Podcast appearances and mentions of Tim Gill

In this episode, I welcome back Tim Gill, the author of the book Urban Playground, for an encore conversation about the need for more family friendly places that reduce car dependency and return independence to roam to our children, elderly, and those unable to drive a motor vehicle.Thank you so much for tuning in! If you enjoyed this episode, please share it with a friend and subscribe to the podcast on your preferred listening platform. Also, don't forget to check out the Active Towns Channel for video content.Helpful Links (note that some may include affiliate links to help me support the channel):

Good Friday Service

Timestamps: 00:00-4:13: Intro 4:13-9:36: Dear Coach's Corner by Timerity 9:36-27:52: Interview with Tim MacMillar (Protest the Hero/Timerity) 27:52-4:01:48: Original episode 50 with updated Scott Radinsky interview 4:01:58-4:21:55: Greg with Dr. Tim Gill 4:21:55-4:47:48: Greg with Chris Hannah and Murray Pulver 4:47:48-5:14:29: Raylee Perkins (QueerEd Podcast) 5:14:29-6:11:41: Steve with Dave Zamboni 6:11:41-6:23:58: Greg with Griffin Coyne (GOA/Selfish Act) 6:23:58-END: Greg with Sunaya Sapurji (The Athletic)  

This is a free preview of a paid episode. To hear more, visit andrewsullivan.substack.comNeil is a writer and historian. He used to be a contributing columnist at The Week, and he now co-hosts the “Past Present” history podcast. His first book was We Gather Together: The Religious Right and the Problem of Interfaith Politics, and his new one is Coming Out Republican: A History of the Gay Right.For two clips of our convo — on when the Postal Service snooped on gay men's letters, and Trump's growing support among gays and lesbians — pop over to our YouTube page. Other topics: growing up a gay kid in a Baptist family in central Florida; college at Duke then Columbia while living in NYC for two decades; how gays are a unique minority because they're born randomly across the US; the Best Little Boy in the World syndrome; the libertarian tradition of gay activists; the Mattachine Society; the obscure importance of Dorr Legg and One magazine; the Lavender Scare; the courage of Frank Kameny; how “privileged” white men had more to lose by coming out; the fundraising power of Marvin Liebman; his close friendship with Bill Buckley; the direct-mail pioneer Terry Dolan; Bob Bauman's stellar career in the GOP until getting busted for prostitutes; Michael Barone; David Brock; Barney Frank's slur “Uncle Tom Cabin Republicans”; the AIDS epidemic; how the virus sparked mass outings and assimilation; gay groups decimated by the disease; why gay Republicans wanted to keep the bathhouses open; John Boswell's history on gay Christians; my conservative case for marriage in 1989; the bravery of Bruce Bawer and Jon Rauch; the early opposition to marriage by the gay left and Dem establishment; HRC's fecklessness; the lies and viciousness of gay lefties like Richard Goldstein; Randy Shilts despised by fellow gays; Bayard Rustin; war hero Leonard Matlovich; how DADT drummed out more gays from the military than ever before; Clinton's betrayal with DOMA; the peerless legal work of Evan Wolfson and reaching across the ideological aisle; how quickly the public shifted on marriage; the Log Cabin Republicans in the early ‘00s; Dubya's marriage amendment; his striking down of the HIV travel ban; PEPFAR; Ken Mehlman; Tim Gill; Kennedy's opinion in Obergefell; Gorsuch's opinion in Bostock; Buttigeig's historic run; the RNC's outreach to gays in 2019; Jamie Kirchick's book; Caitlyn Jenner; the groomer slur; the conflict between homosexuality and transness when it comes to kids; Tavistock; and the new conversion therapy.Coming up on the Dishcast: Eli Lake on Israel and foreign affairs, Kara Swisher on Silicon Valley, Adam Moss on the artistic process, George Will on Trump and conservatism, Johann Hari on weight-loss drugs, Noah Smith on the economy, Nellie Bowles on the woke revolution, Bill Maher on everything, and the great Van Jones! Please send any guest recs, dissents, and other pod comments to dish@andrewsullivan.com.

**Show Notes: Astronomy Daily Podcast with Steve Dunkley and AI Newsreader, Hallie***Date:* 25th September 2020*Episode Highlights:*1. **Introduction**:- Steve Dunkley welcomes listeners to another episode of Astronomy Daily.- Hallie, the AI Newsreader, joins the conversation.2. **Comet Mishimura**:- The comet has transitioned from the morning sky to the evening sky.- Facebook group "Comet Watch" reported binocular sightings after sunset starting September 14th.- Heavensabove.com noted the comet shining at magnitude +2.4 on September 16th.- Comet Mishimura was closest to Earth on September 12th and the Sun on September 17th.- The comet may reappear in late November and December 2023 in the dawn sky.3. **Space Health Issues**:- The effects of zero gravity on the brain.- Risks of cosmic radiation to astronauts.- NASA's efforts to shield travelers from radiation.- Importance of exercise and supplements in space.- Effects of microgravity on the nervous and circulatory systems.- Psychological challenges of space travel.4. **SpaceX Starlink Satellites**:- Launch of another cluster of Starlink satellites.- FAA's new rule for cleaning space debris from launches.- Details of the SpaceX launch and the importance of reducing space debris.5. **Three-Body Problem**:- A complex puzzle in physics and mathematics.- Discovery of 12,000 new solutions to the problem.- Historical context and significance of the problem.6. **Osiris Rex Mission**:- Return of the sample packet from the near-earth asteroid Bennu.- The mission's continuation to study the near-Earth asteroid Apophis.- Details of the mission's objectives and future plans.7. **Conclusion**:- Steve wraps up the episode and mentions other related podcasts and platforms for listeners to explore.*Links & Resources*:- [Space Nuts with Andrew Dunkley and Professor Fred Watson](spacenuts.io)- [Astronomy Daily with Tim Gill](bitesz.com)- [Space Nuts Facebook Group](#)*Sign Off:* Steve and Hallie thank listeners and look forward to the next episode.This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/5648921/advertisement

This episode of the Auto Remarketing Podcast features Tim Gill, who became the vice president of research and chief economist at the American Financial Services Association earlier this summer. Gill described what's happened in the U.S. economy so far this year he's found most interesting and how current trends might impact the automotive industry.

Tuesday, April 25th, 2023 If you like what you hear, check us out on Facebook, Instagram, Youtube, and our website.  Instagram @MedoraChurch Facebook @MedoraChurch Youtube @MedoraChurch Website medorachurch.com

Anita Bundy, ScD, OT/L, FAOTA, FOTARA is a professor and head of the occupational therapy department at Colorado State University. She has conducted decades of experiments and research in Risky Play. Listen as Dr. Bundy shares both the benefits of risk-taking in play and the developmental costs of being risk-averse. The views expressed in the following presentation are those of the presenter(s) and do not necessarily reflect those of STAR Institute.   Resources Mentioned In this episode: Anita Bundy's bio page, publications and awards at Colorado State University: https://www.chhs.colostate.edu/bio-page/anita-bundy-1189/ Sydney Playground Project: https://www.sydneyplaygroundproject.com/ Revised Knox Preschool Play Scale: https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1698-3_604 Test of Playfulness (Bundy): https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1698-3_299 Neumann, Eva: The Elements of Play https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1698-3_604 Gregory Bateson's concept of “metacommunication”: https://www.sciencedirect.com/science/article/abs/pii/0732118X9190042K David Ball: Playgrounds - risks, benefits and choices: https://eprints.mdx.ac.uk/4990/1/crr02426.pd Tim Gill: The Benefits of Children's Engagement with Nature: A Systematic Literature Review: https://www.jstor.org/stable/10.7721/chilyoutenvi.24.2.0010 Ellen Beate Hansen Sandseter: https://scholar.google.com/citations?user=vxKzmO8AAAAJ&hl=en&oi=ao The Play Outside UBC Lab, led by Dr. Mariana Brussoni: https://playoutsideubc.ca/   Episode transcript:  Carrie Schmitt  I'm joined today by Dr. Anita Bundy. She's an occupational therapist, and thank you so much for being here today, I would love for you to tell us a little bit about yourself.   Dr. Anita Bundy  My pleasure to be here. Thank you, Carrie. I am currently the department head in occupational therapy at Colorado State University. And I've been engaged in labor you search for a long time now,   Carrie Schmitt  I saw that was an area of interest and research among your many distinctions and awards, and all of the important work that you've done in our field. And when I asked you one of the topics you might be interested in talking about today, you mentioned risky play. And so I was able to, you're able to share some articles with me and I was able to go and look up some of your research, I would love to hear the pathway, maybe or some of the things that you've found early in your research or curiosities about play that led you to study risky play as a research category. And you've done some really important findings on the topic.   Dr. Anita Bundy  Well, I started studying play as part of my doctoral work. And I was, I was interested in the notion that therapists had and I think still have, but that maybe not as strongly now that if we helped children to develop skills, those skills would automatically be transferred into their everyday life. And so I was interested in that I was interested in studying the relationship and and I chose to study the relationship between motor skills, and am I needed something functional, that children would do, and I was interested in, you know, graduating in my own lifetime, and I wanted children to be willing to participate. And so I chose play. And so honestly, play was, for me, at that point, a matter of convenience. And so I did my doctoral study. And as I, I observed, a number of children playing. And as I did, I actually became quite fascinated with, with the play part of it with watching children who had some kinds of difficulties. And I had one child in particular, who will always stay with me, and he was a child who had a lot of sensory integrative issues. And he, he was playing outdoors, and I was watching him play outdoors. And he was really terribly, terribly boring to watch out towards he, he was climbing up the slide and going down the slide. And this, this child was sort of he was more than six, he was somewhere between six and eight. But he climbed up beside me like down the slide, and I left the slide went down the slide, and he just did that for ever. And these two other children who were on the playground with him at the same time, they came over and said, Would you like to play with us? Now, of course, what they wanted, they were this was in the days when you had merry go rounds on on playgrounds, and they wanted him to push. But they didn't say that they asked him if he would like to play in. And this would have been a child who probably not very many children, asked him to play. And his response to those two boys was No, I'm busy. And he was busy going up and down the slide. So and I watched him do that for like 15 minutes, and he did nothing else. And so then I, we also watched the children indoors, and I wasn't scoring his play observation indoors, because different people scored them outdoors versus indoors. But I was there when he was playing indoors. And he was like a completely different child. He was he was near Thanksgiving. And he was directing all the other children to make a Thanksgiving dinner. So they had a shoe, which they had turned into a turkey. And he was he was just completely in charge of that whole place situation. And so so I just became very fascinated with the idea that that well, of course, did sensory integration affect his play. It absolutely did. But it didn't keep him from playing. And in fact, he was a great player in in certain circumstances, and that, of course, was not being captured the standardized assessments that we were using of his play. So that's how I got that's how I got into play research. And when I finished that, I finished my doctoral work i i started thinking I used to preschool play scale, to observe play. And I realized at some point that I did the preschool Play School scale was about the skills that children use when they play. It was not really about the play itself, which is how that child was not being captured very well by standardized assessment. And so I thought, well, I'll never do that, again, I'll find a test that really looks at play itself. But there really weren't, aren't very many of those kinds of assessments around. Most assessments really do look at the skills that children use when they play. And so I, I got engaged with several colleagues in developing the test of playfulness to look at the actual interactions that children had not so much what they did not so much the activity or the skills they use. But although the skills are a piece of it, but more about the transaction that was play itself. And so I worked on that for quite a long time. And then I went to Sydney, to work and work for the University of Sydney. And I was interested in doing research with play. And I was interested in something that that somebody would fund, because play research isn't really, I had a lot of funders list. And I gathered a group of colleagues around me who were interested in play in the way that I was interested in it. And so they were, this was a really interdisciplinary group. So we had a human geographer, pediatric exercise science person as a child psychologist. And we that was the core group that that started out. And so we sat down and thought, what would what would we like to do that would inform all of our disciplines, and would be, would actually capture play in the way that we wanted to do that. And so that we started something called the Sydney playground project, which was, which actually was using play as a medium to in the beginning to to promote children's physical activity. But we were very clear that what we what we were doing, what we were going to promote would be play itself. So it wasn't going to be remarkably just put, you know, there's many, many ways that that researchers use to promote physical activity. But we didn't want to do any of those things. We didn't want to draw lines on the playground, we didn't want to leave sporting goods equipment around, we didn't want to do any of that stuff. We wanted to actually promote play in groups of children. So we started out with a, a cluster randomized trial in regular mainstream schools. And we were funded by the government by the Australian government to do this project. And we put recycled materials on the playground. And a whole series of playgrounds. And it was really easy to get the kids to play the play the kids, you know, they love this stuff. They thought it was just great. It had it had no obvious play value. So it was things like tires. And so I don't know, pool noodles. And we had a whole we had a series of seven different criteria that had to be met for us to put these materials on the playground. And we changed them periodically, we added to them. And so you know, barrels, all kinds of different things that we just got from places and put on the playground. And it was really easy. The kids loved it. In fact, it was so popular that school, school principals started doing things like rostering children to the playground and answer them recycled materials when they were on the playground. So you had to use only first and second graders, for example, were allowed to use it on a certain day. And so that was that did kind of muck up the research a little bit because nobody bothered to tell us that they were doing that. But the children loved it. But the adults, the adults didn't love it so much. The adults were convinced that something terrible was going to happen to the children that they were going to get hurt. And so I mean, for example, we use pool noodles. We gave children pool noodles. And you can imagine that the first thing kids do when they have pool noodles is they start playing with them like their swords. And I was on the playground one day when a teacher said to me, you've taken the pool noodle. So I was like, Oh, yeah. She said yes. A child when she named the child, he came in the other day from recess and he had a graze on his nose. And I could just imagine him going home and his mother would be just livid that he had a brace on his nose and I thought Yeah, right. Others probably saying yeah, what happened to you nose, Yeah, I got hit by noodle, you know.   Dr. Anita Bundy  So anyway, we added to our city playground project risk reframing workshop. So we put parents and teachers in the same room and we gave them a series of activities to do they are mostly talking about things and among them you know, what did you do what could you not wait to get to when He left school as a child. And those things were almost always dangerous play risky play, if you will. They were water, they were trees, they were, they were going downhill fast on bicycles or in carts or whatever. And they almost always ended with the same sentences like we were, we would never let kids do that today. And so I started to I heard that so often that I started asking parents will Were your parents negligent? Because there were never any adults and they stood, it was always only the children. And so I started asking them, were your parents negligent? And should they have been there? Or did you learn something that you might not have learned? If you had if they had been there? And they would think about that and talk about that. And almost always, they would come back and say, you know, we've learned to take responsibility. We learned to think, can I do this? And not just Can I do this? But Can my little brother do this? Because often it was siblings playing together? And so you'd have to think, well, will he be safe doing that? And they said, you know, if a parent had been there, we wouldn't have thought about it, the parents would have said, Yes, you can do that, or no, you can't do that. And you could almost see the penny drop with, with these folks, when they start to think that it's like, oh, wow, went through our children learn to do this. When did they learn to take responsibility for their actions, so, so that, while I don't necessarily think that we, the stuff that we put on the playground was very risky, adults, that the teachers thought it was risky, and they were very afraid that parents would think it was risky, and something that happened to the child, and then they would be blamed for it. So that sort of got me intrigued with this idea of risk reframing and risky play, and what are the benefits of risky play? And how do we promote it? And there are a group of researchers around the world who are interested in this phenomenon of risky play. So I've sort of joined a relatively small group of people, although it's a growing group of people who are interested in risky play. And, you know, I would say that, that for me, it's because I'm an occupational therapist, and my colleagues are not, I'm interested in in more than risky play, I'm interested in being able to take risks in everyday life, and manageable risks in everyday life and the benefits of that, and what are the what are the problems if you don't take any risks? So I think that this issue is not just with children in play, but it's also with, with folks with disability, it's the same with old people. And, you know, at all cost, everyone seems to want to keep people safe. And and we don't seem to think very much about what are the consequences of never allowing people to step outside their comfort zone?   Carrie Schmitt  Thank you for sharing that progression. Because I heard so many interesting things in there that I'd love to unpack this idea of trying to measure play skill, when what we really needed to do was look more at the ingredients of play, like what characterizes play, not what does it play skill like? And that seemed to answering some of those questions seem to lead you ultimately, in kind of organically to exposing children to things that adults suddenly decided were potentially risky, which then led you to think about risk assessment. And because of your background, and because of who you are professionally, you started to have some questions around the developmental trajectory, almost of like, what happens if we don't experience some of these essential ingredients of play? That is voluntary, that is pro social, right? That's it, you know, it is played for play sake, it's intrinsically motivated. And then risky play, you could maybe pile on some ingredients, like you mentioned, inherently near risky substances like water. So I'd love to unpack that a little bit like what are some of the ingredients that you're looking for that characterize play? What are some of the ingredients that you look for that would characterize risky play? And how have you figured that those ingredients ended up being kind of essential for risk assessment and for the development of daily comfort with risks? And maybe if they don't, if those ingredients aren't available if those ingredients aren't part of the play, what are we at risk of not developing?   Dr. Anita Bundy  When I was doing my doctoral work, and my, my supervisor said to me, Well, of course, you will have to define play. And I sort of thought that was a kind of silly statement, because everyone knows one play is. And then I started down very seriously looking into play literature. And I realized that not an awful lot of play literature starts with the same sense. And that is no one has ever successfully defined play. And I think that is because people from all sorts of professions are interested in play. You know, biologists are interested in play, and sociologists and anthropologists and, and all sorts of people are interested in play, but I think occupational therapists have, are interested in the phenomenon of play itself. And so I started looking for good definitions of that would fit occupational therapists. And I actually borrowed a definition from a woman named Eva Newman, who wrote who wrote a book, and it was her doctoral work called The Elements of play. And she offered a really, I think, a lovely, well, I turned it into a graphic, but she offered a really nice conceptualization of play. And she said, you know, play is not, it's not in contrast with work. So first of all, we need to get that off the table that play is in contrast, with non play, and play and non play are a continuum. It's not that something is either play, or it's non play. And she said, there are three elements that contribute to play. And those things are also on continuous. So they're present to a greater or lesser extent, it's not an either or they either are or they aren't. It's a continuum. And it's, I'd started to think about it like, like a scale with weights that you could move, and you could offset. If one of those elements was not so much present, then you could offset it with one of the other elements. And she said those elements were intrinsic motivation, that's relative intrinsic motivation. I'm doing this or the player is doing it really, because they want to do it, relative to internal control. So the player feels like they have control over some control over the situation. But so who am I playing with? What am I playing something about how it's going to come out, but you can never have total control, you don't want total control, because then it becomes boring. So there has to be a little bit of a little bit of play in it, but you but you need to feel as though you're in charge. And at the very least, a player can say I'm taking my choice and going home now I don't want to play anymore. So they have to retain at least that much control. And then the third element that Newman talked about was the suspension of reality. So she said, the player had the right to decide how close to objective reality a particular play transaction would be. And of course, the best you know, the the most common examples of suspension of reality are pretend, pretend it's probably the most common one. But that but I think there are probably other ways of suspending reality. So it's, it's breaking the rules a little bit. It's so it's mischief. I think it's a kind of suspension of reality. And, you know, there are other examples as well. And so I borrowed Newman's conceptualization of play, and I added to that the work of Gregory Bateson, and he was interested in framing, he was interested in the queues. In particular, he started out being interested in the cues that even animals would give. So he was interested in medic metacognition, that a meta communication. And he was interested in whether nonhumans who who weren't speaking could actually communicate in other ways. Now, of course, you remember this quite a long time ago. And he talked about monkeys on Monkey Island, and how they would be running around chasing each other grabbing each other's tails, growling, fighting. And if you just said that made that description and said to someone, what are they doing? Probably people would say they were fighting. But the monkeys didn't think they were fighting. The people who are watching didn't think that they were fighting. So somehow, those monkeys were able to give out cues it said this is not for real. This is just pretending this is just play. And so occasionally, of course, you know, a monkey would buy too hard or and then you know you you know what happens then? And you know, the play stops, because then he doesn't play anymore. So I added that little bit to my conceptualization, of play and playfulness.   Carrie Schmitt  You were beginning your research at a time where lay hadn't been defined and described quite as much as that is in current literature. And maybe hadn't, we hadn't captured or defined it, as well as maybe some of the literature has now. So I love the amalgamation of like those two ideas, because it's what is play, and when does play stop to like that I can take my things and go home is control. But then if I take it too far, it's no longer playful. And there's social consequence to that. And that marries really well with this idea of risky play. Because when, when it is playful, and when we're taking risk, let's say around water, but then the risk was too great. There seems to be a message that sent to our system that helps us with future risk assessment. And that is something that we wonder if it's missing, when we don't allow risky play, and then it might have consequences that we don't fully understand. So I'd love for you to talk a little bit about that. What stops us from taking risks? And maybe it's the adults in the room? And then what, how do we benefit? We take a risk, and it goes a little too far.   Dr. Anita Bundy  Well, what stops us I mean, I do think for very young children, it is often adults who stopped them now some children are not stoppable, some children are going to take risks no matter what you do. But that when the children hear repeatedly, the message, you can't do that you're going to get hurt, don't do that. I think they many children, probably not all, but many children internalize that and and learn or learn is the right word, but but begin to feel that they are not capable. And so they stop trying to take risks. And so what are the consequences of that I think what those parents were saying in risky framing, that the children don't learn what their limits are, and, and they don't learn what they're capable of, or maybe what they're not capable of. And of course, children will sometimes cross the line. I mean, if you're learning where your limits are, you will sometimes crossed those limits, and you will sometimes get hurt. And we're not hoping that children have serious injuries. But if you went through life without ever having a bruise, or a scrape or a cut, you know, that just means you haven't done, you haven't done all you're capable of doing. Now, the term risky play came from the work of a woman, an early childhood educator named LMB at East San center. And she's, she's someone that I'm working with now, in my project in Norway, and we're looking at virtual reality and, and risk risky play. So I think in the long run, and this is me, this is just conjecture, really, is that, you know, we have started to see a whole group of university students, for example, who are extremely anxious they have, and I think they've been held to an unreasonable standard all their lives, you know, they have, they're always supposed to be perfect. And everything they do is right, and they never do anything wrong. And, and so I think that's, that's not a realistic standard. But then when they get to university, and they've been that way all their lives, they've always been the top of that class. And they, you know, they've been above average and everything. Well, of course, that isn't going to be maintained forever. And so they become terribly anxious. And then we see another group of children who they're not children anymore, but youth who go off to university, for example, they've never been independent, they've never had to, to determine their own routines, their own schedules, and they go off to university and they become just wild children, you know, for a Navy for only a short period of time, but because they've never been, they've never had the opportunity to test their limits and to go to a certain level of risk. They just don't know how to handle that.   Carrie Schmitt  I like that both of those examples give a different perspective on limitations. So in one example, there were the students who have always been top of the class top of the heap, right, and now they're finding themselves running up against their human limitations, and is making them anxious and then in the other example, the people maybe never got to two test their limits or take risks within the context of their development. And so when the, you know, supervising adults are no longer there on a daily, they decide that it's probably a good time to test their limits. And it both both examples, talk about limits and limitations. And that, inherently, the ability or being allowed to take risks in the context of play, and maybe with lesser stakes, because they're three, or five or seven, would be the ideal time to let them test limits, because when they're testing their limits, it's maybe jumping out of a tree where their arm could get broken, but they probably won't die, versus when they go to university. And they test their limits, and it's involving substances or something where their life could be more at risk. So that's a really interesting. So really interesting observation that now we're looking at the outcomes of maybe not being allowed to take those risks and seeing we need to maybe think about how we're allowing kids to play. What are some of the obstacles to that you have found? Or what are some of the common concerns you hear from caregivers? Why not? Why not let them play in a risky way?   Dr. Anita Bundy  Well, I think it depends on who you are. But very commonly, why not let a child play, many parents or teachers will say, I would let my own child do that. But I won't let other children do it. I don't know what they're capable of, I don't want if someone's at my house, and I'm watching them, and they get hurt, I will, I'm afraid that I will be blamed. And teachers, similarly would say, if a child on my watch gets hurt in some way out, I could lose my job, which course is not realistic, and it's probably not going to happen. And we're not talking about head injuries, we're talking about, you know, very minor injuries. But so I think that's one thing that that keeps people keeps adults from allowing children to, to engage in risky play that the fear that they will, they will be thought to be a bad parent or a bad teacher or, or not good enough to supervise someone else's children. I think that's probably the biggest reason why adults don't now don't let children take risks and get involved in risky play. And of course, I mean, the over if you ask people why they don't let them by they don't let their children do particular kinds of risky play. The most common thing, the most common fear is that children will be abducted. And that's almost universal, that there's a fear that if I let my child go out and play out of my sight or out of an adult, a supervising adults site, then they could be abducted.   Carrie Schmitt  Yeah, as as an ingredient for rescue play, or part of the definition of rescue play is that there's not adults present, right. So allowing your child to go out and explore in groups by themselves. I, as a parent that resonates with me, I grew up in the late 70s and early 80s, when, you know, there was a lot of talk about abduction. And I also have four children of my own, and three of the four children had what I would call very little self preservation. As toddlers, they love risk, and they loved risky play. And when you said that, about knowing their capabilities that rang true to me, because I knew that they could land it if they jumped off something so high. But my friends would panic, because I would let them do that. But one of my children in particular, I would tell like a babysitter, for example, you know, if you think he might, he will, like there is not going to be a stop. So don't like if you know, if he's standing on the top of an 18 foot tower, he will jump he just would he didn't really have that, you know, self preservation kind of button. And so my sisters and I both share that, that a lot of our children take really big risks, but I knew their capabilities. Like I knew a lot of times he could jump from six or seven feet and landed and I'd say don't jump, you'll get hurt. And he would jump and say see, I didn't get hurt. And he was testing his limits. Like I'm i He knew confidently he could jump six feet and land it and it was me being worried and landed. So all Have that really resonated with me both as a parent and as you know, someone who grew up at a time when media exposure to the terrible things that happen, really made, made our generation maybe a little too insistent on supervision and, you know, really shortened, you know, our tolerance of allowing them to be unsupervised and explore.   Dr. Anita Bundy  Yeah. You know, I think children are remarkably good at knowing their limits. You know, I've watched so many children and playgrounds in other places now. And for the most part, I mean, an occasional there's occasionally a child will go past where, you know, they, they shouldn't have done that. But for the most part, they are remarkably good at knowing their limits. And you know, we did the city playground project for more than a decade. And in that time, we had one accident that required some kind of care. It was a child, it was actually a child with autism. And he stacked no crates on top of each other, and I don't know, like, four of them and got up on top and fell off and broke his arm. And he, he, they had the school, of course, had to call his mother. And the child when he got up off the ground said, I knew I shouldn't do that. And when they called his mother, she said he did no, he shouldn't do that. He did something like that once before he broke the other arm. So so but for the most part, I mean, in more than a decade, and countless children and countless schools. That was the only accident that we had, and it wasn't I mean, even then the parents, they weren't distressed and the child was in distress, like, Oops, I shouldn't have done that. And yes, he has a broken arm. But as you said, he's not going to die from a broken arm. So.   Carrie Schmitt  I'm interested about that child, you mentioned that he had a diagnosis of autism. Have you looked at any research for children with neurodevelopmental or motor developmental differences and limitations around play?   Dr. Anita Bundy  What half of the Sydney playground project was done with children with autism? And they were it was a programs that were substantially separate or and one of the schools was, it was a mainstream school, but it had a substantially separate program for children who had mostly autism, and could be autism and intellectual disability. And, yeah, I mean, I think I mean, I just even think back on my own practice, and I remember, you know, being really afraid that a child would, something bad would happen to them. I remember thinking, I have no, I'm sure we wouldn't be doing this today. But I remember taking a child to a fair that we had, we had like three or four of the kids were there. And this little boy had Athetoid cerebral palsy, and he wanted it the worst way to ride by himself in one of the sort of cars that goes on a track. And I was really scared to death, the left. And the guy who was running the car said, just let him do it. I mean, if something happens, we can always stop these covers. And by the time he was done, he was he had fallen all the way down inside of the character, he couldn't see a thing. But he did it all himself. And he was so excited that he had done that himself. And I mean, I think that's, it's really important. I just can't imagine being someone who, for all of your life are never allowed to do anything. That's even mildly risky, because you could get hurt. And that message that I'm not capable of doing anything is such a strong and horrible message to give to children and the children and send me a playground project, we found that one of the one of the programs that we were involved with was a program that really they talked about recess as being play lessons. And they if a child was on the playground for more than like, two minutes without engaging a play, then an adult would go and engage the child in play. And our students started coming back and saying, you know, we don't think that those kids know their other kids on the playground. They wait for an adult to come up and engage them in doing something. And that was in contrast with the program with children where it was a mainstream school, and the children were just expected To do a lot, and they did, they, and they benefited a lot from the playground project, much more than the children in the in the school where they did play lessons. And you know, they were really proud of the fact that they were promoting play. And when you think about it, you know, at first blush, promoting play should have been a desirable thing. And parents really wanted their child to go to this school, but actually turned out that they weren't really promoting play, they were promoting dependence, adults.   Carrie Schmitt  Interesting, the, which you mentioned about the roller coaster. And you know, the child has cerebral palsy, the joy attained through independence and autonomy. And then the, the example on the playground of play lessons, where we teach them just wait two minutes, and an adult will engage you. Right. So it's like a dependence on adults, again. And so I wonder about that, again, as an ingredient for play and for risky play, is autonomy is body agency, and, you know, maybe allowing them to stand there for a little while until they can figure out how to move their body for play. So interesting. I love this topic. If people are interested in this topic, I've captured some of the names that you mentioned, so that they could maybe look up some of the the authors that you referenced, and I'll definitely include them in the show notes. But is there any voice that you really like in this space, or any particular research that you think is interesting that they could look up?   Dr. Anita Bundy  There's a lot of Sydney playground project, research that's been published, I think all of the work that lnbf a Zen Center has done is really fascinating work. You know, in Norway, there are an awful lot of outdoor preschools. And her a lot of her work has been done in those outdoor preschools, Mariana Gressoney, who's choosing entry, she began as an injury prevention person at the University of British Columbia, her work is really, really interesting. There's folks in the UK who've done quite a lot of looking at risk benefit analyses. So David ball, if you just Google risky play, you'll get a relatively small group, Tim Gill is the name I was trying to think of Team gills, a person from the UK who's done a lot of work in risky play. So there's, you know, there's sort of a kind of a core group of people that you'll find if you just Google was kidnapped?   Carrie Schmitt  Yes, thank you. And of course, that's in addition to looking you up on the Colorado State University website, because I, you're obviously very well versed in this a little published. And if anybody's interested in seeing your work, all your publications are listed there as well. I always like to end our conversations, asking a question and that question is, at Star, we place a really high value on curiosity, and recognize that over time, things change and things evolve. And the science leads us to unexpected places. So we have to be humble, and our willingness to follow the science and it often requires us to change our minds about something. So I'm just curious about maybe something that you once believe that you've changed your mind about?   Dr. Anita Bundy  Well, I think play in general, is something that I changed my mind about. You know, I probably started out like, many, many people of my generation, and even since me, thinking that play was what you do when you're done with everything else. No, it's sort of a spare time and whoever has any of that. So it's no, it's not a very important thing. And I have come to see that it is it's a hugely important thing. And I've also changed my beliefs, and I think I alluded to this earlier is that I've changed my beliefs about what is our role as a professional, and as an occupational therapist, trying to help people to lead the life they want to lead. And I think that I have changed my beliefs about that a lot. It's not my life, it's someone else's life. And they have a right to take risks and in fact, pretty much their entire life will be a risk. So if you don't, if you don't embrace risk, you're not going to do very much and what a sad way to live your life. It's our I believe it is our responsibility to help people prepare to take risk and and I'm not no I'm not thinking that, that somebody, a parent's going to open the door and say bye See ya. You know, I think you do help children to prepare to take risks. And that's really important. And I think as OTS Our job is to help people prepare to take risks.   Carrie Schmitt  Yeah, thank you. That's a really important message and a call to action, maybe for other occupational therapists to think about the ways that we help our clients prepare for risk and maybe teach parents if you're in the pediatric space, how they themselves could work on their tolerance for risk or how they themselves can prepare their children through modeling and modeling what we might do or even just helping them and parent education.   Dr. Anita Bundy  If you take play seriously, it will cause you a lot of problem as the therapist, the more seriously you take it, the more the more it will cause you a problem. And it's a problem worth embracing.   Carrie Schmitt  I love that. It's a problem worth embracing. That's great. Thank you so much, not just for being here today, but for the important work that you've done in your career. I'm sure have enjoyed looking at your work and and I haven't learned a tremendous amount. So thank you for for modeling, what it looks like to follow a curiosity and to contribute to the body of work around it and a really purposeful, meaningful way. So I really appreciate it.   Dr. Anita Bundy  You're very welcome. Thank you for showcasing this work. Calls-to-action: Learn more about STAR Institute by visiting https://sensoryhealth.org/ where you can subscribe to our email list and find out more about our educational offerings Find us on YouTube at STAR Institute https://www.youtube.com/channel/UCFVd3oVz4icMcZAZDwvHwBA?vie w_as=public Find us on Instagram @starinstitute Find out more about Dr. Anita Bundy: https://www.chhs.colostate.edu/bio-page/anita-bundy-1189/ Find the host, Carrie Schmitt, on Instagram @carrieschmittotd

In a truly competitive job market, a laundromat owner's ability to hire well has never been more vital. Multi-store owners Jim Radovic and Tim Gill share their approaches to hiring and retaining good workers in this episode.

This episode we talk about the Jacobin article In the WWE, Wrestlers Say Labor Abuses Are Everywhere written by Tim Gill, making our way from Jesse Ventura's 1986 union push with Jumpin' Jim Brunzell, to "superstar" activists getting the Big Push in our organizations, the soft monopoly the WWE has been the undisputed champion of for decades running, and a deep dive into the WWE/Saudi govt deal that mutually benefits both regimes. STACKED EP ALERT with Byron Lopez from DSA OC! Jacobin article discussed: https://jacobin.com/2022/10/wwe-vince-mcmahon-wrestling-unions-health Find Byron at https://twitter.com/AnarchoGamerism Follow us on twitter at https://twitter.com/Pro2Lariat

Introduction: 00:00-2:40 Elliot Imes cover: 2:40-7:30 Dr. Paul Sagar interview: 7:50-51:30 Dr. Nate Holdren inteview: 53:20-1:40:20 Dr. Tim Gill interview: 1:42:00-1:58:20 Download Potemkin City Limits 8-bit album: https://screamingfastcore.bandcamp.com/album/8-bit-city-limits Propagandhi "Iteration" live in Baltimore, August 2014 https://www.youtube.com/watch?v=-dCUuk520HA Follow Tim Gill on Twitter: https://twitter.com/timgill924 Follow Nate Holdren on Twitter: https://twitter.com/n_hold  

Sara Knight is an experienced early years educator and Senior Lecturer at Anglia Ruskin University. She is a trained Forest School practitioner and author of Forest Schools and Outdoor Learning in the Early Years and Risk and Adventure in Early Years Outdoor Play. LUCY JONES was born in Cambridge, England, and educated at University College London. She has written extensively on culture, science and na­ture. Her articles have been published on BBC Earth, The Sunday Times, The Guardian, and the New Statesman. http://lucyfjones.com Mell Harrison has been facilitating nature connection work for over 15 years. She is an FSA-endorsed trainer who has been offering training since 2016. https://kindaforestschool.com/mell-harrison-director-facilitator/ Tim Gill is an independent scholar, writer and consultant on childhood and a global advocate for children's play and mobility. https://rethinkingchildhood.com Rope Flow https://nomadadventure.com/rope-flow/ Essex Outdoors Danbury https://www.essexoutdoors.com/our-centres/danbury/ http://forestschoolassociation.org Bluebell Bushcraft is run by Matt Harder, a qualified teacher and Forest School leader with over ten years of experience teaching survival and Bushcraft skills. https://bluebellbushcraft.co.uk Forest School Cooking:https://www.amazon.co.uk/Forest-School-Cooking-Mundane-Marshmallows/dp/B09LGW644R Children of the Forest Links; Bookings & training: www.children-of-the-forest.com Patreon: www.patreon.com/childrenoftheforest Facebook Group: www.facebook.com/groups/384058572484783 Virtual Consultancy and In-person Training: www.children-of-the-forest.com/consultancy-development

Watch the video version of this episode to get the full effectEmily's journey to becoming a passionate urbanist and advocate for creating safer, more activity-promoting streets and communities is such an inspiring tale for any concerned community member who would like to make a difference in their neighborhood.Helpful Links (note that some may include affiliate links to help me support the channel):- Megan Ramey episode- Billy Fields episode- Lior Steinberg episode- The Car That Wanted To Be A Bike book in the Active Towns bookshop and on Amazon  - George Liu episode- Darcy Kitching episode- Tim Gill episode- Curbing Traffic book by the Bruntlett's in the Active Towns Bookshopand on AmazonFour Easy Steps to Support My Efforts:1. Become an Active Towns Ambassador by "Buying Me a Coffee" or by pledging as little as $1 per month on Patreon2. If you enjoyed this episode, please give it a "thumbs up," leave a review on Apple Podcasts, and share it with a friend.3. Subscribe to the podcast on your preferred listening platform and the Active Towns YouTube Channel4. Pick up some Active Towns #StreetsAreForPeople Merch at my storeCredits:All video and audio production by John SimmermanMusic:Epidemic SoundResources used during the production of this episode:- My awesome recording platform is Ecamm- Adobe Creative Cloud SuiteStudio Equipment:- Main MIcrophone Sennheiser Pro Audio MKH416-P48U3- Rode RODECaster Pro Podcast Production Studio- Additional Microphone - Shure MV7- Camera - Sony ZV-E10 (currently sold out)- Lens - Sigma 16mm f/1.4 DC DN Contemporary Lens- Elgato Cam Link 4k- Elgato Streamdeck XL*- Elgato Streamdeck (*you may not need the XL)Editing Computer System:- Apple MacBook Pro 16" 2021 M1 Pro- LG 34WP88C-B 34-inch Curved 21:9 UltraWide QHD (3440x1440) IPS Display with Ergo StandFor more information about my Active Towns effort or to follow along please visit my links below:- Website- Twitter- Newsletter- Podcast landing pages- Facebook- InstagramBackground:Hi Everyone, my name is John Simmerman.I'm a health promotion professional with over 30 years of experience and my area of concentration has evolved into a specialization of how the built environment influences human behavior related to active living and especially active mobility.In 2012 I launched the non-profit Advocates for Healthy Communities as an effort to help promote and create healthy, active places.Since that time I've been exploring, documenting, and profiling established, emerging, and aspiring Active Towns wherever they might be, in order to produce high-quality multimedia content to help inspire the creation of more safe and inviting, environments that promote a "Culture of Activity" for "All Ages & Abilities".My Active Towns suite of channels feature my original video and audio content and reflections, including a selection of podcast episodes and short films profiling the positive and inspiring efforts happening around the world as I am able to experience and document them.Thanks for tuning in, I hope you find this content helpful.Creative Commons License: Attributions, Non-Commercial, No Derivatives, 2022Advocates for Healthy Communities, Inc. is a nonprofit 501c3 organization (EIN 45-3802508) dedicated to helping communities create a Culture of Activity. Any donations collected are used specifically to support the organization's mission.To make a donation to Advocates for Healthy Communities go here ★ Support this podcast on Patreon ★

The Ghostwrite cover: 1:38-4:00 Robby Lester interview: 4:00-28:08 Shepherds and Sailors cover: 29:25-33:00 Ryan O'Nan interview: 33:00-44:41 Dr. Tim Gill interview: 45:34-End

7/19/22 - The King's Cup | IN District Supt. Pastor Tim Gill | Tuesday Evening Service INFamilyCamp22

In this episode we discuss academic Twitter's enfant terrible Tim Gill, and wade into some complex questions considering the Safe Faculty Project and student loan forgiveness. Follow Professor Gill (at your own risk) here: https://twitter.com/timgill924Check out the Safe Faculty Project here: https://www.safefacultyproject.org/about

Dr. Tim Gill is Assistant Professor of Sociology at the University of Tennesee. Song Discussion Time Stamps: I Was a Pre-Teen McCarthyist: 19:40-34:30 People's History of the World: 34:34-50:26 Iteration: 51:00-1:06:58 Dear Coach's Corner: 1:07:40-End

In this episode, Pastor Chessor discusses biblical fatherhood with Pastor Tim Gill. They also discuss the blessing of mentoring your children. Happy Fathers Day!

The Original Cream Puff, at almost 100 years old, is still a staple at the Wisconsin State Fair. So much so that Tim Gill says they serve 350,000-400,000 during those 11 days every summer, and have begun offering them periodically throughout the year. See omnystudio.com/listener for privacy information.

Geraldine talks to Tim Gill, expert on children's play, about the links between physical play and playing online.Talking points:What can children learn about navigating the internet from climbing trees?Why are playgrounds a problem?How do you tell the difference between a big, dangerous risk and a good, resilience-building risk?

In this episode, ex-DIA intel officer turned author and podcaster, Rebekah Koffler interviews a panel about Putin's mindset and actions amid the US-Russia stand-off over Ukraine. The panel includes, Dr. David Charney, MD, a former US Air Force officer and psychiatrist;Tim Gill, a former intelligence officer, trained in behaviorial analysis, who ran CIA/FBI joint counter-intelligence operations; and Dr. Larry Lindsey, President and CEO of The Lindsey Group. This multi-disciplinary panel presents holistic analysis of President Putin from multiple angles: psychology, intelligence/espionage, and geopolitics. The guests forecast Putin's actions regarding the potential attack on Ukraine that US intelligence estimates as "imminent."

Link to the video of this episode and to the landing page for photosWhat if most of our public realm was a collection of child-friendly spaces such that the urban fabric was essentially a "playground", a platform for childhood development with plenty of room to roam and explore?This may sound crazy, but right now, in some countries, safe and inviting "All Ages & Abilities" environments encourage and support free-range kids and I would propose free-range older adults unencumbered by automobiles as well. Because, as the saying goes. If works for an 8-year-old it works for an 80-year-old. In this episode, I talk with Tim Gill, author of the book Urban Playground: How Child-Friendly Planning and Design Can Save Cities about this radical yet simple planning and design concept.Helpful Links (may include affiliate links to help me support the channel and podcast)- Urban Playground book - No Fear book- Tim's website- Our Streets, Our Journeys video- Growing Up Boulder- The Death and Life of Great American Cities by Jane Jacobs- SustransMy Favorite Stoic Philosophy Books:- The Daily Stoic by Ryan Holiday- The Lives of the Stoics by Ryan Holiday- Courage is Calling by Ryan HolidayResources used during the production of this podcast:- Music mixed by John Simmerman using Logic Pro- Graphics by Livestreaming Pros- My awesome recording platform is Ecamm- Edited in the Adobe Creative Cloud software suiteEquipment:- Camera - Sony ZV-E10 (currently sold out)- Lens - Sigma 16mm f/1.4 DC DN Contemporary Lens- Elgato Cam Link 4k- Elgato Streamdeck XL** note you may not need the XL - StreamdeckComputer System:- Apple MacBook Pro 16" 2021 M1 Pro- LG 34WP88C-B 34-inch Curved 21:9 UltraWide QHD (3440x1440) IPS Display with Ergo StandAll video, audio, and music production by me, John SimmermanFor more information about my Active Towns effort or to follow along please visit my links below:- Website- Twitter- Newsletter- Podcast landing pages- Facebook- InstagramBackground: Hi Everyone, my name is John Simmerman. I'm a health promotion professional with over 30 years of experience and my area of concentration has evolved into a specialization of how the built environment influences human behavior related to active living and especially active mobility.In 2012 I launched the non-profit Advocates for Healthy Communities as an effort to help promote and create healthy, active places.Since that time I've been exploring, documenting, and profiling established, emerging, and aspiring Active Towns wherever they might be, in order to produce high-quality multimedia content to help inspire the creation of more safe and inviting, environments that promote a "Culture of Activity" for "All Ages & Abilities".This is one of my personal Active Towns channels and it features my original podcast episodes: conversations, and personal reflections profiling the positive and inspiring efforts happening around the world as I am able to experience and document them. Click here to access my YouTube Channel for my video contentThanks for tuning in, I hope you find this content helpful.Creative Commons License: Attributions, Non-Commercial, No Derivatives, 2022Advocates for Healthy Communities, Inc. is a nonprofit 501c3 organization (EIN 45-3802508) dedicated to helping communities create a Culture of Activity. Any donations collected are used specifically to support the organization's mission.To make a donation to Advocates for Healthy Communities★ Support this podcast on Patreon ★

Follow Tim Gill on LinkedIn, Twitter, and Facebook!Follow us on Instagram and on Twitter!Created by SOUR, this podcast is part of the studio's "Future of X,Y,Z" research, where the collaborative discussion outcomes serve as the base for the futuristic concepts built in line with the studio's mission of solving urban, social and environmental problems through intelligent designs.Make sure to visit our website - podcast.whatswrongwith.xyz- and subscribe to the show on Apple Podcasts, Spotify, or Google Podcasts so you never miss an episode. If you found value in this show, we would appreciate it if you could head over to iTunes to rate and leave a review – or you can simply tell your friends about the show!Don't forget to join us next week for another episode. Thank you for listening!

2020 made us think about school safety in a completely different way from before. As we move forward, how can we redefine what we mean by “safety,” and imagine new ways to create school environments, conditions, and cultures of true safety and well-being? It's not just physical safety measures, like masks and social distancing, that mark the pandemic as a turning point for school safety. Some experts believe that the main work of educators in 2021—and for the foreseeable future—will be trying to mitigate the effects of COVID-19 and multiple big-picture social and cultural traumas on student achievement. In a landscape where trauma is an ongoing reality of American life for many members of our school communities, how do we envision forward-thinking systems that effectively treat emotional well-being as a core construct for teaching and learning? Celebrated architect Barry Svigals, who helped to reimagine and rebuild Sandy Hook Elementary School after the tragedy, joins us to share his philosophy on school safety. Also with us is Barry's friend and colleague Sam Seidel, Stanford K12 Lab director of strategy and research.In this episode, hosts Tim Fish and Lisa Kay Solomon invite Barry and Sam to share the foundations of the work they do to help communities reimagine school safety. Sam shares one of his moments of inspiration, revolving around a personal experience as a visitor during a school shooting drill that led him to question the purpose—and the hidden costs—of some of our common safety practices. Barry delves into the careful, compassionate, and surprising questions he asked school leaders at Sandy Hook when reimagining safety for their community. And both guests talk passionately about the importance of creating linkages between schools and their surrounding neighborhoods to help foster a sense of communal caring.In addition, Barry and Sam share simple, actionable ideas for exercises schools can implement right away to help them improve well-being and belonging. From starting with love to designing for joy, this conversation about school safety is filled with unexpected approaches to a challenging topic. Some of the key questions Tim and Lisa explore in this interview include:As school leaders think about safety choices they may make for the future—starting “anew”—what should they be considering? What questions should they be asking?If “safety is everyone's job,” what should school leaders know about creating holistic environments of safety for every member of their communities?If feeling safe and being safe are two different things, what does it mean to feel safe, and to be safe, at school?How do we manage the tension between protecting students from physical threats, while also allowing them to feel a sense of agency and empowerment?Resource List:Questions to Your Answers About School Safety: Barry and Sam's thoughtfully designed set of 47 guiding questions school leaders and communities can ask to help make empowered decisions about safety in their schools.Being Safe and Feeling Safe Are Not the Same Thing: “Pre-pandemic, our national obsession was the rare instances of extreme violence, while far greater problems stemming from an inattention to emotional well-being were often marginalized. But who would believe they were greater?”School Safety: Follow the work the Stanford K12 Lab is doing on reimagining school safety.Sam Seidel on Medium: Stay up-to-date with Sam's latest writings on education.The Overprotected Kid: “A preoccupation with safety has stripped childhood of independence, risk taking, and discovery—without making it safer.”Tim Gill on Child-Friendly Urban Planning and Design: “Children don't live in cities at all. Children live in neighborhoods. … A neighborhood that's good for children has lots of choice.”In This Episode:“The methodology that we need to bring to schools is that we need to start with questions. We need to begin with, first, the most fundamental of questions. We don't start with, ‘What kind of chain link fence should we have?' or ‘What kind of camera systems should we have?' or ‘Who should we hire to be security resource officers in our school?' I mean, a whole other host of things that superintendents and administrators of schools very often begin with. It is precisely the wrong place to begin, because as we know, for a hammer, all the world is a nail.” (10:30) “What allows for a joyful experience in your school? If all our strategies around school safety are put through that lens, you come up with a whole different set of outcomes.” (13:00)“I think we get too often caught up in this idea that it's a zero sum game, that if we prioritize physical safety, we automatically have to sacrifice emotional well-being. Or community.” (20:10)“If you want to know something about a school, there are three people you should talk to: the person at the front desk, the person who works in the cafeteria, and the person who is maintaining the school.” (24:30)“If you don't think kids can change things, think again. If you ask them to be involved, the most extraordinary things can come of it.” (29:20)Full TranscriptAbout Our Guests:Artist, architect, musician, keynote speaker, and thought leader Barry Svigals is helping communities and organizations become more creative and collaborative, making places that express who they are. Trained as both an artist and an architect, he wove those two worlds together in the founding of an architecture+art firm that he led for more than 30 years. At the heart is his passion to challenge his own creativity as well as the creativity of others in service of what is needed in the world. A graduate of Yale College and the Yale School of Architecture, Barry's focus on community engagement as well as art enlivening architecture contributed to a long list of projects for diverse clients, among them major universities, corporations, and institutions. The firm's best known project is the Sandy Hook School in Newtown, Connecticut, completed in 2016. Sam Seidel thinks, writes, speaks, and designs learning experiences at the intersections of education, race, culture, and design. He is the director of K12 strategy and research at the Stanford d.school. Sam is also the author of Hip Hop Genius. He has taught in a variety of settings, from first grade to community college, and directed youth programs for young people affected by incarceration. He speaks nationally about education issues and writes for the Huffington Post, among other publications. Hosted on Acast. See acast.com/privacy for more information.

Urban Playground: How Child-Friendly Planning and Design Can Save Cities In this podcast, Shannon speaks to Tim Gill, author of “Urban Playground: How Child-Friendly Planning and Design Can Save Cities” They discuss how children's freedom of movement has changed through the decades, and why its important children are now considered in the design of cities. What tangible benefits are there to this approach to policy and planning? What are other cities doing and how we can learn from their experiences, and what needs to happen next. Enjoy!

What is the biggest risk to children in 2021? It could just be not allowing children to take any risks at all? In this episode we talk with Risk Play advocate, Tim Gill, all about risk and adventure play in childhood, child-friendly urban design and the tools we use to change the face of public policy in relation to play. 

A city that is good for children, is good for everyone. A concept that has begun to gain more traction as cities look to new urbanism principles to apply to their respective cities. It’s one Tim Gill, author of Urban Playground: How Child-Friendly Planning and Design Can Save Cities, has been championing since the nineties. Based in the UK, he has laid a foundation for a career in research on the topic and was the former director of Play England, a children’s play council. In Tim’s book, he asks questions like “what type of cities do we want our children to grow up in? Car-dominated, noisy, polluted, and devoid of nature? Or walkable, welcoming, and green?” He emphasizes that “as the climate crisis and urbanisation escalate, cities urgently need to become more inclusive and sustainable”. His book helps us “look at cities through the eyes of children while strengthening the case for planning and transportation policies that work for people of all ages, and for the planet”. When reviewing Tim’s book ahead of this episode, we found ourselves projecting my own childhoods onto much of what he shared in his work—an experience I think anyone might share upon reading. He invites us to look at cities through the eyes of our inner child, and revisit childhood memories of play. Tim’s book, Urban Playground: How Child-Friendly Planning and Design Can Save Cities, was published this year by the Royal Institute of British Architects. -- Design and the City, is a podcast produced by reSITE about the ways we can use design to make cities more livable and lovable. reSITE is a global non-profit and platform connecting people and ideas to improve the urban environment. We work at the intersection of architecture, urbanism, politics, culture, and economics, acting as a catalyst for social action and innovative leadership. We encourage the exchange of ideas about making cities more livable, competitive, resilient, inclusive, mobile, and designed with humans in mind to protect and public space, architecture, and sustainable development in cities. Learn more at www.reSITE.org Join reSITE's Newsletter If you would like to support us as a patron, sponsor, or strategic partner, please get in touch with us at podcast@resite.org. Your support allows us to continue sharing ideas to inspire more livable, lovable cities. This episode was directed and produced by myself, Alexandra Siebenthal with the support of Martin Barry, Radka Ondrackova, Nikkolas Zellers, and Alexander White, as well as Nano Energies and the Czech Ministry of Culture. It was recorded in the reSITE office in Prague and edited by LittleBig Studio.

Hello! The ‘right to play’ is recognised by the UN Convention on the Rights of the Child. How can we make sure all children have the time and space to play? Aled Hanson tells us about his experience of working at Flintshire Playscheme. Marianne Mannello from Play Wales talks about the pioneering Welsh play legislation. Then writer and researcher Tim Gill talks about how ‘child-friendly cities’ around the world design public space to make it easier and safer for children to play. Plus volunteer Jenny Chigwende on how W12 Together in West London has supported the local community during the last 12 months. See acast.com/privacy for privacy and opt-out information.

20th March 2021 The Spokesmen Cycling Podcast EPISODE 269: Canaries in the Coal Mine: How Child-Friendly Planning and Design Can Save Cities SPONSOR: Jenson USA HOST: Carlton Reid GUEST: Tim Gill TOPICS: For too long, we have neglected children's independent mobility. Author and play expert Tim Gill expounds on the theory that children are the canaries in the coal mine — if cities don't work for children, they don't work for anybody. LINKS: https://twitter.com/timrgill https://ribabooks.com/Urban-Playground-How-Child-Friendly-Planning-and-Design-Can-Save-Cities_9781859469293# https://rethinkingchildhood.com https://www.the-spokesmen.com https://www.jensonusa.com/thespokesmen

Tim Gill (Independent researcher) is sharing the story of his new book Urban Playground: How Child-Friendly Planning and Design Can Save Cities. We are also talking about smart cities and how technology can help us to create a child-friendly city. Tim is sharing with you his recipe for how to develop a child-friendly 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.

To kick off Episode 1 Season 2 of Play it Forward, Lukas co-hosts with Wearthy Landscape Architect Dan Rimes as they welcome the remarkable Tim Gill into the studio. Tim has a master’s degree in psychology, he is the director of Play England, an author, independent scholar, advocate and consultant on childhood, and his work cuts across public policy, education, urban design, and play-work. Tim has an impressive media presence and consults to the Major of London on sustainable development. In this highly informative episode, Lukas, Dan and Tim talk about the freedom we owe children, making whole neighbourhoods child-friendly, car dominance in urban areas, risk in play, kids learning from failure, taking action to open up the horizon of childhoods, and a whole lot more! https://rethinkingchildhood.com/ https://www.bookdepository.com/Urban-Playground-Tim-Gill/9781859469293 https://www.playengland.org.uk/ https://www.architectsofarcadia.com.au/about/people/ https://www.studioludo.org/who-we-are

Trying to pivot your business in the midst of this challenging time? Today’s guest, Tim Gill, co-founder of BoothCentral, is here to remind us that being forced to pivot can offer a unique opportunity for your business to grow and thrive in new ways. Tim Gill is a great example of how a business can pivot and as a result, expand the marketplace.    Tune in to hear:   How Tim Gill pivoted his business during the pandemic and how it has changed the future of his business.   Tips on planning virtual events for your business or online platform.   The mindset hack that Tim Gill practices to keep his business and himself performing at the highest potential.

This message was delivered by Pastor Gill on Sunday morning, Aug 2, 2020.

This message was delivered by Pastor Gill on Sunday morning, July 26, 2020.

This message was delivered by Pastor Gill on Tuesday evening, July 14, 2020.

This message was delivered by Pastor Gill on Sunday morning, July 19, 2020.

Professor Tim Gill joins the Fat Woke Boyz to discuss his hatred of US foreign policy.  His hatred goes back to the founding of our country and extends to the current administration.  Is it all racism ruining everything or is there something more sinister at work?  What would have happened if we had lost the American revolution?  Drones?  Recorded with Zoom.  Produced by Paul Wolfe. #Cleveland #ManifestDestiny #WorldPolice 

This message was delivered by Pastor Gill on Tuesday evening, July 7, 2020.

This message was delivered by Pastor Gill on Sunday morning, July 12, 2020.

This message was delivered by Pastor Gill on Tuesday evening, June 30, 2020.

This message was delivered by Pastor Gill on Sunday morning, July 5, 2020.

This message was delivered by Pastor Gill on Sunday morning, June 28, 2020.

This message was delivered by Pastor Gill on Tuesday evening, June 16, 2020.

One of our biggest challenges as parents is to help our children explore their boundaries so that they can learn to calculate and manage risk for themselves.   “The more risks you allow your children to make, the better they learn to look after themselves.”  - Roald Dahl   Over the past 10-20 years, we've seen an epidemic, especially in the United States, of parents trying too hard to keep their children safe and protected by telling them what to do, what to trust, and what to fear, instead of helping them to cultivate their own abilities to judge and manage risk and to develop their own trust in themselves. In this episode, we challenge you to allow your young children the freedom to take a few more supervised risks and to give them your support as they challenge their own abilities.  Through creating more opportunities for children to learn and grow, we are helping them to cultivate valuable life-skills that are necessary for a successful future.    Resources From This Episode: Risky Play: Why Children Love It and Need It by Peter Gray 4/7/2014, Psychology Today: https://www.psychologytoday.com/us/blog/freedom-learn/201404/risky-play-why-children-love-it-and-need-it Reasonable Risk Taking: Why Your Children Need to Take Them, by Timber Nook 7/28/15: http://www.balancedandbarefoot.com/blog/how-reasonable-risk-taking-benefits-kids Tim Gill, Rethinking Childhood: https://rethinkingchildhood.com/  The Dangerous Book for Boys by Conn Iggulden and Hal Iggulden The Daring Book for Girls by Andrea J. Buchanan and Miriam Peskoqitz

For this week's episode, Maria sits down with Bobbi Geise of Learning by Nature, a Bozeman, MT-based organization that works to build natural play spaces for schools and communities, for an exciting conversation about the benefits of natural play for children (and adults) of all ages.   “Everybody needs beauty as well as bread, places to play in and pray in, where nature may heal and give strength to body and soul.” - John Muir   Bobbi brings with her decades of research and experience building inspiring outdoor play-spaces for children that allow them to truly engage with nature and challenge themselves both mentally and physically as children everywhere have been doing for centuries. We hope you will listen in and be inspired to find more ways to bring natural play to your children wherever you are.   “In protecting our children from perceived risk, we're putting them at greater risk - obesity, lack of physical and emotional self-awareness, reduced ability to problem solve and establish good judgment, learning from doing and learning from making mistakes.” - Tim Gill   Resources From This Episode: Bobbi Geise, Learning by Nature: https://learningbynature.org/ Tim Gill, Rethinking Childhood: https://rethinkingchildhood.com/

Episode 028 In this episode we interview Pastor Tim Gill from Medora Pentecostal Church in Medora Indiana. Pastor Gill is my father in the faith. Along with being a pastor, he has preached countless conferences, camp meetings, and has ministered around the world. I know you will enjoy this interview with this wonderful man of […] --- Support this podcast: https://anchor.fm/nswhitley/support

Welcome to Nurture in Nature Radio – the podcast aimed at connecting kids, families and people of all ages with nature. This is Episode Number 010: Nature, Free Play and Rethinking Childhood with Tim Gill Today on the show, host Tania Moloney interviews Tim Gill. Tim is one of the UK's leading thinkers on childhood, and an […] The post NIN Radio Ep. 010 – Nature, Free Play and Rethinking Childhood with Tim Gill appeared first on Nurture in Nature.

Do you struggle with just staying as comfortable as possible in your life and avoid all the things that scare you? Instead of sitting in a place of comfort let's begin to lean into what scares us and continue not just once or twice but push through to experience the growth you desire. In today's episode we will be interviewing Tim Gill who teaches people how to crush their comfort zones. Today we will learn: What is your Comfort Zone What Keeps Us Stuck There is the First Place How To Massively BREAK FREE This is not just an activity of breaking free from your comfort zone, you will learn how this is a way of life.

There's a radio spot airing in which a young boy talks about the dangers of playing Hide and Seek, about how Hide and Seek can lead to a loss of self-esteem (when a child isn't found). So we did a little checking and wouldn't you know it, a school in the U.K. has in fact banned playing hide and seek, as well as banned children having best friends. Madness? Or sensible? Tim Gill, one of the UK's leading "thinkers on childhood and an effective advocate for positive change in children's everyday lives", joins the Roy Green Show to discuss. See omnystudio.com/listener for privacy information.