A slide set to accompany an NKCS conversation on our emerging instructional coaching model... with the expert consultation of author, coach, and coach of coaches: Diane Sweeney. (www.dianesweeney.com)
Things I F#@$!d U: Stories from a young designerJacob DeGeal
Over the last seven years, Jacob has worked as a graphic designer at Illinois State University, and he has screwed up. A lot. Working with a super-sized ego at a medium-sized web office, failure comes fast; but so does education. With some humility, a lot of self-deprecation, and just a touch of irreverence, Jacob will share stories of professional embarrassment, creative conflicts, democratic dissolution, and international espionage (note: there is no international espionage). Through these professional flubs, some simple but challenging truths were discovered that help projects run smoother; even in an environment when common sense solutions can seem elusive.
Después de haber asistido al GWC15 en Barcelona, es necesario compartir un resumen del gran aprendizaje expuesto por los conferencistas, emprendedores, empresas del área, etc.
i-lovelearning Madrid 2017 | The Role of L&D in the Modern Organisation [EN]Netex Learning
The role of L&D is changing. Ed Monk, MD of The Learning and Performance Institute, reviewed the changes his organisation have noticed within L&D departments and discussed what the future holds at i-love learning Madrid event on February 17th, 2017.
Things I F#@$!d U: Stories from a young designerJacob DeGeal
Over the last seven years, Jacob has worked as a graphic designer at Illinois State University, and he has screwed up. A lot. Working with a super-sized ego at a medium-sized web office, failure comes fast; but so does education. With some humility, a lot of self-deprecation, and just a touch of irreverence, Jacob will share stories of professional embarrassment, creative conflicts, democratic dissolution, and international espionage (note: there is no international espionage). Through these professional flubs, some simple but challenging truths were discovered that help projects run smoother; even in an environment when common sense solutions can seem elusive.
Después de haber asistido al GWC15 en Barcelona, es necesario compartir un resumen del gran aprendizaje expuesto por los conferencistas, emprendedores, empresas del área, etc.
i-lovelearning Madrid 2017 | The Role of L&D in the Modern Organisation [EN]Netex Learning
The role of L&D is changing. Ed Monk, MD of The Learning and Performance Institute, reviewed the changes his organisation have noticed within L&D departments and discussed what the future holds at i-love learning Madrid event on February 17th, 2017.
Should we have a pedagogy of technology?Ashley Casey
In this paper I argue for the need to develop a pedagogy of technology that encourages us to use all technology only as a means of educating children and young people for the 21st Century.
APItheDocs: How Can API Documentation Be Agile?eBranding Ninja
How can API documentation become inherently agile? how can you foster a culture that gets your developers excited about documentation? About customer experience? How can you persuade your agile team to make documented a priority? How do you get developers creating more software?
This talk looks to answer these questions and more, including the real-world journeys of WorldPay and Sengrid make sure documentation is a part of their agile processes and how.
Talk given at API the Docs, London.
http://apithedocs.org/london/
By Jennifer Riggins
http://ebranding.ninja
http://twitter.com/jkriggins
Lessons-learned from embedding design into a developmental evaluation: The si...Chi Yan Lam, CE
Presented at the 2015 Annual Conference of the American Evaluation Association #eval15. ABSTRACT: Recent attempts at developmental evaluation (DE) are incorporating human-centered design (HCD) principles (Dorst, 2011; IDEO, n.d.) to facilitate program development. HCD promotes a design-oriented stance toward program development and articulates a set of values that focuses the evaluation beyond those ideals expressed by stakeholders. Embedding design into DE promises to offer a more powerful means to promoting program development beyond either approach alone. Yet, embedding design into DE introduces additional challenges. Drawing on a case study into a design-informed DE, this panelist discusses the tensions and challenges that arose as one developmental evaluator attempted to introduce design into a DE. Insights from the case study point to the importance of:
- Attending to power dynamics that could stifle or promote design integration; and,
- Evaluator sensitivity over the deep attachment program developers had over program decisions
These findings allude to the significance of organizational culture in enabling a design-informed DE.
Looking to develop your employees? But tired of the same old seminars and workshops? Consider Lipscomb University's CORE program - uniquely focused on developing real competencies through strong coaching and rigorous assessment, CORE represents a major step forward in how organizations train and develop their talent.
Hard to Reach Users in Easy to Reach PlacesMike Crabb
Presentation given at UX Scotland 2019 by Michael Crabb and Rachel Menzies. Work based on the User Centre that is based in the Department of Computing at the University of Dundee
Stirring Emotions - Making the Human ConnectionFITCH
Emotions differentiate humans from other living things. They make us unpredictable, impulsive and endlessly interesting. When tapped in to, our emotions allow brands to connect in a more relevant way. It is a known fact that consumers are more likely to purchase when they connect emotionally to a brand. Brands and retailers need to translate this understanding of people into an enhanced brand experience which stirs emotions. Alasdair Lennox will discuss how to connect with consumers through distinctive experiences, and how these memorable moments build value for brands. He will also share a preview of Group XP’s 2017 Experience Index, which measures the value of brand experience.
Radical Co-Creation - How to Collaborate for Groundbreaking InnovationVille Tikka
We looked at the principles of engaging into radical co-creation, which allows us to collaborate for groundbreaking innovation. This is the presentation for the PDMA Social Product Development and Co-Creation Conference in Phoenix, Arizona on June 27-28, 2011.
Before You Test Your System, Test Your AssumptionsTechWell
Do you find yourself discussing with your peers what you think the system you’re building should do? Do you argue over what the users want? Do discussions wind up in a heated debate? This result indicates that no shared understanding exists about the system. With a lack of shared understanding, it’s easy to fall into the trap of making assumptions about system functionality, who the users will be, and how to build the system. These assumptions introduce errors into the requirements and design—long before a single line of code is written. Creating a shared understanding among stakeholders, users, and teams reduces the chances of not building the right thing—as well as not building the thing right. Aaron Sanders describes the techniques of experimental design, story mapping, user research, prototyping, and user acceptance testing that he’s used to help teams build a shared understanding. Learn to test your assumptions as rigorously as you test the system itself.
Everyone knows that Competency-Based Education (CBE) is hot. But how do you actually implement it - and deliver incredible outcomes for your students? Let Lipscomb University be your guide to this important trend.
Because today every time we choose an algorithm, a dataset, a framework, even a plugin, our decision may have tremendous consequences on people near and far around us.
As we, in the tech industry, slowly come to realise the power we wield, we urgently need to train our brains into an ethical decision-making framework.
How can we make sure our choices won't harm others?
In Canvas "the word "Quiz" is but a functional name for the tool. In the hands of an inquiry-minded teacher, this tool can be used to design tasks that build conceptual knowledge starting with prior knowledge.
A slide deck used to support a face to face learning session with science-supervising building administrators in our secondary schools. The same session was then co-facilitated across the district for all secondary science teaching faculty by building principals and Teaching & Learning Coaches.
Should we have a pedagogy of technology?Ashley Casey
In this paper I argue for the need to develop a pedagogy of technology that encourages us to use all technology only as a means of educating children and young people for the 21st Century.
APItheDocs: How Can API Documentation Be Agile?eBranding Ninja
How can API documentation become inherently agile? how can you foster a culture that gets your developers excited about documentation? About customer experience? How can you persuade your agile team to make documented a priority? How do you get developers creating more software?
This talk looks to answer these questions and more, including the real-world journeys of WorldPay and Sengrid make sure documentation is a part of their agile processes and how.
Talk given at API the Docs, London.
http://apithedocs.org/london/
By Jennifer Riggins
http://ebranding.ninja
http://twitter.com/jkriggins
Lessons-learned from embedding design into a developmental evaluation: The si...Chi Yan Lam, CE
Presented at the 2015 Annual Conference of the American Evaluation Association #eval15. ABSTRACT: Recent attempts at developmental evaluation (DE) are incorporating human-centered design (HCD) principles (Dorst, 2011; IDEO, n.d.) to facilitate program development. HCD promotes a design-oriented stance toward program development and articulates a set of values that focuses the evaluation beyond those ideals expressed by stakeholders. Embedding design into DE promises to offer a more powerful means to promoting program development beyond either approach alone. Yet, embedding design into DE introduces additional challenges. Drawing on a case study into a design-informed DE, this panelist discusses the tensions and challenges that arose as one developmental evaluator attempted to introduce design into a DE. Insights from the case study point to the importance of:
- Attending to power dynamics that could stifle or promote design integration; and,
- Evaluator sensitivity over the deep attachment program developers had over program decisions
These findings allude to the significance of organizational culture in enabling a design-informed DE.
Looking to develop your employees? But tired of the same old seminars and workshops? Consider Lipscomb University's CORE program - uniquely focused on developing real competencies through strong coaching and rigorous assessment, CORE represents a major step forward in how organizations train and develop their talent.
Hard to Reach Users in Easy to Reach PlacesMike Crabb
Presentation given at UX Scotland 2019 by Michael Crabb and Rachel Menzies. Work based on the User Centre that is based in the Department of Computing at the University of Dundee
Stirring Emotions - Making the Human ConnectionFITCH
Emotions differentiate humans from other living things. They make us unpredictable, impulsive and endlessly interesting. When tapped in to, our emotions allow brands to connect in a more relevant way. It is a known fact that consumers are more likely to purchase when they connect emotionally to a brand. Brands and retailers need to translate this understanding of people into an enhanced brand experience which stirs emotions. Alasdair Lennox will discuss how to connect with consumers through distinctive experiences, and how these memorable moments build value for brands. He will also share a preview of Group XP’s 2017 Experience Index, which measures the value of brand experience.
Radical Co-Creation - How to Collaborate for Groundbreaking InnovationVille Tikka
We looked at the principles of engaging into radical co-creation, which allows us to collaborate for groundbreaking innovation. This is the presentation for the PDMA Social Product Development and Co-Creation Conference in Phoenix, Arizona on June 27-28, 2011.
Before You Test Your System, Test Your AssumptionsTechWell
Do you find yourself discussing with your peers what you think the system you’re building should do? Do you argue over what the users want? Do discussions wind up in a heated debate? This result indicates that no shared understanding exists about the system. With a lack of shared understanding, it’s easy to fall into the trap of making assumptions about system functionality, who the users will be, and how to build the system. These assumptions introduce errors into the requirements and design—long before a single line of code is written. Creating a shared understanding among stakeholders, users, and teams reduces the chances of not building the right thing—as well as not building the thing right. Aaron Sanders describes the techniques of experimental design, story mapping, user research, prototyping, and user acceptance testing that he’s used to help teams build a shared understanding. Learn to test your assumptions as rigorously as you test the system itself.
Everyone knows that Competency-Based Education (CBE) is hot. But how do you actually implement it - and deliver incredible outcomes for your students? Let Lipscomb University be your guide to this important trend.
Because today every time we choose an algorithm, a dataset, a framework, even a plugin, our decision may have tremendous consequences on people near and far around us.
As we, in the tech industry, slowly come to realise the power we wield, we urgently need to train our brains into an ethical decision-making framework.
How can we make sure our choices won't harm others?
Similar to What is Student Centered Coaching? (20)
In Canvas "the word "Quiz" is but a functional name for the tool. In the hands of an inquiry-minded teacher, this tool can be used to design tasks that build conceptual knowledge starting with prior knowledge.
A slide deck used to support a face to face learning session with science-supervising building administrators in our secondary schools. The same session was then co-facilitated across the district for all secondary science teaching faculty by building principals and Teaching & Learning Coaches.
Just a few screenshots of completed teacher Syllabus sections in Canvas. Editing the page allows for policies, procedures, etc. to be entered into the top section, and student-assigned tasks are then auto-filled by Canvas below
A Workflow for the Curation of Digital Curricular Resources (aka: A Bridge to...North Kansas City Schools
A presentation within the leadership strand of METC 2015 outlining our workflow for the adoption of digital, open-source resources while simultaneously transitioning from a 4:1 ration of devices to children, toward a future 1:1 implementation. This was done in 2014-2015 as a pilot with 6th Grade Science in the North Kansas City Schools.
This slide set was used to support a session on the creation of a space for asynchronous professional learning in the North Kansas City Schools... Go Royals!
Observing-thinking-questioning-writing prompts.
This is simply a set of images used in a local discussion about how visual literacy can be used as a scaffold into understanding the connections between technology, society, and the environment...
This slide set was used to help articulate a presentation on the workflow of a districtwide project to support Project Connect... the 1:1 computing initiative in the SJSD.
A key element of this project featured the student-curated "blogfolio" of all work products created within all courses. Edublogs Campus was employed as a tool for both a reflective, connective, working portfolio as well as any number of "presentation" portfolios that could be constructed along the way and at the culmination.
This slide set outlines the protocols and procedures we used for a session that provides support in moving instruction beyond a "CLE a Day" approach...
Every teacher is a writing teacher. Common Core State Standards have brought a renewed focus on non-fiction reading and writing across content areas. Participants will explore the idea that a focus on non-fiction content does not necessarily negate creativity in the classroom. Some of the strategies mentioned in this session will certain help to develop higher order thinking skills.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
4. T H E B I G I D E A S
C O A C H I N G I S A B O U T
S T U D E N T L E A R N I N G
5. T H E B I G I D E A S
C O A C H I N G I S A B O U T
S T U D E N T L E A R N I N G
C O A C H I N G I S A
PA R T N E R S H I P W I T H
T E A C H E R S
6. T H E B I G I D E A S
C O A C H I N G I S N O T A
M A T T E R O F “ I F ” B U T
“ W H E N ”
C O A C H I N G I S A B O U T
S T U D E N T L E A R N I N G
C O A C H I N G I S A
PA R T N E R S H I P W I T H
T E A C H E R S
8. C O A C H I N G I S N O T
A B O U T “ F I X I N G ”
P E O P L E
9. C O A C H I N G I S N O T
A B O U T “ F I X I N G ”
P E O P L E
S I N G U L A R LY
F O C U S E D O N
I N S T R U C T I O N
10. C O A C H I N G I S N O T
O N LY A P P L I C A B L E
T O C E R TA I N
T E A C H E R S
A B O U T “ F I X I N G ”
P E O P L E
S I N G U L A R LY
F O C U S E D O N
I N S T R U C T I O N
11.
12. – D I A N E S W E E N E Y
“It doesn’t work to sort teachers by whether they
are ‘effective’ or ‘ineffective’ and then use a coach
to fix those who we perceive to be broken.”
13. WE CLOSE THE GAP BETWEEN WHAT
STUDENTS KNOW AND WHAT THEY NEED TO
KNOW
14. - D O N TA P S C O T T & A N T H O N Y D . W I L L I A M S I N W I K I N O M I C S
“The old, hardwired ‘plan & push’ mentality is
rapidly giving way to a new dynamic ‘engage
& cocreate’ economy.”
15. - B U R C H E L L & R O B I N , T H E G R E AT W O R K P L A C E
“It is easier to act your way into a new way of
thinking than it is to think your way
into a new way of acting.”
17. S E T T I N G G O A L S F O R
C O A C H I N G C Y C L E S
C O R E P R A C T I C E O N E :
18. C R E AT I N G L E A R N I N G TA R G E T S B A S E D
O N T H E S TA N D A R D S
C O R E P R A C T I C E T W O :
19. U S I N G S T U D E N T E V I D E N C E T O C O -
P L A N I N S T R U C T I O N
C O R E P R A C T I C E T H R E E :
20. O R G A N I Z I N G C O A C H I N G T H R O U G H
C Y C L E S
C O R E P R A C T I C E F O U R :
21. C O A C H I N G C Y C L E D I A G R A M
S TA G E 1 :
T E A C H E R ( S ) E S TA B L I S H
A G O A L F O R S T U D E N T S
T H AT I S D R I V E N B Y T H E
S TA N D A R D S
S TA G E 2 :
T E A C H E R ( S ) A N D
C O A C H P R E - A S S E S S
S T U D E N T S A N D D E S I G N
I N S T R U C T I O N T O
M E E T T H E I R N E E D S
S TA G E 4 :
T E A C H E R ( S ) A N D
C O A C H R E - A S S E S S
S T U D E N T S T O
D E T E R M I N E I F T H E Y
H AV E R E A C H E D T H E
G O A L . A D D I T I O N A L
I N S T R U C T I O N F O R
T H O S E W H O
H AV E N ’ T.
S TA G E 3 :
T E A C H E R ( S ) A N D
C O A C H I M P L E M E N T
I N S T R U C T I O N A N D
T H E N M O D I F Y I T W H E N
S T U D E N T S A R E N ’ T
R E A C H I N G T H E
G O A L
S T U D E N T
L E A R N I N G
22. C O - T E A C H I N G W I T H A F O C U S O N
E F F E C T I V E T E A C H I N G P R A C T I C E S
C O R E P R A C T I C E F I V E :
23. M E A S U R I N G T H E I M PA C T O F
C O A C H I N G
C O R E P R A C T I C E S I X :
24. PA R T N E R I N G W I T H T H E P R I N C I PA L
C O R E P R A C T I C E S E V E N :
25. N K C S C H O O L S
Professional Learning
Incubator
A place where ideas and innovations find growth, development, and
instructional alignment.
Immersion in Digital
Culture
The social web is
currently a part of the
lives of all children...
and most adults. This
approach will
purposefully immerse
adult learners in
modern, online 2-way
tools explicitly shifted
toward learning.
Sharing Instructional
Practices
Shining light on bright
spots across our
organization. Providing
opportunities to
troubleshoot.
Making PLT Work
Transparent
Grade-level teams
across the district.
Content level teams.
Cross functional teams.
Multidisciplinary
approaches. Support for
Encore programs.
Empowering
collaboration &
accountability
Thursday to Thursday.
Extending Professional
Learning
Capturing the rich
work of and with our
paid consultants.
Extending these
relationships forward.
Curriculum
Collaboration
Helping our
curriculum come to life
and find alignment
with both solid
instructional practice
and common, targeted
assessment
districtwide.
Curriculum becomes a
living, breathing entity.
Opportunities to Coach
With teachers reflecting
throughout a common
network, our many
support teams gain
another venue for just-
in-time coaching.
A multifaceted approach to adult learning... ...that incubates and reinforces best practices
31. A R T W O R K
• McCosh 50 by Peter Dutton via CC
• 1111_Thinking Blue_009 by Serge Saint via CC
• Across the value by Pulpolux !!! via CC
• Apples by Anthony Albright via CC
• Capilano Suspension Fun by David J. Laporte via CC
• Red Apple Core by Roger Karlsson via CC
• Writing by Ruben Starset via CC
• Projector Lens by Michael Porter via CC
32. A R T W O R K
• Nautilus by Dave Spindle via CC
• Handshake I by Alvaro Canivell via CC
• Bull’s Eye by Tom via CC
• Nikor F Lens by dbf Atl via CC
• Yew Chung International School of Beijing Co-teaching 3 by YCIS Beijing
• Blue Glass Bulb by Dixieroadrash via CC
• Blue Bokeh on Black Background by Matt Trostle via CC
• Changed Priorities Ahead by Addison Berry via CC