Podcasts about Class

It's Episode 06 of Season 24. Enter the dark waters of the Cape Fear River as we present tales that twist and turn."Night Run" by John Beardify (Story starts around 00:04:05)Produced by Phil MichalskiCast: Narrator - Reagen Tacker, Man - Graham Rowat"A Way Out" by Kareem Miskel (Story starts around 00:13:20)Produced by Claudius MooreCast: Narrator - Atticus Jackson"A Hain in the Class" by Luke Pudney (Story starts around 00:33:00)TRIGGER WARNING!Produced by Phil MichalskiCast: Narrator - David Ault, Lydia - Penny Scott-Andrews, Dylan - James Cleveland, Ms. Hain - Erika Sanderson"Summer Friends" by Mia Dalia (Story starts around 01:03:00)TRIGGER WARNING!Produced by Jeff ClementCast: Riley - Kyle Akers, Arms - Jeff Clement"Baby Boom" by Dale Smith (Story starts around 01:24:00)TRIGGER WARNING!Produced by Jesse CornettCast: Narrator - Andy Cresswell, Kate - Ash Millman, Grandmother - Erika Sanderson, Shelina - Penny Scott-Andrews, Nick - Jake Benson, Receptionist - Jake Benson, Danielle - Ilana Charnelle, Sophia - Mary Murphy, Margaret - Erin LillisThis episode is sponsored by:DripDrop - Take hydration seriously with DripDrop's award-winning taste and doctor-developed electrolyte powder. Trusted by the best! Get 20% off your first order by using promo code NOSLEEP at dripdrop.comIndacloud - Indacloud is here to give you what you came looking for. An incredible time, a good laugh, a great sleep, or a vacation from reality. Check out the safest and greatest cannabis products on the market at incredible prices. If you're 21 or older, go to indacloud.co/nosleep to get 35% off your first order.Mint Mobile - Ditch overpriced wireless with Mint Mobileís deal and get premium wireless service for 15 bucks a month. Cut your wireless bill to 15 bucks a month at mintmobile.com/nosleepClick here to learn more about The NoSleep Podcast teamClick here to learn more about the Crimewave at Sea 2.0 Cruise!Click here to get your Crimewave at Sea discount code and bonus event!Click here to learn more about John BeardifyClick here to learn more about Dale Smith Executive Producer & Host: David CummingsMusical score composed by: Brandon Boone"A Hain in the Class" illustration courtesy of Jen TracyThe NoSleep Podcast is Human-made for Human Minds. No generative AI is used in any aspect of work.Audio program ©2026 - Creative Reason Media - The copyrights for each story are held by the respective authors. No duplication or reproduction of this audio program is permitted without the written consent of Creative Reason Media. No part of this audio program may be used or reproduced in any manner for the purpose of training artificial intelligence technologies or systems. All rights reserved.

Teacher besties… what's your attention getter? Because in this episode we learned there are levels to this chaos.   NOW REMEMBER get your tickets NOW! The New Tour "Is it Friday Yet" dates in 2026 are available NOW!  Don't miss out on the Bored Teachers Comedy Tour coming to a city near you! Tickets going fast: https://bit.ly/TODBTCT    PLUS book your hosts for a speaking event at your school: https://teacherspeakers.com/    Check out our MERCH! https://shop.boredteachers.com    Subscribe to our newsletter: https://www.beacons.ai/teachersoffdutypod   Send us a voice message: https://bit.ly/3UPAT5a    Listen to the podcast anywhere you stream your favorite shows:  Spotify: https://open.spotify.com/show/3hHNybdOJb7BOwe0eNE7z6?si=840ced6459274f98  Apple: https://podcasts.apple.com/us/podcast/teachers-off-duty/id1602160612  _________________________________   Teachers get your perks!! This episode is brought to you by:    Mint Mobile | Go to https://mintmobile.com/tod to redeem your offer   Betterhelp | Go to https://betterhelp.com/TOD to get 10% off today   Marley Spoon | Go to MarleySpoon.com/offer/TOD for 45% OFF your first order and FREE delivery   Wayfair | Go to wayfair.com shop all things home today. _________________________________ This week on Teachers Off Duty, Bri is joined by Dre Holmes and Juan Cintron for a chaotic, painfully relatable conversation about attention getters and how wildly different they look in kindergarten vs. 3rd grade vs. middle school. From "waterfall" to "macaroni and cheese, everybody freeze," to the most dramatic strategies you've ever seen (yes, including fake crying and talking to a filing cabinet), the crew breaks down what actually works when your class is doing the absolute most. They also get real about the teaching grind: ADHD teacher life, why "I'll wait" doesn't always hit, building relationships before management can work, and how admin can make or break a school. Plus: tour life updates and why you need a laugh break ASAP. Listen now & don't forget to subscribe!  Follow your hosts:  Briana Richardson @HonestTeacherVibes  Keldric Homes @keldricholmes Juan Cintron @onthejuanhand Follow us on all platforms @TeachersOffDutyPodcast To advertise on the show, contact sales@advertisecast.com or visit https://advertising.libsyn.com/TeachersOffDuty _________________________________ Teachers Off Duty - A Bored Teachers©️ Podcast

Justin LaBar and Rick Ucchino dive into the second promo battle between Roman Reigns and CM Punk on Monday Night RAW as well as Jade Cargill and Rhea Ripley's first confrontation on Smackdown. To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Welcome to Episode 259 of Pelo Buddy TV, an unofficial Peloton podcast & Peloton news show. This week we cover the following topics: The Peloton & Garmin integration is now two ways, meaning you can export Peloton workouts to Garmin. Peloton is bringing the class plan feature to original series Peloton Bikes, Treads, and Rows. The Peloton Feed feature now only shows workouts where badges or achievements are earned. Peloton will close the studios in New York and London in April for a week each. In May, Peloton will hold some live German language classes with members. The next Club Peloton ride will be for Gold members with Denis Morton. Peloton has new jump training classes as well as new class types for weighted vests. The Menopause collection is now set up like a one week program. Peloton has a new 12 week HYROX training program available. Peloton is celebrating Women's History Month in March. Peloton has some new two for one classes featuring guest instructor Tim Robards. Peloton highlighted some classes in "This Week at Peloton." Aditi Shah has a new "Holi" Pilates class to celebrate the holiday. Matt Wilpers is leading a shakeout run before the NYC Half Marathon. Rebecca Kennedy will be teaching some classes & leading some 5Ks during SXSW. Peloton is waiving the used device activation fee in March as a promotion. Happy Birthday to Greta Dopp this week. Robin Arzon is doing a book tour for her new cookbook. Cody Rigsby was a special guest at the NHL Unites Pride Cup. Adrian, Jess Sims, and Katie will teach a class at the Faces of Fitness event in Chicago. Tunde Oyeneyin was on NBC. Ben Alldis is back teaching classes after paternity leave. Class Picks of the Week Enjoy the show? Become a Pelo Buddy TV Supporter!  Find details here: https://www.pelobuddy.com/membership-levels/ You can find links to full articles on each of these topics from the episode page here: https://www.pelobuddy.com/pelo-buddy-tv-episode-259/ The show is also available via YouTube: https://www.youtube.com/c/PeloBuddy This episode is hosted by Amanda Segal (#Seglo3) and Chris Lewis (#PeloBuddy).

After our annual Summer hiatus, we're back with a whole new season of Good Movie Monday.  00:00:00 | Intro, Celebrity Deaths & Hot Sauce00:12:10 | Jarret Gahan's P.E. Class (Physical Entertainment Update)00:45:00 | Theme of the week: Return From Exile00:55:02 | Bonehead Weekly Fun Size00:59:15 | Eclipse Cinema Double-Pass Giveaway01:01:03 | Interview with William Brent Bell01:33:18 | Top 5 Time Travel movies & Outro

Denise Salcedo and Robin Lundberg discuss Cody Rhodes winning his third WWE title and whether his match with Randy Orton is the right call for WrestleMania. They also breakdown the promo battle between Jade Cargill and Rhea Ripley that took place on Smackdown To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Justin LaBar gives his instant reaction to Cody Rhodes winning back the WWE Championship on Smackdown over Drew McIntyre. He covers the impact of Cody returning to the WrestleMania Main Event as well as what could be next for Sami Zayn. To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Want to know the best, most #funandeasy way to #breakfree from your #chainsoffear, especially when it comes to your #RelationshipWithGod? Listen now to this recording of a live Samia did during #Ramadan, the month of fasting and #SpiritualGrowth for Muslims. In this episode, we explore the profound difference between khawf (#fear) and taqwa (#GodConsciousness), and why God calls us not into fear, but into loving awareness of #godscompassion and #godsmercy.Plus, learn what it means to #trustgod as Rabb al-‘Alamin—the Lord of the worlds—and how that trust can free us from fear and deepen our faith, and so much more.NOTE: Although Samia frames the concepts in this episode in the context of #IslamicSpirituality, the lessons are relevant and applicable to other faith and spiritual traditions as well.  #faithoverfear #faithoverdoubt #fearless #fearlessliving #godislove #RamadanReflection #RamadanReminder #RamadanSpirituality #Taqwa #IslamicReminder #QuranReflection #LoveOfAllah #AllahsMercy #AllahIsMerciful #IslamicTeachings #MuslimReminder #FaithAndSpirituality #IslamicWisdom #HeartCenteredFaith #TrustInAllah #IslamicReflection #RamadanJourney #MuslimFaith  #IslamicInspiration #DeenOverDunya #IslamicKnowledge #MuslimCommunity_____________________________________ABOUT SAMIA:Samia Bano is the #HappinessExpert, author, speaker, podcaster & coach for coaches and healers. Samia is most known for her book, 'Make Change Fun and Easy' and her #podcast of the same name. With the help of her signature Follow Your Heart Process™, a unique combination of #PositivePsychology and the #spiritual wisdom of our most effective #ChangeMakers, Samia helps you overcome #LimitingBeliefs, your chains of fear, to develop a #PositiveMindset and create the impact and income you desire with fun and ease…Samia's advanced signature programs include the Happiness 101 Class and the Transformative Action Training.Samia is also a Certified #ReikiHealer and Crisis Counselor working to promote #MentalHealthAwareness.  Samia models #HeartCenteredLeadership and business that is both #SociallyResponsible and #EnvironmentallyFriendly.Samia is a practicing #Muslim with an inter-spiritual approach. As someone who has a love and appreciation for diversity, she is a #BridgeBuilder between people of different faiths and cultures. Although Samia currently lives in California, USA, she has lived in 3 other countries and speaks Hindi, Urdu, and English fluently.  Want to learn even more about Samia? Visit www.academyofthriving.com :)To Book your Free HAPPINESS 101 EXPLORATION CALL with Samia, click: https://my.timetrade.com/book/JX9XJ

Denise Salcedo sits down with TNA Knockouts World Champion Arianna Grace to discuss her title defense against Jody Threat and building her own legacy in wrestling beyond being Santino Marella's daughter. To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Dave LaGreca and Bully Ray discuss Road Dogg's departure as a creative writer for WWE so close to WrestleMania and the impact it will have on the Road to WrestleMania.  To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Adam and Geoff continue their annual NFL free agency primer by going inside the CB class, outlining CBs who should be available, teams that need them, and if it's a strong or weak class.► Subscribe to our Patreon Channel for exclusive information not seen or heard anywhere else and become among smartest Birds fans out there (just ask our members!!) + get all of our shows commercial free and a lot more!!: https://www.patreon.com/insidethebirdsTimestamps0:00 – 2:29 Intro2:29 – 10:33 Trent McDuffie Trade10:33 – 24:44 Cornerback Free Agents►Support our sponsors!!► Simpli Safe Home Alert System: https://simplisafe.com/BIRDS for 60% OFF!► Camden Apothecary: https://camdenapothecary.com/Follow the Hosts!► Follow our Podcast on Twitter: https://twitter.com/InsideBirds► Follow Geoff Mosher on Twitter: https://twitter.com/geoffpmosher► Follow Adam Caplan on Twitter: https://twitter.com/caplannflNFL insider veterans take an in-depth look that no other show can offer! Be sure to subscribe to stay up to date with the latest news, rumors, and discussions.► Sign up for our newsletter! • Visit http://eepurl.com/hZU4_n.For more, be sure to check out our official website: https://www.insidethebirds.com.

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Thanks to our Partners, NAPA TRACS, Today's Class, KUKUI, and Pit Crew Loyalty Watch Full Video Episode This episode explores the critical “delivery” phase of a 250,000 mile maintenance program, reframing the moment you hand the keys back as the continuation of a long-term professional relationship, not the end of a transaction. Host Carm Capriotto, joined by Brett Beachler and Rena Rennebohm, shares practical strategies to strengthen customer communication, elevate the shop experience, and proactively guide clients toward vehicle longevity. By focusing on the vehicle's full lifecycle and scheduling the next visit before the customer leaves, shops can move beyond transactions to build loyalty, retention, and long-term profitability. What You'll Learn: How advisor pods create a more comfortable, trust-building customer experienceWhy pre-appointment calls improve approvals and reduce estimate resistanceHow strong phone skills shape customer perception and confidenceWhy personal communication increases trust and average repair ordersHow to educate customers so they understand the value of maintenanceHow scheduling the next visit at delivery improves retentionWhy mileage-based follow-up systems drive better long-term resultsHow consistent, shop-wide processes strengthen culture and customer loyalty Brett Beachler, Beachler's Vehicle Care & Repair, Peoria, IL. Listen to Brett's previous episodes HERE Rena Rennebohm, CEO and Creator of Empowered Advisor. Rena's previous episodes HERE. Thanks to our Partner, NAPA TRACS NAPA TRACS will move your shop into the SMS fast lane with onsite training and six days a week of support and local representation. Find NAPA TRACS on the Web at http://napatracs.com/ Thanks to our Partner, Today's Class Optimize training with Today's Class: In just 5 minutes daily, boost knowledge retention and improve team performance. Find Today's Class on the web at https://www.todaysclass.com/ Thanks to our Partner, KUKUI Stop juggling multiple marketing tools. KUKUI's integrated platform delivers 4x better website conversions, automated follow-up, and real-time ROI tracking. Get industry-leading customer support with KUKUI at https://www.kukui.com/ Thanks to our Partner, Pit Crew Loyalty You're probably tired of chasing new customers who never return. We understand. Pit Crew Loyalty ends the one-and-done cycle, turning first visits into lasting, reliable revenue at https://www.pitcrewloyalty.com/ Connect with the Podcast: - Follow on Facebook: https://www.facebook.com/RemarkableResultsRadioPodcast/ - Join Our Virtual Toastmasters Club: https://remarkableresults.biz/toastmasters - Join Our Private Facebook Community: https://www.facebook.com/groups/1734687266778976 - Subscribe on YouTube: https://www.youtube.com/carmcapriotto - Follow on LinkedIn: https://www.linkedin.com/in/carmcapriotto/ - Follow on Instagram: https://www.instagram.com/remarkableresultsradiopodcast/ - Follow on Twitter: https://twitter.com/RResultsBiz - Visit the Website: https://remarkableresults.biz/ - Join our Insider List:

Clint gives an introduction to the parables of Jesus, as well as a look into a couple of his favorite parables.

Send a question for the boys to answer on the next podcast!The boys have the full breakdown on Coach Jacobs' first recruiting class for the Rockets! We mention a few standouts to watch for this season and how Toledo ranks overall compared to the rest of the MAC. Also in this episode, we discuss our thoughts on Sacramento State football joining the conference and how our three Rockets did overall in the NFL combine. TOL!!

Steven Badger from Zelle LLP joins us to talk about all the "hot topics" in the always interesting world of hail and other weather-related claims.  Steve will cover all the emerging trends in these claims, including current fraud and other abuse schemes, and provide his recommendations on how to address the common issues. He will also talk about what he is seeing with recent expanded use of the appraisal process.  Finally, Steve will talk about how his clients are addressing these issues through underwriting and policy wording changes. Notable Timestamps [ 00:07 ] - The episode introduces a discussion on emerging trends in hail and weather-related insurance claims, including fraud schemes, disputes over damage assessments, and how insurers are exploring underwriting and policy wording changes to address recurring issues. [ 01:22 ] - A key industry trend is shifting toward bigger-picture solutions that reduce disputes altogether, such as improving building resilience or changing claims processes so insurers and policyholders spend less time fighting over losses. [ 02:12 ] - Roof resiliency is a major topic. If roofing materials could withstand moderate hail, many claims would never occur, raising debate about requiring more durable materials like Class 4 hail-resistant roofing in hail-prone states. [ 03:28 ] - Some insurers already offer premium discounts for homes with Class 4 hail-rated roofs, but experts argue broader mandates may be necessary to significantly reduce hail claim frequency and stabilize insurance markets. [ 05:39 ] - Insurers report a rise in fabricated hail and wind damage claims, particularly during slow storm years when contractors relying on storm work may be tempted to create damage to generate insurance-funded repairs. [ 07:24 ] - Fabricated damage raises complex coverage questions. If a contractor intentionally damages property, insurers must consider whether the loss could fall under vandalism or malicious mischief provisions. [ 09:40 ] - Disputes often shift from scope of damage to pricing. Estimating tools like Xactimate help set initial reserves, but they are still estimates and can be manipulated by adding or removing line items. [ 11:27 ] - Many policies ultimately require payment based on the "amount actually incurred," meaning the real cost of repairs. This shifts focus from software estimates to contracts, invoices, and proof of actual payments. [ 14:08 ] - Contractors and public adjusters may inflate estimates within software systems, even adding items like adjuster commissions that are often not covered, which can raise unrealistic expectations for policyholders. [ 15:33 ] - One strategy to counter inflated estimates is obtaining real competitive contractor bids. Presenting an independent price for the same work can help challenge excessive claims and refocus negotiations on actual costs. Your PLRB Resources Invoking "Our Option" – Increased Use of Preferred Contractor Networks https://www.youtube.com/watch?v=kC_WAl0N7gI The Appraisal Process – Is it Still Useful to Resolve Disputed Claims? https://www.youtube.com/watch?v=v5YgKpL5FlI&t=1s Employees of member companies also have access to a searchable legal database, hundreds of hours of video trainings, building code materials, weather data, and even the ability to have your coverage questions answered by our team of attorneys (https://www.plrb.org/ask-plrb/) at no additional charge to you or your company. Subscribe to this Podcast Your Podcast App - Please subscribe and rate us on your favorite podcast app YouTube - Please like and subscribe at @plrb LinkedIN - Please follow at "Property and Liability Resource Bureau" Send us your Scenario! Please reach out to us at 630-509-8704 with your scenario! This could be your "adjuster story" sharing a situation from your claims experience, or a burning question you would like the team to answer. In any case, please omit any personal information as we will anonymize your story before we share. Just reach out to scenario@plrb.org.  Legal Information The views and opinions expressed in this resource are those of the individual speaker and not necessarily those of the Property & Liability Resource Bureau (PLRB), its membership, or any organization with which the presenter is employed or affiliated. The information, ideas, and opinions are presented as information only and not as legal advice or offers of representation. Individual policy language and state laws vary, and listeners should rely on guidance from their companies and counsel as appropriate. Music: "Piece of Future" by Keyframe_Audio. Pixabay. Pixabay License. Font: Metropolis by Chris Simpson. SIL OFL 1.1. Icons: FontAwesome (SIL OFL 1.1) and Noun Project (royalty-free licenses purchased via subscription). Sound Effects: Pixabay (Pixabay License) and Freesound.org (CC0).

  Welcome to Absolutely Intercultural show number 316. My name's Anne Fox and this show is coming to you from Denmark. In the last few weeks I began to see lots of videos by Zach Lincoln, an American who is moving to Europe. Why would he move to Europe? One of the things that struck … Continue reading "USA +++ UK +++ Zach moves abroad +++ Absolutely Intercultural 316+++"

Tommy Dreamer reacts to AEW Dynamite in El Paso, Texas breaking down Kevin Knight's stellar night facing MJF to kick off the show as well as the surprising appearance of David Finlay. To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Dave LaGreca & Nattie Neidhart talk about the road to WrestleMania heating up, specifically the back and forth between Jade Cargill and Rhea Ripley, plus, Dave & Nic Nemeth get into the IInspiration's debut on Dynamite... did it work? To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Class is in session, and Bretman & Miss Kaaaye are getting litty and testing their knowledge with Ozzie's “Are You Smarter Than a Fifth Grader?” trivia. Spoiler: they are not. They debate oceans, rewrite PEMDAS, forget what vowels are, presidential confusion, and a whole lot of coughing into the mic. Grab your hydration, keep your brain cells close, and pray for their teachers.Produced by Dear MediaSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Send Carla a message!When the world around us feels unsettling, it's easy to slip into defense mode, bracing and preparing for what might go wrong. Preparation is good. But what if it could be life giving and leave you feeling more equipped?What would be possible if you played offense instead of defense?Today's episode is an invitation to think about what's happening around you in a new and different way.Learn more about Carla:Website: https:/www.carlareeves.com/ Get The Differently Journal:https://carlareeves.com/journal Connect on LI: https://www.linkedin.com/in/reevescarla/Connect on Youtube: https://www.youtube.com/@differentlythepodcastGo to https://carlareeves.com/free-class to get The Class schedule, sign up, and/or pass it on to a friend. Come hang out and learn with us for FREE! Book a Complimentary Strategy Call with Carla: https://bookme.name/carlareeves/strategycall If you enjoyed this episode, be sure to share it with a friend. A free way to support our show is by leaving a five-star rating and review on your favorite podcast player. It's a chance to tell us what you love about the show and it helps others discover it, too. Thank you for listening!

The Titans are rolling out a perfect rebranding strategy according to the science. The combine taught us two things about the top of the draft. Then we dive into the Titans free agency strategy and build out the perfect free agent class to fix the roster. Braden Gall and Nick Suss talk football. Watch the show ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠on YouTube⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. SinkersBeverages.com ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Join The In Crowd⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ today! Shotgun Willie's BBQ: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Get the best brisket in Nashville!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ All music by MoonTaxi.com. Be sure to subscribe to PaulKuharsky.com and The Tennessean.com

Mike Steele, Pacing Discourse-Rich Lessons ROUNDING UP: SEASON 4 | EPISODE 13 As a classroom teacher, pacing lessons was often my Achilles' heel. If my students were sharing their thinking or working on a task, I sometimes struggled to decide when to move on to the next phase of a lesson.  Today we're talking with Mike Steele from Ball State University about several high-leverage practices that educators can use to plan and pace their lessons.  BIOGRAPHY Mike Steele is a math education researcher focused on teacher knowledge and teacher learning. He is the past president of the Association of Mathematics Teacher Educators, editor in chief of the Mathematics Teacher Educator journal, and member of the NCTM board of directors.  RESOURCES Journal Article "Pacing a Discourse-Rich Lesson: When to Move On" Books 5 Practices for Orchestrating Productive Mathematics Discussions  The 5 Practices in Practice [Elementary]  The 5 Practices in Practice [Middle School]  The 5 Practices in Practice [High School] Coaching the 5 Practices  TRANSCRIPT Mike Wallus: Well, hi, Mike. Welcome to the podcast. I'm excited to talk with you about discourse-rich lessons and what it looks like to pace them. Mike Steele: Well, I'm excited to talk with you too about this, Mike. This has been a real focus and interest, and I'm so excited that this article grabbed your attention. Mike Wallus: I suppose the first question I should ask for the audience is: What do you mean when you're talking about a discourse-rich lesson? What does that term mean about the lesson and perhaps also about the role of the teacher? Mike Steele: Yeah, I think that's a great question to start with. So when we're talking about a discourse-rich lesson, we're talking about one that has some mathematics that's worth talking about in it. So opportunities for thinking, reasoning, problem solving, in-progress thinking that leads to new mathematical understandings. And that kind of implicit in that discourse-rich lesson is student discourse-rich lesson. That we want not just teachers talking about sharing their own thinking about the mathematics, but opportunities for students to share their own thinking, to shape that thinking, to talk with each other, to see each other as intellectual resources in mathematics.  And so to have a lesson like that, you've got to have a number of things in place. You've got to have a mathematical task that's worth talking about. So something that's not just a calculation and we end up at an answer and that the discourse isn't just, "Let me relay to you as a student the steps I took to do this." Because a lot of times when students are just starting to experience discourse-rich lessons, that's kind of mode one that they engage in is, "Let me recite for you the things that I did." But really opportunities to go beyond that and get into the reasoning and the why of the mathematics. And hopefully to explore some approaches or perspectives or representations that they may not have defaulted to in their first run-through or their first experience digging into a mathematical task.  So the task has to have those opportunities and then we have to create learning environments that really foster those opportunities and students as the creators of mathematics and the teacher as the person who's shaping and guiding that discussion in a mathematically productive way. Mike Wallus: One of the things that struck me is there is likely a problem of practice that you're trying to solve in publishing this article, and I wonder if we could pull the curtain back and have you talk a bit about what was the genesis of this article for you? Mike Steele: Absolutely. So let me take us back about 20 or 25 years, and I'll take you back to some early work that went on around these sorts of rich tasks and discourse-rich lessons. So a lot of this legacy comes out of research or a project in the late nineties called the Quasar Project that helped identify: What is a rich task? What is a task, as the researchers described it, of high cognitive demand that has those opportunities for thinking and reasoning? The next question that that line of research brought forward is, "OK, so we know what a task looks like that gives these opportunities. How does this change what teachers do in the classroom? How they plan for lessons, how they make those moment-to-moment decisions as they're engaged in the teaching of that lesson?" Because it's very different than actually when I started teaching middle school in the nineties, where my preparation was: I looked at the content I had for that day, I wrote three example problems I wanted to write on the board that I very carefully got all the steps right and put those up and explained them and answered some questions. "Alright, everybody understand that? OK, great, moving on." And then the students went and reproduced that. That's fine for some procedural things, but if I really wanted them to engage in thinking and reasoning, I had to start changing my whole practice.  So this bubbles up out of the original work of the 5 Practices for Orchestrating Productive Discussions [book] from Peg Smith and Mary Kay Stein. I had the opportunity actually to work with them both in the early two thousands at the University of Pittsburgh. And so as we were working on this five-practices framework that was supposed to help teachers think about, "What does a different conceptualization of planning and teaching look like that really gets us to this discourse-rich classroom environment where students are making sense of and grappling with mathematics and talking to each other in a meaningful way about it?" We worked with teachers around that and the five-practices [framework] is certainly helpful, but then as teachers were working with the five practices and they were anticipating student thinking, they were writing questions that assess and advance student thinking, some of the things that came up were, "OK, what are the moment-to-moment decisions and challenges related to that as we start planning and teaching in this way?"  And a number of common challenges came up. A lot of times when we were using a five-practice lesson, we were doing kind of a launch, explore, share, and discuss sort of format where we've got the teacher who's getting us started on a task, but we're not giving the farm away on that task. We're not saying too much and guiding their thinking. And then we let students have some time individually and in small groups to start messing around with the mathematics, working, talking. And then at some point we're going to call everybody together and we're going to share what the different ways of thinking were. We're going to try to draw that together. Peg Smith likes to talk about this as being more than a show-and-tell. So it's not just, "We stand up, we give our answer, we do that. Great." Next group, doing the same thing, and oftentimes they start to look alike. But there's some really meaningful thinking that goes on in that whole-class discussion. So one of the really pragmatic concerns here is, "How do I know when to move?" So I've got students working individually, and maybe I gave them 3 minutes to get started. Was that enough? What can I see in the work they're doing? What questions am I going to hear to tell me, "OK, now it's a good moment to move to small groups." And then similarly, when you've got small groups working, they're cranking away on a task. There might be multiple subquestions in that task. What's my cue that we're ready to go on to that whole-class discussion?  We were in so many classrooms where teachers were really working hard to do this work, and this happens to me all the time. I have somehow miscalculated what students are going to be able to do—either how quickly they're going to be able to do it, or I expected them to draw on this piece of prior knowledge and it took us a while to get there, or they've flown through something that I didn't expect them to fly through. So I'm having to make some choice in a moment, saying, "This isn't exactly how I imagined it, so what do I do here?" And frequently with teachers that get caught in that dilemma, the first response is to take control back, [to] say, "OK, you're all struggling with this. Let's come back together and let me show you what you should have figured out here." And it's done with the best of intentions. We need to get some closure on the mathematical ideas. But then it takes us right away from what we were trying to do, which was have our students grapple with the mathematics. And so we do this lovely polished job of putting that together and maybe students took the important things away from that, that they wanted to, maybe they didn't, but they didn't get all the way they were on their own. So that's really the problem of practice that this helps us to solve is, when we get in those positions of, "OK, I've got to make a call. I've got this much time left. I've got this sort of work that I see going on in the classroom. Am I ready? What can I do next?" That really keeps that ownership of the mathematics with our students but still gives me some ability to orchestrate, to shape that discussion in a way that's mathematically meaningful and that gets at the goals I had for the lesson. Mike Wallus: Yeah, I appreciated that part of the article and even just hearing you describe that so much, Mike, because you gave words to I think what sat behind the dilemma that I found myself in so often, which was: I was either trying to gauge whether there was enough—and I think the challenge is we're going to get into, what "enough" actually might mean—but given enough time, whether I was confident that there was understanding, how much understanding was necessary. And what that translates into is a lack of clarity around "How do I use my time? How do I gauge when it's worth expending some of the time that I maybe hadn't thought about and when it's worth recognizing that perhaps I didn't need all of that and I'm ready to do something?" So I think the next question probably should be: Let's talk about "enough." When you talk about knowing if you have enough, say a little bit more about what you mean and perhaps what a teacher might be looking and listening for. Mike Steele: Absolutely. And I think this is a hidden thread in that five-practices model because we say: "OK, we want that whole-class discussion to still be a site for learning where there are some new ideas that are coming together." So that then backs me up to thinking about the small-group work. I'm putting myself in that mode where I've got six groups working around the classroom. I'm circulating around; I'm asking questions. I of course don't see every single thing at any given moment that the small groups are doing. So I'm getting these little excerpts, these little 2- to 3-minute excerpts, when you stop into a group. So I think when we think about "enough," I want to think about, with that task that I'm doing, with what my mathematical goals are and knowing that we're going to have time on the backend of this whole-class discussion to pull some ideas together, to sharpen some things to clarify some of the mathematics. Do I have enough mathematical grist for the mill here in what the small groups are doing to be able to then take that and make progress with students' thinking at the center—again, not taking over the thinking myself—to be able to do that work. So, for any given mathematical idea, as I've started thinking about this when I plan lessons using the five-practices model, I am really taking that apart. What's the mathematical nugget that I'm listening for here, that I'm looking for in students' work that tells me: "OK, we've gotten to a point where, if I were to call people together right now and get them thinking about it, that there's more to think about, but we're well on our way." And also when I'm looking for that, knowing that I'm also not looking at those six groups all at exactly the same time. So, I want to look for those mile markers along the way that tell me we're getting close, but we're not all the way there. Because if I pick one that's, we're pretty much all the way there, that's the first group I come to and I'm going to circulate around to five more. They're going to have run out of interesting things to do, and they're off talking about, thinking about something else.  So, that really becomes the fine line: "What are those little mathematical ideas along the way that are far enough that get us towards our goals, but still we've got a little bit of the journey to go that we're going to go on together?" Mike Wallus: This is so fascinating. The analogy that's coming together in my mind is almost like you're listening for the ingredients for a conversation that you want to have as a group. So it's not necessarily "Has everyone finished?" And that's your threshold. It's actually "Did I hear this idea starting to bubble up? Did I hear elements of this idea or this strategy start to bubble up? Is there an insight that's percolating in different groups?" And it's the combination of those things that the teacher is listening for, and that's kind of the gauge of enoughness. Is that an accurate analogy? Mike Steele: It is, and I love that analogy because it reminds me of a favorite in our household as we're relaxing. We love to watch The Great British Baking Show. So, you're watching people take something from ingredients to a finished product. Now as you're watching that 20-minute segment, they're working on their technical challenge and they're all baking the same thing. I don't have to wait until the end of that, where they've presented their finished product, to have a good idea of what's going to happen. As I'm going through, as I'm watching 'em through that baking process, we're at the middle, my wife and I are talking, like, "Ooh, I've got concerns about that one. That one's looking good though." We get an idea of where it's going. So I think the ingredient analogy really lands with me. We don't have to wait. We're looking for those pieces to be able to pull that together, those ingredients. We're not waiting until there's a final product and saying—because then, what is there to say about it? "Oh, look, that looks great. Oh, that one, maybe not exactly what we'd intended." So, it's giving us those ingredients for that whole-class discussion. Mike Wallus: The other thing that struck me as I was listening to you is: We're not teaching a task; we're teaching a set of ideas or relationships. The task is the vehicle. So, it's perfectly reasonable, it seems, to say, "We're going to pause at this point in the task, or at a place where students might not be entirely finished with the task. And we might have a conversation at that point because we have enough that we can have part of the conversation." And that doesn't mean that they don't go back to the task. But you're really helping me recognize that one of the places where I sometimes get stuck, or got stuck, when I was teaching, is task completion was part of my time marking. And I think really what you're challenging me and other educators to do is to say, "The task is just the vehicle. What's going on? What's percolating around that task as it's happening?" How does that strike you? Mike Steele: Yeah, absolutely. And it was the same challenge with me and sometimes still is the same challenge with me. (laughs) Yeah, you give this task, and we think about that task as our unit of analysis as a teacher when we're planning. And so we want our students as we're using it to get to the end of it. It's a very natural thing to do.  And let me make this really concrete. If I'm doing a visual pattern task with third graders, we have, I think there's one of the elementary [5 Practices in Practice] book called "Tables & Chairs." So you've got these square tables that have four seats around them, and you're putting a string of tables together and asking kids to get at the generalization. "If you have any number of tables, how many people can you seat?"  And so I think early when I started giving those tasks, I was looking for, "OK, has everybody gotten to the rule? Have they gotten to that generalization? OK, now we can talk about it." And we can talk about the different ways people made sense of that geometrically and those connections, and that's what I want to get out of the whole-class discussion. But we don't even have to get there if groups have a sense of how that pattern is growing, even if they haven't gotten to the formal description of the rule. Because if they've gotten to that point, they've made some sense of the visual. They've made some of those connections. They've parsed that in different ways. That's plenty for me to have a good conversation, that we can come to that rule as a group and we can even come to it in different ways as a group. But it frees me up from being like, "OK, everybody got the rule? Everybody got the rule? Everybody got the rule?" Because that often resulted in, I'd have a couple of groups that maybe had been a little slower getting started and they're still getting there. And then I'm sitting there and I'm talking to them, I'm giving them these terribly leading questions. "Can we just get to the rule? Come on, let's go. You're almost there. We got it. We got it." And that then is, again, me taking over that thinking and not giving them the space for those ideas to breathe. Mike Wallus: What else is jumping out for me is the ramifications for how thinking this way actually might shift the way that I would plan for teaching, but also how it might shift the way that I'm looking for evidence to assess students' progress during the task. So I wonder if you have situations or maybe some recommendations for: How might a person plan in ways that help them recognize the ways that the task can be a vehicle but also plan for the kind of evidence that they might be looking for along the way? Could you talk a little bit about that? Mike Steele: Absolutely. So I'll give kind of a multi-layered description of this. When we're using a task that's got multiple solution paths that has these opportunities for diverse thinking, the five-practices framework tells us anticipating student thinking is a critical part of it. So, what are the different solution paths that students can take through it? So, if it's a visual pattern task, they may look at it this way with a visual. They may think about those tables like the tops and the bottoms and then the sides. They may think about the two ends of the tables having different numbers of chairs and the ones in between having a different number of chairs and parsing it that way. And we can develop those. It's actually, for me, quite a lot of fun to develop those fully formed solutions that students can do. And early on when I was enacting lessons like this, I would do that. I'd have those that I was looking for. I'd also think about questions I'd want to ask students who are struggling to get started or maybe were going down a path that may not be mathematically productive and the questions I might ask them to get them on a more mathematically productive path. And I'd go around and I'd look for those solutions, and I'd use that to think about my selecting, my sequencing, my connecting my whole-class discussion. So, great, check. That's layer one.  I think responding to the challenge of what's enough requires us to then take those solution paths apart—both the fully formed ones, maybe the incomplete thinking—and say, "OK, within that solution, what are the things that I want to see and hear that gives me some confidence that we're on this path, even if we're not at the end of this path, and that give me enough to think about?" So, if I think about, I'll go back again to this visual pattern task analogy. If I see groups that are talking about increases, so when we add a table, we're adding two chairs or they're making that distinction between those end tables and the center tables. And I've asked them a couple of questions like: OK, they've done that for 4, they've done that for 5. We may not have done that for 10 or 100 or a generalization, but that might be enough. So, I'm trying to take apart the mathematics and look for those little ideas within it. We've got this idea of a constant rate of change. We've got an idea that the number of tables and the number of chairs have a direct relationship here. So we're setting the stage for that functional thinking, even if, at a third grade level, we're not going to talk about that word. And those might be the important goals that I have for the lesson.  So that's the next phase of what I'm doing. In addition to those fully formed solutions, I'm figuring out: What are the little mathematical ideas in each that I would want to see or hear in my classroom that tell me, "OK, I have a good sense of where they are. I know where this bake's going to turn out 5 minutes from now on the show when they've taken it out of the oven." So, that's I think the next layer of that planning, of trying to figure out how to plan.  And then as we're in the moment in the classroom, being able to know what we're looking for and listening for. And the listening for me is really, really important. I think when I started doing this and I had a sense of, "What are the mathematical ideas I need to draw on?" I made the mistake of overly looking for those on paper. And if we think about how students make sense of writing things down, and sometimes despite our best efforts, the finality that comes with it: "If I've written it down, I have made it real." And if our thinking is still kind of this in-progress thinking, we may not be ready to write it down. So if I wait for it to be written on the page, I may have waited too long, or longer than I needed to, for everybody to get that idea. So again I want to make sure I listen for key words and phrases. And I might have a couple of questions teed up to help me hear those. And once I've heard those, I'm like, "OK, I am ready to go." And then for me—at least in my early fifties and not having the memory that I did when I was a 22-year-old, fresh-out-of-the-box classroom teacher—I need to have a way of keeping track of that and writing that down. So be it physical, be it digital, I want to say, "OK, I know what I'm listening for, what I'm looking for." And sometimes those may be interchangeable. If it's written on the page, great. If not, if I hear it, that's great too. And then if I've got a pretty good roster of that as I've moved through and say, "OK, I feel like all of my groups or most of my groups are at this point, there we go." I feel confident that when I pull us back together, it's not going to be me asking a question and then that terribly awkward sea of crickets out there. I'm like, "I know you were thinking about stuff; just give it to me. I know you've got this." But it gives me much more confidence that we're going to have that nice transition into a good whole-class discussion. Mike Wallus: OK. There's a ton of powerful stuff that you just said. So I want to try to mark two things that really jump out for me. One is an observation that I think is important, and then one is a thought that I want to pick your brain around a little bit further.  I think the biggest piece that I heard you say, which as you were talking about, is this notion that I'm waiting for something to appear in written form. And it feels really freeing and it gives me a lot more space to say, "This is something I could hear or I could even see in the way that kids were manipulating materials. That that counts as evidence, and I don't have to literally see it written on a paper in order for me to count that that idea is in the room." I just want to name that for the audience because that feels tremendously important. Because from a practical standpoint, if we're waiting for it to be written, that takes more time. And it doesn't necessarily mean that suddenly it appeared and before when it was just in a child's mind or in the way that they were manipulating something, that it wasn't there. It was there. So I just want to mark that.  The other thing that you had me thinking about is, I know for myself, I've gone through and done some of the anticipation work in the five practices, but what struck me is when my colleagues and I would do that, we often would generate quite a few alternative strategies or ideas. But I feel like what we were looking at is the final outcome, like, "This counting by 1 strategy is what we might see. This decomposing numbers more flexibly is something we might see. This counting on strategy is something we might see." But what we didn't talk about that I think you're advocating for is: What are the moments within that that matter? It's almost like: What in the process of getting to this anticipated strategy is something that is useful or important that counts as one of those ingredients? So I want to run that past you and say, does that follow or am I missing something? Mike Steele: It does. And I think those two things go together in a really important way because as you're talking about that pivotal moment in student thinking, as they're coming to this new understanding, as they're grappling with that mathematical idea, and thinking about, "What are the implications if we leverage that moment right there to then ask more questions to connect different ways of student thinking as compared to waiting till it's written down?" Because when it's written down, that exciting moment of the new discovery has passed. And so then when we want them to come revisit—"Tell us what you were thinking when you did that."—they're having to rewind and go back and reenact that.  If we have the ability to capture those neurons firing at full throttle in that moment of a new mathematical insight and then use that to build on as a teacher and to really get where we want to go with the lesson, I feel like we're doing the right thing by kids by trying to seize that moment, to leverage it. We always have time to write down what we think we learned later on at the end of the lesson. It's a great task for homework. And that's another thing I love about leaving some things unfinished with a task is, that's just a delightful homework assignment. And the kids love it because they don't feel like I've asked them to do anything new. (laughs) Just write down what you understood about this, and now we're codifying it kind of at a different place in the process. Mike Wallus: Well, OK, and that makes me think about something else. Because you've helped me recognize that I don't have to wait for a final solution in writing that's fleshed out in order to start a whole-group conversation. But I think what you're saying is, it changes the tone and maybe also the purpose and the impact of that conversation on students. Because if I have a task that I'm midway through and suddenly there's a conversation that helps create some understanding, some aha moments, if my task is unfinished and I had an aha, I probably really want to go back to that and see if I can apply that aha. And that's kind of cool to imagine like a classroom where you have a bunch of kids dying to go back and see if they can figure out how they can put that to use. Now you wouldn't always have to do that, but that strikes me as different than a consolidation conversation where it's kind of like, "Well, everything's finished. What have we learned?" Those are valuable. But I'm just really, I think in love with the possibility that a conversation that doesn't always wait until final solutions creates for learning. Mike Steele: And when I've seen this done effectively, there are these moments that happen. Mike, they're exactly what you're describing, is that there's an insight that comes up in the whole-class conversation, and you will see people going back to their paper or their tablet that they were doing their original work on and start writing. And we know oftentimes with kids, I remember so many times in my classroom where we're having this discussion, this important point comes up, and everybody's kind of frozen. And I'm like, "No, you should write that down. That's the important thing. Write that down." And when you see it happen organically, it's because something really catalyzed in insight that was important enough that they went back to that work and said, "Oh, I want to capture this." Mike Wallus: So, I'm wondering if there are habits of mind, habits in planning, or habits in practice that we could distill down. So, how would you unpack the things that a person might do if they're listening and they're like, "I want to do this today," or "I want to do this at my next planning."? Could you talk a little bit about what are the baby steps, so to speak, for a person? Mike Steele: Yeah, and I think the first one is really about getting into the mathematics and going deep with the mathematics in the task that you're hoping to teach. As somebody who is trained as a secondary math teacher, and early in my career, I was like, "Oh, I know what the math is. I don't need to spend the time on the math." I can't tell you how wrong I was about that. So anticipating those ways of thinking, thinking about where those challenges are, that sort of thing, is absolutely critically important to doing that work. And giving the time and space for that to happen. I mean, it was almost without fail. Every time I shorted myself on the time to think about the mathematics and just popped open my instructional resource and said, "Here we go. Class starts in 5 minutes. Let's get going on this," I'd bump into things that I was like, "Oh, I wish I had thought about that mathematical idea first." Or there'd be a question that would come up that I'd be totally unprepared to answer and I could have been prepared to answer. Now, we're not going to anticipate every way of thinking that students have or every question that they'll have, but I always find that if I've thought through it, I'm probably in a better position to give a meaningful answer to it or ask a good question back in response. And it also frees up my cognitive load to actually spend some time on those questions that I didn't expect rather than trying to make sense of everything as if it's the first time I'm seeing it.  And then along with that, doing this as a group, we used to sit in our PLC sessions and start to solve tasks together and share our thinking about, "OK, what are the mathematical ideas that we're really trying to take apart here?" And there were always insights that didn't occur to me that would occur to somebody else that added to my own thinking. And now in an increasingly digitally connected age, we don't necessarily have to be in the same room with people to do that. We can do that at a distance and still be very effective.  And then the last thing I'll talk about here in terms of getting started is: We are so good as teachers at sharing an interesting task that we found or that we used with our students with our colleagues. "Here's this thing I use in my class. It was great. You're a couple days behind me in the pacing. Maybe you can use this next Tuesday." What we I think are less good at is bringing back the outcomes of that and talking about that. "Here's what students did." I loved it when we had opportunities to gather a group of teachers in the PLC with student work from a task they did and talk about it and see: What did students make sense of? What were the questions that I asked that were helpful, or that maybe weren't helpful, in teaching that lesson. Because we'll share the task, but my goodness, the questions that we came up with to ask students in the moment, those are just as portable from one classroom to another. And we should be thinking about, just like we think about digital archives to share those tasks and those lesson plans—like sharing those questions, sharing that student work—those are the other legs of that stool that are important for really helping us do this work in a meaningful and collaborative way. Because if we don't talk about the outcomes of what students learned, the task could be great, it could be interesting, but so what? What's the important mathematical insights that kids took away from it? Mike Wallus: Yeah, I'm kind of in love with this notion that in addition to sharing tasks, sharing questions that really generated an impact in the classroom space or sharing moments of insight that led to something that jumped out. It's fascinating to think about taking those ideas and building them into a regular PLC process. It just has so much potential.  Before we close the conversation, I wanted to ask you a question that I ask almost every guest: If someone wanted to learn more about the ideas that you've shared today, what are some of the resources you'd recommend? Mike Steele: Well, I've talked quite a bit about the work of the 5 Practices for Orchestrating Productive Discussions and that series of books that have been written over the past 15 years on that—the resources that are available online for that, I think, would be a great place to start. I've only scratched the surface at taking you through those five practices—which are actually six practices, because early on we realized that attention to the task we select and the goals for that task is the important "practice zero." In fact, it was a teacher that pointed that out to Peg Smith. And that's the lovely thing. So the reason I've stayed in touch with and helped to develop this work over the years is because when we see teachers taking it up, not only is it meaningful, but the feedback we get from teachers then shapes the next things that we do with it. So there's the original 5 practices book that kind of presents the model, shows some examples of tasks and how you go through the model.  But then in 2019 and 2020, we published a series called The 5 Practices in Practice that, there's a book for each grade band—elementary, middle, and high school. But those were the ones that really aggregated the challenges that we heard from teachers over 10 years of doing this work and started to address those challenges. How do you overcome those things? We also, for each of those books, there's brand-new original video that we took in urban classrooms that illustrated teachers working really effectively with the five practices. I was able to be in the room when we filmed all of the high school classrooms in Milwaukee, Wisconsin, and it was just amazing to see that work.  And then the last piece that I'll suggest to that, which is a book that came out relatively recently in that series. There is a Coaching the 5 Practices book. So if you are a coach, instructional leader who's looking to support a team and a PLC in doing exactly this sort of work that we've been talking about, the Coaching the 5 Practices book is an incredible resource for thinking about how you can structure that work. Mike Wallus: OK. I have to also ask you, can you give a shout out to the article that you recently wrote and published as well, the title and where people could find it? Mike Steele: Absolutely. Yes. The article is called "Pacing a Discourse-Rich Lesson: When to Move On," and I authored it alongside an elementary and middle school teacher who provided a reflection on it. It comes from the classroom of a high school teacher, Michael Moore, in Milwaukee, who we filmed for the [5 Practices in Practice] high school book. So I drew from his classroom. And then Kara Benson in Zionsville Community Schools right here in Zionsville, Indiana. And Kelly Agnew who teaches in Muncie Community Schools, which is where Ball State [University] is located. Each provided a reflection from an elementary and middle school standpoint about the ideas in the article. It was published in NCTM'S practitioner journal, Mathematics Teacher: Learning and Teaching PK-12, in the Volume 118, Issue 11, from November of 2025. Mike Wallus: That's fantastic. And for listeners, just so you know, we're going to put a link to all of the resources that Mike shared.  I think this is probably a good place to stop, Mike. I suspect we could talk for much longer. I just want to thank you, though, for taking the time to join the podcast. It has been an absolute pleasure chatting with you. Mike Steele: The pleasure has been all mine. As you can tell, I love talking about these ideas, and I was so glad to have the opportunity to share a little bit of this with the audience. Mike Wallus: 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 Mark Moses Show is joined by Tim Walters of The Florida Today to get his thoughts on the passing of Lou Holtz and to breakdown who are some of the biggest personalities in the history of college football.  Mark & Tim also debate which Rock n Roll Hall of Fame Nominations should be inducted into the into the 2026 Class.  Mark broadcasts from The Law Offices of Anidjar & Levine Studios. #louholtz #collegefootball #rocknroll 

Does every child in Canada truly have a right to an education? In this powerful episode on The Gritty Nurse with Host Amie Archibald-Varley, she sits down with Matthew Flagler and Richard Hackett to discuss the systemic failures within Canada's healthcare and education systems. Spurred by the personal struggle to get adequate support for children with learning disabilities, Richard and Matthew are leading a movement to hold the government accountable. They dive deep into why the current governments education system is failing families, the dangerous creep of privatization in healthcare, and the growing class divide in access to essential services. Most importantly, they discuss their House of Commons petition aimed at making quality education a constitutionally protected right for every child, regardless of their needs. In this episode, we cover: The personal toll of navigating a broken special education system. Why the "right to education" is currently a legal grey area in Canada. The link between public healthcare, education, and social equity. How community advocacy can drive real legislative change. Take Action: Matthew and Richard are calling on all Canadians to support Petition e-6982. This is a crucial step toward ensuring no child is left behind by the system. ✍️ Sign the Petition Here: https://www.ourcommons.ca/petitions/en/Petition/Details?Petition=e-6982 Read more about the story on CBC News: Father starts petition to make education a constitutional right How to Find Richard and Matthew on Tiktok: @author_matthewflagler @unstoppableAnonymous Matthew's Book: Held to the fire: https://www.indigo.ca/en-ca/books/matthew-flagler/ Takeaways Matthew has a background in firefighting and has published a book on a tragic fire. Richard started a petition due to his son's long wait for occupational therapy. The healthcare system in Canada is facing significant underfunding and challenges. Public healthcare and education should be protected as basic human rights. Privatization of healthcare has historically not worked and leads to inequities. Advocacy is crucial for ensuring accountability in public services. Community action can drive significant change in healthcare and education. Class struggles are central to the conversation about access to services. Teachers and healthcare workers deserve better wages and support. The petition aims to ensure that healthcare and education are constitutionally protected rights. Chapters 00:00 Introduction to the Guests 02:23 Personal Experiences with Healthcare and Education 04:59 The Petition for Healthcare Reform 07:56 Understanding the Healthcare System and Its Challenges 09:43 The Impact of Privatization on Public Services 12:21 Advocacy for Universal Rights in Healthcare and Education 15:12 The Role of Community and Collective Action 17:41 Addressing Misinformation and Public Perception 20:31 The Importance of Political Engagement 23:32 Final Thoughts and Call to Action * Listen and SUBSCRIBE on Apple Podcasts – : The Gritty Nurse Podcast on Apple Apple Podcasts  https://podcasts.apple.com/ca/podcast/the-gritty-nurse/id1493290782 * Watch and SUBSCRIBE on YouTube –  https://www.youtube.com/@thegrittynursepodcast Stay Connected: Website: grittynurse.com Instagram: @grittynursepod TikTok: @thegrittynursepodcast Facebook: https://www.facebook.com/profile.php?id=100064212216482 X (Twitter): @GrittyNurse Collaborations & Inquiries: For sponsorship opportunities or to book Amie for speaking engagements, visit: grittynurse.com/contact Thank you to Hospital News for being a collaborative partner with the Gritty Nurse! www.hospitalnews.com 

This is a recording of a Wednesday evening class at Crosspoint Fellowship in Greenville, TX.

AP Class

This episode explores the complex world of will construction, focusing on interpreting legal documents, resolving ambiguities, and applying doctrines like lapse, anti-lapse, redemption, and abatement. Perfect for law students and practitioners, it provides a rigorous framework to analyze estate planning disputes.Most estates spiral into chaos not because of poorly drafted wills, but because of interpretative pitfalls lurking in seemingly straightforward language. If you're a law student cramming for the bar or a practitioner navigating estate disputes, mastering will construction is your secret weapon. This episode unveils the rigorous frameworks, nuanced doctrines, and strategic checklists that decode the complex maze of interpreting, applying, and enforcing wills.Imagine a final testament that's perfectly signed and witnessed—yet, despite initial validity, the estate becomes embroiled in controversy because of ambiguities, unexpected deaths, or missing assets. You'll discover how courts decipher the testator's true intent by meticulously analyzing the language of the will, the context, and the surrounding facts. We break down the core principles: the paramount importance of the testator's intent, the plain meaning rule, and how modern courts admit extrinsic evidence through the lens of patent and latent ambiguities. You'll learn the distinctions between these ambiguities and the strategic use of extrinsic evidence—testimony, documents, or even subjective family details—to resolve confusion.Handling unforeseen events like beneficiaries predeceasing or property vanishing from the estate is where doctrines like lapse, anti-lapse, redemption, and abatement come into play. You'll understand the crucial classification of gifts—specific, general, demonstrative, and residuary—and how each category influences the outcome in cases of missing property or insufficient assets. The episode highlights how modern law, especially in UPC jurisdictions, shifts from rigid rules toward flexible doctrines like intent-based reformations and exceptions for conservatorship sales or insurance claims, emphasizing that context and purpose matter.Navigation becomes even more critical with class gifts—the dynamic groups that can change membership over time. Learn the rules for class closure, how lapse and anti-lapse intersect within groups, and the subtle distinctions that determine whether a gift results in a beneficiary windfall or falls to the estate. We provide a step-by-step methodology, a precise checklist to analyze every gift systematically: classify, survive, apply anti-lapse, verify assets, resolve ambiguities, address insolvency, and finally, distribute.The stakes are high—misinterpretations can unravel millions in assets, igniting fragile family relationships. This episode arms you with the analytical rigor and tactical precision to untangle even the most tangled estate puzzles. Perfect for exam prep or real-world application, this deep dive transforms abstract doctrines into a practical decision tree. When the legal code becomes a labyrinth, follow this blueprint, and you'll decode it every time.Whether it's a meticulously drafted will or a family feud in the making, understanding these doctrines ensures you can construct, interpret, and defend testamentary plans with confidence. Legally, wills are more than mere documents—they're complex codes encoded in words, actions, and contexts. Unlock their secrets with this essential guide to will construction mastery.TakeawaysAlways classify each gift before analysis.Survivorship must be at least 120 hours to avoid lapsing.Anti-lapse statutes protect close relatives with surviving issue.Specific gifts are subject to redemption if the asset is missing.Abatement prioritizes intestacy, residuary, then general and specific gifts.Will construction, estate planning, legal interpretation, anti-lapse, lapse, redemption, abatement, trust law, probate, legal analysis

Dave LaGreca is joined by Thunder Rosa ahead of her AEW Women's World Championship match against Thekla, plus, Dave & Tommy are calling out the FRAUDS... but is one of those frauds Dave...? To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Uncle Bully sits down with Interim NXT General Manager Robert Stone from the WWE Performance Center. To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

On Tuesday's Football at Four on 973 ESPN South Jersey, Inside the Birds' Adam Caplan takes an inside look at how NFL teams view this year's free agency group overall.► Subscribe to our Patreon Channel for exclusive information not seen or heard anywhere else and become among smartest Birds fans out there (just ask our members!!) + get all of our shows commercial free and a lot more!!:https://www.patreon.com/insidethebirds►Support our sponsors!!► Simpli Safe Home Alert System: https://simplisafe.com/BIRDS for 60% OFF!► Camden Apothecary: https://camdenapothecary.com/Follow the Hosts!► Follow our Podcast on Twitter: https://twitter.com/InsideBirds► Follow Geoff Mosher on Twitter: https://twitter.com/geoffpmosher► Follow Adam Caplan on Twitter: https://twitter.com/caplannflNFL insider veterans take an in-depth look that no other show can offer! Be sure to subscribe to stay up to date with the latest news, rumors, and discussions.► Sign up for our newsletter! • Visit http://eepurl.com/hZU4_n.For more, be sure to check out our official website: https://www.insidethebirds.com.

ITB hosts Adam Caplan and Geoff Mosher continue their annual NFL free agency primer by going inside the EDGE class, outlining edge rushers who should be available, teams that need them, and what the Eagles can expect in trying to bring back Jaelan Phillips.Timestamps0:00 – 3:14 Intro3:14 – 10:07 Depth DT Pieces in Free Agency10:07 – 21:18 Eagles DT Situation► Subscribe to our Patreon Channel for exclusive information not seen or heard anywhere else and become among smartest Birds fans out there (just ask our members!!) + get all of our shows commercial free and a lot more!!:https://www.patreon.com/insidethebirds►Support our sponsors!!► Simpli Safe Home Alert System: https://simplisafe.com/BIRDS for 60% OFF!► Camden Apothecary: https://camdenapothecary.com/Follow the Hosts!► Follow our Podcast on Twitter: https://twitter.com/InsideBirds► Follow Geoff Mosher on Twitter: https://twitter.com/geoffpmosher► Follow Adam Caplan on Twitter: https://twitter.com/caplannflNFL insider veterans take an in-depth look that no other show can offer! Be sure to subscribe to stay up to date with the latest news, rumors, and discussions.► Sign up for our newsletter! • Visit http://eepurl.com/hZU4_n.For more, be sure to check out our official website: https://www.insidethebirds.com.

Justin Thomas returns to The Smylie Show (a record fourth time!) for a candid conversation on everything from fatherhood to his back surgery & rehab. JT explains how taking the long view on recovery changed his mindset — and how becoming a dad reshaped the way he practices and competes.He also retraces the beginnings of his friendly "rivalry" with Jordan Spieth - including their dinner before he won his first major at Quail Hollow, the legendary SB2K16 trip, and more untold stories. Plus, JT discusses his relationship with Tiger Woods, and shares stories about learning from and competing alongside the

Ken and Lima analyze the Cavaliers' win over the Detroit Pistons and the fallout from an anonymous player's inflammatory comments. They speculate on who was the source of the quote while evaluating the team's improved physicality heading into the postseason.

A great all around flow this afternoon. 

The Rock & Roll Hall of Fame has become more and more open-minded over the years, inducting superstars from the worlds of pop (Madonna), hip-hop (Jay-Z) and beyond, and helping to evolve how "rock & roll" is even defined. So it's no surprise that we have some of the poppiest nominees yet this year, all angling to be inducted this fall, including P!nk, Mariah Carey, Shakira and New Edition. On the new Billboard Pop Shop Podcast, Katie & Keith are talking about the just-announced contenders and where our colleague Andrew Unterberger is placing each nominee's voting odds heading into the Class of 2026 reveal. Learn more about your ad choices. Visit megaphone.fm/adchoices

Youtube video linked below!https://www.youtube.com/watch?v=ixElTKJaqq4Links & Socials here:https://linktr.ee/haleygutz

One social worker. One campus. A hundred invisible fires.In this conversation, Justin Martinez, a Bay Area high school school social worker, assistant baseball coach, and facilitator of a young men's group called “Are You Man Enough?”, breaks down what it really takes to support students with high needs without losing yourself in the process. Justin shares how his own story (foster care, domestic violence, and becoming a first-gen graduate) shaped his purpose, what he keeps behind the “leader” mask, and why the hardest lesson for helpers is also the most freeing: you can't save anyone… but you can hand them the keys.Listen and apply these takeaways to your school:The “crown” mask: what it looks like to be the steady leader at school, mentor, role model, coach, while carrying grief and pressure underneathCountertransference in real life: how to notice when a student's story hits your own… and not let it bleed into the relationshipTwo lenses, one campus: why wellness teams and disciplinary systems clash, and how students pay the price when adults aren't aligned“I can't save anyone” isn't cold, it's a boundary: how over-functioning creates burnout (and attaches your worth to outcomes you can't control)The keys metaphor: “I can walk you to the door and hand you the keys… but you have to open it.”What school social workers actually do: wellness check-ins, crisis triage, re-regulation spaces, risk assessments, referrals, and constant problem-solvingAccountability with care: holding young men to a higher standard without talking down to themReal strength includes rest: the crown is heavy… and strong men still take it off(0:00) Class in session + meet Justin Martinez(2:38) Justin's story: foster care due to domestic violence + becoming a first-gen grad to return and be what he needed(10:10) Behind Justin's mask: grief, countertransference, walking on eggshells, inequity, targeted students, and “I can't save anyone”(15:10) “I can't save anyone” + the keys/door framework (resources, boundaries, and surrendering outcomes)(20:50) Learning the boundary the hard way: wanting to “fix” a family's crisis and hitting system limits(27:31) A day in school social work: QR code referrals, wellness check-ins, re-regulation room, crisis calls, risk assessments(33:14) Biggest challenge: collaborating with staff when lenses don't match—and harmful narratives about students persist(36:10) Why schools need more men in wellness roles: impact, mentorship, emotional modeling(38:57) What young men are facing: accountability, consequences, pressure, and future-focus conversations(43:35) Closing question: “How heavy is that crown?” + grief, family weight, and learning when to take it offConnect with Justin MartinezInstagram: @just_in_tiime_Join/Contribute to our Young Men's Conference: https://everforwardclub.orgJoin our Skool Community: https://www.skool.com/efc-young-mens-advocates-2345Submit Questions, Reflections, or Episode IdeasEmail us: totmpod100@gmail.comCreate your mask anonymously: https://millionmask.org/Connect with Ashanti BranchInstagram: https://www.instagram.com/branchspeaks/Facebook: https://www.facebook.com/BranchSpeaksX: https://x.com/BranchSpeaksLinkedIn: https://www.linkedin.com/in/ashantibranch/Website: https://www.branchspeaks.com/Support the Podcast & Ever Forward ClubHelp us continue creating spaces for young men to be seen, heard, and supported:https://podcasters.spotify.com/pod/show/branch-speaks/supportConnect with Ever Forward ClubInstagram: https://www.instagram.com/everforwardclubFacebook: https://www.facebook.com/everforwardclubX: https://x.com/everforwardclubLinkedIn: https://www.linkedin.com/company/the-ever-forward-club/#unmaskingwithmaleeducators #millionmaskmovement #takingoffthemask #totm #schoolsocialwork #studentwellness #teacherretention #mentorship #mensmentalhealth #emotionalwellness #restisstrength #youthadvocacy

The Hoover Institution's Project on Taiwan in the Indo-Pacific Region held a public session on Resilient Realists: How Taiwan Navigates Its Future in a Turbulent World on March 2, 2026 from 1:00-2:30 PM PT. Since the emergence of the COVID-19 pandemic, geopolitical competition between the United States and the People's Republic of China (PRC) has rapidly intensified, and the global order has faced growing strains. Through it all, Taiwan has remained remarkably resilient. In the face of relentless diplomatic, economic, and military pressure from Beijing, Taiwan's leaders have leveraged the island's critical role in global technology supply chains, its reputation as a robust liberal democracy, and its strategic position in the Indo-Pacific to deepen engagement with key world powers. As many Americans question core assumptions of the post-Cold War global order, the PRC's military power continues to grow, and the world stands on the cusp of a technological revolution in artificial intelligence, can Taiwan continue to navigate so deftly through turbulent geopolitical waters? To address these topics, the Project on Taiwan in the Indo-Pacific Region at the Hoover Institution held a fireside chat featuring Dr. Hung-mao Tien, President of the Institute for National Policy Research (INPR) in Taipei and a former Minister of Foreign Affairs of the Republic of China (Taiwan). Dr. Tien joined in conversation by Adm. (Ret.) James O. Ellis, the Annenberg Distinguished Visiting Fellow, and Dr. Larry Diamond, the William L. Clayton Senior Fellow at the Hoover Institution.   ABOUT THE SPEAKERS Dr. Hung-mao Tien is the President and Chairman of the Institute for National Policy Research in Taipei, and board member of several foundations and business corporations in Taiwan. He also serves as a Senior Advisor to the President of the Republic of China (Taiwan). From 2000-2002, he was the Minister of Foreign Affairs. He also served as the chairman of the Straits Exchange Foundation, the semi-official body in Taiwan responsible for direct exchanges and dialogue with the People's Republic of China, Representative (ambassador) to the United Kingdom, and presidential advisor to former President Lee Teng-hui. He has also served in an advisory capacity to Harvard University's Asia Center, The Asia Society in New York, and the Brookings Institution in Washington, D.C.  Dr. Tien has taught in universities in both the US and Taiwan as professor of political science.  His numerous publications in English (author, editor and co-editor) include: Government and Politics in Kuomintang China 1927-37 (Stanford University Press); The Great Transition: Social and Political Change in the Republic of China (Stanford: Hoover Institution Press); and Democratization in Taiwan, Implications for China (St. Anthony's Series, Oxford University), Consolidating the Third Wave Democracies, Themes and Perspectives (Baltimore and London: The Johns Hopkins University Press), China Under Jiang Zemin (Rienner), and The Security Environment in the Asia-Pacific (M.E. Sharpe). He received his Ph.D. in Political Science from the University of Wisconsin-Madison. Larry Diamond is the William L. Clayton Senior Fellow at the Hoover Institution, the Mosbacher Senior Fellow in Global Democracy at the Freeman Spogli Institute for International Studies (FSI), and a Bass University Fellow in Undergraduate Education at Stanford University. He is also professor by courtesy of political science and sociology at Stanford, where he lectures and teaches courses on democracy (including an online course on EdX). At Hoover, he co-leads the Project on Taiwan in the Indo-Pacific Region and participates in the Program on the US, China, and the World. At FSI, he is among the core faculty of the Center on Democracy, Development, and the Rule of Law, which he directed for six and a half years. He leads FSI's Israel Studies Program and is a member of the Program on Arab Reform and Development. He also co-leads the Global Digital Policy Incubator, based at FSI's Cyber Policy Center. He served for thirty-two years as founding coeditor of the Journal of Democracy. Diamond's research focuses on global trends affecting freedom and democracy and on US and international policies to defend and advance democracy. His book Ill Winds: Saving Democracy from Russian Rage, Chinese Ambition, and American Complacency (2019; paperback ed. 2020) analyzes the challenges confronting liberal democracy in the United States and around the world and offers an agenda for strengthening and defending democracy at home and abroad. His other books include In Search of Democracy (2016), The Spirit of Democracy (2008), Developing Democracy: Toward Consolidation (1999), Promoting Democracy in the 1990s (1995), and Class, Ethnicity, and Democracy in Nigeria (1989). He has edited or coedited more than fifty books, including China's Influence and American Interests (2019, with Orville Schell), Silicon Triangle: The United States, Taiwan, China, and Global Semiconductor Security (2023, with James O. Ellis Jr. and Orville Schell), and The Troubling State of India's Democracy (2024, with Šumit Ganguly and Dinsha Mistree). Admiral James O. Ellis Jr. is Annenberg Distinguished Visiting Fellow at the Hoover Institution, where he oversees both the Global Policy and Strategy Initiative and the George P. Shultz Energy Policy Working Group. He retired from a 39-year career with the US Navy in 2004. He has also served in the private and nonprofit sectors in areas of energy and nuclear security. A 1969 graduate of the US Naval Academy, Ellis was designated a naval aviator in 1971. His service as a navy fighter pilot included tours with two carrier-based fighter squadrons and assignment as commanding officer of an F/A-18 strike fighter squadron. In 1991, he assumed command of the USS Abraham Lincoln, a nuclear-powered aircraft carrier. After selection to rear admiral, in 1996, he served as a carrier battle group commander, leading contingency response operations in the Taiwan Strait. His shore assignments included numerous senior military staff tours. Senior command positions included commander in chief, US Naval Forces, Europe, and commander in chief, Allied Forces, Southern Europe, during a time of historic NATO expansion. He led US and NATO forces in combat and humanitarian operations during the 1999 Kosovo crisis. Ellis's final assignment in the navy was as commander of the US Strategic Command during a time of challenge and change. In this role, he was responsible for the global command and control of US strategic and space forces, reporting directly to the secretary of defense.

Timestamps:3:43 - Icebreaker Content12:35 - Foreign Policy Round-up37:05 - Trump's Iranian Patsy Assassins1:06:10 - The Occult Epstein ClassWelcome to The Morning Dump, where we dive headfirst into the deep end of the pool of current events, conspiracy, and everything in between. Join us for a no-holds-barred look at the week's hottest topics, where we flush away the fluff and get straight to the substance.Please consider supporting my work- Patreon- https://www.patreon.com/nowayjose2020 Only costs $2/month and will get you access to episodes earlier than the publicNo Way, Jose! Rumble Channel- https://rumble.com/c/c-3379274  No Way, Jose! YouTube Channel- https://youtube.com/channel/UCzyrpy3eo37eiRTq0cXff0g My Podcast Host- https://redcircle.com/shows/no-way-jose Apple podcasts- https://podcasts.apple.com/us/podcast/no-way-jose/id1546040443 Spotify- https://open.spotify.com/show/0xUIH4pZ0tM1UxARxPe6Th Stitcher- https://www.stitcher.com/show/no-way-jose-2 Amazon Music- https://music.amazon.com/podcasts/41237e28-c365-491c-9a31-2c6ef874d89d/No-Way-Jose Google Podcasts- https://www.google.com/podcasts?feed=aHR0cHM6Ly9mZWVkcy5yZWRjaXJjbGUuY29tL2ZkM2JkYTE3LTg2OTEtNDc5Ny05Mzc2LTc1M2ExZTE4NGQ5Yw%3D%3DRadioPublic- https://radiopublic.com/no-way-jose-6p1BAO Vurbl- https://vurbl.com/station/4qHi6pyWP9B/ Feel free to contact me at thelibertymovementglobal@gmail.com#TrumpIranPatsy #IranianPatsyAssassins #TrumpPatsyPlot #OccultEpsteinClass #EpsteinOccultElite #EpsteinClassExposed #IranWarBuildup #GrowingIranWar #IranWar2025 #EverGrowingIranConflict #TrumpVsIran #IranianAssassins #PatsyAssassination #EpsteinIranConnection #OccultIranWar #EpsteinClassWar #TrumpEpsteinIran #ShadowWarIran #EliteIranAgenda #PatsyOccultWar

Dave LaGreca & Bully Ray break down Monday Night Raw: It gets heated between CM Punk & Roman Reigns... did Punk take it too far? Plus, Seth Rollins takes aim at Paul Heyman... what could this mean as WrestleMania looms closer? To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Tommy Dreamer reacts to the RAW following the Elimination Chamber including round 2 between CM Punk and Roman Reigns on the mic. Plus, Tommy talks about Danhausen's debut on RAW and the curse he put on Dirty Dom causing Dom to drop the title to Penta. To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In celebration of the premiere of Jason's Watson Season 2 episode, “The Tunnel Under the Elms,” we're diving into a discussion about the greatest TV episodes of all time! From Star Trek to Game of Thrones to Breaking Bad, we explore the iconic scenes that left us emotionally wrecked and forever changed the landscape of television.Plus, we reminisce about the days of heavy wooden tube TVs our grandparents had—does anyone else remember those?For more exclusive bonus podcasts like our Justice League Review show, our Teen Titans Podcast, and our GHL Exclusive Discord, join the Geek History Lesson Patreon ► https://www.patreon.com/JawiinGHL RECOMMENDED READING from this episode► https://www.geekhistorylesson.com/recommendedreadingFOLLOW GHL►Instagram: https://www.instagram.com/geekhistorylessonThreads: https://www.threads.net/@geekhistorylessonFacebook: http://www.facebook.com/geekhistorylessonGet Your GHL Pin: https://geekhistorylesson.etsy.comYou can follow Ashley at https://www.threads.net/@ashleyvrobinson or https://www.ashleyvictoriarobinson.com/Follow Jason at https://www.threads.net/@jawiin or https://bsky.app/profile/jasoninman.bsky.socialThanks for showing up to class today. Class is dismissed!

In this episode, Ken and Lima dive into the world of NIL! Are college athletes still students? Do they show up to class? Does any of it even matter? The boys tell you why they have a fun take on eligibility.

Ken and Lima are NOT HAPPY that it's cloudy in Cleveland and they can't see the Blood Moon. In other news, the boys evaluate the Browns' QB Conundrum from all angles.

Dave LaGreca and Bully Ray break down the men's Elimination Chamber and what we may see at WrestleMania based on the outcome, plus, the guys preview Monday Night Raw and CM Punk & Roman Reigns' road to WrestleMania. To visit our partners at Chewy, click here. The Master's Class is now available on its own podcast feed! SUBSCRIBE NOW to hear over 50 episodes of Dave, Bully, Mark, and Tommy taking you behind the scenes like only they can, plus BRAND NEW episodes every week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of Busted Open ad-free and get exclusive access to bonus episodes. Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.