Podcast appearances and mentions of daniel veesey

Hoy profundizamos en la traducción cultural y el rescate de voces históricas junto a Alba Rodríguez Saavedra (https://paratraduccion.com/doctorado/alba-rodriguez-saavedra/), traductora e investigadora. Alba nos cuenta cómo utiliza la traducción para reinterpretar y preservar figuras marginalizadas, especialmente aquellas en la memoria cultural y tradiciones populares. Con una mirada personal y académica, Alba conecta su trabajo en la Universidad de Vigo, donde estudia a personajes femeninos como la Moura en Galicia y la Kajyaj en Irlanda, con su deseo de rescatar y dar voz a las historias de mujeres que han sido olvidadas o subestimadas. Además, Alba investiga la obra de Ruth Matilda Anderson, primera traductora de Rosalía de Castro al inglés, quien en su tiempo desafió la imagen estereotipada de Rosalía, ofreciendo una perspectiva feminista y socialmente comprometida. Durante la conversación, otros investigadores suman perspectivas sobre el impacto de la traducción como medio de reinterpretación cultural y sobre la importancia de la tradición oral en la transmisión de historias y saberes. Compartiendo experiencias personales, los participantes revelan cómo los relatos transmitidos en sus propias familias influyen en sus investigaciones, especialmente en aquellos aspectos de la cultura popular y femenina que han sido menospreciados. A través de este enfoque, el episodio destaca cómo el compromiso personal y el rigor académico pueden entrelazarse para rescatar lo que quedó al margen de las narrativas dominantes. Los retos de la investigación académica son otro eje de este episodio. Se aborda la precariedad laboral, la dificultad para financiar proyectos y el impacto de la sobreproducción académica en la calidad de la investigación. Alba y los participantes discuten cómo, a pesar de estas dificultades, el interés por visibilizar historias culturales olvidadas sigue siendo una motivación potente. También reflexionan sobre la importancia de crear puentes entre la academia y la sociedad, destacando iniciativas como el “Pint of Science” y formatos accesibles como los podcasts, que permiten que el conocimiento académico llegue a un público más amplio. En el cierre, Alba recapacita sobre el papel fundamental de la divulgación para democratizar el conocimiento y cómo la traducción permite redescubrir realidades históricas que de otro modo permanecerían ocultas. Nos recuerda que investigar y traducir no son solo actos de transmisión, sino formas de compromiso con la memoria y el futuro, y que la traducción puede servir como puente para conectar voces y culturas, enriquecer nuestra comprensión de la historia y, en última instancia, promover una sociedad más inclusiva. Podéis contactar a Alba a través de albarodriguez@uvigo.gal Si este tema te ha resonado, te invito a unirte de manera gratuita a nuestra comunidad de investigadores en WhatsApp. Allí hablamos de todo tipo de temas relacionados con la investigación y la creación de contenido. Puedes unirte gratuitamente a través de: ⁠⁠https://chat.whatsapp.com/BIfSH9QFEiK9hiS83fw2am⁠ Por último, si te ha gustado el episodio, la mejor manera de apoyarme es compartiéndolo con alguien que creas que pueda disfrutarlo. ¡Muchas gracias por escuchar! P.D.: Música, Sonata No. 22 in F Major, Op. 54 - I. In tempo dun Menuetto de Daniel Veesey (https://freemusicarchive.org/music/Daniel_Veesey/Beethovens_Sonata_No_22_in_F_Major/Sonata_No_22_in_F_Major_Op_54_-_I_In_tempo_dun_Menuetto/).

Stress in der Hansestadt Nr. 1: Eine Dokumentation zur Hamburger Schule wird auf Facebook zum Zankapfel. Dax und Moritz bemühen sich um Ausgleich und Dialog. Außerdem: Der Innovationsdiesel HVO100 im Test, Urlaubstipps aus dem Norden und eine Überraschung für Moritz. Sonata No. 1 in F Minor, Op. 2 No. 1 - II. Adagio by Daniel Veesey is licensed under a Public Domain License. --- Send in a voice message: https://podcasters.spotify.com/pod/show/bohnigerwachmacher/message

Many of the problems modern teachers are facing aren't new, so we're going back in time to find out how our education system became a system that teachers are currently fleeing. Come to find out, modern teachers inherited low pay, limited respect, and a system that strips communities of their cultural traditions. In this episode, hear how Indian Boarding Schools and the American Industrial Revolution have left traces on modern education, and how these traces are contributing to teachers' decisions to leave education.   Music:  Theme Song By Julian Saporiti “Sonata No.13 in E Flat Major, Op. 24 No. 1-II. Allegro, Molto, e Vivace” by Daniel Veesey is in the Public Domain. “Railroad's Whisky Co” by Jahzzar is Licensed under a CC BY-SA license. “Ugly Truth” by HoliznaCC0 is in the Public Domain. “Upsurge” by Jonah Dempcy is  a  CC BY-NC license. “Green Lights”  by Jahzzar is licensed under a CC BY-SA license. “Pizz” by Andrew Christopher Smith is licensed under a CC BY-NC-SA Transcript: I had a band teacher once hold me after class and force me eat a beef and bean burrito. He sat in front of me on the piano bench to make sure that I ate it. I was a freshman, in the middle of the high school wrestling season, and I was cutting weight for my first varsity tournament – where I'd end up getting my lips knocked off. My teacher, Mr. Duran, was short, wiry, wore jeans with a braided leather belt and a button-down shirt. He had round-framed glasses, combed his hair to the side, and more than once told me to listen to the greats like Chick Webb and not just the white guys that made it on the radio.  He was in his 30th year of teaching, and he was not shy about giving advice. While I ate the burrito, Duran talked about playing baseball in college and how abruptly a life of sports could come to an end but how long a life of music could last. This was mature guidance, albeit, guidance that I see more value in now than I did then. Duran would garnish each class with stories that worked to guide us towards being kind human beings. There were days in Jazz band where he would sit in the center of the tiered room, legs crossed, saxophone neck strap still on, and tell us about his past. When Mr. Duran was in college at the University of Northern Colorado in the 1960s, the Count Basie Orchestra went through town and stopped at the university. UNC was known for its jazz programs and one of Basie's saxophone players dropped out and they needed a replacement. Count Basie was one of the most influential musicians from the Swing Era – he was like a swing minimalist. Duran jumped at the opportunity. He got to travel and play with the band and experience life as a musician – more specifically as a musician of color. One time he and a buddy from the orchestra went into a diner and were refused anything more than water. Duran was Mexican and his friend was Black, and it was the middle of the 1960s. In protest, they sat in the big window of the diner for 3 hours, sipping their water, putting themselves on display for anyone who walked by. I love that story – this man, my teacher, saw inequity and faced it with defiance. Duran's lessons were eye-opening. I didn't realize that those stories served as parables on ethics and kindness until I became a teacher and started telling stories of my own to serve the same ends. Duran used his history to help us become better humans. And isn't that why we turn to history? Well, today, we're going to take a lesson from Duran and examine the history of education in the U.S. And because the history of education is tremendous, we have to narrow it down. So we'll focus on two aspects of history that set precedents for modern education, for the current system from which modern teachers are exiting.. We are going to start with Indian Boarding Schools, and then we'll take a look at the American Industrial Revolution. This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 2: “Inheritance” Caskey Russell:  I'm going crabbing this weekend. I own a boat with my brothers. And yeah, we go out and catch crab. And there'll be salmon season soon. So I kind of got back into the ocean style lifestyle. This is Caskey Russel. I got to catch up with him over a zoom call this summer. He is the Dean of Fairhaven College at Western Washington University. He grew up in Washington and is from the Tlingit tribe. I know Caskey because he taught for 17 years at the University of Wyoming, he was a dean of American Indian Studies, and he was my thesis chair and educational guide when I was at the university. Some of Caskey's research for his PhD program dug into the history of Indian Education, specifically Indian boarding schools. Caskey Russell: My grandmother and her brothers, aunts and uncles, all went to Chemawa Indian School, in Salem. And it was a mixed bag. If you are asking yourself, wait, who's this Caskey guy and what do Indian Boarding Schools have to do with teachers quitting? Here's how. We know that historical atrocities leave a trace on modern institutions, so we need to recognize that Indian boarding schools have left their mark on modern education. They are a  part of the system of inequity modern teachers have inherited. Indian Boarding Schools are an example of the deculturalization that has occurred in education. One of many. Attempts to strip communities of their cultures happened with just about everyone in this country at some point that didn't fit into the male, able-bodied, straight, white, Anglo Saxon Protestant category. Traces of these inequities remain in education, deculturalization still happens, and teachers working towards inclusion in a system that was based on exclusion often run into roadblocks – think book bans or accusations that teachers are trying to indoctrinate kids - and these roadblocks are pushing teachers out of education. So to better understand the inequities in modern education, this thing that is frustrating teachers to the point of quitting, we need to look at where some of those attempts at deculturalization originated. We need to look at Indian Boarding Schools. And we need to listen to someone like Caskey.  Caskey Russell: They liked the sports. They like some of the music, but my uncle Stanley Pradovic, I remember he said, “I used to dream of feasts, seafood feasts that they had in Alaska.” And  my grandmother was able to keep the Tlingit  language because she didn't go to boarding school, but her brothers did not.  You step back and look at the whole system and how destructive and just kind of the cultural genocide aspect. My grandmother would say she didn't know her brothers because when she was born, her brothers were gone away from her earliest memories. And so she didn't get to know her brothers right away. It did break families up. And I was just chatting with my mom last night. My mom said the other family had no control over what it was determined for them. And again, not having control over that seems to be the key to it, nor having input in the education nor valuing…and then having a different model, different cultural notion of success. And then the military and the Christianization, all that together, just adds problem on top of problem, instead of being empowering and enlightening, that really becomes conforming, sort of thing. What happened to Caskey's family was a result of centuries of efforts to deculturalize tribes. Early European colonizers of the US  set a precedent of trying to assimilate tribes into a single monolithic culture. Colonizers disregarded tribal traditions and languages and failed to see that tribes already valued education for their youth. So the assumption that public education started with Horace Mann in 1837 is an assumption that values eurocentric education over the public education that was already in the Americas.  Part of this is because the purposes of education differed. Many Native communities saw educating children as a means to pass on generational knowledge and teach children how to be a successful part of the community. 17th-century Plymouth settlers specifically saw education and literacy as a method to keep Satan away. Children needed to be able to read so they could read the Bible. A pilgrim minister explained: “[There] is in all children, though no alike, a stubbornness, and stoutness of mind arising from natural pride, which must, in the first place, be broken and beaten down; that so the foundation of their education being laid in humility and tractableness, other virtues may, in their time, be built thereon” (42). But tribes did not beat down their children, did not read the Bible, and were able to survive and thrive in what Pilgrims saw as wilderness. So Pilgrims worked to impose their educational priorities onto tribes as a way to cast out Satan, and ultimately gain control of Indigenous people. This effort to assimilate and control only compounded over the next few centuries By the 19th century, congress was also making efforts to deculturalize and assimilate tribes. Thomas Jefferson who had a big role in the removal of Native Americans from their lands also had a One Nation idea when it came to Native Americans – an assumption that required assimilation through education. In 1816, Jefferson explained the value of education: “Enlighten the people generally and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day. Although I do not, with some enthusiasts, believe that the human condition will ever advance to such a state of perfection as that there shall no longer be pain or vice in the world, yet I believe it susceptible of much improvement, and most of all in matters of government and religion; and that the diffusion of knowledge among the people is to be the instrument by which it is to be effected” (101)). Jefferson believed a democratic, not a moral education which was what kids were getting at the time, was essential to democracy and he's right, but his One Nation idea required a monolithic ideal that did not value other cultures. He wanted tribes to conform to his image of being American. This focus on conformity was baked into the American educational philosophy. The Civilization Act of 1819 saw Thomas McKenney, the first head of the Office of Indian Affairs begin a process of Native American deculturization  – they created a tribal school system run by white missionary teachers hoping to gain control of tribes through the power of education and assimilation. When Andrew Jackson became president in 1829, he saw some of the educational progress made by tribes as dangerous to America's goals of gaining control of lands.   So, in 1830, America passed the Indian Removal Act, which brutally uprooted tribes and relocated them. Thirty years later, the Indian Peace Commission began reservation schools or day schools. But again, the cultural genocide that all of these acts and efforts had hoped for weren't as effective as the government Wanted. This is when the government stepped in again. Paired with the Dawes Act of 1877 that worked to split reservation lands into private property began the start of the boarding school movement in 1879. Each step was a process working towards killing cultures in an attempt to control land, people, and ideas – all largely through some form of education. The start of the boarding school experiment can  be attributed to Captain Richard Henry Pratt. Caskey Russell: Pratt actually had a number of prisoners of war under his charge at St. Augustine, Florida. Besides being given military uniforms, they would teach them. And so the way he sold the first  boarding schools was that instead of being at war with natives, you can educate them. The US could educate them, and kind of eradicate native culture through educating towards whiteness. Caskey explained that the thought was that education would help the government avoid the expenses of war. Caskey Russell: So there are a group of Plains Natives that were transported to St. Augustine, that was his kind of first experiment. And then he was able to go to Congress and get some money. And he took them to The Hampton Institute and eventually to the Carlisle Indian Industrial School So Pratt's experiment led to the establishment of the Carlisle Indian Industrial School in Pennsylvania in 1879. This was around the same time that Pratt made a famous statement to congress: Caskey Russell: He says to Congress, “You have heard Sherman say the only good Indian's a Dead Indian. I would agree with this one kind of difference that you can kill the Indian save the man.” That's what education can do. That's the motto. And so, there was based on military kind of military boarding school style, and they opened up across the country. And they were often religiously affiliated, and religious institutions given  them control of them. Which, you know, was another part of the boarding schools was the religious education, the eradication of tribal cultures, tribal religions, and the inculcation of Christianity, the various sects of Christianity across the country. Each step taken by congress, in the name of education, was an effort to prioritize one culture over others, one idea of success over others - often through religious means, because again, early education was morality based. And they did this through legislation and through educational policy. Even though many of these efforts are pretty old, we still feel the educational effects of prioritizing a single culture or single idea of success.. Elizabeth Smith, a veteran teacher of 20 years who teaches on a reservation still sees this today.  Elizabeth Smith: Even though I can count on my hand, the number of students that I've taught that have graduated and have a white culture, sort of experience with what would be known as success, quote, unquote   Caskey sees this idea in what is tested or valued as a bottom line in public education. These are things that dismiss differentiated cultural values. Caskey Russell: Did the schools reward students let's say for instance, this the schools Wind River  reward students for knowing the traditional clan system,  speaking Arapaho or Shoshone for knowing traditional ways, whether it's kind hunting, traditional use of land, traditional plants respond medicine, knowing being prepare, or being an apprentice for ceremony, none of that none of that culturally important stuff that was really important to Native people, especially young people they could dream of, you know, I'm going to fulfill these goals, these roles, these social roles one day, none of that's important, it seems like an American school system, right? When you're going to take the SAT or the ACT, are they going to value the hours you spent with your grandparents trying to learn the language or learning stories or learning traditional ways? Of course not. This is a part of the inheritance of modern education, something teachers have to grapple with consistently. How can we educate students to be a part of a community that through legislation or policy doesn't seem to value all traditions and cultures within that community? Or how to reach a measure of success that isn't culturally misaligned or based on morality? Caskey Russell:A handful of them might be successful in kind of the white American ideal. But that's not the only measure of success, nor is it maybe a healthy measure of success, right, for Native people. It would be wonderful to let other ideas of success, community success, success as a human being within a community flourish in the school setting. This question of how to honor a diverse spectrum of students lands on teachers in the classroom. Though legislators and school boards may make efforts to dictate what can and can't be taught in the classroom, the reality is it's teachers and administrators who are working with kids – and kids from a wide spectrum of communities who have often been forced into a specific, standardized idea of success, which might not be culturally conscious. This is exactly how Indian boarding schools started, they forced kids from diverse tribes into a standardized idea of success initially using arguments for morality to do so. We recognize this as bad now, so why are forms of it still happening?   A big concern of some of the teachers who have decided to leave teaching was the start of limits and  restrictions about what can and can't be taught in the classroom. Many of these limits originate from argument about morality that are backed by religious groups that want to dictate what is happening in the classroom. Think of Mr. Wacker from last episode who is still frustrated with the banning of Toni Morrison's The Bluest Eye for moral arguments or Mr. Atkinson who felt his curriculum being squeezed by people who didn't appreciate class conversations about varying cultural perspectives on current events.  And, as we saw with the history of Native American education, this is not new – even though many founding fathers, who were deists themselves, advocated for the separation of church and state and were adamant that education focus on democratic values rather than religious values. John Adams wrote to his wife Abigail:  “I must study Politicks and War that my sons may have liberty to study Mathematicks and Philosophy. My sons ought to study Mathematicks and Philosophy, Geography, natural History, Naval Architecture, navigation, Commerce and Agriculture, in order to give their Children a right to study Painting, Poetry, Musick, Architecture, Statuary, Tapestry and Porcelaine.” John Adams does not reference education and say study the Bible. And fellow former president James Madison did not mince words in a letter that pushed against church use of government land, which would later include schools: “The purpose of separation of church and state is to keep forever from these shores the ceaseless strife that has soaked the soil of Europe with blood for centuries.” And these beliefs worked their way into legislation with the inclusion of the Establishment Clause in the First Amendment, which Thomas Jefferson said was “A wall of separation between the church and state.” And though we know Jefferson's view of education wasn't very inclusive, if we combine this idea of the separation of church and state with a modern inclusive reading of Jefferson's thoughts that education is to “Educate and inform the whole mass of the people. They are the only sure reliance for the preservation of our liberty,” We get a pretty good idea that education is a means to inform a free-thinking, diverse population that has different belief systems.  The founders knew the danger of letting religion seep its way into government - they just broke free of a country that allowed that to happen. So to have a system of education that would inform the whole mass of people without perpetuating the deculturalization we saw with the Indian Boarding schools, which have their origins in religious schooling, that system would need to accommodate the diversity of that mass of people.  This means that teachers would need the trust of the public and  freedom to use their expertise to do their jobs, which would likely include selecting a wide range of materials to accommodate a diverse student population. This freedom and trust is not something being granted to modern teachers. There is currently a trend of parents, legislators, and school board members criticizing teacher efforts to support diverse student needs, often through moral critiques. Which stems from a lack of trust and the same morality based fear that sparked early deculturalization efforts in the United States. So, this isn't new. This is another part of what teachers have inherited from previous generations of educators, a lack of professional respect that translates to a lack of autonomy in the classroom, low pay, and a smattering of other things that are driving teachers from their jobs. Here's Elizabeth again: Elizabeth Smith: And let me clarify, you know, when I say I love teaching, I do love teaching. To say that I love where I'm at right now, no, I do not. I am not satisfied with the way my job is going. I'm not satisfied with the way I feel inside every single day coming home from work. It's like a battlefield. It is intense. It is stressful. My family has noticed it and made comments on it, you know, and I don't have the patience to deal with my own children. And what am I going to do if I don't do this? I've got 20 years of expertise invested in this. And I've spent a lot of time learning how to do the things that I do and I enjoy improving it. As of now, she is planning on staying in education. And all of those 20 years have been spent teaching on reservations. She attributes this in part to why she loves her work so much, why she's planning on staying. There is a different level of respect that she sees in these schools and a higher level of appreciation, which goes a long way. But this doesn't mean that there still isn't a lack of professional trust or respect that she feels from being a teacher.  Elizabeth Smith: There's so much micromanaging and so many expectations that are put on us that are really insulting, actually, to our intelligence and to our professionalism. And I understand that there are teachers who are unaware of the ways that they're doing things are unprofessional and unintelligent. So I get the admin has to make some allowances and come up with some plans for how to deal with teachers that are not as aware of themselves and their skills as they should be, you know, so I understand that but the blanket statements.. To address where these blanket solutions may originate from, we are going to take another look at history through a little different lens than what we've been using so far.  When I asked teachers about what pushed them out of education, they echoed Elizabeth's frustrations. Lack of respect was a major reason people left. But this is not new, like the history of inequity in education, the lack of professional respect has been a thread through public education's history. So we are going to pull on that thread and look at the tradition of not valuing or respecting teachers.   Stephanie Reese: As a teacher, you're going to be marginalized, and you're not going to be taken seriously. Ron Ruckman: I think a lot of administrators, They just don't have any idea there, and they don't really think of us as professionals, you know, they don't really think of us as being able to do our job. Christie Chadwick: As a teacher, we're managing all these expectations. And I think that that's not acknowledged by the general population. Teachers want to be seen as professionals. This came up in interviews in reference to being trusted to make decisions about curriculum, in being more autonomous, and in getting paid better. When thinking about why teachers have inherited a lack of professional respect in the present, it might have to do with the American Industrial Revolution: Colby Gull: We were built on an industrial model. Get them in, stick the widget on him and get him out the other side of the door. Right. And that's just not how humans work. This is Colby Gull, he is the managing director for the Trustees education Initiative in the College of Education at the University of Wyoming. Colby has been a teacher, a coach, a principal, and a superintendent. He's run the educational gamut. And he points out that the structure of education does not necessarily promote the growing and sharing of ideas. Colby Gull: And we live in now the idea economy. And we're still not teaching in the idea economy. We're teaching in the industrial economy where you buying and selling goods. But our economy now is based on ideas and sharing of ideas and debating and discussing, and I don't know, people make a lot of money with their ideas.  And this structure of education, this factory style model, which looks similar to the military approach seen with Indian Boarding Schools, started and gained popularity during the American Industrial Revolution at the end of the 19th century. Along with this more industrial model the precedent for the amount of respect teachers received was set. I see several ways in which history has handed down a dismissive attitude toward teachers.  As Common Schools gained popularity in the mid-19th century, young women were also moving to cities for better economic opportunities. And these women were hired as teachers in droves because they could be paid substantially less than men. This compounded since teaching was seen as respectable employment for women - it matched the stereotype that women were naturally nurturing. Both the image of teachers as nurturers and the trouble with pay is consistent with what we see today.  Here's Stephanie Reese, a former PE teacher who left education and became the general manager of Blacktooth Brewing Company. Stephanie Reese: Absolutely money matters. I was in so much debt. You know, with loans, whether they're student loans, or just credit card, or whatever it is, I had a lot in college, had a lot while I was teaching. and teaching just doesn't give you that opportunity.. And  level increases are a fucking joke. Unless you've been in, you've been in I call it like, like you've been in the pen. You've been in for 34 years, you've given one kidney, you have four degrees, master's degrees, preferably doctorate even better, and you've given up your will to live, and those those things will give you more money. Part of the consistently poor pay has to do with the hierarchical structure in education. After the Civil War, the first iteration of the department of education was created, in order to track what the nation's schools were doing. So there was an expectation for the availability of public schooling. Once the American Industrial Revolution hit towards the end of the 19th century, factory jobs boomed. More people flocked to cities meaning there were more kids and more of a need for teachers. With more men transitioning to better paying factory jobs, even more women were moving to the classroom. The large number of women serving as teachers was accepted at a time when women weren't given many professional opportunities. Administrative roles – principals, superintendents, and the like – were held by men. And many high school positions were still held by men. So a hierarchy that prioritized male control and male decision making was very clearly in place. Mark Perkins, a former teacher and administrator and current parent and professor of Educational Research methods at the University of Wyoming, points out that this hierarchy has remained even if the original gendered reasons for its creation haven't. Mark Perkins:  I think there's a power hierarchy. And I don't think that teachers have been empowered enough to express their professional expertise. I think that teachers are approached as a service industry. And so, we want teachers to parrot curriculums. We want them to be experts in their content, as long as their expertise doesn't contradict with our preconceived notions of reality. So I think there's a sociological phenomenon that goes on in schools.  I think it's a common phenomenon. The system of becoming an administrator in some cases  was once based on seniority. So the most senior teacher would inherit the role of principal. This changed when a degree was required to become a principal or superintendent, which also prevented women from gaining access to these administrative positions by making them require a degree because women weren't often able to access such an education. So these days, some administrators are in the position without having had a tremendous amount of time in education, which can make administrator impact or insight into the classroom difficult. Ron Ruckman, who just left teaching after 23 years, explains that the lack of experience can be glaringly obvious for some administrators who are disconnected from the teachers. Ron Ruckman:  You know, and then there's other administrators that just don't want to have anything to do with your classroom, you know, and they want to make decisions, but they don't want to, they don't communicate with you or ask you things. There's a lot of that especially in rural districts. We've spent so much time and money in this district doing initiatives and buying products. And, you know, I can't imagine how much money we've just wasted, you know, buying stuff that, you know, on, based on a good salesman that convinced somebody that they needed it. Whereas had they come and asked us would have been like, no, no, that that would be a really dumb thing to do. That's not going to work. You know, but there's just that kind of an apt idea that teachers really are, you know, don't really know what they're what, you know, they don't really know anything other than their subject. And we're, we're pretty smart. Most of us, you know. (Beeping) This was perfect timing. That beeping was for a fire. Ron is the Battalion Chief for the Pinedale fire department - he has a lot of roles in his community because he is intelligent and capable and because of not being respected for being intelligent and capable, he quit teaching to pursue the other things he's good at.  Some of the ways teachers are not seen as capable has to do with how education is standardized. In the late 19th century, as cities got larger and more and more kids were put into schools, urban schools started to split students into grade levels. Around this time and into the early 20th century, there was a development of what historian David Tyack (Tie-yak) described as the One Best System of education – this saw a focus on specific, easily assessed, and easily sequenced subjects of study. This also did more to highlight non-academic items like good attendance, behavior, and willingness to follow directions, which all aid in creating people who would fit into an industrial economy. This structure was useful when more and more students were placed into a class. And by the early 20th century, politicians and administrators were seeing schools as being a solution to the nation's woes. Traces of these industrialized values are very present in modern classrooms, and it makes Allison Lash, who taught art in New York City and Austin, Texas, sad at what she sees. Allison Lash: A friend of mine had said one thing about why he's doesn't like education is just that you go to school to learn how to work, basically, to get you ready to go out in the world and work. And that's sad. Like, I just want to live. I don't want to worry about working and how to make money and pay your school loans and your bills. It used to bother me that kids would get rewarded for being in school every day. And it's all about money. It's all about how many kids are in their seats every day for the school district to make money. And it was sad, it was sad that kids would win awards for like, being their everyday awards. Like who really cares? They're totally ignoring mental health and even if the kid is sick, you stay home. It's really sad when you go into elementary school and you see the kids quiet and lined up in a line and like “shhhhh,” and I remember teaching that and  I know that I guess order is not wanted, and I don't know if needed is even the right answer. Teach kids to be a good person. The rise of industry during the American industrial revolution also saw a rise in unions and strikes. Because teachers were mostly women, and many of the strikes of the time were more militant and potentially violent, women were less likely to take part in strikes and efforts to gain better pay. This was not helped by the fact that men held leadership positions in education, so they did not make efforts to better the work environments of teachers because these men just weren't affected. The  National Education Association, which was founded in 1857, wasn't just for teachers, so administrators, men, were also in charge of Union happenings. It wasn't until 1910 when Ella Flagg Young was elected as the NEA president that the union started taking more steps to help teachers. But the difficulty in changing and revising educational structures is still present. Chris Rothfuss, a parent and Wyoming State Senator and member of the Senate Education committee, knows this all too well. While we have a coffee in Laramie, Wyoming, Chris explains that change may require a cultural shift inspired by younger generations .  Chris Rothfuss:  I think a large part of the reason why we develop into what we are really is the way this country industrialized and grew and had a middle-class work ethic through the mid-20th century, that shaped a lot of the way things are done. And the philosophy about why things are done, the way they're done, where there is a common viewpoint that I think is handed down from generation to generation that if you just work hard, put your nose to the grindstone, that you will be successful, and things will go your way, and you'll have a good life. I think part of what's changing that, is that this emerging generation is realizing that while that may have been true, a lot of what allowed that to be true, was frankly, taking on debt that is generational debt and handing that debt down to the next generation. So effectively exploiting the future for the benefit of the present. This younger generation isn't enthused about that as they're learning more about it, and rightly so. And they don't see a path to a traditional life as being what they aspire to. A potential reason for major shifts not having occurred in the past might have to do with economic uncertainties. For every economic depression and war to occur in the 20th century, money was pulled from education to help the war or economic problems, but that money was not necessarily given back to education. Teacher pay was often cut when other unionized jobs like factory work was not cut because there was an assumption that teachers, being mostly women, would not need to support their families. During WWII, when more women went to work in factories, those women who were still teaching saw how much better the pay was for the women who went to work in factories. The impact of war and economic troubles also resulted in  a more factory-like structure in the classroom. This was often a result of trying to accommodate a larger student population with less resources, and it was also an easier way to measure student achievement. This created an educational structure that overwhelms teachers, which makes best practices more difficult and stretches teachers thin. Molly Waterworth, who just left teaching this year after 8 years in the classroom, explains the reality of being overwhelmed as a teacher.   Molly Waterworth:  The reality is that if you have 150 kids, there's no way that you're going to grade all of their work in seven and a half hours that you have with them during the day. There's no way. It's just a mathematical impossibility.  The truth is, teachers have inherited being paid poorly, being overworked, and not being treated with respect. Sadly, much of this is associated with the trend of women in the profession within a patriarchal society. And the teaching profession is still dominated by women. The NEA reports that about 3 quarters of teachers are women, and teachers still get payed about 74% of what equivalent degreed professions earn.  So, teachers are leaving education, but the reasons they are leaving are a result of problems that have been percolating since the start of public education in the United States. Efforts at deculturalization seen with the Indian Boarding Schools have left an impact and pattern on modern education, just like the treatment of women and industrialization of education has left an impact on how teachers are currently treated.  This does not mean that public education needs to end, but like any inheritance, we need to acknowledge and deal with the problems. We need to see that there have been attempts to address inequity in education with efforts like Brown v Board in 1954, Title IX in 1972,  and the disabilities act of 1975. But continuing to return to a standardized, one-size-fits-all approach that matches an industrial structure of education just does not work – it doesn't value teacher expertise, nor does it meet the students with unique cultural backgrounds or needs where they are. And because teachers have been tasked with addressing these inequities with limited freedom and trust and resources, many are calling it quits. This needs to change – teachers need to be able to disclaim this inheritance for their sake and for the sake of their students.  Next time, we will look at how the perception of teachers might be influenced by pop-culture.  TEASE: “Robin Williams isn't going to do that.” That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Tennesee Watson. Voice Acting by Rory Mack, David Whisker, Rick Simineo, and Markus Viney who also offered editing help. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Elizabeth Smith, Caskey Russell, Stephanie Reese, Ron Ruckman, Molly Waterworth, Christy Chadwick, Colby Gull, Mark Perkins, and Allison Lash for taking time to sit down and chat with me. This dive into history was greatly aided by two books: American Education: A History by Wayne J. Urban and Jennings L. Wagoner, Jr. and Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States by Joel Spring……This podcast is funded in part by the Fund for Teachers Fellowship.

Pippipodden har tillbringat en härlig augustivecka på ön Nidingen utanför Onsalahalvön på Västkusten med ringmärkning och fågelskådning tillsammans med kompisarna Irene Hofstedt och Mattias Rundberg (som också gästspelar i detta avsnitt). Vi fick intervjua två av Nidingens eldsjälar - Tommy Järås och Uno Unger. Gullet och Widde pratar mest om själva Nidingen förstås, men även fågelinfluensan får ta lite plats efter sommarens utbrott bland till exempel havssulor, något som också varit tydligt ute på ön. Vem var förresten Vasiljev? Vad gjorde han på Nidingen? Vad hände med taggstjärtseglaren? Eller var han ens där på riktigt? Pippipodden publiceras med stöd från Studiefrämjandet. Musik av Kai Engel, Chris Zabriskie och Daniel Veesey via Free Music Archive

小貓斑斑撿到了一支魔杖~ 他會發現什麼樣的魔法呢？ 他能夠成功把東西變不見嗎？ 究竟，魔法有用嗎？有沒有什麼讓人擔心的事情發生呢？ 一起來看看，小貓斑斑用魔法做了什麼事吧！ ******************************************************************************* music by赫書文化 music_good thing by Caffeine Creek Band from Pixabay music_The Cradle of Your Soul Music by lemonmusicstudio from pixabay music_Where the Light is by lemonmusicstudio from Pixabay music_by Walter Mazzaccaro from Pixabay music_sscheidl by Modular Ambient 03 from Pixabay music_Sonata No13 in E Flat Major Op27 No1-I Andante Allegro Tempo I by Daniel Veesey from Pixabay ******************************************************************************* 小額贊助支持本節目： https://pay.firstory.me/user/cafiworld 留言告訴我你對這一集的想法： https://open.firstory.me/user/ckepnwpfq9ax108397d1xqfjh/comments Powered by Firstory Hosting

Afterward by Edith Wharton Chapter 4 (final)For this series I am reading to you the short story “Afterward” by Edith Wharton. This story was written in 1910.  It was first published in the 1910 edition of The Century Magazine. It is an ironic ghost story about greed and retribution.  This is my favorite so far of the ones I've done. Happy Spooky Season!CreditsHost: Amy ElleThis independent podcast is produced by: Amy at Collected Sounds ProductionsStory: “Afterward” by Edith Wharton (public domain). Theme music by Cannelle, written especially for Collected Sounds. https://www.patreon.com/melissaoliveriStory background music is Beethoven's Sonata No. 19 in G Minor, Op. 49 No. 1 - I. Andante. The artist is Daniel Veesey and I got it from the Free Music Archive.Twitter: https://twitter.com/collectedsoundsInstagram: https://www.instagram.com/collectedsounds/ Facebook: https://www.facebook.com/collectedsounds/ If you have any other suggestions for stories for me to read to you, please let me know. You can reach me at collectedounds@gmail.com or at 612-424-1684 (leave voice or text message). Or you can visit our website and leave a voice or text message there. https://www.podpage.com/collected-sounds/

Afterward by Edith Wharton Chapter 3For this series, I am reading to you the short story “Afterward” by Edith Wharton. This story was written in 1910.  It was first published in the 1910 edition of The Century Magazine. It is an ironic ghost story about greed and retribution.  This is my favorite so far of the ones I've done. Happy Spooky Season!CreditsHost: Amy ElleThis independent podcast is produced by: Amy at Collected Sounds ProductionsStory: “Afterward” by Edith Wharton (public domain). Theme music by Cannelle, written especially for Collected Sounds. https://www.patreon.com/melissaoliveriStory background music is Beethoven's Sonata No. 19 in G Minor, Op. 49 No. 1 - I. Andante. The artist is Daniel Veesey and I got it from the Free Music Archive.Twitter: https://twitter.com/collectedsoundsInstagram: https://www.instagram.com/collectedsounds/ Facebook: https://www.facebook.com/collectedsounds/ If you have any other suggestions for stories for me to read to you, please let me know. You can reach me at collectedounds@gmail.com or at 612-424-1684 (leave voice or text message). Or you can visit our website and leave a voice or text message there. https://www.podpage.com/collected-sounds/

For this series, I am reading to you the short story “Afterward” by Edith Wharton. This story was written in 1910.  It was first published in the 1910 edition of The Century Magazine. It is an ironic ghost story about greed and retribution.  This is my favorite so far of the ones I've done. This is Chapter 2.Happy Spooky Season!CreditsHost: Amy ElleThis independent podcast is produced by:  Amy at Collected Sounds ProductionsStory: “Afterward” by Edith Wharton (public domain)Theme music by Cannelle, written especially for Collected Sounds https://www.patreon.com/melissaoliveriStory background music is Beethoven's Sonata No. 19 in G Minor, Op. 49 No. 1 - I. Andante. The artist is Daniel Veesey and I got it from the Free Music ArchiveTwitter: https://twitter.com/collectedsoundsInstagram: https://www.instagram.com/collectedsounds/ Facebook: https://www.facebook.com/collectedsounds/ If you have any other suggestions for stories for me to read to you, please let me know. You can reach me at collectedounds@gmail.com or at 612-424-1684 (leave voice or text message). Or you can visit our website and leave a voice or text message there. https://www.podpage.com/collected-sounds/ Thank you for listening!

For this series I am reading to you the short story “Afterward” by Edith Wharton. This story was written in 1910.  It was first published in the 1910 edition of The Century Magazine. It is an ironic ghost story about greed and retribution.  This is my favorite so far of the ones I've done. This is Chapter 1Happy Spooky Season!CreditsHost: Amy ElleThis independent podcast is produced by:  Amy at Collected Sounds ProductionsStory: “Afterward” by Edith Wharton (public domain). Theme music by Cannelle, written especially for Collected Sounds. https://www.patreon.com/melissaoliveriStory background music is Beethoven's Sonata No. 19 in G Minor, Op. 49 No. 1 - I. Andante. The artist is Daniel Veesey and I got it from the Free Music Archive.Twitter: https://twitter.com/collectedsoundsInstagram: https://www.instagram.com/collectedsounds/ Facebook: https://www.facebook.com/collectedsounds/ If you have any other suggestions for stories for me to read to you, please let me know. You can reach me at collectedounds@gmail.com or at 612-424-1684 (leave voice or text message). Or you can visit our website and leave a voice or text message there. https://www.podpage.com/collected-sounds/ Thank you for listening.

For this episode, I'm giving you a sneak peek at a series I'm producing over on my other podcast, Collected Sounds.I am reading to you the short story called “Afterward” by Edith Wharton. This story was written in 1910.   It is an ironic ghost story about greed and retribution. This is my favorite so far of the ones I've done.Happy Spooky Season!CreditsThis independent podcast is produced by Amy at Collected Sounds Productions.Host: Amy ElleStory: “Afterward” by Edith Wharton (public domain).Theme music by Cannelle, written especially for Collected Sounds. https://www.patreon.com/melissaoliveriStory background music is Beethoven's Sonata No. 19 in G Minor, Op. 49 No. 1 - I. Andante. The artist is Daniel Veesey and I got it from the Free Music Archive.If you have any other suggestions for stories for me to read to you, please let me know. You can reach me at collectedounds@gmail.com or at 612-424-1684 (leave voice or text message). Or you can visit our website and leave a voice or text message there. https://www.podpage.com/collected-sounds/Collected Sounds Socials:Twitter: https://twitter.com/collectedsoundsInstagram: https://www.instagram.com/collectedsounds/Facebook: https://www.facebook.com/collectedsounds/Volsteadland Info:Our website: https://www.podpage.com/volsteadland/  You can sign up for updates and you'll get an email each time we upload something new.Twitter: https://twitter.com/Volstead_land Instagram: https://www.instagram.com/volstead_land/ Facebook: https://www.facebook.com/Volsteadland Get your own Volsteadland merch: https://www.bonfire.com/store/volsteadland-merch/ Volsteadland is produced by me, Amy, at Collected Sounds Productions and is part of the Collected Sounds Podcast Network.Thanks for listening! Support this podcast at — https://redcircle.com/volsteadland/donations

On today's show, Will sits down with John Gibbs, Head of the School of Arts & Communication Design and Professor of Film at the University of Reading, to discuss style-based criticism, his videographic work, and more. They discuss John's video essay, "‘Say, have you seen the Carioca?'," published as part of the AHRC/FAPESP-funded project, "Intermldia: Towards an Intermedial History of Brazilian Cinema." John and Will also talk about Liz Greene's "The Elephant Man's Sound, Tracked" and "The Strange Streets of a Strange City: The Ambersons Montage" by Patrick Keating. Douglas Pye also joins the show to discuss his new edited collection, V.F. Perkins on Movies: Collected Shorter Film Criticism, from Wayne State University Press. Doug and Will discuss the work of Perkins, how it relates to videographic criticism, and more. Music: Sonata No. 05 in C Minor, Op. 10 No. 1 - I. Allegro molto e con brio by Daniel Veesey is licensed under a Public Domain License | Brain Power by Mela is licensed under a Attribution-ShareAlike License. | Via FreeMusicArchive

Thanks for tuning in to Rio Blanco County news. Here are highlights from the July 30 edition of the Herald Times. HT intern Sophia Goedert takes a look at how the coronavirus pandemic has affected area ranchers, from packing plant bottlenecks to nonexistent markets. This week’s feature story and photos on page 1A. Rio Blanco County public health nurse Kelly Christian of Rangely has resigned after accepting a position at Rangely District Hospital. A goodbye potluck was held July 22. According to RBC’s help wanted listing in the classifieds, applicants for Christian’s position are still being sought. Oil and gas fallout is going to hit Rio Blanco County where it hurts this season. Preliminary numbers indicate an 11.5% drop in revenue due to impacts on assessed valuations. This translates to about $900,000, or 5% of operating expenses, according to Finance Director Janae Stanworth. The reduction in property tax revenue will also extend to every special district with a mill levy. Additionally, the county expects to lose about $1 million in severance tax and mineral lease dollars this year, and even more in 2021. According to RBC Assessor Renae Nielsen, about 80% of the county’s total assessed value is tied to oil and gas. In pandemic related news, Public Health is working on the application for the county to move into the third phase of the coronavirus response titled “Protect Your Neighbor.” Case counts remain at 6, with all patients recovered. The HT hosted a fourth coronavirus q&a live last Thursday. Here’s an excerpt. “The whole point of closures, the whole reason any society chooses to close down or shut down, this is around the world, it’s all about hospital capacity. If you think of it in terms of that, anything we can do, even if a lot of people are going to be asymptomatic, so we’re not going to be able to use just hey stay home if you’re sick as a strategy but if we can wear a mask and we can have broader mask usage if we do that we can really reduce the risk or reduce the amount the virus is spreading in our communities therefore reducing the number of people potentially who are going to catch it who are gonna get sick and end up in our hospitals. That’s when we’re going to see statewide closures again is when we reach that ICU bed capacity. If you start thinking about it like that, wearing a mask is one of the best ways we can stay open. Watch the full video on our Facebook page or YouTube channel, or listen here on the podcast. HopeWest had to cancel their gala fundraiser this year, but there are still plenty of ways to donate to the hospice program. Perhaps the tastiest way is to swing by HopeWest’s farmer’s market booth Friday, July 31, for Christine Halandras’s famous baklava sundae. All proceeds benefit HopeWest. For more ways to donate, read the story on page 5A. This week’s Sound of Meeker: the siren. Read the full story on page 6A. Rangely and Meeker football teams held scrimmages in preparation for the regular season. Practice for both teams begins Aug. 10. More sports on Page 1B. Informed citizens are the best citizens. Read your public notices, which start on Page 4B this week. From the Rangely Times, 50 years ago: A true diplomat is a man who can tell you to go to hell so tactfully that you’ll actually look forward to making the trip. Find more in this week’s edition, in print and online at ht1885.com. Thank you for supporting community journalism. *** Sonata No. 1 in F Minor, Op. 2 No. 1 - I. Allegro by Daniel Veesey is licensed under a Public Domain License. Cover photo by Sophia Goedert.

00:00 Gary War - "Grounds For Termination (Phil Gone Mix)" 03:22 Bryan Mathys - "Hard Miles" 07:00 Daniel Veesey - "Sonata No. 1 in F Minor, Op. 2 No. 1 - II. Adagio" 12:34 Daddy Long Legs - "Mornin', Noon & Nite" 14:51 Jonas - "Monkeytail" 18:29 REW - "Distance From Vultures (INSTRUMENTAL)" 20:09 Peter Rudenko - "Aug '12" All music sourced from the Free Music Archive under Creative Commons licenses. Info, licenses, and downloads: Grounds For Termination (Phil Gone Mix) Hard Miles Sonata No. 1 in F Minor, Op. 2 No. 1 - II. Adagio Mornin', Noon & Nite Monkeytail Distance From Vultures (INSTRUMENTAL) Aug '12

St Cyril of Jerusalem said “Generally speaking, everything that concerns our Lord Jesus Christ is twofold.” Join Catholic Musings for a contemplation of the readings for the First Sunday in Advent (Year C). Readings for the 2nd December 2018.Jeremiah 33:14-16Psalm 24(25):2-5,8-9,10,141 Thessalonians 3:12-4:2Luke 21:25-28,34-36Including: "Church Bells, Close, A.wav" by InspectorJ (www.jshaw.co.uk) of Freesound.org Creative Commons 2.0Sonata No. 1 in F Minor, Op. 2 No. 1 - IV. Prestissimo by Daniel Veesey is licensed under a Public Domain License.COMPOSER: Ludwig van Beethoven

One of the unwritten rules of the Mafia was Omerta, the code of silence. No one was allowed to talk about the existence of the Mafia, reveal how it worked or who the main players were. The Mafia demanded loyalty from its members to the very end. But when the law enforcement started to use modern surveillance techniques and tools to incriminate mobsters, those willing to cooperate with authorities began to grow longer and longer. It turned out mobsters do talk about the Mafia and about others to save their own skin, even bosses. Our sponsors are [Hims](https://www.forhims.com/mafiasc) and [Casper](https://casper.com/mafia) (CODE: MAFIA). Mafia's theme is "Spellbound Hell" by Damiano Baldoni. Music in this episode is "Misery" by Damiano Baldoni; "Sonata 8, 'Pathetique' - I. Grave - Allegro di molto e con brio" by [Daniel Veesey](URL: http://freemusicarchive.org/music/Daniel_Veesey/); "Thoughts About Future" by [Parvus Decree](http://freemusicarchive.org/music/Parvus_Decree/). Licensed under [Creative Commons: By Attribution 3.0 License](https://creativecommons.org/licenses/by/3.0/).

  A kindly wolf invites cousin fox to be her child’s godfather to teach it some valuable foxy skills. But the dastardly fox has other intentions and leads the wolf through the worst day of her life… In part 3 of The Fox Quadrilogy - the epic story of the rise and fall of the Reynard the fox- discover how peasants wash and why you should never get a barn and stable confused.  We reflect on some shocking fox behaviour and trace the idea of the trickster fox from Aesop through to medieval France and Geoffrey Chaucer, where along the way he picks up the name Raynard.  TwitterFacebookInstagram grimmreadingpodcast@gmail.com Theme music: Bicycle Waltz by Goodbye Kumiko Other music: Piano Sonata No. 28 in A Major, Op. 101 - IV performed by Daniel Veesey  

Allen Dorfman was a insurance agency owner and consultant to the International Brotherhood of Teamsters. He was also known in the criminal underworld of Chicago as the ‘Mafia’s Banker,’ one of the most powerful middlemen between prominent union figure Jimmy Hoffa and the Mafia. Our sponsors for this episode are The Black Tux (theblacktux.com/MAFIA), eLiquid.com (eliquid.com/mafia promo: MAFIA) and LightStream (lightstream.com/mafia). Mafia's theme is "Spellbound Hell" by Damiano Baldoni (damianobaldoni.altervista.org). Music in this episode is "Misery" by Damiano Baldoni; “Junction” by Kai Engel (http://www.kai-engel.com/); “Sonata No. 1 in F Minor, Op. 2 No. 1 - IV. Prestissimo” by Daniel Veesey; “I Knew a Guy", and “Mourning Song” by Kevin MacLeod (http://incompetech.com); "Fog" by Sergey Cheremisinov (https://www.s-cheremisinov.com/); “Dark Waves“ by Xenojam (https://xenojam.bandcamp.com). Sound effects from freesound.org by turtlelg, juskiddink, lensflare8642, carmelokike.Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/

Forging relationships in DC can involve a certain amount of nuance - we trade business cards for friendship and flirt at receptions to find a date.  On this episode of DC Diary, we explore the dating scene and how we can meet and connect with other singles in the city.  Comedian and writer Jon Savitt and host Stephanie Logan come up with 5 tips to meet people in real life. And guest London tells the story of meeting her girlfriend (it involves a lot of cross-Atlantic travel).   We want to hear your stories and tips on dating in DC (and hear how our 5 tips work for your dating life!), so use #IRLDCdating to send us your stories. You can find us on Twitter at @dcdiarypodcast and follow Jon at @Savittj.   Music in this episode is by Podington Bear, Lemon Yellow Hayes, Daniel Veesey, The Antti Jädertpolm Quartet, Jonas, and Normcore. Today’s episode is brought to you in part by Time On The Hill. Time On The Hill provides job openings and congressional search support to candidates who are looking for success in Congress. On Capitol Hill there are thousands of positions. You only need one. This episode is also brought to you by Pixel eyewear.  On average People spend 10 or more hours a day staring at digital screens. Pixel computer glasses provide the most protection and comfort for your eyes, so you can fully enjoy the next episode of Veep.  Use code DIARY to get $5 off your first purchase.

For our June podcasting meetup, we had a chat with Michael Short of Let's Go Outdoors about how to make a living in new media. I don't think it's a stretch to say that Michael is a man ahead of his time. Long before the Internet made it a whole lot easier to be an independent media producer, Michael was doing it with Let's Go Outdoors, where he covers all kinds of stories to do with land, air and water, and distributed them on radio, TV and now online. His business model on Let's Go Outdoors is sponsorship. Like-minded organizations pay to be associated with his stories, but don't dictate what his stories are; they look to him to use his news judgment, tell the stories in a compelling way, and then get them in front of the right people. He also does freelance video and is always on the lookout for his next opportunity. As the media landscape has changed, Michael has changed along with it, and I think he has a lot to teach us about resilience, perseverance, and the power of good stories. He was also very frank about the challenges. This isn't an easy path, but if you want to make a go of it, Michael shows it's possible — you just have to go in with your eyes open. In this episode, you'll hear about how Michael got started in mainstream media; what it took to make a go of it on his own; how to keep sponsors happy; how to serve audiences well; the value of going deep on a niche; the pros and cons of having a direct connection to your audience; the primary power of curiosity; and the importance of strong production values — especially audio — if you want to sell sponsorships. This episode is also available in Apple Podcasts, on Google Play, on SoundCloud or on Stitcher. You can follow Let's Go Outdoors on Facebook, Twitter and YouTube, and you can subscribe to the Let's Go Outdoors podcast in Apple Podcasts. Thanks to our door prize donors for adding a little sugar to our meetup: Variant Edition, which also kindly hosts our regular get-togethers; Unbelts, which has a special offer on right now in honour of its launch; and Taproot Edmonton, which is putting on a live event on June 21, called Taproot Live: What's your urban planning wish? Thanks, too, to CafeRista for catering our event. Our next Edmonton Podcasting Meetup is slated for July 30 at Variant Edition. Save the date and watch for details. This episode of Seen and Heard in Edmonton is brought to you by Castria, where award-winning podcasters help you take your podcast from idea to reality. Castria’s Erika Ensign and Steven Schapansky record and edit both our live meetups and the regular interviews you hear on Seen and Heard in Edmonton. If you’d like them to help you, visit wearecastria.com. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.  

Meet Andrew Paul, who uses his journalistic chops to tell stories about philanthropy and good works in Edmonton as part of the team that produces The Well-Endowed Podcast. Andrew came up through alt-weeklies and magazines after he graduated from the journalism program at MacEwan. He shifted into doing public relations for arts and non-profit organizations with his now-wife, Fawnda Mithrush, and ended up at the Edmonton Community Foundation, which encourages philanthropy and funds charitable activities. The podcast is an extension of the foundation's efforts to tell the stories of its donors and the work it supports or is aligned with. Andrew co-hosts it with Elizabeth Bonkink, and Lisa Pruden produces it. As you'll hear, Edmonton is a trailblazer among community foundations by reaching out in this way. The foundation is looking for freelance contributors to the podcast. If you have experience and interest in producing audio stories, contact Lisa at lpruden@ecfoundation.org. Also in this episode: the story behind Well-Endowed's snappy theme song; what Andrew learned from Paul Matwychuk of Trash, Art, and the Movies; where a journalism degree can take you; lessons learned from producing I Don't Get It, a podcast about contemporary dance; and Andrew's advice for a not-for-profit contemplating starting a podcast. This episode is also available in iTunes, on Google Play, on SoundCloud or on Stitcher. Andrew made the following recommendations: Omar Mouallem's four-episode run as guest host on Canadaland: Travel Journalism's Dirty Little Secret;  Jason Kenney Is A Charming Man: Inside Alberta's Weird Conservatism; Why Your Rap Lyrics Could Land You In Prison; It Was Illegal To Print Their Names: Alberta's Lost Children. Modern Manhood by German Villegas; The Broadcast by Trisha Estabrooks and Alex Zabjek. You can subscribe to The Well-Endowed Podcast on Apple Podcasts and Google Play. You can find the Edmonton Community Foundation on Facebook and on Twitter (@theecf). The next Edmonton Podcasting Meetup takes place on June 17 at 1 p.m. at Variant Edition Comics & Culture. We'll be talking to Michael Short of Let's Go Outdoors about how to make a living in new media. Register here to attend. Seen and Heard in Edmonton is brought to you this week by Taproot Edmonton, a source of curiosity-driven stories about the city, cultivated by the community. Taproot is having its first live event on June 21! Join us at Sugar Swing for Taproot Live: What's your urban planning wish for Edmonton? Tickets are $10 for Taproot members, $15 for non-members. Check out Taproot's latest story, Syncing traffic lights: Tech fixes, enduring challenges. If you're curious about such things, join Taproot to satisfy your curiosity and help us put more stories into the world.   Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.

I had the great pleasure of talking to Ben Yendall of Tales from the Hydian Way and Trina Shessel from the Northern Nerdcast on stage at the Needle on May 12 during NorthwestFest's LunchPods series. Both Ben and Trina have cultivated a community around their podcasts, and are members of Edmonton's growing and increasingly connected podcasting community. They shared a lot of excellent insights about how and why they got into podcasting, and what they have learned about "community" in all (or at least many) senses of the word. I also talk a bit about the Alberta Podcast Network, which is now officially in the works thanks to funding from ATB Financial. This episode is also available in iTunes, on Google Play, on SoundCloud or on Stitcher. You can hear even more about the Alberta Podcast Network, and ask me anything about it, at the next Edmonton Podcasting Meetup on May 28 at 1 p.m. at Variant Edition Comics and Culture. Register here to attend.  Some other links mentioned in the show: The Northern Nerd Network's YouTube channel; Ben's other podcast, Heroes of the Hydian Way; The Tales from the Hydian Way Patreon campaign; The meetup where Ben and Trina offered advice to The Broadcast; Two big Doctor Who podcasts made in Edmonton: Radio Free Skaro and Verity!; The Chicago Podcast Cooperative, a model for the Alberta Podcast Network; Local examples of using music on podcasts: CKUA's Capital City Records podcast, Kat Griffiths's Start the Music, Cups N Cakes on Mixcloud;  Local examples of live phone-ins: The View Up Here, Northern Nerdcast on Google Hangouts; Chris Sikkenga and Paul Deleeuw's Montreal Sauce; My Edmonton podcast roundups; Castria, where award-winning podcasters help you make yours (and help me make mine); The Needle Vinyl Tavern, great hosts for the inaugural LunchPods series. Some of the other LunchPods sessions have made their way into various feeds: Northwestfest Panel, featuring Paul Matwychuk of Trash, Art, and the Movies, Erin E. Fraser and Matt Bowes of Bollywood is for Lovers and JP Fournier of The Movie Jerks; Mind the gap: How podcasting can fill a news void on women and politics: Alex Zabjek and Trisha Estabrooks of The Broadcast talk to Scott Fralick about podcasting as a vehicle for journalism. NorthwestFest is over for this year, but you can see who won the awards, and mark your calendar for more nonfiction fun in May 2018. Seen and Heard in Edmonton is brought to you this week by Taproot Edmonton, a source of curiosity-driven stories about the city, cultivated by the community.  This month Taproot published Mack Male's popular list of summer festivals and events. If you're looking for something to do over the next few months, Taproot has you covered. Taproot is a member-supported site — our stories are free for all to read, but members gets to participate in the stories from the beginning, and we have more perks coming. If you'd like to get in on the ground floor of a new way of doing and funding local journalism, join us. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.  

Our April meetup gave us a chance to talk about the power of cross-promotion by engaging in some cross-promotion — I love me some meta. We had a chance to talk Fawnda Mithrush, who is managing director of NorthwestFest, Edmonton's international festival of nonfiction film, art and music. Fawnda is the brain behind LunchPods, a series of live podcast shows on at The Needle Vinyl Tavern throughout this week in conjunction with the film festival. Fawnda also hosted I Don't Get It, an award-winning podcast about contemporary dance, which she's hoping to resurrect one of these days. But she's an awfully busy person — besides helping Guy Lavallee put on NorthwestFest, she is also the executive director of LitFest, the nonfiction literary festival that comes to Edmonton this fall. In the episode, you'll hear all about LunchPods, as well as the "wicked fun" of doing a podcast about dance; why we need to find ways for creative people to get paid; how podcasts fit in with NorthwestFest and might fit into LitFest in the fall; why nonfiction appeals to her and to Edmonton; and the collaborative spirit of our city. This episode is also available in iTunes, on Google Play, on SoundCloud or on Stitcher. The LunchPods will be recorded, so if you miss one, you can catch up, but of course it's more fun to hear in person (plus there's lunch provided): May 8: Passion Pods: Where Art and Sport Collide: Taylor Chadwick of What It Is interviewed Erika Ensign of Beginner’s Puck and Steven Schapansky of Hockey Feels about arts and sports; May 9: Dime a Dozen: Podcasting About Film: Paul Matwychuk and Erin E. Fraser of Trash, Art, and the Movies will talk to Matt Bowes of Bollywood is for Lovers and JP Fournier of The Movie Jerks about movie podcasts; May 10: Short Story Long: How Podcasts Pick Up Where News Outlets Drop Off: Alex Zabjek and Trisha Estabrooks of The Broadcast will discuss podcasting as a vehicle for journalism; May 11: Sound and Fury: The Key to Outstanding Sound and Content: Adam Rozenhart of The Expats will explore the importance of great sound and structure with Sam Power of All Intensive Purposes and Lauren Albrecht of Nerd Nite Edmonton. May 12: Together We're Stronger: YEG's Podcast Community: I’ll be talking to Trina Shessel of the Northern Nerdcast and Ben Yendall of Tales from the Hydian Way about cultivating an Edmonton podcasting community. Many thanks to NorthwestFest, Flatter:Me Belts and Variant Edition for donating door prizes, and to CafeRista for catering. (Extra shout-out to Variant Edition for hosting us despite having a flood in their store mere hours before the event. Heroes!) I said at the end of this episode that there might not be a meetup in May, but I've changed my mind, because I have big news to share: We're creating the Alberta Podcast Network, powered by ATB! Read the back story, and then join us at the Edmonton Podcasting Meetup on May 28 at Variant Edition to discuss the network, where I'll answer as many of your questions as I can. This episode of Seen and Heard in Edmonton is brought to you by Castria, where award-winning podcasters help you take your podcast from idea to reality. Castria’s Erika Ensign and Steven Schapansky record and edit both our live meetups and the regular interviews you hear on Seen and Heard in Edmonton. If you’d like them to help you, visit wearecastria.com. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.

Meet Tema Frank, an author, an Internet pioneer, and the creator of Frank Reactions, where she explores customer experience and customer service in the digital era. Tema has long been a woman ahead of her time, putting up her first website in 1995 to promote her first book, Canada's Best Employers for Women. Most people around her didn't even know what a website was, but the experience taught her things she would use later on, which is a theme, as you'll hear. Credit perhaps is due to the University of Alberta, where she was part of the first business class that had to take a computer course. She now serves on Senate. Tema has one of the coolest podcast origin stories I've heard yet. She was living in France and wanted to get into Le Web, which cost a lot. So she decided to pitch a story to the CBC show Spark so she could get press credentials. It worked, and she not only got into the conference, but learned that she had a good voice for radio (you'll hear that) and a love for interviewing interesting folks. You'll learn how the business model of her podcast has changed over the years, and how it has become both a source of the research for her latest book — PeopleShock: The Path to Profits When Customers Rule — and a way to sell the book and her consulting services. She has some solid advice for those who'd like to do the same. This episode is also available in iTunes, on Google Play, on SoundCloud or on Stitcher. Here are Tema's recommendations: That's So Maven: The podcast by, for and about female entrepreneurs, by Andrea Beça and Lauren Dary; Science for the People: An interview show that explores the connections between science, popular culture, history and public policy; The podcast roundup on my own Seen and Heard in Edmonton (thanks, Tema!). She'd also love to see you this week at LitFest, Edmonton's nonfiction festival, which runs until Oct. 23. (I'll be at CANADALAND Live on Monday night and the Story Slam on Wednesday.) Find Tema on Twitter (@temafrank) and Frank Reactions on Facebook. PeopleShock is also available at Audreys Books. This week’s Seen and Heard in Edmonton is brought to you by Taproot Edmonton, a source of curiosity-driven stories about the city, cultivated by the community. Taproot's second story, Making a ripple toward reconciliation, is up. In this episode, you'll hear writer Anna Holtby discuss her approach and explain why she wanted to be part of Taproot.   Want to satisfy your curiosity about something going on in the city? Join Taproot. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.        

Meet Jim Bilodeau, a NAIT instructor with a passion to help artists make money online, and the man behind The Museum Project, an interesting idea to help make that happen. Jim was one of the people who came in for an interview on 100 in 1 Day back in June, when I took over a studio at the Edmonton Public Library's Makerspace to talk to Edmontonians about what they are making. Unlike most of my interviewees, Jim doesn't write a blog or make a podcast or have a YouTube channel. But he wants to help those who do. "I want every individual artist to be in charge of their own career," he says. "If you have talent, you can make money at your art now." He has an idea that he hopes will kill two birds with one stone: Incubate online artistic ventures by providing a production facility, and save the old Royal Alberta Museum building in Glenora in the process. The new downtown museum opens in 2017, but it will take until 2019 to empty. After that, anything could happen to the building, including tearing it down. Jim doesn't want that to happen, and you'll hear more about his idea in this interview. This episode is also available in iTunes, on Google Play, on SoundCloud or on Stitcher. Jim recommended a couple of Alberta artists who are making a go of it on Twitch TV: Body painter Kay Pike Fashion Artist Fady Lace You can follow The Museum Project on Facebook and on Twitter (@yegmuseum). Learn more about Your Entertainment Guild (YEG Society) at yegsociety.ca. You can also see some other ideas for uses of the old RAM on this petition to save the building. This episode of Seen and Heard in Edmonton is brought to you by Taproot Edmonton, a source of curiosity-driven stories about the city, cultivated by the community. Learn more about the project in my chat with co-founder Mack Male. And watch taprootedmonton.ca for our first story, coming soon.  Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.  

Meet Ben Yendall, the storytelling, community-building co-host of Tales from the Hydian Way, a podcast about a role-playing game set in the Star Wars universe. As Ben says, Tales from the Hydian Way is about as niche as you can get, but podcasting is a great medium for serving your particular pack of people. He followed the advice we've often heard here and elsewhere: Make the podcast you want to listen to. I don't play the game and I stopped watching Star Wars at Return of the Jedi, and yet I tune into Tales from the Hydian Way from time to time just to hear them talk. Ben and his co-hosts David and Joshua improvise fan fiction online with people all over the world in the game, and then analyze how to do it better on the podcast. Isn't that amazing? It might be tempting with that level of expertise to exclude newcomers. But Ben has no time for gatekeeping or noob-shaming. "It doesn't do us any good to make the community smaller," he says. That's pretty great, too. This episode is also available in iTunes, on Google Play, on SoundCloud or on Stitcher. Ben made these great local recommendations: Basket of Yegs, Troy Pavlek's podcast about civic affairs Northern Nerdcast, Dan Shessel's look at all things nerdy in Edmonton RPG Casts, a repository of role-playing-game-related podcasts. You can find Tales from the Hydian Way on Twitter (@thehydianway) and Facebook. Ben himself is @deuteriumice on Twitter. And you can often find him in real life at our Edmonton Podcasting Meetup. The next one is on Sept. 18 at Cafe Rista, on the subject of how to start a podcast, and we'll be mining the expertise of our veteran podcasters to help people start their own. Sign up here. This episode was one of several recorded at the Makerspace at the downtown Edmonton Public Library on 100 in 1 Day. Watch for more episodes recorded that day in future weeks. This week’s Seen and Heard in Edmonton is brought to you by Taproot Edmonton, a new member-supported home for local stories created with the community and not just for it. We just launched the Story Garden, which you'll hear Mack Male talk about in this episode. If you’d like to help create a new way to sustain how-and-why journalism in our city, join Taproot today. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.

Meet German Villegas,  a youth worker who conducts interviews about healthy masculinity on The Modern Manhood Podcast and jaws about hockey with his buddies on Your Team Sucks. German has been interested in podcasting for awhile, and had a music one that didn't go anywhere. Hockey turned out to be more fruitful terrain for a lively debate, hence Your Team Sucks, where fans of three different teams chirp each other and discuss various hockey-related happenings. That's where I first became aware of German. Your Team Sucks is fun, but it's clear that German's deeper passion lies in The Modern Manhood Podcast, which he started this year to initiate conversations between men about being men. In the course of his work, German has observed that men often have trouble talking about their vulnerabilities, and he wanted to create a safe and empathetic space to do so. The podcast is affiliated with Men Edmonton,  a movement to empower men to speak out against violence and to take on positive roles. It is most certainly not affiliated with "men's rights activists." The Modern Manhood Podcast is a feminism-friendly place.  German made these interesting recommendations: Michael Cameron's blog at passionpridepurpose.com; YEG People, especially the one with Blake Loates and her We All Believe In You project  Linda Hoang's food and lifestyle blog at linda-hoang.com Megan McCormick's Mastering Health The Modern Manhood Podcast is on iTunes, on Facebook, and on Twitter (@modernmanpod). It also has a GoFundMe campaign to help German further his work. Your Team Sucks is on iTunes, on Facebook, and on Twitter (@ytsshow). German himself is on Twitter, too: @germanNOTgerman. And if you ever get an opportunity to talk to him in real life, do it. He is such a joyful person. This episode was one of several recorded at the Makerspace at the downtown Edmonton Public Library on 100in1Day. Watch for more conversations captured that day in the coming weeks.   This week’s Seen and Heard in Edmonton is brought to you by Taproot Edmonton, a new member-supported home for local stories created with the community and not just for it. Mack Male explains the origins of the name and why the stories are free but membership isn't in this episode. If you’d like to help create a new way to sustain how-and-why journalism in our city, join Taproot today. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.

This week's podcast features the audio from our meetup on how to get good sound, featuring multimedia photojournalist Ryan Jackson of Full Circle Visuals and podcaster and video editor Chris Sikkenga. We gathered at Variant Edition Comics and Culture in June to learn more about why sound is so important, how to control the room to improve the conditions for recording, how to work the microphone to avoid common errors, how to monitor your sound along the way, and what, if anything, you can do after the fact to fix it up if you mess up. The irony is not lost on me that the sound for this is not pristine, as it was recorded on a snowball mic on a table in a room with a lot of hard surfaces. And it occurred to me after re-listening to the recording that I still haven't mastered their advice for good microphone technique. It's not terrible, but there's room for improvement. Do as they say, not as I do.  This episode is also available in iTunes, on Google Play, on SoundCloud or on Stitcher. Be sure to follow Full Circle Visuals on Twitter, Facebook and Instagram. And please listen to, subscribe to and rate Chris's podcasts, Montreal Sauce and Film Frown. Thanks again to Variant Edition for technical assistance, the room and a door prize; to NeWest Press for another door prize; and to CafeRista for delicious treats. Our next meetup will be held at CafeRista (14213 103 Ave.) on Sunday, Sept. 18, at 1 pm. Save the date, and watch for details on the Edmonton Podcasting Meetup page. Here is some of the gear that Chris brought along for show and tell: Behringer XENYX 802 eight-channel compact audio mixer Rolls Pro switchable microphone mute/talk switch Shure SM58-LC vocal microphone Pyle Pro PHA40 four-channel stereo headphone amplifier Zoom H4nSP four-channel handy recorder A lot of that is next-level stuff. If you're just looking for gear to get started, previous podcast meetup guest Justin Jackson recommends this setup: Microphone: Audio-Technica ATR2100-USB Pop filter: "Find one that will work with your mic. This one is a good start." Headphones: Sennheiser HD 202 II Editing software: Garage Band (for Mac) and Audacity (for PC) This week’s Seen and Heard in Edmonton is brought to you by Podcast Canvas, a tool to help businesses and organizations that want to start a podcast figure out who to reach, what to say, and how to make it happen. If you want to start a podcast, want to help your company start a podcast, or keep getting asked "How do I start a podcast?", visit podcastcanvas.com for a free planning tool and guide.  Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.  

Meet Jessica Cooreman and Katie Woodfine, the hardcore footy fans behind For Kicks, a podcast that follows the Canadian national women's team on the road to Rio, as well as women's soccer in general. I hope some day to love something as much as Katie and Jessica love soccer. Their passion for the game is infectious and so fun to listen to. And I was thrilled to hear in our conversation that even though the podcast was born to follow the team's progress towards the Olympics this August, they plan to keep their podcast going afterwards. The podcast comes out once a month, which means there's a lot to pack into every episode. They also have a very active For Kicks Tumblr, which provides quite a window into a community of fans and players that doesn't get much mainstream media attention. We talk about how Edmonton is a place that gets excited about women's soccer, thanks to the U-19 tournament where Christine Sinclair made her mark, the success of the Women's World Cup games that were played here, and homegrown talent such as Erin McLeod. Jessica and Katie made a ton of soccer-related recommendations: Alberta: Loyal Company of the River Valley The Young Gaffers Canada: Canada Soccer Experiment (@footyexperiment)  North America and International: The Mixxed Zone from Howler Women’s World Football Show 2 Drunk Fans Off The Post The Equalizer NWSL Team Podcasts: Houston Dash/Dynamo: Keeper Notes blog and Houston Soccer Podcast Washington Spirit: Follow Your Spirit Orlando Pride: Queen’s Cast Portland Thorns: Riveting! Chicago Red Stars: 5th Star You can — and should! — find For Kicks on Twitter (@forkickspodcast) and on Facebook. The podcast is on iTunes, Stitcher and SoundCloud. This week’s Seen and Heard in Edmonton is brought to you by Taproot Edmonton, a new member-supported home for local journalism created with the community and not just for it. You’ll hear me talk to Mack Male about the project in this show. If you’d like to help Mack and me create a new way to sustain how-and-why journalism in our city, join Taproot today. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.

Meet Marcia J. Hamm, the wine lover who explores her passion and makes educated but accessible recommendations on her blog, Joy of Wine. Marcia wasn't always into wine, but an encounter with a pinot gris made her want to learn more about it. As she started studying, her husband told her she should really start writing down what she was experiencing, and that's where her blog began. She has pursued a lot of wine education over the years, including earning her WSET (Wine and Spirit Education Trust) certification and status as an Italian Wine Ambassador. But she strives to take the snobbery out of wine-tasting. She strongly feels that people shouldn't be made to feel stupid about wine, as you'll hear. Here are Marcia's recommendations: YEG Women in Wine, a non-profit organization focusing on female entrepreneurs in the beverages industry What the Truck?!, Edmonton's food truck extravaganza I Heart Edmonton, Emil Tiedemann's celebration of the city Marcia will be a judge at the 2016 Alberta Beverage Awards in Calgary in July, and you can also find her at Hicks Fine Wines in St. Albert. You can hire her, too, for home wine-tastings or corporate events. And she's on Facebook, Twitter and LinkedIn. This episode was one of several recorded at the Makerspace at the downtown Edmonton Public Library on 100in1Day. Watch for more conversations captured that day in the coming months. This week's Seen and Heard in Edmonton is brought to you by Seven Music Fest, a day of great music in beautiful Seven Hills Park in the heart of St. Albert on July 9. The headliners are the Juno-award-winning Walk Off the Earth, and they're just one reason to check out the festival, as you'll hear in this episode. Get your tickets at sevenmusicfest.com. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.

Meet Matt Mercer-Slingsby, one of the hosts of Drink This Podcast, a celebration of pub culture that lets you eavesdrop on smart people talking about everything from restaurant life to Disney, over beers, of course. Drink This Podcast started as a review show four years ago, but that had some limitations, Matt says, and it got complicated when he got a job in the beer industry. So they shifted their focus to great conversations over tasty libations. Matt and his co-host Paul recently brought on Vancouver's Mia Steinberg as a third regular co-host after she blew their minds in a conversation about Star Wars. We talk about what she brings to the show, as well as lessons Matt has learned about equipment — "A $1,000 life lesson that I should have been able to learn for free," as he says. We also talk about the great theme song that a.i. wrote for the show. Listen to it after you listen to this. This episode is also available in iTunes, on SoundCloud or on Stitcher. Matt recommended the following Alberta-made podcasts: The Lip Talk The Strategists Highlevel Showdown What It Is 30 Minute Week You can find Drink This Podcast at drinkthispod.com and on iTunes, as well as on Facebook and on Twitter (@drinkthispod). Matt himself is @slingsbot on Twitter, and you can find out what he's drinking on Untappd. This episode was one of several recorded at the Makerspace at the downtown Edmonton Public Library on 100in1Day. Watch for more conversations captured that day in the coming months. This week’s Seen and Heard in Edmonton is brought to you by Taproot Edmonton, a new member-supported home for local journalism created with the community and not just for it. If you'd like to help Mack Male and me create a new way to sustain how-and-why journalism in our city, join Taproot today. Musical credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from freemusicarchive.com.  

For all you artists who've ever felt mediocre, this episode is for you."Amadeus" is easily one of my favorite movies. I can watch it over and over. It tells the tragic and fictional tale of Italian composer Antonio Salieri and his "complicated" relationship with Wolfgang Amadeus Mozart. It won F. Murray Abraham his first (and I think only) Oscar for Best Support Actor. In the film, Salieri laments at being just a mediocre composer when compared to the likes of Mozart (whom he claims to have killed).As artists, we sometimes feel like Salieri, don't we? We see other people's work and feel like we pale in comparison. That we're just...mediocre. Today on the show we're going to explore this topic and see if we can't come to a new perspective that is healthier for our craft (and career).On this episode, we'll hear from some talented Atlanta-based filmmakers, namely Chris Fenner (who you may remember from the very first "Short Ends" episode "What the Hell Are You?"); Dan Duncan of Remedy Films; and music video filmmaker Isaac Deitz. We also hear again from a Radio Film School favorite, Brandon McCormick of Whitestone Motion Pictures. Lastly, we hear from Yolanda Cochran, who recently finished a 6-month consulting gig at Netflix.Music Tips - Picking Music for Your ProductionThis week during the sponsor segment I start a series of tips related to music and film. This week's tip is on picking music for your production. Remember, a huge way you can support the show is by checking out our sponsors. We're supported in part by Song Freedom. Click here and use offer code radio for a one-time Standard Gold Level license worth $30.We're also supported by YOU, the listeners. Become a Dare Dreamer FM Premium member and gain access to bonus episodes, ebooks, templates, and other resources to help you grow in your craft and career.Music in this EpisodeMusic in this episode was curated from FreeMusicArchive.org, Kevin MacLeod's Incompetech.com and Song Freedom. In order of appearance:"I Heard if Through the Grapevine" by Marvin Gaye. Courtesy of Song Freedom. All rights reserved."The Great Break Off" by The Insider. CC BY-SA."Bach Prelude in C" by MANWOMANCHILD. Public Domain."Please Listen Carefully" by Jahzzaar. CC BY-SA."Sonata No. 13 in E Flat, Op. 27 No. 1-I Andante - Allegro - Tempo 1" (that's a mouthful) by Daniel Veesey. Public Domain."Prelude in C" by Kevin MacLeod. CC BY."Egmont Overture Finale" by Kevin MacLeod.CC BY."Troy Holder - Ode to Joy" by Tory Holder. Public Domain.

A conversation with Laura Frey, the book blogger behind Reading in Bed, who offers solid advice on blogging and suggests many other blogs, podcasts and YouTubers to follow. Check out her wonderful list in the show notes. Music credits: Beethoven’s Sonata No. 1 in F Minor, Op. 2 No. 1, played by Daniel Veesey, from… More Episode 5: Laura Frey

Listen Up! This is WVIB 168, all talk, all the time:Birds and the bees...and twin bathtubs on the beachTune 1: The Way I Feel by the Cantonement Jazz BandHumour.  I was ONLY KIDDING!Tune 2: Beethoven's Sonata No.1 in F Minor Op. 2 No.1-4 Prestissimo performed by Daniel Veeseyciao!

Paul puts forth several lines of argumentation in Galatians 1-4, including: 1) The Messiah is greater than Israel and is a hope for the whole world; 2) More than a fulfillment of the law, Christ is God's perfect gift for those who, in their mortal weakness, cannot hope to fulfill all the demands of God by themselves; 3) Paul's ministry to the Galatians exhibited both bona fide miracles and the introduction of the Spirit in these Gentiles' hearts; 4) The law served Israel as a tutor who controls an unruly child, but Christians are called to be adults, not mere children; and 5) It is foolish to turn from the Spirit's promptings and rely on self-justification and slavish bondage. In Chapter 4 he discusses the theology of the law and the promises of God. He teaches that the promise precedes the law, and further states that God intended for the law to show His people they had the disease of sin, that they might yearn for the Messiah's redemption. Using the two sons of Abraham in an allegory, Paul illustrates how the son of a slave, conceived through man's fleshly design, stands in contrast to the son of a free woman, born through supernatural grace (cf. v 21-31). His gospel offers freedom in Christ; this freedom is born of maturity and establishes a right relationship with God. If Christ has set us free from the shackles of self-justification under the law, Christians must "stand fast, therefore, and ... not submit again to a yoke of slavery" (5:1). Paul then makes a strong and concise rabbinical argument: "If you receive circumcision, Christ will be of no advantage to you. I testify again to every man who receives circumcision that he is bound to keep the whole law. You are severed from Christ, you who would be justified by the law; you have fallen away from grace" (v 2-3). In this attempt to convict the Galatians, Paul explains that Christians are called to a life of faith and love in the Spirit that comes from God, hoping "through the Spirit, by faith," for the righteousness that will be revealed at Chrit's second coming (cf. v 4). He further states, "For in Christ Jesus neither circumcision nor uncircumcision is of any avail, but faith working through love" (v 6). By asking "who hindered you from obeying the truth?" Paul contrasts obedience to God with an obedience merely to the law (v 7). Notably, the Greek word for disobedience is the same word for disbelief. A Christian notion of obedience would be to respond to God with trust and belief, relating to Him as He is. One expresses his obedience by reciting the Creed at Mass, which begins in the Latin with the word credo: I believe. This deeply personal statement is akin to a marriage vow. Like the Shema Israel, however, our life in God is both deeply personal and deeply communal, demanding a loving response: "Hear O Israel: the LORD our God is one LORD; and you shall love the LORD your God with all your heart, and with all your soul, and with all your might." (Deut 6:4-5). Music: Beethoven's Sonata No. 8 in C Minor "Pathetique", Op. 13 performed by Daniel Veesey. www.musopen.com