Podcasts about Western Michigan University

What did you think of this episode?Writing is a business. Knowing which laws impact you is a must for every career-minded writer. Today's guest offers tips to help you stay on the right side of the law when you write. Welcome to Your Best Writing Life, an extension of the Blue Ridge Mountains Christian Writers Conference, held in the beautiful Blue Ridge Mountains of NC. I'm your host, Linda Goldfarb. Each week, I share tips and strategies from writing and publishing industry experts to help you excel in your craft. I'm so glad you're listening in. In this episode, you'll learn "What Every Writer Should Know About Law."My industry expert, Ilena Alvarez, is a Florida-based attorney specializing in estate and business planning, probate, and guardianship law. She holds both a Juris Doctorate and a Master of Laws in Taxation from Cooley Law School (now Western Michigan University). With a passion for legal education, Ilena has spent over a decade teaching as an adjunct professor at Broward College, where she teaches courses in legal writing, business law, and litigation. In addition to her legal work and teaching, she is currently co-authoring a nonfiction book with Patricia Hartman, CPA, and is also working on a contemporary fiction novel. Alright, let's head into our content for today… "What Every Writer Should Know About Law"(1) The importance of separating the writer from the business.(2) Other Legal Minefields (such as legacy planning or copyright law).LINKShttps://word-weavers.com/ilena-alvrez Visit Your Best Writing Life website.Join our Facebook group, Your Best Writing LifeYour host - Linda Goldfarb#1 Podcast in the "Top 50+ Must-Have Tools and Resources for Christian Writers in 2024". Awarded the Spark Media 2022 Most Binge-Worthy PodcastAwarded the Spark Media 2023 Fan Favorites Best Solo Podcast

Our guest is Mary Foyder, a designer working on trauma-responsive and healing-centered projects, including Braver Collective, an online healing community for survivors of sexual trauma.In this episode, Mary speaks with host Christian Solorzano about her journey from Western Michigan University's professional pilot program to discovering graphic design, and how she developed her collaborative, human-centered approach to design. She shares insights about co-designing platforms with the communities they serve—particularly young people navigating sexual health, reproductive justice, and bodily autonomy.Mary discusses her evolution as a designer, from her early curiosity about why design decisions get made to developing trauma-informed practices that center survivor voices. She talks about what it means to design healing-centered platforms, including her five-year collaboration building Braver Collective alongside survivors who co-designed every aspect of the organization.The conversation explores the complexities of doing social impact work in politically volatile times—navigating the financial precarity of values-driven practice and the challenges of running an independent design practice. Mary opens up about projects like Bedsider for Power to Decide and the CHAT Program for the Chicago Department of Public Health, and discusses finding ways to sustain meaningful work while raising a family in Chicago.She shares candid perspectives on co-design as genuine partnership rather than extraction, and why designers working with vulnerable communities must understand how trauma shapes human experience and behavior.Music by the band Eighties Slang.

Janet Walkoe & Margaret Walton, Exploring the Seeds of Algebraic Reasoning ROUNDING UP: SEASON 4 | EPISODE 8 Algebraic reasoning is defined as the ability to use symbols, variables, and mathematical operations to represent and solve problems. This type of reasoning is crucial for a range of disciplines.  In this episode, we're talking with Janet Walkoe and Margaret Walton about the seeds of algebraic reasoning found in our students' lived experiences and the ways we can draw on them to support student learning.  BIOGRAPHIES Margaret Walton joined Towson University's Department of Mathematics in 2024. She teaches mathematics methods courses to undergraduate preservice teachers and courses about teacher professional development to education graduate students. Her research interests include teacher educator learning and professional development, teacher learning and professional development, and facilitator and teacher noticing. Janet Walkoe is an associate professor in the College of Education at the University of Maryland. Janet's research interests include teacher noticing and teacher responsiveness in the mathematics classroom. She is interested in how teachers attend to and make sense of student thinking and other student resources, including but not limited to student dispositions and students' ways of communicating mathematics. RESOURCES "Seeds of Algebraic Thinking: a Knowledge in Pieces Perspective on the Development of Algebraic Thinking" "Seeds of Algebraic Thinking: Towards a Research Agenda" NOTICE Lab  "Leveraging Early Algebraic Experiences"  TRANSCRIPT Mike Wallus: Hello, Janet and Margaret, thank you so much for joining us. I'm really excited to talk with you both about the seeds of algebraic thinking. Janet Walkoe: Thanks for having us. We're excited to be here.  Margaret Walton: Yeah, thanks so much. Mike: So for listeners, without prayer knowledge, I'm wondering how you would describe the seeds of algebraic thinking. Janet: OK. For a little context, more than a decade ago, my good friend and colleague, [Mariana] Levin—she's at Western Michigan University—she and I used to talk about all of the algebraic thinking we saw our children doing when they were toddlers—this is maybe 10 or more years ago—in their play, and just watching them act in the world. And we started keeping a list of these things we saw. And it grew and grew, and finally we decided to write about this in our 2020 FLM article ["Seeds of Algebraic Thinking: Towards a Research Agenda" in For the Learning of Mathematics] that introduced the seeds of algebraic thinking idea. Since they were still toddlers, they weren't actually expressing full algebraic conceptions, but they were displaying bits of algebraic thinking that we called "seeds." And so this idea, these small conceptual resources, grows out of the knowledge and pieces perspective on learning that came out of Berkeley in the nineties, led by Andy diSessa. And generally that's the perspective that knowledge is made up of small cognitive bits rather than larger concepts. So if we're thinking of addition, rather than thinking of it as leveled, maybe at the first level there's knowing how to count and add two groups of numbers. And then maybe at another level we add two negative numbers, and then at another level we could add positives and negatives. So that might be a stage-based way of thinking about it.  And instead, if we think about this in terms of little bits of resources that students bring, the idea of combining bunches of things—the idea of like entities or nonlike entities, opposites, positives and negatives, the idea of opposites canceling—all those kinds of things and other such resources to think about addition. It's that perspective that we're going with. And it's not like we master one level and move on to the next. It's more that these pieces are here, available to us. We come to a situation with these resources and call upon them and connect them as it comes up in the context. Mike: I think that feels really intuitive, particularly for anyone who's taught young children. That really brings me back to the days when I was teaching kindergartners and first graders.  I want to ask you about something else. You all mentioned several things like this notion of "do, undo" or "closing in" or the idea of "in-betweenness" while we were preparing for this interview. And I'm wondering if you could describe what these things mean in some detail for our audience, and then maybe connect them back with this notion of the seeds of algebraic thinking. Margaret: Yeah, sure. So we would say that these are different seeds of algebraic thinking that kids might activate as they learn math and then also learn more formal algebra. So the first seed, the doing and undoing that you mentioned, is really completing some sort of action or process and then reversing it.  So an example might be when a toddler stacks blocks or cups. I have lots of nieces and nephews or friends' kids who I've seen do this often—all the time, really—when they'll maybe make towers of blocks, stack them up one by one and then sort of unstack them, right? So later this experience might apply to learning about functions, for example, as students plug in values as inputs, that's kind of the doing part, but also solve functions at certain outputs to find the input. So that's kind of one example there.  And then you also talked about closing in and in-betweenness, which might both be related to intervals. So closing in is a seed where it's sort of related to getting closer and closer to a desired value. And then in formal algebra, and maybe math leading up to formal algebra, the seed might be activated when students work with inequalities maybe, or maybe ordering fractions.  And then the last seed that you mentioned there, in-betweenness, is the idea of being between two things. For example, kids might have experiences with the story of Goldilocks and the Three Bears, and the porridge being too hot, too cold, or just right. So that "just right" is in-between. So these seats might relate to inequalities and the idea that solutions of math problems might be a range of values and not just one. Mike: So part of what's so exciting about this conversation is that the seeds of algebraic thinking really can emerge from children's lived experience, meaning kids are coming with informal prior knowledge that we can access. And I'm wondering if you can describe some examples of children's play, or even everyday tasks, that cultivate these seeds of algebraic thinking. Janet: That's great. So when I think back to the early days when we were thinking about these ideas, one example stands out in my head. I was going to the grocery store with my daughter who was about three at the time, and she just did not like the grocery store at all. And when we were in the car, I told her, "Oh, don't worry, we're just going in for a short bit of time, just a second." And she sat in the back and said, "Oh, like the capital letter A." I remember being blown away thinking about all that came together for her to think about that image, just the relationship between time and distance, the amount of time highlighting the instantaneous nature of the time we'd actually be in the store, all kinds of things.  And I think in terms of play examples, there were so many. When she was little, she was gifted a play doctor kit. So it was a plastic kit that had a stethoscope and a blood pressure monitor, all these old-school tools. And she would play doctor with her stuffed animals. And she knew that any one of her stuffed animals could be the patient, but it probably wouldn't be a cup. So she had this idea that these could be candidates for patients, and it was this—but only certain things. We refer to this concept as "replacement," and it's this idea that you can replace whatever this blank box is with any number of things, but maybe those things are limited and maybe that idea comes into play when thinking about variables in formal algebra. Margaret: A couple of other examples just from the seeds that you asked about in the previous question. One might be if you're talking about closing in, games like when kids play things like "you're getting warmer" or "you're getting colder" when they're trying to find a hidden object or you're closing in when tuning an instrument, maybe like a guitar or a violin.  And then for in-betweeness, we talked about Goldilocks, but it could be something as simple as, "I'm sitting in between my two parents" or measuring different heights and there's someone who's very tall and someone who's very short, but then there are a bunch of people who also fall in between. So those are some other examples. Mike: You're making me wonder about some of these ideas, these concepts, these habits of mind that these seeds grow into during children's elementary learning experiences. Can we talk about that a bit? Janet: Sure. Thank you for that question.  So we think of seeds as a little more general. So rather than a particular seed growing into something or being destined for something, it's more that a seed becomes activated more in a particular context and connections with other seeds get strengthened. So for example, the idea of like or nonlike terms with the positive and negative numbers. Like or nonlike or opposites can come up in so many different contexts. And that's one seed that gets evoked when thinking potentially when thinking about addition. So rather than a seed being planted and growing into things, it's more like there are these seeds, these resources that children collect as they act on the world and experience things. And in particular contexts, certain seeds are evoked and then connected. And then in other contexts, as the context becomes more familiar, maybe they're evoked more often and connected more strongly. And then that becomes something that's connected with that context. And that's how we see children learning as they become more expert in a particular context or situation. Mike: So in some ways it feels almost more like a neural network of sorts. Like the more that these connections are activated, the stronger the connection becomes. Is that a better analogy than this notion of seeds growing? It's more so that there are connections that are made and deepened, for lack of a better way of saying it? Janet: Mm-hmm. And pruned in certain circumstances. We actually struggled a bit with the name because we thought seeds might evoke this, "Here's a seed, it's this particular seed, it grows into this particular concept." But then we really struggled with other neurons of algebraic thinking. So we tossed around some other potential ideas in it to kind of evoke that image a little better. But yes, that's exactly how I would think about it. Mike: I mean, just to digress a little bit, I think it's an interesting question for you all as you're trying to describe this relationship, because in some respects it does resemble seeds—meaning that the beginnings of this set of ideas are coming out of lived experiences that children have early in their lives. And then those things are connected and deepened—or, as you said, pruned. So it kind of has features of this notion of a seed, but it also has features of a network that is interconnected, which I suspect is probably why it's fairly hard to name that. Janet: Mm-hmm. And it does have—so if you look at, for example, the replacement seed, my daughter playing doctor with her stuffed animals, the replacement seed there. But you can imagine that that seed, it's domain agnostic, so it can come out in grammar. For instance, the ad-libs, a noun goes here, and so it can be any different noun. It's the same idea, different context. And you can see the thread among contexts, even though it's not meaning the same thing or not used in the same way necessarily. Mike: It strikes me that understanding the seeds of algebraic thinking is really a powerful tool for educators. They could, for example, use it as a lens when they're planning instruction or interpreting student reasoning. Can you talk about this, Margaret and Janet? Margaret: Yeah, sure, definitely. So we've seen that teachers who take a seeds lens can be really curious about where student ideas come from. So, for example, when a student talks about a math solution, maybe instead of judging whether the answer is right or wrong, a teacher might actually be more curious about how the student came to that idea. In some of our work, we've seen teachers who have a seeds perspective can look for pieces of a student answer that are productive instead of taking an entire answer as right or wrong. So we think that seeds can really help educators intentionally look for student assets and off of them. And for us, that's students' informal and lived experiences. Janet: And kind of going along with that, one of the things we really emphasize in our methods courses, and is emphasized in teacher education in general, is this idea of excavating for student ideas and looking at what's good about what the student says and reframing what a student says, not as a misconception, but reframing it as what's positive about this idea. And we think that having this mindset will help teachers do that. Just knowing that these are things students bring to the situation, these potentially productive resources they have. Is it productive in this case? Maybe. If it's not, what could make it more productive? So having teachers look for these kinds of things we found as helpful in classrooms. Mike: I'm going to ask a question right now that I think is perhaps a little bit challenging, but I suspect it might be what people who are listening are wondering, which is: Are there any generalizable instructional moves that might support formal or informal algebraic thinking that you'd like to see elementary teachers integrate into their classroom practice? Margaret: Yeah, I mean, I think, honestly, it's: Listen carefully to kids' ideas with an open mind. So as you listen to what kids are saying, really thinking about why they're saying what they're saying, maybe where that thinking comes from and how you can leverage it in productive ways. Mike: So I want to go back to the analogy of seeds. And I also want to think about this knowing what you said earlier about the fact that some of the analogy about seeds coming early in a child's life or emerging from their lived experiences, that's an important part of thinking about it. But there's also this notion that time and experiences allow some connections to be made and to grow or to be pruned.  What I'm thinking about is the gardener. The challenge in education is that the gardener who is working with students in the form of the teacher and they do some cultivation, they might not necessarily be able to kind of see the horizon, see where some of this is going, see what's happening. So if we have a gardener who's cultivating or drawing on some of the seeds of algebraic thinking in their early childhood students and their elementary students, what do you think the impact of trying to draw on the seeds or make those connections can be for children and students in the long run? Janet: I think [there are] a couple of important points there. And first, one is early on in a child's life. Because experiences breed seeds or because seeds come out of experiences, the more experiences children can have, the better. So for example, if you're in early grades, and you can read a book to a child, they can listen to it, but what else can they do? They could maybe play with toys and act it out. If there's an activity in the book, they could pretend or really do the activity. Maybe it's baking something or maybe it's playing a game. And I think this is advocated in literature on play and early childhood experiences, including Montessori experiences. But the more and varied experiences children can have, the more seeds they'll gain in different experiences.  And one thing a teacher can do early on and throughout is look at connections. Look at, "Oh, we did this thing here. Where might it come out here?" If a teacher can identify an important seed, for instance, they can work to strengthen it in different contexts as well. So giving children experiences and then looking for ways to strengthen key ideas through experiences. Mike: One of the challenges of hosting a podcast is that we've got about 20 to 25 minutes to discuss some really big ideas and some powerful practices. And this is one of those times where I really feel that. And I'm wondering, if we have listeners who wanted to continue learning about the ways that they can cultivate the seeds of algebraic thinking, are there particular resources or bodies of research that you would recommend? Janet: So from our particular lab we have a website, and it's notice-lab.com, and that's continuing to be built out. The project is funded by NSF [the National Science Foundation], and we're continuing to add resources. We have links to articles. We have links to ways teachers and parents can use seeds. We have links to professional development for teachers. And those will keep getting built out over time.  Margaret, do you want to talk about the article? Margaret: Sure, yeah. Janet and I actually just had an article recently come out in Mathematics Teacher: Learning and Teaching from NCTM [National Council of Teachers of Mathematics]. And it's [in] Issue 5, and it's called "Leveraging Early Algebraic Experiences." So that's definitely another place to check out.  And Janet, anything else you want to mention? Janet: I think the website has a lot of resources as well. Mike: So I've read the article and I would encourage anyone to take a look at it. We'll add a link to the article and also a link to the website in the show notes for people who are listening who want to check those things out.  I think this is probably a great place to stop. But I want to thank you both so much for joining us. Janet and Margaret, it's really been a pleasure talking with both of you. Janet: Thank you so much, Mike. It's been a pleasure.  Margaret: You too. Thanks so much for having us. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Not rosy predictions for the cannabis industry in Michigan.See omnystudio.com/listener for privacy information.

Episode 91: Five More Things I've Learned from Being an Artist for 20 Years. Part 2 After recently celebrating her 20th year anniversary of graduating from art school and working as a professional, artist and host Sara Glupker talks about five more things she learned from this experience. Sara tells stories from her life and uses these talking points to relate to the listener. Sara also talks about updates from her recent solo show at her alma mater Western Michigan University and what she's up to in the studio. If you missed the Part 1 episode from last week, please check it out. Sara has learned so much over the past two decades that she didn't even cover all of it in the Part 2. A Part 3 episode will come out soon in the coming weeks! Be sure to tune in next week- Tuesday for a new episode of I Like Art Podcast.  Thank you for tuning in and we hope this episode leaves you feeling uplifted and inspired! This episode is sponsored by: Sara's studio practice- through the sales of her original paintings, calendars, notecards and prints.  To preview/ shop everything on her website: https://www.saraglupkerart.com/shop To purchase a 2026 Calendar: https://www.saraglupkerart.com/shop/p/2026calendar To preview/collect paintings from Sara's WMU Show: https://www.saraglupkerart.com/shop/collectwmu-solo   Sign up for Sara's Email newsletter here (scroll to bottom of her "about" page and fill out at bottom of web page- located in the peach colored box) : https://www.saraglupkerart.com/about   Show Links, Books, Mentions: Free! Listen Sara's Spotify Playlist for her solo show: https://open.spotify.com/playlist/3BLFFZQDvnC5zlisBGZLuU?si=ULKGVqaNQsqaD7VvddfZkw&pi=qa6gaqWNRpeoO The Create! Collective (formerly the Art Queens Society): https://thecreatecollective.com/   Find Sara here: Website: https://www.saraglupkerart.com Instagram: https://www.instagram.com/saraglupker Facebook: https://www.facebook.com/SaraStrongGlupkerArtist Follow I Like Art Podcast on Instagram: https://www.instagram.com/ilikeart.podcast

On this week's podcast Maddy Day of Maddy Day and Associates joins to talk about what it takes to provide stability on college campuses for youth who have experienced aging out of foster care, homelessness or both. She is helping to coordinate a Congressional briefing planned for 2026 on the subject. It's Newsmatch season! Please consider donating to support this podcast and the incredible work that our Imprint reporters do every day. If you donate this month, your contribution will be DOUBLED!www.Imprintnews.org/donateMaddy Day is the founder of Maddy Day and Associates. She co-founded the University of Washington Champions Program, in 2010, and directed the Fostering Success Michigan statewide initiative at Western Michigan University until 2018.Reading RoomWhy Isn't Community College Working for So Many Foster Youth?https://imprintnews.org/podcast/why-community-college-not-working-so-many-foster-youthMaking my Dream of Attending College Possiblehttps://imprintnews.org/youth-voice/making-my-dream-of-attending-college-possible/64932Grieving the Loss of Housing and My Mother While Navigating College as a Foster Youthhttps://imprintnews.org/youth-voice/grieving-the-loss-of-housing-and-my-mother-while-navigating-college-as-a-foster-youth/65080The Imprint's Archive of Educationhttps://imprintnews.org/topic/education

Please join us for “How to Assess the Hidden Meaning Behind Behaviors” with Staci Neustadt and Susan Golubock.Staci Neustadt, CEO of Making Sense of Autism®, is a licensed Speech-Language Pathologist with over 20 years of experience providing individual and group therapy, training, mentorship, and leadership. In 2019, Staci joined Susan in developing the Neuro Strengths Based Support for Autism framework. Staci is passionate about creating a paradigm shift for therapists to holistically support autistic clients and for autistic clients to feel seen and heard as they build on their strengths and contribute their gifts to their community.Susan Golubock is a retired occupational therapist. She received her Masters degree in Occupational Therapy from Western Michigan University in 1968 and Masters of Education degree in special education technology in 1995. She was diagnosed on the Autism Spectrum in 1999. Most of her career has been spent in school-based practice. Susan has been a keynote speaker and presenter at various conferences. Susan developed the Neuro-Strengths Based Support for Autism Framework, which comes from her personal experience as an autistic individual and professional experience as an occupational therapist who worked with autistic clients. She grew up trying to “be like everyone else;” she succeeded in masking but at the cost of never developing a sense of “self,” which led to symptoms of post-traumatic stress. When she was finally diagnosed in my early 50s, I learned that there were other options for how to think and behave, which radically changed my life for the better. Susan's passion is to educate parents and professionals so the autistic individuals in their lives are understood.Support the show

Episode 90: Five Things I've Learned from Being an Artist for 20 Years. Part 1 After recently celebrating her 20th year anniversary of graduating from art school and working as a professional, artist and host Sara Glupker talks about five things she learned from this experience. Sara tells stories from her life and uses these talking points to relate to the listener. Sara also talks about updates from her recent solo show at her alma mater Western Michigan University and what she's up to in the studio. Tune in next week for Part 2 of the episode where Sara shares more juicy things she's learned over the past two decades. Thank you for tuning in and we hope this episode leaves you feeling uplifted and inspired! This episode is sponsored by: Sara's studio practice- through the sales of her original paintings, calendars, notecards and prints.  To preview/shop everything on Sara's website: https://www.saraglupkerart.com/shop To purchase a 2026 Calendar: https://www.saraglupkerart.com/shop/p/2026calendar To preview/collect paintings from Sara's WMU Show: https://www.saraglupkerart.com/shop/collectwmu-solo   Sign up for Sara's Email newsletter here (scroll to bottom of her "about" page and fill out at bottom of web page- located in the peach colored box) : https://www.saraglupkerart.com/about Show Links, Books, Mentions: Free! Listen Sara's Spotify Playlist for her solo show: https://open.spotify.com/playlist/3BLFFZQDvnC5zlisBGZLuU?si=ULKGVqaNQsqaD7VvddfZkw&pi=qa6gaqWNRpeoO   Find Sara here: Website: https://www.saraglupkerart.com Instagram: https://www.instagram.com/saraglupker Facebook: https://www.facebook.com/SaraStrongGlupkerArtist Follow I Like Art Podcast on Instagram: https://www.instagram.com/ilikeart.podcast

Jeff Blashill, head coach of the Chicago Blackhawks, joins the show to discuss his mission to rebuild one of hockey's most storied franchises. After proving his ability to develop young talent during his tenure with the Detroit Red Wings, Blashill shares his vision for turning around a Blackhawks team that has missed the playoffs five straight seasons. From his philosophy on building a winning culture to his approach with superstar Connor Bedard, Blashill provides an inside look at the foundation being laid in Chicago.IN THIS EPISODE:[00:00] - Jeff Blashill joins the show and reflects on the privilege of coaching two Original Six franchises - the Detroit Red Wings and Chicago Blackhawks.[02:00] - Growing up in Sault Ste. Marie, Michigan, and being a Lake Superior State Lakers fan before playing at Western Michigan University.[04:00] - Blashill's playing days as a goaltender and how that position influences his coaching perspective today.[06:00] - Western Michigan's national championship victory and the years of foundation-building that led to that historic achievement.[09:00] - Blashill's first message to the Blackhawks: focusing on culture over immediate wins, drawing parallels to Dan Campbell's Lions and Jimmy Johnson's Cowboys.[11:00] - The game-to-game approach: building defensive fundamentals while leveraging the team's speed and offensive talent.[13:00] - How developing Dylan Larkin in Detroit prepared Blashill to work with elite young talent like Connor Bedard.[15:00] - Improving Bedard's two-way game and why every young superstar must learn to defend - examples from Jack Eichel and other elite players.[17:00] - The role of assistant coach Michael Peca, a two-time Selke Trophy winner, in teaching defensive fundamentals and two-way play.[18:00] - The veteran leadership pieces: Nick Foligno, Connor Murphy, Tyler Bertuzzi, and the young defensive corps with size and skill.[21:00] - Why offensive superstars like Joe Sakic, Steve Yzerman, and Doug Gilmour all had to develop their defensive games.[22:00] - Pleasant surprises at training camp: Jason Dickinson, Ilya Mikheyev, and Alex Vlasic's progression.[24:00] - High expectations for goaltender Spencer Knight and why good defense is essential for good goaltending.[25:00] - The decision to keep Anders Sorensen as assistant coach after his interim head coaching role, and the strength of the entire coaching staff.[27:00] - Coaching the best uniforms in hockey and the excitement of leading the Chicago Blackhawks forward.X: https://twitter.com/NHLWraparoundNeil Smith: https://twitter.com/NYCNeilVic Morren: https://www.linkedin.com/in/vic-morren-7038737/NHL Wraparound Instagram: https://www.instagram.com/nhlwraparound/#NHLWraparound #JeffBlashill #ChicagoBlackhawks #ConnorBedard #NeilSmith #VicMorren #NHL #DetroitRedWings #DylanLarkin #FrankNazar #SpencerKnight #MichaelPeca #AndersLarsson #NickFoligno #ConnorMurphy #TylerBertuzzi #IlyaMikheyev #AlexVlasic #JasonDickinson #WesternMichigan #LakeSuperiorState #CalderCup #ClarkCup #GrandRapids #StanleyCup #OriginalSix #JackEichel #JoeSakic #SteveYzerman #DougGilmour #PatriceBergeron #DanCampbell #JimmyJohnson #MikeSullivan #ChrisOsgood #SethJones #LukeRichardson #LouisCrevier #PatFawcett #AndyMurray

I'm excited to host Karri J. Iverson on our podcast today. I met her in Ohio at a conference that we were both at when I was looking for a science curriculum for my kids. My twelve year old calls this the "fun science curriculum" which I love hearing him say!   themysteryofscience.com https://www.facebook.com/mysteryofsciencebooks   So far we have these subjects for 4-8 grades:   The Mystery of Science: Biology The Mystery of Science: Physics (at the printer)   With these to come:   The Mystery of Science: Chemistry (coming 2026) The Mystery of Science: Earth Science (coming 2026) The Mystery of Science: Astronomy The Mystery of Science: Health and Nutrition The Mystery of Science: Botany The Mystery of Science: Marine Science The Mystery of Science: Forensics   About the book: Simplify your science teaching with our engaging, biblical curriculum!   Developed by a busy, homeschooling mom and science teacher, this unique, open and go curriculum will simplify your lesson and prep time.  Written to emphasize creation, The Mystery of Science provides a solid, biblical foundation in God's intelligent design.  With bold, colorful pictures and lab activities designed to engage your students, they'll be excited to explore science! Karri J. Iverson has been a major influence on the lives of many children and families for more than 20 years. She graduated from Western Michigan University summa cum laude in elementary education with minors in science/math and English. She has used her diverse education as well as her husband's knowledge and help to homeschool their 5 children. In 1999 Karri recognized a growing need for homeschooled students to have further instruction in English and science, so she began a local homeschool tutorial. She taught classes in many subjects and managed several teachers as the group grew to meet the needs of local homeschoolers. Karri has also taught at other homeschool programs and co-ops and has enjoyed teaching Bible studies at her church. She has given direction and guidance to many parents during their homeschooling journeys and has privately tutored several students throughout their high school years. One of her passions is developing curriculum, which she has done for her own children, local homeschooling groups, the local school district's summer and extracurricular camps, and private schools. In addition, she has taught for the Summer Institute for the Gifted and has designed her own science and math curriculum for summer camps. In addition, Karri trains and encourages teachers and evaluates programs to make sure they meet scientific objectives. She also loves helping students learn about their awesome Creator! Scripture quotations are from the ESV® Bible (The Holy Bible, English Standard Version®), © 2001 by Crossway, a publishing ministry of Good News Publishers. Used by permission. All rights reserved. The ESV text may not be quoted in any publication made available to the public by a Creative Commons license. The ESV may not be translated in whole or in part into any other language. Music from #Uppbeat (free for Creators!): https://uppbeat.io/t/mood-maze/trendsetter License code: QG9F8BI91PJEEH5D

Three SLPs share a vision for where stuttering therapy may be headed. It's part of a larger collection of ASHA Leader content being published in recognition of the ASHA Centennial.As a group, the guests—Farzan Irani from Texas State University, Hope Gerlach-Houck from Western Michigan University, and Nan Bernstein Ratner from the University of Maryland—will be presenting on the past, present, and future of stuttering therapy at the 2025 ASHA Convention in Washington, D.C.Learn More:•              ASHA Voices: Stuttering and Stigma With SLP Derek Daniels•              ASHA Voices: SLPs on Benefits of Incorporating Mindfulness Into Service Delivery•              ASHA Voices: How Do We Ensure Culturally Responsive Practice When Working With People Who Stutter?Transcript

Classical trumpeter Mary Elizabeth Bowden joins Rick and Ron again for another episode of the Feeding the Starving Artist podcast. Mary Elizabeth is a highly in-demand soloist, praised for her “splendid, brilliant” playing (Gramophone Magazine) and her “pure, refined, and warm” tone (American Record Guide). A Gold Medal Global Music Award Winner, Opus Klassik Nominee, and Yamaha Performing Artist, Bowden works diligently to establish a new repertoire for the trumpet through creative, collaborative commissioning projects and award-winning albums.Highlights of Bowden's recent seasons include her debut with the Santa Fe Symphony, as well as prominent engagements with major international ensembles. During the 2022/2023 season, she performed as a soloist with the Busan Maru International Music Festival Orchestra in Korea and toured five cities in Argentina, performing Assad's Bohemian Queen with the Shenandoah Conservatory Orchestra. She served as faculty at the Norfolk Chamber Music Festival in summer 2022. Other recent performances include four world premiere concertos. Highlights include her debut with the Chamber Orchestra of Philadelphia, where she performs a program including Clarice Assad's Concerto for Trumpet and Orchestra and Shostakovich's Concerto in C minor for Piano, Trumpet, and String Orchestra with pianist Henry Kramer. In another key debut, Bowden appears as a soloist with the Austin Symphony Orchestra, performing Reena Esmail's Rosa de Sal and Assad's Bohemian Queen. With the DuPage Symphony, she premieres a new arrangement of Gala Flagello's Persist, newly arranged for two trumpets, and performs as soloist on Grace Williams' Trumpet Concerto. She debuts with Oregon's Rogue Valley Symphony in Henri Tomasi's Concerto for Trumpet and Orchestra before touring the Fung and Assad concertos to the Anchorage Symphony Orchestra, Seattle Metropolitan Chamber Orchestra, Akron Symphony Orchestra, Lexington Philharmonic, and Wichita Falls Symphony Orchestra.Bowden holds residencies and masterclasses at Oberlin College, Swarthmore College, the University of Michigan, Rogue Valley Symphony Orchestra, Central Michigan University, Michigan State University, Western Michigan University, Haverford College, Grand Valley State University and the Fine Arts Center of Greenville, SC. International engagements bring Bowden to the Isla Verde Bronces International Brass Festival in Argentina, Festival de Metales del Pacifico in Mexico, and Lieksa Brass Week in Finland. Bowden's Chrysalis Chamber Players embark on a U.S. tour of trumpet and string quartet repertoire, presented by Live On Stage, and with Seraph Brass, Bowden is recording an album of new compositions for brass quintet for Tower Grove Records.

In this live university Q&A at Western Michigan University, Abdu Murray engages students in a wide-ranging conversation about belief, doubt, and truth.  From cultural identity and politics to science and the soul, Abdu explores whether faith is a leap or a response to something real. Students press him on everything from the "women be silent" passage to the Trinity, from moral questions to science and DNA.  Drawing from his journey from Islam to Christianity, Abdu shows how truth isn't just an idea to defend—it's a reality that changes how we see the world and one another.     

Classical trumpeter Mary Elizabeth Bowden joins Rick and Ron in another episode of the Feeding the Starving Artist podcat. Mary Elizabeth is a highly in-demand soloist, praised for her “splendid, brilliant” playing (Gramophone Magazine) and her “pure, refined, and warm” tone (American Record Guide). A Gold Medal Global Music Award Winner, Opus Klassik Nominee, and Yamaha Performing Artist, Bowden works diligently to establish a new repertoire for the trumpet through creative, collaborative commissioning projects and award-winning albums.Highlights of Bowden's recent seasons include her debut with the Santa Fe Symphony, as well as prominent engagements with major international ensembles. During the 2022/2023 season, she performed as a soloist with the Busan Maru International Music Festival Orchestra in Korea and toured five cities in Argentina, performing Assad's Bohemian Queen with the Shenandoah Conservatory Orchestra. She served as faculty at the Norfolk Chamber Music Festival in summer 2022. Other recent performances include four world premiere concertos. Highlights include her debut with the Chamber Orchestra of Philadelphia, where she performs a program including Clarice Assad's Concerto for Trumpet and Orchestra and Shostakovich's Concerto in C minor for Piano, Trumpet, and String Orchestra with pianist Henry Kramer. In another key debut, Bowden appears as a soloist with the Austin Symphony Orchestra, performing Reena Esmail's Rosa de Sal and Assad's Bohemian Queen. With the DuPage Symphony, she premieres a new arrangement of Gala Flagello's Persist, newly arranged for two trumpets, and performs as soloist on Grace Williams' Trumpet Concerto. She debuts with Oregon's Rogue Valley Symphony in Henri Tomasi's Concerto for Trumpet and Orchestra before touring the Fung and Assad concertos to the Anchorage Symphony Orchestra, Seattle Metropolitan Chamber Orchestra, Akron Symphony Orchestra, Lexington Philharmonic, and Wichita Falls Symphony Orchestra.Bowden holds residencies and masterclasses at Oberlin College, Swarthmore College, the University of Michigan, Rogue Valley Symphony Orchestra, Central Michigan University, Michigan State University, Western Michigan University, Haverford College, Grand Valley State University and the Fine Arts Center of Greenville, SC. International engagements bring Bowden to the Isla Verde Bronces International Brass Festival in Argentina, Festival de Metales del Pacifico in Mexico, and Lieksa Brass Week in Finland. Bowden's Chrysalis Chamber Players embark on a U.S. tour of trumpet and string quartet repertoire, presented by Live On Stage, and with Seraph Brass, Bowden is recording an album of new compositions for brass quintet for Tower Grove Records.

DITCH YOUR DOCTOR! https://www.livelongerformula.com/wam Get a natural health practitioner and work with Christian Yordanov! Mention WAM and get a FREE masterclass! You will ALSO get a FREE metabolic function assessment! GET YOUR APRICOT SEEDS at the life-saving Richardson Nutritional Center HERE: https://rncstore.com/r?id=bg8qc1 Use code JOSH to save money! Get Your SUPER-SUPPLIMENTS HERE: https://vni.life/wam Use Code WAM15 & Save 15%! Life changing formulas you can't find anywhere else! GET YOUR WAV WATCH HERE: https://buy.wavwatch.com/WAM Use Code WAM to save $100 and purchase amazing healing frequency technology! Josh Sigurdson reports on the news of Florida Governor Ron DeSantis attacking the agenda to purposely engineer meat allergies in order to "save the planet" as shills and bioethicists from the World Economic Forum and WHO call for mandates. People like Matthew Liao have been calling for this agenda to be rolled out for years which DeSantis calls insane. However, there is a real world risk of this under a digital food ration system. Recent papers by Western Michigan University have called for this life threatening biowarfare. This is happening as we see 73 year record cattle shortages and the introduction of new imports of beef from Argentina. This is happening as food rations are approved under emergency orders. This is happening as governments and scientific organizations calls for mRNA meat on grocery shelves which is already a thing with pork going back to 2018. Also, traces have been found in other foods. This is happening as Flagship Pioneering alongside Moderna is introducing mRNA pesticides to spray crops. This is happening as scientists in Australia and New Zealand use genetic engineering and "viruses" to make rodents infertile for "pest control." The overall agenda is clearly to make humans infertile without them even knowing it which they're alreading doing. Meanwhile, Texas is suing the Tylenol makers for omitting evidence tying Tylenol to autism, though this is also avoiding the obvious elephant in the room... Vaccines. We are being poisoned like bugs. From fluoride to vaccines. From aerosols to glyphosate. From processed foods to medications. From plastics to purposely tainted meat. The agenda is clear. There is no such thing as TOTAL avoidance but there are real solutions available to prolong life and health in the face of these problems. Stay tuned for more from WAM! HELP SUPPORT US AS WE DOCUMENT HISTORY HERE: https://gogetfunding.com/help-keep-wam-alive/# GET HEIRLOOM SEEDS & NON GMO SURVIVAL FOOD HERE: https://heavensharvest.com/ USE Code WAM to save 5% plus free shipping! BUY GOLD HERE: https://firstnationalbullion.com/schedule-consult/ FIND OUR CoinTree page here: https://cointr.ee/joshsigurdson PURCHASE MERECHANDISE HERE: https://world-alternative-media.creator-spring.com/ PayPal: ancientwonderstelevision@gmail.com JOIN US on SubscribeStar here: https://www.subscribestar.com/world-alternative-media For subscriber only content! Pledge here! Just a dollar a month can help us alive! https://www.patreon.com/user?u=2652072&ty=h&u=2652072 BITCOIN ADDRESS: 18d1WEnYYhBRgZVbeyLr6UfiJhrQygcgNU World Alternative Media 2025

October 27, 2025 ~ Michael McDaniel, former Director of Homeland Security under Governor Granholm and Director of Homeland Law at Western Michigan University's Cooley Law School, joins Kevin to discuss the ICE and migrant showdowns in Chicago and California over the weekend. Hosted by Simplecast, an AdsWizz company. See https://pcm.adswizz.com for information about our collection and use of personal data for advertising.

If there's anyone who proves that planning is a form of art, it's Susan Wetzel. Whether she's mapping out her one-, five-, or ten-year goals, or guiding clients through the legal maze of mergers and acquisitions, Susan doesn't wing it, she designs it. Every decision, every move, every cup of tea.Her brew of choice? Ginger turmeric tea for its bold, balanced, and quietly powerful impact, much like her approach to leadership and life.In this episode of Counsel Brew, Susan walks us through how she builds a career and a life by design. From her habit of printing every draft before she hits send (even emails!) to her meticulous approach to long-term planning, Susan shows us that being intentional doesn't mean being rigid…It means making room for what matters most.She also shares her deep commitment to the American Heart Association, where she channels her leadership beyond the boardroom, advocating for stronger, healthier communities with the same energy and focus she brings to her work.And because life's not all paper and plans, Susan lets us peek behind the scenes where Halloween and costumes reign supreme. From full-on costumes to an enthusiasm that could give the neighborhood kids a run for their candy, she reminds us that joy isn't just something to schedule in; it's something to celebrate.This episode is for the planners, the thinkers, and anyone who finds peace in a well-organized stack of paper, a perfectly steeped cup of tea, and a great costume idea waiting in the wings.

We should genetically engineer ticks and release them into the environment, so they can infect people with a meat allergy. That's a real—and thoroughly wicked—proposal from two bioethicists at Western Michigan University. Join us as we dissect possibly the dumbest idea the academy has ever produced.

For the podcast's 60th episode we are finally able to develop a lengthy and thorough discussion of The Passenger, McCarthy's penultimate novel from 2022.  I'm joined by two returning guests of the podcast: Dr. Lydia Cooper is a professor of American literature and director of the core curriculum at Seattle University. Her specializations include Native American literature, Western and southwestern literature, and gender studies, and of course Cormac McCarthy. Her most recent book is Cormac McCarthy: A Complexity Theory of Literature, published by Manchester University Press.  Other books includes Masculinities in Literature of the American West, and No More Heroes: Narrative Perspective and Morality in the Novels, those novels being the books of Cormac McCarthy.  Her work on McCarthy and on other modern and contemporary American and Native American writers has appeared in numerous academic journals such as Studies in the Novel, Studies in American Indian Literature, and Interdisciplinary Studies in Literature and the Environment . She is the Vice President of the McCarthy Society. Also returning is Dr. Brent Cline. He is an associate professor of English at Hillsdale College.  He earned his PhD at Western Michigan University, where his dissertation focused on representations of mental disability and the modern novel. He has published articles and chapters involving disability on Walker Percy, James Agee, and Daniel Keyes. His review of The Passenger/Stella Maris was published with The University Bookman. His article on The Mexican Revolution and All the Pretty Horses was published recently in the CMJ.Hawaii Travel & Vacation GuideDiscover Hawaii's Best local spots and travel tips!Listen on: Apple Podcasts SpotifySupport the showStarting in spring of 2023, the podcast began accepting minor sponsorship offers to offset the costs of the podcast. This may cause a mild disconnect in earlier podcasts where the host asks for patrons in lieu of sponsorships. But if we compare it to a very large and naked bald man in the middle of the desert who leads you to an extinct volcano to create gunpowder, it seems pretty minor...

October 8, 2025 ~ Russ Kavalhuna, President Western Michigan University joins Rachel Stewart and Jeff Donofrio in for Paul W Smith. Hosted by Simplecast, an AdsWizz company. See https://pcm.adswizz.com for information about our collection and use of personal data for advertising.

Episode #172 | Season 8 Episode 13 [R] For the remainder of the season I talk with and interview special guest (remotely). Next up is Gad Holland. The episode is mainly focuses on both Gad's journey into both comedy and aviation. Gad Holland is both a fellow HS classmate (Tech Class of 03') and comedian. He's been at it for 15 years and tells a story of once opening for Roy Wood Jr. within his first year at his college Western Michigan University. Another hobby turned dream or dream turned hobby, depending on how you look at it is flying. Gad is a member of the OBAP (Organization of Black Aerospace Professionals) which is a fancy way of say he's a Black pilot. H ends the episode with a story of flying to Vegas and back and another flight facing death when he had to fly just below the clouds but high enough to avoid wind mills. All Things Day Peace visit: https://linktr.ee/comediandaypeace

September 25, 2025 ~ Michael McDaniel, former Director of Homeland Security under Governor Granholm and Director of Homeland Law at Western Michigan University's Cooley Law School, joins Kevin to discuss the latest on the Dallas ICE facility shooting. Hosted by Simplecast, an AdsWizz company. See https://pcm.adswizz.com for information about our collection and use of personal data for advertising.

John has had an awesome aviation career and just loves it! Talking about safety, flying, preparing and what it takes to be a pilot. John graduated from Western Michigan University with a Bachelor of Science Double Major in Aviation Flight Science and Aviation Administration. He holds an ATP MEL/Commercial SEL, CFI-CFII ASEL, and has several type ratings, the most recent of which is a Gulfstream G-VII earned in 2023. John has conducted flight instruction in many different environments 61/141 and also acted as a jet charter training captain on Lear 45/75. John also spent 14 years as the Program Director for the National Association of Flight Instructors (NAFI). Today, John works for a Fortune 500 corporate flight department flying all over the world. He also has a passion for aviation outreach using his past NAFI and corporate platforms to mentor and speak with young future aviation professionals at local high schools and universities with an aviation focus. At the beginning of 2025, John partnered with yoga and meditation expert and Lovefly community member Gita Brown to create a brand new company and podcast called The Calm Cockpit (www.calmcockpit.com) with the intent to share how the latest tools in stress reduction, well-being, and high performance mental training can improve the abilities of aviators. Together they hope to show how understanding these techniques can create a mindset of excellence not just in flying, but flight training, proficiency, and aviation safety. Lovefly Courses  FB - Lovefly Insta @loveflyhelp #fearofflying #flyingwithout fear #anxiety #aviation #lovefly #pilots #turbulence #claustrophobia Private Members Group https://lovefly.podia.com Intro and outro music 'Fearless' Daniel King

Did Noah's flood really happen—or is it just a Bible story?If it was global, where's the proof?What about dinosaurs, giants, and other ancient flood stories?Support this show!! : https://www.bibspeak.com/#donateGrab your free gift: the top 10 most misunderstood Biblical verses: https://info.bibspeak.com/10-verses-clarifiedJoin the newsletter (I only send 2 emails a week): https://www.bibspeak.com/#newsletterShop Dwell L'abel 15% off using the discount code BIBSPEAK15 https://go.dwell-label.com/bibspeakDownload Logos Bible Software for your own personal study: http://logos.com/biblicallyspeakingSign up for Riverside: https://www.riverside.fm/?utm_campaig...Use Manychat to automate a quick DM! It's great for sending links fast.https://manychat.partnerlinks.io/nd14879vojabStan.Store—way better than Linktree! It lets me share links, grow my email list, and host all my podcast stuff in one place.https://join.stan.store/biblicallyspeakingSupport this show!! : https://www.bibspeak.com/#donate Dr. Tim Clarey received a Master of Science in Geology in 1984 from the University of Wyoming and a Master of Science in Hydrogeology in 1993 from Western Michigan University. His Ph.D. in Geology was received in 1996 from Western Michigan University. From 1984 to 1992, Dr. Clarey worked as an exploration geologist at Chevron USA, Inc., developing oil drilling prospects and analyzing assets and lease purchases. He was Full Professor and Geosciences Chair at Delta College in Michigan for 17 years before leaving in 2013 to join the science staff at the Institute for Creation Research, having earlier conducted research with ICR in its FAST program. He has published many papers on various aspects of the Rocky Mountains and has authored two college laboratory books. He and his wife, Reneé, are co-authors of the children's books Big Plans for Henry, Henry Explores the New World, and Henry and the Ice Age.Websites: https://www.icr.org/http://store.icr.org/Recommended reading from Dr. Tim Clarey:

As a teenager, Tyler Merren was diagnosed with retinitis pigmentosa, a degenerative eye disease which causes gradual deterioration in sight. He was introduced to goalball in 1999 at a sports education camp hosted by U.S. Association of Blind Athletes at Western Michigan University. He is now a 5X Paralympian, with one silver and one bronze medal, in the sport. Tyler recently retired from Team USA, but still plays in Grand Rapids for a team sponsored by Mary Free Bed, a Move United member organization. Tyler also works as a personal trainer, motivational speaker and founder of ReVision Training LLC.

In this episode I host Sam Colangelo of the Anaheim Ducks. Sam is a 2021 World Junior Championship Gold Medalist and this past season as an AHL All-Star. Sam played college hockey at Western Michigan University where he was a Hobey Baker Nominee and at Northeastern University where he won a Beanpot Tournament Championship!

This is Part 3 of a three part conversation with Dr. Susan Schneider. Dr.Schneider is the author of “The Science of Consequences”. For the past eight years Dr, Schneider has made climate change her primary focus. Dr. Schneider is on the faculty at Western Michigan University and serves on its Climate Change Working Group. She also serves on the Tools of Change Landmark Peer Review Panel for Climate Change, and on the board of the nonprofit Green Driving America. Now if you are wondering why a podcast about all things equine is talking about climate change, here's the connection. Horses are grazing animals. That means that collectively horse people own, manage, make decisions about a huge amount of land. What we are learning is healthy pastures help to contribute to healthy horses. Healthy pastures also contribute to biodiversity. Healthy pastures come from healthy soils. Improved soil quality absorbs more water which helps to reduce flooding. Healthy soils also sequesters carbon. So horse people can help in the climate change crisis through the way we manage our land. It's one of those win-win-win situations. Healthier pastures are good for our horses which is good for us and it's also good for the planet. I wanted to explore three major topics with Dr. Schneider. The first is where are we now in terms of climate change? Why should we care? The second is what can we do to make a difference. And the third area is how can we talk to others without shutting them down and driving them away? There are lessons to be learned here not just about how do we talk about climate change, but how do we talk about positive reinforcement training when we're surrounded by command-based trainers. In the previous episode we looked at alternatives that don't force people to make the kind of life style choices that mean going without. For example, we don't have to give up driving. We can drive an electric vehicle instead of a fossil fuel car. Choosing the alternative to a gas powered engine means we still get to drive. In this episode we consider actions which horse people in particular are in a great position to take as we consider changes to the decisions we make about the way we manage our pastures. Even if you board and the only land you manage is the lawn around your house, you can take actions that collectively make a difference.

August 25, 2025 ~ Retired Brigadier General Michael McDaniel, former Director of Homeland Security under Governor Granholm and Director of Homeland Law at Western Michigan University's Colley Law School discusses President Trump threatening to deploy the national guard to other cities.

This is Part 2 of a three part conversation with Dr. Susan Schneider. Dr.Schneider is the author of “The Science of Consequences”. For the past eight years Susan has made climate change her primary focus. Her work on climate change and sustainability includes outreach, community projects, organizing, academic and nonacademic publications, and extensive public speaking.  As Senior Scientist for the sustainability nonprofit Root Solutions, Dr Schneider helped design projects and coauthored two chapters in its 2022 guidebook, Making Shift Happen: Designing for Successful Environmental Behavior Change.   Recent outreach includes a podcast for the Union of Concerned Scientists.  Schneider's award-winning book for the public, The Science of Consequences, covers basic learning principles, their role in nature-nurture relations, and their broad range of applications, including sustainability.  Schneider is on the faculty at Western Michigan University and serves on its Climate Change Working Group. She also serves on the Tools of Change Landmark Peer Review Panel for Climate Change, and on the board of the nonprofit Green Driving America. Now if you are wondering why a podcast about all things equine is talking about climate change, here's the connection. Horses are grazing animals. That means that collectively horse people own, manage, make decisions about a huge amount of land. What we are learning is healthy pastures help to contribute to healthy horses. Healthy pastures also contribute to biodiversity. Healthy pastures come from healthy soils. Improved soil quality absorbs more water which helps to reduce flooding. Healthy soils also sequesters carbon. So horse people can help in the climate change crisis through the way we manage our land. It's one of those win-win-win situations. Healthier pastures are good for our horses which is good for us and it's also good for the planet. I wanted to explore three major topics with Dr. Schneider. The first is where are we now in terms of climate change? Why should we care? The second is what can we do to make a difference. And the third area is how can we talk to others without shutting them down and driving them away? There are lessons to be learned here not just about how do we talk about climate change, but how do we talk about positive reinforcement training when we're surrounded

How does philosophy inform modern physics? And how do physicists incorporate philosophy into their research? On this episode, we dive into those questions with philosopher Dr. Timothy McGrew and astrophysicist Dr. Luke Barnes in order to help you fine tune your thinking about the fine tuning of the universe. Critics of the fine-tuning argument will often invoke probabilities in order to get around the argument's deeper implication of the existence of God. Tim and Luke will explore some of the issues in probability theory as it informs the physics of the fine-tuning argument. Dr. Timothy McGrewTimothy McGrew is Professor of Philosophy at Western Michigan University, where he has taught for the past 25 years. His research interests include formal epistemology, the history and philosophy of science, and the history and philosophy of religion. When he is not doing philosophy, he enjoys playing chess online, coaching at his local chess club, running trails, and making high quality paper airplanes. He lives in SW Michigan with his wife, Lydia McGrew, and their daughters.Dr. Luke BarnesDr Luke A. Barnes is a Senior Lecturer in Physics at Western Sydney University. With a PhD in astronomy from the University of Cambridge, he has published papers in the field of galaxy formation and on the fine-tuning of the Universe for life. He is the coauthor with Prof. Geraint Lewis of A Fortunate Universe: Life in a Finely-Tuned Cosmos and The Cosmic Revolutionary's Handbook: (Or: How to Beat the Big Bang), published by Cambridge University Press. Free Articles from Watchman Fellowship Profile on Naturalism: https://www.watchman.org/Naturalism/ProfileNaturalism.pdf Profile on Scientism: https://www.watchman.org/scientism/ProfileScientism.pdf Profile on Atheism: https://www.watchman.org/profiles/pdf/atheismprofile.pdf Additional ResourcesFREE: We are also offering a subscription to our 4-page bimonthly Profiles here: www.watchman.org/FreePROFILE NOTEBOOK: Order the complete collection of Watchman Fellowship Profiles (around 700 pages -- from Astrology to Zen Buddhism) in either printed or PDF formats here: www.watchman.org/NotebookSUPPORT: Help us create more content like this. Make a tax-deductible donation here: www.watchman.org/GiveApologetics Profile is a podcast ministry of Watchman Fellowship For more information, visit www.watchman.org © 2025 Watchman Fellowship, Inc.

Season 6: Episode 7 --The UP Notable Book Club presents Joseph Heywood speaking about his book "Limpy's Adult Lexicon." The Crystal Falls Community District Library in partnership with the U.P. Publishers & Authors Association (UPPAA) presents author events with winners of the UP Notable Book List. Make sure to like and subscribe so you don't miss any future UP Notable Book Club speakers! For more information please visit the links below www.UPPAA.org www.UPNotable.com JOSEPH HEYWOOD is a 1961 graduate of Rudyard High School in Michigan's Upper Peninsula. Following a BA in Journalism and an Air Force career, he pursued a graduate degree in English Literature at Western Michigan University. Heywood is a former adjunct professor of professional writing at Western Michigan University. Author, cartoonist, painter, poet, photographer, fisherman, hiker, Heywood spends up to a month a year in trucks on patrol with Michigan conservation officers to gather information for the Woods Cop mystery series. He has worked in 15 counties in the Upper Peninsula with them under all kinds of conditions during all times of the day. All of the hiking he does alone is to prepare himself for the outings he does with the conservation officers. The experience helps make the stories authentic. Almost everything in the series has happened to a CO somewhere in the state.

In this three part series we're joined by Dr. Susan Schneider is a behavior analyst. She is the author of “The Science of Consequences” which many of you may have read. Normally when we have behavior analysts as guests we talk about academic subjects such as schedules of reinforcement. In this case I wanted to talk to Susan about what horse people can do to help mitigate the climate change crisis. For the past eight years Susan has made climate change her primary focus. Her work on climate change and sustainability includes outreach, community projects, organizing, academic and nonacademic publications, and extensive public speaking.  As Senior Scientist for the sustainability nonprofit Root Solutions, Dr Schneider helped design projects and coauthored two chapters in its 2022 guidebook, Making Shift Happen: Designing for Successful Environmental Behavior Change.   Recent outreach includes a podcast for the Union of Concerned Scientists.  Schneider's award-winning book for the public, The Science of Consequences, covers basic learning principles, their role in nature-nurture relations, and their broad range of applications, including sustainability.  Schneider is on the faculty at Western Michigan University and serves on its Climate Change Working Group. She also serves on the Tools of Change Landmark Peer Review Panel for Climate Change, and on the board of the nonprofit Green Driving America. Now if you are wondering why a podcast about all things equine is talking about climate change, here's the connection. Horses are grazing animals. That means that collectively horse people own, manage, make decisions about a huge amount of land. What we are learning is healthy pastures help to contribute to healthy horses. Healthy pastures also contribute to biodiversity. Healthy pastures come from healthy soils. Improved soil quality absorbs more water which helps to reduce flooding. Healthy soils also sequesters carbon. So horse people can help in the climate change crisis through the way we manage our land. It's one of those win-win-win situations. Healthier pastures are good for our horses which is good for us and it's also good for the planet. I wanted to explore three major topics with Dr. Schneider. The first is where are we now in terms of climate change? Why should we care? The second is what can we do to make a difference. And the third area is how can we talk to others without shutting them down and driving them away? There are lessons to be learned here not just about how do we talk about climate change, but how do we talk about positive reinforcement training when we're surrounded by command-based trainers. In part 1 I set the stage for this conversation and then Dr. Schneider took us to some hopeful solutions that are available to all of us.

How does philosophy inform modern physics? And how do physicists incorporate philosophy into their research? On this episode, we dive into those questions with philosopher Dr. Timothy McGrew and astrophysicist Dr. Luke Barnes in order to help you fine tune your thinking about the fine tuning of the universe. Critics of the fine-tuning argument will often invoke probabilities in order to get around the argument's deeper implication of the existence of God. Tim and Luke will explore some of the issues in probability theory as it informs the physics of the fine-tuning argument. Dr. Timothy McGrew https://timothymcgrew.com/ Timothy McGrew is Professor of Philosophy at Western Michigan University, where he has taught for the past 25 years. His research interests include formal epistemology, the history and philosophy of science, and the history and philosophy of religion. When he is not doing philosophy, he enjoys playing chess online, coaching at his local chess club, running trails, and making high quality paper airplanes. He lives in SW Michigan with his wife, Lydia McGrew, and their daughters. Dr. Luke Barnes. https://letterstonature.wordpress.com/luke/ Dr Luke A. Barnes is a Senior Lecturer in Physics at Western Sydney University. With a PhD in astronomy from the University of Cambridge, he has published papers in the field of galaxy formation and on the fine-tuning of the Universe for life. He is the coauthor with Prof. Geraint Lewis of A Fortunate Universe: Life in a Finely-Tuned Cosmos and The Cosmic Revolutionary's Handbook: (Or: How to Beat the Big Bang), published by Cambridge University Press. Free Articles from Watchman Fellowship Naturalism: https://www.watchman.org/Naturalism/ProfileNaturalism.pdf Scientism: https://www.watchman.org/scientism/ProfileScientism.pdf Atheism: https://www.watchman.org/profiles/pdf/atheismprofile.pdf Additional Resources FREE: We are also offering a subscription to our 4-page bimonthly Profiles here: https://www.watchman.org/Free PROFILE NOTEBOOK: Order the complete collection of Watchman Fellowship Profiles (around 700 pages -- from Astrology to Zen Buddhism) in either printed or PDF formats here: https://www.watchman.org/Notebook SUPPORT: Help us create more content like this. Make a tax-deductible donation here: https://www.watchman.org/Give Good Heavens! is a podcast ministry of Watchman Fellowship For more information, visit https://www.watchman.org/ © 2025 Watchman Fellowship, Inc.

Peter Gooch is the author of the new novel "Lips." He was on the show last year for his debut novel "Seren." He is a painter, writer, and former art professor living in New Mexico. His short fiction has appeared in numerous literary magazines and online. Originally from Ann Arbor, Michigan, he holds an MFA from Western Michigan University. He resides in Corrales with his wife, Dr. Sharon Ransom. We talk about coming up with the idea for "Lips," developing characters, overcoming fear to write risky material like sex scenes, writing technique and craft, favorite authors and their use of language, writing endings, the difficulty of writing happiness, the importance of having fun in art, finding a good space to write, cultivating the creative writing mindset, his upcoming book "AIX," and more. Links and photos are on the podcast shownotes page Support the show through Patreon

Following day two of on ice activity at the Kraken Community Iceplex for Seattle Kraken development camp 2025, we caught up with forward prospect and Western Michigan University commit Zaccharya Wisdom to discuss his past season, what development camp has taught him, and more. Fellow forward prospect Berkly Catton joins to help ask Wisdom a few questions!

Kyle Triplett pairs hundreds of ceramic elements with digital projections and light works that highlight the human relationship with land and place. In our interview we talk about making site specific work, his interest in blending physical and visual space, and the Morean Ceramic Research Center in Kalamazoo, MI. Triplett is the Morean Distinguished Professor in Ceramics at Western Michigan University and the director of the center. www.kyletriplett.com   I have a few spots left in my surface design workshop at Snow Farm August 14 - 17. If you are interested in building layers through mark making and pattern, join me for a weekend of experimentation and learning. To register visit www.snowfarm.org.   Today's episode is brought to you by the following sponsors: The Rosenfield Collection of Functional Ceramic Art www.Rosenfieldcollection.com Cornell Studio Supply www.cornellstudiosupply.com Snow Farm: The New England Craft Program www.snowfarm.org

Download the “65 Investment Terms You MUST Know to Reach Your Financial Goals” for FREE by going to https://TodaysMarketExplained.com/  Joseph Hart is Director of Capital Markets, bringing 35 years of experience in the portfolio management field. He has previously held executive and senior roles at Center Street Capital, Fidelity Investments, and ING. He received his Bachelor's of Finance from Western Michigan University. Joseph has passed his Series 7 & 63 licenses and is a Certified Investment Management Analyst.In this episode, Brian and Joe discuss:1. The 5-Cent Mistake Everyone Makes2. The Lazy Genius Muscle: Your Brain3. More Afraid of Flying Than Crashing Stocks?4. Emotions Always Win the Argument (Even in Markets)Website: https://realsourcepropertiesreit.com/ Follow us here to see short videos of all our best investing tips:TikTok: https://www.tiktok.com/@todaysmarketexplained  Instagram: https://www.instagram.com/TodaysMarketExplainedYouTube: https://www.youtube.com/@todaysmarketexplained Facebook: https://www.facebook.com/TodaysMarketExplainedTwitter: https://twitter.com/PodcastTMEWebsite: https://todaysmarketexplained.com/ DISCLAIMER:This podcast is provided by FourStar Wealth Advisors for the general public and general information purposes only. This content is not considered to be an offer to buy or sell any securities or investments. Investing involves the risk of loss and an investor should be prepared to bear potential losses. Investment should only be made after thorough review with your investment advisor considering all factors including personal goals, needs and risk tolerance. FourStar is an SEC registered investment advisor that maintains a principal business in the state of Illinois. The firm may only transact business in states in which it has filed or qualifies for a corresponding exemption from such requirements. For information about FourStar's registration status and business operations please consult the firm's form ADV disclosure documents, the most recent versions of which are available on the SEC investment advisory public disclosure website at www.adviserinfo.sec.gov

Dr. Gary Bischoff from Western Michigan University shares valuable insights from his research and provides resources for therapists and couples with transgender partners. This episode touches on World Professional Association for Transgender Health (WPATH) standards of care, the impact of transitioning on relationships, the importance of mutual decision-making, and the challenges cisgender partners may face. 05:30 Challenges in Trans Relationships11:39 Counseling Trans Individuals and Couples32:21 Support Systems and Resources for Trans Partners35:50 Impact of Transition on Sexual RelationshipsGary H. Bischof, Ph.D., is a Professor at Western Michigan University in the Department of Counselor Education and Counseling Psychology. Dr. Bischof is a Licensed Marriage and Family Therapist (LMFT) in Michigan.Dr. Bischof has published over 25 peer-reviewed journal articles and 14 chapters in edited books. Topics have included families of juvenile sex offenders, couple therapy, clinical supervision, integrating religion and spirituality in therapy, brief solution-oriented therapy, the integration of family therapy and medicine and most recently couples with at least one transgender partner. Important Linkshttps://wpath.org/ Queerly Beloved: A Love Story Across Genders by Diane Anderson-Minshall, Jacob Anderson-Minshall: https://bookshop.org/p/books/queerly-beloved-a-love-story-across-genders-diane-anderson-minshall/12424647?ean=9781626390621 Connect with Paige BondInstagram: @paigebondcoachingFacebook: @paigebondcoachingTikTok: @paigebondcoachingWebsite: https://paigebond.comPaige Bond specializes in helping individuals, couples, and intentionally non-monogamous partnerships feel grounded, confident, and connected in their love life. She is also the founder of ⁠Sweet Love Counseling⁠ providing therapy in CO, FL, SC, and VT. Paige loves educating people about relationships through being the host of ⁠the Stubborn Love podcast, ⁠hosting workshops, and speaking at conferences.Free Jealousy Workbook: ⁠⁠⁠http://www.paigebond.com/calm-the-chaos-jealousy-workbook-download⁠⁠⁠ Free People Pleasing Workbook: ⁠⁠⁠https://www.paigebond.com/people-pleasing-workbook⁠⁠⁠ Attachment Dynamics Workshop:⁠https://www.paigebond.com/attachment-dynamics-workshop-sign-up⁠Disclaimer: This podcast and communication through our email are not meant to serve as professional advice or therapy. If you are in need of mental health support, you are encouraged to connect with a licensed mental health professional to receive the support needed.Mental Health Resources: National Suicide Prevention Lifeline: 1-800-273-8255SAMHSA's National Helpline: 1-800-662-HELP (4357)Crisis Text Line: Text HOME to 741741 for free, 24/7 crisis counseling.Intro music by Coma-Media on ⁠⁠pixabay.com⁠

Greg Marchildon speaks with Daniel Macfarlane about his book, The Lives of Lake Ontario: An Environmental History. The Lives of Lake Ontario by Daniel Macfarlane explores the deep and complex relationship between Lake Ontario and the peoples and nations along its shores. For centuries, the lake has shaped the development of surrounding societies, supporting agriculture, energy production, and urban growth. Macfarlane traces how Indigenous nations, settlers, and modern Canadian and American societies have interacted with the lake, often exploiting it through dams, canals, industrial activity, pollution, and overuse of resources. This transboundary water body has acted as both a connector and divider between Canada and the United States, ultimately becoming home to Canada's largest urban area. However, intensive human activity led to serious ecological damage, pushing communities to turn away from the lake. In response, binational efforts like the Great Lakes Water Quality Agreements emerged in the late 20th century, resulting in some environmental improvements. Despite these efforts, Lake Ontario remains the most degraded of the Great Lakes. The impacts of urbanization, invasive species, and climate change continue to challenge its recovery. Macfarlane's account highlights both the lake's resilience and its vulnerability, urging renewed attention to its environmental health. The book serves as a compelling case study of human-nature interactions and the ongoing struggle to balance development with ecological preservation. Daniel Macfarlane is associate professor in the School of Environment, Geography, and Sustainability at Western Michigan University and the author of Natural Allies: Environment, Energy, and the History of US-Canada Relations. Image Credit: McGill-Queen's University Press If you like our work, please consider supporting it: bit.ly/support_WTY. Your support contributes to the Champlain Society's mission of opening new windows to directly explore and experience Canada's past.

Episode 150: Writing, Play, and the Power of Creative Connection with Michelle Ringle & Alyssa Jewell Have you ever felt the quiet nudge to write something down, even if just for yourself? In this heartwarming and deeply thoughtful episode, I sit down with two gifted educators and writers, Michelle Ringle and Alyssa Jewell, to explore the transformative power of creative writing. This conversation was one I truly looked forward to—and it didn't disappoint. Michelle and Alyssa bring so much depth, honesty, and encouragement to the question so many of us carry: What might open up if we let ourselves write? We cover so much ground: how writing can be a form of self-connection and healing, how creative practice doesn't have to look like rigid daily routines, and how society's productivity obsession often blocks our creative energy before we even begin. Whether you've been writing for years or feel creatively stuck, this one's for you. In this episode, we explore: ✨ Why writing is for everyone—not just “writers”✨ How creative writing can help us heal grief, rage, and burnout✨ What happens when we write with no agenda (and why that's powerful)✨ Why play is essential for adult women—and how Michelle created a whole Secret Society around it✨ Bridging the gap between language learning and creative expression✨ The real reasons many of us feel creatively blocked—and how to unblock✨ The power of story to reconnect us with ourselves and others Meet the Guests: Writers, Educators, & Creative Facilitators Michelle Ringle is a mother, educator, adventure facilitator, and poet currently pursuing her MFA in Poetry at Western Michigan University. With over two decades of teaching experience, Michelle brings her trauma-informed, feminist lens to creative and educational spaces. She's also the founder of the Secret Society of Ladies Uniquely Trying Stuff—a playful initiative encouraging women, especially mothers, to re-engage with physical play and joy. Alyssa Jewell holds a Ph.D. in Creative Writing and Poetry, and her work explores the connection between creative writing and English as a Second Language (ESL) education. She teaches college-level ESL, English composition, and creative writing in Grand Rapids, MI. Alyssa's poetry has appeared in Cherry Tree, Poetry Daily, Virginia Quarterly Review, and more, and she's passionate about using writing to heal and connect across differences. Writing as a Life-Giving Practice For both Michelle and Alyssa, writing is less about producing something for others—and more about tuning into their own inner worlds. Michelle shares how morning pages and nature walks help her process emotions and stay grounded, while Alyssa opens up about writing her grandfather's eulogy and the healing power of naming truth through story. Writing doesn't need to look like publishing a novel. It can be 10 minutes in the morning. It can be one sentence you write down while walking in the woods. It can be a eulogy, a journal entry, or a line of poetry that cracks you open. “Our bodies often know before we do,” Michelle reflects. “Writing gives those feelings space to live.” From Burnout to Creativity: Permission to Choose What's Life-Giving Michelle shared how pursuing an MFA while raising three children was a radical act of reclaiming joy. After years of teaching others how to write, she realized she wasn't making space for her own creative voice—and that needed to change. Alyssa describes the journey of bridging her two worlds—ESL education and poetry—and why giving ESL students space to tell their stories is not just powerful, but essential. “I think we're meant to create,” Alyssa says. “We heal through it. We grow through it. And sometimes, we even find our people through it.” A favorite quote from this episode: “We are in a culture that values logic—and I believe that's a patriarchal ideal. Emotional knowing is just as important, but it takes practice.

Kourtney grew up in Southeast Michigan and received a Bachelor of Science in Anthropology & Environmental Studies from Western Michigan University. As an undergraduate she interned on the trail crew at Baxter State Park and fell in love with the state of Maine, so returned in 2010 to earn a Master of Science in Forest Resources from the University of Maine. Kourtney remained at UMaine and in 2016 became the first person to graduate with a PhD from the college's then newly inaugurated Anthropology and Environmental Policy doctoral program. As an applied environmental anthropologist, Kourtney has worked throughout Maine and Maritime Canada on a number of projects that she will describe today. Her work has been funded by the National Science Foundation, Wenner Gren Foundation, USDA Specialty Crop Research Initiative, Henry David Thoreau Foundation, and more. This conversation was recorded in April 2025. ~~~~~The Maine Science Podcast is a production of the Maine Discovery Museum. It is recorded at Discovery Studios, at the Maine Discovery Museum, in Bangor, ME. The Maine Science Podcast is hosted and executive produced by Kate Dickerson; edited and produced by Scott Loiselle. The Discover Maine theme was composed and performed by Nick Parker. To support our work: https://www.mainediscoverymuseum.org/donate. Find us online:Maine Discovery MuseumMaine Discovery Museum on social media: Facebook Instagram LinkedIn Bluesky Maine Science Festival on social media: Facebook Instagram LinkedInMaine Science Podcast on social media: Facebook Instagram © 2025 Maine Discovery Museum

Company Life Host: Anna HarshGuest: Alex HlavatyThis episode offers a behind-the-scenes look at company life after nearly a decade with Eisenhower Dance Detroit. Tune in as he shares real-world insights, choreography tips, and advice for the next generation of dancers ready to take center stage.Alex Hlavaty graduated with a BFA in Dance and a minor in Creative Writing from Western Michigan University in May, 2015. He studied in New York City with Gibney Dance and in Montréal with O Vertigo and Les Ballets Jazz de Montréal before joining Eisenhower Dance Detroit. He is currently in his tenth season dancing with EDD, where he has performed and taught master classes nationally and internationally. He has set excerpts of EDD repertory on high school and university students at summer intensives, workshops, and master classes. Mr. Hlavaty is also an avid choreographer and writer. His choreography has been performed in festivals, intensives, and competitions. He has also created two works on EDD's professional company. His poetry has been published in the literary journal The Laureate, 14th Edition, and he has written for DancePlug online as a resource for dance students, professionals, and educators. He is certified in Progressing Ballet Technique (PBT) Junior, Senior, and Advanced program, and strives to bring elements of various cross-training techniques to his performing and teaching philosophy.Eisenhower Dance Detroit https://eisenhowerdance.org/https://eisenhowerdance.org/Anna Harsh www.AnnaHarsh.comAllegro Dance Company www.AllegroDanceCompany.net

In this College Deep Dive, MTCA Director sits down with Jay Berkow, Director of Music Theatre Performance at Western Michigan University, and Joan Herrington, Director of the School of Theatre and Dance at WMU. Together, they explore and discuss:

Understanding Authentic Branding with Julie Nemitz   Episode #155   Welcome back to The Creative Soulpreneur. In today's episode, we reconnect with an extraordinary guest, Julie Nimitz. Julie's journey from a theater kid in Michigan, mentored by influential figures and inspired by a vibrant local theater scene, has taken her through a compelling career in corporate marketing. She merged her love for theater and her expertise in marketing to help small theaters amplify their stories in innovative ways. Now, Julie's entrepreneurial spirit and fearless nature have led her to work with individual artists, guiding them to authentically market themselves and their creative endeavors. Join us as we explore Julie's inspiring path, her transformational pivot from corporate to self-driven success, and her passion for making a meaningful impact in the arts community. This episode is packed with insights on blending creativity with strategy to leave a lasting legacy in the world of arts and theater.   Takeaways: Embrace the Pivot: Julie transitioned from a career in theater to corporate marketing, eventually founding the Theater Marketing Lab and Broad Impact Network. Her journey emphasizes the importance of fearlessly trying new things and pivoting when necessary. Personal Branding Matters: Both Julie and Nick highlight the importance of personal branding for artists and entrepreneurs. Knowing and authentically presenting who you are can open doors and create meaningful connections. Building Community for Impact: Julie's vision for the Broad Impact Network focuses on empowering female artists and advocates to create together and drive social change. This initiative underscores the power of community in making a difference.   Julie Website For Women in the Arts: Broad Impact Network   Julie Nemitz is a marketing mastermind who's shaking things up in the world of the performing arts. She is the founder of Theatre Marketing Lab, a consultancy dedicated to helping thousands of theatre artists and organizations grow audiences and amplify their work in the digital space –with a big dose of content marketing magic and a whole lot ofinnovative brand strategy. Julie is passionate about working with theatremakers, coaching them to harness the power of the internet to build brands. Since 2019, over 2,800 theaters have benefitted from training with the Theatre Marketing Lab where theatermakers can take self-guided training, group coaching sessions or collaborate one-on-one with Julie. Her signature programs Sell The Show! and Merrily We Roll Out: The Season Reveal Launch Plan have impacted local theatre marketing strategies from Glasgow to Melbourne and everywhere in between. Julie's newest project, Broad Impact Network, will launch in 2025. The program is a membership-based platform and community for women passionate about entertainment and the creative arts. Whether they are active contributors to the industry or avid supporters, Broad Impact Network empowers its members to celebrate, support, and shape the future of the arts. Our mission is to build a robust and engaged community of women who actively support female-identifying artists, advocate for freedom of artistic expression, and provide funding for women-led film, television, music, and theatre projects. Through community-driven initiatives—such as the Broad Impact Grant Program, in-person events Broads Night Out and Broads Night In, and a gamified engagement system—members wield their collective influence to amplify and celebrate women in the arts. Prior to the launch of Theatre Marketing Lab in 2019, Julie had a nearly fifteen-year career in sales and marketing with some of the top publishers and media companies, including Playbill, People Magazine, Meredith Dash Dot/Parents.com, and ScholasticPublishers. As a Vice President of Partnership Marketing at Triad Retail Media, she led her team to develop award-winning e-commerce content for Walmart.com. Julie travels the country (and the internet) speaking about marketing and the theatre industry for organizations such as the American Association of Community Theatre and The National Presenters Association and on numerous podcasts. She is also adjunct faculty at Western Michigan University, teaching Theatre Arts Marketing to the next generation of artists. In her spare time, Julie produces theatrical productions centered on the female experience including co-creating the original theatrical work “Does Anybody Have A Map? Motherhood In Stories and Song” which premiered in 2020 and moved into a social media content success story during the pandemic.   Nick Demos is a Tony and Olivier Award winning Broadway producer, documentary filmmaker, conscious business coach and manifestation expert. With over 15 years of teaching pranayama (breath work), yoga and creativity as well as thirty years in the entertainment industry, he has travelled from the Tony Awards to ashrams and run a multi-million dollar business in between. Nick helps you clear blocks and tap into your creative intuition so you can tell your stories and manifest the business and life of your dreams creating wealth and impact.  

  Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with aphasia, dysarthria, and other neurogenic conditions. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer. In this episode, Lyssa Rome interviews Dr. Suma Devanga about collaborative referencing, gesture, and building rich communicative environments for people with aphasia.   Guest info Dr. Suma Devanga is an assistant professor in the Department of Communication Disorders and Sciences at Rush University Medical Center, Chicago, where she also serves as the director of the Aphasia Research Lab. She completed her PhD in Speech and Hearing science from the University of Illinois. Urbana Champaign in 2017. Dr. Devanga is interested in studying aphasia interventions and their impacts on people's everyday communication. Her recent work includes investigating a novel treatment called the Collaborative Referencing Intervention for Individuals with aphasia, using discourse analysis methods and patient reported outcome measures, studying group-based treatments for aphasia, and studying the use of gestures in aphasia. Additionally, she is involved in teaching courses on aphasia and cognitive communication disorders to graduate SLP students at Rush. She also provides direct patient care and graduate clinical supervision at Rush outpatient clinics.   Listener Take-aways In today's episode you will: Understand the role of collaborative referencing in everyday communication. Learn about Collaborative Referencing Intervention. Describe how speech-language pathologists can create rich communicative environments.   Edited transcript   Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California, and I see clients with aphasia and other neurogenic communication disorders in my LPAA-focused private practice. I'm also a member of the Aphasia Access podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources.   I'm today's host for an episode that will feature Dr. Suma Devanga, who is selected as a 2024 Tavistock Trust for Aphasia Distinguished Scholar, USA and Canada. In this episode, we'll be discussing Dr. Devanga's research on collaborative referencing, gesture, and building rich communicative environments for people with aphasia.   Suma Devanga is an assistant professor in the Department of Communication Disorders and Sciences at Rush University Medical Center, Chicago, where she also serves as the director of the Aphasia Research Lab. She completed her PhD in Speech and Hearing science from the University of Illinois. Urbana Champaign in 2017. Dr. Devanga is interested in studying aphasia interventions and their impacts on people's everyday communication. Her recent work includes investigating a novel treatment called the Collaborative Referencing Intervention for Individuals with aphasia, using discourse analysis methods and patient reported outcome measures, studying group-based treatments for aphasia, and studying the use of gestures in aphasia. Additionally, she is involved in teaching courses on aphasia and cognitive communication disorders to graduate SLP students at Rush. She also provides direct patient care and graduate clinical supervision at Rush outpatient clinics. Suma Devanga, thank you so much for joining us today. I'm really happy to be talking with you.   Suma Devanga Thank you, Lyssa, thank you for having me. And I would also like to thank Aphasia Access for this wonderful opportunity, and the Tavistock Trust for Aphasia and the Duchess of Bedford for recognizing my research through the Distinguished Scholar Award.   Lyssa Rome So I wanted to start by asking you how you became interested in aphasia treatment.   Suma Devanga I became interested in aphasia during my undergraduate and graduate programs, which was in speech language pathology in Mysore in India. I was really drawn to this population because of how severe the consequences were for these individuals and their families after the onset of aphasia. So I met hundreds of patients and families with aphasia who were really devastated by this sudden condition, and they were typically left with no job and little means to communicate with family and friends. So as a student clinician, I was very, very motivated to help these individuals in therapy, but when I started implementing the treatment methods that I had learned, what I discovered was that my patients were showing improvements on the tasks that we worked on in therapy. Their scores on clinical tasks also were improving, but none of that really mattered to them. What they really wanted was to be able to easily communicate with family, but they continued to struggle on that, and none of the cutting-edge treatment methods that I learned from this highly reputable program in India were impacting my patients' lives.   So I really felt lost, and that is when I knew that I wanted to do a PhD and study this topic more closely, and I was drawn to Dr. Julie Hengst's work, which looked at the bigger picture in aphasia. She used novel theoretical frameworks and used discourse analysis methods for tracking patient performance, as opposed to clinical tests. So I applied to the University of Illinois PhD program, and I'm so glad that she took me on as her doctoral student. And so that is how I ended up moving from India to the US and started my work in aphasia.   Lyssa Rome I think that a lot of us can probably relate to what you're describing—that just that feeling of frustration when a patient might improve on some sort of clinical tasks, but still says this is not helping me in my life, and I know that for me, and I think for others, that is what has drawn us to the LPAA.   I wanted to sort of dive into your research by asking you a little bit more about rich communicative environments, and what you mean by that, and what you mean when you talk about or write about distributed communication frameworks.   Suma Devanga So since I started my PhD, I have been interested in understanding how we can positively impact everyday communication for our patients with aphasia. As a doctoral student, I delved more deeply into the aphasia literature and realized that what I observed clinically with my patients in India was consistent with what was documented in the literature, and that was called the clinical-functional gap. And this really refers to the fact that we have many evidence-based aphasia treatments that do show improvements on clinical tasks or standardized tests, but there is very limited evidence on these treatments improving the functional use of language or the everyday communication, and this remains to be true even today.   So I think it becomes pretty important to understand what we are dealing with, like what is everyday communication? And I think many aphasia treatments have been studying everyday communication or conversational interactions by decontextualizing them or reducing them into component parts, like single words or phrases, and then we work our way up to sentence structures. Right? So this approach has been criticized by some researchers like Clark, who is an experimental psychologist, and he called such tasks as in vacuo, meaning that they are not really capturing the complexity of conversational interactions. So basically, even though we are clinicians, our ultimate goal is improving everyday communication, which is rich and emergent and complex, we somehow seem to be using tasks that are simplified and that removes all of these complexities and focuses more on simple or specific linguistic structures. So to understand the complexities of everyday communication, we have shifted to the distributed communication framework, which really originates from the cultural historical activity theories and theories from linguistic anthropology.   Dr. Julie Hengst actually proposed the distributed communication theory in her article in the Journal of Communication Disorders in 2015, which highlights that communication is not just an individual skill or a discrete concept, but it is rather distributed. And it is distributed in three ways: One is that it is distributed across various resources. We communicate using multiple resources, not just language. We sign, we use gestures, or facial expressions. We also interpret messages using such resources like dialects and eye gaze and posture, the social context, cultural backgrounds, the emotional states that we are in, and all of that matters. And we all know this, right? This is not new, and yet, we often give credit to language alone for communication, when in reality, we constantly use multiple resources. And the other key concept of distributed communication theory is that communication is embedded in socio- cultural activities. So depending on the activity, which can be a routine family dinnertime conversation or managing relationships with your co workers, the communicative resources that you use, their motives, and the way you would organize it, all of that would vary. And finally, communication is distributed across time. And by that we mean that people interpret and understand present interactions through the histories that they have experienced over time. For example, if you're at work and your manager says you might want to double check your reports before submitting them based on prior interactions with the manager and the histories you've shared with them, you could interpret that message either as a simple suggestion or that there is a lack of trust in your work. So all in all, communication, I think, is a joint activity, and I think we should view it as a joint activity, and it depends on people's ability to build common ground with one another and draw from that common ground to interpret each other's messages.   Lyssa Rome I feel like that framework is really helpful, and it makes a lot of sense, especially as a way of thinking about the complexity of language and the complexity of what we're trying to do when we are taking a more top-down approach. So that's the distributed communication theory. And it sounds like the other framework that has really guided your research is rich communicative environments. And I'm wondering if you could say a little bit more about that.   Suma Devanga Absolutely. So this work originates from about 80 years of research in neuroscience, where rodents and other animals with acquired brain injuries showed greater neuroplastic changes and improved functions when they were housed in complex environments. In fact, complex environments are considered to be the most well replicated approach to improve function in animal models of acquired brain injury.   So Dr. Julie Hengst, Dr. Melissa Duff, and Dr. Theresa Jones translated these findings to support communication for humans with acquired brain injuries. And they called it the rich communicative environments. The main goal of this is to enrich the clinical environments. And how we achieve that is by ensuring that there is meaningful complexity in our clinical environments, and that you do that by ensuring that our patients, families, and clinicians use multimodal resources, and also to aim for having multiple communication partners within your sessions who can fluidly shift between various communicative roles, and to not just stay in that clinician role, for example.   Another way to think about enriching clinical environments is to think about ensuring that there is voluntary engagement from our patients, and you do that by essentially designing personally meaningful activities, rather than focusing on rehearsing fixed linguistic form or having some predetermined goals.   And the other piece of the enrichment is, how do we ensure there is a positive experiential quality for our patients within our sessions. And for this rather than using clinician-controlled activities with rigid interactional roles, providing opportunities for the patients to share stories and humor would really, you know, ensure that they are also engaging with the tasks with you and having some fun. So all of this put together would lead to a rich communicative environment.   Lyssa Rome It sounds like what you're describing is the kind of speech therapy environment and relationship that is very much person-centered and focused on natural communication, or natural communicative contexts and the kinds of conversations that people have in their everyday lives, rather than more sort of strict speech therapy protocol that might have been more traditional. I also want to ask you to describe collaborative referencing and collaborative referencing intervention.   Suma Devanga Yes, absolutely. So traditionally, our discipline has viewed word-finding or naming as a neurolinguistic process where you access semantic meanings from a lexicon, which you use to generate verbal references. And that theoretical account conceptualizes referencing as an isolated process, where one individual has the skill of retrieving target references from their stores of linguistic forms and meanings, right? So in contrast to that, the distributed communication perspective views referencing as a process where speakers' meanings are constructed within each interaction, and that is based on the shared histories of experiences with specific communication partners and also depending on the social and physical contexts of the interaction as well.   Now this process of collaborative referencing is something that we all do every single day. It is not just a part of our everyday communication, but without collaborative referencing, you cannot really have a conversation with anyone. You need to have some alignment, some common ground for communicating with others. This is a fundamental feature of human communication, and this is not new. You know, there is lots of work being done on this, even in childhood language literature as well.   Collaborative referencing was formally studied by Clark, who is the experimental psychologist. And he studied this in healthy college students, and he used a barrier task experiment for it. So a pair of students sat across from each other with a full barrier that separated them so they could not see each other at all, and each student had a board that was numbered one through 12, and they were given matching sets of 12 pictures of abstract shapes called tangrams. One participant was assigned as the director, who arranged the cards on their playing board and described their locations to the other, who served as the matcher and matched the pictures to their locations on their own board. So the pair completed six trials with alternating turns, and they use the same cards with new locations for each trial. And what they found was that the pairs had to really collaborate with each other to get those descriptions correct so that they are placed correctly on the boards.   So in the initial trials, the pairs had multiple turns of back and forth trying to describe these abstract shapes. For example, one of the pictures was initially described as “This picture that looks like an angel or something with its arms wide open.” And there had to be several clarifying questions from the partner, and then eventually, after playing with this picture several times, the player just had to say “It's the angel,” and the partner would be able to know which picture that was so as the pairs built their common ground, the collaborative effort, or the time taken to complete each trial, and the number of words they used and the number of turns they took to communicate about those pictures declined over time, and the labels itself, or the descriptions of pictures, also became more streamlined as the as time went by.   So Hengst and colleagues wanted to study this experiment in aphasia, TBI, amnesia, and Alzheimer's disease as well. So they adapted this task to better serve this population and also to align with the distributed communication framework. And surprisingly, they found consistent results that despite aphasia or other neurological conditions, people were still able to successfully reference, decrease collaborative effort over time and even streamline their references. But more surprisingly, people were engaged with one another. They were having really rich conversations about these pictures. They were sharing jokes, and really seemed to be enjoying the task itself.   So Hengst and colleagues realized that this has a lot of potential, and they redesigned the barrier task experiment as a clinical treatment using the principles of the distributed communication framework and the rich communicative environment. So that redesign included replacing the full barrier with a partial barrier to allow multimodal communication, and using personal photos of the patients instead of the abstract shapes to make it more engaging for the patients, and also asking participants to treat this as a friendly game and to have fun. So that is the referencing itself and the research on collaborative referencing, and that is how it was adapted as a treatment as well.   And in order to help clinicians easily implement this treatment, I have used the RTSS framework, which is the rehabilitation treatment specification system, to explain how CRI works and how it can be implemented. And this is actually published, and it just came out in the most recent issue in the American Journal of Speech Language Pathology, which I'm happy to share.   Lyssa Rome And we'll put that link into the show notes.   Suma Devanga Perfect. So CRI is designed around meaningful activities like the game that authentically provides repeated opportunities for the client and the clinician to engage in the collaborative referencing process around targets that they really want to be talking about, things that are relevant to patients, everyday communication goals, it could be things, objects of interest, and not really specific words or referencing forms.   So the implementation of the CRI involves three key ingredients. One is jointly developing the referencing targets and compiling the images so clinicians would sit down with the patients and the families to identify at least 30 targets that are meaningful and important to be included in the treatment. And we need two perspectives, or two views, or two pictures related to the same target that needs to be included in the treatment. So we will have 60 pictures overall. An example is two pictures from their wedding might be an important target for patients to be able to talk about. Two pictures from a Christmas party, you know, things like that. So this process of compilation of photos is also a part of the treatment itself, because it gives the patients an opportunity to engage with the targets.   The second ingredient is engaging in the friendly gameplay itself. And the key really here is the gameplay and to treat it as a gameplay. And this includes 15 sessions with six trials in each session, where you, as the clinician and the client will both have matching sets of 12 pictures, and there is a low barrier in between, so you cannot see each other's boards, but you can still see the other person. So you will both take turns being the director and the matcher six times, and describe and match the pictures to their locations, and that is just the game. The only rule of the game is that you cannot look over the barrier. You are encouraged to talk as much as you like about the pictures. In fact, you are encouraged to talk a lot about the pictures and communicate in any way.   The third ingredient is discussing and reflecting on referencing. And this happens at the end of each session where patients are asked to think back and reflect and say what the agreed upon label was for each card. And this, again, gives one more opportunity for the patients to engage with the target.   The therapeutic mechanism, or the mechanism of action, as RTSS likes to call it, is the rich communicative environment itself, you know, and how complex the task is, and how meaningful and engaging the task has to be, as well as the repeated engagement in the gameplay, because we are doing this six times in each session, and we are repeatedly engaging with those targets when describing them and placing them.   So what we are really targeting with CRI is collaborative referencing and again, this does not refer to the patient's abilities to access or retrieve those words from their stores. Instead, we are targeting people's joint efforts in communicating about these targets, their efforts in building situated common ground. That's what we are targeting. We are targeting their alignment with one another, and so that is how we define referencing. And again, we are targeting this, because that is how you communicate every day.   Lyssa Rome That sounds like a really fascinating and very rich intervention. And I'm wondering if you can tell us a little bit about the research that you've done on it so far.   Suma Devanga Absolutely. So in terms of research on CRI thus far, we have completed phase one with small case studies that were all successful, and my PhD dissertation was the first phase two study, where we introduced an experimental control by using a multiple-probe, single-case experimental design on four people with aphasia, and we found significant results on naming. And since then, I have completed two replication studies in a total of nine participants with aphasia. And we have found consistent results on naming. In terms of impact on everyday interactions, we have found decreased trouble sources, or communicative breakdowns, you can call it, and also decreased repairs, both of which indicated improved communicative success within conversational interactions. So we are positive, and we plan to continue this research to study its efficacy within a clinical trial.   Lyssa Rome That's very encouraging. So how can clinicians target collaborative referencing by creating a rich communicative environment?   Suma Devanga Yeah, well, CRI is one approach that clinicians can use, and I'm happy to share the evidence we have this far, and there is more to come, hopefully soon, including some clinical implementation studies that clinicians can use. But there are many other ways of creating rich communicative environments and targeting referencing within clinical sessions. I think many skilled clinicians are already doing it in the form of relationship building, by listening closely to their patients, engaging with them in authentic conversations, and also during education and counseling sessions as well.   In addition to that, I think group treatment for aphasia is another great opportunity for targeting collaborative referencing within a rich communicative environment. When I was a faculty at Western Michigan University, I was involved in their outpatient aphasia program, where they have aphasia groups, and patients got to select which groups they want to participate in. They had a cooking group, a music group, a technology group, and so on. And I'm guessing you do this too at the Aphasia Center of California. So these groups definitely create rich communicative environments, and people collaborate with each other and do a lot of referencing as well. So I think there is a lot that can be done if you understand the rich communicative environment piece.   Lyssa Rome Absolutely. That really rings true to me. So often in these podcast interviews, we ask people about aha moments, and I'm wondering if you have one that you wanted to share with us.   Suma Devanga Sure. So you know how I said that getting the pictures for the CRI is a joint activity? Patients typically select things that they really want to talk about, like their kids' graduation pictures, or things that they are really passionate about, like pictures of their sports cars, or vegetable gardens, and so on. And they also come up with really unique names for them as well, while they are playing with those pictures during the treatment. And when we start playing the game, clinicians usually have little knowledge about these images, because they're all really personal to the patients, and they're taken from their personal lives, so they end up being the novices, while the patients become the experts. And my patients have taught me so much about constructing a house and all about engines of cars and things like that that I had no knowledge about. But in one incident, when I was the clinician paired with an individual with anomic aphasia, there was a picture of a building that she could not recognize, and hence she could not tell me much at all. And we went back and forth several times, and we finally ended up calling it the “unknown building.” Later, I checked my notes and realized that it was where she worked, and it was probably a different angle, perhaps, which is why she could not recognize it. But even with that new information, we continue to call it the “unknown building,” because it became sort of an internal joke for us. And later I kept thinking if I had made a mistake and if we should have accurately labeled it. That is when it clicked for me that CRI is not about producing accurate labels, it is about building a common ground with each other, which would help you successfully communicate with that person. So you're targeting the process of referencing and not the reference itself, because you want your patients to get better at the process of referencing in their everyday communication. And so that was my aha moment.   Lyssa Rome Yeah, that's an amazing story, because I think that that gets to that question sort of of the why behind what we're doing, right? Is it to say the specific name? I mean, obviously for some people, yes, sometimes it is. But what is underlying that? It's to be able to communicate about the things that are important to people. I also wanted to ask you about another area that you've studied, which is the use of gesture within aphasia interventions. Can you tell us a little bit more about that?   Suma Devanga Yes. So this work started with my collaboration with my friend and colleague, Dr. Mili Mathew, who is at Molloy University in New York, and our first work was on examining the role of hand gestures in collaborative referencing in a participant who had severe Wernicke's aphasia, and he frequently used extensive gestures to communicate. So when he started with CRI his descriptions of the images were truly multimodal. For example, when he had to describe a picture of a family vacation in Cancun, he was, you know, he was verbose, and there was very little meaningful content that was relevant in his spoken language utterances. But he used a variety of iconic hand gestures that were very meaningful and helpful to identify what he was referring to. As the sessions went on with him, his gestural references also became streamlined, just like the verbal references do, and that we saw in other studies. And that was fascinating because it indicated that gestures do play a big role in the meaning-making process of referencing.   And in another study on the same participant, we explored the use of hand gestures as treatment outcome measures. This time, we specifically analyzed gestures used within conversations at baseline treatment, probe, and maintenance phases of the study. And we found that the frequency of referential gestures, which are gestures that add meaning, that have some kind of iconics associated with them, those frequencies of gestures decreased with the onset of treatment, whereas the correct information units, or CIUS, which indicate the informativeness in the spoken language itself, increased. So this pattern of decrease in hand gestures and increase in CIUS was also a great finding. Even though this was just an exploratory study, it indicates that gestures may be included as outcome measures, in addition to verbal measures, which we usually tend to rely more on. And we have a few more studies coming up that are looking at the synchrony of gestures with spoken language in aphasia, but I think we still have a lot more to learn about gestures in aphasia.   Lyssa Rome It seems like there that studying gestures really ties in to CRI and the rich communicative environments that you were describing earlier, where the goal is not just to verbally name one thing, but rather to get your point across, where, obviously, gesture is also quite useful. So I look forward to reading more of your research on that as it comes out. Tell us about what you're currently working on, what's coming next.   Suma Devanga Currently, I am wrapping up my clinical research grant from the ASH Foundation, which was a replication study of the phase two CRI so we collected data from six participants with chronic aphasia using a multiple-probe, single-case design, and that showed positive results on naming, and there was improved scores on patient reports of communication confidence, communicative participation, and quality of life as well. We are currently analyzing the conversation samples to study the treatment effects.   I also just submitted a grant proposal to extend the study on participants with different severities of aphasia as well. So we are getting all the preliminary data at this point that we need to be able to start a clinical trial, which will be my next step.   So apart from that, I was also able to redesign the CRI and adapt it as a group-based treatment with three participants with aphasia and one clinician in a group. I actually completed a feasibility study of it, which was successful, and I presented that at ASHA in 2023. And I'm currently writing it up for publication, and I also just secured an internal grant to launch a pilot study of the group CRI to investigate the effects of group CRI on communication and quality of life.   Lyssa Rome Well, that's really exciting. And again, I'm really looking forward to reading additional work as it comes out. As we wrap up. What do you want clinicians to take away from your work and to take away from this conversation we've had today?   Suma Devanga Well, I would want clinicians to reflect on how their sessions are going and think about how to incorporate the principles of rich communicative environments so that they can add more meaningful complexity to their treatment activities and also ensure that their patients are truly engaging with the tasks and also having some fun. And I would also tell the clinicians that we have strong findings so far on CRI with both fluent and non-fluent aphasia types. So please stay tuned and reach out to me if you have questions or want to share your experiences about implementing this with your own patients, because I would love to hear that.   Lyssa Rome Dr. Suma Devanga, it has been great talking to you and hearing about your work. Thank you so much for sharing it with us.   Suma Devanga It was fantastic talking about my work. Thank you for giving me this platform to share my work with you all. And thank you, Lyssa for being a great listener.   Lyssa Rome Thanks also to our listeners for the references and resources mentioned in today's show. Please see our show notes. They're available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials, and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of aphasia. Access. For Aphasia Access Conversations. I'm Lyssa Rome.       References   Devanga, S. R. (2025). Collaborative Referencing Intervention (CRI) in Aphasia: A replication and extension of the Phase II efficacy study. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2024_AJSLP-24-00226   Devanga, S. R., Sherrill, M., & Hengst, J. A. (2021). The efficacy of collaborative referencing intervention in chronic aphasia: A mixed methods study. American Journal of Speech Language Pathology, 30(1S), 407-424. https://doi.org/10.1044/2020_AJSLP-19-00108    Hengst, J. A., Duff, M. C., & Jones, T. A. (2019). Enriching communicative environments: Leveraging advances in neuroplasticity for improving outcomes in neurogenic communication disorders. American Journal of Speech-Language Pathology, 28(1S), 216–229. https://doi.org/10.1044/2018_AJSLP-17-0157   Hengst, J. A. (2015). Distributed communication: Implications of cultural-historical activity theory (CHAT) for communication disorders. Journal of Communication Disorders, 57, 16–28. Https://doi.org/10.1016/j.jcomdis.2015.09.001   Devanga, S. R., & Mathew, M. (2024). Exploring the use of co-speech hand gestures as treatment outcome measures for aphasia. Aphasiology. Advanced online publication. https://doi.org/10.1080/02687038.2024.2356287   Devanga, S. R., Wilgenhof, R., & Mathew, M. (2022). Collaborative referencing using hand gestures in Wernicke's aphasia: Discourse analysis of a case study. Aphasiology, 36(9), 1072-1095. https://doi.org/10.1080/02687038.2021.1937919    

Wake Up, Woodward! Around the City Red Wings season is a failure Justin Satawa joins WUW to discuss Western Michigan University's improbable hockey National Championship Tigers take 2 out of 3 from the Twins on the road Riley Greene is in a terrible slump right now at the plate Recapping this incredible Detroit Pistons regular season What's Trending with JBSmooovv Feldman Mailbag MAILBAG sponsored by FELDMAN AUTOMOTIVE Submit questions to the WUW Crew using the hashtag: #FELDMANMAILBAG

In this episode, George welcomes Chris Fowler, Associate Head Coach at Western Michigan University and the all-time assist leader at Central Michigan University. Chris discusses his journey from an assistant to an associate head coach, emphasizing his application of evidence-based ideas such as the Constraints-Led Approach (CLA). He shares insights on practice design, player development, building trust, and balancing team strategies with individual growth. Chris also touches on integrating cross-disciplinary collaboration in coaching and reflects on how adopting a player-centered approach can transform both coaching effectiveness and players' adaptability on and off the court. Chapters: 00:00 - The Importance of Player Understanding01:08 - Introduction to Evidence-Based Coaching02:06 - Early Experiences with Evidence-Based Practices03:38 - Building Trust with Players06:21 - Core Ideas of the CLA Approach10:11 - Refining Practice Design for Efficiency14:55 - Creating Decision-Making Environments18:46 - Embracing Messiness in Practice22:00 - Balancing Skill Development and Team Strategy26:20 - Challenges of Implementing the CLA30:43 - Preparing for Game Situations34:45 - Transformative Tip: It's Not About You Level up your coaching with our Amazon Best Selling Book: https://amzn.to/3vO1Tc7 Access tons more of evidence-based coaching resources: https://transformingbball.com/products/ Links: Website: http://transformingbball.com/ Twitter: https://twitter.com/transformbball Instagram: https://www.instagram.com/transformingbasketball/ YouTube: https://www.youtube.com/@transformingbasketball Facebook: https://www.facebook.com/transformingbasketball/ TikTok: https://www.tiktok.com/@transforming.basketball

Judith Shakespeare's life is a mystery. While history records her as the younger daughter of William Shakespeare and Anne Hathaway, much of her story remains untold. In her new novel, The Owl Was a Baker's Daughter, author and Shakespeare scholar Grace Tiffany brings Judith to life—filling in the gaps with adventure, resilience, and rebellion. A sequel to My Father Had a Daughter, this novel follows Judith into later adulthood. No longer the headstrong girl who once fled to London in disguise to challenge her father, she is now a skilled healer and midwife. However, when she is accused of witchcraft, she must escape Stratford and navigate a world where Puritans have closed playhouses, civil war splits England, and even her father's legacy is at risk. Tiffany explores how she merged fact and fiction to reimagine Judith's life. From the real-life scandal that shook her marriage to the theatrical and political disturbances of her time, the author examines what it means to write historical fiction—and how Shakespeare's life and legacy continue to inspire new stories. Grace Tiffany is a professor of Shakespeare and Renaissance Drama at Western Michigan University. She has also taught Shakespeare at Fordham University, the University of New Orleans, and the University of Notre Dame, where she obtained her doctorate. She is also the author of My Father Had a Daughter and The Turquoise Ring. From the Shakespeare Unlimited podcast. Published March 25, 2025. © Folger Shakespeare Library. All rights reserved. This episode was produced by Matt Frassica. Garland Scott is the executive producer. It was edited by Gail Kern Paster. We had help with web production from Paola García Acuña. Leonor Fernandez edits our transcripts. Final mixing services are provided by Clean Cuts at Three Seas, Inc.

What happens when a Turnaround CEO and Authenticity Aficionado combines authenticity, storytelling, and humor? In this episode, we sit down with Erin Hatzikostas to explore the transformative power of relationships in real estate and life. Plus, you'll hear about a Big Fat Greek baptism story that's so outrageous it'll have you laughing out loud. So don't miss Erin's insights on why authenticity is the ultimate superpower for building success. Key takeaways to listen for How Erin's dad turned a speeding ticket into a multi-transaction windfall Why buying that dream vacation home might be the best decision you'll ever make Reasons authenticity is a game-changer as a real estate professional The surprising power of planting possibilities without knowing what will grow Real estate relationships done right: Why simple questions can spark life-changing opportunities Resources mentioned in this episode Confessions Of A Crappy Christian Podcast Amazon Book: Joy-Full AF by Erin Baker | Kindle, Paperback and Hardcover About Erin Hatzikostas Erin is an internationally recognized advocate for workplace authenticity. In 2018, after more than 20 years in corporate leadership, she left what many considered a dream job to prove that genuine connection is not just a buzzword but a powerful business tool. She founded b Authentic Inc to eradicate corporate “BS” and spark cultural change. A bestselling author of You Do You(ish), TEDx speaker, and co-host of the podcast b Cause Work Doesn't Have to Suck, her expertise has been featured on ABC, CBS, and in outlets like Business Insider and Fast Company.   She holds a BBA from Western Michigan University and an MBA from the University of Connecticut. Hatzikostas lives in Connecticut with her husband, Manny, and their two children, devoting her free time to coaching basketball, running, and finding places to dance—whether she's supposed to or not. Connect with Erin Website: b Authentic Inc LinkedIn: Erin Hatzikostas - Greater Hartford Instagram: @erinhatzikostas     Connect with Leigh Please subscribe to this podcast on your favorite podcast app at https://pod.link/1153262163, and never miss a beat from Leigh by visiting https://leighbrown.com. DM Leigh Brown on Instagram @ LeighThomasBrown.   Sponsors "You Ask. Leigh Answers." Your Affordable Coaching Program Hey there, real estate pros! Are you ready for some more Leigh Brown wisdom in your life? Then don't miss out on my brand-new program, "You Ask. Leigh Answers." It's your exclusive gateway to the insights and advice you need to supercharge your real estate business. With "You Ask. Leigh Answers." you get Direct Access to Leigh Brown, directly! Expert Coaching, Community Connection, and Extensive Resources. Whether listening to this on the go or watching at home, sign up today at Answers.RealEstate and take your business to the next level. Trust me, you'll be glad you did!