Podcasts about Brandeis University

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Not gonna give much of an introduction here because this is a short bonus level set, but I did just wanna call everyone's attention to the "arms race" created by our status quo purchasing and selling of many things, pharmaceuticals included. For a full transcript of this episode, click here. If you enjoy this podcast, be sure to subscribe to the free weekly newsletter to be a member of the Relentless Tribe. For example, raise the list price of a drug to maximize rebates, because the higher the list, the bigger the discount you can give, which then exacerbates patient affordability because coinsurance is often based on list price. But then Pharma starts offering co-pay cards, which messes up the whole PBM (pharmacy benefit manager) plan to drive patients to their highest-rebate products (ie, the most profitable products). So then maximizers and accumulators enter the chat, and prior auths ramp up because plans start having to raise premiums after enough 340B drugs with high lists and no rebates, and then there's no cost containment and raise deductibles and around and around we go. Meanwhile, is this drug fundamentally worth the list price or even the net price? Is it an effective drug? What's the right price to be paying for this drug? Should be the operative question, right? Just like what's the quality and appropriateness of any medical service? Maybe we should just quit it and just pay for value. And with that, let me introduce Sarah Emond, CEO of ICER (Institute for Clinical and Economic Review), and I will let Sarah tell the rest of the story. Also mentioned in this episode are Institute for Clinical and Economic Review (ICER); Cora Opsahl; 32 BJ Health Fund; Payerset; Aventria Health Group; Dea Belazi, PharmD, MPH; and Tom Nash. For a list of healthcare industry acronyms and terms that may be unfamiliar to you, click here.   You can learn more at ICER.org and follow Sarah on LinkedIn.   Sarah K. Emond, MPP, is president and chief executive officer of the Institute for Clinical and Economic Review (ICER), a leading nonprofit health policy research organization, with 25 years of experience in the business and policy of healthcare. She joined ICER in 2009 as its first chief operating officer and third employee and has worked to grow the organization's approach, scope, and impact over the years. Prior to joining ICER, Sarah spent time as a communications consultant, with six years in the corporate communications and investor relations department at a commercial-stage biopharmaceutical company and several years with a healthcare communications firm. Sarah began her healthcare career in clinical research at Beth Israel Deaconess Medical Center in Boston. A graduate of the Heller School for Social Policy and Management at Brandeis University, Sarah holds a Master of Public Policy degree with a concentration in health policy. Sarah also received a bachelor's degree in biological sciences from Smith College. Sarah speaks frequently at national conferences on the topics of prescription drug pricing policy, comparative effectiveness research, and value-based healthcare.   02:28 What is ICER? 02:47 What does the Institute for Clinical and Economic Review do? 05:09 The importance of still showing up, even when others don't understand or disagree. 06:51 EP293 ("Game Theory Gone Wild") with Dea Belazi, PharmD, MPH. 09:04 Why it's important to think about population health and how our choices impact affordability for everyone.   You can learn more at ICER.org and follow Sarah on LinkedIn.   @sarahkemond discusses #ICER and the status quo of #pharmaceuticaldrug #pricing on our #healthcarepodcast. #healthcare #podcast #financialhealth #patientoutcomes #primarycare #digitalhealth #healthcareleadership #healthcaretransformation #healthcareinnovation   Recent past interviews: Click a guest's name for their latest RHV episode! Stacey Richter (INBW43), Olivia Ross (Take Two: EP240), John Quinn, Dr Sam Flanders and Shane Cerone (EP492), Elizabeth Mitchell (EP491), Shane Cerone and Dr Sam Flanders (Part 1), Dan Greenleaf (Part 2), Dan Greenleaf (Part 1), Mark Cuban and Cora Opsahl  

I was out drinking martinis with Cora Opsahl, director of 32BJ Health Fund, and Cora said, "Look, most plan sponsors' biggest expense is health system spend, hospital spend." I know this is an unexpected start to an episode about pharmaceutical pricing and value featuring Sarah Emond, CEO of ICER (Institute for Clinical and Economic Review). But yeah, 50% of most plan sponsors' spend these days goes to health systems. Fifty percent! One half! For a full transcript of this episode, click here. If you enjoy this podcast, be sure to subscribe to the free weekly newsletter to be a member of the Relentless Tribe. So, if a patient who is adherent to a drug and that drug keeps that patient out of the hospital, why do I want to make a patient have excessive skin in the game to get that drug, which everybody knows at this point this "skin in the game" can cause said patient to not be adherent in many cases, cost being a very big reason patients give for not taking medications as prescribed. So then we have this not adherent patient who winds up in the hospital, via the ER often enough. The core issue here that surfaced, bottom line—and I'm not sure if this was in spite of the martinis or as a result of them—but while hospital spend is the largest health expense, high-value drugs that prevent hospitalization often face patient cost sharing and access restrictions, which leads to poor patient adherence and ultimately higher system cost potentially. So then Cora and I spent the next half hour debating when the statement is empirically true and when it's not. And you know what it all boils down to? What's the value of the drug? Do we even know what that means to start? But if it's determined that the drug is relatively high value, then the plan desperately should want to do everything possible to keep that patient on that medication, and cost sharing is a huge barrier to adherence. Today, as I said, I'm speaking with Sarah Emond, CEO over at ICER, and we get into all of this in the conversation that follows. In fact, most of the conversation that follows explores the tensions that exist in the current way that we sell and buy pharmaceutical products. I'm just gonna sum up these tensions in a list here at the top of this show. There's six of them that Sarah Emond and I discussed today by my counting, and each of these we explore in some depth. So, here's the list. Tension 1: The value of any given drug (in other words, what is the fair price for that drug considering the health gains that it delivers) versus the total cost to the plan for the total population taking that drug. GLP-1s have entered the chat. GLP-1s (by ICER's analysis, at least) are super high-value drugs that also can bankrupt plans due to the number of folks who may benefit from taking the drug. Definitely a tense tension to kick off our list here. Tension 2: The list or net price of a drug versus patient access and affordability. Again, this can be tense in an area of much misalignment. You can have a great well-priced drug with huge patient affordability and access challenges because drug net price and coinsurance amounts often have nothing to do with each other. Tension 3: Lifetime value of a drug versus a 3-, 2.5-year, whatever time horizon that many plan sponsor actuaries use in their value assessment. We discussed this today, but there's a Summer Short (SUMS7) on actuarial value horizons with Keith Passwater and JR Clark if you wanna dig in on this further. Tension 4: The tension between the societal value of a drug or even the patient's perceived value of a drug versus what an employer plan sponsor might perceive as the value. What is the formula used to determine value? What's in and what's out? So, that's a bigger conversation just beyond the time horizon for what's included in this calculation. Tension 5: Exacerbating the what's included in the value contemplation beyond just what you include in there is the tension between what is hypothetically of value and what is possible to measure. If you have pharma datasets and medical datasets separate in silos, who knows how many hospital readmissions were prevented by whatever drug? And how much presenteeism or absenteeism exists. I mean, it is an outlier, again, if anyone even knows the net price they paid for a drug, just to level set context here. Tension 6: Lowering financial barriers for patients to take drugs that are of value versus status quo goals and incentives. Like, for example, PBMs (pharmacy benefit managers) are often told that their goal is to reduce drug spend. Okay … so, how do I do that? Oh, reduce access either by prior auths or delay tactics or really high coinsurance, which is gonna reduce adherence by design. And it's someone else's problem—if I'm just thinking like a status quo PBM—if medical spend goes up, right? So, that's our last and not insignificant tension. And look, who comes out the loser in all of these tensions when they get tense? Patients. Not pricing based on value and not buying and setting up cost sharing based on value punishes patients and also plan sponsors or any other ultimate purchaser in the long term, given that the plan is but a population of patients if you start thinking about it in that context. Here is Sarah's advice in a nutshell: Pharma, sell. Pick your price based on something other than market power. And some pharma companies are actually dipping their toe into these waters and doing it. But then PBMs and plan sponsors have to hold up their end of the bargain here and buy drugs based on their value, not just the size of their rebates or some other discounting promise. And then we gotta continue the through line through to member affordability and access. High-value drugs should get preferred. So, right, do a high-value formulary. Listen to the show with Nina Lathia, RPh, MSc, PhD (EP426) on high-value formularies and then listen (after you're done with that one) to episode 435 with Dan Mendelson entitled "Optimized Pharmacy Benefits Are Required if You Want to Do or Buy Value-Based Care." Also, as I said, GLP-1s come up in this conversation, so … yeah, buckle up. One last thing, besides my normal thank you to Aventria Health Group for sponsoring this episode, I am so pleased to thank Payerset for donating to help Relentless Health Value stay on the air. Payerset is a price transparency company with a mission to create fair and equitable healthcare for everyone. Love that. Payerset empowers healthcare organizations, employers, and patients with the most complete set of healthcare price transparency data. They benchmark every negotiated rate and claim and delivering the actionable insights needed for smarter contract negotiations and a more transparent healthcare system. As I have said several times today, my conversation is with Sarah Emond, CEO of ICER. Also mentioned in this episode are Institute for Clinical and Economic Review (ICER); Cora Opsahl; 32 BJ Health Fund; Keith Passwater; JR Clark; Nina Lathia, RPh, MSc, PhD; Dan Mendelson; Aventria Health Group; Payerset; Antonio Ciaccia; Elizabeth Mitchell; Purchaser Business Group on Health (PBGH); Shane Cerone; Sam Flanders, MD; Mark Cuban; Morgan Health; and Tom Nash. For a list of healthcare industry acronyms and terms that may be unfamiliar to you, click here. You can learn more at ICER.org and follow Sarah on LinkedIn.   Sarah K. Emond, MPP, is president and chief executive officer of the Institute for Clinical and Economic Review (ICER), a leading nonprofit health policy research organization, with 25 years of experience in the business and policy of healthcare. She joined ICER in 2009 as its first chief operating officer and third employee and has worked to grow the organization's approach, scope, and impact over the years. Prior to joining ICER, Sarah spent time as a communications consultant, with six years in the corporate communications and investor relations department at a commercial-stage biopharmaceutical company and several years with a healthcare communications firm. Sarah began her healthcare career in clinical research at Beth Israel Deaconess Medical Center in Boston. A graduate of the Heller School for Social Policy and Management at Brandeis University, Sarah holds a Master of Public Policy degree with a concentration in health policy. Sarah also received a bachelor's degree in biological sciences from Smith College. Sarah speaks frequently at national conferences on the topics of prescription drug pricing policy, comparative effectiveness research, and value-based healthcare.   08:18 Why list prices are a lie. 10:59 How does the rebate model sometimes get in the way of paying for value? 12:50 Bonus clip with Sarah Emond. 13:14 EP491 with Elizabeth Mitchell. 13:20 EP490 and EP492 with Shane Cerone and Sam Flanders, MD. 14:37 The tension that is created between affordability and adherence. 15:03 When cost sharing makes sense in pharmaceutical drug pricing. 17:26 INBW42 with Stacey on moral hazard. 18:53 How GLP-1s are "wildly cost effective." 21:32 Why the sticker shock on cost-effective drugs is a failure in the system for paying for value. 22:38 ICER's report on GLP-1s. 26:59 EP385 with Dan Mendelson. 28:57 How employers and payers can have a value assessment approach and a health insurance system that allows access to cost-effective drugs. 29:48 How cost-effective prices are calculated. 31:55 One of the core value underpinnings for value assessment of drugs. 34:54 Why manufacturers and pharmacy benefit managers should work together more by referencing something like an ICER report. 36:55 EP426 with Nina Lathia, RPh, MSc, PhD. 38:21 "We can make different choices."   You can learn more at ICER.org and follow Sarah on LinkedIn.   @sarahkemond discusses #pharmaceutical #drugpricing on our #healthcarepodcast. #healthcare #podcast #financialhealth #patientoutcomes #primarycare #digitalhealth #healthcareleadership #healthcaretransformation #healthcareinnovation   Recent past interviews: Click a guest's name for their latest RHV episode! Stacey Richter (INBW43), Olivia Ross (Take Two: EP240), John Quinn, Dr Sam Flanders and Shane Cerone (EP492), Elizabeth Mitchell (EP491), Shane Cerone and Dr Sam Flanders (Part 1), Dan Greenleaf (Part 2), Dan Greenleaf (Part 1), Mark Cuban and Cora Opsahl

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

What happens when parenting doesn't end when your child turns 18? In this special episode of Complicated Kids, I sit down with my friend Dr. Sarah Wayland to talk about "forever parenting"—those situations where parents remain deeply involved in their child's life and care well into adulthood, sometimes for the rest of their lives. Sarah shares three common paths into forever parenting: children whose developmental differences are clear early on; kids who look "on track" until they hit a wall in college or young adulthood; and those whose lives change suddenly through accident, illness, or serious mental health conditions. Across all three, there's a shared theme of uncertainty: is this forever, or just for now? And how do you plan a life around not knowing? We talk about grief—not as a one-time event, but as a companion on this journey. Sarah walks through the familiar stages of denial, anger, bargaining, depression, acceptance, and meaning-making, and how they show up for parents of disabled and neurodivergent adults. We explore why big feelings serve a purpose, what happens when we suppress them, and why letting yourself "wallow" for a bit can actually be healthy. We also dig into emotional regulation for both parents and adult children: the rumble–rage cycle, safety planning when meltdowns are intense or even dangerous, and why compliance-based approaches often crumble as kids grow. Instead, Sarah emphasizes relationship, co-regulation, and telling ourselves more truthful, less terrifying stories about what's happening. Finally, Sarah shares her vision for the Forever Parenting project and invites listeners into the process. She's actively gathering stories, hard-earned wisdom, and real-life questions from parents, professionals, and disabled adults themselves—so that families navigating lifelong care don't have to do it in the dark or alone. Key Takeaways: "Forever parenting" describes parents who remain significantly involved in their child's life and care well into adulthood, sometimes for life. There are many paths into forever parenting, including early-identified developmental disabilities, late-identified neurodivergence with young-adult burnout, and sudden changes due to accident, illness, or serious mental health conditions. You often don't know whether a situation is "forever" or "for now," which means learning to live with ambiguity while still planning ahead. Grief in this context is ongoing and cyclical; parents may move in and out of denial, anger, bargaining, depression, acceptance, and meaning-making over time. Big emotions like anger and sadness serve a purpose; noticing and feeling them (instead of shoving them down) is part of staying emotionally well. Emotional regulation and the "rumble–rage" cycle matter for both parents and adult children—especially when safety is a concern. Compliance-focused approaches tend to break down over time; relationship, co-regulation, and nervous system awareness are far more sustainable. Legal, financial, and practical planning (benefits, guardianship, housing, medical decision-making) are key parts of the forever parenting landscape. Parents need permission to tell the truth about how hard this can be—and support that doesn't judge their feelings. Sarah's Forever Parenting project aims to collect stories, strategies, and resources so families don't have to navigate lifelong parenting alone. About Sarah Wayland Dr. Sarah Wayland is a parenting coach, advocate, and founder of Guiding Exceptional Parents, where she supports families raising neurodivergent kids and young adults. She holds a Ph.D. in Cognitive Psychology from Brandeis University, is a certified RDI® consultant, and co-author of Is This Autism?. Sarah also co-leads The Behavior Revolution's online programs for parents and is currently developing the Forever Parenting project to better support families who are providing lifelong care. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet, toddler whisperer, speech therapist, parenting life coach, and host of Complicated Kids. Each week, I share practical, relationship-based strategies for raising kids with big feelings, big needs, and beautifully different brains. My goal is to help families move from surviving to thriving by building connection, confidence, and clarity at home. Enjoying the show? If Complicated Kids has been helpful, the best way to support the podcast is to follow, rate, and leave a quick review. It helps other parents find the show—and it means a lot. If there's a topic you'd love to hear covered on a future episode, you can always reach out at media@speechkids.com. I love hearing what's on your mind and what would support your family. Thank you for being here.

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

It's YOUR time to #EdUpIn this episode, President Series #426, powered by ⁠⁠⁠Ellucian⁠⁠⁠, & sponsored by the 2026 InsightsEDU Conference in Fort Lauderdale, Florida, February 17-19,YOUR guest is Dr. Arthur Levine, President, Brandeis UniversityYOUR co-host is Brent Ramdin, CEO, EducationDynamicsYOUR host is ⁠⁠Dr. Joe SallustioHow does a president come out of retirement for his alma mater & convince 88% of faculty to completely reinvent the liberal arts in a secret ballot vote?What happens when a university pairs every student with 2 advisors (academic & career), creates a 2nd transcript for competencies & reorganizes entire departments to combine core disciplines with real-world applications?How does a 21 year veteran college president transform a 1948 institution by partnering with Educational Testing Service to create competency based assessments & micro credentials that prepare students for careers, not just their parents' world?Listen in to #EdUpThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠ ⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠ Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at The EdUp ExperienceWe make education YOUR business!P.S. Want to get early, ad-free access & exclusive leadership content to help support the show? Then ⁠​subscribe today​⁠ to lock in YOUR $5.99/m lifetime supporters rate! This offer ends December 31, 2025!

The Lindbergh Kidnapping is one of the most influential crimes in American history; it plunged a national hero into an investigation which changed the way America thought about law, justice, and “celebrity” forever.In this episode, we'll look at what happened inside the Lindbergh home that night, how the investigation unfolded, and how one suspect was tried, convicted, and executed amid an unprecedented media storm.Today, Don is joined by Thomas Doherty, Professor of American Studies at Brandeis University and author of Little Lindy Is Kidnapped: How the Media Covered the Crime of the Century.This episode was edited by Aidan Lonergan and produced by Tom Delargy. The Senior Producer is Freddy Chick.Sign up to History Hit for hundreds of hours of original documentaries, with a new release every week and ad-free podcasts. Sign up at https://www.historyhit.com/subscribe.  You can take part in our listener survey here.All music from Epidemic Sounds.American History Hit is a History Hit podcast. Hosted on Acast. See acast.com/privacy for more information.

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

It's a special podcast here at Reckoning. Early American historians Dr. Liz Covart, Dr. Michael Hattem, and Dr. Craig Bruce Smith joined me to live stream Ken Burns' new series The American Revolution and answer questions from people around the world. It's kind of like a Director's Commentary, only if the director was actually four people with degrees in history. This was a blast.About our guest:Dr. Liz Covart is a historian of the American Revolution, and the creator and host of the award-winning podcast Ben Franklin's World.  In 2022, she co-founded Clio Digital Media, a 501(c)(3) nonprofit organization that uses digital media to foster better, more robust understandings of history. And in 2026, she will launch Scholar.DIY, a public benefit company that empowers scholars to transform their expertise into compelling digital stories— building trust, promoting media literacy, and strengthening democracy along the way.Dr. Michael Hattem is an American historian, with interests in early America, the American Revolution, and historical memory. He received his PhD in History at Yale University and has taught at The New School and Knox College. He is the author of The Memory of '76: The Revolution in American History (Yale University Press, 2024), which was a finalist for the 2025 George Washington Prize, and Past and Prologue: Politics and Memory in the American Revolution (Yale University Press, 2020). He is currently the Associate Director of the Yale-New Haven Teachers Institute.Hattem's work has been featured or mentioned in The New York Times, TIME magazine, The Smithsonian Magazine, the Washington Post, as well as many other mainstream media publications and outlets. He has served as a historical consultant or contributor for a number of projects and organizations, curated historical exhibitions, appeared in television documentaries, and authenticated and written catalogue essays for historical document auctions.Dr. Craig Bruce Smith  is a professor of history at National Defense University in the Joint Advanced Warfighting School (JAWS) in Norfolk, VA. He authored American Honor: The Creation of the Nation's Ideals during the Revolutionary Era, Securing Victory 1781-1783 (out soon), and co-authored George Washington's Lessons in Ethical Leadership. Smith earned his PhD in American history from Brandeis University. Previously, he was an associate professor of military history at the U.S. Army School of Advanced Military Studies (SAMS), an assistant professor of history, and the director of the history program at William Woods University, and he has taught at additional colleges, including Tufts University.He specializes in American Revolutionary and early American and military history, specifically focusing on George Washington, honor, ethics, war, the founders, transnational ideas, and national identity. In addition, he has broader interests in colonial America, the early republic, leadership, and early American cultural, intellectual, and political history. Smith was named a Jack Miller Center Scholar in 2025 and also serves as a member of their History Advisory Council. He is also the co-host of National Defense University's JAWbone podcast. 

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

00:08  Michael Willrich is a Professor of History at Brandeis University. His latest book, a Pulitzer finalist, is American Anarchy: The Epic Struggle between Immigrant Radicals and the US Government at the Dawn of the Twentieth Century. The post Michael Willrich on Emma Goldman and the how the Federal Government used Immigration Law against the left appeared first on KPFA.

Step outside the operating room with us to explore the art, creativity, and humanism that shape a surgeon's life beyond medicine. Our guest Dr. Adnan Alseidi is not only a renowned hepatobiliary surgeon and surgical educator, but also an avid diver, photographer, and chef. Dr. Alseidi takes us from World War 2 shipwrecks to his restaurants around the world, reflecting on the fragility of humanity revealed in the oceans and moments of connection simmering in the kitchen. Along the way, he shares how creativity, service, and humility fuel his passions and his practice. Join hosts Pooja Varman, MD, Judith French, PhD, and Jeremy Lipman, MD, MHPE, for this inspiring conversation about finding joy and connection in and beyond surgical practice. Learning Objectives By the end of this episode, listeners will be able to  1.     Describe the ways in which creative pursuits can deepen a surgeon's perspective on medicine and life. 2.     Identify parallels between artistry and surgery, including precision, patience, and respect for human fragility. 3.     Discuss strategies for maintaining balance and encouraging trainees to integrate creativity into their professional identities. References 1.     Executive Leadership Program in Health Policy and Management at Brandeis University, sponsored by the American College of Surgeons and several co-sponsoring organizations. 2.     The Book of Joy, by Dalai Lama, Desmond Tutu, and Douglas Carlton Abrams 3.     Dr. Alseidi's Wildlife Photography Sponsor Disclaimer: Visit goremedical.com/btkpod to learn more about GORE® SYNECOR Biomaterial, including supporting references and disclaimers for the presented content. Refer to Instructions for Use at eifu.goremedical.com for a complete description of all applicable indications, warnings, precautions and contraindications for the markets where this product is available. Rx only Please visit https://behindtheknife.org to access other high-yield surgical education podcasts, videos and more.   If you liked this episode, check out our recent episodes here: https://behindtheknife.org/listen Behind the Knife Premium: General Surgery Oral Board Review Course: https://behindtheknife.org/premium/general-surgery-oral-board-review Trauma Surgery Video Atlas: https://behindtheknife.org/premium/trauma-surgery-video-atlas Dominate Surgery: A High-Yield Guide to Your Surgery Clerkship: https://behindtheknife.org/premium/dominate-surgery-a-high-yield-guide-to-your-surgery-clerkship Dominate Surgery for APPs: A High-Yield Guide to Your Surgery Rotation: https://behindtheknife.org/premium/dominate-surgery-for-apps-a-high-yield-guide-to-your-surgery-rotation Vascular Surgery Oral Board Review Course: https://behindtheknife.org/premium/vascular-surgery-oral-board-audio-review Colorectal Surgery Oral Board Review Course: https://behindtheknife.org/premium/colorectal-surgery-oral-board-audio-review Surgical Oncology Oral Board Review Course: https://behindtheknife.org/premium/surgical-oncology-oral-board-audio-review Cardiothoracic Oral Board Review Course: https://behindtheknife.org/premium/cardiothoracic-surgery-oral-board-audio-review Download our App: Apple App Store: https://apps.apple.com/us/app/behind-the-knife/id1672420049 Android/Google Play: https://play.google.com/store/apps/details?id=com.btk.app&hl=en_US

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

IntroductionHaving previously discussed Talmudic Parables of Wine with Looks with Dr. Elana Stein Hain on episode 133 of The Jewish Drinking Show, there are certainly Talmudic parables involving wine. However, there are also Talmudic parables that use wine and drinking for sexual references, too! Joining the 185th episode of The Jewish Drinking Show to explore these parables is Rabbi Dr. Gail Labovitz.Biography of GuestRabbi Dr. Gail Labovitz is Professor of Rabbinic Literature and former Chair of the Department of Rabbinics for the Ziegler School of Rabbinic Studies. She is the author of two books of rabbinic scholarship and of numerous articles in the areas of rabbinic literature, Jewish law, and feminist studies, including "Is Rav's Wife 'a Dish'? Food and Eating Metaphors in Rabbinic Discourse of Sexuality and Gender Relations", which serves as the catalyst for this episode.Dr. Labovitz has also taught at the Jewish Theological Seminary of America (JTS) and the Academy for Jewish Religion in New York. Prior to joining the faculty at AJU, Dr. Labovitz worked as the Senior Research Analyst in Judaism for the Feminist Sexual Ethics Project at Brandeis University, and as the Coordinator for the Jewish Women's Research Group, a project of the Women's Studies Program at JTS. Rabbi Labovitz served for ten years on the Committee on Jewish Law and Standards of the Rabbinical Assembly, and authored two responsa, as well as participating in a number of other rabbinic and academic committees and activities. Most recently, she has become a member of the first cohort of the new Masters of Fine Arts in Creative Writing program at the Jewish Theological Seminary.SourcesTextual sources for this episode are available here.Beer RecommendationFor the third episode, we welcome Noah Schmutter from New Jersey on for a beer recommendation, having previously appeared on episode 133 and episode 136. Support the showThank you for listening!If you have any questions, suggestions, or more, feel free to reach out at Drew@JewishDrinking.coml'chaim!

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

In this episode of Crossing Faiths, John Pinna speaks with Bryan Grim from the Religious Freedom and Business Foundation about his influential research on global religious freedom. Grim recounts how his personal experiences living in the Muslim world, particularly during 9/11, led him to develop the groundbreaking framework that measures religious restrictions through two distinct lenses: government actions and social hostilities. He argues that this nuanced understanding is crucial for the workplace, asserting that accommodating and respecting employees' diverse faiths fosters a more productive and engaged environment, drawing a parallel between inclusive national policies and successful corporate cultures. The conversation explores the practical challenges of accommodating various religious practices, the importance of universal religious freedom for all faiths to ensure it for any, and the critical role of data in providing perspective, informing policy, and navigating the complexities of religious persecution beyond mere anecdotes. Dr. Bryan J. Grim is a globally recognized expert on the socio-economic impact of religious freedom. He is the Founding President of the Religious Freedom & Business Foundation (RFBF) and serves as the Global Chair of Dare to Overcome, an initiative that fosters mutual respect and engagement among diverse faith-and-belief groups in workplaces worldwide. With a Ph.D. in quantitative sociology from Pennsylvania State University, Dr. Grim has authored numerous academic articles and books. His pioneering work at the Pew Research Center led to the development of global indexes measuring Government Restrictions on Religion (GRI) and Social Hostilities Involving Religion (SHI), which are now key tools for monitoring religious freedom worldwide. Dr. Grim's research has shown that religion contributes approximately $1.2 trillion annually to the U.S. economy, surpassing the combined revenues of top tech companies like Apple, Amazon, and Google. His approach to religious freedom emphasizes building inclusive environments for people of all faiths and those without religious affiliation. He has lived and worked extensively across China, Central Asia, Europe, the Middle East, and the former USSR, where he helped establish the first Western-style business school in the Soviet Union. His global influence included advisory roles with the World Economic Forum, the Tony Blair Faith Foundation, Notre Dame University Law School's Religious Liberty Initiative, Brandeis University's Chaplaincy Innovation Lab, and affiliations with Boston University and Baylor University. Dr. Grim is also known for organizing the Global Business & Intercultural Peace Awards, held in cities like Rio de Janeiro, Seoul, Tokyo, New Delhi, and Washington, D.C., with support from global leaders and organizations including the United Nations Global Compact and American Airlines. He and his wife, Julia Beth, are co-authors of Grims' New Fairy Tales of Love Overcoming Evil (https://grimsfairytales.com/), parents of four and grandparents of 18.

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

00:08 — Claudia Boyd-Barrett is the Southern California Correspondent for KFF Health News. She writes about health care access and local impacts of national health policy changes. 00:33 — Michael Willrich is professor of history at Brandeis University. He discusses his book “Pox: An American History.” The post Government Shutdown is Done, How is Healthcare Impacted? Plus, the Politics of the First Vaccine appeared first on KPFA.

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Dr. Tressie McMillan Cottom – MacArthur Genius award winner and brilliant chronicler of our times – unmasks the American stories that got us to this place—and explains, with amazing precision and clarity, how we can imagine our way out.  We discuss:  - How the MAGA story broke through and became the winning story; - How money hijacked democracy;  - The little-known history of the Black Panther party of the American South;  - Why Responsibility is Freedom; - How to frame and reclaim the American story through radical humanity: art, truth, creativity, and community.  Join us for this riveting, smart, funny conversation about power, hope, and writing a freer future.  About Tressie:  Dr. Tressie McMillan Cottom is a professor and principal investigator with the Center for Information, Technology, and Public Life at the University of North Carolina-Chapel Hill, NY Times columnist, and 2020 MacArthur Fellow. Her work has earned national and international recognition for the urgency and depth of its incisive critical analysis of technology, higher education, culture, media, class, race, and gender. Recent accolades include being named the 2023 winner of the Joseph B. and Toby Gittler Prize by Brandeis University for her “critical perspective and analysis to some of the greatest social challenges we face today,” the recipient of the 2025 Thomas Wolfe Prize, and a 2025-26 National Humanities Center Fellow. Her most recent book, THICK: And Other Essays was listed as one the 30 best nonfiction books of the last 30 years by the L.A. Times Festival of Books. Two books are forthcoming with Random House Books. Follow Tressie:  @tressiemcphd on Instagram  @tressiemcphd.bsky.social on Bluesky  Follow We Can Do Hard Things on: Youtube — @wecandohardthingsshow   Instagram — @wecandohardthingsTikTok — @wecandohardthingshow

This series is sponsored by American Security Foundation.In this episode of the 18Forty Podcast—recorded at the 18Forty X ASFoundation AI Summit—we speak with Moshe Koppel, Malka Simkovich, and Tikvah Wiener about what the AI revolution will mean for the Jewish community.In this episode we discuss:How is AI going to change the dynamics, cadence, and rhythm of Jewish life? Should we panic about AI replacing the role of creative human work? What can Jewish and world history teach us about this moment? Tune in to hear a conversation about what AI can teach us about our own needs, especially the need for Shabbos. Interview begins at 14:26.Dr. Moshe Koppel is a computer scientist, Talmud scholar, and political activist. Moshe is a professor of computer science at Bar-Ilan University, and a prolific author of academic articles and books on Jewish thought, computer science, economics, political science, and other disciplines. He is the founding director of Kohelet, a conservative-libertarian think tank in Israel, and he advises members of the Knesset on legislative matters. Dr. Malka Simkovich is the director and editor-in-chief of the Jewish Publication Society and previously served as the Crown-Ryan Chair of Jewish Studies and Director of the Catholic-Jewish Studies program at Catholic Theological Union in Chicago. She earned a doctoral degree in Second Temple and Rabbinic Judaism from Brandeis University and a Master's degree in Hebrew Bible from Harvard University. Tikvah Wiener is Founder and Co-Director of The Idea Institute, which, since 2014, has trained close to 2000  educators in project-based learning and innovative pedagogies. From 2018-2023, she was also Head of School of The Idea School, a Jewish, project-based learning high school in Tenafly, NJ.References:“Lazy Sunday - SNL Digital Short”Mechkarim Be-sifrut Ha-teshuvot by Yitzchak Ze'ev Kahane"In the Shadow of the Emperor: The Hatam Sofer's Copyright Rulings" by David NimmerMeta-Halakhah: Logic, Intuition, and the Unfolding of Jewish Law by Moshe KoppelJudaism Straight Up by Moshe Koppel“Yiddishkeit Without Ideology: A Letter To My Son” by Moshe Koppel@ShabbosReadsFor more18Forty:NEWSLETTER: 18forty.org/joinCALL: (212) 582-1840EMAIL: info@18forty.orgWEBSITE: 18forty.orgIG: @18fortyX: @18_fortyWhatsApp: join hereBecome a supporter of this podcast: https://www.spreaker.com/podcast/18forty-podcast--4344730/support.

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Ramsey Merritt, Improving Students' Turn & Talk Experience ROUNDING UP: SEASON 4 | EPISODE 5 Most educators know what a turn and talk is—but are your students excited to do them?  In this episode, we put turn and talks under a microscope. We'll talk with Ramsey Merritt from the Harvard Graduate School of Education about ways to revamp and better scaffold turn and talks to ensure your students are having productive mathematical discussions.  BIOGRAPHY Ramsey Merritt is a lecturer in education at Brandeis University and the director of leadership development for Reading (MA) Public Schools. He has taught and coached at every level of the U.S. school system in both public and independent schools from New York to California. Ramsey also runs an instructional leadership consulting firm, Instructional Success Partners, LLC. Prior to his career in education, he worked in a variety of roles at the New York Times. He is currently completing his doctorate in education leadership at Harvard Graduate School of Education. Ramsey's book, Diving Deeper with Upper Elementary Math, will be released in spring 2026. TRANSCRIPT Mike Wallus: Welcome to the podcast, Ramsey. So great to have you on. Ramsey Merritt: It is my pleasure. Thank you so much for having me. Mike: So turn and talk's been around for a while now, and I guess I'd call it ubiquitous at this point. When I visit classrooms, I see turn and talks happen often with quite mixed results. And I wanted to start with this question: At the broadest level, what's the promise of a turn and talk? When strategically done well, what's it good for? Ramsey: I think at the broadest level, we want students talking about their thinking and we also want them listening to other students' thinking and ideally being open to reflect, ask questions, and maybe even change their minds on their own thinking or add a new strategy to their thinking. That's at the broadest level.  I think if we were to zoom in a little bit, I think turn and talks are great for idea generation. When you are entering a new concept or a new lesson or a new unit, I think they're great for comparing strategies. They're obviously great for building listening skills with the caveat that you put structures in place for them, which I'm sure we'll talk about later. And building critical-thinking and questioning skills as well.  I think I've also seen turn and talks broadly categorized into engagement, and it's interesting when I read that because to me I think about engagement as the teacher's responsibility and what the teacher needs to do no matter what the pedagogical tool is. So no matter whether it's a turn and talk or something else, engagement is what the teacher needs to craft and create a moment. And I think a lot of what we'll probably talk about today is about crafting moments for the turn and talk. In other words, how to engage students in a turn and talk, but not that a turn and talk is automatically engagement. Mike: I love that, and I think the language that you've used around crafting is really important. And it gets to the heart of what I was excited about in this conversation because a turn and talk is a tool, but there is an art and a craft to designing its implementation that really can make or break the tool itself. Ramsey: Yeah. If we look back a little bit as to where turn and talk came from, I sort of tried to dig into the papers on this. And what I found was that it seems as if turn and talks may have been a sort of spinoff of the think-pair-share, which has been around a little bit longer. And what's interesting in looking into this is, I think that turn and talks were originally positioned as a sort of cousin of think-pair-share that can be more spontaneous and more in the moment. And I think what has happened is we've lost the "think" part. So we've run with it, and we've said, "This is great," but we forgot that students still need time to think before they turn and talk. And so what I see a lot is, it gets to be somewhat too spontaneous, and certain students are not prepared to just jump into conversations. And we have to take a step back and sort of think about that. Mike: That really leads into my next question quite well because I have to confess that when I've attended presentations, there are points in time when I've been asked to turn and talk when I can tell you I had not a lot of interest nor a lot of clarity about what I should do. And then there were other points where I couldn't wait to start that conversation. And I think this is the craft and it's also the place where we should probably think about, "What are the pitfalls that can derail or have a turn and talk kind of lose the value that's possible?" How would you talk about that? Ramsey: Yeah, it is funny that we as adults have that reaction when people say, "Turn and talk."  The three big ones that I see the most, and I should sort of say here, I've probably been in 75 to 100 buildings and triple or quadruple that for classrooms. So I've seen a lot of turn and talks, just like you said. And the three big ones for me, I'll start with the one that I see less frequently but still see it enough to cringe and want to tell you about it. And it's what I call the "stall" turn and talk. So it's where teachers will sometimes use it to buy themselves a little time. I have literally heard teachers say something along the lines of, "OK, turn and talk to your neighbor while I go grab something off the printer."  But the two biggest ones I think lead to turn and talk failure are a lack of specificity. And in that same vein too, what are you actually asking them to discuss? So there's a bit of vagueness in the prompting, so that's one of the big ones.  The other big one for me is, and it seems so simple, and I think most elementary teachers are very good at using an engaging voice. They've learned what tone does for students and what signals tone sends to them about, "Is now the time to engage? Should I be excited?" But I so often see the turn and talk launched unenthusiastically, and that leads to an engagement deficit. And that's what you're starting out with if you don't have a good launch: Students are already sort of against you because you haven't made them excited to talk. Mike: I mean those things resonate. And I have to say there are some of them that I cringe because I've been guilty of doing, definitely the first thing when I've been unprepared. But I think these two that you just shared, they really go to this question of how intentionally I am thinking about building that sense of engagement and also digging into the features that make a turn and talk effective and engaging.  So let's talk about the features that make turn and talks effective and engaging for students. I've heard you talk about the importance of picking the right moment for a turn and talk. So what's that mean? Ramsey: So for me, I break it down into three key elements. And one of them, as you say, is the timing. And this might actually be the most important element, and it goes back to the origin story, is: If you ask a question, and say you haven't planned a turn and talk, but you ask a question to a whole group and you see 12 hands shoot up, that is an ideal moment for a turn and talk. You automatically know that students are interested in this topic. So I think that's the sort of origin story, is: Instead of whipping around the room and asking all 12 students—because especially at the elementary level, if students don't get their chance to share, they are very disappointed. So I've also seen these moments drag out far too long. So it's kind of a good way to get everyone's voice heard. Maybe they're not saying it out to the whole group, but they get to have everyone's voice heard. And also you're buying into the engagement that's already there. So that would be the more spontaneous version, but you can plan in your lesson planning to time a turn and talk at a specific moment if you know your students well enough that you know can get them engaged in.  And so that leads to one of the other points is the launch itself. So then you're really thinking about, "OK, I think this could be an interesting moment for students. Let me think a little bit deeper about what the hook is." Almost every teacher knows what a hook is, but they typically think about the hook at the very top of their lesson. And they don't necessarily think about, "How do I hook students in to every part of my lesson?" And maybe it's not a full 1-minute launch, maybe it's not a full hook, but you've got to reengage students, especially now in this day and time, we're seeing students with increasingly smaller attention spans. So it's important to think about how you're launching every single piece of your lesson.  And then the third one, which goes against that origin story that I may or may not even be right about, but it goes against that sort of spontaneous nature of turn and talks, is: I think the best turn and talks are usually planned out in advance.  So for me it's planning, timing, and launching. Those are my elements to success when I'm coaching teachers on doing a turn and talk. Mike: Another question that I wanted to unpack is: Talk about what. The turn and talk is a vehicle, but there's also content, right? So I'm wondering about that. And then I'm also wondering are there prompts or particular types of questions that educators can use that are more interesting and engaging, and they help draw students in and build that engagement experience you were talking about? Ramsey: Yeah, and it's funny you say, "Talk about what" because that's actually feedback that I've given to teachers, when I say, "How did that go for you?" And they go, "Well, it went OK." And I say, "Well, what did you ask them to talk about? Talk about what is important to think about in that planning process." So I hate to throw something big out there, but I would actually argue that at this point, we have seen the turn and talk sort of devolve into something that is stigmatized that often is vague.  So what if instead of calling everything a turn and talk, you had specific types of turn and talks in your classroom. And these would take a little time to routinize; students would have to get used to them. But one idea I had is: What if you just called one "pick a side"? Pick a side, it tells the students right away what they need to do; it's extremely specific. So you're giving them one or two or—well not one, you're giving them two or three strategies, and you're telling them, "You have to pick one of these. And you're going to be explaining to your partner your rationale as to why you think that strategy works best or most efficiently." Or maybe it's an error analysis kind of thing. Maybe you plant one n as wrong, one n as right. And then you still ask them, "Pick a side here. Who do you agree with?" And then you also get a check for understanding because the students around the room who are picking the wrong one, you're picking up data on what they understand about the topic.  Another one you can do is, you could just call it "justify your thinking." Justify your thinking. So that just simply says to them, "I have to explain to the person next to me why I'm thinking the way that I'm thinking about this prompt or this problem."  So that could also be a "help their thinking." So maybe you put up someone's thinking on the board that is half baked, and now their job is to help that person. So that's a sort of deeper knowledge kind of thing too.  And then the last one is we can turn the "What do you notice? What do you wonder?" [activity] into a routine that is very similar to a turn and talk, where both people have an opportunity to share what they're wondering or what they're noticing.  But I think no matter what you call them, no matter how you routinize them, I think it's important to be more specific than "turn and talk." Mike: You use the word routinized. It's making me think a lot about why we find routines to have value, right? Because once you teach a particular routine, kids know what it is to do said routine. They know what it is to show up when you're doing Which one doesn't belong? They know the role that they play. And I think part of what really jumps out is: If you had a series of more granular turn and talk experiences that you were trying to cultivate, kids actually have a sense of what it is to do a turn and talk if you are helping thinking, or if you are agreeing or disagreeing, or whatever the choice might be. Ramsey: That's right. For me, everything, even when I'm working with middle and high school teachers, I say, "The more that you can put structures in place that remove those sort of barriers for thinking, the better off you're going to be." And so we could talk more too about how to differentiate and scaffold turn and talk. Sometimes that gets forgotten as well.  But I think the other piece I would love to point out here is around—you're right, turn and talk is so ubiquitous. And what that means, what I've seen in schools, if I've seen, I'll go into a school and I might watch four different teachers teach the same lesson and the turn and talk will look and feel differently in each room. So the other advantage to being more specific is that if a student—let's say they went to, because even in an elementary school you might go to a specialist, you might go to art class. And that teacher might use a turn and talk. And what happens is they sort of get this general idea around the turn and talk and then they come into your room with whatever the turn and talk was in the last class or however the teacher used it last year. So to me there's also a benefit in personalizing it to your room as well so that you can get rid of some of that stigma if it wasn't going well for the student before, especially if you then go in and scaffold it. Mike: Let's talk a little bit about those scaffolds and maybe dig in a little bit deeper to some of the different kinds of routinized turn and talks. I'm wondering if you wanted to unpack anything in particular that you think would really be important for a teacher to think about as they're trying to take up the ideas that we've been discussing. Ramsey: And one of the simplest ones to implement is the Partner A, Partner B routine. I think maybe many of your listeners will be like, "Yeah, I use that." But one of the pieces that's really important there is that you really hold students accountable to honoring Partner A's time. So when Partner A is speaking, Partner B needs to be trying to make—you know, not everybody can do the eye contact thing, but there are some things that you can recommend and suggest for them. Maybe they have something to take notes on. So this could be having whiteboards at your rug, it could be clipboards, it could be that they have a turn and talk thought-catcher notebook or folder.  And it doesn't matter what it is, but not everyone has the same processing skills. So we think about turn and talk sometimes as spontaneous, but we're forgetting that 12 students raised their hand and they were eager. What about the other 12 or 15? If they didn't raise their hand, it could be that they're shy but they have something on their mind. But it also could be that you just threw out a prompt and they haven't fully processed it yet. We know kids process things at different times and at different speeds. So incorporating in that—maybe it's even a minute up top. Everybody's taking their silent and solo minute to think about this prompt. Then Partner A is going to go. It's about equity and voice across the room. It's about encouraging listening, it's about giving think time. Mike: Well, I want to stop and mark a couple things.  What occurs to me is that in some ways a podcast interview like this is one long turn and talk in the sense that you and I are both listening and talking with one another. And as you were talking, one of the things I realized is I didn't have a piece of paper with me. And what you were saying really connects deeply because even if it's just jotting down a word or two to help me remember that was a salient point or this is something that I want to follow up on, that's really critical. Otherwise, it really can feel like it can evaporate and then you're left not being able to explore something that might've been really important.  I think the other thing that jumps out is the way that this notion of having a notepad or something to jot is actually a way to not necessarily just privilege spoken communication. That if I'm going to process or if I'm going to try to participate, having something like that might actually open up space for a kid whose favorite thing to do isn't to talk and process as they're talking. Does that make sense? Ramsey: Totally. I had a student in a program I was working with this summer who was 13 years old but was selectively mute. And the student teachers who were working in this room wanted to still be able to do a turn and talk. And they had her still partner with people, but she wrote down sentences and she literally held up her whiteboard and then the other student responded to the sentence that she wrote down on her whiteboard. So that's real.  And to your other point about being able to jot down so you can remember—yeah, we have to remember we're talking about six-, seven-, eight-, nine-year olds. We're fully functioning adults and we still need to jot things down. So imagine when your brain is not even fully developed. We can't expect them to remember something from when they haven't been allowed to interrupt the other. And so I think going on now what you're saying is, that then makes me think about the Partner A, Partner B thing could also sort of tamper down the excitement a little bit if you make another student wait. So you also have to think about maybe that time in between, you might need to reengage. That's my own thinking right now, evolving as we're talking. Mike: So in some ways this is a nice segue to something else that you really made me think about. When we were preparing for this interview, much of what I was thinking about is the role of the teacher in finding the moment, as you said, where you can build excitement and build engagement, or thinking about the kind of prompts that have a specificity and how that could impact the substance of what kids are talking about. But what really jumped out from our conversation is that there's also a receptive side of turn and talk, meaning that there are people who are talking, but we also don't want the other person to just be passive. What does it look like to support the listening side of turn and talk? And I would love it if you would talk about the kinds of things you think it's important for educators to think about when they're thinking about that side of turn and talk. Ramsey: I would say don't forget about sentence starters that have to do with listening. So often when we're scaffolding, we're thinking about, "How do I get them to share out? How do I get them to be able to address this prompt?"  But one of the easiest scaffolds that I've heard for listening—and it works very, very well—is, "What I heard you say is, blank." And so then the receptive student knows that a—tells them they have to be listening pretty carefully because they're about to be asked to repeat what the other person said. And this is an age-old elementary school sort of piece of pedagogy, is a call and response situation. But then we want to give them a stem that allows them maybe to ask a question. So it's, "What I heard you say was, blank. What I'm wondering is, blank." So that takes it to the next thinking level. But again, it's about being really specific and very intentional with your students and saying, "When it's Partner B's turn, you must lead with, 'What I heard you say is,' and only then can you get to your thinking or asking questions." Mike: That's huge. I think particularly when you think about the fact that there may be status issues between Partner A and Partner B. If Partner A is seen as or sees themselves as someone who's good at math and that's less true for Partner B, the likelihood of actually listening in a productive way seems like it's in danger at the very least. So I see these as tools that really do, one, build a level of accountability responsibility, but also level the playing field when it comes to things like status between two students. Ramsey: I would agree with that, yeah.  I think, too, we always want to be mixing our groups. I think sometimes you get, when I think about those sort of people or those students who—you can walk into any classroom and you right away can look around the room, if you've seen enough math teaching, you can see the students who have the most confidence in math.  So another piece to sort of leveling that field is making sure that your turn and talks are not always built on skill or high-level conceptual understanding. So that's where it might be helpful to have a more low-floor task, like a What do you notice? What do you wonder? But using the turn and talk routine of that. So it gives people more of a chance to get involved even when they don't have the highest level. It's kind of like the same idea with a Which one doesn't belong? [task] or a typical number talk. But, so you as the teachers have to be thinking about, "OK, yesterday we did one that was comparing two people's strategies, and I know that some of my students didn't quite understand either one of them. So today, in order to rebuild some of that confidence, I might do a version of a turn and talk that is much more open to different kinds of thinking." Mike: You started to go there in this last conversation we had about supporting the receptive side of turn and talk. I did want to ask if we can go a little bit deeper and think about tools like anchor charts. And you already mentioned sentence prompts, but sentence frames. To what extent do you feel like those can be helpful in building the kinds of habits we're talking about, and do you have any thoughts about those or any other resources that you think are important scaffolds? Ramsey: Yeah. I have seen some really, really wonderful teachers bring in such a simple way of activating an anchor chart and that is especially—it's easier to do an inquiry-based learning, but I think you can do it in any kind of classroom—is, when a student presents their thinking early on in a unit, and let's say we're talking about comparing fractions. And they say, "This is how I compared fractions," and you're annotating and you're charting it up for them as the teacher, you can call that strategy, "Maya's strategy." And so now it has a little bit more stickiness for both the students and for you. Now you know that there's a specific mathematical name for that strategy, but the students don't necessarily need to know that. You could put it in parentheses if you want. But I have seen that be really effective, and I've actually heard other students go, "I'm going to use Maya's strategy for this one," and able to then look and reference it.  I think what happens sometimes with the anchor charts is, we still live in a sort of Pinterest world, and some people want those anchor charts to be beautiful, but they're not actually useful because it was drawn up perfectly and it's lovely and it's pretty, but the students don't have a real connection to it. So the other piece to that is the cocreation of the anchor chart. So it's not just naming the student; it's also going through it step by step. Maybe they're leading through it, maybe you're guiding it. Maybe you're asking probing questions. Maybe you throw in a turn and talk in the middle of that sort of exploration. And then students have a connection to that piece of paper. Anchor charts that have been created during your prep period, I guarantee you will have very little effect. So that's how I feel about those. I also love, I call them like mini anchor charts, but they sit on tables. In recent years I've seen more and more, especially in elementary classrooms—and I've encouraged them at the middle school and the high school level—of putting in a little, I don't really know the best way to describe it for listeners, but it sits on the tabletop, and it's almost like a placard holder. And inside of that you put a mini version of an anchor chart that sits at the students' tables. So if you're doing turn and talks at their desks, and they're sitting in desks of four, and that's right there in front of them with some sentence starters or maybe your very specific routines—pick a side!—and then you have the three steps to picking aside underneath. If that's sitting on the table right in front of them, they are much more likely to reference it than if it's on the wall across the room. That gets a little trickier if you're down at the rug if you're doing turn and talks down at the rug, but hey, you can get a slightly bigger one and stick a few down on the rug around them too if you really need to. Mike: I love that. That seems powerful and yet imminently practical. Ramsey: I've seen it work. Mike: Well, this happens to me every time I do a podcast. I have a lovely conversation, and we get close to the end of it, and I find myself asking: For listeners, what recommendations do you have for people who either want to learn more or would like to get started implementing some of the ideas we discussed today? Ramsey: Sure. I mean the biggest one that I tell both new teachers and veterans when you're looking to sort of improve on your practice is to go watch someone else teach. So it's as simple as asking a colleague, "Hey, do you know anybody who does this really well?" In fact, I've led some [professional development trainings] at schools where I've said, "Who in the room is great at this?" And a few people will throw their hands up, and I go, "Great. Instead of me explaining it, I'm going to have you tell us why you're so successful at that." So the easiest one is to go watch someone who has this down.  But for some of the things that I've mentioned, I would think about not biting off too much. So if you are someone who your turn and talks, you readily admit that they're not specific, they're fully routinized, and they don't go well for you, I would not recommend putting in four new routines tomorrow, the A/B partner thing, and making the anchor charts for the tables all at once. What I always say is try one thing and also be transparent with the students. It goes a really long way, even with seven-year-olds, when you say, "Alright guys, we're going to do a new version of the turn and talk today because I've noticed that some of you have not been able to share as much as I would like you to. So we're going to try this, which is for me, I hope it allows both people to share and afterwards you can let me know how that felt." Students really appreciate that gesture, and I think that's really important if you are going to try something new to sort of be transparent about it. Oftentimes when teachers implement something new, it can feel like, not a punishment, but it's almost like a, "Ooh, why is she changing this up on us?" So letting them know also creates a warmer space too, and it shows them that you're learning, you're growing. Mike: I love that, and I think that's a great place to stop.  Ramsey, thank you so much. It has really been a pleasure talking with you. Ramsey: Thank you. Like you said, I could do it all day, so I really appreciate it. I wish everyone out there well, and thanks again. 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  

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Steve Dowden is a Professor of German language and literature in the Department of German, Russian, and Asian Languages and Literatures. He graduated in 1984 from the University of California with a Ph.D in German literature. After a decade teaching at Yale and a year as a Humboldt Fellow at the University of Konstanz he joined the Brandeis faculty in 1994. Dowden has published on German literature, art, music, and intellectual history from the eighteenth to the twenty-first century. John Burt is the Paul Prosswimmer Professor of American Literature at Brandeis University and the author of the novel A MOMENT'S SURRENDER (Hollywood Books International, forthcoming), three volumes of poetry: THE WAY DOWN (Princeton University Press, 1988), WORK WITHOUT HOPE (Johns Hopkins University Press, 1996), and VICTORY (Turning Point Press, 2007). His non-fiction book LINCOLN'S TRAGIC PRAGMATISM (Harvard University Press, 2013) was positively reviewed on the front page of the NEW YORK TIMES BOOK REVIEW. He is the literary executor of the poet and novelist Robert Penn Warren, whose collected poems he edited.In this episode we discuss Thomas Mann's novel Doctor Faustus.--- Become part of the Hermitix community: Hermitix Twitter - ⁠⁠⁠https://twitter.com/Hermitixpodcast⁠⁠⁠ Support Hermitix: Patreon - ⁠⁠⁠https://www.patreon.com/hermitix⁠⁠⁠ Donations: - ⁠⁠⁠https://www.paypal.me/hermitixpod⁠⁠⁠ Hermitix Merchandise - ⁠⁠⁠http://teespring.com/stores/hermitix-2⁠⁠⁠ Bitcoin Donation Address: 3LAGEKBXEuE2pgc4oubExGTWtrKPuXDDLK Ethereum Donation Address: 0x31e2a4a31B8563B8d238eC086daE9B75a00D9E74

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Game 7 of the 2025 World Series became an instant classic. With the Dodgers leading 5–4 in the bottom of the 11th, injured Yoshinobu Yamamoto took the mound on his own insistence. What followed was a rare display of mental strength, focus, and purpose at the highest level of competition. In this SoS (Sip of Solace) episode, Joanne Z. Tan reflects on what made that moment historic. From Yoshi's calm under pressure to the Dodgers' climb out of a 0–3 deficit, this game reveals how discipline, teamwork, and belief shape true heroism. A short, powerful takeaway on leadership and performance when everything is on the line. Watch it as a 3-minute video Read it as a 1 minute blog

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Dr. Craig Bruce Smith and I break down the trailer for the upcoming film, Young George WashingtonAbout our guest:Craig Bruce Smith is Professor of History at National Defense University in the Joint Advanced Warfighting School (JAWS) in Norfolk, VA. He authored American Honor: The Creation of the Nation's Ideals during the Revolutionary Era and co-authored George Washington's Lessons in Ethical Leadership.  Smith earned his PhD in American history from Brandeis University. Previously, he was an associate professor of military history at the U.S. Army School of Advanced Military Studies (SAMS), an assistant professor of history, and the director of the history program at William Woods University, and he has taught at additional colleges, including Tufts University. He specializes in American Revolutionary and early American history, specifically focusing on George Washington, honor, ethics, war, the founders, transnational ideas, and national identity. In addition, he has broader interests in colonial America, the early republic, leadership, and early American cultural, intellectual, and political history.

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

JOHN-ANDREW MORRISON -Tony Award Nomination, Lucille Lortel Award, and OBIE for A Strange Loop. Currently stars on Broadway in Oh, Mary. Off Broadway: Blues for an Alabama Sky (KEEN Company, Outer Critics Circle Honoree), The Blacks - A Clown Show, Caligula and Malvolio (Classical Theater of Harlem), Medea of the Laundromat (La MaMa and Lucille Lortel Theater with The Experimentals — for George Ferencz). Regional: 3 Summers of Lincoln (La Jolla Playhouse). BA from Brandeis University and MFA from UC San Diego. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Affirmative action and DEI have become lightning rods in today's culture wars, but how much do we really know about where they came from and why they exist? In this episode, Sergio breaks down the long history of systemic racism in America, from slavery and Jim Crow to redlining and modern hiring bias. You'll learn what affirmative action actually is, what DEI really means, and how both have shaped access, opportunity, and fairness for everyone not just a few. This isn't about guilt. It's about awareness. Because when you understand the history, you start to see the patterns. And once you see them, you can't unsee them.1.Intro2. America's Original Construction Project3. The Evolution of Inequality4. Who's Really Getting the Handout?5. Before Affirmative Action, There Was Just...Discrimination6. DEI for Dummies: The Part They Never Told YouSources & References:• Bertrand, M., & Mullainathan, S. (2004). Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination. National Bureau of Economic Research. https://doi.org/10.3386/w9873• Equal Employment Opportunity Commission. (n.d.). EEOC history: 1964–1969. U.S. Equal Employment Opportunity Commission. https://www.eeoc.gov/history/eeoc-history-1964-1969• National Park Service. (n.d.). Equal Pay Act of 1963. U.S. Department of the Interior. https://www.nps.gov/articles/equal-pay-act.htm• Pittsburgh Press Co. v. Pittsburgh Commission on Human Relations, 413 U.S. 376 (1973). https://en.wikipedia.org/wiki/Pittsburgh_Press_Co._v._Pittsburgh_Commission_on_Human_Relations• University of Washington. (n.d.). Racial restrictive covenants: Enforcing neighborhood segregation in Seattle. Civil Rights & Labor History Consortium. https://depts.washington.edu/civilr/covenants_report.htm• Jones-Correa, M. (2000). Origins and diffusion of racial restrictive covenants. Political Science Quarterly, 115(4), 541–568. https://www.jstor.org/stable/2657609• Urban Institute. (2023). Addressing the legacies of historical redlining. https://www.urban.org/sites/default/files/2023-01/Addressing%20the%20Legacies%20of%20Historical%20Redlining.pdf• Nardone, A., Casey, J. A., Morello-Frosch, R., Mujahid, M., Balmes, J., & Thakur, N. (2020). Associations between historical residential redlining and current age-adjusted rates of emergency department visits due to asthma across eight cities in California. The Lancet Planetary Health, 4(1), e24–e31. https://pmc.ncbi.nlm.nih.gov/articles/PMC9901820/• Pager, D., Western, B., & Bonikowski, B. (2009). Discrimination in a low-wage labor market: A field experiment. American Sociological Review, 74(5), 777–799. https://pmc.ncbi.nlm.nih.gov/articles/PMC2915472/• Corrigan v. Buckley, 271 U.S. 323 (1926). https://en.wikipedia.org/wiki/Corrigan_v._Buckley• ADA National Network. “Timeline of the Americans with Disabilities Act.” adata.org. Accessed October 2, 2025. https://adata.org/ada-timeline• Administration for Community Living. “Origins of the ADA.” acl.gov. Accessed October 2, 2025. https://acl.gov/ada/origins-of-the-ada• U.S. Department of Justice. “Introduction to the Americans with Disabilities Act.” ada.gov. Accessed October 2, 2025. https://www.ada.gov/topics/intro-to-ada/• Section508.gov. “IT Accessibility Laws and Policies.” section508.gov. Accessed October 2, 2025. https://www.section508.gov/manage/laws-and-policies/• BrownGold. “DEI & A: The Effect of Donald Trump's DEI Executive Order on Accessibility.” browngold.com. Accessed October 2, 2025. https://browngold.com/blog/dei-a-the-effect-of-donald-trumps-dei-executive-order-on-accessibility/• Wikipedia. “Architectural Barriers Act of 1968.” Wikipedia.org. Accessed October 2, 2025. https://en.wikipedia.org/wiki/Architectural_Barriers_Act_of_1968• Michigan State University Libraries. “Advancing Accessibility: A Timeline.” lib.msu.edu. Accessed October 2, 2025. https://lib.msu.edu/exhibits/advancing-accessibility/timeline• Duane Morris LLP. “ADA Considerations for Neurodiversity Hiring Programs.” duanemorris.com. August 3, 2023. https://www.duanemorris.com/articles/ada_considerations_for_neurodiversity_hiring_programs_0803.html• Autism Spectrum News. “Neurodiversity Hiring Programs: A Path to Employment.” autismspectrumnews.org. Accessed October 2, 2025. https://autismspectrumnews.org/neurodiversity-hiring-programs-a-path-to-employment/Institute for Diversity Certification. “What Does It Mean to Provide Reasonable Workplace Accommodations for Your Neurodiverse Employees?” diversitycertification.org. Accessed October 2, 2025. https://www.diversitycertification.org/deia-matters-blog/what-does-it-mean-to-provide-reasonable-workplace-accommodations-for-your-neurodiverse-employeesKatznelson, I. (2005). When affirmative action was white: An untold history of racial inequality in twentieth-century America. W. W. Norton & Company. (See summary: History & Policy).• Onkst, D. H. (1998). “'First a negro… incidentally a veteran': Black World War II veterans and the G.I. Bill of Rights in the Deep South, 1944–1948.” Journal of Social History, 32(3), 517–543.• Blakemore, E. (2019; updated 2025). “How the GI Bill's promise was denied to a million Black WWII veterans.” History.com. https://www.history.com/articles/gi-bill-black-wwii-veterans-benefits.• Heller School, Brandeis University. (2023). “Not all WWII veterans benefited equally from the GI Bill” (impact report). https://heller.brandeis.edu/news/items/releases/2023/impact-report-gi-bill.html.• Perea, J. F. (2014). [Law review article on GI Bill and race]. University of Pittsburgh Law Review (available as PDF).• NBER working paper(s). (2024–2025). “Quantifying Racial Discrimination in the 1944 GI Bill” (authors and links in NBER repository). 

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

What happens when a simple act of initiative in the OR sparks a lifelong pursuit of conflict resolution and systemic change in medicine?In this inspiring episode, Dr. Andrea Austin chats with Dr. Lee Sharma about her path from private practice frustrations to earning a master's in conflict resolution amid burnout doubts. Lee recounts her "aha" moment assisting in a delayed C-section, realizing small actions foster teamwork and belonging. She discusses overcoming conflict avoidance, the emotional "bank account" in healthcare relationships, and scripting responses to personal attacks. Now in her 24-year solo practice and a health policy fellowship, Lee emphasizes listening to understand, pausing to respond, and viewing conflict as opportunity.You'll hear how they: Build team belonging through "assists" and emotional investments for better patient outcomes Handle conflict by listening to understand, not respond, and redirecting personal attacks back to the core issue Advocate for autonomy, competency, and relational skills to combat burnout and improve healthcare systems Inspire change through vulnerability, scripting hard conversations, and pursuing additional education like conflict resolution degreesIf you're facing workplace conflicts or seeking to reignite your passion in medicine, this episode provides honest insights and practical strategies for personal and systemic transformation.About the Guest"Conflict is not good or bad—it's an opportunity to improve and deepen relationships." – Dr. Lee SharmaDr. Lee Sharma is a board-certified OB/GYN in private practice for 24 years, with a master's in conflict resolution from Columbia College. Host of the podcast Scalpel and Sword, she consults on dispute systems, leadership, and conflict skills for hospitals and physicians. A health policy fellow at Brandeis University's Heller School, Lee advocates for women's health, teamwork, and systemic change, drawing from her experiences in Auburn, Alabama, where she returned to practice after training.

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Having received his Ph.D. in mathematical logic at Brandeis University, Rabbi Dr. Dovid Gottlieb went on to become Professor of Philosophy at Johns Hopkins University. Today he is a senior faculty member at Ohr Somayach in Jerusalem. An accomplished author and lecturer, Rabbi Gottlieb has electrified audiences with his stimulating and energetic presentations on ethical and philosophical issues. In Jewish Philosophy with Rabbi Dr. Gottlieb, we are invited to explore the most fascinating and elemental concepts of Jewish Philosophy. https://podcasts.ohr.edu/ podcasts@ohr.edu

Sometimes stories have a life of their own... literally.Today Anya is joined by Joel Christensen to discuss how mythology acts as a living being in itself. Discover how stories shape the world around us... and why the movie versions never feel the same as the books.Joel Christensen is Professor in the Department of Classical and Early Mediterranean Studies at Brandeis University. He is the author of many books, including Storylife: On Epic, Narrative, and Living Things.You can buy Storylife here: https://www.amazon.com/dp/0300269234This discussion is brought to you by Classical Wisdom, a site dedicated to bringing ancient wisdom to modern minds. To learn more about Classical Wisdom and sign up for our free newsletter, go to: https://classicalwisdom.substack.com/