Podcasts about Byington

Chris sits down with Christina Byington, LCSW to discuss the "exposure lifestyle," and all things therapy for OCD.

An Intimate Evening With Michael , the Sunday Edition Family of Podcasts invites you to join us for a very special edition of An Intimate Evening as we sit down with the remarkable Michael Byington. Born legally blind in an era when many blind children were still educated away from their families, Michael's journey is one of perseverance, creativity, advocacy, and service. Inspired by his mother, who was also legally blind, Michael helped blaze a trail for inclusive education while discovering his passion for theatre, performance, and storytelling. From his early days in drama clubs and political campaigns to helping create one of the nation's pioneering Drama Therapy programs at Kansas State University, Michael has spent a lifetime using the arts to enrich lives and expand opportunities for others. His work has touched countless people through entertainment, disability rights advocacy, direct human services, and leadership within the blindness community. Michael also played a role in advancing disability rights during the movement that led to the Americans with Disabilities Act and was honored to attend the White House signing ceremony when President George H.W. Bush signed the landmark legislation into law. Later in life, Michael returned to graduate school to become a certified Orientation and Mobility Specialist, helping blind and low vision individuals navigate the world with confidence and independence. Even in retirement, he continues to share his gifts through advocacy, mentorship, and service. Many in our community know Michael through his unforgettable performances on Behind the Music and community karaoke nights. Whether delivering a laugh out loud parody, a heartfelt original piece, or a creative interpretation of artists such as Lana Del Rey, Michael brings warmth, wit, and authenticity to every performance. Join Anthony Corona for an intimate conversation exploring Michael's life, his love of music and theatre, his advocacy journey, and the many ways he has woven art, purpose, and service into a truly extraordinary life. Tonight, 8:00 PM Eastern. Listen live on Corona FM by visiting the Listen tab at www.anthonycorona.com or tune in through 20/20 The Beacon. You can also catch this intimatejourney tomorrow in the Sunday Edition  with Anthony Corona podcast feed wherever you listen to your shows.

Texas A&M Baseball legend John Byington, now the manager of the Bryan Yard Dogs, tells us what he's excited about for this season and reflects back on some big moments from his college career as an Aggie + The Fan Show!

Jana Dean & Heather Byington, Supporting Multilingual Learners During Number Talks ROUNDING UP: SEASON 4 | EPISODE 17 What might it be like to engage in a number talk as a multilingual learner? How would you communicate your ideas, and what scaffolds might support your participation?  Today, we're talking with Jana Dean and Heather Byington about ways educators can support multilingual learners' engagement and participation during number talks.  BIOGRAPHIES Heather Byington has taught all grade levels over the span of her 27-year career as a bilingual public educator. She currently teaches middle school mathematics and English language support classes in Lacey, Washington. She is also a student at Washington State University pursuing a PhD in Mathematics Education.  Jana Dean currently serves as CEO of the Mathematics Education Collaborative and supports a fantastic team of middle school math teachers in North Thurston Public Schools. Her research focuses on the intersection of content learning and language learning.  RESOURCES Judit Moschkovich research  Math Between Us blog "Number Talks: A Whole Class Routine for Learning Language for Learning Mathematics" article  Mathematics Education Collaborative website  jdean@mec-math.org Jana Dean email TRANSCRIPT Mike Wallus: Welcome to the podcast, Jana and Heather. I am so excited to be talking with you both today. Jana Dean: Good morning. Yeah, thanks for having us.  Heather Byington: Thanks so much for having us.  Mike: Absolutely.  Jana, before we begin talking about the ways that teachers can support multilingual learners during number talks, I wonder if you can offer a working definition that would help educators visualize what a number talk actually looks like. Jana: Yeah, I'd be happy to do that. A number talk in terms of how we worked with the routine in this project consisted of the teacher providing some sort of visual prompt, starting either with a visual pattern of dots or a computation problem. And then the students get wait time, time to think about how they might solve that problem. And then as they share their strategies, the teacher records and asks them questions about their reasoning for why they approached the problem in the way that they approached it. The teacher creates what I like to think of as a visual mediator of student ideas. So the students' ideas become visible as they share them. So children who are listening can listen to the dialog or conversation between the person sharing and the teacher, but the ideas actually become visible as they're being shared. And the teacher always verifies with the student whether or not they've been understood. And the goal is not for the student to be right, but for the teacher and student to understand each other.  Mike: That's really helpful. Heather, is there anything else you'd add to that?  Heather: In terms of the way that we worked with it with multilingual learners and increasing their opportunities for engagement in the routine, we always gave them an option of talking to a partner and rehearsing their answer before they volunteered to share with the whole group. We prioritized calling on multilingual learners if they volunteered. And we also did a final reflection at the end. So those were some enhancements that we added onto the routine.  Mike: I think that's really helpful and I'm excited to talk a little bit more about the details of those, Heather.  One of the things that really struck me as we were preparing for this conversation was reading about the ways that some of the multilingual learners you worked with, how they described their experience during number talks. And it helped me to see the experience from their perspective and rethink some of the ways that I'd facilitated number talks in the past. And I'm wondering if you could share a bit about some of the feelings students told you that they were experiencing.  Jana: Yeah. One of the things we suspected before we started was that as a language learner myself, talking about ideas that you're just forming in a language you're in the process of learning can be really intimidating. It's very challenging. So they were nervous. And when I interviewed fourth graders about their experience in number talks, even facilitated with language acquisition in mind, they talked about how much courage it took them to share their ideas.  They also talked about and could very keenly remember moments when they had made a contribution that their teacher made use of or a time when they made a contribution that another student made use of later. So there was a lot of pride they felt in having shared their ideas once they found ways to do that.  They also talked about how much easier it was to share our ideas than it was to share my idea. And so if, for instance, we had given them the opportunity—and like Heather said, we almost always gave them the opportunity to talk with a partner—they would often share using the pronoun "we." "This is how we thought of it." And we picked up on that and began to ask them if it was OK to attribute a group of students with a unique idea rather than an individual. And that was also consistent with many of their home cultures. It's not every culture in which individual contributions are elevated, but rather when you dare to speak, you're definitely speaking for the group, for a collective. So that collective understanding was really important.  There was one child, and I'm really curious about how representative he was of many. He always talked to the same friend, and every time he shared, he, I'm going to say, nailed it. He really had it figured out what it was that he was going to say. And there was one particular day when he did a beautiful job sharing, and I asked him about that day and he said, "To be honest, that day I really didn't want to share, but I knew my teacher wanted to hear my idea, so I did anyway." And so there's that element of love and respect for their teacher that I think was also really motivating for them.  Heather: Yeah. Can I add something quickly to that?  So one aspect of that, I think that idea of a student sharing because it meant a lot to the teacher, we also tried to utilize individual conferring with students as much as possible and gave them opportunities to confer with us, whether it was just checking in briefly before the number talk started, encouraging them or maybe telling them, "Hey, you can share the idea with me after the number talk if that feels more comfortable to you." So it's giving them multiple opportunities to do that and encouraging them to share their thoughts.  Mike: What I appreciate about what you all are doing is even in this initial part of the conversation, really getting specific about the practices and the way that those practices played out for kids. And I think as an educator, one of the things that I've come to over all my years teaching is the need to have humility and also continue to be a learner. And that sometimes really leads me to questions about intent versus impact.  Heather, I wonder if you could talk about the parts of the number talk routine or facilitation practices that may have unintentionally provoked some of the anxiety that kids were experiencing.  Heather: So for multilingual learners, when I think about what they will need, the supports that they may need to be able to engage in a routine like a number talk, I think about first the processing time that they might need to understand and think about different ways of solving that prompt. And then I think about their understanding of the prompt. And then the other thing I think about is their ability to communicate their thoughts and ideas with others. So naturally, if it seems like there's a lot of pressure because of time, if they don't have much time, if they feel that pressure to do that processing and think of those ideas and share them quickly, that may provoke anxiety because this, of course, is still a language that they're still developing. So that ability to share with a partner and rehearse those ideas and process that with a partner, that really becomes, as Jana mentioned, more of a team effort.  And then being able to rehearse the words that they're going to use and the way they're going to convey that message and communicate it to others, that again reduces the anxiety because it's a lot less pressure to share my thoughts and ideas with one person than with a whole group. And if I share those thoughts with one person and they seem to understand what I mean, then now I might feel confident enough to share with more people. So I just think that naturally when it's a time constrained activity, that that naturally can provoke anxiety.  Mike: Yeah. I mean, that absolutely makes sense. I will say as a child who was not quick, even in my first language, the impact of that was profound, let alone trying to both process in a language that I was learning and feel like I was under pressure to produce an idea and describe it. That absolutely makes sense.  Jana: I want to back up a bit and quote something that you said, Heather, partway through our working together, which was that Heather had some familiarity with number talks before we started working together, but had a healthy skepticism as well. And at one point she said that she wondered if we might not actually be hurting students when we are facilitating a routine that they cannot find entry into. And so it became really like a guiding light or principle of our work together to work hard to help them find entry into the routine. And something that I didn't realize until a year after we began working together and I was really closely tracking the experiences of the multilingual learners themselves—and this is kind of back to your question about intent and impact—when we listen to children's mathematical ideas with the intent of not correcting them, trying to figure out what's right and what makes sense to them, we have to ask them questions about what their ideas are. And for many of the multilingual learners, engaging in that process itself was a huge lift language-wise. So I'm not just going to be able to say the answer or tell my teacher my strategy; I'm going to have to stick with my teacher until my teacher actually gets it. And a few of the multilingual learners that I followed over the course of a year actually said to me, "I don't like it when my teacher doesn't understand me." So while we absolutely, 100%, our intention is golden. It is about understanding them. But putting them in that position of that negotiating meaning with us until we do understand takes a great deal of trust on the part of the student. And so it's on us to develop that trust so that they're willing to do that with us.  Mike: I think that's a good segue because Jana, going into this, you mentioned three big ideas as starting points for supporting multilingual learners. One was negotiated meaning, one was the notion of voluntary sharing, and the last was the idea of using ambiguity as a resource. And I wonder if we can start this next part of the podcast with having you describe each of these for the listeners.  Jana: Yeah, absolutely.  Voluntary sharing means I've made a commitment to not ever put you on the spot as a student. And so any one of us who has learned a second language—which I've learned a couple, none of them to a super high level—but most people can relate to, say, standing in line in a grocery store and rehearsing what you're going to say so that you ask for the bag you want rather than the receipt that you don't want. There's a process in coming to speak, and I think there's a process in coming to speak publicly for just about every learner, especially about ideas that you're in the process of forming, but that pressure—and I've had many, many students over the year thank me for being the kind of teacher in a kind of classroom where they knew that I wasn't going to call on them unless they had volunteered to share. So the level of distraction, I think that that, again, well-intentioned pressure causes, is absolutely not worth it, and especially not for our multilingual learners.  Negotiated meaning really is the process of coming to understand each other, and we do it all the time. Unfortunately, often in classrooms, we end up in discourse routines that are actually not about teachers understanding students. They're about teachers asking questions for which students are supposed to have answers, which then the teacher evaluates. So what I would argue that the number talk routine turns that discourse pattern, which is often called I.R.E.—initiate, respond, evaluate—absolutely on its head. The child volunteers their idea, the teacher responds by trying to understand it as best they can, and then the student is the evaluator of whether or not the teacher actually understood them.  Mike: Heather, I was hoping we could go granular on a couple pieces that I heard you talk about too. You talk a lot about something very practical, the value of predictability, and I wonder if you can talk about how predictability impacted students and what does that mean for the teacher?  Heather: Absolutely.  When facilitating these number talks with this goal of engaging multilingual learners or helping them find those entry points, I found it helpful as a facilitator to utilize similar types of approaches to statements I would make during the routine, and then similar ways of asking students if I was seeing things the way that they were seeing them. It seemed to help the students that we were really hoping to engage to feel more comfortable with what was happening in the routine and to lean in more to that engagement. So I think that that is one thing as a facilitator to be aware of.  Jana, can you think of anything else that we haven't talked about yet?  Jana: There's the whole knowing the rules of the game aspect of really any classroom routine or instructional routine. So if the student knows how this thing goes, whatever "this thing" is, then that lifts off some of the cognitive load in terms of participation because they don't have to be figuring out how to participate. Judit Moschkovich writes about this a lot in her research, and I think she calls it the "sociocultural aspect of learning mathematics," and she uses the word "ecological". So the environment itself really matters. And in community, our social environment is made up of all kinds of routines. So I think that part of it is important. My favorite metaphor for it is learning a new card game. The first time you play the game, it is no fun because all you're doing is trying to figure out how the cards move, how the turns go, what the rules are, and how you can play. You can't do any strategy at all. But then as you learn the game, then you can really engage in it in a thoughtful way and have fun with it. So I really think that classroom routines are like that and not only for multilingual learners, but I have the privilege of being an instructional coach now in a middle school and have seen teachers engage in routines that I can tell are 100% soothing of trauma that students have as they come into the classroom, just because they know what to expect. So not only are those kinds of regular routines really helpful for multilingual learners, but they're also trauma-informed teaching. And when I say "routine," it can be easy to misunderstand and think it's boring. It has to be an open-ended routine so that something inside it that is engaging and fun can happen.  Heather: There are a couple of other things that occurred to me in terms of the students participating in the routine. I know that they started to see that we were elevating the status of gestures in terms of the communication to be another way to visualize the thinking in terms of the processing for themselves, but also a way to help others see what they were seeing and to understand their ideas. So that was one aspect of the routine that they could count on, that they could utilize gestures if needed, and that we would reinforce that. If they didn't have a mathematics label for the terminology that would typically be used in that conversation about those mathematics ideas, they could rely on describing what they understood, and then either I, the teacher, the facilitator, or another student, providing those words and the opportunity to practice that specific mathematics language within that routine. So those were some other things that were predictable and happened across all of the different number talks that happened, no matter what the prompt was.  Mike: You're making me think that part of what a teacher might do in response to this conversation is really to think about some of the things that they want to make normal, right? Like this notion of using gestures is both normal and accepted and valued. The idea that you are going to use rough draft, informal language, and that's OK, and that's a way that we get to more technical language of mathematics, and that's normal. And so thinking about what are the things that I want to become normal and predictable for kids, maybe homework recommendation number one for an educator that might be listening in.  Heather: So another thing that was predictable was the utilization of color-coding. And this is something that many teachers probably do already. But we did, when we were recording the students' ideas, we used different colors for each student, and that made it more accessible. Again, it was a support for our students to be able to distinguish between different chunks of information on the board as they were looking at each other's responses and reflecting on those responses. So really reading that.  Mike: Can I ask for a clarification on that, Heather?  Heather: Absolutely.  Mike: I think what you mean is that you use different [colors] to represent different students' contributions. So if a student shared something, you might write it in red, and if it was a different student, it might be in green. And then you can distinguish what contribution each student made.  Heather: Yes. Yes, that was a predictable aspect of the routine, as well as Jana had mentioned earlier, attributing the ideas to students using their initials. And if multiple students contributed to that idea and the original person who was sharing said that, yes, they would like to attribute more people, then we included all the people's initials who contributed to that idea that was shared in that number talk for that idea, that communication.  Mike: Speaking of contribution, I want to name something that we talked about in our preparation for this that seems incredibly simple but felt like it was really significant. You all talked about the importance of the teacher consistently—not just once, not just a handful of times—but consistently, on the regular stating to kids that they wanted to hear from all students. And I wonder if you can just talk about what did this sound like to make that happen and what was the impact on kids? Jana, I think this is one I'd love for you to start with.  Jana: Yeah, absolutely. It is simple. All you say is, "I'm so glad to be with you today. And let's remember that while we may not hear from everyone today, it's our goal to hear from almost everyone over the course of the week." And if you as a teacher have made a commitment to voluntary sharing, it's essential to say that, to really tell them that you do want to hear their voices. You need to tell them that. Otherwise, they're not going to know that you want to hear their voice. And like I shared a little while ago, there was one student who actually said to me, "I didn't want to share that day, and I knew my teacher wanted to hear from me, and so I did." And then in reflecting back on that share, to get at students' perspectives on what number talks have been like for them—they were fourth graders, only 10 years old. I showed them video of themselves participating in the number talk, and you should have seen the smile on that kid's face. The pride he had in having taken that risk because his teacher wanted him to. People rise to the expectations that we have for them, 100%, maybe not 100% of the time, but if we don't have that expectation, they don't get to choose to rise to the expectation. And you can't make anyone talk when they're not ready to talk yet.  Mike: Heather?  Heather: I also think that part of that goes back to something that we were talking about a little while ago, and that is establishing the norms in the community of learners. And in addition to communicating that to the whole group, our goal is to hear everyone's ideas over the course of the week. Something also as simple as when they were getting ready to do a pair-share and rehearse their thoughts with each other before launching into the whole-group discussion, also reminding them, "Hey, make sure that we're taking turns when we're sharing in that pair." So again, just to reinforce that we value everybody's contribution, we value everybody's voice and everybody needs to have a turn.  Mike: Can you say more about why it's important to offer kids the option to talk with a classmate before they do any whole-group sharing? Why does that matter so much, particularly for multilingual learners? And either one of you, feel free to jump in and take this.  Heather: I'll start. My understanding is that when the originators of these number talks created this idea that they wanted, that idea of agency and giving students choice was really an important priority to them. And so I feel like part of the rationale for that is to give students choices as often as possible in this routine to elevate students to co-learners with the teacher. So I feel like that's kind of where it starts.  Mike: Jana, is there anything you want to add to that one?  Jana: Well, we've already mentioned the value of rehearsal before sharing with the whole group, but there's also another aspect of it that we may not have touched on yet, which is: As that person listens to us and we actually negotiate meeting and clear up ambiguity, we feel seen, heard, and understood. And if I feel seen, heard, and understood by Heather, it's going to be easier for me to share my idea with Mike, who I don't know quite as well as I know Heather. And so there's really a relational aspect of it that is about feeling understood.  Mike: I want to ask another question about something that feels eminently practical. You all talk about recommending that educators call on multilingual learners early in number talks. And I wonder if you could say more about the why behind that recommendation.  Heather: So as a learner of a new language, I may only have one way of explaining my thinking about that problem or the way that I'm seeing that. And if I have taken that risk and I've raised my hand, if somebody else answers first or maybe two other people answer first, maybe they've taken the only way that I knew to answer and share my thinking about this prompt. So for me, as a facilitator in that setting, that was really important for me to prioritize those volunteers if they raise their hand and call on them as one of the first contributors. I've also seen in some classes that I've been in, some math classes, if a student is not yet fluent in English, sometimes their classmates think that they don't know math, that they don't have ideas to share in math. So I also think that calling on those students first also, again, sets the norms in this community of learners that, again, we all have valid and valuable ideas to share.  And so Jana and I saw in particular with the pair-shares, we saw students starting to choose to work with students who still spoke primarily another language. And Jana captured on video where she had a student who didn't speak Spanish and a student who primarily spoke Spanish and they were sharing ideas with each other in that pair-share to get ready for the whole-group discussion. And honestly, I think that that worked more effectively because of that idea that everybody has valuable ideas to share. So I also think that that was another part of that idea of calling on those students first and making sure that they had a lot of opportunities to share their ideas.  Mike: Yeah. I'm really glad you mentioned that. You're making me think about this notion called positioning, meaning that the choices that we make—whether they're spoken or unspoken, like who we call on first or who gets called on more—they are sending a message to students. And often that message may not be the one we intended. So in this case, it really does show how the choices that you all were making in calling on multilingual learners early, it may have disrupted some narratives that people could have formed about how much those kids had to contribute to a mathematical conversation. I'm so glad you shared that.  Jana, I want to ask you this next question. It's something that, if I'm not mistaken, Heather brought up earlier, and I wanted to dig into it a little bit more if we could. You referenced the value of making gestures something that's a normal, accepted, valued practice, and I want to take a bit of time to clarify that. Perhaps for some folks who might not have a clear picture in their own mind of what we mean by that, can you say more about what we mean by gestures and maybe some examples of the ways that gestures either help students to communicate or even how they contributed to the conversation that was happening during the number talk where there might've been something that was lost if gestures weren't in play?  Jana: One thing I know for sure is that lately I've been learning from Heather about how some mathematical ideas are actually perhaps communicated better with gesture than verbally. And yet we have this traditional notion that there's some kind of language for expressing mathematics that's fancy and only occurs from the neck up, but that's not how we usually talk. So why would we tell people who are trying to explain their ideas that they can't use gesture as part of a person-to-person conversation? Gesture by no means keeps you from developing formal language. It actually helps you develop formal language. So one example of using gesture, it came up particularly during dot talks when we first started the routine, and the dot talks were a fabulous way to encourage and introduce that norm that gestures are welcome. But if a student is describing an array of dots and they say, "three on top," and then they use their hand to indicate it's horizontal, we would affirm, "Thank you so much for using your hands." I can tell that the three on top are in a horizontal line. And then, Heather is fabulous, and I've learned a lot about this from her at gesturing "horizontal" by bringing her hand across the space in front of her horizontally. And then everyone [says] "horizontal," and everyone gestures and says "horizontal" with them. And so we're pairing what's an academic word that is often very hard for students with any language background to remember with a physical gesture.  Mike: That's really helpful. As you all were talking about this, one of the things that I started thinking about is how there are ways that I use gestures to indicate a lot of mathematical ideas like partitioning into groups, indicating that I'm talking about a group and another group and another group, which is basically the seeds of multiplication or unitizing. How I'll gesture as a way to show that I'm combining or separating. How I gesture to show the way that I'm counting things. That all of those are ways that actually enhance what I might be saying and actually communicate that meaning more clearly both to my teacher and to the other students who are in the room.  Heather: Absolutely. Yeah. Another example of that, as you were talking about that, that I use all the time as a seventh grade mathematics teacher and we're working a lot with integers, is the idea of 0 in a horizontal hand as 0. And thinking about if that's 0 and I'm navigating between positive and negative numbers, what will that look [like] visually? And as you said, I just think that gestures are another tool for thinking and understanding and processing information and sometimes communicating that information.  Mike: Heather, I want to come back to you for something that, again, really struck me as important when we were preparing for this. You said that you recommend educators close their number talks with an opportunity for kids to make connections between strategies that emerged. And I wonder if you can just talk about: Why is it important to provide that opportunity for kids to make connections, particularly for our multilingual learners? Heather: So first of all, I have a firm belief that development of conceptual understanding is really valuable in mathematics. And as we are engaging in this routine, in this whole-group discussion, and we're considering all these different possible ways of solving a prompt or seeing a prompt, then when we get to the end, it feels like that we should reflect on the different ideas that have been shared and draw some conclusions about what we can say across all of these different ideas as part of that development of conceptual understanding of what is happening there mathematically. In addition to that, in terms of student engagement, some of our students are multilingual learners. That was the time in the routine that they actually felt the most confident to contribute their thoughts and ideas. So maybe they didn't often raise their hand to speak in that whole-group discussion, but they did raise their hand to share something they noticed from the artifact, some kind of commonality or something that stood out to them.  So again, that was another opportunity for them to feel like they had a valid contribution, that their contribution needed to be heard. So those are a couple of good reasons why I feel like that final reflection is really important in particular for multilingual learners.  Mike: Well, Jana, before we close this conversation, I'm wondering if there are any resources that you'd recommend to a listener who wants to keep learning about the ideas and the practices that we've been discussing today. Is there anything that you could point them in the direction of, or perhaps even something that you'd invite them to try out as a first step?  Jana: Yes, absolutely. I have a couple of ideas. One would be to go to a blog I write that's called mathbetweenus.org. And I've published a short article there ["Number Talks: A Whole Class Routine for Learning Language for Learning Mathematics"] that is specifically about the adjustments we've made to the routine.  Also, I am now CEO of the Mathematics Education Collaborative, and we recently developed a grassroots workshop in making number talks meaningful. It only takes 2 hours. It's an introduction to the routine, ensuring that it's more than just something fun, but actually results in building number sense for students. It's a low-cost way for an individual teacher to get started. And then you can also go to our website at the Mathematics Education Collaborative, which is [www.mec-math.org] and reach out to us and see if you're interested in having us come to your district or your region. Or you can email me at jdean@mec-math.org. So lots of ideas.  Mike: I think that's a great place to stop. I can't thank you both enough for joining me and being willing to have such an in-depth and detailed conversation. Jana and Heather, it's really been a pleasure talking with you both. Thank you.  Jana: You're welcome.  Heather: Thank you so much.  Jana: Thanks for your curiosity.  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.  © 2026 The Math Learning Center | www.mathlearningcenter.org

The Inside Carolina panel of Rob Harrington, Sean Moran and host Joey Powell discuss North Carolina coaching candidate Mark Byington as a potential UNC men's basketball coach. Byington has a strong track record at James Madison and Vanderbilt, and is known for building programs and maximizing rosters.   Moran highlights Byington's high-tempo offense, strong defense, and player development, noting his success at Vanderbilt. Harrington emphasizes Byington's adaptability and potential for quick program improvement, despite limited experience with elite recruiting.   The show centers on Byington's ability to stabilize the team and potentially raise the ceiling, with a focus on his coaching acumen and talent identification skills.   Visit the No. 1 site for UNC sports coverage and community: http://www.InsideCarolina.com   Founded in 1994, Inside Carolina is universally viewed as the authority on Tar Heel sports and recruiting. With relentless, unparalleled year-round coverage, and the largest online community of always-engaged UNC fans, the slogan is true: “There is no offseason at Inside Carolina.” **Call to Action:** **Subscribe:** Follow 'Inside Carolina' wherever you get your podcasts to never miss an episode! **Review:** Leave us a 5-star review on Apple Podcasts or Spotify to help us reach more Tar Heel fans! **Visit:** Explore http://www.InsideCarolina.com for breaking news, recruiting updates, and expert commentary on all things UNC sports.This show is brought to you by Inside Carolina, the No. 1 site for UNC sports coverage and community. Visit http://www.InsideCarolina.com Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Will Byrum and Trevor Hulan are back for Episode 360.The guys open the show by breaking down Mark Byington's contract extension and what it means for the future of Vanderbilt men's basketball. From there, they react to Vanderbilt WBB's heartbreaking Sweet Sixteen loss to No. 6 Notre Dame, falling 67–64 after a hard-fought comeback.Next, Will and Trevor share their takeaways from Vanderbilt football spring practice, including early impressions and standout notes.They close the show with a deep dive into an unforgettable weekend for the VandyBoys, who swept Tennessee with three straight walk-offs. The guys discuss whether this series could be a turning point for the season before wrapping things up by answering premium message board questions.Let's have ourselves a TuesdaySubscribe to The Dore Report today for just $1 dollar -> https://www.on3.com/sites/the-dore-report/join/

In the first hour, DVD reacts to the Vanderbilt MBB loss Saturday night to the Nebraska Cornhuskers. They also discuss if they should've called a timeout before the GW layup and if they liked the play call for the last possession.  

In this episode of Run the Numbers, CJ sits down with Superhuman's Head of Analytics Chris Byington. They break down where analytics should sit inside a company, why dashboards often fail, and how the best teams connect metrics, OKRs, and forecasting to real decisions. Chris also explains why “ship goals” can mislead teams and what CEOs and CFOs should expect from a truly decision-driving data function.—SPONSORS:Tabs is an AI-native revenue platform that unifies billing, collections, and revenue recognition for companies running usage-based or complex contracts. By bringing together ERP, CRM, and real product usage data into a single system of record, Tabs eliminates manual reconciliations and speeds up close and cash collection. Companies like Cortex, Statsig, and Cursor trust Tabs to scale revenue efficiently. Learn more at https://www.tabs.com/runAbacum is a modern FP&A platform built by former CFOs to replace slow, consultant-heavy planning tools. With self-service integrations and AI-powered workflows for forecasting, variance analysis, and scenario modeling, Abacum helps finance teams scale without becoming software admins. Trusted by teams at Strava, Replit, and JG Wentworth—learn more at https://www.abacum.aiBrex is an intelligent finance platform that combines corporate cards, built-in expense management, and AI agents to eliminate manual finance work. By automating expense reviews and reconciliations, Brex gives CFOs more time for the high-impact work that drives growth. Join 35,000+ companies like Anthropic, Coinbase, and DoorDash at https://www.brex.com/metricsMetronome is real-time billing built for modern software companies. Metronome turns raw usage events into accurate invoices, gives customers bills they actually understand, and keeps finance, product, and engineering perfectly in sync. That's why category-defining companies like OpenAI and Anthropic trust Metronome to power usage-based pricing and enterprise contracts at scale. Focus on your product — not your billing. Learn more and get started at https://www.metronome.comRightRev is an automated revenue recognition platform built for modern pricing models like usage-based pricing, bundles, and mid-cycle upgrades. RightRev lets companies scale monetization without slowing down close or compliance. For RevRec that keeps growth moving, visit https://www.rightrev.comRillet is an AI-native ERP built for modern finance teams that want to close faster without fighting legacy systems. Designed to support complex revenue recognition, multi-entity operations, and real-time reporting, Rillet helps teams achieve a true zero-day close—with some customers closing in hours, not days. If you're scaling on an ERP that wasn't built in the 90s, book a demo at https://www.rillet.com/cj—LINKS: Mostly Talent: https://mostlymetrics.typeform.com/to/cLTxtAsNChris: https://www.linkedin.com/in/chris-byington/Superhuman: https://superhuman.com/CJ: https://www.linkedin.com/in/cj-gustafson-13140948/Mostly metrics: https://www.mostlymetrics.com—RELATED EPISODES:Matt Hudson Episodehttps://youtu.be/_FWGYkzhymQ—TIMESTAMPS:0:00 Preview and intro3:29 Centralized analytics team7:29 Start analytics with problems not tools9:41 Lead with the problem10:14 Align on growth model11:46 Pre-commit to decisions13:14 Sponsors — Tabs | Abacum | Brex16:35 Dashboards need growth context19:10 Where analytics should sit21:18 Pros and cons of analytics in finance23:18 Operations vs revenue org placement24:11 Hub-and-spoke analytics model25:18 What “embedded” actually means26:14 Sponsors — Metronome | RightRev | Rillet29:38 When self-service analytics works32:04 Self-serve pitfalls33:44 Buy vs build BI35:44 Analytics owns metrics38:26 Hero metric example41:41 Outcomes > shipping42:14 Set goals before build43:57 Metrics are outcome proxies46:40 Easy way to say no48:29 Start answers with yes52:17 Proving analytics impact56:19 Credits#RunTheNumbersPodcast

Men's basketball coach Mark Byington and women's basketball coach Shea Ralph join the program. Listen to Commodore Hour every Monday night at 6pm on the Vanderbilt Sports Network from Learfield. Available on 102.5 The Game and 94.9 The Fan in Nashville. Always streaming on the Vanderbilt Athletics app.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

We get back into our college hoops question today: Which program do you feel better about over the next five years, Vandy or Vols?  Can the Vols find a good coach after Barnes retires?  What about the future of Byington with Vandy?  NFL offseason moves are starting to happen.  We discuss more possible fits for the Titans and take your phones.

A trio of guests on Commodore Hour. Men's basketball coach Mark Byington, baseball coach Tim Corbin and women's basketball guard Jada Brown join the program. Listen to Commodores Athletics on the Vanderbilt Sports Network from Learfield. Available on 102.5 The Game and 94.9 The Fan in Nashville. Plus, always streaming on the Vanderbilt Athletics and Varsity Network apps.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Vanderbilt men's and women's basketball coaches Mark Byington and Shea Ralph join the show. Listen to Commodores basketball on the Vanderbilt Sports Networks from Learfield. Available on 102.5 The Game and 94.9 The Fan in Nashville. Always streaming on the Vanderbilt Athletics app.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Men's basketball head coach Mark Byington and women's basketball associate head coach Tom Garrick join Commodore Hour. Listen to the show every Monday night at 6pm on the Vanderbilt Sports Network from Learfield. Available on 102.5 The Game and 94.9 The Fan in Nashville. Always streaming on the Vanderbilt Athletics app.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Basketball head coaches Mark Byington and Shea Ralph join Commodore Hour. Listen to the show every Monday night at 6pm on 102.5 The Game and 94.9 The Fan in Nashville. Always streaming on the Vanderbilt Athletics app. Part of the Vanderbilt Sports Network from Learfield.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Men's basketball and women's basketball head coaches Mark Byington and Shea Ralph join the show to discuss the latest with their programs. Listen to the Commodore Hour every Monday night at 6pm CT on 102.5 The Game and 94.9 The Fan in Nashville. Always streaming on the Vanderbilt Athletics and Varsity Network apps. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

3 guests today that dominated this weekend for their respective teams with Kutztown, John Carroll and College of Idaho all advancing to the next rounds. We've got recaps from EVERY playoff game at the small school level as well as a look at some recent drama when it concerns the playoffs for teams like Harding and Marian. All in all a great episode as we get increasingly closer to some national championship games!Video Chapters:0:00 Episode Overview3:56 Judd Novak - Kutztown Golden Bears14:20 D2 Football Game Recaps53:27 Nick Semptimphelter - John Carroll Blue Streaks1:06:05 D3 Football Game Recaps1:53:04 Rylie Byington - College of Idaho Yotes2:06:20 NAIA Game Recaps

7 de novembro é oficialmente o Dia do Radialista no Brasil. A data substitui o 21 de setembro, que ainda é lembrada por muita gente do meio, por ser o dia em que foi estabelecido o piso salarial da categoria em 1943.7 de novembro é o Dia do Radialista por causa do nascimento do compositor e radialista Ary Barroso, em 1903. Muita gente conhece Ary por composições como Aquarela do Brasil e Na Baixa do Sapateiro, esta em parceria com Dorival Caymmi. No entanto, ele também foi um dos grandes nomes da história do rádio no Brasil e pioneiro em estilos de programa e criações para o meio. A estreia de Ary se dá em 1932, momento em que o rádio começa a se popularizar. É nesse ano que a propaganda é autorizada por Getúlio Vargas e marca um novo tempo para as emissoras, que, com mais verba, passam a investir na contratação de grandes nomes da música popular e artistas de talento em diversas áreas. Ary Barroso começa a ganhar destaque dois anos depois do início da carreira de radialista. Na Rádio Kosmos, de São Paulo, ganha o Hora H, que também teve uma temporada na Rádio Cruzeiro do Sul, no Rio de Janeiro. Neste episódio, você vai conhecer os grandes momentos da carreira do radialista Ary Barroso. Capítulos:00:00 Abertura00:14 A origem do Dia do Radialista em 7 de novembro 01:00 A trajetória de Ary Barroso no rádio, desde a estreia na Rádio Kosmos, em 1932, até o momento em que apresenta o programa “Calouros em Desfile”, na Rádio Tupi. 02:08 Como era o programa “Calouros em Desfile”02:39 Abertura e trecho do programa “Calouros em Desfile”03:56 Como foi a participação de Elza Soares no programa de calouros apresentado por Ary Barroso, em 195305:31 O programa de auditório Toque Maestro promovia uma competição entre pessoas da plateia e os músicos da atração, como Pixinguinha06:23 Abertura do programa Toque Maestro e trecho do programa09:45 José Vasconcellos, no show “Eu sou o Espetáculo”, de 1960, imita Ary Barroso como apresentador do programa “Calouros em Desfile”17:00 Radioteatro “Ary Barroso: Sua Gaita e sua História”, levado ao ar no primeiro dia do ano de 1950, pela Rádio Tupi20:18 Ary Barroso conta como foi a infância, desde o nascimento em Ubá, Minas Gerais. Aos 8 anos, fica órfão e passa a ser cuidado pela avó22:50 Aos 10 anos de idade, Ary Barroso começa a tomar contato com piano25:00 Com 17 anos de idade, deixa Ubá e vai tentar a sorte no Rio de Janeiro, onde estuda Direito e toca piano em orquestras para sobreviver28:05 Em 1936, vai com Luiz Peixoto a São Paulo. Ambos passam a trabalhar na Rádio Kosmos, onde Ary Barroso atua em programas humorísticos29:49 O jornalista e biógrafo Sergio Cabral conta como surge a ideia de utilizar uma gaitinha como marca sonora nas transmissões esportivas, na hora do gol33:11 Ary Barroso explica como chega ao som de uma gaita como “vinheta” para marcar a hora do gol nas transmissões de futebol que fazia pela Rádio Tupi37:49 Em 37, faz a primeira viagem aérea para narrar a final entre Argentina e Brasil no Sul-Americano. O jogo acontece em Buenos Aires, no campo do San Lorenzo, em clima de guerra. Ary sofre agressões por ser brasileiro41:20 Em 38, o radialista é transferido da Rádio Cruzeiro do Sul para a Rádio Tupi, onde passa a ganhar um salário mais de 3 vezes maior43:40 Ary Barroso enfrenta exclusividade da “Rádio Byington” para a transmissão de jogo entre as seleções Paulista e Carioca, em 1941, e narra a partida diretamente do Palestra Itália, em São Paulo46:00 Entrevista com Flavio Barroso, filho mais velho de Ary Barroso, nos anos 80, para o Jornal do Brasil. Ele conta que a música mais importante para o pai era Terra Seca, uma composição que foge ao “ufanismo” com o qual fica conhecido. 47:35 Ary Barroso treina a qualidade de sua oratória em um bar de Ubá, ainda na mocidade50:57 Aquarela Brasileira, samba-enredo de 1964 da Império Serrano, é apresentado na avenida. Enquanto era homenageado, Ary Barroso morre de pneumonia em decorrência de uma cirrose hepática

In this heartwarming and insightful episode of For All the Marblisms, Bart welcomes Chicago-based photographer and creative professional Will Byington. Together, they explore the intersection of creativity, resilience, entrepreneurship, and authenticity, highlighting the struggles and successes that shape a meaningful career.Will's story is not just about capturing photos—it's about capturing life, emotion, and connection while navigating the evolving demands of being a creative entrepreneur in a digital age. Will's Journey: From Film Cameras to Rock CruisesEarly spark: Will grew up with disposable cameras and one-hour photo labs, enchanted by the magic of capturing candid moments.Education & pivot: A single darkroom photography class at the University of Alabama deepened his love for the craft.Unexpected detour: He pursued marketing in Los Angeles, working briefly in film promotion—but after a disheartening year, he returned home, feeling defeated.The turning point: A chance meeting with the New Orleans band Cowboy Mouth led to a touring role managing merchandise and photographing the band—his entry into professional photography.Today: Over 21 years later, Will has photographed 172 entertainment cruises for major artists like Bon Jovi, Kesha, and Pitbull, and works with brands like Sixthman and ALG Vacations.Entrepreneurial Lessons & Insights Success Requires Failing Forward“You're not an entrepreneur if you don't fail. You have to throw things atthe wall and learn.”It's Not About the Photos—It's About the FocusWill credits his success to being part of the experience, not just documenting it. His empathy, professionalism, and genuine care make him unforgettable.“I'm not there to be paparazzi. I'm there to capture the experience without blocking someone else's joy.”The Power of Showing UpWhether introducing himself to fans before a cruise or helping someone improve their phone photos, Will emphasizes presence, humility, and joy.“Life is 80% showing up. And when you do, bring energy and curiosity.”Imposter Syndrome Is UniversalWill admits that self-doubt once kept him from teaching photography, fearinghe'd train away his own clients. He now sees teaching as empowering:“Rising tides lift all boats. Helping others doesn't take from you—it expands you.”Creativity Requires Business BalanceWill shares that being a freelancer means juggling roles—creative, legal, financial, HR, and marketing—all at once.“Being a photographer is 90% business, 10% creativity. AI tools like Marblism help us flip that balance.” AI, Efficiency & CreativityBart introduces Marblism, an AI-powered productivity assistant for entrepreneurs. Will reacts with curiosity and cautious optimism, seeing potential to regain time for creativity.“If human interaction doesn't make it better, let AI do it.” — Bart“I'm on the AI train… maybe still in the caboose—but learning.” — Will Key Themes & TakeawaysResilience: Moving from failure to reinvention.Curiosity over fear: Asking questions to connect and learn.Joy & authenticity: Leading with positivity in every environment.Focus: Erase “you” to make the experience about others.Gratitude & presence: Print your photos, share them, and celebrate moments.Closing Reflections Will and Bart reflect on how creativity and kindness intersect:“It's not about the coffee—it's about the people.”“It's not about the photos—it's about the focus.”Will reminds listeners to capture and print their memories, because physical photos hold emotional power.“Print your pictures. Hold them. Share them. You never know how much they'll mean someday.” Connect with WillWebsite: willbyington.comInstagram: @willbyingtonLinkedIn: Will ByingtonClasses: shotclubphotoclass.com Final Quote “We're never finished. We're evolving, learning, and sharing.We are living our dream while chasing our dream.” — Will Byington

In this tender, deeply affirming episode of The Mindful Womb Podcast, I sit down with Sam Byington—former private chef turned postpartum doula and certified lactation counselor—for a conversation every parent deserves to hear.We go beyond diaper tips and freezer meals to talk about the real postpartum: the identity shifts, the relationship changes, the raw beauty, and the quiet grief no one warns you about. Sam shares her personal story of miscarriage, birth, and the messy, magical transformation into parenthood—and how it ultimately led her to become the support she once needed.Whether you're expecting, newly postpartum, or holding space for someone who is, this episode is a balm.We explore:How miscarriage shaped her postpartum callingThe emotional and physical truths no one told her about postpartum recoveryBreastfeeding struggles and the myths that set new parents up to feel like they're failingHow babywearing and bed-sharing became tools of survival and connectionWhat sleep deprivation really feels likeIntimacy, identity shifts, and learning to speak your needsThe power of slow, grounded postpartum care—and how Sam now provides it to othersQuotes to Remember:

In this episode: LindaAnn Rogers, Tom Bradshaw, Lee Crowson, Nic Kruger, Jason Hamil, Dr. Emi Barresi, Imani Nakyanza   I/O Career Accelerator Course: https://www.seboc.com/job Visit us https://www.seboc.com/ Follow us on LinkedIn: https://bit.ly/sebocLI Join an open-mic event: https://www.seboc.com/events   References Felps, W., Mitchell, T. R., & Byington, E. (2006). How, when, and why bad apples spoil the barrel: Negative group members and dysfunctional groups. Research in Organizational Behavior, 27, 175–222.  https://doi.org/10.1016/S0191-3085(06)27005-9 Coyle, D. (2018). The culture code: The secrets of highly successful groups (1st ed.). Bantam Books. Oakes, K. (2021). Culture Renovation: 18 Leadership Actions to Build an Unshakeable Company. McGraw-Hill Education.

In this episode: LindaAnn Rogers, Tom Bradshaw, Lee Crowson, Nic Kruger, Rich Cruz, Christine Mikhail, Jason Hamil   I/O Career Accelerator Course: https://www.seboc.com/job Visit us https://www.seboc.com/ Follow us on LinkedIn: https://bit.ly/sebocLI Join an open-mic event: https://www.seboc.com/events   References: Coyle, D. (2018). The Culture Code: The secrets of highly successful groups. Bantam Books.   Felps, W., Mitchell, T. R., & Byington, E. (2006). How, when, and why bad apples spoil the barrel: Negative group members and dysfunctional groups. Research in Organizational Behavior, 27, 175–222.  https://doi.org/10.1016/S0191-3085(06)27005-9

Twenty Two Faces: Inside the Extraordinary Life of Jenny Hill and Her Twenty-Two Multiple PersonalitiesLooks at the life of Jenny Hill, who survived a human sacrificial ceremony and later developed twenty-two multiple personalities.https://amzn.to/4nf7RIJBecome a supporter of this podcast: https://www.spreaker.com/podcast/the-opperman-report--1198501/support.

Come share insights from AIMW25 with Julie Byington C-TAGME, Ashley Johnson C-TAGME, Samatha Ankireddy MD, and Laura Thompson MD on effective communication and navigating difficult conversations. Understanding our own emotions and personality traits—while being attentive to others' verbal and non-verbal cues—helps build emotional intelligence and promotes respectful, productive dialogue. Adapting communication styles to different personality types and approaching high-stakes conversations with preparation, psychological safety, and clear follow-up can transform potential conflicts into opportunities for breakthrough. Claim CME for this episode at curbsiders.vcuhealth.org! Website | Instagram | Twitter | Subscribe | Patreon | Free CME!| Youtube  thecurbsidersteach@gmail.com Credits Producer, Script, CME: Era Kryzhanovskaya MD Show notes, Infographic, Cover Art: Rebecca Garber MD Hosts, Editors:  Era Kryzhanovskaya MD, Molly Heublein MD Technical Support: Podpaste Guests: Julie Byington C-TAGME, Ashley Johnson C-TAGME, and Samatha Ankireddy MD and Laura Thompson MD Technical support: Podpaste Theme Music: MorsyMusic  Show Segments Intro, disclaimer, guest bio Guest one-liner/ Reflections on AIMW25 conference Exploring the Crucial Conversation Framework Learning how to maintain psychological safety  Using tools like the Mint HR Smalley Trent Personality Test to gain personality awareness  Tailoring communication styles based on personality for more productive dialogue and reduced conflict Skill for being an active listener  Take home points Outro

It’s Friday, once again time for a look at Colorado’s literary landscape. This week Sun writer and editor Kevin Simpson chats with an author whose latest work of historical fiction applies an interesting twist to the death of artist Vincent van Gogh.See omnystudio.com/listener for privacy information.

For the holidays, we wanted to release some bonus episodes that were originally released on Patreon as a holiday treat. In this episode, I talk with Kristina Byington, the cousin of murder victim Anita Byington, about how people can engage victims' family members with empathy in the face of exoneration efforts for convicted murderers and others who have been found guilty of crimes against their loved ones.Contact me at silverliningshandbookpod@gmail.com.Check out Kristina's article on her cousin's case at:https://medium.com/@kristinabyington/anita-byingtons-murder-and-the-travis-county-da-s-pursuit-to-pervert-justice-d182e0279a0bJoin our Facebook Group at:https://www.facebook.com/groups/1361159947820623Check out the Silver Linings Handbook website at:https://silverliningshandbook.com/Check out our Patreon to support the show at:https://www.patreon.com/thesilverliningshandbookVisit the Silver Linings Handbook store to support the podcast at:https://www.bonfire.com/store/the-silver-linings-handbook-podcast-store/See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this episode, we talk with special guest Stacey Byington Wynn about what it means to be made in God's image and how this can help us feel more confident and clearer as we navigate our faith journey. We'll look at how to handle the confusing parts of religion and use them to grow closer to God. Tune in to learn how to see your true value and identity, even when our religious culture is a challenge, or our faith feels hard to understand. Explore resources from Stacey Byington Wynn at https://linktr.ee/clarityunleashed More mind renewal resources at www.rympodcast.com

A young college student named Anita Byington went out with friends one night in 1991 in Austin, Texas. She was murdered and a year later a man was convicted for her killing. After two decades, that man was released and is not seeking exoneration. Anita's cousin, Kristina joins us, to discuss what it's like to be a victim's family member, what it's like to find the sense of peace only to have it taken away, and what it's like decades later to still fight for a family member and a friend who's long gone.Contact me at silverliningshandbookpod@gmail.com.Check out Kristina's article on her cousin's case at:https://medium.com/@kristinabyington/anita-byingtons-murder-and-the-travis-county-da-s-pursuit-to-pervert-justice-d182e0279a0bJoin our Facebook Group at:https://www.facebook.com/groups/1361159947820623Check out the Silver Linings Handbook website at:https://silverliningshandbook.com/Check out our Patreon to support the show at:https://www.patreon.com/thesilverliningshandbookVisit the Silver Linings Handbook store to support the podcast at:https://www.bonfire.com/store/the-silver-linings-handbook-podcast-store/See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Milwaukee Bucks TV play-by-play announcer, Lisa Byington, joins Kris and her on-air partner, Marques Johnson to break down their observations from the team's start to the season, life as NBA broadcasters, and areas of improvement through five games. In the wake of recent comments from Giannis Antetokounmpo, the crew considers how the team can re-establish identity, Khris Middleton's meaning to the team and how Andre Jackson Jr. could impact the team moving forward. In ‘About That Action,' MJ, Kris and Lisa highlight two plays that prove how exciting the Bucks' offense can be. They take a trip down memory lane, reflecting on the first time they beat their older family members one-on-one as Marques shares stories from Giannis & Thanasis, Doc Rivers' family, Jalen Brunson, Gary Trent Jr. & others around the league. Lastly, Lisa shares her perspective on the possibility of bringing the WNBA to Milwaukee and covering Angel Reese this season. For more, follow @bucksplusaudio - the official podcast network of the Milwaukee Bucks - on Instagram, Twitter, TikTok and Facebook, and check out all Bucks+ podcast content at www.bucks.com/plus.

Chicago Sky commentators and power couple Lisa Byington and Shimmy Miller join Sarah to discuss the roses and thorns of working with each other, what the Sky needs to do to entice players to stick around, and why everyone knowing where and how to watch women's sports is important. Plus zit stickers, the best kind of sellouts, and the responses slices sent in following Sarah's interview with Christine Brennan. Check out the list of ROY Caitlin Clark's 2024 accomplishments here  Check out Allison Gale's fantastic list of NWSL playoff implications here  Read the Washington Post's coverage of SafeSport closing the investigation into Rory Dames here  Check out Kelsey Plum's ex's …. interesting music video here   We love to hear from our slices! Leave us a voicemail at 872-204-5070 or send us a note at goodgame@wondermedianetwork.com  Follow Sarah on social! X: @SarahSpain Instagram: @Spain2323 Follow producer Misha Jones! X: @mishthejrnalist Instagram: @mishthejrnalist TikTok: @mishthejrnalist Follow producer Alex Azzi! X: @ByAlexAzzi See omnystudio.com/listener for privacy information.

Will Byington has the best life.....taking pictures of some of the greatest moments and the greatest times of our era, whether its baseball games, rock shows or even amazing musical cruises. Plus it can't hurt that everryone thinks you're one hell of a guy! Come share a moment with one of the coolest guys around and hear a little bit about his story. Will can be found on social media everywhere, plus his book "We are Cubs fans" is out right now!!! Look for Will at your next cool concert or even better, right here on this wek's podcast!

Milwaukee Bucks TV broadcaster Lisa Byington joins Thanasis Antetokounmpo on Thanalysis! The duo discusses her ground-breaking career in broadcasting, as well as Lisa's athletic collegiate career at Northwestern. Also, is Giannis Antetokounmpo "under-appreciated" across the NBA? 

‘The Full Go' returns as Jason starts the podcast by talking about his trip to Barnes & Noble. After that, he pays his respects to Willie Mays. He talks about Mays's impact on baseball and his importance to the sport (1:25). Following that, Jason welcomes Lisa Byington to the podcast. The two talk about what it's been like reintroducing people to the WNBA, what's going on with the Aces, and Chennedy Carter's ascension. The two also chat about Kamilla Cardoso and Angel Reese and how the two are brimming with talent (28:10). Next, Jason explains why it's time for the Cubs to operate like a big-market team and why they need a superstar (56:28). To wrap, Jason recaps the NBA Finals. He explains which Celtics player he's happy for, why Jaylen Brown is the heart and soul of the Celtics, and how far the Bulls are from playing on this stage (1:12:45). Voicemail line: 773-688-4232 The Ringer is committed to responsible gaming. Please visit www.rg-help.com to learn more about the resources and helplines available. Host: Jason Goff Guest: Lisa Byington Producers: Tony Gill, Chris Sutton, and Kyle Williams Learn more about your ad choices. Visit podcastchoices.com/adchoices

Chris Lee and Billy Derrick put a bow on a disappointing baseball season, discuss the necessary changes, early expectations for Byington's first year, football depth chart projections, and answer mailbag questions.

In 1991, a young college student named Anita Byington went out with friends in Austin, Texas. The following morning, she was found brutally murdered.A man named Allen Andre Causey was tried and convicted of the murder in 1992. His confession to police was a major piece of evidence against him.Now, the Innocence Project of Texas says Causey is a factually innocent man. The Travis County Prosecutor's Office agreed with this, although members of Anita Byington's family say that they still believe the evidence against Causey points to guilt. Causey was paroled in 2022, but he could soon receive an exoneration as well. In this episode, we will hear from Causey's Innocence Project of Texas team: executive director Mike Ware, senior staff attorney Jessi Freud, staff attorney Chase Baumgartner, and attorney Amber Vasquez. They will explain why they believe the evidence strongly points to Causey's guilt, and who they think really killed Anita. Listen to our interview with Anita's cousin Kristina Byington here: https://art19.com/shows/murder-sheet/episodes/3779b01f-4126-4e92-abe0-1336fd7ad890The Innocence Project of Texas's website: https://innocencetexas.org/Support The Murder Sheet by buying a t-shirt here: https://www.murdersheetshop.com/Send tips to murdersheet@gmail.com.The Murder Sheet is a production of Mystery Sheet LLC.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In 1991, a young college student named Anita Byington was brutally murdered in Austin, Texas. A man named Allen Andre Causey was tried and convicted of the murder, based largely on his confession to police. Causey was paroled recently. But the Innocence Project of Texas took on the case, believing that he was factually innocent of the crime and that he deserved to be exonerated. The Travis County Prosecutor's Office agreed with their assessment, and legal proceedings have been going on this year around Causey's exoneration.But Anita's cousin Kristina Byington is pushing back. She feels that Causey is guilty of the crime, and she has criticized the Travis County Prosecutor's Office for leaving her in the dark and working too closely with Causey's team. Today, we will speak to Kristina. Tomorrow, we will hear from the other side when we interview the Innocence Project of Texas, a group of attorneys who strongly feel Causey is innocent and that another man killed Anita all those years ago. Allen Andrew Causey's confession: https://law.justia.com/cases/texas/third-court-of-appeals/1994/6229.htmlKristina's Facebook group advocating against the Travis County Prosecutor's Office: https://www.facebook.com/groups/396731979507482Kristina's Medium article on her cousin's case: https://medium.com/@kristinabyington/anita-byingtons-murder-and-the-travis-county-da-s-pursuit-to-pervert-justice-d182e0279a0bSupport The Murder Sheet by buying a t-shirt here: https://www.murdersheetshop.com/Send tips to murdersheet@gmail.com.The Murder Sheet is a production of Mystery Sheet LLC.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Billy Derrick and Joey Dwyer discuss the VandyBoys' series loss to Tennessee, their postseason chances, the weekend ahead in Lexington, and Vandy's chances of landing AJ Hoggard.

Join us on In The Room podcast for a conversation with the brilliant Bob Byington, tracing his journey from SXSW breakout to indie darling. From "RSO [Registered Sex Offender]" to "Infinity Baby", Byington's films have captivated audiences with their wit and originality. Now, with "Lousy Carter" starring David Krumholtz, available on most streaming platforms, Byington continues to push boundaries. Don't miss our chat about his unique vision and the magic of indie filmmaking! #InTheRoomPodcast #LousyCarter #BobByington #IndieFilm #DavidKrumholtz #SXSW

Send us a Text Message.Join Scott for this bonus episode featuring his interview with former teammate, nicknamed "Big John," John Byington as they discuss the weekend series against Texas when the 1989 Aggie baseball team sparked Olsen Magic in Game 2 and 3. Also learn what John has been doing since his playing days at Texas A&M. Don't miss out!!

Billy Derrick + Luke Wyatt discuss the VandyBoys' series win in Baton Rouge over the weekend, Mark Byington's offseason building process, football spring practice notes, and answer mailbag questions.

Chase and Big Joe talk with Vanderbilt men's basketball coach Mark Byington. As Byington makes his way to Nashville, he talks about why he's excited to lead the Commodores. Vanderbilt is a special place and Byington says the long-term value of a Vanderbilt degree and being an alum. Byington talks about his coaching philosophy and adjusting to the style of play in the SEC. What type of coach will he be for Vanderbilt? Byington says Memorial Gym is a special place and he's excited to rock the place this season. Listen for more. 

The second hour of the Chase & Big Joe Show begins with Vanderbilt basketball talk. The guys talk to Vanderbilt men's basketball coach Mark Byington. As Byington makes his way to Nashville, he talks about why he's excited to lead the Commodores. Vanderbilt is a special place and Byington says the long-term value of a Vanderbilt degree and being an alum. Byington talks about his coaching philosophy and adjusting to the style of play in the SEC. What type of coach will he be for Vanderbilt? Byington says Memorial Gym is a special place and he's excited to rock the place this season. Chase and Big Joe talk about potential breakout candidates for the Titans next season. Who needs to have a big year? The guys speculate about the Titans' draft strategy. Are there some question marks on the draft board this year? The show wraps up with What Day Is It? and Celebrity Birthdays. Listen for more.

Mark Byington joins Robby & Rexrode. During James Madison's March Madness run, Byington talks about being approached with the Vanderbilt men's basketball head coach position. He talks about the recruiting process, and how Vanderbilt's facilities and being in Nashville have been the main points for him during pitches. Byington talks about why he's a great fit for the SEC and the mentors who have helped him become the coach he is today. Listen for more. 

Robby and Rexrode talk about the struggles the Predators are facing. What does the team need to do to turn things around? How worried should fans be? Mark Byington joins Robby & Rexrode. During James Madison's March Madness run, Byington talks about being approached with the Vanderbilt men's basketball head coach position. He talks about the recruiting process, and how Vanderbilt's facilities and being in Nashville have been the main points for him during pitches. Byington talks about why he's a great fit for the SEC and the mentors who have helped him become the coach he is today. Rexrode closes the hour with a rant about the L.A. Times and Purdue. Listen for more. 

This week I was thrilled to chat with star David Krumholtz and writer-director Bob Byington about their new movie, Lousy Carter. It's a wide-ranging conversation, touching on topics from shooting during the age of Covid to where Krumholtz was when he got the call to audition for Oppenheimer, and I hope you find it as fun to listen to as it was for me to conduct. If you enjoyed it, I hope you share it with a friend. A little extra this week: I hope you check out both Lousy Carter and Byington's body of work. Everyone says they're tired of the same old mush at the multiplex; well, here's a chance to dive into a body of work you may not be familiar with. Some highlights: Byington and Krumholtz previously worked together on Frances Ferguson, which you can watch for free on Amazon Prime; it is charmingly dry and occasionally cutting without coming across as meanspirited. Star Kaley Wheless gives a realistic and somewhat complicated performance as the substitute teacher convicted of sleeping with an (of-legal-age) student, while Krumholtz's turn at the end as a group therapist is both humorous and humane. Somebody Up There Likes Me (available for free on Peacock and for rental elsewhere) is an amusing look at a slacker floating through life starring Nick Offerman and Keith Poulson, and the framing device—we skip ahead five years each sequence, giving us 35 years in the life of Poulson's character—is weirdly affecting. The passage of time comes for us all, or some such. Infinity Baby (streaming on Kanopy and Amazon) is probably the oddest of these four films: set in the not-too-distant future, Kieran Culkin's Ben works for a pharmaceutical company that accidentally made babies that never grow older. He's interesting as a free-floating cad—and Culkin is an absolutely magnetic screen presence—but I think the best performance belongs to Martin Starr (Silicon Valley, Party Down). He's playing slightly against type here: rather than a sure-of-himself-know-it-all, he's a little more fidgety, a little unsteady. And that unsteadiness pays off in the film's closing moments, as we see the results of an unexpected responsibility.

Could the Tennessee Titans be better than expected this season? Robby & Joe discuss what the 2024 season could look like. What do the guys make of Vanderbilt hiring Mark Byington as their new men's basketball coach? 

Blake Lovell and Max Barr share their thoughts on Vanderbilt hiring former James Madison head coach Mark Byington as its new basketball coach. What's most intriguing about Byington's playing style? Is it fair to criticize the lack of NCAA Tournament appearances on his resume? What did we learn about his job performance at James Madison and Georgia Southern? How can Vanderbilt set him up to succeed in a competitive SEC landscape? FOLLOW US ON SOCIAL MEDIA Daily Newsletter: https://se14.substack.com/ Twitter: https://twitter.com/14Southeastern Instagram: https://www.instagram.com/southeastern14_/ TikTok: https://www.tiktok.com/@secsports14

You can watch this conversation on Vimeo or on X In the second of three episodes highlighting how DA Jose Garza treats victims and their families, Kristina Byington, cousin to murder victim Anita Byington, shares her story and experience dealing with DA Garza. You have a choice. Primary election is Tuesday, March 5th, 2024. Medium article detailing Krsitina's story ___________________ @bradswail austincitycouncilman.com Support the show on Patreon!

In this episode, we discover exactly what brain integration is, the impact it can have on people, and how Julissa Byington is making it a possibility for people in Utah by changing state legislation.Website: https://optimizebrain.com/

In this episode, we discover exactly what brain integration is, the impact it can have on people, and how Julissa Byington is making it a possibility for people in Utah by changing state legislation.Website: https://optimizebrain.com/

In this episode, we discover exactly what brain integration is, the impact it can have on people, and how Julissa Byington is making it a possibility for people in Utah by changing state legislation.Website: https://optimizebrain.com/