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

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

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/

Mark Barrow (b. 1982) and Sarah Parke (b. 1981) met while studying at the Rhode Island School of Design. They began collaborating in 2008, when Parke first started weaving fabric on which Barrow would paint. As weaving became the primary conceptual structure through which they approached all subjects, they adopted a joint artistic moniker to more accurately reflect how ideas are generated and spread. Their work focuses on the intersection of weaving (as a spatial and mathematical system) with other visual systems. It also focuses on its intersection with textiles more generally, a tradition that has had an outsized imprint on the history and development of culture and civilization. Barrow Parke live and work in New York City. Barrow holds a B.F.A. in Painting from the Rhode Island School of Design and an M.F.A. in Painting from the Yale School of Art. Parke holds a B.F.A. in Textiles from the Rhode Island School of Design. They have exhibited widely in institutions including the University Art Museum, University at Albany, the Shirley Fiterman Art Center, City University of New York, New York; The Fabric Workshop and Museum, Philadelphia, Pennsylvania; The Rose Art Museum, Brandeis University, Waltham, Massachusetts; the Power Station of Art, Shanghai, China; Kunsthalle Bielefeld, Germany; and Musée d'art Moderne de la Ville de Paris, France. Their work is represented in public collections including Birmingham Museum of Art, Alabama; the Hammer Museum, University of California, Los Angeles, California; Yale Museum, New Haven, Connecticut; the Walker Art Center, Minneapolis, Minnesota; the University of Chicago, Illinois; and Columbus Museum of Art, Ohio. c: Acrylic on Hand-Loomed Linen, 29 5/8 x 23 3/4 inches, 2022 Woman IV, Acrylic and Embroidery on Hand-Loomed Linen, 15 3/4 x 19 3/4 inches, 2020 0N10N, Acrylic on Hand-Loomed Linen, 19 5/8 x 15 3/4 inches, 2019

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 Part 2, Anastasis Tzanis dives deeper into the nuances of breath in yoga, unpicking common myths and sharing evidence-based insights that will reshape how you guide your students. From Ujjayi breathing to carbon-dioxide training, this episode challenges the “take a deep breath” cue and invites a more intelligent, individualised approach.Anastasis discusses why breathwork must be treated as work ; consistent, measured, and practical; rather than a quick-fix relaxation tool. You'll hear his thoughts on how modern yoga can reclaim the wisdom of pranayama through the lens of science, and how understanding breath chemistry can transform teaching and practice alike.In this episode:The truth about Ujjayi breath (and why quiet breathing is often more advanced)How pranayama aligns with the principles of Buteyko and carbon-dioxide toleranceWhy breath should be used as a tool, not a ruleThe story of a student who overcame a panic attack mid-flight using breathworkHow teachers can create more profound learning through experience, not theoryThis episode will leave you re-thinking the cues you give, the way you breathe, and the science behind every inhale and exhale.About AnastasisAnastasis is a nutritional therapist and breath-work instructor known for his results with patients having autoimmune, cardiovascular and hormonal challenges. He has helped countless individuals improve their health through private consultations, over 150 workshops, and lectures across 8 countries. Maxing-out life out as a Greek Special Forces paratrooper, earning a Master's degree at the rigorous Brandeis University, and trading derivatives in New York and London for 7 years, Anastasis experienced first hand how detrimental stress can be on one's health. All this led to a health crisis that stopped him in his tracks and prompted a deep study of naturopathic medicine to heal himself.⁠Learn more about Anastasis here⁠About Alba Yoga Academy⁠⁠⁠⁠⁠⁠Learn more with Alba Yoga Academy⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Learn more about our Yoga Teacher Training here.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Watch our extensive library of YouTube videos.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow Hannah on Instagram.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow Celest on Instagram ⁠⁠⁠⁠⁠⁠

Elliot's career as a writer began with a colorful story about a Green Lantern comic that he wrote for a history class at Brandeis University, from which he graduated as the class Valedictorian, despite only getting a B+ on his comic book paper! The first comic spawned 15 more years of writing comics for DC, mostly Superman, making him a cultural icon for millions of young people who eagerly anticipated the next issue each month. Those 15 years were capped off with two best-selling "Superman" novels written with his own storyline but timed for release by DC in conjunction with the first two Superman movies. Between those novels he made a move to New Hampshire, taught at Waterville Academy, bought a home, bought a horse; adopted a dog and ran for Congress, among other things. When the campaign was over he went back to writing and has never stopped.

The Crying Window: Memoir of a Female Scientist Looking for Truth by Helene Z. Hill, PhDHow does a debutante become a scientist? And what happens when she uncovers the dark underbelly of academic research?In The Crying Window, renowned radiation biologist and professor emerita Dr. Helene Z. Hill shares her extraordinary, decades-spanning journey where she went from cocktail dresses and finishing schools to Harvard labs and whistleblower lawsuits. With unflinching candor, she recounts navigating a male-dominated field, raising four children, surviving institutional betrayal, and speaking out against scientific fraud when few dared to listen.This memoir is a firsthand account of the persistent sexism and systemic failures women in science continue to face. It's also a reflection on integrity; what it costs, and why it matters.For readers of Lab Girl, Hidden Figures, and The Woman Who Smashed Codes, this is an essential story of courage, intellect, and the lifelong pursuit of truth. Whether you're a scientist, academic, or anyone who's ever felt dismissed for speaking up, Dr. Hill's story will resonate deeply.A searing personal narrative and a timely exposé, The Crying Window calls us to rethink how science is done and who gets to do it.Dr. Helene Z. Hill received a Ph.D. in biology from Brandeis University in 1964. She was a post-doctoral fellow at Harvard and the University of Colorado Medical Schools, and she rose through the ranks from assistant to full professor at the Medical Schools of the University of Colorado Washington University in St. Louis Marshall University, Huntington, West Virginia and the New Jersey Medical School, in Newark, New Jersey. Dr. Hill retired in December 2016 and is Professor Emerita at Rutgers-The State University of New Jersey.Dr. Hill has co-authored more than eighty scientific publications, was awarded the Smith College Medal in 1997. Dr. Hill has written Hidden Data: The Blind Eye of Science (2016), and co-wrote with Amy Yarzinske, Cover-Up: Collusion in the Halls of Academia (Amazon, 2021).AMAZONhttps://www.hzhill.nethttps://prominentbooksedge.com/http://www.bluefunkbroadcasting.com/root/twia/10225hzh.mp3   

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 if the way you breathe could transform your health, your mindset, and even your teaching?In this fascinating first half of our conversation with Anastasis Tzanis, former Special Forces officer turned functional medicine practitioner and author of Breathing for Yoga (co-written with Patrick McKeown) , we explore how a life of extremes led him to uncover the quiet power of breath.Anastasis shares his journey from the physical discipline of the military to the mental intensity of finance, and how both left him searching for balance. His story is a reminder that the breath bridges every system of the body and mind, and that true transformation begins with awareness.In this episode:How stress, sleep, and allergies can all point to dysfunctional breathingThe difference between biomechanical and biochemical breathworkWhy every student's breathing pattern is unique (and why one cue never fits all)The science behind hypercapnia and carbon dioxide toleranceHow yoga and breath together reveal the mind–body connectionWhether you're a teacher wanting to integrate more science into your classes or a curious practitioner looking to breathe better, this conversation offers both insight and inspiration.About AnastasisAnastasis is a nutritional therapist and breath-work instructor known for his results with patients having autoimmune, cardiovascular and hormonal challenges. He has helped countless individuals improve their health through private consultations, over 150 workshops, and lectures across 8 countries. Maxing-out life out as a Greek Special Forces paratrooper, earning a Master's degree at the rigorous Brandeis University, and trading derivatives in New York and London for 7 years, Anastasis experienced first hand how detrimental stress can be on one's health. All this led to a health crisis that stopped him in his tracks and prompted a deep study of naturopathic medicine to heal himself.Learn more about Anastasis hereAbout Alba Yoga Academy⁠⁠⁠⁠⁠Learn more with Alba Yoga Academy⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Learn more about our Yoga Teacher Training here.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Watch our extensive library of YouTube videos.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow Hannah on Instagram.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow Celest on Instagram ⁠⁠⁠⁠⁠⁠

  How to Humanize Your Brand and Build Lasting Customer Loyalty with Brand Personality? To read it as a 5-min blog To watch it as a 8-min video  subscribe to our Newsletter In this episode, Joanne Z. Tan explores the five dimensions of brand personality — sincerity, excitement, competence, sophistication, and ruggedness — and shows how leading brands like Apple, Nike, and Starbucks use personality to shape identity and influence purchasing decisions. Learn how to uncover your brand's core traits, align them with your values and audience, and create authentic connections that drive loyalty and growth.

All organisms from fruit flies to humans share the same mechanism for controlling the day and night rhythms also called the circadian rhythms. This mechanism is considered fundamental to all advanced life forms, and it has a surprising feature. It binds us genetically to live on earth. Michael Rosbash received the Nobel Prize in Medicine in 2017 for the discovery of the circadian rhythms together with Jeffrey Hall and Michael Young. He is a professor and Howard Hughes Medical Institute investigator at Brandeis University. In 2019 he was invited by The Royal Danish Academy of Sciences and Letters to give the nineteenth Royal Academy Nobel Laureate Lecture in Copenhagen and was interviewed by science journalist Jens Degett. Photo credit: Chris Heller for Science Stories. Release date: 10 September 2025 [Best of] Circadian Rhythms By Science Stories is

Welcome to Monday Night Talk podcast for September 29, 2025! Guests and topics for this podcast includes the State House Report with State Senator Patrick O'Connor, who joins the show to provide an update on committee assignments, his financial literacy legislation, the Senate passing a school cellphone ban, Tommy's Bill and recent hearings he's testified at. Arthur Levine, the new president of Brandeis University, will talk about some of his initiatives to bolster the school's Liberal Arts program and announce a $25 million investment to reinvent Brandeis. Jeff Charnel, candidate for one of the four Brockton City Council At-Large seats stops by to discuss his campaign. Donna Frett-Hughes, a Long-Term Care Ombudsman Program Director with the Old Colony Planning Council and Lila Burgess, an OCPC Ombudsman will discuss their organization's Ombudsman Program Monday Night Talk is proudly sponsored by Tiny & Sons Glass, Old Colony Planning Council and Alcoholics Anonymous. Monday Night Talk is proudly sponsored by Tiny & Sons Glass, Old Colony Planning Council and Alcoholics Anonymous. Do you have a topic for a future show or info on an upcoming community event? Email us at mondaynighttalk@gmail.com If you're a fan of the show and enjoy our segments, you can either download your favorite segment from this site or subscribe to our podcasts through iTunes & Spotify today!  Monday Night Talk with Kevin Tocci, Copyright © 2025.

"How is it possible to even define LOVE? Only poetry can describe some aspects of it," said Joanne Z. Tan. This is one of the short poems written by Joanne Z. Tan. To read it as a 2-min blog To watch it as a 2-min video subscribe to our Newsletter   About Joanne Z. Tan In addition to being a poet, writer, photographic artist, Joanne Z. Tan is the Founder & CEO of 10 Plus Brand, Inc., a brand strategist, thought leadership coach, and speaker. She helps executives, board members, entrepreneurs, and organizations decode their Brand DNA, build trust in the AI age, and lead with authenticity. A former journalist, award-winning photographic artist, Joanne was trained in law and business in the US, and had a liberal arts education from Brandeis University before earning a law degree. Her coaching emphasizes comprehensive strategies, business modeling, thought leadership and high authority content creation, brand building, culture, teamwork, resilience. She guides leaders to stand out with integrity, vision, and purpose. ©Joanne Z. Tan  all rights reserved. Please don't forget to like it, comment, or better, SHARE IT WITH OTHERS!  - To stay in the loop, subscribe to our Newsletter (About 10 Plus Brand: In addition to the “whole 10 yards” of brand building, digital marketing, and content creation for business and personal brands. To contact us: 1-888-288-4533.) - Visit our Websites: https://10plusbrand.com/ https://10plusprofile.com/ Phone: 888-288-4533 - Find us online by clicking or follow these hashtags: #10PlusBrand #10PlusPodcast #JoanneZTan #10PlusInterviews  #BrandDNA #BeYourOwnBrand #StandForSomething #SuperBowlTVCommercials #PoemsbyJoanneTan #GenuineVideo #AIXD #AI Experience Design #theSecondRenaissance #2ndRenaissance #thoughtleadershipcoaching #SipofSolace #WeAreBetterAngels  

Episode No. 726 features artist Danielle Joy Mckinney. The Rose Art Museum at Brandeis University is presenting "Danille Mckinney: Tell Me More" through January 4, 2026. The exhibition, Mckinney's first solo presentation in a US museum, spotlights Mckinney's introspective explorations of Black womanhood. It was curated by Gannit Ankori. Concurrently, Galerie Max Hetzler is presenting Mckinney's work in "Second Wind" in London through November 1. Mckinney has been featured in exhibitions at the Philadelphia Museum of Art, the Kunstmuseum Basel, the Bemis Center for Contemporary Arts in Omaha, the Modern Art Museum of Fort Worth, and many more. Her work is in the collection of museums such as the Buffalo AKG Art Museum, the Hirshhorn Museum and Sculpture Garden, Smithsonian Institution, the Los Angeles County Museum of Art, the Moderna Museet, Stockholm, the Stedelijk Museum, Amsterdam, and The Studio Museum in Harlem, New York. Instagram: Danielle Joy Mckinney, Tyler Green.

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

Do students really need a college degree? With growing criticism over higher education, how is higher ed reinventing itself? For a parent or student who might be worried about a future career mixed with the daunting reality of student loan debt, is a college education still a sound investment or is it unnecessary considering today's changing economy? Newly instated President of Brandeis University, Arthur Levine is looking beyond the horizon on what higher education should be in the future joined us to discuss.

Please donate to the show!We open a series on housing by talking to Tatjana Meschede, the associate director of the Institute for Economic and Racial Equity and a professor at Brandeis University, about local zoning in towns all across Massachusetts. We talk about what affordable housing really means, the prejudices NIMBYism relies on, and what policies our state and communities have in place to encourage or discourage housing affordability.You're listening to Incorruptible Mass. Our goal is to help people transform state politics: we investigate why it's so broken, imagine what we could have here in MA if we fixed it, and report on how you can get involved.To stay informed:Subscribe to our YouTube channel at https://www.youtube.com/@theincorruptibles6939Subscribe to the podcast at https://incorruptible-mass.buzzsprout.com/Sign up to get updates at http://ww12.incorruptiblemass.org/podcast?usid=18&utid=30927978072Donate to the show at https://secure.actblue.com/donate/impodcast

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, Dr. Sabba Quidwai and Stefan Bauschard explore groundbreaking findings from a study released by OpenAI and Anthropic on how people are really using AI tools like ChatGPT. From tutoring and personalized learning to writing assistance and decision-making, they break down what 700 million weekly users reveal about how AI is transforming everyday life. With special focus on education, agency, and future-ready skills, this conversation is a wake-up call for schools, institutions, and leaders to move from committees to action.Timestamps00:01:00 – Inside the Data: 700 Million Weekly Users and What They're Doing with AIA look at the NBER study's key insights, showing a dramatic rise in personal, non-work AI use.00:04:30 – Top 3 Use Cases: Tutoring, Information Seeking, and Writing SupportA breakdown of the three most common AI usage themes and their significance in education.00:13:00 – The Gender Gap Closes and the Myth of Coding-Centric AIExploration of shifting demographics and the broader applications of AI beyond STEM.00:20:00 – Why Agency is the New Literacy in the Age of AIConnecting data trends with the need for self-directed learning and decision-making skills.00:32:00 – Brandeis University's Bold Move to Reinvent Higher Ed for an AI FutureA case study in institutional agility and what it means to act—not wait—in a rapidly evolving world.Resources MentionedHow Are People Using ChatGPTAnthropic Economic IndexBrandeis University: Reinventing the Liberal ArtsExplore More from Designing Schools

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