Podcasts about Bes

René fortsætter sit besøg i Taurasi og kommer i dette afsnit i dybden med de mere tekniske sider af vinmageriet hos en af de mest banebrydende producenter fra området.   Kort over Taurasi fra Wine Folly: https://winefolly.com/app/uploads/2016/04/Wine-Map-Southern-Italy-Aglianico-Basilicata-Campania.jpg Smagenoter Aliagnico fra Wine Folly : https://winefolly.com/app/uploads/2016/04/Aglianico-wine-taste-winefolly.jpg ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374

Carol och Reggie Sumner är det gulligaste paret i Florida. De var highschool sweethearts som träffades igen på ålderns höst efter livets alla vedermödor och blev kära som aldrig förr. Men aldrig får något vara enkelt och glatt i alla sina dagar.tw: sexuella övergreppVarje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

René har haft sin første dag i Taurasi og har smagt vine fra forskellige huse. Hvordan går det med vinmageriet dernede anno 2025 og hvilke huse udmærker sig særligt godt?   René fortæller desuden om Taurasis historie og de geografiske forskelligheder, der findes i området.   Kort over Taurasi fra Wine Folly: https://winefolly.com/app/uploads/2016/04/Wine-Map-Southern-Italy-Aglianico-Basilicata-Campania.jpg   Smagenoter Aliagnico fra Wine Folly : https://winefolly.com/app/uploads/2016/04/Aglianico-wine-taste-winefolly.jpg   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374

Mens vi optager nye afsnit til 2026 får I en række dagbogsafsnit fra René, der har været på tur i området Taurasi i Italien. Her skal det handle druesorten Aglianico og selvfølgelig om stort og småt om området.   Lyt med og glæd jer til endnu mere Vin for begyndere i 2026!   Kort over Taurasi fra Wine Folly: https://winefolly.com/app/uploads/2016/04/Wine-Map-Southern-Italy-Aglianico-Basilicata-Campania.jpg     Smagenoter Aglianico fra Wine Folly : https://winefolly.com/app/uploads/2016/04/Aglianico-wine-taste-winefolly.jpg   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374

I dagens afsnit udfordrer vi hinanden i blindsmagning. Vi skal både smage hvide, røde, søde og tørre og vi kommer til solbagte marker og kølige sletter.   Undervejs fortæller vi om, hvorfor vi gætter, som vi gør og nørder dermed en smule på både druesorter, stil, struktur og områder.   Vi gætter på land, område, druesort og årgang og deler point ud efter DM's officielle pointsystem:   Druesort 8 Land 2 Område 3 Årgang 2 (Bidrue 2) (Appellation 5)   Af åbenlyse årsager kan vi ikke afsløre vinene her, men lyt med og hør, om du kan gætte vinene.   Se mere om DM i blindsmagning her https://www.dmblindsmagning.dk/   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374  

Hey Bessie, send us a text message!MATURE CONTENT WARNING.Pasabog ang ending ng 2025 kaya mukhang dala-dala pa namin hanggang 2026 ang kilig na dulot nila daddies Shane Hollander, Ilya Rozanov, Scott and Kip ng Heated Rivalry! Winner of all winners talaga! Anu-ano pa ba ang ibang winners and losers ng nakaraang taon para sa amin? Rising HIV cases sa Pinas, the continuing attacks on our LGBTQIA+ community... hmmm, baka mauna pa ang season 2 ng cottage saga sa pagpasa ng SOGIE bill ha! Are these all the things we said, all the things we said, running through our heads? This is not enough, mga Bes!Language: Tagalog, EnglishSupport the showThe Balut Kiki Project is an international award-winning podcast being the only Philippine winner so far at the Asia Podcast Festival Awards held in Singapore.Follow/subscribe and, review and rate us on Spotify, ApplePodcasts, Podchaser. Connect with us on Facebook or Instagram . Advertise with us - Email: balutkiki@gmail.com. *Our podcast does not offer professional medical, sexual, or mental health advice. Our show aims to entertain and express truths about our personal experiences in dealing with issues we discuss. If you are undergoing depression or having suicidal thoughts, please go to these links: NCMH (PH) or Find a Helpline (worldwide). It's okay to ask for help.

Systrarna Karin & Cecilia Belin, grundare av Aima Sense gästar podden Framtidens E-Handel och pratar om hur de byggt ett modigt varumärke, positionerat i gränslandet mellan välmående, estetik och framtidens konsumtionskultur. Vi pratar om hur man skapar efterfrågan för en helt ny kategori, hur man arbetar med internationell expansion, retailstrategier, förpackning och varumärkesbyggande, och hur det är att vara både kreatör, entreprenör och syster på samma gång.06:40 – Så byggde de varumärket runt en ny kategori09:20 – Hur de pitchar en produkt som saknar jämförelsepunkt11:45 – Varför de valde premiumpositionering från första dagen14:30 – Design, förpackning och storytelling som konverterar17:10 – Balansen mellan estetik, funktion och affär29:15 – Att säga nej till investerare – och varför31:30 – Hur man skapar efterfrågan utan att skrika34:00 – Kontroll i produktion och ansvar i leverantörsledet36:45 – Så tänker de kring återförsäljare och retailpartners39:10 – Varumärkesintegritet i en värld av hype och snabba pengar41:40 – Intuition som verktyg – när magkänsla väger tyngst44:20 – Råd till andra som vill lansera något “för tidigt”47:00 – Slutreflektion: att forma en kategori – och få den att flygaHär hittar du Karin, Cecilia & Aima Sense:https://www.linkedin.com/in/karinbelin1/ https://www.linkedin.com/in/cecilialanttobelin/ https://aimasense.com/ Sponsor:https://www.soscalemedia.se/ Berns Event:https://framtidensehandel.se/products/roast Följ Björn på LinkedIn:https://www.linkedin.com/in/bjornspenger/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducent och klippare Michaela Dorch & Videoproducent Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Avsnitt 265 av Travpodden sponsras av Jokersystemet.se Gäst: Kevin Oscarsson •⁠  ⁠V85 jackpot - 60 miljoner extra •⁠  ⁠Kevin Oscarsson gästar •⁠  ⁠Varningen på favoriten •⁠  ⁠Taktiken med spetsbudet •⁠  ⁠Hästen som är redo att prestera direkt •⁠  ⁠Genomgång övriga lopp •⁠  ⁠Prispengar mellan vardag och V85?! •⁠  ⁠Vem är PdA-favorit? •⁠  ⁠Den tydliga starttiden på V85… …och mycket mer! Missa inte sändningen på nyårsafton kl 12.00, se den här! En podcast från gamblingcabin.se Besök gärna för mer trav och speltips! Gå med i vår Facebookgrupp för gott snack, speltips, tävlingar mm..

I det här avsnittet i serien Next Gen på Baslinjen tittar vi till våra nordiska grannländer och träffar Mattis Thorsnes från Snaröya TK i Norge och Alex Tuomolin från HVS i Finland.Båda killarna är födda 2010 och haft stora framgångar både nationellt och internationellt. De berättar om sin bakgrund, hur de började spela tennis, de berättar om sina set ups, hur en träningsdag ser ut, om sina drömmar, utvecklingsplaner, vilka spelare de ser upp till och vilken stöttning de får både från personer och organisationer i sin omgivning. Trevlig lyssning!Tidsmarkeringar för avsnittet: 01:31 Mattis Thornes27:04 Alex TuomolinTack till vår huvudpartner! * ⁠⁠⁠⁠⁠Zenniz – The Smart Tennis Solution:⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠http://www.zenniz.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠* ⁠⁠⁠⁠⁠Wilson Tennis Camp⁠⁠⁠⁠⁠* ⁠⁠⁠⁠⁠Aim-X Pure Sports⁠⁠⁠⁠⁠* ⁠⁠⁠⁠⁠Ölstugan Tullen⁠⁠⁠⁠⁠Stort tack också till alla föreningspartners, regionpartners och prenumeranter på Baslinjen.com!Besök ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠http://www.baslinjen.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ för allt möjligt material om svensk och nordisk tennis! Intromusik: Mr Smith, Cool Running (Free Music Archive) (CC BY) Outromusik: Mr Smith, The New West (Free Music Archive) (CC BY)

Ola Brandborn och Oscar Hagberg gästar podden där stundande satsning mot Pokerlandskampen diskuteras. Vi snackar även om mixed games storhet, Oscars upplevelse från den senaste resan och drömmer oss tillbaka lite till pokerns glansdagar. En podcast från gamblingcabin.se Besök oss gärna för mer poker mm.. Gå med i vår Facebookgrupp eller Discord för gott snack, speltips, tävlingar mm..

[O Observador está a republicar os três episódios mais ouvidos do ano em cada podcast. Este é de 24 de abril de 2025.] Isabel Vaz é a CEO da Luz Saúde há 25 anos. Diz-se simultaneamente apaixonada e cerebral. "Sou muito intensa". Uma conversa sobre o setor e sobre a carreira, que teve na queda do BES o pior momento. See omnystudio.com/listener for privacy information.

[O Observador está a republicar os três episódios mais ouvidos do ano em cada podcast. Este é de 24 de abril de 2025.] Isabel Vaz é a CEO da Luz Saúde há 25 anos. Diz-se simultaneamente apaixonada e cerebral. "Sou muito intensa". Uma conversa sobre o setor e sobre a carreira, que teve na queda do BES o pior momento. See omnystudio.com/listener for privacy information.

Ted Sporre & Niklas Hammar, VD och medgrundare WeSports Group, två ledare som inte bara har byggt bolag med precision och tempo, utan nu även förbereder sig för en börsnotering, gästar podden Framtidens E-Handel och pratar om hur man bygger bolag med struktur, tempo och mod – och hur IT, affär och kundnytta måste samspela för att skapa verklig förändring. Vi får följa deras resa från digital transformation inom Stadium till grundandet av WeSports, och vad som krävs för att leda i tillväxt – utan att tappa det operativa greppet.07:15 – Hur logistik, IT och verksamhet integrerades för ökad effekt10:00 – Vikten av gemensamma mål mellan tech och affär12:40 – Varför digital transformation ofta misslyckas15:30 – Rätt tempo, rätt ägarskap – så drevs förändringen internt18:10 – Skillnaden mellan förändring på papper och i verkligheten21:45 – Hur de byggde automatiserat flöde i logistikkedjan25:00 – Varför agilt arbetssätt måste kopplas till affärsnytta28:20 – Från WMS till produktdata – tekniska investeringar med effekt32:10 – Så satte de datadrivna KPI:er i logistiken35:30 – Hur de jobbade med IT som möjliggörare – inte broms42:00 – Ledarskap i förändring: transparens, förtroende och tydliga roller48:15 – Så hanterade de legacy-system och interna silos54:30 – Skillnaden mellan att leda förändring i olika retailmiljöer57:10 – Hur man skapar innovation utan att tappa driftfokusHär hittar du Ted, Niklas & WeSports Group:https://www.linkedin.com/in/tedsporre/https://www.linkedin.com/in/niklashammar/ https://wesportsgroup.com/ Sponsor Shopify:www.shopify.com/framtiden Följ Björn på LinkedIn:https://www.linkedin.com/in/bjornspenger/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducent och klippare Michaela Dorch & Videoproducent Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Not safe for kids.Gjennomløping av 10 km og halvmaraton-distansen på HOKA Solastranden Halvmaraton kan du delta på 31.12, mer info om det finner du her: https://www.facebook.com/events/1933815010815390Og vi arrangerer pop-up halvmaraton lørdag 27.12 kl 10:00 på Forus, med Sindre som fartsholder på 1:30 og Kalle som fartsholder på 2:00. Mer info om det finner du her: https://strava.app.link/Kh4BfplDkZbEllers ingen prat om løping i denne episoden, kun aktuelt, ikke aktuelt og en rigget bondequiz som setter bonden i en poeng-knipe.Godt nyttår, alle flotte folk! Podkasten er sponset av:

"What about the dwarf thing?"Y'all want to hear Darien talk about a 900ish page dissertation published in 1989? You're in luck!Other topics include DJ learning new words, 18th-century Egyptologists mucking about, Bes's favorite musical instrument, a 900ish page dissertation published in 1989, and speculation about ancient tattoos. Content Warning: This episode contains mentions of and conversations about death. Spoilers for Mummies Alive!JOIN US FOR MUSEMAS 2025 on Patreon! https://www.patreon.com/musesofmythologyAbout UsMuses of Mythology was created and co-hosted by Darien and DJ Smartt.Our music is Athens Festival by Martin Haene. Our cover art is by Ranpakoka. Find him on Instagram @Ranpakoka Love the podcast? Support us on Patreon and get instant access to bloopers, outtakes, and bonus episodes! Patreon.com/musesofmythologyGet you hands on podcast merch at Musesofmythology.com/merchFind us on Instagram. Find all of our episodes and episode transcripts at MusesOfMythology.com----------------------- Support the showNo portion of this episode may be used for AI training purposes or to create derivative works without express written permission from the creators and co-hosts Darien Smartt or Davis Smartt.

10,12, 13.14 quälende Jahre, bis man endlich einen Haken ans Thema Schule machen kann. Warum sollte man sich also 10 Jahre später in einer WhatsApp-Gruppe zur Wiederaufnahme dieses Traumas verabreden? Vektorrechnung, Tafeldienst, der alte Socken-Geruch in der Umkleide sind jetzt nicht unbedingt gute Argumente für eine vierstündige Heimreise im verspäteten ICE. Auf der anderen Seite könnte das vielleicht eine dankbare Bühne sein, sich zu präsentieren. Und was ist eigentlich aus den anderen geworden? Lässt sich ja bedauerlicherweise nicht alles ergoogeln. Springt da was fürs Ego raus? Oder sogar fürs Herz? Für die mentale Gesundheit? Wir haben Micky Beisenherz gefragt. Er ist jetzt unseres Wissens kein ausgewiesener Experte für Sozialexperimente und Bildungsfragen, allerdings hat er ein Bonusjahr Schule drangehängt, und er war erst kürzlich bei einem großen Schultreffen und ist immer noch Feuer und Flamme. Für die Psychologin Julia Onken ist ein Klassentreffen wie ein Buffet, an dem sich jeder großzügig bedienen sollte, der etwas über sich erfahren will. Sorgfältige Vorbereitung wäre allerdings angebracht, meint Julia Onken. Ihr Buch „Klassentreffen: Einladung in die unaufgeräumte Vergangenheit“ ist die eine Möglichkeit, oder ihr hört diese Folge. Auch für den Erziehungswissenschaftler Thorsten Fuchs sind Klassentreffen mehr als ein nostalgisches Besäufnis. Vielmehr ist so ein Event ein „biografisches Treffen mit sich selbst“. Und davon gibt's ja nicht so viele. Frohe Weihnachten! Anne und Steffi flexikon@ndr.de Und noch ein Tipp ( die Feiertage ziehen sich ja): Too many tabs – der Podcast https://www.ardaudiothek.de/sendung/too-many-tabs-der-podcast/urn:ard:show:f9729e4506b88ae3/

I detta samtal får du lyssna på min intervju med Abdullah As-Sueidi vars nyvunna tro ledde honom till teologiska studier i Medina, Profetens hemstad.Abdullah as-Sueidis Facebook-sidaIslampodden

Entreprenören Andreas Koschnike, gästar podden Framtidens E-Handel och pratar om vad som krävs för att skapa effektivitet, lönsamhet och tillväxt i komplex retail, hur man balanserar tempo med strategi, och varför teamstruktur ofta är avgörande i transformationsresor. Ett avsnitt för dig som vill förstå hur moderna retailbolag behöver tänka kring kund, kostnader, kultur och konkurrens - och hur man driver verklig förändring, även i stora organisationer.06:30 – Svaga bolag dör, starka prioriterar bättre och smartare12:20 – Så hittar man lönsamhet: färre initiativ, bättre fokus17:10 – Organisationsdesign viktigare än någonsin i förändring22:30 – Att våga ta riktiga beslut – utan att fega ur29:40 – Tech-investeringar kräver mod, ledarskap och samsyn39:50 – Definiera strategi för kanaler, kunder och syften44:20 – Mode- och retailvarumärken behöver bli mer relevanta50:15 – Misslyckade bolag saknar riktning och struktur56:30 – Second hand, SAS-lösningar och community-bygge växer63:10 – Marketplace-modeller kräver bra varumärken i grunden68:00 – Startup case: designmöbler med AI-baserad listing71:45 – Investeringsreflektioner: från förlorare till potential75:30 – Fråga AI – men ställ rätt krav och våga ifrågasättaHär hittar du Andreas:https://www.linkedin.com/in/andreas-koschnike-a71a0683/ Vår sponsor Shopify:www.shopify.com/framtiden Följ Björn på LinkedIn:https://www.linkedin.com/in/bjornspenger/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducent och klippare Michaela Dorch & Videoproducent Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Från och med nu och hela januari ut får du som blir prenumerant på våra premiumavsnitt 50% rabatt på första månaden. Ingen bindningstid!!! God jul! Varje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

Entreprenören Moon-Suck Song, gästar podden Framtidens E-Handel och pratar om ägarskap, kultur, långsiktighet, skalbarhet och plattformslogik, men också om hur man behåller nyfikenheten i ett skifte från operativ till strategisk roll.01:45 – Från operativ till strategisk roll – nytt mindset krävs04:15 – Legacy framför lön – entreprenörskap som långsiktig påverkan06:30 – Ekosystem före enskilda bolag – skapa helhet, inte öar09:20 – Investera i människor – relationer före pitch och hype12:00 – AI som nästa industriella revolution – effektivisering är nyckeln14:40 – Plattformar vinner – skapa värde genom kopplingar, inte kontroll19:30 – Svenska bolag måste tänka globalt direkt från start22:15 – Nytt självförtroende krävs i svensk e-handelsvision27:00 – Korea visar vägen – tech, kultur, expansion i ett30:10 – Europa måste säkra sin egen AI-infrastruktur33:00 – Reglering hämmar innovation – dags att ändra fokus36:30 – Creators blir varumärken – men måste bygga struktur39:45 – Influencers ska bli entreprenörer – inte bara innehållsskapare42:00 – Alla med publik kan produktifiera sin relation47:10 – Våga skala ner, tänka om, börja nytt50:30 – Exempel: bygga system, inte bara kampanjdrivna affärer53:20 – Techbolag måste också bära värderingar och kultur56:00 – Kreativitet är strategi – inte bara “fluff” vid sidan av59:10 – Sverige bör leda globalt samtal om framtidens tech63:00 – Nästa våg: gemenskap, community och långsiktig påverkanHär hittar du Moon-Suck Song:https://www.linkedin.com/in/moonsuck/ Sponsor:https://www.soscalemedia.se/ Följ Björn på LinkedIn:https://www.linkedin.com/in/bjornspenger/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducent och klippare Michaela Dorch & Videoproducent Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Vad det blir för mord? Inget, den här veckan! Men andra brott utlovas, i form av en tokfia som tvunget vill ha ett specifikt hus. tw: Nej men typ inget va?Varje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

Surah al-Falaq lär den troende om att söka skydd hos Gud från ondska i skapelsen och mot avundsjuka. Många muslimer läser denna sura som ett dagligt skydd, särskilt på morgonen och kvällen.

Frank & Maggie's grundarna Josefine Hållsten och Julia Hänström, gästar podden Framtidens E-Handel och pratar om hur de bygger varumärket genom socialt content, community och influencer marketing, samtidigt som de håller full koll på struktur, skalbarhet och operativ effektivitet.De delar insikter om vad som krävs för att lyckas i en konkurrensutsatt nisch, hur de arbetar med kanalval, retention, innehållsstrategi och säljdrivande kreativitet, hur hundmat kommuniceras, distribueras och konsumeras.01:20 – Resan från finansbranschen till hundmat: varför de startade03:50 – Visionen bakom Frank & Maggie's – hälsosam mat till hundar06:05 – D2C-modellen: fördelar med att äga hela kundrelationen08:15 – Utmaningar med produktion: från recept till leverantör10:40 – Bygga förtroende på en skeptisk marknad12:55 – Kommunikation & storytelling: få kunder att bry sig om innehåll15:30 – Lanseringsstrategi och varför de inte valde Amazon17:45 – Influencer marketing i nisch: vad funkar – och vad funkar inte29:05 – Logistik, fryslager & förpackningsstrategi39:20 – Att bygga bolag med begränsad lön – och stark mission52:05 – Risker med råvarupriser: hur de planerar inköp & säkrar marginal58:10 – Långsiktigt tänk: varför de inte vill växa "för snabbt"71:00 – Framtidsvision: skala klokt, fortsätta ha kul, skapa värdeHär hittar du Josefine, Julia och Frank & Maggie's:https://www.linkedin.com/in/josefine-h%C3%A5llsten-80a62baa/ https://www.linkedin.com/in/julia-h%C3%A4nstr%C3%B6m-224872127/ https://www.frankandmaggies.com/ Sponsor:https://www.ohjay.co/ Följ Björn på LinkedIn:https://www.linkedin.com/in/bjornspenger/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducent och klippare Michaela Dorch & Videoproducent Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Vinene i afsnittet er skænket af Vinpusheren https://vinpusheren.dk/   Smagekasse her med de tre vine fra afsnittet her https://vinpusheren.dk/products/vin-for-begyndere-smagekasse-franciacorta   ………………..   Vi ringer med debutklokken når det i dagens afsnit skal handle om Franciacorta. Den gyldne mousserende drik og område, som fortjener opmærksomhed for sin høje kvalitet.   Franciacorta ligger sydpå, hvilket giver vinmagerne muligheden at arbejde med balancen mellen syre og sødme i deres vine, selv når det handler om chardonnay.   De tre vine i afsnittet er tre vine med et meget forskelligt udtryk og en spændende måde at smage vine, som er lavet med forskelligt fokus, men alle på ren chardonnay.   Vi snakker desuden ind i DOCG-kravende for at lave mousserende vin i Franciacorta. De har kvalitet og ikke kvantitet for øje dernede!   Kort over Franciacorta https://www.slowfood.it/slowine/assets/2019/11/Front_soils-scaled.jpg   Vi smager på   1) Anthologie, Blanc de Blancs, Camilucci, 2020, Dosaggio Zerohttps://vinpusheren.dk/products/marcalberto-blanc-de-blancs-pas-dose-metodo-classico   2) Perpetuelle 14-19, Blanc de Blancs, Camilucci,  Dosaggio Zerohttps://vinpusheren.dk/products/camilucci-perpetuelle-2014-19-franciacorta   3) ST.10b, Riserva 2010, Blanc de Blancs, Camilucci, Dosaggio Zero (12 års gærkontakt)https://vinpusheren.dk/products/camilucci-st-10b-franciacorta-2010   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374   Music from Epidemic Sound - Chestnuts Roasting Gently - William Claeson

Internet ofrece grandes oportunidades para que los menores se conecten, aprendan y crezcan, pero también los expone a riesgos como el ciberacoso, el fraude o la pérdida de privacidad. En este episodio, charlamos con Francisco Pérez Bes (director de la Agencia Española de Protección de Datos), Claudia Caso (directora Fundación SOL) y Óscar Martín Centeno (presidente del Consejo de Directores de Madrid) sobre cómo podemos crear entornos digitales más seguros y responsables para nuestros hijos e hijas. ¿Cómo pasamos de prohibir a acompañar? ¿Cómo les enseñamos a estar en alerta? ¿A hacer frente a los patrones adictivos de algunas plataformas? ¿Cómo les orientamos para que aprovechen la inteligencia artificial más allá de resúmenes o de hacer los deberes? Un episodio grabado en directo durante la décima edición de la TRGCON, conferencia de referencia en el sector tecnológico, desde La Nave, en Madrid, dedicada a la película ‘TRON’ que da, precisamente, nombre a nuestro podcast. Suscríbete a nuestro newsletter y recibirás mensualmente los nuevos episodios en primicia y contenido extra relacionado https://bit.ly/3vtBujk See omnystudio.com/listener for privacy information.

I det här specialavsnittet tar vi dig till frukosteventet “AI Breakfast for Digital Leaders” som presenterades av Adobe, Vaimo och Bluestone PIM, där vi hör Morten Naess (CPIO, Bluestone PIM), Jakob Dahlner (CTO, Elon Group) och Dennis Koraen (Head of Marketing & E-commerce, Granit) dela insikter om hur man kombinerar datakvalitet, automation och customer obsession för att skapa affärsvärde i realtid. Vi får höra om hur moderna retailbolag bygger techstackar som klarar både tillväxt och AI-omställning, om konkreta kundcase, datakvalitet som tillväxtmotor, AI-integrering i realtid, och hur man framtidssäkrar sin commerce-setup i en komplex omnikanalvärld.https://business.adobe.com/https://www.vaimo.com/sv/https://www.bluestonepim.com/08:40 – AI möjliggör skalbar contentproduktion - snabba test & iteration15:10 – Datakvalitet som bas för PIM, CX och AI-strategier28:30 – AI på kundtjänstdata - GPT som analysmotor34:55 – Utmaning: tonalitet & varumärkeskontroll i AI-genererat innehåll39:20 – AI-pilotprojekt kräver modularisering av techstack45:10 – Hallucinationer i AI - varför human QA fortfarande behövs52:05 – Vision: autonoma system för content, inköp och marknad58:30 – Lärdomar från bilbranschen - AI som säljstöd, inte hot65:15 – Nya kompetenser: adaptivitet, analys, promptförståelse71:45 – MVP-fokus krävs för att AI ska ge faktisk affärsnytta76:30 – Framtidens PIM: composable, API-först, integrerat i CX81:10 – AI demokratiserar data men kräver ny organisationsstrukturHär hittar du Morten Naess, Jakob Dahlner & Dennis Koraen:https://www.linkedin.com/in/morten-naess/ https://www.linkedin.com/in/jakob-dahlner-a1670234/ https://www.linkedin.com/in/denniskoraen/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducenter Michaela Dorch & Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Gary var en framgångsrik jurist, med fyra barn och en stor gård. Dröm. Han var tyvärr gift också. Och hans fru, tillika mamman till deras barn, var inte lika framgångsrik. Sensmoral: släng aldrig en get på elden!tw: the usualVarje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

JOHAN STOHNE är kompositör, ljuddesigner och musiker baserad i Stockholm.Moments of Peace är en ljus- och ljudinstallation bestående av tio upplysta bänkar placerade på Nobelprismuseets innergård. Besökare kan slå sig ner på bänkarna för att lyssna på utdrag ur tal av mottagare av Nobels fredspris. Talen ackompanjeras av nykomponerad musik. Talen som har valts ut av konstnären Johan Stohne kommer främst från tiden kring första och andra världskriget, och har valts för sin starka relevans i relation till dagens globala situation. Musikens historiska klangvärld vävs samman med fredspristagarnas röster och skapar en bro mellan dåtid och nutid. Varje bänk spelar en unik kombination av röst och ljud, och hela innergården förvandlas till ett landskap för reflektion och hopp. Moments of Peace uppmuntrar besökare att stanna upp, lyssna och knyta an till ord och melodier som bär en tidlös maning till fred. Installationen skapar en plats för eftertanke, mitt i stadens brus.Mer om Johanhttps://www.johanstohne.se/In collaboration with Nobel Week Lights.Read more ⁠https://www.nobelprizemuseum.se/en/nobel-week-lights/⁠___Keep Up the Good Work. Keep Loving Cities ❤️️__All opinions expressed in each episode are personal to the guest and do not represent the Host of Urbanistica Podcast unless otherwise stated.____Follow Urbanistica on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ,⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠TikTok⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ &⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Youtube channel⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠._____Let's connect and talk further about this episode ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Mustafa Sherif Linkedin⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠._____Visit  ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Mustafasherif.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ for collaborations and nominations or email me at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠info@mustafasherif.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠_____Thanks to Urbanistica Podcast partner AFRY (Urban Planning and Design)AFRY is an international engineering and design company providing sustainable solutions in the fields of energy, industry, and infrastructure.

Madelene Törnblom, grundare Maya Delorez, gästar podden Framtidens E-Handel och pratar om organisk tillväxt, hur man bygger team och struktur i takt med tillväxten, och varför Madelene valt att satsa internationellt direkt utan att kompromissa med lönsamheten. Hon delar insikter om ledarskap, produktutveckling, performance marketing, expansion och vad som krävs för att bygga något långsiktigt i en snabbrörlig bransch. 06:00 – Internationell tillväxt från start - fokus på strategi och branding10:10 – Att växa utan externt kapital - självfinansiering och kontroll14:40 – Lönsam tillväxt som vägval - inte maxa tillväxt till varje pris17:20 – Organisation och team - att bygga struktur från grunden22:00 – Performance marketing och ROI-fokus24:00 – Marknadsprioritering: så väljer man rätt länder att skala i25:30 – Varumärkeskontroll och kanalstrategi30:40 – Community och fysisk närvaro som konkurrensfördel32:30 – Ledarskap i förändring - från kontroll till förtroende38:00 – Lärdomar från tuffa marknader och misstag44:00 – Rekrytering och att bygga rätt teamkultur46:00 – Madelenes långsiktiga mål och mindsetHär hittar du Madelene & Maya Delorez:https://www.linkedin.com/in/madelene-t%C3%B6rnblom-0a7664138/ https://mayadelorez.com/ Sponsor:https://www.ohjay.co/ Följ Björn på LinkedIn:https://www.linkedin.com/in/bjornspenger/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducent och klippare Michaela Dorch & Videoproducent Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Vinene i afsnittet er skænket af Løgismose https://www.loegismose.dk/   Smagekasse med de tre vine fra udsendelsen: https://www.loegismose.dk/produkter/jul-paa-fransk/87213/   Smagekasse med seks vine. To fra hvert hus: https://www.loegismose.dk/produkter/jul-paa-fransk-med-storre-udvalg/87214/   Der er 20% rabat på enkeltflaskekøb på vinene i afsnittet. Og 25% rabat ved brug af koden "JUL25" inden d. 24. december 2025 på alle ikke nedsatte varer på https://www.loegismose.dk/   …………….   Dagens afsnit omhandler julevin med fokus på franske vine og dermed en "fransk jul".   I afsnittet smager vi på Champagne på pinot noir fra Philipponnat, rødvin på gamay fra en naturvenlig vinmager i Beaujolais samt en top Châteauneuf-du-Pape på grenache, syrah og mouvedre.   Vi har været så heldige at besøge Philipponnat i forsommeren 2024, hvor vi lavede research til vores bog om bobler, så vi har lidt historie med fra vores besøg.   Vi dykker også ned i gamays evne til at favne julemaden og så skal vi selvfølgelig have svar på, hvorfor CDP rimer op jul.   Vi laver også en lille julequiz og så er julen da vist også i hus!   Vi smager på   1) CHAMPAGNE, PHILIPPONNAT, RÉSERVE PERPÉTUELLE BRUT, NVhttps://www.loegismose.dk/produkter/champagne-reserve-perpetuelle-brut/61403/     2) BEAUJOLAIS-LEYNES FAUVE, Clos Sauvage, ØKO, 2023https://www.loegismose.dk/produkter/beaujolais-leynes-fauve-oko/86564/     3) CHÂTEAUNEUF-DU-PAPE, Château Mont-Redon, 2021https://www.loegismose.dk/produkter/chateauneuf-du-pape/86948/   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374     Der er i afsnittet brugt et lydklip fra filmen Babettes Gæstebud fra 1987   Music fra Epidemic - A Christmas Miracle - One Man Quartet - Smell of Morning Coffee - Franz Gordon

I det här specialavsnittet tar vi dig med till Qliros event i Göteborg, där några av branschens mest erfarna röster delade insikter om framtidens betalningar, AI och konsumentbeteenden. Jacob Lovén pratar tillsammans med gästerna om hur kassaupplevelsen blivit en avgörande konkurrensfördel, varför kundernas förväntningar ökar snabbare än företagens system - hur rätt betalstrategi kan avgöra konvertering, lojalitet och marginal, och hur AI förändrar riskhantering, kreditbedömning och personalisering i realtid.https://qliro.com/for-merchants03:00 – Konsumentbeteende 2025 – snabbhet, trygghet, tillgänglighet07:45 – Data: så påverkar betalmetod konverteringen10:20 – AI i betalflöden – från riskanalys till personalisering15:45 – Små friktionspunkter – stora intäktsförluster18:00 – Generationsskillnader i betalvanor21:10 – Personalisering i checkout och UI-design24:00 – Säkerhet vs enkelhet – den eviga balansen26:45 – Förtroende i sista steget – checkouten som lojalitetsmoment29:00 – ROI på kassaupplevelse – hur man mäter effekten34:10 – Open banking & framtidens regleringar37:00 – Partnerskap: fintech, retail och data i samspel42:30 – Panelens slutsats: betalning = nyckeln till tillväxtHär hittar du Jacob & gästerna:https://www.linkedin.com/in/jacob-lov%C3%A9n-49091319/ https://www.linkedin.com/in/evelin-kaup-792a0a27/ https://www.linkedin.com/in/christoffer-rutgersson-7ab7a611/ https://www.linkedin.com/in/martin-kamphav-4742a611/ https://www.linkedin.com/in/erika-johansson-53486b65/ https://www.linkedin.com/in/erik-wickman-6266381/ https://www.linkedin.com/in/erikssonhanna/ https://www.linkedin.com/in/charlotte-nord%C3%A9n-2512b921/ https://www.linkedin.com/in/sofia-sandberg-72b726197/ https://www.linkedin.com/in/magnus-pettersson-5578851/ https://www.linkedin.com/in/jespermellberg/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducenter Michaela Dorch & Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Austin, Texas, 1991, och efter en brand på ett frozen yoghurt-ställe hittar man fyra kroppar. De tillhörde fyra flickor, som alla skjutits till döds. Det är fruktansvärt, och utredningen blir tyvärr en klassisk shitshow. För VARFÖR INTE. >:(tw: mord och sexuella övergrepp mot minderåriga Varje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

Tak til de af jer lyttere, der støtter på 10'er https://10er.com/vinforbegyndere og til jer der bidrager med spørgsmål, rejsefortællinger og små historier fra vinens verden.   ……….   Hvis du endnu ikke har lyttet til 1. afsnit om fejl i vin, så gør gerne det, inden du lytter til dette afsnit.   I dagens afsnit skal det handle om reduktion, lysskade, varmeskade, Mus, råd, Geosmin og malo-fejl.   Hvorfor opstår disse fejl i vin og hvad betyder de for smag og lugt?   Svovllugt er en af de let genkendelige noter, som kommer fra reduktion og som kan gå flere veje - æggemaden/prutten eller den friskstrøgede tændstik eller krudt.       Bliver vinen pga. nødvendigvis fejlene udrikkelig eller kan det gå an? Hvor er din grænse, hvor er din tærskel,  hvad kan du tolerere?   Opdager og smager vi alle disse fejl i vinene og kan vinmagerne benytte disse fejl positivt i deres vinproduktion? Tja, mon ikke…? Tænk blot på sauvignon blanc i Malborough eller chardonnay fra Bourgogne?     Vi smager på   1) Fine håndskrællede hvide aspargessnitter på dåse fra Paradiso   2) Wagner, Oberrotweil, Baden, Chardonnay, 2021   3) Klædeskabsvin fra Ungarn - Tokaj 4 puttonyos fra 1981     ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374

I detta samtal får du lyssna på Salihs intervjua med Emelie och Martina som berättar om varför de valde att bli muslimer och varför de valde att ställa upp i en intervju i SVT Nyheter. Vilka reaktioner fick de efter intervjun och hur ser de på livet framöver?Emelie och Martina konverterade till islam: ”Stolt över min slöja” (Svt-nyheter)

Elinor Schmitz Jansen från Clearwater gästar podden Framtidens E-Handel och ​guidar oss genom hela processen att sälja ett bolag – från första mötet med rådgivaren till pennan på pappret.Hon delar insikter om vilka misstag entreprenörer gör, hur man bygger bort risk, och varför struktur, siffror och timing avgör hur mycket du faktiskt får betalt. Vi pratar om värderingsmodeller, multiplar, due diligence, aktieägaravtal och livet efter exit – både ur ett finansiellt och mänskligt perspektiv. Ett måste-avsnitt för alla som någon gång planerar att sälja sitt bolag – eller bara vill förstå hur investerare tänker.00:00 – Finansvärlden inifrån: kultur, språk och jämställdhet i investment banking08:00 – Hur en exit fungerar – från första mötet till closing19:00 – Risk – den största värdefaktorn: kund, ledning, marknad27:00 – Hur rätt data och rapportering höjer värdet dramatiskt35:00 – Due diligence och förhandlingar – från bud till signering44:00 – “Ta inte första budet” – varför konkurrens är avgörande54:00 – Vanliga misstag: brist på struktur, siffror och kontroll58:00 – Att sälja i lågkonjunktur – risk eller möjlighet?59:00 – Good leaver / Bad leaver – klausulen som avgör livet efter exit64:00 – Värdedrivare: tillväxt, kvalitet och förtroendeLyssna här, när Björn gästar Clearwater-podden: https://open.spotify.com/episode/3qtlggi7uhUz0cCAnvwXea?si=kMs5oib9Q8SbcGdIjll_IwHär hittar du Elinor & Clearwater:https://www.linkedin.com/in/elinorjansen/ http://clearwatercf.com Sponsor:https://beyondretail.se/ Följ Björn på LinkedIn:https://www.linkedin.com/in/bjornspenger/ Följ Framtidens E-handel på LinkedIn:https://www.linkedin.com/company/framtidens-e-handel/ Besök vår hemsida, YouTube & Instagram:https://www.framtidensehandel.se/ https://www.instagram.com/framtidens.ehandel/ https://www.youtube.com/channel/UCEYywBFgOr34TN8NtXeL5HQPoddproducent och klippare Michaela Dorch & Videoproducent Fredrik Ankarsköld:https://www.linkedin.com/in/michaela-dorch/ https://www.linkedin.com/in/ankarskold/ Tusen tack för att du lyssnar!Support till showen http://supporter.acast.com/framtidens-e-handel. Hosted on Acast. See acast.com/privacy for more information.

Tak til de af jer lyttere, der støtter på 10'er https://10er.com/vinforbegyndere og til jer der bidrager med spørgsmål, ideer, rejsefortællinger og små historier fra vinens verden.   ……….   Dagens afsnit handler om tre af de fejl, man kan opleve i vin; prop (TCA), oxidation og Brettanomyces (vildgær).     Hvorfor opstår disse fejl i vinen, hvad gør fejlene ved smagen og lugten i vin og er fejll kun negative eller kan vinmagerne også bruge dem positivt?   Kan vine med skruelåg have prop og hvor længe kan en vin egentlig stå før den bliver doven, dvask, sprittet, eddikke-agtig og udrikkelig?   Hvilken effekt har svovl i vine og hvad er eddikestik, DMS (dimetylsulfid), Volatil syre, Acetaldehyd og Ethylacetat og hvordan smager det i vinen?   Slutteligt gennemgår vi de fejl som Brettanomyces (vildgær) kan give i vin.   I næste afsnit går vi i dybden med reduktion, lysskade, varmeskade, mus, geosmin og malo-fejl.     PS. Vi er ikke kemikere, så bær over med eventuelle småfejl i gennemgangen af de kemiske processer i vinen.       Vi smager på   1) Mormorvinen fra Bolgheri  - En Supertoscaner som har stået åben på køkkenbordet siden moster Odas fest i sidste weekend - Castello di Bolgheri, Varvara     2) Supermarkedsvinen - En Grüner Veltliner hvor halvdelen er drukket og som efterfølgende har stået i skuret i 3 måneder under skruelåg     3) Klædeskabsvin 1 - Cabernet Sauvignon rosé fra 1996     4) Klædeskabsvin 2 - Chablis, Chardonnay fra 1986     5) Rosé, Weingut Benzinger, pinot noir, Pfalz,  2021     6) La Grange de l'Oncle Charles, Alsace     ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374        

Charlotte är en underbar kvinna (källa saknas men allt pekar på) hon är iaf en petite storbonde och arbetsmyra och mamma och king (källa finnes). Hon är tyvärr gift med ett as som hon lyckligtvis ska skilja sig från, men får hon det? Nej. Men det här är inte bara en rakt upp och ner-historia om mäns våld mot kvinnor utan det... Det blir mer.tw: grovt sexuellt våld Varje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

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Afsnittet er optaget live med 100 medsmagende gæster på Brasserie Post på Østerbro. https://meyers.dk/restauranter/post/   Få 15% rabat på dit næste besøg på Brasserie Post. Brug koden "Vin for Begyndere 15" i kommentarfeltet, når du booker bord.   Der er ingen smagekasse i forbindelse med afsnittet, men vinene kan selvfølgelig smages hos Brasserie Post, som har et fantastisk vinkort med masser af fokus på Bourgogne. Se Brasserie Posts vinkort her https://meyers.dk/media/47084/wine-list-september.pdf   …………….   Vi har været i kælderen hos Brasserie Post på Østerbro og fundet fem bourgogne-flasker, som på den ene eller anden måde stikker ud i forhold til "normal" bourgogne.    Vi smager og snakker om vinene og den mere naturlige tilgang til vinproduktion, som vinder frem i Bourgogne i disse år. Vi snakker også spontangæring, om druen pinot noir og om hvor vinstilen er på vej hen i Bourgogne.   Vi blindsmager også en vin sammen med publikum og der nørdes selvfølgelig også på både stort og småt.   Hvad er så egentlig rød bourgogne med kant? Tja… Lyt med og bliv klogere.   ...............   Vi smager på   1) Frederic Cossard, Bedeau, 2023   2) Claire Naudin, Orchis Mascula, 2019   3) Blindsmagning - lyt med for at få afsløret vinen (det er spændende sager!)   4) Claire Naudin, Viola Odorata, 2018   5) Frederic Cossard / Domaine de Chassorney, Saint Roman, Sous Roche , 2022   6) Frederic Cossard / Domaine de Chassorney, Volnay, 2022   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374  

Más de 4 millones de personas en España sufren exclusión severa, agravada por la precariedad laboral y el acceso a la vivienda. Se ejemplifica con Tomasa, de 70 años, que comparte piso con una pensión de 650€. En política, Juan Francisco Pérez Llorca registra su candidatura en Valencia. Carlos Alcaraz no estará en la Copa Davis por lesión. España busca clasificar para el Mundial de fútbol contra Turquía. Una experta en RRHH expone tipos de trabajadores, señalando que los más eficientes a menudo resultan perjudicados. En Madrid, más de un millón de personas viven en exclusión social. Se relatan historias de trabajadores que, pese a tener empleo, no llegan a fin de mes ni pueden acceder a una vivienda, reflejando nuevas formas de pobreza. Fernando Trías de Bes advierte que la desaparición de la clase media genera inestabilidad política y precariedad económica. Propone soluciones centradas en la vivienda, políticas redistributivas y un gasto público eficiente. Los veterinarios protestan ...

Det är 1800-tal och små pojkar i Chelsea, Massachusetts, utsätts för tortyrartad misshandel av en äldre pojke. Som ska visa sig vara bara 12 år gammal själv. Och ska komma att bli seriemördare innan det tar slut. Nej usch, så otroligt obehagligt allting, uschäkta på förhand för hur hemskt det är.tw: STOR VARNING för att små barn far så otroligt illa. Misshandel, tortyr och sexuellt våld. Varje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

Vinene i afsnittet er skænket af Wineadvisor https://wineadvisor.dk/   Smagekasse med de tre vine fra afsnittet her https://wineadvisor.dk/shop/37-smagekasser/489-vin-for-begyndere-afsnit-32-cote-dor-paa-skattejagt-i-baglandet-/     Der enkeltflaskerabat på visse af vinene fra Agnès Paquet og Douhairet Porcheret frem til d. 1. december 2025. Se dem her https://wineadvisor.dk/shop/?search=agnes+paquet   og her https://wineadvisor.dk/shop/?search=porcheret   Link til smagekassen fra afsnittet om "Nye tendenser i Bourgogne" https://wineadvisor.dk/shop/37-smagekasser/471-vin-for-begyndere-afsnit-30-nye-tendenser-og-stilaendringer-/     …………..   Vi skal igen på skattejagt og finde skjulte skatte i Bourgogne og vine, man kan få til en billigere mønt.   Hvad er Bourgognes bagland og hautes-côte, hvor går grænsen og hvad er det for noget vin og marker, man kan finde deroppe?   Hvordan er forholdende i Côte d'Or's bagland, hvad er historikken i netop disse områder og hvor er vi i dag på kvaliteten?   Vi skal også klogere på krav til vinproduktionen i disse yderområder af Bourgogne samt hvilke overvejelser vinmagerne kan gøre sig, når de er i marken og vineriet.   Undervejs quizzer vi også lidt om Bourgogne.   Vi smager på   1) Agnès Paquet, Bourgogne Chardonnay, 2023, https://wineadvisor.dk/shop/23-cote-de-beaune/452-agnes-paquet-bourgogne-chardonnay/     2) Douhairet Porcheret - Saint Romain Blanc, 2022https://wineadvisor.dk/shop/23-cote-de-beaune/490-douhairet-porcheret---saint-romain-blanc/     3) Agnès Paquet, Patience, No. 15, Auxey-Duresses blanc, 2022, ØKOhttps://wineadvisor.dk/shop/23-cote-de-beaune/453-agnes-paquet-patience-no-15-auxey-duresses-blanc-2022-oeko/   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374

Hey Bessie, send us a text message!MATURE CONTENT WARNING.  This project contains mature and sensitive themes such as depression, and suicide. Listener discretion is advised.Isang Bessie listener ang sumulat! When our Bessie Pat left the PH for a fresh start, never niyang inakala na ang magiging pinakamalaking pagsubok pala niya ay ang puso niya! After connecting with her female coworker, Em, their dynamic blurred every line between friendship and something more. Now, our Bessie is left questioning her sexuality, decoding intense mixed signals, and navigating a painful situationship that has her feeling more isolated than ever. Kaloka!Tinalakay namin sa project na ito ang masalimuot na queer awakenings, late-blooming, at unrequited feelings. So ano nga ba? Is this LOVE? Or is this a LESSON?(Names and voices have been changed and altered for purposes of confidentiality.)*This episode is dedicated to our ever-dearest Bessie from the Bronx, our Bes MOREY who passed away October 25, 2025. We love you, Bes! Rest in Power. Listen to one of our episodes with Bes Morey here. LGBTQA+ Queer StoriesSupport the showThe Balut Kiki Project is an international award-winning podcast being the only Philippine winner so far at the Asia Podcast Festival Awards held in Singapore.Follow/subscribe and, review and rate us on Spotify, ApplePodcasts, Podchaser. Connect with us on Facebook or Instagram . Advertise with us - Email: balutkiki@gmail.com. *Our podcast does not offer professional medical, sexual, or mental health advice. Our show aims to entertain and express truths about our personal experiences in dealing with issues we discuss. If you are undergoing depression or having suicidal thoughts, please go to these links: NCMH (PH) or Find a Helpline (worldwide). It's okay to ask for help.

Daten från helvetet. Sade är en 19-åring med framtiden i sin hand och ett driv vi alla bara kan avundas, men en dag så tar hon en drink med en kille och allt tar slut.tw: våld och sexuellt våld…eller i alla fall en gungaVarje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

Vinene i afsnittet er skænket af Løgismose https://www.loegismose.dk/     Smagekasse med de tre vine fra afsnittet: https://www.loegismose.dk/produkter/2-vine-eller-anden-vin--podcast-kassen/87112/     Smagekasse med seks vine. De tre vine fra afsnittet samt husenes topvine: https://www.loegismose.dk/produkter/2-vine-og-toppen-podcast-kasse/87113/     Der er enkeltflaskerabat på alle vinene fra afsnittet samt husenes 1. vine til og med d. 20. november 2025.   Brug rabatkoden "VFB25" og få 25% rabat på alle ikke nedsatte varer hos Løgismose til og med 30. november 2025.   ………………….     Vi skal i dagens afsnit i dybden med begrebet 2. vine og have en forståelse af forskellige områders brug af begrebet.   Vi skal selvfølgelig have en historisk indføring i begrebet 2. vine og blive klogere på, hvordan man benytter begrebet i dag.     - Hvad ligger der egentlig i betegnelsen 2. vin?   - Er det en vin som smager tæt på husenes hoved-/top-/1.- vine, men som er billigere eller…?   - Er det nødvendigvis en ringere vin end 1. vinen eller skal den anses som en anden vin?   - Hvad er tankegangen om 2. vine i Tyskland, i Toscana og i Bordeaux?   Forvirret? Det giver mening, når du har hørt afsnittet.       Vi smager på   NB. Der er hos Løgismose enkeltflaskerabat på alle vinene samt husenes 1. vine til og med d. 20. november 2025.     1) Riesling, 1. Lage, Bingen, Rheinhessen, 2023, ØKO https://www.loegismose.dk/produkter/riesling-trocken-bingen-1-lage/86560/     2) Rosso di Montalcino, Podere Brizio, Toscana, Sangiovese, 2022, ØKO https://www.loegismose.dk/produkter/rosso-di-montalcino-oko/85767/     3) Fleur de Pédesclaux, Château Pédesclaux, Pauillac, Bordeaux, Merlot/Cab/Ver, 2016 https://www.loegismose.dk/produkter/fleur-de-pedesclaux/70074/   ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374

Bonnie och Michael Haim är gifta och har en 3-årig son. Utåt sett verkar det normalt och bra, men det är det verkligen inte. Michael misshandlar Bonnie fysiskt och psykiskt. Och det är, tyvärr klassiskt nog, när hon till slut försöker lämna honom, som hon försvinner spårlöst. tw: the usheVarje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

Vinene i afsnittet er skænket af Vinspecialisten/HJ Hansen https://www.hjhansen-vin.dk/ og Nyetimber https://nyetimber.com/ Smagekasse med de tre vine fra afsnit 1 her. https://www.hjhansen-vin.dk/gaver/smagekasser/vin-for-begyndere-nyetimber-smagekasse Der er tilbud på alle vinene fra Nyetimber fra i dag og hele november og december. Se sortimentet her https://www.hjhansen-vin.dk/producenter/nyetimber   NB! Vinene kan købes med enkeltflaskerabat fra d. 4. november 2025.   ................... Vi fortsætter vores tur på vingården Nyetimber i Sydengland. Vi går sammen med vinmagerne i dybden med hvordan man laver engelsk mousserende vin og hvilke faktorer, der vægter højest. Vi besøger markerne og vineriet og hører om, hvordan de to vinmagere Cherie og Brad tog fra Canada til England for at lave vin med den hollandske ejer Eric Heerema.   Glæd dig til nogle udsendelser, hvor der bliver nørdet, smagt, fortalt om engelsk vinhistorie og meget mere!   I denne udsendelse smager vi på   1) Tillington Single Vineyard, 2016 https://www.hjhansen-vin.dk/bobler/mousserende/2016-tillington-single-vineyard   2) Blanc de Blancs, 2016 (Udsolgt) https://www.hjhansen-vin.dk/bobler/mousserende/2016-blanc-de-blancs   Find Blanc de Blancs, 2017 her https://www.hjhansen-vin.dk/bobler/mousserende/2017-blanc-de-blancs     3) 1086, Prestige Cuvee, 2013https://www.hjhansen-vin.dk/bobler/mousserende/2013-1086-prestige-cuvee     4) 1086, Prestige Cuvee, Rosé, 2013 https://www.hjhansen-vin.dk/bobler/mousserende/2013-1086-prestige-cuvee-rose     Besøg Nyetimber https://nyetimber.com/experiences/wine-events-and-festivals/     Se mere om International Wine Challence (IWC) her https://www.instagram.com/internationalwinechallenge/   ..................... Medvirkende: Eric Heerema - Ejer af Nyetimber Zoe Dearsley - Brand Ambassador på Nyetimber Cherie Spriggs - Head Winemaker på Nyetimber Brad Greatrix - Senior Winemaker på Nyetimber ..................... Køb vores nyeste bog "Bobler for begyndere og øvede" her: https://www.saxo.com/dk/bobler-for-begyndere_bog_9788773396568 Eller vores bog om vin her: https://www.saxo.com/dk/vin-for-begyndere_bog_9788773391303 Støt Vin for begyndere podcast her https://vinforbegyndere.10er.app/ Besøg os på Facebook og Instagram, hvor man kan se billeder af vinene og få tips til vin og mad sammensætning. https://www.facebook.com/vinforbegyndere https://www.instagram.com/vinforbegyndere Web: https://www.radioteket.dk/ Kontakt: radioteket@radioteket.dk Musik: Jonas Landin Lyt vores bog som lydbog her: Køb den her https://www.saxo.com/dk/vin-for-begyndere-og-oevede_lydbog_9788773397374 ............... Musik / Epidemic Sound Crossing the Rubicon - Jakob Ahlbom Where You Come From - Silver Maple Pulsar - Jakob Ahlbom Seashore - Adriel Fair What a Way - OTE Like Clockwork - Benjamin King Tony's Beach - Hara Noda Great Mystery - Bird Of Figment Green Hills - Ten Towers The Wedding Feast - Bonnie Grace Someone New - Lupus Nocte, Zorro

Klockan 4 på morgonen, den 23 oktober 1997 hittas Anastasia död på en kyrkogård, hon har blivit skjuten i ansiktet på nära håll. Hon sågs senast i sällskap med sin pojkvän Justin och två andra vänner, men nu kan ingen hitta Justin. Några år senare ska ett erkännande få en person dömd, men dömdes rätt person? Ja förmodligen. Okej häng med!tw: sexuellt våld mot barnVarje torsdag släpper vi ett Premiumavsnitt på Supercast! – klicka här för att prenumerera.Besök www.vadblirdetformord.se för mer info.Merch finns på SHIRTPOD. Hosted on Acast. See acast.com/privacy for more information.

Pam Harris, Exploring the Power & Purpose of Number Strings ROUNDING UP: SEASON 4 | EPISODE 4 I've struggled when I have a new strategy I want my students to consider and despite my best efforts, it just doesn't surface organically. While I didn't want to just tell my students what to do, I wasn't sure how to move forward. Then I discovered number strings.  Today, we're talking with Pam Harris about the ways number strings enable teachers to introduce new strategies while maintaining opportunities for students to discover important relationships.  BIOGRAPHY Pam Harris, founder and CEO of Math is Figure-out-able™, is a mom, a former high school math teacher, a university lecturer, an author, and a mathematics teacher educator. Pam believes real math is thinking mathematically, not just mimicking what a teacher does. Pam helps leaders and teachers to make the shift that supports students to learn real math. RESOURCES Young Mathematicians at Work by Catherine Fosnot and Maarten Dolk  Procedural fluency in mathematics: Reasoning and decision-making, not rote application of procedures position by the National Council of Teachers of Mathematics Bridges number string example from Grade 5, Unit 3, Module 1, Session 1 (BES login required) Developing Mathematical Reasoning: Avoiding the Trap of Algorithms by Pamela Weber Harris and Cameron Harris Math is Figure-out-able!™ Problem Strings TRANSCRIPT Mike Wallus: Welcome to the podcast, Pam. I'm really excited to talk with you today. Pam Harris: Thanks, Mike. I'm super glad to be on. Thanks for having me. Mike: Absolutely.  So before we jump in, I want to offer a quick note to listeners. The routine we're going to talk about today goes by several different names in the field. Some folks, including Pam, refer to this routine as “problem strings,” and other folks, including some folks at The Math Learning Center, refer to them as “number strings.” For the sake of consistency, we'll use the term “strings” during our conversation today.  And Pam, with that said, I'm wondering if for listeners, without prior knowledge, could you briefly describe strings? How are they designed? How are they intended to work? Pam: Yeah, if I could tell you just a little of my history. When I was a secondary math teacher and I dove into research, I got really curious: How can we do the mental actions that I was seeing my son and other people use that weren't the remote memorizing and mimicking I'd gotten used to?  I ran into the work of Cathy Fosnot and Maarten Dolk, and [their book] Young Mathematicians at Work, and they had pulled from the Netherlands strings. They called them “strings.” And they were a series of problems that were in a certain order. The order mattered, the relationship between the problems mattered, and maybe the most important part that I saw was I saw students thinking about the problems and using what they learned and saw and heard from their classmates in one problem, starting to let that impact their work on the next problem. And then they would see that thinking made visible and the conversation between it and then it would impact how they thought about the next problem. And as I saw those students literally learn before my eyes, I was like, “This is unbelievable!” And honestly, at the very beginning, I didn't really even parse out what was different between maybe one of Fosnot's rich tasks versus her strings versus just a conversation with students. I was just so enthralled with the learning because what I was seeing were the kind of mental actions that I was intrigued with. I was seeing them not only happen live but grow live, develop, like they were getting stronger and more sophisticated because of the series of the order the problems were in, because of that sequence of problems. That was unbelievable. And I was so excited about that that I began to dive in and get more clear on: What is a string of problems?  The reason I call them “problem strings” is I'm K–12. So I will have data strings and geometry strings and—pick one—trig strings, like strings with functions in algebra. But for the purposes of this podcast, there's strings of problems with numbers in them. Mike: So I have a question, but I think I just want to make an observation first. The way you described that moment where students are taking advantage of the things that they made sense of in one problem and then the next part of the string offers them the opportunity to use that and to see a set of relationships. I vividly remember the first time I watched someone facilitate a string and feeling that same way, of this routine really offers kids an opportunity to take what they've made sense of and immediately apply it. And I think that is something that I cannot say about all the routines that I've seen, but it was really so clear. I just really resonate with that experience of, what will this do for children? Pam: Yeah, and if I can offer an additional word in there, it influences their work. We're taking the major relationships, the major mathematical strategies, and we're high-dosing kids with them. So we give them a problem, maybe a problem or two, that has a major relationship involved. And then, like you said, we give them the next one, and now they can notice the pattern, what they learned in the first one or the first couple, and they can let it influence. They have the opportunity for it to nudge them to go, “Hmm. Well, I saw what just happened there. I wonder if it could be useful here. I'm going to tinker with that. I'm going to play with that relationship a little bit.” And then we do it again. So in a way, we're taking the relationships that I think, for whatever reason, some of us can wander through life and we could run into the mathematical patterns that are all around us in the low dose that they are all around us, but many of us don't pick up on that low dose and connect them and make relationships and then let it influence when we do another problem.  We need a higher dose. I needed a higher dose of those major patterns. I think most kids do. Problem strings or number strings are so brilliant because of that sequence and the way that the problems are purposely one after the other. Give students the opportunity to, like you said, apply what they've been learning instantly [snaps]. And then not just then, but on the next problem and then sometimes in a particular structure we might then say, “Mm, based on what you've been seeing, what could you do on this last problem?” And we might make that last problem even a little bit further away from the pattern, a little bit more sophisticated, a little more difficult, a little less lockstep, a little bit more where they have to think outside the box but still could apply that important relationship. Mike: So I have two thoughts, Pam, as I listen to you talk.  One is that for both of us, there's a really clear payoff for children that we've seen in the way that strings are designed and the way that teachers can use them to influence students' thinking and also help kids build a recognition or high-dose a set of relationships that are really important.  The interesting thing is, I taught kindergarten through second grade for most of my teaching career, and you've run the gamut. You've done this in middle school and high school. So I think one of the things that might be helpful is to share a few examples of what a string could look like at a couple different grade levels. Are you OK to share a few? Pam: You bet. Can I tack on one quick thing before I do? Mike: Absolutely. Pam: You mentioned that the payoff is huge for children. I'm going to also suggest that one of the things that makes strings really unique and powerful in teaching is the payoff for adults. Because let's just be clear, most of us—now, not all, but most of us, I think—had a similar experience to me that we were in classrooms where the teacher said, “Do this thing.” That's the definition of math is for you to rote memorize these disconnected facts and mimic these procedures. And for whatever reason, many of us just believed that and we did it. Some people didn't. Some of us played with relationships and everything. Regardless, we all kind of had the same learning experience where we may have taken at different places, but we still saw the teacher say, “Do these things. Rote memorize. Mimic.”  And so as we now say to ourselves, “Whoa, I've just seen how cool this can be for students, and we want to affect our practice.” We want to take what we do, do something—we now believe this could be really helpful, like you said, for children, but doing that's not trivial. But strings make it easier. Strings are, I think, a fantastic differentiated kind of task for teachers because a teacher who's very new to thinking and using relationships and teaching math a different way than they were taught can dive in and do a problem string. Learn right along with your students. A veteran teacher, an expert teacher who's really working on their teacher moves and really owns the landscape of learning and all the things still uses problem strings because they're so powerful. Like, anybody across the gamut can use strings—I just said problem strings, sorry—number strengths—[laughs] strings, all of us no matter where we are in our teaching journey can get a lot out of strings. Mike: So with all that said, let's jump in. Let's talk about some examples across the elementary span. Pam: Nice. So I'm going to take a young learner, not our youngest, but a young learner. I might ask a question like, “What is 8 plus 10?” And then if they're super young learners, I expect some students might know that 10 plus a single digit is a teen, but I might expect many of the students to actually say “8, 9, 10, 11, 12,” or “10, 11,” and they might count by ones given—maybe from the larger, maybe from the whatever. But anyway, we're going to kind of do that. I'm going to get that answer from them. I'm going to write on the board, “8 plus 10 is 18,” and then I would have done some number line work before this, but then I'm going to represent on the board: 8 plus 10, jump of 10, that's 18. And then the next problem's going to be something like 8 plus 9. And I'm going to say, “Go ahead and solve it any way you want, but I wonder—maybe you could use the first problem, maybe not.” I'm just going to lightly suggest that you consider what's on the board. Let them do whatever they do. I'm going to expect some students to still be counting. Some students are going to be like, “Oh, well I can think about 9 plus 8 counting by ones.” I think by 8—”maybe I can think about 8 plus 8. Maybe I can think about 9 plus 9.” Some students are going to be using relationships, some are counting. Kids are over the map.  When I get an answer, they're all saying, like, 17. Then I'm going to say, “Did anybody use the first problem to help? You didn't have to, but did anybody?” Then I'm going to grab that kid. And if no one did, I'm going to say, “Could you?” and pause.  Now, if no one sparks at that moment, then I'm not going to make a big deal of it. I'll just go, “Hmm, OK, alright,” and I'll do the next problem. And the next problem might be something like, “What's 5 plus 10?” Again, same thing, we're going to get 15. I'm going to draw it on the board.  Oh, I should have mentioned: When we got to the 8 plus 9, right underneath that 8, jump, 10 land on 18, I'm going to draw an 8 jump 9, shorter jump. I'm going to have these lined up, land on the 17. Then I might just step back and go, “Hmm. Like 17, that's almost where the 18 was.” Now if kids have noticed, if somebody used that first problem, then I'm going to say, “Well, tell us about that.” “Well, miss, we added 10 and that was 18, but now we're adding 1 less, so it's got to be 1 less.” And we go, “Well, is 17 one less than 18? Huh, sure enough.” Then I give the next set of problems. That might be 5 plus 10 and then 5 plus 9, and then I might do 7 plus 10. Maybe I'll do 9 next. 9 plus 10 and then 9 plus 9. Then I might end that string. The next problem, the last problem might be, “What is 7 plus 9?” Now notice I didn't give the helper. So in this case I might go, “Hey, I've kind of gave you plus 10. A lot of you use that to do plus 9. I gave you plus 10. Some of you use that to do plus 9, I gave you plus 10. Some of you used that plus 9. For this one, I'm not giving you a helper. I wonder if you could come up with your own helper.”  Now brilliantly, what we've done is say to students, “You've been using what I have up here, or not, but could you actually think, ‘What is the pattern that's happening?' and create your own helper?” Now that's meta. Right? Now we're thinking about our thinking. I'm encouraging that pattern recognition in a different way. I'm asking kids, “What would you create?” We're going to share that helper. I'm not even having them solve the problem. They're just creating that helper and then we can move from there.  So that's an example of a young string that actually can grow up. So now I can be in a second grade class and I could ask a similar [question]: “Could you use something that's adding a bit too much to back up?” But I could do that with bigger numbers. So I could start with that 8 plus 10, 8 plus 9, but then the next pair might be 34 plus 10, 34 plus 9. But then the next pair might be 48 plus 20 and 48 plus 19. And the last problem of that string might be something like 26 plus 18. Mike: So in those cases, there's this mental scaffolding that you're creating. And I just want to mark this. I have a good friend who used to tell me that part of teaching mathematics is you can lead the horse to water, you can show them the water, they can look at it, but darn it, do not push their head in the water. And I think what he meant by that is “You can't force it,” right?  But you're not doing that with a string. You're creating a set of opportunities for kids to notice. You're doing all kinds of implicit things to make structure available for kids to attend to—and yet you're still allowing them the ability to use the strategies that they have. We might really want them to notice that, and that's beautiful about a string, but you're not forcing. And I think it's worth saying that because I could imagine that's a place where folks might have questions, like, “If the kids don't do the thing that I'm hoping that they would do, what should I do?” Pam: Yeah, that's a great question. Let me give you another example. And in that example I'll talk about that.  So especially as the kids get older, I'm going to use the same kind of relationship. It's maybe easier for people to hang on to if I stay with the same sort of relationship. So I might say, “Hey everybody. 7 times 8. That's a fact I'm noticing most of us just don't have [snaps] at our fingertips. Let's just work on that. What do you know?” I might get a couple of strategies for kids to think about 7 times 8. We all agree it's 56.  Then I might say, “What's 70 times 8?” And then let kids think about that. Now, this would be the first time I do that, but if we've dealt with scaling times 10 at all, if I have 10 times the number of whatever the things is, then often kids will say, “Well, I've got 10 times 7 is 70, so then 10 times 56 is 560.” And then the next problem might be, “I wonder if you could think about 69 times 8. If we've got 70 eights, can I use that to help me think about 69 eights?” And I'm saying that in a very specific way to help ping on prior knowledge. So then I might do something similar. Well, let's pick another often missed facts, I don't know, 6 times 9. And then we could share some strategies on how kids are thinking about that. We all agree it's 54. And then I might say, “Well, could you think about 6 times 90?” I'm going to talk about scaling up again. So that would be 540. Now I'm going really fast. But then I might say, “Could we use that to help us think about 6 times 89?” I don't know if you noticed, but I sort of swapped. I'm not thinking about 90 sixes to 89 sixes. Now I'm thinking about 6 nineties to help me think about 6 eighty-nines. So that's a little bit of a—we have to decide how we're going to deal with that. I'll kind of mess around with that. And then I might have what we call that clunker problem at the end. “Notice that I've had a helper: 7 times 8, 70 times 8. A lot of you use that to help you think about 69 times 8. Then I had a helper: 6 times 9, 6 times 90. A lot of you use that to help you think about 6 times 89. What if I don't give you those helpers? What if I had something like”—now I'm making this up off the cuff here, like—“9 times 69. 9 times 69. Could you use relationships we just did?”  Now notice, Mike, I might've had kids solving all those problems using an algorithm. They might've been punching their calculator, but now I'm asking the question, “Could you come up with these helper problems?” Notice how I'm now inviting you into a different space. It's not about getting an answer. I'm inviting you into, “What are the patterns that we've been establishing here?” And so what would be those two problems that would be like the patterns we've just been using? That's almost like saying when you're out in the world and you hit a problem, could you say to yourself, “Hmm, I don't know that one, but what do I know? What do I know that could help me get there?” And that's math-ing. Mike: So, you could have had a kid say, “Well, I'm not sure about how—I don't know the answer to that, but I could do 9 times 60, right?” Or “I could do 10 times”—I'm thinking—“10 times 69.” Correct? Pam: Yes, yes. In fact, when I gave that clunker problem, 9 times 69, I said to myself, “Oh, I shouldn't have said 9 because now you could go either direction.” You could either “over” either way. To find 9 I can do 10, or to find 69 I can do 70. And then I thought, “Ah, we'll go with it because you can go either way.” So I might want to focus it, but I might not. And this is a moment where a novice could just throw it out there and then almost be surprised. “Whoa, they could go either direction.” And an expert could plan, and be like, “Is this the moment where I want lots of different ways to go? Or do I want to focus, narrow it a little bit more, be a little bit more explicit?” It's not that I'm telling kids, but I'm having an explicit goal. So I'm maybe narrowing the field a little bit. And maybe the problem could have been 7 times 69, then I wouldn't have gotten that other “over,” not the 10 to get 9. Does that make sense? Mike: It absolutely does. What you really have me thinking about is NCTM's [National Council of Teachers of Mathematics'] definition of “fluency,” which is “accuracy, efficiency, and flexibility.” And the flexibility that I hear coming out of the kinds of things that kids might do with a string, it's exciting to imagine that that's one of the outcomes you could get from engaging with strings. Pam: Absolutely. Because if you're stuck teaching memorizing algorithms, there's no flexibility, like none, like zilch. But if you're doing strings like this, kids have a brilliant flexibility. And one of the conversations I'd want to have here, Mike, is if a kid came up with 10 times 69 to help with 9 times 69, and a different kid came up with 9 times 70 to help with 9 times 69, I would want to just have a brief conversation: “Which one of those do you like better, class, and why?” Not that one is better than the other, but just to have the comparison conversation. So the kids go, “Huh, I have access to both of those. Well, I wonder when I'm walking down the street, I have to answer that one: Which one do I want my brain to gravitate towards next time?” And that's mathematical behavior. That's mathematical disposition to do one of the strands of proficiency. We want that productive disposition where kids are thinking to themselves, “I own relationships. I just got to pick a good one here to—what's the best one I could find here?” And try that one, then try that one. “Ah, I'll go with this one today.” Mike: I love that.  As we were talking, I wanted to ask you about the design of the string, and you started to use some language like “helper problems” and “the clunker.” And I think that's really the nod to the kinds of features that you would want to design into a string. Could you talk about either a teacher who's designing their own string—what are some of the features?—or a teacher who's looking at a string that they might find in a book that you've written or that they might find in, say, the Bridges curriculum? What are some of the different problems along the way that really kind of inform the structure? Pam: So you might find it interesting that over time, we've identified that there's at least five major structures to strings, and the one that I just did with you is kind of the easiest one to facilitate. It's the easiest one to understand where it's going, and it's the helper-clunker structure. So the helper-clunker structure is all about, “I'm going to give you a helper problem that we expect all kids can kind of hang on.” They have some facility with, enough that everybody has access to. Then we give you a clunker that you could use that helper to inform how you could solve that clunker problem. In the first string I did with you, I did a helper, clunker, helper, clunker, helper, clunker, clunker. And the second one we did, I did helper, helper, clunker, helper, helper, clunker, clunker. So you can mix and match kind of helpers and clunkers in that, but there are other major structures of strings. If you're new to strings, I would dive in and do a lot of helper-clunker strings first. But I would also suggest—I didn't create my own strings for a long time. I did prewritten [ones by] Cathy Fosnot from the Netherlands, from the Freudenthal Institute. I was doing their strings to get a feel for the mathematical relationships for the structure of a string. I would watch videos of teachers doing it so I could get an idea of, “Oh, that move right there made all the difference. I see how you just invited kids in, not demand what they do.” The idea of when to have paper and pencil and when not, and just lots of different things can come up that if you're having to write the string as well, create the string, that could feel insurmountable.  So I would invite anybody out listening that's like, “Whoa, this seems kind of complicated,” feel free to facilitate someone else's prewritten strings. Now I like mine. I think mine are pretty good. I think Bridges has some pretty good ones. But I think you'd really gain a lot from facilitating prewritten strings.  Can I make one quick differentiation that I'm running into more and more? So I have had some sharp people say to me, “Hey, sometimes you have extra problems in your string. Why do you have extra problems in your string?” And I'll say—well, at first I said, “What do you mean?” Because I didn't know what they were talking about. Are you telling me my string's bad? Why are you dogging my string? But what they meant was, they thought a string was the process a kid—or the steps, the relationships a kid used to solve the last problem. Does that make sense? Mike: It does. Pam: And they were like, “You did a lot of work to just get that one answer down there.” And I'm like, “No, no, no, no, no, no. A problem string or a number string, a string is an instructional routine. It is a lesson structure. It's a way of teaching. It's not a record of the relationships a kid used to solve a problem.” In fact, a teacher just asked—we run a challenge three times a year. It's free. I get on and just teach. One of the questions that was asked was, “How do we help our kids write their own strings?” And I was like, “Oh, no, kids don't write strings. Kids solve problems using relationships.” And so I think what the teachers were saying was, “Oh, I could use that relationship to help me get this one. Oh, and then I can use that to solve the problem.” As if, then, the lesson's structure, the instructional routine of a string was then what we want kids to do is use what they know to logic their way through using mathematical relationships and connections to get answers and to solve problems. That record is not a string, that record is a record of their work. Does that make sense, how there's a little difference there? Mike: It totally does, but I think that's a good distinction. And frankly, that's a misunderstanding that I had when I first started working with strings as well. It took me a while to realize that the point of a string is to unveil a set of relationships and then allow kids to take them up and use them. And really it's about making these relationships or these problem solving strategies sticky, right? You want them to stick. We could go back to what you said. We're trying to high-dose a set of relationships that are going to help kids with strategies, not only in this particular string, but across the mathematical work they're doing in their school life. Pam: Yes, very well said. So for example, we did an addition “over” relationship in the addition string that I talked through, and then we did a multiplication “over” set of relationships and multiplication. We can do the same thing with subtraction. We could have a subtraction string where the helper problem is to subtract a bit too much. So something like 42 minus 20, and then the next problem could be 42 minus 19. And we're using that: I'm going to subtract a bit too much and then how do you adjust? And hoo, after you've been thinking about addition “over,” subtraction “over” is quite tricky. You're like, “Wait, why are we adding what we're subtracting?” And it's not about teaching kids a series of steps. It's really helping them reason. “Well, if I give you—if you owe me 19 bucks and I give you a $20 bill, what are we going to do?” “Oh, you've got to give me 1 back.” Now that's a little harder today because kids don't mess around with money. So we might have to do something that feels like they can—or help them feel money. That's my personal preference. Let's do it with money and help them feel money.  So one of the things I think is unique to my work is as I dove in and started facilitating other people's strings and really building my mathematical relationships and connections, I began to realize that many teachers I worked with, myself included, thought, “Whoa, there's just this uncountable, innumerable wide universe of all the relationships that are out there, and there's so many strategies, and anything goes, and they're all of equal value.” And I began to realize, “No, no, no, there's only a small set of major relationships that lead to a small set of major strategies.” And if we can get those down, kids can solve any problem that's reasonable to solve without a calculator, but in the process, building their brains to reason mathematically. And that's really our goal, is to build kids' brains to reason mathematically. And in the process we're getting answers. Answers aren't our goal. We'll get answers, sure. But our goal is to get them to build that small set of relationships because that small set of strategies now sets them free to logic their way through problems. And bam, we've got kids math-ing using the mental actions of math-ing. Mike: Absolutely. You made me think about the fact that there's a set of relationships that I can apply when I'm working with numbers Under 20. There's a set of relationships, that same set of relationships, I can apply and make use of when I'm working with multidigit numbers, when I'm working with decimals, when I'm working with fractions. It's really the relationships that we want to expose and then generalize and recognize this notion of going over or getting strategically to a friendly number and then going after that or getting to a friendly number and then going back from that. That's a really powerful strategy, regardless of whether you're talking about 8 and 3 or whether you're talking about adding unit fractions together. Strings allow us to help kids see how that idea translates across different types of numbers. Pam: And it's not trivial when you change a type of number or the number gets bigger. It's not trivial for kids to take this “over” strategy and to be thinking about something like 2,467 plus 1,995—and I know I just threw a bunch of numbers out, on purpose. It's not trivial for them to go, “What do I know about those numbers? Can I use some of these relationships I've been thinking about?” Well, 2,467, that's not really close to a friendly number. Well, 1,995 is. Bam. Let's just add 2,000. Oh, sweet. And then you just got to back up 5. It's not trivial for them to consider, “What do I know about these two numbers, and are they close to something that I could use?” That's the necessary work of building place value and magnitude and reasonableness. We've not known how to do that, so in some curriculum we create our whole extra unit that's all about place value reasonableness. Now we have kids that are learning to rote memorize, how to estimate by round. I mean there's all this crazy stuff that we add on when instead we could actually use strings to help kids build that stuff naturally kind of ingrained as we are learning something else.  Can I just say one other thing that we did in my new book? Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. So I actually wrote it with my son, who is maybe the biggest impetus to me diving into the research and figuring out all of this math-ing and what it means. He said, as we were writing, he said, “I think we could make the point that algorithms don't help you learn a new algorithm.” If you learn the addition algorithm and you get good at it and you can do all the addition and columns and all the whatever, and then when you learn the subtraction algorithm, it's a whole new thing. All of a sudden it's a new world, and you're doing different—it looks the same at the beginning. You line those numbers still up and you're still working on that same first column, but boy, you're doing all sorts—now you're crossing stuff out. You're not just little ones, and what? Algorithms don't necessarily help you learn the next algorithm. It's a whole new experience. Strategies are synergistic. If you learn a strategy, that helps you learn the next set of relationships, which then refines to become a new strategy. I think that's really helpful to know, that we can—strategies build on each other. There's synergy involved. Algorithms, you got to learn a new one every time. Mike: And it turns out that memorizing the dictionary of mathematics is fairly challenging. Pam: Indeed [laughs], indeed. I tried hard to memorize that. Yeah. Mike: You said something to me when we were preparing for this podcast that I really have not been able to get out of my mind, and I'm going to try to approximate what you said. You said that during the string, as the teacher and the students are engaging with it, you want students' mental energy primarily to go into reasoning. And I wonder if you could just explicitly say, for you at least, what does that mean and what might that look like on a practical level? Pam: So I wonder if you're referring to when teachers will say, “Do we have students write? Do we not have them write?” And I will suggest: “It depends. It's not if they write; it's what they write that's important.”  What do I mean by that? What I mean is if we give kids paper and pencil, there is a chance that they're going to be like, “Oh, thou shalt get an answer. I'm going to write these down and mimic something that I learned last year.” And put their mental energy either into mimicking steps or writing stuff down. They might even try to copy what you've been representing strategies on the board. And their mental effort either goes into mimicking, or it might go into copying.  What I want to do is free students up [so] that their mental energy is, how are you reasoning? What relationships are you using? What's occurring to you? What's front and center and sort of occurring? Because we're high-dosing you with patterns, we're expecting those to start happening, and I'm going to be saying things, giving that helper problem. “Oh, that's occurring to you? It's almost like it's your idea—even though I just gave you the helper problem!” It's letting those ideas bubble up and percolate naturally and then we can use those to our advantage. So that's what I mean when [I say] I want mental energy into “Hmm, what do I know, and how can I use what I know to logic my way through this problem?” And that's math-ing. Those are the mental actions of mathematicians, and that's where I want kids' mental energy. Mike: So I want to pull this string a little bit further. Pun 100% intended there. Apologies to listeners.  What I find myself thinking about is there've got to be some do's and don'ts for how to facilitate a string that support the kind of reasoning and experience that you've been talking about. I wonder if you could talk about what you've learned about what you want to do as a facilitator when you're working with a string and maybe what you don't want to do. Pam: Yeah, absolutely. So a good thing to keep in mind is you want to keep a string snappy. You don't want a lot of dead space. You don't want to put—one of the things that we see novice, well, even sometimes not-novice, teachers do, that's not very helpful, is they will put the same weight on all the problems.  So I'll just use the example 8 plus 10, 8 plus 9, they'll—well, let me do a higher one. 7 times 8, 70 times 8. They'll say, “OK, you guys, 7 times 8. Let's really work on that. That's super hard.” And kids are like, “It's 56.” Maybe they have to do a little bit of reasoning to get it, because it is an often missed fact, but I don't want to land on it, especially—what was the one we did before? 34 plus 10. I don't want to be like, “OK, guys, phew.” If the last problem on my string is 26 plus 18, I don't want to spend a ton of time. “All right, everybody really put all your mental energy in 36 plus 10” or whatever I said. Or, let's do the 7 times 8 one again. So, “OK, everybody, 7 times 8, how are you guys thinking about that?” Often we're missing it. I might put some time into sharing some strategies that kids use to come up with 7 times 8 because we know it's often missed. But then when I do 70 times 8, if I'm doing this string, kids should have some facility with times 10. I'm not going to be like, “OK. Alright, you guys, let's see what your strategies are. Right? Everybody ready? You better write something down on your paper. Take your time, tell your neighbor how….” Like, it's times 10. So you don't want to put the same weight—as in emphasis and time, wait time—either one on the problems that are kind of the gimmes, we're pretty sure everybody's got this one. Let's move on and apply it now in the next one. So there's one thing. Keep it snappy. If no one has a sense of what the patterns are, it's probably not the right problem string. Just bail on it, bail on it. You're like, “Let me rethink that. Let me kind of see what's going on.” If, on the other hand, everybody's just like, “Well, duh, it's this” and “duh, it's that,” then it's also probably not the right string. You probably want to up the ante somehow.  So one of the things that we did in our problem string books is we would give you a lesson and give you what we call the main string, and we would write up that and some sample dialogs and what the board could look like when you're done and lots of help. But then we would give you two echo strings. Here are two strings that get at the same relationships with about the same kind of numbers, but they're different and it will give you two extra experiences to kind of hang there if you're like, “Mm, I think my kids need some more with exactly this.” But we also then gave you two next-step strings that sort of up the ante. These are just little steps that are just a little bit more to crunch on before you go to the next lesson that's a bit of a step up, that's now going to help everybody increase. Maybe the numbers got a little bit harder. Maybe we're shifting strategy. Maybe we're going to use a different model. I might do the first set of strings on an area model if I'm doing multiplication. I might do the next set of strings in a ratio table. And I want kids to get used to both of those.  When we switch up from the 8 string to the next string, kind of think about only switching one thing. Don't up the numbers, change the model, and change the strategy at the same time. Keep two of those constant. Stay with the same model, maybe up the numbers, stay with the same strategy. Maybe if you're going to change strategies, you might back up the numbers a little bit, stick with the model for a minute before you switch the model before you go up the numbers. So those are three things to consider. Kind of—only change up one of them at a time or kids are going to be like, “Wait, what?” Kids will get higher dosed with the pattern you want them to see better if you only switch one thing at a time. Mike: Part of what you had me thinking was it's helpful, whether you're constructing your own string or whether you're looking at a string that's in a textbook or a set of materials, it's still helpful to think about, “What are the variables at play here?” I really appreciated the notion that they're not all created equal. There are times where you want to pause and linger a little bit that you don't need to spend that exact same amount of time on every clunker and every helper. There's a critical problem that you really want to invest some time in at one point in the string. And I appreciated the way you described, you're playing with the size of the number or the complexity of the number, the shift in the model, and then being able to look at those kinds of things and say, “What all is changing?” Because like you said, we're trying to kind of walk this line of creating a space of discovery where we haven't suddenly turned the volume up to 11 and made it really go from like, “Oh, we discovered this thing, now we're at full complexity,” and yet we don't want to have it turned down to, “It's not even discovery because it's so obvious that I knew it immediately. There's not really anything even to talk about.” Pam: Nice. Yeah, and I would say we want to be right on the edge of kids' own proximal development, right on the edge. Right on the edge where they have to grapple with what's happening. And I love the word “grapple.” I've been in martial arts for quite a while, and grappling makes you stronger. I think sometimes people hear the word “struggle” and they're like, “Why would you ever want kids to struggle?” I don't know that I've met anybody that ever hears the word “grapple” as a negative thing. When you “grapple,” you get stronger. You learn. So I want kids right on that edge where they are grappling and succeeding. They're getting stronger. They're not just like, “Let me just have you guess what's in my head.” You're off in the field and, “Sure hope you figure out math, guys, today.” It's not that kind of discovery that people think it is. It really is: “Let me put you in a place where you can use what you know to notice maybe a new pattern and use it maybe in a new way. And poof! Now you own those relationships, and let's build on that.” And it continues to go from there.  When you just said—the equal weight thing, let me just, if I can—there's another, so I mentioned that there's at least five structures of problem strings. Let me just mention one other one that we like, to give you an example of how the weight could change in a string. So if I have an equivalent structure, an equivalent structure looks like: I give a problem, and an example of that might be 15 times 18. Now I'm not going to give a helper; I'm just going to give 15 times 18. If I'm going to do this string, we would have developed a few strategies before now. Kids would have some partial products going on. I would probably hope they would have an “over,” I would've done partial products over and probably, what I call “5 is half a 10.”  So for 15 times 18, they could use any one of those. They could break those up. They could think about twenty 15s to get rid of the extra two to have 18, 15. So in that case, I'm going to go find a partial product, an “over” and a “5 is half a 10,” and I'm going to model those. And I'm going to go, “Alright, everybody clear? Everybody clear on this answer?” Then the next problem I give—so notice that we just spent some time on that, unlike those helper clunker strings where the first problem was like a gimme, nobody needed to spend time on that. That was going to help us with the next one. In this case, this one's a bit of a clunker. We're starting with one that kids are having to dive in, chew on. Then I give the next problem: 30 times 9. So I had 15 times 18 now 30 times 9. Now kids get a chance to go, “Oh, that's not too bad. That's just 3 times 9 times 10. So that's 270. Wait, that was the answer to the first problem. That was probably just coincidence. Or was it?” And now especially if I have represented that 15 times 18, one of those strategies with an area model with an open array, now when I draw the 30 by 9, I will purposely say, “OK, we have the 15 by 18 up here. That's what that looked like. Mm, I'll just use that to kind of make sure the 30 by 9 looks like it should. How could I use the 15 by 18? Oh, I could double the 15? OK, well here's the 15. I'm going to double that. Alright, there's the 30. Well, how about the 9? Oh, I could half? You think I should half? OK. Well I guess half of 18. That's 9.”  So I've just helped them. I've brought out, because I'm inviting them to help me draw it on the board. They're thinking about, “Oh, I just half that side, double that side. Did we lose any area? Oh, maybe that's why the products are the same. The areas of those two rectangles are the same. Ha!” And then I give the next problem. Now I give another kind of clunker problem and then I give its equivalent. And again, we just sort of notice: “Did it happen again?” And then I might give another one and then I might end the string with something like 3.5 times—I'm thinking off the cuff here, 16. So 3.5 times 16. Kids might say, “Well, I could double 3.5 to get 7 and I could half the 16 to get 8, and now I'm landing on 7 times 8.” And that's another way to think about 3.5 times 16. Anyway, so, equivalent structure is also a brilliant structure that we use primarily when we're trying to teach kids what I call the most sophisticated of all of the strategies. So like in addition, give and take, I think, is the most sophisticated addition. In subtraction, constant difference. In multiplication, there's a few of them. There's doubling and having, I call it flexible factoring to develop those strategies. We often use the equivalent structure, like what's happening here? So there's just a little bit more about structure. Mike: There's a bit of a persona that I've noticed that you take on when you're facilitating a string. I'm wondering if you can talk about that or if you could maybe explain a little bit because I've heard it a couple different times, and it makes me want to lean in as a person who's listening to you. And I suspect that's part of its intent when it comes to facilitating a string. Can you talk about this? Pam: So I wonder if what you're referring to, sometimes people will say, “You're just pretending you don't know what we're talking about.” And I will say, “No, no, I'm actually intensely interested in what you're thinking. I know the answer, but I'm intensely interested in what you're thinking.” So I'm trying to say things like, “I wonder.” “I wonder if there's something up here you could use to help. I don't know. Maybe not. Mm. What kind of clunker could—or helper could you write for this clunker?”  So I don't know if that's what you're referring to, but I'm trying to exude curiosity and belief that what you are thinking about is worth hearing about. And I'm intensely interested in how you're thinking about the problem and there's something worth talking about here. Is that kind of what you're referring to? Mike: Absolutely.  OK. We're at the point in the podcast that always happens, which is: I would love to continue talking with you, and I suspect there are people who are listening who would love for us to keep talking. We're at the end of our time. What resources would you recommend people think about if they really want to take a deeper dive into understanding strings, how they're constructed, what it looks like to facilitate them. Perhaps they're a coach and they're thinking about, “How might I apply this set of ideas to educators who are working with kindergartners and first graders, and yet I also coach teachers who are working in middle school and high school.” What kind of resources or guidance would you offer to folks? Pam: So the easiest way to dive in immediately would be my brand-new book from Corwin. It's called Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. There's a section in there all about strings. We also do a walk-through where you get to feel a problem string in a K–2 class and a 3–5 [class]. And well, what we really did was counting strategies, additive reasoning, multiplicative reasoning, proportional reasoning, and functional reasoning. So there's a chapter in there where you go through a functional reasoning problem string. So you get to feel: What is it like to have a string with real kids? What's on the board? What are kids saying? And then we link to videos of those. So from the book, you can go and see those, live, with real kids, expert teachers, like facilitating good strings. If anybody's middle school, middle school coaches: I've got building powerful numeracy and lessons and activities for building powerful numeracy. Half of the books are all problem strings, so lots of good resources.  If you'd like to see them live, you could go to mathisfigureoutable.com/ps, and we have videos there that you can watch of problem strings happening.  If I could mention just one more, when we did the K–12, Developing Mathematical Reasoning, Avoiding the Trap of Algorithms, that we will now have grade band companion books coming out in the fall of '25. The K–2 book will come out in the spring of '26. The [grades] 3–5 book will come out in the fall of '26. The 6–8 book will come out and then six months after that, the 9–12 companion book will come out. And those are what to do to build reasoning, lots of problem strings and other tasks, rich tasks and other instructional routines to really dive in and help your students reason like math-y people reason because we are all math-y people. Mike: I think that's a great place to stop. Pam, thank you so much for joining us. It's been a pleasure talking with you. Pam: Mike, it was a pleasure to be on. Thanks so much. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org