when kids are doing this Hour of Code.Larry Burden 13:41 I can't stress this enough, pre-reader. This is for every single classroom in any school district, even without a device. I was talking to my wife this morning about Hour of Code. She has a toddler classroom.Heidi Skodack 13:41 Yes,Larry Burden 13:42 I'm pretty sure there's probably something for your classroom.Heidi Skodack 13:55 Yes there is, Pre-K.Larry Burden 13:59 So toddler, toddler, all the way to your seniors, every classroom in the school district, could be doing something involving Hour of Code. That's so cool.Heidi Skodack 14:12 And that's just a drop in the bucket, I mean Hour of Code is a drop a bucket. But it really could spur some interest in other things for the students. So, well worth it. So, I mean that's why we want to really blow up Hour of Code, create a little competition. I know really it's a joint collaboration between, you know STEM and the Technology Department to be able to support teachers as they attempt to do the Hour of Code with their students. So I'm really excited about it.Larry Burden 14:40 So, I have a question. How do we embed STEM education, this the big, this is the big question. This is going right in there. How do we embed STEM education in our curriculum, especially in that Lower-El, Upper-El area. You know, we have classes, and we're developing more classes in our high schools, in our middle schools. I don't think we've got enough, really, to and I don't think it's, it's mandated, the way we would probably really need it to be for it to be successful, as successful as it should be in our public schools, but I really think due to time constraints or, again, some mandates, what can we do to get it more embedded in our curriculum in those elementary years? Big question.Heidi Skodack 15:29 Well that, that is the question. I thought you had the answer to that.Larry Burden 15:35 Way above my pay grade.Danelle Brostrom 15:36 I promised her not difficult questions Larry.Heidi Skodack 15:40 That actually is an excellent question. It's one that we have struggled with for a long time because of the time constraints especially Elementary. So, one of the biggest things that came into play was, if we were talking about our Math and ELA, there's a little bit of a hierarchy to, you know, core curriculum. So, a lot of times, ELA and Math gets the majority of the time that teachers spend. And then Science and Social Studies, and the question is is where does STEM fit in. Because STEM stands for: Science, Technology, Engineering, and Math, and it's not those individually, it's the collaboration of all together, right? So where do we find places in the curriculum that already exist, where we can make sure that we're identifying and emphasizing those STEM activities that are taking place. It's really project-based, hands-on learning and the integration of all of that together. And so, the biggest question we had is, how are we going to fit it in? Our answer right now is that we are implementing the FOSS Science Curriculum, right. We're trying to kill two birds with one stone because FOSS has STEM embedded activities within the FOSS program. And so it's not only teaching science, but the students in their activities are incorporating those STEM pieces in there. So we're not only covering topics within, how you do a project-based learning related to STEM, but we're also covering our science standards within there. And so our avenue right now is using the FOSS curriculum to embed some of those STEM activities. Because, I was constantly brought back to the fact that we can do all these outside STEM activities: robotics, tech-girls, you know recycle racers, and the things that we offer in the district, but our goal is to reach every single student, and how do we give every single student the opportunity. Science and FOSS was the solution because it actually embedded it and we could use it all at the same time. Really, that was the passion, how can we include it where kids going to see it every day. So right now we have it rolled into fourth and fifth grade. Third tri we'll get it rolled into the FOSS science curriculum into third grade. So we'll have third, fourth, and fifth grade, with FOSS science and embedded STEM curriculum within those units of study for the students. So, not a full fix yet, but at least we know that we're at least getting it to every student in third, fourth, and fifth grade.Larry Burden 18:03 Definite step in the right direction.Danelle Brostrom 18:05 This kind of transformation isn't going to move as quickly as we want it to. It just isn't because it's so very different and you are talking about more of the project-based learning, and the making, and that's, it's just very different. So I think it's okay to work slowly in that respect.Heidi Skodack 18:21 And Danelle, you and I have had many conversations about silos, and breaking down those silos andDanelle Brostrom 18:26 That's hard,Heidi Skodack 18:26 It's when those pieces happen, when all those are coming together that you see awesome results and excitement in students for learning as well as a deeper understanding because they have the application.Larry Burden 18:40 It could be argued that the STEM curriculum is already there. It's the STEM mindset, and the STEM activities in the curriculum that isn't there. So really, it is, it's just finding, it's finding curriculum that has that, that Maker mindset involved. It's finding that math curriculum, or incorporating a Making mindset into the current math, math curriculum that will bring STEM into what we do in the classroom.Heidi Skodack 19:06 We'll get into it later I think when we talk about computational thinking. And, and those are all aspects of things we want students to experience and do, but it's about how you're doing that together as one instead of, I'm just going to do math, I'm just going to do science, I'm just going to do tech. It's when they all come together.Danelle Brostrom 19:24 And that's where our worlds overlap, because that's 100% what those ISTE Standards are about and specifically...Larry Burden 19:31 Great segue, that was awesome.Danelle Brostrom 19:32 I know right, I was already gonna talk about the computational thinking stuff, but, but yeah computational thinking is a big part of those ISTE Standards so even if the kids don't go into coding, when they're learning to code they're being a better thinker, and they're breaking up problems into simpler parts, and improving their designs over time. All those kinds of things are the core pieces of computational thinking, but they're good to know no matter what you're doing. Right? They're good everywhere, no matter what industry you're in. I mean, I can't tell you how many times, I'm not coding but I'm definitely trying to solve problems and changing up my plan because that didn't work.Heidi Skodack 20:08 Right, whether you're on the side of doing the coding, or on the other side where you're actually operating the machine that has all the coding in it. I mean, there has to be that thought process of, you know, what is happening when a problem occurs? You know, what, how do I solve that problem? Is it a call to tech right away for some support or is it something I problem solve myself? Because the, the tools that we're, even if you're not on the side of coding, the tools that we're using are so high tech now you have to be able to have some of those problem solving skills built in, no matter what your job is or where you are.Danelle Brostrom 20:39 Can you talk to us about the new K-12, Computer Science Standards? I'm so excited about these and I know you are too, so.Heidi Skodack 20:44 So, Computer Science Standards were adopted last year at the end of the year. And those really require all students to have K through 12, computer science experience. And again it's designed around the same things, the ISTE standards, the STEM Standards, getting more STEM into schools, and Computer Science Standards, and what those look like. The good news is, is that the, as a state we recognize the importance of it. Are we ahead of the game? Not at all. I don't think at all in Michigan as far as computer science goes. But we're getting there. And the point is, we're doing it right direction. We have a couple of things going in. I went to Computer Science Summit in Arkansas, believe it or not. So, to myself I said, really, there's a lot of computer science going on, Arkansas?Danelle Brostrom 20:45 Go check it out.Heidi Skodack 20:51 Yeah, go check it out. So I went. And, it really was a summit from all the governors throughout the United States that were there, and talked about what programs they were implementing, and what kind of funding they had behind the support. And Hattie he was there to talk to us. Had a good chat with him, and I was really interested in how far ahead Arkansas was, South Carolina was, in their implementation of computer science standards. But one of the things that was critical was the piece that number one, you had adopted standards in your state, and the second piece is that they had somebody leading it at the state level, which is coming as well. That's coming next, is where we will have a person that actually leads, what is the implementation of computer science going to look like in schools, and what resources do we have available. Because we know, sometimes we get mandates and we don't necessarily have all the resources. But it's how we respond to what is coming that really makes the difference. So I think our attempt at blowing up code.org or blowing up our code this year, we'll, we'll put a little bit of dent in it. But the standards are very clearly outlined, and they're very simple at the elementary levels, but it really is about the process of thinking and problem solving. It's going to be great, but it's also going to, we have to again, adjust and adapt to how is that going to fit in the curriculum. Do we force it in somewhere? So it's really about again, intentionally looking at what is already offered, where does it naturally make sense to put lessons and computer science in K through 12, and starting to think about it before we have some sort of mandate as far as what that's gonna look like. That work excites me, simply because it's good for kids and you're looking for ways to give them more exposureDanelle Brostrom 23:18 And Heidi, I have to say too I'm so excited to see the digital citizenship portions, and cybersecurity written into those K-12 Computer Science Standards because even, and I'm looking at the lower elementary standards right now, and they're talking about networks and the internet, explain what passwords are and why we use them, and why we have to use strong passwords to protect our devices. Like yes, and then there's under impacts of computing, work respectfully and responsibly with others online, keep logging information private, logoff devices appropriately. Like, all those things we talked about in the digital citizenship realm, I'm seeing embedded in these standards too, which is beautiful.Heidi Skodack 23:56 I mean, that becomes, just the way we do business.Larry Burden 23:59 If you're going to teach computer science, you probably should teach how to, teach our students how to do it appropriately.Danelle Brostrom 24:05 And how to do it safely.Larry Burden 24:06 It's a foundational, fundamental piece. We were talking about definitions earlier. So now you know we've dropped computer science and computer programming and STEM and all these things, and coding. They're all separate things. What are some of those definitions when we talk computer science, what are we, what are we saying?Danelle Brostrom 24:22 I get them all mixed up, I'll be honest. Help us Heidi.Heidi Skodack 24:27 I don't know if I have the answer to that one. Computer science is the broader picture, right? Computer science really encompasses all those different areas, and jobs and activities, like the umbrella that then coding and programming, you know, would be under. That's how I would probably define it.Larry Burden 24:45 I think it's important to say that because I think sometimes especially our students and maybe even our parents have a, they see computer science, and they immediately think okay this is Calc three minimum. We're talking about this fear of math that we're trying to get over. And the,Heidi Skodack 24:46 What is that? I don't now what that is.Larry Burden 25:06 And I think sometimes when we say computer science, people immediately go there and that's not, it's so much more than that. A softening of that definition for people that are looking. Again, I'm, I'm looking at marketing to my child. And I'm thinking, if I say, well, honey, you need to pursue a career in computer science.Danelle Brostrom 25:29 Think that's nerds behind their computer, but it's not!Larry Burden 25:33 Yeah that's probably not going to be successful so. But then if I started talking about what coding means, and what programming means, and what work in a 3D realm means, and all the, all the potential applications of computer science, suddenly, that's a lot, shinier.Heidi Skodack 25:51 I think a lot of times when you think of it related to careers. So, if you take those, that language out of there. I mean now that you have to, but if you take the language out of there about coding, and computer science but if you're working with students, you're talking about what are you interested in for your careers, and connecting those pathways of how is computer science embedded in those careers that you think you want to do? That's where you get kids connected. You know, if you talk about computer science or coding, they picture somebody in a cube farm all day just doing coding. That's not what it is. You know computer science could be thousands and thousands of careers related to computer science that people don't realize that, that are there. I mean, I think about the engineering classes at West and at Central, and even in their laser cutting machines and their small CNC machines that they have, that's all computer programming. So the person that's operating that and designing, doing the design and the making, and making decisions on where should that piece be cut out, how deep should the cut be and what is the location on the X, Y and Z axis, that's all, that's all related to computer science and coding. So I think when you have it in the conversations of careers, and then talk about how those computer science principles are linked to those, then that kind of breaks down a few barriers, than the picture of somebody sitting in a cube farm coding.Danelle Brostrom 27:12 I think the more we can lean on their passions too, and then help show them how they can connect. Again, I think of my own child who her passions are animals, and taking things apart, and creating things. And then I watched her, she was reading that "Beauty and the Beak," book where they 3D print the beak for the eagle who doesn't have one, or it gets broken or somehow. And I remember seeing her eyes light up and she was like, "I could do this," and it was like, yes, yes you could. So just sometimes it's connecting those dots for kids because they don't realize that their passion for dance could go along with this really cool thing where they're coding the LED lights on the dance, you know what I mean it just, just connecting those dots.Heidi Skodack 27:54 You know the design prosthetics which what you're talking about which has been, that field has completely changed. Because if you remember this, I always found this interesting because I thought, god if I was going to school again that would be very interesting to me. Right. You know when you think about prosthetics that were done in the 90's right, compared to what we see now, it's basically an artistry, that they do. It's out of chrome, and different materials, and metals and, and the design, in that art piece that design piece is an element that is seen throughout. As well as materials. I mean that science behind, behind the materials that they're choosing. I mean if you're running in the Paralympics we see the different things that they use there. But just that change in, it's not only functional, but it's aesthetically pleasing, and you're making decisions on materials and design. So, that area was always of interest to me because that has changed so rapidly lately.Danelle Brostrom 28:52 There's your "A," Larry. Your "A," in STEAM.Larry Burden 28:55 I was going to bring that up, so what subjects, this is on code.org, their little marketing slideshow had a slide, what subjects do students like a lot in high school? Not surprisingly, the highest was art and design, second was performing arts, third, computer science and engineering. Now I would argue, art and design right now is computer science. If you're going to get into the field of Art and Design, well not even behind. I mean if you're doing, and certainly in performing arts, if you're doing anything in, in theater in the background or in film in the background. You're going to do 3D modeling. You're going to, it's all programming now, it's all computer science, it's all understanding those processes. If you're in computer gaming and doing the art for that, 3D modeling, 3D rendering. Art and design and performing arts, just wrap it into the computer sciences, really. It doesn't sound as sexy.Heidi Skodack 29:52 Yes, and even in architecture. The flip time, and the expectation of time to get a set of plans done in do that modeling, that visualization modeling, completely changed. You used to have weeks in between and now the expectation because we have all these tools, because of computer science that we're able to use and do projects more quickly, right. So now we're spending our money on technology, and our time is decreasing, but the expectation is increasing, of what the expectations are. Same thing in theater arts, when you're designing those stagecraft, and,Larry Burden 30:28 Those sets that they put together now.Heidi Skodack 30:29 Those sets are done all ahead of time, including like how they're going to work. So those moveable pieces, like what do those gears look like, and how is that rotating. So more time is spent on the pre-planning, than it is on actually the design, construct, building so that is all done ahead of time in the design process that's amazing.Danelle Brostrom 30:49 Heidi are we still seeing a gap in the amount of girls and minorities that are going into STEM fields, and doing coding or is that kind of changing do you think?Heidi Skodack 30:57 It is changing. We're doing better, but we're still not there yet. Females and minorities in general, you know, to increase enrollment and excitement about going into those fields is super important. To have those diverse conversations with different people at the table is super important. So the more we can help students or guide them in that direction, you know you don't want to force somebody, you know, to do it. But certainly, you have to make sure that they had an opportunity to make that choice.Danelle Brostrom 31:25 For sure.Larry Burden 31:26 An educated choice.Heidi Skodack 31:27 Yes.Danelle Brostrom 31:27 And girls will typically look at coding in different ways to. Like isn't it true that they'll try to fix the problem, or try to create something that will make a difference. Like that's kind of what usually brings girls to the table. We need those kinds of, of students. And I love what you're doing with TechGirls. Can you talk about TechGirls real quick because I think that's such a cool thing that we're doing in our region.Heidi Skodack 31:46 TechGirls, I actually started a group when I was in Farmington, but we started a group up here at Central in 2016, and their mission really is to increase awareness for females and minorities in anything related to STEM. And they won a grant last year to allow them to expand to West Senior High. They reached out to Elk Rapids, and did a lesson with a second grade class. Within the community, they volunteer at a Senior Citizens Center, helping them with their technology. They've done Recycle Racers with our kids at Eastern and then throughout the district last year. But really, their mission is to, you know, really build that mentorship so it's so important for them to see young women in those roles of leaders, that are leading those areas of technology and in STEM, and to know that there's a pathway for them moving forward. One of our TechGirls actually, you probably already heard the news on her last year, was Elizabeth Sanders won the Congressional App Award, and went to Washington DC, based on an app that she designed. And her app, of course, right about helping people. So her's was the Calc-u-saver, and you can actually download it online, and looks like a calculator, but if you're in a dangerous situation you can punch in your numbers, looks like a calculator, and it will send a message to your person to say, you know, come and pick me up. It has the location sensor on it you know, so they know where to pick you up and to call you back to get you out of that situation that you feel is uncomfortable or dangerous. So kudos to,Danelle Brostrom 33:23 It's amazing.Heidi Skodack 33:24 our TechGirl. So we're still working to expand that. I mean the goal would be lovely to have it at every school in the district but slow growth there. But we're working on it.Danelle Brostrom 33:33 But you are, I mean you kind of do have it in every school because the little's see these high school girls that are, you know, it's a high schooler who, who's interested in the same kinds of things I am, and they're so cool, and I could do that. So, I mean I know that they're just based at our secondaries but man, the impact is so cool across the district.Heidi Skodack 33:54 Getting there. And they're a great group of girls, and they volunteer for just about anything. And we can always count on them. So super proud of them.Larry Burden 34:01 I have to say last question, if you have any other questions 'cause we are way over.Danelle Brostrom 34:07 Well I was just gonna say, is there anything else that, that we didn't touch on that, that you want to share, that you want to talk about. Anything that you're like, oh, I wish they would have asked me that.Heidi Skodack 34:15 Just that Hour of Code, the dates for the Hour of Code are December 9 through the 15th, but we've actually extended it through the 18th. Just make sure you get in your Hour of Code, and if there's any teachers that are interested or need help, contact, Danelle or myself, and we'll be happy to get them set up. Our goal was to create a competition, we want to see how many east side versus west side we're able to do the coding, and kind of have a leaderboard that's going to be on a website that we'll share with teachers and principals.Larry Burden 34:46 Sounds great. TechTool of the Week!TechTool of the Week 34:51 TechTool of the week, I just want to mention there are a ton of great resources for educators who are interested in doing coding in their classroom. Code.org has the HourofCode.com. There are posters that you can download and hang up. There are stickers that you can order. Then all of the different activities, and games, and things. And then don't forget about REMC, our local REMC has some different items that you can do coding with. If you go into their system and search for STEM, you can get things like: bloxals, Dash and Dot, Little Bits, Ozobots, Fearow and the drone, all those kinds of things you can do coding with as well, and they're, they're hands on. And then, if you're not local there are other REMC's do different things. Some REMC's I know have Microbits or the Osmos that you can check out that you can do coding with. But just definitely check and see what your REMC offers through that Classroom Makers Project because there are a lot of great resources over there.Larry Burden 35:42 You mentioned drones and we should have hit on the drone thing. We'll get it next time, we'll get it next time. Tutorials and updates, just wanted to say, you know, last week we did that, the annual EdTech Loop Gift Guide, there's some great STEM gifts, great STEM gifts in that guide, so give that a listen, that pod listen. It was a really fun show. I want to also give a shout out to an upcoming special 100th episode of the EdTech Loop podcast on digital citizenship. It is like a digital citizenship blowout. Has all the information so look for that in the upcoming weeks. In closing, follow us on Facebook and Twitter at @tcapsloopDanelle Brostrom 36:19 @brostromdaHeidi Skodack 36:20 @skodackLarry Burden 36:21 Bam! Subscribe to the podcast on Podbean, iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store, Spotify or wherever else you get your ear candy. Leave a review, we'd love the feedback. Thanks for listening and inspiring.Danelle Brostrom 36:38 I can't see the time from where I'm sitting.
In this episode, Allen Wazny meets with David Allwright, Dean of the Business and Technology Department at Bow Valley College in downtown Calgary. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/allen-wazny/message
Last week we discussed COPPA and the thousands of data points children create just by living and using our personal devices. Students also create data points at school which we hope to use to support teachers in helping those students achieve at their very best. It comes in many forms. You have SAT data, mandated state reporting data, but you also have a kindergarten student identifying colors, that's data, too. It's everywhere. TechTool of the Week:Copyrighteous Podcast Full TranscriptLarry Burden 0:00 big theme that no one's gonna getLarry Burden 0:07 Think Twilight Zone, and then you lose faith in humanity.Andy Phillips 0:11 It sounds uplifting.Larry Burden 0:11 It's fun for me,Danelle Brostrom 0:12 it's very interesting.Andy Phillips 0:15 It's my favorite of all time.Larry Burden 0:22 It's Episode 94 of the EdTech Loop podcast. My name is Larry Burden and her midi-chlorian count is off the charts it's Danelle Brostrom, and also joining us, the TCAPS Yoda of data, Mr. Andy Phillips. We've learned to trust our feelings, which has revealed this week's moment of ZenMoment of Zen 0:40 Pass on what you have learned, strength, mastery, but weakness, folly, failure, also yes, failure.Larry Burden 0:50 Stay for some soup, you must, if you are to partake in this week's meat of the show, the light side of data. So, last week, last week's episode, we had, we had kind of a darker, maybe a little darker..Danelle Brostrom 1:05 It wasn't dark it was informative,Larry Burden 1:06 it was informative, but we kind of talked about data and how maybe the privacy of our children can be invaded and some of, some data points regarding them might be used for a less than helpful purpose in their life. We wanted to have, Mr. Phillips on here, Andy on to discuss what our school districts do with data that can really help them really achieve and grow in their learning. So with that being said, How are we using student data.Andy Phillips 1:40 First Larry, let me, let me say that I did listen to last week's podcast. Larry and I had a brief conversation last night at an organization outside of school. And we talked about, COPPA, which, which I learned about listening to the podcast. I also, it was awesome because I was picking up my kid from gymnastics, which is where I saw Larry, and to listen to the podcast and the amount of time it took me to get home, I listened to it I'm double speed.Danelle Brostrom 2:07 Nice.Larry Burden 2:08 Very high voices.Andy Phillips 2:10 It was awesome, yes. And because I know both of you have made it way more entertaining.Danelle Brostrom 2:13 It makes me talk even faster.Andy Phillips 2:16 And my daughter was freaked out by it to.Danelle Brostrom 2:17 Okay, I'm gonna do that.Andy Phillips 2:19 So I did listen to it and it was interesting that we call, to me that's, that's data. Yeah, I get it. And you guys talking about the thousands of data points that are out there just by basically living, not doing anything crazy high tech all the time, just living and using your personal devices creates all these data points. Well students have data points to and that's what we'll talk about today, I would assume is how we use student, like, assessment type data which comes in all sorts of forms. So how do we use it? It goes from school board reporting, state reporting, to the best use of data, which is teachers using it to help their students achieve at their very best. So that's a broad question, but that's a super, super broad answer that's how we use it, and it comes, you know, it's all sorts of forms. You have SAT data, which is college entrance and it's also mandated state reporting data, but you also have a kindergarten student identifying colors, that's data, too. Because of that student can identify colors and the teacher sees that, well, that student needs work on colors or patterns or shapes or whatever. So it's everywhere.Larry Burden 3:31 You just kind of have, you know, pretty much answer the second question, but I want to go a little bit deeper so the next question was what data is being collected? And you kind of did it broadly. On a district level and in the classroom level what are we, what are we targeting? What kind of data is targeted by the district? 'Cuz I think that's, as you said, we're always collecting data. Every teachers is in the classroom collecting data, it's called observation. What data are we then trying to track and really use? Because I think one of the neat things that we're doing, you know, the Blueprint to some extent is really going on here what data is useful, and then kind of focusing and tracking that. What kind of are some of those things that oh, this is what we really want to key in on?Andy Phillips 4:13 First of all, if it's not useful, and we don't have to do it, we shouldn't do it. That's, that's the bottom line Danelle's nodding.Danelle Brostrom 4:20 Write that down. Say that again for the people in the back.Andy Phillips 4:22 Right, and that's something that we have worked on with teams. And an example of that is we've taken away a lot of assessments for, that were required in the elementary world that we just weren't using and teachers weren't using. And if they were using they still have the option of, of doing it, right. From the district level, we use the summative data the most: MSTEP, PSAT, SAT, NWEA, and I'm excited with this new data tool that Danelle, and I went to a thing on OTUS which compiles these data points together. So, last week at Traverse Heights, when they had their half-day release-day, probably for the first time, maybe, maybe not for the first time ever, but the first, for the first time without doing hours and hours of laborious cutting and pasting, I was able to show a fifth grade teacher, here are your students last four NWEA scores along with their two last M-STEP scores. So that teacher can then narrow down, these are my real bubble students. Because this student was proficient in M-STEP math last year but not this year, and NWEA scores indicate that the student has a shot at being proficient on M-STEP. What does she do with that data, she's aware, that's the most important thing in my opinion. She's just aware so that she just holds that student to this higher standard knowing that, yeah, your track record says, you can do it and you'll be a needle mover for our school. The more local it can be the better. Anything is data. You said it, observations are data and oftentimes teachers don't remember that or recognize that as being as important as some of this other stuff. I think another theme I say all the time whenever I'm working with teachers is you always should have a reason for what you're doing, and there should be some sort of output. And the reason for what you're doing is usually, whatever the assessment is going to be, right? So whatever that is, you should be using it to gauge how closely, students are coming into whatever the learning target is. I had a Moment of Zen moment. I did a...Larry Burden 6:18 Only if it's a Yoda quote because that's what I was going withAndy Phillips 6:20 It's not YodaDanelle Brostrom 6:22 Listened to last weeks pod and has a Moment of Zen, you need to come back often.Andy Phillips 6:24 I've got a couple of them. Just because I, the Moments of Zen, make me laugh every time that I hear them. This is a good one. It's not Star Wars though, it's from Mark TwainMoment of Zen 6:37 Data is like garbage. Better know what you're going to do with it before you collect it.Andy Phillips 6:43 Are you going to put sound effects in thereLarry Burden 6:44 100% hundred percent. I might even change your voice, put you on half speed. Well, we have the data. We know how it's being collected. How are we communicating those findings with teachers? How are we making it useful? We have these, these points, these tools. We have the data, as you said, we want to know what we're going to do with it. So how are we communicating that?Andy Phillips 7:07 Yeah. The more the teacher can own the data, the better. but there are so many, so many different areas that that data is located. That sometimes...Larry Burden 7:18 Let's start at the district level and go down.Andy Phillips 7:19 It can be a roadblock. Okay, well I'm thinking of how do we get this data to teachers. So NWEA is a really good example. Many teachers, probably most teachers, maybe even all teachers are pretty savvy at manipulating the NWEA Data Warehouse website. So they go on and probably look at a quadrant report which is maybe the best thing that...Danelle Brostrom 7:38 I agree.Andy Phillips 7:38 teachers can look at as far as just like a balcony view. But teachers are doing that themselves. It's not like, I mean some principals might give teachers a copy of maybe they're quite a report, but it's all about the teacher being able to mine it. And then, you know, as far as other data points go. It's just a matter of how savvy teachers are themselves at mining into it. Like I'm thinking another really rich source of data is Think Central, because we do all sorts of assessments on Think Central. But if the teacher isn't savvy about how to get in there and do it, and really look at the results, you can see results by Common Core State Standards in Think Central, but it takes some clicks to get there and often that can be a roadblock.Larry Burden 8:20 I'm sorry to interrupt, what is Think Central?Andy Phillips 8:23 It's the online testing tool that's our big publishing company for elementary reading and math. It's where all the assessments are housed, and kids take the tests through Think Central. So unit tests, passage tests, those kinds of things.Larry Burden 8:42 So it's not all over the place. They're not having to search and...Andy Phillips 8:44 Right, but the more savvy you are. So Danelle can speak to this too because there are teachers out there that get just gobs of really good information, and so when it comes time for something like report cards. Teachers can pull these really great reports, by doing smart things from Think Central, but their, I would say more savvy at being able to use it. And it definitely has, just like everything else, a personality to it. And sometimes it doesn't always, you know, work like we want it to work and whatever. But if you're less savvy, you're just probably doing what the minimum requirements are, and then what happens is the data? Probably not much.Larry Burden 9:21 As a Tech Coach, what are you finding regarding Think Central and that usability, what questions are you being asked Danelle?Danelle Brostrom 9:28 I love that we're at the point where we're asking these questions, frankly. I love that education is at this point where we're saying, how am I going to use this data today to make changes to my instruction tomorrow. And if I'm not using the data let's get rid of it. And how do I question what I'm giving the kids to decide whether it's actually going to make a difference or not. Like, I love that we're at a point in education where we're doing that. Because the beginning of my career, we weren't. We were still just following what we were supposed to be doing. We weren't, we weren't giving it that extra piece of thought, and using the data in this way. So I love that we're here. I totally agree with Andy. I think it just depends on the teachers comfort level with using that data. We've, we've done a really good job at collecting it but I think that next piece, and this is the same everywhere, I think that next piece of actually how to use that data to change your instruction is where we're at. I think we're doing, we're making strides with that every day.Andy Phillips 10:18 One more thing to that I think is really important and relevant to this part of any kind of data conversation is that it shouldn't just be used, like for, for individual students, and individual student growth. And a lot of my work, probably my favorite part of my work, is when a teacher has a really good idea, and wants to try something in his or her classroom. You can use data to see if something is working or not. Instead of thinking how am I going to look at it today, to adjust for tomorrow. You can think of it, what do I want the data to show based on my hypothesis that this will be a needle mover for students. And so setting these goals then looking back, like holistically at, did this work. To either validate or to say you have to change what I thought wasn't going to work. That's another really powerful use of it, and that's another thing that wasn't really happening I don't think when we all started in this field. We would do something, and it basically sunsetted when the material got old or things ran its course. And we would maybe try something different and the only thing we had to prove anything might be MEAP scores or something like that. And even then, it was so, so in the past, whatever that data was that you can make..Larry Burden 11:33 The MEAP was always well behind and not useful.Andy Phillips 11:35 And the MSTEP continues to be. So we have all this data that's now in real time. But, I just wanted to put that in here that, that's another thing that teachers need to be empowered to use it for decision making for, for things that they, they think about. Just it's all over the place, when a teacher has an idea, and we can actually give it a shot and pilot something, the pilot comes along with, well what are the expectations, and if we don't meet those expectations we have to go back to either the way it was or rethink.Danelle Brostrom 12:02 I think it's exciting for teachers because I think things are more concrete. It's not just kind of like oh, it feels like it's, it's, it's okay it's working.Larry Burden 12:10 Driving down the road without headlights on.Danelle Brostrom 12:11 Yeah, it feels more concrete and it's exciting for students because it's definitely we're doing things that are making a difference.Larry Burden 12:17 What's the most striking or surprising piece of data that you've run into since you've been here?Andy Phillips 12:24 Larry that would have been a great way to give me a heads up on beforeDanelle Brostrom 12:25 Tough question, wow.Larry Burden 12:25 I thought about it.Andy Phillips 12:30 The most surprising thing to me was that, and continues to be that data is located in so many different places. And you really have to work to try to make sense of it for whatever different stakeholder group that you work with. Gosh, I'd say the most interesting thing and it probably was the same thing before I, before I came and will continue to be because it's like this, this big puzzle. It's really interesting to me that students who may be high achieving on one type of test, or are pretty high achieving like good AB students sometimes are not high achieving on some, like, like an M-STEP or like a PSAT. And so that's something that a lot of curriculum leaders at TCAPS are trying to really hone in on. Which is why I mentioned getting that data all compiled together so we can identify who those students are, and, and hopefully move the needle. But that continues to surprise me. So I just looked at a thing today, that I shared with someone that had a student who scored, like in the 80th percentile in the last iteration of NWEA math, but wasn't proficient on the last iteration of the M-STEP for that student, but was proficient on two years agos M-STEP. That's what's interesting to me. And, just to try to build more consistency in it for students, so that when it comes time to take that 11th grade SAT which is as high stakes as it gets. Because that's the thing that can get kids into college and financial assistance, and to make those more predictable. And, you know, if we can hone in on those types of students and really help them achieve proficiency that's going to be good for everybody.Larry Burden 14:06 How does the Blueprint help in that communication process, in that finding out what information, what data is useful? You know, that back and forth. It's funny, I hear a lot of your meetings, because you're right next door to my office and I hear some really good discussion about data, how has that...Andy Phillips 14:25 Do you hear the bad discussions?Larry Burden 14:25 I put the headphones on.Andy Phillips 14:25 Yeah, right.Larry Burden 14:29 How does that, that structure help that dialogue?Andy Phillips 14:32 Probably the most important thing we do with the Blueprint is something that is just really good practice whether your Blueprint District or not, but the Blueprint forces you to do it, is this thing called Performance Management. So every month the Instruction, Curriculum Instruction Team sits down basically with Principals, sometimes Assistant Principals, sometimes Teacher Leaders from each school, and we go over, basically the balcony view of data. And then Principals and those Teacher Leaders are prompted to have those same discussions with their building networks. Without something like the Blueprint, those things wouldn't be in place to do so regularly. And it just holds you to doing them regularly. And it forces you, and that's a, that's an okay word to use here, it forces you to pick some sort of data to discuss each month. And we have it all laid out. So like, the first month was M-STEP data, because it was September first time we've talked about it, since we came back from summertime. The next month was NWEA holistic proficiency data. This next month is going to be what we can mine out of Think Central. Getting local, talking about student grades with secondaries. But we're kind of forced to stick to the same timelines so that Principals know what to prepare for and so that you know we just don't going to be talking about when each month comes. That's a really powerful part of the Blueprint. It holds you to these things, and it makes you lay it out for the year so that you have something to follow.Larry Burden 15:54 Teaching students is really complex, and I know in the past, having been some of those meeting, meetings, involving curriculum, it can spiral very quickly into a ton of different topics, and it's really hard to manage a meeting and make sure that you have an outcome that's workable and actionable. It's been interesting to hear those, the meetings, involving the Blueprint, because it always seems like there's something actionable coming out of it that's data driven.Andy Phillips 16:20 Yep, when we're leading meetings, like we're having a social studies workbook committee that just, I'm organizing the agenda now and there's going to be data in that committee. We're going to put out there our struggling, 5th grade M-STEP Social Studies scores because that's the objective of that group. And that's, there's no reason not to make it the objective. There's no reason not to say that we're coming together, investing in teachers to make the work more robust for students because we think that'll move the needle with M-STEP scores. So yeah, even, even on stuff like that we're bringing data back into the conversation all the time.Larry Burden 16:53 To tie in what we talked about last week, we are collecting all this data, how are we keeping it safe? And we all look at Danelle?Andy Phillips 16:59 I learned about COPPA last night, at double speed, in my car so.Danelle Brostrom 17:07 Well I think currently all the places where we are keeping data we've negotiated the terms of those agreements with those companies so we're good with those. It's all of the random things that we just need to get ahold of.Larry Burden 17:19 The research has been done, and I think, I bring that up not to do a gotcha, I brought that up to, you know, if there are parents listening to this, to know that the main sources of data that we're using have been vetted.Danelle Brostrom 17:35 Yes,Larry Burden 17:35 You know, Danelle's read the,Danelle Brostrom 17:37 We got youLarry Burden 17:37 Terms, Danelle's read the policies. We're safe.Andy Phillips 17:40 Yeah, something that I found interesting coming to TCAPS is we did have a Danelle and we did have this big, fairly large Technology Department that does do all those things. And it took, it takes a minute to get used to all the people that you have to tell, or communicate with of things that you're doing going forward so that people like Danelle can make sure the privacy policy, policy is okay. And if it's not, you know, how can we work, either work through it, or make sure that we adjust whatever our agreement is so that it is ok. So those things do happen sometimes you have to be reminded Oh, you didn't tell so and so and you should have told them in the beginning. Getting better at that.Larry Burden 18:22 Well I think, I think we do have a bit of a Lone Ranger mentality sometimes in education. And, you know, we go off on our, our tangents. But the structures are there. The structure, structures are in place, not to put a lid on the creativity that's going on in the classroom, they're there to keep us safe in the classroom, and to support the teachers in doing what they could be doing. And making sure that, for instance the, the data that they're collecting from their students is safe and useful as you were saying earlier, you know if we're not using the data that's collected, we probably shouldn't be doing that assessment.Andy Phillips 18:57 Mark Twain said that.Larry Burden 19:01 With that, is there anything else Danelle?Danelle Brostrom 19:04 No.Larry Burden 19:04 All right. TechTool of the WeekAndy Phillips 19:08 Can ILarry Burden 19:08 I'm sorry, I'm sorryAndy Phillips 19:09 I prepared, I prepared, one more quote for this. This is a good Moment to Zen to.Moment of Zen 19:13 Data will talk to you if you willing to listen.Andy Phillips 19:16 By some guy named Jim Burgesson. And finally, I like this one too.Moment of Zen 19:22 If we have data let's look at data, if all we have our opinions. Let's go with mine.Andy Phillips 19:31 That's a good closing right?Danelle Brostrom 19:32 That should be one your business card.Larry Burden 19:33 Yes it should. TechTool of the Week. Beat that, follow that.Techtool of the Week 19:42 I can't. There is a new podcast out that I'm really enjoying it's called Copyrighteous, and it's by Diana Gill. And what she's doing is kind of awesome. They're called micro podcasts, and they are discussing responsible creativity for educators. So, leading on our privacy and COPPA discussion last week. Her first episode was just a short little five minute snippet where students want to know how to use music safely in a video project. Here's how to use music safely in this video project. I'm really interested to see where this podcast goes because I think anytime we can get those short snippets about digital citizenship and media literacy to our teachers, the better off we are. So keep an eye on this podcast they're doing some pretty cool stuff,Larry Burden 20:23 How long are they?Danelle Brostrom 20:24 five minutes, boom, here's your stuff here's what you need to know. So Copyrighteous.Larry Burden 20:28 Tutorials and updates, really, unbelievably, the TechNollerGist has no new tutorials this week which is the first time I think this year that he hasn't had at least two out. So, come on, come on, David, get busy.Andy Phillips 20:41 Maybe he should hold one back so he has one in the canDanelle Brostrom 20:42 Yeah David.Larry Burden 20:47 Last weekend three, to be honest, so I guess we'll give them a break this time. So really, I was just going to give another shout-out to the COPPA podcast last week I think it was really informative and it would benefit anybody to listen I do believe. So in closing, follow us on Facebook and Twitter @TCAPSLoopDanelle Brostrom 21:02 @BrostromdaAndy Phillips 21:04 @fishinspartyapLarry Burden 21:06 All right! Subscribe to the podcast on podbean, iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store and Spotify or wherever else you get your ear candy. Leave a review, we love the feedback. Thanks for listening and inspiring.Andy Phillips 21:23 The next time if there's, if there's a focus for it, that would be lovely.Larry Burden 21:27 Sure.Transcribed by https://otter.aiMusic by Podington Bear
I'm a parent, you're a parent, we're also in the educational community and have the opportunity to see both sides of parental communication in education. In an effort to avoid a bunch of random notes shoved in the bottom of the students backpack, we want to talk about some ways that we can use technology to make communication better, easier on both ends, that makes sense, and create a partnership in education between the school and the parent. Transcript:Danelle Brostrom 0:01 Show Notes, shmoe notes. Larry Burden 0:10 It is an agent of chaos. Larry Burden 0:12 I've met agents of chaos. Danelle Brostrom 0:12 My child is an agent of chaos. Larry Burden 0:25 It's episode 89 of the EdTechLoop podcast. My name is Larry Burden and she's no longer using semaphore and signal towers, it's Danielle Brostrom. I have unearthed my past elementary school newsletters stuffed in the bottom of various backpacks for this week's moment of Zen. Moment of Zen 0:40 The single biggest problem in communication is the illusion that it has taken place. Larry Burden 0:47 We've taken the lid off the hibachi to let the sweet aroma entice our listeners to take a nibble at this week's meat of the show, engaging parents. I'm a parent, you're a parent, we're also in the educational community, we kind of see both sides. What have you noticed? Maybe on the, on the parental side first, as far as using tech to engage our, our partners in education. Danelle Brostrom 1:14 Yeah, I would like to totally avoid that scenario that you talked about where there's a bunch of random notes shoved in the bottom of the backpack, because that is for real. That is real life, I find those notes the bottom of a backpack and in the bottom of a locker and smashed in the corners of the car. So I really like to avoid that. So I definitely want to talk about some ways that we can use technology to make communication better, easier on both ends and stuff that makes sense. I feel like this is a podcast we do at the beginning of every year. And it's different every time which is good. I think we're evolving. So I'm excited to talk about this today, Larry. Larry Burden 1:49 You brought this up earlier, I did a little research, which is rare Danelle Brostrom 1:51 I know. Larry Burden 1:53 Thankfully, I came up with somebody else who had done even more research and has continued the research, Jessica Meachem, found her on Twitter. And she has a spreadsheet of almost every possible application that you could use to communicate with your parents, and has a list of all the attributes, What were your first reactions? Danelle Brostrom 2:20 Well, the first thing that I noticed is that I love that she's broken it down by security and privacy issues, because that's a big thing for me. And then she also talks about like the price, The communication that's possible. And, this is a good place for teachers to start. And they can kind of see what works out for them. And we do have a lot of teachers that are using these external services like Remind and Bloomz and Class Tag, there's, there's a lot of them that she's detailed there. My suggestion is to just be careful with these. And here's why. I think about the parents that have four different kids at four different schools. And then The teachers are using four different services. And I think that if you look at it from the perspective of your customer, who is our families, It can be a full time job to keep up with all those messages from school and and the different services and some give you notifications. Like I know were on Bloomz right now and we get notified if anyone comments, which is super annoying at sign up for parent teacher conferences time, because I find out that Johnny's mom signed up and then I find out that Jill's mom signed up and you're like, take the notifications off, but now I'm nervous, I'm gonna miss something from school. So just, I, I love a lot of these services, I think they offer some really cool things. But I think what would be pretty cool is if your entire school decided, we're going to communicate with parents in this way. Like I've got one of my schools that everyone is using Bloomz, or, you know, maybe your if your, if your school or your district has adopted something, I think you should use that for just the sake of streamlining things for your customer. With the cool new messaging apps, they might work for you, but just make sure they're working for your families, too. And that is going to add value for them. So if your entire school can get on board and use one thing that would be ideal. And if your district can get on board with using one thing, that would be the best. Larry Burden 4:14 Speaking of the district, we do have a one thing? Danelle Brostrom 4:18 Yes, in our district, we do we have Bright Arrow. Larry Burden 4:20 We have Bright Arrow. And that actually works through Power School. It's not the, maybe not as shiny, as some of the other apps, it does have some of the functionality. For instance, I know Remind, you know, is often used at more secondary schools. Danelle Brostrom 4:37 Yeah. Larry Burden 4:38 Specifically, because of its messaging function, it's, you know, it's very available on your iPhone, or your phones and other digital devices. Whereas our Power School solution via Bright Arrow does a pretty good job from what I've gathered for our parents, but also for our, our teachers as far as having it within their Danelle Brostrom 5:02 grading interface. Larry Burden 5:03 The grading interface they're already using. They're already there. Danelle Brostrom 5:05 Yeah. It's interesting that you say that it is within Power School is only within Power School on the teacher end, on the parents and it comes right through their email. So that's, that's a really nice feature. I think email is the number one way teachers are communicating with families, whether they're using Bright Arrow or whether they're gathering parent contact emails, doing a distribution list. Parents, most of them are on email. So that seems to be something that's making sense for a lot of teachers. But the biggest thing I would want to say there is making sure that you're using BCC for families. If you just send it out blanket and you, you know, update everyone on your classroom news, that's awesome, because you should be keeping your families engaged. But if you put all of those addresses in the "to" line, then, you know, Julie replies with the question and says, Hey, I'm just wondering, did you see our backpack and then everyone on that list is getting it every single time. But if you put that in the BCC, and it's a blind carbon copy, as a parent, I can't see any of the other emails that are on the list. I can't see who else she sent, he or she or he is sending it to. And it just really, really cuts down on that reply all grossness. So Larry Burden 6:13 answer to this, if you will, Yeah. When you do hit that send to all in Power School, how it does that automatically do will BCC. Danelle Brostrom 6:24 Yes Larry Burden 6:24 Okay, so for the most part, if you're going through your Power School, the likelihood of that bad thing happening is considerably reduced. Danelle Brostrom 6:33 Correct, Correct. Danelle Brostrom 6:34 And then other ways I was thinking about when we were talking about how to use tech to better engage families, I love the Google Classroom. Google Classroom has that built in progress report feature that will email families a daily or weekly summary of their kids work. I love that because it keeps parents involved if they want to be. Then the nice thing is, once you enter the parents email, You don't have to do a thing. Everything is automated. The bad thing is that you, you can't customize the report in any way. But it's ready to go every, every time that they get that subscription. So I really do like those Guardian Summaries in Google Classroom, I think those are solid. Larry Burden 7:10 One of the nice things about both Google Classroom and Bright Arrow is, every teacher in our district has it. One of the things you mentioned earlier that we do want to try to avoid, and we might think that some of these extraneous apps, some of these extra apps are really cool and flashy and look great. But if you have three kids in the district, and each one of those teachers that has a different app that they're using, suddenly, that's a lot to manage as a parent, whereas every teacher has access to Google Classroom, and might be likely using it. Every teacher has access to Power School. It really limits the amount of interactions that the parent has to maintain. I would assume the likelihood of having interaction with the parent is increased if they're not having to try to manage, manage multiple avenues of communication. And really, the goal of the parent communication is not necessarily, we would hope, the one way communication. We want to create a partner in this communication in the education of their child. We need to have the feedback. Danelle Brostrom 8:24 Yeah, 100%. And, you know, you talk about feedback. And it's funny, because I just said, you know, you should use form the ones that your district has put their support behind it, because it makes it easier for families. But I gotta mention Larry, one that I love, I do love Seesaw. We have so many elementary teachers using it that I feel like it's, it's almost become one that we support. I love that parents can see and they can comment on their students work, no matter where they are. I love that there's a place for classroom news, too. And I like it's all in one place. And it does, it does more than one thing. It's like, the Alton Brown thing where he says that you should never buy kitchen gadget unless it can be used for more than one thing. Seesaw is kind of like that for me, because it's got the student portion where they're creating their own portfolio and turning in their work and you're communicating with them. And then it's got this parent portion where you can see your child's work. And you can see, you can comment on it. And you can give them feedback. And then there's this other portion where the teacher can put classroom news and calendars and it's all connected into one app. I do like that, because then it's not just a messaging. It's not just this, it's kind of everything all in one package. So that, that is one that I really do like, that's an external service. Larry Burden 9:38 What, why do you support Seesaw over some of the other ones that we... Danelle Brostrom 9:41 Just because it offers all those pieces, when I go there, as a parent, I'm not just signing up for conferences, or just receiving that one way communication from the teacher. It's all of these other pieces. It's almost like, where the Google Classroom, I can see what my child is doing in class, I can see that too. It just feels like there's more there, it covers all those different areas, for me, as a parent. Larry Burden 10:04 If you're listening outside of our district, recognize what your, your tech coaches, your Technology Department is aware of, and good at servicing. So if you have a large community of Seesaw users or Bloomz users might not be a bad way to go. Danelle Brostrom 10:28 Because people will help you. Larry Burden 10:28 Because of the support, as opposed to tracking out on your own. And then suddenly, when it's not working, or it's not doesn't have the functionality that you'd like, you have nobody to ask. So it kind of be aware of your environment and make sure that the people that, that would otherwise support you with the technology can support you, when you go off and use one of these tools. Parent communication is so important for the student, you know, the interaction to have, make sure that the parent is understanding where their student is at and that they're involved in their education is so important, we really do want to get it right. Danelle Brostrom 11:03 Yeah, Larry Burden 11:04 and not make it overwhelming for the parent, cuz that's going to end up turning the parent off. Danelle Brostrom 11:08 And it's hard to look at it from that lens. You know, as a teacher, you're trying to be super efficient with your time and you're trying to do as best for your students. But to take that step back and say, if, if I were a parent in my classroom, what, what would this communication look like? And how can I improve it? Or if I, if I were a parent in the district, and we're getting all these different requests from different services, what would that look like to me. So kind of trying to really think of your customer, and what what they would want and what their needs are. And like, I like to think about, we've got some teachers that are still doing class websites, and having a web presence. And I think you should, I think that's great, I think there's a lot of value in there. But I don't think that can be the only place to communicate with families, your stuff is going to get missed if you just throw it up on the website, and then assume parents are going to go there and they have questions. They're probably not. They're probably not going to go there every Friday to see if you posted anything new. You really need to go to them instead of expecting them to come to you. Larry Burden 12:07 The next stage or the next step on this. And where the parent communication really becomes powerful, is again, when we're allowing that communication to come back. And we're really become partners. It's also where things get messy, because sometimes it's a little bit hard when a parent gets all up in your business about what your doing. Danelle Brostrom 12:28 Yeah, for sure. Larry Burden 12:30 But I was, I was reading some research actually on this. And one of the studies had kind of three takeaways. One, obviously, that the emphasis on relationship building among parents and students is very important, Two, a focus on leadership development of parents really making our parents leaders in the education of their children. And three, I thought was the interesting one, and effort to bridge the gap and culture of, and power, between parents and educators. We contrast this community based approach with a more traditional school centric, individualistic, individualistic approach to parent involvement. The paradigm typically has been school to parent, we're on the mountaintop, and we're, we're preaching down to the parent. If we're expecting the parent to become a willing participant in their child's education. Broadly, I mean, there's always going to be parents that do that. But oftentimes, those parents are actually, you know, feeling as though they're speaking on equal terms with the educator. Danelle Brostrom 13:34 I definitely think a phone call is always always the best, you know. That's something that they drill into you as a new teacher, that you should be making these positive phone calls home to and I definitely agree with that. Like, Hey, your kids is a great thing today. I just want to tell you about that. Because anytime you can build that relationship and put it more on that evil play, evil playing field? level, I know. Whoa. Larry Burden 13:55 Agent of Chaos. Danelle Brostrom 13:57 Fixer of the agent of chaos, Larry Burden 13:59 We are, We are working into mid, mid season form. Danelle Brostrom 14:03 Working into. Larry Burden 14:03 We did not have a preseason. This year, there's no preseason, which just jumped right in. Larry Burden 14:07 All right. Um, anything else that you'd like to add? Danelle Brostrom 14:09 Yeah, um, the only other things that I want to add. Just whatever you use, I think being consistent. So trying to be regular with your communication, using the same service. Consistency is important. Being brief, there's so much that parents have to keep on top of. So the, don't waste your time with things like graphics or cute little things unless they add value. I think really just being brief with your communication is important. And then I think, use this to write the story of your classroom. Parents don't know what's going on every day. Sometimes the kids don't give them all the cool things that you're doing. Just use your communication to write the story of your classroom, consider pictures to. Parents love to see their kids little face learning. I just think the more you can use that tech to tell your story, the better. Larry Burden 14:56 I know Bloomz user and posts a number of pictures. And that's the way that she's been able to get great interaction from her parents. Danelle Brostrom 15:04 Not just Elementary, I think Secondary to. Like, you should show pictures of secondary kids doing cool stuff in the classroom. Larry Burden 15:13 All right, Tech Tool of the Week. Danelle Brostrom 15:18 Tech Tool of the Week, I want to share Flippity. Lissa Brunan, she presented for us at Wired, and she shared some stuff on some stuff on Flippity, and it was fantastic. Flippity is a great resource for teachers. It turns a Google spreadsheet into all kinds of cool stuff. You can turn it into a random name picker or a quiz show or flashcards or a timeline or a badge tracker. If you want to track your kids, or let them earn badges. My favorite is you can turn it into a progress indicator. So it turns your Google Spreadsheet into progress indicator bars, you can use it for a tournament bracket a matching game. It's just some really really cool ways to increase your students interactivity with this device and Flippity is phenomenal. I tried one the other day and was amazed at how quickly I was able to take the spreadsheet that they created, follow the directions, change the words and then publish that link. And then when I went to that link, it was all of a sudden a typing speed tester with content that I had put in so, Wow, flippity.net that is my Tech Tool of the Week. Larry Burden 16:25 Great Tech Tool Danelle Brostrom 16:25 Yeah, it's great. Larry Burden 16:26 That one's been around for a little bit. Danelle Brostrom 16:27 I know Larry Burden 16:28 but a lot of teachers love it. Danelle Brostrom 16:29 but we haven't used it enough. I don't think there's so many cool things on here. Larry Burden 16:34 Tutorials and updates. The TechNollerGist has a Google Classroom Rubric Template. I haven't actually watched this one yet. So I don't know. I will be honest. I saw it out there like oh, this is a new one. I did not have time to check it out. I guarantee it's awesome because the TechNollerGist just made it. And also there was a really cool tweet that um, to an article actually it was the article that was cool. By A.J. Giuliani and I'm guessing you follow him? Danelle Brostrom 16:58 Yes, I do. Larry Burden 16:59 He's all over Twitter. But it's, "Empathy as the Most Important 21st Century Skill.” And I don't know if you've read the article. It is great. It is great. So I highly recommend taking the time and Danelle Brostrom 17:13 Will do. Larry Burden 17:13 Doing some reading so. AJGiuliani.com backslash empathy, the most important 21st Century Skills where the article is you'll find it on the many social medias as well. Before the building actually falls down I will close with, follow us on Facebook and Twitter @tcapsloop, @brostromda, subscribe to the podcast on podbean, iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store and Spotify leave review. We love the feedback. Thanks for listening and inspiring. Larry Burden 17:47 Drama, you didn;t like the drama? Danelle Brostrom 17:50 I really did think the building was going to fall for a minute. Transcribed by https://otter.ai
We are happy to announce our newest session for The Library is Open Podcast! Today's session features an interview with Lisa Sjögren, Librarian at Chalmers University of Technology, Department of Communication and Learning in Science. Lisa pours her energy into why their Library has chosen the FOLIO Open Source Platform for their new LSP. Chalmers University of Technology was named the first FOLIO Beta Partner for EBSCO Information Services. https://www.folio.org/about/news-events/article/chalmers-university-of-technology-named-first-folio-beta-partner-for-ebsco-information-services/ You can read more about the Chalmers implementation on the FOLIO wiki at: https://wiki.folio.org/pages/viewpage.action?pageId=14461407. They plan to go live in Autumn of 2019. Chalmers Library has a wonderful blog where they discuss journeys of a FOLIO early implementer, a new library system built from scratch and more at https://blog.lib.chalmers.se/tag/folio/. About Lisa Sjögren Lisa is a systems and metadata librarian. She works to ensure the visibility, retrievability and accessibility of their collections, through data quality and the smooth operations of their ILS and discovery system. Currently, within the framework of Chalmers' beta partnership with EBSCO, Lisa is working with the implementation at Chalmers of open source, community driven, library service platform FOLIO. As a core member of the Chalmers FOLIO implementation team, she works closely with EBSCO and the FOLIO community to ascertain that FOLIO will provide a seamless and intuitive user experience for library staff and patrons. Read more about Lisa here: https://www.linkedin.com/in/lisamsjogren/ About Chalmers University of Technology | Department of Communication and Learning in Science Chalmers University of Technology is researching and educating in technology, science, shipping and architecture, with a sustainable future as a comprehensive vision. Chalmers is known for its efficient innovation environment and has 13 institutions. Graphene Flagship, one of the European Commission's first research initiatives within Future Emerging Technologies, is coordinated by Chalmers. Located in Gothenburg, Chalmers has about 10,300 full-time students and 3,100 employees. Read more at: http://www.lib.chalmers.se/ About FOLIO FOLIO is a collaboration of libraries, developers and vendors building an open source library services platform. It supports traditional resource management functionality and can be extended into other institutional areas. Read more at: https://www.folio.org/about/
Dr. Kevin Mis Solval talks about his research in the Food Science and Technology Department of the UGA Griffin Campus
For nearly a decade, Andrew Hughes has made it his personal mission to ensure that commonly-used ineffective and lackluster training techniques are a thing of the past. Realizing his passion for changing the way we learn and evolve, in 2006 Andrew founded and became President of Designing Digitally, Inc., an E-Learning and Serious Game Development firm that creates fully customized learner retention solutions for various types of industries. Starting with a solo team, Designing Digitally has grown its staff to 20 cutting edge employees consisting of Directors, Project Managers, Interactive Web Developers, Interactive Media Developers, Instructional Designers, Interactive Graphic Designers, and Learning Solutions Specialists. Andrew has been responsible for managing the sales and solutions team while providing guidance and knowledge to the production teams. Throughout the years, Designing Digitally, Inc. has had the pleasure of working with courteous and prestigious clients to include: NASA, Comcast, Hewlett Packard, Wyndham Hotels, Procter and Gamble, General Electric, the United States Air Force, Samsung, and Williams-Sonoma to name a few. In addition to being President of Designing Digitally, Inc., Andrew is also strongly devoted to the prosperity of the community. He is currently a Professor at the University of Cincinnati Clermont in the Business, Law, and Technology Department, an Accredited Curriculum Consultant for the Accreditation of Independent Colleges and Schools, the Coordinator for the Business Development Plan contest hosted by the Clermont Chamber of Commerce, is an avid guest speaker at over a dozen E-Learning and industry specific conferences annually, and is a Technology Camp Instructor for middle schoolers for Warren and Putnam Counties in Ohio. Designing Digitally, Inc. specializes in creating educational, engaging, and entertaining learning experiences that incorporate innovation, creativity, and gamification to enhance learner retention. They offer a wide spectrum of solutions, including interactive custom eLearning, Serious Games, Training Simulations, and Mobile Learning. All developments are customized to our clients’ individual needs. Designing Digitally, Inc. specializes in creating educational, engaging, and entertaining learning experiences that incorporate innovation, creativity, and gamification to enhance learner retention. Our company offers a wide spectrum of solutions, including interactive custom eLearning, Serious Games, Training Simulations, and Mobile Learning. All developments are customized to our clients’ individual needs.
An interview with Professor Andrew Ross (Food Science and Technology Department, Oregon State University) for the UBVO 'Instruments and Institutions' series. July 2018.
For nearly a decade, Andrew Hughes has made it his personal mission to ensure that commonly-used ineffective and lackluster training techniques are a thing of the past. Realizing his passion for changing the way we learn and evolve, in 2006 Andrew founded and became President of Designing Digitally, Inc., an E-Learning and Serious Game Development firm that creates fully customized learner retention solutions for various types of industries. Starting with a solo team, Designing Digitally has grown its staff to 20 cutting edge employees consisting of Directors, Project Managers, Interactive Web Developers, Interactive Media Developers, Instructional Designers, Interactive Graphic Designers, and Learning Solutions Specialists. Andrew has been responsible for managing the sales and solutions team while providing guidance and knowledge to the production teams. Throughout the years, Designing Digitally, Inc. has had the pleasure of working with courteous and prestigious clients to include: NASA, Comcast, Hewlett Packard, Wyndham Hotels, Procter and Gamble, General Electric, the United States Air Force, Samsung, and Williams-Sonoma to name a few. In addition to being President of Designing Digitally, Inc., Andrew is also strongly devoted to the prosperity of the community. He is currently a Professor at the University of Cincinnati Clermont in the Business, Law, and Technology Department, an Accredited Curriculum Consultant for the Accreditation of Independent Colleges and Schools, the Coordinator for the Business Development Plan contest hosted by the Clermont Chamber of Commerce, is an avid guest speaker at over a dozen E-Learning and industry specific conferences annually, and is a Technology Camp Instructor for middle schoolers for Warren and Putnam Counties in Ohio. Designing Digitally, Inc. specializes in creating educational, engaging, and entertaining learning experiences that incorporate innovation, creativity, and gamification to enhance learner retention. They offer a wide spectrum of solutions, including interactive custom eLearning, Serious Games, Training Simulations, and Mobile Learning. All developments are customized to our clients’ individual needs. Designing Digitally, Inc. specializes in creating educational, engaging, and entertaining learning experiences that incorporate innovation, creativity, and gamification to enhance learner retention. Our company offers a wide spectrum of solutions, including interactive custom eLearning, Serious Games, Training Simulations, and Mobile Learning. All developments are customized to our clients’ individual needs.
For nearly a decade, Andrew Hughes has made it his personal mission to ensure that commonly-used ineffective and lackluster training techniques are a thing of the past. Realizing his passion for changing the way we learn and evolve, in 2006 Andrew founded and became President of Designing Digitally, Inc., an E-Learning and Serious Game Development firm that creates fully customized learner retention solutions for various types of industries. Starting with a solo team, Designing Digitally has grown its staff to 20 cutting edge employees consisting of Directors, Project Managers, Interactive Web Developers, Interactive Media Developers, Instructional Designers, Interactive Graphic Designers, and Learning Solutions Specialists. Andrew has been responsible for managing the sales and solutions team while providing guidance and knowledge to the production teams. Throughout the years, Designing Digitally, Inc. has had the pleasure of working with courteous and prestigious clients to include: NASA, Comcast, Hewlett Packard, Wyndham Hotels, Procter and Gamble, General Electric, the United States Air Force, Samsung, and Williams-Sonoma to name a few. In addition to being President of Designing Digitally, Inc., Andrew is also strongly devoted to the prosperity of the community. He is currently a Professor at the University of Cincinnati Clermont in the Business, Law, and Technology Department, an Accredited Curriculum Consultant for the Accreditation of Independent Colleges and Schools, the Coordinator for the Business Development Plan contest hosted by the Clermont Chamber of Commerce, is an avid guest speaker at over a dozen E-Learning and industry specific conferences annually, and is a Technology Camp Instructor for middle schoolers for Warren and Putnam Counties in Ohio. Designing Digitally, Inc. specializes in creating educational, engaging, and entertaining learning experiences that incorporate innovation, creativity, and gamification to enhance learner retention. They offer a wide spectrum of solutions, including interactive custom eLearning, Serious Games, Training Simulations, and Mobile Learning. All developments are customized to our clients’ individual needs. Designing Digitally, Inc. specializes in creating educational, engaging, and entertaining learning experiences that incorporate innovation, creativity, and gamification to enhance learner retention. Our company offers a wide spectrum of solutions, including interactive custom eLearning, Serious Games, Training Simulations, and Mobile Learning. All developments are customized to our clients’ individual needs.
This podcast was recorded with Fred Cook, Chief Information Officer (CIO) at BlueShore. With more than 20 years of senior management experience, Fred provides strategic direction to the Information Technology Solutions, Corporate Business Solutions, and Facilities departments. He leads the planning, design and implementation of technology solutions and standards, helping to position BlueShore Financial as a credible innovator in the financial services marketplace. Fred also oversees the development and evolution of BlueShore Financial’s innovative Financial Spa branch design concept. The integration of technology, administrative processes and facility design concepts ensures BlueShore Financial’s signature client experience. Fred is a past Director and Board Chair of The Exchange Network, and has served on the Hewlett Packard Canada Executive Advisory Board. Fred has also been a blog contributor for Bank Systems and Technology and served on their Readers Advisory Board. He was recently appointed by the Central 1 Board to serve on the C1 Technology Committee and currently leads the Temenos-Microsoft Global Peer Group. Fred and BlueShore’s Technology Department have been recognized for their innovative work in a number of enterprise business software applications.
Andy Hughes of Designing Digitally drops in the window today to give some real world examples of serious games and virtual environment solutions. Andy is the founder and president of Designing Digitally, Inc, an eLearning developer, and professor at the University of Cincinnati Clermont in the Business, Law, and Technology Department. Process changes Game based learning Jack and Jill Impact on business process Designers working with programmers Sponsored by:
Nick is our Fuel Manager and also heads up our Technology Department
Does technology work in the classroom? What's the deal with Chromebooks? Why does the Slack App hate Ben so much? Pete and I scratch the surface of how technology affects our daily habits and routines, or fails to affect it in some cases. We address questions about our older machines, getting teacher laptops updated, and wrap our brains around a tough "Stump Pete!" question about NHL arenas!Timestamps for this week's questions:0:58 What has Pete been up to?2:05 It’s time for teachers to update the OS on their laptops.3:07 Apple has now made all iLife and iWork apps free?!3:59 Do we ever sell the old Apple laptops or desktops?5:20 Our laptops are HOW old and still in service?6:15 Does the Technology Department need to be made aware of a laptop that’s extremely hot coming out of a cart?8:38 Ben wants to know, what’s the deal with Chromebooks?11:20 Why doesn’t the Tech Department use the Slack App anymore for inter-office communications?15:31 Pete wants to know, why can’t we make technology work in the classroom?18:16 Stump Pete!19:52 Erik wants to know, now that the Red Wings are moving to Little Ceasar’s Arena, how many NHL arenas are NOT named or sponsored after a company?You can talk about the show or continue the conversations on Twitter using the hashtag #TechDirectorChat or chatting up Ben (@techsavvyed) or Pete (@ppoggione) on Twitter. Our professional Twitter accounts are Mattawan Learns and MCS Technology.
Our guest this week is is Eric Moore. Eric is the IT manager at Institute for the Future in Palo Alto. He previously worked for Apple in its Information Systems and Technology Department. Having grown up on a farm in Georgia, he's a tinkerer by nature who loved to break things and put them back to together to learn how they worked.
June 28, 2016 - "Student Laptops" Technology Department employee Colton Confer talks to Angela about student laptops and the One to One laptop initiative.
Special Guest: Kim Paterson and Ian Goddard of The Catalyst Partnership This is a story about two individuals, deep within one of the world’s oldest living bureaucracies, who catalysed an intrepreneurial venture that has the potential to unleash people’s deepest passions and gifts and direct them toward transforming their organisation. Through the years we had invested in traditional approaches to leadership development and organisational change. Most L&D Professionals will be familiar with these and they are mostly: Alignment21st Century LeadershipBehavioursStrategy Although we’d had some success with these interventions, in terms of initial feedback, most of what we term ‘sheep dip’ programs produced little in the way of lasting improvement. We were searching for, not just for something different, but a burning need for a developmental strategy that would produce significant and lasting change. Host: Cathy Brown
This week we answer ALL the questions! Well, just about all of them, and what a varied bunch of questions they were. From blended learning and basic tech help, to some deeper questions about evaluating IT and what to do as we look at the future of DVDs, there's a little bit of something for everyone in this episode. Pete has a moment of silence as he contemplates an interesting question from Jeremy on Twitter about how the Technology Department can be more connected to the classroom and get better feedback, Ben talks about how he's embraced the cloud when it comes to video, and we even touch upon some ways to safely dispose of older technology (hint, the Michigan DEQ has a database of locations in each county to call for Hazardous or eWaste collections or more information). Pete also gets to share his favorite acoustic guitar maker, Volbrecht, as he catches a break from last weeks near guess.Timestamps for this week's questions:1:09 What has Pete been up to today?1:42 Is “borked” a professional IT term?2:21 What do we do with old outdated equipment that’s collecting dust?5:13 Brian from Twitter wants to know, how can we get certain filetypes unblocked for school computers?7:35 Kevin is curious to know, what should I do with all the instructional DVDs that I have when we upgrade to new computers without DVD drives?10:15 Ben has embraced the cloud, and uses Vimeo, Youtube, and Google Drive for videos.11:30 Nancy wants to know, what’s the best way to remove apps from an iPad so they don’t come back when you sync it with your computer?13:42 Jeremy from Twitter wants to know how the technology can team be more connected to classroom teachers for evaluation and feedback?18:33 When it comes to Blended Learning, what would be a good online environment to use?21:56 Stump Pete!22:12 Pete screwed up last week.23:21 Nancy wants to know, in your your opinion, who makes the best acoustic guitars?You can talk about the show or continue the conversations on Twitter using the hashtag #TechDirectorChat or chatting up Ben (@techsavvyed) or Pete (@ppoggione) on Twitter.
The company may have a new conference room, but just try to make a reservation to use it. Others have it reserved for today. But don’t worry, tomorrow it’s available all day. And after today’s lesson, you be able to make the same reservations in Portuguese too.DialogueA: Bom dia Antônio, você sabe se tem alguém usando a sala de conferências? B: Tem sim. O departamento de tecnologia está usando ela para uma vídeo-conferência. A: Você sabe até que horas eles vão precisar da sala? B: Não sei, mas acho que vão usá-la até o almoço. A: E hoje à tarde? Alguém já reservou a sala durante a tarde? B: Deixa eu ver aqui. Ah sim, parece que o departamento de vendas reservou ela das 15 às 16:30 da tarde. A senhora quer que eu faça a reserva para as 17:00 horas. A: Obrigada, não. Parece que hoje não vai dar mesmo. E amanhã, alguém já reservou alguma coisa? B: Deixa eu ver..., Carlinhos vai usá-la amanhã de manhã para fazer as entrevistas com os novos clientes da Argentina. Mas depois das 10:00 não tem nada. A: Bom, faz a reserva para mim para amanhã das 11:00 às 13:00, beleza? Por favor, convida também o Jackson, porque queremos revisar o orçamento que ele mandou na semana passada. B: Sim, tá bom. Qualquer coisa eu aviso a senhora.A: Good morning Antonio, do you know if anyone is using the conference room? B: Yes, there is. The Technology Department is using it for a video-conference. A: Do you know how long they will need the room? B: I don’t know, but I believe they will use it until lunchtime. A: And this afternoon? Has anybody reserved the room for this afternoon? B: Let me see here. Ah yes, it looks like the Sales Department reserved it from 3:00 – 4:30 in the afternoon. Would you like me to make a reservation for 5:00? A: No thanks. It looks like today’s not going to work out. And tomorrow, has anybody reserved anything? B: Let me see…, Carlinhos will be using it tomorrow morning to conduct the interviews with the new clients from Argentina. But after 10:00 o’clock there isn’t anything. A: OK, make the reservation for me for tomorrow from 11:00 – 1:00, OK? And please invite Jackson too, because we want to review the budget that he sent last week. B: Sure, fine. If anything comes up I’ll let you know.
The company may have a new conference room, but just try to make a reservation to use it. Others have it reserved for today. But don’t worry, tomorrow it’s available all day. And after today’s lesson, you be able to make the same reservations in Portuguese too.DialogueA: Bom dia Antônio, você sabe se tem alguém usando a sala de conferências? B: Tem sim. O departamento de tecnologia está usando ela para uma vídeo-conferência. A: Você sabe até que horas eles vão precisar da sala? B: Não sei, mas acho que vão usá-la até o almoço. A: E hoje à tarde? Alguém já reservou a sala durante a tarde? B: Deixa eu ver aqui. Ah sim, parece que o departamento de vendas reservou ela das 15 às 16:30 da tarde. A senhora quer que eu faça a reserva para as 17:00 horas. A: Obrigada, não. Parece que hoje não vai dar mesmo. E amanhã, alguém já reservou alguma coisa? B: Deixa eu ver..., Carlinhos vai usá-la amanhã de manhã para fazer as entrevistas com os novos clientes da Argentina. Mas depois das 10:00 não tem nada. A: Bom, faz a reserva para mim para amanhã das 11:00 às 13:00, beleza? Por favor, convida também o Jackson, porque queremos revisar o orçamento que ele mandou na semana passada. B: Sim, tá bom. Qualquer coisa eu aviso a senhora.A: Good morning Antonio, do you know if anyone is using the conference room? B: Yes, there is. The Technology Department is using it for a video-conference. A: Do you know how long they will need the room? B: I don’t know, but I believe they will use it until lunchtime. A: And this afternoon? Has anybody reserved the room for this afternoon? B: Let me see here. Ah yes, it looks like the Sales Department reserved it from 3:00 – 4:30 in the afternoon. Would you like me to make a reservation for 5:00? A: No thanks. It looks like today’s not going to work out. And tomorrow, has anybody reserved anything? B: Let me see…, Carlinhos will be using it tomorrow morning to conduct the interviews with the new clients from Argentina. But after 10:00 o’clock there isn’t anything. A: OK, make the reservation for me for tomorrow from 11:00 – 1:00, OK? And please invite Jackson too, because we want to review the budget that he sent last week. B: Sure, fine. If anything comes up I’ll let you know.
Jim Weiner along with his twin brother, Jack, and his friends Chuck Foltz and Charles Rak believe they were abducted during a kayaking trip in Maine in 1976. They had an incredible UFO encounter, and when some of them began having nightmares, they underwent regression therapy, separately. Their accounts of what happened during their UFO encounter in 1976, which they had not remembered consciously, were remarkably similar. In this interview Jim talks about the events, and how they effected his life afterwards. Jim presently works at Massachusetts College of Art and Design, in Boston, Massachusetts, as an Assistant Director in the school’s Technology Department, where he provides technical and administrative Macintosh computer support to the college’s students, staff, and faculty. Read more at: www.allagashufotwins.com
This week we discuss the magical world of preserved lemons; how to make them, how to use them and the amazingness of their flavor transformation. We then provide a little background history on how and where lemons may have originated. We also discuss our thoughts on formal fermentation education and new opportunities at universities across the US. And then we look at alternative options for those wanting to get a deeper understanding of fermentation. Other news includes deer cheese, black garlic, a Greek yogurt lawsuit and CropMobster. Show notes: [What is Black Garlic? Blue Fortune Farm](http://bluefortunefarm.com/store/black_garlic.html) This is the first black garlic that we have tried and it tasted awesome. Now Branden is motivated to try making his own black garlic. There website says that it is fermented, but as the following link shows, this is not true. [Black Garlic is not fermentation Nordic Food Lab](http://nordicfoodlab.org/blog/2013/2/black-garlic) The article that explains why black garlic is not a process of fermentation but is instead a enzymatic transformation along with maillard reaction. British Court Bans Chobani from Using Greek Term The High Court of England and Wales has banned Chobani from marketing its product as Greek yogurt in London and Wales because they say the term is confusing to consumers. [Get Ready to Eat Some Expensive Deer Cheese Grub Street New York](http://newyork.grubstreet.com/2013/04/farmed-red-deer-cheese-new-zealand.html) Inspired by donkey milk cheese, a New Zealand cheesemaker has been milking deer for an expensive deer cheese that will cost 84 bucks a liter! [Here’s to a state microbe, says Oregon lawmaker KTVZ](http://www.ktvz.com/news/Here-s-to-a-state-microbe-says-Oregon-lawmaker/-/413192/19624496/-/14g6lphz/-/index.html) Oregon Legislature is in the process of discussing a new state symbol: a state microbe! This specific brewer’s yeast would symbolize the many craft beer companies in Oregon and the importance to economic growth. [Supporting Local Producers and Feeding People Thru Crop Mobbing! CropMobster](http://cropmobster.com/) Live in Sonoma County? Sign up for alerts on large batches of perishable produce at deep discounts. [Flash mob solution to crop surplus PressDemocrat.com](http://www.pressdemocrat.com/article/20130403/LIFESTYLE/304031007/1316/lifestyle12?p=all&tc=pgall) Perishable food no longer needs to go to waste thanks to Nick Papadopoulos, the creator of Crop Mobster. Offering a new website that cuts out the middle man and fees and directly connects farmers and hungry people. [B.S. in Fermentation Science and Technology - Department of Food Science and Human Nutrition Colorado State University](http://www.fshn.chhs.colostate.edu/students/undergraduate/fermentation-science/index.aspx) Looking for a BS is fermentation? There is a new major being offered at Colorado State University. Only a few colleges in the US offer such a degree. [Fermentation Science Degree Oregon State University](http://oregonstate.edu/dept/foodsci/undergrad/fermopt.htm) Oregon State is another one of the few that offers such a program. [Cheese License Requirements WI.gov](http://datcp.wi.gov/uploads/Food/pdf/PersLicFeeSchedule010213.pdf) Wisconsin is the only state in US to require cheesemakers to be licensed. Looking to make cheese in Wisconsin? Here is a PDF with all of the requirements. [The Wisconsin Cheesemaker’s License Cheese Underground](http://cheeseunderground.blogspot.com/2009/10/wisconsin-cheesemakers-license.html) An interesting look at the politics behind the Wisconsin Cheesemaker’s License. Read the comments for differing opinions. Stage at Cultured Pickle Shop Want to learn the ropes of running an established pickle shop? Then stage (unpaid internship) at the Cultured Pickle Shop in Berkeley, California. According to their FAQs page, they have had stagiaires from all over the world. [Alex Hozven of Cultured Pickle Shop YouTube](http://youtu.be/LFHC9ZIQ8dk) Another inspiring video with Alex Hozven from Cultured Pickle Shop. [Mourad: New Moroccan by Mourad Lahlou Amazon](http://www.amazon.com/exec/obidos/ASIN/1579654290/fermup-20) Check out the chapter titled, “Dude. Preserved Lemons.” [Mourad Lahlou’s Preserved Lemons Recipe Cook Taste Eat](http://www.cooktasteeat.com/dish/preserved-lemons#tab3) Here is the same recipe that can be found in Mourad Lahlou’s book. Preserved Lemons with Mourad Lahlou And here is a video of Mourad Lahlou explaining how he preserves lemons. [Preserved Grapefruit, Lime or Orange Phickle](http://phickle.com/?p=674) Check out Amanda’s post over at Phickle for more ideas on fermenting other citrus. [Vietnamese Salty Lemonade Garden Betty](http://www.gardenbetty.com/2012/02/vietnamese-preserved-lemons-chanh-muoi-and-salty-lemonade/) The best lemonade Branden has ever made or tasted! The complexity of the preserved lemons along with how the salt interacts with the sugar water makes for a mouthwatering and refreshing beverage. Too bad it is still a little too cold in Wisconsin to fully enjoy this beverage yet. Want to leave a rating or review? Here’s the link to iTunes. Thanks for your support! Send your feedback to podcast@fermup.com or find us on Twitter @fermup, Facebook or Google+.
The East Bay is home to a rich mix of advocacy organizations that promote social change by coordinating stakeholders from across society—from the grassroots to governments. Today we discuss community colleges as a particular kind organization that is apt to connect people from disparate sectors of society and in different stages of their careers, bringing them together around one table, or one field site as the case may be. Community colleges thus serve as a forum for interaction and integration, enhancing environmental efforts at large. Joining me in the studio to share their experiences at community college are three East Bay locals, Janis Poon, Jorge Valencia, and Robin Freeman, chair of the Environmental Management and Technology Department at Merritt College. The post Terra Verde – August 19, 2011 appeared first on KPFA.
Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Dr. Anne Bailowitz, pediatrician and Director of Immunization at the Baltimore City Health Department about vaccines and immunizations in adults and children.Recorded On: Thursday, July 24, 2008
This is a series of interviews Dan Greenwood, Brookdale Community College's Instructional Designer, recorded with Mike. This is part of Dan's Project Emit (Engaging Methods in Teaching) podcast. You can find Dan's podcast at http://www.brookdalecc.edu/pages/613.asp Here are descriptions for the interviews, which we've combined as one podcast. Associate Professor Michael Qaissaunee of the Engineering and Technology Department shares some of his innovative ideas on using video in courses. In Part 1 of this interview topic, Mike explains how both students and faculty can become involved in creating videos to improve learning.In the second part of our Video conversation, Mike shares some excellent examples of using video. We also discuss the use of video hosting services and Mike provides some ideas on how you can get started creating your own video content.Our conversation continues with Professor Qaissaunee explaining what viral videos are and the concept of viral PowerPoints and how they can be used with online course materials.Links mentioned in the podcast:http://www.slideshare.net
Kate Niemczyk, a librarian in the Business, Science, and Technology Department, talked with Corporal William Griffin, Safety Awareness Officer at the University of Maryland, Baltimore on June 24th about keeping children safe from poisons in their homes.
Kate Niemczyk, a librarian in the Business, Science, and Technology Department, talked with Corporal William Griffin, Safety Awareness Officer at the University of Maryland, Baltimore on June 24th for his top five personal safety tips.
Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robert Burke, Fire Marshal at the University of Maryland, Baltimore about fire safety and protection.Recorded On: Tuesday, June 24, 2008
Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robert Burke, Fire Marshal at the University of Maryland, Baltimore about carbon monoxide.Recorded On: Tuesday, June 24, 2008
There are many common questions surrounding dieting and other nutrition matters.Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robin Spence from Union Memorial Hospital and asked her some of these questions.Recorded On: Thursday, February 21, 2008
Does eating at night make you more likely to gain weight?There are many common questions surrounding dieting and other nutrition matters.Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robin Spence from Union Memorial Hospital and asked her some of these questions.Recorded On: Thursday, February 21, 2008
There are many common questions surrounding dieting and other nutrition matters.Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robin Spence from Union Memorial Hospital and asked her some of these questions.Recorded On: Thursday, February 21, 2008
There are many common questions surrounding dieting and other nutrition matters.Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robin Spence from Union Memorial Hospital and asked her some of these questions.Recorded On: Thursday, February 21, 2008
Are fresh vegetables more nutritious that frozen vegetables?Does margarine have fewer calories than butter?There are many common questions surrounding dieting and other nutrition matters.Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robin Spence from Union Memorial Hospital and asked her some of these questions.Recorded On: Thursday, February 21, 2008
If my cholesterol is high, should I avoid eggs?Is oatmeal or oat bran my ticket to cholesterol management?There are many common questions surrounding dieting and other nutrition matters.Kate Niemczyk, a librarian in the Business, Science, and Technology Department, interviewed Robin Spence from Union Memorial Hospital and asked her some of these questions.Recorded On: Thursday, February 21, 2008
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