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In this Be It Till You See It recap, Lesley and Brad reflect on Danielle Droitsch's journey from environmental law to leadership coaching and the mindset shifts that helped her uncover her real strengths. They share how Danielle's simple but powerful approach reframes fulfillment, challenges perfectionism, and inspires action through alignment. Tune in to explore how small, intentional changes can help you lead and live with more clarity.If you have any questions about this episode or want to get some of the resources we mentioned, head over to LesleyLogan.co/podcast https://lesleylogan.co/podcast/. If you have any comments or questions about the Be It pod shoot us a message at beit@lesleylogan.co mailto:beit@lesleylogan.co. And as always, if you're enjoying the show please share it with someone who you think would enjoy it as well. It is your continued support that will help us continue to help others. Thank you so much! Never miss another show by subscribing at LesleyLogan.co/subscribe https://lesleylogan.co/podcast/#follow-subscribe-free.In this episode you will learn about:What it means to uncover your true superpower and use it to create impact.How following your energy reveals where you're most aligned and fulfilled.Why you only need 20% of your week focused on what energizes you to feel more balanced.How confidence grows by acting, reflecting, correcting, and continuing forward.Episode References/Links:OPC Winter Tour - https://opc.me/tourPilates Journal Expo - https://xxll.co/pilatesjournalCambodia Retreat Waitlist - https://crowsnestretreats.comAgency Mini - https://prfit.biz/miniContrology Pilates Conference in Poland - https://xxll.co/polandContrology Pilates Conference in Brussels - https://xxll.co/brusselsSubmit your wins or questions - https://beitpod.com/questionsTime For Well-Being Website - https://www.time4wellbeing.comStop Second Guessing Your Next Career Move (Free Training) - https://exclusive.time4wellbeing.comDanielle Droitsch on LinkedIn - https://www.linkedin.com/in/danielledroitschCareer Clarity Journey: Define Your Career Path - https://mailchi.mp/7b47af821797/3jwkmtvr4yEpisode 27: Kareen Walsh - https://beitpod.com/ep27Episode 397: Kareen Walsh - https://beitpod.com/ep397 If you enjoyed this episode, make sure and give us a five star rating and leave us a review on iTunes, Podcast Addict, Podchaser or Castbox. https://lovethepodcast.com/BITYSIDEALS! 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DEALS! https://onlinepilatesclasses.com/memberships/perks/#equipmentCheck out all our Preferred Vendors & Special Deals from Clair Sparrow, Sensate, Lyfefuel BeeKeeper's Naturals, Sauna Space, HigherDose, AG1 and ToeSox https://onlinepilatesclasses.com/memberships/perks/#equipmentBe in the know with all the workshops at OPC https://workshops.onlinepilatesclasses.com/lp-workshop-waitlistBe It Till You See It Podcast Survey https://pod.lesleylogan.co/be-it-podcasts-surveyBe a part of Lesley's Pilates Mentorship https://lesleylogan.co/elevate/FREE Ditching Busy Webinar https://ditchingbusy.com/Resources:Watch the Be It Till You See It podcast on YouTube! https://www.youtube.com/channel/UCq08HES7xLMvVa3Fy5DR8-gLesley Logan website https://lesleylogan.co/Be It Till You See It Podcast https://lesleylogan.co/podcast/Online Pilates Classes by Lesley Logan https://onlinepilatesclasses.com/Online Pilates Classes by Lesley Logan on YouTube https://www.youtube.com/channel/UCjogqXLnfyhS5VlU4rdzlnQProfitable Pilates https://profitablepilates.com/about/Follow Us on Social Media:Instagram https://www.instagram.com/lesley.logan/The Be It Till You See It Podcast YouTube channel https://www.youtube.com/channel/UCq08HES7xLMvVa3Fy5DR8-gFacebook https://www.facebook.com/llogan.pilatesLinkedIn https://www.linkedin.com/in/lesley-logan/The OPC YouTube Channel https://www.youtube.com/@OnlinePilatesClasses Episode Transcript:Lesley Logan 0:00  She defined superpowers as your innate ability to create impact. I love that. Your innate ability to create impact. You guys, if you aren't hearing a theme about today, it is, are you using your inner compass? Are you taking time to understand yourself? Are you talking yourself up? Lesley Logan 0:16  Welcome to the Be It Till You See It podcast where we talk about taking messy action, knowing that perfect is boring. I'm Lesley Logan, Pilates instructor and fitness business coach. I've trained thousands of people around the world and the number one thing I see stopping people from achieving anything is self-doubt. My friends, action brings clarity and it's the antidote to fear. Each week, my guest will bring bold, executable, intrinsic and targeted steps that you can use to put yourself first and Be It Till You See It. It's a practice, not a perfect. Let's get started. Lesley Logan 0:55  Welcome back to the Be It Till You See It interview recap where my co-host in life, Brad, and I are going to dig into the flourishing convo I have with Danielle Droitsch in our last episode. If you haven't yet listened to that interview, feel free to pause this now and go back and listen to that one, and then come back and join us. She's a fucking badass.Brad Crowell 1:13  She's pretty amazing. I really enjoyed that conversation. Lesley Logan 1:15  I mean, I don't even know how, she's been listening to our pod for a while. Then she pitched herself. We talked to her. You came up and talked to her. I want to be friends with her. I wish she lived closer. She's doing great work. And also, like, I don't even know how she did what she did for a living, because, like, as we talked about in the podcast, you're an environmental attorney, which means you're constantly fighting for the environment, and the environment is constantly getting hotter. Brad Crowell 1:38  I didn't know she was an environmental attorney. Lesley Logan 1:38  I'm pretty sure. Brad Crowell 1:38  No, she just described her work as an attorney, but it's possible you guys have that you talked to her beforehand. Lesley Logan 1:50  Yeah, no, she was an environment policy world attorney, like she was a fucking badass in DC. And I remember talking to her offline, like, Oh my God. So every day you're trying to say, the Earth is hot. I'm fighting for the earth. And every day they're like, you know, like, it's just, I don't know, like, that would be a hard that'd be a long hard, but we need people like her in this world. Brad Crowell 2:13  Well, she quit, so.Lesley Logan 2:17  She still fights for it. She still does her she still does her work. She didn't quit. Brad, what makes it sound like she gave up? She did not, you know it.Brad Crowell 2:31  No, she has moved on to bigger and better task. Lesley Logan 2:33  She had to leave DC for other reasons, and it's pretty hard to fight for the environment on a world level outside of DC. So anyways, she's still badass. Brad Crowell 2:43  Yeah. Actually, she said she's she's bringing a little bit of liberal vibes to Salt Lake City, so. Lesley Logan 2:49  We love that. You know, it's really because we have a friend who's a federal defense attorney, and I, like, think about her going to work every day, right? And, like, the federal defense attorneys, like, what's the average win? It's like 2% or something like that. And she's like 4% and that's like, fucking badass, right? And you're just like, and she's like, fighting. Brad Crowell 3:11  I think she had six. Lesley Logan 3:05  I think she had six, you're right. Yeah, she got, like, defense attorney of the year. Hi, Amelia. Anyways, she like, I think about people like that, and Danielle and like these other people like, talk about having to figure out a different way of understanding how to celebrate your wins, because, like, it could take years to move, to get a date, for something to be heard. Years, and we're over here being it until we see it, going, oh, that thing didn't happen yesterday. I had to wait six months.Brad Crowell 3:35  Yeah, it's true. I mean, especially with environmental law. I mean, you could be working on something for, you know, five to 10 years before it actually comes together, so.Lesley Logan 3:43  Yeah, well, we'll get into her in a second. Hold on. Just so you're clear, I actually have no idea what day Brad chooses until we open up the script, unless I choose a day. And so I have no idea what I'm about to read. And I feel like it's gonna be weird, because today is November 6th 2025 and it's Marooned Without A Compass Day, which would, is the story of my life, I think I would be marooned without a compass for sure. If I had my phone, and it was working, we'd be okay, but truth be told, I don't have a charger ever on me, which means my compass would be leaving us quickly. This day is celebrated annually to put a spotlight on the direction of our lives or the lack of it. Oh, well, that's interesting. On this day, we ask ourselves the hard question, where is my life going? Am I happy? In a rather literal sense, maroon means being trapped alone in a place, yeah. But in a mindful sense, it describes the ecstatic gloom and thank you, Brad for highlighting. I see ecstatic gloom is a paradoxical or oxymoronic phrase that describes the feeling that being simultaneously overwhelmed with happiness and sadness is not a standard English idiom, but a descriptive pairing of two contradictory emotions, wonderful. I feel like ecstatic gloom is how I live every day in this administration. That comes with being lost in our life.Brad Crowell 5:04  So ecstatic gloom. So in a rather little literal sense, marooned means being trapped alone in a place, but in a mindful sense, that describes the ecstatic gloom that comes from being lost in our own life. Lives, right? So. Lesley Logan 5:07  Well, this is people who are not being it until we see it, Brad. Brad Crowell 5:11  That's what I'm saying. Lesley Logan 5:13  Our listeners do not mean marooned without a compass. Brad Crowell 5:21  That's why today is exactly the right day to celebrate. Oh, okay, okay, okay, okay, okay. Today is all about climbing up from the rock bottom of our lives and becoming our own compass. But that's what we do here every single day at the Be It Pod. So, you know, I thought this was a great day, because what this actually really made me think about was the reset button that Covid was, you know.Lesley Logan 5:47  Yeah if people took advantage of it, which I feel like.Brad Crowell 5:49  I mean, whether or not you took advantage of it, it became a very real it was a mirror to our own lives. Each and every one of us had this, this really, I'm sure we all had the internal conversation, this ecstatic gloom of like, oh, this is what my life is. Is this what I want my life to be? (inaudible)Lesley Logan 5:49  And oh, my God, I get to lay on the couch. That's the ecstatic part. You have to have ecstatic part of the gloom.Brad Crowell 6:13  Yeah. I mean, I don't, I don't know how many people like I think the I think there was this weird perception that we can learn another language, but that never happened for us. Lesley Logan 6:21  People did make sourdough, Brad, not us, we weren't those people. Brad Crowell 6:25  We were not those people, but people did make sourdough. Lesley Logan 6:28  Our dog got walked fucking 12 fucking miles a day. That's right.Brad Crowell 6:33  But, but I, you know, I think that, you know, we're already five years past Covid, and I think this is a good time to check in and be like, Hey, I had this realization back then. You know, I made changes in my life, the changes that I made. Am I happy with them still? So, yeah. So today is Marooned Without A Compass Day. Lesley Logan 6:55  Yeah, but you don't have to go on an island and get a volleyball and name it Wilson. You can just use Hey, I just studied the Hermit card today. That was my hermit and my Tarot reading, because my new hobby, okay, and it's about taking time to be alone and do some self-reflection and some inner like looking in your inner wisdom. Brad Crowell 7:13  How poignant. Lesley Logan 7:14  How poignant. But not well, because this is on November 6th, and I'm doing it today, but it is poignant that we're recording this today, and one of the things you have to ask yourself is, like, what, what does like self-reflection look like to you? How do you understand what your inner guidance is? And like, I really do think that a lot of us are very busy, and even some of us are really good at time by ourselves and even time with our self-care. But how often are we actually using our inner wisdom versus our outer wisdom? And this is something I work with, like, eLevate members when they're like, Okay, so what next? And I'm like, You got to go inside and, like, juice out what you learned already. Brad Crowell 7:52  Gotta go inside. Lesley Logan 7:53  Anyways. Well, that's cool. Like it. I like a good compass. I don't know how to use one, but I think about it all the time. Brad Crowell 8:01  It's okay. Lesley Logan 8:03  Don't download the free compass on your phone, because there is already a compass on your phone. Brad Crowell 8:08  Yeah, there's already a compass. You don't need to get another app. Lesley Logan 8:12  You actually, that's and that is also poignant, you already have a compass. It's already inside you. You guys.Brad Crowell 8:17  We're gonna blast through these, because there's a whole list now. So we're gonna move real fast, are you ready? Lesley Logan 8:22  I am ready. Brad Crowell 8:23  Here's what's happening in November. OPC is gonna have a Black Friday sale. Black Friday Cyber Monday sale is only gonna happen during the actual holiday weekend. We're not doing it before or after. Lesley Logan 8:32  No, we're not those weirdos who start on November 1st. Brad Crowell 8:34  Okay, so that's November. December, we're gonna be on the road doing our Winter Tour. Which tickets are already on sale. In fact, hopefully the tickets are sold out at this point. HoweverLesley Logan 8:43  Let me tell you, we are recording this before they go on sale, and people have already bought tickets. I'm not sure how, but they did. So that's how quick the tickets go. Brad Crowell 8:50  If you are trying to find out more about that, go to opc.me/tour, opc.me/tour. Lesley Logan 8:57  Just, can we go back to November? I just want to be very specific, because I don't think it was very specific. We are only doing a Black Friday, Cyber Monday for OPC. So if you are, we're excited for a Profitable Pilates discount. We are not doing that. We will have more information. In fact, if you were on our email list, you would already know this and have more information. But we are.Brad Crowell 9:15  Cool. So the next thing on our list is, in December, we're going to have a Profitable Pilates sale. And that's a secret that we're giving to you here on the pod. Y'all listeners, if you ever wanted to try Agency out for, you know, a short time. Lesley Logan 9:29  Like a little mini. Brad Crowell 9:33  Like, a little month. Lesley Logan 9:36  Not a month, but a little mini. Brad Crowell 9:38  No, I think it's gonna be a month of Agency. Lesley Logan 9:35  Oh, we're doing something fun. Brad Crowell 9:36  Yeah, we're doing something new and fun. We're trying out Agency, so. Lesley Logan 9:39  I know, you guys, I do know about this, and I forgot. Brad Crowell 9:42  While we're not doing a Black Friday, Cyber Monday for Profitable Pilates, we're going to give you all the opportunity to hop in for a brief time, to get to know us, to see, kick the tires as it were. But stay tuned for the end of December, after Christmas, before the new year. Okay. Lesley Logan 9:57  Oh, guys, there's so much more ready. Can I take over? January, my birthday month, you're welcome to send gifts. Pilates Journal Expo in Huntington Beach. Go to xxLL.co/pilatesjournal, I am teaching some great workshops, a world premiere of a workshop, by the way, why your clients don't get it? I'm super excited about that and some other good stuff. And then also, in January, you want to make sure you're already on the waitlist. So don't get on the waitlist in January, go on the waitlist now for Cambodia, because in January is the early bird discount, and only those on the waitlist get that invite. In February, the month of love.Brad Crowell 10:29  Wait. Go to crowsnestretreats.com to get yourself on the waitlist.Lesley Logan 10:33  Thank God for Brad. Okay, February, Agency Mini is happening in February, so you want to get on the waitlist for that. Do you hear how we have waitlist? Why do you have waitlists? Because you get all the good stuff, including somehow people buying tickets early for the tour. So prfit.biz/mini. That's profit without the O dot biz slash mini. It's three days of epicness for your business. I promise you it will light a fire on your ass. You will not feel marooned without a compass. That is for fucking sure. Brad Crowell 10:59  That's for sure. Lesley Logan 11:00  And then in March, we are in Poland at the Contrology Pilates conference with Karen Frischmann on all the Contrology equipment. It's gonna be so fun. That's xxLL.co/poland also in March, we're in Brussels at Els Studio. It's really amazing with Karen Frischmann and, Brad, did I tell you, Ignacio is gonna be there. Brad Crowell 11:00  Oh, I thought it was Miguel. Lesley Logan 11:02  No, that's for something else I'm doing. No, Ignacio. Brad Crowell 11:15  That's so great. Lesley Logan 11:15  I know I'm so excited. I found out when.Brad Crowell 11:15  I saw some photos, but I. Lesley Logan 11:15  Yeah, I know I'm so excited. It's a Vintage and Friends Program at Els Studio in Brussels. We are teaching different workshops in Poland and Brussels, so you can actually go to both, or you can pick which weekend you want, but it's Karen and I, and Ignacio is only in Poland, and Brad's coming along. xxLL.co/brussels, and then in April, P.O.T. London. Okay, we're, that's a lot, guys,Brad Crowell 11:59  That's a whole lot. Lesley Logan 12:02  We're not doing anything else the rest of the year, all right, before. Brad Crowell 12:11  That's not true at all. Lesley Logan 12:02  That's not true at all. But we're, well, we're not doing a lot of international stuff besides the retreat. Anyways, let's get into the question. We have to talk about Danielle still. What's the question? Brad Crowell 12:12  Let's do it. All right. So this is regarding Swan Dive on the Wunda Chair @DeniseBraunStargazer on YouTube asks, What spring tension would you recommend for this movement tips for swan dive on the Wunda Chair on an Exo chair. So an EXO ChairLesley Logan 12:27  So, an EXO chair is still a Wunda chair. Here, it's, I appreciate that it has its own name, because it is different than a traditional Wunda Chair. But the thing that makes it different is the angle of the pedal, the weight of the chair. I'm sure Ken will tell me a bunch of other things that are different. And also, but to the eye and to the use, and also, the cactus thing on the back has four springs. But they have other things that have four four hooks, I should say, two springs, four hooks. So if you're using my flash cards, you'll see that there's a how to use this deck card, and that card actually will tell you that on a chair that has four hooks, so that'd be an Exo chair or anything else that has four hooks. I ignore the fourth hook on an Exo chair unless you absolutely need it. And the person who edits our flash cards actually only has an Exo chair, so she edited these cards with the Exo chair in mind, so without seeing you do The Swan, my guess is you should start with one spring on a two. So the cactus on an Exo chair has numbers one spring on the two. Now that being said, you could be fun sized and you need a one. You could be in a more of a body abundance or chest abundance bodies. You have a little bit more weight going on the pedal. So then you might need a three. You might be super advanced and only need a one. You might be a beginner and need a three. So the thing about the Wunda Chair that people don't understand this goes with EXO Chair as well, is that the springs are like pirate rules guidelines get to choose them, do you remember what was the line in the Pirate movie? Their pirate rules are just like thoughts, things to do. You know the line of the movie. Brad Crowell 14:07  What are you talking about? Lesley Logan 14:08  Johnny Depp's movie of the Pirates. They're like guidelines. Everyone is knows what I'm talking about. if they watched this movie, I'm gonna look it up later. Anyways, on the Chair. So another example on a Wunda Chair is on the flash cards. I say that a pull up is often done on a one, one spring on a one and one spring on a three. That would be (inaudible).Brad Crowell 14:30  Okay it's about the pirate rules, they'e more like guidelines. Lesley Logan 14:31  Correct. That's how the Wunda Chair.Brad Crowell 14:31  Parlay, I think it's parlay. Lesley Logan 14:33  Parlay, parlay. So that's exactly how a Wunda Chair works in an Exo chair. So if we ignore the fourth hook on the Exo chair, then you have a one, two and a three, or what we'll often say in classical Pilates, a top and a bottom. One is a bottom and a three is a top, and then a middle spring is a two. So if the traditional parlay on a pull up is a top and a bottom, so a Wunda, three on an Exo chair, that would be the guideline. However, right now I'm doing pull up on a one top. That's pretty impressive, Brad, you should be impressed. It's impressive.Brad Crowell 15:08  I'm so impressed right now, it's one on top. Lesley Logan 15:11  And then the other thing to go off of, guys is, is the spring working with you, meaning the spring should never be pushing you around, nor you bossing it around. It's your dance partner. So today it might be a two. Tomorrow might be a three. I know, this is annoying because you just want to know, but that means you're trying to be a perfectionist and not someone who is using their inner compass. That's all I have to say about that. All right, if you have questions, send them to beitpod.com/questions or you can text us at 310-905-5534, if it's international, you gotta do a plus one. All right, Brad, let's talk about Danielle. Brad Crowell 15:44  Or just use the website. Go to beitpod.com/questions. Stick around. We'll be right back. We're gonna dig into all this amazing stuff we learned from Danielle Droitsch. Brad Crowell 15:55  All right, let's talk about Danielle Droitsch. Danielle spent decades as a lawyer in the environmental policy world. Oh, that's where we learned it, leading teams and. Lesley Logan 16:05  Leaving it. Leaving it. Brad Crowell 16:07  Leading teams and directing big projects. But after 25 years, she hit a wall and realized the traditional path of titles and skills was not bringing her fulfillment. That turning point led her into coaching, where she now helps mid to senior leaders uncover their superpowers, the natural strengths that create meaning, energy and impact. Instead of piling on more certifications or chasing someone else's version of success, she shows people how to tap into what already is inside of them. Lesley Logan 16:35  Sounds like a lot of our listeners need to hear that because I remember Erika Quest and I did a whole wealthy mindset weekend about like imposter syndrome. And one of the things, sign of you imposter syndrome is that you continually acquire more certifications. And look, I think Danielle would agree with me, learning is cool. You got to keep learning. But if you keep thinking that the next certification is going to make you happy, that is the wrong motivation. So she defined superpowers as your innate ability to create impact. I love that. Your innate ability to create impact. You guys, if you aren't hearing a theme about today, it is, are you using your inner compass? Are you taking time to understand yourself? Are you talking yourself up? She states that these are often hidden to you, and unless you've gone through the exercise of actually figuring out your superpowers, you do not likely know them. This is so true. I think when we coach people, the often thing is like, oh, my god, that's amazing, right? We talk about you're the only person who can do what you do the way you do it. And people like, it's come so easy to me, it's like, yeah, it comes not easy to everyone else, like, no one else gets it. And we do need a mirror. We need some way. We need a Danielle to tell us, like, oh, this is the thing that you do really well. Also it's often the thing that people keep asking you questions about, which is why I should go into being a skincare influencer.Brad Crowell 18:00  The thing that I thought was really neat about her talking about your innate abilities is she said people will often describe their quote, unquote superpowers to her, and she would disagree with them, right? So they're, they're like, you know, I'm really good at I don't know whatever organizing or they think it always revolves around work. I think that's ultimately what her point was, that they always apply it around work. And she's saying that's not necessarily the case. For example, for her, she said, of course, I was a competent attorney, but what I was really doing around the office was making sure that everybody was feeling part of the team, feeling included, and being, you know, like, encouraging and uplifting. And she said, Actually, I never pegged that as my superpower until way after I was always just, like, actually, she said she literally thought it was her weakness. I'm being too kind. I'm so kind. I need to be less kind. I need to be more more, ruthless, you know. And she said that's because I was applying my kindness to my execution of my job. But I was, I was imagining that that's a weakness, when really it was my strength, you know. And so it was really, it was really interesting. And she said they're often hidden to you and but she's she did talk a lot about energy and what, what makes you, what feeds you, what lights you up.Lesley Logan 19:26  She said a way to figure it out is you need to follow the energy, because when engaging activities align with what your superpowers, the time flies by. So episode 400 Your Genius Zone. Alternatively, tasks that are draining to you indicate a lack of alignment. If we go back to Kareen Walsh and her, like, Drain Joy list, right? Like so and I think what happens is we're all like, Oh my God, I need to get better at this. Like, I would like, often if you have like, I need to be more detailed, and I need to work on being more detailed. But being more detailed was, like, nailed on a chalkboard because I'm like, well, how much more detailed do I need to be? Like, this seems quite obvious to me. No, I'm just not a detailed person, period. Guess why? Everyone on the team has detailed in their fucking strengths? Because I don't. I don't have it. That was my elbow. If you heard that on the podcast. Anyways, it's fine, don't worry. Didn't hit a funny bone. But I just really like what she said about that. I think it's a great way to think about things. And I also love that she shared what she thought, that she thought her strength was a weakness, like I think, I think that's very relatable. What did you love?Brad Crowell 20:31  Just for those of you who are wondering, Kareen's episode was number 27 and she had a follow up episode, which was episode 397, so. Lesley Logan 20:42  Whoa, already that many episodes behind? (inaudible) I feel like that just happened. Okay. Well, here we are. You know what? I'm clearly in my my fucking like. Brad Crowell 20:56  You're detailing it away here, babe. Lesley Logan 20:58  No, I'm not detailing anymore, because we added those FYFs, so I don't know what the numbers are anyway, but I just want to say I'm clearly following my energy, because time is flying by. Brad Crowell 21:07  Flying by. What I really loved is when she was talking about, we have this. I mean, all right, y'all have heard me talk about strengths finders and CliftonStrengths and all that stuff like, for years. Lesley Logan 21:20  For years. Brad Crowell 21:21  For years. But she said we have this societally reinforced tendency to focus on our weaknesses. Lesley Logan 21:29  Oh, my whole, my ex's biggest thing, and we talked about this on the podcast that we used to do about dating, my ex's biggest thing is, like, you're not this, you're not this, you're not this. And I'm like, okay, I got to be one of those things. And no, no one liked me for those things. So here we are.Brad Crowell 21:46  Yeah, also, that's so annoying. I mean, you know, like, I think about it. And she was laughing because she said, we have kids. And the kids, you know, if they came home from school with a D, I would be like, you need to be doing better, right? Even if they even if they were like, well, that's not my strength, she still would say, no, you need to do better. Because I think that there's a time and a place for in in the typical world of learning. The way that we educate people here in the United States, you know, it's based on test results. And now that may be changing over time, but our generation that was all that mattered was the grade at the end of it. So if you didn't get a grade, then you did not pass, right? And so this pass-fail concept, you know, it drives us to thinking that that applies in life, right? It applies at our job, it applies in our personal lives. And that's not actually the way that it functions in the rest of the world, education is different than the rest of the world, right? And so what we do, though, is, because that's how we were taught, we take that and we apply it. And so we think that we need to be better. We just need to be better at all the things, even if that's not the thing we should be focusing on. Lesley Logan 22:54  All the things. All the time. Brad Crowell 22:54  Right? And so what do we do? We get in our job, and we're like, wow, I'm really not good at numbers. I guess I need to be better at numbers. So I'll go take a course at numbers, and then you end up hating it, and you're like, oh, I hate everything I'm doing now because I just have to do numbers, you know? And instead, if we were focusing or leaning into our strengths, and this is what Danielle was saying, you know, it will, it'll change our attitude around our it'll change our our vigor, our excitement, our our mindset completely around the thing that we're doing, and probably give us a whole lot more joy. She advised paying attention to what energizes you, right? And you know, there are cases where you have to, you know, do something that you don't want to do, but eventually you want to outsource those kinds of things, you know? And we've talke about. Lesley Logan 23:40  Also, we've done this on the retreat, if you want to know why you should come on the retreat, sometimes people are doing things that they think they have to do. Brad Crowell 23:49  That's, yeah, that's exactly what I'm saying. Lesley Logan 23:52  And like you and and outsourcing, like people like outsourcing can be expensive. Sometimes you can just delete it. You don't even have to do it. We live in a world with some amazing technology, robots, subscriptions, like you. If you hate the grocery store, you can put things on auto ship. You just can.Brad Crowell 24:10  Yeah, that's, that's exactly, that's exactly right. Like, what if you hate grocery shopping? Great. Put it on repeat. You don't have to actually go do any of that. You know, the way that we live today, it's amazing. But anyway, you know, she said, what energizes you often correlates with the things that you're really good at, and you know it gives you joy. And you know that will change your excitement about life. You know, around the horn, so.Lesley Logan 24:38  So in Pilates, Jay always told us, like, whatever you don't like, you have to do twice, because like your body, your body needs it. This is very different than like, how you do work and and your strengths, right? So when it comes to like, balancing your balances. And today, this is, I don't know if that has anything to do with this episode, but I want to share this with you. Okay, so today we had to do. frog in in class, frog, which is your fucking favorite, and I hate everything everything about it. I hate everything about it. And I don't think we were in frog one minute, but it felt like 17 years. But when we were in pigeon, which probably is only one minute, if I just was like, I think we're in pigeon, for like, three minutes, it went by so it just flew by, because I love pigeon so much, and I just like, I'm like, pigeon feels so good in my body, but frog doesn't feel good at all. And if I could avoid, if I was in charge, we would never frog.Brad Crowell 25:37  We would never frog. If Lesley was in charge we would never frog. Lesley Logan 25:41  But I did tell Anthony, I said, I said, you know how we don't like what we need? And he said, yeah, I'm like, I really hate that. Anyways, you got to (inaudible) energizes you, because what doesn't energize me is frog and yoga. Brad Crowell 26:00  Well, maybe in your body, it's kind of like educating. You need to be balancing things out, or your body will break. Lesley Logan 26:05  Yeah, I don't think you should. Here's the thing, because there's a woman named Joanna who I'm trying to get on the pod guys, I really am. She's got the Unlearn IG and we're close. We got close. We got we're getting closer. Stay tuned on that. But she said in her TED talk, she said, like, kids should fail at things because they need to learn how to fail, right? Like, on a low level thing, however, like, there's a difference between not trying and like not understanding and like not being a skill. And I do agree, like, we don't want kids to not know how to balance their budget, so like, you got to learn how to add and subtract. But like, also, I think what happens is we put up, like you said already, we put this pressure you that has to be your focus, as opposed to like, just get like, decent at it, and that way you can enjoy the English class that you love, or the Shakespeare class that you love, or whatever it is. Yeah, I'm in. It makes sense in my brain, Brad.Brad Crowell 27:05  Great, I love it. Okay, stick around. We'll be right back. We're going to dig into those Be It Actions that we got from Danielle Droitsch. Brad Crowell 27:05  All right, let's talk about those Be It Action Items. What bold, executable, intrinsic or targeted action items can we take away from your convo with Danielle Droitsch? I'm gonna jump in right away. She emphasized that you don't need your entire day to be quote, unquote fulfilling. Lesley Logan 27:27  I agree. Brad Crowell 27:28  This is interesting, right? You don't need your entire day to be fulfilling. Even a relatively small portion dedicated to your strengths can significantly increase your job satisfaction. What was really interesting is she is backing this up with statistics. It wasn't just like this, this like thing that she's winging it here. She said, hey, observe for the last for at least one week, observe what activities give you energy. Aim to dedicate at least 20% of your day or your week to these energizing superpowers. Act these superpower activities to significantly boost fulfillment. So. Lesley Logan 28:03  2% of your day is 30 minutes. What's 20% of your day? How many hours? How many?Brad Crowell 28:08  Well, we're hold on 20 so 20% of eight hours would be one and a half hours. So if you were like in the zone as it were, for an hour and a half.Lesley Logan 28:20  You're in your superpower for an hour and a half a day. Brad Crowell 28:23  A day. Lesley Logan 28:23  But you don't have to do it all at once. You could do it, but. Brad Crowell 28:26  No, but probably, if you're like, if time has disappeared, you've cranked through an hour and a half.Lesley Logan 28:31  And some of your strength. Yeah, yeah. It's probably true. But also, just for my perfectionist listening, it's okay. It's gonna probably be okay if it's 30 minutes in the morning, 30 minutes in the afternoon, 30.Brad Crowell 28:40  It might be, it might be teaching time for you, because that's when things like, you know, go and that's okay, and that's good, yeah, you know, like when I was working for somebody else. And even now, what I often like to do is I sit down for, you know, a work block in my head. I'm like, okay, this will be my morning work block before I get up and go to lunch or whatever. And I usually try to give myself, like a three hour, like two to three hour like hard work block. And my hope is that in that time I do hit the zone, I'm in that zone, you know. And if I can do two a day of these work blocks, I have had an effective day. Now, what often happens for me is I'll do probably one in the late morning, and then I'll do another one at like, nine o'clock at night,you know or.Brad Crowell 28:40  You feel like you're in your strength to Danielle's point, not just like those. You feel like you're.Brad Crowell 28:57  Well, usually when you're in the zone, as it were. Lesley Logan 28:57  Time is just flying by. Brad Crowell 28:57  Yeah, you're doing you're using your strength, because time is going and you're not realizing it, and you know it's okay. You're, you know, you're, you're effectively using your superpower.Brad Crowell 28:57  When I'm doing Pilates, time flies by. Oh, my God, it flies by. I looked at the clock. It was like 44 minutes. I was like, whoa, where did the hour ago? Brad Crowell 29:49  You're just gonna do Pilates all day, every day?Lesley Logan 29:50  Apparently, only do an hour and a half, then I'd like, I'm gonna significantly save my life. I'm just saying. Anyway, mine.Brad Crowell 29:58  I don't think that's what I was saying, but we'll go with it.Lesley Logan 30:00  That's my takeaway, because she said, just follow your energy. That's where your superpower is lived. Brad Crowell 30:01  We're not talking about work. We're not talking about play, but. Lesley Logan 30:09  My job is Pilates. Brad Crowell 30:11  Yeah, but the point is teaching. That's not talking about doing.Lesley Logan 30:16  I understand, I understand. I understand. Brad Crowell 30:18  Okay, just making sure that we're clear. Lesley Logan 30:20  We're clear. I am going to spend more time with myself. She explained that confidence also doesn't come from faking it. Duh. That's why we call it the Be It Till You See It podcast. That's why she's on. That's why she's on. But in activating what is true about you, and it's not built through the mindset, rather, is built through action and failure and success and getting right back up. So you're gonna you're gonna fail, you're gonna reflect, you're gonna correct, and you're gonna continue. That's right to do, and you're gonna get better at it. You don't have to do it perfectly the first time. Brad Crowell 30:52  Yeah, you do not. Lesley Logan 30:53  So follow your energy. And if you're like, oh, that was the wrong energy, great. You now, now tomorrow, you won't follow that one. You have your new inner compass that's gonna tell you the right direction. I'm Lesley Logan.Brad Crowell 31:03  Well before we sign off, I actually just got off a coaching call with a client, and we were talking about rolling out a program, and she said, I just don't think I have she said, what lights me up is educating educators. So she likes to teach teachers. We're talking about Pilates here. And she said, I have my own clients, and I do really enjoy teaching them, but what really lights me up is teaching teachers. She said, the problem I have is that I I can't stop teaching to take on more educating teachers. And she said she's feeling really stuck. And what she said in her like offhand, she was like, and to do like, you know, I got to roll it out, and it's got to be perfect, and I got to do this thing, and I got to do that. And I was like, hold up. Hold up. You know and we had a conversation about this idea of introducing a new product or introducing a new service, and it having to be perfect. I said it has taken us, for our retreats, for example, the very first retreat, I worked on it for a year, I put my my heart and soul into organizing this thing, right. And I was like, we got this and we went and we executed it. And afterwards, we were like, we already have things we want to change. In fact, we did not really totally lock in the flow of events, the schedule of this retreat for like, 10 retreats. It was maybe after the eighth or 10th retreat where we were, like, we're done swapping days around. We've decided these are the days of things running. These are when lunches should be. These are the activity blocks. This is the free time blocks, like we. Lesley Logan 32:42  They were, by the way, they're all amazing. We just, we. Brad Crowell 32:44  That's not, not, not what I'm saying. Each experience was different, but afterwards, we were like, we want to make another change. We want to make another change. We we were all really tired after this one experience because we pushed it too hard. Okay, how do we tweak it? Lesley Logan 32:58  I also got rid of February because we realized we just love October.Brad Crowell 33:00  Whatever the point is, we, it wasn't until us, having done the experience, like, almost 10 times, that we were like, oh my God, it's amazing. We have it dialed in, right? So the point is, no perfectionism. Perfection is not real. It's never going to be real. It will never be perfect. We will always have something that we want to adjust after the fact.Lesley Logan 33:22  Yes, always. That's why, in the show, we say, take messy action. Make messy action. Wow, guys, it is late for us on this recording date. So I'm Lesley Logan. Brad Crowell 33:32  And I'm Brad Crowell. Lesley Logan 33:33  We love you. Use your inner compass. Go follow the energy. Tell Danielle how you did it. Reach out to her. She's got some great stuff going on and share this with a friend who needs to hear it, the friend who's like focusing on all the shit that drives them crazy and drains them. Oh my God, that's annoying to be around. Brad Crowell 33:49  Send them this episode. Lesley Logan 33:51  Yes, they'll find out now why you did it. Anyways, until next time, Be It Till You See It.Lesley Logan 33:51  Bye for now. Lesley Logan 33:57  That's all I got for this episode of the Be It Till You See It Podcast. One thing that would help both myself and future listeners is for you to rate the show and leave a review and follow or subscribe for free wherever you listen to your podcast. Also, make sure to introduce yourself over at the Be It Pod on Instagram. I would love to know more about you. Share this episode with whoever you think needs to hear it. Help us and others Be It Till You See It. Have an awesome day. Be It Till You See It is a production of The Bloom Podcast Network. If you want to leave us a message or a question that we might read on another episode, you can text us at +1-310-905-5534 or send a DM on Instagram @BeItPod.Brad Crowell 34:41  It's written, filmed, and recorded by your host, Lesley Logan, and me, Brad Crowell.Lesley Logan 34:46  It is transcribed, produced and edited by the epic team at Disenyo.co.Brad Crowell 34:50  Our theme music is by Ali at Apex Production Music and our branding by designer and artist, Gianfranco Cioffi.Lesley Logan 34:57  Special thanks to Melissa Solomon for creating our visuals.Brad Crowell 35:00  Also to Angelina Herico for adding all of our content to our website. And finally to Meridith Root for keeping us all on point and on time.Support this podcast at — https://redcircle.com/be-it-till-you-see-it/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

From New York to California, the 2025 elections carry important implications for the Jewish community. AJC New York Director Josh Kramer addresses concerns over New York City mayor-elect Zohran Mamdani, who has questioned Israel's right to exist as a Jewish state and accused it of genocide. Kramer highlights fears over rising antisemitism in New York and outlines AJC's plan to engage the Mayor-elect on combating hate crimes while remaining vigilant against policies that could target Israel. Looking beyond New York, AJC's Director of National Political Outreach, Rebecca Klein, provides an overview of broader election results, including the victories of Democratic governors in New Jersey and Virginia, as well as the political impact of California's Proposition 50 on redistricting. She explains what these outcomes could mean for Jewish communities and national advocacy efforts. Key Resources: A Letter to Mayor-Elect Zohran Mamdani AJC's Efforts to Support the Hostages Listen – AJC Podcasts: Architects of Peace The Forgotten Exodus People of the Pod Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. Transcript of the Interview: Manya Brachear Pashman:  The first election season since last year's presidential elections is behind us, giving New York City a new mayor, New Jersey and Virginia new governors and California a green light to redraw its map of congressional districts.  We asked Rebecca Klein, AJC's Director of National Political Outreach, to explain what the 2025 election results mean for the American Jewish community.  But first we wanted to hear from Josh Kramer, regional director of AJC New York, about the election of Zohran Mamdani as the 111th mayor of New York City, the largest Jewish community outside the state of Israel.  Josh, if you could please tell us why that matters, why it matters that the largest Jewish community outside Israel is in New York City, and why the prospect of Mr. Mamdani at the helm of City Hall is a concern.  Josh Kramer:  So as you noted, New York has the largest Jewish population in the country and outside of Israel as well. Jews in New York City are scratching their heads today. They're asking themselves, how could it have come to be that a candidate has been elected to the highest office in the land who espouses views that are contrary to so much of the bulk of the mainstream Jewish population in New York City. Views that isolate and demonize and hold Israel to a double standard. This is a challenging day for many in the Jewish community. Manya Brachear Pashman:  If you could rewind, for listeners who have not been following the mayoral election in New York City, because it's sometimes hard for us here in the New York metropolitan area to remember we are not the center of the world. People are more concerned with issues in their own backyard. But if you could please just kind of fill those listeners in on why Mr. Mamdani was a concern and how he expressed those views that you just spoke of being contradictory to the mainstream Jewish community. Josh Kramer: Absolutely, but I will take issue with New York not being the center of the Jewish world, of course, as the director for the AJC New York Regional Office. So I'll say that we know a lot about mayor-elect Mamdani's views on Israel from his long track record, from his statements that he's made along the campaign trail, from bills that he had proposed as a member of the state legislature.  And mayor-elect Mamdani has espoused strong views in support of the BDS movement to isolate and dismantle Israel. He's called into question the Jewish nature of the world's only Jewish state, and he has had a very difficult time consistently calling out and labeling Hamas as a terrorist organization, condemning their actions of holding hostages and otherwise. So it has been a concern that these issues have been at issue during this election.  But of course, we know that this election wasn't about the issues that AJC cares most about. Most people who went to the polls were voting about affordability issues or about bread and butter issues or filling potholes. Some were voting in alignment with their views on Israel. Many in the Jewish community, many who supported the mayor elect were misaligned with the candidates views on Israel. But I think most people were going to the polls based on those affordability issues.  Manya Brachear Pashman: You answered my next question, which was, why did he win? And it sounds like you do not believe that it was necessarily a referendum on Israel.  Josh Kramer:  I think that there's been a lot of writing and a lot of discussion along the campaign trail about these issues. He has been, and other candidates have been asked about their support for the Jewish community and about what they would do to combat the rising tide of antisemitism, which has been a part of the campaign the entire time.  But his non-support of the State of Israel has been a major issue in the campaign. It's just not the issue that I think that people were going to the polls and making their decisions based on. I think that there certainly were people who are motivated either by or repulsed by the now mayor-elect's views on Israel, but I don't think that it was their top issue.  Manya Brachear Pashman:  So you actually penned a letter to the mayor elect after his victory was announced. What did you say in that letter? What did you tell him?  Josh Kramer:   So AJC will work with this new mayor where we can, and that's one of the two core messages, I think, of the letter. We will work with this mayor on his pledge to quadruple, or octuple, the funding to combat hate crimes in New York City. We want to make sure that that funding is spent wisely and appropriately in the city government.  We will work with him on a number of issues where we can align. Modeling, Muslim-Jewish dialog, if that is an area where we can work with the mayor elect. But the second message, and perhaps the more important message, is we will be there to speak out where we need to and understanding that this mayor elect has espoused BDS views for years now, since his days in college, and perhaps before. That we will speak out where we need to, should BDS principles be attempted by the city government as a result of those views.  Manya Brachear Pashman:  You mentioned the funds that he has pledged for combating hate crimes, and I imagine that will require some input from community organizations, especially Jewish organizations, since the Jewish population is often targeted by hate crimes, do you worry that weighing in as much as you did during campaign season will harm your chances of being able to work with and and negotiate and yeah, work in harmony with this mayor.  Josh Kramer:  AJC did feel the need to be on record for this election. And in fact, even prior to the election, we felt we needed to be on record given some of the rhetoric we've seen from this candidate. At the same time, we have engaged with representatives of the mayor's team of the now mayor elects team, and we hope to continue that dialog, to hope to continue to work together where we can. I hope that we haven't harmed our chances to provide input to where hate crimes funding should be spent or could be spent. You're right. Hate Crimes against Jews in New York City, they differ from national statistics in that in New York City, we are the victims of the majority of hate crimes, not just the victims of the religiously motivated or just religious, religiously based hate crimes.  And that means, on average, Jews in New York City are subject to hate crimes, on average, about once per day throughout the year, at least that was the case in 2024 and so we hope very much to be able to monitor and affect how this funding will be spent and make sure that it's spent appropriately in combating the majority of hate crimes, which comprise the Jewish hate crimes.  In fact, there was a hate crime that took place earlier today, one of our on average, one hate crimes per day that we experience against the Jewish community in New York City, and it was a swastika spray painted on a yeshiva in Brooklyn. And just earlier today, mayor elect Mamdani tweeted out, this is a disgusting and heartbreaking act of antiSemitism. It has no place in our beautiful city, and as mayor, he will stand steadfast with our Jewish neighbors to root out the scourge of antiSemitism from our city. So it's an area of interest for us to continue to engage and to see that kind of rhetoric from our leaders is very helpful. So that's, that's what we will continue to look for and also be vigilant at the same time.  Manya Brachear Pashman:  In fact, do you see that as being an entree into conversations and dialog that perhaps just did not, did not happen during the campaign season, for whatever reason, sometimes campaigns can get a little heated and the rhetoric can get a little fiery to fire up the base. Do you have hope? Are you optimistic that perhaps a more rational dialog will emerge during his tenure, and that perhaps this hate crime conversation will be part of it?  Josh Kramer: I do think that that can happen. It can be that strong relationships can be built out of open and very much public dialog, like the letter that was sent out, and it's happened before in New York, we've started very strong relationships with elected leaders in New York City by first starting with very public disagreements. Now that's not our typical way of advocating. Of course, our typical way is diplomatically and behind closed doors, holding very open and frank conversations, but in circumstances like these, perhaps this is the best way to start a conversation.  Manya Brachear Pashman:  Well, Josh, thank you so much for sharing your views on the mayoral election, and now we'll turn to Rebecca Klein to talk about some of the other election results from this week.  Rebecca, welcome to People of the Pod.  Rebecca Yoskowitz Klein: Thank you for having me. Manya Brachear Pashman: So now that was one major municipal election this week. We also had smaller municipal elections across the country. There was an election in a suburb of Boston where voters voted to divest from Israel. In this Boston suburb, were there other examples of that in elections across the country, and why did this happen?  Rebecca Yoskowitz Klein: So, you know, Boston has been sort of a challenge for us for some time now, and we as an organization have been addressing this. And I think this is a movement, the BDS movement, is one that we've been sort of countering for years now, and really had made a lot of progress, and it's coming back up again now you see sort of in the wake of 10/7 and in some of the concerns about the Israeli government.  But I see this too as sort of these more symbolic gestures, right? And I think there is a movement out there. The Jewish community is paying attention. We are doing everything we can to counter these measures. I do think they are few and far between, and I think largely again, really, to get their messaging out there. These are sort of messaging points, but please know that we are doing everything we can to sort of quiet that noise, that these are not city issues, and we need to be sort of supportive of the Jewish community, especially now in the wake of rising antisemitism everywhere.  Manya Brachear Pashman:  So we'll go up from municipal elections and look at some statewide elections, some gubernatorial votes. We had Mikie Sherril win in the state of New Jersey against Republican candidate Jack Ciattarelli, and then we also had Abigail Spanberger in Virginia become governor. So two women as the head of states. What does this mean for the Jewish communities in those states and also across the country?  Rebecca Yoskowitz Klein:  So it's some good news, because I think both these candidates, these governors-elect have been really pro-Israel, pro-support of the Jewish community. Have loudly spoken out and shared their support. Have condemned antisemitism, and have really made it a part of their campaign, a part of their statements.  I'll also just note that I think the truth is, is that whoever had won both of these elections, we were going to have a friend in the Jewish community. And this is a really important thing to note, because it sometimes can feel like there's a partisan divide between support for the Jewish community right now on Israel and antisemitism.  And I'll say, when I see these races, where I look at it and I say, You know what, whoever wins, regardless of what else is going on in the background, I know that we can have lines in, we can have communication, and I feel we can have trusted partners. I'll also say that the interesting thing about, you know, we go right from the New York mayor's race to these two gubernatorial races, and you see a real shift from, you know, a very far side of the party to really moderate, centrist Democrats, both winning their primaries and now winning these elections, which I think says a lot.  It's something I'm going to be looking for absolutely going into these midterms. But I do think it's very loud, and I think it's a counterbalance. For people who are concerned about the extremes of the parties, and I am too as well. Of course, I'm concerned, especially as AJC, as a nonpartisan organization that strives to be bipartisan and bring people together, that we have these now very moderate, reasonable voices leading these two very important states. Manya Brachear Pashman:  And in fact, in New Jersey, AJC hosted a candidates forum, and all of the candidates had an opportunity to share their views about combating antisemitism. Correct?  Rebecca Yoskowitz Klein:  Absolutely, they did, and it really is a testament not to AJC and our influence, but also to the way that these candidates felt that they did need to address our issues, that they wanted to come to our forum in order to really go on the record. They felt that it was important to the population of the state of New Jersey that they had to be on the record for our issues. And absolutely, I think that's an important thing. And I'm glad to see that more and more candidates are taking these positions. They're not shying away from these positions, and they're creating important relationships within the Jewish community.  Manya Brachear Pashman:  And just speaking of these two candidates, Governor-elect Spanberger And Governor-elect Sherril, were they aware and alarmed by a rise of antisemitism in their states?  Rebecca Yoskowitz Klein:  Absolutely, and particularly some of the rhetoric so in the primary some of this antisemitism or anti-Israel rhetoric came up. And Abigail Spanberger really spoke to it. I think she spoke to it really nicely. She talked about, you know, it's okay to have differences of opinions, but ultimately, we can never cross the line into antisemitism. Mikie Sherril too really has been supportive of the IHRA working definition of antisemitism. Both really have addressed it. They understand that in a post 10/7 world, we really can't take these things for granted. And I know that both of these leaders, I think, will be good friends of the Jewish community and will absolutely be on the forefront of combating antisemitism in their states.  Manya Brachear Pashman:  So I'm going to move over to the west coast and talk about the election in California. I know we have some listeners in California who care about this, about Prop 50, but should people in other states across the nation be looking at California's Prop 50 and thinking about how it might affect them?  Rebecca Yoskowitz Klein:  Look, I think it's an important conversation. I think it's a difficult conversation, especially for us as we think about what democratic values really mean, when we talk about that as an ideal. Are these major redistricting efforts really the way we want to be thinking about our elections from now on? There are cases to be made on both sides. I think to some degree, if this is going to be the state of the future, you have to level the playing field.  I think that's what California's voters said. They said, We need a level playing field. We need those extra five seats. You know, again, my concern is, where are we going to see the ripple effects of this? Now some states are absolutely backing off these redistricting efforts immediately after this election, which I probably think is maybe the better or the safer way to go.  Because, again, one of the things to keep in mind is, when you create these new seats, you have to think about who are going to be the people running in these seats, whether we're talking about California or Texas. Are we now inviting people from the more extreme parts of the party to be running for these offices, and are we going to like what we get when those people win?  Manya Brachear Pashman:  Could you go back and explain to listeners what prop 50 is? Rebecca Yoskowitz Klein:  Absolutely. So basically, prop 50 was on the ballot and California voters got to vote for it yesterday in the election. Basically it allows California to now create a new map, and it'll be with five seats that likely, I should say, will heavily favor Democrats. It will change the map of California pretty drastically in the upcoming midterm elections. Manya Brachear Pashman:  And it's similar to the redistricting that happened in Texas, for example, although it wasn't as drastic a change, correct? I believe that's true, yes, but other states are redistricting as well, or at least discussing redrawing their maps.  Rebecca Yoskowitz Klein:  Yeah, other states are now talking about it. But like I said, I'm seeing some early sort of signs from some of these states that they may be backing off of that conversation. Again, you don't really know how it's going to play out when you do these efforts. I'll also say that it seems like the campaign to run this prop 50, it seemed a little disorganized all around and so again, if you're going to do this sort of thing, you really want to know that you're going to win it, because it can have really detrimental effects from cycle to cycle, election to election.  So we'll sort of see, when we look at them, at these elections, these off-year elections, they're signals. They're signals to the major parties, they're signals to state parties, they're signals to voters.  And so I think everyone's sort of now doing the analysis in just the hours after this election to see, okay, what does it mean? You know, should we be pivoting our messaging? Are we pivoting the way that we're doing things? And I think we're going to see some shuffling.  And you can, again, you can already sort of see it. You'll hear it in some commentary. You'll see it on Twitter. People are a little bit, there are nerves out there. There's a lot of spin. Every party is going to sort of present their case here. But again, I think there's a lot to learn from what happened yesterday, and we're going to see these effects in the days ahead, in the weeks ahead, and absolutely in the months ahead.  Manya Brachear Pashman:  So where else should we be talking about? We mentioned Virginia, we mentioned New York and New Jersey and California. Were there any other elections of note?  Rebecca Yoskowitz Klein:  Yeah, there were some local Supreme Court races in Pennsylvania that went democratic, that could have gone either way. There was something in Maine, an absentee ballot measure that was a Republican-led measure that was voted down, and many viewed that as a way to sort of bring voter participation down. So that was considered, I'd say, a win from a democratic perspective.  Manya Brachear Pashman:  Wonderful, well Rebecca, thank you so much for joining us and putting this week's election in perspective.  Rebecca Yoskowitz Klein:  Absolutely. Thank you so much for having me.  Manya Brachear Pashman:  If you missed last week's episode, be sure to tune in for my conversation with former White House speechwriter Sarah Hurwitz about her new book As a Jew: Reclaiming Our Story from Those Who Blame, Shame, and Try to Erase Us.

Trevor and Justin discuss the current state of the uranium market, focusing on recent trends, Cameco's quarterly financials, and strategic partnerships in the nuclear sector. They analyze the implications of market corrections, the challenges faced by uranium producers, and the potential for future growth driven by new technologies and government initiatives.

Kea Nonyana from PrimeXBT on Blu Label's plans to list Cell C – is this a compelling entry point, and how worried should investors be as the Goldman Sachs and Morgan Stanley CEOs flag a possible 10%-20% market correction? Viv Govender from Rand Swiss discusses the latest hyperscaler earnings and their continued data centre buildout to power AI growth. Trinisha Chanka from Ninety One as they ready two new actively managed income ETFs for listing.

#QuestionOfTheDay: Did the committee get the 1st ranking correct?See omnystudio.com/listener for privacy information.

If you're just about to pop a Panadol tablet - you may want to pause first. New research by Auckland University shows many of us are taking too much paracetamol. It found a third of us commonly take more than the recommended dose of two painkiller tablets at once. Meanwhile 11 percent of us commonly exceed the daily limit of eight tablets a day. To talk about this more - chair of General Practitioners Aotearoa Dr Buzz Burrell is with Susana.

Flaws are the secret to making your fantasy characters relatable and interesting. Yet most new fantasy writers approach flaws the wrong way. I certainly made this mistake when I started out! However, after publishing four books and teaching over 200 writers in my programs, I've realised there's a much better way to build meaningful flaws for your characters.Once you see this, you won't be able to ever unsee it — and you'll realise that this approach has created some of the absolute best characters you've ever read.Want to learn more about writing great fantasy characters? Click here to join my free 5-day character development course. Hosted on Acast. See acast.com/privacy for more information.

After announcing her pregnancy news, Jordana reacts to the outpouring of love she got from followers and Dr. Naomi asks her how the experience has been for her since revealing the personal update. A Betch that manages other employees is struggling with how to handle her direct report's constant oversharing on social media and the hosts debate why people reveal such intimate details on the internet. One listener calls in wondering how she can honor her Mother's desire for validation about her appearance while setting an example for her young daughter. Struggling to potty train her toddler, a woman seeks an intention that can help her be more patient with her child's personal timeline. Some morbid Halloween decorations in one listener's neighborhood leave her feeling triggered and a bride to be is feeling burned by her wedding florist who left her high and dry shortly before her big day. Subscribe to Oversharing on Youtube:  ⁠https://www.youtube.com/@OversharingPod⁠   Learn more about your ad choices. Visit megaphone.fm/adchoices

Tonight's Guest WeatherBrain is a meteorologist and trader focused on weather risk management, currently with Munich Re Trading LLC. His career includes experience with the National Weather Service, energy trading, and weather derivatives—blending forecasting expertise with financial market knowledge. Welcome, Tom Paylor! Our email officer Jen is continuing to handle the incoming messages from our listeners. Reach us here: email@weatherbrains.com. Correct weather ballon launch procedures (25:00) What are weather derivatives?  (35:30) What is a weather derivative sales group?  (40:00) Weather/Power price triggers (44:15) AI implementation (01:22:15) The Astronomy Outlook with Tony Rice (01:23:55) This Week in Tornado History With Jen (No segment this week) E-Mail Segment (01:26:30) and more! Web Sites from Episode 1033: Alabama Weather Network Picks of the Week: Tom Paylor - Indian Ocean Dipole (IOD) has reached a new record weekly negative value James Aydelott - Nick Gilby on X: Large hail photo in Ingleside, Texas Jen Narramore - Out Rick Smith - Out Troy Kimmel - NWS Atlanta weather observation comment controversy Kim Klockow-McClain - Why Counting Disaster Deaths Is Complicated and How NORC Is Helping Get It Right John Gordon - Ben Noll on X: Record-setting water vapor pulsing across Earth's skies Bill Murray - Foghorn James Spann - iCyclone Facebook page The WeatherBrains crew includes your host, James Spann, plus other notable geeks like Troy Kimmel, Bill Murray, Rick Smith, James Aydelott, Jen Narramore, John Gordon, and Dr. Kim Klockow-McClain. They bring together a wealth of weather knowledge and experience for another fascinating podcast about weather.

Recording on the move along the Adriatic, the guys sit down in Italy with their spiritual guide and friend Fr. Stuart Crevecour to talk about Eucharistic adoration—what it is, why it matters, and how to begin. From stories of Eucharistic miracles in Cascia and Orvieto to practical advice for dads bringing kids to the chapel, this episode explores how adoration “holds a moment of the Mass” so Christ can transform our week. Along the way: pilgrimage anecdotes, incorrupt saints, and a few dad-joke detours.Segment GuideOn the Road (and Sea): Why This Episode Is DifferentFirst-ever episode recorded in transit—pilgrimage vibes, College GameDay energy, and what a Jubilee year in Italy feels like.Eucharistic Miracles: From Casual Irreverence to Deep ConversionThe bleeding breviary in Cascia and the miracle preserved in Orvieto become cautionary tales—and catalysts—for reverence and faith.What Adoration Is (and Isn't)Fr. Stuart offers a simple frame: adoration as a moment of the Mass held in contemplation—the elevation “stretched” so we can gaze and be changed.Does It Really Do Anything? Why GoFrom “just try it” to “I can't live without my hour,” we hear how steady time before the monstrance re-centers a life and renews prayer.Awkward at First: How to Start a Holy HourBring a rosary or a good spiritual book. Expect silence to feel long. Keep going. Over time, conversation gives way to presence.Spiritual Communion: When You Can't ReceiveMaking a spiritual communion at home or in church keeps us oriented toward the tabernacle—especially helpful in seasons of waiting or constraint.Benediction: A Different Kind of BlessingWhy the blessing at the end of adoration is unique: you're being blessed by Christ himself, truly present in the Host.Family Adoration (Without the Panic)Practical ideas: parish “family holy hours,” short come-and-go windows, and training kids gently in reverence (yes, even page-turning).If Your Parish Doesn't Have AdorationHow to ask your pastor for a weekly hour or occasional exposition—and ways laity can help make it happen.From Medieval Piety to Today's RenewalHow devotion blossomed after Corpus Christi and grew again in recent decades—feeding vocations, parish life, and personal holiness.Key TakeawaysAdoration deepens Communion. It doesn't replace the Mass; it disposes us to receive the Eucharist more fruitfully.Start small, stay steady. Twenty minutes grows into an hour; over time, you won't want to miss it.Bring the kids. Create kid-friendly windows or family hours; let children encounter Jesus and learn chapel habits gradually.Spiritual communion matters. If you can't receive sacramentally, orient yourself to the tabernacle and keep showing up.Benediction blesses uniquely. The blessing is given with Christ himself, not merely by the priest.Memorable Lines“Adoration is a moment of the Mass held in contemplation.”“You can't outgive the Lord—show up and let Him do the work.”“Hang out with Jesus often; we become like the people we're with.”“Correct the [Eucharistic] abuses, but don't throw out the baby with the bathwater.”How to Begin a Holy Hour (Simple Plan)Arrive and acknowledge: a slow Sign of the Cross; “Lord, I'm here.”Read briefly (5–10 min): a Gospel passage or trusted spiritual...

Pastor Steve BootsNovember 2, 2025Preaching On The FamilySunday Evening Service

16 [10.31] Kitzur Yomi 10:1-3 [Tefilin Importance, placement, correct order]

16 [10.31] Kitzur Yomi 10:1-3 [Tefilin Importance, placement, correct order]

05 Respect Is Correct Part 2 by Bible Baptist Church - Brookings, SD

“The believers challenge to maintain the correct perspective during trying and difficult times” by Rev. Dr. Nathaniel Wood. Released: 0. Genre: Sermon. The post The believers challenge to maintain the correct perspective during trying and difficult times appeared first on New Providence Missionary Baptist Church.

What do you think? Riddles are essential for your brain! Every day, we encounter circumstances in which we must detect unnoticed connections, solve difficult issues, or make hasty judgments. Your brain cannot accomplish this on its own; it must be trained! So, if you can solve this round of riddles, you'll be one step closer to being able to outwit your way out of whatever problem life throws at you! Learn more about your ad choices. Visit megaphone.fm/adchoices

Dr. Carrie Rose is an Executive Producer TedX Orlando, a bestselling author of The Completed Course, and trailblazing voice in scalable education, Dr. Rose has helped thousands of experts turn their intellectual property into powerful online courses.  Join my PodFather Podcast Community https://www.skool.com/podfather/about Start Your Own SKOOL Communityhttps://www.skool.com/signup?ref=c72a37fe832f49c584d7984db9e54b71 Join our Brain Fitness SKOOL Grouphttps://www.skool.com/brainfitness/about #podcasting #podmatch # Dr.CarrieRose====================Join Podmatch ⁠⁠ https://www.joinpodmatch.com/roy⁠Speaking Podcast Social Media / Coaching My Other Podcasts ⁠ https://bio.link/podcaster ⁠====================Bio of Dr. Carrie RoseA bestselling author of The Completed Course and trailblazing voice in scalable education, Dr. Rose has helped thousands of experts turn their intellectual property into powerful online courses. Her programs go far beyond information. They inspire deep shifts and lasting results. She is the strategist that thought leaders, executives, and organizations trust to train people to think critically, act wisely, and lead with clarity.She holds a doctorate in Educational Leadership and has led multimillion-dollar course builds across multiple industries. She blends instructional design, learning psychology, and persuasive storytelling to create educational experiences that stick. She has spoken on global stages, from elite masterminds to high-impact conferences, and she's known for her grounded, unforgettable presence.What we Discussed: 0:00 Who is Dr. Carrie Rose01:00 Her Career to date04:15 What people usually do in Courses 09:30 Different Marketing Techniques1 1:25 Should you do a Professional recording for your Courses13:25 Does jumping around help with completing a Course16:45 Does having access to course creator help completion rates17:55 Having a Landing page for your Course19:07 Organic Vs Paid Marketing for your Course20:18 Pricing Strategy21:39 Should your price be rounded or be the 7 like most use23:05 Building your e-mail list27:20 Sweet spot for the amount of e-mails you send29:20 Should you have different levels of courses31:11 Are people creating courses with Ai34:25 Which is the Best Platform for Courses38:10 What she covers in her Book39:20 Which Social Media is best for selling Courses How to Dr. Carrie RoseLevitt https://www.of-course.us/https://www.facebook.com/DrCarrieRose/https://www.facebook.com/ofcourseonline.us https://www.instagram.com/drcarrierosehttps://www.linkedin.com/in/drcarrierose/___________________

TODAY'S LESSONYou're not just raising girls; you're shaping generations. The loudest sermons your daughters will ever hear are the ones they watch you live—how you talk about people in private, how you handle disappointment, how you return to the Word when emotions run hot. Proverbs tells us, “Train up a child in the way he should go.” (22:6). Training isn't lecturing; it's modeling and practicing—repeatedly.Give them language for God's presence: “Let's ask Jesus together.” Turn anxiety moments into prayer labs. Let them catch you worshiping when no one's watching. Read Scripture at the table and ask questions that spark discovery: “What does this show us about God? What can we obey today?” Celebrate obedience more than performance. Correct with dignity, not shaming. Give them a vision for femininity that is strong, holy, and joy-filled—not reactionary to culture, but radiant under King Jesus.And for spiritual daughters—young women in your church or circle—offer mentorship. Invite them to serve beside you. Tell them stories of God's faithfulness. Give them opportunities to lead and fail forward in safety. Daughters rise when mothers and mentors lift.

Great Story Great Saints: Patrick explores the lives of saints with vivid storytelling and answers questions about Old Testament figures, canonization mysteries, and whether it’s right to seek the prayers of Blesseds, letting sharp details and unexpected dialogue spark curiosity. St. Irenaeus of Lyons (04:34) Robert - My 2 favorites are Fulton Sheen and Romano Guardini. Is there any movement for the canonization of these two individuals? (24:19) Is All Saints Day a Holy Day of Obligation? (28:19) Scott - I believe the Blessed Mother is very powerful and saved this man I was praying for. (29:39) St. Athanasius of Alexandria (36:29) Luke - Are the older prophets in the Bible considered Saints? (46:20) Monica - At my Church we do a Saint and Blessed party. Someone from our group thought it was incorrect to not ask Blessed to pray for them. Is that Correct? (52:32)

This is the final episode in the series Truth in Love: The Courage to Correct and Be Corrected.Over the past five weeks, we've looked at what it means to offer correction in a way that reflects the heart of God—truthful, loving, and wise. But today we're flipping the perspective. What does it look like to receive correction without spiraling into shame, defensiveness, or fear?In this episode, Jill unpacks what Scripture says about feedback, why our bodies and minds react the way they do, and how to stay calm and grounded when correction comes. You'll discover a simple four-part framework to process feedback with grace, curiosity, and resilience.Correction doesn't have to crush you—it can shape you. Tune in to learn how to welcome feedback as an invitation to grow in wisdom, maturity, and deeper trust in Christ.Want to learn how to process emotions with God instead of pushing them down?Join me for my live workshop, From Stuck to Surrendered: Recovering the Lost Art of Feeling—a two-hour experience to help you move from emotional paralysis to peace.

Whoops! Wrong one went live first, here's the correct GFR that covers the Grizzlies success so far, scouting Weber State, and an early look at the FCS playoff picture The post Griz Fan Radio – Week 9, the correct one appeared first on Montana Mint - The greatest website north of Wyoming..

Whoops! Wrong one went live first, here's the correct GFR that covers the Grizzlies success so far, scouting Weber State, and an early look at the FCS playoff picture The post Griz Fan Radio – Week 9, the correct one appeared first on Montana Mint - The greatest website north of Wyoming..

PRIMETIME: Titans have one massive issue that should be simple to correct For More PRIMETIME coverage follow us here: www.atozsports.com/nashville Podcasts: atozsports.com/podcasts Facebook: https://www.facebook.com/atozsportsnashville  Instagram: https://www.instagram.com/atozsports/  Twitter: https://twitter.com/AtoZSports  TikTok: https://www.tiktok.com/@atozsportsnashville #AtoZSports #TennesseeTitans #NFLFootball #Titans #NFLUpdates #NFLFootball Learn more about your ad choices. Visit megaphone.fm/adchoices

What REALLY happens when you nearly die: 48 people reveal exactly what they saw during their near-death experience – from black holes to God https://www.dailymail.co.uk/sciencetech/article-15223139/near-death-experience-visions-revealed.html 00:00:00 – Halloween costumes; "Freeway to the Problem Area" v3 and a whole Kenny Loggins–parody EP brainstorm 00:07:18 – Alex Jones Clips of the Week: "pound town," animal list, social-media rants, rapid-fire soundboard chaos 00:11:12 – More AJ quotes; hosts pivot to the Charlie Kirk case and odd Google Trends chatter 00:16:04 – Google Trends deep-dive: pre-incident searches from D.C. and Huntsville; layers of clips on clips on clips 00:39:08 – Musical interlude: "Totally Not Footloose" work-in-progress (future Loggins-style track), then back to news 00:42:46 – Government shutdown fallout: SNAP stoppage Nov 1, ACA premium spikes, travel delays; who gets blamed 00:47:29 – "Walmart will lose billions" without SNAP; talk of possible food-riot optics both sides "want" 00:52:16 – Truck hauling research monkeys crashes; disease scare and déjà-vu of the 2022 Pennsylvania monkey truck story 00:57:06 – Poll: 60% of Americans report a paranormal experience; "being watched" sensation, Rockwell/MJ aside 01:01:32 – Belief stats: demons (43%), psychics (41%), ghosts (30%); haunted houses and disclosure laws chat 01:06:29 – Southern-accent bit, AI voice cloning, and tee-up for near-death experiences segment 01:11:13 – NDEs: Jesus on the stairs, angels with "Greek-statue hair," tunnels and light; culture shapes visions 01:16:07 – NDEs get sci-fi: black holes, "the Matrix" lattice, instant travel by thought 01:20:00 – Back to Loggins covers; listener's Montana "OBDM" Sasquatch plate; tee-up for Fat Squirrel Week 01:23:52 – Texas Fat Squirrel Week: Chonk-a-saurus Rex beats Chunk Norris; local-news riffing 01:28:53 – Music news: Wolfgang Van Halen on "nepo baby"; talent vs. parentage debate 01:33:34 – Furloughed IRS lawyer becomes hot-dog vendor; the $10 (or $17?) dog saga begins 01:38:27 – "Correct hot dog" menu rules (mustard + sauerkraut) and $1 penalty for "wrong toppings" 01:56:58 – Vintage Halloween candy rabbit hole: wax lips, Chick-O-Sticks, Sugar Babies and more nostalgia Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research ▀▄▀▄▀ CONTACT LINKS ▀▄▀▄▀ ► Website: http://obdmpod.com ► Twitch: https://www.twitch.tv/obdmpod ► Full Videos at Odysee: https://odysee.com/@obdm:0 ► Twitter: https://twitter.com/obdmpod ► Instagram: obdmpod ► Email: ourbigdumbmouth at gmail ► RSS: http://ourbigdumbmouth.libsyn.com/rss ► iTunes: https://itunes.apple.com/us/podcast/our-big-dumb-mouth/id261189509?mt=2

"To me, that ark is: engaging deeply with our traditions. It's reclaiming some of what we lost when we were assimilating and trying to fit in. We have thousands of years of text that have such wisdom about the human condition, about how to be a good person, and lead a worthy life . . . What we can really do is, we can be Jews. And to be a Jew has always been to be different." Sarah Hurwitz—former White House speechwriter and New York Times bestselling author of Here All Along—returns to People of the Pod to discuss her new book, As a Jew: Reclaiming Our Story from Those Who Blame, Shame, and Try to Erase Us. Hurwitz reflects on why antisemitism remains, in her words, "the least mysterious phenomenon," and how Jews can reclaim pride, wisdom, and purpose through Jewish text, practice, and community. Drawing from her work as a hospital chaplain and her conversations with Jewish students on campus, she makes a powerful case for reconnecting with the depth and resilience of Jewish tradition. Key Resources: AJC's Translate Hate Glossary AJC's Efforts to Support the Hostages Listen – AJC Podcasts: Architects of Peace The Forgotten Exodus People of the Pod Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. Transcript of the Interview: Manya Brachear Pashman:     During the Obama administration, Sarah Hurwitz served as senior speech writer for President Barack Obama and chief speech writer for First Lady Michelle Obama. But after she left the White House, she did a little bit of soul searching, and in her mid 30s, reconnected with her Judaism. She wrote about it in a book titled Here All Along, and joined us at the time to talk about it. Sarah has returned with us this week to talk about the book that followed, titled As a Jew: Reclaiming Our Story from Those Who Blame, Shame, and Try to Erase Us.  Sarah, welcome back to People of the Pod. Sarah Hurwitz:  Thank you so much. I'm thrilled to be here. Manya Brachear Pashman:     So your title has a very powerful accusation. So tell us who is blaming, shaming and trying to erase us? Sarah Hurwitz:   Yeah. So, you know, it's funny. My first book, as you know, was this love letter toJudaism. This, this journey of discovery of Jewish tradition, and I loved it so much, and I wanted to share it. You know, as I was writing it, I was thinking, Oh, where has this been all my life. Kind of a lovely, almost rhetorical question. But after it came out, a few things kind of happened that made me actually ask that question more seriously. Like, Wait, why did I not see any of the 4000 years of Jewish wisdom growing up?  The first thing was, I trained to be a volunteer hospital chaplain, and you know, chaplaincy is multifaith, open to chaplains of all backgrounds. But you know, the training was kind of weirdly Christian. You know, we would talk about our ministry and our theology. And I was told that prayer is God, please heal so and so who's right here in front of me, and I'm just making this prayer up spontaneously, and they can hear me, and that's prayer. And everyone prays that way, I was told. I said, You know that that's not really a common form of Jewish prayer. But I was told, No, no, as long as you don't say Jesus, it is universal. That's interesting.  And then something else that happened is I visited a college campus probably a year before October 7, and I was talking to students there at the Hillel, talking to a bunch of Jewish students. And one of them asked me, What did you do to respond to antisemitism when you were in college? And I was so stunned, I didn't even understand the question at first. And then I said, I didn't, not once, never. Not a single time did I deal with antisemitism.  And the kids just looked kind of shocked, like they didn't believe me. And they started sharing stories of the antisemitism they were facing on campus. And I thought, uh oh, something's going on here. And then I really began kind of taking a deep dive into my identity.  Of like, wait, so why did I spend my whole life being like, oh, I'm just a cultural Jew. I knew nothing about Jewish culture. Which is a beautiful way to be Jewish, being a cultural Jew, but I knew nothing about history, language, anything like that. When I said I'm an ethnic Jew, but Jews are of every ethnicity, so that's nonsense.  Or I'd say social justice is my Judaism, but I didn't know anything about what Judaism said about social justice. Unlike these wonderful Jews who do know about social justice and spend their lives acting out Jewish social justice.  And so I took a deep dive into history, and what I discovered was 2000 years of antisemitism and anti-Judaism and 200 years of Jews in Western Europe in a very understandable attempt to escape that persecution, kind of erasing many of our traditions. And I think that was kind of my answer to, where has this been all my life? And also my answer to, why did I have such an apologetic Jewish identity for so much of my life? Manya Brachear Pashman:     In my introduction, I left off half the title of your first book because it was very long, but I am curious, kind of, when did you realize . . . well, let me give the full title of your book, it's Here All Along: Finding Meaning, Spirituality, and a Deeper Connection to Life--in Judaism (After Finally Choosing to Look There).  So I guess, how was that delayed connection to Judaism, can you elaborate a little bit more about how it was tied to these forces that you just talked about? Sarah Hurwitz:  Yeah, so, you know, something that I didn't really fully understand, I had intimations of this, but didn't really understand this, is that, you know, 2000 years ago, early Christianity very much defined itself against Judaism. There was actually a name for this, the Aversos Judeos tradition, which means against the Jews in Latin.  And you know, early Church Fathers very much were defining Christianity against Judaism, because back then, both of these traditions had originated from Judaism. And you know they parted ways at some point, and the Church Fathers were really trying to distinguish Christianity from Judaism, and to get people to stop kind of practicing both traditions. This tradition really continues with Judaism defined as unspiritual, legalistic, depraved, dead, spiritually superseded. A lot of very, very ugly tropes that kind of have common themes that say that Jews are diabolically powerful, so supernaturally powerful, you can't even believe it. They are also profoundly depraved, evil, bloodthirsty, perverse, and they're in a conspiracy to hurt you. So there may be very few of them, but man, they are working together to really do harm.  And you see these three themes kind of making their way through history, unfortunately, all the way basically, until the Holocaust. And I based a lot of my writing on the work of a number of really distinguished Christian scholars who make this argument. It's actually a pretty common argument among Christian scholars.  And, you know, in recent decades, the church has very much disavowed its historic anti-Judaism and has worked very hard to, you know, fight antisemitism in the church. But, you know, these things really did kind of continue on through the 20th century. Manya Brachear Pashman:     So you do describe in your book moments when you got oddly defensive about your Judaism, or perhaps a bit revisionist about Jewish history and the origin of Jewish traditions, or the reason why they exist now in modern day. Can you elaborate on some of those moments for our listeners and explain how you've self-corrected thatdefense? Sarah Hurwitz:  You know, I think a lot of it took the form of, oh, I'm Jewish, but not that Jewish. It was just sort of this immediate, but I'm not one of those Jews. You know, those really Jewish Jews. Well, I'm sorry, would it be a problem if I were? What if social justice wasn't my Judaism, but Judaism was my Judaism? Would that be okay? You know, just beginning to notice, like, Why am I always kind of pushing it away, claiming that I'm not too Jewish? That's a very strange way to announce someone's identity. I think, you know, Dara Horn has actually a really, quite an amazing essay called The Cool Kids, and she talks about these two different types of antisemitism. And one is this kind of eliminationist antisemitism which says the Jews are bad, there's nothing they can do to be good. We must kill them. And you know, that is the Holocaust, pogroms. We learn about that kind of antisemitism in school. But there's another kind of antisemitism, which is conversionist, which says, yes, the Jews are bad, but there is something they can do to be okay and saved. And that is, they can disavow whatever we, the majority, find disgusting about Jewish civilization.  So you know, back in the day, it was, reject Jewish religion and convert to Christianity, and you'll be saved, maybe. For some amount of time, possibly. In my parents and grandparents generation, it was, you know, reject your last name, get a nose job. Stop being so "Jewy", be a little bit more "waspy," and then maybe we'll let you into our club. Then maybe we'll accept you.  And today, what you see is you have to reject your ancestral homeland, you know, reject Israel, and then you'll be okay. And, you know, I visited 27 college campuses, and I kind of saw how this sometimes takes on the format of almost like a Christian conversion narrative, where it goes something like, you know, growing up, my rabbi and my parents told me Israel was perfect and amazing and a utopia. And then I got to college, and I realized that actually it's a colonialist, Nazi, racist society, and I had an epiphany. I saw the light, and I took anti-Zionism and anti-colonialism into my heart, and now I'm saved. Now I'm a good Jew. And their classmates are like, now you're a good Jew.  And as Dara Horn puts it, this kind of antisemitism involves the weaponization of shame. It involves really trying to convince Jews that there is something fundamentally shameful about some aspect of themselves, their identity, their tradition. And today, that thing is Israel. This idea that there's something fundamentally . . . it's like the original sin of the world. Manya Brachear Pashman:     And you also talk about the tradition of circumcision, and how that came up, and you found yourself explaining this to someone. Can you elaborate on that for our listeners? Which I thought was really interesting.  Sarah Hurwitz:  This was during an encounter with a patient. I was doing a chaplaincy shift, and  usually I don't tell my patients my religious background, I'm very neutral, unless they're Jewish, in which case, I do tell them I'm Jewish. But, you know, I was finishing up a conversation with this very lovely lady. And she was very curious about my background. And so I told her, you know, I'm Jewish. And her eyes kind of lit up, and she said, Oh, you know, many of my neighbors are Jewish. I've actually been to two brisses in the past month.  And she just, you know, and she was so lovely, like, she actually seemed to be just really happy to be included in this tradition of her neighbors. And I got weirdly defensive, and was like, Oh, well, you know, just so, you know, medical professionals, they say whether you circumcise or don't circumcise, it's really, it's equally safe either way. And you know, we often, you know, when we do brisses, they're often done by a medical provider.  And I'm going on and on and like, this woman did not say the slightest negative thing about this tradition, but suddenly I am defensive. Suddenly it's like, Huh, interesting. You know, I think that it was an illustration to me of the way that we can sometimes really imbibe all of the kind of negative views about Jews and Jewish traditions that are around us, and become defensive, and sometimes we don't even realize that they're there. It's almost like they're the air that we breathe. Manya Brachear Pashman:     But let me challenge that and push back a little bit. I mean, is it okay to not agree with some of the traditions of the Jewish faith and be open about your disagreement with that? I certainly know a lot of Christians who don't like things that emerge from their tradition or from their community. Is that okay? Or is it not when Judaism is threatened? Sarah Hurwitz:  So I actually do think that's okay. You know, I have no problem with that, but I think the problem in this situation was that I have no problem with circumcision, but I'm suddenly getting defensive and trying to convince this woman that it's not weird. And I'm thinking, why am I doing this? It was very interesting to me that I felt so suddenly defensive and anxious. You know, it was very surprising to me. Manya Brachear Pashman:     And similarly, it's okay to criticize Israeli policy too, right? I mean, it's totally acceptable.  Sarah Hurwitz:  Absolutely. This is the thing that I'm so confused about. Where people are saying, well, you know, you're saying that it's not okay to criticize Israel. And I'm like, I'm sorry. Have you been to Israel? It's like the national pastime there to criticize the government. I criticize the Israeli government all the time, as do millions of American Jews.  This idea that this is somehow… that we're somehow reacting to criticism of Israel, that's ridiculous. I think what we're reacting to is not criticism of Israel, but it's something else. You know, when you have students on a college campus saying from water to water, Palestine should be Arab, or Israelis are Nazis. I just, with all due respect, I don't see that as criticism. Nor would I see it as criticism if, God forbid, a Jewish student ever said from water to water, Israel should be Jewish, or, Palestinians are terrorists. That is hateful, disgusting, racist, eliminationist language. And if I ever heard a Jewish student say that, I mean, let me tell you, I would have quite a talking to with that kid.  So that's not criticism. Criticism is, I am vehemently opposed and abhor, this policy, this ideology, this action, for these reasons. That's criticism. And I think you can use real strong language to do that kind of criticism. But there's a difference between a criticism and slurs and baseless accusations. And I think we need to be just clear about that. Manya Brachear Pashman:     All right, so you just use the term from water to water instead of from river to sea. Was that on purpose? Sarah Hurwitz:  Not necessarily. It's just a clearer illustration of what I think from the river to the sea really means, you know, I think  that is the Arabic that is used. Infrom the river to the sea, Palestine shall be free. It's like, you can kind of make an argument that this is about Palestinian Liberation. And okay, fair enough. But I think when you get the from water to water, it shall be Arab, that's when I think there's less of an argument that it's about freedom, and it seems a little bit more eliminationist to me. Manya Brachear Pashman:     Interesting. I've not heard that before. But I like that. So you call antisemitism the least mysterious phenomenon. Can you please explain what you mean by that? Sarah Hurwitz:  Yeah, you know, I think, like a lot of young people, my antisemitism education was mainly just Holocaust education. And I kind of walked away thinking like, huh, how wild that the civilized world just lost its mind in the mid-20th century and started killing Jews. That's so shocking and disturbing, you know, why is that? And the answer was kind of like, well, you know, the Germans lost World War I. They blamed the Jews. There was a depression. They blamed the Jews.  And when you ask why the Jews, it's like, well, because of prejudice and scapegoating. I'm like, Okay, right. But again, why the Jews? Prejudice and scapegoating, that's the answer. It's like, well, actually, the answer really is because of 2000 years of Christian anti-Judaism that preceded that. It wasn't mysterious why the Jews were targeted.  This was a 2000-year neural groove that had been worn into the Western world psyche. And this is not my argument. This is the argument of countless Christian scholars whose brilliant work I cite. And so I think that the unfortunate thing about some forms of Holocaust education is that it leaves you with the impression that, oh, this is so mysterious, it's just kind of eternal and kind of comes out of nowhere. Or even worse, you might even think maybe we did something to deserve this. But it's not mysterious. I can show you its path through history.  And I think it's very important that Jews understand this history. And look, I think this is very hard to teach in an average American public school. Because, you know, we live in a country where, you know, saying Happy Holidays instead of Merry Christmas is very upsetting for some people. They feel very threatened and triggered by that.  So for a teacher to say, like, Okay, kids today we're going to learn about how 2000 years of Christian anti-Judaism paved the way for the Holocaust . . . I don't think that's going to go well. Even if many mainstream Christian scholars would agree that that's true, this is a challenge that we face. Manya Brachear Pashman:     So you have continued, as you said, to visit college campuses where antisemitism has been an issue since October 7, more of an issue than it even was beforehand. And yet, when you were at Harvard and Harvard Law, you've said you could have walked through Harvard Yard wrapped in an Israeli flag and no one would have said a word or reacted negatively. So what has changed, and does it signal a more general shift on campuses of kind of uncensored, unbridled speech?  In other words, if black students support black lives matter, or gay students are marching for pride, do you feel like there's a sense that students who disagree with that from either the right or the left, have kind of claimed a license to criticize that too? Sarah Hurwitz:  No. I try to explain to college students when they say, Well, okay, my campus isn't that bad, you know, I can wear my Jewish star, and I won't get, you know, harassed or ostracized. And I say, like, okay, great, if it's not that bad, I'll just wear my Israel t-shirt and we'll see how it goes. They're like, No.  And then I have to go through this long litany of like, okay, if your black classmate said to you, well, this campus isn't so bad for black students, but I can't wear my Black Lives Matter t-shirt or else I'll be harassed and ostracized. I hope you would say that's not okay, that's racism, pretty clear. Or if your queer classmate said, Well, this campus is pretty good for queer people, but I can't wear my pride t-shirt, I hope you would say, That's not pretty good. That's homophobia.  You know, when the majority feels entitled to decide how the minority can embody and express their identity, I think we have a really serious problem. And  sometimes the kids will push back on me. Well, no, no, but the problem isn't being Jewish. It's Israel. I'm like, okay, but if your Chinese American classmate wore a t-shirt that said China, even if all your classmates knew that the Chinese government had been interning a million Muslim Uighurs in camps and subjecting them to horrific human rights violations, would they harass and ostracize her?  And they're like, Well, probably not. Right, because they would assume that she has a relationship to China that maybe involves having heritage there, or maybe she studied abroad there, or maybe she's studying Chinese, maybe she has family there. I think they would assume that she has some connection to the country that doesn't involve agreeing with the policies of the Chinese government, and Jewish students on campus really aren't afforded that courtesy.  And I'll tell you, most of the Jewish students I spoke with on campus, they, like me, are extremely critical of this current Israeli government. Extremely, extremely critical. They have all sorts of criticisms about what's happening in Gaza, of the occupation.  You know, their views are quite nuanced and complex, but there is no room given for that. You know, I think on some college campuses, Israel has been put into the same bucket as the KKK and the Nazi party. So I can't say to you, look, you know, I'm a Nazi, but I'm a liberal Nazi. Or, oh, you know, I'm in the KKK, but I'm not racist. It's like, come on, right?  These are vile entities with which no connection is acceptable, period. And I think once Israel ceases to be a country and instead becomes the representation of all evil in the world, there's really no relationship that you can have with it that's acceptable. And I think that is a pretty devastating place for it to be today.  And I'll tell you, I think it's a really challenging moment right now where I, like a lot of American Jews, I'm a Zionist. I believe that Jews have a right to a safe and secure home state in their ancestral homeland. I believe we have the right to national independence and self determination, like Japanese people have in Japan and Latvians have in Latvia, and on and on. And you know, we've run that experiment of Jewish powerlessness for 2000 years, and it didn't go well. Even as late as the 20th century. It wasn't just that two thirds of Jews in Europe got wiped out because of the Holocaust.  It's that nearly a million Jews who lived in Arab lands had to flee persecution, most of them to Israel. It's that 2 million Russian Jews had to flee persecution, half of them to Israel. It's that 10s of 1000s of Ethiopian Jews, I can go on and on. So we know, we've run that experiment of Jewish statelessness, and it doesn't go well.  And at the same time, we are looking at this current Israeli government, and we are appalled. We're appalled by the ideology, we're appalled by many of the policies. And you know, for me as an American, this feels very familiar, because I love this country. I'm a proud, patriotic American, and I happen to very much disagree with the current president. I happen to be very much appalled by the current president's policies and ideology. And so, I think many people are able to hold that, but somehow it's harder with Israel, because of what is in the air right now. Manya Brachear Pashman:     So, really you're saying that antisemitism has distorted history. Distorted people's understanding of Israel's history, their understanding of modern Israel's rebirth and existence. It spawned anti-Zionism. Correct?  Sarah Hurwitz:   Yes. Manya Brachear Pashman:     Did you encounter that during your time in the Obama administration? Do you see it now, in hindsight or or is it a more recent emergence? Sarah Hurwitz:   I think this is more recent. I mean, you know, probably in some spaces it was, you know, I was in the administration from 2009 to 2017. I never once saw any kind of anti-Zionism or antisemitism. I mean, it was one of the best places to be a proud, passionate Jew. I knew my colleagues could not have been more supportive of my Jewish exploration. They were so proud when I wrote my first book.  So I never saw any of this ever, once. And I think, you know, I think what is so confusing about this is that we often think about antisemitism as a kind of personal prejudice, like, oh, you know, Jews are fill in the blank, nasty thing. They are dirty, cheap, crass. I don't want my daughter to marry one. I don't want one in my country club.  You don't really see that kind of antisemitism in the circles where I travel anymore. What you see instead is more of political antisemitism, which is antisemitism as a kind of conspiracy theory that says that we, the majority, are engaged in a grand moral project, and the only thing stopping us are these Jews. We the majority are Christianizing the Roman Empire.  The only thing stopping us, these Jews who won't convert. We the majority are bringing about the brotherhood of man, the great communist revolution. The only thing stopping us, these capitalist Jews. We the Germans, are bringing about the great, racially pure Aryan fatherland. The only thing stopping us – these race-polluting Jews.  And today in America, you see it on the right and the left. On the right, it's, you know, we white Christian Americans are bringing back white Christian civilization to America. And the only thing stopping us are these Jews who are importing black and brown immigrants to replace white people. That is the extremely racist and antisemitic theory known as the Great Replacement theory. It is an ugly, disgusting lie.  On the left you have, you know, we this very moral group of people. we are bringing about the revolution of anti-colonialism, anti-Zionism. And the only thing stopping us are these colonialist Zionists, which is a polite way of saying Jews. And so, you know, I think it's very important to understand, as Yossi Klein Halevi, the journalist, puts it, you know, what you see again and again is whatever is the worst thing in a society, that is what the Jews are deemed to be. Whatever is the worst thing among a particular population, that is what the Jews are deemed to be. And I think we're kind of seeing that on both the right and the left today. Manya Brachear Pashman:     If antisemitism defines so much, or has defined so much of Jewish identity, how do we reclaim that? How have you reclaimed that? And how have you found joy in your Jewish identity, especially after doing this book and immersing yourself and all of this extremely depressing perspective? Sarah Hurwitz:   I hear this kind of line among many Jews that breaks my heart. It's this sort of self-flagellation, of like, if we just had the right PR campaign, if we just had the right tweet, then we would fight antisemitism. It's our fault, we're doing such a bad job fighting antisemitism. And, you know, I love the ambition there. I think that is so sweet.  But there are 16 million of us in the whole world. That's with an M, million, like the size of like, the fifth largest city in China. We are a Chinese city. There are billions of people who don't really love us out there. And the idea that we, this tiny group of people, is going to somehow change the minds of billions of people. I really respect the ambition, but I think that's a tough one.  I think it's sort of like trying to bail out a tsunami with buckets. You know, if enough of us do it, I'm sure we can make a difference. And I have such respect for the people who are doing that work. I think it's very important. But I also would just suggest that maybe we should put a little more of our energy into building an ark to weather the storm.  And you know, to me, that ark is, engaging deeply with our traditions. It's reclaiming, I think, some of what we lost when we were assimilating and trying to fit in. You know, we have thousands of years of text that have such wisdom about the human condition, about how to be a good person and lead a worthy life and find profound spiritual connection. We have just so many beautiful traditions. And so I think that what we can really do is, we can be Jews. And to be a Jew has always been to be different.  That was kind of our value proposition thousands of years ago when we came along and said, hey guys, monotheism. Totally different way of thinking. We said, hey, every human being is created in the image of God, which is an idea that every human being is infinitely worthy. Which, again, this is the idea that underlies things like liberalism, democracy, human rights. These are really Earth-shatteringly different counter cultural ideas, and we have so many more of those that I still think the world needs today.  So I think that rather than just being anti-anti-semites, that we can be proud Jews instead, and we can really focus on becoming more learned, more vibrant members of our communities, you know, engaging in more of our traditions and our rituals.  I also think, you know, Dara Horn has been doing a lot of great work about educating kids about Jewish civilization. Rather than having young people only know about the Jews via the Holocaust, she really wants to teach young people about Jewish civilization, ideas, and people. I think that is a very, very powerful and very helpful idea. Manya Brachear Pashman:     So how are you doing this? How do you spend each week? How do you reclaim some of these traditions and joy? Sarah Hurwitz:    For me, it's studying. That's really how I engage, you know, I have various chavrutas or I study Jewish texts. I love reading Jewish books, and I love participating in the Jewish community. You know, I love engaging with various Jewish organizations, you know, serving on various committees, and just trying to be part of this project of reclaiming Judaism, of making it more accessible to more Jews. This is what I love doing, and I'll be starting in January. I'm actually going to be starting a rabbinic program at the Hartman Institute. It's a part time program.  And I'm not not planning to be a congregational rabbi, but I do want to keep writing books, and I am really grateful for this opportunity to get a much deeper, more thorough Jewish education than the one I've kind of given to myself, and, you know, kind of cobbled together. I think this is going to be a really extraordinary opportunity. So I'm very excited about that.  Manya Brachear Pashman:     Oh, wow. Well, congratulations. I look forward to welcoming you back to the podcast and calling you Rabbi.  Sarah Hurwitz: Thank you. Manya Brachear Pashman:     Thank you so much for joining us, Sarah. Sarah Hurwitz:  Such a pleasure. Thank you for having me.   

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TODAY'S LESSONIdentity is the battlefield beneath every other battle. If the enemy can confuse who you are, he can control how you live. Christ ended that confusion at the cross. “If anyone is in Christ, he is a new creation.” (2 Corinthians 5:17). New creation doesn't mean renovated sinner; it means regenerated daughter—reborn into a royal household with rights, responsibilities, and a name written in the Lamb's Book of Life.The world hands out labels like price tags—single, married, divorced, successful, stuck, pretty, plain. God cancels them with one word: Mine. When you live from that name, insecurity begins to starve. You stop performing for acceptance and start producing from acceptance. Your parenting shifts from fear to faith. Your marriage shifts from scorekeeping to serving. Your work shifts from chasing relevance to carrying presence.Burn the false scripts: “I'm too much.” “I'm not enough.” “I'm behind.” Heaven isn't wringing its hands about your timeline; the Author is still writing. You are not your trauma, not your triumphs, not your titles. You are blood-bought, Spirit-filled, and called. Walk like it. Talk like it. Pray like it. When condemnation tries to sit in your passenger seat, show it the receipt—Paid in Full.

This week's portion is called Lech Lecha (Go Forth) TORAH PORTION: Genesis 14:21–15:6GOSPEL PORTION Matthew 7:1–14What verse spoke to you most today and why?Did you learn something you need to do in your life?Daily Bread for Kids is a daily Bible reading podcast where we read through the Torah and the Gospels in one year! Helping young Bible-readers to study God's Word, while also discovering its Jewish context!THE KIDS' JOURNAL is available from ⁠⁠⁠⁠https://arielmedia.shop⁠⁠⁠⁠BUSY MOMS who want to follow the Daily Bread readings on podcast for adults, can go to ⁠⁠https://dailybreadmoms.com⁠⁠The Bible translation we are reading from is the Tree of Life Version (TLV) available from the Tree of Life Bible Society.INSTAGRAM: @dailybreadkids @arielmediabooks @dailybreadmomsTags: #DailyBreadMoms #DailyBreadJournal #BibleJournaling #Messianic #BiblePodcast #BiblicalFeasts #Journal #biblereadingplan #Messiah #JewishRoots #Yeshua #GodIsInControl #OneYearBible #MomLife #MotherCulture #FaithFilledMama #BiblicalWomanhood #Proverbs31woman

1 He who is often rebuked and stiffens his neck will be destroyed suddenly, with no remedy. 2 When the righteous thrive, the people rejoice; but when the wicked rule, the people groan. 3 Whoever loves wisdom brings joy to his father; but a companion of prostitutes squanders his wealth. 4 The king by justice makes the land stable, but he who takes bribes tears it down. 5 A man who flatters his neighbor spreads a net for his feet. 6 An evil man is snared by his sin, but the righteous can sing and be glad. 7 The righteous care about justice for the poor. The wicked aren't concerned about knowledge. 8 Mockers stir up a city, but wise men turn away anger. 9 If a wise man goes to court with a foolish man, the fool rages or scoffs, and there is no peace. 10 The bloodthirsty hate a man of integrity; and they seek the life of the upright. 11 A fool vents all of his anger, but a wise man brings himself under control. 12 If a ruler listens to lies, all of his officials are wicked. 13 The poor man and the oppressor have this in common: Yahweh gives sight to the eyes of both. 14 The king who fairly judges the poor, his throne shall be established forever. 15 The rod of correction gives wisdom, but a child left to himself causes shame to his mother. 16 When the wicked increase, sin increases; but the righteous will see their downfall. 17 Correct your son, and he will give you peace; yes, he will bring delight to your soul. 18 Where there is no revelation, the people cast off restraint; but one who keeps the law is blessed. 19 A servant can't be corrected by words. Though he understands, yet he will not respond. 20 Do you see a man who is hasty in his words? There is more hope for a fool than for him. 21 He who pampers his servant from youth will have him become a son in the end. 22 An angry man stirs up strife, and a wrathful man abounds in sin. 23 A man's pride brings him low, but one of lowly spirit gains honor. 24 Whoever is an accomplice of a thief is an enemy of his own soul. He takes an oath, but dares not testify. 25 The fear of man proves to be a snare, but whoever puts his trust in Yahweh is kept safe. 26 Many seek the ruler's favor, but a man's justice comes from Yahweh. 27 A dishonest man detests the righteous, and the upright in their ways detest the wicked. Listen Subscribe: Proverbs Daily Podcast Psalms Daily Podcast

The Rocky Top Insider Diamond Pass is back with hosts Jack Foster and Ryan Schumpert discussing Tennessee baseball hiring Josh Elander is the program's new head coach and why it was the correct decision. The guys detail how Tennessee's recruiting success will continue with Elander and share their thoughts on his introductory press conference. All that and more in the latest RTI Diamond Pass. - - -Stay connected to Rocky Top Insider for ALL of your Tennessee Sports news, content, and coverage:Online: www.RockyTopInsider.comTwitter: @RockyTopInsider Instagram: @RockyTopInsiderTikTok & YouTube: @RockyTopInsider Facebook: Rocky Top InsiderApple Podcasts/Spotify/Amazon: RTI Press PassRTI Writers: @RSchump00, @Ric_Butler, @JackFosterMedia, and @RyanTSylvia on TwitterThe RTI Low-Down (Apple/Spotify/YouTube): Bob Baskerville and Chris LowPancakes & Bacon Podcast (Apple/Spotify/YouTube): VFL Kyler Kerbyson and Reed BaconDownload the WATE6+ Smart TV App!- - -#tennessee #vols #tennesseefootball #tennesseebasketball #sec #tennesseevols

Want to start your own AI side hustle? Get our crash course here: ⁠https://clickhubspot.com/tyg⁠ The job market's biggest problem isn't inefficient matching—it's treating humans as data points rather than recognizing their full potential. Our guest Alessandro Cozzi believes AI's real power lies in reimagining how we identify and connect human talent with opportunities that truly fit their skills, values, and growth trajectory. So how is this possible and can AI fix the hole in the job market that it made? Plus: Nike's robotic footwear system and more. Join our hosts Juliet Bennett and Maria Gharib as they take you through our most interesting stories of the day. Follow us on social media: LinkedIn: ⁠https://www.linkedin.com/company/thehustle/⁠ Instagram: ⁠https://www.instagram.com/thehustledaily/⁠ Wanna watch this episode on YouTube? https://lnk.to/oxsURDRS Thank You For Listening to The Hustle Daily Show. Don't forget to hit subscribe or follow us on your favorite podcast player, so you never miss an episode! If you want this news delivered to your inbox, join millions of others and sign up for The Hustle Daily newsletter, here: ⁠https://thehustle.co/email/⁠  If you are a fan of the show be sure to leave us a 5-Star Review, and share your favorite episodes with your friends, clients, and colleagues. The Hustle Daily Show is a part of Hubspot Media, produced by Darren Clarke, edited by Robert Hartwig with help from Alfred Schulz.

The Godfather is correctly ranked in a new list as the greatest movie of all time, but what were they doing putting two Lord of the Rings films in the top 5? Absolute lunacy.

Adaptive designs let us learn earlier, stop smarter, and protect patients—but they also make communication tricky. In this episode, Kaspar Rufibach and I dig into what “still correct” looks like when you try to explain results from group-sequential and other adaptive trials to regulators, clinicians, and scientific audiences. We unpack conditional vs. unconditional bias, median-unbiased estimation, stage-wise ordering for p-values, confidence intervals in multi-stage settings, and what to do with secondary endpoints and multiplicity. We also touch on ICHE20 (Adaptive Clinical Trials) and why pre-specification isn't just a box-tick—it's what builds trust.

In this era when politics and Christian identity are so tightly wrapped around one another, it's common to see people arguing that the people across the aisle aren't “real” Christians—because of what or who they support or defend. But is this division between Christians helpful, or even true? What if they ARE real Christians—and they are our responsibility? Launching points for this discussion include a recent Substack by Tim Whitaker (The New Evangelicals), entitled “Stop Saying They Aren't Real Christians,” Katherine Stewart's book “Money, Lies, and God: Inside the Movement to Destroy American Democracy,” and Zach Lambert's “Better Ways to Read the Bible: Transforming a Weapon of Harm into a Tool of Healing.” ***** Special thanks to our sponsors at Quoir, publishers of The Quollective. The Quollective isn't just another media platform. It's a grassroots,  justice-fueled toolbox for people who want to change the world—and still laugh while doing it. ---- Use promo code radicallove for 10% off a yearly subscription—that's a savings of 20% off the monthly price.  Go to thequollective.com and let's build a post-fascist future together.   Hosted by Simplecast, an AdsWizz company. See https://pcm.adswizz.com for information about our collection and use of personal data for advertising.

This is part four in the series Truth in Love: The Courage to Correct and Be Corrected.Correction isn't easy—and when we step into it, it's tempting to slip into the role of “fixer,” as if it's our job to make someone else change. But scripture reminds us that's not our role. We are called to speak the truth in love, with gentleness and humility, while entrusting the outcome to God.In this episode, Jill unpacks:Why posture matters more than having the perfect wordsThe dangers of superiority, anger, shame, and control in correctionHow humility and prayer prepare us to speak safelyPractical ways correction can happen—words, observations, questions, or boundariesWhat it looks like to release the outcome and trust God with the growthCorrection isn't about playing God—it's about love that restores, truth that sets free, and trust in the One who changes hearts.Join the Interest List for The Happiest Lives Academy 2026 at myhappyvault.com.When you sign up, you'll get free access to my upcoming live workshop, From Stuck to Surrendered: Recovering the Lost Art of Feeling, plus an exclusive opportunity to receive a deep discount on the Academy when enrollment opens in November. Discover ways to work with me at www.thehappiestlives.com or www.myhappyvault.comQuestions? Email Jill directly at Jill@thehappiestlives.com

A viral moment from Bishop Marvin Winans' church has the timeline lit — but now Roberta McCoy is speaking out. Did the bishop publicly embarrass her during a donation moment, or was it a misunderstood correction?We break down the clip, the backlash, and the deeper conversation about giving, faith, and church culture. Is this spiritual order or performative pressure?

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

1.   Life choices in difficulty      A.  Some choose no hope, to be pessimist B.  Some choose false hope   C.  Some choose true hope                                                                             2. God knows His plans for you A. He knows where He wants you to be B. He knows where to place you C. He knows how to prepare you   3.   Not to harm you A.  Correct your false beliefs B.   Correct your sinful life C.  Correct your lack of faith  4.  To give you a future A. To live life where you are B. To love your family C. To love your neighbors D. To live for eternity

Er woedt een ‘illiberale contra-revolutie' in de westerse wereld, waarschuwen doemdenkers. ,,Daarvan zou ik in Nederland een woordvoerder zijn”, zegt Wierd Duk in een nieuwe aflevering van de podcast Het Land van Wierd Duk. ,,Maar wat deze critici niet willen zien is, dat de hang naar illiberaal totalitarisme juist bij hén heerst: zij staan geen enkele afwijkende gedachte toe”. Verder in de podcast: ophef rond de Nederlandse Orde van Advocaten. En: hoe een donkere, homoseksuele activist door links wordt uitgesloten.See omnystudio.com/listener for privacy information.

Kids can't learn new skills when their nervous system is flooded. In this episode, Suz and Kenzie show you how to regulate first and coach second using our MONSTER cue: My Only Need: Start To Emotionally Regulate. You'll learn a faith-filled, brain-wise plan for toddler tantrums, big-kid blowups, and teen flare-ups—without losin;g your own peace. You'll Learn Thermostat vs. thermometer parenting: How to set the room's emotional “temperature,” not just read it. The MONSTER check: A simple in-the-moment phrase that grounds you and your child. Storm vs. sunshine timing: Correct for safety in the storm; train skills in the calm. Age-by-age scripts for toddlers, big kids, and teens that lower intensity fast. Pick-your-battle triage: Safety, maturity, and “my-issue” filters so you don't fight every fight. Reset tools that work: 4/6 breathing, colors game, cold water splash, squeeze/hug items, wall pushups/jumping jacks, worship/quiet song. Regulate → Repair → Rehearse so growth sticks. Faith integration: “Peace lives in me—let's go find it,” plus short prayers that invite the Holy Spirit into hard moments. “You will keep in perfect peace those whose minds are steadfast, because they trust in you.” — Isaiah 26:3 (See also Galatians 5:22–23 for the fruit of the Spirit and Philippians 4:7 for God's peace.) Podcast Resources: Click here for everything Crazy Cool Family! Give us a review!

It's a State of the Vikings Tuesday, and Mackey & Judd dive into the biggest headline question of the week: What is the correct way to handle JJ McCarthy moving forward? How would THEY handle him? What if he's good? What if he's NOT good? Plus, favorite and least favorite Vikings things. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this episode, Jeremy reveals his view of sanctification and defends it from Scripture Link to the sanctification chart: https://drive.google.com/file/d/1Ge9NPJ8Tn-eJIN29VYx15M51N1rQvEbB/view?usp=sharing Link to our interview with Matthew Ferris: https://youtu.be/FJLgICJMjms?si=9znuzc1GQbB5PBPE Link to Matthew Ferris's book: https://a.co/d/bsW2LUh Link to Brian Rosner's book: https://a.co/d/2vVCZ2T   Do Theology is part of Foundations Media. Learn more at https://foundationsmedia.org   https://dotheology.com https://store.dotheology.com https://www.buymeacoffee.com/DoTheology   Contact Us: show@dotheology.com https://twitter.com/dotheology​​ https://facebook.com/dotheology​   Subscribe to the podcast: https://linktr.ee/DoTheology   0:00 Introduction 2:50 The Sanctification Chart 4:09 Views to Eliminate 11:00 Revelation of Jeremy's View 13:45 Strengths of the Two Natures View 24:52 Reformed vs. Two Natures 35:42 Two Natures vs. Keswick and Decisional 41:20 IFCA International Articulation 42:20 DBTS Articulation 45:31 Adamic Nature vs. Divine Nature 53:08 Applications   #Podcast #Sanctification #Theology

Is It Correct?

The post Biblical Friendship Explained: How Christians Love, Correct, and Grow Together appeared first on Straight Truth Podcast.

Mundo Reporting in Royals Proven Correct, Plus KCMO Adds Jail | 10-17-25See omnystudio.com/listener for privacy information.

A new study reveals that more people want to quit their jobs now than during the Great Resignation. Whether it's to find better-paying work to address the rising cost of living, or simply to leave their company or industry and start fresh on a professional path they actually enjoy, the big question remains: Will they quit?Our guest today is helping people overcome that hurdle.Goli Kalkhoran is a Master-Certified Life Coach and former attorney who helps unfulfilled professionals create a career (and life) they truly enjoy. She's the host of the Lessons from a Quitter podcast, where she de-stigmatizes quitting and offers resources and inspiration for individuals looking to pivot in their established careers.In this episode, we discuss:Why our culture is so afraid of quittingHow to afford quitting — both financially and energeticallyGoli's own journey of quitting her law career and the many pivots that followed. Hosted on Acast. See acast.com/privacy for more information.

Cadence Dubus (founder of Brooklyn Strength and host of the podcast Busy Body) joins Forever35 to remind us that our bodies don't need be “optimized” and share practical reasons for getting into fitness. She also offers her take on how GLP-1s are changing the way people think about their bodies and the kinds of questions you have to ask yourself when beginning a new movement practice.Plus, Elise shares a transformative Korean shampoo, and Doree takes another big step in her decluttering moment. To leave a voicemail or text for a future episode, reach Doree & Elise at 781-591-0390. You can also email the podcast at forever35podcast@gmail.com.Visit forever35podcast.com for links to everything they mention on the show or visit shopmyshelf.us/forever35.Follow the podcast on Instagram (@Forever35Podcast) and sign up for the newsletter at forever35podcast.com/newsletter. Hosted on Acast. See acast.com/privacy for more information.

Etiquette, manners, and beyond! This week, Nick and Leah are enjoying a well-deserved break, but they'll be back soon with an all-new episode. In the meantime, here's one of their favorite episodes from the archives in which they answer listener questions about picking the correct utensil for mac and cheese, spelling like an Australian, lingering in stores after they're closed, and much more. Please follow us! (We'd send you a hand-written thank you note if we could.)Have a question for us? Call or text (267) CALL-RBW or visit ask.wyrbw.comQUESTIONS FROM THE WILDERNESS:What is the correct utensil for eating macaroni and cheese?Should we let our best friends know in advance that we plan on giving them a Christmas gift?I'm an American living in Australia...should I use Australian spelling rules?When driving down a busy street, is it proper to slow down to allow cars to exit parking spaces?Is it rude for customers to stay in a small store past closing time?THINGS MENTIONED DURING THE SHOWKraft Mac & CheeseSpork on WikipediaCommodore 64YOU ARE CORDIALLY INVITED TO...Support our show through PatreonSubscribe and rate us 5 stars on Apple PodcastsCall, text, or email us your questionsFollow us on Instagram, Facebook, and TwitterVisit our official websiteSign up for our newsletterBuy some fabulous official merchandiseCREDITSHosts: Nick Leighton & Leah BonnemaProducer & Editor: Nick LeightonTheme Music: Rob ParavonianADVERTISE ON OUR SHOWClick here for detailsTRANSCRIPTEpisode 165See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Trey, Katie, and Jake share their “Correct Opinions” this week: Trey claims he's not mean—people are just dumb, Katie takes on board game maniacs, and Jake exposes the lies of YouTube Zen. Plus, they debate the funniest names for throwing up . VISIT http://GrowTherapy.com/CORRECTOPINIONS Whatever challenges you're facing, Grow Therapy is here to help. Sessions average about $21 with insurance and some pay as little as $0, depending on their plan. Availability and coverage vary by state and insurance plan. VISIT http://FUNCTIONHEALTH.COM/TREY The first 1000 get a $100 credit toward their membership. use gift code TREY100 at sign-up to own your health. Get your Lola Blanket today! Use code: CORRECTOPINIONS for 35% off at http://lolablankets.com