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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

Episode 145 The boys are back!! In this episode Corwin talks about why he cannot get into Mechs, then talks about why he can get into Malice. Meanwhile, Scott talks about his disdain for certain Marvel actors, then tells a story about vampires at the Hard Rock Café. The Deadpool books for August 2025 and some catch up on Jeff the Land Shark is covered. In Past-O-Vision, somehow, they wrap up the painful torture that was the ‘Deadpool Arc' in Ultimate Spider-Man. In Merc File, they finally visit and fall asleep on the left turn that is Doorman. And as always Robot Chicken Hulk wraps up the show with a new PSA.   0:18:04 News 0:39:23 Deadpool/Wolverine (2025) #8 0:51:36 Jeff The Land Shark (2025) #1 0:54:35 Jeff The Land Shark (2025) #2 0:57:41 Jeff The Land Shark (2025) #3 1:03:15 Wolverines and Deadpools (2025) #2 1:12:37 Deadpool Kills the Marvel Universe One Last Time (2025) #5 Past-O-Vision 1:20:36 Ultimate Spider-Man (2000) #93 1:27:34 Retro Ads 1:32:31 Ultimate Spider-Man (2000) #94 1:40:08 Retro Ads 1:47:06 Merc Files: Doorman [MwaP RSS] Subscribe [RSS All] Subscribe [Google Podcasts] Subscribe [Apple Podcasts] Subscribe Music by Jenki Girls of Los Angeles Email: HipsterDaken@gmail.com Website: http://www.EarthsMightiestPodcast.comFacebook Group: https://www.facebook.com/MercWithaPodcast/ Episodes #1-26 can be found @ Cultural Wormhole.com The Merc Report has now joined the EMP family of podcasts and has now become The Merc With a Podcast! -EXPLICIT CONTENT

Randall talks about getting kids to start being critical of their own games.Corwin talks about how watching hockey makes a better hockey player. Lance talks about the balance of hockey and summer.

CesarRespino.com brings to you a special guest to You Can Overcome Anything Podcast Show by the name of James Corwin.Corwin grew up in Kalispell, Montana. He participated in a two-year International Art Program. Through this he was able to explore his creative talent in painting and develop several techniques and approaches to his work. Despite feeling his original landscape paintings were lackluster, Corwin pushed through to find an artistic niche where he excelled: wildlife. Corwin was awarded a $30,000 grant by the John and Ann Taylor Foundation to continue painting. Since then, he has acquired numerous exhibitions and awards. He attended Marietta College and Montana State University for Studio Art and Art Education. He is the youngest artist to ever participate in both Dallas Safari Club and Safari Club International in Las Vegas. He enjoys drawing on his global travels for artistic inspiration.James Message to you is: "I would like to impress upon them how much of the stress we experience is perceptual and based on outcome. Sometimes, the idea of perfection gets in the way of the good you do have."To Cpnnect with James Corwin go to: Websites: https://www.jamescorwin.com/https://corwingalleries.com/Facebook: https://www.facebook.com/jamescorwinfineartInstagram: https://www.instagram.com/jamescorwinTikTok: https://www.tiktok.com/@jamescorwin.artTo Connect with CesarRespino go to:

Andrew Gabrielson is a pediatric urology fellow at Lurie Children's Hospital of Chicago. Stephen Morrissey, the interviewer, is the Executive Managing Editor of the Journal. A.T. Gabrielson and C. Corwin. Occupational Health and Safety on the Chopping Block — What's at Stake? N Engl J Med 2025;393:1353-1355.

In this episode of The Dairy Podcast Show, Dr. Corwin Nelson from the University of Florida takes a closer look at hypocalcemia and how our understanding of it has changed. He explains what's really driving calcium imbalances, how inflammation plays a role, and what producers can do with current feeding and management tools. Hear practical strategies to keep cows healthier after calving. Listen now on all major platforms!"Zeolite binders have been very effective at preventing hypocalcemia on farms, and the nutritionists using them seem genuinely satisfied with the results."Meet the guest: Dr. Corwin Nelson is an Associate Professor of Physiology at the University of Florida. He holds a Ph.D. in Biochemistry and Immunobiology from Iowa State University and a B.S. in Biochemistry from the University of Minnesota-Duluth. His research focuses on improving cattle health and productivity through better nutritional and immune system strategies.Liked this one? Don't stop now — Here's what we think you'll love!Dr. Michael Hutjens: Buffer Benefits for Dairy Cows | Ep. 58Dr. Michael Steele: Colostrum Feeding Strategies | Ep. 104Dr. Miguel Morales: Transition Cows & Calcium Balance | Ep. 126What you'll learn:(00:00) Highlight(01:37) Introduction(04:50) Hypocalcemia insights(07:48) Effects on cow health(15:05) Calcium monitoring strategies(20:02) Prepartum feeding tools(23:10) Transition cow health tools(27:37) Final three questionsThe Dairy Podcast Show is trusted and supported by innovative companies like: Protekta* Priority IAC* Evonik* Adisseo- AHV- dsm-firmenich- SmaXtec- Natural Biologics- Berg + Schmidt- ICC

Randall knows his Canadian TV. He brings up the idea of hockey levels and parent satisfaction.Corwin loves the idea of coaches being one of the barometers of success.Lance doesn't understand what it's like to have his kids on anything less than AAA.

In the opening pages of my guest's book, she recounts a colleague's bumpy plane ride that provided the insight for the title of the book, Taming the Turbulence in Educational Leadership: “We are facing turmoil in education, and the job of good leaders is to 'tame the turbulence'...educators have been caught in this turbulence; it permeates our profession and we haven't been able to get above it. As a result, it is the role of leaders to help teachers see how even small, simple shifts can change a child's experience of school.”Rooted in real-world stories, Taming the Turbulence offers solidarity and actionable strategies to education leaders committed to centering the needs of all learners in increasingly polarized societies.And the author, Jennifer D. Klein, is an experienced educator and advocate for student-centered, experiential learning as a catalyst for positive social change. With two-decades of classroom teaching across a number of diverse international settings, as a teacher in Costa Rica and a school leader in Colombia, she now focuses on inspiring and training educators worldwide, working with groups like What School Could Be, The Institution for International Education, and The Buck Institute. Her previous books include The Global Education Guidebook: Humanizing K–12 Classrooms Worldwide Through Equitable Partnerships and The Landscape Model of Learning: Designing Student-Centered Experiences for Cognitive and Cultural Inclusion, coauthored with Kapono Ciotti, who we spoke with about that work back in episode 159.You can connect with Jennifer at principledlearning.orgTaming the Turbulence in Educational Leadership from Corwin

The new ticket tornado opened up at Pizza Funnies and Joel, Corwin, and Fuzz learn about doing things for God rather than doing things for us.  Can we finally learn to not be lazy in WonderVille? Will Joel talk about bugs again? and who will go into the ticket tornado? All of these questions and more will be answered in this WonderVille Adventure.    For more fun go to www.4the1min.com

In this episode of the Exceptional Sales Leader Podcast, I engage in a captivating discussion with renowned wildlife artist James Corwin. The conversation delves into James's journey from discovering his passion for art to establishing a successful artistic brand. You will learn how his business acumen paired with artistic talent enabled him to transition from selling small paintings at farmers' markets to building a multimillion-dollar brand—James Corwin Art. The episode is rich with insights into balancing creativity with business strategy as James shares his experiences in expanding an art empire, including opening galleries and leveraging digital platforms for marketing. By emphasising personal connections with collectors and utilising social media for outreach, James demonstrates that business success in the art world is achievable with dedication and innovation. This dialogue provides inspiring lessons on merging passion with entrepreneurship in a creative field. To connect with James and to learn more about his art and what he does, please go to: LinkedIn - https://www.linkedin.com/in/jamescorwin/ Website - https://www.jamescorwin.com/en-au Instagram - https://www.instagram.com/jamescorwin/ Facebook - https://www.facebook.com/jamescorwinfineart

Episode 144 Quack quack quack, the boys are back! In this episode Scott gets his Summers/Grey history and power set mixed up, and then becomes obsessed with the concept of a new character. Meanwhile, Corwin still does not believe the TVA will show up in Doomsday, then gets hit with mid-2000s memories. The books for June and July of 2025 are reviewed and they say goodbye to the end of Ziglar's run…kinda. In Past-O-Vision they travel back to 2006 and pull the band aid off and finally review the Deadpool Arc in Ultimate Spider-Man. In Monty's predictions, they revisit their predictions from 8 months ago, and make some new ones. And what is this?! Juggerduck ends the show with a contest! 0:03:28 Superman and Fantastic Four Spoilers 0:30:14 Deadpool/Wolverine (2025) #6 0:37:13 Deadpool/Wolverine (2025) #7 0:43:31 Deadpool Kills the Marvel Universe One Last Time (2025) #3 0:55:10 Deadpool Kills the Marvel Universe One Last Time (2025) #4 1:02:07 Deadpool (2024) #350 1:18:14 Wolverines and Deadpools (2025) #1 Past-O-Vision1 1:34:32 Ultimate Spider-Man (2000) #91 1:48:41 Ultimate Spider-Man (2000) #92 1:56:39 Monty's Predictions   [MwaP RSS] Subscribe [RSS All] Subscribe [Google Podcasts] Subscribe [Apple Podcasts] Subscribe Music by Jenki Girls of Los Angeles Email: HipsterDaken@gmail.com Website: http://www.EarthsMightiestPodcast.comFacebook Group: https://www.facebook.com/MercWithaPodcast/ Episodes #1-26 can be found @ Cultural Wormhole.com The Merc Report has now joined the EMP family of podcasts and has now become The Merc With a Podcast! -EXPLICIT CONTENT

Lance wants to know why people are so violent in the stands. The anger that is in the sport is perhaps growing.Corwin talks up the social media winners.Randall wants to know why his parents never came to his games. Wasn't he special?

This talk with James was amazing Episode Overview: In this compelling episode, Joseph Graham sits down with James, a nationally recognized artist and gallery owner whose path to success has been anything but ordinary. From humble beginnings selling art at small-town shows in Montana to curating collections inspired by global adventures, James shares his raw, unfiltered story of what it means to lose everything—and still choose to create.James opens up about:

Dr. Rebecca Corwin is a former university professor andRegistered Dietitian Nutritionist with a successful career inresearch and education. She earned degrees in education,clinical dietetics, behavioral sciences, and biopsychology,completing postdoctoral training at Cornell University andthe NIH. Over 23 years at Penn State, she rose to fullProfessor in Nutritional Sciences, published 59 peer-reviewed articles and several book chapters, and mentoredstudents at all levels. Though an agnostic for much of herlife, she became a passionate follower of Christ in 2006,dedicating herself to studying, teaching, and writing aboutHis Word. Dr. Corwin now serves in multiple leadership roleswithin her church and recently published Arise and Eat!, herfirst full-length book. To learn more about Dr Corwin, go to ariseandeat.com Discover more Christian podcasts at lifeaudio.com and inquire about advertising opportunities at lifeaudio.com/contact-us.

Today we are presenting a rare, previously unbroadcast recording of a Pacific Pioneer Broadcasters (PPB) luncheon from November 15, 1974, honoring renowned radio writer and director Norman Corwin. This two-hour recording features speeches and anecdotes from numerous prominent figures in radio, television, and film, such as Hans Conried, Lynn Murray, Perry Lafferty, Elliot Lewis, Ray Bradbury, Stan Freberg, and William Shatner, all celebrating Corwin's influence and the "golden age of radio." The episode concludes with Corwin's acceptance speech and his plea for a revival of live radio drama. Visit our website: https://goodolddaysofradio.com/ Subscribe to our Facebook Group for news, discussions, and the latest podcast: https://www.facebook.com/groups/881779245938297 Our theme music is "Why Am I So Romantic?" from Animal Crackers: https://www.amazon.com/dp/B01KHJKAKS/ref=cm_sw_em_r_mt_dp_MK8MVCY4DVBAM8ZK39WD

Wildlife artist James Corwin has built a thriving art business by putting his originals first—and building everything else around them. In this episode of The Art Biz, he talks with host Alyson Stanfield about how he strategically developed multiple income streams through prints, commissions, and galleries, all while prioritizing his painting time. James shares the mindset shift that helped him focus, the failures that taught him the most, and why nurturing collector relationships is a cornerstone of his success. His perspective as both an artist and gallery owner offers valuable insight for anyone seeking representation—or thinking about opening their own space. Plus, he reveals how he handles marketing, team-building, and staying connected to buyers in a way that's rare, but powerful. Highlights 02:00 – James's start and finding his niche 07:00 – Focusing the business and saying no 13:00 – Early business experience and multiple revenue streams 20:00 – Print systems, marketing, and building a team 23:00 – Strategic growth and personal planning 28:00 – How James actually plans and thinks while painting 31:00 – Major failures: financial loss and Aspen gallery stress 36:00 – Representing artists and running a gallery 39:00 – Advice on gallery representation 43:00 – Building collector relationships 48:00 – Teaching, online academy, and omnipresence 52:00 – Business books/podcasts and what's next

James Corwin is a Wildlife Artist & Gallery Owner based in Montana, who has built a thriving, successful business — with no agent, without living in a big city, by starting small (literally tiny paintings done on sight at the farmers market!), and growing exponentially overtime. In this discussion we talk about the HOW of building a successful fine arts business, and our shared mission of killing off the "Starving Artist" stereotype. Learn more about James and see his beautiful paintings at www.jamescorwin.com.     ----more----   Want to work with Cera 1:1? Cera is now accepting 2 private coaching clients. To apply and have a discussion about whether private coaching is right for you, visit: https://cerabyer.as.me/discoverycall   Love this episode? Take a screenshot and tag @intuitiveedgecoaching on instagram for a reshare!

This episode was recorded at the 2025 Florida Ruminant Nutrition Symposium.  Dr. Baumgard begins with an overview of his presentation, “Importance of gut health to drive animal performance and health.” He notes the metabolic and inflammatory fingerprint of all stressors is essentially the same, indicating they likely all emanate from the gut. Overall, we're gaining a better understanding of how typical on-farm stressors negatively influence gut barrier function. He thinks the most likely mechanism of leaky gut is the immune cell known as a mast cell. When an animal or human is stressed, the enteric nervous system releases corticotropin-releasing factor, which binds to the mast cell, the mast cell degranulates, and the former contents of the mast cell (TNF-alpha, proteases, histamine, etc.) causes the gut to become leaky. (4:20)Once the GI tract barrier becomes compromised, antigens like lipopolysaccharide (LPS) can infiltrate, stimulating the immune system. Immune activation causes loss of appetite much like any other infection. The gut heals fairly quickly upon removal of the stressor(s), and the gut can also acclimate to stress such that the early stages of a stress event are more severe than later stages. Strategies to combat leaky gut remain scarce, and there is no silver bullet. There are a variety of dietary strategies to target the gut permeability issue itself. Another approach would be to bind pathogens or curb their proliferation at the membrane of the small intestine. (7:06)Dr. Neiehues asks if an antihistamine would work on gut mast cells the way it does in other body systems. Dr. Baumgard isn't sure that's ever been looked at, although there have been some studies in pigs using a product targeted to prevent mast cell degranulation. Dr. Nelson wonders if we should interfere in some of these processes because they're obviously there for a reason. Panelists discuss stress events related to parturition and transition, particularly for first-calf heifers. Dr. Baumgard notes that stacking stressors on top of one another compromises an animal's ability to tolerate stress. (9:28)We know stress can cause ulcers in humans and horses - what about ruminants? Dr. Baumgard thinks it is likely that it's happening, but we aren't looking for it. Few animals who die on-farm do receive a thorough postmortem exam. It could also be that these types of insults to the gut are not visible to the naked eye. (19:11)Dr. Nelson asks what makes some cows, despite all the challenges, able to be up and milking 150 pounds a day in no time after calving. What makes them unique? Dr. Baumgard lists some possibilities, including lower pathogenic inflammation than other cows, less tissue trauma damage to the uterus during calving, and lower sensitivity to immune activation. The panel disagrees with the notion that high-producing cows are stressed. (23:16)Dr. Niehues and Dr. Baumgard trade stories of experiments where cows maintained production even with high stress and inflammatory markers. The panel goes on to discuss subclinical infections and their impact on transition cows. Dr. Nelson notes there are retrospective datasets where cows who had metritis showed decreased feed intake even before calving. Dr. Baumgard feels that the decrease in intake has been incorrectly assumed to be the cause of the metritis. He says the decrease in intake is often around two weeks before calving and he doesn't think it's a coincidence that at the same time, the mammary gland is initiating lactogenesis. He hypothesizes the mammary gland is causing an immune response, resulting in a decrease in intake. Dr. Nelson wonders if measuring somatic cell counts of colostrum would show any differences in mammary gland inflammation during this prepartum period. (29:18)Panelists share their take-home thoughts. (42:02)Please subscribe and share with your industry friends to invite more people to join us at the Real Science Exchange virtual pub table.  If you want one of our Real Science Exchange t-shirts, screenshot your rating, review, or subscription, and email a picture to anh.marketing@balchem.com. Include your size and mailing address, and we'll mail you a shirt. 

Continuing our short tribute to radio writer/director/producer Norman, we present an episode of "Columbia Presents Corwin," features Charles Laughton and Elsa Lanchester in a Corwin comedy about Charles E. Gumpert, a seemingly ordinary man who experiences sudden, dramatic personality shifts, believing himself to be various historical figures like Niccolo Paganini, Julius Caesar, Sigmund Freud, and even Samson. These transformations lead to bizarre and humorous situations, causing chaos for his wife, Elsa, who struggles to cope with his constantly changing identities. Visit our website: https://goodolddaysofradio.com/ Subscribe to our Facebook Group for news, discussions, and the latest podcast: https://www.facebook.com/groups/881779245938297 Our theme music is "Why Am I So Romantic?" from Animal Crackers: https://www.amazon.com/dp/B01KHJKAKS/ref=cm_sw_em_r_mt_dp_MK8MVCY4DVBAM8ZK39WD

Empowering women in education to lead with confidence, challenge barriers, and drive change. Liz Free  CEO International School Rheitnal Co-Strategic Lead Europe WomenEd Vivienne Porritt OBE Co-founder Global Strategic Leader #WomenEd Nancy Squicciarini Head of the Middle Leader Certificate for ECIS  Co-Strategic Lead Europe WomenEd About Liz Free Liz Free is a co-founder of #WomenEd Nederlands and Strategic Leader for #WomenEd Europe. Liz has been a teacher and head teacher in some of the world's leading schools and is now a globally recognised leader of education talent, continuing professional development and learning. Liz was the founding Director of the International Leadership Academy, the British School in the Netherlands and is now CEO and Director of the International School Rheintal in Switzerland.  LinkedIn: https://www.linkedin.com/in/liz-free/  About Vivienne Porritt  Vivienne Porritt OBE is Co-founder, Trustee and Global Strategic Leader of #WomenEd, a global charity which empowers aspiring and existing women leaders in education. Vivienne supports school and trust leaders with vision, strategy, professional learning and development, impact evaluation and DEIJ.  She is a former Vice President of the Chartered College of Teaching and holds several governance roles. Vivienne is a former secondary headteacher and Director for School Partnerships at University College London Institute of Education. She is a coach and writes for practitioner and academic journals and is co-editor.  LinkedIn: https://www.linkedin.com/in/vivienne-porritt-obe-frsa-fcct/  About Nancy Squicciarini Nancy is Head of the Middle Leader Certificate for the Educational Collaborative for International Schools (ECIS). With over 35 years of experience as an international school educator, she has held several leadership roles. Nancy is a member of the International Association of Facilitators (IAF), which is a worldwide community promoting excellence in facilitation practices. LinkedIn: https://www.linkedin.com/in/nancy-lhoest-squicciarini-64563838/  Resources https://womened.com/ https://www.isr.ch/ 10%Braver: Inspiring Women to Lead Education (Sage, 2019) Being 10%Braver (Corwin, 2021)  Disruptive Women: A WomenEd Guide to Equitable Action in Education. (Corwin, 2024)/  https://ecis.org/middle-leader/  John Mikton on Social Media LinkedIn: https://www.linkedin.com/in/jmikton/ Twitter: https://twitter.com/jmikton Web: beyonddigital.org Dan Taylor on social media: LinkedIn: https://www.linkedin.com/in/appsevents  Twitter: https://twitter.com/appdkt  Web: www.appsevents.com Listen on: iTunes / Podbean / Stitcher / Spotify / YouTube Would you like to have a free 1 month trial of the new Google Workspace Plus (formerly G Suite Enterprise for Education)? Just fill out this form and we'll get you set up bit.ly/GSEFE-Trial

Coach wants to talk about how one gets into coaching in the US. The steps are really interesting.Lance wants to know if systems are part of hockey coaching training.Randall shows his love for Canada by responding to the new information that Canada day is being celebrated all over the 49th parallel.

This week, TheHeleyCast gets comically uncomfortable with two Oklahoma comedy heavyweights: Brandon Killough and Adrian Corwin. We dive into Brandon's DIY stand-up special Trap Mouse, the tech hurdles, and why he may never promote it again. Adrian opens up about producing comedy behind the scenes, abandoning his old material, and how a joke book gift got lost in the shuffle. From shady lighting setups and podcast boner pillows to tales of Carlos Mencia, Vegas trips, and River Spirit Casino steak dinners, this one gets deep and unhinged. We roast Game of Thrones characters, imagine what we'd wear to Diddy's parties (spoiler: not going), and ask the question nobody wanted answered—is Diddy the hip-hop Epstein? There's Kill Tony talk, Killough's next hour, and the ultimate debate: how many rappers turned out to be, well… “rappists.” Stream it now—raw, hilarious, and just uncomfortable enough to make your grandma blush.Anything helps, guys!Donate @Venmo: (@theheleycast)Cashapp: ($danielheley)Social Media:TikTok: (@theheleycast)Facebook: TheHeleyCastTwitter: @TheHeleyCastInstagram: @forgot_my_heleysBrought to you by Heley Entertainment.Become a supporter of this podcast: https://www.spreaker.com/podcast/theheleycast--4329275/support.

We continue to feature programs written, directed, and produced by Norman Corwin. Today's episode shows not only the strong poetic touch of Corwin, but integrates it with music, as sung by folk great Burl Ives. It is the historical drama and folk cantata, "The Lonesome Train," which recounts the journey of Abraham Lincoln's funeral train after his assassination. Film buffs will recognize Raymond Massey (Abe Lincoln in Illinois) reprising his iconic role of Abraham Lincoln. Visit our website: https://goodolddaysofradio.com/ Subscribe to our Facebook Group for news, discussions, and the latest podcast: https://www.facebook.com/groups/881779245938297 Our theme music is "Why Am I So Romantic?" from Animal Crackers: https://www.amazon.com/dp/B01KHJKAKS/ref=cm_sw_em_r_mt_dp_MK8MVCY4DVBAM8ZK39WD

We continue our short series dedicated to writer/director/producer, Norman Corwin, with an episode of The Fred Allen Show that is not broadly in circulation, originally broadcast on May 14th, 1944, with Corwin as special guest. Allen does a satirical adaptation of the Jack and Jill nursery rhyme presented in Corwin's dramatic style. The second half of the discs were badly damaged, but worth presenting, as it is the only time we know of that Allen and Corwin ever appeared together. Visit our website: https://goodolddaysofradio.com/ Subscribe to our Facebook Group for news, discussions, and the latest podcast: https://www.facebook.com/groups/881779245938297 Our theme music is "Why Am I So Romantic?" from Animal Crackers: https://www.amazon.com/dp/B01KHJKAKS/ref=cm_sw_em_r_mt_dp_MK8MVCY4DVBAM8ZK39WD

Today on the pod we welcome Delaney Buffett and Katie Corwin, writers and stars of the new movie ADULT BEST FRIENDS – now streaming on HBO Max! Watch this episode on YouTube! Get MOTY merch at manoftheyearpodcast.com Man of the Year on Instagram, YouTube, and TikTok Matt Ritter on Instagram, TikTok, and X Aaron Karo on Instagram, TikTok, and X

This podcast is dedicated to showcasing the very best of vintage radio, and with that effort in mind, for the next few weeks we will be highlighting the work of writer/director/producer Norman Corwin. These days he's not exactly a household name, but once you hear his work from the '30s, '40s, and '50s, you will understand why he was so influential. We're kicking things off with a Corwin program from 1939 called "So This Is Radio," which offers an in-depth look at the various roles and processes involved in creating a radio broadcast. Following this, you will get to hear these radio techniques put into practice with one of Corwin's famous radio plays "Unity Fair" from 1945, featuring Groucho Marx.  Visit our website: https://goodolddaysofradio.com/ Subscribe to our Facebook Group for news, discussions, and the latest podcast: https://www.facebook.com/groups/881779245938297 Our theme music is "Why Am I So Romantic?" from Animal Crackers: https://www.amazon.com/dp/B01KHJKAKS/ref=cm_sw_em_r_mt_dp_MK8MVCY4DVBAM8ZK39WD

Episode 143 The Boys are back! This has never been stated before, but this might be the best episode ever in all of the 143 episodes! In this episode GTA is taking place outside Corwin's house, and then Corwin gives the history on Chris Star (name pending). Meanwhile, Scott got offered something on the streets at Zenkaikon, then vibes with Beastars. In an odd turn of events Scott goes off on He Who Has Been Banned From The Show. They got news and questions too. The books from April and May 2025, and rumor has it Corwin is still finding more books to read, are covered. Then In Past-O-Vision, the greatest Past-O-Vision/bit is done. THIS IS NOT A LIE. Hear Corwin and Scott in real time, crash out as they finally cover all of Deadpool Team Up from 2024. And as always, Robot Chicken Hulk wraps the show up with a new PSA. Also there's a post credit scene. Stick around for that too!   0:09:57 News 0:30:52 Hellhouse Fax 0:34:46 Deadpool (2024) #13 0:41:50 Deadpool (2024) #14 0:46:56 It's Jeff! (2024) #45-49 0:54:53 Deadpool/Wolverine (2025) #4 1:03:10 Deadpool/Wolverine (2025) #5 1:09:27 Deadpool Kills the Marvel Universe One Last Time (2025) #1 1:16:24 Deadpool Kills the Marvel Universe One Last Time (2025) #2 1:22:24 Deadpool: Pooluminati (2025) #1 Past-O-Vision 1:31:13 Deadpool Team Up (2024) #1 1:39:14 Deadpool Team Up (2024) #2 1:41:15 Deadpool Team Up (2024) #3 1:44:43 Deadpool Team Up (2024) #4 1:49:35 Deadpool Team Up (2024) #5 [MwaP RSS] Subscribe [RSS All] Subscribe [Google Podcasts] Subscribe [Apple Podcasts] Subscribe Music by Jenki Girls of Los Angeles Email: HipsterDaken@gmail.com Website: http://www.EarthsMightiestPodcast.comFacebook Group: https://www.facebook.com/MercWithaPodcast/ Episodes #1-26 can be found @ Cultural Wormhole.com The Merc Report has now joined the EMP family of podcasts and has now become The Merc With a Podcast! -EXPLICIT CONTENT

Corwin talks about puck possession and how it applies to strategy.Lance wants to know more about how kids learn how to make good decisions on ice.Randall runs the numbers for the Nation Women's teams of Canada and US.

Dr. Jorge Valenzuela is a leading performance and education coach, author, and university instructor at Old Dominion University, as well as a speaker for Lifelong Learning Defined. He is dedicated to empowering educators through training in instructional innovation, action research, project-based learning (PBL), STEM pathways, entrepreneurship, and essential life skills. Partnering with Corwin, Dr. Valenzuela helps schools enhance core instruction with student-centered and impactful strategies. A published researcher, he also hosts the Lifelong Learning Defined podcast, offering practical insights and support to educators worldwide

What does it take to turn classrooms into spaces of healing, empowerment, and belonging? What if education prioritized love, courage, and community over compliance? Educators and authors Shane Safir and Sawsan Jaber join Leaders Coaching Leaders to explore these questions in an eye-opening discussion about dismantling inequities and championing radical love in education. Drawing from their collaborative forthcoming book, Pedagogies of Voice, published by Corwin, they share strategies to elevate teacher and student agency while humanizing learning spaces. Through the lens of their personal stories and decades of experience, Safir and Jaber uncover how micro-communities, inquiry, and authentic leadership can reignite the spark for teaching. This conversation will leave you inspired to transform your classroom into a sanctuary where every learner feels seen, valued, and heard.Let us know what you think!

Learning to teach math teachers better with Dr. Gina Wilson, Knowles Teacher Initiative Program Officer of Teacher Development and Dr. Ayanna Perry, Director of Outreach and Dissemination, as we discuss supporting early career mathematics teachers and the professional development of teachers outside of higher education. Links from the episode Knowles Teacher Initiative (https://knowlesteachers.org/) Knowles Teaching Fellowship (https://knowlesteachers.org/teaching-fellowship) Knowles Academy (https://knowlesteachers.org/professional-learning) Knowles Annual Conference (https://knowlesteachers.org/annual-conference) Five to Thrive Series from Corwin (https://www.corwin.com/landing-pages/five-to-thrive-series?srsltid=AfmBOooIErSKqgBQnpGPBSfApHlKXHdCVHQTzCibmd8OdhLstekAxbi1) The Art of Coaching: Effective Strategies for School Transformation (https://www.google.com/books/edition/The_Art_of_Coaching/m_kZ7eO2q9UC?hl=en&gbpv=0) Mathematics Teacher Education Partnership (https://linktr.ee/mtep2.0) Special Guests: Ayanna Perry and Gina Wilson.

Out of order, but still just as fun. We had to post our nationals podcast early.Lance talks about the smartest way to end a game.Corwin gets into the safety of kids on the ice. How the coach has to be the final say.Randy gets into the tactics of hockey. He loves it when a plan beats up brute force.

Devin and Sarah travel down to the farm once again for another interview. Hunter and Courtney are in town from Alabama for a month and living with Hunter's parents, Corwin and Lynette. Hunter talks about being the youngest of 14 children, and Devin shares memories and stories he'd collected from Hunters family. Hunter shares an experience from his mission in Peru, and Courtney talks about meeting Hunter and how he proposed at a fake bonfire in Idaho.Courtney shares her experiences in following in Devin's footsteps by creating her own podcast with a similar format called "The 13 Beginnings" where she and Hunter interview all of her mom's side of the family.For the final topic, they discuss their challenges with infertility and what their journey has been in having children.Support this podcast at — https://redcircle.com/my-99-cousins/donations

Episode 142 The boys are back! In this episode Scott makes a stand on where Ziglar's Deadpool run is on his list, then is disappointed that the podcast was not used in Not Just a Goof. Meanwhile Corwin misses out on going to Epic Universe, then gives the history on the Horse in Uncanny X-Men. Corwin missed out on Merc with a Podcast Presents The Most Iconic Anime Scene at Zenkaikon, so he gives his answers of what he picked, and Scott gives the details of what the crowd went with. In Con Report Scott talks about presenting 4 panels at Zenkaikon and his time there, recreating 4 panels in 2 weeks after a hard drive failure, and that THEY GOT TEA! They answer some questions in Hell House Faxes. The Leader and Wilson Fisk have a discussion. The books for February and March 2025 are talked about. In Past-O-Vision they finally wrap up Merc with a Mouth and the Marvel Zombie Universe for the time being. As always Robot Chicken Hulk wraps the show up with a PSA. 0:58:30 It's Jeff! (2024) #43 1:01:26 It's Jeff! (2024) #44 1:03:23 Deadpool (2024) #11 1:11:53 Mile Morales: Spider-Man (2022) #30 1:17:23 Deadpool (2024) #12 1:23:35 Mile Morales: Spider-Man (2022) #31 1:33:37 Deadpool/Wolverine (2025) #2 1:39:15 Deadpool/Wolverine (2025) #3 Past-O-Vision 1:49:17 Deadpool Merc With a Mouth (2009) #12 1:54:10 Retro Ads 1:58:40 Deadpool Merc With a Mouth (2009) #13 2:07:13 Retro Ads   [MwaP RSS] Subscribe [RSS All] Subscribe [Google Podcasts] Subscribe [Apple Podcasts] Subscribe   Music by Jenki Girls of Los Angeles Email: HipsterDaken@gmail.com Website: http://www.EarthsMightiestPodcast.comFacebook Group: https://www.facebook.com/MercWithaPodcast/ Episodes #1-26 can be found @ Cultural Wormhole.com The Merc Report has now joined the EMP family of podcasts and has now become The Merc With a Podcast! -EXPLICIT CONTENT

This interview with Top Chef Season 22 contestant Corwin Hemming is a blast! Learn about how he found his way into the Top Chef kitchen and what he's doing on the other side. This is an inspirational conversation for anyone feeling like they're in a rut or need to take on a new challenge.

Randall thanks a special fan of the podcast. It's so cool meeting people who love the podcast. We were at nationals and we had the warmest welcome.Lance explains how to get noticed at tryouts.Corwin gives the coaches' experience watching a tryout. First to the puck is his motto.

Learning to teach math teachers better with Dr. Karen Karp, as she shares her experiences and advice on being a mathematics teacher educator. She also shares her work at the intersection of special education and mathematics education, and opportunities for professional growth through the Mathematics Education Trust. Links from the Episode Karen Karp's Website (https://www.mathbykarp.com/) Mathematics Education Trust (MET) Grants and Awards website (https://www.nctm.org/Grants/) NCTM MET Grant information for all audiences -- PDF (https://docs.google.com/document/d/1aLVMJ1TZeNo0p7i1PMfCuoijhTEZvJJS/edit?usp=drive_link&ouid=110880504059106616777&rtpof=true&sd=true) NCTM MET Grant Information for MTEs – PDF (https://drive.google.com/file/d/12Fquw1IvU8h2POtQjPwMrie_UgrCg9IQ/view?usp=drive_link) MET Spring Grants Webinar (https://www.nctm.org/online-learning/Webinars/Details/746) MET Lifetime Achievement Award (https://www.nctm.org/Grants-and-Awards/Lifetime-Achievement-Award/) Donate to MET! (https://www.nctm.org/Donate/) Karp, K., Fennell, F., Kobett, B., Andrews, D. Knighten, L. & Suh, J. (In press for September 2025) Proactive Mathematics Interventions: Priming for Success through Engaging Tasks and Purposeful Design for Grades 2-5. Corwin. NCTM Annual Preconference Institute – Wednesday, October 15, 2025 Developing Proactive Interventions that Engage – Priming Students for Success Grades 1-5 This all-day institute focuses on planning and implementing proactive interventions for students with disabilities or significant learning gaps in grades 1-5. Using evidence-based strategies such as concrete/semi-concrete/abstract (CSA), participants will learn how to help students develop a balanced understanding of mathematics concepts and skills with a focus on number and operations and algebraic thinking. A new model called Priming will be shared and participants will experience classroom-tested tasks that create robust learning opportunities and avoid the “teaching as telling” approach. Resources and instructional strategies shared will support lasting learning by building from students' strengths and avoiding “rules that expire.” Elementary and Middle School Mathematics: Teaching Developmentally, 11th edition The Van de Walle, Karp, and Bay Williams Mathematics Methods Book – just won the 2025 Textbook & Academic Authors Association (TAA) McGuffey Longevity Award (https://www.pearson.com/en-us/subject-catalog/p/elementary-and-middle-school-mathematics-teaching-developmentally/P200000001979/9780136818038?srsltid=AfmBOoqnu0BFDZvgYXYhYK8Z9nAmNyOMkinVhnH1N5eXfS1BnewE9yfr) The Math Pact Series with Sarah Bush and Barbara Dougherty (https://www.nctm.org/store/mathpact/) AMTE Community Circles (https://amte.net/content/amte-community-circles) Special Guest: Karen Karp.

On this episode, we sit down with Corwin Melvin, a father who's been through the fire—divorce, custody battles, and the struggle to stay in his kids' lives. But instead of letting life knock him down, he fought back. Corwin shares how growing up without a father shaped the way he parents his three sons, why showing up is the #1 rule of fatherhood, and how he turned his pain into purpose by writing a book. Corwin's story isn't just about surviving—it's about winning as a father, no matter what life throws at you. If you're a dad, a parent, or just someone trying to break old cycles, this episode is for you.

This episode was recorded at the 2025 Florida Ruminant Nutrition Symposium. Dr. DeVries' research focuses on farm-level decisions and modeling. The University of Florida dairy has implemented the use of beef semen. Dr. DeVries describes some of the factors that go into a partial budget for this system as well as details some of the factors involved in implementing beef on dairy. The UF dairy genomically tests all their cows and the panel discusses some differences in beef and dairy selection based on genomics. (5:58)Dr. Felix asks how the beef sires are selected for the UF dairy. Calving ease and fertility are key, as well as low cost. Dr. Johnson asks if spending a little more on beef semen might pay off in the longer term regarding beef quality. The panel agrees that in the current market, dairy producers are getting $800-$1000 for a day-old calf regardless of the beef sire, so perhaps beef sire selection has not been a major focus. (15:07)Dr. DeVries describes some of the data he evaluates when deciding how many cows to breed with sexed dairy semen. Given the current beef prices, heifer retention has not been as high in either the beef or dairy sector as previously predicted. (19:22)The panel discusses the importance of cow longevity in the dairy sector. Dr. DeVries explains the pros and cons of keeping cows in the milking herd longer. Dr. Nelson reminds listeners of the current cull cow market and how that also plays a role in decision-making for dairy and beef producers. (24:16)Dr. Nelson describes the heifer development program for the UF dairy. Week-old heifer calves are shipped to Kansas for development and return to UF at about 200-220 days pregnant. This approach is very common in the southeast. Many of the beef on dairy calves will also be shipped to calf ranches out of state. (30:59)Dr. DeVries' model concluded that switching from conventional dairy to beef-on-dairy resulted in about $150 advantage per cow per year. On top of that was another $50 per cow because of the switch to sourcing your heifers from your best cows. (34:13)The panel discusses the idea of transferring beef embryos into dairy cows. Could there be a day when this approach creates beef calves less expensively than the cow/calf sector can? They also delve into whether there will be any long-term negative impacts of breeding dairy cows with beef semen. (38:44)Dr. Johnson mentions another paradigm shift of the beef-on-dairy system is feeding dairy-influenced heifers in the feedlot, which has not happened before. Technologies used to promote growth in the feed yard can induce spontaneous lactation in some of these heifers. Milk is considered an adulterant in the packing plant and requires trimming if it splashes on a carcass. Dr. Nelson suggests that until there is a discount for heifer beef on dairy calves, there won't be a shift to using sexed male semen to create predominantly beef on dairy steers. (48:33)The panel wraps up with their take-home thoughts. (57:46)Please subscribe and share with your industry friends to invite more people to join us at the Real Science Exchange virtual pub table.  If you want one of our Real Science Exchange t-shirts, screenshot your rating, review, or subscription, and email a picture to anh.marketing@balchem.com. Include your size and mailing address, and we'll mail you a shirt.

Send us a textWhat's stopping your business growth? In this episode, Corwin Smith unpacks the following:The  biggest challenges leaders face, from team alignment to psychological safety.Why setting BHAGs (Big Hairy Audacious Goals), fostering open communication, and embracing long-term strategies are essential for business success. How coaching, leadership vision, and company culture shape the future of organizations.From BHAGs to team alignment, this episode is packed with essential strategies for any leader. Start listening today to learn how to cultivate a powerful company culture and achieve long-term success.Virtual Rockstars specialize in helping support or replace all non-clinical roles.Book a free call to learn how a Virtual Rockstar can help scale your physical therapy practice.Subscribe here to our completely free Stress-Free PT Newsletter for your weekly dose of joy.

Today we wrap up an enlightening series of conversations on religious ritual as a pathway to human flourishing with Dr. Anna Corwin. When Dr. Corwin became connected to the Diverse Intelligences initiative and researchers who collaboratively examine the variety of intelligence on the planet or beyond, whether plant, animal, human, alien, or artificial, she was inspired to see new possibilities for her own unique research interest, and to embark on a scientific exploration into spiritual intelligence. Read the transcript of this episode
   Learn more about  the researchSubscribe to Stories of Impact wherever you listen to podcasts
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#1,059 - Delaney Buffett & Katie Corwin Return Are you here? We know you're here, friend! You're tuned into episode number 1,059 of The Paul Leslie Hour.  Returning to the show is Delaney Buffett and Katie Corwin who first made an appearance here way back on episode number three! Delaney is the director of the new feature film Adult Best Friends, which she co-wrote with Katie. Check it out! They've got a lot of great stories about the writing and making of the film. You're going to love these two, so, what do you say we get into the interview? “Adult Best Friends”

Boxing author and Television Director Marty Corwin joins Tobin and Leroy to discuss his book Arum and King: Six Decades Of Boxing Gold. He gives insight into working for both boxing titans and why the duo were rivals. Why did Arum stay mainstream while King faded out? What goes into making a boxing TV star in 2025?

Ever wonder how personal struggles become powerful messages that reach millions? Top global podcaster Corwin Johnson reveals the intersection of faith, storytelling, and personal growth that turned his journey into a worldwide movement. Learn how to harness your own story to create meaningful impact while staying true to your faith and purpose.========================================

The latest entry in the struggling MCU is here! Is it good? Bad? Meh? Let Jim, Corwin and Mark be your spoiler-filled guides into the current movie and state of the MCU! Be sure to email us your thoughts or call/text us on our voice-mail at 708-LANTERN.

Delaney Buffett and Katie Corwin join Patrick and Ryan to talk about their new film, Adult Best Friends - available now on Apple TV+ and Amazon Prime Video.

Episode 141 The Boys are back! In this episode Corwin does a brave action and then talks about the distaste for Mountain Dew Icees. Meanwhile Scott plays Jurassic Park with an Elevator, then belts out some AC/DC. A new character joins the ranks of the show, much to Corwin's dismay. In Con Report, Scott talks about hosting four panels, and winning again at Anime Experts Live! The Deadpool books of December 24' and January 25' are covered. In Past-O-Vision they are still in the Zombie-verse with Merc with a Mouth. Wait there's more! The Best of 2024 is finally visited baby! Finally, as always Robot Chicken Hulk wraps up the show with a new PSA.   0:03:33 Pegiun TV show (spoilers) 0:04:21 Captain America Brave New World (Spoilers) 0:11:49 Kraven the Hunter movie (Spoilers) 0:16:48 Setsucon '25 0:33:12 Zenkaikon '25 0:39:32 It's Jeff Week (2024) #1-5 0:47:39 It's Jeff! (2024) #39 0:48:36 It's Jeff! (2024) #40 0:49:33 It's Jeff! (2024) #41 0:50:11 It's Jeff! (2024) #42 0:52:45 Deadpool (2024) #9 0:59:18 Deadpool (2024) #10 1:03:26 Deadpool/Wolverine (2025) #1 1:12:06 Deadpool/Wolverine: Weapon X-Traction (2025) #1 Past-O-Vision 1:23:29 Deadpool Merc With a Mouth (2009) #9 1:28:05 Retro Ads 1:33:25 Deadpool Merc With a Mouth (2009) #10 1:42:34 Retro Ads 1:45:49 2024 Awards   [MwaP RSS] Subscribe [RSS All] Subscribe [Google Podcasts] Subscribe [Apple Podcasts] Subscribe Music by Jenki Girls of Los Angeles Email: HipsterDaken@gmail.com Website: http://www.EarthsMightiestPodcast.comFacebook Group: https://www.facebook.com/MercWithaPodcast/ Episodes #1-26 can be found @ Cultural Wormhole.com The Merc Report has now joined the EMP family of podcasts and has now become The Merc With a Podcast! -EXPLICIT CONTENT

Download Chris's FREE E-Book on “How To Find Ultra High Net Worth Clients" from https://UHNWC.com/  Corwin Davidson (https://hillcountrywealth.com/) is a Certified Exit Planner at Hill Country Business Strategies and an Investment Advisor at Hill Country Wealth Strategies. Their exit planning practice aims to help owners launch better business transitions and educate owners about their exit options. Their ExitMap Express process empowers us to develop trust-based, collaborative relationships built around a structured coaching discovery process that helps business owner clients envision life after their business.In this episode, Chris and Corwin discuss:1. The Role of Exit Planning in Financial Advisory Services2. Understanding the Exit Map3. How to Coach Business Owners Toward Seamless Succession Planning4. The Importance of Personal Vision in Exit PlanningLinkedIn: https://www.linkedin.com/in/corwindavidson/ Website: https://hillcountrywealth.com/https://www.hillcobiz.com/ Maximize your marketing, close more clients, and amplify your AUM by following us on: Instagram:  https://instagram.com/ultrahighnetworthclients TikTok: https://tiktok.com/ultrahighnetworthclients YouTube: https://www.youtube.com/@uhnwcFacebook: https://www.facebook.com/UHNWCPodcast Twitter: https://twitter.com/uhnwcpodcast iTunes:  https://podcasts.apple.com/au/podcast/ultra-high-net-worth-clients-with-chris-brodhead/id1569041400Spotify: https://open.spotify.com/show/4Guqegm2CVqkcEfMSLPEDrWebsite: https://uhnwc.com Work with us: https://famousfounder.com/fa DISCLAIMER: This content is provided by Chris Brodhead for the general public and general information purposes only. This content is not considered to be an offer to buy or sell any securities or investments. Investing involves the risk of loss and an investor should be prepared to bear potential losses. Investment should only be made after thorough review with your investment advisor considering all factors including personal goals, needs and risk tolerance. 

What does it truly mean to lead with intention in today's fast-paced educational landscape? In this powerful episode of Aspire to Lead, I'm joined by Michael D. Nelson and Peter DeWitt, authors of Leading With Intention: How School Leaders Can Unlock Deeper Collaboration and Drive Results. Together, we explore how school leaders can move beyond just checking off tasks to reconnecting with their core purpose and fostering meaningful engagement in their work. We dive into practical strategies for setting personal and professional goals using success criteria, building deeper academic and social-emotional connections within school communities, and overcoming common barriers that hinder intentional leadership. This conversation is packed with insights to help you reignite your passion, strengthen collaboration, and drive impactful change in your school community. About Michael D. Nelson: Michael Nelson co-facilitates coaching, keynotes, and workshops with Peter DeWitt. He is co-author of the best-selling book, Leading With Intention: How School Leaders Can Unlock Deeper Collaboration and Drive Results (Corwin. 2024) that he wrote with Peter DeWitt. Michael is the co-host of Corwin's Leaders Coaching Leaders podcast, and the co-author of the Finding Common Ground blog for Education Week. He created the Instructional Leadership Network for the Washington Association of School Administrators. Read more about him here.  There is no more noble profession than that of an educator was what Michael Nelson's mom said almost every day while he was growing up. For almost 40 years,  Michael has been an educator. His mom would be pleased.   Even though Michael still considers “teacher” as his primary title, he has served in roles of principal, district instructional leader, superintendent, and currently as assistant executive director developing programs and initiatives for superintendents and district leaders in the state of Washington.   One foundational leadership value in which Michael leads is the development of a kind, compassionate, and empathetic culture rooted in belonging and equity. He describes his leadership work as building human connectedness, recognizing you must always model what you lead as you build teams of individuals supporting students in their learning. The Muckleshoot Indian Tribe awarded him with their official blanket for building a collaborative partnership between the Tribe and school district, the highest honor of the Tribe and the first non-Tribal member to receive this blanket. Michael has received many state and national awards during his time as a principal and superintendent. As a principal, he was acknowledged by Pacific Lutheran University as its Outstanding Recent Alumni in 1997. At the same time, the school he was leading as principal received the National Blue Ribbon Award from the United States Department of Education.    As a superintendent, he was named Washington state's 2019 Superintendent of the Year. During his tenure as superintendent, Michael was elected President of the...

Erin Corwin, a pregnant 19-year-old Marine wife, was found dead in an abandoned mine shaft in Joshua Tree National Park after weeks of searching. “48 Hours” correspondent Natalie Morales offers unique insights into Corwin's case, including the NCIS agents' tireless efforts to uncover her body. Hear a complex story of infidelity and obsession that tore more than one Marine family apart and led to Corwin's tragic death. Get early, ad-free access to episodes of 48: NCIS by subscribing to 48 Hours+ on Apple Podcasts. Subscribe to 48 Hours+: https://apple.co/4aEgENo Learn more about your ad choices. Visit megaphone.fm/adchoices