Podcast appearances and mentions of andy g cohen

The walrus reveals his dastardly plan! Can he be stopped before it's too late? It's the biggest showdown the heroes have ever faced!Abnimals Theme by Justin McElroy, Eric Near (https://bit.ly/ericnearmusic) and Jonathan Coulton (https://www.jonathancoulton.com/).Additional Music in this Episode:"Psychedelic" by Echo Fury: https://m.soundcloud.com/j87-222544563; "Turn around" by Koi-discovery: https://koi-discovery.lescigales.org/; "Neptune" by Joseph R. Lilore: https://josephlilore.com'; "Quickening" by malictusmusic: https://www.malictusmusic.com/; "A Human Being" by Andy G. Cohen: https://freemusicarchive.org/music/Andy_G_Cohen/; "Task Man" by Gamesharkoff: https://gagmesharkoff.bandcamp.com/; "The Vikings are Coming!" by Scott Holmes Music: https://scottholmesmusic.com/; "Chill Down", "Gearing Up", and "Right as Rain" by Mr. Smith: https://www.youtube.com/channel/UCSk2j0fTMw9V94UGyfWrSuA?; "Rather Never Than Ashamed" by done with fish: https://soundcloud.com/donewithfish; "Air" by Jesse Spillane: http://www.jessespillane.com/; "Steps on the Beach" by Audroid MK1: https://freemusicarchive.org/music/audroid-mk1/; and "Darude - Sandstorm [Chiptune Version]" by BildPünkT: https://soundcloud.com/lichttrager.National Immigration Project: https://nipnlg.org/

The heroes sneak through the ducts and grates of Dr. Killdeath's lair in search of the missing Guardian, only to find out they're not alone – it's a radical reunion!Abnimals Theme by Justin McElroy, Eric Near (https://bit.ly/ericnearmusic) and Jonathan Coulton (https://www.jonathancoulton.com/).Additional Music in this Episode: "The Get Away", "Courage My Love", "Action", "The Heavy Three", "Discipline", "Blood in the Water", and "Questions" by Mr. Smith: https://www.youtube.com/channel/UCSk2j0fTMw9V94UGyfWrSuA?; "Rather Never Than Ashamed" by done with fish: https://soundcloud.com/donewithfish; "RF-Silly Saturday" by legacyAlli: https://legacyalli.com/; "Emerald Therapy" and "Sk8board" by Jason Shaw: https://audionautix.com/; "Hoist" by Andy G. Cohen: https://freemusicarchive.org/music/Andy_G_Cohen/; "Task Man" by Gamesharkoff: https://gagmesharkoff.bandcamp.com/; "Darlin'" by Beat Mekanik: https://linktr.ee/beatmekanik; "Jingle Bells 3" by Kevin MacLeod:  https://incompetech.com/; "Metal Goat" by Midnight Commando: https://midnightcommando.com/; "Taffy Machine" by Kate Kody: https://freemusicarchive.org/music/kate-kody/; and "Sick of" and "Turn around" by Koi-discovery: https://koi-discovery.lescigales.org/.National Immigration Project: https://nipnlg.org/

The heroes weave their way through Dr. Killdeath's secret base to pick up some key items and find Carter's whereabouts. But what other secrets lie in wait?Abnimals Theme by Justin McElroy, Eric Near (https://bit.ly/ericnearmusic) and Jonathan Coulton (https://www.jonathancoulton.com/).Additional Music in this Episode: "Demolition" by 1st Contact: https://freemusicarchive.org/music/1st-contact/; "The Drama" by Rafael Krux: https://www.rafaelkrux.com/#/; "The Get Away", "Chill Down", and "This Could Get Dark" by Mr. Smith: https://www.youtube.com/channel/UCSk2j0fTMw9V94UGyfWrSuA?; "Taffy Machine" by Kate Kody: https://freemusicarchive.org/music/kate-kody/; "Hoist" by Andy G. Cohen: https://freemusicarchive.org/music/Andy_G_Cohen/; "Emerald Therapy" by Jason Shaw: https://audionautix.com/; "Beverly Hills" by Beat Mekanik: https://linktr.ee/beatmekanik; "Turn around" and "Sick of" by Koi-discovery: https://koi-discovery.lescigales.org/; "A Nexus of Waves" by Jesse Spillane: http://www.jessespillane.com/; and High Sky" by Patrick Davies: https://freemusicarchive.org/music/patrick-davies/.Harmony House: https://harmonyhousewv.comHarmony House: https://harmonyhousewv.com MaxFunDrive ends on March 28, 2025! Support our show now and get access to bonus content by becoming a member at maximumfun.org/join.

The Abnimals work with the rest of the Greenback Guardians to find Carver, but must pose as villains to get into the fortress of Governor's Island. It's the team-up of their dream-up!Abnimals Theme by Justin McElroy, Eric Near (https://bit.ly/ericnearmusic) and Jonathan Coulton (https://www.jonathancoulton.com/).Additional Music in this Episode: "Turn around" by Koi-discovery: https://koi-discovery.lescigales.org/; "Slice of Life" by Bryan Teoh: https://www.bryanteoh.com/; "Air" by Jesse Spillane: http://www.jessespillane.com/; "Mindsweep", "Chill Down", "Action", "The Get Away", and "Black Tears" by Mr. Smith: https://www.youtube.com/channel/UCSk2j0fTMw9V94UGyfWrSuA?; "RF-Silly Saturday" by legacyAlli: https://legacyalli.com/; "A Human Being" by Andy G. Cohen: https://freemusicarchive.org/music/Andy_G_Cohen/; "Rather Never Than Ashamed" by done with fish: https://soundcloud.com/donewithfish; "Demolition" by 1st Contact: https://freemusicarchive.org/music/1st-contact/; "Quickening" by malictusmusic: https://www.malictusmusic.com/; "Instrumental Sontagsfaherer" by Patrick Steel: https://www.youtube.com/channel/UCqee4AUSj6Jocrsr-uDEAmA; and "High on Loungin'" by Wax Lyricist: https://freemusicarchive.org/music/wax-lyricist/.World Central Kitchen: https://wck.org/

The Abnimal heroes drive a hard bargain with Clamgela to meet the Walrus. But first they have to make another deal – with Dr. Killdeath!Abnimals Theme by Justin McElroy, Eric Near (https://bit.ly/ericnearmusic) and Jonathan Coulton (https://www.jonathancoulton.com/).Additional Music in this Episode: "Neptune" by Joseph R. Lilore: https://josephlilore.com'; "Darlin'" by Beat Mekanik: https://linktr.ee/beatmekanik; "Lurking Terror" and "Quickening" by malictusmusic: https://www.malictusmusic.com/; "Emerald Therapy" by Jason Shaw: https://audionautix.com/; "Task Man" by Gamesharkoff: https://gagmesharkoff.bandcamp.com/; "First Rays", "Catch and Release", "Bittersweet", "Nashville Lights", "Awkward Cafe", "Chill Down", "Mindsweep", and "Action" by Mr. Smith: https://www.youtube.com/channel/UCSk2j0fTMw9V94UGyfWrSuA?; "Air" by Jesse Spillane: http://www.jessespillane.com/; "Electric Birds" by Scott Holmes Music: https://scottholmesmusic.com/; "Taffy Machine" by Kate Kody: https://freemusicarchive.org/music/kate-kody/; and "Hoist" by Andy G. Cohen: https://freemusicarchive.org/music/Andy_G_Cohen/.World Central Kitchen: https://wck.org/

Navy Seal, Axe-o-Lyle, Roger Moore, and Artie Ficial need to sneak into the bank's IT Department in order to make their date with destiny – destiny named Clamgela!Abnimals Theme by Justin McElroy, Eric Near (https://bit.ly/ericnearmusic) and Jonathan Coulton (https://www.jonathancoulton.com/).Additional Music in this Episode: "First Rays", "Gearing Up", "Bittersweet", and "Bounce" by Mr. Smith: https://www.youtube.com/channel/UCSk2j0fTMw9V94UGyfWrSuA?; "Flipping In" and "Ladies and Gentlemen, We Have Liftoff" by Wax Lyricist: https://freemusicarchive.org/music/wax-lyricist/; "Task Man" by Gamesharkoff: https://gagmesharkoff.bandcamp.com/; "RF-Silly Saturday" by legacyAlli: https://legacyalli.com/; "Abandoned Robot Puppy" by Jangwa: https://tommasocroce.eu/; "Hoist" by Andy G. Cohen: https://freemusicarchive.org/music/Andy_G_Cohen/; and "Neptune" by Joseph R. Lilore: https://josephlilore.com. World Central Kitchen: https://wck.org/

It's 9/22/24. The pilot aired 20 years ago today. We commemorate the occasion by talking with showrunner and executive producer Carlton Cuse about how "Lost" changed television, what he'd do differently today and the people who made the show so special. You can find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Today, we continue celebrating Black history and heritage with a special encore episode honoring an often forgotten civil rights leader. We take a look at the life and legacy of Bayard Rustin, a central figure in and the organizer of the 1963 March on Washington. Rustin was a trusted advisor to labor leader A. Phillip Randolph and Dr. Martin Luther King, Jr.  Rustin's methodology for challenging racial inequality and imperialism centered on his intersectional perspective on race, class, gender, and sexuality. This episode combines film excerpts, insightful interviews and speeches from this important figure of the civil rights movement who envisioned and organized for the best future. Learn more about the story and find the transcript on radioproject.org. Special Thank You to Nancy Kates and Bennett Singer the producers/directors of Brother Outsider: The Life of Bayard Rustin and Sam Pollard, the executive director.  And to the Pacifica Radio Archives for use of the Bayard Rustin archival materials. Making Contact is an award-winning, nationally syndicated radio show and podcast featuring narrative storytelling and thought-provoking interviews. We cover the most urgent issues of our time and the people on the ground building a more just world.    EPISODE FEATURES: This episode features Bayard Rustin, the architect of the March on Washington for Jobs and Freedom; Ashon Crawley, University of Virginia Associate Professor of Religious Studies and African-American and African Studies; Nancy Kates, filmmaker and producer of Brother Outsider: The Life of Bayard Rustin; Bill Sutherland, Fellowship of Reconciliation; Reverend A.J. Muste, pacifist and mentor of Rustin; George Houser, Fellowship of Reconciliation; Louis John, nephew of Bayard Rustin; Devi Prasad, pacifist.     MAKING CONTACT: This episode is hosted by Anita Johnson. It is produced by Anita Johnson, Lucy Kang, Salima Hamirani, and Amy Gastelum. Our executive director is Jina Chung. MUSIC: This episode includes "Medieval Tension" by Cory Gray; "This Way Joyous" by Ketsa; "Rally," "Rayling," and "3rd Chair" by  Blue Dot Sessions; "Hold On" and "Go Down Moses" by Dee Yan-Key; and "Our Young Guts" by Andy G. Cohen.  Learn More:  Bayard Rustin Fund Bayard Rustin: Troubles I've Seen Martin Luther King, Jr. Papers PBS History AFL-CIO Washington Post NYTimes

Amanda and Wade welcome you in for a night of murder mystery, hijinks, and fun as they discuss this cult classic film. Get out your retro board games but keep on the lookout for the Board Game Killer and protect against socializing with the new Poo Poo Me Perfume.    Credits: Don't Worry B Movies https://www.instagram.com/dontworrybmovies/ Logo – John Capezzuto https://www.creativecap.net/ Intro and Outro Music – Andrew Wolfe of Darling Overdrive https://www.instagram.com/darlingoverdrive/?hl=en   Additional Music (FMA – CC BY): Kevin MacLeod – Sonatina https://freemusicarchive.org/music/Kevin_MacLeod/Classical_Sampler/Sonatina/ Andy G. Cohen - Humming and Strumming https://freemusicarchive.org/music/Andy_G_Cohen/Layers_1240/Andy_G_Cohen_-_09_-_Humming_and_Strumming/ Alena Smirnova - Hopeless waltz https://freemusicarchive.org/music/alena-smirnova/single/hopeless-waltz/

SPOTIFY EPISODE JUMPSCARE!! BOO!! Don't want to wait for new episodes? Watch the visual novel version of our show on YouTube: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/playlist?list=PLrDE9LAmyappSwTkFWCJH4BP2_xXSH7nG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Thank you to some of our patrons: Klaytor, Edan, Alyx Solana, EpiAureum, Homunculus Derelictus, SilverFlame 12, Jilly Bean, Klayon, Specter324, Keilan, Bubby, Artex the Creator, Zab, Mr. Bakudan, Alkalinewig, twieaper123, Z, and V. You can find links to all of our content/social media here! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://linktr.ee/ChosenOnes⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Support us on patreon: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.patreon.com/ChosenOnesDnD⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Make a one time donation: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://ko-fi.com/chosenones⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Character credits are below. Avayath (he/him) is played by funnybunnyjay (he/him) ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/funnybunnyjay⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Shui (he/him) is played by Zen (he/him) ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/zento_box⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Theo (they/he) is played by Sweetsunberry (they/he) ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/Sweetsunberry⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Brandy (he/him) is played by Ripley (she/they) ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/Ripp_Tides⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ All other characters are played by Cassiroll (they/them) ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/CassirollChan⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ [MUSIC CREDITS] •PeriTune - Music-box_Gentle2 by PeriTune ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/watch?v=_oD6d-qBCBA&feature=emb_title⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ •"Melody of the Sparks" by David Knight ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/DJWNaito⁠⁠⁠⁠⁠⁠ •Land Legs by Andy G. Cohen https://freemusicarchive.org/music/Andy_G_Cohen/ •periculum by Kai Engel •Denouement by Kai Engel https://freemusicarchive.org/music/Kai_Engel/ •Documentary Music by ColorFilmMusic •Harp by SilverHoof •Rabbit's Lullaby (instrumental) by Diego Soldi "We Are The Chosen" by dcolemusic ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/davexole⁠⁠

It's the day we've been waiting for all season: Ursula is open! In this episode we hear the staff celebrating on opening night, and debrief with Eric and Lani about surviving their first week of service. Plus, Jenny and Alex reminisce on the opening - and closing - days of their restaurant Goods. Additional music in this episode by Doctor Turtle, HolinzaCC0, Andy G. Cohen, Jan-Michael Hökenschnieder & Fachhochschule, and 10 Echo.Opening Soon is powered by Simplecast.

Mouth insects make a resurgence in a big way as Amanda and Wade hit their second-year anniversary with Amanda's favorite horror movie of all time, Candyman.    We discuss the music, acting and our favorite shots as well as our distaste for that specific shade of pink all over the walls. Join us for our special anniversary episodes!   Credits: Don't Worry B Movies https://www.instagram.com/dontworrybmovies/ Logo – John Capezzuto https://www.creativecap.net/ Intro and Outro Music – Andrew Wolfe of Darling Overdrive https://www.instagram.com/darlingoverdrive/?hl=en   Additional Music (FMA – CC BY): Akira Sora - Stoptime Rag (Scott Joplin) https://freemusicarchive.org/music/akira-sora/single/stoptime-rag-scott-joplin/ Andy G. Cohen - Humming and Strumming https://freemusicarchive.org/music/Andy_G_Cohen/Layers_1240/Andy_G_Cohen_-_09_-_Humming_and_Strumming/ Kai Engel – Run https://freemusicarchive.org/music/Kai_Engel/The_Run/Kai_Engel_-_The_Run_-_02_Run/

Could this be the greatest crossover ever? The Incredibles in the 9 Universe? No! But it is a fun discussion about the apocalypse and the role humanity plays in its own demise. Fun!    Credits: Don't Worry B Movies https://www.instagram.com/dontworrybmovies/ Logo – John Capezzuto https://www.creativecap.net/ Intro and Outro Music – Andrew Wolfe of Darling Overdrive https://www.instagram.com/darlingoverdrive/?hl=en   Additional Music (CC BY): Paweł Feszczuk - Chillowanie Bomby https://freemusicarchive.org/search?adv=1&search-genre=Instrumental,Blues&only-instrumental=1&duration_from=3&duration_to=4&music-filter-CC-attribution-only=1&music-filter-public-domain=1&music-filter-commercial-allowed=1&music-filter-remix-allowed=1 Mr Smith - Gearing Up https://freemusicarchive.org/music/mr-smith/fredson-drive/gearing-up/ Andy G. Cohen – Hoist https://freemusicarchive.org/music/Andy_G_Cohen/prisma/hoist/

The Build takes a deep dive into the process of building up a new restaurant from signing the lease to opening day. In this episode, not only do you get more glimpses at the fun aesthetic bits, but you'll also hear about the processes and systems behind making sure customers feel taken care of in the space that Eric and Team Ursula are in the middle of creating. Between architects pointing fingers at plumbers, and deciding on plate ware, you'll hear about the nitty gritty required to build up (and out) your brick and mortar world. Additional Music in this episode by HolinzaCC0, TRG Banks, Koi-Discovery, Dilating Times, Rowan Jane, Andy G. Cohen, Oji.Opening Soon is powered by Simplecast.

Welcome to the latest episode of The Build! In this episode, we explore the world of Ursula: meet new team members and take a deep dive into the values and systems that Eric and Lani plan to instill in the new location.Plus, get a glimpse at how the team is restructuring compensation for employees to better serve everyone and encourage warmer hospitality. Additional Music in this episode by Andy G. Cohen, Koi-discovery, Mildperil, Oji, & HolinzaCC0. Opening Soon is powered by Simplecast.

In The Build, we're following one chef's journey to open a brand new restaurant, from signing the lease until the doors actually open. If you haven't listened to the first episode, you should start there. In this episode, we hear some of our earliest recordings with Eric, where he fills us in on the months-long journey to find Ursula a new home. Along the way we traverse Brooklyn, negotiate with shady real estate brokers, and even have a brush with death. Additional Music in this episode by Andy G. Cohen, Koi-discovery, Correspondence, Dilating Times, & HolinzaCC0. Opening Soon is powered by Simplecast.

In this season of Opening Soon, we're undertaking a project we've been wanting to do for years. In The Build, we're going to follow one chef's journey to open a brand new restaurant as it's happening. From the moment that they signed the lease until the doors are actually open, you'll get to witness the emotional highs and the lows, how things go well, how things get delayed; all in real time.  In this episode, we meet the subject of our series, hear a bit about their food journey so far, and get a sneak peek at what's coming this season. Additional Music in this episode by Andy G. Cohen, Koi-discovery & HolinzaCC0. This episode was brought to you by Made In, visit madein.com to learn more about their cookwareOpening Soon is powered by Simplecast.

Two separate interviews conducted at the MSIR in June 2022 Christina has dreams of studying one day. She sees the community at the MSIR, fellow clients and the workers, as family.Adrian works in construction. He's cut back on his heroin use, but it's a secret from his family he remains deeply conflicted about.Content Advice: explicit language, descriptions of drug useCreditsFeaturing: Christina and Adrian (*not his real name)Host: ChristinaProducer/ Interviewer/ Editor: Michelle Ransom-HughesHost recording: Shelley CoggerRecorded on Wurundjeri land, produced on Turrbal/ Jagera landAn independent production of Alongside Radio (Australia), made possible by the cooperation of the North Richmond MSIRYou can support the production hereRead the Ryan Review to get more stats and facts about the trial of the North Richmond MSIRThanksShelley Cogger, Donna Williamson, Lisa, Jen Anderson, Nico Clark, and those workers at the MSIR who helped make these interviews with clients possible.Also, to Dylan Ransom-Hughes, Daniel Semo, Sophie Ransom, Lucy Osborne, Jon Tjhia, Sean and Alice, Dave Suttee, Kim Lester, Miss Nicole and Sheree.MusicNobody Dies Here Theme by Jen AndersonA Human Being by Andy G. Cohen released under a Creative Commons Attribution International LicenseInette and Grest by Tim Khan (CCbyA freesound)Thanks to the generosity of all sound artists and musicians who share their work via Creative Commons licenses and help make independent productions viable Hosted on Acast. See acast.com/privacy for more information.

Ich denke mir schon lange, eigentlich wäre es moralisch besser, keine Tiere mehr zu essen. Trotzdem tue ich es immer noch. Jetzt habe ich Herwig Grimm, einen Ethiker und Philosophie-Professor gefragt: Ist es okay, dass ich Tiere esse? Herwig Grimm ist Professor für Ethik der Mensch-Tier-Beziehungen am Messerli Forschungsinstitut an der Universität Wien.Hier findest du Erklär mir die Welt auf Telegram und auf Signal. Auf Discord kannst du dich mit Hörer:innen austauschen. Abonniere auch unseren YouTube-Kanal. Schau auch mal bei Instagram und Facebook vorbei. Mitarbeit: Valentina PfattnerVermarktung: Missing LinkTon: Audio Funnel Grafiken: Florian HalbmayrMusik: Something Elated by Broke For Free, CC BYfür deep dive: A Human Being by Andy G. Cohen, CC-BYBeatbox am Ende: Azad Arslantas

Featuring: Adrian, Angela, Beattie, Christina, Jesse, John, Kerrin, Kerry, PaulProducer/ Editor/ Sound Design: Michelle Ransom-HughesMusic:Nobody Dies Here Theme by Jen AndersonA Human Being by Andy G. Cohen released under a Creative Commons Attribution International LicenseExtra thanks to Dylan Ransom-Hughes, Jon Tjhia, Daniel Semo, Shelley Cogger, Sophie Ransom, Jaye Kranz, Lucy OsborneRecorded on Wurundjeri land, produced on Turrbal/ Yuggera landAn Independent production of Alongside Radio (Australia), made possible by the cooperation of the North Richmond MSIR Hosted on Acast. See acast.com/privacy for more information.

Wie schaut eigentlich so ein Tag im Leben eines Soldaten im Ukraine-Krieg aus? Wie hält man das alles aus? Wie der Krieg in der Praxis funktioniert, erklärt Markus Reisner vom österreichischen Bundesheer. Reisners Erklärungen zum Krieg auf YouTube erreichen hunderttausende Menschen.Markus Reisner ist Oberst des Bundesheeres und Leiter der Forschungs- und Entwicklungsabteilung der Theresianischen Militärakademie in Wiener NeustadtHier findest du Erklär mir die Welt auf Telegram und auf Signal. Auf Discord kannst du dich mit Hörer:innen austauschen. Abonniere auch unseren YouTube-Kanal. Schau auch mal bei Instagram und Facebook vorbei. Mitarbeit: Valentina PfattnerVermarktung: Missing LinkTon: Audio Funnel Grafiken: Florian HalbmayrMusik: Something Elated by Broke For Free, CC BYfür deep dive: A Human Being by Andy G. Cohen, CC-BYBeatbox am Ende: Azad Arslantas

This was a place that we all made together. Thank you for listening. You can find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Anneliese Rohrer beobachtet Politik und Medien seit 50 Jahren. Beide haben ähnliche Probleme: Die Menschen schenken ihnen wenig Vertrauen. Der Politik treten sie sogar oft mit Verachtung gegenüber. Das Verhältnis von Journalisten und Politikern zeichnet sich auch nicht unbedingt durch gegenseitigen Respekt aus. Wie kommen wir da raus? Ein deep dive. Anneliese Rohrer gilt als "Grande Dame" des österreichischen Politikjournalismus, auch wenn sie den Ausdruck selbst nicht mag. Sie schreibt für Die Presse, schrieb für den Kurier, das DATUM und viele mehr. Hier findest du Erklär mir die Welt auf Telegram und auf Signal. Auf Discord kannst du dich mit Hörer:innen austauschen. Abonniere auch unseren YouTube-Kanal. Schau auch mal bei Instagram und Facebook vorbei. Mitarbeit: Valentina PfattnerVermarktung: Missing LinkTon: Audio Funnel Grafiken: Florian HalbmayrMusik: Something Elated by Broke For Free, CC BYfür deep dive: A Human Being by Andy G. Cohen, CC-BYBeatbox am Ende: Azad Arslantas

The endgame is fast approaching. We talk about how satisfying it is to watch Jack come into his own as a leader, how moving it is to see Sideways Locke accept his offer of help, how frustrating Jacob's conception of "choice" is, and much more. And for our interview, we're back where it all began: With Jack Bender, executive producer of "Lost" and director of many episodes, including "The End." Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

In Russland wird immer wieder bestritten, dass die Ukraine eine eigene Nation ist. Warum? Kerstin Susanne Jobst ist Osteuropa-Historikerin und erklärt uns, wie es dazu kommt - und was historisch alles passieren musste, damit die Ukraine zur Nation wurde.Kerstin Susanne Jobst ist Professorin am Institut für Osteuropäische Geschichte an der Universität Wien. Ihr Buch über die Geschichte der Ukraine.Hier findest du Erklär mir die Welt auf Telegram und auf Signal. Auf Discord kannst du dich mit Hörer:innen austauschen. Abonniere auch unseren YouTube-Kanal. Schau auch mal bei Instagram und Facebook vorbei. Mitarbeit: Valentina PfattnerVermarktung: Missing LinkTon: Audio Funnel Grafiken: Florian HalbmayrMusik: Something Elated by Broke For Free, CC BYfür deep dive: A Human Being by Andy G. Cohen, CC-BYBeatbox am Ende: Azad Arslantas

Amanda and Wade are back to discuss Alex Garland's underappreciated horror sci-fi, Annihilation starring Natalie Portman. The two hosts discuss how beautifully unsettling this film is, the amazing design and use of colors, and pitch a post-film nature documentary narrated by the late, great David (not Richard!!!) Attenborough. Enjoy! Credits: Don't Worry B Movies https://www.instagram.com/dontworrybmovies/ Logo – John Capezzuto https://www.creativecap.net/ Intro and Outro Music – Andrew Wolfe of Darling Overdrive https://www.instagram.com/darlingoverdrive/?hl=en Additional Music: *Note: Some songs may have been adapted from their original form to fit the length of our segments* "Upbridge" by Andy G. Cohen (www.freemusicarchive.org/music/Andy_G_Cohen) "Impromptu in Quarter Comma Meantone" by Kevin MacLeod (www.incompetech.com) "Somethings Out There" by HoliznaCC0 (www.holiznacc0.bandcamp.com)

The most easily recognized teachers in our culture are on the big screen. So when we think about good teaching, it's almost impossible not to think of Robin William's character in Dead Poets Society standing on a desk and inspiring his students. This might be part of the problem. When teaching is associated with unrealistic Hollywood characters, it can create impractical or ridiculous assumptions about what teachers do. In this episode, we hear how the stereotypes of teachers may be contributing to teachers' decisions to leave education. Music: Theme Song By Julian Saporiti “NPC Theme” by HoliznaCC0 is in the Public Domain. “Sunny Afternoon” by HoliznaCC0 is in the Public Domain.  “Infrastructure” by Scott Holmes Music is licensed under a  CC BY-NC license. “Just a Blip” by Andy G. Cohen is licensed under a CC  BY license. “Room With a View” by Jahzzar is licensed under a CC BY-SA license. Movie Clips: Freedom Writers (Paramount Pictures) Dead Poets Society (Touchstone Pictures, Walt Disney Studios Motion Pictures) School of Rock (Paramount Pictures) Ferris Bueller (Paramount Pictures, United International Pictures) Transcript:  Episode 3: “What Would Robin Williams Do?” There is a picture-day-esqu photo on my parents' fridge of me sitting on my dad's lap. I am wearing a tie-dye shirt and my orange hair is in its natural state of an Eddie Munster widows peak. My dad is in a blue button down and has on a tie. My cheeks crowd my eyes, my smile is so big. My dad, who doesn't always smile for pictures, has a cheeky grin.    This picture was taken around the same time that my dad squatted down to eye-level with me and said: “When people ask you where you got your red hair, you tell them the milkman. Okay?”   He didn't make a big deal about telling me this. It was just a directive, and I said okay. I figured, yeah, that makes sense.    So as adults would come by, ruffle my hair and say things like, “Oh my, what pretty red hair. Where did you get hair like that?”   I'd look up at them, smile, and tell them, “The Milkman.”    They would guffaw, cough down a drink, blush, and I'd try to explain, “You know, because he delivers things.”    And they'd laugh out an “I'm sure he does!” and find my dad who would have a grin settled between his bouncing shoulders as he muffled a laugh, and my mom would say something like “G-uh, Darcy Joe”   Not to be heavy handed, but the stereotypes of what a milkman may or may not do when visiting people's homes is what makes the joke land. This joke was lost on me until high school. I didn't understand the baggage associated with being a milkman.   Language matters. Words like milkman have connotations - they carry weight or have stereotypes attached to them. That's why I can't flip someone off and say, “Why are you upset,this means joy to me.” There are too many representations of middle-fingers that situate the digit as a symbol of the obscene. Repetition and representation give meaning.    The middle finger or terms like milkman or teacher, carry a history of expectations and stereotypes. Last episode we heard about the historical inheritance of teachers, which is significant in how we view modern teachers. But history isn't the only thing that impacts how we view teachers. Today, we're going to look at the teacher stereotypes in pop-culture and how these stereotypes can be contributing to teacher attrition. This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 3: “What Would Robin Williams Do?” Molly Waterworth: I've gotten to the point where I see any TV show or movie where some sort of plot device hinges on the inspirational teacher. And I just roll my eyes.   This is Molly Waterworth. We heard from her last episode, and she just left education after teaching English for 8 years. She points out a stereotype of inspiring teachers in media: Molly Waterworth:I just can't.  I can't stomach it because it's so saccharin. It completely obscures the fact that these inspiring teachers that are either drawn from real life or the product of someone or someone's imagination, it completely obscures the fact that their inspirational teaching is very likely the outgrowth of massive mental health deficiencies. And like a complete imbalance of where they spend their time and where they're getting like their soul fed. Inspiring teacher stories make me feel awful.    That shouldn't be the case, right? Inspirational teacher movies should INSPIRE. And they can and they do - they inspired me - but what Molly points to is a nagging reality in many inspirational teacher stories.    Dead Poets Society Clip   As you can hear in this scene from Dead Poets Society, Mr Keeting, played by Robin Williams, pushes his student, Todd Anderson.. And in this unconventional way Mr. Keeting helps Todd start to gain some confidence and see his potential. Similar scenes occur in other famous teacher movies, like Mr Holland's Opus, or Freedom Writers.    These movies project a fantasy of heroism onto education, and people love it. Inspirational teacher movies are usually underdog stories: A  teacher rails against convention and inspires and does amazing things for others no matter the personal cost. We are attracted to this as a culture. We want heroes that are selfless. We want to see ourselves as capable of being like Robin Williams' character in Dead Poets Society.  And the way these movie teachers influence kids…man, that's the dream.  But, several if not most of the teachers in those stories that inspire don't have the healthiest work-life balance. They give everything to their students - time, energy, love, inspiration. And these movie teachers inspire in the public comments like, “We need more teachers like this” or “I wish teachers would be more like (whatever movie teacher).” But we need to ask, what is expecting teachers to fit a stereotype asking of real teachers?   Think of Freedom Writers, a movie based on the real-life Erin Gruwell, who is played by Hillary Swank. She is the epitome of the inspirational teacher stereotype. Halfway through the movie, her husband leaves her because she is spending so much time focused on her students,  Freedom Writers Clip  The film creates a feeling that the husband might be unrealistic. As an audience, we're rooting for Erin Gruwell because she does amazing things - her husband points this out. And don't get me wrong, Ms.Gruwell is phenomenal and her story is amazing, but there might be danger in presenting this story as a precedent for what good teaching looks like. Yes, she is a good teacher, but at what cost? In most other films about different careers, it's likely the main character would realize that work is taking too much and family is more important, but not in inspirational teacher movies. Expecting teachers to do what Gruwell does is expecting teachers to forfeit their own lives for students. It's expecting martyrdom. This is a stereotype.   And the reality is different. Molly Waterworth: We're not martyrs, and we're not perfect. And there are things that can be said about the profession as a whole and certainly about individual teachers that needs improvement, absolutely. But I think a lot of it maybe stems from just this sense that teachers aren't entirely human - that we are saints. And so therefore, we shouldn't worry about all of these factors that are making our jobs harder, because we have this big calling on our lives that turn us somehow into people that don't have needs. This language that surrounds teaching is significant. It feeds the stereotype of selflessness, which in turn has an impact on how teachers are treated. Right now teachers are feeling burned out because this stereotype is unrealistic - it's creating an expectation that makes teachers want to leave education.  I met up with Rachael Esh at Welcome Market Hall in Sheridan, Wyoming on the eve of her very last day as a teacher. Rachael Esh:  It's a bit of a stereotype with teachers. It's like, Oh, this has been your calling since you were this age, or since this teacher impacted you. This idea of a calling is that you don't teach for the money, you do it for the kids because it is what you were meant to do. It is your destiny or purpose. A quote unquote “calling” can create a sense of guilt in teachers when they realize, crap, I'm not getting paid enough for this, which is in contrast to the narrative surrounding  teaching like Molly points out: Molly Waterworth: People don't get into this for the money, why would they? But they're in it for the kids, and they're in it for that sense of purpose and mission. That's like, “Yeah, but I also would like to be paid.” So to have a calling is to feel like teaching is more than a job, more than a paycheck, it is a clear directive from some higher power for the direction your life should take in service of others. Rachael didn't feel like that stereotype matched her experience. Rachael Esh: And I don't feel like that's usually the case. It's more of a roundabout zigzag pattern. This surprised me. I grew up wanting to be a teacher because, as Rachael said, I had some amazing teachers leave an impact on me, but I never thought teaching was my calling. It was something that sounded cool, and it was made cooler by movies like Dead Poets Society. I wrote the movie's motto, “Carpe Diem” on all of my notebooks. And I liked reading and writing and teaching people, and teaching would give me a chance to coach. Not once did I get the sky part and shine a light on my career path. It wasn't a calling, and of the 30 teachers that I interviewed, hardly any of them felt like teaching was their calling either. For Rachael and Molly, they had different plans with where their lives were going to go. Rachael Esh: So my undergrad I actually got at Ohio University in environmental biology, and so I thought I was gonna maybe do field work or something like that. Molly Waterworth: I declared my major as geography, but I did it with the intent of being able to go into the forest service. But I found out pretty quickly that I really didn't care about any of my classes. And I found out that I was going to have to take calculus and I wasn't interested in doing that. So I kind of bounced around into various humanities areas. And both Rachael and Molly landed in education because they each had a summer experience in college that put them in front of kids. Rachael took an internship teaching environmental education and Molly went to China with a group from college and got to help kids with their conversational English. They both found their way to being educators because of positive experiences teaching kids. Rachael Esh: So I knew I either wanted to go on to park service or education after working with kids then. And so it kind of just worked out that getting my degree in education was just more accessible, and I kind of wanted to separate my fun time, which was like outdoors, from my work. So I decided to kind of go into education. And I mean, the kids are never boring. So you're like, well, heck this. This beats an office job any day of the week. And when Molly returned from China, she declared first as an elementary teacher.  Molly Waterworth: I think that when I envision myself being a teacher, I thought of myself reading with kids, and talking about literature and talking about books and big ideas and stuff like that. And so at that point, I had the very obvious revelation that I should be a secondary English teacher because that would afford me that opportunity most often. So that was kind of my meandering path into into There was no bright light for either of these teachers, no calling. Nothing so profound. Like most people, they stumbled onto their desire to do a job because they took advantage of an opportunity and realized, “Hey, this isn't bad.” And Teaching wasn't a last option for either of them. They weren't failing at other things in life, which is tied to another stereotype of teaching. If teachers aren't depicted as martyrs, they're often seen as selfish or deviant or lazy or dumb or boring, like in Ferris Bueler's Day Off. Ferris Bueller Clip And this image of teachers perpetuates the idea that teaching is a last ditch option for people that can't do anything else. This stereotype often leads to a willingness to discredit teachers as experts in their field. Not being seen as experts in their field is a major reason teachers gave for leaving teaching.  For Molly or Rachael, they became teachers by choice. They didn't need to fall back to something easier. It wasn't a School of Rock scenario, where Jack Black's character, Dewey Finn, hits rock bottom before becoming a long term sub proving that someone with no qualifications can be a better teacher than trained and dedicated teachers - a trope that we see over and over again.  In the film, Jack Black's character even draws attention to a common saying that is tied to education.  School of Rock Clip Dylan Bear is a PE teacher in Pinedale, WY. We sat at a picnic table in front of his house with a view of the Wind River Mountain Range, while we drank coffee, snacked on a loaf of banana bread he was gifted from a student, and talked about these sayings and images surrounding education.  Dylan Bear: I think another thing, we've gotten a lot of quotes, like funny quotes in the society, like, oh, teachers, they take these jobs for June, July and August. I think that's something that needs to stop.  What Dylan has noticed is the negative lens with which culture and Hollywood has viewed teachers. Like I mentioned earlier, we stereotype teachers as good or bad, the marty/savior type that saw teaching as a calling or the boring/lazy person who saw teaching as a backup plan.  But, Dylan, like Molly and Rachael, didn't see teaching as a calling. He didn't see teaching as a fall back career either. Dylan Bear: So I started off as an engineer, and those were just not my people. And I was looking more for a little more social environment, a little more high energy versus analytical, consistently, day in and day out. And so I went from engineering to math in secondary math education because I liked working with kids. And then after a few years of that three years deep, looking at all the papers all the time, I just couldn't do it, so I switched from math. I was actually sitting in Prexy's Pasture and Laramie. And the special ed teacher came and sat down next to me and she said, What are you thinking about? Instead, there was my longboard. I said, I don't know if I can do math the rest of my life. Would you rather be teaching math or out playing a field, you know, and I thought like instantly. Dylan would rather be out in a field. Teaching was a good path for Dylan - not a calling and not a last ditch option. He takes his job seriously, and he is someone that plans on teaching for some time. And when Dylan started feeling a little burned out, he moved towns and got a change of scenery, so that he could keep teaching. He isn't naive to the reality of burning out or how difficult the job is, nor is he jaded in thinking that anyone could do this job. The key word here is reality. The reality of a teacher is that teachers are human, not a stereotype. We make mistakes and we have successes and we make some profound impacts on kids and we make some mediocre impacts on kids.  Dylan Bear: Some teachers are really good, and some are really lazy. And some kids are really good, and some are really lazy. So it's like, we don't want to paint a broad brush over everybody. And I think sometimes we do an education because there's so many people in education. It's like one of the leading job forces out there. So you hear these stories that are negative about one or two teachers, and then you say all I'm doing the same with kids. I hate when people say, kids are always on their phone. It's like, no, no, some kids are on their phones. Some of them are waiting for you to talk and give them a good lesson. I think education gets those broad brushes which devalue people. And that's a dangerous world.  Dylan recognizes the need for grace and the danger of broad generalizations of any groups. He recognizes the fact that people are human, but sometimes we only get a snapshot of education, which creates these generalizations that feed into the stereotype of teachers as either good or bad. Dylan experienced this first hand when he had a student continuously refuse to take off his hat.  Dylan Bear: I was like, This is absurd. So I'm a climber, and so he was playing badminton, and I popped his hat off and ran up and jumped up the basketball hoop and climbed in the rafters and hung it from like, the highest point in the gym, like, 50 foot up. And yeah, not very smart, but it was like, I didn't think about it, but kids Snapchatted it. And all the kids came like, “Oh, we saw you but it was out that was so funny. That it's like you have to be aware of that.”  The snapchat of Dylan only includes his climb. It doesn't include the warnings he gave the student from that day and previous days. It doesn't include Dylan's positive relationship with the student and the students' family, or all of the normal/positive interactions Dylan has with his other students, or the mundane aspects of his job that he does everyday. The Snapchat lacks context, and this is how stereotypes begin and are fed. A single image becomes the representation of the whole - even if it is a fragment of the reality.   This is the kind of thing that becomes an overgeneralization - a stereotype of teachers. These stereotypes are on social media and in movies and they contribute to cultural narratives about education that are unrealistic. Some of these glimpses and snapshots might be part of what teachers expected education to be, which is misleading and could be contributing to the disillusionment leading to teachers quitting. Here's Molly again. Molly Waterworth:  I think that the image probably came from a couple of places, a selective memory of my high school and middle school classrooms. So thinking back to those good experiences that I had as a student, I was like, “Okay, I want to create that for other people.” But I also had it in my head, the the image of the cool, thoughtful, worldly literary teacher that you see in like Dead Poets Society or any number of  other movies like that - opening up doors and exploring identity and figuring out who we are all along the way.  Dead Poets Society Clip I love Dead Poets Society, and Freedom Writers, but I remember telling my wife, after our first week in real teaching jobs: “This sure as hell isn't Dead Poets Society.” I had been fooled with what teaching would actually be, and this is also an image of what the public seems to see of educators. They want the engaging classroom, the teacher that inspires, and don't we all. Or they expect the lazy, boring, slacker who got into teaching because their real goals didn't pan out. But education is more complex than a movie.  Molly Waterworth:  The crushing reality of grading was something that I hadn't quite prepared myself for. I think that I knew going into teaching, because obviously, you know, that you're going to have to grade and that's part of the job. So the grading part was overwhelming. You never see in movies, like staff meetings, or having to figure out the copier or the deeply existentially difficult process of figuring out the culture of the building in your first year. Just the kind of mundane but deeply tangible on a daily basis struggle of making sure that everything fits in your lesson plan. Like that's not glamorous. But it's, it's the part that makes or breaks you as a teacher of just balancing the day to day and making sure that you're hitting your standards and teaching the stuff that you don't care about, but you have to do anyway. Like, Robin Williams isn't gonna do that. I would love to have a b-roll version of Dead Poets Society where Robin WIlliams' character, John Keating, sits for 4 hours grading papers, intermittently standing up to stretch, get a coffee, shake his head and mumble things like, “I swear we went over that.” Molly Waterworth: You never see an inspiring teacher movie where they are tracking missing assignments. You never see them answering the onslaught of emails at the end of the semester, asking how to get my grade up. You never see that. You see the inspiring parts and that's it. Never the work that it takes to get there. So we see teachers that either act as martyrs like Keating who, don't forget, gets fired at the end of the film after a student kills himself, or we see teachers that make real teachers cringe. Molly Waterworth:  I remember watching Glee when that was out.  And it was not just unrealistic, but it was just so I thought it was insulting the way that the teachers were showing their like, as just unserious. Too involved in teenagers' lives. And, like, really, really concerned about both of those things. That I was just I couldn't do it. I couldn't put up with it.  And again, why does this matter? Why does it matter that depictions of teachers are unrealistic? It honestly wouldn't matter if these depictions didn't seep into how teachers are currently being treated. If the cultural view of education remained realistic. But this is how stereotypes work. We may recognize a stereotype as wrong or dangerous, but they can still seep into our behavior.  And they influence what parents expect from teachers, what students expect from teachers, and even what teachers expect from themselves. If teachers buy into the stereotypes, they may be striving for a sense of perfection and martyrdom that is unhealthy and unrealistic. So it's up to us, all of us, to push against these stereotypes. Like any other cultural stereotype, we need a massive cultural shift in how we think about teachers, which often starts with how we represent and talk about teachers.  Unless we become conscious of our biases or of these stereotypes, things won't change, and in the context of teaching, teachers will continue to quit.  The misconceptions surrounding teachers and education are very much influenced by what folks see on a consistent basis. This isn't to say that there haven't been realistic depictions of teachers. I love Tina Fey's character in Mean Girls. She was quirky and smart and imperfect. Her character felt more real to me, but this is an outlier in teacher representations.  Stephanie Reese: Culturally, I think the media shows teachers as “Man, they just work tirelessly.” You might recognize Stephanie's voice from last episode. I met up with her at Blacktooth Brewery in Cheyenne, she's the general manager there. Stephanie taught PE from kindergarten to college, and she left education after 8 years. She points out how some of the perceptions of education bleed into the expectations placed on teachers.  Stephanie Reese: They just love what they do so much. They love kids. They're willing to put in all these extra hours, because they just love what they do. And they're okay with that. And, and that doesn't actually give teachers a voice. And that, to me is bullshit because teachers are tired, they're exhausted, they're stressed to the max there. Some may love it. And fine. If you have that intrinsic motivation to love something without getting anything back. That's amazing. You are a superhero.  When being a teacher is associated with loving kids as Stephanie points out, does that mean that leaving education means a loss of love for the kids? Or that not wanting to put in the extra hours is because teachers don't love the kids? This rhetoric is dangerous and it isn't helpful when thinking about why teachers are leaving. When teachers decide to leave education, they often hear, “You can't, you're so good for the kids” or something to that effect. This is said in praise, but it actually ignores what teachers are dealing with and it pushes this cultural stereotype that teachers ought to be willing to give everything for the kids. The reality is, the list of what teachers do, the extra work teachers have, is tremendous and all of that work rarely makes it into films. Here's Dylan. Dylan Bear: It's funny when you asked me to do this, I looked up, like, what are the job requirements for teachers and there was like, on the, on the description, it was, like 30 bullet points. It was incredible, like, lift 50 pounds, walk 100 yards. When Does anyone do that? We think teachers are just this, like square. But it's not, it's this open ended job that you can work your tail off forever, you know, or you can do the minimum and you still get paid the same. So it's like, I think a lot of people want to know, like, here's your job, and here's what you're gonna get for it. And that's not the case in teaching.  And that list of job requirements is long and ambiguous and continuously added to. A big portion of what it means to be a teacher isn't simply “to teach” or “to inspire.” It's to manage a huge amount of expectations, which doesn't often get included into the stereotype of teachers, and if it does, it's only for a moment.  Stephanie had strong thoughts about what teachers are expected to do.  Stephanie Reese: This isn't going to be a positive one, Charles, I hope that you're not like, brace yourself, right? I'm not gonna sit here and say, oh, yeah, teachers are here to inspire teachers are here to you know, try to spark some sort of love or interest in something and help every single kid and blah, blah, blah, blah, blah, like all that sugar coated shit. Fine. That might be the case. But to me, and I know a lot of teachers who agree, it's babysitting. So our roles are just sit tight, do your best, try to get in something that's worth value. Or maybe try to teach his kids to be decent human beings.    The stereotype often clashes with the reality of teaching. Still many teachers try to live up to the inspiring teacher stereotype, which can be contributing to the sense of burnout lots of teachers are experiencing.  Many teachers, whether they intended to or not, have wrapped their identity around education, which is kind of a cultural expectation - they are one with the school. This can make being in public and trying to have a personal life kind of awkward especially in small towns.  Rachael Esh:Anywhere we would go. I'd be like, I can't go there. All my kids are gonna be there, you know? Or like, do you want to go bowling? No, I don't want to go bowling. So I have to talk to seven of my students online, like no, like, you know, so there's just places that I don't even want to go because I just get bombarded with children. Which is, I love them. But you know, you want to like, be away from work for a while and you're like, I've done this all day. I want adult time. It's adult time now. they'll walk by when I'm having a beer. I'm like, don't, don't you look at me.  The teacher advocating for healthy boundaries or focusing on mental health in a genuine way is not a common teacher stereotype in pop-culture. This has only started bubbling up more recently on social media with teachers and former teachers drawing attention to their struggles in the classroom. There have even been some new television shows that have started to address what teachers are struggling with. They are pushing against the stereotypes. This kind of representation can help restructure how we think about and discuss teachers.  Seeing teachers as stereotypes either creates standards so high it is absolutely unrealistic or we are creating a villain to be a scape-goat for all of our worldly problems. Both of these images are contributing to teachers leaving the profession, and both of these images are very common cultural tropes. To break free from stereotypes, we need to first recognize they are there and how they are working.  I teach about stereotypes when I teach rhetoric. One of my favorite lessons to teach is about binary opposition. We get to address stereotypes and how we, as humans, often categorize ideas and language into this or that, and how such categorization is often a logical fallacy.  Here's a quick look at how the lesson goes.  I start by asking students what a binary star system is, then draw it on the board. Binary stars are two stars that orbit each other. They rely on each other for survival. If one dies, the other dies. In this binary, one star is larger than the other, it carries more weight. Even so, if the other star dies, the larger star will also die.  How we categorize language and ideas is similar. Things are good or bad, and we often privilege one side of that opposition. And we wouldn't know good without bad. The poet Wallace Stevens wrote, “Death is the mother of Beauty,” which means, without death, we wouldn't know beauty.  At this point, a few of the students are nodding, others are usually staring, but as I move around the room, their eyes all follow me. This is when you know that you've got ‘em. Now, I move to the board again and ask the students to picture the perfect and stereotypical 1950s couple. I give a few seconds - they don't need long. Then I ask, “So, who are they?” Right away, students establish a white, able-bodied couple, made up of a man and woman. This is when I turn my back, marker ready, and say, “Okay, tell me about the woman.” They yell over each other rattling off the same image of a blond-haired, blue-eyed woman with a light color poodle skirt, wearing minimal makeup. She cooks, cleans, and takes care of children. Her only vices are gossip and the occasional cigarette. I then have the students describe the man. He's tall, has dark hair, wears a dark suit, and works in an office. His vices include drinking, smoking, fighting, and adultery.  In less than two minutes, my students always describe Don and Betty Draper perfectly. Then we continue with other opposing stereotypes under men and women. We agree that these are stereotypes as a class, but I point out that they came up with these opposing lists in about 5 minutes total. It takes that long because I can't write as fast as they yell out ideas. I tell them, even if they don't believe in these stereotypes, they are ingrained in their brains because of the culture in which we live, and if they're not careful, they might unconsciously let them dictate their behavior At this point, I pause the class and take a different colored marker and circled  qualities on both sides of the list. Then I tell the students, these are things that make up who I am. I have a lot of qualities under both men and women circled: I cry more than my wife, I am emotional, I like to cook, I'm terrible with vehicle maintenance, but I am also a woodworker, I was an industrial ironworker,  I've been in fights, I was a college wrestler. We talk about monoliths, and the reality that in a binary, most people live in the gray. We're not one or the other, and that doesn't make us less-than.  Even so, we tend to categorize ideas based on binary opposition.  Thinking back to the binary of men and women, I ask the students who is good and who is bad. Kids argue and defend, but we don't have a consensus. Then I ask who wears what on a stereotypical wedding day. Men wear black, black is associated with bad. Women wear white, which is associated with good, (which is problematic in its own right).  Inevitably one of the students says this isn't fair.  They're right - it isn't. That's the danger of binary logic, of assuming things are either good or bad. It creates an all or nothing scenario and double-standards.Binary logic is a fallacy.  Now, if we only think of teachers as either good or bad, we are forcing them into unrealistic stereotypes.  When teachers are associated with being martyrs, saints, nurturers, or people following a calling, and if all of this is seen and represented as good, then as soon as a teacher doesn't want to give their life to education or be like the teachers in the inspirational movies, then there is a cultural damnation that they must be bad or selfish or deviant or lazy or mean. It sounds ridiculous, but teachers are either leaving because the expectations for being a teacher are more than what they're willing to give, or they are seen as lazy and unintelligent. Either way, teachers are leaving as a result. As my students point out every single year, binary logic is simplistic and unfair and most things aren't simple enough to be one or the other. But, this is often how we interpret the world, it's good or bad, Democrat or Republican, wrestling or basketball. You get the idea.  So what can be done? As I said earlier, we need to first recognize that there is a stereotype and why that stereotype might be dangerous. Then, the next step would be to listen to real teachers and be able to differentiate stereotypes from reality.  The way teachers are talking about leaving education is not cinematic, it's real, and it's happening.  Unlike the stereotype, real teachers are listening to their friends and family.  Molly Waterworth: And I was talking about it with Ryan, and he was like,” Molly, you cannot keep teaching. You just can't because it ruins it ruins you emotionally.” And I'm like, Yeah, you're really right because I live for months with just dread, dread, and exhaustion. And you don't want to see anybody that you love feel that way. And it sometimes it takes that external viewpoint of like, No, this is wrecking you to to actually recognize that like, Oh, this isn't just something that I feel internally terrible about. It's obvious to other people. So this is a problem. They realize that education doesn't have to be a life sentence of martyrdom.  Rachael Esh:  I've given this job and these kids everything that I have, and I don't have anything left. And that's just the reality. And it's like, I had to pick myself over them. And it's, it's like, I love them dearly, and I care about them. But I can't put my mental health on the backburner for the rest of my life.  When people decide to become a teacher, I think everyone thinks like, oh, my gosh, you're a teacher, and you're going to be my kids teacher. And you're going to be a teacher forever. And like, that's your, that's your identity.  I've always felt like  this wasn't necessarily my forever career, like some people have. I was like, I'm gonna do this and I want to see how it goes. And the first few years, I was like, yes, like this is, this is my jam. I'm learning so much. I just started thinking I was like every year is just the same. I'm like  a permanent sixth grader, and I was like, I am not the kind of person that can stay in a job for 30 years if I don't have any room to grow in it. I just started seeing that cycle. And, when summer comes, it's like, such a huge relief. And then when you start going back to school, just the anxiety about thinking about that already. I was like, no, I would rather have a job all year that I am not going to be completely stressed out about.  What I heard teachers tell me is that they are dynamic humans, not cultural stereotypes. I feel that too. Teachers live in that liminal gray space in-between, just like everyone else. They are neither wholly good nor bad. So it would be great to see a cultural shift, teachers included,  in how we discuss teachers - it can start by framing them as complex humans rather than cultural tropes. This will include allowing teachers to voice concerns they have about the profession, so that things can be addressed and we can keep great teachers.  Now, a common cultural reaction to this last statement and to teachers airing their grievances in general, is to say that, “Well, they're just whiners.” So, if this was your reaction, it is a good time to review that lesson on binaries. If you thought the teacher sharing a concern was a whiner, then it seems like  you would prefer that teacher to remain silent. To, in essence, be a martyr. But just like binary logic, expecting teachers to be martyrs is not helpful and is based in stereotypes.  So it would be worth reflecting on our own stereotypes about teachers, and try to humanize them. They really are just humans. But if folks continue to struggle to separate real-life teachers from the stereotypical, dramatized, fictionalized, news-worthy, or social-media teachers, we'll continue to struggle with holding onto brilliant teachers who won't fit into the restrictive categorization.    Next time, we will talk about the purpose of public education. Many teachers are leaving because our country cannot reach a consensus on what public education is for and who it's for.  That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Tennesee Watson. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Rachael Esh, Molly Waterworth, Dylan Bear, and Stephanie Reese for taking time to sit down and chat with. This podcast is funded in part by the Fund for Teachers Fellowship. With movie clips from Freedom Writers (Paramount Pictures), Dead Poets Society (Touchstone Pictures, Walt Disney Studios Motion Pictures), School of Rock (Paramount Pictures), Ferri Bueller (Paramount Pictures, United International Pictures)  

Sein Buch hat mein Denken so stark verändert wie langes keines mehr: Carlo Masala ist der Erklärbär des Ukraine-Krieges im deutschen TV. Was ist da gerade auf der Welt los, welchen Anteil trägt der Westen am Chaos - und wie unterscheiden sich Irak- und Ukraine-Krieg? Ein deep dive in die Internationale Politik. Carlo Masala ist Poitikwissenschafter an der Universität der Bundeswehr München. Carlo auf Twitter.Hier ist Carlos Buch: Weltunordnung: Die globalen Krisen und das Versagen des Westens Musik: Something Elated by Broke For Free, CC BYfür deep dive: A Human Being by Andy G. Cohen, CC-BYBeatbox am Ende: Azad Arslantas

Florian Krammer über seinen großen "Uff-Moment": Der Virologe lässt die vergangenen knapp drei Jahre Revue passieren, seine Forschung, Erfahrung mit Politik und Medien und erklärt, wie wir uns (nicht) auf die nächste Pandemie vorbereiten.Florian Krammer ist Virologe an der Mount Sinai Universität in New York. Florian auf Twitter.Musik: Something Elated by Broke For Free, CC BYfür deep dive: A Human Being by Andy G. Cohen, CC-BYBeatbox am Ende: Azad Arslantas

We are witnessing a mass exodus of teachers from education. My wife, Jennie, is one of those teachers that left. She, like many educators, was tired of not being treated like a professional. Even for me, a high school English teacher, the job is getting harder. So I go in search of answers. In this episode, we hear from Jennie and two other former teachers about why they left teaching. From struggles with mental health, to low pay, to a lack of autonomy in the classroom - they give insight into why we are losing good teachers across the country. Music:  Theme Song By Julian Saporiti “Worky Work” by Andy G. Cohen is licensed under a CC BY license. “Roost” by Andy G. Cohen is licensed under a CC BY license. “Take it Back” by Crowander is licensed under a  CC BY-NC license “Machinery” by eddy is licensed under a CC BY-NC license “So Far So Close” by Jahzzar is licensed under a CC BY-SA license. “Patriotic Songs of America” by the New York Military Band and the American Quartet is licensed under a CC BY-NC license “Another Rainy Day” by Scott Holmes Music is licensed under a CC  BY license. “Everest” by Scott Holmes Music is licensed under a CC  BY license   Transcript: I was a Junior in high school when my English teacher, Ms. Dianne Panazzo assigned us to write a paper that explored our backgrounds. I wrote about a neighborhood game of capture the flag. In the middle of our game, we came across a soft-top, convertible. It was parked in the lumber yard of the hardware store at the end of our block. Our pursuit of the flag came to a standstill to look at this car. We lived in a small town in western New York – a place of rusted trucks and economy vehicles. One of the boys that lived across the street from us always wore camo and did reconnaissance missions into his neighbor's house. He was pretty sure the car belonged to a guy who was trying to shut down his dad's business. With the logic of 10-year-olds, we felt a sense of duty to retaliate against any encroachment on locally owned, businesses so we stacked lumber and bags of concrete on the car. Then, my camo-wearing neighbor climbed onto the hood of the car and threw a cinderblock into the windshield. There was this cinematic pause, as we gathered our senses, and then we destroyed that car. Lumber and tree branches went through the windows, the soft top was punctured – more cinderblocks made pieces of the car – it was a mess. When we were done, we finished our game of capture the flag and went home at curfew. Later, 2 police officers visited our door, looking for the vandals. Lawlessness that my oldest brother assured them that we had nothing to do with. My essay explored how this story was a metaphor for rock and roll. I know, but it was high school – I was trying to be edgy and profound. My teacher, Ms. Panazzo, applauded my writing and had me walk across the hall to Mr. Wacker's room. This was not because Wacker was more or less of an expert on writing or deviance. Panazzo sent students to Wacker as a way to celebrate and share writing. These were teachers who collaborated often, believed in the writing process, and took efforts to teach students how valuable their writing was. Sending a student to Wacker was a novel way to give kids a feeling of getting published. Wacker was on plan, crouched over a stack of papers, pen in hand, at his desk in the back of an empty, dimly-lit classroom. I had never interacted with him before. He had a reputation of being dynamic, kind, and willing to be outrageous – he's the guy that put on a foam ten-gallon hat and had a stick horse race in front of the school at a pep-rally. To Wacker, shame was for suckers. I told him that Panazzo had sent me. He had me sit in a chair to the side of his desk so he could listen to me read my essay. I read and Wacker nodded, gasped, said, “uh-huh,” now and again – all of the things that I wanted to hear as a young writer. He handed me praise balanced with some advice and sent me back to class. I was impressed by how willing he was to listen to me, to inspire and encourage me. A kid that wasn't his student, interrupting his planning time, to read an essay about young stupidity. That moment was pivotal in my desire to be a writer. And I'm not the only student that Panazzo sent to read to Wacker. My wife, Jennica – she goes by Jennie – had a similar experience. This is what made Wacker a great teacher and what inspires me in my teaching practice still. His willingness to take time for others, whether he knew them or not. But Wacker isn't a teacher anymore. 15 years and over a thousand students after our first meeting, Wacker quit. He told me it was a  matter of life or death. This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. My name is Charles Fournier. I am a high school English teacher. In the 10 years that I've been teaching, brilliant teachers have been leaving the profession, my wife included. And those numbers have only increased with Covid. So in order to root out why teachers are leaving and reflect on my own ambivalence towards teaching, I spent this summer traveling, researching, and interviewing teachers, parents, students, legislators, professors, and administrators to try to find out why good people are leaving education. This is a national problem. In February of 2022, the  National Education Association (NEA) reported that 55% of teachers are thinking about leaving the profession earlier than they had planned. And last spring, in my state of Wyoming, a University of Wyoming survey showed that 65% of surveyed Wyoming teachers would quit teaching if they could. Think of that…about two thirds of the teachers in your kids' school right now want to leave. That's an astonishing number. So I figured Wyoming would be a good place to start. If it's bad here, a state that is seen as a haven for having some of the highest teacher salaries in the past decade, we know it's bad. Maybe salaries aren't the only thing causing teachers to leave. This podcast will explore the reasons teachers leave. We will look at how low pay, ignored mental health, lack of respect and autonomy, and mandated education policy influence teachers' decisions to go. And how these things are not new…take a look at our education system's history. We've talked about reforms for generations. Or think about how teachers are depicted in movies or in political debates. The images of martyrs or slobs also make an impact. Things have been accumulating for a while. And we could see this crisis a long way off. I have wanted to write this podcast since my wife left teaching. And then two more of my favorite colleagues left education just one after the other. So today, I will be starting close to home to find out why teachers are leaving. But before we begin, a quick warning, this episode discusses miscarriage, abuse, and suicide. If you or someone you know is struggling with thoughts of suicide, please call the national suicide hotline at 988. Here is part 1: “Fight, Flight, or Apathy” Jennica:   My first year was with you was a ton of fun. Jennie and I started teaching at the same school in a small agricultural town on the eastern border of Wyoming.  I taught English and she taught Chemistry and Biology. Jennica: Then you wanted to kind of get out of education for a little bit. So you went and got your Masters. I returned to school to get a Masters degree in Literature, and Jennie started teaching in a new district. She collaborated with the University in town, took kids on field trips into the community and had a wonderful time teaching. But after I earned my Masters, we moved again, and we got to teach together again in a new district.  This was what we'd talked about since our Freshman year in college – to teach in the same building together for the rest of our careers. And working together was amazing, but we didn't realize the toll teaching was taking. Jennica: We had gotten pregnant. And we felt like, oh, gosh, like, we're gonna double down on this career. And we're going to be teachers till we retire. And that felt awful. I felt defeated. Thinking of teaching for another 25-30 years made us very aware that we were more dissatisfied with teaching than we thought. We liked the idea of having kids but now it felt like we were stuck in this career. Then in October, we had a miscarriage. Jennie told me that she felt something wrong in class while she was teaching. She eyed the door and waited for someone to pass her room, so she didn't leave her students unattended. When a principal walked past, she asked him to cover her class, and she ran to the bathroom. Jennie said it was all so fast for her – it was almost a blur. And then she went back to teaching during the same class period in a fog. In another profession, it would have been easy to take the afternoon off, but here she would have had to plan for a sub, which included potentially explaining why she needed coverage on such short notice. She wasn't prepared at that time to do this for such a personal and confusing experience. She said it was surreal for her to brush herself off, put on a smile, and keep on with her lesson. She wasn't even completely sure if she had miscarried until it was confirmed that afternoon at the doctor's office. There are no standard ways to grieve. We went to the mountains and talked and thought and cried and we tried to answer why such things happen. Jennie's mom always tells us, “You know, everything happens for a reason.” So we were trying to find one. Jennica: It was sad to have our miscarriage but at the same time, it was like, well, the door's open again, and leaving this career, is something that I've been thinking about for a little bit. And so it just solidified that I should take advantage of this moment to do something that I wanted to do. When Jennie was still pregnant, our lives seemed laid out in front of us, and we had accepted that.  But our miscarriage gave us a moment to reflect, and we realized that the life we almost had – a life that included teaching for the rest of our careers – was not the life we wanted. We felt like if it wasn't our time to become parents, maybe we were supposed to be doing something else or taking another path. I had just gotten my Masters, so it was Jennie's turn to decide what she wanted her life to look like. Many of the reasons Jennie wanted to leave education had a lot to do with not feeling valued and trusted as a professional – all things that contributed to her own self-worth: Jennica: I didn't feel like I had a lot of autonomy. It was all guaranteed and viable curriculum. And I didn't have a lot of wiggle room. For those of you who don't know, a Guaranteed and Viable Curriculum or GVC is an effort to ensure the same quality of curriculum is presented to all students. They are the culmination of efforts to standardize education, and they act like a middle-man to the Common Core Standards. Most states adopted the Common Core Standards, which if followed should already guarantee an equitable education, but the GVCs are used to map how those standards are reached. Jennica:  I felt like I was getting critiqued by people that should have been showing me what to do or helping me to grow. And I just didn't get a lot of affirmation that I needed. I got it in my reviews. I always got really great reviews from administrators, but I just didn't get it from my department. I didn't feel like I was an intelligent person. And I didn't feel like I was doing enough at any given time. Part of this feeling came from having to play the role of a disciplinarian, to uphold rules that she didn't see value in. Jennica: I would have appreciated the administrators focusing more on what the students were learning in my class versus how students were behaving.  And it's strange that I was expected to be a disciplinarian with absolutely no teeth. I don't even think I had the option of having kids have detention after school with me. I think I would have gotten in trouble for making them clean desks after they drew little wieners on the desks. I just felt like I had no control. If I were to send students to the office because of their behavior. It's like a mark against you. You know, you have teachers bragging that they've never sent students to the office. You can hear administrators talking about, “Well that teacher always sends me that student, they need to handle it on their own.” But there's really no way to handle it in your classroom.You know, you call home and the parents just as much of a jerk to you as the child is. And there's just, there's no respect for the teacher from any end. As I did interviews, I kept coming back to these questions: What is the role of teachers in education? How many hats do teachers really need to wear? Teachers are expected to do a lot and sometimes it feels like that includes being a parent. Most teachers have probably had this similar conversation with a parent. The parent says something like, “I don't know what to do with (insert student name). What should I do?”    This is a tough question. When I've tried to answer it, it's from the lens of a teacher, not a parent. Because if my answer was from what I would do as a parent, it might seem like I'm criticizing their parenting.   Jennica: I don't want to have to be the parent, I want to be the teacher. And I think that parents should let teachers be teachers, and that they should play the parent role. I'm an expert in my field. I have a degree in both chemistry and education, and I understand how people learn and I understand what needs to be taught. And parents aren't experts in that field. And I don't think that they need to think that they are experts or control that. Do I think that teachers should just go in without like it's the Wild West and just do whatever they want? No, but I think the oversight should not be parent driven. I think it needs to be expert driven. This would mean trusting teachers as experts in both their content and in the delivery of that content. That trust might start with getting rid of phrases like, Those who can, do. Those who can't, teach.” Trusting  teachers to do their jobs recognizes that teachers “Can Do” that's why they “Can Teach.” If we continue to distrust teachers' capabilities to do their jobs, we might have to rely on a new phrase as teachers continue to leave, a phrase that Jennie came up with - Those who can't, teach…anymore.  Outside of education, most advisory boards of any field are typically made up of experts in those fields. Education boards and even education legislation aren't often like that. School boards are made up of non or former educators, and education legislation, at least in Wyoming, is rarely developed by educators. Questioning teacher expertise is a national issue. And the national issues are contributing to why teachers are leaving. Jennica: So the the micro environment that I was in played a part, but then when you went home and read the news, or you, you thought about the bigger picture when it comes to how teachers are viewed, that didn't help it didn't soothe me when I got home.  Hearing about school shootings is devastating and terrifying. Every story makes me think about what if it happened here? When Jennie taught with me, my first thought when going through my imaginary scenario was always, “Will she be safe? Could I prevent a shooter from making their way towards her end of the building?”  Jennica: Thinking about teachers having guns in the classroom, thinking about how I should protect students that weren't mine, they weren't my children, and how it was my job to sort of be selfless, you know, throw my body in front of them. I didn't really feel like that was my role. I'm really good at teaching people how to balance an equation. And I'm really good at inspiring kids and coaching them on what they're good at and encouraging them to keep going through hard problems. But I don't really think that my role as a teacher was to be a martyr for other people's children. So we had had a lockdown. That was a real lockdown. There was a shooting in the neighborhood near the school, and the shooter was still on the loose, so this is what caused the lockdown.  A lockdown requires classes to be buttoned down – doors shut, blinds down, students out of sight of any windows and silent. We practice these often. Once, during a teacher development day, we practiced with fake active shooters to hear what guns would sound like going off in the hallways. I remember sitting in a classroom with my brother – we also teach together – and thinking about the absurdity of having to have officers fire blanks from automatic rifles to prepare us for what could happen. So Jennie was caught in a real lockdown, meaning she had to get students behind a locked door.   Jennica: And I was just panicking about the students and they weren't really like on my side. They weren't coming into the classroom, they weren't staying quiet. And it was just a terrible experience. And I just didn't want to be trapped in that. That's not what I signed up for. I signed up to teach people things, not to save their lives. So after 7 years of teaching, she left. Jennica: When I got accepted into pharmacy school, I was expecting to wait like two weeks after my interview to find out but they pulled me into the dean's office. And they told me that I was accepted, and I just started crying right away because I knew I could quit teaching. I knew that I was going to escape an environment that I was very sad to be in every day. They cried because they thought I cried because I was getting into pharmacy school, but really I was crying because I was getting out of education. This transition out of teaching had a massive impact on her well-being. Jennica: My self-esteem is incredibly higher than it was before. You know, I used to be very depressed, and I was overweight when I was a teacher. And I just didn't really feel good about myself. And I wasn't getting a lot of  positive affirmation from my peers and other teachers. I really thought, like, maybe I'm just not very smart or capable. I'm sure that you remember the first time that I came home from that anatomy class and I came home with a list of anatomy, and I just bawled.   She worried that she wasn't smart enough. But, she studied, sometimes over the phone with me as she commuted to her classes, and she finished at the top of that class. And she's continued to be at the top of her pharmacy classes since. Jennica: I have a 4.0, in pharmacy school, and I have a lot of achievements. And it's something that I wasn't made to believe that I could do before. Of course, Jennie's decision to leave education makes me think more about my own longevity in this career. I know why Jennie quit, and I get it. I can't say that I haven't thought about leaving either – I have and I do. And I think about it more and more when the people that I admire and love leave or when the woes of America's problems are traced back to the education system – a system that is ironically hobbled then blamed for not meeting all of the expectations placed on it. Shane Atkinson taught in the same building Jennie and I taught in, and when he left teaching, he told me that he found a career that allowed him to merge his morals and values with his work.. He actually started his career teaching with one of the most noble reasons I've ever heard.  Shane met me for a drink in Fort Collins. I set up mics at a picnic bench, shaded by a low hanging tree – Shane rode up on his bike, ordered a beer, and told me about when he decided to become a teacher. Atkinson: It's gonna sound almost untrue how crazy it was.  Shane went to college for journalism – he thought of it as the 4th branch of government. While Shane was in college, his cousin, James, who was more like an older brother, taught middle school in the same town. During this time, James was diagnosed with Hodgkin's Lymphoma after having battled colon cancer and liver cancer since he was 18. The Hodgkin's Lymphoma was fatal. Atkinson: When he passed away, we were just floored by the support from the school from the students. Students were coming into hospice. We had stacks and stacks of letters and cards that kids had written. A kid came in and played guitar when he was in his last days, played a song for him. We went to his classroom, saw where he taught, all of us together. His coworkers were telling us how he would schedule his chemo appointments super early in the morning, so he couldn't make it to his first class. So he was teaching just extremely ill, and I was honestly, you know, losing my brother. But one of the final thoughts that I had throughout all of that was that he made an impact, right? On all these kids. It was very clear looking at all the cards and going through all of that. He made an impact and he was taken too early. And you know, 25 years old, go forward in your life and think how many other kids might have impacted? So the last words I told him was I'm changing my major. I'm going to try to impact some of these kids that you didn't get the opportunity to.   And things went well in the beginning. Shane felt like he was reaching kids with important conversations – he even developed a new course called Human Genocide and Behavior. Then cultural shifts started to affect Shane's classroom in the 13 years between when he started teaching and when he left. Atkinson: And in that time period, there were immense changes in education, in our society, and politics in the way that people thought about each other and treated each other, and it started to come into my classroom. And it happened slowly. It's the frog in boiling water analogy. Because had my first year of teaching then even remotely close to my last, I would have been gone after a year. When I asked Shane about shifting cultural views about education, we started to talk about the purpose of education -  Why are we here? For Shane, he turns to the founding fathers: Atkinson: I think many of our founding fathers have been attributed to this quote, that a democracy is only as strong as its citizens are educated.  This idea can be seen in a 1786 letter Thomas Jefferson wrote to George Wythe. Jefferson wrote:  “I think by far the most important bill in our whole code is that for the diffusion of knowledge among the people. No other sure foundation can be devised for the preservation of freedom and happiness.” Jefferson and other founders made efforts to prioritize and secure educational opportunities for the general public. In so many words, they emphasized that a public needs to be educated so they can recognize their own rights and privileges and make sure the government is working for them. Of course, this so-called generalized public that the founding fathers were referencing was exclusive to white men but over the decades we've expanded that to all Americans. Shane held onto the idea that education was for helping develop good and active citizenry. Shane: So, I really do think that in the social sciences, it should be about creating good citizens, people who are informed people who can work together, even a spirit of bipartisanship, that you can have different viewpoints. We need to start with a certain set of facts that we can all agree on. But ultimately, there's a lot of room for differing opinions. I mean, we're all a product of the experiences that we have lived and those around us that influence us to think about certain things the way we do. And that's great, I think it's important to understand and notice and realize that, and then also realize that it's not necessarily always right. That there isn't always a right answer. But sometimes there are wrong answers. Part of creating good citizens in Shane's mind was to build quality relationships with students, which required some authenticity on his part. So if a student asked Shane his opinion on an issue, he felt like this opened up an opportunity to have an authentic, civilized conversation with his class. Shane: I almost felt like I had to be honest with them, but also demonstrate here's how I view this issue. But I'm just one person. And here's why I view it that way. And here are some of my experiences and biases. Identify your biases. Then you can also show that, “Look, I respect you. And I can earn your respect, although we disagree a lot with one another.”  And that's really what our country is lacking right now. I used to be able to have a conversation with kids about a current issue. And 100% explore both sides of that issue. If overwhelmingly, the class is on one side, the teacher's role at that point is not to reaffirm what they believe. It's to say there is another side to this issue.  This is part of the joy of teaching. Challenging students to have a metacognitive moment or a moment when they can reflect on why they think the way that they do. This level of critical thinking and conversation is where learning occurs. That used not be problematic in the first five years that I taught. It started becoming…and it happened like that…where if I said, even just in through the Socratic method or just getting kids to, to consider the other prospective, parents were coming in parent meetings, administration meetings where it was like, “Eid you say this to your class?” Yeah, we're talking about current issues that are happening in the world right now. How can you really teach kids to think of the world in which they live if you can't broach these subjects. Shane points out that censuring what teachers can broach in an academic arena is making everyone suffer. I know that feeling. I used to teach the President's State of the Union address every year to look at rhetoric in the speech, but I stopped because of constantly rising political tensions and recommendations from administrators to avoid politics.  For Shane, when he couldn't have important conversations in his classroom, that was suffering. Those limits hinder the effectiveness of a classroom, and they can take away from a teacher's joy of having an impact. This inevitably hurts kids..  Atkinson: I feel like you have three options. Fight, flight, or apathy. So you always hear about these teachers who are just like, I don't care, “Whatever. Here's a worksheet. Sure you want an A, I'll give you an A. You don't have to learn a dang thing.” I feel like those are your choices. One of those three paths.  And I was 37 at the time, and, if there's going to be a career change… Can I find something else to do that more aligns my beliefs, and at the very least, doesn't emotionally scar me? Everyone knows about the Sunday scaries. Or you come back from winter break, and you can't sleep the night before summer break. And there's just a sense of impending dread and doom. And I think that's because you're constantly in that, what do I do? Do I fight? Do I flight? Or do I become apathetic? Because what I'm doing is not aligning with what's best practice and what's best for students, what's best for society. They tell you all the time, this isn't just a job. This is more than a job. Which, to me, says that there's some sort of moral benefit. I mean, they're not paying you, that's for sure. So what do you gain from that? Well, it's the belief that you're making a difference.. And the administration will tell you that all the time. If you don't think you are, you don't think you can. Then what do you do? I am very familiar with the feeling of dread - once the theme for Sunday night football plays out, my gut drops. This cycle of feeling dread or feeling like you're making a difference all while deciding if you should be fighting the system, fleeing the system, or becoming apathetic to the system is one that several teachers brought up in their interviews. And it's a trend that Shane's wife noticed and was concerned about.    You get home from work, and you talk about what's going on in your life, how you're doing, how your day went. And I would just come home, just fuming, fuming. And she would say, she told me for years, “Leave or do something else. This is not good for you. This is not good for your mental state.” And then I would get an email from a kid that I had five years ago, checking in saying, “Hey, I just wanted to give you an update. You know, I'm on my way to grad school. I'm studying this thing. I still think about stuff I learned in your class.” And it's like, wow, and it brings you right back. And my wife said it's an abusive relationship. It's a domestic violence relationship. He can beat the crap out of you. And you are beaten down, emotionally scarred, and then it's a hug, an I love you, a nice gesture, and it sucks you right back in, just to get abused again. And my wife was in an abusive relationship when she was younger. And that's how she described it.  Shane left teaching after 13 years, and he now works in government. He rides his bike to work, and he said that he's excited to go to work, that he's never actually worked harder than he is at this moment.  Every Time I talk with Shane, I walk away feeling like it was time well spent. I end up being a little fired up about something. This is a big reason students loved him – even students who didn't see eye to eye with him. Shane made them think and talk and explore their ideas, and he wasn't willing to sacrifice his values for the letters of appreciation, though I'm pretty sure that those letters will still be finding their way to Shane. And this is what makes me worried for education. Good teachers are leaving. Teachers that make impacts on kids. Teachers that a person will write to years after graduation to catch up, to say thank you, or to invite them to a wedding. When these teachers, the ones reaching kids and making a lasting healthy impact are not willing to stay, we should worry. This is not something to dismiss. And it bothers me that when teacher concerns are brought forward, I've heard people  respond with statements like “Good Riddance,” “It could be worse,” or “At least you get the summers off.” This goes back to the idea of abuse that Shane spoke about earlier and even the martyrdom that Jennie talks about. When teachers speak out about the stress, burn out, or even threats and intimidation, it seems like they shouldn't complain because it could be worse. Just because I'm not dead doesn't mean a knife in the thigh is any better – just ask Portia. And if you didn't get that last reference to Shakespeare's Tragedy of Julius Caesar, that's okay, We're not here for great Shakespeare jokes, we're here because Wacker, the teacher from the start of this episode and a man who would have chuckled and spit water out about that really lame joke, quit teaching. And he's adamant about saying that he quit – he took it very personally.  Jaye Wacker taught for a total of 31 years, 29 in one district, and he quit 2 months before he could retire. Wacker loved, and I mean LOVED teaching – especially when he felt like he had freedom in his classroom. Freedom to listen to stories from other students or to create lessons that he knew were effective.  Wacker: When you're not limited, you can teach. When you're not limited, you can push kids to reach a potential. There's things about what drove me out - limits. We had the best book room, and part of it came from IB. But we had an absolutely unbelievable book room. And little by little, we lost books. Wacker pointed to a few examples where books were removed from classes and the book room. The book that hurt the most was Toni Morrison's The Bluest Eye. Toni Morrison is one of 3 Americans to have won the Nobel prize for literature. She is the only woman and the only person of color of those 3 winners. And, she is the only one of the three to have had her book removed from Wacker's shelves. And I'm incredibly bitter because kids desperately need The Bluest Eye. Yeah, it's a tough book. It has really tough content. And guess what, these are important issues in our contemporary society. And so we address them, we face them. And so it was just little by little, our, I hesitate to say freedoms, but in some ways, not freedom, the breadth of what we could teach became more and more limited. And that restriction, I guess, I've always chafed against restrictions like that. And I just hated that.  On top of the restrictions of books were the restrictions set in place by standardized inspired curriculum or the tests associated with that curriculum, which started to take precedence over things that Wacker knew allowed for engaging and authentic learning.   Wacker was working on sentence modeling with his students. It was an effective approach from a pivotal figure in grammar instruction named Constance Weaver -  not a standardized assessment company .  And suddenly, we were having these incredibly complex, beautiful sentences. And so then, when I have these students that are creating these things that…friggin art. I took what Weaver had, and then I Wackered it and ran with that. And what I was seeing out of that was amazing. And none of it worked on the GVC. I was teaching students to write brilliantly, and it wasn't going to work on the GVC. It was so frustrating because I think the sentences were the building block of thinking, not of writing, of thinking. And so then when they had those tools, and then that thinking and writing…everything exploded from there, but I dropped it because it didn't work on the GVC.  And then Wacker narrated this: He motioned to shooting himself in the chin. Wacker said this in jest, but the threat of suicide is present for teachers and it came up again and again in interviews. Several teachers mentioned having suicidal ideation when they woke up or when they were sitting in their cars before going into school. Many said they had to go to therapy or be placed on anti-depressants. This was also serious for Wacker and his wife Jenny - we both married a Jennie. He pointed to a spot just outside of his dining room, right behind where I was sitting, near a lazy boy recliner and the glass door entrance to his house before he said, Wacker: And I was standing right there when I told Jenny that, and I confessed that I was ready to kill myself. Because there's no way out. We need the salary. But I hate myself, and I hate what I'm doing. And I think that's when she took very seriously I needed to do something different. And she was a motivating force because I lacked the confidence in myself to believe I can do something different. But my identity was being a teacher. My whole sense of self was being a teacher, even more so than being a dad. And I suddenly was a complete and utter failure at who I thought I was, and you talk about crashing. Jeez-Oh. Tthat was a that was a rough night. Wacker is a good friend of mine. Hearing this breaks my heart. It's important to ask why teachers get to this point, and it's important to listen. For many, it had to do with not feeling valued or feeling smart in their roles. For Wacker, it had to do with what was lost over the years of teaching – over the shifts in policy and resources and ability to make an impact. When teaching is associated with terms like a calling or a vocation, it isn't a surprise that people attach their identity with the work. And separating from the work can be devastating.  Wacker: I left because I wasn't making a difference anymore. My last year in the classroom, I did a worksheet packet for To Kill a Mockingbird. And I've yet to forgive myself.  I was trying to find something in there, because this is what people do. They do these things. So it must be good teaching. And little by little, those packets just started sitting on the back window sill because I just couldn't bring myself to face them. They were the sort of thing I hated. But then I couldn't seem to address these other things that needed to be on these tests. And I just felt like a failure. I just I felt like a failure. I wasn't keeping up. I wasn't exciting. I wasn't…it just I wasn't turning kids on to English. I felt if anything, I was turning them off. So it's time to do something different.  I literally was becoming the teacher I despised. I hate myself for that. But I needed a job. I've had to come to grips with the fact that I love teaching. And by the time I quit, I didn't love myself as a teacher. Again, look in the mirror. I became what I didn't like, what I despised. I became that to a certain degree. And that that hurts.  I used to think ideally, my ideal retirement would be teach half time, where I could still get that fix of working with kids and literature and writing. I never thought I'd quit early.  When thinking about why teachers are leaving Wacker puts it simply – Teachers teach for the love of it, and many teachers are leaving because they don't love it anymore.  Wacker: And it's got to be love of kids first. For me with English, then its love of literature and writing, second. It's not love of curriculum. It's not love of administration. It's not love of standardized tests, it's not love of the almighty ACT. It's the love of learning and making a difference. But the love of learning and making a difference are hard to measure. Almost every teacher I spoke with, and even folks I still work with, know that we're teachers because of the kids. We love the kids – they're usually the best part of the job. It's the other stuff that weighs teachers down, that impacts their mental health, their willingness to fight rather than flee or become apathetic.  Note that Wacker said teachers teach for the love of it. Pay matters, without a doubt, but Wacker knew the pay wasn't his priority when he started teaching.  My cooperating teacher, Jeff Fong, the very first at the end of September. I'll never forget, because we went into the teachers lounge and his paycheck was in his mailbox. And he said, if you learn one thing, learn this. When you look at this check, the word that should come out of your mouth is suckers. Because I'd do it for free. The day you look at the check, and you say, it's not enough, it's time to go. The negativity that Wacker expresses is present across education, and as his co-teacher said, for many folks, that paycheck just isn't enough anymore.  Wacker said that teaching is the best profession when the conditions are right, but they weren't for him anymore. So after 3 decades, Wacker quit teaching. He has spent the last year working with the Wyoming Department of Administration and Information.  Before we finished the night with pizza and watching a tv show with his wife and daughter, Wacker left me with this as a final thought.  We gotta change things. We got to fix this. This is insane. This is utterly insane.  And I agree. Things need to change. They need to change in order to keep teachers, and they need to change in order to ensure that we have the best education we can have for students. What Jennie, Shane, and Wacker talk about isn't unique to our school, district, or state. These are the same concerns teachers across the country are having, and like Wacker said, We gotta fix this.  But to figure out where we need to go in education, we need to remember where we've been (from the good to the bad) and why a system to educate the public was built in the first place.  That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast and share episodes with everyone you can think of.  This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Cody Fournier. Our theme song is by Julian Saporiti. All other music can be found on our website – create and name website. A special thanks to Jennica Fournier, Shane Atkinson, and Jaye Wacker for being inspiring teachers and taking time to sit down and chat with me. This podcast is funded in part by the Fund for Teachers Fellowship.

It's no secret that this episode — where we learn about the early lives of Jacob and the Man in Black, along with their Mother — isn't a favorite among Lost fans. So we dig into what works, what doesn't and how it could've been different. Tucker Gates, who directed this episode, offers his thoughts as well. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Yes, it's the episode where Sayid redeems himself. The one where Sun and Jin meet their terrible fate. The one where Sawyer is at his best — and most tragic. We analyze it from every angle, and get some more Season 6 stories from executive producer Jean Higgins. The end is near! Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

We can't seem to agree whether this episode is awesome or full of unrealized potential — so let us know what you think? Either way, the finale is near. We've also got a great conversation with LOST executive producer Jean Higgins, who shares behind-the-scenes stories from the final season. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.  

They sure do! We love Hurley's open-mindedness, generosity and capacity as a budding leader, though we disagree somewhat on his methods. We also talk about what makes the Desmond/Man in Black scenes so great. Henry Ian Cusick returns to talk about the series finale. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

We dig into Desmond's sideways life, in which he works for Charles Widmore and believes he has it all — until Charlie wakes him up, of course — and how it might change the way we understand the light at the heart of the Island. And Henry Ian Cusick returns to tell us about filming some of our favorite scenes. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Sun and Jin are meant to be together in every lifetime, but maybe it's meant to be full of near-insurmountable obstacles. Also, we talk with Néstor Carbonell about Jacob's not-so-kind role in Richard's life and about what the future might've held for his character. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

We dig into "Ab Aeterno," the cinematic journey into Richard Alpert's century-and-a-half-long life, with actor Néstor Carbonell — and explore the possibility that the Island is, in fact, a kind of hell. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Sawyer has come a long way since Season 1, even if he's not yet the (mostly) thoughtful man we see in this week's (delicious) flash sideways. We compare his double-crossing ways to Ben Linus — and continue our conversation with the actor who brought Ben to life, Michael Emerson. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

On the second instalment in our Summer '22 series: the battle over belonging. The back half of our investigation into inclusion—or is that excursion into exclusion? They're kind of two sides of the same coin to be honest, minted at our expense. Featured voices this podcast include (in order of appearance): • Candis Callison, Associate Professor in the Institute for Critical Indigenous Studies and the Graduate School of Journalism at UBC • Kim TallBear, Professor in the Faculty of Native Studies at the University of Alberta and Canada Research Chair in Indigenous Peoples, Technoscience & Environment • Jacqueline Keeler, journalist and author • Brock Pitawanakwat, Associate Professor of Indigenous Studies at York University • Ken Williams, Assistant Professor with the University of Alberta's Department of Drama // CREDITS: Creative Commons music this episode includes “I care” by Loyalty Freak Music, “Hoist” and “Land Legs” by Andy G. Cohen, and “Bitcoin Day” by Anonymous420. Our opening theme is “Bad Nostalgia (Instrumental)” by Anthem of Rain; our closing theme is “Garden Tiger” by Pictures of the Floating World. This episode was hosted/produced/edited by Rick Harp; production assistance by Courteney Morin. 

We talk "Dr. Linus" with Benjamin Linus himself, the great Michael Emerson. He tells us why he thinks Ben was a good-hearted person deep down all along, and why power was never right for him. We lament the corrupting influence of the Island — or maybe just Jacob. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Director Bobby Roth walks us through Sundown, from the Sayid-Dogen fight sequence to the crowded final scene. Sayid is still in love with Nadia in the flash sideways and it breaks our hearts. And yes, the Darkness has taken Sayid, but — and hear us out — what if the Darkness was inside us all along? Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Jeder dritte Mensch wird im Laufe seines Lebens einmal psychisch krank. Die anderen zwei Drittel haben betroffene Bekannte. Trotzdem wissen die meisten Menschen wenig über Schizophrenie, Depressionen oder Alkoholismus. Der Psychiater und Kabarettist Manfred Lütz will das ändern. Manfred Lütz ist Psychiater, Psychotherapeut und römisch-katholischer Theologe. Das Buch von Manfred, das wir besprochen haben: Neue Irre - Wir behandeln die Falschen: Eine heitere Seelenkunde. Auf dem neuesten Stand der ForschungMusik: Something Elated by Broke For Free, CC BYfür deep dive: A Human Being by Andy G. Cohen, CC-BYBeatbox am Ende: Azad Arslantas

Jack works out some of his father-son issues in the afterlife, which is deeply moving. On the Island, though, he still has some things to work out. And recurring The Hatch guest Michael Emerson returns to share thoughts on Ben's fate at the end of the series. Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Nothing is irreversible — but our Losties also need to learn when to let go. We debate the big existential questions as the Man in Black masterfully manipulates Sawyer. Plus we interview Tucker Gates, who directed this amazing episode! Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

Maybe this should have been a Sawyer episode? And what if Sayid had actually *chosen* the dark side, instead of getting infected? Hindsight is 20/20 — and so is Part 2 of our interview with Terry O'Quinn! Find us on Twitter @TheHatchPodcast and at Facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

We're back and diving right in: Jack and Locke meet in another place. What does their conversation about Christian's body mean? Plus, the first part of our interview with Terry O'Quinn, who played John Locke/the Man in Black. Find us on Twitter @TheHatchPodcast and at facebook.com/TheHatchPodcast. Leave us your hot take at +1 954-6-DHARMA. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

We'll start watching the sixth and final season of Lost next week! We're excited about lots of returning interview guests this season, like Néstor Carbonell, who will walk us through "Ab Aeterno." As always, send us your hot takes at +1 954-6-DHARMA and chat with us on Twitter @TheHatchPodcast and at facebook.com/TheHatchPodcast. Our theme music is by Andy G. Cohen and our cover art is by Danny Roth.

They call themselves the "Depp Heads"—the Johnny Depp superfans who travel from across the country to a small county courthouse in Fairfax County, Va.Every morning, they wait in line as early as 5 a.m. in order to be among the first 100 people to secure a wristband that will allow them to attend the trial between Depp and his ex-wife Amber Heard, who accused the “Pirates of the Caribbean” star of domestic abuse in 2016.Law&Crime's correspondent Angenette Levy details the travels, origins and beliefs of the "Depp Heads" on the latest episode of the podcast, "Objections: with Adam Klasfeld.""Remember the Grateful Dead you had the 'Deadheads,' right?" Levy asked. "They were the people that traveled around and followed Jerry Garcia and the rest of the band and went from city to city. Well, now we have apparently 'Depp Heads.'"On the first day of jury selection, Depp Heads were out in full force from across the country, and Levy taped interviews with those who flew in across the country, including California, Minnesota, and elsewhere. Miniature pirate flags—an allusion to Depp's breakaway role as Captain Jack Sparrow in "Pirates of the Caribbean"—waved in the breeze outside the courthouse with constant regularity, and handing them out to eager recipients was Minnesota mom Kristina Gibbons, who had brought her four children with her."Only two of them are here right now," Gibbons told Levy.On the podcast, Levy describes her travels among the Depp Heads, describes other scenes from the courthouse, and explains why the case found its way from Hollywood to a courthouse in Fairfax County, whose defamation laws have made it an attractive jurisdiction for people ready to litigate over bad press.The music is "Hoist," by Andy G. Cohen. "Objections" is produced by Sam Goldberg. Michael Deininger and Ashton Schwinn run the YouTube page.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

We would like to thank everyone that gave our podcast a chance, a listen, or a look for our first season! For our finale, Mark and Joe look back on their favorite memories from the first season. We hope you've enjoyed the road so far. we'll be taking a short break before Season 2 begins. Thank you for making this first season an incredible experience and fun for all of us. Music Credits: "Pixel Peeker Polka (Faster)" Written and Performed by Kevin MacLeod "Our Young Guts" Written and Performed by Andy G. Cohen

Welcome to Season 1 Episode 48 of Digital Dissection: A Nerd Podcast! On the fifth and final episode of our Creator's Spotlight, we welcome artist Vince Sunico! Vince has been drawing for over 40 years and has accumulated a wealth of knowledge and skill in his craft. Vince talks about how he has been drawing all his life, how he got into drawing comics, and his experience with LOATHE -- his original character that will be in graphic novels starting in 2023. There's a lot that goes into an illustration, and Vince shares the journey -- including advice for aspiring illustrators. Show Notes: Vince's Original Character "Loathe" Vince's Instagram page Music Credits: "Pixel Peeker Polka (Faster)" Written and Performed by Kevin MacLeod "Our Young Guts" Written and Performed by Andy G. Cohen