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Michael (Mick) Meilahn's body of work, which includes glass sculpture and large glass and multi-media installations, intertwines the artist's investigation into agriculture, crop production, genetic food modification, and the ancient history of corn. Primordial Shift, a quintessential example of Meilahn's later installations, consisted of 32 hand-blown glass ears of corn averaging 4-feet high, suspended on stalks of cord with leaves of cast bronze on a backdrop of video projected to create an illusion of gentle swaying in the breeze and surround-sound audio that included the chirping of birds and rustling of leaves.  Since 2022, Meilahn's Primordial Shift exhibition has been touring the U.S. with stops at Bergstrom-Mahler Museum of Glass (Neenah, Wis.), The John P. McGovern Museum of Health & Medical Science (Houston, Texas), South Dakota Art Museum at South Dakota State University (Brookings, S.D.) and the Rochester Art Center (Rochester, Minn.) from June 1 through September 30, 2025. Primordial Shift is a work of art. But underlying Meilahn's aesthetic is an agnostic, if not ambivalent, philosophy concerning agronomy or the crop science and the application of that science by horticulturists to plant production for the enhancement and improvement of nature for human and animal life. In that sense, Primordial Shift, along with most of the artist's other installations, are not agents for or of change, but artworks that illuminate the pros and cons of genetic modification. States Meilahn: "With today's sophisticated technology and global positioning, a 24-row corn planter can plant 1,000 acres a day with laser accuracy, 35,000 plants per acre with placement exactly 6" apart, and 1 3⁄4" deep. The instant the seed hits the ground, germination begins. That germination is as primal as it gets. It's everywhere! Just look. The shift part is engineered; with results that are all so convenient. Is this shift good? You decide."  Meilahn (b. 1945) grew up on a family farm near Pickett, in Central Wisconsin. After graduating in 1964 from high school in Ripon where he excelled in art, he entered the University of Wisconsin-River Falls to study agriculture. He subsequently switched his major to art, after he realized agri-business was not his passion. At UW River Falls he took his first course in glass, and in 1966 he started blowing glass. At this time, Harvey Littleton was running the studio glass program at UW Madison, made famous by a slew of glass graduates, the most famous being Dale Chihuly. As an undergraduate, Meilahn spent a quarter abroad working with glass legend Erwin Eisch in Frauenau, Germany, on the Bavaria/Czech border, an area with a rich tradition of glass making. After graduation in 1971, he spent a year in Bolivia as an idealistic Peace Corp volunteer intent on helping people in South America by sharing knowledge he'd learned from farming. Subsequently, he enrolled at Illinois State University, Normal, where Joel Philip Myers had begun a glass program and earned his Masters degree in art.   Ultimately, Meilahn's roots drew him back to his family's farm in 1975 where he and his wife, Jane, raised their children, and where he alternately operated the family farm and the hot glass studio he built. In time, his passion for art and farming became one-in-the-same as a form of creative expression. Since 1996, when he turned 50 and began planting genetic seed, Meilahn's artwork has focused on genetic modification, which has symbiotically shaped his life and work, both as an artist and a farmer. His installations afford viewers the opportunity to view and contemplate the production of corn from the dual perspective of an artist who knows the subject from life. For the past 15 years or so, this convergence has been the basis for a number of important works. Meilahn served as the President of The Board of Directors of the Bergstrom-Mahler Museum of Glass in Neenah, Wisconsin. He has taught at Penland School of Craft in North Carolina and The Archie Bray Foundation in Montana. His work has been exhibited in the traveling museum exhibitions, Wisconsin's Glass Masters and Environmental Impact, produced by David J. Wagner, L.L.C., the annual Smithsonian Craft Show, and at The Corning Museum of Glass, which has also featured the artist's work in its New Glass Review for over four decades. Meilahn says: "An ear of corn is the point of convergence for my dual careers in farming and art. Corn is not a typical subject in art. But for me, the lines, rows, numbers, higher prices, lower prices, color spectrums, mapping, information technology, air masses, and species have all combined to have unwittingly become a catalyst for my art."        

Christy Pettis & Terry Wyberg, The Case for Choral Counting with Fractions ROUNDING UP: SEASON 4 | EPISODE 6 How can educators help students recognize similarities in the way whole numbers and fractions behave? And are there ways educators can build on students' understanding of whole numbers to support their understanding of fractions?  The answer from today's guests is an emphatic yes. Today we're talking with Terry Wyberg and Christy Pettis about the ways choral counting can support students' understanding of fractions.  BIOGRAPHIES Terry Wyberg is a senior lecturer in the Department of Curriculum and Instruction at the University of Minnesota. His interests include teacher education and development, exploring how teachers' content knowledge is related to their teaching approaches. Christy Pettis is an assistant professor of teacher education at the University of Wisconsin-River Falls. RESOURCES Choral Counting & Counting Collections: Transforming the PreK-5 Math Classroom by Megan L. Franke, Elham Kazemi, and Angela Chan Turrou  Teacher Education by Design Number Chart app by The Math Learning Center TRANSCRIPT Mike Wallus: Welcome to the podcast, Terry and Christy. I'm excited to talk with you both today. Christy Pettis: Thanks for having us. Terry Wyberg: Thank you. Mike: So, for listeners who don't have prior knowledge, I'm wondering if we could just offer them some background. I'm wondering if one of you could briefly describe the choral counting routine. So, how does it work? How would you describe the roles of the teacher and the students when they're engaging with this routine? Christy: Yeah, so I can describe it. The way that we usually would say is that it's a whole-class routine for, often done in kind of the middle grades. The teachers and the students are going to count aloud by a particular number. So maybe you're going to start at 5 and skip-count by 10s or start at 24 and skip-count by 100 or start at two-thirds and skip-count by two-thirds.  So you're going to start at some number, and you're going to skip-count by some number. And the students are all saying those numbers aloud. And while the students are saying them, the teacher is writing those numbers on the board, creating essentially what looks like an array of numbers. And then at certain points along with that talk, the teacher will stop and ask students to look at the numbers and talk about things they're noticing. And they'll kind of unpack some of that. Often they'll make predictions about things. They'll come next, continue the count to see where those go. Mike: So you already pivoted to my next question, which was to ask if you could share an example of a choral count with the audience. And I'm happy to play the part of a student if you'd like me to. Christy: So I think it helps a little bit to hear what it would sound like. So let's start at 3 and skip-count by 3s. The way that I would usually tell my teachers to start this out is I like to call it the runway. So usually I would write the first three numbers. So I would write "3, 6, 9" on the board, and then I would say, "OK, so today we're going to start at 3 and we're going to skip-count by 3s. Give me a thumbs-up or give me the number 2 when you know the next two numbers in that count." So I'm just giving students a little time to kind of think about what those next two things are before we start the count together. And then when I see most people kind of have those next two numbers, then we're going to start at that 3 and we're going to skip-count together.  Are you ready? Mike: I am. Christy: OK. So we're going to go 3…  Mike & Christy: 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36.  Christy: Keep going.  Mike & Christy: 39, 42, 45, 48, 51. Christy: Let's stop there.  So we would go for a while like that until we have an array of numbers on the board. In this case, I might've been recording them, like where there were five in each row. So it would be 3, 6, 9, 12, 15 would be the first row, and the second row would say 18, 21, 24, 27, 30, and so on. So we would go that far and then I would stop and I would say to the class, "OK, take a minute, let your brains take it in. Give me a number 1 when your brain notices one thing. Show me 2 if your brain notices two things, 3 if your brain notices three things." And just let students have a moment to just take it in and think about what they notice.  And once we've seen them have some time, then I would say, "Turn and talk to your neighbor, and tell them some things that you notice." So they would do that. They would talk back and forth. And then I would usually warm-call someone from that and say something like, "Terry, why don't you tell me what you and Mike talked about?" So Terry, do you have something that you would notice? Terry: Yeah, I noticed that the last column goes up by 15, Christy: The last column goes up by 15. OK, so you're saying that you see this 15, 30, 45? Terry: Yes. Christy: In that last column. And you're thinking that 15 plus 15 is 30 and 30 plus 15 is 45. Is that right? Terry: Yes. Christy: Yeah. And so then usually what I would say to the students is say, "OK, so if you also noticed that last column is increasing by 15, give me a 'me too' sign. And if you didn't notice it, show an 'open mind' sign." So I like to give everybody something they can do. And then we'd say, "Let's hear from somebody else. So how about you, Mike? What's something that you would notice?" Mike: So one of the things that I was noticing is that there's patterns in the digits that are in the ones place. And I can definitely see that because the first number 3 [is] in the first row. In the next row, the first number is 18 and the 8 is in the ones place. And then when I look at the next row, 33 is the first number in that row, and there's a 3 again. So I see this column pattern of 3 in the ones place, 8 in the ones place, 3 in the ones place, 8 in the ones place. And it looks like that same kind of a number, a different number. The same number is repeating again, where there's kind of like a number and then another number. And then it repeats in that kind of double, like two numbers and then it repeats the same two numbers. Christy: So, what I would say in that one is try to revoice it, and I'd probably be gesturing, where I'd do this. But I'd say, "OK, so Mike's noticing in this ones place, in this first column, he's saying he notices it's '3, 8, 3, 8.' And then in other columns he's noticing that they do something similar. So the next column, or whatever, is like '6, 1, 6, 1' in the ones place. Why don't you give, again, give me a 'me too' [sign] if you also noticed that pattern or an 'open mind' [sign] if you didn't."  So, that's what we would do. So, we would let people share some things. We would get a bunch of noticings while students are noticing those things. I would be, like I said, revoicing and annotating on the board. So typically I would revoice it and point it out with gestures, and then I would annotate that to take a record of this thing that they've noticed on the board. Once we've gotten several students' noticings on the board, then we're going to stop and we're going to unpack some of those. So I might do something like, "Oh, so Terry noticed this really interesting thing where he said that the last column increases by 15 because he saw 15, 30, 45, and he recognized that. I'm wondering if the other columns do something like that too. Do they also increase by the same kind of number? Hmm, why don't you take a minute and look at it and then turn and talk to your neighbor and see what you notice." And we're going to get them to notice then that these other ones also increase by 15. So if that hadn't already come out, I could use it as a press move to go in and unpack that one further.  And then we would ask the question, in this case, "Why do they always increase by 15?" And we might then use that question and that conversation to go and talk about Mike's observation, and to say, like, "Huh, I wonder if we could use what we just noticed here to figure out about why this idea that [the numbers in the] ones places are going back and forth between 3, 8, 3, 8. I wonder if that has something to do with this." Right? So we might use them to unpack it. They'll notice these patterns. And while the students were talking about these things, I'd be taking opportunities to both orient them to each other with linking moves to say, "Hey, what do you notice? What can you add on to what Mike said, or could you revoice it?" And also to annotate those things to make them available for conversation. Mike: There was a lot in your description, Christy, and I think that provides a useful way to understand what's happening because there's the choice of numbers, there's the choice of how big the array is when you're recording initially, there are the moves that the teacher's making. What you've set up is a really cool conversation that comes forward. We did this with whole numbers just now, and I'm wondering if we could take a step forward and think about, OK, if we're imagining a choral count with fractions, what would that look and sound like? Christy: Yeah, so one of the ones I really like to do is to do these ones that are just straight multiples, like start at 3 and skip-count by 3s. And then to either that same day or the very next day—so very, very close in time in proximity—do one where we're going to do something similar but with fractions. So one of my favorites is for the parallel of the whole number of skip-counting by 3s is we'll start at 3 fourths and we'll skip-count by 3 fourths. And when we write those numbers, we're not going to put them in simplest form; we're just going to write 3 fourths, 6 fourths, 9 fourths. So in this case, I would probably set it up in the exact same very parallel structure to that other one that we just did with the whole numbers. And I would put the numbers 3 fourths, 6 fourths, 9 fourths on the board. I would say, "OK, here's our first numbers. We're going to start starting at 4 fourths. We're going to skip-count by 3 fourths. And give me a thumbs-up or the show me a 2 when you know the next two numbers." And then we would skip-count them together, and we would write them on the board. And so we'd end up—and in this case I would probably arrange them again in five columns just to have them and be a parallel structure to that one that we did before with the whole numbers. So it would look like 3 fourths, 6 fourths, 9 fourths, 12 fourths, 15 fourths on the first row. And then the next row, I would say 18 fourths, 21 fourths, 24 fourths, 27 fourths, 30 fourths. And again, I'd probably go all the way up until I got to 51 fourths before we'd stop and we'd look for patterns. Mike: So I think what's cool about that—it was unsaid, but it kind of implied—is that you're making a choice there. So that students had just had this experience where they were counting in increments of 3, and 3, 6, 9, 12, 15, and then you start another row and you get to 30, and in this case, 3 fourths, 6 fourths, 9 fourths, 12 fourths, 15 fourths. So they are likely to notice that there's something similar that's going on here. And I suspect that's on purpose. Christy: Right, that's precisely the thing that we want right here is to be able to say that fractions aren't something entirely new, something that you—just very different than anything that you've ever seen before in numbers. But to allow them to have an opportunity to really see the ways that numerators enumerate, they act like the counting numbers that they've always known, and the denominator names, and tells you what you're counting. And so it's just a nice space where, when they can see these in these parallel ways and experience counting with fractions, they have this opportunity to see some of the ways that both fraction notation works, what it's talking about, and also how the different parts of the fraction relate to things they already know with whole numbers. Mike: Well, let's dig into that a little bit more. So the question I was going to ask Terry was: Can we talk a bit more about the ways the choral counting routine can help students make sense of the mathematics of fractions? So what are some of the ideas or the features of fractions that you found choral counting really allows you to draw out and make sense of with students? Terry: Well, we know from our work with the rational number project how important language is when kids are developing an understanding of the role of the numerator and the denominator. And the choral counts really just show, like what Christy was just saying, how the numerator just enumerates and changes just like whole numbers. And then the denominator stays the same and names something. And so it's been a really good opportunity to develop language together as a class. Christy: Yeah. I think that something that's really important in these ones that you get to see when you have them. So when they're doing that language, they're also—a really important part of a choral count is that it's not just that they're hearing those things, they're also seeing the notation on the board. And because of the way that we're both making this choice to repeatedly add the same amount, right? So we're creating something that's going to have a pattern that's going to have some mathematical relationships we can really unpack. But they're also seeing the notation on there that's arranged in a very intentional way to allow them to see those patterns in rows and columns as they get to talk about them.  So because those things are there, we're creating this chance now, right? So they see both the numerator and denominator. If we're doing them in parallel to things with whole numbers, they can see how both fractions are alike, things that they know with whole numbers, but also how some things are different. And instead of it being something that we're just telling them as rules, it invites them to make these observations.  So in the example that I just gave you of the skip-counting, starting at 3 fourths and skip-counting by 3 fourths, every time I have done this, someone always observes that the right-hand column, they will always say it goes up by 15. And what they're observing right there is they're paying attention to the numerator and thinking, "Well, I don't really need to talk about the denominator," and it buys me this opportunity as a teacher to say, "Yes, I see that too. I see that these 15 fourths and then you get another, then you get 30 fourths and you get 45 fourths. And I see in those numerators that 15, 30, 45—just like we had with the whole numbers—and here's how I would write that as a mathematician: I would write 15 fourths plus 15 fourths equals 30 fourths." Because I'm trying to be clear about what I'm counting right now. So instead of telling it like it's a rule that you have to remember, you have to keep the same denominators when you're going to add, it instead becomes something where we get to talk about it. It's just something that we get to be clear about. And that in fractions, we also do this other piece where we both enumerate and we name, and we keep track of that when we write things down to be clear. And so it usually invites this very nice parallel conversation and opportunity just to set up the idea that when we're doing things like adding and thinking about them, that we're trying to be clear and we're trying to communicate something in the same way that we always have been. Mike: Well, Terry, it strikes me that this does set the foundation for some important things, correct? Terry: Yeah, it sets the foundation for adding and subtracting fractions and how that numerator counts things and the denominator tells you the size of the pieces.  It also sets up multiplication. The last column, we can think of it as 5 groups of 3 fourths. And the next number underneath there might be 10 groups of 3 fourths. And as we start to describe or record what students' noticings are, we get a chance to highlight those features of adding fractions, subtracting fractions, multiplying fractions. Mike: We've played around the edges of a big idea here. And one of the things that I want to bring back is something we talked about when we were preparing for the interview. This idea that learners of any age, generally speaking, they want to make use of their understanding of the way that whole numbers work as they're learning about fractions. And I'm wondering if one or both of you want to say a little bit more about this. Terry: I think a mistake that we made previously in fraction teaching is we kind of stayed under 1. We just stayed and worked within 0 and 1 and we didn't go past it. And if you're going to make 1 a benchmark or 2 a benchmark or any whole number a benchmark, when you're counting by 3 fourths or 2 thirds or whatever, you have to go past it. So what choral counting has allowed us to do is to really get past these benchmarks, and kids saw patterns around those benchmarks, and they see them.  And then I think we also saw a whole-number thinking get in the way. So if you ask, for example, somebody to compare 3 seventeenths and 3 twenty-thirds, they might say that 3 twenty-thirds are bigger because 23 is bigger than 17. And instead of embracing their whole-number knowledge, we kind of moved away from it. And so I think now with the choral counting, they're seeing that fractions behave like whole numbers. They can leverage that knowledge, and instead of trying to make it go away, they're using it as an asset. Mike: So the parallel that I'm drawing is, if you're trying to teach kids about the structure of numbers in whole number, if you can yourself to thinking about the whole numbers between 0 and 10, and you never worked in the teens or larger numbers, that structure's really hard to see. Am I thinking about that properly? Terry: Yes, you are. Christy: I think there's two things here to highlight.  So one of them that I think Terry would say more about here is just the idea that, around the idea of benchmarks. So you're right that there's things that come out as the patterns and notation that happen because of how we write them. And when we're talking about place value notation, we really need to get into tens and really into hundreds before a lot of those things become really available to us as something we talk about, that structure of how 10 plays a special role.  In fractions, a very parallel idea of these things that become friendly to us because of the notation and things we know, whole numbers act very much like that. When we're talking about rational numbers, right? So they become these nice benchmarks because they're really friendly to us, there's things that we know about them, so when we can get to them, they help us. And the choral count that we were just talking about, there's something that's a little bit different that's happening though because we're not highlighting the whole numbers in the way that we're choosing to count right there. So we're not—we're using those, I guess, improper fractions. In that case, what we're doing is we're allowing students to have an opportunity to play with this idea, the numerator and denominator or the numerator is the piece that's acting like whole numbers that they know. So when Terry was first talking about how oftentimes when we first teach fractions and we were thinking about them, we were think a lot about the denominator. The denominator is something that's new that we're putting in with fractions that we weren't ever doing before with whole numbers. And we have that denominator. We focus a lot on like, "Look, you could take a unit and you can cut it up and you can cut it up in eight pieces, and those are called eighths, or you could cut it up in 10 pieces, and those are called tenths."  And we focus a lot on that because it's something that's new. But the thing that allows them to bridge from whole numbers is the thing that's the same as whole numbers. That's the numerator. And so when we want them to have chances to be able to make those connections back to the things they know and see that yes, there is something here that's new, it's the denominator, but connecting back to the things they know from whole numbers, we really do need to focus some on the numerator and letting them have a chance to play with what the numerator is, to see how it's acting, and to do things. It's not very interesting to say—to look at a bunch of things and say, like, "2 thirds plus 4 thirds equals 6 thirds," right? Because they'll just start to say, "Well, you can ignore the denominator." But when you play with it and counting and doing things like we was talking about—setting up a whole-number count and a fraction count in parallel to each other—now they get to notice things like that. [It] invites them to say things like, "Oh, so adding 15 in the whole numbers is kind of adding 15 fourths in the fourths." So they get to say this because you've kind of set it up as low-hanging fruit for them, but it's allowing them really to play with that notion of the numerator and a common denominator setting. And then later we can do other kinds of things that let them play with the denominator and what that means in those kinds of pieces. So one of the things I really like about choral counts and choral counts with fractions is it's setting up this space where the numerator becomes something that's interesting and something worth talking about in some way to be able to draw parallels and allow them to see it. And then of course, equivalency starts to come into play too. We can talk about how things like 12 fourths is equivalent to 3 wholes, and then we get to see where those play their role inside of this count too. But it's just something that I really like about choral counting with fractions that I think comes out here. And it's not quite the idea of benchmarks, but it is important. Mike: Well, let's talk a little bit about equivalency then. Terry. I'm wondering if you could say a little bit about how this routine can potentially set up a conversation around ideas related to equivalency. Terry: We could do this choral count—instead of just writing improper fractions all the way through, we could write them with mixed numbers. And as you start writing mixed numbers, the pattern becomes "3 fourths, 1 and a half, 2 and a quarter," and we can start bringing in equivalent fractions. And you still do the same five columns and make parallel connections between the whole numbers, the fractions that are written as improper fractions and the fractions with mixed numbers. And so you get many conversations about equivalencies. And this has happened almost every time I do a choral count with fractions is, the kids will comment that they stop thinking. They go, "I'm just writing these numbers down." Part of it is they're seeing equivalency, but they're also seeing patterns and letting the patterns take over for them. And we think that's a good thing rather than a bad thing. It's not that they're stopped thinking, they're just, they're just— Christy: They're experiencing the moment that patterns start to help, that pattern recognition starts to become an aid in their ability to make predictions. All of a sudden you can feel it kick online.  So if you said it in the context, then what happens is even in the mixed-number version or in the improper-number version, that students will then have a way of talking about that 12 fourths is equivalent to 3, and then you're going to see that whole-number diagonal sort of pop in, and then you'll see those other ones, even in the original version of it. Terry: Yeah, as we started to play around with this and talk with people, we started using the context of sandwiches, fourths of sandwiches. And so when they would start looking at that, the sandwiches gave them language around wholes. So the equivalence that they saw, they had language to talk about. That's 12 fourths of a sandwich, which would be 3 full sandwiches. And then we started using paper strips with the choral counts and putting paper strips on each piece so kids could see that when it fills up they can see a full sandwich. And so we get both equivalencies, we get language, we get connections between images, symbols, and context. Mike: One of the questions that I've been asking folks is: At the broadest level, regardless of the number being counted or whether it's a whole number or a rational number, what do you think the choral counting routine is good for? Christy: So I would say that I think of these routines, like a choral count or a number talk or other routines like that that you would be doing frequently in a classroom, they really serve as a way of building mathematical language. So they serve as a language routine. And then one of the things that's really important about it is that it's not just that there's skip-counting, but that count. So you're hearing the way that patterns happen in language, but they're seeing it at the same time. And then they're having chances, once that static set of representations on the board, those visuals of the numbers has been created and set up in this structured way, it's allowing them to unpack those things. So they get to first engage in language and hearing it in this multimodal way. So they hear it and they see it, but then they get to unpack it and they get to engage in language in this other way where they get to say, "Well, here's things that stand out to me."  So they make these observations and they will do it using informal language. And then it's buying the teacher an opportunity then to not only highlight that, but then to also help formalize that language. So they might say, "Oh, I saw a column goes up by 5." And I would get to say, "Oh, so you're saying that you add each time to this column, and here's how a mathematician would write that." And we would write that with those symbols. And so now they're getting chances to see how their ideas are mathematical ideas and they're being expressed using the language and tools of math. "Here's the way you said it; here's what your brain was thinking about. And here's what that looks like when a mathematician writes it." So they're getting this chance to see this very deeply authentic way and just also buying this opportunity not only to do it for yourself, but then to take up ideas of others. "Oh, who else saw this column?" Or, "Do you think that we could extend that? Do you think it's anywhere else?" And they get to then immediately pick up that language and practice it and try it. So I look at these as a really important opportunity, not just for building curiosity around mathematics, but for building language. Mike: Let's shift a little bit to teacher moves, to teacher practice, which I think y'all were kind of already doing there when you were talking about opportunities. What are some of the teacher moves that you think are really critical to bringing choral counting with fractions particularly to life? Terry: I think just using the strips to help them visualize it, and it gave them some language. I think the context of sandwiches, or whatever it happens to be, gives them some ways to name what the unit is. We found starting with that runway, it really helps to have something that they can start to kind of take off and start the counting routine. We also found that the move where you ask them, "What do you notice? What patterns do you notice?," we really reserve for three and a half rows. So we try to go three full rows and a half and it gives everybody a chance to see something. If I go and do it too quick, I find that I don't get everybody participating in that, noticing as well, as doing three and a half rows. It just seems to be a magic part of the array is about three and a half rows in. Mike: I want to restate and mark a couple things that you said, Terry. One is this notion of a runway that you want to give kids. And that functions as a way to help them start to think about, again, "What might come next?" And then I really wanted to pause and talk about this idea of, you want to go at least three rows, or at least—is it three or three and a half?  Terry: Three and a half. Christy: When you have three of something, then you can start to use patterns. You need at least those three for even to think there could be a pattern. So when you get those, at least three of them, and they have that pattern to do—and like Terry was saying, when you have a partial row, then what happens is those predictions can come from two directions. You could keep going in the row, so you could keep going horizontally, or you could come down a column. And so now it kind of invites people to do things in more than one way when you stop mid-row. Mike: So let me ask a follow-up question. When a teacher stops or pauses the count, what are some of the first things you'd love to see them do to spark some of the pattern recognition or the pattern seeking that you just talked about? Christy: Teacher moves? Mike: Yeah. Christy: OK. So we do get to work with preservice teachers all the time. So this is one of my favorite parts of this piece of it. So what do you do as a teacher that you want? So we're going to want an array up there that has enough, at least three of things in some different ways people can start to see some patterns.  You can also, when you do one of these counts, you'll hear the moment—what Terry described earlier as "stop thinking." You can hear a moment where people, it just gets easier to start, the pattern starts to help you find what comes next, and you'll hear it. The voices will get louder and more confident as you do it. So you want a little of that. Once you're into that kind of space, then you can stop. You know because you've just heard them get a little more confident that their brains are going. So you're kind of looking for that moment. Then you're going to stop in there again partway through a row so that you've got a little bit of runway in both directions. So they can keep going horizontally, they can come down vertically. And you say, "OK," and you're going to give them now a moment to think. And so that stopping for a second before they just talk, creating space for people to formulate some language, to notice some things is really, really important.  So we're going to create some thinking space, but we know there's some thinking happening, so you just give them a way to do it. Our favorite way to do it is to, instead of just doing a thumbs-up and thumbs-down in front of the chest, we just do a silent count at the chest rather than hands going up. We just keep those hands out of the air, and I say, "Give me a 1 at your chest"—so a silent number 1 right at your chest—"when you've noticed one thing. And if you notice two things, give me a 2. And if you notice three things, give me a 3." They will absolutely extrapolate from there. And you'll definitely see some very anxious person who definitely wants to say something with a 10 at their chest. But what you're doing at that moment is you're buying people time to think, and you're buying yourself as a teacher some insight into where they are. So you now get to look out and you can see who's kind of taking a while for that 1 to come up and who has immediately five things, and other things.  And you can use that along with your knowledge of the students now to think about how you want to bring people into that discussion. Somebody with 10 things, they do not need to be the first person you call on. They are desperate to share something, and they will share something no matter when you call on them. So you want to use this information now to be able to get yourself some ideas of, like, "OK, I want to make sure that I'm creating equitable experiences, that I want to bring a lot of voices in." And so the first thing we do is we have now a sense of that because we just watched, we gave ourselves away into some of the thinking that's happening. And then we're going to partner that immediately with a turn and talk. So first they're going to think and then they're going to have a chance to practice that language in a partnership. And then, again, you're buying yourself a chance to listen into those conversations and to know that they have something to share. And to bring it in, I will pretty much always make that a warm call. I won't say, "Who wants to share?" I will say, "Terry or Mike, let's hear." And then I won't just say, "Terry, what was your idea?" I would say, "Terry, tell me something that either you or Mike shared that you noticed." So we'll give a choice. So now they've got a couple ways in. You know they just said something. So you're creating this space where you're really lowering the temperature of how nerve-racking it is to share something. They have something to say, and they have something to do. So I want all of those moves.  And then I kind of alluded to it when we were doing the practice one, but the other one I really like is to have all-class gestures so that everyone constantly has a way they need to engage and listen. And so I like to use ones not just the "me too" gesture, but we do the "open mind" gesture as well so that everyone has one of the two. Either it's something that you were thinking or they've just opened your mind to a new idea. And it looks, we use it kind of like an open book at your forehead. So, the best way I can describe it to you, you put both hands at your forehead and you touch them like they're opening up, opening doors. And so everyone does one of those, right? And then as a teacher, you now have some more information because you could say, "Oh, Terry, you just said that was open mind. You hadn't noticed it. Well, tell us something different you noticed." So you get that choice of what you're doing. So you're going to use these things as a teacher to not just get ideas out but to really be able to pull people in ways they've sort of communicated something to you that they have something to share.  So I love it for all the ways we get to practice these teacher moves that don't just then work in just this choral count, but that do a really great job in all these other spaces that we want to work on with students too, in terms of equitably and creating talk, orienting students to one another, asking them to listen to and build on each other's ideas. Terry: When you first start doing this, you want to just stop and listen. So I think some of my mistakes early on was trying to annotate too quickly. But I found that a really good teacher move is just to listen. And I get to listen when they're think-pair-sharing, I get a chance to listen when they're just thinking together, I get a chance to listen when they describe it to the whole class. And then I get to think about how I'm going to write and record what they said so that it amplifies what they're saying to the whole class. And that's the annotation piece. And getting better at annotating is practicing what you're going to write first and then they always say something a little different than what you anticipate, but you've already practiced. So you can get your colors down, you can get how you're going to write it without overlapping too much with your annotations. Mike: I think that feels like a really important point for someone who is listening to the podcast and thinking about their own practice. Because if I examine my own places where I sometimes jump before I need to, it often is to take in some ideas but maybe not enough and then start to immediately annotate. And I'm really drawn to this idea that there's something to, I want to listen enough to kind of hear the body of ideas that are coming out of the group before I get to annotation. Is that a fair kind of summary of the piece that you think is really important about that? Terry: Yes. And as I'm getting better with it, I'm listening more and then writing after I think I know what they're saying. And I check with them as I'm writing. Mike: So you started to already go to my next question, which is about annotation. I heard you mention color, so I'm curious: What are some of the ideas about annotation that you think are particularly important when you are doing it in the context of a choral count? Christy: Well, yeah, I think a choral count. So color helps just to distinguish different ideas. So that's a useful tool for that piece of it. What we typically want, people will notice patterns usually in lines. And so you're going to get vertical lines and horizontal lines, but you'll also get diagonals. That's usually where those will be. And they will also notice things that are recognizable. So like the 15, 30, 45 being a number sequence that is a well-known one is typically wouldn't going to be the first one we notice. Another one that happens along a diagonal, and the examples we gave will be 12, 24, 36, it comes on a diagonal. People will often notice it because it's there. So then what you want is you're going to want to draw in those lines that help draw students' eyes, other students' eyes, not the ones who are seeing it, but the ones who weren't seeing it to that space so they can start to see that pattern too. So you're going to use a little bit of lines or underlining that sort of thing. These definitely do over time get messier and messier as you add more stuff to them. So color helps just distinguish some of those pieces.  And then what you want is to leave yourself some room to write things. So if you have fractions, for example, you're going to need some space between things because fractions take up a little bit more room to write. And you definitely want to be able to write "plus 15 fourths," not just, "plus 15." And so you need to make sure you're leaving yourself enough room and practicing and thinking. You also have to leave enough room for if you want to continue the count, because one of the beautiful things you get to do here is to make predictions once you've noticed patterns. And so you're going to probably want to ask at some point, "Well, what number do you think comes in some box further down the road?" So you need to leave yourself enough room then to continue that count to get there.  So it's just some of the things you have to kind of think about as a teacher as you do it, and then as you annotate, so you're kind of thinking about trying to keep [the numbers] pretty straight so that those lines are available to students and then maybe drawing them in so students can see them. And then probably off to the side writing things like, if there's addition or multiplication sentences that are coming out of it, you probably want to leave yourself some room to be able to sometimes write those. In a fraction one, which Terry talked about a little bit, because equivalency is something that's available now where we can talk about, for example, the really common one that would come out in our example would be that 12 fourths is equivalent to 3 wholes. Somehow you're going to have to ask this question of, "Well, why is that? Where could we see it?" And so in that case, usually we would draw the picture of the sandwiches, which will be rectangles all cut up in the same way. So not like grilled cheese sandwiches in fourth, but like a subway sandwich in fourths. And then you're going to need some space to be able to draw those above it and below it.  So again, you're kind of thinking about what's going to make this visible to students in a way that's meaningful to them. So you're going to need some space to be left for those things. What I find is that I typically end up having to write some things, and then sometimes after the new idea comes in, I might have to erase a little bit of what's there to make some more room for the writing. But I would say with fractions, it's going to be important to think about leaving enough space between, because you're probably going to need a little bit of pictures sometimes to help make sense of that equivalency. That's a really useful one. And leaving enough space for the notation itself, it takes a little bit of room. Mike: Every time I do a podcast, I get to this point where I say to the guest or guests, "We could probably talk for an hour or more, and we're out of time." So I want to extend the offer that I often share with guests, which is if someone wanted to keep learning about choral counting or more generally about some of the ideas about fractions that we're talking about, are there any particular resources that the two of you would recommend? Terry: We started our work with the Choral Counting & Counting Collections book by Megan Franke[, Elham Kazemi, and Angela Chan Turrou], and it really is transformational, both routines. Christy: And it has fractions and decimals and ideas in it too. So you can see it across many things. Well, it's just, even just big numbers, small numbers, all kinds of different things. So teachers at different grade levels could use it.  The Teacher Education by Design [website], at tedd.org, has a beautiful unit on counting collections for teachers. So if you're interested in learning more about it, it has videos, it has planning guides, things like that to really help you get started. Terry: And we found you just have to do them. And so as we just started to do them, writing it on paper was really helpful. And then The Math Learning Center has an app that you can use—the Number Chart app—and you can write [the choral counts] in so many different ways and check your timing out. And it's been a very helpful tool in preparing for quality choral counts with fractions and whole numbers. Mike: I think that's a great place to stop.  Christy and Terry, I want to thank you both so much for joining us. It has really just absolutely been a pleasure chatting with you both. Christy: So much fun getting to talk to you. Terry: Thank you.  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  

In this episode of The Pet Food Science Podcast Show – Equine, Dr. Brian Nielsen from Michigan State University discusses the vital topic of hydration and electrolytes in horses. He clears up common misconceptions, highlights the importance of water during exercise, and shares effective strategies for keeping horses properly hydrated. Dr. Nielsen also talks about the risks of over-supplementing electrolytes and how simple changes can have a big impact on horse health. Tune in now on all major platforms!"Many people mistakenly avoid giving horses water after exercise, fearing it could cause colic or laminitis, but this is a significant misconception."Meet the guest: Dr. Brian Nielsen is a Professor of Equine Exercise Physiology at Michigan State University. He completed his undergraduate degree in Animal Science at the University of Wisconsin – River Falls and earned his M.S. and Ph.D. from Texas A&M University. With over 90 peer-reviewed papers and significant contributions to equine hydration and exercise research, Dr. Nielsen is recognized as a leader in the field.Liked this one? Don't stop now — Here's what we think you'll love!What will you learn:(00:00) Highlight(00:47) Introduction(05:17) Importance of hydration(08:49) Common hydration mistakes(14:14) Electrolyte supplementation(25:13) Racing horses and hydration(33:23) Managing electrolytes(49:15) Final ThoughtsThe Pet Food Science Podcast Show is trusted and supported by innovative companies like:* Trouw Nutrition* Kemin- Stratum- Wilbur-Ellis Nutrition- Biorigin

Dr. Katie Keller Wood is someone who deeply understands the challenges we face when our work holds deep meaning—because when our work matters, “balance” often feels impossible. And for those of us doing high-impact work—whether in education, social work, healthcare, or entrepreneurship—the risk of burnout and compassion fatigue is even higher.Katie has lived this reality, and she's on a mission to help us shift the conversation from chasing “work-life balance” to cultivating true alignment. She believes that when our lives are aligned, we create space for authentic thriving—for ourselves, and for the people we serve.Katie grew up in the world of education, where discovering Montessori philosophy transformed her perspective—not only about teaching, but about life. Today, she directs the CMStep training program, working with hundreds of Montessori teachers across the U.S. and abroad, while also teaching at institutions like the University of Virginia, Xavier University, and the University of Wisconsin–River Falls. She is a sought-after keynote speaker and coach, known as “a breath of fresh air” for the way she captivates audiences and makes human-centered development come alive at every stage of life.In her forthcoming book: Alignment, Katie challenges the myth of balance and shows us why alignment is the key to resilience, impact, and a more equitable and thriving world.More Info: Dr. Katie Keller Wood. Sponsors: Become a Guest on Master Leadership Podcast: Book HereAgency Sponsorships: Book GuestsMaster Your Podcast Course: MasterYourSwagFree Coaching Session: Master Leadership 360 CoachingSupport Our Show: Click HereLily's Story: My Trust ManifestoSupport this show http://supporter.acast.com/masterleadership. Hosted on Acast. See acast.com/privacy for more information.

As a Beck's Player with Heart, Kallie Andersen shows her dedication and passion both on and off the court. Kallie currently plays volleyball and basketball, saying that she loves being able to compete with her friends and enjoys having a second family she can always look to. She is also part of her school's FFA chapter, student council, and National Honor Society, and participates in kinship mentoring. Kallie is very involved in her community through 4-H and FFA. In 4-H, she hands out free dairy products to the community during June Dairy Month, helps with community trash pick-ups, and makes decorations and cards for nursing homes during the holidays. Through FFA, Kallie led a shoe drive that collected over 2,500 shoes to donate to countries in need and helped collect supplies to send south after the hurricanes. Kallie was also awarded first princess on the Miss Amery Royalty Court, where she participated in various parades and festivals to represent Amery. Agriculture is a very important staple in Kallie's life and has shaped her into the person she is today. Through FFA, she is able to do the things she loves and has developed several useful skills, such as public speaking. She recognizes the key role agriculture plays in supporting, feeding, and employing her community. Kallie plans to attend either the University of Wisconsin - River Falls or Iowa State University to major in dairy science and become a bovine embryologist to raise her own dairy and beef herds.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Send us a textSummary: In this episode of the PIO podcast, Jen Longaecker, the Deputy Communications Director for the Minnesota Department of Public Safety, shares her unique journey from journalism to public safety communications. She discusses the challenges faced during the 2020 civil unrest, the importance of social media in crisis management, and the strategies employed to engage the community and recruit new law enforcement personnel. Jen emphasizes the significance of storytelling in public safety communications and the need for effective messaging templates to navigate crises. In this conversation, Jen Longaecker discusses the evolving role of law enforcement and the importance of community engagement. She highlights the challenges faced by communications professionals in adapting to changing media consumption habits and the impact of AI on storytelling. Jen shares her aspirations in crisis communication and offers valuable advice for aspiring public information officers, emphasizing the importance of genuine storytelling and preparedness in crises. The discussion concludes with key takeaways on effective communication strategies and the importance of curiosity in the field.Jen's BIO:  Jen Longaecker has worked for the Department of Public Safety since 2013 in a variety of roles. She began her time with DPS as a public information officer for the State Fire Marshal division and Office of Pipeline Safety. She also served as DPS' social media manager and staff photographer. Jen left DPS briefly to work as a communications manager for a Twin Cities suburb but returned to DPS and is currently the deputy communications director, leading a team of 25 communications specialists and public information officers. Jen has experience handling strategic communications and social media messaging during critical incidents. She was in the joint information center during the historic civil unrest following the death of George Floyd and the killing of Daunte Wright, and also developed strategic communication for the COVID-19 pandemic and Line 3 pipeline construction. Jen has taken photos at several funerals for Minnesota fallen first responders and has helped local agencies with crisis communications and media relations.Before coming to DPS, Jen was a 911 dispatcher for the Washington County Sheriff's Office. Jen spent the early stages of her career as a newspaper editor and reporter covering public safety and courts. Jen lives in the Twin Cities with her husband and her dog, a pug named Evie. In her spare time, she plays the saxophone in two swing bands and is training to provide PIO support on large-scale fires and other emergencies across the country. Jen is a University of Wisconsin-River Falls graduate.Email JenSupport the showOur premiere sponsor, Social News Desk, has an exclusive offer for PIO Podcast listeners. Head over to socialnewsdesk.com/pio to get three months free when a qualifying agency signs up.

In this episode of The Self-Employed Life, I had the pleasure of speaking with Katie Keller Wood, Montessori educator, TEDx speaker, and author of the upcoming book Alignment: A Montessori Approach to Reimagining Work-Life Balance. We challenge the myth of work-life balance and instead explore the powerful metaphor of a life mosaic—how different aspects of our life can align without rigid separation. Katie shares how purpose-driven work, often viewed with guilt or skepticism, can actually be a vital source of personal meaning and fulfillment. She draws from Montessori principles in order to emphasize the importance of not losing oneself in their meaningful work, but instead cultivate awareness, alignment, and joy in all areas of life. This episode is for anyone wanting to do their purpose work and create a meaningful life without burning out.   Dr. Katie Keller Wood grew up in the world of education, and delights in helping people find new ways of thinking about the world. Discovering Montessori education, both as a pedagogy and a philosophy, was pivotal for her, and she is on a mission to bring a Montessori perspective of work to everyone.    Katie has had the great honor of working with hundreds of middle and high school Montessori teachers from all over the world through the training program she runs, called CMStep. She is recognized as a leader in Montessori programming for adolescents and adults. Any given semester might find Katie teaching undergraduates at the University of Virginia, where she earned both her bachelor's and her doctorate degrees, master's students at Xavier University, or doctoral students at the University of Wisconsin-River Falls. She is active in the Montessori research and teacher education communities.    Katie does her work because she believes that a more peaceful, just, equitable, and sustainable world is possible, and that it takes all of us leading our aligned lives to bring this world forward. Katie lives in Richmond, Virginia, and is a TEDx and keynote speaker and a sought-after presenter for workshops and conferences. Alignment: A Montessori Approach to Reimagining Work-Life Balance is her first book.     Guest's Contact – Linedin Website Book Contact Jeffrey – JeffreyShaw.com Books by Jeffrey Shaw Business Coaching for Entrepreneurs Watch my TEDx LincolnSquare video and please share! Valuable Resources – The Self-Employed Business Institute You know you're really good at what you do. You're talented, you have a skill set. The problem is you're probably in a field where there is no business education. This is common amongst self-employed people! And, there's no business education out there for us! You also know that being self-employed is unique and you need better strategies, coaching, support, and accountability. The Self-Employed Business Institute, a five-month online education is exactly what you need. Check it out! Take The Self-Employed Assessment! Ever feel like you're all over the place? Or frustrated it seems like you have everything you need for your business success but it's somehow not coming together? Take this short quiz to discover the biggest hidden gap that's keeping you from having a thriving Self-Employed Ecosystem. You'll find out what part of your business needs attention and you'll also get a few laser-focused insights to help you start closing that gap. Have Your Website Brand Message Reviewed! Is your website speaking the right LINGO of your ideal customers? Having reviewed hundreds of websites, I can tell you 98% of websites are not. Fill out the simple LINGO Review application and I'll take a look at your website. I'll email you a few suggestions to improve your brand message to attract more of your ideal customers. Fill out the application today and let's get your business speaking the right LINGO! Host Jeffrey Shaw is a Small Business Consultant, Brand Management Consultant, Business Coach for Entrepreneurs, Keynote Speaker, TEDx Speaker and author of LINGO and The Self Employed Life (May 2021). Supporting self-employed business owners with business and personal development strategies they need to create sustainable success.

WE APPRECIATE EACH AND EVERY ONE OF YOU! If you wouldn't mind please go leave us a review on Apple Podcasts! Thanks!!Welcome back to Episode 364 of On the Spot Sports and in today's episode we have a very special guest, professional hockey player, Joel Frazee! Joel and I talk about this season in the FPHL with the Blue Ridge Bobcats and the Port Huron Prowlers. We also talk about the mental side of the game and going to different teams, trusting the process and the grind, the life of finding a home and sticking, being a good teammate, college experience through University of Wisconsin River Falls and Buffalo State, developing through junior hockey and the Michigan Development league and so much more! We hope you guys enjoy this episode!!Thank you Freezer for coming on the show! I had a blast!!Follow us on Instagram @on_the_spot_sports and take a listen on YouTube, Spotify and Apple/Google Podcasts @ On The Spot SportsGet $25 off our guy Jamie Phillips Nutrition book for Hockey Players with the discount code "ONTHESPOT" on victoremnutrition.comLiving Sisu link: ⁠⁠https://livingsisu.com/app/devenirmem.... BECOME A MEMBER TODAY

At the heart of Dylan Martinez's work lies the striking H2O/SiO2 series, inspired by the artistic tradition of Trompe L'œil—the technique that deceives the eye into perceiving three-dimensional objects on a flat surface. Each sculpture is meticulously hot-sculpted and hand-molded by Martinez, capturing the fluid movement of rising bubbles and the delicate form of what appears, at first glance, to be bags of water. These pieces transcend objecthood; they are immersive experiences that invite stillness, inspection, and recalibration of the senses. Martinez reflects, “Our vision has the greatest effect on our understanding of the world. Through my artwork, I create scenarios where viewers must question their ability to navigate between reality and illusion.” Blending classical craftsmanship with contemporary conceptual inquiry, Martinez uses glass as both material and metaphor. His work explores how perception constructs truth—how desire and expectation often override what is actually seen. In his latest series, Martinez introduces vibrant color for the first time in years, signaling a shift influenced by pop art. Sculpted forms inspired by Pac-Man ghosts and hyperrealistic water balloons appear light, buoyant, and playful, yet reveal an intense precision beneath their surface charm. Also central to this new body of work is a group of hard-edged, geometric sculptures rooted in optical art. These pieces employ sharp lines, layered transparency, and refraction to produce illusions of shifting depth, bending geometry, and visual vibration. As viewers move around them, the forms seem to flicker, realign, or dissolve—forcing perception into motion. These optical works expand Martinez's inquiry into the unstable boundary between what is there and what is seen. Born in Stillwater, Minnesota, Martinez earned his degree in science from the University of Wisconsin–River Falls in 2008. It was during his junior year, upon visiting the university's glassblowing studio, that he discovered a profound connection to glass—drawn to how the material responded to physical forces he had studied in physics, chemistry, and geology. He recalls, “I tried it out, and it really resonated with me—in the way you move the material and how it reacts to heat and physical forces.” He later earned his MFA from Ball State University in 2017. Martinez honed his craft through an apprenticeship with Sam Stang at Augusta Glass Studio (2010–2012), evolving from functional glassware and vases into sculptural and installation-based work. He currently lives and works in his studio in Bingen, Washington. Martinez's work has earned global acclaim, appearing in public and private collections worldwide. International publications such as Elle Decoration (UK, NL, Germany), American Craft Magazine, Interior Design Magazine, and Aesthetica have celebrated his contributions to contemporary glass. His accolades include the Enrico Bersellini Award (Miano Vetro, Milan, 2018), the Stanislav Libensky Award (Prague, 2017), full scholarships to Pilchuck Glass School and Pittsburgh Glass Center (2017), and numerous Best in Show and Juror Awards. In 2021, he received Best in Show, OP ART/Glass, from the Imagine Museum in St. Petersburg, FL. In 2025, Martinez's work will be featured in More Than Meets the Eye at Belger Arts, Kansas City, MO (June 6 – September 6), as well as in a solo exhibition titled, Glass Reimagined, at Square One Gallery, St. Louis, MO (June 6 – August 1). Through a fusion of light, form, and material truth, Martinez's sculptures prompt a quiet confrontation with the limits of perception. As he states of his waterbag series, “The trapped movement of rising bubbles and the gesture of the forms convince the eye that the sculptures are exactly as they appear. What fascinates me is how our desires often override our true perception, leading us to believe what we see as the absolute truth.”  

Discover the woman who brought Greek mythology to America… Today Anya is joined by Victoria Houseman to discuss the life and legacy of Edith Hamilton, the American Classicist who brought Greek mythology and ancient cultures to a vast new audience.Her books remain beloved classics in their own right, and illuminate not only the Greeks and Romans, but also how the ancients can help us understand the tumultuous twentieth century.Victoria Houseman is a historian and associate professor in the Department of History and Philosophy at the University of Wisconsin–River Falls.You can buy “American Classicist: The Life and Loves of Edith Hamilton” by Victoria Houseman here: https://www.amazon.com/dp/0691236186/?bestFormat=true&k=american%20classicist&ref_=nb_sb_ss_w_scx-ent-pd-bk-d_di_k0_1_19&crid=3FOD5P0ESZB2JHosted by Anya Leonard of Classical Wisdom. To learn more about Classical Wisdom, and sign up for our free newsletter, please go to https://classicalwisdom.substack.com/

Do some of these stressors sound familiar? Are you tired of not getting what you need from your supervisor? Are you frustrated that your team isn't doing things the right way? Are you and your team rushing from meeting to meeting without time to think? And finally, do you and your team simply have too much to do on a regular basis? In this episode, I'm revisiting my interview last fall with Karen Smolarek, Director of TRIO Student Support Services at University of Wisconsin – River Falls and current President of the Educational Opportunity Association (EOA). During our conversation, she talks about how she's upgraded how she supervises her team and changed her mindset around a few key areas that have made her and her team more impactful and less stressed. The spring term is almost done! That means it's almost time for the Summer Supervisor Strengths Institute! We start on Tuesday, May 27th and run through July 22nd just in time to prep for the fall term. This is a great opportunity to hobnob with your fellow higher ed professionals while learning to better harness your talents, manage your stress, and upgrade your supervisor skills. You get... 9 - Group cohort Success & Accountability Calls 8 - Online leadership modules with lifetime access 1 - Individual Success & Accountability Call Your CliftonStrengths for Managers Report featuring your Top 10 Register for the Summer Supervisor Strengths Institute - https://learn.strengthsuniversity.org/Institute If you've been waiting for the right time to invest in training for yourself or your team, this is it! Have questions? Email Anne at anne@strengthsuniversity.org or set up a meeting with her HERE. Want more information about Strengths University? Check out our website at https://www.strengthsuniversity.org/

The offseason series of PodKaz interview episodes begins with a discussion with Wisconsin-River Falls coach Joe Cranston. It took Cranston 25 seasons to win a Division III NCAA championship with the Falcons, but his team did it in style in 2023-24 with a 31-0 record. They went back to back in 2025, with both championship victories coming at home.Cranston discusses his journey as a coach, his influences and how he has recruited and developed national player of the year-level talent.The PodKaz is a production of USCHO.com. Have a question for us? Reach out to Nicole (@NicoleHaase) or Todd (@ToddMilewski) on social media or email todd.milewski@uscho.com.

Sustainability is becoming an increasingly popular topic, and there's been growing support for sustainability efforts in the St. Croix Valley in particular — and in River Falls specifically, where Earth Fest will be held for the fourth year in a row on April 26th.On this week's episode of St. Croix Stories, we're joined by Mark Klapatch-Mathias, the sustainability coordinator at the University of Wisconsin-River Falls (his alma mater) and the co-chair of Earth Fest. He share more about why sustainability is so important to him, what attendees can expect from Earth Fest this year, and how those listening can practice sustainability in their everyday lives.You can find more information about Earth Fest, including a full lineup for the day, at www.hopeforearth.org/earthfest.Send a message to the hostFollow St. Croix Stories on Facebook and Instagram, and hear all episodes at stcroixstories.com.

Gini Beran from CLEP shares insights on how the College Level Examination Program helps students earn college credit through exams, making college more accessible and affordable.  Highlights-

Meet Cindy:International Faculty Cindy Goldade, M.Ed, is an interactive adult educator and “graduated” homeschooling mother who brings a playful, yet balanced, whole brain approach to her teaching. She has been using Brain Gym® as a mom and teacher for over 20 years. She lives and breathes this work every day whether teaching a homeschool coop class, volunteering at 4-H or working with clients and family. Her gifts include expanding one's noticing skills while keeping the concepts simple for replication and repetition. Additionally, Cindy is an adjunct professor at University of Wisconsin-River Falls where she teaches Alternative Methods of Early Childhood Education and Early Childhood (Montessori) Literacy Foundations.Links & Resources:WebsiteFacebookYouTubeAcuityMemberVaultGrab my free resource, How To Get More Sales From Your Email List On Autopilot at laurakamark.com/emailReady to take back your time with sales funnels and evergreen systemsthat sell on your behalf.  Let's hop on a call and see if working together is a fit.

My guest today on the Online for Authors podcast is Joseph Rein, author of the book Youtopia. Joseph is the author of the Youtopia series (Youtopia, Youtopia Reborn, Youtopia Infinity). His short story collection Roads without Houses was nominated for numerous literary prizes. His short fiction has appeared in over twenty journals, magazines, and anthologies worldwide, and has twice been nominated for a Pushcart Prize. He is also a screenwriter and critical essayist. His second feature-length film, Who Killed Cooper Dunn? (2022), was featured on Showtime and other streaming platforms. He wrote, produced, and acted in multiple other short festival films. He is currently a Professor of Creative Writing at the University of Wisconsin-River Falls. When not writing or reading, he can be found hiking with his wife Jessica, playing cribbage, or recovering from various small injuries inflicted by his four children. In my book review, I stated Youtopia is a techno-thriller that still has me thinking. Anabel Downer is an FBI agent assigned to find a murderer. However, this isn't an ordinary murder but one that happened in cyberspace. Youtopia is a place where one can live in a perfect world of their own choosing - every single day - in a virtual reality environment. People tired of life with all its up and downs and disappointments can choose to immerse themselves into Youtopia, living out the rest of their days without pain, discomfort, or disease. As you can imagine, some people love the idea and others abhor it. But who hates it enough to murder? This book is fast-paced and has plenty of twists and turns, especially as we see Anabel's past and her connection to Youtopia. Mostly, it will make you think. What would you give up to have a perfect life? And is perfect really what you want after all? Subscribe to Online for Authors to learn about more great books! https://www.youtube.com/@onlineforauthors?sub_confirmation=1 Join the Novels N Latte Book Club community to discuss this and other books with like-minded readers: https://www.facebook.com/groups/3576519880426290 You can follow Author Joseph Rein Website: https://josephrein.com FB: @JosephReinAuthor X: @Joseph_Rein1 IG: @Joseph_Rein1   Purchase Youtopia on Amazon: Paperback: https://amzn.to/3SpjvDc Ebook: https://amzn.to/4c3pSmw   Teri M Brown, Author and Podcast Host: https://www.terimbrown.com FB: @TeriMBrownAuthor IG: @terimbrown_author X: @terimbrown1   #josephrein #youtopia #thriller #technothriller #terimbrownauthor #authorpodcast #onlineforauthors #characterdriven #researchjunkie #awardwinningauthor #podcasthost #podcast #readerpodcast #bookpodcast #writerpodcast #author #books #goodreads #bookclub #fiction #writer #bookreview *As an Amazon Associate I earn from qualifying purchases.

It's been almost a year since a suicide cluster hit the University of Wisconsin-River Falls community. Four students died in the span of two months. It was a difficult time for the campus community, which is committed to making sure it never happens again. On Tuesday, school officials are outlining a “suicide postvention” plan. Laura King is the vice chancellor for student affairs and strategic enrollment and she's been overseeing this plan. She joined Minnesota Now to talk about how she's seen last year's deaths affect campus and what the university plans for the future.If you or someone you know is struggling, please know trained help is available. Call or text 988 to get connected with a counselor or visit 988lifeline.org to start a chat.

Tuesday night is the first and only scheduled presidential debate between Vice President Kamala Harris and former President Donald Trump. How might it influence Minnesota voters in a tight race? We took a look and heard perspective from an expert on the art of the debate.Nearly a year after a cluster of suicides at the University of Wisconsin River Falls, school officials are forming a path forward. On a new Minnesota Now and Then segment, historians remember a Minnesota doctor who made groundbreaking strides in Tuberculosis detection and treatment.A new art exhibition aims to help us process grief, loss and hope after a pandemic, social uprising and wars across the world.

It can be challenging to give yourself permission and space to invest in yourself. But you cannot effectively supervise your team, if you don't have what you need. In today's episode of My Circus, My Monkeys, I interview Karen Smolarek, Director of TRIO Student Support Services at University of Wisconsin – River Falls and incoming President of the Educational Opportunity Association (EOA). Karen has gone through our Supervisor Strengths Institute, and we just recently did three training sessions for her team. I talked to Karen about how the Institute and those team trainings gave her the tools and support she needed to maximize her team and herself. If you found this episode helpful, I'd like to invite you to continue your journey with us. Strengths University's mission is to empower supervisors and their teams, so you can create an environment where everyone can be engaged and succeed. Join us for the fall Supervisor Strengths Institute, September 18th – November 13th. If you want to learn how to better manage your energy, your stress, and your team, there's no better investment you can make. You'll get nine group calls, 8 weeks of online content with lifetime access, one individual coaching call, and your CliftonStrengths Managers Report with your Top 10 Talent Themes. You can get more information here - https://learn.strengthsuniversity.org/Institute. If you have questions about the institute or doing a team workshop, just reach out to me at anne@strengthsuniversity.org. Have questions? Email Anne at anne@strengthsuniversity.org or set up a meeting with her HERE. Want more information about Strengths University? Check out our website at https://www.strengthsuniversity.org/

Focus on Energy helped over 600 Wisconsin dairy operations save $3.8 million on utility bills through operational improvements. Dairy Stream host Joanna Guza and guest Jessica Mlsna, lead agriculture energy advisor at Focus on Energy, discuss the five assessment areas, time commitment and financial incentives. If you're not from Wisconsin, contact your local utility and see what is offered. Joanna and Jessica discuss the following topics: First assessment lighting Second assessment variable frequency drives Third assessment fans Fourth assessment dairy operation equipment Fifth assessment heating equipment General maintenance best practices Time commitment and what to expect Financial support Special thanks to Focus on Energy for sponsoring this episode. About the guest: Jessica Mlsna is the Lead Agriculture Energy Advisor at FOCUS ON ENERGY®, serving customers in Southwest and Central Wisconsin. She holds a Bachelor's in Animal Science from the University of Wisconsin-River Falls and a Master's in Agricultural Education from Iowa State University. With over nine years of experience in the energy efficiency field, Jessica is also a Certified Energy Manager accredited by the Association of Energy Engineers.  Resources: Must have a Focus on Energy participating electric or natural gas utility provider: https://focusonenergy.com/about/participating-utilities  Agribusiness propane offering: Offered in partnership with Wisconsin's Office of Energy Innovation.  Electric provider must participate in Focus on Energy.  Must use propane to fuel incentivized equipment.  Visit focusonenergy.com/business/propane for full details.  Energy Best Practices guide: Download a free copy at https://focusonenergy.com/business/ee-best-practice-guides  https://focusonenergy.com/business/agribusiness Contact Focus on Energy at 800.762.7077 or visit https://focusonenergy.com/  This podcast is co-produced by the Dairy Business Association and Edge Dairy Farmer Cooperative, sister organizations that fight for effective dairy policy in Wisconsin and Washington, D.C.  Become a sponsor, share an idea or feedback by emailing podcast@dairyforward.com. 

The Dairy Streamlet is a condensed version of a long Dairy Stream episode and covers the high-level points of the conversation. If this topic interest you, then listen to the full episode on Aug. 28. Dairy Stream host Joanna Guza and guest Jessica Mlsna, lead agriculture energy advisor at Focus on Energy talk through the five assessment areas: Lighting, variable frequency drives, fans, dairy operation equipment and heating equipment. Focus on Energy helped over 600 Wisconsin dairy operations save $3.8 million on utility bills through operational improvements! Special thanks to Focus on Energy for sponsoring this episode. About the guest: Jessica Mlsna is the Lead Agriculture Energy Advisor at FOCUS ON ENERGY®, serving customers in Southwest and Central Wisconsin. She holds a Bachelor's in Animal Science from the University of Wisconsin-River Falls and a Master's in Agricultural Education from Iowa State University. With over nine years of experience in the energy efficiency field, Jessica is also a Certified Energy Manager accredited by the Association of Energy Engineers.  Resources: Must have a Focus on Energy participating electric or natural gas utility provider: https://focusonenergy.com/about/participating-utilities  Agribusiness propane offering: Offered in partnership with Wisconsin's Office of Energy Innovation.  Electric provider must participate in Focus on Energy.  Must use propane to fuel incentivized equipment.  Visit focusonenergy.com/business/propane for full details.  Energy Best Practices guide: Download a free copy at https://focusonenergy.com/business/ee-best-practice-guides  https://focusonenergy.com/business/agribusiness Contact Focus on Energy at 800.762.7077 or visit https://focusonenergy.com/      This podcast is co-produced by the Dairy Business Association and Edge Dairy Farmer Cooperative, sister organizations that fight for effective dairy policy in Wisconsin and Washington, D.C.  Become a sponsor, share an idea or feedback by emailing podcast@dairyforward.com. 

One of the last USDA crop progress report updates before harvest, yield and in-the-field updates from the Pro Farmer Crop Tour, how agriculture was included at the Democratic National Convention, an update on an ongoing Canadian rail worker strike and global market expectations for crop resources including Nitrogen, Phosphate and Potash are some of this week's headlines. This week, we're welcoming a new Ag News Daily team member and recent University of Wisconsin-River Falls undergraduate Michelle Stangler. We hear what she's looking forward to at the Farm Progress Show next week, what started her love for agriculture and storytelling on her family's dairy farm and how she's creating ways to share resources and opportunities for young people in agriculture on the Positivity in Ag podcast. You can connect with Michelle and send her ideas at michelle@agnewsdaily.com! Follow us daily with agriculture content on Instagram, TikTok, Facebook and YouTube in addition to our weekly videos!

In episode #48 of the Eastmans' Journal Podcast, host Ike Eastman sits down with Jason Bast from Forever Barnwood. Jason served in the United States Navy for 6 years as a Nuclear Reactor Operator aboard the Nimitz Class Nuclear Air Craft Carrier, USS Carl Vinson. He completed 2 tours including serving in and during the first Gulf War. After completing service in the US military, Jason attended the University of Wisconsin-River Falls, earning degrees in Economics and Math and then an MBA in 2009. Jason has been involved in his family's real estate business and the residential and commercial construction industry for almost 25 years. He resides in Stillwater, Minnesota with his wife Carrie and their four children. Watch all of the EHJ Podcast episodes: https://www.youtube.com/playlist?list... Eastmans' Journal Podcast Sponsors Kryptek - https://kryptek.com/ Silencer Central - https://www.silencercentral.com/ Team Lodge - https://team-lodge.com/ Sawyer - https://sawyer.com/ Hornady - https://www.hornady.com/ FoldAR - https://foldar.com/ Eberlestock - https://eberlestock.com/

Hello there!In this episode of The Dairy Podcast Show, Dr. Amber Progar explores critical topics like pest bird management, early detection of digital dermatitis, and effective employee training strategies. Dr. Progar shares practical solutions and insights, emphasizing the importance of adaptability in the ever-evolving dairy industry. Tune in to gain valuable knowledge and actionable tips for improving dairy operations. Listen now on all major platforms!"We know from our research we're actually looking at about $55 per cow per day in losses due to pest birds."What you'll learn:(00:00) Highlight(01:45) Introduction (02:57) Dr. Amber Progar's educational journey(05:59) Pest bird management challenges(08:43) Strategies for pest bird control(16:05) Employee training and communication(24:05) Early detection of digital dermatitis(33:19) Final three questionsMeet the guest: Dr. Amber Adams Progar is an Associate Professor at Washington State University with over a decade of experience in dairy management and animal behavior. Dr. Progar completed her Ph.D. in Animal Sciences at Texas A&M University, her M.S. in Zoology/Animal Biology at Oklahoma State University, and her B.S. in Animal Sciences at the University of Wisconsin-River Falls. Her research focuses on improving dairy cattle welfare through innovative solutions.The Dairy Podcast Show is trusted and supported by innovative companies like:* Adisseo- Trouw Nutrition- dsm-firmenich- Volac- Diamond V- Berg + Schmidt- Natural Biologics- ICC- Acepsis- SmaXtec- ProtektaAre you ready to unleash the podcasting potential of your company? wisenetix.co/custom-podcast

Andy King is in his 11th year with the Giants and his fourth as Coordinator, Minor League Strength & Conditioning. Prior to this role, he spent the previous three years with Triple-A Sacramento. He also had stops with Richmond, San Jose and with short-season Salem-Keizer. He previously spent a year and a half as the Athletic Performance Graduate Assistant at the University of Wisconsin-River Falls where he worked with all 19 NCAA teams. King has his B.A. in Exercise & Sports Science with a concentration in Physical Therapy from Hamline University and a Master's Degree in Kinesiology from the University of Central Missouri. He is a Certified Strength & Conditioning Specialist (CSCS) and Registered Strength & Conditioning Coach with Distinction (RSCC*D) through the NSCA. He currently resides in Phoenix with his wife, Daniella, and their twins, son Morgan and daughter Raegan.Topics covered in this episode:-Being a Minor League Strength and Conditioning Coordinator-Finding quality new hires-Continuing education resourcesQuotes:-"I think adversity is beautiful" (1:27)-"We want you to get your hands-on coaching experience because that's the best way to learn" (3:13)-"This is an area we're passionate about because staff development is player development. If our staff are continuing to get better then ultimately our players are gonna get better, too" (16:40)If you'd like to learn more from Andy, you can follow him on social media:Twitter:@CoachAK15Instagram:@CoachAK15If you'd like to learn more about the camp discussed in the previous episode, you can follow the link below:https://www.youtube.com/watch?v=3m1qxXoPfUA

Andy King is in his 11th year with the Giants and his fourth as Coordinator, Minor League Strength & Conditioning. Prior to this role, he spent the previous three years with Triple-A Sacramento. He also had stops with Richmond, San Jose and with short-season Salem-Keizer. He previously spent a year and a half as the Athletic Performance Graduate Assistant at the University of Wisconsin-River Falls where he worked with all 19 NCAA teams. King has his B.A. in Exercise & Sports Science with a concentration in Physical Therapy from Hamline University and a Master's Degree in Kinesiology from the University of Central Missouri. He is a Certified Strength & Conditioning Specialist (CSCS) and Registered Strength & Conditioning Coach with Distinction (RSCC*D) through the NSCA. He currently resides in Phoenix with his wife, Daniella, and their twins, son Morgan and daughter Raegan.Topics covered in this episode:-Spending over a decade with the San Francisco Giants organization-His best professional baseball moments-San Francisco Giants Minor League Strength and Conditioning Camp in San FranciscoQuotes:-"When the players have success, we all have success" (12:14)-"But what I've always appreciated is the process of getting better, whatever better means for that individual. It's not always cute, but consistency is key" (13:41)-"We've gone throughout the city to give them an experience of being in the city of San Francisco. But also they play catch, take ground balls, hit BP on the field because it's a Major League stadium, and no matter how many times you're there, it's one of the coolest things you're ever gonna do" (26:36)If you'd like to learn more from Andy, you can follow him on social media:Twitter:@CoachAK15Instagram:@CoachAK15If you'd like to learn more about the camp discussed in the episode, you can follow the link below:https://www.youtube.com/watch?v=3m1qxXoPfUA

On this episode, Coach Matheson joins the show! Coach Matheson is the offensive coordinator at University Wisconsin River Falls. We discuss his coaching journey. His offensive scheme. And much more! Twitter: CoachJMath Please like, subscribe, review, and share out! https://linktr.ee/thecoachsteveshow Check out belly up sports podcast network! https://bellyupsports.com/ Head to www.guardiansports.com/guardian-caps and use the code: “15OFF” – good for 15% off Guardian Caps to help the impact for football players Get back to the basics with Coach Stone: https://www.coachstonefootball.com/ Get the best sunglasses in the game today! Use for any activity! Go to https://www.yeetzofficial.com/ use the code CSS for 10% off Looking for the cleanest nutrition drink? Looking for the cleanest drink to give you energy without the crash? Head to https://www.swiftlifestyles.com/ and use the code: coachsteveshow to get 15% off! Learn more about your ad choices. Visit megaphone.fm/adchoices

On this episode, Coach Matheson joins the show! Coach Matheson is the offensive coordinator at University Wisconsin River Falls. We discuss his coaching journey. His offensive scheme. And much more! Twitter: CoachJMath Please like, subscribe, review, and share out! https://linktr.ee/thecoachsteveshow Check out belly up sports podcast network! https://bellyupsports.com/ Head to www.guardiansports.com/guardian-caps and use the code: “15OFF” – good for 15% off Guardian Caps to help the impact for football players Get back to the basics with Coach Stone: https://www.coachstonefootball.com/ Get the best sunglasses in the game today! Use for any activity! Go to https://www.yeetzofficial.com/ use the code CSS for 10% off Looking for the cleanest nutrition drink? Looking for the cleanest drink to give you energy without the crash? Head to https://www.swiftlifestyles.com/ and use the code: coachsteveshow to get 15% off! Learn more about your ad choices. Visit megaphone.fm/adchoices

Sinikka Waugh and Melissa Worrel Johnson discuss 4 Reasons Emotional Intelligence is Critical to Our Teams, Organization and Self.   Reflection Tool Download: Click Here!    Over her 20-year career, Melissa has focused her efforts in leadership, talent development and business strategy. Her diverse background includes entrepreneurial startups as well as significant leadership roles in large corporations.   Worrel-Johnson's experience in developing leaders, growing teams and implementing initiatives within organizations are key competencies and experience she brings to Your Leadership Group. Her professional career has included multiple management and leadership roles involving broad collaboration and partnering with all levels of leadership.   Areas of focus have included executive & leadership coaching and development, career advancement, succession planning, individual and organization development, team culture, franchising, work-life integration, customer experience implementation, and employee engagement.   Melissa holds a Bachelor of Science degree in Broad Field Science from University of Wisconsin – River Falls, an MBA from Capella University and her Professional Certified Coach credentialing (PCC) from the International Coaching Federation. She and her husband Alan and their two dogs live outside Des Moines, Iowa.

Conservative activists say they've collected enough signatures to trigger a recall election in an attempt to remove Assembly Speaker Robin Vos from office. Two hospitals in northern Wisconsin are closing their doors ahead of schedule. Hope Kirwan will have the details. And, University of Wisconsin-River Falls are addressing a mental health crisis on campus, after four student deaths in two months. Corrinne Hess visited the university to see how students are managing.

Exploring corn byproducts presents a crucial opportunity for the pet food industry to advance in both nutrition and sustainability. In this episode, Dr. Logan Kilburn-Kappeler discusses the potential of corn byproducts to improve pet food nutrition and sustainability. Through his detailed research and innovative methods, listeners will gain important insights into the future of pet diets. Make sure to listen to this intriguing discussion on your preferred platform to discover more about the progress in pet nutrition."Corn byproducts offer nutritional benefits and sustainability for pet food."What you'll learn:(00:00) Highlight(01:12) Introduction (06:27) Exploring corn byproducts in pet food(07:37) Sustainability and consumer demands in pet food (11:14) Nutritional composition and benefits of corn byproducts(20:30) The role of yeast in pet nutrition(23:31) Sustainability contributions of corn fermented protein(31:14) The final questionsMeet the guest: Dr. Logan Kilburn-Kappeler is an Assistant Professor in Animal Science at the University of Wisconsin-River Falls, with expertise in companion animal nutrition. His journey from aspiring veterinarian to leading academic in pet food innovation is marked by notable research on alternative protein sources, including cricket meal and corn-fermented proteins. Dr. Kilburn-Kappeler's work contributes significantly to understanding and improving pet nutrition, making him a pivotal figure in the field. The Pet Food Science Podcast Show is trusted and supported by innovative companies like:* Kemin* Trouw Nutrition- Innovafeed- ProAmpac- Wilbur-Ellis Nutrition- ICC- ADMAre you ready to unleash the podcasting potential of your company? wisenetix.co/custom-podcast

Sinikka Waugh and Mel Worrel-Johnson discuss 4 Factors of a Coaching Mindset and Why It Matters. Over her 20-year career, Melissa has focused her efforts in leadership, talent development and business strategy. Her diverse background includes entrepreneurial startups as well as significant leadership roles in large corporations. Worrel-Johnson's experience in developing leaders, growing teams and implementing initiatives within organizations are key competencies and experience she brings to Your Leadership Group. Her professional career has included multiple management and leadership roles involving broad collaboration and partnering with all levels of leadership. Areas of focus have included executive & leadership coaching and development, career advancement, succession planning, individual and organization development, team culture, franchising, work-life integration, customer experience implementation, and employee engagement. Melissa holds a Bachelor of Science degree in Broad Field Science from University of Wisconsin – River Falls, an MBA from Capella University and her Professional Certified Coach credentialing (PCC) from the International Coaching Federation. She and her husband Alan and their two dogs live outside Des Moines, Iowa.

The state Senate is voting on a bill that Republicans say would create an "Iowa-style" redistricting process in Wisconsin. Some of Wisconsin's federal lawmakers want to prevent the state's lake sturgeon from being listed as an endangered species. And, University of Wisconsin-River Falls students are grappling with how to address a mental health crisis after four students died by suicide in less than two months. Corrinne Hess will have more on the situation.

In this episode of Small Talk, we're joined by a grandfather-grandson duo in Dylan Parker, a current member of the men's basketball team at Wisconsin-River Falls, and Bob Parker, a UWRF Hall of Famer. The two talk about the changes around campus over the years, their favorite stories and more.

Today's guest is Logan Herlihy. He is the Senior Exercise Physiologist and General Manager at Discover Strength in Draper, Utah. Discover Strength is one of the fastest growing boutique fitness concepts in the world. Logan has personally supervised over 20,000 resistance training sessions in his 6 year fitness career. He is also the author of “How 2 Look Good Naked” and he'll have a second book launching in mid 2024. As a speaker, Logan has given lectures nationally and internationally on health and fitness. He holds a degree in Communications from the University of Central Florida. He also has a Masters degree in Strength and Conditioning from the University of Wisconsin River Falls. He has been the host for Discover Strength podcast for the past two and a half years but has a new podcast coming out called Exercise is BS. Connect w/ Logan: Instagram: @loganemmettherlihy Website: https://www.discoverstrength.com/ ************************* ➡️ JOIN OUR FREE 5-DAY CHALLENGE: https://official.purephysique.com/5-day FOLLOW US ON SOCIAL:  ➡️ IG:  @corriebeth.lipowski | @mike_lipowski | @pure.physique ➡️ YouTube: PURE PHYSIQUE 

John J. Miller is joined by Victoria Houseman of the University of Wisconsin-River Falls to discuss Edith Hamilton's book, 'Mythology.'

Tara Phillips is a speech/language pathologist and has run her own communication based classroom for 25 years. She was at the early elementary level for the first part of her career, and at the early childhood level for the last 10 years.Tara earned her bachelor's and master's degrees in Communicative Disorders at the University of Wisconsin-River Falls. Her minor was in Early Childhood Education. After working exclusively with autistic children at the elementary level for several years, she went on to obtain an Autism Certificate from Hamline University in St. Paul, Minnesota.Check out Tara's PodcastTara's InstagramTara's Facebookhttps://autismlittlelearners.comwww.autismlittlelearners.com/visualsWe'd love to answer your questions on the podcast! Fill out this form -> https://harkla.typeform.com/to/ItWxQNP3Brought To You By HarklaThis podcast is brought to you by Harkla.  Our mission at Harkla is to help those with special needs live happy and healthy lives. We accomplish this through high-quality sensory products, & child development courses.Podcast listeners get 10% off their first order at Harkla with the discount code "sensory". Head to Harkla.co/sensory to start shopping now.LinksAll Things Sensory Podcast Instagram Harkla Website Harkla YouTubeHarkla Instagram

Students and faculty of the University of Wisconsin River Falls are mourning the loss of four members of the campus community. In September, a professor of journalism died unexpectedly by natural causes. But the obituaries of three students suggest they died by suicide all within a month of one another. Two of these students were from Minnesota. Last year, 43% of the student body came from this state. In a recent letter to students, University chancellor Maria Gallo said the school is providing grief counseling and plans to host conversations about mental health on campus. The campus also extended its Thanksgiving break to a full week to give students more time to recover.Erich Mische is Executive Director of Suicide Awareness Voices of Education, or SAVE. It's a national non-profit based in Minneapolis. He joined MPR News host Cathy Wurzer to talk about school response to student tragedy and mental health issues.

Three students have died by suicide within the last month at the University of Wisconsin River Falls, and the university will extend its Thanksgiving break as students continue to grieve. We talked about how schools can respond to such a tragedy. We waded through the thousands of submissions for the next Minnesota state flag, from serious, to satirical. Listen for a deep dive into the trends behind them. Minnesota Celebrity Chef Ann Kim joined Minnesota Now to talk about opening day for her newest venture, simply named "Kim's."Stopping for gas in Cloquet Minn. is a real treat for history buffs. Listen for the story behind it.

Early, often and transparent was a common theme in the conversation on succession planning and generational wealth. Jud Snyder and Brad Guse of BMO share insight on competing in the new normal, basic succession planning conversations, “killer D's,” generational wealth process, liquidity, adding new family members and advice. Dairy Stream host Joanna Guza dives into the topics below with Jud and Brad: 1:55: What succession planning used to look like and what we are seeing now 3:19: Can your farm compete in the ‘new normal' 4:54: Basic succession planning conversations 7:15: Emotions involved in succession planning 8:46: Perfect time to exit 10:50: Ideal time to end the farm with no successor 13:20: Keep an eye on macroeconomics    14:01: Considerations when selling to a third party 15:25: Preparing for the unexpected, ‘Killer D's' 18:15: Process of generational wealth and how it's generated 20:36: The 2017 Tax Cuts and Jobs Act doubled the lifetime estate and gift tax exemption and set to expire Jan. 1, 2026, how does this impact succession planning 22.19: Who should be involved in succession planning 24:01: What is liquidity and why is it important 26:04:  Considerations with marriage and new family members 27:14: Multiple siblings but only select few taking over the farm, what about the other non-farming children 29:54: When does life insurance play a role 32:10: How to keep the older generation involved 34:48: Final advice on succession planning Special thanks to BMO for sponsoring this episode. About the guests Jud Snyder Jud Snyder is Regional President of the Midwest with BMO Wealth Management and BMO's Senior Executive for Southeast Wisconsin.  Jud oversees the strategic development and delivery of BMO Private Bank's personal wealth management platform to high net worth individuals, families and organizations, including closely-held and family-owned businesses, endowments and foundations throughout the Midwest. Jud joined the Bank in 1994 and has over 28 years of experience in financial services.  Prior to taking his current role, he spent much of his career in Commercial Banking. He was responsible for leading the growth and development of M&I's Equipment Finance Company. This included strategic and managerial responsibility for sales, operations, underwriting and equipment management capabilities within Equipment Finance. In 2010, he was named M&I's Head of Specialized Industries. In this role he was responsible for Equipment Finance, Global Trade, Health Care, Dealer Finance, Agribusiness and Sponsor Finance. Following the BMO acquisition in 2011, he moved back into the head role at BMO Equipment Finance with the mandate to leverage the business across BMO and grow the business to scale.  Jud obtained his BA in Russian and Economics from UW Madison ('94). He serves on the Board of Directors for The Boys and Girls Clubs of Greater Milwaukee (Trustee), United Way of Greater Milwaukee & Waukesha County, Milwaukee World Festival, Froedtert Health Systems (Chair), and Teach for America Milwaukee. He was previously a Director and Chair of the Milwaukee Ballet (2012-2019) and a past Chairman and Officer of the ELFA (Equipment Leasing and Finance Association) (2010-2020).  Jud lives in River Hills, Wisconsin with his wife, Amy and their children.  Brad Guse As an agricultural banking officer for BMO Commercial Bank - Marshfield, Brad Guse manages a portfolio of diverse production agricultural relationships made up of primarily dairy farm accounts. Guse has ten years of experience in the dairy nutrition field and over twenty - eight years of experience in agricultural banking. He was appointed by Wisconsin's Governor to serve on the Dairy 2.0 task force as well as to serve on the Wisconsin Housing and Economic Development Authority (WHEDA) board of directors. He's very involved in the Ag community serving as the school director and an instructor for the Wisconsin Bankers Association agricultural lending schools as well as serving on the American Bankers Association's Ag and Rural Banking conference committee to name just a few. Brad served 21 years in the Wisconsin Army National Guard, retiring in 2004 after his unit's successful deployment to Afghanistan. Guse holds a bachelor's degree from the University of Wisconsin-River Falls.  This podcast is co-produced by the Dairy Business Association and Edge Dairy Farmer Cooperative, sister organizations that fight for effective dairy policy in Wisconsin and Washington, D.C.  Become a sponsor, share an idea or feedback by emailing podcast@dairyforward.com.  Attend Dairy Strong on Jan. 16-18 in Green Bay, Wisconsin to gain firsthand inspiration and discover the challenges and solutions experienced by other farmers when implementing sustainable practices. Gain practical knowledge and motivation to implement practices that will make a positive impact on the environment and farms. Learn more and register at dairystrong.org.

For decades now, rural populations have been shrinking. Much of that is attributed to young people who leave their hometowns to go to college and never return, a phenomenon known as “the brain drain.” But post-pandemic, those trends are poised to reverse. Thank to remote work, students today say they can envision a future where they can stay in rural America and build a career. But is higher education ready to train this workforce?That's the topic MPR News host Kerri Miller took to the University of Wisconsin River Falls last month for a Rural Voice town hall. There, she heard stories, suggestions and frustrations as students, faculty and community leaders discussed how to prepare the next generation of workers who want to start and stay in rural America. Rural Voice - Education For A Nimble and Knowledgable Rural WorkforceThis is the final installment in a four-part series featuring conversations from the Rural Voice project — a series of town halls hosted by Miller in communities across the state about the rewards and challenges of making a home in rural America.Past conversations include how to support rural entrepreneurship, how to create more affordable housing and the crisis of mental health care in rural areas.

The Dairy Streamlet is a new, condensed version of Dairy Stream that takes the long episode and covers just the high-level points of the conversation. If this topic interest you, we encourage you to listen to the full episode on Nov. 8. Dairy Stream host Joanna Guza talks with Jud Snyder and Brad Guse of BMO about competing in the new normal, succession planning conversations, perfect time to exit, process of generational wealth, importance of liquidity, future planning advice and more. Special thanks to BMO for sponsoring this episode. About the guests Jud Snyder Jud Snyder is Regional President of the Midwest with BMO Wealth Management and BMO's Senior Executive for Southeast Wisconsin.  Jud oversees the strategic development and delivery of BMO Private Bank's personal wealth management platform to high net worth individuals, families and organizations, including closely-held and family-owned businesses, endowments and foundations throughout the Midwest. Jud joined the Bank in 1994 and has over 28 years of experience in financial services.  Prior to taking his current role, he spent much of his career in Commercial Banking. He was responsible for leading the growth and development of M&I's Equipment Finance Company. This included strategic and managerial responsibility for sales, operations, underwriting and equipment management capabilities within Equipment Finance. In 2010, he was named M&I's Head of Specialized Industries. In this role he was responsible for Equipment Finance, Global Trade, Health Care, Dealer Finance, Agribusiness and Sponsor Finance. Following the BMO acquisition in 2011, he moved back into the head role at BMO Equipment Finance with the mandate to leverage the business across BMO and grow the business to scale.  Jud obtained his BA in Russian and Economics from UW Madison ('94). He serves on the Board of Directors for The Boys and Girls Clubs of Greater Milwaukee (Trustee), United Way of Greater Milwaukee & Waukesha County, Milwaukee World Festival, Froedtert Health Systems (Chair), and Teach for America Milwaukee. He was previously a Director and Chair of the Milwaukee Ballet (2012-2019) and a past Chairman and Officer of the ELFA (Equipment Leasing and Finance Association) (2010-2020).  Jud lives in River Hills, Wisconsin with his wife, Amy and their children.  Brad Guse As an agricultural banking officer for BMO Commercial Bank - Marshfield, Brad Guse manages a portfolio of diverse production agricultural relationships made up of primarily dairy farm accounts. Guse has ten years of experience in the dairy nutrition field and over twenty - eight years of experience in agricultural banking. He was appointed by Wisconsin's Governor to serve on the Dairy 2.0 task force as well as to serve on the Wisconsin Housing and Economic Development Authority (WHEDA) board of directors. He's very involved in the Ag community serving as the school director and an instructor for the Wisconsin Bankers Association agricultural lending schools as well as serving on the American Bankers Association's Ag and Rural Banking conference committee to name just a few. Brad served 21 years in the Wisconsin Army National Guard, retiring in 2004 after his unit's successful deployment to Afghanistan. Guse holds a bachelor's degree from the University of Wisconsin-River Falls.  This podcast is co-produced by the Dairy Business Association and Edge Dairy Farmer Cooperative, sister organizations that fight for effective dairy policy in Wisconsin and Washington, D.C.  Become a sponsor, share an idea or feedback by emailing podcast@dairyforward.com.  Attend Dairy Strong on Jan. 16-18 in Green Bay, Wisconsin to gain firsthand inspiration and discover the challenges and solutions experienced by other farmers when implementing sustainable practices. Gain practical knowledge and motivation to implement practices that will make a positive impact on the environment and farms. Learn more and register at dairystrong.org.

The University of WIsconsin - River Falls is continuing to develop its agricultural education facilities. River Falls College of Agriculture, Food, and Environmental Sciences (CAFES) just opened the brand new Wuetrich Family/Grassland Dairy Center of Excellence. This center will provide state of the art technology and education for students pursuing careers in dairy. Bob Bosold speaks with CAFES Dean Michael Orth and donor Trevor Wuetrich about what this facility will offer students.  There are many headwinds facing the dairy industry including volatile markets, rising production costs, unstable feed supplies, and weather events. Senator Tammy Baldwin worked with Senate colleagues to create the Organic Dairy Assistance, Investment, and Reporting Yields (O Dairy) Act of 2023 to address those concerns. Senator Baldwin shares with Nate Zimdars what else this act will do to support organic dairy farmers. There's a new tractor coming to market, and you won't be taking a look under the hood. That's because the hood doesn't open. And if it did, there's not much to see – just batteries and an electric motor. This is just one of the differences between your traditional diesel utility tractor and the all-electric T4 by New Holland. Stephanie Hoff speaks with Lena Bioni, product marketing manager, about the industry's first all-electric tractor with autonomous features is coming to market in 2024. There are specific geographies and farms where she says this tractor serves farmers best.See omnystudio.com/listener for privacy information.

Conversation with Phyllis Jaworski about the benefits in herbal medicine and tips to harvest and process local plants. Topics of Discussion:-How to process harvested plants at home-Safety within harvesting including cleaning and prepping the plant-The spiritual element within harvestingAs an herbal clinician, Phyllis Jaworski supports her clients in having pain-free menstrual cycles, and being energized and to live their best life every day of the month. Her career started out with a degree in Animal Science from University of Wisconsin-River Falls and she worked as a scientist for 13 years. After a diagnosis of endometriosis in 2015 Phyllis turned to her new hobby of herbalism for support. Within 6 months she was pain and surgery free. In 2019 Phyllis obtained her Master of Herbalism certification from Green Wisdom School of Natural & Botanical Medicine. Phyllis focuses on using whole plant preparations to address symptom relief, as well as whole plant nutrition and energy and thought blockages to create lasting healthy patterns. When not supporting clients you can find her out collecting plants, creating herbal products or traveling with her family.Phyllis's website: https://www.sacredibisbotanicals.com/Ep 84 Herbs for Painful Periods with Phyllis Jaworski: https://wellconnectedtwincities.com/podcasts/ep-85-herbs-for-painful-periods-with-phyllis-jaworski/How to make herbal tinctures: https://blog.mountainroseherbs.com/guide-tinctures-extractsHow to make herbal oils: https://blog.mountainroseherbs.com/making-herbal-oils?hs_amp=trueOnline herbal courses for beginners: https://learningherbs.com/online-herbal-courses/Phyllis's favorite books: Alchemy of Herbs by Rosalee de La Foret or anything by Rosemary GladstarSome of Phyllis's favorite foragers/herbalist: @blackforager on Instagram and https://www.foragersharvest.com/Well Connected Twin Cities is connecting you with local health and wellness professionals in your community. Discover what's possible by surfing the directory, taking a class, or attending the next event. http://wellconnectedtwincities.com/Follow us on instagram https://instagram.com/wellconnectedtwincities

Logan Herlihy is a Senior Exercise Physiologist and General Manager at Discover Strength Draper opening this fall in my back yard here in Utah! Discover Strength is one of the fastest growing and highest revenue producing boutique fitness concepts in the world. They specialize in both 1-on-1 and small group training, with the understanding that busy people don't have time to waste on Exercise that doesn't work. They deliver twice per week, 30-minute workouts with an expert trainer, that will help people look and feel their best in a fraction of the time of conventional workouts. Logan has been in the fitness industry for over 6 years, and has personally supervised over 20,000 resistance training sessions. He is the author of the book How 2 Look Good Naked, which is available now on Amazon. He's hoping to have a second book launched sometime in 2024. As a speaker, Logan has given lectures nationally and internationally on health and fitness. Logan is also the host of the fantastic Discover Strength Podcast, where real experts in the field of evidence-based exercise discuss current research and dispel common fitness myths and misconceptions. He holds a degree in communications from the University of Central Florida. He also has a Master's Degree in Strength and Conditioning from the University of Wisconsin River Falls.Find Logan at-Logan@discoverstrength.comhttps://www.discoverstrength.com/Find Boundless Body at- myboundlessbody.com Book a session with us here!

Cory Hogue and Riley Zayas preview three games, including Trinity at St. John's, The Labor Day Classic between Prairie View A&M and Texas Southern, and Mary Hardin-Baylor's battle against Wisconsin-River Falls. The guys also pick winners for nine Week 1 games. Learn more about your ad choices. Visit megaphone.fm/adchoices

Guests: Dairy Challenge Organizers, Producers, Coaches & Student WinnersThe North American Intercollegiate Dairy Challenge Contest is a two day event that brings together students from around the world to gain real life, hands-on experience and learn from industry experts. Gathering together to discuss the 21st Annual Dairy Challenge are organizers, Amy tePlate-Church, Dr. Mike Van Amburgh, Kristi Fiedler and Barry Putnam.  Fielder, Dairy Sales Manager for Cargill and Board Chair for the Dairy Challenge Committee began the conversation, explaining the value of Dairy Challenge as a networking opportunity for the next generation. (3:29)Each team has four students and this year there were 31 competing teams. In addition, 142 students participated in the 10th Anniversary of the Academy, an intensive training program in conjunction with the Dairy Challenge contest. The Dairy Challenge is all about the next generation, Church mentioned. She said she believes it's one place where students get the chance to meet many dairy leaders from various sectors, while growing and developing their skills at the same time. (3:58)Host producers also joined in for the National Dairy Challenge Conversation, including Maxwell Chittenden from Dutch Hallow, Liam Hanahan from Turning Point Dairy and Kyle Getty from Ideal Dairy. As host farms, Hanehan shared that each producer opens up their operations for two hours during Dairy Challenge for students to take tours and analyze their facilities, cows and even records. He went on to say that bringing a fresh set of eyes is a bit scary, but the students think big picture and usually are able to point out great strengths and weaknesses. (12:13)Not only do the students learn, but so do the producers. Getty said oftentimes students point out things they've missed or even offer feedback that turns into a simple fix. (16:50)Stuart and Jessica Ziehm with Tiashake Farm were the 2023 Dairy Challenge Academy Host Dairy Producers. Sharing a few stories from the Academy, Jessica said they recently renovated a 200 year old barn into a farm store as an opportunity to not only sell their beef and pork products, but also other local products. She mentioned having students visit was a great opportunity that they hope to continue into the future. (25:09)Also joining around the pub are National Dairy Challenge coaches Dr. Shaun Wellert, Dr. Joe Domecq and Dr. Lauren Mayo.  Selecting just four students for each team is not an easy task, but Dr. Domecq said the process is simple as students develop new skills fairly quickly. As coaches, they figure out who works best together and their individual strengths. 33:29Dr. Wellert shifted the conversation briefly, sharing a few changes he's seen over the last decade. He mentioned that ten years ago each student was from an agricultural background, but now trends show only one student out of seven is from a dairy or has any industry background. (35:61)Closing the conversation, Dr. Jeff Elliot, podcast co-host and technical service specialist for Balchem mentioned the 2023 four first place teams, students and their individual studies of interest. Placing first at the Dairy Challenge was four students from the University of Guelph including Madeline McClennan (Animal Biology), Allison Visser (Honors Agriculture), Carine Bateman (Food and Agricultural Business) and Johnathan Koot (Animal Science). In addition, Emily Ockerman (Animal Science), Kevin Jess (Ag Science and Animal Science), Blake Wadsworth (Animal Science) and Caroline Lafferty (Agricultural Business) all students at Cornell University placed second. The University of Wisconsin River Falls team also won and included Alison Wagner (Dairy Science), Grace Haase (Agricultural Business), Ben Stone (Chemistry) and Haley Kirchoff (Agribusiness). Lastly, was Purdue University. Team members included Lane Bollenbach (Animal Science), Chad Patterson (Agriculture Systems Management), Tobyn Smith (Animal Science), Miriam Cook (Agriculture Economics). Congratulations to all participating teams from the 2023 North American Intercollegiate Dairy Challenge! Please subscribe and share with your industry friends to bring more people to join us around the Real Science Exchange virtual pub table.  If you want one of our new Real Science Exchange t-shirts, screenshot your rating, review, or subscription, and email a picture to anh.marketing@balchem.com. Include your size and mailing address, and we'll get a shirt in the mail to you.

In this episode of the Thoughtful Entrepreneur, your host Josh Elledge speaks with the CEO of GrowthMode Marketing, Deanna Shimota.Deanna Shimota is the CEO of GrowthMode Marketing, a B2B marketing agency that helps companies achieve growth through marketing strategies and programs. Deanna has over 20 years of progressive marketing management experience and has built marketing functions and departments from scratch at multiple organizations. She has a Bachelor's Degree from the University of Wisconsin-River Falls and a Master's Degree in marketing and communications from Metropolitan State University.Deanna is known for her innovative thinking, strategic planning, and exceptional leadership skills, which have helped multiple technology companies achieve high-growth mode. She stays current with technology trends and social media changes while maintaining a solid foundation in traditional marketing principles. Companies can tap into her wealth of knowledge and experience by connecting with Deanna to develop effective marketing strategies and programs that align with their growth goals. Whether they need help building a marketing plan, creating a lead generation engine, or establishing themselves as a known brand and thought leader, Deanna, and her team can provide the additional bench strength and expertise needed to succeed.About Deanna Shimota: She is an experienced marketing executive and the CEO of GrowthMode Marketing, a B2B marketing agency. With over 20 years of progressive marketing management experience, Deanna has built multiple organizations' marketing functions and departments from scratch. She has a Bachelor's Degree from the University of Wisconsin-River Falls and a Master's Degree in marketing and communications from Metropolitan State University. Deanna is passionate about marketing and strives to stay up-to-date with the latest trends and advancements. She has a strong foundation in traditional marketing principles and combines them with the latest technology trends and social media changes to achieve her clients' goals.Deanna has developed exceptional skills in marketing strategy, content marketing, and demand generation throughout her career. She specializes in demand generation, lead generation, content marketing, digital marketing, client marketing, loyalty and retention programs, Software-as-a-Service (SaaS), technology marketing, marketing automation, global marketing strategies, and international and multinational programs. Deanna has used her skills and expertise to catapult multiple technology companies into high-growth mode. Now, she leads GrowthMode Marketing intending to help other organizations achieve similar success. She is a respected B2B marketing industry figure known for her innovative thinking, strategic planning, and exceptional leadership skills.About GrowthMode Marketing: They are a B2B marketing agency dedicated to helping companies grow. They focus on understanding their client's goals and developing marketing strategies and programs that align with them. They have been there and marketed that experience. Their approach is centered on three core principles: building a marketing foundation, generating leads, and establishing their clients as an industry thought leaders. Their team has worked with many company leaders, marketing executives, and sales teams to build foundational B2B marketing programs, increase lead volumes, and establish their clients as leaders in their respective industries. They understand that marketing results are crucial to the success of high-growth companies, and they provide flexible solutions to help their clients achieve their goals.Their services include building marketing plans and...

Our coverage of Wisconsin Corn-Soy Expo continues featuring conversations with Mike North of ever.ag on wrestling with volatility, Heidi Peterson, vice president at the Sand County Foundation, and Brenda Boetel, professor and department chair of Agricultural Economics at the University of Wisconsin River Falls. We also hear from Pat Mullooly of the Wisconsin Soy Marketing Board and Ryan Ripp of the Wisconsin Corn Promotion Board.See omnystudio.com/listener for privacy information.

If culture is the substance of your program, then branding is the style. Today we share insight from 6 coaches plus a branding expert on why branding is important to your program, unit, or position group and how to successfully create branding that represents who you are as a collective. Shownotes: Rob Pomazak, head coach at st Charles north in IL. In this segment, he talks about how he gets the message out about his program and why it's an important part of what he does as a head coach. When we spoke with Kareem Reid in this segment from USA Football's National Conference, he was the head coach at West Lake High School in Atlanta, Ga. He is now a quality control and defensive line coach for the Florida Gators. In this segment, he relates how in the programs he took over it was very important to establish a brand in order to create excitement, recruit his hallways, and get the student body excited. he shares his approach to branding his team and some of the specifics that he recommends. The covid shutdown was good for Marco Regalado. He was able to create his own brand on TikTok impersonating different types of coaches. What became entertainment for us during a tough time led to an opportunity for coach Regalado as he became director of recruiting at Washington state and then Rice. He now has the title of Executive Director of Player Personnel & Recruiting Innovation. In this segment, he talks bout what he learned about the power of social media in creating a brand. Joe Matheson, offensive coordinator at the University of Wisconsin - River Falls joins us to talk about their Top Gun Offense which was #2 in NCAA Division 3 in total yards in 2021 at 544.3 yards per game. He talks about how used his education in marketing to create a brand that his offensive unit took pride in. Matt Guerrieri is an analyst at Ohio State and previously the co-coordinator at Duke. In this segment, he talks about the brand and identity created for the blue devil defense and how they used the branding in what they did. John Weaver is the receivers coach at Madison ridge land academy in Mississippi. They just won their 4th straight state championship in Mississippi. They will be joining us on the podcast in the near future, but here is a preview of why he branded his receivers group and what it does for them. We finish with Matthew Glick an expert in branding and the CEO of Gipper, a fast-growing platform used around the country by high school and college programs. He talks about consistency in branding and why it is important. Episodes: Rob Pomazak: Kareem Reid: https://soundcloud.com/user-804678956/your-call-building-branding-a-program-coach-joseph-shakur-kareem-reid Marco Regalado: https://soundcloud.com/user-804678956/branding-your-program-with-tiktok-marco-regalado-lb-coach-stc-psja-memorial-hs-tx Joe Matheson: https://soundcloud.com/user-804678956/top-gun-offense-joe-matheson-offensive-coordinator-uw-river-falls-11322-825-am Matt Guerrieri: https://soundcloud.com/user-804678956/setting-up-your-meetings-for-effective-learning-matt-guerrieri-co-dcsafeties-duke-university Matthew Glick: https://soundcloud.com/user-804678956/tell-your-programs-story-through-a-branded-social-media-experience-matthew-glick-ceo-gipper Presentations: Rob Pomazak: https://coachtube.com/users/robpomazak?a=ddd391c93af2433281656b763 Matt Guerrieri: https://coachtube.com/course/football/creating-culture-and-teaching-methods/11755892?a=ddd391c93af2433281656b763 Marco Regalado: https://coachtube.com/course/football/recruiting-high-school-players-today/16743078?a=ddd391c93af2433281656b763 John Weaver: https://coachtube.com/users/pilot?a=ddd391c93af2433281656b763 https://coachtube.com/course/football/building-unit-identity/15892174?a=ddd391c93af2433281656b763